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Putting It All Together
The following activities will help demonstrate to
students the contributions, activities, and influences
of the Vanderbilts and others who came to define
the Gilded Age.
Activity 1: How the Other Half Lived
Divide the class into five groups and assign each
group one of the following aspects of life during the
Gilded Age: occupations, transportation, housing,
leisure activities, and fashion. Concentrating on the
last two decades of the 19th century, have each
group research its category to discover the practices
of both the wealthy and the average citizen. Ask
each group to select a spokesperson to summarize
the findings for the class. Finally, hold a general
classroom discussion on the differences between
the lifestyles of the wealthy and the average citizen
during the Gilded Age.
Activity 2: Researching Personalities from the Gilded Age
Have students choose a wealthy individual or
family, other than the Vanderbilts, from the Gilded
Age. Ask them to conduct research on their life and
legacy and prepare a short report. If possible, have
students try to find out similar information about
an important person in their own community or region
during the same period. If any places associated
with that person still exist in the community, arrange
for students to visit and incorporate what they learn
there in their report.
Activity 3: Philanthropy in the Local Community
Discuss with students the concept of philanthropy
and have them list several examples. Encourage
them to consider national, state, as well as local
level efforts. Working in groups of three or four,
have them select and visit a local organization--museum, hospital, university, library, or social club--that receives substantial philanthropic gifts. Ask each group to interview someone from the organization
and try to find answers to the following
questions: How have philanthropic donations benefited
your organization? What philanthropists
(individuals or businesses) have made major donations?
Has their contribution been publicly recognized
(e.g. through a plaque, name of a building,
etc.)? Why and when did they or do they make their
donations? Have the groups share their reports
with the class and then discuss how their community
as a whole benefits from philanthropic gifts.
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