Business v. Labor and the Role of Government

Ohio Content Standards: Grade 9, Economics 2; Grade
10, History 1; Grade 12, Citizenship Rights and Responsibilities 7

Duration of Lesson: Two class periods

Learning Objectives:

• Students will analyze editorial cartoons that will enable
  them to explain the abuses of big business and determine the effects of
  their abuses.
• Students will identify the role of labor unions in
  American society.
• Students will be able to understand the role of government
  in the free enterprise system.

Summary: This lesson allows students to explore the
relationship between big business, organized labor and government through
editorial cartoon analysis and research.

Materials:

• Copies of editorial cartoons 1-4
• A cartoon analysis worksheet
• A transparency with discussion questions (if necessary)
• A list of the captains of industry (if necessary)

Pre-Assessment: The instructor will facilitate a
discussion on modern day market economies and the global corporations that
thrive within this economy (Wal-Mart, Microsoft, McDonald's etc.). To
encourage such discussion teachers can use supplemental materials such as
newspaper articles and documentaries.

Instructional Steps:

Day 1

1. Provide each
   student with a copy of editorial cartoons 1 and 2 (Next and The King of the
   Combinations).
2. As a class
   discuss the content of the cartoons. Ask students to identify the businesses
   symbolized in the cartoons and discuss the message of the cartoonist.
3. Put students
   into small groups and have them brainstorm a list of other big business that
   may have been targets of cartoonists.
4. Assign each
   small group an industry leader to research (below is a list of suggested
   individuals).
   • Cornelius
     Vanderbilt (railroad)
   • Jay Gould (railroad)
   • Andrew Carnegie (steel)
   • John D. Rockefeller (oil)
   • J.P. Morgan (finance)
   • Henry Ford (automobiles)
   • John Jacob Astor (real estate)
   • Jay Cooke (railroads)
   • James Buchanan Duke (tobacco)
5. Take groups to a computer lab
   or the media center to research the assigned individual and that individual's
   business.

Day 2

1. Groups meet
   in class to prepare a summary of their research.
2. Each group
   shares its findings with the class.
3. As a class,
   discuss the effects big business had on the average citizen. Remind students
   of the negative political cartoons they viewed on day 1. Some discussion
   questions might include:
   • Why did people
     react negatively to big business?
   • Who was
     adversely affected by big business and in what way?
   • What did
     people do in response to the adverse effects of big business?
   • What organized
     group became the biggest opponent to big business?
4. After
   students are able to recognize the struggle between big business and organized
   labor, ask students how disputes between these two groups might be settled.
   Allow them to brainstorm a response in their small groups.
5. Discuss their
   responses to determine if students were able to determine the role of
   government in solving disputes.
6. Provide small
   groups with cartoons 3 and 4 and ask them to determine what the message of the
   cartoon is and how the cartoons portray the government's role in solving
   disputes.

Post-Assessment: Students research government policy
passed in response to big business and labor disputes. In a writing
assignment, they should describe at least three policies and discuss the
effectiveness of the policy/legislation.

Extension Activities:

• Have student groups research and write a summary on the
  rise of labor unions.
• Have students research and define the terms "robber
  barons" and "captains of industry" and write an essay explaining the term
  they believe is appropriate to use in labeling the individuals discuss in
  this lesson.