Transcontinental Railroad

http://www.uen.org/Lessonplan/preview.cgi?LPid=401

Description: Explore the importance of the Transcontinental Railroad on the development of the West and on the Native Americcan ways of life. Standards 4.4.1 and 8.12.3

Author: Heidi Alder, Scott Stucki, and Russell Fullmer, Uyah Education Network

Lesson ID: 1118

Two American Entrepreneurs: Madam C.J. Walker and J.C. Penney

http://www.cr.nps.gov/NR/twhp/wwwlps/lessons/walker/walker.htm

Description: The workplaces shown here reveal a good deal about the philosophies and interests of two successful early 20th-century business people who stuck by their principles as they pursued their dreams: Madam C.J. Walker and James Cash Penney. Madam C.J. Walker (1867-1919) developed, manufactured, and sold formulas for hair care and other beauty products for African-American women. At a busy intersection in the bustling city of Indianapolis, Indiana, stands the Walker Building headquarters of the Madam C. J. Walker Manufacturing Company, a business which employed some 3,000 African-American women and men to manufacture and sell hair products and cosmetics. A thousand miles to the west, in the small town of Kemmerer in western Wyoming, stands a small building that represents the early days of another successful career. This building housed the Golden Rule Store, a dry goods business that grew into the J. C. Penney Company, the first nationwide chain of department stores in the country. Standards 8.12.4 and 11.2.6

Author: National Park Service, Teaching With Historic Places Lesson Plans

Lesson ID: 1145

Utopian Communities, 1800-1890

http://www.yale.edu/ynhti/curriculum/units/1989/1/89.01.04.x.html

Description: Religious, economic and social conditions present in nineteenth-century America led to the formation of literally hundreds of small utopian and/or reform communities. Examine the writings of utopian idealists of the nineteenth century and present arguments defending or attacking these ideas. Study two communities for comparison:1) a purely secular community (e.g. Owen’ s experiment in New Harmony, Ohio) and 2) a strictly religious one (e.g. Noyes’ community in Oneida, New York). Though both communities shared property and wealth, they were quite different in goals, methods and achievements. Develop criteria for judging “successes” and “failures” of such social experiments. (Your teacher will select the sections of this unit for study) Standards 8.6.1, 8.6.1, 8.12.0, 11.1.4

Author: Peter N. Herndon, Yale-New Haven Teachers Institute

Lesson ID: 798

Who Really Built America?

http://lcweb2.loc.gov/ammem/ndlpedu/lessons/98/built/index.html

Description: Using the wealth of resources at the Library of Congress, explore the question " How did work affect the American child within a rapidly growing industrial society between 1880 and 1920?" Gain expertise in analyzing historical data on coal breaker boys, cranberry bog workers, potato workers, and migrant fruit workers. Gain a personal perspective on work in an emerging industrial society and its effect on the American child. Standard 8.12.6

Author: Martha williams King and Kelly Killen, American Memory Project - Library of Congress

Lesson ID: 1257