Labor Movements Growth

Unit: Washington’s Growth and Change

Lesson 3 of 4: Labor Movements in Washington

Grade: 7th
Duration: 45 minutes
Class Size: 30 students
Curriculum: Gibbs Smith Education’s Washington Journey + Since Time Immemorial integration
Standards: Common Core State Standards (CCSS) aligned with Social Studies

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Learning Objectives

By the end of this lesson, students will be able to:

• CCSS.ELA-LITERACY.RI.7.1: Cite several pieces of textual evidence to support analysis of labor conditions in Washington from the late 1800s to early 1900s.
• CCSS.ELA-LITERACY.RI.7.3: Analyze the interactions between local labor movements and global events influencing labor conditions during this period.
• CCSS.ELA-LITERACY.SL.7.1: Engage effectively in collaborative discussions about labor history, expressing ideas clearly and building on peers’ responses.
• SS.7.4.2 (Washington State Social Studies Standard): Analyze how economic and social factors contributed to Washington’s development, including labor conditions and labor movements.
• Integration with Since Time Immemorial: Recognize how indigenous peoples’ labor and treaty rights intersect with the labor history of the region.

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Materials

• Washington Journey textbook (selected pages on labor movement, late 1800s-early 1900s)
• Chart paper or whiteboard
• Markers/pens
• Graphic organizer worksheets (designed for key changes and influences)
• Map of Washington showing major cities and industrial hubs (Seattle, Tacoma, Everett)
• Primary source excerpt (e.g., speech or letter from a local labor leader)
• Timer for activity pacing

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Lesson Outline

1. Warm-Up & Activation (5 minutes)

• Begin class with a question displayed:
  “What was it like to work in factories, mills, or railroads in Washington 120 years ago?”
• Students take 2 minutes to write quick reflections individually (on whiteboards or paper).
• 3-minute Think-Pair-Share: Students share reflections with a neighbor, focusing on what they know or imagine about labor conditions.
• Link prior knowledge to today’s topic on how labor movements sought to change these conditions.

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2. Guided Textual Exploration (15 minutes)

• Distribute specific textbook pages addressing labor practices, worker struggles, and reforms (Gibbs Smith curriculum aligned).
• Project graphic organizer on chart paper with two columns:
  • Key Changes in Labor Conditions
  • Events Influencing Changes (local & global)
• Model reading and note-taking: Read aloud one paragraph together, identify evidence of working conditions.
• Students read remaining portions in pairs, filling out graphic organizer collaboratively.
• Teacher circulates, asks probing questions (e.g., “Why did workers start unions? How did events elsewhere affect Washington’s labor movement?”).

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3. Primary Source Analysis & Discussion (10 minutes)

• Provide students with a brief primary source excerpt (translated/simplified), such as a speech or letter by a Washington labor leader or union member.
• In small groups of 4-5, students read the excerpt, discuss:
  • What is the main argument or message?
  • How does it reflect workers' experiences and goals?
• Groups summarize their insights to the class, practicing concise verbal communication (CCSS.SL.7.1).
• Emphasize link to local labor history and the broader global context of industrialization and worker rights.

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4. Integration of Indigenous Perspectives (Since Time Immemorial Connection) (5 minutes)

• Briefly discuss how indigenous peoples were affected by labor and economic changes in Washington during this era.
• Highlight the Walla Walla Treaty’s relevance to land and labor rights (tie-in with State history curriculum).
• Ask: “How might labor conditions and treaty rights for native peoples differ or intersect with other workers in Washington at that time?”
• Encourage respectful acknowledgment of multiple perspectives in Washington history.

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5. Exit Ticket & Reflection (5 minutes)

• Students answer two questions briefly on an index card or digitally:
  1. What is one key change in Washington’s labor conditions between the late 1800s and early 1900s?
  2. How did local and global events influence these changes?
• Collect cards to assess comprehension and inform instruction for the next lesson.

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Assessment

• Formative assessment through graphic organizer completion and group discussion participation.
• Exit ticket serves as quick check for understanding aligned to lesson objectives.
• Informal observation of oral communication skills during group share.

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Differentiation & Engagement Strategies

• For diverse learners: Provide audio versions of the primary source; use highlighter tools for text evidence; scaffold reading with guided questions.
• Extension: Challenge advanced students to connect Washington’s labor movement to national movements or technological changes of the era.
• Engagement: Use storytelling approach to primary source reading, inviting students to “step into the shoes” of labor activists.

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Reflection for Teachers

• Were students able to effectively cite textual evidence to support their analysis?
• Did the integration of indigenous perspectives promote deeper understanding of labor and treaty rights intersection?
• Were discussions rich and inclusive?
• Adjust pacing or scaffold support based on assessment data for next lesson focused on the Boldt Decision CBA.

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Next Lesson Preview:

• Lesson 4: Boldt Decision and Its Impact on Labor and Treaty Rights (includes CBA assessment).

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This plan aligns rigorously with Common Core standards ensuring students engage in evidence-based analysis, critical thinking, and respectful discourse about Washington’s labor history in an age-appropriate and culturally responsive way.