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The Gilded Age
Grade: 8th
Subject: U.S. History
Curricular Goal: Students will demonstrate the economic discrepancy between
the haves and have not s during the Gilded Age through the creation of a visual product.
Introduction:
You are representatives of your school at a Social Studies conference specializing in The
Gilded Age. The term "Gilded Age" was created to describe the difference
between the very wealthy and the very poor during the late 1800's into the early
1900's. To attend this conference you will need research and bring a display that
illustrates the difference between the very rich and the very poor. The display will
need to highlight the many aspects of the society that made up the Gilded Age including
industrialization and lifestyle.
Task:
You and your team will be responsible for producing one three dimensional display, both
visual and written, describing the criteria in the introduction. Each team will be
responsible for:
Research industrialization and lifestyles
Create a 3-D display that you will use at the Social Studies conference
Include in your display a minimum of 2 primary sources
Display should be no smaller than 8x10
Produce a 5-10 minute presentation of your 3-D display having all team
members speak
Create an evaluation sheet to be used by your audience during your
presentation
Process:
1. Each member of the group conducts research in order to contribute materials
essential to the production of your group's display. Research should incorporate a
variety of resources including text and internet sources.
2. Assign roles among your group members.
3. Organize the group's research and prepare it for use in your display.
4. Construct your group's display utilizing team work.
5. Clearly label display where necessary.
6. Practice your presentation within your group.
7. Create an evaluation sheet containing the following:
Evidence of research
-Listing of material that is not common knowledge
-Attachment of notes
Overall presentation
-Presentation is minimum of 5 minutes no more than 10
-Articulation, eye contact, voice projection, posture
8. Each group will assign individual grades based on the work of each member, and
the teacher's evaluation of the group's display and presentation.
Resources:
http://www.biltmore.com
A tour of the Biltmore Estate built in 1889 by George Vanderbilt.
http://www.history.ohio-state.edu/projects/Ram's_Horn/Views_of_the_Wealthy.html
A view of the wealthy through a social gospel magazine, The Ram's Horn.
http://tenant.net:80/Community/Riis/title.html
A study of the tenements of New York.
http://www.historyplace.com/unitedstates/childlabor/index.html
A page covering child labor from 1908-1912.
http://www.cohums.ohio-state.edu/history/projects/Lessons_US/Gilded_Age/Coal_Mining/default.htm
Describes coal mining in the Gilded Age.
http://www.pbs.org/wgbh/amex/carnegie/gildedage.html
"What is the chief end of man?--to get rich. IN what
way?--dishonestly if we can; honestly if we must." Mark Twain.
Evaluation:
You will be evaluated on the following:
Evidence of research
-Listing of material that is not common knowledge
-Attachment of notes
Overall presentation
-Presentation is minimum of 5 minutes no more than 10
-Articulation, eye contact, voice projection, posture
Conclusion:
As a result of the WebQuest you should be able to answer the following questions:
1) Were the leaders of big business such as Andrew Carnegie
and George Vanderbilt "robber barons", or in fact "captains of
industry"?
2) Why have many historians considered the late 1800's in
America to be a Gilded Age; a period which was outwardly showy, but inwardly corrupt?
3) Compare and contrast the lifestyles of the very rich and
the very poor during the Gilded Age.
Authors: Jackie Haney, Ryan Keegan, and Becky Stevig
Created: October 8, 1999