Why communities in the South and West developed agrarian political movements
How did the rapid industrialization of the Gilded Age create economic, social, and political change in the U.S.?
What characteristics were vital to the success of industrial leaders of the Gilded Age?
What social, economic, and political factors led to the need for the formation of labor unions?
To what extent were labor unions effective in meeting the political, economic, and social needs of laborers?
How did the government’s role in economic and political affairs change during this era?
To what extent did industrialization affect the relationships between government, business, and the worker?
How could a government and society’s failure to treat all citizens equally lead to conflict and/or migration?
How can progress and the “American Dream” influence migration and settlement?
Why do people form new political parties when facing continuous economic difficulty?
Learning Outcomes (DO)
Critical Content & Vocabulary by Strand
AH2.H.1 Apply the four interconnected dimensions of historical thinking to the American History Essential Standards in order to understand the creation and development of the United States over time. Clarifying Objectives:
USH2.H.1.1 Use Chronological Thinking to:
1. Identify the structure of a historical narrative or story: (its beginning, middle and end)
2. Interpret data presented in time lines and create time lines
2. Consider multiple perspectives of various peoples in the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
5. Evaluate the influence of the past on contemporary issues.
AH2.H.2 Analyze key political, economic, and social turning points in American History using historical thinking. AH2.H.3 Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time. AH2.H.4 Analyze how conflict and compromise have shaped politics, economics, and culture in the U.S. AH2.H.5 Understand how tensions between freedom, equality, and power, have shaped the political, economic, and social development of the U.S. AH2.H.8 Analyze the relationship between progress, crisis and the "American Dream" within the U.S.
I will interpret data on a timeline, maps, charts, and graphs.
I will interpret the literal meanings of a historical passage and differentiate between facts and opinion.
I will comprehend the historical significance of visual, literary, and musical sources.
I will identify key historical conflicts and the possible multiple perspectives on each.
I will analyze data in historical maps.
I will analyze visual, literary and musical sources.
I will be able to analyze the motivations for westward expansion and its impact on the cultures of both
I will be able to explain the reasons for the expansion of American industry in the late 1800's and to justify the claims of those who labeled industrialists as "Robber Barons" or "Captains of Industry
I will be able to draw conclusions as to the causes and effects of political corruption in the U.S.
I will be able to analyze the motivations for union organization and judge the effectiveness of their tactics.
I will be able to analyze the competing philosophies regarding society during the "Gilded Age".
Students will chose one of the three occupations of people living on the Great Plains and write a letter reflecting the causes for their movement west, the difficulties they face and the steps taken to overcome those difficulties.
Students will create a Photostory outlining the lives of Native Americans on the Great Plains and the impact of changes on American policy towards them.
Students will read excerpts from the “Cross of Gold Speech” by William J. Bryan and determine how it matches up with the platform of the Populist Party.
After viewing clips from “Far and Away” compare how the conditions in the movie relate to the actual conditions during the Gilded Age.
From the perspective of an Immigrant write a letter home describing life in America during the Gilded Age.
Review political cartoons by Thomas Nast and create new cartoons to address issues from the industrial era.
Research the business practices of a big business leader such as Carnegie or Rockefeller. Write a paper that argues if they are Captains of Industry or Robber Barons.
Using a graphic organizer, examine present-day union organizers tactics. Compare modern tactics to those practiced during the 1800’s.
Students create a “Voki” avatar, which summarizes the impact of a key figure of the Gilded Age.