Standards Database Logo
Home | Browse | Search | Purpose | History | Process | Acknowledgment| Reference

 


 


Topic: Labor movements, patterns, and conflicts 

World History

 Standard 33.  Understands the causes and consequences of the agricultural and industrial revolutions from 1700 to 1850
  Level III (Grade 7-8)
   Benchmark 2.Understands the effect of the industrial revolution on social and political conditions in various regions (e.g., connections between industrialization, labor unions, and movements for political and social reform in England, Western Europe, and the United States; the pace and extent of industrialization in Great Britain and the United States in the latter half of the 19th century; Robert Owen's New Lanark System and its role in dealing with societal problems caused by the industrial revolution; changes affected by the "Great Reform" bill of 1832, and how it addressed problems of the industrial revolution)
    Knowledge/skill statements
     1.Understands the effect of the industrial revolution on social conditions in various regions
     2.Understands the effect of the industrial revolution on political conditions in various regions
     3.Understands connections between industrialization, labor unions, and movements for political and social reform in England
     4.Understands connections between industrialization, labor unions, and movements for political and social reform in Western Europe
     5.Understands connections between industrialization, labor unions, and movements for political and social reform in the United States
     6.Knows the pace and extent of industrialization in Great Britain in the latter half of the 19th century
     7.Knows the pace and extent of industrialization in the United States in the latter half of the 19th century
     8.Understands Robert Owen’s New Lanark System and its role in dealing with societal problems caused by the industrial revolution
     9.Knows changes affected by the "Great Reform" bill of 1832, and how it addressed problems of the industrial revolution
  Level IV (Grade 9-12)
   Benchmark 2.Understands how industrialization shaped social class and labor organizations (e.g., connections between industrialization and the rise of new types of labor organizations and mobilization; what 19th-century literature reveals about the emergence and conditions of new social classes during the industrial period; conditions for children employed by 19th-century England before and after major legislation passed in 1833, 1842, and 1847; the wide variety of organizations created by working-class peoples in England, Western Europe, and the United States in response to the conditions of industrial labor)
    Knowledge/skill statements
     1.Understands how industrialization shaped social class
     2.Understands how industrialization shaped labor organizations
     3.Understands connections between industrialization and the rise of new types of labor organizations and mobilization
     4.Knows what 19th century literature reveals about the emergence and conditions of new social classes during the industrial period
     5.Knows conditions for children employed by 19th century England before and after major legislation passed in 1833, 1842, and 1847
     6.Knows the wide variety of organizations created by working class peoples in England, Western Europe, and the United States in response to the conditions of industrial labor
 Standard 34.  Understands how Eurasian societies were transformed in an era of global trade and the emergence of European power from 1750 to 1870
  Level IV (Grade 9-12)
   Benchmark 11.Understands social conditions and change in Meiji Japan (e.g., the nature of living conditions for factory workers, aspects of education and social change, comparisons between the Meiji restoration and the French and American revolutions, the meaning and significance of various Meiji slogans)
    Knowledge/skill statements
     1.Understands social conditions in Meiji Japan
     2.Understands social change in Meiji Japan
     3.Understands the nature of living conditions for factory workers in Meiji Japan
     4.Understands aspects of education and social change in Meiji Japan
     5.Understands comparisons between the Meiji restoration and the French and American revolutions
     6.Knows the meaning and significance of various Meiji slogans
 Standard 35.  Understands patterns of nationalism, state-building, and social reform in Europe and the Americas from 1830 to 1914
  Level III (Grade 7-8)
   Benchmark 2.Understands movements and ideas that contributed to social change in 19th-century North America and Europe (e.g., the leading ideas of Karl Marx and the impact of Marxist beliefs and programs on politics, industry, and labor relations in Europe; the origins of women's suffrage in North America and Europe, leading figures on both continents, and their success until World War I)
    Knowledge/skill statements
     1.Understands movements and ideas that contributed to social change in 19th century North America
     2.Understands movements and ideas that contributed to social change in 19th century Europe
     3.Knows the leading ideas of Karl Marx
     4.Understands the impact of Marxist beliefs and programs on politics, industry, and labor relations in Europe
     5.Knows the origins of women’s suffrage in North America
     6.Knows the origins of women’s suffrage in Europe
     7.Knows leading figures in the women’s suffrage movement in North America
     8.Knows leading figures in the women’s suffrage movement in Europe
     9.Understands the success of the women’s suffrage movement in North America until World War I
     10.Understands the success of the women’s suffrage movement in Europe until World War I
  Level IV (Grade 9-12)
   Benchmark 3.Understands factors that led to social and political change in 19th-century Europe (e.g., the interconnections between labor movements, various forms of socialism, and political or social changes in Europe; the influence of industrialization, democratization, and nationalism on popular 19th-century reform movements; the extent to which Britain, France, and Italy become broadly liberal and democratic societies in the 19th century; the broad beneficial and detrimental effects of the industrial revolution on specific European countries)
    Knowledge/skill statements
     1.Understands factors that led to social change in 19th century Europe
     2.Understands factors that led to political change in 19th century Europe
     3.Understands the interconnections between labor movements, various forms of socialism, and political or social changes in Europe
     4.Understands the influence of industrialization, democratization, and nationalism on popular 19th century reform movements
     5.Understands the extent to which Britain became a broadly liberal and democratic society in the 19th century
     6.Understands the extent to which France became a broadly liberal and democratic society in the 19th century
     7.Understands the extent to which Italy became a broadly liberal and democratic society in the 19th century
     8.Understands the broad beneficial and detrimental effects of the industrial revolution on specific European countries
 Standard 44.  Understands the search for community, stability, and peace in an interdependent world
  Level III (Grade 7-8)
   Benchmark 8.Understands the role and difficulties of the present day migrant worker (e.g., the Southeast Asian domestic in the Persian Gulf, the American oil executive in Saudi Arabia, the Moroccan factory worker in France)
    Knowledge/skill statements
     1.Understands the role of the present day migrant worker
     2.Understands the difficulties of the present day migrant worker
     3.Understands the role and difficulties of the Southeast Asian domestic in the Persian Gulf
     4.Understands the role and difficulties of the American oil executive in Saudi Arabia
     5.Understands the role and difficulties of the Moroccan factory worker in France
 Standard 46.  Understands long-term changes and recurring patterns in world history
  Level II (Grade 5-6)
   Benchmark 3.Understands the economic and social importance of slavery and other forms of coerced labor in various societies
    Knowledge/skill statements
     1.Understands the economic importance of slavery and other forms of coerced labor in various societies

Civics

 Standard 13.  Understands the character of American political and social conflict and factors that tend to prevent or lower its intensity
  Level IV (Grade 9-12)
   Benchmark 3.Knows how the rights of organized labor and the role of government in regulating business have created political conflict
    Knowledge/skill statements
     1.Knows how the rights of organized labor have created political conflict
     2.Knows how the role of government in regulating business has created political conflict

United States History

 Standard 10.  Understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed American lives and led to regional tensions
  Level IV (Grade 9-12)
   Benchmark 5.Understands the impact of the Industrial Revolution during the early and later 19th century (e.g., the growth and spread of the factory system in New England, the effects of ethnic, religious, and racial tensions on the emergence of a unified labor movement)
    Knowledge/skill statements
     5.Understands the effects of ethnic tensions on the emergence of a unified labor movement
     6.Understands the effects of religious tensions on the emergence of a unified labor movement
     7.Understands the effects of racial tensions on the emergence of a unified labor movement
 Standard 16.  Understands how the rise of corporations, heavy industry, and mechanized farming transformed American society
  Level II (Grade 5-6)
   Benchmark 3.Understands social development and labor patterns in the late 19th century West (e.g., major technological and geographic influences that affected farming, mining, and ranching; conflicts among farmers, ranchers, and miners during settlement; life on the Great Plains and the idea of "frontier")
    Knowledge/skill statements
     2.Understands labor patterns in the late 19th century West
     3.Understands major technological influences that affected farming in the late 19th century West
     4.Understands major geographic influences that affected farming in the late 19th century West
     5.Understands major technological influences that affected mining in the late 19th century West
     6.Understands major geographic influences that affected mining in the late 19th century West
     7.Understands major technological influences that affected ranching in the late 19th century West
     8.Understands major geographical influences that affected ranching in the late 19th century West
     9.Understands conflicts among farmers, ranchers, and miners during settlement in the late 19th century West
 Standard 18.  Understands the rise of the American labor movement and how political issues reflected social and economic changes
  Level II (Grade 5-6)
   Benchmark 1.Understands changes in business and labor practices during the late 19th century (e.g., reasons for child labor and it consequences, changes in business operation, how workers lives were affected after the Civil War)
    Knowledge/skill statements
     2.Understands changes in labor practices during the late 19th century
     3.Understands the reasons for child labor during the late 19th century
     4.Understands the consequences of child labor during the late 19th century
     6.Understands how workers lives were affected after the Civil War
   Benchmark 2.Understands characteristics of the labor conflicts of the late 19th century (e.g., causes and effects of escalating labor conflicts, causes and effects of coal mine strikes, the organizing efforts of Mother Mary Jones)
    Knowledge/skill statements
     1.Understands the causes of escalating labor conflicts in the late 19th century
     2.Understands the effects of escalating labor conflicts in the late 19th century
     3.Understands causes of coal mine strikes in the late 19th century
     4.Understands effects of coal mine strikes in the late 19th century
     5.Understands the organizing efforts of Mother Mary Jones in the late 19th century
  Level III (Grade 7-8)
   Benchmark 1.Understands the conditions affecting employment and labor in the late 19th century (e.g., the change from workshop to factory in different regions; how working conditions changed and how workers responded to new industrial conditions)
    Knowledge/skill statements
     1.Understands the conditions affecting employment in the late 19th century
     2.Understands the conditions affecting labor in the late 19th century
     3.Understands the change from workshop to factory in different regions during the late 19th century
     4.Understands how working conditions changed during the late 19th century
     5.Understands how workers responded to new industrial conditions in the late 19th century
   Benchmark 2.Understands reactions to developments in labor in late 19th century America (e.g., how management and industry responded to efforts to organize workers, the response of management and government to labor strife in different regions of the country)
    Knowledge/skill statements
     1.Understands how management responded to efforts to organize workers in late 19th century America
     2.Understands how industry responded to efforts to organize workers in late 19th century America
     3.Understands the response of management to labor strife in different regions of the country in late 19th century America
     4.Understands the response of government to labor strife in different regions of the country in late 19th century America
  Level IV (Grade 9-12)
   Benchmark 1.Understands influences on the workforce during the late 19th century (e.g., gender, race, ethnicity, and skill; how big business and the impersonal nature of factory work affected workers; inroads made by women in male-dominated jobs; legal status of women; the type of work children performed; occupations in which children were employed; dangers they faced during the workday)
    Knowledge/skill statements
     1.Understands the influence of gender on the workforce during the late 19th century
     2.Understands the influence of race on the workforce during the late 19th century
     3.Understands the influence of ethnicity on the workforce during the late 19th century
     4.Understands the influence of skill on the workforce during the late 19th century
     5.Understands how big business affected workers in the late 19th century
     6.Understands how the impersonal nature of factory work affected workers in the late 19th century
     7.Understands the inroads made by women in male-dominated jobs during the late 19th century
     9.Understands the type of work children performed during the late 19th century
     10.Knows the occupations in which children were employed during the late 19th century
     11.Understands the dangers faced during the workday in the late 19th century
   Benchmark 2.Understands labor issues of the late 19th century (e.g., organizational and agenda differences between reform and trade unions, the extent of radicalism in the labor movements, labor conflicts of 1894 and their effects)
    Knowledge/skill statements
     1.Understands organizational differences between reform and trade unions
     2.Understands agenda differences between reform and trade unions
     3.Understands the extent of radicalism in the labor movements of the late 19th century
     4.Knows about the labor conflicts of 1894
     5.Understands the effects of the labor conflicts of 1894
 Standard 24.  Understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
  Level III (Grade 7-8)
   Benchmark 4.Understands the labor movement during the New Deal era (e.g., the re-emergence of labor militancy and the struggle between craft and industrial unions; the commitment of labor unions to organize diverse groups and secure equitable conditions and pay for minorities; the objectives of labor leaders and advocates; how art, photographs, and song lyrics contributed to the emotional appeal to support unions; WPA projects and their impact on local areas)
    Knowledge/skill statements
     1.Understands the re-emergence of labor militancy during the New Deal era
     2.Understands the struggle between craft and industrial unions during the New Deal era
     3.Understands the commitment of labor unions to organize diverse groups during the New Deal era
     4.Understands the commitment of labor unions to secure equitable conditions for minorities during the New Deal era
     5.Understands the commitment of labor unions to secure equitable pay for minorities during the New Deal era
     6.Understands the objectives of labor leaders to the New Deal
     7.Understands the objectives of labor advocates to the New Deal
     8.Understands how art contributed to the emotional appeal to support unions
     9.Understands how photographs contributed to the emotional appeal to support unions
     10.Understands how song lyrics contributed to the emotional appeal to support unions
     11.Knows about WPA projects
     12.Understands the impact of WPA projects on local areas
  Level IV (Grade 9-12)
   Benchmark 3.Understands how the New Deal influenced labor and employment (e.g., the impact of the New Deal on non-union workers; factors contributing to the success of the CIO leadership in organizing the rubber, auto, and steel workers in the period 1937 1941; labor's commitment to organizing; causes, strategies, and leadership of major strikes during the New Deal; the effects of the New Deal agricultural programs on farm laborers)
    Knowledge/skill statements
     1.Understands how the New Deal influenced labor
     2.Understands how the New Deal influenced employment
     3.Understands the impact of the New Deal on non-union workers
     4.Understands factors contributing to the success of the CIO Leadership in organizing the rubber workers in the period 1937-1941
     5.Understands factors contributing to the success of the CIO Leadership in organizing the auto workers in the period 1937-1941
     6.Understands factors contributing to the success of the CIO Leadership in organizing the steel workers in the period 1937-1941
     7.Understands labor’s commitment to organizing
     8.Understands the causes of major strikes during the New Deal
     9.Understands the strategies of major strikes during the New Deal
     10.Understands the leadership of major strikes during the New Deal
     11.Understands the effects of the New Deal agricultural programs on farm labor