Unit 3: The Industrialization Age
Topic 1: Industrialization
Topic 1: Industrialization
LESSON 4
~ REASON 2 FOR INDUSTRIAL GROWTH ~
A LARGE WORKFORCE
FOCUS ACTIVITY
Lesson Mission
DIRECTIONS: Remember, the Lesson Mission is what you, the student, will be able to do after the lesson is over. Begin today's Lesson Chronicles Entry by heading your paper with your name and the date and the Lesson Title. Write down today's essential question. Answering the essential question at the end of the lesson is your Lesson Mission!
Essential Question(s):
Who were the people that made up the new workforce during American Industrialization and how did they contribute to American Industrialization?
Who were the people that made up the new workforce during American Industrialization and how did they contribute to American Industrialization?
Set up your Lesson Chronicles for today like the example below.
TEACHER ACTIVITY
Pre - Reading & Taking Notes with Outlines
DIRECTIONS: Remember, accomplishing your lesson mission is your purpose for reading. To accomplish your mission, you must be able to answer the essential question(s). We will continue to work on answering essential questions by identifying information from key text structures but you are going to try a new note-taking method. It is called an outline.
You start off the same way. First, you recall the Key Text Structures in Non-Fiction Test.
You start off the same way. First, you recall the Key Text Structures in Non-Fiction Test.
Recall the Key Text Structures in Non-Fiction Text:
1. Headers
2. Sub-headers
3. Bolded Words
4. Italicized Words
5. Pictures & Captions
6. Boxed off Information
7. Charts and Graphs
8. Maps
1. Headers
2. Sub-headers
3. Bolded Words
4. Italicized Words
5. Pictures & Captions
6. Boxed off Information
7. Charts and Graphs
8. Maps
Outlining Non-Fiction Text Note-Taking Method
You will still write down headers, main ideas, and bolded words. Instead of using the graphic organizer method and writing the information across the page - like with your Cornell Notes, you will now write notes using a hierarchy method down the page. A hierarchy is a system in which information is placed in a series of levels according to their importance. There are many different outlining methods. You are going to start with the most simple type.
When outlining, you will take notes as you read. You will form a hierarchy by using the headers as the mini-title of each section. You will then indent. Write a dash and write the main idea. Finally, you will indent again and create a bullet for all of the bolded words with definitions, or other important details.
For example:
You will still write down headers, main ideas, and bolded words. Instead of using the graphic organizer method and writing the information across the page - like with your Cornell Notes, you will now write notes using a hierarchy method down the page. A hierarchy is a system in which information is placed in a series of levels according to their importance. There are many different outlining methods. You are going to start with the most simple type.
When outlining, you will take notes as you read. You will form a hierarchy by using the headers as the mini-title of each section. You will then indent. Write a dash and write the main idea. Finally, you will indent again and create a bullet for all of the bolded words with definitions, or other important details.
For example:
WHOLE GROUP ACTIVITY
Guided Reading
DIRECTIONS: Now that you have a purpose for reading, and you have identified the key elements of the reading, we will take turns reading the passage below as a class.
As you read, if a certain part of the reading makes you think of a text to text, text to self, or text to world connection, write it either in the side margin next to the notes in which you made the connection or at the bottom of your outline. Remember, text connections can also be questions you have about the reading.
Recall the text to text, text to self, and text to world strategy:
As you read, if a certain part of the reading makes you think of a text to text, text to self, or text to world connection, write it either in the side margin next to the notes in which you made the connection or at the bottom of your outline. Remember, text connections can also be questions you have about the reading.
Recall the text to text, text to self, and text to world strategy:
- Text to text references: When a certain word, phrase, or sentence reminds you of something else that you have read.
- Text to self references: When a certain word, phrase, or sentence reminds you of something about your own life.
- Text to world references: When a certain word, phrase, or sentence reminds you of a world issue or event.
~ A WORKFORCE THAT SUPPORTS INDUSTRY ~
 Men, women, and children all made up the workforce in the 1800s and early 1900s.
The word workforce refers to all the people that work for an industry or all the workers in a nation. A new American workforce made industrialization possible. Without enough people to work in factories, the United States would not have been successful in industrializing and definitely would not have become a world power.
 Map showing the number of U.S. Railroads in 1920
In the last three decades of the 1800s, American workers not only produced goods for the United States, but for the world. American-made clothes, shoes, textiles, machines, steel, oil, rubber, and tools were just a few of the things other nations bought from the United States. Nations around the world also relied on iron ore, coal, and lumber from the United States. The United States built incredible railroad systems and shipping ports in order to get goods to places everywhere.
 Oyster shuckers working in a canning factory. Work at 3:30 a.m. and ended at 5 p.m. The little girl in the center was working.
None of this could have happened without the American workforce that sewed the clothing, dug the coal, forged the steel, operated the railroads, and stoked the fires of the many thousands of factories, mills, mines, and workshops that spread over the United States. The American workforce that made industrialization in the U.S. a success included: women, children, immigrants, African Americans, and men.
WOMEN Industrialization in America created a working class of women. In this 1908 scene, women at the H.J. Heinz Co. plant make the tin cans that were filled with baked beans, creamed soup and spaghetti.
During the early 1800s farming was the major way in which families supported themselves. When the factory system arrived, factory owners employed women to work in the factories. In the beginning, women were excited about this opportunity. They could now help support the family or earn their own money. Most men did not want to work in factories. They did not want to work for another man. They preferred to be their own bosses, whether as farmers, storekeepers, blacksmiths, or businessmen.
Society's View of Women Workers Abigail E. Cardozo was the very idea of an independent woman. She was a famous photographer in the West who left her husband for mental cruelty and raised her three children alone.
During the time of industrialization, society looked down on working women. Women were expected to get married, have children, and take care of the home and family, but factory work empowered women. Many of these women realized that they could do the same jobs as men and did not need a man to take care of them. Factory work allowed women to make their own livings and support themselves. Some women even chose not to get married because they could make their own money. Factory work was especially helpful for widows with children. If a woman was married and her husband died, factory work allowed her a way to provide for her family.
Women's Wages Men were paid much more than women for doing the exact same job.
Though many men did not choose to work in the factories, there were men who worked in them. Women often were treated unfairly compared to men. Factory owners only paid women half of what they paid men though they were both did the same job. Women who worked in garment factories made about $104 dollars per year. Women working in shoe factories made a little over three dollars per week but the cost of the materials to make the shoes were subtracted from their pay.
Working Conditions for Women A picture of a garment sweatshop.
Sweatshops were poorly ventilated factories where workers had to work for long hours at low wages, and under unhealthy conditions.
Factories of this time were not heated or air-conditioned. Most of the factories also lacked light and ventilation. Women routinely worked in these conditions for twelve to fourteen hours per day, six days per week. If a woman was injured on the job, the factory owner did not offer her any workers' compensation or health care benefits. They simply fired the injured worker.
The Results of Women in the Workforce
CHILDREN This portrait of children working was taken by Lewis Hine, a photographer who documented the stories of industry workers at the turn of the century and helped end worker mistreatment.
As more and more factories were built, farmers found it harder to farm for a living. Many families were forced to sell their farms and move to the city. Living in the city cost a good deal of money. To survive, families had to have every family member go to work. This included the children. Children were not treated well at all. Life on the farm had not been easy for children. They had to help harvest crops and do the household chores. Life in the city, however, was even harder than on the farm.
Working Conditions for Children This is another portrait by Lewis Hine called - The Mill. The portrait is of an 11 year old girl who had worked in a North Carolina factory for over a year.
Children as young as six years old worked hard hours for little pay. The average work day was about 12-14 hours with only a few small breaks. Not only were they overworked and underpaid, they worked in terrible conditions. Remember, factories usually had no heat in the winter or air conditioning in the summer. Many of them were not well ventilated. Children had to work near heavy, dangerous equipment. Accidents were very common. Many children were injured and some even died. Just as injured women were fired, children who were injured were also fired with no compensation.
Neglect and Abuse Many children were injured while either working or being punished by overseers.
Children were often neglected and abused by the factory managers that they worked for. The youngest children, who were not old enough to work the machines, were commonly sent to be assistants to textile workers. The people who the children worked for made them perform dangerous work. Many of them yelled at the children constantly. Some children were even beaten. One common punishment for being late or not working up to quota would be to be "weighted." An overseer would tie a heavy weight to worker's neck, and have them walk up and down the factory aisles as an example to the other children of the consequences for being late to work. Weighting sometimes lead to serious injuries.
 Orphan workers were treated the worst because their employers neglected them at home and at work.
Children were paid only a fraction of what an adult would get, and sometimes factory owners would get away with paying them nothing. Orphans were the ones subject to this slave-like labor. The factory owners justified not paying them by saying that they gave the orphans food, shelter, and clothing.
The clothing these factory owners were referring to was the one outfit of clothing that they gave the children every few years. They provided one, possibly two meals a day. The orphans shelter was a boarding house where they had to share one small room with many other children. The Argument Even small children had to learn to stay awake and focused in order to avoid punishment.
Some people took a stand against the poor treatment of children. Some even fought to end child labor all together. Factory owners defended child labor. They said child labor taught the children good character and work ethic. They also argued that child labor was good for the economy. The parents of children were forced to accept the treatment of their children in factories. Many families needed the money their children made in the factories to survive. These parents were forced to do the best they could to teach their children how to be on time, perform their best, and stay out of trouble.
IMMIGRANTS German immigrants arriving in America.
In the 1880s, immigrants were the largest group working in American industries. Before the 1850s, immigrants who came to America came mainly for the opportunity to own land with the Homestead Act. As the U.S. built more factories, more people were needed to work in the factories.
Recruiters Immigrants poured into the United States between 1850 and 1920.
Remember, men did not really want to work in factories. This left only women and children. Industrialists were men who owned entire industries. They paid recruiters to go to Europe and bring in immigrants from other countries to work in the United States. These recruiters went to places where people were struggling to earn a living. Recruiters made America sound like a dreamland. They told the people they were hoping to recruit that in America, they would not have to suffer any longer. They bragged that America was the land of opportunity and that it was the place where dreams came true. As a result, many poor, recruited immigrants from Europe poured into the U.S. looking for jobs.
Those Who Came On Their Own Many Jewish people came to America to escape persecution in Poland and Russia.
Other immigrants were not recruited. They came to the United States to escape the oppression, persecution, and discrimination they experienced in their own country. Educated immigrants started businesses. Most immigrants, however, were uneducated. They were poor and unable to afford moving. They were forced to settle in cities on the coasts, close to the ports in which they arrived.
Working Conditions for Immigrants Many Irish Catholic immigrants came to America to escape poverty and religious persecution.
Just as with women and children in the workforce, immigrants experienced many hardships working in factories. They also worked 6 days a week with 12 - 14 hour workdays. Every two weeks these 12 - 14 hours were nighttime hours, because mills and mines worked round the clock. Workers labored the day shift for two weeks, then the night shift for two weeks, with a 24-hour shift between. Workers had no time off for vacations, illnesses, or holidays. They were paid extremely low wages. Even with the long hours, they still didn't make enough money to pay their rent and buy food for their families.
AFRICAN AMERICANS African American children were also used in child labor.
After the Civil War, discrimination and prejudice drove many African Americans out of the South. Some went West, but many went North to big cities, hoping to get jobs as factory workers. So many African Americans left the South that their leaving became known as the Great Migration. Unfortunately, treatment of African Americans was not much better than it was in the South. Most factories would not hire African American workers. Eventually industrialists like Andrew Carnegie and Henry Ford began hiring black workers.
Rising Numbers Enter the Workforce African Americans who migrated from the South to Chicago in 1918.
Soon, more factory owners were willing to hire African Americans. In 1917, many men began leaving the States for Europe to fight in World War I, African Americans and women kept industry in the United States going. Between 1910 and 1920 the number of African Americans in the manufacturing industries increased by 40 percent.
Working Conditions for African Americans African-American Employees of. Pharma Chemical Corporation, Bayonne, New Jersey.
African Americans suffered through the same poor working conditions as all of the other factory workers mentioned, but African American workers also faced discrimination in the workplace. They were paid low wages like the other workers, but African Americans had no opportunity for advancement. They were not allowed to be promoted to overseers or managers.
Results of African American Labor
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TOOLBOX
workforce: all the people that work for an industry or all the workers in a nation.
industrialize/industrialization: 1.) the process of using power-driven machinery to manufacture goods. 2.) the process by which a country moves from being a society that makes its money mainly by farming to a society that makes its money mainly by manufacturing goods and services factory: a building or group of buildings where products are made world power: a country that is powerful enough to affect the entire world by its influence or actions decade: a period of ten years produce/production: the process of making or growing something for sale or use factory system: producing goods in factories using workers that run machines employed: 1.)hiring a person to work OR 2.) people who hold jobs society: the people of a particular country, area, time, etc.. that live together in organized communities and have shared laws, traditions, and values empowered: to be given power or to feel like you have the strength and courage to accomplish something Abigail E. Cardozo: an independent woman in the 1900s who was a famous photographer that left her husband and raised her three children alone widow: a woman whose husband has died ventilation: allowing air circulation so people can breathe without any difficulties compensation: when an employer pays an employee their wages for time missed at work for injuries that occurred doing their job or pays the medical bills of an employee who was injured on the job sweatshops: poorly ventilated factories where workers had to work for long hours at low wages, and under unhealthy conditions Rosie the Riveter: the symbol of a strong, independent woman pictured on World War II posters that encouraged women to get factory jobs making things to help in the War Lewis Hine: a photographer who documented the stories of industry workers at the turn of the century and helped end worker mistreatment. neglected: failing to take care of someone's basic needs abused: to hurt a person's body or to constantly say hurtful things to a person weighted: a common punishment for children who were late to work in which an overseer would tie a heavy weight to a child's neck, and have them walk up and down the factory aisles as an example to others not to be late orphans: children who do not have parents to care for them boarding house: a house where people pay to live and have daily meals work ethic: the belief that hard work is a good thing and the right thing to do economy: the way a country makes and manages its money and resources (such as workers and land) to produce, buy, and sell goods and services. industry: all the companies or factories that make a type of product. immigrant: a person who comes to a country to live there Homestead Act: U.S. law stating that a U.S. Citizen could get 160 acres of unoccupied land west of the Mississippi River and east of the Rocky Mountains to keep if they lived on and made improvements to the land for five years industrialist: someone who owns an industry recruiters: people who worked for American industries that went to poor areas in Europe to convince the people there to come to live in America and work in American industries oppression: when a person or group of people in authority or power (such as a dictator or ruling political party) treat those they are in charge of cruelly or unfairly persecution: when a person or group of people purposely harasses, hurts, or treats another person or group of people cruelly because of their race, religion or political beliefs discriminate: when a person or group of people look down on or unfairly treat another person or group of people because they feel like their own group is better or superior in some way greenhorns: new workers who were almost always given the most dangerous work The Civil War: a war fought between the people of the United States from 1861 - 1865 where the mostly non-slave holding states of the North - known as the the Union fought the mostly slave states of the South - known as the Confederacy prejudice: an unreasonable feeling of dislike for a person or group because of race, religion, gender etc. The Great Migration: when droves of African Americans moved from the South after the Civil War to the North and West Andrew Carnegie: a Scottish born industrialist who dominated the steel industry during the Industrial Age Henry Ford: industrialist in the early 1900s who dominated the automobile industry and the inventor of the first manufactured car World War I: A war fought from 1914 to 1918 between the Allies: Britain, France, Russia, and Italy and the Central Powers: Germany, Austria-Hungary, Bulgaria, and the Ottoman Empire. manufacturing: the process of making products especially with machines in factories National Negro Business League: one of the first organizations established to help African American workers get equal treatment. National Association for the Advancement of Colored People (NAACP): organization that gave assistance to struggling African Americans factory workers by providing food, clothing, loans, and educational opportunities and worked hard to gain equal treatment for African American factory workers newsie: a young boy in the late 1800s and early 1900s that sold newspapers trade jobs: jobs requiring training or an education to do the job such as: miners, carpenters, railroad builders, and loggers processing mill: a mill that performs a group of actions to change a natural resource in some way refinery: a building that contains all the equipment and workers needed to remove the unwanted materials from minerals union: an organization of workers formed to protect the rights and ensure fair treatment for its members The Knights of Labor: one of the first labor unions that worked to gain better wages, equal pay for men and women, eight hour workdays, safer work environments, and chances for promotions for all - including African Americans promotions: the act of moving someone to a higher or more important position or rank in an organization strike: when workers stop work in order to force an employer to improve working conditions, work hours, or wages Jay Gould: the richest and most well known railroad tycoon of the late 1800s who owned several railroad companies; bought out the Western Union Telegraph Company; and was involved in the Great Railroad Strike of 1886 Great Railroad Strike of 1886 A strike organized by the Knights of Labor against Jay Gould's Railroad Companies in protest of wage cuts that resulted in Gould increasing workers wages tycoon: a businessman that owns a large business or several businesses that has a lot of wealth and power Western Union: the major telegraph company in the late 1800s that was bought out by Jay Gould May Day Strikes: strikes that involved people all over the nation for an eight hour workday but was made famous by in Chicago, Illinois when a clash between police and strikers at the McCormick Harvester Company resulted in the killing one of the strikers anarchist: a person who does not like how those in authority are running things, so they rebel against those in authority by using any means necessary, including rioting and violence riot: a situation in which a large group of people behave in a violent and uncontrolled way rally: to bring people together to make a cause known Haymarket Square Bombing: when anarchists attempted to rally people in protest against the death of a striker at the McCormick Harvesting Company and police attempted to split up the rally that resulted a bomb being thrown into the crowd killing several policemen and workers and injuring about 100 people protest: an event at which people gather together to show strong disapproval about something American Federation of Labor (AFL): a union of many small craft unions ran by Samuel Gompers that worked to make factory owners and industrialists responsible for the safety of their workers; gain higher pay for workers; and an eight hour workday for workers craft unions: a union that only allows members who have a job doing the same special craft Samuel Gompers: an immigrant and cigar maker that became president of the AFL and served as president every year except for one until he died in 1924 politics: 1.) activities that relate to influencing the actions and policies of a government or getting and keeping power in a government 2.) the work or job of people (such as elected officials) who are part of a government 3.) the opinions that someone has about what should be done by governments : 4.) a person's political thoughts and opinions skilled worker: any worker who has had extended experience in doing a special job; had training to do a job; or has been educated in a school, college, or university to do their job walkouts: a form of strike where workers walk out of their job to show they do not approve an employer's actions boycotts: to refuse to work as a way of protesting until changes are made to improve a bad situation effective: producing the result that is wanted efficient: capable of producing desired results without wasting materials, time, or energy budgeted: when a person or organization plans how they will spend, save, and invest the money they make negotiation: a formal discussion between people with different opinions in order to come to a compromise or an agreement trade professions: a skilled worker - any worker who has had extended experience in doing a special job; had training to do a job; or has been educated in a school, college, or university to do their job such as miners, carpenters, railroad builders, and loggers raw materials: the basic materials used to build something or make a product for people to use Progressive Era: the time period from roughly 1900 until 1920 where people strove make social, political, and economic reforms |
 Lewis Hine photo of a man working on the Empire State Building.
As more and more families were forced to leave farming, men too began to get jobs in industry work. Most men, however, chose trade jobs or industrial jobs that were outdoors. These jobs required, hard, manual labor. They worked in mines, for logging companies, railroad companies, on commercial fishing boats, and in processing mills and refineries. These jobs were highly dangerous. Though they were paid a little more than factory workers, wages were very low and the chances of injury or even death were very high.
The Knights of Labor |
This is another portrait by Lewis Hine. Men constructing the Empire State Building.
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Some members of the Knights of Labor
Worker safety was not a concern during industrialization. Many men died doing their jobs. Eventually, men began forming unions and protested the disregard for worker safety. One of the first unions was called the Knights of Labor. This union was successful mainly because they were ahead of their time in the way that they did things. They welcomed skilled and unskilled workers, women, immigrants, and also African Americans. The Knights of Labor worked to gain better wages, equal pay for men and women, eight hour workdays, safer work environments, and chances for promotions for all - including African Americans.
THE GREAT RAILROAD STRIKE OF 1866
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In 1886, the Knights of Labor organized a very successful strike against Jay Gould's Railroads. The strike became known as the Great Railroad Strike of 1886 because it caused a series of worker strikes against other railroad companies. The Knights of Labor were angry with Jay Gould. Jay Gould was the richest and most well known railroad tycoon of the late 1800s. He owned several railroad companies and also bought out the Western Union Telegraph Company. Gould had actually cut his workers already low wages in an attempt to make himself more money. The strike led Gould to restore worker wages. As a result, the Knights of Labor gained over 700,000 members.
THE MAY DAY STRIKES
Later that year, the Knights of Labor tried to help workers in what became known as the May Day Strikes. The strikes involved people all over the nation but the major action occurred in the city of Chicago, Illinois. In Chicago about 80,000 workers were involved in a strike for the eight-hour workday. Tension built between the strikers and the police, and during a clash at McCormick Harvester Company one striker was killed.
THE HAYMARKET SQUARE BOMBING
During this time, there was a group of anarchists in Chicago. An anarchist is a person who does not like how those in authority are running things, so they rebel against those in authority by using any means necessary, including rioting and violence.
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Not all the Railroad strikes that followed were done peacefully. This picture shows a damaged track from the Railroad Riots against the Pennsylvania Railroad, in Pittsburgh, 1877.
May Day Strikes at the McCormick Harvester Company
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This engraving was done in 1886 of the Haymarket Square Bombing.
These anarchists felt this was an excellent opportunity to hold a rally to try to gain support for more violent strikes against industries. On May 4, 1886, the day after the McCormick Strike, anarchists gathered at Haymarket Square to protest the death of the employee who was killed. When the police came to break up the meeting, a bomb was thrown into the crowd. Several policemen and workers were killed. About 100 people were hurt.
 Police officer Mathias J. Degan was killed by the bomb blast.
Some of the anarchists were arrested for throwing the bomb, but there was no proof that the anarchists were the ones who did it. One of the anarchists that was arrested was a member of the Knights of Labor. This caused people to stop supporting the Knights of Labor even though the group had nothing to do with the riot. Shortly after this incident, the Knights of Labor started to fall apart. People blamed them for the deaths and injuries of the Haymarket Square Bombing. By 1893, the Knights of Labor no longer existed.
The American Federation of Labor |
Engraving of the seven anarchists that were sentenced to die for Degan's murder.
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Another labor movement group organized and started gaining strength after the Knights of Labor ended called the American Federation of Labor (AFL). The AFL was a union that brought together many small craft unions into one large union. This gave the smaller craft unions more money and support to fight against the rich industrialists. Samuel Gompers, an immigrant and cigar maker became president of the AFL and served as president every year except for one until he died in 1924.
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SAMUEL GOMPERS
Samuel Gompers was a peaceful man. He did not become involved in politics or make promises that he could not keep. He understood that without an education, factory workers would remain factory workers for most of their lives. So, instead of promising promotions and advancement, he tried to give members a sense of pride in the skills and jobs that workers already had. Gompers only allowed skilled workers into the union. Skilled workers were people who had experience or education in making a specific type of product. The AFL worked to make factory owners and industrialists responsible for the safety of its workers. They also tried to gain higher pay and an eight hour workday for workers.
AFL SUCCESSES
 U.S. Steel Strike of 1919 organized by the AFL
The AFL attempted to meet their goals by staging walkouts and boycotts. They organized meetings with factory owners and tried to work out fair deals for workers and owners. By 1900, many unions had joined the AFL and their were around 500,000 members. Gompers worked hard to organize the AFL to be effective and efficient. He budgeted the union funds well, had realistic goals, and good negotiation skills. By 1920, the AFL had four million members and conditions in the work place began to improve.
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Samuel Gompers, President of the AFL
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Results of Men in the Workforce
A Lewis HIne photograph of a coal miner in Pittston, Pennsylvania
Most American men worked hard in trade professions once the United States began industrializing and moving away from family farming. They worked as miners, carpenters, railroad builders, and loggers. They worked in food processing industries, saw mills, and refining industries. They worked to bring America the raw materials needed to produce needed goods. American men of industrialization had the strength to stand against poor work conditions. When men organized labor unions to insist upon far treatment for working people, they inspired a new age in American History called the Progressive Era. You will learn more about the Progressive Era soon.
THE INDUSTRIALIZATION WORKFORCE
 A photograph of a Appalachian coal miner named Teach Sloan with his son.
American industrialization grew and expanded because of American workers. Women and children worked very hard and endured incredible hardships to give industrialization its start. Immigrants and African Americans fueled industrialization and helped it to grow by working day and night and taking jobs that were less than desirable to make sure factories produced the goods that Americans wanted. Finally men, were the engine that ran industrialization. They worked to give Americans the raw materials needed for industry but also worked to make sure that American workers were seen as the reason American industrialization was successful.
Lewis Hine photos of African American workers in a Virginia glass factory
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Worker in the Cherokee Hosiery Mill, Rome, Georgia, 1913
Workers at a paper box company
Lewis Hine photo of breaker boys. Breaker boys were hired to break up the coal that was mined.
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Outline Notes From the Reading
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SMALL GROUP ACTIVITY
Live Action Role Play
In this activity, your group will be given a script to practice and perform for the class. Each group will feature the story of one of the new groups of workers in the Industrialization Workforce. I will pass out your scripts and you will have until the end of class to practice them. You will perform your skit in class tomorrow. You will be able to use your script when you perform. You may also bring in costumes and props if you like to enhance your performance. You must stay on task during this activity!
I will video your performances and embed them at the bottom of this lesson and on the Kids at Work Page so that you may see all the performances from each class.
I will video your performances and embed them at the bottom of this lesson and on the Kids at Work Page so that you may see all the performances from each class.
INDIVIDUAL ACTIVITY
Answering the Essential Question
A Lesson Chronicles Activity is an individual activity where you prove that you accomplished the lesson mission. Lesson Chronicles require you to keep a notebook or journal with a table of contents. Each entry should be dated. First, you write the lesson mission. Then you prove you "can do" whatever the mission says by answering the essential question of the lesson in PQA format. Remember PQA format means "Put the Question in the Answer".
DIRECTIONS: Work by yourself to prove you have completed today's mission successfully by answering the essential question for today. Answer the question on the first page of your Lesson Chronicles under your Lesson Mission. Refer to the example below.
The example shows you what all you are expected to have for your portfolio check on this lesson.
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HOMEWORK
Finish the Lesson and Family Time
Remember, you have homework every night in Social Studies. Your homework is to show your Lesson Chronicles to your family and tell them what you learned today. Not only will this give you quality time with your family but it will help you review for your unit test. Go over your lesson chronicles entry from today everyday to help you study for the Topic Quiz and Unit Test.
If you did not complete any assignments from today, they are homework. You never know when I am going to check portfolios, so make sure you are keeping up!
If you did not complete any assignments from today, they are homework. You never know when I am going to check portfolios, so make sure you are keeping up!
END OF THE UNIT 3 LESSON 4 MODULE
Congratulations! You have Completed the Unit 3 Lesson 4 Module!
The performances will be embedded below if you would like to watch these.
The performances will be embedded below if you would like to watch these.