New York State Library | The Great Strike of 1877 Instructional Packet

The Great Strike of 1877

Correlation of Student Activities with
NYS Curricula, Standards and Performance Indicators
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Instructional focus of this packet

To illustrate how newspapers can assist students in the analysis, interpretation, and understanding of local events within a national context.

Curricular alignment

Grade 8 (NYS & US History) - Unit 7: An Industrial Nation

  1. The Maturing of an Industrial Society in the Second Half of the 19th Century
    Objectives:
    1. To explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources.
    2. To understand how scarcity requires people and nations to make choices which involve costs and future considerations.

Grade 11 (US History & Government) - Unit 3: Industrialization in the United States

  1. The Rise of American Business, Industry, and Labor, 1865-1920
    1. Labor Unionization
      1. Struggle and conflict
        1. Major strikes: gains and losses
        2. Management's position
        3. Weapons or tactics employed in disputes both labor and management
        4. Attitude and role of government

Alignment with NYS Standards and Performance Indicators

NYS Standard 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and NYS.

Key Ideas and Performance Indicators for Intermediate (I) & Commencement (C)Levels

  1. The study of NYS and US history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

    Students will interpret the ideas, values, and beliefs contained in the Declaration of Independence and the NYS Constitution and the US Constitution, Bill of Rights, and other important historical documents. (I)

    Students will describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the NYS Constitution, The United States Constitution, the Bill of Rights, and other important historical documents. (C)
  2. Important ideas, social and cultural values, beliefs, and traditions from NYS and US history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

    Students will investigate key turning points in NYS and US history and explain why these events or developments are significant. (I)

    Students will compare and contrast the experiences of different groups in the United States. (C)

    Students will develop and test hypotheses about important events, eras, or issues in NYS and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues. (C)
  3. Study about the major social, political, economic, cultural, and religious developments in NYS and US history involves learning about the important roles and contributions of individuals and groups.

    Students will gather and organize information about the important achievements and contributions of individuals and groups living in NYS and the United States. (I)

    Students will research and analyze the major themes and developments in NYS and United States history (e.g. The American labor movement). (C)

    Students will prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history. (C)
  4. The skills of historical analysis include the ability to explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

    Students will consider the source of historic documents, narratives, or artifacts and evaluate their reliability. (I)

    Students will compare and contrast different interpretations of key events and issues in NYS and United States history and explain reasons for these different accounts. (I)

    Students will describe historic events through the eyes and experiences of those who were there.(I)

    Students will evaluate the validity and credibility of historical interpretations of important events or issues in New York State or United States history, revising these interpretations as new information is learned and other interpretations are developed. (C)