This thematic essay adheres to New York State Learning Standard 4- Economics, Intermediate Level, Key Idea #1. Additionally, this assignment corresponds with the National Social Studies Curriculum Standards thematic strand of individual development and identity.
This thematic essay is designed as an in class assignment to assess student learning when your study of Industrialism is complete. During the Industrialism Unit teachers should present a variety of biographies, including that of George Eastman. Teachers may use the Discovery Kit for biographical data as well as images.
Teachers should display images of American inventions and inventors from the second half of the 19th century in class for students to reference during their writing. Particularly, images 5, 15, 17, 19, and 26 from the George Eastman Discovery Kit should be utilized to reinforce the theme of economic systems. Possible answers should include information on “laissez-faire” transportation developments, communication developments, industrial technology, expansion of markets, and the rise of banking & financial institutions.
Utilizing the images, their historical context, and your knowledge of United States history complete the following task.
In 1876, the nation was 100 years old. The United States was on the verge of industrial boom. Due to governmental regulation, individual entrepreneurship, cheap labor, free enterprise, and a laissez-faire attitude industrialization changed the face and economic base of America.
Identify two American industrialists within the United States during the second half of the 19th century. Using specific examples, compare and contrast how these two industrialists were successful in their market. Be sure to include information detailing what product, technology, funding, and labor supply each industrialist is identified with.