6.1.2

toc =Labor’s Response to Industrial Growth= =Need to Reed= Evaluate the different responses of labor to industrial change including
 * development of organized labor, including the Knights of Labor, American Federation of Labor, and the United Mine Workers
 * southern and western farmers’ reactions, including the growth of populism and the populist movement (e.g., Farmers Alliance, Grange, Platform of the Populist Party, Bryan’s “Cross of Gold” speech)

=Learning Activity=

Essential Questions:

 * 1) What were some of the negative consequences of industrial change and growth?
 * 2) How did urban workers organize and how did these organizations aim to achieve their goals?
 * 3) What different ways did farmers organize, what different purposes did they serve, and what successes did they have in achieving their goals?
 * 4) How did these organizational movements differ in their efforts to meet the needs of the people they intended to assist?

Explore these questions by downloading, opening, and completing the [|6.1.2 Worksheet.pages] document. You will need your textbook for these - specifically [|Section 17-4] and [|Section 18-2].

=Putting it Together/Assessment= Work with a partner to represent how you've learned about "labor's response to industrial growth". Choose one of the **//three//** options below:

Example of Labor Unrest
Explore an event, organization, or individual that exemplify or illustrate labor's response to industrial growth. Choose any two of the following people/events: The reason for choosing two rather than one is that doing so provides an opportunity to link them or the contrast them. For instance, a little research on William Jennings Bryan tells us is that he was a strong Populist leader - an adept student would pair that with a study and report on the Populist movement and political party. Another example could be the evaluation of two different labor groups or strikes.
 * ~ Elizabeth Mary Lease ||~ Haymarket Square Riot ||~ Railroad Strike of 1877 ||~ Populist Party/Movement ||
 * ~ William Jennings Bryan ||~ Eugene V. Debs ||~ The "Molly Maguires" ||~ Farmers' Alliance ||
 * ~ National Grange ||~ Homestead Steel Strike of 1892 ||~ Knights of Labor ||~ American Federation of Labor ||
 * ~ Henry George ||~ Pullman Strike ||~ Samuel Gompers ||~ Terence Powderly ||

While it is up to the students to determine their form of representation, I strongly encourage you to stay away from a "Keynote" as these tend to be underdeveloped and devoid of deep thought. I encourage the descriptive, documentary video which may include the same things a Keynote often does, but adds soooo much more.

Music Video
Take a look at two songs written in the 1870s that reflect the topic of "Labor's response to industrial growth". The first is "[|The Workers' Anvil]". The other is "[|Don't leave the Farm, Boys]". Select one song and create a music video for it following the guidelines in the rubric below. [|Click here for rubric PDF]. The video must be at least 2:30 minutes and include the song with lyrics unaltered. How you choose to present the music is up to you!


 * ~ Criteria ||~ 5-Point Performance ||~ 3-Point Performance ||~ 1-Point Performance ||
 * Theme || All aspects of the video identify and preserve the song and its original intended purpose as it was written; the theme is unaltered or spoiled by careful attention to detail || There are some aspects of the video that detract from the theme that song exudes; the theme is spoiled by a lack of attention to detail || The video does not reflect the intended theme of the song; detail and concern for the theme are lost ||
 * Quality || //Function//: The video accomplishes the goal of demonstrating understanding of the content learned - The visual nature of the project promotes labor's struggle with industrial growth //Aesthetics//: Editing and production portray a nice looking and sounding video; “professional” || //Function//: The video lacks elements that suggest that the creators truly understand the content behind the song //Aesthetics//: Editing and production lack focus and attention to detail; leaves audience suggesting ways to improve || //Function//: The video is disconnected with the song and shows that the creators lack understanding of the content //Aesthetics//: The video is poor in sound and video, not worth watching ||
 * Creativity || Creators use the available tools well and employ possibly original ideas in a way that adds meaning and direction to the video; iMovie and Garageband are explored and employed well || Creators use some tools well and incorporate ideas to the video, but they may not add to the meaning or direction of the video; iMovie and Garageband are not explored enough to maximize what they offer || Video lacks creativity and originality; the song is left without visual expression of any sort ||
 * Teamwork || Product of team/peer evaluations: Individual was a firm member of a collaborative unit, communicating effectively, maintaining focused attention to the team goal, producing at a rate that met or exceeded expectations || Product of team/peer evaluations: Individual met some team expectations, but may have spent time leading group off-task or failing to maintain focus and attention to the team goal; distracted and/or distracting || Product of team/peer evaluations: Individual failed to assist the team and did not produce any substantive article that was used by the team toward the team goal ||

Essay
The alternative to creating a music video is to create an essay that captures labor's response to industrial growth. The essay must have a thesis statement with supporting statements clearly organized and articulated. See rubric below for more or [|download the PDF here].


 * ~ Criteria ||~ 5-Point Performance ||~ 3-Point Performance ||~ 1-Point Performance ||
 * Format || 300 words and 5 paragraphs (I-B-C); introduction includes the thesis, conclusion restates, and the body supports the thesis. || Has about 150 words and isn’t in a 5 paragraph form, lacking organization necessary to achieve demonstration of mastery || Has less than 150 words and not in any type of form ||
 * Quality/Effort || Organization, Editing, Grammar, Spelling, Punctuation, Uses 3 Details and Examples || Has some organization, there are some spelling and grammar errors, Uses less than 3 details and example || Has no organization, there are many spelling and grammar errors, uses no details at all and does not make sense. ||
 * Creativity || Use what we researched and know; truly and accurately demonstrates mastery of 6.1.2 || Used some of the topics that we know and researched, but too few to suggest that the writer barely meets 6.1.2 || Used nothing that we know or learned; suggests the writer does not understand 6.1.2 ||

=Resources= For anyone making a video see:
 * Archival Videos