Alabama Social Studies SS24.US1.18c

Social Studies10th GradeThe Development of Industrial America

The Standard

SS24.US1.18: Describe the emergence of the Populist and Progressive movements and explain changes brought about by individual reformers and organizations.

Summarize the rise of labor unions and their efforts to improve working conditions in industrial America.

2024 Alabama Course of Study: Social Studies

Teacher's field guide

What Students Need to Do: Explain why industrial workers formed unions, including long hours, low pay, and unsafe jobs. Describe how unions used strikes and bargaining to seek better conditions.
What Mastery Looks Like: A student can connect a 12-hour shift to a union demand for an eight-hour day. They can explain how a strike put pressure on an employer and why the employer might resist.
Common Misconceptions: Students may think forming a union and going on strike are the same thing. They may assume every strike succeeded or that all unions admitted the same workers.
How to Assess It: Exit ticket: In 1894, Pullman cut wages but kept company rents high. Why did workers turn to a union, and what did union members do to pressure the company?

Lesson moves

Give pairs cards showing long shifts, low wages, and unsafe machines; have them assemble a three-point union petition.
After reading a short Pullman Strike fact sheet, ask: Why did workers boycott trains with Pullman cars?
Play a card match: pair factory problems with union demands and tactics, then have students explain one match.
Compare a current workplace safety checklist with a 1900 factory photo; name one change workers might demand.

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