e-WV Lesson Plan
Labor/Management
Strategies
Objective: This lesson will help students understand the labor/
management strategies that have influenced West Virginia’s economy.
GRADE LEVEL
Eighth Grade
TIME REQUIRED
Two to three class periods
GUIDING QUESTIONS
1. What are labor/management strategies?
2. How are these labor/management strategies employed?
3. Is the use of the strategies limited only to a particular industry?
4. How did/does the employment of these strategies affect the economy of West Virginia?
STRATEGIC VOCABULARY
strike
boycott
injunctions
lock-outs
yellow-dog contracts
LESSON ACTIVITIES
1. Open the class session with a general discussion about labor and management. Students should
be familiar with the use of vocabulary term “strikes,” but may not be familiar with the other terms
used in this section.
2. Divide students into five groups (one for each labor/management strategy listed on the attached
sheet). Each group is to research the assigned strategy, creating a short presentation. Content and
instructions may vary from teacher to teacher and may use a variety of methods for presenting the
information—PowerPoint, video, etc. for their assigned terms. Each presentation should
incorporate visual aids/pictures to assist other students in understanding the significance of the term.
Students are to present their findings to the class. While preparing this presentation, students are
to focus on the predominate theme of the labor/management strategies: How did the use of these
strategies affect West Virginia’s economy? The students may obtain information for each definition
by viewing/reading the following articles:
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General information:
• Labor History: http://www.wvencyclopedia.org/articles/1271
• Mine Wars: http://www.wvencyclopedia.org/articles/1799
• United Mine Workers of America: http://www.wvencyclopedia.org/articles/835
• Railroad Strike of 1877: http://www.wvencyclopedia.org/articles/1965
Strikes:
• Paint Creek-Cabin Creek Strike: http://www.wvencyclopedia.org/articles/1798
• Hawks Nest Strike: http://www.wvencyclopedia.org/articles/335
• Teachers’ Strike: http://www.wvencyclopedia.org/articles/696
• Wheeling-Pittsburgh Steel Strike: http://www.wvencyclopedia.org/articles/1226
• Ravenswood Strike: http://www.wvencyclopedia.org/articles/16
Injunctions:
• Red Jacket Case: http://www.wvencyclopedia.org/articles/31
• Hitchman Coal and Coke v. Mitchell et. al: http://www.wvencyclopedia.org/articles/426
• Mine Wars: http://www.wvencyclopedia.org/articles/1799
Yellow-dog contracts:
• Yellow-dog contract: http://www.wvencyclopedia.org/articles/1389
• Red Jacket Case: http://www.wvencyclopedia.org/articles/31
• Hitchman Coal and Coke v. Mitchell et. al: http://www.wvencyclopedia.org/articles/426
• Mine Wars: http://www.wvencyclopedia.org/articles/1799
Boycotts
• Ohio Valley Trades and Labor Assembly: http://www.wvencyclopedia.org/articles/1744
• Mine Wars: http://www.wvencyclopedia.org/articles/1799
Lockout
• Ravenswood Strike: http://www.wvencyclopedia.org/articles/16
3. During the presentations, students will complete the attached graphic organizer as a method of
taking notes. Also, it will aid in the completion of the comparison/contrast activity. Information
for each of the terms will be gleaned from the presentations.
4. After the presentations, students should pair with another student from a different group to
complete the double bubble organizer that is attached to compare/contrast these strategies. (A Venn
diagram may be substituted.)
5. Ticket Out The Door: Students will briefly list/describe how the employment of these strategies
affected the economic development of West Virginia.
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WEST VIRGINIA NEXT GENERATION
CONTENT STANDARDS AND OBJECTIVES
SOCIAL STUDIES
SS.8.E.1: Evaluate West Virginia’s role in the global economy as it relates to natural resources and national/international business and trade.
SS.8.E.3: Analyze the impact of absentee ownership, renewable and nonrenewable resources, labor unionization, and the development of infrastructure on the economic growth of West Virginia (e.g., railroad, major highways, Internet and cellular service).
SS.8.G.6: Interpret facts about West Virginia from various types of charts, graphs, maps, pictures, and models.
SS.8.H.CL6.3: Identify the labor/management strategies that have affected West Virginia’s
economy (e.g. strikes, boycotts, yellow-dog contracts, injunctions, and lockouts).
LITERACY
SS.6-8.L.1: Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
SS.6-8.L.2: Determine the central ideas of information of a primary or secondary sources; provide an accurate summary of the source distinct from prior knowledge or opinions.
SS.6-8.L.4: Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
SS.6-8.L.5: Describe how a text presents information (e.g., sequentially, comparatively, and causally).
SS.6-8.L.7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
SS.6-8.L.8: Distinguish among fact, opinion, and reasoned judgment in a text.
SS.6-8.L.9: Analyze the relationship between a primary and secondary source on the same topic.
SS.6-8.L.11: Write arguments focused on discipline-specific content:
• Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
• Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
• Use words, phrases and clauses to create cohesion and clarify the relationship among claim(s), counterclaims, reasons and evidence.
• Establish and maintain a formal style.
• Provide a concluding statement or section that follows from and supports the argument presented.
SS.6-8.L.13: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.
SS.6-8.L.14: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
SS.6-8.L.15: Use technology, including the Internet, to produce and publish writing and present the Page 3
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relationships between information and ideas clearly and efficiently.
SS.6-8.L.17: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citations.
SS.6-8.L.18: Draw evidence from informational texts to support analysis, reflection, and research.
Lesson plan created by Paula Meadows, Sherman Junior High School, Boone County, [email protected].
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