Lesson Overview:
In this lesson, student will learn about the culture of high society during the Gilded Age. They will explore the manners and etiquette associated with the Gilded Age and then create dialogues, monologues, or short plays relating to the areas and various persons researched. The final dramatic pieces will be presented to the class using appropriate costumes and/or settings and props.
Length of Lesson:
Five 45-minute periods
Instructional Objectives:
Students will:
- research, using a variety of information sources, everyday life and culture during the Gilded Age.
- write and develop a short theatrical piece set during the Gilded Age with historically-accurate characters.
- provide rationale for specific settings, costumes, props, and characters.
participate in critique and reflection of theatrical piece and the historical perspective.
Supplies:
- Computers with Internet access
- Paper and pens
- Costumes, settings and/or props (optional)
Instructional Plan:
Warm Up
Ask students to imagine the following situation:
"You are a society teenager in the Gilded Age. You are tutored at home with your siblings, your mother chooses all your clothes, all your friends, who you can see, when you could see them and where and when you could go out in public. Everything is done according to the social rules of the time. Family time (as we know it now) is relatively non-existent."
The situation, as described above, was only part of the social structure of high society in the Gilded Age. How does that description differ from life now? Have students create a chart that lists their social habits, acceptable social habits and etiquette in society now, household rules and discipline now, and legal acceptable social laws that apply now. Explain to students that their readings and research from the two previous lessons and assignments will help with this discussion. Ask for a student volunteer to record these items on chart paper. Make a column beside the list - ask students if they think these present-day habits, etiquette, and laws would have been acceptable in The Gilded Age. Keep the the chart paper posted on the board.
Directed Instruction
Briefly review the lessons and handouts from the previous lessons. Distribute the Who's Who information handout and the Society and Culture Vocabulary handout. Discuss with class each person on the list, and how they fit into society. You may wish to make a chart similar to a family tree to see the connections.
Have students break into the same groups they worked with in the previous lessons. Students will begin to research an area of culture or everyday life in the Gilded Age from the list below. Students can choose the topic, or you may wish to assign one of the following general topics:
- Society and Lifestyle
- Romance and Relationships
- Life at Newport and other summer resorts
- Luncheon and Picnics
- The Astors and Vanderbilts
- Afternoon Tea
- Housekeeping and Servants
- Fashion and Beauty
- Weddings
- Children
- Health and Medicine
Each student should pick a "character" from their chosen area of the Gilded Age. This character can be a real person (such as a member of the Vanderbilt family), or fictitious, such as the a family friend, a servant, etc. In researching reflect on what might happen in the day in the life of that person. Some questions to ask:
- Where do they live?
- Do they have relatives in the house?
- What do they do...(at one time in the day or various times)?
- Who are their friends?
- Who are their enemies?
- Do they have a job? What is it?
- What is their role in society?
- What is their role in the family?
- What do they wear?
- What do they eat?
- How old are they?
- What problems or conflicts do they encounter?
- What is their favorite pastime?
- Is there a significant event coming up in their life?
- Do they speak with an accent?
Independent Instruction
Use the Web sites below for research on etiquette and society during the Gilded Age:
Each student in the group will research and keep detailed notes in their notebook or Journal. This information will be important as they develop the character they are researching. Have students share their information with their Mansion group, and discuss their findings.
Explain to students that they must decide how to present their research and each character in a theatrical manner. This can include monologues, short plays, or small scenes. Students will develop their pieces individually if a monologue, or in pairs or groups if a short play or scene. Some requirements for their theatrical piece:
- Place the performance in one of the rooms or grounds of one of the Newport mansions. They must include a written rationale for that specific setting.
- Include a written description of the character(s) in the piece.
- Include a description of sets or costumes, or if available, actual props and costumes can be used. Photographs of the rooms or grounds of the mansions may be used to describe the setting.
If students need assistance, you may wish to offer some potential scenarios for the students to use or brainstorm. Some ideas to start the list:
- The old maid and the beautiful debutante at a ball
- A servant's life with a demanding lady of the house
- An unhappy fiancée' at an "arranged" engagement party
- A formal dinner for 200
- Family conflict in the aftermath of a stock market crash
- A rebellious child
- Schooling with a Tutor
- Bedtime
- Gossip
- What happens if a "rule" is broken in Gilded Age society
- A visitor comes to call
Conclusion
Students will present their theatrical pieces to the class. Allow the class to provided constructive, positive feedback on elements such as accuracy of research, effectiveness of dramatic elements, etc. You may wish to have present the theatrical pieces to U.S. History classes at school.
Distribute the Reflection: The Gilded Age handout. It contains reflection prompts for journal writing about the unit as a whole. You may wish to use students' written responses as the basis for additional assessment.
Assessment:
Use the Assessment Rubric handout to evaluate students’ theatrical piece and participation.
Sources:
Print:
- Warton, Edith. The Age of Innocence. Modern Library, 1999.
Web:
Authors:
-
Joyce Payne, Arts Education Consultant
West Barnstable, MA
