Most Americans living in the Gilded Age knew nothing of the millions of Rockefeller, Carnegie and Morgan. They worked 10 hour shifts, 6 days a week, for wages barely enough to survive. Children as young as eight years old worked hours that kept them out of school. Men and women worked until their bodies could stand no more, only to be released from employment without retirement benefits. Medical coverage did not exist. Women who became pregnant were often fired. Compensation for being hurt while on the job was zero.

Divide and conquer. That simple strategy gave the owners the advantage over labor until the dawn of the 20th century. Laborers did not all have the same goals. By favoring one group over another, the bosses could create internal dissent in any union. Unions were spread from town to town. Unity among them might make a more effective boycott or strike, but bringing diverse groups together across a large area was extremely difficult.

Not all Americans embraced the new way of life. Many saw the United States as a civilization in decline. The original purpose of the Puritan city upon a hill seemed to be slipping away in the pursuit of materialism and self-gratification. The morals of the Victorian Age were forgotten in the age of Freud and the flapper. Immigrants brought new cultures, religions, and languages to the increasingly complex American mosaic. The success of the Bolshevik Revolution brought a widespread suspicion of socialists, radicals, and labor unions. There were those in America who clung tenaciously to the values of the past. They would not give up without a fight.

Students build a formal understanding of probability, considering complex events such as unions, intersections, and complements as well as the concept of independence and conditional probability.  The idea of using a smooth curve to model a data distribution is introduced along with using tables and techonolgy to find areas under a normal curve.  Students make inferences and justify conclusions from sample surveys, experiments, and observational studies.  Data is used from random samples to estimate a population mean or proportion.  Students calculate margin of error and interpret it in context.  Given data from a statistical experiment, students use simulation to create a randomization distribution and use it to determine if there is a significant difference between two treatments.

The Lawrence Textile Strike was a public protest mainly of immigrant workers from several countries, including Austria, Belgium, Cuba, Canada, France, England, Germany, Greece, Ireland, Italy, Lithuania, Netherlands, Norway, Poland, Portugal, Russia, Scotland, Spain, Syria, and Turkey. According to the 1910 census, 65% of mill workers (many of whom eventually struck) lived in the United States for less than 10 years; 47% for less than five years. Prompted by a wage cut, the walkout spread quickly from mill to mill across the city. Strikers defied the assumptions of conservative trade unions within the American Federation of Labor that immigrant, largely female and ethnically diverse workers could not be organized. The Lawrence strike is referred to as the “Bread and Roses” strike and “The Strike for Three Loaves." The first known source to do so was a 1916 labor anthology, The Cry for Justice: An Anthology of the Literature of Social Protest by Upton Sinclair. Prior to that, the slogan, used as the title of a 1911 poem by James Oppenheim, had been attributed to ‘Chicago Women Trade Unionists.’ It has also been attributed to socialist union organizer Rose Schneiderman. James Oppenheim claimed his seeing women strikers in Lawrence carrying a banner proclaiming “We Want Bread and Roses Too” inspired the poem, “Bread and Roses.” The poem, however, was written and published in 1911 prior to the strike. Later the poem was set to music by Caroline Kohlsaat and then by Mimi Farina. The song and slogan are now important parts of the labor movement and women’s movement worldwide. This exhibition was made in collaboration with the Lawrence History Center and the University of Massachusetts Lowell History Department.

This collection uses primary sources to explore the United Farm Workers and the Delano Grape Strike. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore coal mining and labor in West Virginia. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.