Students explore their preconceptions about “women’s work.” They examine the massive entry of women into the workforce in the 1800s, especially in the textile industry. Then, they learn about the growth of women’s roles in the labor movement during the Progressive Era. Finally, students express their views about progress achieved, and remaining to be achieved, in working women’s roles up to the present day.
Students view historical and contemporary images of women at work and read an introduction to the concept of “women’s work” and the lesson objectives. They respond to a collaborative wall prompt explaining what they think people mean by “women’s work” and whether they believe such a thing exists.
Teacher MovesHighlight that the phrase “women’s work” is often used to demean or minimize certain kinds of labor. Prompt students to compare their current images of women’s work with how it might have looked a century ago, and review the lesson objectives so students understand the focus of the experience.
Students examine an image of textile mill workers and read Women’s Labor (selected sections) to learn how and why women entered factory work and how their experiences shaped the labor movement. They complete a graphic organizer by identifying the main idea of four sections about Lowell girls, women’s work experiences, women workers and the labor movement, and homemakers and schoolteachers. After reading additional background text on expanding job opportunities for women, they answer multiple-choice questions about the factors that led to women’s hiring in textile mills and the meaning of the “cult of domesticity.”
Teacher MovesUse student responses in the graphic organizer and multiple-choice questions to check understanding of women’s roles in early industrial labor and the emergence of “women’s work” in certain professions. Clarify misconceptions about working conditions, motivations for women’s employment, and the cultural expectations of the “cult of domesticity.”
Students read about harsh and dangerous factory conditions in the 1800s and early 1900s, the leadership of women in early strikes and unions such as the International Ladies’ Garment Workers’ Union, and the impact of the Triangle Shirtwaist Factory fire on labor reform. They watch The Triangle Shirtwaist Factory Fire to deepen their understanding of how tragedy spurred workplace safety laws. Then they use the Internet to research another person, group, or organization that demonstrates women’s contributions to the labor movement and post a paragraph on a collaborative wall explaining the subject’s contributions.
Teacher MovesEncourage students to research organizations and leaders not yet discussed in the lesson, suggesting examples as needed. Poll the class to see which people or groups students selected, and spotlight exemplary or interesting wall posts, using them to guide whole-class discussion about women’s strategies, risks, and achievements in the labor movement.
Students consider a modern image of a woman in a nontraditional job and read about ongoing workplace issues such as the wage gap, glass ceiling, and work–life balance. They read Millennial Women Face Familiar Obstacles at Work and Women in the Workplace 2021 to gather evidence about contemporary challenges. Imagining themselves as Progressive Era female workers or labor leaders who time-travel to the 2010s, they post a response on a collaborative wall describing what they observe, what progress has been made, and what remains to be accomplished, using details from the experience. They then review classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesInvite students who wrote especially thoughtful or detailed posts to share and elaborate on their ideas with the class, encouraging them to connect historical and contemporary examples and to include relevant anecdotes, facts, or details.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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