Preparation

Note to teacher: Before the lesson, download the combined worksheets for this lesson. Duplicate Worksheet 1: A Labor Rally Simulation Related to the Lattimer Massacre in advance. Read the summarized information for the roles in the simulation before you duplicate, making additions or deletions as necessary for your students. Then duplicate Worksheet 2 Role-Play Packets so that you can hand them to the student when his/her role is assigned.

Day 1

Share the story of the Lattimer Massacre through use of images and background text at the Lattimer Massacre background page and Student Resources page. Display enlarged images and the list of names of the men who were killed at Lattimer. Explain to students that there are two historical markers for the Lattimer Massacre. Post enlarged copies of the text of each marker. Ask students to note the differences in text, and invite speculation on why two markers have been erected for one event. Lead them to the conclusion that historians have changed the way they view the Lattimer Massacre. (See Background information about the controversy over the text of the marker.) Tell them that they will participate in a simulation that examines ethnic and labor issues surrounding the Lattimer Massacre.

Using the Pennsylvania Atlas, have students locate the anthracite region in northeastern Pennsylvania. Point out that "Pennsylvania's distinction is not that it holds the largest share of U.S. coal resources…nevertheless, Pennsylvania is number six in the U.S. on the basis of economically mineable tonnage and has a virtual monopoly on the nation's anthracite…" (p. 40) On the "Coal Fields in the Nineteenth Century" map (p. 105) have students locate the following cities in the anthracite region: Hazleton, Wilkes Barre, and Scranton, and on the reference map on p. 265, have the students locate McAdoo and Harwood Mines in Luzerne County. Finally, have students interpret the population composition graph for Wilkes Barre and Scranton in 1870 and 1890 on p. 109 of the Pennsylvania Atlas.

Distribute Worksheet 1: A Labor Rally Simulation Related to the Lattimer Massacre. Give a brief overview of the simulation. Assign students to read the information for homework. Tell students to prioritize three roles that they could portray in the simulation. After each role, students should explain what action would accompany the role. List this information in the space provided on the Worksheet.

Day 2

Assign roles based on the students' lists. Rearrange seating to form the following groups:

1. Boy workers


2. Cornelius Burke and other eyewitnesses


3. Mitchell and his advisor


4. Mother Jones and her advisor


5. Early union members, Fahy and Maria Septanova


6. Housewives, their miner husbands, and their children


7. John Futa's mother, other widows and their children


8. Retired mine inspector and reporters

Distribute Role Play Racket sheets from Worksheet 2 to each group. Instruct the students to read the information necessary to prepare for their roles. A period of brainstorming within each group should follow, during which, decisions will be made about who will sing with whom, and who will make banners, posters, etc. This is necessary to avoid redundancy at the rally, which will happen on Day 4. Near the end of planning time, have a group spokesperson report in on progress.

Establish an order of presentation and post it in the room, so that everyone knows when his/her turn will come at the meeting.

Day 3

Practice, practice, practice!

There should be about one week between days 3 and 4. During this week students can practice their roles and create costumes (outside of class). Since many middle schools allow block scheduling within a team, consider combining team classes for the actual rally, so that it feels like a real rally with a large numbers of participants.

During this time, make certain to arrange for an area large enough for the rally; decorate the area; make a model of the layout; distribute copies of the model to participants so that everyone knows his/her place; display the posters, banners, and flags. Consider inviting parents, board members, community members, and administrators.

Day 4 (a week later)

Assume the role of simulation leader. Call the meeting to order and establish the purpose (to share information related to joining the United Mine Workers of America (UMWA)). The simulation will run itself as long as students have the room layout, and know the order of presentation. Post a program, which shows the list of presenters. Have copies of the written speeches on hand to prompt if necessary.

Day 5

Debrief. Students will complete Worksheet 3: Debriefing Worksheet and participate in class discussion.