Labor’s Response to Industrialism Unit 5 – Industrialism and Reform

Objectives  Content: WWBAT evaluate whether or not the rise of industrialism in the United States was good for the American worker.  Language: WWBAT to discuss our thought processes after completing a simulation. What kinds of problems do you think could be caused by industrialism on the land? Culture? People?

What do you know about labor unions?  Make a list in your notebook of everything you know or think you know about labor unions.  Historical or contemporary

WHAT IS THE DARK SIDE OF INDUSTRIALIZATION? Analyze the images that will come on the screen. 1.Look at the whole picture. 2.Look at each corner. 3.Look at the people. 4.Record one take-away from the picture that relates to the question above.

Triangle Shirtwaist Factory   What were some of the major issues here?  What was the response? By the unions? By the city?

Jigsaw Reading and Notes  Divide two pages in half in your notebook  Write the following titles for each section  14.2 Conditions of the Working Class  14.3 The Labor Movement  14.4 Strike Erupt Nationwide  14.5 Mixed Success for Unions  Divide the reading up in your group (move if you do not have 4 people)  Read your section and take notes on the questions on the following screen.  Share your questions and notes with your group when everyone is finished.  Add notes for what you did not read Conditions of the … 14.3 The Labor Movement

Jigsaw Reading Notes Record at least 4 details describing the working and living conditions of industrial workers. Define: Working class Division of labor Sweatshops Child labor Tenements Record at least two strategies labor unions employed in their attempt to improve workers’ lives. Then record two ways employers attempted to undermine unions. Define: Labor unions American Federation of Labor (AFL ) Strike Socialism Collective bargaining Record at least three key events during the labor movement of this time period. Summarize each event in one or two sentences. Define: Anarchist Pinkerton Agency Record at least three important losses or gains that labor unions experienced during this time. Write at least one sentence explain each gain or loss. Identify: Rose Schniederman Samuel Gompers Mary Harris “Mother” Jones Euguene V. Debs

Everyone Can Win Game You need to be a team of three.

Object of the Game: To end the game with any positive number of points, earning you extra credit. Materials Every group will receive an envelope containing a green card and a pink card. Everyone Can Win 1.The game has 6 rounds. For each round, each group quietly picks the color card they want to play. Hide the card you choose to play. Put the card you are not playing back in the envelope. 2.At the end of a round, hold up the card you choose. 1.If all groups play green, then everyone receives positive points. 2.If all group s play pink, then everyone receives negative points. 3.BUT if groups play different colors, THEN 1.Green = negative points 2.Pink = positive points 4.Groups that end with a positive number of points will earn 2 extra credit points on the Unit 5 Part 1 Exam.

Class Debrief  What emotions did you experience while playing the game?  For those of you who played a green card every time, why did you do that?  For those of you who played a pink card even once, why did you do that?  Why was (or wasn’t) the class able to play the game so that everyone won positive points?  Can you think of something from history or real life that has a similar dynamic to this game?

Notebook Response:  Based on your experience in the game and what you read in the textbook, why might it have been difficult for workers to form labor unions?  Why might workers have wanted to form labor unions, despite those difficulties?

Cost and Benefits of Industrializaiton  consequences consequences

In-class Write  Based off of your prior knowledge, what you learned from the textbook, the images, our simulation, and either of the videos answer the following prompt:  PARAGRAPH PROMPT:  Was the rise of industry good for the American worker?  Your response must include:  A thesis statement  At least 3 pieces of evidence that support your thesis  Analysis that connects each piece of evidence back to your thesis.  Don’t just tell me three facts. Show how they connect to each other and your thesis.

Exit Slip: Rate and Explain  Content: WWBAT evaluate whether or not the rise of industrialism in the United States was good for the American worker.  Language: WWBAT to discuss our thought processes after completing a simulation.