Thomas Kennedy Industry, Immigration and Progressive Era Fall 2006 Dr. Baker Unit #1

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1 Thomas Kennedy Industry, Immigration and Progressive Era Fall 2006 Dr. Baker Unit #1 This unit will consist of 3 lessons covering a 5-day week from Monday to Friday. The first 3 days will be spent looking at the Great Industrialists of America, Andrew Carnegie, JP Morgan, and John D Rockefeller. We will discuss their contributions and issues and come up with definitions of monopoly, competition, and philanthropy and explain what each man meant to each term. The third day will be a look at Mark Twain s view of the Gilded Age and will culminate with a collage that will relate Twain s Gilded Age with today and compare the two eras. The final day will consist of a class debate to determine which side (the industrialist, or Twain) had a better grasp of what American society really looked like during the Industrial Revolution.

2 Unit Title: Great Men or Greedy Men? Lesson Title: Andrew Carnegie, John D Rockefeller and JP Morgan Grade Level: 10 th Duration: 3 class periods 75 minutes each MA Frameworks: USII.1: Explain the Various Causes of the Industrial Revolution. o The Economic Impetus provided by the Civil War o Important Technological and Scientific Advances o The role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas A Edison, JP Morgan, John D Rockefeller and Cornelius Vanderbilt USII.2: Explain the important consequences of the Industrial Revolution o The growth of big business o Environmental impact o The expansion of cities Objectives: Students will be able to explain the meaning of the word philanthropy and how the business leaders (Carnegie, Rockefeller, and Morgan) used it to their advantage while they were mistreating their employees and becoming richer by the minute (or did they really have the benefit of the common man in mind?). Students will be able to describe the rise to power of each of the businessmen noted above as well as describe the conditions that existed in the factories/businesses that they headed. Students will be able to define the terms monopoly and competition and explain how they are harmful or helpful to business. Materials: Copies of Wikipedia entries for each of the business leaders ( Computers with Internet Access and Word Processor Photos of each man and their factories/businesses In-Focus Projector Dictionaries Procedure: DAY 1 1. Students will be asked to quickly jot down definitions for the following terms monopoly, competition, philanthropy on a piece of paper and keep their definitions to themselves while they wait for everyone to be finished. (5 minutes) 2. Volunteers will be asked to share their definitions for each word, starting with monopoly, and continuing to competition and philanthropy while the teacher records answers on the board. About 3-4 answers for each word are expected from the class. This will be a lead in to a discussion about which definition is the best and how each of these terms might be relevant to a study of the Industrial Revolution in America. (15 minutes)

3 3. This will be put on back burner as we delve into Andrew Carnegie and US Steel. Each student will receive a copy of the Andrew Carnegie entry from Wikipedia that we will read together and discuss. As the students are taking turns reading about Carnegie, the teacher will be projecting different pictures of him on board with In-Focus that illustrate what the students are reading about. Special attention will be paid to the sections on Carnegie s Steel Empire, Philanthropy and the Homestead Strike. (30 minutes) 4. Students will then use the computers to write a brief obituary for Carnegie that will be handed in at the end of the period, this only need be 1 or 2 paragraphs long and should cover the highs and lows of Carnegie s life. Students should be sure to include his philanthropy, controversies, and issues with employees. (20 minutes) DAY 2 1. Students will be asked if their understanding of the terms from the previous day have become any clearer (philanthropy, monopoly, and competition). Our goal is to create a working classroom definition for each term that fits the time period and will be easily remembered by the students. Some volunteers will be asked to share their revised definitions of each term. (15 minutes) 2. Students and teacher will read together the Wikipedia entry for John D Rockefeller for discussion afterward. While students are taking turn reading, the teacher will project photos of Rockefeller on the board that will enhance the reading and discussion. Special attention will be paid to the Monopoly and Philanthropy sections of the article. (30 minutes) 3. There will then be a brief discussion of how the definitions of our terms may have changed since the beginning of class. (5 minutes) 4. Students will write a brief obituary about Rockefeller in much the same way as the Carnegie obituary from the previous day. (20 minutes) DAY 3 1. Students will again be asked if their definitions of our terms have changed at all with some volunteers giving their revised definitions of each term. We will then choose a class definition for each term and leave them on the board. (10 minutes) 2. Students and teacher will read together the Wikipedia entry for JP Morgan and discuss it as we read. As students are taking turns reading, the teacher will project images of Morgan on the In-Focus to supplement the reading and discussion. (35 minutes) 3. A volunteer will then be asked to check a dictionary for the definitions of each of the terms that we have discussed so that we can see whether or not our classroom definitions were close or if we need further study hopefully they will be close. (10 minutes) 4. Students will write a brief obituary for Morgan in much the same way as the other two. (20 minutes) Assessment: Student responses during discussion and definition portions of the class as well as their handed in obituaries. (All days) Homework:

4 Students will draw a political cartoon exhibiting Carnegie s wealth as either a positive or negative for society. ( Day 1) Students will draw a political cartoon about Rockefeller in much the same way as the Carnegie cartoon from the previous day. (DAY 2) Students will draw a political cartoon about Morgan in much the same way as the 2 cartoons from the previous days. (DAY 3)

5 Lesson Title: Mark Twain and the Gilded Age Grade Level: 10 th Duration: 1 class periods 75 minutes MA Frameworks: USII.2: Explain the important consequences of the Industrial Revolution o The growth of big business o Environmental impact o The expansion of cities Objectives: Students will be able to explain why Twain referred to the age of industrialism as the Gilded Age and describe some of the conditions that existed in America at the time that may have lead him to this name. Materials: From Major Problems in the Gilded Age and the Progressive Era, p23-24, Mark Twain Satirizes the Great American Myth, Computers with Internet and Microsoft Word (or comparable) Magazines (Time, Newsweek, etc ) Poster board Procedure: 1. Students will be told that Mark Twain coined a phrase about American society in the Industrial Revolution (the Gilded Age) that shows the realities of society at the time. They will be told that Gilded means to be covered in a thin layer of gold. (5 minutes) 2. Students will receive copies of the Twain article to read silently to themselves. (10 minutes) 3. Once all students are done reading, the following question will be provided for a brief written response to be followed by a discussion of what Twain meant. The question: How does what Twain says in this satire illustrate the idea of this being the Gilded Age? Answer should be written in standard form, about 1-2 paragraphs. As students finish up their writing, a brief share-out discussion will follow to make sure that students are on the right path with their answers. Written work will be handed in. (20 minutes) 4. Students will be given magazines and the option to go on the internet to look for pictures that could relate today s American Society to what Twain had to say about American Society in They will print out, or cut out these pictures to make a collage and be ready to present said collage during the next class period. (40 minutes) Assessment: Discussion Written response to start-up questions Collage Homework: Students will complete collages if they run out of time during class.

6 Lesson Title: The Great Debate Who s Side are You on? Grade Level: 10 th Duration: 1 class periods 75 minutes MA Frameworks: USII.1: Explain the Various Causes of the Industrial Revolution. o The Economic Impetus provided by the Civil War o Important Technological and Scientific Advances o The role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas A Edison, JP Morgan, John D Rockefeller and Cornelius Vanderbilt USII.2: Explain the important consequences of the Industrial Revolution o The growth of big business o Environmental impact o The expansion of cities Objectives: Students will be able to, through the mode of debate, explain which description of Industrial America was more right on The Industrialists, who saw it as a land of opportunity (as evidenced by their biographies) or Mark Twain, who believed that America was just covering up its problems to let people believe that everything was perfect. Materials: Work from the last 4 days of lessons Textbooks Industrialist biographies that were read in class Twain article from class Procedure: 1. Before starting the debate, each student will present his or her collage from the day before and explain how they believe that the photos they chose relate today s American Society to what Twain had to say about American Society in (20 minutes) 2. Brief Ground Rules and sides for debate will be chosen. Ground Rules will be that only one person speaks at a time and each side takes turns making points. The teacher will serve as the moderator and will ask questions to keep the debate moving. Sides will be chosen at random students should be able to debate either side of the issue probably by having students count off by 2 s with 1 s being on the Industrialist side and the 2 s being on Twain s side. (10 minutes) 3. The debate shall commence and will most likely go until the end of the period. (40 minutes). Assessment: Presentations of Collages Participation in Debates Homework: None! Happy Friday!