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The Industrial Revolution High School Pedro Fernandez itah JUNE 2011

The Industrial Revolution High School Pedro Fernandez itah JUNE 2011. State Standard 10.3.4. Trace the evolution of work and labor including the demise of the slave trade and the effects of immigration, mining, manufacturing, division of labor, and the union movement.

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The Industrial Revolution High School Pedro Fernandez itah JUNE 2011

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  1. The Industrial RevolutionHigh SchoolPedro FernandezitahJUNE 2011

  2. State Standard 10.3.4 • Trace the evolution of work and labor including the demise of the slave trade and the effects of immigration, mining, manufacturing, division of labor, and the union movement.

  3. Lesson Objectives and Language Objective • Describe and explain unionization and legislative reform. • Describe other reform movements of the 1800s. • Language Objective: students will read and analyze an excerpt from Upton Sinclair’s “The Jungle”

  4. Key Vocabulary • Union • Collective bargaining • Strike

  5. Warm-up • Think-Pair-Share • Discuss the following question with your partner. • Q:If you get hired at a legitimate place of business, what rights/protections are you entitled to? • Answer the following question in your notebook using 4-6 sentences.

  6. The Union Movement Causes for unionizing Results of unionization • Child labor • Extremely low wages • Hazardous working conditions • Abusive management • Very long working hours w/out additional compensation • Unions – reform minded association of workers seeking to improve working conditions • Collective bargaining- negotiations between workers and employer • Strike- work stoppage to pressure management into accepting workers’ demands

  7. Other Reforms of the Era • Factory Act of 1833- prohibits the hiring of children under 9 years of age. • Abolition of Slavery • Women’s Rights Movement – Jane Addams, Elizabeth C. Stanton, Susan B. Anthony. • Education Reform – Horace Mann and free public education

  8. Excerpt from Upton Sinclair’s “The Jungle” • "Here is a population, low-class and mostly foreign, hanging always on the verge of starvation and dependent for its opportunities of life upon the whim of men every bit as brutal and unscrupulous as the old-time slave drivers; under such circumstances, immorality is exactly as inevitable, and as prevalent, as it is under the system of chattel slavery."

  9. Critical thinking QuestionsAnswer the following in complete sentences. • What “cause for unionization” do you find the most disturbing? Why? Suggest improvements. • As an employer, justify the current working conditions at your factory. Why haven't improvements been made? • What reform movement do you see as the most significant? Why?

  10. Meeting the Objective. • You will create a 15-20 line dialogue in which a “worker” and an “owner” engage in negotiating a better working environment. • Include and underline the following key terms in your dialogue: collective bargaining, union, wages, strike, working conditions, and child labor.

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