Grade 10 History
Home Page Table of Contents Unit Introduction Unit Outline Unit Overview
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Project Bibliography LESSON 2

Cradle of Collective Bargaining:

History of Labour and Technology in Hamilton and District

Grade: 10
Time:  two 72 minute classes
 

Expectations:
Students will:

Knowledge

  • explain how immigrants, individually and as communities (i.e. Hamilton), have participated in and contributed to the development of Canada.
  • demonstrate an understanding of the relationship between invention and the economy.
  • examine the relationship between war and inventions and explain how and why the technologies developed during and immediately after World War II changed life in the 1950s and 1960s.
  • compare how Canadians worked during the industrial era with how they work in the post-industrial era.
  • research and evaluate the role of the Labour Movement in Canadian society.

Skills

  • use terms related to historical organization and inquiry correctly (i.e. expository paragraph).
  • use computer-stored information and the Internet effectively to research Canadian history topics.
  • use relevant and adequate supporting evidence to draw conclusions.
  • make reasoned generalizations or appropriate predictions based on research.
  • demonstrate competence in research and writing (i.e. expository paragraph).

Preparation:

Lesson Plan:

  1. Inform the class that they are going to practice writing an expository paragraph (see Program Information Guide from The CRB Foundation We are Canadians kit for more information about expository paragraphs). Explain that a expository paragraph is made up of a group of sentences supporting a main idea (sentences express one single idea, while a paragraph extends an idea). There are three parts to the paragraph:
    • topic sentence: opening sentence containing main idea of paragraph
    • body: sentences expanding main idea in topic sentence
    • concluding sentence: closing sentence summing up or concluding the ideas in the paragraph
      Hand out copies of The CRB Foundation's Blackline Master 7, Paragraph Writing3. Ask students to arrange the sentences into a paragraph. Experiment with different resources available by giving students other mixed paragraphs. You might decide even to pick paragraphs from an article which in turn could be put into proper sequence by students.
  2. Organize your class into four small expert groups. Assign one section of the Cradle of Collective Bargaining site to each group:
    1. The Siege of '46
    2. Women, Work, and Unions
    3. Unionism in Hamilton
    4. Working in Hamilton: From Craft Unions to Mass Production
  3. Inform each group that they are to become the class experts on their section and that their research will be shared with the rest of the class. Impress upon the class that each group is dependent on the other to learn about the broader topic of the history of labour and technology in Hamilton.

    		Protest for the nine hour day outside Murphy's Restaurant. 
    Cradle of Collective Bargaining

    ©1998 Labour Studies Programme at McMaster University

  • Give students a copy of the Suggested Questions: Expository Paragraph2 handout and direct each group to complete the following tasks:
    • locate and read carefully the information provided on the web site about the assigned section;
    • read questions pertaining to the group's section;
    • possible answers to the questions; and
    • write an expository paragraph according to instructions previously given in the lesson (one question per group member).
  • Copy (or post a class web site) and distribute the paragraphs as class notes for the lesson. You may want to use the quiz located on the Cradle of Collective Bargaining site at a later date. Encourage the students to use the class paragraphs as sources of answers for the quiz.

    Possible Extensions:

    1. Create a comparison organizer to contrast information found on both the Canada's Digital Collection Cradle of Collective Bargaining and Cooperative Movement in Nova Scotia sites
    2. Visit the Canada's Digital Collection Young Worker Awareness Program web site to discuss rights, duties, and hazards of the workplace. Ask students to find examples in the Cradle of Collective Bargaining site where the rights of workers according to today's legislation were previously violated by employers.

    Evaluation:
    Informal:
    • observe student work habits and participation during expository paragraph activity and group time
    Formal:

    Bibliography

    • Cradle of Collective Bargaining

    Suggested Questions: Expository Paragraph

    1. The Siege of '46
      1. What were the three main points of conflict according to the workers of Stelco?
      2. Why did World War II veterans overwhelming support the strike?
      3. What was the 'Rand Formula' and why was it important to workers and unions?
      4. What effects did the efforts of the working class in 1946 have for the workers of Stelco?
      5. Why was the strike at Stelco considered so important by workers and unions right across Canada?
    2. Women, Work, and Unions
      1. During World War II the government provided subsidized day cares. Discuss the importance of the war time nurseries for women and work.
      2. Women were rarely welcome in the male dominated unions in the last years of the nineteenth century. Discuss the reasons for this.
      3. Women formed their own groups in the first decades of the twentieth century. How do you think the organization of women's groups effected the attitude toward women in the labour force?
      4. After World War II many women stayed in the work force. Discuss the importance of World War II regarding the nature of women's work. What was the significance of the advent of a consumer society and new household technology?
      5. With the information learned from this topic, examine the table "Women as Percentage of All Workers in Major Occupational Groups in Canada". Examine reasons for the trends in the different occupational groups through the years.
    3. Unionism in Hamilton
      1. Why would the workers of the early 1870s have pushed for shorter working hours? <
      2. What caused the decline of the Knights of Labour in the 1890s? <
      3. How did the rise and fall of the Independent Labour Party help to advance the cause of women labourers?
      4. Why was 1919 called a watershed year in Labour history?
      5. List the advantages and disadvantages of joining either a craft union or an industrial union?
    4. Working in Hamilton: From Craft Unions to Mass Production
        1. What are the advantages to having hand-made goods as opposed to mass-produced goods?
        2. What are the advantages of mass-produced goods?
        3. Who benefits from each?
      2. How did transportation technology help to revolutionize the production of goods?
        1. What is an Industrial Revolution?
        2. What causes an Industrial Revolution?
      4. What does "de-skilling of the trades" mean? <
      5. What effect did de-skilling have on the blacksmith trade?

      Cradle of Collective Bargaining
      CRB Foundation's Blackline Master 7, Paragraph Writing3




      Paragraph Writing
       

      1. However, pottery has some disadvantages, particularly to people whose way of life requires frequent moves to new areas during the course of the year.
      2. Consequently, in may parts of the Maritimes people decided that the disadvantages of clay pots outweighed the benefits, and reverted to traditional containers.
      3. This must have been an improvements over the old methods of dropping heated stones 8in a birch bark cooking vessel.
      4. The art of making clay pots was not invented in the Maritimes but was introduced by neighbouring peoples.
      5. Pottery is heavy, bulky, and fragile, and in these respects distinctly inferior to the bark, skin, and wood containers that we suspect were in use for centuries previously.
      6. One advantage of clay pots was that they could be placed directly over a fire.

      Cradle of Collective Bargaining
      Suggested Rubric: Expository Paragraph







      Student's Name:______________________________
      Date:_________________________________
       

      Knowledge/Understanding Mark
      Unsatisfactory (0)
      -content understood, or interpreted with limited effectiveness
      Satisfactory (5)
      -content understood, or interpreted with some effectiveness
      Good (8)
      -content understood, or interpreted with considerable effectiveness
      Excellent (10)
      -content understood or interpreted with high degree of effectiveness      		 /10
      Thinking/Inquiry
      Unsatisfactory (0)
      -applies critical thinking skills with limited effectiveness
      Satisfactory (5)
      -applies critical thinking skills with moderate effectiveness
      Good (8)
      -applies critical thinking skills with considerable effectiveness
      Excellent (10)
      -applies critical thinking skills with high degree of effectiveness      		 /10
      Communication  
      Unsatisfactory (0)
      -applies criteria of expository paragraph with limited effectiveness
      Satisfactory (5)
      -applies criteria of expository paragraph with some effectiveness
      Good (8)
      -applies criteria of expository paragraph with considerable effectiveness
      Excellent (10)
      -applies criteria of expository paragraph with high degree of effectiveness      		 /10
      Application
      Unsatisfactory (0)
      -makes logical conclusions or generalizations with limited effectiveness
      Satisfactory (5)
      -makes logical conclusions or generalizations with some effectiveness
      Good (8)
      -makes logical conclusions or generalizations with considerable effectiveness
      Excellent (10)
      -makes logical conclusions or generalizations with high degree of effectiveness      		 /10
      Total Marks:
      /40

        Comments (strengths/considerations for improvement):
       
       
       
       
       
       

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