Zach, Sean, Jon, Chris, & Raahiem
This webquest asks the student to analyze the process of union
formation during the American Industrial Revolution c. 1877-1920.
It will require personal research along with group interaction
coalescing into a skit; which will be performed from differing
perspectives that would have existed during that time period. The
student is required to reflect on the following questions. What
were the diverging perspectives of workers facing the proposition
of union formation during that time? How were owners of labor
likely to respond to the idea of unionization during that period?
How was the political climate of the country affected by
unionization? The theatrical element associated with the
assignment introduces an interpersonal component that allows
the student to gain an experiential knowledge of the
industrialization period through intellectual interaction.
 The Industrialist:
Put yourself in the shoes an industrialist during the 19th and 20th century.
How did the rapid expansion of the factories of the industrial revolution put a
high demand on the industrialist and the factory workers. Did the major
industrialists actually care about the worker’s well being? In addition to your
role as an industrialist you will need to write a 3 page paper outlining why
the three major industrialists (Slater, Rockerfeller, Carnegie) were significant
to the American industrial revolution. You should include what their specific
industry was, what made them different from each other and what made
them successful. Use this information, along with the rest of the group, to
create a skit enacting all the different points of view.
http://www.pbs.org/wgbh/theymadeamerica/whomade/slater_hi.html
http://en.wikipedia.org/wiki/Samuel_Slater
http://www.spartacus.schoolnet.co.uk/USAcarnegie.htm
http://en.wikipedia.org/wiki/Andrew_Carnegie
http://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_rock_jsr.
html
http://en.wikipedia.org/wiki/John_D._Rockefeller
 Pro-Union Worker
Working conditions during the Progressive Era were terrible. The Muckrakers
and people like Upton Sinclair in his book The Jungle exposed the dirty
conditions in the factories. Workers who were fired were quickly replaced. Many
people died working in factories during the early 20th century. The millions of
immigrants who came to America at this time were perceived as not being loyal
to the country if they complained and went on strike because of the dangerous
working conditions. Many laws and amendments were added to the U.S.
Constitution to make conditions safe for the worker and consumer. Put yourself
in the position of a factory worker during the Industrial Revolution; would you
want to work in these conditions? Were the grievances of those joining unions
legitimate? Use the following links to research what it was like in the late 19th
and early 20th century in America: Write a three page paper discussing the point
of view of a typical factory worker. In addition, use this information, along with
the rest of the group, to create a skit enacting all the different points of view.
http://www.dol.gov/oasam/programs/history/mono-regsafepart05.htm
http://www.digitalhistory.uh.edu/modules/progressivism/index.cfm
http://www.digitalhistory.uh.edu/modules/progressivism/index.cfm
http://www.dol.gov/oasam/programs/history/mono-regsafepart05.htm
 Political Advocate
The following websites contains information relevant to five political parties that
existed during the period of American Industrialization. Access and research the
information to determine the ideological spectrum of each and based on those
characteristics; choose a party to represent the perspective of a politician that
would have been a proponent of either the union advocate, or the anti-union
business owner.
The latter two links give accounts of the coal strike of 1902 and the effects that
unions had upon child labor; analyze the political sentiment within them to help
accurately depict your chosen political position. Write a three page analysis
explaining your decision being sure to discuss why this individual would or would
not have supported either side; site specific information from the chosen source
to support your inference. In addition, Use this information, along with the rest of
the group, to create a skit enacting all the different points of view.
http://www.cddc.vt.edu/marxists/history/usa/eam/slp/socialistlaborparty.html
http://projects.vassar.edu/1896/republicans.html
http://mshistory.k12.ms.us/articles/163/farmers-the-populist-party-andmississippi-1870-1900
http://dlib.nyu.edu/findingaids/html/tamwag/sdp.html
http://www.presidency.ucsb.edu/ws/index.php?pid=29587#axzz1ZOkRlAwl
http://www.dol.gov/oasam/programs/history/coalstrike.htm
http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_history.html
 Anti-Union Worker
The Anti-Union Worker’s job will be to present, from a worker’s
perspective, why their fellow workers should not be in a union. Their
research will include finding disadvantages that could arise for a
worker that joins a union. Write a three page paper explaining the
point of view of an anti-union factory worker. In addition, use this
information, along with the rest of the group, to create a skit enacting
all the different points of view. Here are some websites that might
help the Anti-Union Worker support their position:
http://www.mackinac.org/2313 (This is a more modern perspective, so
do not rely completely on this.)
http://eh.net/encyclopedia/article/friedman.unions.us
http://www.helium.com/items/1121656-rise-of-labor-unions-industrialrevolution
 Split Worker
There were numerous reasons why many workers felt like
joining unions during the Industrial Revolution; but, due to
the violence enacted towards unions, many were scared to
join or be involved with unions. Many other reasons existed
complicating the decision. You will write a three page paper
addressing the viewpoint of an worker analyzing all of the
pros and cons of joining a union during this era. In addition,
use this information, along with the rest of the group, to
create a skit enacting all the different points of view.
http://www.history.com/topics/knights-of-labor
http://www.history.com/topics/strikes
http://www.ushistory.org/us/22a.asp
http://eh.net/encyclopedia/article/friedman.unions.us
As a whole your groups should have learned the
following from this project:
 What were the advantages and disadvantages of
Labor Unions during the Industrial Revolution for
workers?
 How did others feel about workers forming unions,
especially politicians and major industrialists of that
era?
 How did the Industrial Revolution affect the area
you live in?
 In your opinion, were unions a good for the
Industrial age or bad? Why?
Evaluation
Insufficient (under ½ credit)
Sufficient (1/2-3/4
Credit)
Accomplished (Full
Credit)
Content of Paper (30
pts.)
Thoughts were incomplete or
nonexistent; paper addressed
the wrong topic/had irrelevant
information. Plagiarized and
incomplete papers receive no
credit.
Few minor mistakes.
Not enough
information included.
Paper includes all
information specified.
Many examples and
large use of quality
primary and secondary
sources.
Group Participation (5
pts.)
Individual student missed all
work days or offered no
assistance to the group
whatsoever.
Individual student does
not fully assist the
group in all aspects of
the project.
All members of the
group provide
thoughtful insight to
project. Equal
participation and work
ethic from all.
Creativity (20pts.)
Skit was not entertaining or not
informative at all.
Skit was mildly
entertaining and
insightful.
Skit is original. Group
went over and beyond to
represent the time
period. Entertaining and
insightful.
Content of Skit (35
pts.)
Skit contained no information
of use whatsoever. Skit was
about the wrong topic. Script
was plagiarized.
Information included
was not fully pertinent;
skit seemed to be more
fun than educating.
Includes all pertinent
information. Essentially
includes most of the
information of an
“accomplished paper”.
Other (10 pts.)
No or very few parts turned in
at all. Plagiarized. Incomplete a
more than three days after due
date.
Few minor citation
errors. Group went past
due date a day or two.
Paper and skit are
organized. Project
completed in allotted
time frame.
 Images from Clipart and Google Images
 Ohio Department of Education (March 2011). Social
studies model curriculum development American history
standard 6. Retrieved from http://www.ode.state.oh.us/
 The rest of the links on various pages.