Summary: This lesson explores the historical context, causes, progress and consequences of the Paterson Silk Strike in 1913. Students are asked to assess the late 19th century-early 20th century view of labor strikes or boycotts; compare the context in which labor disputes were resolved before and after the 1930s; and consider the roles of unions and government regarding American workers and the American economy today. Finally,students examine the demands of the striking silk workers and the silk manufacturers in Paterson in 1913 by doing an historical role-playing activity.
Overarching Questions:
- CIVICS: Have individuals and groups influenced public policy during this time period? If so, how and what has been the impact?
- NEW JERSEY: How have changes in New Jersey during this time period influenced U.S. history?
- 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.CivicsPR.6.a: Use a variety of sources from multiple perspectives to evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice.
- 6.1.12.HistoryCC.6.a: Explore factors that promoted innovation, entrepreneurship, and industrialization and determine their impact on New Jersey (i.e. Paterson Silk Strike) and the United States during this period.
Link for Lesson: NJ Center for Civic Ed - Paterson Silk Strike 1913