Lesson Plan

Lesson Description:

Students will learn the basics of the labor movement in both Russia and America. Then they will explore primary source documents from both Chicago, Il. & St. Petersburg, Russia. After doing this they will work in groups to prepare an answer to why labor failed in one place, and succeeded in another. Finally students will reflect on how the questions of labor have been answered.

Essential Question:

Have the fundamental questions of labor and capital been fully answered?

Concepts:

  • Capital
  • Labor
  • 8-Hour Movement.
  • Collective Bargaining
  • Bolsheviks
  • Haymarket
  • Pullman Strike
  • Eugene V. Debs
  • Vladimir Lenin
  • Leon Trotsky

Common Core Literacy in History/Social Studies Standards:

Key Ideas and Details:

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier

Oklahoma Academic World History Standard:

Content Standard 4 – The students will evaluate the global transformation brought about by the Industrial Revolution and the World Wars.

  1. Summarize the impact of massive social and economic changes as a result of industrialization including Marxist Criticisms of capitalism.

Oklahoma Academic United States History Standard:

Content Standard 1 – The students will analyze the transformation of the United States through its civil rights struggles, immigrant experiences, settlement of the American East, and the industrialization of American society in the Post-Reconstruction through the Progressive Eras, 1865 to 1900.

  1. Evaluate the impact of industrialization on the transformation of American society, economy, and politics.
    1. Evaluate the significance of the Labor Movement on the organization of workers including the impact of the Pullman strikes, the Haymarket Riot, and the leadership of Eugene V. Debs.

Objectives:

Students will be able to:

  • Understand the impact of Marxist philosophy around the world.
  • Describe the significance of the Labor Movement.
  • Apply analytical skills in examining primary source documents.
  • Demonstrate critical research skills in determining historical significance of documents.
  • Strengthen coherent writing skills.

Time Required:

5 – 50 Minute Class Periods

Procedures 1-31

Materials:

Procedures:

Prep

  1. Prepare Day 1 PPT Slides.
  2. Prepare Day 2 Primary Source Documents.
    • Make Slide with initial document.
    • Make print outs for 2nd level documents (enough for each group).
    • Make Slide with 2nd level documents.
  3. Prepare Day 3 Primary Source Documents.
    • Make Slide with initial document.
    • Make print outs for 2nd level documents (enough for each group).
    • Make Slide with 2nd level documents.
  4. Prepare Day 4 PPT Slides.
  5. Put students in groups of 3-4 for each class.
  6. Secure use of tablets or laptops for Students for days 2-5.

Day 1

  1. Introduce the lesson by asking students the following questions.
    • Why is there a minimum wage?
    • Why is the workweek typically 40 hours?
    • Why are there mandatory lunch and other breaks in a workday?
    • Why is the typical workday 8 hours and not longer?
  2. Explain to students that these and related questions are all the result of the Labor movement of the late 19th and early 20th
  3. Pass out Note Packet to each Student
  4. Go through the notes on Day 1 PPT Slides 1-31
  5. End with Slide 32 and have a discussion of how labor changed in both places.
  6. Have students turn in an exit ticket of three things they previously did not know about the labor movement.

Day 2

  1. Divide the class into groups of 3-4 (It might help to rearrange the seating to fit this dynamic before the class begins if possible).
  2. Review yesterday’s lesson by asking: (3-5 minutes)
    • What was the main concern of the Labor Movement?
    • Redirect answers back to the general idea of wanting a recognized seat for negotiations in order to produce a more equitable economic system.
  3. Display the first Primary Source Document. (7-10 minutes)
    • Day 2 PPT Slide 1.
    • Ask students to discuss in their groups:
      • Their general reaction.
      • How does this document answer why labor failed in America, specifically Chicago?
    • Ask for one or two groups to share their response.
  4. Display the second level Primary Source Documents. (12-15 minutes)
    • Pass out the documents
    • Day 2 PPT Slide 2.
    • Ask students to discuss in their groups:
      • Their general reaction.
      • Which document best answers why labor failed in America, specifically Chicago?
    • Ask for one or two groups to share their response.
  5. Instruct the students to move to the third level Primary Sourcing (17-20 minutes)
  6. Recap Day 2 by asking students to fill out an exit ticket answering in one sentence: Why did labor fail in Chicago? (2-3 minutes)

Day 3

  1. Divide the class into groups of 3-4 (Use the same groups as day 2 or switch if desired).
  2. Review yesterday’s lesson by asking: (3-5 minutes)
    • What was the main concern of the Labor Movement?
    • Redirect answers back to the general idea of wanting a recognized seat for negotiations in order to produce a more equitable economic system.
  3. Display the first Primary Source Document. (7-10 minutes)
    • Day 3 PPT Slide 1.
    • Ask students to discuss in their groups:
      • Their general reaction.
      • How does this document answer why labor succeeded in Russia, specifically St. Petersburg/Petrograd?
    • Ask for one or two groups to share their response.
  4. Display the second level Primary Source Documents. (12-15 minutes)
    • Pass out the documents
    • Day 3 PPT Slide 2.
    • Ask students to discuss in their groups:
      • Their general reaction.
      • Which document best answers why labor succeeded in St. Petersburg.
    • Ask for one or two groups to share their response.
  5. Instruct the students to move to the third level Primary Sourcing (17-20 minutes)
  6. Recap Day 3 by asking students to fill out an exit ticket answering in one sentence: Why did labor succeed in St. Petersburg? (2-3 minutes)

Day 4

  1. Keep students in the groups they have been in or change them up for the final two days.
  2. Give class the assignment
    • Instruct each group to get a laptop or tablet.
    • Display Day 4 PPT Slide 1 – showing the sites used the previous two days.
    • Tell students to use those websites or teacher-approved images from Google.
    • Each group will prepare a 15 slide Image Essay
    • The Essay will answer: Why did Labor win in Russia and lose in America?

Day 5

  1. Have each group give share their presentation with the class (2-3 minutes per group
  2. Have each students return to their own seats.
  3. Instruct them to take out their cellular devices

Closure:

  1. Play Kahoot at: https://play.kahoot.it/#/k/e9d5d244-678d-42df-a982-e4acea28565d
  2. Have each students write at least a page essay about what questions remain for labor and capital today.

Assessment:

  1. Day 5 Kahoot & Writing assignment.
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