tlp_10_rdagostino_teacherside

=Bob's Lesson Page Teacher Side=

Bob's Teacher Lesson Page (Student Side)


 * Lesson Title: "The Bread and Roses Strike"**


 * Author: Robert F. D'Agostino**


 * Unit Title:**


 * Grade Level(s):** 7-8


 * Age Levels(s): 12-14**


 * Subject Area:** American History


 * Essential Questions: According to the Constitution of the United States of America, everyone has the right to LIfe, Liberty and the Pusuit of Happiness. How do interpet the reasons for the "Bread and Roses Strike of 1912 " according to these principles?**
 * Would the strike have been successful without the involvement of women or the union? How did the workers survive without pay during the strike?**


 * Unit Goals:**


 * Objectives:** To introduce students to the question of capital vs. labor. To determine if the wages paid to labor were sufficient to attain a reasonable quality of life. To relate the actions of mill owners and management to the economic consequences of of paying higher wages. Assess the role of women in the strike. Compare and contrast the role of unions, owners. and government in the strike.

The student will detremine the importance of people, places and events and draw conclusions based on the information they have interpreted.


 * Curriculum Standards:**

Industrial era.
 * US2-5** Explain the formation and goals of unions as well as the rise of radical political parties during the
 * d.the Knights of Labor
 * e. the American Federation of Labor headed by Samuel Gompers
 * f. the Populist Party
 * g. the Socialist Party headed by Eugene Debs

three maps showing the establishment of Lawrence. A diagram of the creation of the mill island and canal and dam to produce water power for the mills. The diagram of the congested tenements as they developed in Lawrence. Reports of how the IWW was able to unite people of many different backgrounds for a common cause. (the structure of the workers strike committee with 18 different immigrant nationalities being represented) Newspaper accounts and congressional testimony of the children being sent to other cities. Photographsof the strikers and the militia. Testimony of strikers and and union representatives before congress. Words to the song 'Bread and Roses." The proclamation of the workers.
 * Materials/Resources:** Power point presentation: 1912 MILEPOSTS showing what was going on in the world with emphasis on statistical information of poulation of the U.S. and economic costs.( i.e. food, average income, etc.)


 * Timeframe: 3 classperiods of 50 minutes each.**

Vocabulary, Map reading, Examine written documents, Interpret photographs. Students will judge and justify the role of women and unions in the strike.
 * Student Foundational Skills:**


 * Learning Activities and Organizational Notes:**

1) introduction and powerpoint presentation. 2) Discussion of the economic elements of the mill creation. ( discuss Investment, shareholders, resources, supply and demand)

...

Divide students into 2 groups, owners and labor to debate the issue. 3) Students will write a newspaper/magazine article evaluating the the role of unions in the strike.


 * Step 1 -- Gathering historical background**

Introduce the concepts of factory work, the difference between owners and workers (capital and labor), and the general economic situation of the U.S. c. 1912. Present background information on the reasons for the formation of Lawrence, MA as a mill town, the nature of life in Lawrence, the conditions of work, and the goals of both the owners and of workers.

Ask students to discuss this question: //What do these show you about Lawrence's history and what it was like to live and work there?// Then ask: //How would you respond to living and working like this?//

Draw from students the presence of conflicting goals of workers and of owners.


 * Step 2 -- Understanding the Strike**

Have students examine the "Proclamation of the Striking Workers of the Textile Mills of Lawrence" involved in the 1912 Strike. //insert document name here// Ask students to explain "What caused the Strike?"

Then have students look at "Excerpts from Letter from William Wood to the Strike Committee (January 19, 1912)". Ask again, "What caused the Strike?"


 * Step 3-- Understanding Labor Unions**

Introduce the concept of labor unions. Explain briefly the rise of unions as a response to poor conditions and low wages. Have students investigate the the AFL and Knights of Labor. Discuss the difference between the two types. Introduce the IWW and discuss similarities to the Knights of Labor.


 * Step 4-- Understanding the Role of Labor Unions in the Strike**


 * Step 5 -- Activity**

Assign students into 1 of 3 groups: --Owners --Strikers --Writers.

Then have students form a small group of 3 (one from each group) and have the owners and the workers debate the questions: "Why strike?" "Was the strike justified? Why or why not?"

The Writer observes and asks additional clarifying questions as they occur. At the end the Writer writes a short explanation of the strike and its justification. The Owner and the Worker respond.


 * Step 6-- Consolidating Understanding**

Have students listen to the song "Bread and Roses" as introduction to the Lawrence Strike of 1912. Ask them "What does this song mean? Why was it written?"


 * Lesson Assessments:**


 * QUESTIONS FOR PRE-/POST-TEST**
 * 3, 7A & 7B, 9, 15, 18, 27, 28, 35, 36**

--In class discussion to integrate information from the presentaion to create an opinion and draw conclusions supported with facts. Construction of a diagram outlining the pros and cons of of the Strike --Newspaper editorial (or paired discussion/debate if ELL) examining the viewpoint of labor and owners.


 * // STUDENTS WILL BE ABLE TO… // || // STRONG // || // GOOD // || // ADEQUATE // || // INADEQUATE // || // WEIGHTING // ||
 * Explain the conditions in Lawrence, MA in 1912 and why these conditions were problematic for the mill workers || Explains conditions with 3-5 examples; connects to mill workers' lived experience || Explains conditions with 1-3 examples; connects to mill workers' lived experience || Explains conditions with no examples; mentions impact on mill workers || Neither explains conditions with examples nor connects to mill workers' lived experience || 10 ||
 * Explain the main events of the Lawrence Strike of 1912 || Explains 4+ events || Explains 2-4 events || Explains 1-2 events || Cannot describe events || 10 ||
 * Analyze the role of unions in the strike || Fully describes unions and what they did in the strike; argues the importance of unions to the strike || Fully describes unions and what they did in the strike; mentions the importance of unions to the strike || Defines unions, mentions what they did in the strike; ignores making argument about the importance of unions to the strike || Does not describe unions and what they did in the strike; does not argue the importance of unions to the strike || 20 ||
 * Analyze the role of women in the strike || Describes women and what they did in the strike; argues the importance of women to the strike || Fully describes women and what they did in the strike; mentions the importance of women to the strike || Mentions what women did in the strike; ignores making argument about the importance of women to the strike || Does not describe women and what they did in the strike; does not argue the importance of women to the strike || 20 ||
 * Write a short persuasive editorial arguing a response to the Lawrence Strike of 1912 || Crafts argument to newspaper readers about significance of women and unions to Lawrence Strike of 1912; urges a course of action or essential understanding by readers || States significance of women and unions to Lawrence Strike of 1912; writes in editorial form || Restates events of strike, mentions role of women and of unions, states an opinion. || States a few facts, makes no argument, not in editorial form. || 30 ||
 * Connect the experience of the Lawrence Strike to the ideals of economic freedom and equity || Argues significance of Lawrence Strike; discusses ideals of economic freedom and equity; connects ideals and events to the concept "Bread and Roses || States significance of Lawrence Strike; discusses ideals of economic freedom and equity; mentions the concept "Bread and Roses || Connects Lawrence Strike to ideals of economic freedom and equity. || Cannot make connection || 10 ||

Various levels of students, i.e. ELL, special needs etc. will focus on what they perceive is important. Their determinations and analysis will choose the signifigance of the topics. Whether their focus is the role of women in the strike, the importance of union organization, working conditions or the human rights issue, students should justify and utilize facts to support their position.
 * Teacher Notes:**

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