(Complete after playing Jewish Time Jump: New York)

(40 minutes—20 to read and 20 to report back)

1. Break the class into four groups; each group will examine one document:
   1. Group One will read the excerpt from Pauline Newman’s unpublished memoir, in which she recalls the beginning of the 1909 garment worker’s strike. Note: This document contains a quote that is a plot spoiler for Jewish Time Jump: New York. Please use this document only after game play.
   2. Group two will read the first excerpt, about the cost of unions, from factory owner Louis Borgenicht’s memoir.
   3. Group three will read the second excerpt, about a union strike, from factory owner Louis Borgenicht’s memoir.
   4. Group four will read some information about why manufacturers created an association to protect their interests.
2. Each group should assign one note taker and one reporter.
3. Ask students to read their text one paragraph at a time, restating what the paragraph said in their own words and clarifying vocabulary.
4. Once they have read the passage, students should discuss the questions that accompany their document.
5. After discussing the questions, the group should help the note taker write down the answers to three questions:
   1. Whose perspective is represented in your document?
   2. What were their goals?
   3. What action did they take to protect their interests or change their circumstances?
6. Once all of the groups finish with their documents, come back together as a class and have the reporter from each group share about the document they read.

Alternative Methods for Doing the Document Study

Method 1: Fewer Documents

For smaller groups, shorter classes, or to have less reading, use only two documents: Pauline Newman’s memoir excerpt (representing a worker’s perspective) and one of the excerpts from Louis Borgenicht’s memoir (representing a factory owner’s perspective).

Method 2: Large Group

Rather than having each group record their responses to the three summarizing questions, come together as a large group for discussion and record the answers together.

Method 3: Jigsaw

You may choose to use the jigsaw method for the report back at the end. To do this, create new groups, making sure that each group has at least one person who studied each document. In this method, each person should take notes so they are prepared to present to another small group.

Method 4: Read About Employers Only

If time is very limited, you may choose to simply study one or two documents representing the factory owner’s perspective to complement the excerpt from Pauline Newman’s memoir about working conditions that is used in Part 1 of the lesson plan.