Industrial Strikes

Name: Lindsey Duncan

Grade: 10
Subject: United States History Planned Lesson Date: March 25, 2013

Lesson Objectives
2 or 3 student outcomes
Begin with verb

1. Design a newspaper article in which the students will
discuss union strikes.
Natl / State Standards
AL College & Career Ready
Course of Study -
Common Core
Learning Targets / District
Standards
National Standards
(NCTM; NCTE; etc)
1. Explain the United States transition from an agricultural
country to an industrial country
2. Learning Targets: Discuss the objectives of Unions and
their successes through analyzing strikes. Also discuss the
ideologies of the period that influenced workers such as
Marxism, socialism, and anarchy.

Pre-Instructional Activities
(15-20 mins)
Review
Formative Assessment
Introductory Set
Prior Knowledge
Essential Questions
Problem Question
Writing Prompts
Predictions / Purpose
Vocabulary
1. Review: We will discuss last nights reading of Unions, and
make sure there are no questions about Robber Barons.
2. Prior Knowledge: Assess the students knowledge of
learning targets through a discussion in which I will use
the essential questions to guide them.
3. Essential Questions: How did industrialization lead to
worker resentment towards employers? How were
unions before industrialization different than those
during industrialization? How did employers respond to
unions? How did the philosophy of Marxism inspire
workers, and how does Marxism correlate with anarchy?
3. Vocabulary: Trade Unions, Industrial Unions, blacklist,
lockout, strike breakers, The Great Railroad Strike of
1877, the Knights of Labor, arbitration, Haymarket Riot,
Pullman Strike, Samuel Gompers, American Federation of
Labor, Marxism, Socialism, and Anarchists.


Teaching (30-35 mins)
Direct Teaching
Graphic Organizers
Reading Instruction
Tech Integration
Teacher Demonstration
Guided Practice
Independent Practice
Small Group Activities
Experiential Activities
Research / Study
Simulations
Problem Solving Activities
Differentiated Instruction
Accommodations
1. Small Group Activities: Individually the students will write
a news article on a given newspaper template, discussing
the Great Railroad Strike of 1877, the Haymarket Riot, or
the Pullman strike. The students will have the rest of
period to complete the assignment.
2. Tech Integration: The students will have Internet usage if
they wish to further their research on any of the strikes.
In addition, they will include one picture, or a political
cartoon of the strike, or leader of the strike.
Ongoing Assessment

Closure (5mins)
Summary / Conclusions
Ret-teaching
Formative Assessment
Review
Reflection

1. Review: We will discuss whether or not the workers had
the right to strike, and if it had any effect on
industrialization.
2. Formative Assessment: Students will be assessed through
their newspaper articles.