Use the Activities
The following activities encourage students to think creatively or critically about what they learned in No. 2 Quincy Shaft-Rockhouse: 9,240 Feet Into the Earth, either to look closer at Quincy or to study another historic mining community in the United States.
Activity 1: What’s in a Name?
Here are the names of mining captains from Quincy: Rule, Piper, Williams, O’Neil, Pelto, Jenkins, Kopp, Coombs, Maunders, Jacobs, Whittle, Kendall.
Here are the names of workers from Quincy: Merilainen, Malinen, Wales, Mikkala, Uusitalo, Harmonen, Jacobson, Laitamaa, Turo, Kauppinen, Pelto, Storvis, Salminen, Paaka, Cliff, Hawkin, Latala, Gustavson, Ruotinnen, Reimi, Gustavon, Borlace, Pascoe, Wiivo, Goudge, Massini, Pioponen, Koski, Giusti, Forst, Fleming, Monticello, Ricci, Gimigneni, Kujala, Nikula, Kamula, Levonen, Kemppainen, Kotila, Minehan, Yalkanen, Kemppainen, Crowley, Commings, Saari, Leppaluta, Mattson, Hasett, Moilanen, Kotila, Sullivan, Moilanen, Ruski, Finley, Pelto, Mahon, Brown, Lynch, Pantera, Sefanic, Nikula, Komula, Levanen, Kotila, Kangas, Larson, Koski, Busch, Lencioni, Elonen, Salani, Marko, Priami, Andretti, Bartino, Antonnen, Johnson, Becia, Stefanic, Johnson, Nivala, Marta, Biagi, Hale, McMahn.
Have each group use what they learned in the lesson to discuss what the national origins of the names might say about the workers' backgrounds, possible reasons for people with those last names to immigrate to the United States in the 19th century, and his and his family's life in Keweenaw. Have each group create a poster outlining the results of their research and prepare for a presentation. Each group will present its findings to the class.
Afterward, facilitate a class discussion about immigration and labor. Ask students where in the world immigrants to the U.S. come from today. What challenges do they face? What kinds of work do they do?
Activity 2: Worker Safety at the No. 2 Quincy Shaft-Rockhouse
Have each pair use their assigned phrase and the primary source document about communication to write a conversation between a fictional miner and a manager at Quincy. The setting, conflict, and outcome are up to the students, but they should start by thinking of a problem that might arise at a Keweenaw Peninsula mine and then have the characters work out how to solve it in a short conversation. At one point in the dialogue, the miner or the manager must say the phrase assigned to the students. The conversation should include references to places, issues, events, and groups of people students came across in the lesson. Have the student pairs perform their dialogues in front of the class and submit their conversations to you in written form afterward.
Activity 3: Mining in the U.S.A.
Decide whether you want students to organize their findings as an oral presentation or a research paper. The presentation or paper should answer these questions:
If you chose to have students give an oral presentation, they can present to the class, parents, or a local group interested in mining history.
A digital alternative to the traditional oral presentation or research paper could be for students to take their research and use a free, online blogging site create a class website about historic mining. If they choose to make a class website about a local mining operation, consider asking your local library and historical society to link to your students' site from their own websites.
Activity 4: The Company’s or the Community’s Town?