http://www.railserve.com/
JJHill.html

http://www.pbs.org/weta/
thewest/wpages/wpgs400/
w4stanfd.htm

http://www.pbs.org/weta/
thewest/wpages/wpgs400/
w4crockr.htm

1.) Students choose one of the following to research in pairs or groups to present. Discuss in reports the impact each of the people had on the nation: Andrew Carnegie, John D. Rockefeller, Cornelius Vanderbilt, James Fisk, George Pullman, Samuel Gompers, Eugene V. Debs, John Mitchell, Jay Gould, Phillip Armour, Gustavus Swift, George Hearst, Leland Stanford, Andrew Mellon, Emma Goldman

2.) In pairs or groups, students develop an oral and written presentation that includes visuals and a bibliography.

3.) In groups, students complete the charts comparing labor problems and conditions between 1860 and 1999. Students will write a summary of the key findings.

4.) In pairs, students decide who will be a Business Leader and who will be a Union Organizer. Students research and write 2 letters in accordance with the following:

Round One:

Business Leader: Reason for opposition to labor unions Union Leader: Need and reasons for labor unions. 

Round Two:

Business Leader: Reaction to Round One letter Union Leader: Reaction to Round One letter.

5.) Students make a timeline of the significant inventions and the inventors 

The assessment will take two forms.

1. Students will pick one personality from the 1860 1914 period and describe the lasting impact he or she had on the nation.

2. Using the rubric below, the teacher will assess the research presentations.
 
 

Rate each of the following using a scale of: 

I=below average; 2=average; 3=excellent

Information obtained from references

Project meets requirements. Extras included (pictures, cover, etc.) 

Bibliography included