Analyze lyrics to the following song to students. Its title is and it was one of the most popular labor movement songs of the late 19th century.
1 Twelve hours a day, there’s no reason I have no say, nor do my children 2 We stand today, against indifference For better pay, despite resistance 3 We will not give in, not this time There is nothing left, but our pride 4 The day has come, for our inclusion We have the right to form a union 5 The Civil War has finally ended The working class has ascended 6 We will not give in, not this time We have to prevent our decline 7 The movement unfolds, as unions surface We can’t unite, in common purpose 8 Soldiers shoot at us with their rifles Innocents die, but not their struggle 9 We will not give in, not this time We cannot forget those who’ve died After the students have reviewed the nine short verses, ask them to make a list of issues that workers had, including concerns they had about resistance they were facing. Underlined words/phrases can be used to focus student work; for example, “the working class has ascended” refers to the dramatic increase in the number of factory workers – from 1.5 million in 1861 to 3.5 million by 1900. Students can refer to their text to locate information that expands on the issues they identify. Use the internet to find proof of the underlined words.
2. Use the text or internet to identify Progressive governmental reforms and their effects.
Progressive Governmental Reforms
Reform
Effects
primary elections
initiative
referendum
recall elections
secret ballot
women’s suffrage
city manager form of government
commission form of government
3. Have students investigate the beliefs and actions of Booker T. Washington, W.E.B. DuBois, and Marcus Garvey. Have them create a graphic organizer that illustrates the recommendations made and actions taken by the three men to address racial inequality in America.
4. Describe the causes, patterns, and contributions of immigration in the late 19th - early 20th century. Push
Pull
Patterns (Where did the different ethnic groups settle?)
Contributions (What did they add to "American") (What did each group add to the definition of "American"
- Analyze lyrics to the following song to students. Its title is and it was one of the most popular labor movement songs of the late 19th century.
1 Twelve hours a day, there’s no reasonI have no say, nor do my children
2 We stand today, against indifference
For better pay, despite resistance
3 We will not give in, not this time
There is nothing left, but our pride
4 The day has come, for our inclusion
We have the right to form a union
5 The Civil War has finally ended
The working class has ascended
6 We will not give in, not this time
We have to prevent our decline
7 The movement unfolds, as unions surface
We can’t unite, in common purpose
8 Soldiers shoot at us with their rifles
Innocents die, but not their struggle
9 We will not give in, not this time
We cannot forget those who’ve died
After the students have reviewed the nine short verses, ask them to make a list of issues that workers had, including concerns they had about resistance they were facing. Underlined words/phrases can be used to focus student work; for example, “the working class has ascended” refers to the dramatic increase in the number of factory workers – from 1.5 million in 1861 to 3.5 million by 1900. Students can refer to their text to locate information that expands on the issues they identify. Use the internet to find proof of the underlined words.
2. Use the text or internet to identify Progressive governmental reforms and their effects.
Progressive Governmental Reforms
3. Have students investigate the beliefs and actions of Booker T. Washington, W.E.B. DuBois, and Marcus Garvey. Have them create a graphic organizer that illustrates the recommendations made and actions taken by the three men to address racial inequality in America.
4. Describe the causes, patterns, and contributions of immigration in the late 19th - early 20th century.
Push
Pull
Patterns (Where did the different ethnic groups settle?)
Contributions (What did they add to "American")
(What did each group add to the definition of "American"
5. Memorize this chart.