Educator Resource
Chapter 9: 1877-1898 Inquiry Organizer
How did a changing view of government’s responsibility during the Gilded Age affect American society?
In this organizer
- Lesson6
- Narrative12
- Primary Source10
- Point-Counterpoint3
- Decision Point1
Compelling question
How did a changing view of government’s responsibility during the Gilded Age affect American society?
Chapter objectives
- Students will evaluate the consequences of rapid industrialization and the rise of big business on American society and government.
- Students will trace the rise of reform movements and how they changed American society and culture.
- Students will evaluate the impact of immigration to and migration within the United States during the late nineteenth century.
Supporting questions and resources
The filter narrows the resources under every question. Each card opens the resource.
Supporting question 1
How did rapid industrialization and the rise of big business affect American society and government?
- Point-CounterpointWere the Titans of the Gilded Age “Robber Barons” or “Entrepreneurial Industrialists”?
- Point-CounterpointWere Urban Bosses Essential Service Providers or Corrupt Politicians?
- NarrativeWilliam “Boss” Tweed and Political Machines
- Primary SourceCartoon Analysis: Thomas Nast Takes on “Boss” Tweed, 1871
- NarrativeThe Transcontinental Railroad
- NarrativeThe Brooklyn Bridge
- NarrativeAndrew Carnegie and the Creation of U.S. Steel
- NarrativeThe Homestead Strike
- LessonDebating Industrial Progress: Andrew Carnegie vs. Henry George
- NarrativeIgnatius Donnelly and the 1892 Populist Platform
- LessonPopulists and Socialists in the Gilded Age
- LessonUnit 5 Civics Connection: Civil Rights and Economic Freedom
- Primary SourceWilliam Jennings Bryan, “Cross of Gold” speech, 1896
Supporting question 2
How did reform movements respond to the rapid changes of the Gilded Age and what effect did they have on American society and culture?
- NarrativeJane Addams, Hull House, and Immigration
- Primary SourceEdward Bellamy, Looking Backward, 2000-1887, 1888
- NarrativeIda B. Wells and the Campaign against Lynching
- Primary SourceIda B. Wells, “Lynch Law,” 1893
- NarrativePlessy v. Ferguson(1896)
- Primary SourceBooker T. Washington, “Speech to the Cotton States and International Exposition,” 1895
- LessonDebating Strategies for Change: Booker T. Washington vs. W.E.B. Du Bois
Supporting question 3
How did migration to and within the United States during the Gilded Age provide opportunities as well as spark conflict?
- Decision PointThe Chinese Exclusion Act
- Primary SourceCartoon Analysis: Immigration in the Gilded Age, 1882-1896
- LessonIndustry and Immigration in the Gilded Age
- NarrativeGeorge Custer, Sitting Bull, and the Battle of the Little Bighorn
- Primary SourceThe Dawes Act, 1887
- Primary SourceImages from the Carlisle Indian School, 1880s
- NarrativeCowboys and Cattle Drives
- Point-CounterpointWas Frederick Jackson Turner’s Frontier Thesis Myth or Reality?
- Primary SourceFrederick Jackson Turner, “The Significance of the Frontier in American History,”
- Chapter 9 Introductory Essay: 1877−1898
- NarrativeThe Annexation of Hawaii
- LessonThe Annexation of Hawaii DBQ
- Primary SourceGrover Cleveland’s Veto of the Texas Seed Bill, 1887
- BRI Homework Help video: African Americans in the Gilded Age
- BRI Homework Help video: The Story of “Boss” Tweed
- BRI Homework Help video: Entrepreneurs: A History
Standards
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Use this Lesson with The Annexation of Hawaii Narrative to show how American policymakers and businesses looked outside U.S. borders to continue expanding American influence.
Use this Lesson with the Cartoon Analysis: Immigration in the Gilded Age, 1882–1896 Primary Source to highlight the way immigrants were regarded and treated during the Gilded Age.
Use this Lesson with the Andrew Carnegie and the Creation of U.S. Steel Narrative and the Were the Titans of the Gilded Age "Robber Barons" or "Entrepreneurial Industrialists"? Point-Counterpoint to highlight the impact businessmen like Carnegie had on industry and philanthropy in the Gilded Age.
Use this Lesson with the Ignatius Donnelly and the 1892 Populist Platform Narrative and the William Jennings Bryan, "Cross of Gold," speech 1896 speech Primary Source to give students a deeper understanding of Gilded Age political platforms.
Use this Lesson with the Booker T. Washington, "Speech to the Cotton States and International Exposition," 1895 Primary Source to allow students to analyze and compare arguments for the early African American civil rights movement.
A review lesson for Unit 5 (1877-1898) that asks students to reconsider how constitutional principles were applied during the time period.