Lesson Plan Presentation

1. Lesson Plan Presentation • Kimberly Layre 1

2. Subject: History • Topic: Homestead Strike of 1892 • Grade: 9th • State Standards: • 8.1.9.B. Analyze and interpret historical sources. • 8.4.9.B. Contrast the importance of historical documents, artifacts, and sites which are critical to world history 2

3. Goals for Understanding: Students will develop an understanding of the importance the Homestead Strike had on Pennsylvania’s history. • Instructional Objectives: • Students will be able to analyze primary source documents and apply them to the Homestead Strike. • Students will be able to explain the significance of the Homestead Strike in 19th century industrial Pennsylvania. • Students will be able to apply the aspects of the event to create their own understanding of the event in their own newspaper article. 3

4. Introduction/Motivation/Prior Knowledge: • As a review ask students to define “industrialization” “union” and “strike,” and how these words all relate in a short journal entry. Discuss and define as a class and bring into the context of 19th century Pennsylvania. Next, ask the students how they would react to low wages, bad working conditions, and long days. 4

5. Developmental Activities: • Name the different groups involved in the strike. List them on the board. The list would include: union workers, non-union workers, management of company, Pinkertons, government officials, and state militia • Introduction to analyzing primary sources and explain how newspaper articles, cartoons, and photos can be analyzed to explain strike. • Give students tips to finding important information from primary sources and how these sources will help them determine how this strike affected Pennsylvania and the rest of the United States. These will be written on the board. 5

6. Students will self-analyze primary sources with primary source analysis worksheets. should all receive handouts with the copies made of all the primary sources being used. Students should complete the analysis worksheets independently. • Allow students to discuss and share ideas with classroom. Teacher will outline the main ideas on the board. 6

7. Main assignment: Students will be pretending they are journalists in the 1890’s and will be writing a newspaper article for the event. They will be able to use the information from the primary sources to help them write their own. They must inform the community of the event that occurred and the impact the strike had on the different groups previously .The students will also receive the rubric which will be used to grade the project. This rubric will also inform the students of the expectations and information that must be included in the article. • Students will share posters with a partner and develop a mutual understanding of the event and the effects. 7

8. Assessment: Primary source analysis worksheets, rubric • Closure: Have students write one paragraph in their journal reflecting on this project and how the strike influenced 19th century industrialization and issues that arise in periods of change • Follow-up: • View episode 5 of documentary: 10 Days That Unexpectedly Changed America (2006) • http://www.imdb.com/title/tt0783597/ • Ask students to consider how a strike like this today in Pennsylvania would influence our state. Also, how they would react as a worker, either choosing to join or reject striking. 8