Unit 4.6 Classwork: Monopolies in the Gilded Age

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11 Nsɛmmisa

Hyɛ no nsow a efi ɔkyerɛwfo no hɔ:

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Unit 4.6 Classwork: Monopolies in the Gilded Age

Last updated almost 2 years ago

11 Nsɛmmisa

Hyɛ no nsow a efi ɔkyerɛwfo no hɔ:

Content Objective: I will be able to understand the conditions that led to the rise of monopolies [trusts] in the Gilded Age.

Standard Objective: I will be able to draw reasonable inferences and logical conclusions from a political cartoon.

Absent? Just want to review the slides? Click here.

Akwankyerɛ

Content Objective: I will be able to understand the conditions that led to the rise of monopolies [trusts] in the Gilded Age.

Standard Objective: I will be able to draw reasonable inferences and logical conclusions from a political cartoon.

Absent? Just want to review the slides? Click here.

Warm Up: Have you ever played the game Monopoly before? Explain. If you have not played the game Monopoly before, look up the rules on Google and explain the goal in one complete sentence.

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Guided Viewing: Why did Lizzie Magie create the Monopoly board game? Explain the historical context.

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The Pullman Strike was the most famous and far-reaching labor conflict between the working class and the business class. Centered in Chicago, over 4,000 workers boycotted the long hours and dangerous working conditions on the railroad after their wages were cut by 30%. Federal troops eventually broke up the strike, but not before Labor Day was officially created as a national holiday to celebrate the work of the common person.

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Applying Knowledge Together: Today, we are going to analyze a political cartoon from the Gilded Age. Recall the persuasive techniques of political cartoons that we learned last week

If you need an example of a specific technique, check out slide #6-10 here.

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Applying Knowledge: Let's take a look at another political cartoon from the time period we're studying.
Meet the Cartoon: What do you notice first? (Circle the 3 most obvious elements in "Show Your Work")
Observe the Visuals: List the people, objects, and places. Consider actions or activities as you caption each element. Which ones do you think are symbolic?
Consider the Words: Which words or phrases are most significant? List adjectives that describe the emotions portrayed in your captions.

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4. Dig Even Deeper: When was the cartoon created? What was happening historically at the time? Who drew this cartoon? What do we know about them?

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5. Use as Evidence: What is the overall message of this image?

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Exit Ticket: The perspective of the artist who created the "Bosses of the Senate" political cartoon is that the U.S. Senate

are effective as a check on monopolistic business practices.

are beholden to the interests of the people instead of corporations.

was easily influenced by the wealth and power of monopolies.

should focus their energy on breaking up trade unions.

Exit Ticket: Please evaluate how well you understood today’s lesson on a scale from 1 to 4:

1 - I need to seek out extra help from someone else.

2 - I need to find resources and relearn on my own.

3 - I understood the lesson on my own, and should pass on the knowledge!

4 - I was able to successfully explain and help someone else’s understanding.