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Beginning
before the Civil War, rapid industrial progress transformed the United Stat=
es.
Relations between those who managed the industries and those who labored in
them were filled with tensions. The growth of the factory system and big
business created opportunity, jobs, and fortunes for many Americans. At the
same time, the industrial giants sometimes did cruel, unethical, and immoral
acts as they built their corporate empires. It is important for the student=
s to
explore these issues in order to clarify their own ideas and feelings.=
Michigan Benchm=
arks
& Standards:
6.1 Growth of an Industrial and Urban America
6.1.2 Labor’s
Response to Industrial Growth – Evaluate the different responses =
of
labor to industrial change including
• &n=
bsp; development of organized labor, including the Knights =
of
Labor, American Federation of Labor, and the United Mine Workers=
• &n=
bsp; southern and western farmers’ reactions, includi=
ng the
growth of populism and the populist movement (e.g., Farmers Alliance, Grang=
e,
Platform of the Populist Party, Bryan’s “Cross of Gold”
speech)
Essential Quest=
ion: How did labor r=
espond
to the ever-changing industrial growth?
Procedures/Acti=
vities
Step
1 - Duration 10 minutes
Bellringer:=
Imagine you are=
a waiter
or waitress at a local restaurant. You are told that unless you work an
additional 4 hours each week for no extra pay, you will lose your job. Crea=
te a
list of ideas to negotiate for the 4 extra hours.
Step
2 – Duration 35 minutes
Students will participate in an activity
designed to allow them interact with a series of demands that their union is
asking for from management. Students will be placed into one (1) of five (5)
groups to represent specific interest groups within the fictional union and=
farmer’s
association. The students will rank a list of items from most important to
least important based on the beliefs of their particular interest group. The
first three listed items should also have a clear explanation of their
importance. The interest groups should ask questions of the other groups as=
the
presentations are presented. The entire union will then vote on the order of
importance of their demands based on the arguments presented earlier.<=
/o:p>
Step
3 – Duration 10 minutes
Students will complete an EXPERIENCE JOUR=
NAL.
Students will describe the collective bargaining activity in terms of their
personal participation. Students will provide suggestions to improve the
activity. Students will also detail useful qualities that were used during =
the
activity
Materials and
Equipment – Deciding
on Demands sheets
Total Duration<=
o:p>
55 minutes
Assessment=
Check for student understanding using oral
questioning
Check for student understanding using tea=
cher
observation
Collect student journal to check for stud=
ent
understanding
Extension ̵=
1; Study Developme=
nt of
an Industrial and Urban American Journal for test on Day 19
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