The Gilded Age Project: the Devil in the White City

The Gilded Age Project: The Devil in the White City The letter below was addressed to YOU, scholars.

From: Erik Larson Sent: Sunday, November 18, 2012 9:13 AM To: Zuber, Travis Subject: Re: Devil in the White City

Dear Travis,

Please tell your class the following:

I'm delighted that you are reading my book, though I apologize for being the source of added homework misery. On the other hand, having been through high school myself, I add this gentle note: Suck it up, and don't complain.

I hope you all get as caught up as I did in the glories of the Gilded Age, when men dreamed big and ignored obstacles that should have stopped them dead in their tracks. What drew me to this story was not the serial killer, but the fair. I fell in love with it from the moment I learned that it was there that consumers were introduced to a new product, Juicy Fruit gum. I LOVE Juicy Fruit gum. Who knew that it was over 100 years old. I included Holmes, because I liked the juxtaposition of darkness and light, good and evil. I have to say, though, my absolute favorite character in the book is Frederick Law Olmsted, the great landscape architect.

I hasten to add, this is a true story. There's no fiction here. And for those of you who like reading footnotes, you'll find 850 of them at the back of the book, and a number of extra stories that I just could not manage to fit into the primary narrative.

Read on. Be nice to your teachers. Recycle. And do not run with scissors.

… The Gilded Age Project: The Devil in the White City

Background: The Gilded Age (1865-1900) is possibly the least understood, but most fascinating period of American history we will cover. However, American Pageant’s treatment consists of jamming the amazing story of the modernization of America into 4 fact-filled chapters. To add the human element into these chapters you will be reading Erik Larson’s 2003 New York Times Bestseller, The Devil in the White City and creating a DBQ and complex prompt designed to show the depth of your understanding of this period.

Instructions:

You will earn a TEST score over chapters 23-26 through 4 QUEST tests.

The Devil in the White City DBQ project is a major TEST grade project.

The Blogs will be 8 daily grades (blogging book discussion. You will stay in your ConTest teams for this part, and you MUST use Blogger.com and include me in the group)

Your blogger GROUP name MUST include the period you are in and all the names of its members. When you personally add a post make sure your name is attached to it and which Blog you are doing: 1-4.

Assign one person in your group to create a reading journal blog on Blogger.

Make sure to invite the rest of your teammates so they can their blog your thoughts, questions and answers to discussion questions as you read. The book is divided into four parts. Each part will require SEVERAL blog entries.

Click here for detailed instructions on how to add collaborators and myself to your blog.

Do not ask how long it should be. As you read, organize and write what you are learning from the book! Send everyone in your team an invitation to the blog, AND INCLUDE ME AT [email protected]. MAKE SURE YOU USE THIS ADDRESS!!!!

These are the major dates to write down. Each one is two daily grades.

Feb. 14- Part 1 is completed with 1st blog entry Feb. 20- Part 2 is completed with 2nd blog entry Feb. 24- Part 3 is completed with 3rd blog entry Feb. 28- Part 4 is completed with 4th blog entry The Gilded Age Project: The Devil in the White City You are highly, highly HIGHLY encouraged to start reading NOW. Not because the book is boring, but because you are going to CLOSE read the book for content and analysis – not just enjoyment.

February 28th- the DBQ you CREATED is due. This will be comprised of 5 parts:

1. Write your own unique prompt that asks a sophisticated question over a complex aspect from the Gilded Age. You MUST have your prompt accepted by me no later than 2/14. 2. As you CLOSELY READ The Devil, select FIVE 2-3 paragraph passages to make into documents for your DBQ. They must contain a level of analysis and complexity to allow the reader to use it to ANSWER THE QUESTION you created. 3. Research both PRIMARY and secondary sources and copy 6 maps/charts/passages that contain a level of analysis and complexity to allow the reader to use it to ANSWER THE QUESTION. 4 must be primary and 2 must be secondary charts/maps/etc. 4. Use these 11 documents to create an actual DBQ in the College Board style. See examples from the College Board at http://apcentral.collegeboard.com/apc/members/exam/exam_information/2089.html once there cursor down, and click on Then

Then cursor down to question 1; which is ALWAYS the DBQ. Follow that format EXACTLY.

5. Finally, you will write the Thesis Paragraph that answers your DBQ, followed by a subtopic introductory sentence using the key term from your prompt and a DETAILED explanation of how the appropriate documents should be used as analysis proving your category. Do this 3 times; one for each category. ALL DOCUMENTS MUST BE USED at least once.