Students will learn how labor unions were formed as a response to the negative effects of industrialization.
Historical Background
The growth of industry in the late 19th and early 20th century resulted in negative effects for workers. Workers of all ages, genders, nationalities, etc., often worked in unsafe conditions for very long hours and very low pay. Often times, the unsafe conditions led to workers being physically hurt, and in some instances, even killed. Eventually, workers began to unite together in order to achieve workplace reforms.
Lesson Objective
How did the Progressive Movement play a part in changing the negative effects of industrialization in terms of child labor, unsafe conditions, low wages and long hours?
Materials
- Industrialization Flipchart
- Primary Source Analysis Worksheet
- Exit Ticket
- Photograph: Young Children in Bibb Mill
- Photograph: Glass Factory Worker
- Lithograph: The Letter of the Law
- Newspaper Article: The Triangle Shirtwaist Factory Fire
Procedure
- The teacher will preview the lesson with an Animoto video showing various photographs that depict factory life in the late 19th and early 20th centuries.
- While watching the video, students will jot down words that come to mind.
- Students will work in small groups to analyze primary sources. There are four total primary sources, and groups will focus on one source at a time, rotating until all 4 sources are analyzed.
- As students analyze each source, they will complete a chart that asks: 1) What do I see? 2) What do I know? 3) What questions do I have?
- After students analyze in groups, the class will discuss each source.The following are examples of questions to guide the class discussion: Sourcing: What type of primary source is this? When do you think this was taken? Where do you think this was taken? Close Reading: What are the people in this photo/cartoon doing? What stands out to you in this photo/cartoon? Contextualizing: What would the photographer’s purpose be for taking this photo? Who do you think is the audience of this cartoon?
- To conclude, the teacher will lead the class in reading, taking notes, and discussing labor unions and strikes as a response to the negative effects of industrialization.
Assessment
Students will answer the following exit ticket: What role did the negative effects of industrialization play in establishing labor unions and ending child labor?
References
“Bib Mill No. 1, Macon, Ga. Many youngsters here. Some boys and girls were so small they had to climb up on to the spinning frame to mend broken threads and to put back the empty bobbins.” Image. Department of Commerce and Labor, Children’s Bureau: January 19, 1908. National Archives and Records Administration, identifier 523148. http://docsteach.org/documents/523148/detail?menu=closed&mode=search&sortBy=relevance&q=child+labor&page=4 (accessed December 19, 2011).
Hine, Lewis. “Photograph of Glass Factory Worker Rob Kidd.” Photograph. Department of Commerce and Labor, Children’s Bureau: June 23, 1911. National Archives and Records Administration, identifier 523439. http://docsteach.org/documents/523439/detail?menu=closed&mode=search&sortBy=relevance&q=child+labor&page=2 (accessed December 19, 2011).
Ehrhart, S.D. (lithographer). “The Letter of the Law.” Lithograph. Puck: February 28, 1912. From Library of Congress Prints and Photographs Division. http://www.loc.gov/pictures/item/96525652/ (accessed December 19, 2011).
“New York Fire Kills 148: Girl Victims Leap to Death from Factory.” Chicago Sunday Tribune. March 26, 1911. From Cornell University Kheel Center. http://www.ilr.cornell.edu/trianglefire/primary/newspapersMagazines/cst_032611.html?sto_sec=fire (accessed December 19, 2011).
