Summary: During the Industrial Era, American workers went on strike to demand higher wages and better working conditions. In most cases, owners and workers described the root causes of the strikes very differently. Students use the historical thinking skills of corroboration, sourcing, and close reading to evaluate the reliability of two different accounts of one of the most violent strikes in U.S. history, the Homestead strike. An alternative activity
Overarching Questions:
- CIVICS: Have individuals and groups influenced public policy during this time period? If so, how and what has been the impact?
- ECONOMICS: What is the proper role of government in the economy? (Especially with regard to economic crises, national defense/security, health and safety of the people, and economic development and practices.)
NJ Student Learning Standards for Social Studies:
- 6.1.12.EconEM.5.a: Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability.
- 6.1.12.GeoPP.5.a: Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations.
- 6.1.12.HistoryCC.5.a: Evaluate how events led to the creation of labor and agricultural organizations and determine the impact of those organizations on workers’ rights, the economy, and politics across time periods
Link to Lesson: Homestead Strike | Digital Inquiry Group
- Link to Labor Unrest activity including Homestead, Pullman, Paterson on NJCEE website