Paired Texts > Workers’ Rights and the History of Labor Unions

by Jessica McBirney

2016

We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.

8th Grade Informational Text 940L
The Story of Ida B. Wells
  • Shannon Moreau
  • 1999

This is a short biography of Ida B. Wells and the personal tragedy she experienced that pushed her to raise national awareness about violence and discrimination against African Americans.

Ida B. Wells practiced some of the same strategies as labor unions (working toward the creation of laws and staging boycotts, as well as the power of the press) to create change and fight for the rights of Black Americans. How are the histories of Black civil rights and workers’ rights similar and different? Compare and contrast the kinds of rights people were seeking in each movement, and the strategies they used to create change.

8th Grade Poem
The Song of The Shirt
  • Thomas Hood
  • 1843

"Song of the Shirt" (1843) by Thomas Hood is a lyrical, repetitive poem narrated from the perspective of someone in the working class. 

Pair “Song of the Shirt” with “Workers’ Rights and the History of Labor Unions” to provide students with two angles on workers’ rights. How does the imagery in “Song of the Shirt” reflect the conditions described in “Workers’ Rights”? Does the poem depict the struggle of laborers accurately, as described in the informational text?

10th Grade Informational Text 1480L
The Tiananmen Square Massacre
  • Mike Kubic
  • 2016

In this informational text on the Tiananmen Square massacre, students will learn about how peaceful protests for social, economic, and government change in China build until the ruling regime of the 1980s silences the voices of the people and ends the protests in a violent manner.

Have students compare these two texts – one about an activist movement that was met with much success, and the other that was met with violence and further oppression – and ask them to discuss the differences between the two approaches. Why did one movement succeed, while the other failed? What can we learn from these two cases in history?

7th Grade Informational Text 1260L
American Justice in the Supreme Court
  • Jessica McBirney
  • 2016

This informational text is an introduction to the United States Supreme Court -- who is on it, how cases are brought to the Supreme Court, and why it matters.

Pair this informational text on the Supreme Court with “Workers’ Rights and the History of Labor Unions” to discuss different ways Americans resolve disagreements. How does the Supreme Court relate to or compare with labor unions’ strategies, like collective bargaining or working with the government to create laws?

7th Grade Informational Text 1100L
Mexican Migrant Workers in the 20th Century
  • Jessica McBirney
  • 2016

This informational text describes the hard lives of Mexican-Americans and immigrants who became migrant workers throughout the 20th century in the United States.

Pair “Workers’ Rights and the History of Labor Unions” with “Mexican Migrant Workers” and discuss the history of labor rights in the context of migrant workers, Mexican immigrants, and Mexican-American citizens. How do factors like immigration and race make collective bargaining for better treatment of workers more difficult? Why might Mexican migrant workers still face bad conditions today?

6th Grade Informational Text 740L
The Life of a U.S. Industrial Worker
  • BirdBrain History
  • 2016

In “The Life of a U.S. Industrial Worker,” the text walks the reader through a typical day in the life of a U.S. industrial worker and the poor, unsafe conditions they faced.

Pair “Workers’ Rights and the History of Labor Unions” with “The Life of a U.S. Industrial Worker” and ask students to discuss what they learned from both informational texts. How does the former inform their understanding of the latter? How does each text frame the subjects of labor and working class lives?

10th Grade News 1100L
The Coeur d’Alene Miners’ Uprising
  • Various authors
  • 1892

In “The Coeur d’Alene Miner’s Uprising,” two newspaper articles detail the 1892 Idaho miner’s strike over unfair labor practices that left five people dead.

Pair “The Coeur d’Alene Miner’s Uprising” with “Worker’s Rights and the History of Labor Unions” and ask students to discuss whether the historical background on labor unions helps them better understand and approve or disprove of the Coeur D’Alene miners’ actions.

6th Grade Satire 780L
Why Does No One Ever Thank Me for the Magna Carta?
  • BirdBrain History
  • 2016

In “Why Does No One Ever Thank Me for the Magna Carta?” King John reflects on why everyone should thank him for signing the Magna Carta.

Pair “Worker’s Rights and the History of Labor Unions” with “Why Does No One Ever Thank Me for the Magna Carta?” and ask students to discuss how people in both texts worked to gain their rights.

5th Grade Biography 930L
Dolores Huerta, Leader and Activist
  • Diane L. Brooks
  • 2002

In the informational text “Dolores Huerta, Leader and Activist,” Diane L. Brooks discusses the accomplishments of the labor and civil rights activist, Dolores Huerta. 

Pair “Workers’ Rights and History of Labor Unions” with “Dolores Huerta, Leader and Activist” to provide students with additional information about workers’ rights and unions. How do both texts explore the poor treatment of workers? How did organizing people to come together help improve the lives of workers in both texts?

4th Grade Historical Fiction 770L
Bound for a New Life
  • Ruth Spencer Johnson
  • 2006

In Ruth Spencer Johnson’s short story, “Bound for a New Life,” two children work in an English colony in America known as Jamestown.

Pair “Workers’ Rights and the History of Labor Unions” with “Bound for a New Life” to provide students with information about workers’ rights. Ask students to discuss how workers’ rights have changed over time in America. What basic rights did Sarah and Robert not have as workers in America? How might Sarah and Robert have gone about fighting for these rights?

5th Grade Informational Text 920L
Chocolate from Children
  • Deb Dunn
  • 2013

In the informational text “Chocolate from Children,” Deb Dunn discusses how child laborers pick cocoa beans for chocolate. 

Pair “Workers’ Rights and the History of Labor Unions” with “Chocolate from Children” to provide students with information about labor unions. Ask students to discuss how labor unions changed labor laws in the United States. How did they improve working conditions for people? Do students think that labor unions could help cocoa farmers and prevent child labor? Why or why not?