The History of the “New Immigration” Into Lawrence, Massachusetts and Similar Communities
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The U.S. in Latin America
History 392E THE U.S. IN LATIN AMERICA Spring 2019 T/Th 1 – 2:15pm Bartlett Hall, room 206 Professor Kevin A. Young Office hours: T 2:30-4:30, Th 11:30-12:30 [email protected] Herter 624 The histories of the United States and Latin America have been closely intertwined. Why has the U.S. government intervened in the region, and with what consequences? How have Latin Americans responded? This course examines U.S. motives and actions in Latin America, which for our purposes includes the Caribbean as well. We will assess the role of the U.S. government and military but also that of corporations, international financial institutions, non-governmental organizations, and the U.S. public. While these foreign actors have wielded tremendous power in the region, they have always operated within contexts partially defined by Latin Americans – themselves an incredibly diverse population including presidents, dictators, militaries, landlords, clergy, industrialists, the middle class, wage workers, slaves, peasant farmers, women community leaders, LGBTQ activists, shantytown dwellers, migrants, and hundreds of ethnic groups. U.S. experiences with Latin America have often helped to shape both U.S. society and its interactions with the rest of the world, making this history of vital importance for understanding much of global history. The course places a special focus on close readings of primary source documents, including declassified government memos, speeches, newspaper reports, political cartoons, and the voices of some of the people who have opposed U.S. policies. 1 Course Goals and Key Questions The study of history is not about memorizing facts or trivia; it involves learning from the past so that we can understand the present and help to shape the future. -
GLOSSARY of COLLECTIVE BARGAINING TERMS and SELECTED LABOR TOPICS
GLOSSARY of COLLECTIVE BARGAINING TERMS and SELECTED LABOR TOPICS ABEYANCE – The placement of a pending grievance (or motion) by mutual agreement of the parties, outside the specified time limits until a later date when it may be taken up and processed. ACTION - Direct action occurs when any group of union members engage in an action, such as a protest, that directly exposes a problem, or a possible solution to a contractual and/or societal issue. Union members engage in such actions to spotlight an injustice with the goal of correcting it. It further mobilizes the membership to work in concerted fashion for their own good and improvement. ACCRETION – The addition or consolidation of new employees or a new bargaining unit to or with an existing bargaining unit. ACROSS THE BOARD INCREASE - A general wage increase that covers all the members of a bargaining unit, regardless of classification, grade or step level. Such an increase may be in terms of a percentage or dollar amount. ADMINISTRATIVE LAW JUDGE – An agent of the National Labor Relations Board or the public sector commission appointed to docket, hear, settle and decide unfair labor practice cases nationwide or statewide in the public sector. They also conduct and preside over formal hearings/trials on an unfair labor practice complaint or a representation case. AFL-CIO - The American Federation of Labor and Congress of Industrial Organizations is the national federation of unions in the United States. It is made up of fifty-six national and international unions, together representing more than 12 million active and retired workers. -
BREAD and ROSES ONE HUNDRED YEARS on by Andy Piascik [From Previous Page ] [From Page 6 ]
BREAD AND ROSES ONE HUNDRED YEARS ON By Andy Piascik [from previous page ] [from page 6 ] broadly, the strike led to advances in the areas of discriminate (4.9.4). In other words, you can’t sin- (In recognition of March as Women’s History Month, we are workplace safety, minimum wage laws and child la- gle out a specific unit member for personal reasons printing this article celebrating the 100th anniversary of the bor protections. Lawrence was also the first major or professional reasons that are not included in the industrial strike in the U.S. and the heroic efforts contract as exceptions nor determine assignment for Bread and Roses strike.) of those involved lay the foundation for the militant that member based on such reasons or based on cri- working class organizing of the 1930s. teria that were not applied equally. However, do not One hundred years ago this month, in the depths of of two adult wage-earners. It was a work environ- confuse discrimination with equality. You can sched- a brutal New England winter, the great Bread and ment, in short, that William Blake, writing about In recent decades, Americans have suffered through ule by seniority, by lottery, by systematic rotation or Roses Strike began in Lawrence, Mass. Accounts similar hellholes in England, captured perfectly the most radical upward redistribution of wealth in whatever combination of the aforementioned and/ differ as to whether a woman striker actually held a with the phrase “these dark Satanic mills.” human history. That shift has been accomplished in or other agreed upon processes that your division or sign that read “We Want Bread and We Want Ros- large part by a vicious attack on the working class, department has chosen to apply to all. -
International Women's Day Celebration “Bread and Roses”
Branch Program for March 2015 International Women’s Day Celebration “Bread and Roses” Please join us for an entertaining and informative morning to celebrate Women’s Movements around the World. Four cultures spanning Africa, Chile-South America, Iran and India will be featured. Saturday March 7th, 2015 9:30am—12pm Shadow Hills Cabana Club 1001 El Capitan Danville CA Light Refreshments provided RSVP:[email protected] Speakers: Africa ................................Alicia Jones and Bev Nidick Chile ........................................................Luisa Hansen Iran ...............................................................Fari Falaki India .............................................................Asha Bajaj Bread and Roses — John Oppenheim As we come marching, marching in the beauty of the day, A million darkened kitchens, a thousand mill lofts gray, Are touched with all the radiance that a sudden sun discloses, For the people hear us singing: "Bread and roses! Bread and roses!" As we come marching, marching, we battle too for men, For they are women's children, and we mother them again. Our lives shall not be sweated from birth until life closes; Hearts starve as well as bodies; give us bread, but give us roses! As we come marching, marching, unnumbered women dead Go crying through our singing their ancient cry for bread. Small art and love and beauty their drudging spirits knew. Yes, it is bread we fight for—but we fight for roses, too! As we come marching, marching, we bring the greater days. The rising of the women means the rising of the race. No more the drudge and idler—ten that toil where one reposes, But a sharing of life's glories: Bread and roses! Bread and roses! —Inspired in the political slogan “Bread and Roses” of Rose Schneiderman, associated with the 1912 textile strike in Lawrence, Massachusetts. -
Ocm31229342.Pdf (3.679Mb)
' , '^7 Wt UMASS/AMHERST The McLssachusetts Ldbor Movement: Anthony Russo The Textile Strike of 1912 A Joint Educational Project Sponsored By Office of the Massachusetts Secretary of State piu s « r»jT nnni ! ii r-»i LKj^iVitrij Michael Joseph Connolly. Secretary ^ I UUbUlWhsV COLLECTION The Massachusetts AFL-CIO Arthur Osbom. President S £P 1 IQQl 3 '^^ Robert Haynes. Secretary-Treasurer The Commonwealth Museum rionAf.t4««i f^mt t^epOSftOfV \Theodore Z. Penn. Director CODV Secondary Social Studies Curriculum Guide 1990 0\ \ I "Collective Voices," a joint educational project of the Office of the Secretary of State, the Massachusetts AFL-CIO, and the Commonwealth Museum, is composed of the following components: a focus exhibit, an interactive video, an audio cassette, and a curriculum guide. The focus exhibit (including photographs, documents and others graphics, and the interactive video) opened in September 1990 at the Commonwealth Museum. It will remain on display until June 1991, after which it will travel around the state. Copies of the video, audio cassette and this curriculum guide are available to educators as a supplement to the exhibit; they also stand alone. The teacher's guide is geared to the secondary level but can be adapted for younger students. CREDITS Author: Helen Corbett Capital Services, Inc. Editors: Theodore Z. Penn, Director Barbara Robinson, Curator of Education Commonwealth Museum Reproduction: Coralette Goodwin, Director Central Services Office of the Secretary of State Copies of this Guide can be obtained from: The Commonwealth Museum 220 Morrissey Boulevard Boston, MA 02 125 (617)727-9268 Office of the Secretary of State Michael Joseph Connolly, Secretary 1 The Massachusetts Labor Movement: "Collective Voices" The Textile Strike of 1912 Curriculum Guide Table of Contents Page Lessons LI Collective Voices: 1912 1 L2 On the Job, In the Mills: 1912 4 L3 Workers Organize , Workers Strike :1912 6 L4 Collective Voices Bring Change 9 L5 Collective Voices Today and Tomorrow 12 Additional Activities List 15 Hand-out Materials HI Lawrence, MA. -
Rose Schneiderman and the Labor Movement American Jewish History Through Objects
Why Do People Unite? Discovering Rose Schneiderman and the Labor Movement American Jewish History Through Objects 01 MISHNAH PIRKEI AVOT STREET MEETINGS 09 If there is no flour, there is no Torah; What do the people do when the courts are reluctant to intervene and the other branches of government if there is no Torah, there is no flour. have failed them for so long? A political or social movement can oftentimes accomplish more than Mishnah, Pirkei Avot 3:21 any lawsuit, and it can certainly do so more quickly. Joshua Weishart, “The Ripple Effect of the West Virginia Teachers’ Victory,” 2018 02 BREAD AND ROSES ADMISSION FREE 08 What the woman who of “bread” and of “roses”? of “bread” is the significance What labors wants is the right The teachers’ unions also to live, not simply exist…. assume that a union con- tract is a benefit for every- The worker must have one, and that certainly is bread, but she must not the case. Unions collect have roses, too. dues from these folks even Rose Schneiderman, 1912 though the contract may be a detriment to their person- 03 INDUSTRIAL POINT al interests. OF VIEW Mike Antonucci, “Five Common Teachers Union Arguments That Rely The machines are so wildly noisy on Half-Truths,” 2017 in the shop / That I often forget who I am. / I get lost in the fright- ful tumult — / My self is de- AUDITORIUM 07 stroyed, I become a machine. / I work and work and work end- If you worry about lessly — / I create and create and create / Why? For whom? I crime, you can either don’t know and I don’t ask. -
Equity in Labor”
“Equity in Labor” Rev. Chris Rothbauer Keweenaw Unitarian Universalist Fellowship September 3, 2017 Most people I’ve known want to be able to enjoy our jobs as much as the brick-layer in our reading this morning. I wish I could talk to him, ask him what about his job made him enjoy it so much in a time when, in 2013, seventy-percent of people responded to a Gallup Poll saying they hate their jobs. Everyone should be able to at least tolerate their job, and I can’t help but wonder if a lot of that hate has to do with working for jobs that don’t appreciate their workers’ labor, or don’t compensate them nearly enough. When we look back at the history of work in America, quite often, hating our jobs has been the least of our worries. Do you know the story of our opening hymn this morning? I used the title printed in our hymnal in the order of service, but it’s most commonly known by the title, “Bread and Roses.” I joked with Sandra that I think it’s part of every folk musician gaining their cred that they have to cover it at some point. The words are a reference to a speech by American feminist, socialist, and union organizer Rose Schneiderman which later inspired a poem which drew attention to the phrase. Schneiderman famously declared: What the woman who labors wants is the right to live, not simply exist — the right to life as the rich woman has the right to life, and the sun and music and art. -
Bread and Roses: the 1912 Lawrence Textile Strike
Bread and Roses: The 1912 Lawrence Textile Strike By Joyce Kornbluh “WE WANT BREAD AND ROSES TOO” Giovannitti's speech, the first he had ever made publicly in English, moved even the Bread and Roses: The 1912 Lawrence Textile Strike reporters who were covering the trial. On November 26, 1912, the men were acquitted By Joyce Kornbluh and released from jail. Public opinion as expressed by the Eastern daily newspapers was practically unanimous Early in January 1912 I.W.W. activities focused on a dramatic ten-week strike of 25,000 in support of the acquittal of Ettor and Giovannitti. But the threat of anarchy and class textile workers in Lawrence, Massachusetts. It became the most widely publicized I.W.W. war raised the fear that "a win in the Lawrence mills means a start that will only end with conflict, acquainting the nation with the plight of the unskilled, foreign-born worker as well the downfall of the wage system." An editorial in the liberal Survey magazine questioned: as with the organization's philosophy of radical unionism. "Lawrence was not an ordinary "Are we to expect that instead of playing the game respectably ... the labourers are to strike," wrote Brissenden in 1919, "It was a social revolution in parvo." listen to subtle anarchistic philosophy which challenges the fundamental idea of law and order?" Lawrence in 1912 was a great textile centre, outranking all others in the production of woollen and worsted goods. Its principal mills were those of the American Woollen Other publications around the country expressed alarm at the strange doctrines of "direct Company, a consolidation of thirty-four factories in New England whose yearly output action," "syndicalism," "the general strike" – slogans of a new kind of revolution. -
Conversation with Noam Chomsky About Social Justice and the Future Chris Steele Master of Arts Candidate, Regis University, [email protected]
Jesuit Higher Education: A Journal Volume 1 | Number 2 Article 4 1-1-2012 Conversation with Noam Chomsky about Social Justice and the Future Chris Steele Master of Arts Candidate, Regis University, [email protected] Follow this and additional works at: https://epublications.regis.edu/jhe Recommended Citation Steele, Chris (2012) "Conversation with Noam Chomsky about Social Justice and the Future," Jesuit Higher Education: A Journal: Vol. 1 : No. 2 , Article 4. Available at: https://epublications.regis.edu/jhe/vol1/iss2/4 This Scholarship is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in Jesuit Higher Education: A Journal by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. Steele: Conversation with Noam Chomsky Conversation with Noam Chomsky about Social Justice and the Future Chris Steele Master of Arts Candidate, Regis University ([email protected]) with Noam Chomsky Abstract Leading intellectual Noam Chomsky offers historical perspectives, insight and critique regarding recent social movements. His views on the Occupy movement, in particular, resonate with some key themes in Jesuit higher education. An interview with Chomsky, conducted by Chris Steele, centers on seven questions, presented here in both text and video, that can be used to spark reflection and discussion in university classrooms. Introduction including the Sydney Peace Prize in 2011 and honorary degrees from universities all around the The Jesuit tradition centers on engagement with world. In 2012 he received the Latin America the real world.1 Important developments and Peace and Justice Award from the North movements in the world such as the Arab Spring,2 American Congress on Latin America (NACLA).9 the Tea Party,3 and the Occupy Movement,4 to Perhaps, then, his is an important voice to hear in name a few, require deep discussion and conversations on some key themes in Jesuit higher understanding. -
Uncivil Action? a Consideration of the Legitimacy of Violence
A publication of Mass Humanities Winter 2010 Uncivil Action? A Consideration of the Legitimacy of Violence By Lucia Knoles and Pleun Bouricius In This Issue From our comfortable moral positions and in our comfortable Ameri- can lives, many of us condemn violent political and social action. Some feel violence is crime, no matter how you slice it. Others draw a line Recent Grants page 2 between sanctioned violence with a public purpose (war, police ap- prehending criminals) and the less regulated kind (terrorism, gang or ethnic/race war, rogue police). As soon as we step away from such con- venient categories, however, the question of violence becomes a whole lot murkier very fast. From Tragic Prelude by John What about food riots? How do we draw the line between crime and Steuart Curry (1938-1940), necessary resistance? When does policing become state suppression? illustrating John Brown and Are we sure that, given the same set of circumstances, we would not the clash of forces known as Bleeding Kansas, circa 1858. pick up a stick rather than argue? Where does arguing shade into Joint study group of Boston College fight? Is comparing a duly and newly-elected President Obama to To find out more about the High School boys and Elizabeth Seton genocidal dictators, as happened this past summer, in effect an High School girls, as they prepared Mass Humanities initiative for a quiz show about last year’s Big incitement to assassination? Given that we celebrate the origins of An (Un)Civil Action, Read book, Their Eyes Were Watching our country in armed revolt, do most of us feel that armed resis- God, by Zora Neale Hurston. -
New Horizons in the Study of Language and Mind Noam Chomsky Frontmatter More Information
Cambridge University Press 0521651476 - New Horizons in the Study of Language and Mind Noam Chomsky Frontmatter More information New Horizons in the Study of Language and Mind This book is an outstanding contribution to the philosophical study of language and mind, by one of the most influential thinkers of our time. In a series of penetrating essays, Noam Chomsky cuts through the confusion and prejudice which has infected the study of language and mind, bringing new solutions to traditional philosophical puzzles and fresh perspectives on issues of general interest, ranging from the mind–body problem to the unification of science. Using a range of imaginative and deceptively simple linguistic ana- lyses, Chomsky argues that there is no coherent notion of “language” external to the human mind, and that the study of language should take as its focus the mental construct which constitutes our knowledge of language. Human language is therefore a psychological, ultimately a “biological object,” and should be analysed using the methodology of the natural sciences. His examples and analyses come together in this book to give a unique and compelling perspective on language and the mind. is Institute Professor at the Department of Linguistics and Philosophy, Massachusetts Institute of Technology. Professor Chomsky has written and lectured extensively on a wide range of topics, including linguistics, philosophy, and intellectual history. His main works on linguistics include: Syntactic Structures; Current Issues in Linguistic Theory; Aspects of the Theory of Syntax; Cartesian Linguistics; Sound Pattern of English (with Morris Halle); Language and Mind; Reflections on Language; The Logical Structure of Linguistic Theory; Lec- tures on Government and Binding; Modular Approaches to the Study of the Mind; Knowledge of Language: its Nature, Origins and Use; Language and Problems of Knowledge; Generative Grammar: its Basis, Development and Prospects; Language in a Psychological Setting; Language and Prob- lems of Knowledge; and The Minimalist Program. -
Women in American Labor History: Course Module, Trade Union Women's Studies
DOCUMENT RESUME ED 134 488 SO 009 696 AUTHOR Kopelov, Connie TITLE Women in American Labor History: Course Module, Trade Union Women's Studies. INSTITUTION State Univ. of New York, Ithaca. School of Industrial and Labor Relations at Cornell Univ. PUB DATE Mar 76 VOTE 39p. AVAILABLE FROMNew York State School of Industrial and Labor Relations, Cornell University, 7 East 43rdStreet, New York, N.vis York 10017 ($2.00 paper cover) EDRS PRICE MF-$0.83 HC-$2.06 Plus Postage.' DESCRIPTORS Course Content; Economic Factors; Employees; Higher Education; i3i5tory Instruction; Labor Conditions; Labor Force; *Labor Unions; *Learning Modules; Political Influences; Social History; Socioeconomic Influences; *United States History; *Womers Studies; *Working Women ABSTRACT The role of working women in American laborhistory from colonial times to the present is the topicof this learning module. Intended predominantlyas a course outline, the module can also be used to supplement courses in social,labor, or American history. Information is presentedon economic and political influences, employment of women, immigration,vomen's efforts at labor organization, percentage of female workersat different periods, women in labor strikes, feminism,sex discrimination, maternity disabilitye and equality in the workplace. The chronological narrative focuses onwomen in the United States during the colonial period, the Revolutionary War period,the period from nationhood to the Civil War, from the CivilWar to 1900, from 1900 to World War I, from World War I to World War II,from World War II to 1960, and from 1960 through 1975. Each section isintroduced by a paragraph or short essay that highlights the majorevents of the period, followed by a series of topics whichare discussed and described by quotations, historical information,case studies, and accounts of relevant laws.