Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.
Objective 5.01: Evaluate the influence of immigration and rapid industrialization on urban life.
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Urban Issues
Housing
Sanitation
Transportation
The rise of ethnic neighborhoods
New forms of leisure
Elevator
Electric trolleys
Jacob Riis
Ellis Island
Culture shock
Settlement houses
Jane Addams
Dumbbell tenements
Chinese Exclusion Act
Telephone
Alexander Graham Bell
Thomas Edison
Typewriter
Sweatshops
Amusement parks
Spectator sports
5.01a Review primary documents and photographs of the period, and write letters to friends and family in your “home” country describing a new life in America.
5.01b Debate whether the “melting pot” theory is an accurate phrase for America 1877-1900.
5.01c Graph patterns and sources of immigration to America over an extended period of time. Match with today’s patterns.
Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.
Objective 5.01: (continued) Evaluate the influence of immigration and rapid industrialization on urban life.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Frederick Olmstead
Cultural pluralism
Urbanization
Nativism
Melting pot
5.01d Review diagrams of dumbbell tenements. How could they have been made safer?
5.01e Design pamphlets replicating earlier ones distributed to new arrivals in America.
5.01f Hold a mock city council meeting to propose solutions to urban issues of the day.
Suggested Literature Connections:
Raz Rozenzweig: Eight Hours for What We Will
Jacob Riis: How The Other Half Lives,
Emma Lazarus: “The Colossus”, 1833
Horatio Alger, Jr: Rags to Riches Series
Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.
Objective 5.01: (continued) Evaluate the influence of immigration and rapid industrialization on urban life.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
5.01g Compare positive and negative aspects of maintaining the existence of ethnic neighborhoods.
5.01h Analyze the quote by the Carpenter’s Union in Worchester, Mass.: “8 hours for work, 8 hours for rest, 8 hours for what we will.” How did this idea impact urban life?
Fine Arts Connections:
Cecilia Beaux: “ Man with the Cat” 1898, NMAA
Thomas Hart Benton: “Man with the Machine” NMAA
John Furguson Weir: “The Gun Foundry” 1866, NMAA
“Fan Quilt” by Residents of Bourbon County, Kentucky, 1893, NMAA
Theodore Roszak: “Recording Sound”,
NMAA
Everett Shinn: “Eviction”, 1904, NMAA
Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.
Objective 5.02: Explain how business and industrial leaders accumulated wealth and wielded political and economic power.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Emergence of new industries:
Railroads
Steel
Oil
Changes in the ways businesses formed and consolidated power
Influence of business leaders as “captains of industry” or as “robber barons”
Bessemer Process
Andrew Carnegie
John Rockefeller
J. P. Morgan
Vanderbilt family
Edwin Drake
Standard Oil Company
U. S. Steel
George Westinghouse
Gospel of Wealth
Horatio Alger
Social Darwinism
Trust
Monopoly
Gilded Age
5.02a Research the business practices of men such as Carnegie and Rockefeller. Put them on trial as either “Captains of Industry”/”robber barons.”
5.02b Read excerpts of the “Gospel of Wealth” and discuss to what extent Carnegie and others practiced the philosophy.
Excerpts from “The Gospel of Wealth”
Bartlett’s Quotations (or another Source for quotations for this period)
“The Bosses of the Senate” political cartoon
“What a Funny Little Government” 1900 political cartoons
Biographical information on business and industrial leaders. A&E Biographies
Audio &Visual Resources:
“History of Standard Oil” PBS video
“The Richest Man in the World” PBS The American Experience Series
“American 1900”, PBS The American Experience Series
“The Rockefellers” PBS
Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.
Objective 5.02: (continued) Explain how business and industrial leaders accumulated wealth and wielded political and economic power.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Relationship of big business to the government
Influence of Darwinism, Social Darwinism and the Gospel of Wealth
5.02c Interpret quotations from business leaders of the time and discuss how they reflect the idea of Social Darwinism.
5.02d Design a display for a Gilded Age Museum that features one of the emerging industries and its impact on people’s lives.
5.02e Discuss what responsibilities today’s corporate leaders have that the captains of industry did not.
Suggested Websites:
http://65.107.211.206/philosophy/socdar.html
http://www.u-s-history.com/pages/h843.html
http://americanhistory.about.com/cs/gildedage
http://andrewcarnegie.tripod.com/acbio.html
Literature Connections:
Sinclair Lewis: Land
Kurt Vonnegut: Tomorrow and Tomorrow and Tomorrow
Frank Norris: The Octopus
Ida Tarbell: The History of the Standard Oil Company 1903
Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.
Objective 5.02: (continued) Explain how business and industrial leaders accumulated wealth and wielded political and economic power.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
5.02f Research a business or industrial leader and prepare a resume for that individual.
5.02g Illustrate the concepts of vertical and horizontal integration in business.
Fine Arts Connections:
Edward Bruce: “Industry” 1902, NMAA
Childe Hassam: “Lillie” 1898, NMAA
Max Weber: “Foundary in Baltimore” 1915
NMAA
Thomas Dewing: “The Necklace”, “Dawn”, “Lady in White” 1907, NMAA
Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.
Objective 5.03: Assess the impact of labor unions on industry and the lives of workers.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Formation of labor unions
Types of unions
Tactics used by labor unions
Opposition to labor unions
Working conditions
Wages
Child labor
Craft unions
Trade unions
Knights of Labor
Haymarket Riot
American Federation of Labor
Samuel Gompers
Eugene Debs
Strike
Negotiation
Mediation
5.03a Create a chart to show the various unions that formed in the time period. Include these topics: how organized, goals, attempts to reach goals, and success.
5.03b Work cooperatively to form a union. Each group should develop rules for membership, goals, plans to reach goals, and expected results. Share with the class.
5.03c Diagram decision trees exploring the likely consequences and results of going on strike vs. collective bargaining or arbitration.
Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.
Objective 5.03: (continued) Assess the impact of labor unions on industry and the lives of workers.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Collective bargaining
Arbitration
Yellow-dog contract
Closed shop
Sherman Antitrust Act
The Great Strike (1877)
Pullman Strike
Homestead Strike
5.03d Write letters to the editor of a newspaper supporting or protesting attempts to organize a hypothetical union in the town.
5.03e Group students to review how presidents respond to different strikes in the time period and offer suggestions as to how the situation might have been resolved differently. Students should provide rationales.
Fine Arts Connections:
Song:
“Working and Union Song” by Keith and Rusty McNeil, WEM Records
“Lady Off the Shore” by Michael Rychlel
Louis Lozowick: “Butte” 1926, Hirshhorn Museum
Elsie Driggs: “Queensborough Bridge” 1927
Montclair Art Museum, N.J.
Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.
Objective 5.04: Describe the changing role of government in economic and political affairs.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Impact of law and court decisions
“Laissez-Faire” government policies
Operation of political machines
Patronage vs. the civil service system
Impact of corruption and scandal in the government
The Election of 1896 (see also Goal 4.03)
Sherman Anti-Trust Act
Pendleton Act
Political machines
Boss Tweed
Tammany Hall
Thomas Nast
Credit Mobilier scandal
Graft
Whiskey Ring scandal
Populism
Secret ballot (Australian)
Initiative
Referendum
Recall
Mugwumps
5.04a Create a flow diagram that shows the working of a political machine within a city like New York.
5.04b Review the political cartoons of Thomas Nast and create new cartoons to address issues of the era.
5.04c Compare public reaction to the scandal in the Gilded Age to scandals today.
Thomas Nast political cartoons
Sample civil service exam questions
Current newspaper clippings or magazine articles
Suggested Websites:
http://www.ushistory.com
http://www.americahhistory.about.com
http://www.thomasnast.com/
http://www.lib.ohio-state.edu/cgaweb/nast/
Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.
Objective 5.04: (continued) Describe the changing role of government in economic and political affairs.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
5.04d Generate questions that should be on a civil service exam and compare the new questions to actual sample questions from the original exam.
Literature Connections:
Sinclair Lewis: Main Street
Mary Antin: The Promised Land Fine Arts Connections:
Songs:
“I’ll Take You Home Kathleen”
“Sweet Rosie O’Grady”
“My Wild Irish Rose”
“Hard is the Fortune”
“She’s Only A Bird in A Gilded Cage”
Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) – The learner will analyze causes and effects of the United States emergence as a world power.
Objective 6.01: Examine the factors that led to the United States taking an increasingly active role in world affairs.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Global and military competition
Increased demands for resources and markets
Closing of the Frontier
Exploitation of nations, peoples, and resources
Alfred T. Mahan
Josiah Strong
Frederick Jackson Turner
Imperialism
Spheres of influence
6.01a Compare and contrast the U. S. justification for continental expansion versus expansion abroad.
6.01b Have students write responses to Kipling’s White Man’s Burden.
Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) – The learner will analyze causes and effects of the United States emergence as a world power.
Objective 6.01: (continued) Examine the factors that led to the United States taking an increasingly active role in world affairs.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
6.01c Examine or draw political cartoons that represent supporting and opposing views of imperialism.
Literature Connections:
Rudyard Kipling: White Man’s Burden
http://www.fordham.edu/halsall/mod/Kipling.html Josiah Strong: Our Country
http://alpha.furman.edu/~benson/docs/jstrongperils.htm Robert Rydell: All The World’s A Fair Fine Arts Connections:
Picture Fronts of John Philip Sousa marches
Photographs of President T. Roosevelt
In the machines in Panama: Library
Of Congress
Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) – The learner will analyze causes and effects of the United States emergence as a world power.
Objective 6.02: Identify the areas of the United States military, economic, and political involvement and influence.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Causes and conduct of the Spanish-American War
United States Interventions in
6.02a Design a chart that details the specifics of United States involvement in Cuba, Hawaii, Latin America/ Caribbean, and Asia/Pacific.
6.02b Analyze and discuss some examples of “yellow journalism” from the period and from today.
George Washington’s Farewell Address
Monroe Doctrine
Albert Beveridge’s Address to Congress on the Philippines
American Anti-Imperialist League Platform
Aguinaldo’s “Pleas for Independence”, The Outlook, July 28, 1899
Audio &Visual Resources
Excerpts from film: ”Citizen Kane”
Suggested Websites:
http://www.smplanet.com/imperialism
http://www.spanamwar.com/
http://www.history.ohio-state.edu/projects/mckin
http://www.humbolt.edu/~jcb10/yellow.html
http://www.montauklife.com/teddy98.html
Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) – The learner will analyze causes and effects of the United States emergence as a world power.
Objective 6.02: (continued) Identify the areas of the United States military, economic, and political involvement and influence.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
6.02c Map the pattern of United States imperial activities around the world.
Literature Connections:
Edgar Lee Masters: Spoon River Anthology:
“Tombstone for Harry Wilmans”
Stanley Karnow: In Our Image (1989)
Frank Friedel: The Splendid Little War (1958)
W. Lederer & E. Burdick: The Ugly American (1958)
Fine Arts Connections:
Songs and Marches of John Philip Sousa
Photographs of the White Squadron and The Maine,courtesy of the Navy Department
Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) – The learner will analyze causes and effects of the United States emergence as a world power.
Objective 6.03: Describe how the policies and actions of the United States government impacted the affairs of other countries.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Intervention vs. Isolation
Support for and opposition to United States economic intervention
Perception of the United States as a world power
6.03a Create a chart comparing Roosevelt, Taft, and Wilson’s foreign policies in Latin American and the Caribbean. Include the outcomes of actions.
6.03b In a role-play activity, present the views of leaders of the period.
6.03c Using the argument from the
May 17, 1898, “Report of the Committee on Foreign Affairs on House Res. 259,” ask students to hold a hearing on the annexation of Hawaii.
House of Representatives Report 1355, 55th Congress, 2nd Session
The 1897 Petition Against the Annexation of Hawaii,
September 11, 1897
Platt Amendment
Audio &Visual Resources:
“Crucible of Empire-The Spanish American War” PBS
“Hawaii’s Tart Queen”, PBS, The American Experience
Video by Tom Coffman: “Nation Within: The Story of America’s Annexation of Hawaii”
Suggested Websites:
http://www.state.gov/r/pa/ho/time/gp/17661.htm
http://wwwamericanpresident.org/history/
http://www.civics-online.org/library
Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) – The learner will analyze causes and effects of the United States emergence as a world power.
Objective 6.03: (continued) Describe how the policies and actions of the United States government impacted the affairs of other countries.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
6.03d Ask students to reveal why the 1897 “Petition Against Annexation” is important to Hawaiians and other Americans. Brainstorm cases of similar incidents of neglect in recorded history.
Literature Connections:
Tom Coffman: Nation Within*
Mark Twain: Anti-Imperialist Writings:
“The War Prayer”
Jose Marti –poetry
Christinia Garcia: Dreaming in Cuban 1993
Excerpts from James Michener: Hawaii
Fine Arts Connections:
Joseph Hirsch: “The Hero” NMAA
Song: “Aloha Oe”
Competency Goal 7: The Progressive Movement in the United States (1890-1914) – The learner will analyze the economic, political, and social reforms of the Progressive Period.
Objective 7.01: Explain the conditions that led to the rise of Progressivism.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Corruption and ineffectiveness of government
Immigration and urban poor
Working conditions
Emergence of Social Gospel
Unequal distribution of wealth
Muckraking
Ida Tarbell
Lincoln Steffens
Upton Sinclair
Jacob Riis
Urban slums
Triangle Shirtwaist Factory Fire
7.01a Divide the class into sample groups (i.e. presidential cabinet, state governors, women’s clubs, and selected ethnic groups). Give each group a problem to resolve from their perspective. Chart their solutions on a graph line illustrating all views from far right to far left.
7.01b Define the term “radical”. Evaluate excerpts of muckraking articles based on the definition.
Suggested Websites:
http://www.census.gov
http://www.nara.gov
http://www.loc.gov
http://www.bartleby.com/65/mu/muckrake.html Literature Connections:
Lincoln Steffans: Struggle for Self Government and Shame of the Cities
Sinclair Lewis: The Jungle
An zia Yezierska: Hungary Hearts
Jacob Riis: How the Other Half Lives
Other readings from O’Henry, Chopin, London, Crane, Stone
Copy of Emma Lazarus Poem “The New Colossus” 1883
Competency Goal 7: The Progressive Movement in the United States (1890-1914) – The learner will analyze the economic, political, and social reforms of the Progressive Period.
Objective 7.01: (continued) Explain the conditions that led to the rise of Progressivism.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
Fine Arts Connections:
Thomas Dewing: “Walt Whitman” NMAA
Winslow Homer: “Bear Hunting”
Charles Burchfield: “Lightning and Thunder at Night”
Thomas Eakins: “Poleman in the Ma’sh”, “The Banjo Player” NMAA
“Dr. Albert Getchell” North Carolina Museum, and “Singing a Pathetic Song”
Corcoran Gallery, D.C.
Competency Goal 7: The Progressive Movement in the United States (1890-1914) – The learner will analyze the economic, political, and social reforms of the Progressive Period.
Objective 7.02: Analyze how different groups of Americans made economic and political gains in the Progressive Period.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
The roles of the Progressive presidents:
Roosevelt
Taft
Wilson
The growing power of the electorate
The changing roles and influence of women
The impact of political and economic changes on the working class
The changing nature of state and local governments
Jane Addams/Hull House
16th Amendment
17th Amendment
18th Amendment
(Volstead Act)
19th Amendment
Carrie A. Nation
Anthracite Coal Strike
Sherman Anti-Trust Act North
Northern Securities v U.S., 1904
American Tobacco v U.S., 1911
US v EC Kight &Co, 1895
Payne Aldrich Tariff, 1909
Mann Elkins Act
Robert LaFollette
Election of 1912
Progressive/Bull Moose Party
Federal Reserve Act
7.02a Compare the party platforms for the election of 1912. Determine which candidate was the true progressive. Justify your position.
7.02b Select one progressive law/amendment. Identify groups most impacted by the law and whether the law’s objective was achieved.
Charts and maps showing results of the election of 1912
Competency Goal 7: The Progressive Movement in the United States (1890-1914) – The learner will analyze the economic, political, and social reforms of the Progressive Period.
Objective 7.02: (continued) Analyze how different groups of Americans made economic and political gains in the Progressive Period.
Major Concepts
Terms
Thinking Skills and Suggested Activities for Students
Resources: Primary, Secondary, Technology Audio/Visual/Documents for listed activities
7.02c Using the music of a popular song, rewrite the words to become a “trust-busting” song. Teach the new lyrics to the class.
Literature Connections:
Upton Sinclair: The Jungle
Lincoln Steffens: The Shame of the City
W. E. Dubois: The Souls of Black Folk
Langston Hughes: “Share Cropper”
Louis Harlan: Booker T. Washington, The Wizard of Tuskegee
Fine Arts Connections:
Charles Burchfield: “Lightning and Thunder at Night” 1920 NMAA
Umberto Boccioni: The City Rises, 1910, Museum of Modern Art, N.Y.
