On the morning of July 6th, 1892, approximately 325 Pinkerton agents were floating down the Monongahela River in two barges attempting to land on the property of the Carnegie Steel Company at Homestead Works. Ordered by chairman Henry C. Frick to protect the grounds and help him usher in strike breakers, these Pinkertons were hoping to escape unnoticed from the workers in the early morning fog. This was not to be. Well-organized by a committee set up by the union, the workmen learned of the boats and were armed and waiting for them when they attempted to land. In the high emotions of the day, it is unclear who fired the first shots. By the end of the day, however, seven workmen and three Pinkertons were killed. The Pinkertons had surrendered and were subjected to much crowd animosity as they walked to a temporary jail. This walk became known as the bloody gauntlet. 8,000 state militia were ordered out to keep the peace in Homestead. Their presence lasted several months until the strike was broken in November. Why did this happen? What were the lasting consequences of the day? Why is this day important in labor history? Your students will look at the events of the day from four perspectives–the management, the union/workers, the Church, and the Pinkertons–and answer these very questions. To help do so, they will investigate interesting primary sources such as newspaper articles, cartoons, etchings, sermons, magazine covers, sworn testimony of consequential trials, and coroner reports. After sharing the multiple perspectives of the day, students will write an objective news article of the event.

Objectives

Students will be able to:

1. Understand the general events of the Homestead strike through reading comprehension of one-page synopsis.

2. Locate the events of the Homestead Strike.

3. Explain the significance of the Homestead Strike in labor history.

4. Comprehend multiple perspectives of the reasons, relationships, and results of the Homestead Strike through the examination of primary resources and through class listening skills.

5. Understand the influence of the press as a perspective.

6. Combine multiple perspectives to write an objective newspaper article on the event.

Standards Alignment

• History
  
  8.1.9. B. Analyze and interpret historical sources.
  8.1.9. C. Analyze the fundamentals of historical interpretation.
  8.2.9. B. Identify and analyze primary documents, material artifacts and historic sites important in Pennsylvania history from 1787 to 1914.
  8.2.9. C. Identify and analyze how continuity and change have influenced Pennsylvania history.
  8.2.9. D. Identify and analyze conflict and cooperation among social groups and organizations in Pennsylvania history.
  8.3.9. B. Identify and analyze primary documents, material artifacts and historic sites important in United States history from 1787 to 1914.
  8.3.9. C. Analyze how continuity and change has influenced United States history from 1787 to 1914.
  8.3.9. D. Identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787 to 1914.
  8.3.12. D. Identify and evaluate conflict and cooperation among social groups and organizations in United States history.
  
  
• Reading, Writing, Speaking, and Listening
  
  1.1.11 G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents.
  1.2.11. A. Read and understand essential content of informational texts and documents in all academic areas.
  1.4.11. B. Write complex informational pieces.
  1.5.11. B. Write using well-developed content appropriate for the topic.
  1.5.11. C. Write with controlled and/or subtle organization.
  1.5.11. D. Write with a command of the stylistic aspects of composition
  1.5.11. F. Edit writing using the conventions of language.
  1.6.11. A. Listen to others.
  1.6.11. D. Contribute to discussions.
  1.6.11. E. Participate in small and large group discussions and presentations.