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Robber barrons and rebels thesis writing

Robber barrons and rebels thesis writing Selected EDSITEment

Early twentieth century construction, New You are able to

This, then, takes place is the duty from the man of wealth: First, to create a good example of modest, unostentatious living, shunning display or extravagance … and, after doing this, to think about all surplus revenues that can come to him simply as trust funds, that they is known as upon to administer… to create probably the most advantageous recent results for the community—the man of wealth thus becoming the mere trustee and agent for his poorer brethren, getting for their service his superior knowledge, experience and skill to manage, doing on their behalf much better than they’d or could do on their own .”
—From “Wealth,” by Andrew Carnegie, United States Review (1889)

“Law? So what concerning the law. Hain’t I acquired the ability? “
—Comment purported to happen to be produced by Cornelius Vanderbilt, when cautioned he may be violating what the law states

Though a hundred years has transpired because the heyday from the great industrialists and financiers, debate continues: were these men captains of industry, without whom the united states couldn’t took its place like a great industrial power, or had they been thief barons, restricting healthy competition and robbing in the poor to profit the wealthy? Where will we draw the road between unfair business practices and competition leading to innovation, investment, and improvement in the caliber of living for everybody? Would the commercial economy have been successful without entrepreneurs prepared to take competition to the extremes?

It’s been contended that we’re now inside a comparable economic period, the childhood from the Information Age. Certainly we still have a problem with similar types of questions regarding fair and unfair business practices and also the benefits and charges of competition.

Robber barrons and rebels thesis writing org They can also read

Will the industrialization of the usa in the finish from the nineteenth and start of the last century hold any training for all of us today? Can market forces exert sufficient influence to control potentially dangerous practices or does government need to intervene?

Note: This lesson might be trained either like a stand-alone lesson or cleverly combined with another EDSITEment lesson The Commercial Age in the usa: Sweatshops, Steel Mills, and Factories .

  • What various practices of industrialists/financiers brought for their being labeled “thief barons”? “Captains of industry”?
  • How did such industrialists/financiers harm and/or help the U.S. economy and the caliber of existence of their citizens?

After finishing the training within this unit, students can

  • Condition definitions from the terms “thief baron” and “captain of industry”
  • List a few of the actions, both good and bad, of a number of captains of industry/thief barons
  • Have a stand whether a specific financier/industrialist is or isn’t a thief baron and support that stand with evidence
  • Evaluate the lesson plan. Locate and bookmark recommended materials along with other helpful websites. Download and print selected documents and duplicate copies as essential for student viewing.
  • Download the worksheet, Thief Barons or Captains of Industry?. available because a PDF. Print making a suitable quantity of copies associated with a handouts you intend to make use of at school.
    Robber barrons and rebels thesis writing during the

  • For concise web sites the industrialists/financiers from the early Industrial Age within the U . s . States, consult the next sources:
    • General Review of Major Occasions (1876-1925): Timeline: Occasions of 1876-1999 around the EDSITEment resource Learner.org
    • Andrew Carnegie: The 2 Andrews from American Experience. a hyperlink in the EDSITEment resource Internet Public Library
    • John D. Rockefeller: John D. Rockefeller Timeline from American Experience: The Rockefellers .
    • Cornelius Vanderbilt: Cornelius Vanderbilt in the New You are able to Occasions
  • Within this lesson, both you and your students will endeavour to determine a among thief barons and captains of industry. Students will uncover a few of the less honorable deeds along with the shrewd business moves and highly charitable functions from the great industrialists and financiers. It’s been contended that just because they could gather great levels of capital could our country end up being the world’s finest industrial power. A few of the actions of those men, that could only happen a duration of economic laissez faire, led to poor conditions for workers, however in the finish, might also have enabled our current day quality lifestyle.

If required, review together with your class the historic context where the early industrialists thrived. Make use of your class text or any other classroom sources, or make reference to either or each of the next interactive timelines on the EDSITEment-reviewed website Learner.org :

Introduce your students with a individuals to whom the label “thief baron” is globally considered as appropriate. Jim Fisk and Jay Gould clearly earned the title because they didn’t lead to building similar to a railroad system. Rather, they destroyed such systems through clearly illegal actions and disregard for other people. Their actions hurt the economy from the U . s . States. Read their story with—or to—the class in the Thief Barons. on the PBS website, a hyperlink in the EDSITEment resource Internet Public Library. Now read with—or to—the class in the Panic of 1873. also on PBS. Ask students to describe why Jay Cooke deserves the title “thief baron.”

Such behavior as Fisk’s, Gould’s, and Cooke’s clearly fits the factors for any thief baron. Tell the category the label cannot continually be applied with your assurance. Let’s say an undertaking is against the law but results in a positive finish? Let’s say a legitimate action ends with lots of workers or consumers suffering?

Area of the students’ job in Activity 2, below, is to evaluate situations which are similarly ambiguous within the existence histories of famous industrialists.

Divide the category into four student groups (or eight, if you want each industrialist/financier to become researched by two groups). Assign among the individuals below to every group. Distribute towards the groups the chart “Thief Baron or Captain of Industry?” on-page one of the PDF. While using following sources and/or other approved sources obtainable in your classroom or online, each group should complete the chart for his or her assigned individual.

It will be the rule for that workman to become Partner with Capital, the person of matters giving his business experience, the significant man within the mill his mechanical skill, to the organization, both proprietors from the shares and to date equally thinking about the prosperity of their joint efforts.
—Andrew Carnegie

I’ve been insane about moneymaking my existence.
—Cornelius Vanderbilt

Read with—or to—the class any or the following pieces, on the EDSITEment resource History Matters. compiled by workingmen and printed in newspapers or magazines throughout the heyday from the industrialists.

How can students believe their assigned industrialist would react to these pieces? In both groups or individually, have students write a hypothetical letter towards the editor in reaction.

  • Students with special interest can see any a part of Personal Remembrances of Andrew Carnegie by Ernest Lynch, printed online through the Electronic Text Core College of Virginia Library. a hyperlink in the EDSITEment resource Internet Public Library .
  • On June 1, 2000, then—U.S. Attorney General Jesse Reno stated this in mention of debate over Bill Gates and Microsoft: “America wasn’t made the commercial giant around the globe through the thief barons alone. It had been made the commercial giant around the globe by competition, by encouraging new developments, by encouraging youthful entrepreneurs to interrupt in to the market. It is the best system I have seen to date.” Does Microsoft constitute an unfair monopoly? Students can see an in depth timeline of Bill Gates’ existence from NPR.org They may also read an associated editorial by James Gleick featured on American History 102: Civil War to the current. a hyperlink in the EDSITEment-reviewed website History Matters. Is a captain of industry or perhaps a thief baron?
  • The Wealthiest Man in the usa: Andrew Carnegie. on the American Experience. a hyperlink in the EDSITEment resource Internet Public Library. offers Recommendations for the Classroom you might like to try.
Selected EDSITEment Websites

The Fundamentals

3-4 class periods

Subject Matter

  • Literature and Language Arts Genre Biography
  • Literature and Language Arts Genre Essay
  • Background and Social Studies U.S. The introduction of the commercial U . s . States (1870-1900)


  • Critical analysis
  • Critical thinking
  • Creating a hypothesis
  • Discussion
  • Essay writing
  • Gathering, classifying and interpreting written, dental and visual information
  • Historic analysis
  • Online investigation
  • Representing ideas and knowledge orally, graphically as well as in writing
  • Using primary sources
  • Ability as a copywriter


  • Karen Lambert (AL)


Early twentieth century construction, New You are able to

1. That which was we’ve got the technology that transformed the job-place from 1865-1900? What social and economic effects did the brand new technology dress in American society?

2.Why made it happen “take money to create money” throughout rapid economic expansion following the Civil War? Do you know the implications of the for the opportunity of social mobility?

3.How did J.P. Morgan justify his ways of conducting business?

4. What role did philanthropy play to maintain the established order? So how exactly does this tell your knowledge of the heated debate from the last 15 years about if the U.S. government should give grants to artists and scientists?

5. How did the academic system be the tool to breed the machine? Inside your experience, are today’s educational structure, methods, and content different from these were within the late nineteenth century?

6. That which was Henry George’s means to fix the unequal distribution of wealth? That which was Edward Bellamy’s? What evidence signifies these ideas were popular at that time?

7. That which was the main tactical disagreement between your AFL (American Federation at work) and also the Knights in 1886?

8. How did business respond once the 1886 strike for that eight-hour day effectively “paralyzed the majority of the industries in Chicago”?

9. Were the executions of Spies, Parsons, Fischer, and Engel a tactic for business and government to break the potency of the labor movement? Whether it was, made it happen work?

10. What successes did the labor movement score within the 1880s and 1890s?

11. That which was Frick’s technique to break the steel-workers’ union in the Homestead steel plant? Did the program work? What’s the evidence to aid the way to go?

12. That which was the result from the mass demonstrations that immediately adopted the economical collapse starting in 1893?

13. Why were black workers unwilling to offer the Pullman strike?

14. Why did the strike in the Pullman plant in Chicago be a nationwide strike?

15. On which pretext did the us government affiliate with the railroad proprietors?

16. Why did the amount of tenant families increase continuously through the publish- Civil War period (publish-1865)? What actions did the maqui berry farmers decide to try oppose this trend?

17. How did the Democratic party use race to defeat the Populists within the South?

18. Why would creating an alternate culture be considered a priority for the Alliance and Populist movements? (How did Alliance and Populist teachings vary from the state teachings within the public school system?)

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