Labor Songs
A lesson created by Laura Pagliari

While participating in this integrated music/social studies lesson, students will:

Music Standards:
  • Listen, analyze and describe music
  • Understanding music in relation to history and culture.
Illinois Social Studies Standards:
·         Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
·         18.A.2  Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.

·         Understand the roles and interactions of individuals and groups in society.
·         18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

Objectives:
  • Students will circle 4 key words or phrases from the lyrics that express feelings/emotions of the working class during this time in history.
  • Based on the levels of listening, students will list 2 ways in which the music has empowered what they hear, see, feel during this time.
Why is it important that students learn this lesson? This particular lesson is beneficial to the students' study of labor laws. In class, students have been exploring the legal rights and restrictions of the working class. Aspects of the work force such as environment, treatment, employers and employees are crucial to the success of the overall labor. Through this lesson, students experience the power of music as a tool for voice to be heard (especially during the hard times of this era).

Materials:
Background for Teachers: The song focused in this lesson was used in Chicago by the working-class individuals during the 1860's just when the Chicago labor movement began in 1864. It was written by Charles Haynes, a blind musician, in 1865 who borrowed from the tune of Tramp, Tramp, Tramp. Eight Hour Song protests the amount of time that should legally be spent at work. During this time working people had to stand up for themselves against employers who were having employees work 12-14 hours a day, 6 days a week. In 1865 there was a citywide labor strike that ended in a failed attempted. However, in the 1880's efforts sparked again for the labor force, but it wasn’t until the 1930's when the eight-hour day achieved.

Steps in the Lesson:
Introduction:
Journal Prompt:
Students will begin journaling about labor problems discussed in class that have been detrimental to the working-class. Guiding Questions: What would they do if they were in any of these situations?  While the students are journaling, quietly play Adagio for Strings by Samuel Barber.

Body:
Provide the students with background regarding the song.
  • Written by Charles Haynes, a blind musician, expressed his support and concern for the eight-hour day.   
  • It was created during the 1880's when Chicago was the center of the workers’ movement for the eight-hour day.
  • Company and government armies brutally repressed the movement in
    1886 after a wave of massive strikes.   
  • The eight-hours work day wasn’t' achieved by American until the 1930s.
Eight-Hour Song Exploration:
  1. Music is a powerful tool that stimulates our reactions if we allow it to.
  2. Throughout history, it has been a useful method for individuals or groups to freely express their emotions (ex: protests and strikes).
  3. Introduce the lyrics to Eight- Hour Song by Charles Haynes using the overhead.
    1. Read aloud the lyrics to the song as the class follows along.
    2. Ask students to quietly reread the lyrics to themselves.
                                                              i.      As they read, students will circle 4 key words or phrases from the lyrics that express feelings/emotions of the working class during this time.
    1. When students have had ample time to read, ask them to share with the class key ideas they found through the lyrics.
  1. Play the clip of Eight- Hour Song by Charles Haynes
    1. Encourage students to imagine what is going on, what they hear, what they see or what feelings are expressed through this song. After the music stops they need to list 2 ways the music has affected their reactions. Share with a partner. During this part, encourage spontaneous movement if students choose to. Tell students as they carefully listen, feel free to move your feet/hands if you get the urge.
Discussion
            Have students share their reactions. How does this song promote personal voice? Or doesn't it? Does music influence your attitude/emotions towards an event? The power of music allows students to recognize that historical events are challenged by voice and voice can be strongly expressed through music.

Assessment
  • Students will read through the lyrics and circle 4 key words or phrases form the lyrics that express feelings/ emotions of the working class during this time.
  • After the students have experienced the song clip, students will list and share two ways in which the music has empowered what they hear, see, or feel during this time.
Adaptations/Extensions: This can be modified with a different song or poem focused on labor laws. Also, the focus can just be on songs/poems centered on the struggle for the eight-hour day.  There are numerous discussions about appropriate labor environments that can be seen through different viewpoints using music or voice.  

Next Steps: As a follow up lesson students explore further labor laws around the country, or further explore the labor movement in Chicago regarding different areas of the strikes.

Resources:
Encyclopedia of Chicago: http://www.encyclopedia.chicagohistory.org/pages/701.html
Illinois State Board of Education website: http://www.isbe.net/ils/social_science/standards.htm