The Gilded Age
Historical Questions for Unit 5 - the Gilded Age
1. Describe the wars with the Native Americans of the Plains, and evaluate the American policy towards them?
2. What role should government have in regulating business?
3. Describe how the reform movements of the Gilded Age tried to correct the problems with Industrialization.
4. What was the purpose of American Imperialism, and how did it impact American society?
VOCABULARY
The crossword puzzle below is the vocabulary assignment for Unit 5 - The Gilded Age. There are 11 vocab words this unit, they are; 1. Industrial Revolution, 2. monopoly, 3. corporation, 4. populism, 5. progressivism, 6. captain of industry, 7. Robber baron, 8. labor union, 9. immigration, 10. tenant farmer, 11. imperialism
1. Describe the wars with the Native Americans of the Plains, and evaluate the American policy towards them?
2. What role should government have in regulating business?
3. Describe how the reform movements of the Gilded Age tried to correct the problems with Industrialization.
4. What was the purpose of American Imperialism, and how did it impact American society?
VOCABULARY
The crossword puzzle below is the vocabulary assignment for Unit 5 - The Gilded Age. There are 11 vocab words this unit, they are; 1. Industrial Revolution, 2. monopoly, 3. corporation, 4. populism, 5. progressivism, 6. captain of industry, 7. Robber baron, 8. labor union, 9. immigration, 10. tenant farmer, 11. imperialism
The War with the Plains Indians
January 5th - 9th we will look at the Plains Indians War and the American policy towards Native Americans. We will also examine the culture of the Lakota Sioux and the attempts made by the U.S. to assimilate them into our culture. We will begin by examining the battle of the Little Big Horn, also known as the battle of the greasy grass, or also known as Custer's Last Stand. Students will examine this event from multiple sources as well as watch the short clip below to gain an understanding of this event. Students will also create their own winter counts, a part of Lakota Sioux culture. The week will conclude with a historical inquiry into the event known as the Massacre at Wounded Knee, where students will analyze first hand accounts to determine if the U.S. army was justified in using lethal force in apprehension of Big Foot's band of Indians.
January 5th - 9th we will look at the Plains Indians War and the American policy towards Native Americans. We will also examine the culture of the Lakota Sioux and the attempts made by the U.S. to assimilate them into our culture. We will begin by examining the battle of the Little Big Horn, also known as the battle of the greasy grass, or also known as Custer's Last Stand. Students will examine this event from multiple sources as well as watch the short clip below to gain an understanding of this event. Students will also create their own winter counts, a part of Lakota Sioux culture. The week will conclude with a historical inquiry into the event known as the Massacre at Wounded Knee, where students will analyze first hand accounts to determine if the U.S. army was justified in using lethal force in apprehension of Big Foot's band of Indians.
In 2010 I went to a NEH Teacher Seminar in Nebraska. While I was there, my travelling companion took this photo of one of the most famous examples of a Lakota winter count. It was passed from Red Cloud to a white rancher near the Pine Ridge reservation of South Dakota. This artifact gives us insight into nearly 200 years of Lakota history.
|
Winter Count Activity
Since the Native Americans had no written languages, they would use winter counts in order to pass down their history. Each picture would represent something that happened to the Tsiopaye (the keeper). When the children were old enough to contribute, they would be told all of the previous stories and would add to it in their lifetimes. More information on winter counts can be found at the Smithsonian's online exhibit. Students will learn about the purpose and importance of a Lakota Sioux winter count. Then, they will research and create their own winter count depicting events from their lives and events that have happened during their lives that have impacted their culture. |
Massacre at Wounded Knee Historical Inquiry
Students will read and analyze the primary sources in order to answer this question - "Was the U.S. army justified in its actions during the surrender of Big Foot's band of hostiles along the Wounded Knee Creek?" Explain your answer using information from the primary sources.
Students will read and analyze the primary sources in order to answer this question - "Was the U.S. army justified in its actions during the surrender of Big Foot's band of hostiles along the Wounded Knee Creek?" Explain your answer using information from the primary sources.
massacre_at_wounded_knee_historical_inquiry.docx | |
File Size: | 19 kb |
File Type: | docx |
The Industrial Revolution
The week of January 12th - 16th students will examine the cost and impact of the transcontinental railroad. Students will then understand what the Industrial Revolution was in America, and they will participate in a simulation that shows the differences in labor in industry. Students will also gain an understanding of what the Gilded Age was, and the great difference between the upper and lower classes. Students will also recreate the court case when the U.S. government took John D. Rockefeller and the Standard Oil Company to trial for having a monopoly.
The week of January 12th - 16th students will examine the cost and impact of the transcontinental railroad. Students will then understand what the Industrial Revolution was in America, and they will participate in a simulation that shows the differences in labor in industry. Students will also gain an understanding of what the Gilded Age was, and the great difference between the upper and lower classes. Students will also recreate the court case when the U.S. government took John D. Rockefeller and the Standard Oil Company to trial for having a monopoly.
standard_oil_trial_instructions.docx | |
File Size: | 12 kb |
File Type: | docx |
standard_oil_1.pdf | |
File Size: | 270 kb |
File Type: |
standard_oil_2.pdf | |
File Size: | 217 kb |
File Type: |
standard_oil_3.pdf | |
File Size: | 320 kb |
File Type: |
standard_oil_4.pdf | |
File Size: | 499 kb |
File Type: |
standard_oil_5.pdf | |
File Size: | 255 kb |
File Type: |
UPDATE 2015
The Supreme Courts in each class have delivered their opinions on whether Standard Oil violated the Sherman Anti-trust Act
8.1 6-1 Not Guilty
8.2 4-2 Guilty
The Supreme Courts in each class have delivered their opinions on whether Standard Oil violated the Sherman Anti-trust Act
8.1 6-1 Not Guilty
8.2 4-2 Guilty
Society and the Industrial Revolution
The week of January 20th -24th we will be looking at the impact the industrial revolution had on society. We will complete the Standard Oil Mock Trial from last week, then move into the importance of invention and innovation during the Industrial Revolution. Using Edison as inspiration, students will embark on a project to design an invention to improve society. We will also look at why this period was known as the Gilded Age, and not a Golden Age, by examining the vast differences in the lives of the wealthy and the lives of the poor. We will also look at the beginnings of the Labor movement, as well as the Populist Movement and the Progressive Movement. Finally, at the end of the week, students will understand the symbolic meaning behind some of the characters in Baum's The Wonderful Wizard of Oz , and how the story is actually a political allegory of the populist movement.
The week of January 20th -24th we will be looking at the impact the industrial revolution had on society. We will complete the Standard Oil Mock Trial from last week, then move into the importance of invention and innovation during the Industrial Revolution. Using Edison as inspiration, students will embark on a project to design an invention to improve society. We will also look at why this period was known as the Gilded Age, and not a Golden Age, by examining the vast differences in the lives of the wealthy and the lives of the poor. We will also look at the beginnings of the Labor movement, as well as the Populist Movement and the Progressive Movement. Finally, at the end of the week, students will understand the symbolic meaning behind some of the characters in Baum's The Wonderful Wizard of Oz , and how the story is actually a political allegory of the populist movement.
The Thomas Edison Invention Competition
Students will use Edison for inspiration as they work to design an invention that will improve our world. This is due Friday 1/23/15
Students will use Edison for inspiration as they work to design an invention that will improve our world. This is due Friday 1/23/15
thomas_edison_invention_competition.docx | |
File Size: | 140 kb |
File Type: | docx |
The link below will take you to the tenant farmer mortgage at the NC Learn website
http://www.learnnc.org/lp/editions/nchist-newsouth/4699 or you can see the PDF document below
http://www.learnnc.org/lp/editions/nchist-newsouth/4699 or you can see the PDF document below
the-struggles-of-a-tenant-p4699.pdf | |
File Size: | 263 kb |
File Type: |
Immigration and American Imperialism
The week of January 26th-30th the class will understand the push and pull factors that led to the immigration boom at the turn of the century. Students will also gain an understanding of what American imperialism was, and what were the causes and effects of the expansion of American territory. We will take an in depth look at the Spanish American War, and will create a "Yellow Journalism" styled news broadcast about the conflict.
The week of January 26th-30th the class will understand the push and pull factors that led to the immigration boom at the turn of the century. Students will also gain an understanding of what American imperialism was, and what were the causes and effects of the expansion of American territory. We will take an in depth look at the Spanish American War, and will create a "Yellow Journalism" styled news broadcast about the conflict.
The New Colossus by Emma Lazarus
We will be examining the poem below, and students will write a modern version of this poem.
We will be examining the poem below, and students will write a modern version of this poem.
The link below will give detailed instructions about the Spanish American War News Broadcast
https://docs.google.com/document/d/1uy_GziBTdPyNr4ud_q2gTSETlKNSn9qClCUDRGudIOY/pub
https://docs.google.com/document/d/1uy_GziBTdPyNr4ud_q2gTSETlKNSn9qClCUDRGudIOY/pub
”What is the chief end of man?–to get rich. In what way?–dishonestly if we can; honestly if we must.” – Mark Twain