Industrial Revolution: Labor Groups Name: Alex Infusino and Elmo Chae Class/Subject: Social Studies 8th Grade,

U.S. History Date: 4/23/13 Student Objectives/Student Outcomes: To outline/summarize the topic of labor in the Industrial Revolution, in particular how it related to children, women, and big businessmen For students to provide in their own words a defense for children, women, or big businessmen For students to assess different points of view in regards to labor and to justify the point of view that they represent Content Standards: CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions -This will be accomplished with the secondary summaries we give them of the labor groups and leaders. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. - This will be accomplished during the debate portion of class where they will argue for their group or persons interest in common to a labor agreement Illinois Standard 18.C.3b Explain how diverse groups have contributed to U.S. social systems over time. - This will be accomplished when discussing the groups made changes to labor laws Materials/Resources/Technology: - Excerpts for Labor Groups (handouts below) http://eiu.edu/eiutps/Childhood%20Lost%20Resource%20Booklet.pdf http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_history.html http://www.nwhm.org/online-exhibits/industry/6.htm http://www.schoolshistory.org.uk/IndustrialRevolution/womenandchildren.htm#.UXFuL 781ZSU http://www.socialstudieshelp.com/USRA__Workers_Lives.htm

- Either Video on the AIR - http://www.youtube.com/watch?v=mUQ2256Ns5I -http://www.history.com/topics/industrial-revolution/videos#the-industrialrevolition - Excerpts for Industrial Revolution Entrepreneurs (handouts below) - Promethean Board - to show photos from handouts below and write-up students arguments - Results Facts come from -http://www.enotes.com/fair-labor-standards-act-1938-flsareference/fair-labor-standards-act-1938-flsa - http://jobsearch.about.com/cs/employmentlaw/a/fmla.htm

Teachers Goals: To continue the students study of the Industrial Revolution by introducing the topic of child/women labor and big business owners To encourage the students to work together in a larger group setting through a friendly debate Provide students with examples of child/women labor and discover how it affects us today To help students explore both sides of the issue of labor from the workers and the owners Time Start of Class: The start of class will begin with a review of Westward Expansion accomplished by the material video provided above.

5 mins

2-3 mins

Introduction of Lesson: Have the students divide into groups of 3 or 4. These groups will be a subsection of the large debate groups later on. - Assign one of the four summaries to each sub group (Andrew Carnegie, Child Labor, John D. Rockefeller, and Women labor)

20-25 mins

Lesson Instruction: Reading/Debate After reading their assigned article, the groups will formulate arguments based upon who they represent. Arguments should revolve around the topics of : - Age of Workers? - Time worked? - Working Conditions? - Compensation? - Where they would spend time if not working? -Well record each groups main points up on the board Assessments/Checks for Understanding: After the debate, well ask the class which things they feel are the most important Then we will go over the Fair Labor Standards Act and Building Codes to see if they meet what we discussed as important. Closure/Wrap-Up/Review: -Can introduce the idea of outsourcing: -relate it to Nike, Apple -American companies now are like the Carnegies and Rockefellers Self-Assessment: Go over the lesson with Ms. Biava during her planning period.

5-7 mins

Time that is left in class

LABOR GROUPS AND INDIVIDUALS Child Labor By the 1900s, American children worked in large numbers in mines, glass factories, textiles, agriculture, canneries, home industries, and as newsboys, messengers, bootblacks, and peddlers. Children were often preferred, because factory owners viewed them as more manageable, cheaper, and less likely to strike. Young children working endured some of the harshest conditions. Workdays would often be 10 to 14 hours with minimal breaks during the shift. Factories employing children were often very dangerous places leading to injuries and even deaths. Machinery often ran so quickly that little fingers, arms and legs could easily get caught. Beyond the equipment, the environment was a threat to children as well as factories put out fumes and toxins. When inhaled by children these most certainly could result in illness, chronic conditions or disease. Beyond the topic of safety, children working lengthy hours had limited access to education. Many families relied on income earned by each family member and did not allow children to attend school at all.

Womens Labor More and more trades were becoming mechanized, and more and more men and women were working long hours for little pay in factories and mills. Across the nation, anywhere from 25% to 40% of the labor force was female, and by the end of the 19th century. In the early 20th century, the major occupations for women remained the same as they had been in the 19th century: agriculture, domestic service, manufacturing, clerical and office work, and professional work. Women still earned much less than men (about 60% of mens average wages). The industrial age led to a rapid increase in birth rates which clearly has an impact upon the physical strength of the mothers. It was not uncommon for families to have more than 10 children as a result of this demand: and the woman would often have to work right up to and straight after the day of the childs birth for financial reasons, leaving the care of the new born child to older relatives. Those in the garment industry worked in sweatshops. Sweatshops were poorly ventilated and lit rooms where seamstresses sat side by side doing piece work (specializing on one piece of the work thus never making a finished product.) The cloth would be piled high; workers were not allowed to talk. Often sweatshop employees where forced to work late into the night so that the job was completed or they wouldn't get paid. One of the most influential events in labor history was a direct result of sweatshop conditions. The Triangle Shirt Factory Fire killed 114 workers because the fabric could fire and tore through the building. There were no fire escapes and the doors opened out into the hall. The doors were blocked, locking the workers in.

John D. Rockefeller (1839-1937) John D. Rockefeller, founder of the Standard Oil Company, became one of the worlds wealthiest men, Americas first billionaire, and a major philanthropist. He was born into modest circumstances in New York before entering the newly emerging oil business in 1863 by investing in one of the first refineries in Cleveland, Ohio. In 1870, he established Standard Oil, which by the early 1880s controlled about 90 percent of U.S. refineries and pipelines. Critics accused Rockefeller of engaging in unethical practices like predatory pricing and conspiring with railroads to eliminate his competition so he could gain a monopoly on the oil industry. But Rockefeller saw it as cost-efficient to do everything from building its own oil barrels to employing scientists to figure out uses for by-products of refining oil. In 1911, the U.S. Supreme Court found Standard Oil in violation of anti-trust laws and ordered it to dissolve. During his life, Rockefeller donated more than $500 million to various philanthropic causes. (Roughly $12 billion dollars today) He helped build churches, medical foundations (Rockefeller Institute for Medical Research), universities (University of Chicago), and centers for the arts. He was a controversial figure whose critics charged that his labor practices were unfair while he became a hero to many enterprising Americans. John D. Rockefeller is credited for helping to shape the nation into what it is today.

Andrew Carnegie (1835-1919) Scottish-born Andrew Carnegie was an American industrialist who earned a fortune in the steel industry then became a major philanthropist. Carnegie worked in a Pittsburgh cotton factory as a boy before rising to the position of division superintendent of the Pennsylvania Railroad in 1859. In the early 1870s, he entered the steel business, and over the next two decades became a dominant force in the industry. Railroads needed steel for their rails and cars, the navy needed steel for its new naval fleet, and cities needed steel to build skyscrapers. Every factory in America needed steel for their physical plant and machinery. Carnegie saw this demand and took advantage of it. He was all about efficiency to keep costs low to be able to sell low. Carnegie bought railroad companies and iron mines. If he owned the rails and the mines, he could reduce his costs and produce cheaper steel. Carnegie also wanted productive workers; he wanted them to feel they had a vested interest in the prosperity of the company, so he also put in place a profit-sharing plan. All of these tactics made the Carnegie Steel Company a multi-million dollar corporation. In 1901, he sold the Carnegie Steel Company to banker John Pierpont Morgan for $480 million. Carnegie then devoted himself to philanthropy, eventually giving away more than $350 million. (roughly $9.5 billion dollars today) He remembered the difficulties he experienced as a boy to find books so he helped build 3,000 libraries. He built schools like Carnegie-Mellon University and helped fund artistic endeavors like Carnegie Hall in New York.

The man who dies thus rich dies disgraced

Additional reasons for child labor: -tacit approval by the government -parents gave their approval -children were able to bring home wages, even if it was tiny -seen as a better alternative to them being on the streets and causing trouble RESULTS (FOR TEACHER) Fair Labor Standards Act in 1938 The Fair Labor Standards Act (FLSA) establishes minimum wage, overtime pay, recordkeeping, and youth employment standards affecting full-time and part-time workers in the private sector and in Federal, State, and local governments. - 25-cents-per-hour minimum wage - limited the work week to 44 hours (1940 the work week was reduced to its current 40 hours) - Act also banned (and still does) the employment of minor children under the age of 14 except for agriculture and some theatrical and family-owned business exceptions. - Children under 18 are banned from taking any job deemed "hazardous," including mining and certain factory jobs - the Equal Pay Act of 1963, extended the scope of the law's protections. The provisions of the Equal Pay Act "prohibit wage differentials based on sex, between men and women employed in the same establishment, on jobs which require equal skill, effort, and responsibility, and which are performed under similar working conditions." The Family and Medical Leave Act (FMLA)- Enacted in 1993 can be of assistance if you need to take time off from work because of family responsibilities. They may provide additional benefits, like paid maternity leave, for example, than are required by law or, if you are ill, you may be eligible for disability insurance. - must provide eligible employees up to 12 weeks of unpaid FMLA leave during any 12 month period. - provided eligible workers with unpaid time off to meet family responsibilities, such as caring for a new baby or an adopted child, or for looking after a sick child, spouse, or parent. - your employer must give you your job back or give you another job with equivalent pay and benefits

Building Codes - After Triangle Shirt Factory Fire The Sullivan-Hoey Fire PRevention Law was passed in October 1911, which combined six agencies to form an efficient fire commission for building inspection and also required factory owners to instal sprinkler systems. The New York State Legislature created the Factory Investigating Commission to investigate factory conditions in this and other cities and to report remedial measures of legislation to prevent hazard or loss of life among employees through fire, unsanitary conditions, and occupational diseases. The FIC helped modernize NYs labor laws. New laws mandated better building access/egress, fireproofing requirements, availability of fire extinguishers, installation of alarm systems and automatic sprinklers, better eating and toilet facilities for workers, and limited the number of hours that women and children could work. Eventually led to the creation of the Labor Standards Bureau, which would eventually become the Occupational Safety and Health Administration (OSHA) today.

Nike http://www1.american.edu/ted/nike.htm -Pakistan, kids made 60 cents a day stitching soccer balls in sweatshop conditions -Pakistan has a per-capita of $1,900 per year -translates into a typical person living on barely $5 a day

Apple -faced its Nike moment last year -staff worked 6-7 days a week, up to 14 hours a day -after the scandal broke out, staff members began receiving about $300 a month, after receiving a pay raise http://www.guardian.co.uk/technology/2012/feb/20/foxconn-raise-wages-applecontractor