Idaho played a very important role in the development of the powerful Union of Miners, known as the Western Federation of Miners. Little attention is given to this era in the History of Idaho textbooks. The events leading up to the assassination of Idaho’s former governor, Steunenberg, and the assassination itself made headlines across the country and brought the plight of miners to the hearts of all Americans.

Why did this headline become so important in the United States? Why was this man killed if he was no longer the governor? Who is Harry Orchard, and why did he kill our former Governor?

Task 1

Students will follow a series of events to discover the reason behind the murder of former Governor Steunenberg. Students will gain knowledge of the importance of mining to Idaho’s economy and in becoming a state. Students will also learn about the necessity of organized unions to the workforce. Students will successfully place events in order that led to the assassination, and understand the reasons behind these dangerous episodes.

Task 2

Students will compare and contrast different kinds of mining, mainly coal mining in Pennsylvania and hard rock mining in Idaho to see the broad scope of the labor unions, and why they needed each other. Students will create a Venn diagram comparing events in Pennsylvania during the 1890’s to events in Northern Idaho in the 1890’s.

Task 3

Students will be made aware of the products used today that keep Idaho’s mines working, along with the dangerous pollution left behind by the mines themselves. Students will also learn about the continued efforts of the Unions and the safety of the people working in the mines. Some mines have been closed down. Should more be closed? What effect will that have on Idaho’s economy and the people of Idaho? Hopefully a spirited discussion will ensue.

On going from the day the Unit begins, read to the students, Fire in the Hole by Farrell 2004. This is a very good book written at a 6^th grade reading level, but is very important in getting the “human” element across to the students. It should take about 6 days to complete.

Day 1

Open with the headline on the assassination of former Governor Frank Steunenberg. Discuss why this could have happened, who could have been responsible, and how could they find out.

Read pages 167-170 in Chapter 11 in the Idaho text Rendezvous with History, about mining unions in Idaho. Teacher may need to restate events to dramatize the emotions of the people at that time.

Day 2

Begin reading Chapter 8 about how mining brought people to Idaho. Discuss the facts learned. Again, restate events to ensure the students understand why the people acted the way they did.

Continue reading in Chapter 8 and list the kinds of mining on the board and talk about which ones would lasted, or remain yet today.

Day 4

View the video #9, Mining, from the series “Visions of Idaho” by PBS. This is difficult for students to follow, so either have questions for the students to look for, or view the video again with specific information asked for by the teacher. Discussion to follow the video. How long ago did this happen?

Day 5

Teacher prepared slide show with more information (included in teacher resources)

Day 6-8

Students will begin reading the book, Trouble in the Mines, by Doreen Rappaport 1987. This book is not hard to find, and may be in your libraries at school. It is written at a 3^rd grade reading level. The students will be in groups of 4, so hopefully you will only need about 5-6 copies. Keep in touch with the groups as they read. Students could keep a journal of important events each day as they read the book.

Day 9

Students will be in groups to discuss these two books, Fire In The Hole and Trouble At The Mines. They will work together to make a list of what was the same, and what was different. After students work in their groups, a class discussion will follow. Help students to think deeper than the surface. Ask probing questions. (these are below in teacher resources)

Day 10

Students will use the computer program, Kidspiration to create a Venn diagram comparing the two stories. This program allows for some creativity by the students with pictures and words. These will be handed in.

Days 11 & 12

Students will work together to come up with a list of events that lead to the death of former Governor Steunenberg. These lists will be handed in. A class discussion will follow to make sure everyone is made aware of what happened. A final list will be required of each student.

Days to follow if desired

Students will work in pairs to research what kind of mining is continuing in Idaho, what products we use that depend on mining, what problems still exist with mining. Students can present to the class their findings via a spoken report, graphs, posters, etc. I will have input on this with a guest speaker, and a small company in Riggins that supplies miners.

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Venn Diagram Student will make a Venn diagram comparing and contrasting events of the 1890’s in Pennsylvania and Idaho.	Likeness listed should include: characters mining, families, children, era Differences should include: Location, kind of mining,	Likeness listed should include: Characters, mining, families, children, era hardships, Differences should include: Location, kind of mining, results	Diagram will be neat. Likeness should include: Characters,mining, families, children, era, hardships, Differences should include: Location, kind of mining, results, how unions worked, outside help	Diagram will be neat and eye catching. Likeness should include: Characters, mining, families, children, era, Differences should include: Location, kind of mining, results, how unions worked, outside help, how families were affected
List of Causes & Effects that led to the assassination of Steunenberg: This will be a group project and each student in the group will share the grade.	Students will choose from a list of events and put them in the proper order (some events listed will not be pertinent)	List, in proper order will include: Mine conditions, behavior of miners, punishment of miners, assassination of Governor	List, in proper order will include: Mine conditions, behavior of miners, punishment of miners, union involvement, assassination of Governor	List, in proper order will include more detail of the afore mentioned events, with the addition of the direct correlation of the Governor imposed martial law and imprisonment of the miners
End Projects about Mining in Idaho Today *this would be for extra credit	Written report presented to the class	Report with visuals presented to the class	Report with graphs and visuals presented to the class	Power Point presentation that includes results of their research

My goal is for the students to learn factual information about mining in Idaho, and why mining was so vital in leading Idaho to Statehood. In addition to this, I would like my students to reflect and think critically about what they have learned and have empathy for the people who lived this life. I would also like them to have an appreciation of what these people have done for the working class in this country. I also want them to question why things have happened and put themselves inside these stories and add what they would have done to help out. Hopefully they will carry this curiosity throughout their education.

Grade Level(s): This lesson is for 4^th grade, but could easily be built upon for older grades.

Teaching models used: I am using the “Cause & Effect” model along with the “Inquiry II” method

Prior knowledge/critical skills needed (either for students or teachers): Learning Packet from iteach workshop, Kidspiration

Task 1