Let’s Make Blue Jeans
A FAC TO R Y L I N E S I M U L AT I O N
A LESSON FOR GRADE 7 SOCIAL STUDIES
G W G : P I E C E BY P I E C E
—A Resource for Alberta Teachers
Acknowledgements
The Aspen Foundation for Labour Education would like to acknowledge
the contributions of the following people in the development of this
publication.
Writer
Barb Maheu
Contributor
Charmaine Neth
Video Ballad
Maria Dunn, Edmonton-based singer songwriter
Don Bouzek, Edmonton’s Ground Zero Productions Catherine C. Cole, historian
Layout
Kelly de Jong
Copy Editing
Mary Dunnigan
Cover Picture Credit
City of Edmonton Archives EA-275-1185
Other Image Credits
Special thanks to the Provincial Archives of Alberta for the use of their
still and moving images. Additional images from the City of Edmonton
Archives, the Glenbow Archives and Library and Archives Canada.
For more information on AFLE visit our web site at www.afle.ca
Comments regarding this unit can be sent to [email protected]
Copyright © 2016 Aspen Foundation for Labour Education
Let’s Make Blue Jeans—A Factory Line Simulation
The GWG: Piece by Piece—A Resource for Alberta Teachers
GWG: Piece by Piece—A Resource for Alberta Teachers includes projects, lessons, a video ballad and other
supporting materials that document and explore the personal and working lives of immigrant women who
worked in Edmonton’s Great Western Garment (GWG) factory.
Included in this Resource:
GWG: Piece by Piece—A Resource for Alberta Teachers www.afle.ca (go to Teaching Resources, Aspen Teaching
Units) includes individual projects and lessons for Grades 4, 5, 7, 9, 10 and 12 based upon the Alberta Social
Studies curriculum. These projects and lessons identify Alberta Learning Outcomes, Learning Competencies,
Key Concepts and Inquiry Questions for each grade. Lessons at the lower grade levels are cross-curricular,
integrating drama, music, art, language arts and mathematics. Each project and lesson is based on a song or
songs in the video ballad titled GWG: Piece by Piece.
GWG: Piece By Piece is a 60 minute video ballad, musical performance, with songs written by Juno-nominated
songwriter Maria Dunn, audiovisual materials filmed and edited by Don Bouzek of Edmonton’s Ground Zero
Productions and research interviews and archival materials provided by historian Catherine C. Cole. The
performance features video footage of women who worked at GWG interwoven with songs inspired by their
stories. The eleven songs in the video ballad can also be accessed individually. Each individual segment is
about 10 minutes in length and features video clips of women being interviewed and one song that captures
the essence of their experiences, thoughts, feelings, challenges and aspirations. Themes include:
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the pain and joy of leaving a home country for a new life in Canada, including the women’s tireless efforts
to establish their families in Edmonton and provide their children with opportunities that they themselves
didn’t have
working conditions highlighting challenges of the physical working environment and positive collaborative
experiences among workers
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the advantages related to English language education
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the union’s role in securing a better working environment
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the impact of Levi-Strauss’ decision to close the plant in 2004
Song lyrics for the video ballad are provided in Appendix B. We also recommend Maria Dunn’s 2012 CD
recording of the songs from this project, titled Piece By Piece, available at: www.mariadunn.com.
Catherine C. Cole has provided the basic history of the GWG factory and its workers, which serves as a
comprehensive teacher backgrounder in Appendix A (see Edmonton’s Great Western Garment Factory).
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Let’s Make Blue Jeans—A Factory Line Simulation
The information helps teachers understand important historical events and economic factors that provide
the context for understanding related themes and concepts. Many additional supporting video clips,
archival photographs and teaching ideas can be found in the virtual exhibition Piece by Piece: The GWG Story
http://www.royalalbertamuseum.ca/exhibits/online/GWG/en/index.html on the Royal Alberta Museum
website. We also recommend Catherine C Cole’s book on this topic titled Piece by Piece [Cole, C. (2012). Piece
by Piece. New Brunswick: Goose Lane Editions].
GWG: Piece by Piece—A Resource for Alberta Teachers is freely available to teachers on the Aspen Foundation for
Labour Education website www.afle.ca under Teaching Resources.
Overview:
GWG: Piece by Piece—A Resource for Alberta Teachers
Grade 4
SS 4.2 The Stories, Histories and People of Alberta
Key Concepts
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Stories communicated through
narratives, oral songs, music,
autobiographies, archives
Fairness (equity)
Strike
Labour union
Inflation
Alberta Social Studies
Learning Outcomes
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Project and/or Lessons
Diversity of immigrants coming
to Alberta
Diverse groups affect urban life
The Chocolate Bar War: Story
Approach
Interpreting the Stories of the
Women of GWG: Readers Theatre
Grade 5
SS 5.2 Histories and Stories of Ways of Life in Canada
Key Concepts
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Immigration
Primary sources
Secondary sources
Video ballad
Narrative
Ethnicity
Working conditions
Sweatshop
Alberta Social Studies
Learning Outcomes
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Project and/or Lessons
Stories of immigrants from
India, Ukraine, Poland, Russia
and Germany
Effects of economic booms
following world wars
A Snapshot of Immigrant Life in
Western Canada: Project-based
Learning
Interpreting the Stories of the
Women of GWG: Readers Theatre
The Chocolate Bar War: Story
Approach
Let’s Make Blue Jeans—A Factory Line Simulation
3
Grade 7
SS 7.2 Following Confederation: Canadian Expansions
Key Concepts
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Industrialization
Factory system
Cottage system
Assembly line
Piecework (specialization)
Mass production
Alberta Social Studies
Learning Outcomes
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Identify the contributions of
immigrants from Eastern Europe
Examine the social and
economic effects of the
changing roles and images of
women in Canadian society (i.e.
working conditions)
Examine the emergence and
contributions of large factories
in Canada
Project and/or Lessons
Let’s Make Blue Jeans—A Factory
Line Simulation
Interpreting the Stories of the
Women of GWG: Readers Theatre
Grade 9
SS 9.1 Issues for Canadians: Governance and Rights
Key Concepts
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Collective bargaining/
negotiation
Labour legislation
Labour unions
Collective agreements
Alberta Social Studies
Learning Outcomes
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Examine the emergence and
impact of labour unions in
market and mixed economies
Project and/or Lessons
Taking Collective Action: A
Simulation Activity
Grade 10
SS 10.1 and 10.2 Living in a Globalizing World
Key Concepts
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Globalization
Labour unions
Women in the workplace
Sweatshops
Alberta Social Studies
Learning Outcomes
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4
Project and/or Lessons
Explore political, economic,
The Stories Behind Our Clothes:
Project-based Learning
social globalization
Analyze impacts of globalization
on women (gender issues,
labour issues)
Analyze challenges and
opportunities presented by
globalization to identities and
cultures
Let’s Make Blue Jeans—A Factory Line Simulation
Grade 12
SS 30.1 and 30.2 Understandings of Liberalism
Key Concepts
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Collectivism
Collective action
Labour union
Feminism
Benefits
Seniority
Alberta Social Studies
Learning Outcomes
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Project and/or Lessons
Explore factors that may
influence individual and
collective beliefs and values
(gender, ideology)
Examine historic and
contemporary expressions of
collectivism
Explore themes of ideologies
(progressivism, gender)
Analyze collectivism as a
foundation of ideology
Explore opportunities to
demonstrate active and
responsible citizenship through
individual and collective action
GWG: Collectivism in Action
Let’s Make Blue Jeans—A Factory Line Simulation
5
Let’s Make Blue Jeans—A Factory Line Simulation
Overview:
This three part mini-unit will allow Alberta’s Grade 7 social studies students to participate in an interactive
factory line simulation. The activity will stimulate thinking about the emergence of the factory system in
Canada. In particular, it focuses on the Great Western Garment Factory (GWG) and shows how its workers
contributed to the development of our modern economy. The lessons feature songs and interviews from the
video ballad GWG: Piece By Piece. It documents the experiences of immigrant women who worked at the GWG
factory in Edmonton until it closed in 2004. The unit takes 3 to 4 class periods.
Lesson One Opener — Blue Jean Day
You will ask students to wear their blue jeans to school for this opener lesson. An activity will be undertaken to
begin to think about blue jean manufacture, popularity and origins.
Lesson 2 — Howzit Made? — The Assembly Line Simulation
Inquiry Question—What is it like to work in a factory that makes blue jeans?
Assembly Line Simulation features a hands-on, interactive activity that will help students understand the
workings of the factory system, experience the challenges faced by factory workers and understand ways
factories operate to achieve efficiencies through mass production.
Lesson 3 — Working Conditions in the GWG Factory
Inquiry Question— How did working conditions affect the quality of life for GWG factory workers?
This section highlights working conditions of the women who worked in Edmonton’s GWG factory through
songs, stories and interviews. After hearing the words of the factory workers and participating in the factory
simulation, students will better understand working conditions faced by the women who worked there.
Lesson 4 — Stories of Immigrant Women’s Sacrifices
Inquiry Question— Immigrant women were willing to sacrifice their health and safety working at the GWG
factory; why did they do it?
Despite often challenging working conditions, the women of GWG persisted in their employment. This lesson
focuses on the various motivations for them continuing to work even when it meant giving up their own
comforts. Students will come to appreciate sacrifices they made to improve the lives of their families.
Supporting materials for this unit includes information about concepts related to industrialization
(specialization of labour, piece work and assembly line). Also included are role cards, instructions and the
pattern for making blue jeans for the simulated assembly line.
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Let’s Make Blue Jeans—A Factory Line Simulation
Learning Outcomes: Social Studies 7:
7.2.6 Assess, critically, the impacts of social and political changes on individual and collective identities in Canada
since 1918 by exploring and reflecting upon the following questions and issues: What are the social and
economic effects of the changing roles and images of women in Canadian society (i.e. working conditions,
changing family structures)?
7.2.7 Assess, critically, the impact of urbanization and of technology on individual and collective identities in
Canada by exploring and reflecting upon the following questions and issues: How did the emergence of
large factories in Canada contribute to the development of Canada’s economy?
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Learning Competencies:
Key Concepts:
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Industrialization
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Cottage system
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Piecework (specialization)
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Factory system
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Assembly line
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Mass production
Let’s Make Blue Jeans—A Factory Line Simulation
7
Lesson 1 Opener
Blue Jean Day
The day before doing this lesson, ask students to wear blue jeans to class. Ask them to check the label at home
to determine where their blue jeans were made. Organize groups of 3 to 4 students and tell them that you are
going to ask them to think about how blue jeans are made and consider the system that allows for the mass
production of said jeans.
Time:
one class
Materials:
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Poster paper and felt pens
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Appendix A – Teacher Backgrounder
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Appendix B – Written lyrics for the five songs used in this unit: GWG 3 I Cannot Tell You (The Whole Story),
GWG 4 Speed Up, GWG 5 Blue Lung, GWG 6 Lullaby and GWG 9 Immigrant Dreams
GWG: Piece By Piece complete Video Ballad
Learning Activities:
1. Gallery Walk: Write the following prompts with key words on seven different poster sheets and post these
around the room. Break the class into seven groups (provide them with felt pens) and station them at
different posters. Ask them to record one answer on the poster and then, on a signal, circulate clockwise
around the room to respond to each question:
a. What do your jeans have in common? In other words, what makes blue jeans blue jeans (unique
qualities to these pants)? Keyword - COMMONALITIES
b. Why do you think jeans are so popular? POPULARITY
c. What materials were needed to make your jeans? MATERIALS
d. How much did you pay? What’s the range of prices? PRICE
e. Are they new or second hand? NEW OR SECOND HAND
f. Where were they made? PLACE OF MANUFACTURE
g. Do you think your jeans are scrubbies (or not)? SCRUBBIES
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Let’s Make Blue Jeans—A Factory Line Simulation
2. Ask students to notice points that all posters have in common and identify ideas that were different.
Facilitate a whole class discussion after the walk-around keeping in mind the purpose at this point is to
stimulate interest in jean production.
3. End by asking students to think about how their jeans were manufactured. What might the steps have
been in the manufacturing process from beginning to end? Write the sequence on the board based on the
order they suggest.
NOTE: At this point accuracy is not critical.
Lesson 2 Howzit Made?
The Assembly Line Simulation
Inquiry Question:
What is it like to work in a blue jean factory?
This activity engages students in a factory-like simulation, involving seven stations, designed to help them
experience life on the assembly line. You may want some students to make jeans from beginning to end to
simulate cottage industry (pre-industrial). These students will work individually and follow all the instructions
for all seven stations. This will allow you to compare the factory system to the cottage industry production
method where students will stay at one station and specialize in one operation. Eventually you may ask: Which
system produced jeans most efficiently and with the least amount of waste? What are the advantages and
disadvantages of both systems? Why did the factory system become the dominant model?
Time:
one class
Materials:
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A pre-made exemplar of a finished blue jean product (see Appendix E – Pattern to pre-make one pair of jeans
in advance for illustration)
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Student Learning Guide 1—Systems of Production: Factory versus Cottage
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Student Learning Guide 2—Exit Slips
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Appendix C – Role Cards (photocopy and cut out cards for distribution according to your class size)
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Appendix D – Materials and Instructions
Let’s Make Blue Jeans—A Factory Line Simulation
9
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Appendix E – Pattern
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Appendix F – Inspection Quality Control Form
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YouTube Video: Process Design - Garment industry.wmv (3:55)
https://www.youtube.com/watch?t=55&v=uVoQJrz0sH8
Preparing for the Assembly Line Simulation
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Room set up – preferably a large space
Arrange long tables end-to-end and divide them into 7 sections. If your room is small or limited, organize 7
stations at tables and set up a system to rotate or pass on the products in a systematic manner.
Provide tables for each of the Quality Control Inspectors (one table), the Materials Mangers (one table) and
the Cottage Industry workers (one table for each worker).
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Assigning roles
Each student assigned to the assembly line will have a specific job. Provide a role card to each student
(adjust numbers according to your class size).
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6 Workers at each of the 7 stations
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6 Cottage Industry workers who will make jeans by themselves (start to finish)
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1 Timer person to sound a bell to designate rotations (could be the teacher)
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3 Inspection for Quality Control – a pre-made pair of perfect jeans will be provided as a model
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2 Materials Managers
Provide each Inspector with the Inspection Quality Control Form (Appendix F). All jeans, whether made on
the assembly line or individually, will need to pass the quality control inspection or be rejected.
*Keep the rejects to later discuss the cost of mistakes and impact on efficiency.
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Materials and Instructions—see Appendix D. Provide each station with necessary materials and a copy
of their instructions. Set up the individual cottage workers at separate tables where they will work by
themselves.
Pattern—see Appendix E. The pattern will need to be overlaid on the paper (simulated fabric) that will be
used to construct the jeans.
Inspection Quality Control Form—see Appendix F. Print one form for each pair of jeans likely to be
produced and provide these to Inspectors.
Let’s Make Blue Jeans—A Factory Line Simulation
Learning Activity: Assembly Line Simulation
1. Do the simulation for about 30 – 40 minutes. You may need to troubleshoot. Prior to starting, it is a
good idea to show an exemplar of the finished product and provide materials for each station to practice
their job (especially while they are waiting for the jean pieces to come to their station).
* The teacher should play the role of Timer. You can regulate the length of time for each interval of work.
As students become more adept, shorten the time (in other words, speed up the process) and observe the
effect on product quality and worker performance. You should take notes on what you are observing or
ask a student to assist in this. Collect and tabulate the Inspection Quality Control Forms. Determine how
many jeans were successfully completed and how many did not pass inspection. Compile the results and
have this information available for future debriefing. Make a running tab on the white board.
2. Debrief: Immediately after the simulation, ask for students’ initial responses and generate thoughts about
their experiences “working on the line.”
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What did it feel like to work on an assembly line?
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Would working in a factory be a good job? Why or why not?
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How realistic do you think this simulation was?
For students who worked producing jeans the cottage industry method ask:
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What was it like to make a pair of jeans start to finish by yourself?
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Do you think you were efficient?
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What did you like best? Least?
3. View YouTube video clip Process Design - Garment industry.wmv (3:55) which shows assembly line
production of jeans in a Mexican factory https://www.youtube.com/watch?t=55&v=uVoQJrz0sH8
After viewing, provide a few moments for reflection, then ask:
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What was the most surprising fact to you?
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What was the most interesting thing you learned?
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What do you think about the jobs that people do in textile factories?
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Does jean-making look like a good job?
4. Address terms/concepts associated with industrialization
Use Student Learning Guide 1 Howzit Made? – An Assembly Line Simulation to guide thinking about key
concepts from the simulation. Place students in groups of 4 (include in each group a variety of roles from
the simulation). Also try to include in each group one student who made jeans individually. After they have
completed the Student Learning Guide 1, lead them in a discussion around each term using the following
sample definitions and prompts. A key for this discussion is provided below.
Provide tabulated information from the Inspector’s Report and discuss the class’ efficiency and compare the
results to those who produced jeans using the cottage method.
Let’s Make Blue Jeans—A Factory Line Simulation
11
Assessment
Hand in an Exit Slip (run off Student Learning Guide 2). What is the most important thing you have learned
about the factory system from the activities undertaken so far?
You may compile class comments and categorize them. Sending the Exit Slips electronically makes this
faster. Share the compiled list of take-a-ways next class.
Student Learning Guide 1 — KEY
Assembly line – What is meant by the term assembly line? What is the advantage of making clothes using
an assembly line? What was Henry Ford’s role in using the assembly line to produce cars? Check out the
Henry Ford Organization at http://www.thehenryford.org/exhibits/hf/.
Piecework – The factory system requires that workers only do one job over and over. For example they
might be in charge of sewing leg seams or making belt loops. What are the advantages of this type of
production over having each worker make a whole pair of blue jeans one at a time? What does it mean to be
specialized?
Mass Production – This is a method of making objects on an assembly line to produce many standardized
pieces. The machines used in the process have been standardized and organized to build the goods step by
step. What things do you buy that have been mass-produced? Which have not?
Factory System – The factory system is a method of producing goods in an environment outside the home.
It utilizes machines, power sources, requires capital investment and workers. Why did the factory system
become more popular after World War I and fuel the economic boom (large growth in factories, services and
jobs) after World War II?
Cottage Industry – A method of making goods usually in a home situation. The worker makes the entire
product themselves and uses it mainly for personal consumption (i.e. makes the jeans and wears the jeans).
This was the main system for making goods prior to the Industrial Revolution.
Industrialization – This is a method of production that uses the factory system to mass-produce goods
using power, technology and capital investments (money). What are the benefits of living in an industrial
economy? Who benefits most in an industrial economy? Who benefits least? Are workers better off than
they would be under a cottage industry?
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Let’s Make Blue Jeans—A Factory Line Simulation
Lesson 3 Working Conditions in the GWG Factory
Inquiry Question:
How did working conditions affect the quality of life for GWG factory workers?
The learning activities and resources featured in this lesson highlight lives of the women who worked in
Edmonton’s Great Western Garment (GWG) factory. Songs and interviews from GWG: Piece by Piece and
the Royal Alberta Museum are used here. These songs and interviews feature working conditions prior to
changes demanded by the workers to improve these conditions. For more information refer to the section
in Appendix A - Teacher Backgrounder (section called All About Efficiency).
Time:
one class
Materials:
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Student Learning Guide 3— How did working conditions affect the quality of life for GWG factory workers?
Video: Working Conditions in the Edmonton Plant (3:20)
http://www.royalalbertamuseum.ca/virtualExhibit/GWG/en/history/edmonton.html#video2-1-1
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YouTube Video: I Love Lucy: The Candy Factory (1:46) https://www.youtube.com/watch?v=HnbNcQlzV-4
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Video Ballad: GWG: Piece by Piece songs GWG 4 Speed Up and GWG 5 Blue Lung
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Appendix A —Teacher Backgrounder (section called All About Efficiency)
Learning Activities:
Provide students with the Student Learning Guide 3—How did working conditions affect the quality of life
for GWG factory workers? After viewing several interviews and listening to their songs, identify working
conditions, provide evidence of their effects and write a paragraph on what they feel about these conditions
from the perspective of a 13-year-old whose mother works at the GWG factory.
1. Play YouTube video — I Love Lucy: The Candy Factory (1:46)
https://www.youtube.com/watch?v=HnbNcQlzV-4
This classic video is a good way to introduce the very real issues of the assembly line when the conveyor
belt’s speed was increased in the interest of maximizing output. While the I Love Lucy clip is meant to be
humorous, there is some truth in what actually did occur in factories when increasing production was
a priority.
Let’s Make Blue Jeans—A Factory Line Simulation
13
2. Hand out Student Learning Guide 3 — How did working conditions affect quality of life for GWG factory
workers? Students can begin to fill it in as the videos are shown.
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Play GWG 4 Speed Up (5:30), a good follow-up to the I Love Lucy clip. Use this segment to discuss the
working conditions and sacrifices seamstresses experienced while working on the factory line. See
Appendix A for more information on factory speed-ups.
During the simulation, the Timer (teacher) increased the rate of production. Ask—what happened when
that occurred? Did quality improve? Were workers stressed?
The refrain in the song focuses on the idea of speeding up production.
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Why was this an occurrence in factories?
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Why might some workers want the line to speed up?
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Why did the women not just quit when they found the work too strenuous or demanding?
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Play this video from the Royal Alberta Museum’s — GWG Piece by Piece Edmonton’s Great Western
Garment Company section, http://royalalbertamuseum.ca/exhibits/online/GWG/en/history/edmonton.html
Scroll down to Working Conditions in the Edmonton Plant (3:20)
Merlin Beharry, Janet Cardinal, Anne Ozipko, Sadat Khan, Assunto Dotto, Susan Bui, Kulminder Bolina,
Lillian Wasylynchuk all discuss working conditions and the effects it had on their health.
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Play GWG 5 Blue Lung (5:00)
Working in the factory had many harmful effects on health. Discuss the following questions:
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What conditions existed that impacted workers’ health?
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What is the songwriter referring to by using the term blue lung?
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Why didn’t the workers complain or “make a fuss” when they had trouble breathing?
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Would you sacrifice your health to provide for your family?
Assessment
Hand in Student Learning Guide 3 — How did working conditions affect the quality of life for GWG factory
workers? Use this for formative assessment purposes.
14
Let’s Make Blue Jeans—A Factory Line Simulation
Lesson 4 Stories of Immigrant Women’s Sacrifices
Inquiry Question:
Immigrant women were willing to sacrifice their health and safety
working at the GWG factory; why did they do it?
Despite very challenging working conditions, the women of GWG persisted in their employment mainly
to create better lives for their families. They also made strides improving their working conditions. In
doing so, their traditional roles changed as they influenced the workplace and contributed to Canada’s
modern economy.
Use Student Learning Guide 4 — Why did they do it? to help students understand the factory workers’
motivations for working in the GWG factory. Reinforce the main point that immigrant women persisted in
factory work, even when conditions were unhealthy or unsafe. They did this in order to help their families.
They also made changes to improve factory conditions such as lessening hours of work, wearing of safety
garments, having more breaks and access to natural light.
Time:
one class
Materials
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Student Learning Guide 4 — Why did they do it?
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Poster paper and felt pens
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Video Ballad GWG: Piece by Piece Songs: GWG 3 I Cannot Tell You (The Whole Story), GWG 6 Lullaby and
GWG 9 Immigrant Dreams
Learning Activity
Cooperative Jigsaw
Divide the students into groups of three (Home Group). Each person in the group will be assigned a
different song segment (GWG 3 I Cannot Tell You the Whole Story, GWG 6 Lullaby and GWG 9 Immigrant
Dreams). They will become an expert on their song segment (Step 2) and will need to help others in their
Home Group understand it (Step 3).
Let’s Make Blue Jeans—A Factory Line Simulation
15
1. Opener: Home Group – What Do We Think?
Pose the following scenario and provide question prompts to stimulate a discussion in the Home Groups.
“Think of yourself as about 13 years old. Imagine that you lived in a country experiencing extreme
economic hardship or war. Your family doesn’t feel safe and you are very poor. Your dream is to move to
another country to make a new life. Your family has been accepted to immigrate to Canada.”
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Think about how you would feel about moving away from your home country.
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What would be some of the challenges?
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Why would you do it?
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What worries would you have about making the move?
Have each group list their answers on poster paper.
2. Expert Group—Prepare to Learn and Teach
These song segments all focus on the idea of sacrifice. Divide the class into three large groups based on
one of the three song segments you have assigned. In different areas or separate rooms, ask each group to
listen to their assigned song segment. After doing so, ask them to partner up to answer the questions on
Student Learning Guide 4—Why did they do it? Tell them that later they will be sharing their thoughts and
ideas with their Home Group so it is important to get their part correct.
3. Home Groups – Share and Reflect
The main point here is to understand the motivations for women’s sacrifices working at the factory. When
students have returned to their Home Groups, replay each segment one at a time, pausing after each song
segment to allow the student expert in each Home Group to explain their thinking, lead a discussion and
complete the relevant section of Student Learning Guide 4.
4. Debrief with the whole class
Review the whole activity and draw generalizations from the activity focusing on the idea of sacrifice.
Students should have identified things such as: better lives for their families here and sometimes back
home, independence, better pay, sense of responsibility and so on.
Assessment
Collect Student Learning Guide 4 and provide feedback. A rubric for assessing the final paragraph is provided
and may be modified to suit the class or be translated into grades.
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Let’s Make Blue Jeans—A Factory Line Simulation
Follow-up Activities
Guest Speaker
Invite a community member or parent who works in a factory to speak to the class. Generate questions that
students may have regarding manufacturing and work in the factory.
Art
Create an artistic rendition of factory life then and now.
Drama
Dramatize or create tableaux (still pictures using people and focus objects) of scenes of factory life. An
object (such as a sewing machine, pair of scissors, etc.) can help to focus a scene. If you have an old
fashioned overhead transparency machine use it for spotlighting. Cut a hole in a piece of paper and put it
on the glass. Turn the lights out in the room and the effect is dramatic as students hold their poses.
Rap
For inspiration, use any of the songs used so far to create a rap that conveys a similar sentiment.
Let’s Make Blue Jeans—A Factory Line Simulation
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STUDENT LEARNING GUIDE 1
Howzit Made? — An Assembly Line Simulation
Inquiry Question: Immigrant women were willing to sacrifice their health and safety working at the GWG factory;
why did they do it?
Systems of Production: Factory versus Cottage Industry
You have just completed an assembly line simulation and it is time to think about what you learned about how
a factory operates to mass-produce goods for consumers.
1. In your group, come up with definitions for terms associated with industrialization.
Assembly line - Piecework -
Specialization -
Mass Production -
Factory System -
Cottage Industry (think about the students who made jeans individually from beginning to end) -
Industrialization -
2. Comparing Systems of Production—Industrial versus Cottage Industry.
Which system produced jeans more efficiently and with the least amount of waste? What are the
advantages and disadvantages of both systems? Why did the factory system become the dominant
model? Discuss.
3. Why do you think the factory system has become the main method for producing goods?
List your reasons on the back of this page.
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Let’s Make Blue Jeans—A Factory Line Simulation
STUDENT LEARNING GUIDE 2
Exit Slips
Photocopy (one per student) and cut these in advance to pass out after students do Student Learning Guide 1.
Compile and group responses. Show complete class feedback to the whole class.
What is the most important thing you have learned about the factory system?
What is the most important thing you have learned about the factory system?
What is the most important thing you have learned about the factory system?
What is the most important thing you have learned about the factory system?
Let’s Make Blue Jeans—A Factory Line Simulation
19
STUDENT LEARNING GUIDE 3
Inquiry Question: How did working conditions affect the quality of life for GWG factory workers?
Now that you are familiar with how a factory operates, it is time to consider the working conditions of the
GWG plant workers. After listening to the women’s stories and songs, write your thoughts about what you
have observed.
1. You have seen video clips called Working Conditions in the Edmonton Plant, GWG 4 Speed Up and GWG 5
Blue Lung (lyrics may be provided by your teacher).
What are the various conditions that existed in the factories that led to poor health or unsafe working
conditions?
Condition
Effects on Health - Evidence
Under what circumstances would you make these kinds of sacrifices?
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Let’s Make Blue Jeans—A Factory Line Simulation
STUDENT LEARNING GUIDE 4
Inquiry Question: Immigrant women were willing to sacrifice their health and safety working at the GWG factory;
why did they do it?
Name Home Group
Use this chart to analyze the songs and interviews. Be prepared to share your ideas with your Home Group later.
Song/Story Segment
Why did the woman
make the sacrifice?
Evidence from the song or interviews
3 I Cannot Tell You
(The Whole Story)
6 Lullaby
9 Immigrant Dreams
My Mom’s Job
Individually, write a paragraph from the point of view of a 13 year-old girl or boy whose mother is working in
a factory. Use these prompts to get you started thinking—What sacrifices do you see mom making? What do
you appreciate? How will this affect you? What can you do to help your mom? Use the back of this page to
write your paragraph.
Let’s Make Blue Jeans—A Factory Line Simulation
21
My Mom’s Job — Rubric
Name Criteria
Green Light
13 year-old point of
view is evident
Identifies mother’s
sacrifices
Describes how her
work helps you and
your family?
Ideas for helping
your mom
Comments 22
Let’s Make Blue Jeans—A Factory Line Simulation
Yellow Light
Red Light
APPENDIX A
Teacher Backgrounder
Edmonton’s Great Western Garment Factory
Established in Edmonton in 1911, by World War
II GWG was the largest workwear manufacturing
company in Canada and, reputedly, in the British
Empire. The company bought or built plants in
Winnipeg, Brantford and Saskatoon. Levi Strauss &
Co. purchased a majority interest in 1961 and the
remaining shares in 1972, and closed the last plant
in 2004.
1911 was a boom year for Edmonton. Real estate
values were high and many new shops, businesses
and houses were built. Alberta’s first Premier,
Alexander C. Rutherford, City Councillor and owner
of the Alberta Hotel, Alfred E. Jackson, and Charles
A. Graham, a former buyer and salesman with
Revillon Dry Goods, established the Great Western
Garment Company (GWG) on January 30, 1911, with
a strong belief in the future of the young city. They
also recognized the need for a supply of functional,
hard-wearing clothing for the province’s growing
workforce.
The company’s seven employees formed Local
120 United Garment Workers of America (UGWA) a
few months later. The company quickly became a
significant employer of women. There were few jobs
available to women at the time; many employers
would not retain married women, and single women
had few legitimate employment opportunities.
Great Western Garment grew quickly, to more than
100 workers in its first year of operation. In 1914, the
plant moved to 10438 Namayo Street (97th Street),
Edmonton, to accommodate its growing workforce
of 150 operators.
Early Expansion
From 1917 to 1953, the factory was located at the
corner of 97th Street and 103rd Avenue. Originally
constructed as a department store in 1911, the
building was converted for use as a factory. By
1919, GWG employed 375 workers. Graham became
president in 1920, and the following year Jackson
and Rutherford ceased to be shareholders. Investors
provided the capital necessary to build a two-storey
addition to the north side of the factory in 1925, and
a fourth storey addition with a metal mansard roof
to the main building in 1927. Then, in the late 1920s,
GWG moved its mackinaw and leather departments
to “Factory #2” in a nearby print shop. Sales
throughout western Canada grew to $1.4 million.
The Great Depression
Much of GWG’s success can be attributed to Clarence
D. Jacox, general manager from 1931 to 1941 and
president from 1941 to 1958. Jacox instituted the
line system and piecework incentives. The company
survived the Depression through diversification,
receiving City contracts to manufacture uniforms
for city workers and clothing for people on relief. At
the time, GWG produced more than 700 individual
lines of garments, including women’s wear and
youth wear.
By 1935, GWG was optimistic that the worst of the
Depression was over and introduced a prosperity
program, increasing the number of workers from
250 to 300. After years of layoffs during slow periods,
GWG celebrated its 25th anniversary in 1936 by
committing to full-time employment for its staff.
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World War II
With the outbreak of World War II in 1939, twothirds of the plant’s production was dedicated to
government contracts. C.D. Jacox became president
following C.A. Graham’s death in December 1940,
and ownership of the company was consolidated
in the Graham and Jacox families. In 1941, the
accumulated value of GWG’s government contracts
reached $1 million. The workforce grew to 500
people, manufacturing 12,500 uniforms per week,
almost as many garments as it produced each year
15 years earlier. In 1942, a $125,000 two-storey
addition was built to the east of the plant.
Postwar
In the early 1950s, GWG began to look for a new
location near the 97th Street plant to accommodate
operators who were juggling work and domestic
duties. On December 18, 1953 the firm celebrated
the completion of a new factory—a one-storey,
100,000-sq. ft. plant with a 70,000-sq. ft. sewing
room—situated just a few blocks away. The
reinforced concrete and masonry structure, designed
by architect Ralph Brownlee, was arguably the
largest garment factory on the continent. The
number of employees increased from 500 to 750.
In 1957, GWG built a 125,000 sq. ft. addition to the
new factory, further expanding its workforce. In
1958, C.D. Jacox died and was succeeded by J. Gerald
Godsoe of Toronto. Jacox’s death precipitated not
only a change in management but, within a few
years, a change in ownership.
The company began to produce casual clothing for
the entire family, and its marketing and distribution
network spread across the country; by 1961, 5,500
merchants carried GWG products. GWG continued
to sell such popular brands as Cowboy Kings (1929),
Red Strap (1933), Iron Man (1932), Snobak (1935),
and Texas Ranger (1937). Custom GWG fabrics
were developed in collaboration with textile mills:
Buckskin (1932), Snobak denim (1935), and Nev’R
Press (1965), for example. New brands introduced
included: Driller’s Drill (1948), High Rigger (1951),
and Bum Bums (1978). To reflect an interest in
expanding their market to all Canadians, in 1965
GWG changed the name of Cowboy Kings to GWG
Kings. Also that year, GWG updated its corporate
identity, introducing a new streamlined logo with
two straight lines, rather than wings, over the initials.
To counter restrictions against wearing blue jeans to
school, GWG introduced coloured denim pants.
Speed-up
Beginning in the 1940s, GWG used efficiency
engineers to ‘speed-up’ the manufacturing process.
Under Jacox, GWG had become one of the most
highly engineered companies in the world, adopting
new machinery and processes as soon as it could. By
the 1960s GWG had full-time engineers who timed
the operators and showed them how to expend less
energy working in a circular motion, how to pick
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Let’s Make Blue Jeans—A Factory Line Simulation
the pieces up, which fingers to use, and how to feed
fabric into the machine. Where possible, operations
were fully automated and the operators simply
placed the fabric pieces in the correct position.
By the time the plant closed in 2004, the amount
of time it took to manufacture a pair of jeans was
reduced to seven and a half minutes.
Levi’s Ownership
Levi Strauss and Co. bought 75% of GWG in 1961.
New owners Peter and Walter Haas joined the board,
but GWG retained independent management until
after the company’s 75th anniversary in 1986. It
was one of Alberta’s largest industrial enterprises,
with 950 operators working day and night shifts,
increasing production capacity by ten percent.
Production jumped from 8,000 units a day in 1958 to
13,000 five years later.
GWG became the first company to partner with the
provincial government and the Northern Alberta
Institute of Technology (NAIT) to train unemployed
and underemployed people in 1965. Trainees were
paid minimum wage, half of which came from
the government.
Integration of GWG Plants within Levi Strauss
In 1968, GWG opened a $1 million 2-storey, 106,000sq. ft. warehouse in the Strathcona Industrial
Park in Edmonton, consolidating the storage and
distribution of GWG garments produced at the
Brantford, Winnipeg, and Edmonton plants.
In 1971, the Great Western Garment Company
changed its name to GWG Limited. The following
year, Levi Strauss bought the remaining shares of
GWG Limited. Levi Strauss and Co. (Canada) Inc. was
incorporated, and GWG became a wholly-owned
subsidiary while continuing to retain its Canadian
directorship with Russell Gormley as president and
the head office in Edmonton.
In 1973, GWG established a cutting centre and
storage facility, and a two-storey, 106,000 square
warehouse in the Strathcona Industrial Park. GWG
continued its efforts to modernize the company’s
image by introducing a new logo, with stylized
“GWG” letters in a broken circle, and by running the
first national television campaign for jeans.
In 1978, GWG Limited and GWG (Eastern) Limited
amalgamated under GWG Limited. Erwin Mertens
became president of GWG.
In 1982, Great Northern Apparel Inc. (GNA) was
established as a holding company for GWG Inc. and
Levi Strauss and Co. (Canada) Inc. Fifty Edmontonbased office workers were laid off as GWG began to
transfer management to Toronto. In 1984, 85 people
were laid off at the Edmonton plant, and finishing for
all clothing manufactured at Levi Strauss and GWG
plants in Edmonton, Stoney Creek, and Cornwall
was consolidated in Brantford. Some of the finishing
workers from Edmonton chose to re-locate, along
with the work, to Brantford.
Levi Strauss Management
By 1984, GWG’s workforce in Edmonton had declined
from 1600 at its peak to 600 employees. The GWG
name continued to be used until after the company’s
75th anniversary in 1986 when it introduced the
marketing campaign “History in the Making,”
capitalizing on GWG’s long history. Levi Strauss
showed little interest in the GWG brand and, from
1998 to 2001, licensed it to Montreal manufacturer
Jack Spratt. When this contract expired, Levi Strauss
resumed production of GWGs in Edmonton and at
the plant in Stony Creek, Ontario. Levi Strauss also
introduced a new logo that featured the name “Great
Western Garment Company” in a circle with the
letters “GWG” in the centre.
Levi Strauss considered shutting down the
Edmonton plant in 1999, when it closed 11 plants
in North America, but in the end the plant was
spared. Workers would remain anxious for their jobs
when later that year 77 workers were laid off at the
Edmonton plant, shifting production to Mexico.
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25
Closure
When the Edmonton plant finally closed in March
2004 and 488 workers lost their jobs, Levi Strauss
announced a severance package, career counselling,
and retraining, as well as donations to local charities.
Working with Economic Development Edmonton,
they initiated the “Levi’s 488 Project” to help workers
find new jobs. Unfortunately, many workers did not
have the English language skills necessary to qualify
for other jobs with comparable salary and benefits.
Conclusion
The closure of GWG was a significant loss to the city
of Edmonton. Throughout its history, GWG was a
very innovative company. In terms of management
for example, before 1917, Local 120 was reputed to
be the first garment manufacturing union in North
America to gain the 8-hour day and 40-hour week;
in the 1960s, GWG developed a unique inventory
control system, working closely with retailers; and in
1965, GWG was the first Alberta company to partner
with the government to provide training.
In terms of products, in the 1920s GWG was the
first company in Canada to use pre-shrunk denim;
in 1965 GWG introduced Nev’R Press, the first
permanent press pants in Canada; and in 1972
Scrubbies, the original pre-washed jeans, were
invented in Edmonton by then Vice-President of
Merchandizing Don Freeland.
Cole, Catherine C. (2010). “Edmonton’s Great Western Garment Factory.” Piece by Piece: the GWG Story, Edmonton: Royal Alberta Museum. Retrieved from:
http://www.royalalbertamuseum.ca/exhibits/online/GWG/en/history/index.html
Also of interest is Catherine’s book: Cole, Catherine C. (2012). GWG: Piece by Piece. New Brunswick: Goose Lane Editions.
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Let’s Make Blue Jeans—A Factory Line Simulation
APPENDIX B
Lyrics to songs in the
GWG: Piece by Piece video ballad
GWG: Piece by Piece
complete video ballad
GWG 3 I Cannot Tell You (The Whole Story)
© Maria Dunn, 2012
A poignant description of one refugee’s loneliness in her new country
I cannot tell you the whole story
But if you knew me, you’d understand
Though I was young, I’d seen a lifetime
Of war and hardship in my own land
When I escaped, I left my family
I took their blessing, their hopes and pride
Pray for my safety on the journey
And I’ll send word from the other side
Oh daughter please, don’t hold to me
Though it’s so hard to let you go
You’ve more to give, you’ve more to be
Than this country will allow
I could cross the oceans, brave open water
Come to a place so wintry, bleak
But all my courage, my looking forward
Could not prepare me for my grief
Granddaughter please, don’t mourn for me
Though it’s so hard to let you go
You’ve more to give, you’ve more to be
Than this country will allow
There’s little time for feeling lonely
There’s little time for looking back
You do your duty, you make ends meet
Roll up your sleeves, pick up the slack
Maria Dunn vocal, acoustic guitar
Shannon Johnson violin
Ojas Joshi tabla, chanda
Michael Lent upright bass
Sharmila Mathur sitar
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27
GWG 4 Speed Up
© Maria Dunn, 2007
An exuberant call-and-response work song
I’ll tell you how the work went – Speed up, speed up, speed up
Not one second was misspent – Speed up, speed up, speed up
My fingers nimble, face intent – Speed up, speed up, speed up
I’d like to see you try it friend – Speed up, speed up, speed up
Now that I’ve gotten good and fast – Speed up, speed up, speed up
They’ve upped the ante for my task– Speed up, speed up, speed up
Each time I get ahead, they’re back– Speed up, speed up, speed up
To raise the bar and stretch the slack– Speed up, speed up, speed up
Each extra inch seems like a mile– Speed up, speed up, speed up
So bundles take a bit of guile– Speed up, speed up, speed up
You snatch the small size with a smile– Speed up, speed up, speed up
It’s “head down” for another while – Speed up, speed up, speed up
Come weekend, it’s another race – Keep up, keep up, keep up
Another job, another pace – Keep up, keep up, keep up
Each dollar more a saving grace – Keep up, keep up, keep up
To bring my family to this place – Keep up, keep up, keep up
My husband, I—we’re healthy, young – Keep up, keep up, keep up
Still who knows what we’re running on – Keep up, keep up, keep up
We pass each other the baton – Keep up, keep up, keep up
When one comes home, the other’s gone – Keep up, keep up, keep up
Sometimes I need a little cry – Keep up, keep up, keep up
All I do’s just scraping by – Keep up, keep up, keep up
For making friends, there’s little time – Keep up, keep up, keep up
It’s ‘head down’ for another while – Keep up, keep up, keep up
Each pocket, seam and bottom hem
I’ve sewn for my children
I watch them grow, I know for them
It’s worth it all in the end
It’s worth it all in the end
It’s worth it all in the end
Maria Dunn vocal
Shannon Johnson harmony vocal
Ojas Joshi tabla, udu, chanda, percussion
Jeremiah McDade harmony vocal
Chorus: Dawn Cross, Shannon Johnson, Jeremiah McDade, Terry Morrison
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GWG 5 Blue Lung
© Maria Dunn, 2007
Hauntingly commemorates a worker who died of lung disease
Inspired by the experience of Lillian Wasylynchuk who passed away in March 2009 at 71 years of age after a seven year battle with
Pulmonary Fibrosis. Lillian worked for several years at the GWG clothing factory (1956 – 1963) and believed that her lung disease
was caused by exposure there to the dust from the denim fabric.
Where I come from, we work hard, we don’t make a fuss
So I can’t be afraid of a bit of blue dust
When my family needs me to pay the bills
Maybe I’m not so ill
I see now from the photos, some women wear masks
And I can’t help but wish that I’d done more than ask
But ours were the days when you did what you’re told
You could only be so bold
If I could speak to my younger self
I’d say: “never risk your precious health”
Don’t assume that they’ve thought of you
In your air of denim blue
Now if I had toiled in a coal mine
Where the earth itself compresses your time
Then maybe I’d think of lung disease
But a clothing factory?
Our fingers, our air, tainted blue
And someone joked that our blood must be too
But when the dust settled, I’m sad to say
It took my breath away
Maria Dunn vocal, acoustic guitar
Shannon Johnson violin
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29
GWG 6 Lullaby
© Maria Dunn, 2008
My little child, my little one
May you grow to be so strong
Always know how loved you are
That’s why mommy works so hard
Grandma, grandpa, daddy too
All sing lullabies for you
And I know you love them, yes
But your mommy you love best
Chorus:
Now I sing this song for you
As you’ll sing one day for me
Now I give my hands to you
As you’ll give them back to me
We crossed the open seas
For prosperity and peace
And the life of which we dream
Now, will lull you, child, to sleep
Rolling English off your tongue
With the ease of the young
You’ll have schooling and a home
A destiny your own
Chorus
Someday I hope you’ll come to know
The place I call home
And I hope you will see
Why we had to leave
We have travelled shore to shore
Like all pilgrims have before
Though we found no streets of gold
You are the treasure that I hold
Chorus
Maria Dunn vocal, acoustic guitar
Michael Lent upright bass
Jeremiah McDade whistle
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GWG 9 Immigrant Dreams
© Maria Dunn, 2012
This song discusses the working options for immigrant women
Some say it’s a sweatshop and why would you stay?
If you spoke better English, you’d be on your way
Too smart to be here, too poor to go
So you just stick it out for a month or so
And while you’ve been keeping your family afloat
Years slipped by and you’re still in the boat
Rowing a sea of sewing machines
For your bread and your roses, your immigrant dreams
Too smart to be here, too busy to leave
Weathering change in a tongue you don’t speak
And the pay here is decent, benefits too
So you just roll along for a year or two
If it’s a sweatshop, where else would you go?
To a rest’rant? No pension, pay that’s too low
You’re better off home than part time in a store
All that effort, you get there, you’re back out the door
And while you’ve been keeping your family afloat
The years have slipped by and you’re still in the boat
Rowing a sea of sewing machines
For your bread and your roses, your immigrant dreams
You’re better off home some husbands agree
Long ago when you went to GWG
You could write your own book with all that
you learned
Put your children through school with the money
you earned
Some say it’s a sweatshop, relentless it was
But times have changed, so have the laws
From piece work to better than minimum wage
No more killing yourself for the money you make
From piece work to better than minimum pay
There’s more to your work than a quota each day
Encouraged to lead, your confidence grows
So rich meeting women from all round the globe
And while you’ve been keeping your family afloat
Years slipped by and you’re still in the boat
Rowing a sea of sewing machines
For your bread and your roses, your immigrant dreams
For your bread and your roses, your immigrant dreams
For your bread and your roses, your immigrant dreams
Maria Dunn vocal, acoustic guitar, accordion
Shannon Johnson violin
Michael Lent upright bass
Jeremiah McDade bansuri
Let’s Make Blue Jeans—A Factory Line Simulation
31
APPENDIX C
Role Cards
Station 1
Cutter
Cutter
Cutter
Station 2
Belt Loops / Button Hole
Belt Loops / Button Hole
Belt Loop/ Button Hole
Station 3
GWG Labeler
GWG Labeler
GWG Labeler
Station 4
Zipper and Front Legs
Zipper and Front Legs
Zipper and Front Legs
Station 5
Side Seams Gluer
Side Seams Gluer
Side Seams Gluer
Station 6
Waistband
Waistband
Waistband
Station 7
Riveter
Riveter
Riveter
Station 8
Roving Inspector
Roving Inspector
Final Inspector
Individuals
Material Manager
Material Manager
Material Manager
Individuals
Cottage Craft Worker
Cottage Craft Worker
Cottage Craft Worker
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APPENDIX D
Materials and Station Instructions
Materials
||
Heavier grade paper that has the pattern photocopied onto each sheet.
||
Scissors (one pair per cutter)
||
Single hole punch (for button hole)
||
Glue sticks
||
Dot stickers (larger ones for buttons and smaller dots for the rivets—8 per pair of jeans) You will need a lot of
dot stickers
||
Yellow and black sharpies for colouring the GWG logos and an orange sharpie for drawing the top-stitching.
||
Print instructions for each station.
||
Inspection Quality Control forms (see Appendix F)
Station Instructions
STATION 1
Carefully cut out pattern along the heavy black lines.
STATION 2
Draw the belt loops onto the waistband (piece 1) where they are marked.
Use a hole-punch for the button-hole.
Attach the button (sticky dot)
Button
Button Hole
Let’s Make Blue Jeans—A Factory Line Simulation
33
STATION 3
Colour the GWG logo and glue it onto the marked back pocket (piece 2)
Glue the GWG pocket onto the right back leg panel (piece 4)
3
2
5
4
Glue the other back pocket (piece 3) onto the left leg panel (piece 5)
Glue the front pockets (pieces 6 & 7) onto the front leg panels (pieces 8 & 9)
7
6
8
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9
STATION 4
Carefully draw in the zipper onto the left leg panel (piece 8). You will need to have drawn in the precise
number of teeth. Then glue or tape the two front panels together below the zipper so that the fly covers the
zipper.
Button
Button Hole
Glue the two front leg panels (pieces 8 & 9) together below the zipper. The zipper should now be covered by
the “fly” on piece 9.
STATION 5
Place the back pants panels (pieces 4 & 5) face down onto the table.
Glue the front panels (pieces 8 & 9) onto the back pieces along the side seams and inseams.
Side seam
Side seam
inseams
Let’s Make Blue Jeans—A Factory Line Simulation
35
STATION 6
Carefully glue the waistband onto the pants. Be sure to glue the button-end under the zipper-fly. The buttonhole end will cover the button.
Button
Button Hole
STATION 7
Attach the rivets over the small circles on the front and back pockets. There are 8 rivets.
Draw orange lines for top-stitching. This should be on the pockets, inseams, belt loops, zipper-fly and
waistband center seam.
“Top-stitch” the hem of the bottom of the pants by drawing an orange stitching-line.
Rivets
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APPENDIX E
Patterns
Ensure that the pant sizes on the patterns match in size.
7
T
FRON
6
ET
POCK
KET
FRONT POC
GLUE
6
7
GLUE
GLUE
8
8 LEFT FR
ONT
GLUE
9
9
RIGHT FRONT
GLUE
GWG
PATCH
Let’s Make Blue Jeans—A Factory Line Simulation
37
CKET
O
3 BACK P
3
GLUE
GLUE
5
CK
T BA
F
E
L
GLUE
1
GLUE
WAISTBAND
GLUE
1
4
RIGHT BACK
5
4
2
BACK
ET
POCK
ABEL
GLUE L
2
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Let’s Make Blue Jeans—A Factory Line Simulation
APPENDIX F
Inspection Quality Control Form
Use this sheet to examine the quality of the product at each stage of manufacture. Ensure that the jeans being
produced are at a high standard.
Number
Pass (yes/no)
Comments
1. Cutting is clean and
accurate
2. Belt loops, button and
button-hole accurately
attached
3. GWG logo creatively
coloured; front
and back pockets
accurately glued on
4. Front leg panels, zipper
and fly accurately
glued and drawn
5. Glued front and side
seams together
6. Glued waistband
accurately
7. Attached rivets, drew
topstitching on seams
and hem.
Inspector’s signature Date
Let’s Make Blue Jeans—A Factory Line Simulation
39
Sponsors:
This project was developed for the Aspen Foundation for Labour Education www.afle.ca as part of a teaching
resource that features Maria Dunn’s video ballad Piece by Piece: Stories of the Women Who Worked at GWG
(2012), a collaboration between songwriter Maria Dunn www.mariadunn.com, videographer Don Bouzek of
Ground Zero Productions www.gzpedmonton.org, and historian Catherine C. Cole. Financial assistance for this
project was provided by the following organizations:
40
||
Alberta Council of Carpenters & Allied Workers
||
Alberta Historical Resources Foundation
||
Alberta Teachers’ Association
||
Blair Chahley Seveny Lawyers
||
Chivers Carpenter Lawyers
||
Civic Service Union 52 Benevolent Society
||
Edmonton Community Foundation
||
Servus Credit Union
||
Steelworkers Humanity Fund
||
Teamsters Local 362
||
Teamsters Local 987
||
United Food and Commercial Workers Local 401
||
Unifor Social Justice Fund
Let’s Make Blue Jeans—A Factory Line Simulation