11 th Grade U.S. History

1. 11th Grade U.S. History Mr. Weber

2. Activator • 1. Who fights for the rights of workers? • 2. What can workers do to protest low wages, dangerous working conditions, discrimination or abuse from an employer? • 3. What is a union? • 4. What should government do?

3. Agenda • Activator, agenda, and objective (10 minutes) • Unit 1 test corrections (15-20 minutes) • Made in LA video clip (30 minutes) • Made in LA reflection (15 minutes) • How did people react to industrialization notes (20 minutes) • How did government react? Populists and Progressives pair work (30 minutes) • Exit ticket: Should government regulate business?

4. Objective • All students will: • Understand the effect of political programs and activities of the Populists and the Progressives. • Populists: Farmers Alliance, demands for radical social and economic change, money supply, government ownership of transportation, tax proportionate to income. • Progressives: Federal regulation of railroad transport, the Children’s Bureau, 16th amendment, Theodore Roosevelt, and Hiram Johnson.

5. Unit 1 Test Corrections (15-20 minutes)

6. Made in LA

7. Made in L.A. Reflection • You will be writing a 1-2 page paper comparing the struggle of the workers in the garment industry today and the situation of workers during industrialization, 1880-1900. • Start by writing a reflection on the video just to get all your ideas out. • Remember to be thinking in terms of questions like the following: • Who fights for the rights of workers? • What should the role of the government be in stepping in between workers and employers? • Are laws about labor and the workplace a good thing? When did they come about? Why were they made? • What are the similarities and differences in the lives of workers during industrialization and today? • In what ways has opportunity not been equal in this country’s history?

8. How did people react to Industrialization? • Industrial workers – labor unions – strikes. • Knights of Labor, AFL, Wobblies, • Railroad strike of 1877, Homestead 1892, Pullman 1894 • Farmers – Farmers Alliance – populism. • Money supply, nationalize transportation, tax rich more • Government – regulation – social programs. • Regulating the railroads. • Triangle Shirtwaist fire. • Municipal reforms. • Antitrust law

9. Knights of Labor • An injury to one is the concern of all. • 8 hour work day. • Worker-owned factories. • No child labor. • Equal pay for men and women

10. Child Labor

11. American Federation of Labor (AF of L) 1886 Samuel Gompers • Mostly for skilled workers. • Represented them in political matters. • Maintained a national strike fund. • Mediated disputes between labor and management through collective bargaining. • Prevented disputes among many craft unions.

12. International Workers of the World (IWW) or Wobblies 1905 • Opposed AFL. • Socialist leadership. • Violent strikes especially in WWI.

13. The Great Railroad Strike 1877 • Started when wages were cut 10% during depression. • Strikers, sympathizers, rioters broke railroad property and clashed with local militias. • Federal troops called out – fired on crown in Pittsburg. • 20,000 angry people reacted by destroying $5 million in railroad property. • President Rutherford Hayes again called in troops. • Employers relied on state and federal armies to repress labor unrest.

14. Haymarket 1886 • National demonstration for the 8 hour work day. • Police broke up a fight between strikers and “scabs” at McCormick reaper factory in Chicago killing many workers. • Protesters came to Haymarket Square where they were joined by anarchists (radicals who opposed government). • Riot with many dead on both sides. Four anarchists were tried for conspiracy to commit murder and hung. • Press blamed the AF of L.

15. Pullman Strike 1894 • Pullman created a town for workers making luxury train cars. Built parks, etc. but also regulated behavior like banning alcohol etc. • Financial panic of 1893 – Pullman laid off workers and cut wages by 25% while keeping food prices in his town at the same level. • 260,000 workers joined the strike. • Because it blacked the delivery of mail, U.S. troops were called in. • The government cited the Sherman Antitrust law saying that the union was a trust and restrained free trade. • Set a pattern of government opposition to unions.

16. Ch. 16: America’s Gilded Age Jigsaw Reading: In groups of 2-3, read/teach 1. America’s Gilded Age introduction pp.590-91 2. The Second Industrial Revolution, pp.591-92 3. The Industrial Economy, pp.592-93 4. Railroads and the National Market, pp.593-95 5. The Spirit of Innovation, pp.595-96 6.Competition and Consolidation, pp.596-97 7. The Rise of Andrew Carnegie, pp.597-98 8. The Triumph of John D. Rockefeller, pp.598-99 9. Worker’s Freedom in an Industrial Age, pp.599-600. 10. Increasing Wealth and Poverty, pp.600-601.

17. Populists and Progressives • What was the government response 1880-1920? • In groups of 3 read either the section on Populists or the section on Progressives. • Take notes and search to answer this question: “What did the government do to regulate business? How did this help workers?”

18. Populists pp.507-512 • Grew out of the Farmers Alliance • Demanded radical economic change • Increased circulation of money • Progressive income tax • Government ownership of transportation and communication • United front of African American and white farmers

19. Progressives pp.614-620; pp.621- 627 • Federal regulation of railroad • Children’s Bureau • 16th Amendment • Theodore Roosevelt • Hiram Johnson

20. The Response of Reformers In groups of 4 take notes on one of the below options and then make a bumper stickerwith an image and a slogan. Be prepared to present your work. 1. Upton Sinclair’s The Jungle (Handout, pp.1-5) 2. Middle Class reformers: Charity, Social Gospel, Settlement Movement, Temperance and Prohibition (Textbook pp.541-545)

21. Exit Ticket • 1. What is a “Trust” and why would you need an antitrust law? • 2. Is government regulation of business a good thing? Explain why or why not. • HOMEWORK • 1-2 page essay connecting what you learned from the conditions of workers today (as shown in the Made in LA video) and the condition of workers during industrialization.