Labor s Response to Industrialism

Transcription

1 N O T E B O O K G U I D E C H A P T E R Labor s Response to Industrialism 14 Was the rise of industry good for American workers? P R E V I E W In your notebook, describe a time when you were unhappy with certain conditions at home, work, or school that you had to deal with. How did you try to change those conditions? Were you successful? Why or why not? R N O T E S K e y C o n t e n t T e r m s As you complete the Reading Notes, use these Key Content Terms in your answers: working class child labor American Federation of Labor (AFL) Haymarket Affair Homestead Strike Pullman Strike Section 14.3 Record at least two strategies labor unions employed in their attempt to improve workers lives. Then record at least two ways employers attempted to undermine unions. Section 14.4 Record at least three key events during the labor movement of this time period. Summarize each event in one or two sentences. Section 14.5 Record at least three important losses or gains that labor unions experienced during this time. Write at least one sentence explaining each gain or loss Conditions of Working Class 14.4 Strikes Erupt Nationwide R E A D I N G N O T E S Cut the illustration from Notebook Handout 14 in half vertically and tape it to two pages of your notebook, as shown at right. Divide the two pages into four sections, and label each section with one of the four headings from the reading. As you read Sections 14.2 to 14.5, record the following information in the appropriate section Labor Movements 14.5 Mixed Success for Unions Section 14.2 Record at least four details describing the working and living conditions of industrial workers. Teachers Curriculum Institute Labor s Response to Industrialism 121

2 N o t e b o o k G u i d e 1 4 P R O C E S S I N G Create a matrix in your notebook to compare your experience in the game to that of workers trying to organize unions at the turn of the 20th century. In your matrix, make at least three comparisons that show similarities and two comparisons that show differences. See the examples below. Classroom Experience Students decided whether it was in their best interest to play a pink card or a green card. Historical Experience Workers decided whether or not it was in their best interest to join a union. Differences Similarities 122 Chapter 14 Teachers Curriculum Institute

3 N o t e b o o k H a n d o u t 1 4 Illustration for Reading Notes 14 Teachers Curriculum Institute Labor s Response to Industrialism 123

4 I n f o r m a t i o n M a s t e r 1 4 A Everyone Can Win Game Directions Materials: Every group will receive an envelope containing a green and a pink index card. Object of the Game: To end the game with any positive number of points. When a group achieves this, all of its members will receive the same amount of extra credit. Procedure: 1. The game has six rounds. During each round, you will have a few minutes to decide whether you want to play a green card or a pink card. You may send a representative to talk to other groups about what color each group should play. Once you decide which card to play, hide that card under one person s desk. Hide your other card in the envelope, and put the envelope in the middle of your group of desks. 2. At the end of each round, all groups will be asked to reveal their cards by quickly holding them up, at the same time. If all groups play green, every group will receive positive points. If some groups play green and some play pink, groups that played green will receive negative points, and groups that played pink will receive positive points. If all groups play pink, every group will receive negative points. 3. After each round, you will receive positive or negative points for that round. The point values double for each round, as follows: Round 1: ±1 point Round 2: ±2 points Round 3: ±4 points Round 4: ±8 points Round 5: ±16 points Round 6: ±32 points 4. After Round 6, groups that ended with a positive number of points will earn extra credit. 124 Chapter 14 Teachers Curriculum Institute

5 I n f o r m a t i o n M a s t e r 1 4 B Everyone Can Win Score Sheet Keep track of the points each group receives during the game by adding a + or a before the number of points for each round. If all groups play green, every group will receive positive points. If some groups play green and some play pink, groups that played green will receive negative points, and groups that played pink will receive positive points. If all groups play pink, every group will receive negative points. Point Tally Round 1 Round 2 Round 3 Round 4 Round 5 Round 6 Total Points Group Group Group Group Group Group Group Group Group Group Group Group Group Group Group Teachers Curriculum Institute Labor s Response to Industrialism 125