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Lesson Plan
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\n\"Labor\n\n
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\nRoy Rosenzweig Center for History and New Media\n
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\nLabor Unions in an Industrializing U.S.\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nHave class members eager to enter the workforce? They'll be glad to learn that things aren't how they used to be. Have your young historians examine then discuss four primary source images related to the negative effects of...\n
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\n\"American\n\n
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\nSyracuse University\n
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\nAmerican Industrial Revolution\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nWhile the Industrial Revolution may have fueled America's rise to the top of world markets, the child laborers often faced dangerous conditions. Using primary source images and other information, scholars consider what these children...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Impact of the IWW on the Nation or Who were the Wobblies?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers evaluate the role labor groups had on the U.S. Government in the early 1900's.  In this teaching American history lesson, students complete several activities, including response writing and listening to music, that...\n
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\n\"Tobacco:\n\n
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\nCurated OER\n
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\nTobacco: Labor Issues in Tobacco Processing\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents identify the various job classifications in the tobacco industry. Using their text, they determine the average wage rate and typical gender working in the tobacco companies in the early 20th century. They discuss the impact of...\n
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\n\"Child\n\n
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\nCurated OER\n
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\nChild Labor in America\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners interpret historical evidence presented in primary and secondary sources. For this child labor lesson, students examine the issue of child labor and determine how citizen action prompted...\n
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\n\"Cotton\n\n
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\nCurated OER\n
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\nCotton And Child Labor\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders investigate the practice of child labor as found in the history of the United States. The teacher reads the class a story from the year of 1914. This creates context for the lesson and then students answer teacher...\n
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\n\"Teaching\n\n
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\nCurated OER\n
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\nTeaching With Documents Lesson Plan: Photographs of Lewis Hine: Documentation of Child Labor\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents interpret historical evidence presented in primary and secondary resources. In this child labor instructional activity, students examine photograhs by Lewis Hines and discuss the implications of child labor in America.\n
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\n\"Working\n\n
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\nCurated OER\n
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\nWorking Conditions in the Industrial Age\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars examine working conditions during the Industrial boom. In this Industrialization lesson, students analyze primary sources in order to chart the responsibilities of workers in industrial jobs.\n
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\n\"Life\n\n
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\nCurated OER\n
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\nLife in THE JUNGLE\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discuss problems immigrants may have when coming to a new country. They take on the role of a law maker from the era and create an action plan and policy based on samples they read (links provided). Students discuss ways their...\n
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Lesson Plan
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\n\"History\n\n
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\nCurated OER\n
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\nHistory of American Child Labor\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents study the historical and social issue of child labor. They examine the photographs of Lewis Hine to see evidence of child labor and decide how the photographs depict the historical impact of the practice. They write a letter to...\n
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Lesson Plan
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\n\"Photographs\n\n
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\nCurated OER\n
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\nPhotographs of Lewis Hine: Documentation of Child Labor\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents use the Archival Research Catalog to complete assignments and activities about Lewis Hines and the National Child Labor Committee.\n
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\n\"Prevent\n\n
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\nCurated OER\n
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\nPrevent Child Abuse\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research documents and photographs by Lewis Hine on child labor. They examine documents and summarize them. Students complete several photograph analysis worksheets. Their research and documents begin after the Civil War.\n
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\n\"Mill-Worker\n\n
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\nCurated OER\n
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\nMill-Worker Simulation\n

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\n\nFor Teachers\n\n1st - 8th\n
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\nStudents participate in a simulation in which they transition between a farm economy to a factory economy They discover labor relations during the 19th and 20th century. They discuss the impact mass produced goods on the economy.\n
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\n\"Head,\n\n
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\nCurated OER\n
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\nHead, Heart, Hands, Health\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders complete a compare and contrast activity for American agriculture historical events. In this historical events in agriculture lesson, 4th graders review a timeline and complete research for agriculture in the 20th century,...\n
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\n\"Lambert\n\n
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\nCurated OER\n
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\nLambert Castle Museum, Great Falls, NJ\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nStudents complete a variety of activities that go along with the study of the 1913 silk strike in Great Falls, NJ. They examine evidence of historic industries and how they have changed in their own community.\n
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\n\"Bill\n\n
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\nCurated OER\n
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\nBill of Right in Action\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nGroups reserach and write about topics given to them by their teacher dealing with the Bill of Rights.\n
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Lesson Plan
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\n\"Basic\n\n
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\nCurated OER\n
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\nBasic Workplace Rights\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents study basic workplace rights and the limits of those rights. They determine how many of the rights guaranteed in the Constitution only regulate governmental actions, not private actions. They examine the concept of at-will...\n
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Primary
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\n\"Harvard\n\n
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\nHarvard University\n
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\nHarvard Univ. Library: The Tide of Immigration: The Alien Contract Labor Law\n

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\n\nFor Students\n\n9th - 10th\n
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\nThis chapter from a 1916 book by Frank Julian Warne, titled The Tide of Immigration, outlines how the so-called native workers' jobs should be protected from the influx of immigrants. Read about the law that made it illegal for...\n
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\n\"Bringing\n\n
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\nOther\n
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\nBringing History Home: The Progressive Era\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nIn this 4th grade unit, students study how citizens and government of the early 20th century sought solutions to problems that accompanied immigration and industrialization. By focusing on child labor, factory working conditions and...\n
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Website
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\n\"Expore\n\n
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\nPennsylvania Historical and Museum Comission\n
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\nExpore Pa History: Making Steel\n

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\n\nFor Students\n\n9th - 10th\n
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\nA good look at three of the titans of the steel industry in the late 19th and early 20th centuries. Read about Andrew Carnegie and his business relationship with Henry Clay Frick, and the development of Bethlehen Steel by Charles Schwab....\n
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Activity
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\n\"Management\n\n
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\nOther\n
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\nManagement Control: Scientific Management\n

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\n\nFor Students\n\n9th - 10th\n
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\nA look at the ideas of scientific management in mass producing products in the early 20th century. Includes ideas of Henry Ford, Frederick Taylor, and Elton Mayo.\n
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\n\"Gilder\n\n
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\nGilder Lehrman Institute of American History\n
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\nGilder Lehrman Institute: Immigration and Migration\n

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\n\nFor Students\n\n9th - 10th\n
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\n[Free Registration/Login Required] A lengthy essay discussing the differing opinions about immigration and the role of immigrants in the United States in the latter half of the 19th century and the early 20th century. Find out about the...\n
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Handout
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\n\"The\n\n
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\nThe History Cat\n
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\nThe History Cat: Triangle Shirtwaist Fire\n

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\n\nFor Students\n\n9th - 10th\n
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\nLooks at the garment factory industry in the 1800s and the early part of the 20th century, where workers toiled in sweatshop conditions. After a terrible fire at the Triangle Shirtwaist Company in 1911, labor unions gained support in...\n
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