Lesson: The Development, Goals, and Results of American Labor Unions Author: Bill Gill, Sarah Pulliam Grade Level: High School Common Core Standards:

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1 Lesson: The Development, Goals, and Results of American Labor Unions Author: Bill Gill, Sarah Pulliam Grade Level: High School Common Core Standards: CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-Literacy.RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-Literacy.RH Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole CCSS.ELA-Literacy.RH Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-Literacy.W Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Wisconsin Academic Standards: B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches. B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion. E.12.6 Analyze the means by which and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings. Essential Question: Why did labor unions arise in the United States? Learner Outcomes Students Will Be Able To: Identify the working conditions and expectations of workers during the post Civil War to Post WWII industrialization of the United States.

2 Compare and contrast the Knights of Labor, Industrial Workers of the World, American Federation of Labor, and Congress of Industrial Organizations. Demonstrate a working knowledge of labor negotiation terms and functions. Procedure: 1. Students will view and analyze images and primary documents of workers individually from the early 1900 s here and here and complete a photo description of three photos. They will then share their thoughts and analysis of the images in small group discussions then report out to the larger group. 2. Students will generate a list of concerns for the common laborers during this time frame. 3. Notes on Unions Power Point and Lecture. (See attached images of slides) 4. Labor union research- Students will be responsible for completing a labor union comparison chart. The headings of this chart will link to web sites for gathering information to complete the chart. 5. Primary source activity reading: The May7th, 1886 edition of the Wisconsin State Journal here. Students will read the account then write a two-paragraph summary of the events. 6. Students will view an instructor prepared video of a description of the Bay View incident, then compare their understanding of the events from the reading to the description presented in the video. 7. Students will participate in a labor, management negotiation simulation. The students will be placed into three groups representing labor (approximately 60% of the class), management (approximately 25% of the class), and the government (approximately 15% of the class). Each group will be given a list of negotiation priorities and responsibilities. The simulation has point values for each successfully negotiated section. Closure: Targeted questions for discussion will include but may not be limited to the following - 1. How did the early workers create unified actions? 2. What were the similarities and differences between the Knights of Labor, The Industrial Workers of the World, The American Federation of Labor and the Congress of Industrial Organizations? 3. What was the Bay View Massacre and what role did it play in the labor history of Wisconsin and the Nation? 4. What actions have been used by Labor and Management to effect change? 5. What role have women played in the labor movement? 6. What work condition goals did the Labor Movement have? What legislative goals? 7. What overall advantages do workers have when unionized? What advantages do employers have when workforces are not unionized? 8. What is the role of government during Labor and Management conflicts?

3 Assessment: Upon completing the activities students will be asked to complete a reflection responding to the following prompt: Is collective bargaining an effective method for assuring worker rights to a safe work environment and fair pay practices or does it place too many restrictions on the rights of a business owner? Terms to be covered will include but may not be limited to: Union, collective bargaining, blue collar, white collar, strike, blacklisting, strikebreaking, sweatshop, Union Shop, Closed Shop, Open Shop, boycott, minimum wage, right to work laws, arbitration, child labor, and mediation.

4 Notes on Unions Power Point and Lecture.

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12 Labor Union Research Knight of Labor Industrial Workers of the World American Federation of Labor Congress of Industrial Organizations Union Objectives Union Objectives Union Objectives Union Objectives Similarities Differences Similarities Differences Similarities Differences Similarities Differences

13 Labor v. Management Negotiation Simulation Labor Each of you represent a work force of about 1000, you work for the Conglomoe Corporation. The following are the issues you must deal with. 1. You are required to work 10-hour days with no breaks other than a 15- minute lunch. You are not paid overtime. - You want 8-hour workdays, two 15 min breaks and a 30 min lunch. 2. You may be fired at any time if the supervisor believes you are not meeting the goals. These goals are unwritten. - You need written expectations and a policy of warnings before being fired. 3. You are not paid any vacation pay and the plant operates 52 weeks a year, closed only on Christmas. - You want a paid two-week vacation and three holidays. 4. You are expected to keep the assembly line operating at all times if there is a break down you must repair it yourself while the line is running. Several workers have been hurt and they are fired if they cannot return to work. - You want a maintenance team and safety regulations to avoid injury. 5. The plant averages 102 degrees during the summer months. - You want proper air handling to keep temperatures no higher than 75 degrees. 6. There is no place for you to eat so most eat at their work area. -You want a designated lunch area. 7. You earn $3 per hour. - You want a raise to $ Conglomoe is the only employer in your city, without this job you would be poor and possibly homeless. (For each issue that you successfully negotiate as a team you will receive 5 points. If you are fired you will not receive any points. You wil receive a maximum total of 5 points if you negotiate your own deal. ) *You may negotiate separately or as a group whichever way you think you can get the best deal. *Determine your personal strategic plan for getting what you want, then meet with the other members of labor. Management You are the management team of the Conglomoe Corporation. You are responsible for making a profit. The following issues are necessary for you to achieve the required profit. 1. Do to increased raw material costs, you must get the employees to work two more hours a day at regular wage rates to make up the cost difference. 2. You must not raise wages.

14 3. You must not decrease the number of days your company operates or the efficiency of machine cast will be lost. 4. You must speak only one on one with the employees so they cannot work as a team/union when dealing with complaints. 5. You cannot fire all of the employees, as the cost of training all new would be too high. (You will receive 10 points for each item above that is successfully negotiated in your favor) You should negotiate with the labor personnel individually (divide and conquer) You may need to get agreements with the government to maintain their neutral role. Government You are the government, and this is a republic. You may listen in on negotiations and you may pass laws. At the mid point of the time allotted you may offer mediation, if no decision has been made by the time there is only 10 minutes left in the allotted time, you may initiate arbitration. 1. You may not pass a law that is not proposed by a citizen and voted on by the majority (all students). 2. You may not change any agreements made prior to the law passing. 3. You want to stay out of making any laws that place the government in a policing role as this is a free market economy. 4. You may consider your position as an elected Official, funds for future campaigns, personal beliefs, and votes all may play a role in your decisions. You will earn 5 points for every situation you assist in resolving. You can earn 10 points if negotiations breakdown and you take the contract to arbitration.