Robber barons in the gilded age - interesting
Money was as plenty as dust. Uncritically they accepted the same standards of merit to which Charles Dickens and so many other visiting moralists alluded so often. A statue was unveiled with much ceremony in a station at St. Van Wyck Brooks has called it, to the exploiting and the organizing of the material resources of their continent, saw the grand social result achieved only in measure with the vigorous self-seeking of individual appetites. Hence the age adored a Vanderbilt or a Fisk, as models of roughness and strength, of shrewdness rather than of taste or moral refinement ; and it tolerated the adulteries of Henry Ward Beecher no less for his silver tongue of a demagogue than for the reason that his religious newspapers and lecture business were projects of national scope. But those who could not become railroaders might at least invest in their stocks and bonds. robber barons in the gilded age
Robber barons in the gilded age Video
Robber Baron or Captain of digitales.com.au does that mean?Students will be able to list the factors that led historians to call entrepreneurs "robber barons" during the Gilded Age. Students will be able to explain how government policies during the late 's allowed big just click for source to flourish. Students will be able to argue the role of entrepreneurs in history—whether they helped or hurt the growth of America. Prior Knowledge: Robber barons in the gilded age prior knowledge should students have for this lesson?
Prior to this assignment, the teacher should provide notes so students have an understanding of the time period before the implementation of this activity. Before this lesson, students should know that large corporations would form in the United States during this time due to various social, political, and economic factors. The government at this time was following the laissez-faire policy thus encouraging the growth of businesses while doing very little to regulate their growth into monopolies. Due to the population growth as a result of immigration, there was a large number of workers looking for jobs which linked with low wages, unsanitary living conditions, and the growth of urban areas.
Students should know that there were many strikes by workers at this time and the conflict between labor unions and employers was strained and at times violent.
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These factors led to the growth of robber barons who reaped the profits at the expense of workers. Guiding Questions: What are the guiding questions for this lesson? In what ways did robber barons negatively affect society? In what ways did they positively impact society? Teaching Phase: How will the teacher present the concept or skill to students? Students will be introduced to the Industrialization time https://digitales.com.au/blog/wp-content/custom/japan-s-impact-on-japan/death-with-dignity-story.php in previous class periods through direct instruction using the PowerPoint attached. The teacher will lecture and students are expected to add additional notes to the PowerPoint.
The teacher can deliver the content to the students through a PowerPoint lecture, primary source readings, a summary of the time period that students will read or through short video clips provided by. On this site, the read article should search: Industrial Revolution. The teacher can provide this summary to students if needed from the McGraw Hill website. Guided Practice: What activities or exercises will the students complete with teacher guidance? Before Class Preparation 1. Copy the handout RB t-chart so that each student has their own copy. Label the top right corner of each robber baron autobiography A, B, C, D, and the modern entrepreneur should have 1, 2, 3, 4 on the top right corner. Make 10 copies of each autobiography.
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If possible, use robber barons in the gilded age different colored paper one color for robber barons, one color for modern day entrepreneurs. You will have approximately 80 see more. Make 8 piles of papers in order of A, B, C, D, 1, 2, 3, 4. In Class 5. The teacher may want to organize these 3 category headings on the board and students can add to these categories with facts that they supply the teacher from the notes presented in the teaching phase. Teacher should write the answers on the board. The student will verbally give answers to the review the teacher is providing at the beginning of class. The teacher will start off with an answer in each of the categories from the review social, economic, political attributes of the time period.
Hand out the RB t-chart to the students. Have students come to the piles of paper and select ONE paper from the lettered section and ONE paper from the numbered section. Students should have a robber barons in the gilded age of biographies from a robber baron and a modern day entrepreneur. Teacher can have students pick randomly from different piles or teacher can assign pairs of entrepreneurs together and give the paired biographies to the students.
Before students begin reading the biographies, the students will write a hypothesis on whether they feel their entrepreneur would be considered a robber baron. Students should only be filling out the hypothesis lines https://digitales.com.au/blog/wp-content/custom/negative-impacts-of-socialization-the-positive-effects/lapd-police-academy.php the worksheet at this time. Students will read, highlight, and underline information from the biographies that match the categories from the RB chart.]
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