U.S. History
Social Studies
Unit: 01
Lesson: 02
Suggested Duration: 2 Days
Gilded Age Economics
Lesson Synopsis:
At the turn of the century, the United States grew as an industrial power. This lesson is an overview of the economic
issues and events that led the United States into a time period often referred to as the Gilded Age. Students analyze
economic issues at the turn of the century such as industrialization, growth of railroads, labor unions, farm issues, and a
booming cattle industry, the rise of entrepreneurship, free enterprise, and big business. New legislation at the turn of the
century indicates a change in the relationship between the federal government and private business. As a result of a large
influx of population, changes in demographic patterns result in urbanization.
TEKS:
US.3
US.3B
US.3D
History. The student understands the political, economic, and social changes in the United States from 1877 to
1898. The student is expected to:
Analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues,
the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business.
Readiness Standard
Describe the optimism of the many immigrants who sought a better life in America. Supporting Standard
US.13
Geography. The student understands the causes and effects of migration and immigration on American society. The
student is expected to:
US.13B
Analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the
United States. Readiness Standard
US.15
Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s
to 1920. The student is expected to:
US.15B
Describe the changing relationship between the federal government and private business, including the costs and
benefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act. Readiness
Standard
Social Studies Skills TEKS:
US.29
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
US.29G
Identify and support with historical evidence a point of view on a social studies issue or event. Eligible for Dualcoding on STAAR
US.31
Geography. The student uses geographic tools to collect, Analyze, and interpret data. The student is expected to:
US.31B
Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and
available databases. Eligible for Dual-coding on STAAR
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Create a T-Chart for each of the following economic issues (industrialization, growth of railroads, labor unions,
farm issues, cattle industry boom, entrepreneurship, free enterprise and big business). The T-Chart should
include three positive and three negative implications for each of the issues. (US.3B; US.29G)
5B
Key Understandings and Guiding Questions:
•
—
—
—
—
Economic changes may lead to positive and negative effects on a nation.
How did economic issues at the turn of the century shape the Gilded Age?
How did federal government policies impact businesses during the Gilded Age?
How did optimism impact the lives of immigrants who sought a better life in America?
What were the causes and effects of changing demographic patterns in the Gilded Age?
©2013, TESCCC
01/08/13
page 1 of 6
US History
Social Studies
Unit: 01 Lesson: 02
— How did the economic changes during the Gilded Age affect people who lived in cities?
Vocabulary of Instruction:
•
•
•
Gilded Age
urbanization
industrialization
•
•
•
entrepreneur
free enterprise
laissez faire
•
•
•
demographic
immigrant
migrant
Materials:
•
Refer to the Notes for Teacher section for materials.
Attachments:
•
•
Handout: Economic Issues Analysis
Handout: Government Regulation Changes Businesses
Resources and References:
•
None identified
Advance Preparation:
1.
2.
3.
4.
5.
6.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Prepare visual supports for the lesson including those needed for the acrostic poem for Free Enterprise.
Background Information:
The United States grew to become one of the world’s industrial powers. innovation, new technology, entrepreneurship,
and the growth of labor added to the dynamic nature of change in United States during the Gilded Age. The nation’s ability
to manufacture and produce goods increased tremendously at the turn of the century, bringing positive and negative
consequences for all Americans.
While America became a more industrialized society, the labor that helped to sustain production was impacted by poor
working conditions. As a result, labor organized for change, leading to the development and growth of labor unions across
the United States. As the rich became richer, the poor continued to struggle in poverty and poor living conditions.
While the captains of industry became multimillionaires at the turn of the century, the corporations and anti-competitive
legislation that helped men like Andrew Carnegie and John D. Rockefeller become millionaires leads to reform. This
reform expands the role of government in business, a singificant change in the laissez-faire practices of the late 1800s.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Free enterprise shaped the Gilded Age
1. Write the words FREE ENTERPRISE as an acrostic poem, vertically on
the board.
©2013, TESCCC
01/08/13
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
Materials:
• Political cartoon of the Gilded Age
or image of a gilded antique from
the late 19th century
page 2 of 6
US History
Social Studies
Unit: 01 Lesson: 02
Instructional Procedures
Notes for Teacher
Purpose:
The purpose of this engage piece of the
lesson is to informally assess prior
knowledge related to the free enterprise
system. This informal assessment will
aid in teaching the role of the free
enterprise system in understanding the
economic issues at the turn of the
century in the United States.
TEKS: 3B
2. Acrostic Poem - Students think and work individually for 4 minutes to write
an acrostic poem to describe free enterprise using the first letter of the
words “free enterprise.”
3. Students Pair and Share their acrostic poems and adjust their poems after
they share with a partner.
4. Student volunteers share their acrostic poem.
5. Facilitate a conversation about the role of free enterprise during the Gilded
Age. Use a political cartoon or image of a gilded antique from the late 19 th
century, to make a connection between gilding and the Gilded Age. Some
connections to consider in the discussion:
• Mark Twain’s characterization of the late nineteenth century as the
“Gilded Age” which was shiny and glittering on the surface, yet
corrupt underneath.
• Laissez-faire government policies, corporate monopolies, working
conditions, rich/poor gap
• An agrarian society transformed into an urban society where
corporations dominated city politics and economics.
EXPLORE – Economic issues of the Gilded Age
1. Divide the class into eight groups.
2. Assign roles to each of the group members such as Speaker, Scribe,
Materials Manager, and Timekeeper.
3. Distribute to each group the Handout: Economic Issues Analysis and
chart paper or butcher paper.
4. Assign each group a topic from the handout (see below)
• Group1: Industrialization
• Group 2: Growth of Railroads
• Group 3: Growth of Labor Unions
• Group 4: Farm Issues
• Group 5: Cattle Industry Boom
• Group 6: Rise of Entrepreneurs
• Group 7: Free Enterprise
• Group 8: Big Business
©2013, TESCCC
01/08/13
Instructional Note:
• The Engage piece of this lesson is
intended to activate prior knowledge
connected to the big ideas related
to free enterprise: how the U.S.
answers the three basic economic
questions: What will be produced,
By whom will it be produced, and
For whom will it be produced?
• Additional discussion could include
a conversation about how industry
grew rapidly as the U.S.
government promoted free
enterprise as an opportunity for
businesses to operate competitively
for profit with little government
involvement or regulation.
• Students may not be familiar with
the reasons that this period of time
is called “Gilded,” so this is an
opportunity to discuss Mark Twain’s
characterization of the time period
and some examples of why America
would be called “gilded.”
Suggested Day 1 (cont’d) – 30 minutes
Materials:
• chart/butcher paper (8, 1 per group)
• markers
• journal and/or note-taking method
(such as Cornell notes)
• information on the 8 topics to be
discussed: Industrialization, Growth
of Railroads, Growth of Labor
Unions, Farm Issues, Cattle
Industry Boom, Rise of
Entrepreneurship, Free Enterprise,
Big Business
Attachments:
• Handout: Economic Issues
Analysis (8, 1 per group)
Purpose:
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US History
Social Studies
Unit: 01 Lesson: 02
Instructional Procedures
Notes for Teacher
5. Students use a variety of resources (textbook, websites, articles, and
library books) to identify the relationships among their group’s words and
create a graphic organizer to show the relationship and answer the
question:
• How did government policies impact the economic issue you
analyzed? (15-20 minutes to research and complete the graphic
organizer handout.)
6. Each group shares their graphic organizer, the connections they made,
and their response to the question:
• How did government policies impact the economic issue you
analyzed?
7. As groups present, all other groups take notes on the presentations and
graphic organizers, making connections among the different economic
issues.
8. As groups present their information, highlight key connections, correct
misconceptions, clarify thinking for each group, and encourage students to
make connections between multiple issues presented.
Students analyze the economic issues
that helped to define the Gilded Age.
They make connections among a series
of related words.
TEKS: 3B
Instructional Note:
• This would be a good time to set
roles for group successful
collaboration that will be used
throughout the year. Some roles to
consider are: Speaker, Scribe,
Materials Manager, and
Timekeeper.
• Use the Instructional Focus
Document to facilitate inquiry
opportunities that encourage
students to make strong
connections among the words in
their group’s list.
9. Post the graphic organizers.
EXPLAIN – Summary
1. Students create a 3-2-1 summary.
2. Students write:
• 3 economic issues that characterized the Gilded Age
• 2 policies that changed businesses
• 1 sentence to summarize the economic issues analysis
3. Students share their summary sentence with a partner.
EXPLORE – Government policies impact businesses
1. Divide the class into three work groups.
2. Distribute the Handout: Government Regulation Changes Businesses.
3. Students research areas related to regulation during the Gilded Age using
locally adopted materials and other resources to.
• Work Group 1: research the costs and benefits of laissez-faire
government policies.
• Work Group 2: research new types of business organizations.
• Work Group 3: research the rise of entrepreneurship and
philanthropy.
4. Groups become experts on their topic, collaborating in their research and
recording information.
5. Once the expert groups have completed their handout, form new groups
composed of one member from each of the three expert groups.
6. Members of the new group collaborate to complete the graphic organizers
©2013, TESCCC
01/08/13
Suggested Day 1 (cont’d) – 5 minutes
Purpose:
The sentence summary is an
opportunity to check for understanding.
As you monitor the class while they are
writing, look for key concepts that were
discussed in the economic issue
analysis. Look for comparisons,
descriptions, advantages,
disadvantages, personal connections to
the content discussed in class.
Suggested Day 2 – 10 minutes
Materials:
• Information on the costs and
benefits of laissez-faire government
policies
• Information on new types of
business organizations
• Information on the rise of
entrepreneurship and philanthropy
Attachments:
• Handout: Government Regulation
Changes Businesses
Purpose:
Students examine the changing
relationship between the government
and industry. This exploration allows
students to examine how this changing
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US History
Social Studies
Unit: 01 Lesson: 02
Instructional Procedures
Notes for Teacher
to understand and be able to explain the effects of each federal
government policy on private businesses (the last section of Handout:
Government Regulation Changes Businesses).
7. Monitor and ask questions to ensure that correct information is being
shared.
8. Student volunteers share the effects they recorded with the rest of the
class in a brief discussion.
9. Record student answers, clarify information, and help students refine the
connections. (For example, the Teacher responds to a student’s
description of an event by modeling academic language such as: Yes, that
is an example of the impact of anti-trust legislation.)
EXPLAIN
1. Review the parts of a business cycle: peak, recession, trough, depression,
expansion.
relationship sets a foundation for unfair
practices relating to corporations and
competition among the captains of
industry.
TEKS: 15B; 29G
Instructional Note:
• This is a great time to show a
picture of the business cycle
fluctuations in American history to
allow students to make connections
between the relationship of federal
legislation and private business
along with the business cycle in the
time period.
• While each group shares their
thinking with the whole class, it is
important to continue building
connections between the free
enterprise system and the impact of
regulation on private businesses.
Suggested Day 2 (cont’d) – 10 minutes
Instructional Note:
Use a diagram such as the one below to
facilitate conversation:
2. Students work with a partner to determine how different government
policies impact businesses at different times in history. Students may need
an example of a conversation starter.
3. Choose a few volunteers to explain their partner discussion.
4. Use the following questions to connect the prior exploration.
• How might laissez-faire policies during a peak impact the
American economy? Why?
• How might laissez-faire policies during a recession impact the
American economy? Why?
ELABORATE – Immigration and Optimism
1. Project or print “The New Colussus” by Emma Lazarus for students to
read. Then, facilitate a conversation with students about the pursuit of the
American dream.
• What do the words inscribed on the Statue of Liberty offer to
immigrants coming to the United States for the first time?
(Answers will vary, but could include: freedom, an invitation to come
to America, opportunities)
• For these immigrants, what does it mean to be in “pursuit of the
American dream? (Answers will vary but could include wealth, land,
jobs, homes, protection, security, peace, etc.)
• Do you think immigrants found what they were seeking? Why or
why not? (Ask for evidence from history or from examples in prior
knowledge when students respond.)
©2013, TESCCC
01/08/13
Suggested Day 2 (cont’d) – 10 minutes
Materials:
• “The New Colossus”, Emma
Lazarus
Instructional Note:
• To many immigrants, the free
enterprise system represented
opportunities that were not available
in their home countries in Europe
such as Italy, Greece, Poland,
Hungary, Russia, Turkey, Lithuania,
and Romania. This is the beginning
of a deeper discussion on
immigration. The focus of this part
of the lesson is to address the idea
page 5 of 6
US History
Social Studies
Unit: 01 Lesson: 02
Instructional Procedures
Notes for Teacher
•
of the pursuit of the American
dream.
The questions will allow you to preassess student understanding of
how immigrants viewed the
opportunities associated with free
enterprise.
TEKS: 3D; 13B
EVALUATE – Economic Issues T-Chart
1. Create a T-Chart for each of the following economic issues
(industrialization, growth of railroads, labor unions, farm issues, cattle
industry boom, entrepreneurship, free- enterprise and big business). The
T-Chart should include three positive and three negative implications for
each of the issues. (US.3B; US.29G)
• 5B
Suggested Day 2 (cont’d) – 20 minutes
Instructional Note:
T-Chart outline:
Positive
Implications
Negative
Implications
Industrialization
Growth of railroads
Labor Unions
Farm Issues
Cattle Industry boom
Entrepreneurship
Free enterprise
Big Business
©2013, TESCCC
01/08/13
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