SOCIAL STUDIES
CHILD LABOR AND SOCIAL PROTEST
TIME ALLOTMENT: Two 50-minute classes.
OVERVIEW:
The year was 1908. Sergeant O’Leary worries
about the O’Malley family. The father has just lost
his job. The mother is in her seventh month and can’t
work. Johnny is twelve years old. He looks as though
he is fifteen. He is a strapping kid, almost six feet
tall and getting muscular early. “Yeah,” the Sergeant
tells the clerk, “I’ll vouch for the kid. He’s fourteen if
he’s a day. A hard worker, too.” The clerk fills out the
working papers and says, “Good luck, kid.” This was
not an unusual scene in America in 1908. It is still
not an unusual scene in many parts of America and
other countries in the world. Necessity often turns
children into adults far too early. Are the parents to
blame? The answer is not that easy. Poverty, lack of
education, and the need to simply survive are the
basis of child labor. This lesson connects America’s
past fight for fair labor laws and the end of child labor
with the present battle against the lost of innocence
and the salvation of pride within the family unit wherever it may exist.
Through the activities in this lesson, students
will become familiar with several of the first labor leaders, conditions in the factories, child labor at the turn
of the Twentieth Century, and child labor as it exists
today. After examining the video clips and Web sites,
the students will participate in hands-on activities that
will define the Child Labor Laws, where child labor
exists today, and examine ways in which they can
help combat the abuse toward children around the
world. This lesson can be used alone or in conjunction with the lesson plans offered in the PBS series,
Freedom: A History of US.
SUBJECT MATTER:
Social Studies,
History
and English/Language Arts
GRADES 6 - 12
GEORGE Y. DURRETT
LEARNING OBJECTIVES:
Students will be able to:
• Describe the working conditions of the
factories at the turn of the Twentieth
Century.
• Identify principle labor figures and their
fight for freedom of speech.
• Explain the reasons children were allowed
to work.
• Relate the literature of Upton Sinclair and
the artwork of Ben Shahn to the Labor
Movement.
• Analyze Child Labor Laws and identify
countries in the world where child labor
exists today.
STANDARDS:
Geography Education National Standards
http://www.nationalgeographic.com/resources/ngo/
education/standardslist.html
Places and Regions: How culture and experience
influence people’s perceptions of places and regions
Human systems: How the forces of cooperation
and conflict among people influence the division
and control of Earth’s surface
Louisiana Department of Education
h t t p : / / w w w. d o e . s t a t e . l a . u s / D O E / a s ps /
home.asp?I=CONTENT
Louisiana English Standard 6
Students read, analyze, and respond to literature as
a record of life experiences.
Benchmark
ELA-1-H4: interpreting complex texts with
supportive explanations to generate
connection to real-life situation and other
texts (e.g., business, technical, scientific);
(1, 2, 4, 5);
Louisiana Public Broadcasting • 7733 Perkins Rd • Baton Rouge, LA 70810 • 225.767.5660 • 800.272.8161 • www.lpb.org • edserv@lpb.org
SOCIAL STUDIES
Louisiana Social Studies Standard 5
Organizing Information: Students effectively sort, manipulate, and organize the information that was retrieved.
They make decisions on how to use and communicate their findings.
C-1B-H4: evaluating issues related to the differences between American ideals and the realities of
American social and political life; (1, 2, 4, 5)
MEDIA COMPONENT:
Video:
Freedom: A History of US, Episode 9: Working for Freedom and 10: Yearning to Breathe Free.
Web sites:
Freedom: A History of US. Home PBS
http://www.pbs.org/wnet/historyofus/index.html
This Web site offers segments from the PBS series, Freedom: A History of US, pertinent links to related
information, and educational guidelines.
Images of Child Labor and the Global Village: Photography for Social Change
http://www.childlaborphotoproject.org/childlabor.html#us
This Web site answers many questions about child labor: What is a child, what is child labor, where does
child labor exists, does child labor exist in the United States?, etc.
The History Place
http://www.historyplace.com/index.html
This Web site includes investigative child labor photos by Lewis Hines and links to many more important
events in history. http://www.historyplace.com/unitedstates/childlabor/dunbar.jpg for the picture on the Web.
Ben Shahn at Harvard, An Exhibition of Protest
http://www.artmuseums.harvard.edu/Shahn/exhibitiontour/artistsprotest.html
This Web site offers the social protest artwork of Ben Shahn during the Great Depression.
U.S. Department of Labor: Bureau on International Affairs
http://www.dol.gov/ilab/media/reports/iclp/sweat5/toc.htm
This Web site explores international views of child labor, the laws, and steps being taken to limit child labor
to acceptable practices.
Kids Can Free the Children
http://www.freethechildren.org/
This Web site informs the viewer of international activities to reduce child labor practices around the globe. It
even has a link to “Oprah’s Angel Network”.
National Archives and Records Administration (NARA)
http://www.archives.gov
MATERIALS:
Per Student:
• A copy of Child Laborers – Why? ( Attachment 1)
• Pencil and paper
• Video Questions (Attachment 3)
Per Group (of 4 – 5 students):
• Activity sheets for research (Attachment 4)
• Writing assignment – You are a Child Laborer (Attachment 5)
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SOCIAL STUDIES
PREP FOR TEACHERS:
Prior to teaching this lesson, bookmark the Web sites used in the lesson on each computer in your classroom.
(THIS IS OPTIONAL: Go to Teacher Resources for a companion lesson plan by Johns Hopkins University.
These lesson plans can be used in conjunction with each other.)
Prepare the hands-on element of the lesson by copying the group activity sheets.
Create groups of 4 – 5 students each.
Read excerpt from The Jungle by Upton Sinclair (Attachment 2).
INTRODUCTORY ACTIVITY:
Step 1. Ask the students if they are going on vacation this year. Ask them if they think that their great
grandparents went on vacation. (Nearly every student will raise their hand and have a place that
their parents have already discussed. Inform the students that the common worker at the turn of
the Twentieth Century did not go on vacation. They worked six days a week, twelve hours a day.
The only day off was Sunday. There were no paid vacation days. If a worker took days off to travel,
he/she would not have a job when they came back.)
Step 2. Distribute the picture of a mother and child worker to each member of the class (Attachment 1). These
people are shucking oysters. Do you think that this could be a scene in New Orleans? What do you
think this child’s life is like? Is there any legitimate reason that a child should go with his mother to
work and be put to work at the age of five? Why are the very little children there? (Guide the students
to understand that many immigrants had come to America. They were desperate for jobs. This scene
very well could have taken place in New Orleans or any other port city where fishing was a major
industry. In those days there was no welfare or free day care for children. Many of the immigrants could
not read or write. The children are there to work or because there is no one at home to take care of
them. Explain that the workers are shucking oysters, even the little girl with the apron.)
Step 3. Read the excerpt from Upton Sinclair’s book, The Jungle. (Attachment 2) (Tell the students that
this book took place in the Chicago meat packing plants and played a large part in the reform of
labor laws and safety laws.)
Step 4. Ask the students if they could have started working at the age of eight or ten? Why not? (Guide the
students to understand that the legal age for leaving children unattended is twelve or else the parents can
be held responsible for child neglect. Even baby sitting is out of the question until a child is twelve or
older. The legal age for a part time job is sixteen. Yet even today in the United States and other countries
around the world, these laws are being broken just as the law was broken for little Stanislovas.)
LEARNING ACTIVITY:
1. Ask your students what they believe “freedom of speech” is. (The right to say what you think in public
without the possibility of arrest.) Tell the students that they are about to watch an excerpt from Freedom:
A History of US, Episode 9, Working for Freedom. Distribute Video Questions (Attachment 3).
2. Insert Freedom: A History of US, Episode 9, Working for Freedom, into the VCR. Provide your
students with a FOCUS FOR MEDIA INTERACTION, asking them to answer the following questions:
• What was this time in the industrial age called?
• What complaint did the workers have against their jobs?
• What happened if a worker complained?
• Tell the students to look closely for children among the workers.
START the tape at “The Rise of Labor” where a “newsy” is in front of a streetcar and STOP at the
picture of the boys on the ladder. This segment should last about two minutes.
Students will answer the questions and the teacher will guide them in a discussion. (Guide the students
to understand that this was called the Gilded Age because of the progress that was being made and
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SOCIAL STUDIES
the tremendous amount of money earned by people called tycoons. These were men who could invest in
such industries as the steel industry. The workers’ main complaint about their jobs was that the hours were
too long. If a worker complained, got hurt, or had to take off work he probably would get fired. Explain that
there are children among the adult workers because many families needed their income to survive.
3. Tell the students that they are about to watch another excerpt from Freedom: A History of US. This
segment will show the beginning of social revolt against working conditions. Provide a FOCUS FOR
MEDIA INTERACTION, asking them to answer the following questions:
• Who called “working men to arms”?
• What happened to Spies and three of his organizers?
START the film at stop point and play until the view of the segment title “Hard Times” appears. This
segment will run approximately four minutes.
Students will answer the questions and the teacher will guide them in a discussion. (Guide the students
to understand that August Spies was a labor leader that felt talk was not enough to cause changes. Part
of this was because the police did not agree with demonstrations and the bosses had no sympathy for
the workers. Spies and his organizers were arrested and hung.)
4. Tell the students that they will see the growing pains of the first United States union, the IWW. Provide
students with a FOCUS FOR MEDIA INTERACTION, asking them to answer the following questions:
• Who was the main organizer of the IWW?
• What does IWW stand for?
• When IWW workers sought to speak in public, what happened to them?
• What were they asking for?
• When the Massachusetts State Legislature changed the women and children’s working day from fiftysix hour to fifty-four hours, what did the factory owners do?
• What act led to a factory hearing on the factory conditions?
• The Mill owners finally agreed to what new conditions for the women and children?
FAST FORWARD manually to “Speaking Out”. Start the film and continue to “Finally a Statesman”. STOP the film.
This segment is approximately four minutes.
Students will answer the questions and the teacher will guide them in a discussion.
(Guide the students to understand that Big Bill Haywood was the main organizer of the IWW. IWW stood for
Industrial Workers of the World. They sought freedom of speech in order to let people know what went on in the
factories and things could change. They wanted shorter hours, better pay, and safer conditions. In that time, a
worker could not sue his employer and the owners of the companies had enough money to influence control the
police and the courts. Workers needed to be kept in their place. They not only were uneducated, but should be
grateful for all America has to offer. When the Massachusetts State Legislature lowered the women and children’s
weekly hours to fifty-four, the bosses increased the speed of the machines in order to increase production and took
two hours of pay from their paychecks. This increase in speed made the work even more dangerous. The women
and children went on strike. The children were encouraged to go to sympathetic families outside of town. As they
gathered at the railroad station, the Lawrence police appeared and started beating them. This called for a
congressional hearing and the news stories informed the world of the conditions under which women and children
worked. The mill owners finally agreed to a raise in wages, overtime pay, and to rehire the strikers.)
5. The teacher will tell the students that they are about to watch another segment from Freedom: A History
of US, Webisode 10, Yearning to Breathe Free. Explain that this segment is entirely on child labor.
Provide students with a FOCUS FOR MEDIA INTERACTION, asking them to answer the following questions:
• What is the name of the woman who fought for children’s rights?
• At the cotton mill in Alabama, what injuries happened to young children?
• Why was Mother Jones arrested?
• What is written on the signs the children carried?
• When asked who gave her the right to speak, what was Mother Jones’ answer?
Insert Webisode 10, Yearning to Breathe Free. START the film after the initial part on the Statue of Liberty
where the Statue of Liberty has fire works going off. Continue the segment to “America the Beautiful” and
stop. This segment is approximately four minutes.
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SOCIAL STUDIES
Students will answer the questions and the teacher will guide them in a discussion.
(Guide the students to identify Maria Harris Jones. Discuss the conditions of the children at work. This
was 1903 and employers hired very young children. Very often in the cotton mills, they could lose a
finger or a hand. Mother Jones continued to champion the children and was arrested for being a public
nuisance. The children marched with signs that said, “We want to go to school”. When asked who gave
her the right to speak, she said, “Patrick Henry, Thomas Jefferson, and John Adams.” Explain to the
children that although laws had been passed after 1903 to make the working age for children sixteen,
many employers, priests, family members, and officials ignored them in order to keep cheap labor for
industry and money coming into the family. Remind them of the excerpt from The Jungle. The family
felt as if they had no choice.)
CULMINATING ACTIVITIES:
1. Inform the students that the next activity will involve researching child labor practices in the U.S. and
around the world, protests, and efforts to change child labor abuse. Many families feel that they have no
choice when it comes to having their children work. Survival is at the top of the list. This not only exists
in other countries, but still exists in the U.S. today. Provide students with a FOCUS FOR MEDIA
INTERACTION, asking them to fulfill the individual assignments with their Web sites. The teacher will
hand out the group assignments and explain the purpose of each group. (Attachment 5)
2. While students are taking turns on the computer, the groups will collaborate on scripts designed around
a written monologue from a child who is a laborer. These written assignments are detailed in the
attachment. The students will present their character to the class. (Attachment 6)
3. The students take turns going to the computer for the research. They will utilize the assigned Web
sites. The students will create a word processing page as the first step. They will then minimize it and
go to their designated Web site. They will cut and paste necessary information from the site by first
highlighting it and then going to Edit, Copy. At that point, minimize the Web site and bring back up the
word processing page. Go to Edit, Paste and the highlighted material will paste into place. Continue
this process until the students have the needed information and then print out a copy.
4. Assessment of this lesson can be a quiz from the video questions, the paper written on the child
laborer, and the presentations. Encourage students to go to the Freedom: A History of US Web site in
order to review the scripts from Webisodes 9 and 10. This can be used in development of their script
and review for a quiz. They should also utilize the additional resources segment for more detailed
information. Tell the students to explore the Web site for other Webisodes of American history in which
they are interested. http://www.pbs.org/wnet/historyofus/index.html
CROSS-CURRICULAR EXTENSIONS:
ENGLISH/LANGUAGE ARTS:
• Have the students read The Jungle by Upton Sinclair or A Tree Grows in Brooklyn by Betty
Smith. Compare these books to the film clips and the history of labor in the United States.
MATHEMATICS:
• Research the economy at the turn of the Twentieth Century. How much was the average salary of
a wage earner? What was the average salary of a farm laborer? If a family of four (father, mother,
and two children over the age of ten) were all working, what would their income be?
TECHNOLOGY/SOCIAL STUDIES:
• Research the tycoons of this industrial period. How much did they earn? Find examples of their
“American Castles”. How did these tycoons use the new immigrant population?
VISUAL AND PERFORMING ARTS:
• Research artists involved in the labor movement such as Ben Shahn, an artist that fought for labor
rights during the Great Depression. How was poster art used to educate the people about labor reform?
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SOCIAL STUDIES
COMMUNITY CONNECTIONS:
•
•
•
•
Have a union leader visit the classroom and give a talk on the history of unions and what impact
unions have on industry today.
Visit local museums to view the manner in which people lived during this time period.
Start a local group that works to prevent child labor.
Have students find the businesses in their area that will hire teenagers and investigate the current
labor practices.
STUDENT MATERIALS:
See attached. Student Materials include:
• Child Laborers – Why? ( Attachment 1)
• Excerpt from The Jungle by Upton Sinclair (Attachment 2)
• Video Questions (Attachment 3)
• Activity sheets for research (Attachment 4)
• Writing assignment – You are a Child Laborer (Attachment 5)
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SOCIAL STUDIES
Attachment 1
CHILD LABORERS – WHY?
Group of oyster shuckers working in a canning factory. All but the very smallest babies work. Began
work at 3:30am expected to work until 5 P.M. The little girl in the center working, her mother said she is
a real help to me. About 300 workers. Dunbar, La. March 2, 1911.
Photo by Lewis W. Hine.
National Archives Photo NWDNS-102-LH-2050
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SOCIAL STUDIES
Attachment 2
Excerpt from The Jungle by Upton Sinclair
“…Meanwhile Teta Elzbieta had taken Stanislovas to the priest and gotten a certificate
to the effect that he was two years older than he was, and with it the little boy now sallied
forth to make his fortune in the world…
…And so little Stanislovas had stood gazing timidly about him for a few minutes, a man
approached him, and asked what he wanted, to which Stanislovas said, ‘Job.’ Then the
man said ‘How old?’ and Stanislovas answered, ‘Sixtin.’ Once or twice every year a
state inspector would come wandering through the packing plants, asking a child here
and there how old he was; and so the packers were very careful to comply with the law,
which cost them as much trouble as was now involved in the boss’s taking the document
from the little boy, and glancing at it, and then sending it to the office to be filed away.
Then he set someone else at a different job, and showed the lad how to place a lard can
every time the empty arm of the remorseless machine came to him; and so was decided
the place in the universe of little Stanislovas, and his destiny till the end of his days. Hour
after hour, day after day, year after year, it was fated that he should stand upon a certain
square foot of floor from seven in the morning until noon, and again from half-past twelve
till half-past five, making never a motion and thinking never a thought save for the setting
of lard cans. In summer the stench of the warm lard would be nauseating, and in winter
the cans would all but freeze to his naked, little fingers in the unheated cellar. Half the
year it would be dark as night when he went in to work, and dark as night again when he
came out, and so he would never know what the sun liked like on weekdays. And for
this, at the end of the week, he would carry home three dollars to his family, being his
pay at the rate of about five cents per hour – just about his proper share of the total
earnings of the million and three-quarters of children who are now engaged in earning
their livings in the United States…”
Sinclair, U., The Jungle, 1905, New American Library, New York, New York., pages 75-76.
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SOCIAL STUDIES
Attachment 3
VIDEO Questions
First Segment
1. What was this industrial age called?
2. What complaint did the workers have against their jobs?
3. What happened if a worker complained?
Second Segment
1. Who called “working men to arms?”
2. What happened to Spies and three of his organizers?
Third Segment
1. Who was the main organizer of IWW?
2. What does IWW stand for?
3. When IWW workers sought to speak in public, what happened to them?
4. What were they asking for?
5. When the Massachusetts State Legislature changed the women and children’s
working day from fifty-six to fifty-four hours, what did the factory owners do?
6. What act led to a Congressional hearing on factory conditions?
7. The mill owners finally agreed to what new conditions for the women and children?
Fourth Segment
1. What is the name of the woman who fought for children’s rights?
2. At the cotton mill in Alabama, what injuries happened to young children?
3. Why was Mother Jones arrested?
4. What is written on the signs the children carried?
5.
When asked who gave her the right to speak, what was Mother Jones’ answer?
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SOCIAL STUDIES
Attachment 4
Group Activity Sheet 1
Research What is child labor?
Images of Child Labor and the Global Village: Photography for Social Change
http://www.childlaborphotoproject.org/childlabor.html#us
This Web site answers many questions about child labor: what is a child?; what is child labor?; where
child labor exists?; does child labor exist in the United States?; etc.
Make a chart outlining the characteristics of child labor.
Print the script for Webisode 9 and 10 as background information for review.
Freedom: A History of US. Home PBS
http://www.pbs.org/wnet/historyofus/web09/segment6.html
http://www.pbs.org/wnet/historyofus/web10/segment2.html
Group Activity Sheet 2
Research: Does child labor exist in the United States?
Images of Child Labor and the Global Village: Photography for Social Change
http://www.childlaborphotoproject.org/childlabor.html#us
This Web site answers many questions about child labor: what is a child, what is child labor, where
child labor exists, does child labor exist in the United States, etch.
Make a poster collage of child labor in the United States. Include the state and industry in
which the children work.
Print the script for Webisode 9 and 10 as background information for review.
Freedom: A History of US. Home PBS
http://www.pbs.org/wnet/historyofus/web09/segment6.html
http://www.pbs.org/wnet/historyofus/web10/segment2.html
Group Activity Sheet 3
Research: Who are child laborers and where in the world do they live?
Images of Child Labor and the Global Village: Photography for Social Change
http://www.childlaborphotoproject.org/childlabor.html#us
This Web site answers many questions about child labor: what is a child, what is child labor, where
child labor exists, does child labor exist in the United States, etch.
Define child laborers around the world and make a circle graph for illustration and presentation
to the class.
Print the script for Webisode 9 and 10 as background information.
Freedom: A History of US. Home PBS
http://www.pbs.org/wnet/historyofus/web09/segment6.html
http://www.pbs.org/wnet/historyofus/web10/segment2.html
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SOCIAL STUDIES
Attachment 4 (continued)
Group Activity Sheet 4
Research
The History Place
http://www.historyplace.com/index.html
This Web site includes investigative child labor photos by Lewis Hines.
Go to “20th Century Topics”
Child Labor in America 1908 to 1912
Print pictures of labor and make a poster board screen for each occupation. The poster board should
be cut into three lengthwise strips, covered front and back with photos and hung freely swinging from
the ceiling similar to a window screen. Include typed information about the year, age of laborers, and
occupation.
Print the script for Webisode 9 and 10 as background information.
Freedom: A History of US. Home PBS
http://www.pbs.org/wnet/historyofus/web09/segment6.html
http://www.pbs.org/wnet/historyofus/web10/segment2.html
Group Activity Sheet 5
Ben Shahn at Harvard
An Exhibition of Protest
http://www.artmuseums.harvard.edu/Shahn/exhibitiontour/artistsprotest.html
This Web site offers the social protest art work of Ben Shahn during the Great Depression.
Social protest did not die in the early 1900’s. It continued throughout the Great Depression
and beyond. Give a brief history of Ben Shahn, a son and grandson of men that survived the
turn of the century labor movements and came into his own as a labor movement force
through his art. Down load images of his work and form into a poster titled “An Artist’s View
of the Labor Movement During the Great Depression”.
Print the script for Webisode 9 and 10 as background information.
Freedom: A History of US. Home PBS
http://www.pbs.org/wnet/historyofus/web09/segment6.html
http://www.pbs.org/wnet/historyofus/web10/segment2.html
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SOCIAL STUDIES
Attachment 4 (continued)
Group Activity Sheet 6
Research
U.S. Department of Labor
Bureau on International Affairs
http://www.dol.gov/ilab/media/reports/iclp/sweat5/toc.htm
This Web site explores international views of child labor, the laws, and steps being taken to limit
child labor to acceptable practices.
Define the international definition of child labor. Make a poster of the acceptable areas
of child labor with this definition. The children should make digital photos of themselves
performing these acceptable areas of labor and form a border to the poster from these
photos.
Print the script for Webisode 9 and 10 as background information.
Freedom: A History of US. Home PBS
http://www.pbs.org/wnet/historyofus/web09/segment6.html
http://www.pbs.org/wnet/historyofus/web10/segment2.html
Group Activity Sheet 7
Kids Can Free the Children
http://www.freethechildren.org/
This Web site informs the viewer of international activities to reduce child labor practices around
the globe. It even has a link to “Oprah’s Angel Network”.
Investigate this Web site and list concerns about becoming involved in helping children
caught in child labor. Outline a plan that provides an opportunity for your school to
make a difference. Debate the pros and cons with the other students in the class about
becoming involved.
Print the script for Webisode 9 and 10 as background information.
Freedom: A History of US. Home PBS
http://www.pbs.org/wnet/historyofus/web09/segment6.html
http://www.pbs.org/wnet/historyofus/web10/segment2.html
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SOCIAL STUDIES
Attachment 5
Written Assignment
Children are the victims of economy. Include the following information and write a monologue
characterizing his/her participation. Use creative license to include personal thoughts, fears, and
hopes about the outcome of going to work as a child.
1. What is the person’s occupation?
2. Give pertinent facts about his/her background, education, and family life.
3. What was the outcome for this individual?
Further exploration of U.S. History
Encourage the students to explore the numerous film clips from the series, Freedom: A History of US
http://www.pbs.org/wnet/historyofus/index.html
They will be more interested in history if they have a hand in the chosen Internet lessons provided
by PBS, LPB, NTTI, and Johns Hopkins University. Quizzes, pictures, links to additional
information,and much more are available on this Web site.
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SOCIAL STUDIES
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