History in Our Everyday Lives

Appendix

Tables and Graphs

Wage employment and imports, U.S. steel industry, 1970-1997 (http://www.ecologyandsociety.org/vol10/iss1/art13/)

Steel output by type of production technology, U.S. 1970-1998 (http://www.ecologyandsociety.org/vol10/iss1/art13/)  

Manufacturing and non-manufacturing employment in the U.S. and in the Pittsburgh Region,

1976–1996 (http://www.ecologyandsociety.org/vol10/iss1/art13/)

Integrated steel plant closures in the Pittsburgh region since 1982 (http://www.ecologyandsociety.org/vol10/iss1/art13/)

The following tables can be found in The Steel Workers by John A. Fitch.

Daily Earnings of a puddler at varying tonnage rates. – By Number of Heats, 92

Comparative wages and labor cost for certain positions in blast furnaces, at Braddock and Chicago, 117

Tonnage rates in plate mills, Homestead, 1889-1908, 153

Showing reduction in daily earnings in labor cost for certain positions on plate mills at Homestead, 1892-1907, 156

Average earnings per day at different periods and per cent of decline in 23-inch structural mill, Homestead, 157

Distribution of daily earnings in certain departments of a typical steel mill in Allegheny County, 163

Working day of employees in a steel mill, October, 1907. – by length of working day, 171

Employees of Carnegie Steel Company plants in Allegheny County, PA., showing race, skill, conjugal condition, etc., March, 1907 - by racial group, 349

Employees of Carnegie Steel Company plants in Allegheny County, PA. March 1907, classified according to age. – By Racial Groups , 350

Total roster of workmen of Carnegie Steel Co. in Allegheny County, March 1907, showing racial make-up, age, conjugal condition, etc. – by country and nationality, 351

Photographs and Visuals

“Barges and towboats at Jones & Laughlin” (http://images.library.pitt.edu/pittsburgh/)

“Seamless hot mill” (http://images.library.pitt.edu/pittsburgh/)

“Tapping an open hearth” (http://images.library.pitt.edu/pittsburgh/)

“Downtown Pittsburgh looking east” (http://images.library.pitt.edu/pittsburgh/)

“In the mill” (http://www.archives.gov/exhibits/picturing_the_century/portfolios/port_hine.html)

“Steel works near Pittsburgh 1909” (http://www.geh.org/fm/lwhprints/htmlsrc2/hinekit_idx00001.html)

“Accident case in steel mills, Pittsburgh district” (http://www.geh.org/fm/lwhprints/htmlsrc2/hinekit_idx00001.html)

“Russian steel workers, Homestead, PA. 1908” (http://www.geh.org/fm/lwhprints/htmlsrc2/hinekit_idx00001.html)

“Steel Footprints: A virtual tour of the Pittsburgh industrial district, 1750 – present” (http://www.riversofsteel.com/map/category/504/)

Standards

PA Core Standards – CC.8: PA Core: History and Social Studies

Standard Area – CC.8.5: Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

CC.8.5.11-12.A: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CC.8.5.11-12.B: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CC.8.5.11-12.C: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CC.8.5.11-12.F: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

CC.8.5.11-12.G: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CC.8.5.11-12.H: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

CC.8.5.11-12.I: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Standard Area – CC.8.6: Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.8.6.11-12.A: Write arguments focused on discipline-specific content.

CC.8.6.11-12.B: Write informative/explanatory texts, including the narration of historical events, scientific procedures experiments, or technical processes.

CC.8.6.11-12.C: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC.8.6.11-12.H: Draw evidence from informational texts to support analysis, reflection, and research.