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#504 Organizing labor

1/11/2018

 
Strikes in the news:
  • View news clip: "Plow, Garbage Truck Drivers’ Union Threaten Strike Vote," CBS Chicago (3 January 2018).
  • Consider:
    • Why did this group commit to a strike action?
    • What impact do you think this action had on those striking? Those who depended on the services of Chicago's snow plow and garbage truck drivers?
    • Based on the information you have available, do you see this as a just action? Why or why not?

Background:
  • Growing size and profit of large corporations was not translating into higher wages or better working conditions for most workers.
    • Instead of Lincoln’s dream of a dynamic free-labor economy, growing concentration of wealth made social mobility more difficult than ever
    • Reinforced through “terraced” hierarchy of labor according to race, sex, national origin, and social class
  • Popular view by the 1884 when Cleveland was elected president was that the Democrats would advocate for better treatment for workers and challenge power of the trusts. But words and actions tell different story:
    • Supported misleading legislation that bolstered strength of railroad companies; vetoed bill supporting farmers during drought because it “encourages the expectation of paternal care on the part of the government and weakens the sturdiness of our national character.”
    • After defeat and subsequent comeback in 1892, Andrew Carnegie said of Cleveland: “I am very sorry for President Harrison, but I cannot see that our interests are going to affected one way or the other by the change in administration.”
  • Best alternative was not to rely on the state but for workers to organize themselves
    • Organized labor was only leverage against organized capital. A more contemporary illustration of this idea can be found here (image of little fish ganging up on big fish).
    • But how to organize? By skill set? By trade? Should non-whites be allowed to participate? What linkages—if any—should unions have with political ideologies/parties (anarchists, socialists, or the major political parties).

Early U.S. labor activism:
  • Read Early U.S. labor activism (Google Doc)
  • Use the three-way Venn diagram (PDF) to organize information you find in the passage.
  • Consider and discuss:
    • Who belonged to these organizations?
    • What strategies did each organization employ to advance their aims?
    • If you had been a working-class American at this time (1870-1910s), which of these organizations would have most appealed to you? Why?

Homework: Assignment #505

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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
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    • Further Reading in Asian Studies >
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