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The Triangle Shirtwaist Fire of 1911

Webquest by Carrie Tesson

DeWitt Clinton High School

Could this tragedy have been prevented?

Introduction

On March 25, 1911 a horrible fire broke out in the Asch Building located at the northeast corner of Washington and Greene Streets in New York City. Nearly 500 women were employed on the fourteenth floor for the Triangle Shirtwaist Company when the fire began. The proprietors had locked all the doors to the exits leaving them with no means of escape. When the fire was over a total of 146 women had perished due to the fire.

Imagine that you were alive at this time and worked in a factory just like the Triangle Shirtwaist. How would you have reacted to the fire?

You will break up into groups and each member will have a responsibility to investigate the steps leading up to, during and after the fire. You need to research labor laws in the past regarding women and child labor in order to support your findings.. You must also research safety laws for the working conditions of all. After finding your answers, you must decide whether or not the outcome of this fire effected cases relating to labor laws in the early 1900’s. Then you will compare the labor and safety laws to the present.

Task

- Research the cause of the Triangle Shirtwaist fire

- Investigate which laws were in effect at that time

- Understand the reasons why so many lives were lost due to the fire

- Analyze how the fire and loss of life could’ve been avoided

- Compare other labor and safety situations at the time

Process

Researching the Triangle Shirtwaist Fire

You will be divided up into groups of four. Each team member is responsible for contributing and completing this webquest.

Team Member 1 = factory worker in the early 1900’s - you are responsible for the following:

- finding out what type of employment was available at the Shirtwaist factory

- what hours did they have to work

- what was the pay

- who worked at these factory

Team Member 2 = factory owner in the early 1900’s – you are responsible for

- describing the position of your employees at the factory

- explaining the type of trust you had in the employees

- explaining the safety conditions of the factory

- explaining why so many people died

Team Member 3 = investigator of the fire – you are responsible for

- investigating why the doors were locked

- what type of safety features did the factory had

- was it ever inspected

- what was the cause of the fire

- were the owners at fault

Team Member 4 = lawyer – you are responsible for

- deciding whether to represent the people who perished or represent the owners of the factory

- describe your reason for the defense

- make a factual decision

After you have gathered your work individually, you will now come together as a group.

Combine your findings and write a one page research paper
Create a newspaper article acting like a muckraker and defend your standing on this case
Draw or find a cartoon that symbolizes your feeling about this time
Present to the class your research and conclusion

** The following links can help you compare what type of labor and fire safety laws were around prior to the fire**

Examine the Supreme Court cases of Lochner v New York and Mueller v Oregon and decide if the Triangle Shirtwaist fire could have been avoided.

http://teaching.arts.usyd.edu.au/history/hsty3080/3rdyr3080/trianglewebsite/1d.html

C:\Documents and Settings\Administrator\My Documents\New Microsoft Word Document.doc

http://www.lectlaw.com/files/case37.htm

http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/libertyofk.htm

http://www.geocities.com/ironworkers373/history5.html

http://www.boondocksnet.com/labor/

http://www.slider.com/enc/30000/labor_law_since_the_early_20th_century.htm

Resources

Compulegal

Free Dictionary

Evaluation

	*Beginning* 1	*Developing* 2	*Accomplished* 3	*Exemplary* 4	*Score*
*Content*	*Little or no accurate information is provided.*	*Information is somewhat accurate and comprehensive. Contains extraneous detail.*	*Information is mostly accurate and comprehensive and contains few extraneous details.*	*Information is completely accurate, comprehensive, and carefully selected to meet the needs of the project.*
*Organization*	*Materials poorly organized with little or no attention to clarity or logic.*	*Some materials and information demonstrate organization or clarity or logic.*	*Most materials and information demonstrate organization, clarity, and logic.*	*All materials and information are well organized, clearly and logically presented.*
*Language Usage*	*Major errors that interfere with communication.*	*Frequent repetitive errors.*	*Minimal errors in grammar, spelling and word usage.*	*Grammar, spelling and word usage are correct and contribute to clarity and style.*
*Punctuality*	*Paper is turned in more than three days late.*	*Paper is turned in two days late.*	*Paper is turned in one day late.*	*Paper is turned in by the deadline.*

Assessment

	*Beginning* 1	*Developing* 2	*Accomplished* 3	*Exemplary* 4	*Score*
*Content*	*Little or no accurate information is provided.*	*Information is somewhat accurate and comprehensive. Contains extraneous detail.*	*Information is mostly accurate and comprehensive and contains few extraneous details.*	*Information is completely accurate, comprehensive, and carefully selected to meet the needs of the presentation.*
*Organization*	*Materials poorly organized with little or no attention to clarity or logic.*	*Some materials and information demonstrate organization or clarity or logic.*	*Most materials and information demonstrate organization, clarity, and logic.*	*All materials and information are well organized, clearly and logically presented.*
*Language Usage*	*Major errors that interfere with communication.*	*Frequent repetitive errors.*	*Minimal errors in grammar, spelling and word usage.*	*Grammar and word usage are correct and contribute to clarity and style.*
*Presentation Skills*	*Made minimal eye contact with audience. Did not speak clearly and understandably.*	*Made some eye contact with audience, and spoke clearly at least half of the time.*	*Made eye contact with audience during most of the presentation, and usually spoke clearly.*	*Made frequent eye contact with audience, spoke clearly, and at a proper voice level.*
*Presentation Length*	*+/-* *1:30* *minutes*	*+/- 1 minute*	*+/- 30 seconds*	*Met time limits*

Commencement

1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

Students:

Compare various political systems with that of the United States in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles, and political culture
Identify and analyze advantages and disadvantages of various governmental systems.

2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)

Students:

Trace the evolution of American values, beliefs, and institutions
Identify, respect, and model those core civic values inherent in our founding documents that have been forces for unity in American society
Compare and contrast the Constitutions of the United States and New York State
Understand the dynamic relationship between federalism and state’s rights.

3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.

Students:

Understand how citizenship includes the exercise of certain personal responsibilities, including voting, considering the rights and interests of others, behaving in a civil manner, and accepting responsibility for the consequences of one’s actions (Adapted from The National Standards for Civics and Government,1994)
Analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general welfare, such as planning and carrying out a voter registration campaign
Describe how citizenship is defined by the Constitution and important laws
Explore how citizens influence public policy in a representative democracy.

4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

Students:

Participate as informed citizens in the political justice system and processes of the United States, including voting
Evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy (Adapted from The National Standards for Civics and Government, 1994)
Take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs
Consider the need to respect the rights of others, to respect others’ points of view (Adapted from The National Standards for Civics and Government,1996)
Participate in school/classroom/community activities that focus on an issue or problem
Prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and proposes an action plan to address the issue or to resolve the problem
Explain how democratic principles have been used in resolving an issue or problem.

Conclusion: In a one page essay, answer the following question backing it up with evidence that you have found.

In what ways has the Triangle Shirtwaist Fire help change labor and safety laws in today’s society?