Voluntary International Migrants and Unions

							Voluntary International Migrants and Unions
Author: Sara Patricia Chavarria
Editor: Stephanie Nardei

Time:          1-2 class period
Preparation Print Overhead 1
Time:       Make class reference sets of Handouts 1, 2, & 3
            Make copies of Handout 4 for each student
Materials:     Overhead 1: Intro Statement
               Handout 1: Miners
               Handout 2: Black Lung
               Handout 3: UMWA
               Handout 4: Migrant Workers




Abstract
This Engage lesson introduces students to the fight for farm worker rights by introducing them to
a brief history of miner’s and their plight for equal rights in the work place. Students will
understand part of the union movement was for basic human rights that addressed conditions
like: wages, work hours, benefits, and health protection.

Objectives
Students will be able to:
    Document information about the United Mine Workers of America (UMWA) and Black
    Lung disease through class discussion of relevant readings.

National Council for History in the Schools:
Historical Thinking Standards
     Standard 2B: Identify the central question(s) the historical narrative addresses.
     Standard 4A: Formulate historical questions.

United States History Standards
        Era 9 Standard 4: The struggle for racial and gender equality and for the extension of
        civil liberties.

Teacher Background
If applicable

Related and Resource Websites
Miners:                           http://www.sip.ie/sip019B/conditions/conditions.htm
Black Lung:                       http://www.umwa.org/blacklung/blacklung.shtml
UMWA                              http://www.umwa.org/history/hist1.shtml
Pneumoconiosis:                   http://en.wikipedia.org/wiki/Pneumoconiosis

Activity
     1. Display Overhead 1 as students walk in. As a class, read the statement.

                      Introductory Statement: The lure of a better life, Moving from
                      one country to another.

                    The U.S. is defined by its diverse ethnic make-up. Today, most
             Americans can claim to be descendants from migrants who came from
             Europe, Asia, Africa, or from countries from elsewhere in the Americas..
     Arriving as immigrants they worked to create new lives for themselves. A
     dominant pull factor was the lure of a better life than in their homeland
     (land of their birth). Many came and willingly worked in pursuit of the
     dream of an improved life. Their willingness was often taken advantage
     of. However, as they became citizens and their descendants were born
     American, they became aware of their rights as set out by their new
     homeland, the United States. No longer the global nomads but now
     sedentary nationalists, Americans explored how best to achieve access to
     their inalienable rights.

             Social, political, and economic movements defined equality and
     challenged how people should live to have access to a fulfilling lifestyle
     arose. Amidst this were workers’ movements organized through unions.
     These workers brought to attention poor working conditions, low wages,
     and long hours to a more socially conscious nation.
2.   End by noting today students will understand why workers felt the need to unite.
     Notes: The mine workers since time immemorial worked in unhealthy air conditions in
     which limited air in underground conditions surrounded by exploding dust and noise and
     explosive chemicals jeopardized their lungs and other internal organs. Not a new
     problem, it was none-the-less a problem that finally been addressed through unionization
     in 1890 when the United Mine Workers of America was organized.
3.   Hand each student a copy of Handout 1.
4.   Have students take turns reading out loud in class.
5.   Have students answer the following questions in their notes through class discussion.
          What is addressed in this reading?
          Explain the working conditions in the mines.
          Is it hazardous? How so?
          Who is working in the mines? Men, women, children.
          What is a typical work day?
          What is a typical wage?
          What are sanitary conditions?
6.   When done, collect articles and give students Handouts 2 and 3 and tell them to quietly
     read the articles in class. (10 minutes)
7.   Have students address the following questions:
          Define Black lung disease and its’ causes.
          Define the UMWA and its’ accomplishments.
          What action was taken by the government to regulate and eradicate Black Lung
     disease? (Give dates and legislation.)
          Has Black Lung disease been eradicated? Explain.

   Important UMWA dates:
        Shorter working hours (an 8-hour day by 1898)
        Collective bargaining rights (1933)
        Health and retirement benefits (1946)
        Health and safety protections (1969)
   By persistently addressing worker rights, attention was drawn to health conditions
   developed from working in such closed air conditions in which exposure to dust,
   chemicals, and noise was a constant.
8. Review what was learned about the UMWA movement.
        Students should identify importance of fighting for equal rights in the work place
        Students should be able to address raised health awareness issues.
        Students should be aware of current situation with Black Lung disease.
Closure
    9. As a transition to the next lesson, give students Handout 4. Read aloud in class.
    10. End by explaining in the next lesson, students will understand individual workers own
        fight for equality would take much longer than a group effort.
    11. Pose the question to ponder:
             Why did it take the farm workers longer to get organized into unions?

Embedded Assessment
Note-taking.
Discussion and participation in class

Homework
If applicable