Embedded Files
Week 17
Directions: This module begins with students comparing three secondary textbook accounts of the second industrial revolution and the reasons for its occurrence. Students work in pairs and individually to complete a graphic organizer using guiding questions to help them analyze the sources. In small groups they discuss where there was agreement and disagreement in the sources and what might account for those points of convergence and divergence. Each group presents a brief argument about which text they believe is more “complete” telling of the history.
See questions in the picture below for guiding questions as you read the three (3) sources.
Week 18
Monday
Homework: Students will compare three sources that discuss the nature of capitalism and industries at the end of the 19th century. They read and respond to guiding questions that lead them to compare the perspectives and consider why these sources have such different points of view.
Tuesday
Slumming Among the Unemployed: William Wycoff Studies Joblessness in the 1890s
Wednesday
Crash Course U.S. History video
Brinkley, - “The Knights of Labor” & “The AFL” (from Chapter 17)
Faragher et al., “The American Federation of Labor” (from Chapter 19)
Thursday
“Strike at Homestead Mill: The Homestead Letters”
Friday
“Bryan’s ‘Cross of Gold’ Speech: Mesmerizing the Masses”
Pageant, Chapter 26: "From Prelude to Populism," pp 657-658
Brinkley, Chapter 19: “From Stalemate to Crisis,” pp. 521-540
Week 19
Monday
Students are assigned one of several women’s reform groups to research and create a “Giant” brochure to present in class. Each presentation must provide a summary of the group's history, major figures, major accomplishments, and its role in reform or assistance with immigrants. Groups include: the Christian Women’s Temperance Union, Women’s Trade Union League, National American Woman Suffrage Association, National Association of Colored Women, and settlement houses (Hull House)
HWK: Continue research and working on your presentation
Tuesday
Continue work on Women’s “Giant” Brochure - DUE Wednesday at the beginning of class.
HWK: Students examine the immigrant experience in the late 19th century by reading excerpts from the life of Lee Chew. Students will take notes and analyze how “typical” Chew’s experience was as an immigrant. They also will need to discuss what might have made Chew’s experience different from that of an immigrant from southern or eastern Europe.
2. Reading Link
Wednesday
"Plenty Coups" Travels to Washington - See Handout in class
"The Buffalo Go" - See Handout in class
Jackson - Chapter 6 - See Handout in class
Formative Assessment Directions
Thursday
Students read the text of the Dawes Severalty Act in class and discuss the major points of the Dawes Act. They then record their observations on chart paper and post their charts to share with the class. Students then discuss what the purpose of the Dawes Act was and its success in achieving its goals.
Resources
Brinkley, Chapter 16: “The Conquest of the Far West” - See Handout in class
Fernlund, Chapter 16, part 3: “The Dawes Severalty Act (1887)” - See Handout in class
Formative Assessment: The introduction to the Dawes Act states that it was enacted in response to Helen Hunt Jackson’s A Century of Dishonor as well as other critics’ work. Students are to take a position regarding the extent to which this act mollified (appease the anger or anxiety of (someone).) those critics, or defend it using evidence from the Dawes Act and the Helen Hunt Jackson excerpt from the previous lesson.
Friday
Directions: In small groups or pairs, students define the characteristics of the “Gospel of Wealth” & the “Social Gospel” based on the textbook reading. Students need to provide examples of each from the time period (1865-1898). Student then read “The Gospel of Wealth” by Andrew Carnegie and “Progress and Poverty” by Henry George. They take notes on where Carnegie and George’s ideas mesh with the Gospel of Wealth or the Social Gospel. In addition, students note which of these perspectives resulted in calls for reform and why.
Students, before leaving class will need to have written a two (2) paragraph summary about Carnegie’s and George's stances on the role of the individual and government in aiding its citizens. Students must cite evidence to support their position.
Brinkley, Ch 17: “Industrial Supremacy” - See Handout in class
“Andrew Carnegie: The Gospel of Wealth, 1889”
Week 21
Monday-Wednesday
Working in groups of three, students create a newspaper from the industrial era (1865-1900). The newspaper must have a total of nine (9) articles--six must be “hard news” and three can be “soft news.” Because a newspaper does not cover three-plus decades, each group must select a narrower time frame (no more than a five year window). The newspaper should:
Approximate the style and contents of a modern newspaper as closely as possible but be based on information from the Gilded Age
Be historically correct
Have at least one item on each of the following topics: labor or management relations, technology, immigration, African American rights.
Have articles, editorials, and letters to the editor that are relevant to issues of the time period
Be accompanied by an extensive bibliography that follows Chicago Manual of Style specifications.
Essential Questions Addressed:
How did industrialization affect the political, social, and economic fabric of late 19th-century America?
How successful were unions in effecting change for workers in the late 19th century?
How did a new wave of immigration from southern and eastern Europe and Asia challenge the idea of what it meant to be American?
How did the rise of big business and government corruption result in calls for political, social, and economic reform in the late 19th century?
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