Chapter 2
GUILDED AGE
1
Introduction to the Gilded Age 1845-1916
Standards:
7.1.12B Analyze the location of places and regions.
8.1.12B Evaluate the interpretation of historical events and sources, considering the use
of fact versus opinion, multiple perspectives, and cause and effect relationships.
6.2.12F Evaluate the impact of private economic institutions on the individual, the
national and the international economy.
Objectives:
1. Students will be able to evaluate the political and cultural contributions of groups and
individuals to United States history.
2. Students will be able to complete a map activity outlining the significant locations
mentioned throughout the unit.
Subject Matter: Regionalism, industrialization, laissez-faire, labor, corporations, corruption,
immigration, nativism, eugenics, urbanization, social control, entertainment,
segregation, agriculture, exploitation, assimilation
Materials:
 Map of United States
 Vocabulary List and Activity Sheet
Procedure:
1. Set: Students will copy down the essential question:
a. Essential Question: Did Gilded Age businessmen make the
United States better or worse? Why? Why not?
b. The instructor will explain to the students: The term "Gilded Age" was
coined by Mark Twain and Charles Dudley Warner in their book The
Gilded Age: A Tale of Today.
c. The name refers to the process of gilding an object with a superficial layer
of gold and is meant to make fun of ostentatious display while playing on
the term "golden age."
2. Teacher Presentation: The Teacher will outline the different aspects of America’s
domestic policies from 1845-1916.
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3. Mapping Activity:
a. Students will be given a map and asked to identify some of the important places
mentioned throughout the power point.
b. Discuss as a large class
4. Vocabulary Activity:
a. Mind streaming—
i. The teacher provides students with a list of words.
ii. Choose a partner
iii. Take turns talking for one minute about anything familiar relating to a
term without interruption and pause.
b. Knowledge rating—Rate each word as:
i. Completely unfamiliar with the word,
ii. Have heard it and understand it but cannot use it or
iii. Can use it in a sentence that demonstrates its meaning and
iv. Defines the word.
(Place one of the above letters next to each vocabulary word)
c. Large group sharing—Report to the large group
5. Close: The instructor will complete a concise check for understanding of the most
important cognitive objective by asking, “What did Mark Twain mean when he coined
the term the ‘Gilded Age’? and “Did the businessmen of this era seem to improve or
hurt America?”
Assessment:
1. The teacher will informally observe the students taking notes from Teacher.
2. The teacher will informally observe the students participating in class by answering
questions asked throughout the Teacher presentation.
3. The teacher will formally evaluate the students completing a map and vocabulary
activities.
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4
GUILDED AGE VOCABULARY ACTIVITY
Regionalism
Industrialization
Agriculture
Textiles
Production
Child labor
Machinery
Monopolies
Capitalism
Shareholding
Immigration
Nativism
Eugenics
Xenophobia
Urbanization
Transportation
Communication
Corruption
Scandal
Political Party
Politics
Union
Strike
5
GUILDED AGE VOCABULARY ACTIVITY
********** Let’s
activate your prior knowledge! ************
Mind streaming—
1. The teacher provides students with a list of words.
2. Choose a partner.
3. Take turns talking for one minute about anything familiar
relating to a term without interruption and pause.
Knowledge rating—
2. Rate each word as:
a. Completely unfamiliar with the word,
b. Have heard it and understand it but cannot use it or
c. Can use it in a sentence that demonstrates its meaning and
d. Defines the word.
3. Place one of the above letters next to each vocabulary word
Large group sharing—
4. Report to the large
You will use your responses as a guide while learning about the Gilded Age.
6
Industrialization
Standards:
7.1.12B Analyze the location of places and regions.
8.1.12B Evaluate the interpretation of historical events and sources, considering the use
of fact versus opinion, multiple perspectives, and cause and effect relationships.
6.2.12F Evaluate the impact of private economic institutions on the individual, the
national and the international economy.
Objectives:
1. Students will be able to conduct research in the computer lab with a partner.
2. Students will be able to create a brochure featuring an industrial revolution inventor.
3. Students will be able to identify the causes and characteristics of the industrial
revolution.
Subject Matter: Regionalism, industrialization, agriculture, textiles, production, child labor,
machinery
Materials:
 http://www.teachersfirst.com/lessons/inventor2/lesson.cfm
 Audio: Billy Joel’s “Allentown”
 Inventors Chart
 Brochure rubric
 Presentation rubric
Procedure:
1. Set: Students will enter the classroom and view the following image of the
Bethlehem Steel Mill and listen to Billy Joel’s song, “Allentown”.
a. What is this a picture of?
b. What was produced here?
a. Where is this located?
b. What story did the song tell you about this place?
c. Essential Question:
2. Research:
a. Working with a partner, students will navigate through the following website
in order to complete the Inventors Chart:
http://www.teachersfirst.com/lessons/inventor2/lesson.cfm
b. Upon completion, each pair of students will submit a completed copy of their
chart.
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3. Create a Brochure: Students will randomly select an inventor/invention. Students
will then research their chosen inventor and his/her invention. Students will then
create a brochure which includes the following information:
a. A history of the inventor
b. A description of the invention
c. The historical significance of the invention
4. Become the Inventor: Students will come prepared with a two-three minute sales
pitch (like you would see on an infomercial) with the goal of selling your product to
your classmates. Students will want to be persuasive. At the end of the
presentations the class will vote on the top three inventions to buy. Students must
remember:
a. They are the inventor. No one has seen or heard of the product before today.
b. Students must make a case for why everyone needs to have this invention.
c. Students should be creative and have fun. Make the presentation memorable
with props, pictures, or dress of the time period.
2. Close: The students will be asked to summarize the impact of the industrial
revolution on the United States. How did their product change America?
Assessment:
1. The instructor will formally assess the students on the completion of the Inventors
Chart.
2. The instructor will informally observe the students conducting research in the
computer lab.
3. The instructor will formally assess the students on their brochures and presentations.
8
Inventors of the Industrial Revolution
Project
www.teachersfirst.com/lessons/inventor2/lesson.cfm
For this project, you will travel back in time to learn about the inventors and inventions that
made the time period of 1700-1899 become known as the Industrial Revolution. During the
Industrial Revolution inventors created inventions that would serve to make everyday things
easier to accomplish as well as get work done faster. One invention led to another and as a result
many important changes occurred within a short period of time. This project consists of three
main components: getting to know the inventors, creating a brochure, and delivering a sales
pitch as an inventor with the goal of selling your product/invention to your classmates.
Part 1 – Get to Know the Inventors
Working with a partner, you will navigate through the website listed above and complete the
Inventors Chart. Upon completion, each pair of students will submit a completed copy of their
chart.
1. Inventors Chart = ___________ out of ___________ points.
Part 2 – Create a Brochure
You will randomly select an inventor/invention. Then you will research your selection. Using
this new found knowledge, you will create a brochure which includes the following information:
- A history of the inventor
- A description of the invention
- The historical significance of the invention (why it is important to history)
2. Brochure = ___________ out of ___________ points.
Part 3 – Become the Inventor
You will come to class prepared with a two-three minute sales pitch (like you would see on an
infomercial or Home Shopping Network) with the goal of selling your product to your
classmates. You want to be persuasive! At the end of the presentations the class will vote on the
top three inventions to buy. Remember:
- You are the inventor. No one has seen or heard of your product before today.
- Make a case for why everyone needs to have your invention.
- Be creative and have fun! Make your presentation more memorable with props,
pictures, or dress of the time period.
3. Presentation = ___________ out of ___________ points.
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Inventor
• Invention (year)
• What did it do?
• How did it improve life?
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Brochure Rubric
CATEGORY 4
3
2
1
Almost all sections
of the brochure have
a clear beginning,
middle and end.
Most sections of the
brochure have a clear
beginning, middle and
end.
Less than half of the
sections of the brochure
have a clear beginning,
middle and end.
Writing - Grammar There are no
There are no
grammatical mistakes grammatical
in the brochure.
mistakes in the
brochure after
revision.
There are 1-2
grammatical mistakes in
the brochure even after
revision.
There are several
grammatical mistakes in
the brochure even after
revision.
Content - Accuracy All facts in the
99-90% of the facts
brochure are accurate. in the brochure are
accurate.
89-80% of the facts in
the brochure are
accurate.
Fewer than 80% of the
facts in the brochure are
accurate.
Writing Organization
Each section in the
brochure has a clear
beginning, middle,
and end.
Attractiveness &
Organization
The brochure has
exceptionally
attractive formatting
and well-organized
information.
The brochure has
The brochure has wellattractive formatting organized information.
and well-organized
information.
The brochure's
formatting and
organization of material
are confusing to the
reader.
Sources
Careful and accurate
records are kept to
document the source
of 95-100% of the
facts and graphics in
the brochure.
Careful and accurate
records are kept to
document the source
of 94-85% of the
facts and graphics in
the brochure.
Careful and accurate
records are kept to
document the source of
84-75% of the facts and
graphics in the
brochure.
Sources are not
documented accurately or
are not kept on many
facts and graphics.
Graphics/Pictures
Graphics go well with
the text and there is a
good mix of text and
graphics.
Graphics go well
with the text, but
there are so many
that they distract
from the text.
Graphics go well with
the text, but there are
too few and the
brochure seems "textheavy".
Graphics do not go with
the accompanying text or
appear to be randomly
chosen.
Comments:
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Classroom Presentation Rubric
Scoring Rubric:
3: Accurate, appropriate, effective, complete; superior preparation evident.
2: Generally accurate, appropriate, effective, complete; adequate preparation
evident.
1: Inaccurate, inappropriate, ineffective, incomplete; little preparation evident.
0: Failed to meet minimal requirements; no preparation evident.
I. PRE-PRESENTATION
III. CONTENT
_____ Use of resources
_____ Evidence of preparation
_____ Information
_____ Accuracy
_____ Use of examples/facts
_____ Covers topic
II. PRESENTATION
_____ Introduction
_____ Organization
_____ Use of visual aids
_____ Use of handouts
_____ Demeanor
_____ Clarity
_____ Focus on topic
_____ Summary
IV. POST-PRESENTATION
_____ Fulfills requirements of assignment
V. PARTNER/GROUP WORK
_____ Shares responsibilities for preparation
_____ Shares responsibilities for
presentation
COMMENTS:
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Monopolies & Big Business
Adapted from: http://filebox.vt.edu/users/ehaber/portfolio/lesson%20plans/lesson_plan_7.pdf
Standards:
8.1.12C Evaluate historical interpretation of events.
8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
6.2.12F Evaluate the impact of private economic institutions on the individual, the
national and the international economy.
Objectives:
1. Students will classify and name the captains of industry and the business associated
with them.
2. Students will detail how monopolies developed and the problems that resulted.
3. Students will recognize the relationship between money, business, and power.
Subject Matter: monopolies, capitalism, shareholding, industrialization
Materials:
 Political Cartoon handout
 Then & Now Worksheet and Rubric
Procedure:
1. Set: Students will enter the classroom and copy down the following essential questions
of the lesson:
 What created the rise in big business?
 What factors caused the growth of industry?
 How did advances in transportation link resources, products, and markets?
 What are some examples of manufacturing areas that were located near centers
of population?
2. Then & Now: Students will use the computer lab to research the “captains of
industry” during the Gilded Age and compare them to the big business tycoons of
today.
a. Then:
 John Jacob Astor (real estate, fur)—New York City
 Andrew Carnegie (steel)—Pittsburgh and New York
 Jay Cooke (finance)—Philadelphia
 Henry Morrison Flagler (railroads, oil, the Standard Oil company)—
New York and Florida
 Henry Clay Frick (steel)—Pittsburgh and New York City
 Jay Gould (railroads)--New York
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 J. P. Morgan (banking, finance, industrial consolidation)—New
York City
 John D. Rockefeller (oil), Standard Oil--New York
 Charles M. Schwab (steel) Carnegie Steel, United States Steel
Corporation, Bethlehem Steel - Pittsburgh and New York
 Cornelius Vanderbilt (railroads)--New York
 Andrew Mellon (banking) – Pittsburgh
b. Now:
 Bill Gates
 Donald Trump
 T. Boone Pickens
 Michael T. Duke
 Rex W. Tillerson
 Jeffrey R. Immelt
 Brian T. Moynihan
 Alan R. Mulally
 James Dimon
 Warren E. Buffett
 Steve Jobs
 Ted Turner
 Ivan G. Seidenberg
c. Students will choose one person from each category. Students should
create a biography of each individual and tell how each person influenced
America. Students will be asked to present their findings to the class and
will need a visual aid to show during their presentation.
3. Political Cartoon Analysis: The instructor will pass out the political cartoon
worksheet. Students will answer the questions about the political cartoon.
4. Close: The students will be asked to explain the impact of big business on the
American economy.
Assessment:
1. The instructor will informally observe the students conducting research in the
computer lab.
2. The instructor will formally assess the students on the Then & Now biographies and
presentations.
3. The instructor will formally assess the students on their presentation of the Virtual
Timeline.
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Growth of Industry Worksheet
Directions: Analyze the political cartoon and answer the following questions:
1. What company does the octopus represent?
2. What objects is the octopus grabbing and controlling?
3. According to the artist is the octopus a monopoly? Why/why not?
4. Do you think the artist likes monopolies? Why/why not?
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Then & Now
You are to research the “captains of industry” during the
Gilded Age and compare them to the big business tycoons
of today.
Choose one person from each category. Create a
biography of each individual and tell how each person influenced
America. You will be asked to present your findings to the class and will need a
visual aid to show during your presentation.
Then
Now
• John Jacob Astor (real estate,
fur)—New York City
• Andrew Carnegie (steel)—
Pittsburgh and New York
• Jay Cooke (finance)—Philadelphia
• Henry Morrison Flagler (railroads,
oil, the Standard Oil company)—
New York and Florida
• Henry Clay Frick (steel)—
Pittsburgh and New York City
• Jay Gould (railroads)--New York
• J. P. Morgan (banking, finance,
industrial consolidation)—New
York City
• John D. Rockefeller (oil), Standard
Oil--New York
• Charles M. Schwab (steel)
Carnegie Steel, United States
Steel Corporation, Bethlehem
Steel - Pittsburgh and New York
• Cornelius Vanderbilt (railroads)-New York
• Andrew Mellon (banking) –
Pittsburgh
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• Bill Gates
• Donald Trump
• T. Boone Pickens
• Michael T. Duke
• Rex W. Tillerson
• Jeffrey R. Immelt
• Brian T. Moynihan
• Alan R. Mulally
• James Dimon
• Warren E. Buffett
• Steve Jobs
• Ted Turner
• Ivan G. Seidenberg
• Mark Zuckerberg
Political Corruption
Standards:
8.1.12C Evaluate historical interpretation of events.
8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
5.2.12C Interpret the causes of conflict in society.
Objectives:
1. The students will be able to so a character analysis of William “Boss” Tweed.
2. The students will be able to define corruption.
3. The students will be able describe lobbying and how it occurs on all levels of government.
Subject Matter: Conflict, Democracy, Corruption, Scandal, Party politics,
Materials:
 Computer Lab
 Character Analysis worksheet
 Persuasive Essay rubric
Procedure:
1. Set: Students will enter the classroom and answer the following question:
a. What is ‘corruption’?
b. What would corruption look like in each of these spheres?
i. Political
ii. Social
iii. Economic
c. Essential Question: How would one go about influencing the
government?
2.Character Analysis: Students will create a character analysis of William “Boss”
Tweed by answering the following questions:
a. Who is he?
b. What did he do (as a profession)?
d. What was he known for?
e. How did William Tweed accomplish his goals?
f. What was Tweed’s downfall?
3.Compare & Contrast: Students will be asked to write a persuasive essay on whether
or not they believe today’s political lobbying could be considered “corruption”. Using
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the information gathered on William “Boss” Tweed, students will be able to compare
and contrast his strategies with modern day lobbying.
a. What are “bribes”?
b. Should this be legal?
c.How does this impact the candidate’s platforms?
d.How does this influence politics?
e.How does this impact the common American citizen?
2. Close:
a.
b.
c.
Students will be asked the following questions to check for understanding:
Who was William “Boss” Tweed and what did he do?
How does this relate to today’s political activity in Washington?
What is the best way to go about influencing government decisions?
Assessment:
1. The instructor will formally assess students’ character analysis of William “Boss”
Tweed.
2. The instructor will formally assess the students’ persuasive essay on lobbying.
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William “Boss” Tweed
1. Who is he?
2. What did he do (as a profession)?
3. What was he known for?
4. How did William Tweed accomplish his goals?
5. What was Tweed’s downfall?
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Persuasive Essay: Is Lobbying Corruption?
CATEGO
RY
4 - Above Standards
3 - Meets Standards
2Approaching Standards 1 - Below Standards
The introductory paragraph
has a hook or attention
grabber, but it is weak,
rambling or inappropriate for
the audience.
The author has an
interesting introductory
paragraph but the
connection to the topic is
not clear.
Attention
Grabber
The introductory paragraph has a
strong hook or attention grabber that
is appropriate for the audience. This
could be a strong statement, a
relevant quotation, statistic, or
question addressed to the reader.
Position
Statement
The position statement provides a
The position statement
clear, strong statement of the author's provides a clear statement of
position on the topic.
the author's position on the
topic.
The introductory
paragraph is not
interesting AND is not
relevant to the topic.
A position statement is
There is no position
present, but does not make statement.
the author's position clear.
Support for Includes 3 or more pieces of
Position
evidence (facts, statistics, examples,
real-life experiences) that support the
position statement. The writer
anticipates the reader's concerns,
biases or arguments and has
provided at least 1 counter-argument.
Includes 3 or more pieces of
evidence (facts, statistics,
examples, real-life
experiences) that support the
position statement.
Includes 2 pieces of
evidence (facts, statistics,
examples, real-life
experiences) that support
the position statement.
Includes 1 or fewer
pieces of evidence
(facts, statistics,
examples, real-life
experiences).
Evidence
and
Examples
All of the evidence and examples are
specific, relevant and explanations
are given that show how each piece
of evidence supports the author's
position.
Most of the evidence and
examples are specific,
relevant and explanations are
given that show how each
piece of evidence supports
the author's position.
At least one of the pieces
of evidence and examples
is relevant and has an
explanation that shows
how that piece of evidence
supports the author's
position.
Evidence and examples
are NOT relevant
AND/OR are not
explained.
Accuracy
All supportive facts and statistics are Almost all supportive facts
reported accurately.
and statistics are reported
accurately.
Most supportive facts and
statistics are reported
accurately.
Most supportive facts
and statistics were
inaccurately reported.
Transitions
A variety of thoughtful transitions
are used. They clearly show how
ideas are connected
Some transitions work
The transitions between
well, but some connections ideas are unclear OR
between ideas are fuzzy.
nonexistent.
Sources
All sources used for quotes, statistics All sources used for quotes,
and facts are credible and cited
statistics and facts are
correctly.
credible and most are cited
correctly.
Most sources used for
quotes, statistics and facts
are credible and cited
correctly.
Many sources are
suspect (not credible)
AND/OR are not cited
correctly.
Audience
Demonstrates a clear understanding
of the potential reader and uses
appropriate vocabulary and
arguments. Anticipates reader's
questions and provides thorough
answers appropriate for that
audience.
Demonstrates a general
understanding of the potential
reader and uses vocabulary
and arguments appropriate
for that audience.
Demonstrates some
understanding of the
potential reader and uses
arguments appropriate for
that audience.
It is not clear who the
author is writing for.
Author makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Author makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Author makes more than
4 errors in grammar or
spelling that distract the
reader from the content.
Grammar & Author makes no errors in grammar
Spelling
or spelling that distract the reader
from the content.
Transitions show how ideas
are connected, but there is
little variety
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Immigration
Standards:
8.1.12C Evaluate historical interpretation of events.
8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
5.2.12C Interpret the causes of conflict in society.
Objectives:
1. The students will be able to compare and contrast the Old Immigrants with the New
Immigrants.
2. The students will be able to complete a map activity plotting the New Immigrants vs. the
Old Immigrants.
1. The students will be able to describe multiple images depicting immigration.
Subject Matter: immigration, nativism, eugenics, xenophobia
Materials:
 Images of Immigration
 Old and New Immigrant Compare and Contrast Worksheet
Procedure:
1. Set: Students will enter the classroom and brainstorm the following question:
a. Who should be permitted to move into the United States?
b. What do you know about the history of immigration in the USA?
c. Essential Question: Who emigrated to the USA at the turn of the 20th
century and why?
2. Compare and Contrast:
a. The students will be asked to complete a Graphic Organizer comparing and
contrasting the “new immigrants” vs. the “old immigrants” of America.
 How were they different?
 How were they the same?
 What were their reasons for coming over?
 Where did they settle?
b. Students will map and label the countries of the old immigrants in one color,
and the countries of the new immigrants in another.
3.Art Gallery: Images of Immigration:
a. Find six photographs of immigration that depict a different characteristic of New
Immigration
b. Students will walk to different “stations” displaying multiple images of
immigration.
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c. Students will have 2:00 at each station in order to view the photographs, and write
a quick description of what they see, and their impression/reaction to the images.
d. Discuss as a large group what the students saw and describe the characteristics of
New Immigration.
4. Close: Students will answer the following question to check for comprehension:
a. Who emigrated to the USA at the turn of the 20th century and why?
b. How did the view of the American people impact those coming to the U.S.?
Assessment:
1. The instructor will formally collect and assess the students’ comparison between old
and new immigrants.
2. The instructor will informally observe the students rotating between stations.
1. The instructor will formally collect student descriptions and reactions to check for
participation.
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Old
Immigrants
New
Immigrants
23
Urbanization
Standards:
8.1.12C Evaluate historical interpretation of events.
8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
7.3.12A Analyze the human characteristics of places and regions.
Objectives:
1. The students will be able to describe the impact of urbanization on the American
landscape.
2. The students will be able to draw the formation of the Central Business District.
3. The students will be able to
Subject Matter: Geography, Urbanization, Geography, Industrialization, Transportation
Materials:
 Timeline
 Picture of a Streetcar
 Evolution of Twin City Street Car System:
https://www.youtube.com/watch?v=WETlBlWj_oA
Procedure:
i. Set: Students will enter the classroom and show them the streetcar picture.
a. Ask, “How do you think cities changed as a result of rapid growth?”
b. Show https://www.youtube.com/watch?v=WETlBlWj_oA
c. Essential Question; “What were the effects of urbanization on the American
landscape?”
2. Informal Lecture: The instructor will explain to students the
a. Effects on Cities:
i. Explain the creation of a central business district and how transportation
allowed for the growth and sprawl of urban environments
ii. Megacities
b. Effects on States and Nation: migration to where work can easily be found;
exodus from farms
c. Effects Worldwide: effects on birthrate, death rate, and migration
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3. Timeline of a City: Research Activity
a. Students will choose an industrialized city of the time period and chart its growth
on a timeline.
b. Send students to the library and ask the reference librarian to give an overview of
where to find census information.
c. Students will be asked to document the growth by choosing the city’s main
industries, exports, businesses, and commodities.
d. Have students report their results in a small group.
e. Have the small groups report to the large group the most interesting facts they
have learned about cities.
4. Close: Ask students, “What were the effects of urbanization on the American
landscape?”and discuss.
Assessment:
1. The instructor will informally observe the students discussing urbanization and growth
of a city.
2. The instructor will formally assess the students be collecting their urbanization of a
city timeline.
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Gilded Age – Timeline of a City
City: ________________________________
DIRECTIONS: Plot the significant events on the timeline below.
26
Labor Unions
Standards:
8.1.12C Evaluate historical interpretation of events.
8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
5.2.12C Interpret the causes of conflict in society.
Objectives:
1. The students will be able to define collective bargaining, industrial action, and political
activity in terms of trade unions.
2. The students will be able to work in groups to evaluate the impact of strikes.
Subject Matter: Urbanization, industrialization, labor unions, strikes, management
Materials:
 Chalkboard
Procedure:
1. Set: Students will enter the classroom and brainstorm the following question:
a. What is a union? Give an example of a union today.
b. Essential Question: “Why were unions created and how do they impact us
today?”
2. Informal Lecture & Vocabulary: The instructor will introduce the concept of a union.
a. What is it? Students will be asked to write and define and following words:
a. Collective bargaining: Trade unions may negotiate with employers over
wages and working conditions.
b. Industrial action: Trade unions may enforce strikes or resistance to
lockouts in order to reach their goals.
c. Political activity: Trade unions may promote legislation that is favorable
to the interests of their workers. This means that they may pursue
campaigns, undertake lobbying, or financially support individual
candidates or parties for public office.
b. What are some current unions today?
a. Teachers
b. Transit workers
c. Police
d. Postal workers
e. Sanitation workers
f. Firefighters
g. Electric company
h. Truck drivers
i. Telephone company
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3. Problem Solving Group Activity: Students will break into committees and choose one of
the aforementioned labor unions. Each committee will discuss the problems that they
would personally face if one of the following unions went on strike. Each committee will
deal with a different strike.
4.
Large group discussion : The students will answer the following question as a check for
comprehension and understanding: After the committees have met and reported back to
the class, the instructor will ask:
a. Have you ever experienced a strike? What happened?
b. Do you think certain workers should be prohibited from striking? Who?
c. Do you think it is a violation of our freedom to prohibit someone from
striking? Why or why not?
5. Close: Ask students to volunteer one new fact they learned about unions today.
Assessment:
1. The instructor will informally observe the students taking notes on the lecture and
vocabulary.
2. The instructor will informally observe the students working within their committees.
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The Jungle
Standards:
8.1.12C Evaluate historical interpretation of events.
8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
5.3.12C Evaluate how government agencies create, amend, and enforce regulations.
Objectives:
1. Students will be able to summarize excerpts from Upton Sinclair’s The Jungle.
2. Students will be able to discuss the impact of The Jungle on government regulations of
the meatpacking industry.
3. Students will be able to evaluate how the government created and enforced the Pure Food
and Drug Act of 1906.
Subject Matter: industrialization, media, government regulations, sanitation
Materials:
 Excerpts from Upton Sinclair’s The Jungle
 Image: http://en.wikipedia.org/wiki/File:Chicago_meat_inspection_swift_co_1906.jpg
 Meat Inspection Act requirements
Procedure:
1. Set: Students will enter the classroom and view a meatpacking image:
a. What are they doing?
b. Why are they dressed this way?
c. What is the purpose of their profession?
d. Essential Question, “How was the Jungle instrumental in economic/political
change in America?”
2. Excerpts from The Jungle:
a. Students will be asked to read excerpts from Upton Sinclair’s The Jungle.
b. Within their groups, students will be asked to summarize what they have read.
c. When students have finished, the class will read each excerpt together and ask
each group for their summary.
d. The instructor will then hand out the requirements of the Meat Inspection Act of
1906:
i. Mandatory inspection of livestock before slaughter (cattle, sheep,
goats, equines, swine, chickens);
ii. Mandatory postmortem inspection of every carcass;
iii. Sanitary standards established for slaughterhouses and meat
processing plants;
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iv. Authorized U.S. Department of Agriculture ongoing monitoring
and inspection of slaughter and processing operations.
e. Class discussion of the passages will follow.
3. Close: Students will be asked to do a free write activity by answering the following
question: How did Upton Sinclair’s The Jungle influence the Meat Inspection Act
and the Pure Food and Drug Act of 1906?
Assessment:
1. The instructor will informally observe the students reading the excerpts of The Jungle.
2. The instructor will formally assess students by what they have written on the close
paper.
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The Jungle
Excerpt by: Upton Sinclair
. . . And then there was the condemned meat industry, with its endless horrors. The
people of Chicago saw the government inspectors in Packingtown, and they all took
that to mean that they were protected from diseased meat; they did not understand
that these hundred and sixty-three inspectors had been appointed at the request of the
packers, and that they were paid by the United States government to certify that all
the diseased meat was kept in the state. They had no authority beyond that; for the
inspection of meat to be sold in the city and state the whole force in Packingtown
consisted of three henchmen of the local political machine! . . .
And then there was "potted game" and "potted grouse," "potted ham," and "deviled
ham"—devyled, as the men called it. "De-vyled" ham was made out of the waste ends
of smoked beef that were too small to be sliced by the machines; and also tripe, dyed
with chemicals so that it would not show white, and trimmings of hams and corned
beef, and potatoes, skins and all, and finally the hard cartilaginous gullets of beef,
after the tongues had been cut out. All this ingenious mixture was ground up and
flavored with spices to make it taste like something. Anybody who could invent a
new imitation had been sure of a fortune from old Durham, said Jurgis's informant,
but it was hard to think of anything new in a place where so many sharp wits had
been at work for so long; where men welcomed tuberculosis in the cattle they were
feeding, because it made them fatten more quickly; and where they bought up all the
old rancid butter left over in the grocery stores of a continent, and "oxidized" it by a
forced-air process, to take away the odor, rechurned it with skim milk, and sold it in
bricks in the cities! . . .
There was never the least attention paid to what was cut up for sausage; there would
come all the way back from Europe old sausage that had been rejected, and that was
mouldy and white—it would be dosed with borax and glycerine, and dumped into the
hoppers, and made over again for home consumption. There would be meat that had
tumbled out on the floor, in the dirt and sawdust, where the workers had tramped and
spit uncounted billions of consumption germs. There would be meat stored in great
piles in rooms; and the water from leaky roofs would drip over it, and thousands of
rats would race about on it. It was too dark in these storage places to see well, but a
man could run his hand over these piles of meat and sweep off handfuls of the dried
dung of rats. These rats were nuisances, and the packers would put poisoned bread
out for them, they would die, and then rats, bread, and meat would go into the
hoppers together. This is no fairy story and no joke; the meat would be shovelled into
carts, and the man who did the shoveling would not trouble to lift out a rat even when
he saw one—there were things that went into the sausage in comparison with which a
poisoned rat was a tidbit. There was no place for the men to wash their hands before
they ate their dinner, and so they made a practice of washing them in the water that
was to be ladled into the sausage. There were the butt-ends of smoked meat, and the
scraps of corned beef, and all the odds and ends of the waste of the plants, that would
be dumped into old barrels in the cellar and left there. Under the system of rigid
economy which the packers enforced, there were some jobs that it only paid to do
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once in a long time, and among these was the cleaning out of the waste barrels. Every
spring they did it; and in the barrels would be dirt and rust and old nails and stale
water—and cart load after cart load of it would be taken up and dumped into the
hoppers with fresh meat, and sent out to the public's breakfast. Some of it they would
make into "smoked" sausage—but as the smoking took time, and was therefore
expensive, they would call upon their chemistry department, and preserve it with
borax and color it with gelatine to make it brown. All of their sausage came out of the
same bowl, but when they came to wrap it they would stamp some of it "special," and
for this they would charge two cents more a pound. . . .
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The four primary requirements of the Meat Inspection Act of 1906
were the following:
1. Mandatory inspection of livestock before slaughter (cattle, sheep,
goats, equines, swine, chickens);
2. Mandatory postmortem inspection of every carcass;
3. Sanitary standards established for slaughterhouses and meat
processing plants;
4. Authorized U.S. Department of Agriculture ongoing monitoring
and inspection of slaughter and processing operations.
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Manifest Destiny
Standards:
8.1.12C Evaluate historical interpretation of events.
8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
7.3.12A Analyze the human characteristics of places and regions.
Objectives:
1. The students will be able to describe the American frontier and how the definition of the
word is relative to American expansion.
2. The students will be able to identify the themes found in Walt Whitman’s Pioneers O
Pioneers
3. The students will be able to describe American expansion i the United States territories
from 1812-1860.
Subject Matter: imperialism, intervention, militarism, economics, diplomacy, conflict
Materials:
 Image: http://schools-wikipedia.org/wp/m/Manifest_Destiny.htm
 Pioneers O Pioneers excerpt by Walt Whitman
 Blank Map of the United States circa 1800
Procedure:
1. Set: Students will enter the classroom and analyze the following image:
a. http://schools-wikipedia.org/wp/m/Manifest_Destiny.htm
i. What do you see?
ii. What does this image symbolize?
b. Essential Question: What is the frontier? What would be considered the
frontier today?
2. Informal Lecture: The instructor will begin the lesson by explaining the idea of the
“Frontier Thesis” by Frederick Jackson Turner.
a. Wrote a book called “The Significance of the Frontier in American History”
b. It was in the American “character” to move west
c. The frontier created freedom
3. Literary Analysis: The class will read a section of Walt Whitman’s Pioneers O
Pioneers poem together. Following this reading, students will individually answer
the questions provided along with the poem.
4. Mapping Analysis: Students will look at a map of the United States and territories
(1812-1860). Ask the students to:
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a. Come up to the projected map and point to the area the teacher mentions.
b. Locate the most common routes of transportation during this time period
a. i.e. Oregon Trail, Santa Fe Trail
5. Close: The students will give short concise answers to the following questions:
a. What is Manifest Destiny?
b. What would be considered the American frontier today?
Assessment:
1. The instructor will informally observe the students reading Pioneers O Pioneers.
2. The instructor will formally collect and assess the questions related to the Walt
Whiteman poem.
3. The instructor will formally collect and assess student maps.
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Pioneers! O Pioneers!
Walt Whitman the great American poet wrote a poem about America’s need to go
west. As a class we will read the poem, then you will answer a few questions about the
poem. As we read this excerpt think about what we have talked about in class. How
does this poem embody the spirit of the mountain men or early settlers of the western
territories?
by Walt Whitman
(1819-1892)
Come my tan-faced children,
Follow well in order, get your weapons ready,
Have you your pistols? have you your sharp-edged axes?
Pioneers! O pioneers!
For we cannot tarry here,
We must march my darlings, we must bear the brunt of danger,
We the youthful sinewy races, all the rest on us depend,
Pioneers! O pioneers!
O you youths, Western youths,
So impatient, full of action, full of manly pride and friendship,
Plain I see you Western youths, see you tramping with the foremost,
Pioneers! O pioneers!
Have the elder races halted?
Do they droop and end their lesson, wearied over there beyond the seas?
We take up the task eternal, and the burden and the lesson,
Pioneers! O pioneers!
All the past we leave behind,
We debouch upon a newer mightier world, varied world,
Fresh and strong the world we seize, world of labor and the march,
Pioneers! O pioneers!
We detachments steady throwing,
Down the edges, through the passes, up the mountains steep,
Conquering, holding, daring, venturing as we go the unknown ways,
Pioneers! O pioneers!
We primeval forests felling,
We the rivers stemming, vexing we and piercing deep the mines within,
We the surface broad surveying, we the virgin soil upheaving,
Pioneers! O pioneers!
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Colorado men are we,
From the peaks gigantic, from the great sierras and the high plateaus,
From the mine and from the gully, from the hunting trail we come,
Pioneers! O pioneers!
From Nebraska, from Arkansas,
Central inland race are we, from Missouri, with the continental
blood intervein'd,
All the hands of comrades clasping, all the Southern, all the Northern,
Pioneers! O pioneers!
…
Reading Questions
1. How does this poem illustrate the idea of Manifest Destiny? Be specific. You
must use at least 3 examples from the poem.
2. Compare what is said in this poem to Mountain Men like Jim Beckworth,
Jebediah Smith and others. What lines would best be used to capture what they
stood for and how they lived their lives. Make sure to explain your answer.
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39
Gilded Age - Review
Standards:
7.1.12B Analyze the location of places and regions.
8.1.12B Evaluate the interpretation of historical events and sources, considering the use
of fact versus opinion, multiple perspectives, and cause and effect relationships.
8.3.12D Evaluate how conflict and cooperation among groups and organizations in the
U.S. have influenced the growth and development of the world.
Objectives:
1. Students will be able to evaluate the political and cultural contributions of groups and
individuals to United States history from 1845-1916.
2. Students will be able to complete a map activity outlining the significant locations
mentioned throughout the unit.
Subject Matter: Regionalism, industrialization, laissez-faire, labor, corporations, corruption,
immigration, nativism, eugenics, urbanization, social control, entertainment,
segregation, agriculture, exploitation, assimilation
Materials:
 Computer
 Teacher presentation
 Map of United States
Procedure:
1.Set:
a. Describe the unit evaluation and criteria for grading to the students.
b. Essential Question: Name one political, economic and cultural contributions
of individuals and groups to United States history from 1845-1916.
2. Review of Teacher Presentation:
a. Review major people, places and events that occurred during this time period
b. Be sure to include a review of major concepts/themes of the unit
c. Project a map on board and ask students to identify some of the important
places mentioned throughout the unit
3. Review Game: Who Am I?
a. Take pieces of construction paper and write a name of a person, place or event
b. Tape paper on each students back
c. Tell the students that they may only use yes or no questions and must move
around to a different person to ask a question. The objective is to guess who/what
you are. First person to identify what is on their back wins.
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d. Model with one student in front of the room before asking all students to stand
and begin the game.
4. Close: The instructor will complete a concise check for understanding of the
most important cognitive objective by asking, “What did Mark Twain
mean when he coined the term ‘The Gilded Age’?”
Assessment:
1. The teacher will informally observe the students taking notes from Teacher.
2. The teacher will informally observe the students participating in class by answering
questions asked throughout the Teacher presentation.
3. The teacher will formally evaluate the students completing a map activity.
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