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​Labor Unions & Espionage Act of 1917

Image Source - ​'Big Bill' Haywood: The 'Wobbly' Giant
Instructions
  • First, watch the two videos - Utah Phillips on His Name (8:57) and 15 Minutes of IWW Music (14:47)
  • Second, read the Article - 'Big Bill' Haywood: The 'Wobbly' Giant and complete the Guided Notes Questions
  • Third, use this link, The Espionage Act of 1917 to learn about the Espionage Act of 1917 and complete the Guided Notes Questions
​
Guided Notes
Videos & Article - 'Big Bill' Haywood: The 'Wobbly' Giant
  • From the interview with Utah Phillips, what was the IWW?
  • What were the major concerns of the IWW?
  • What were the reactions of the US government and other public opinions towards the IWW?
  • Did you enjoy listening to a particular song of the IWW music? Did you find a song that you did not like? Explain your response using details such as the lyrics of the songs.
  • What is the legacy of the IWW?

Espionage Act of 1917
Sourcing Questions
  1. What groups of Americans especially opposed the United States entering World War I?
  2. Why did Congress pass the Espionage Act?
Comprehension Questions
  1. How was the punishment for violating Section 2 different during times of war than times of peace?
  2. To what extent was a person who violated the Espionage Act subject to punishment?
  3. The phrase “in time of war” appears in this act four times. Why do you think Congress included this phrase?
Historical Reasoning Questions
  1. The Espionage Act of 1917 is still used in the modern day to prosecute individuals who release information related to national security. Do you think it is effective for national security to be protected in the same way as it was in 1917?
  2. Charles Scheck was a socialist who published materials encouraging draftees to petition against the draft. The U.S. government prosecuted him under the Espionage Act, arguing that this violated the text of Section 3, which prohibited the encouragement of mutiny and disorder in the military. Scheck argued that the law represented a violation of his First Amendment rights. Do you agree with him? Explain.
Additional Resources
  • The Rise and Fall of Labor Unions In The U.S.: From the 1830s until 2012 (but mostly the 1930s-1980s)
  • The Pros and Cons of Unions
  • Strikebreaker - From Wikipedia
  • Majorities of Americans say unions have a positive effect on U.S. and that decline in union membership is bad
If you have found any of this curated content helpful and have 
the means, would you be able to make a financial contribution?
Venmo - @dywince
Last Updated May 16th, 2022.
  • Home
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Design
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Know the Four Rules
            • Produce Questions
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • SBG to Ungrading
      • Reflection is Learning
    • About Mr. Wince
    • Diversity and Inclusion
    • The Study of History
    • A People's History of the United States (Text and Audio)
    • Project Archives
    • Contact
  • American History
    • '21-'22 Syllabus
    • Q1 - Fundamentals: Indigenous America to United States of America >
      • Indigenous America
      • Colonial America
      • Events Leading to the American Revolution
      • 1780s-1810s - New Nation
      • 1810s-1840s - Expanding the Territory of the United States
    • Q2 - Race and Class: "No Struggle...No Progress." >
      • 1850s-1865 - Civil War
      • 1865-1890s - Reconstruction
      • 1880s-1900s - Gilded Age
    • Q3 - Social "Progress" and World Wars >
      • 1900-1910s - Imperialism and World War I
      • 1920s-1930s - Roaring 20’s & Great Depression
      • 1930s-1945 - World War II
    • Q4 - Civil Disobedience: Identity. Action. >
      • Q4 American/AZ History Weekly Agendas
      • 1945-1950s - Post-World War II America
      • 1960s-1970s - Civil Disobedience
      • 1980s-2000s - Modern Era
  • World History
    • '21-'22 Syllabus
    • Q1 - Every Story Matters >
      • Thinking Like a Historian and Geographer
      • Renaissance, Reformation and Scientific Revolution
      • c.1400s - c.1700s - Exploration and Colonization
    • Q2 - Economics and Labor Systems >
      • c.1600s-c.1800s - Age of Revolutions
      • c.1800s - Industrialization
    • Q3 - Conflicts and Resolutions >
      • 1914-1919 - The Great War
      • 1917-1923 - Russian Revolution
      • 1939-1945 - World War II
    • Q4 - Global Human Rights >
      • Q4 World History Weekly Agendas
      • 1940s-1980s Cold War and Proxy Wars
      • Independence & Decolonization Movements
      • Modern World Issues
  • US Government
    • Spring '22 Syllabus
    • Q3 - Democracy: Citizenship/Voting >
      • Project 'My Part'
      • Democracy
      • Citizenship
      • Voting
    • Q4 - Collective Action: Equality and Justice >
      • Q4 - US/Arizona Gov. Weekly Agendas
      • Learning Not Hurting: Our Focus on Change
      • Creating a Podcast
      • Collective Action
      • Fight for Equality
      • Fight for Justice
  • Economics
    • Fall '22 Syllabus