Assess the impact of labor unions on industry and the lives of workers Assess the impact of labor unions on industry and the lives of workers Week 5 Day 3

Macro Concepts Micro Concepts Change-transformation of a person, place or thing. Power-authority of a government to carry out the law. Conflict-problem or issue that is controversial and can cause problems without compromise. Industrialization-process of people producing things using mass production and machinery. Immigration- process of mass entrance into a new country to live permanently Socialism-the process of citizens collectively owning property. Negotiation-the process attempting to settle disagreements by talking. Mediation-the process of having a neutral 3 rd party help settle a dispute. Collective Bargaining-the process of having a group of workers decide employment terms [usually by a union]. Arbitration-the process of having a 3 rd party settle a dispute between two [like a judge].

The Workplace and workers The Workplace and workers During the late 1800s and early 1900s places people worked were often very dangerous. During the late 1800s and early 1900s places people worked were often very dangerous. The risk of serious injury and death were always present. The risk of serious injury and death were always present. Poor and dangerous working conditions such as faulty equipment, long work hours and low pay often made working in factories unbearable. Poor and dangerous working conditions such as faulty equipment, long work hours and low pay often made working in factories unbearable. Very low wages [the amount of pay workers received] forced people to work many hours which made them very tired, angry and ineffective. Very low wages [the amount of pay workers received] forced people to work many hours which made them very tired, angry and ineffective. Because many families in large cities were often poor they sent their young children [age 3-teenagers] to work. Their lack or strength and experience put them at high risk of injury. Because many families in large cities were often poor they sent their young children [age 3-teenagers] to work. Their lack or strength and experience put them at high risk of injury.

Triangle Shirtwaist Fire Watch movie quietly without putting your head down or sleeping. Watch movie quietly without putting your head down or sleeping. Make a list of five [5] tactics the bosses of the factory did to workers that was unfair. Make a list of five [5] tactics the bosses of the factory did to workers that was unfair. Write a letter to the U.S. government explaining why the bosses’ tactics need to stop and what the government should do. Write a letter to the U.S. government explaining why the bosses’ tactics need to stop and what the government should do. or… or… Write a letter to the editor of the New York Times newspaper explaining your opinion about what happened to the Triangle Shirtwaist Factory workers. Write a letter to the editor of the New York Times newspaper explaining your opinion about what happened to the Triangle Shirtwaist Factory workers.

Workers United Workers United Eventually many workers began to get smart and unite together fight for better conditions and higher wages. Eventually many workers began to get smart and unite together fight for better conditions and higher wages. The groups of workers called themselves unions. The groups of workers called themselves unions. Unions usually organized themselves by the type of work they did such as carpenters and shoemakers. Unions usually organized themselves by the type of work they did such as carpenters and shoemakers. Trade unions and craft unions were types of unions that were specific to types of industries to protect those types of workers. Trade unions and craft unions were types of unions that were specific to types of industries to protect those types of workers. For example a carpenters’ trade union would protect the rights of carpenters. For example a carpenters’ trade union would protect the rights of carpenters.

Conflicts and labor leaders Conflicts and labor leaders Even with labor unions there were still problems with business owners. Even with labor unions there were still problems with business owners. Business often forced workers as a condition of employment to sign a yellow dog contract which forbid them from joining a labor union. Business often forced workers as a condition of employment to sign a yellow dog contract which forbid them from joining a labor union. Labor union leaders such as Eugene V. Debs encouraged members to go out on strike [walk out of work] when they believed they were being treated unfairly by employers. Labor union leaders such as Eugene V. Debs encouraged members to go out on strike [walk out of work] when they believed they were being treated unfairly by employers. Debs led the Pullman Strike in 1894 which led to over 100,000 workers walking out on their railroad jobs. Debs led the Pullman Strike in 1894 which led to over 100,000 workers walking out on their railroad jobs. Debs was jailed for his participation in the strike because the effect of the strike was too negative. Debs was jailed for his participation in the strike because the effect of the strike was too negative.

Samuel Gompers  Gompers learned from the failures of other unions.  Led the American Federation of Labor [A.F.L.] for over 40 years.  Federation=Group of separate entities [in his case unions]  His most important strategy was to pool the resources of different types of unions.  The funds were used to support workers during prolonged strikes.  He also championed closed shops which did not allow non-union workers to work in union dominated jobs.

Labor Strife and Unrest Business/Labor conflicts were not always peaceful. On May 4, 1886 rioting in Chicago’s Haymarket Square led to multiple deaths and a bad reputation for unions. The greatest mistake by the Knights of Labor [labor union with different types of workers] was including skilled and unskilled workers under one group. Unskilled workers could be replaced by strike breaking scabs while craftsmen [skilled workers] were not. Skilled workers believed their jobs were unprotected.

Sherman Anti-Trust Act Sherman Anti-Trust Act The U.S. Government in 1890 tried to rein in the power of business trusts. The U.S. Government in 1890 tried to rein in the power of business trusts. The shrewdest of businessmen hired lawyers who were able to find loopholes in the law and avoid compliance. The shrewdest of businessmen hired lawyers who were able to find loopholes in the law and avoid compliance. Trusts were sometimes forced to break up into separate companies. Trusts were sometimes forced to break up into separate companies. Best example of a break-up was the 1911 break up of Rockefeller’s Standard Oil Corporation. Best example of a break-up was the 1911 break up of Rockefeller’s Standard Oil Corporation. U.S. Government was bent on Trust busting after passage U.S. Government was bent on Trust busting after passage

Homestead Strike and Steel Company tactics Workers at Carnegie’s steel company wanted better working conditions and better pay. Workers at Carnegie’s steel company wanted better working conditions and better pay. The steel labor unions went on strike at the Homestead Steel Works. The steel labor unions went on strike at the Homestead Steel Works. Because the workers refused to agree to Carnegie’s terms they were locked out [not allowed to work by the company]. Because the workers refused to agree to Carnegie’s terms they were locked out [not allowed to work by the company]. Violence was threatened from both the Steel company and their workers. Violence was threatened from both the Steel company and their workers. After much negotiation, fighting and legal battles most of the striking workers were blacklisted by the U.S. Steel and not allowed to work in the industry again. After much negotiation, fighting and legal battles most of the striking workers were blacklisted by the U.S. Steel and not allowed to work in the industry again.

Labor Union/Conflict Assignment Create an 8-panel cartoon strip describing a labor conflict and solution from the list of topics we learned in Objective Create an 8-panel cartoon strip describing a labor conflict and solution from the list of topics we learned in Objective OR…. OR…. Join with 3-4 other students [no more than 4 students to a group] and create a 2-3 minute skit describing a labor conflict and solution from the list of topics we learned in Objective Join with 3-4 other students [no more than 4 students to a group] and create a 2-3 minute skit describing a labor conflict and solution from the list of topics we learned in Objective 5.03.

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