1. BELLRINGER

2. 1.8 – LABOR UNIONS AND CONFLICTS Unit 1 – Early Reform, Western Politics, and the Gilded age Section 8

3. TSWBAT:  Identify the major causes and effects of the creation of labor unions in the United States  Evaluate the effectiveness of the different methods used by labor unions over time LEARNING TARGETS & KEY WORDS Key Words:  Labor union  Strike  Workers’ rights  Job security EQ: What factors led laborers to create unions? What are the potential positive effects unions can have on society? Negative?

4. THE GROWING LABOR MOVEMENT

5. PROBLEMS FOR WORKERS Long Hours  12 hours a day, 6 days a week Sweatshops  Small, hot, dark, dirty workhouses Dangerous work  Poorly lit, overheated, badly ventilated, accidents common, faulty equipment, improper training

6. PROBLEMS FOR WORKERS, CONT. Child Labor  Children came to work with parents, earned wages,  Effects: Stunted growth, no education

7. CHILD LABOR Garment Workers, New York, NY – January 25, 1908 From National Archives

8. SHOE SHINING PARLOR, INDIANAPOLIS, IN AUGUST 1908

9. Boy running “trip rope” in a mine, Welch, WV – September 1908

10. DISCUSSION: LABOR UNIONS…  What are they?  Have you ever heard of them?  Do they exist in North Carolina?  WHY do they exist?

11. WHY DID LABOR UNIONS START? 1. reform & job security 2. safety and health codes 3. job protection 4. wage protection 5. unemployment compensation

12. STOP THE UNIONS  Companies combat against Unions  Why?  Company town  Blacklists  Yellow dog contracts  “Lockouts”  effectively eliminated pay

13. LABOR UNIONS OF THE 1800S Knights of Labor (1869)  Led by Terence Powderly  Better hours & conditions  Ideology: labor union owns and operates businesses and industries.  One big industry union.  Such as Railroad, Steel, Coal, etc.  K of L fails due to Haymarket riot  Backlash weakened K of Labor

14. LABOR UNIONS, CONTINUED American Federation of Labor (1886)  Led by Samuel Gompers  association of unions (or federation)  higher wages  shorter working hours  better working conditions

15. AFL, CONTINUED  Most enduring and effective labor union  By 1900 attitudes change  right of workers to bargain collectively and strike.  Organized labor  Eugene V. Debs starts Socialist Party & International Workers of the World Union (IWW)

16. STRIKES  What is a strike?  When do they occur? Why?  Labor unrest  Homestead Strike of 1892 and Great Railroad Strike of 1877.  Started when RR cut salaries (10%)  Due to depression and deflation.  Federal troops brought in

17. STRIKES, CONTINUED Haymarket Square Riot (1886)  Chicago Police killed  Led to backlash against unions for being too violent

18. STRIKES, CONTINUED The Pullman Strike (1894)  Violence & labor protests over working conditions  RR and Pullman cars  Passenger cars  Eugene V. Debs protest leader  As a result he forms the Socialist Party

19. HAPPY GRAMS ACTIVITY ASSEMBLY LINE VS. HAND-CRAFTING Warm-up – Write this on a half sheet of paper!  During the late 1800s, our nation was in the midst of an Industrial Revolution. This was a time of great rapid changes, when people switched from making goods by hand to manufacturing goods with power driven machines. Form a hypothesis: How did the assembly line change production in the United States? Now you will participate in an experiment in which you will learn about the rise of industry in the US in the late 1800s.

20. HAPPY GRAMS, CONT.  You will be divided into a group  Factory group  Hand-crafted groups  Observational group  Some of you will be given a specific role/job. You must follow it in order for the activity to work!  Your job is to create a Happy Gram. You must fold your paper in half. On the front of the card, a colored circle must be cut out and glued on. A happy face must be drawn on the circle, and the inside of the card must say “Don’t Worry! Be Happy!”  You have 10 minutes to make as many Happy Grams as possible

21. HAPPY GRAMS, CONT. Time’s up! Turn in your COMPLETED CARDS (must have all components done)

22. HAPPY GRAMS, CONT. Debriefing  Compare and contrast the products made by the assembly and those made by the small groups  Go back to your original hypothesis… Were you right?  Between an item made off an assembly line and a handmade item, which would guess is more expensive and why?  Would you rather pay more for an original handmade item, or less for an assembly line item? Why?  Why is the assembly line style of production faster? What are the other benefits of using an assembly line?  What are the benefits of hand-making items?  Those of you in the factory, what was your experience like? Where were working conditions like?  What about those of you in small shops?  What happened in the factory when one of the workers was injured?  What types of rules and regulations did factories have to follow when they were first created?  Worker #6, how old were you? Is that legal today?  What types of rules and regulations EVENTUALLY developed regarding workers? How do you think this changed life in factories?

23. PULLMAN STRIKE ACTIVITY

24. QUESTIONS

25. VOCABULARY