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Students investigate key developments including the 1893 World’s Fair, the Haymarket Incident, business growth such as the Union Stockyards and Marshall Fields, and related themes like labor movements and racial and ethnic tensions. The lesson builds skills in historical context, audience, purpose, and point of view, culminating in student-led discussion and an individually developed thesis statement addressing the essential question about whether “Gilded Age” fits the period.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/all-that-glitters-is-not-gold-deconstructing-chicagos-gilded-facade-lesson-plan/412075/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/all-that-glitters-is-not-gold-deconstructing-chicagos-gilded-facade-lesson-plan/412075.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the essential question students will address in this lesson?","Question",{"text":112,"@type":113},"To what extent was the “Gilded Age” an appropriate name for the time period, using evidence from analyzed sources.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of sources are students asked to analyze?",{"text":117,"@type":113},"Students analyze primary and secondary sources related to Chicago during the Gilded Age, including materials such as maps, photographs/images, and speeches.",{"name":119,"@type":110,"acceptedAnswer":120},"How do students use the discussion questions during Day 2?",{"text":121,"@type":113},"Students review and align on the two questions they created on Day 1, then use them to guide discussion while citing evidence and using a graphic organizer and discussion rubric for self-assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},412075,1790800833,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","The Alexander Initiative  \nLesson Plan  \nTitle: All That Glitters is Not Gold: Deconstructing Chicago’s Gilded Facade  \n\n| Author and Overview\u003Cbr>Vince Vinluan\u003Cbr>Walter Payton College Preparatory High School\u003Cbr>Chicago, IL\u003Cbr>This is a 2 day lesson in which students will analyze primary and secondary sources that examine different aspects of Chicago during the Gilded Age [rise of businesses, labor movements, racial and ethnic tensions, etc] . Students will do this through the lens of several important developments and events in Chicago’s history: the 1893 World's Fair, the Haymarket Incident, and the growth of businesses such as the Union Stockyards and Marshall Fields. Afterwards, students will use student generated questions to engage in discussion about Chicago during the Gilded Age. | Learning Objectives\u003Cbr>Content Goals: Students will be able to\u003Cbr>1. Evaluate the extent to which the“Gilded Age” was an appropriate name for the time period [and Chicago] .\u003Cbr>Process Goals: Students will be able to\u003Cbr>1. Determine the argument of primary/secondary sources and analyze the historical context, intended audience, purpose, and point of view (HIPP) of primary sources.\u003Cbr>2. Use primary/secondary sources and historical evidence to support their reasoning\u003Cbr>3. Develop analytical questions to guide discussion |\n| --- | --- |\n| Day 1\u003Cbr>Introduction\u003Cbr>● Show Mark Twain quote: “The golden gleam of the gilded surface hides the cheapness of the metal underneath.\"\u003Cbr>○ Think, Pair, Share: According to Twain (and many historians), why was this time referred to as the \"Gilded Age?”\u003Cbr>● Introduce Activity: Students will examine documents about Chicago during the Gilded Age. Their goal is to answer the following essential question: “To what extent was the‘Gilded Age’ an appropriate name for the time period?”\u003Cbr>Activity\u003Cbr>● Students will work individually, pairs, or small groups to analyze sources from 5 different stations: 1) The Columbian Exposition: The White City [Technological Developments during the Gilded Age]; 2) The Columbian Exposition: the Midway [Views of Race during the Gilded Age]; 3) The Haymarket Affair; 4) The Union Stockyards [Captains of Industry or Robber Barons]; and 5) Consumerism. |  |\n\n| ● While analyzing documents students will use the graphic organizer to guide their analysis by taking note of: 1) What they SEE [i.e., what do the documents say that are interesting], 2) What they THINK [i.e., analysis of the documents, connections they can make, etc.]; 3) What they WONDER [i.e., what questions they have while analyzing the documents-both clarifying and analytical discussion questions] .\u003Cbr>Wrap Up\u003Cbr>● Students will share their questions [what they “wonder”] with their group and come to consensus on two questions. Guidelines for questions: Questions should be 1 open ended, not closed ended [i.e., yes/no or 1 word answers]; 2) Rooted in the text and tied to the themes ofthe unit; 3) open to interpretation. These 2 questions will guide student discussion on Day 2. |\n| --- |\n| Day 2\u003Cbr>Introduction\u003Cbr>● Students will review the 2 discussion questions they developed from the previous day’s class and ensure that all group members agree.\u003Cbr>Activity\u003Cbr>● Students will use the 2 questions they developed as a group to guide their discussion. During the discussion they should be using evidence from the text/sources they analyzed the previous day along with content area vocabulary from the unit [e.g., historical evidence they have learned about the Gilded Age] to support their reasoning.\u003Cbr>○ Prior to discussion, review the discussion rubric so students understand the requirements for the discussion\u003Cbr>○ Students should use the discussion rubric to self-assess themselves during the discussion\u003Cbr>○ During the discussion, students be using the graphic organizer to take notes of important ideas and connections\u003Cbr>Closure\u003Cbr>● After discussing their student generated question, students will discuss the essential question/teac","cbCaigKRkrhrmn3q","https://ap.wps.com/l/cbCaigKRkrhrmn3q","pdf",163647,"English","# Introduction\n## Learning Objectives\n## Day 1\n### Introduction\n### Activity\n### Wrap Up\n## Day 2\n### Introduction\n### Activity\n### Closure\n# Materials and Documents Used\n# Author Commentary","[{\"question\":\"What is the essential question students will address in this lesson?\",\"answer\":\"To what extent was the “Gilded Age” an appropriate name for the time period, using evidence from analyzed sources.\"},{\"question\":\"What kinds of sources are students asked to analyze?\",\"answer\":\"Students analyze primary and secondary sources related to Chicago during the Gilded Age, including materials such as maps, photographs/images, and speeches.\"},{\"question\":\"How do students use the discussion questions during Day 2?\",\"answer\":\"Students review and align on the two questions they created on Day 1, then use them to guide discussion while citing evidence and using a graphic organizer and discussion rubric for self-assessment.\"}]","All That Glitters is Not Gold - Deconstructing Chicago’s Gilded Facade - Lesson Plan | PDF",1790590426]