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Interactive
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\n\"The\n\n
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\nCurated OER\n
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\nThe Rise of Big Business & the Labor Movement (3)\n

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\nFor this online interactive American history worksheet, students answer 10 multiple choice questions regarding the rise of big business and the labor movement. Students may submit their answers to be scored.\n
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\n\"Collective\n\n
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\nCurated OER\n
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\nCollective Behavior and Social Movements\n

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\nIn this collective behavior and social movements worksheet, students match 15 vocabulary terms to the appropriate descriptions and answer 6 multiple choice questions regarding the 2 sociology topics.\n
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\n\"Radio\n\n
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\nCurated OER\n
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\nRadio Program\n

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\nLearners identify and assess the impact of unions on workers, management, and community. They listen to radio stories, students are asked what can they conclude about the impact of unions on the lives of the workers, management, and...\n
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eBook
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\n\"Volume\n\n
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\nCore Knowledge Foundation\n
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\nVolume 2 - A History of the United States: Modern Times—Late 1800s to the 2000s\n

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\n\nFor Students\n\n7th - 8th\n\nStandards\n
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\n The second volume of the Core Knowledge History of the United States ebook begins by asking young scholars to consider the impact immigration, industrialization, and urbanization had on the United States in the late 1800s. The text ends...\n
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\n\"Chapter\n\n
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\nCurated OER\n
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\nChapter 35: Labor-Market Issues - Unionism, Discrimination, and Immigration\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nA discussion on American unions, employment discrimination, and collective bargaining transitions into a larger conversation about the workforce. A graph that details the amount of immigrants from various countries will surely get your...\n
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\n\"The\n\n
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\nCenter for History Education\n
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\nThe Triangle Shirtwaist Factory Fire: Is Anyone to be Punished for This?\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe stories of bodies falling to the pavement and girls dying in their seats echo to the present day. The New York City Triangle Shirtwaist Factory fire—which killed 147 people, mostly young women and girls—galvanized the labor movement...\n
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Instructional Video16:20
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\n\"The\n\n
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\nThe Farm Worker Movement\n

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\nAn impactful video details the work of Cesar Chavez and Dolores Huerta in creating the United Farmworkers. In the 1960s farm workers of California stood together to better their working conditions. Making their way to Sacramento,...\n
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\n\"Methods\n\n
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\nCenter for History Education\n
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\nMethods of Reform: The Lowell Mill Girls\n

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\nAlthough the girls and women who worked in the Lowell Mills are not often seen this way, they are the forbearers of the American labor movement. Pupils examine primary sources, including testimony about life at Lowell and labor laws, as...\n
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Interactive
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\n\"Analyzing\n\n
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\nDocsTeach\n
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\nAnalyzing Photographs of the Triangle Shirtwaist Factory Fire\n

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\nWhile a catalyst for the labor movement, 146 people lost their lives in the Triangle Shirtwaist Factory Fire in 1913. A series of photographs of the aftermath of the tragedy help young historians consider the impact of the fire. The...\n
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Instructional Video10:38
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\nLabor Markets and Minimum Wage\n

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\nCan raising the minimum wage lead to unemployment? Young economists watch a rapid-paced video from Crash Course Economics to learn about supply and demand in the labor market and the ways that the minimum wage can both stimulate economic...\n
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Instructional Video3:45
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\n\"On\n\n
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\nC-SPAN\n
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\nOn This Day: Triangle Shirtwaist Factory Fire\n

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\nHow did the Triangle Shirtwaist Factory Fire change modern working conditions? The engaging resource explains conditions that contributed to the tragic fire, the workers affected by it, and how it changed labor laws and working...\n
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\n\"Building\n\n
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\nEngageNY\n
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\nBuilding Background Knowledge: Planning The Two Voice Poem\n

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\nScholars build background knowledge to understand the life and work of the union leader and labor organizer César Chávez. As they read teacher-selected resources, they complete a Building Background Knowledge worksheet and engage in...\n
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Lesson Plan
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\n\"Why\n\n
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\nUniversity of Wisconsin\n
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\nWhy Did the Triangle Fire Occur?\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nAn investigation of the 1911 New York City Triangle Shirtwaist Factory fire leads class members to examine primary and secondary source materials related to the event and apply what they learn about the working conditions at the time to...\n
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\nLearning for Justice\n
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\nThe Color of Law: Winners and Losers in the Job Market\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe second lesson in \"The Color of Law\" shows how government policies supported economic inequality. Scholars read additional excerpts and respond to text-dependent questions from \"The Color of Law\" text, examine primary source documents...\n
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Assessment
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\n\"US\n\n
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\nNew York State Education Department\n
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\nUS History and Government Examination: June 2012\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nThe reform movements—such as abolition, the push for women's suffrage, and the labor movement—shaped modern America. A document analysis activity and essay prompt help learners consider why. Other items in the high-level exam include an...\n
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Lesson Plan
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\n\"The\n\n
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\nJudicial Branch of California\n
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\nThe Power of the Press: The First Amendment\n

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\nWas what happened in 1886 at the Haymarket riot a crime or a case of xenophobia? Using political cartoons from the time, young historians consider the role the media played in anti-labor sentiment during the time and how that influenced...\n
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Lesson Plan
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\n\"Strength\n\n
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\nSmithsonian Institution\n
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\nStrength in Solidarity: Coalition of Immokalee Workers and the Campaign for Fair Food\n

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\nNot all food is created equal. The lesson dives into the world of migrant farm workers to show their struggles to earn livable wages and better working conditions. Academics learn why the Coalition of Immokalee Workers was created and...\n
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Lesson Plan
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\n\"Who\n\n
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\nAnti-Defamation League\n
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\nWho Was César Chávez?\n

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\nScholars complete a KWL chart to indicate what they know about Cesar Chavez and then research what they want to know about this farm worker, labor leader, and civil rights activist. To complete the lesson, scholars research modern civil...\n
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Lesson Plan
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\n\""Sí,\n\n
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\nNational Endowment for the Humanities\n
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\n\"Sí, se puede!\": Chávez, Huerta, and the UFW\n

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\n\"Sí, se puede!\" Cesar Chavez and Dolores Huerta believed organizing farm workers and changing their working conditions were possible. Scholars examine provisions of the Bracero Program, videos, and the United Farm Workers' (UFW) work....\n
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Lesson Plan
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\n\"Organizing\n\n
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\nPBS\n
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\nOrganizing the Farm Worker Movement\n

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\nThe food on young scholars' tables was likely harvested by hands that fought for fair wages and working conditions. By examining the life of Cesar Chavez and Dolores Huerta, learners connect their daily meals with the struggles of those...\n
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Lesson Plan
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\n\"Introducing\n\n
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\nEngageNY\n
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\nIntroducing Module 2: Working Conditions—Then and Now\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nLet's get visual! Scholars embark on a gallery walk around the classroom to view quotes, images, and videos about historical and modern working conditions in various professions. They consider how working conditions have changed over...\n
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Lesson Plan
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\n\"Dolores\n\n
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\nNational Woman's History Museum\n
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\nDolores Huerta: The Life and Work of a 20th Century Activist\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nExtra! Extra! High schoolers read about Dolores Huerta, the social activist who helped organize the United Farm Workers. Researchers read primary and secondary sources about Huerta's work and craft a headline, supported by three pieces...\n
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Lesson Plan
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\n\"Dolores\n\n
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\nNational Woman's History Museum\n
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\nDolores Huerta and the Delano Grape Strike\n

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\nFew have heard of Dolores Huerta and her part in organizing the California farm workers, establishing the United Farm Workers union and orchestrating the Delano Grape strike. High schoolers consider why this powerful woman has been...\n
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Lesson Plan
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\n\"Speech\n\n
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\nEngageNY\n
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\nSpeech Structure: Unions as Agents of Change— Part 2\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nScholars continue reading César Chávez's 1984 speech, \"Address to the Commonwealth Club of California.\" Working with partners, they complete graphic organizers to determine a claim that Chávez makes about the UFW. \n
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