DOCSLIB.ORG

American Industrialists: Robber Barons Or Captains of Industry? America’S Industrial Transformation Roger Jackson Published by K20 Center

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
American Industrialists: Robber Barons Or Captains of Industry? America’S Industrial Transformation Roger Jackson Published by K20 Center Page 1 of 9 American Industrialists: Robber Barons or Captains of Industry? America’s Industrial Transformation Roger Jackson Published by K20 Center Grade Level 11th Time Frame 2-3 class period(s) Subject Social Studies Duration 120 minutes Course U.S. History Essential Question How do our worldviews impact the way we view world events? How does one’s perspective distort or confirm history? Summary In this lesson, students will analyze the different perceptions of four major big business leaders of late 19th century United States. Students will discover that these big business leaders in American society are viewed by historians in two roles: robber barons or captains of industry. Students will learn how the big business leaders organized their companies and utilized philanthropy, which will allow students to formulate their own conclusions as to whether John D. Rockefeller, Andrew Carnegie, Cornelius Vanderbilt, and J.P. Morgan helped or harmed the country. Snapshot Engage Students will examine and infer information systematically by completing a modified I Notice, I Wonder activity. Explore Students will work in groups of four to examine and analyze selected primary and secondary source documents over American industrialists. Explain Students will present their group's assigned industrialist to the class as either a “robber baron" or a "captain of industry” backed up by evidence collected. Extend Students will select a writing assignment (RAFT or Two Voice Poem) to reflect their analysis of a selected American industrialist. Their creative writing should reflect how their perspective has changed or was validated through their discoveries. Evaluate The student's document analysis sheets and one of the writing assignments can serve as an assessment. https://learn.k20center.ou.edu/lesson/241?rev=1509 Page 2 of 9 The extension activity can also be used as an assessment as well. https://learn.k20center.ou.edu/lesson/241?rev=1509 Page 3 of 9 Standards Oklahoma Academic Standards (Social Studies: United States History (9th through 12th grade)) USH.2.1A: Analyze the impact of capitalism, laissez-faire policy and the role of leading industrialists as robber barons, captains of industry and philanthropists including John D. Rockefeller and Andrew Carnegie and his Gospel of Wealth essay on American society. Attachments American Industrialist.pptx Handout 1 Industrialization Notes - Outline.docx Handout 1 Industrialization Notes - Outline.pdf Handout 2 Carnegie and Rockefeller - Documents.docx Handout 2 Carnegie and Rockefeller - Documents.pdf Handout 3 Morgan and Vanderbilt - Documents.docx Handout 3 Morgan and Vanderbilt - Documents.pdf Handout 4 Andrew Carnegie and Historical Interpretation.docx Handout 4 Andrew Carnegie and Historical Interpretation.pdf Handout 5 The Workingman's Ten Commandments.docx Handout 5 The Workingman's Ten Commandments.pdf Handout 6 RAFT - American Industrialist.docx Handout 6 RAFT - American Industrialist.pdf Handout 7 Writing Assessment - Rubric.docx Handout 7 Writing Assessment - Rubric.pdf Handouts 1-3.pdf Handouts 1-3.pptx Handouts 4-5.pdf Handouts 4-5.pptx Industrialist Analysis Sheet.docx Industrialist Analysis Sheet.pdf Pictures.docx Pictures.pdf Political Cartoons.docx Political Cartoons.pdf Robber Barons v. Captains of Industry.docx Robber Barons v. Captains of Industry.pdf Materials Paper and pencils Attached documents Computer, projector, and/or Smart Board https://learn.k20center.ou.edu/lesson/241?rev=1509 Page 4 of 9 Engage Students will examine and infer information systematically by analyzing selected photographs of the Gilded Age. Have each student create a T-Chart, labeled I Notice, I Wonder. Display two or three images from a projector or interactive board for students to examine (a PowerPoint with selected images for this lesson can be found under Attachments as "American Industrialist"). With a partner, students should document (on the left side of the chart) what they notice about the images on display and then write questions that come to mind on the right side of their T-chart. After students have documented their personal observations and generated some questions, organize students into small groups for a small-group discussion. Have these new groups discuss the following prompts and be ready to share out in five minutes with the entire class. 1. Describe the time period. 2. What are some important facts of this time period? 3. Who are the individuals in the gallery? 4. Who are the groups of people in the pictures? Variations To Extend this Activity Through Multiple Days: You may draw out this activity by presenting only one or two images this first day of the lesson and then continue to present a different photograph or graphic organizer from the PowerPoint to engage students on the following days of this lesson. Students will use the information gathered throughout the lesson to complete one of the assessment activities provided at the end of the lesson. Gallery Walk/Carousel in Lieu of PowerPoint: Prior to the students entering the classroom, the teacher could create an image Gallery Walk by placing several pre- selected images, quotes, and key vocabulary (such as "robber baron" or "industrialist") at various stations located throughout the classroom. Students may work in pairs as they make their way through the photo gallery analyzing the photos. Bring this activity to a close by having the whole class share their findings. https://learn.k20center.ou.edu/lesson/241?rev=1509 Page 5 of 9 Explore In groups of four, students will be given 5-7 minutes to examine and analyze selected primary and secondary source documents over American industrialists. Using the "Industrialist Analysis Sheet" handout, students will collect key facts from each document being reviewed. Please refer to teacher note for the structure and order of this portion of the lesson. The primary and secondary source documents (handouts 1-5) should be distributed and analyzed in consecutive order. The teacher may need to help students organize their roles in analyzing the documents and note taking in their groups. Time may vary with each document being analyzed. Use "Handout 1 Industrialization Notes - Outline" (located under Attachments) to inform and instruct the class about some basic American industrialization information before continuing on through handouts two and three, after watching their respective videos. Do keep in mind that all videos are optional and should be used at the teacher's discretion. Have students watch the short film clip documentaries over Carnegie and Rockefeller (linked here or the URL can be found under Resources); then, pass out "Handout 2 Carnegie and Rockefeller - Documents," which can be found under Attachments. Have students watch the short film clip documentaries over Morgan and Vanderbilt (linked here or the URL can be found under Resources); then, pass out "Handout 3 Morgan and Vanderbilt - Documents," which can be found under Attachments. Students will analyze and document additional information provided from "Handout 4 Andrew Carnegie and Historical Interpretation" and "Handout 5 The Workingman's Ten Commandments" (both located under Attachments). Variation These documents have also been placed on PowerPoints (files for "Handouts 1-3" and "Handouts 4-5" can be found under Attachments) to accommodate teachers who may have limitations on copies. By projecting the documents on a screen or sending them electronically, students can analyze the entire document or teacher-selected portions of the documents provided. The teacher may modify the provided documents to better accommodate students and use the documents as they see best. https://learn.k20center.ou.edu/lesson/241?rev=1509 Page 6 of 9 Explain Once groups have finished analyzing the documents, student groups will be randomly assigned to present one of the industrialists as either a robber baron or a captain of industry. Students will use their "Industrialist Analysis Sheet" and other notes as a guide to build their case for labeling the industrialist either a robber baron or captain of industry. Students will present their group-assigned industrialist to the class and will justify their choice using the evidence they collected during research. Ask other groups how their analysis compares to the rest of the class, and ask them for a brief explanation for their claim. Variation Students may really enjoy turning their presentations into a debate session. Teachers may group dissenting pairs of students together to work through their differences and discuss how they came to their conclusions. Have fun with it! https://learn.k20center.ou.edu/lesson/241?rev=1509 Page 7 of 9 Extend Students will complete one of the following writing assignments: either a Two-Voice Poem reflecting their conclusion presented to the class or a RAFT writing activity using one of the writing prompts from "Handout 6 RAFT - American Industrialist" (located under Attachments). The Two-Voice Poem assignment can be used either to reflect the similarities and differences between two of the industrialists presented or between the concepts of the robber baron and the captain of industry. Students may work in pairs using their research to construct the Two-Voice Poem. Teachers could offer extra credit allowing students to create a visual representation or poster reflecting their poem. Variations As an additional project, students could read the BizShifts-Trends article, "Robber Barons– Unmasking Modern-Day Titans of Industry: Scrupulous Profiteers, Generous Philanthropists…," to help them identify an example of a modern-day robber baron and/or a modern day captain of industry. As a writing assignment, students would then summarize their findings and predict how these individuals will be remembered throughout history. If the teacher would prefer, rather than a second writing assignment, students could create their own political cartoons about one of these modern-day robber barons and/or captains of industry. https://learn.k20center.ou.edu/lesson/241?rev=1509 Page 8 of 9 Evaluate The completed student "Industrialist Analysis Sheet" handouts and one of the writing assignments should serve as an assessment.
Load more

Recommended publications
  • The Rise of Industry and Unions Vocabulary: Network Gauge Samual F.B
    Name: ____________________________ Date: ____________________ Mr. Sanchez Review Sheet-Rise of Industry The Rise of Industry and Unions Vocabulary: Network Gauge Samual F.B. Morris (Telegraph) Consolidation Cyrus Field (Transatlantic Cable) Rebate Alexander Gram Bell (Telephone) Pool Thomas Alva Edison (four of his major inventions) George Westinghouse Jan Matzeliger George Pullman Gustavus Swift (Refrigeration) Cornelius Vanderbilt George Eastman (Kodak Camera) Vertical Integration Henry Ford (assembly line) Entrepreneur mass production Corporation Orville and Wilber Wright (airplane) Stock sweatshops Dividends strikebreakers Invest (Investor) anarchists Trust collective bargaining Monopoly injunction Free Enterprise System Knights of Labor (Terence Powderly) John D. Rockefeller Haymarket Riot Andrew Carnegie (Gospel of Wealth) American Federation of Labor (Samuel Gompers) Bessemer Process International Ladies’ Garment Workers Gospel of Wealth J. Pierpont Morgan Triangle Shirtwaist Factory Fire Standard Oil Company Pullman Strike Sherman Antitrust Act Gauge Captain of Industry Philanthropy Robber Barron Railroads and Industry: 1. Explain why railroads expanded after the Civil War. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. Describe some new improvements to railroads in the late 1800’s.
    [Show full text]
  • Fictions of Philanthropy in the Americas A
    UNIVERSITY OF CALIFORNIA SANTA CRUZ Doing Good, Behaving Badly: Fictions of Philanthropy in the Americas A dissertation submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in LITERATURE with designated emphases in CRITICAL RACE AND ETHNIC STUDIES and LATIN AMERICAN AND LATINX STUDIES by Sarah Papazoglakis June 2018 The Dissertation of Sarah Papazoglakis is approved: ______________________________ Professor Susan Gillman, chair ______________________________ Professor Christine Hong, chair ______________________________ Professor Kirsten Silva-Gruesz ______________________________ Professor Eric Porter ______________________________ Professor Cecilia Rivas __________________________________ Tyrus Miller Vice Provost and Dean of Graduate Studies Copyright © by Sarah Papazoglakis 2018 Table of Contents Abstract................................................................................................................... iv Acknowledgements ................................................................................................. vi Introduction ............................................................................................................. 1 Chapter 1: Funding Insurgency: Black Feminist Counternarratives of American Philanthropy .. 26 Chapter 2: “Aggressive Altruism” in the Global Ghetto: Black and Guatemalan Critiques of U.S. Racial Capitalism .................................................................................................... 73 Chapter 3: Afterlives of Sentimentality:
    [Show full text]
  • The Business Enterprise in the Age of Money Manager Capitalism
    Take the Money and Run: The Business Enterprise in the Age of Money Manager Capitalism Tae-Hee Jo SUNY Buffalo State and John F. Henry University of Missouri—Kansas City Paper for the URPE-ASSA 2014 Abstract Most heterodox theories of the business enterprise base themselves on the Veblenian going concern in which managers pursue the long-run survival and growth of the enterprise, whereas absentee owners are occupied with short-run financial interests. Since Veblen’s era, the capitalist social provisioning process has evolved toward money manager capitalism in a dialectical fashion. At the heart of the transformation are changes in the business enterprise. In this paper, we make a threefold argument. First, while the Veblenian account of a going concern still holds true for many enterprises, more and more of the economy is being directed toward financial concerns. Second, as a consequence, the social provisioning process becomes more unstable and people’s welfare becomes more vulnerable. Third, the concept of a going concern is therefore to be modified in order to put the business enterprise in the context of money manager capitalism. Key words: Thorstein B. Veblen, Hyman P. Minsky, Going Concern, Money Manager Capitalism, Mergers and Acquisitions, Social Provisioning Process JEL Classifications: B5, D21, G34 1 1. Introduction That the modern business enterprise is a going concern, first theorized by Thorstein Veblen, has been widely received by heterodox economists. The evolution of capitalism in recent decades characterized by the dominance of capital markets and the financialization of the corporation questions the Veblenian position on the business enterprise.
    [Show full text]
  • Entrepreneurship and Capital Formation in France and Britain Since 1700
    This PDF is a selection from an out-of-print volume from the National Bureau of Economic Research Volume Title: Capital Formation and Economic Growth Volume Author/Editor: Universities-National Bureau Volume Publisher: Princeton University Press Volume ISBN: 0-87014-197-X Volume URL: http://www.nber.org/books/univ55-2 Publication Date: 1955 Chapter Title: Entrepreneurship and Capital Formation in France and Britain since 1700 Chapter Author: Bert F. Hoselitz Chapter URL: http://www.nber.org/chapters/c1307 Chapter pages in book: (p. 289 - 336) ENTREPRENEURSHIP AND CAPITAL FORMATION IN FRANCE AND BRITAIN SINCE 1700 BERT F. HOSELITZ RESEARCH CENTER IN ECONOMIC DEVELOPMENT AND CULTURAL CHANGE, UNIVERSITY OF CHICAGO 1. Introduction FROM THE END OF the seventeenth to the end of the nineteenth cen- tury the economic structure of Western Europe underwent a pro- found change. Cross national income grew at an accelerated rate, and the center of gravity of the economy shifted from primary to secondary and later to tertiary industries. The Industrial Revolution reached its peak in the first quarter of the nineteenth century in England and in the third quarter in France. After that, rates of growth declined in both countries, but the trend proceeded along paths whose basic contours had been traced in the decades preceding the turning point. In order to understand fully the role of entre- preneurship in Britain and France, and its relationship to capital formation and economic development, its place and function must be examined in the period when modern
    [Show full text]
  • Developing a Regional Economy in the Post Jefferson’S Embargo Ohio Valley
    VALLEY OF INDUSTRY: DEVELOPING A REGIONAL ECONOMY IN THE POST JEFFERSON’S EMBARGO OHIO VALLEY _______________________________________ A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _____________________________________________________ by WILLIAM G. LEWIS Dr. Jeffrey L. Pasley, Dissertation Supervisor JULY 2014 © Copyright by William G. Lewis 2014 All Rights Reserved The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled VALLEY OF INDUSTRY: DEVELOPING A REGIONAL ECONOMY IN THE POST JEFFERSON’S EMBARGO OHIO VALLEY presented by William G. Lewis, a candidate for the degree of doctor of philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. Professor Jeffrey L. Pasley Professor LeeAnn Whites Professor Robert Smale Professor Jerritt Frank Professor Michael A. Urban To my parents, George and Mandy Lewis. You never gave up on me and none of my achievements would have been possible without your support. ACKNOWLEDGEMENTS I would like to express the deepest appreciation to my committee chair and advisor, Jeffrey L. Pasley of the University of Missouri who continually believed in me and my work. He took a collection of abstract ideas and helped turn them into the foundation of this dissertation. I also owe a debt of gratitude to my advisor at Western Kentucky University, Andrew McMichael, who taught me how to be a historian. Without his guidance during my undergraduate career this dissertation would not have been possible. I would like to thank my committee members LeeAnn Whites, Robert Smale, Jerritt Frank and Michael A.
    [Show full text]
  • Lesson Plan Aim Rationale Student Learning Objectives Civics
    Unit Topic Industrialization The Captains of Industry (Project Learning) Lesson Plan Aim To evaluate the benefits and challenges of capitalism by analyzing the contributions of the Captains of Industry then and now. Rationale Contrary to what many may believe, the government is not what made America a superpower. America's growth and prosperity began much like the nation did itself, with determined, innovative individuals brave enough to take a risk. Businesses are born out of a dream to achieve greatness, and greatness is not a bad thing. This lesson will not only raise the hopes and dreams of students but remind them of the importance of hard work and determination. Although the challenges of capitalism will be presented through some of the unjust business practices of the time, teachers will also present the benefits of having an economic system that gives incentive for hard work and which is essential in building a powerful nation. Relating history to present day brings it to life for students. In a world where new frontiers mean new business opportunities, students can learn how capitalism is still necessary for this growth. Student Learning Objectives Students will be able to evaluate the benefits and drawbacks of an economic system. Students will be able to make connections between the past and present. Students will be able to create a presentation to present facts clearly and concisely to their peers. Civics Connection • How can one change, strengthen, or improve upon a social, political, or economic standing? • How have social, political, and economic responsibilities developed over time and how do they impact the growth of a nation? *See the Civics Connection Through Questioning guide in Civics for more ideas.
    [Show full text]
  • Buying Happiness: Property, Acquisition, and Subjective Well-Being David Fagundes
    William & Mary Law Review Volume 58 | Issue 6 Article 3 Buying Happiness: Property, Acquisition, and Subjective Well-Being David Fagundes Repository Citation David Fagundes, Buying Happiness: Property, Acquisition, and Subjective Well-Being, 58 Wm. & Mary L. Rev. 1851 (2017), https://scholarship.law.wm.edu/wmlr/vol58/iss6/3 Copyright c 2017 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/wmlr BUYING HAPPINESS: PROPERTY, ACQUISITION, AND SUBJECTIVE WELL-BEING DAVID FAGUNDES* ABSTRACT Acquiring property is a central part of the modern American vision of the good life. The assumption that accruing more land or chattels will make us better off is so central to the contemporary preoccupa- tion with acquisition that it typically goes without saying. Yet an increasing body of evidence from psychologists and economists who study hedonics—the science of happiness—yields the surprising con- clusion that getting and having property does not actually increase our subjective well-being. In fact, it might even decrease it. While scholars have integrated the insights of hedonics into other areas of law, no scholarship has yet done so with respect to property. This Article maps this novel territory in three steps. In Part I, it summarizes recent findings on the highly conflicted effect of the acquisition of both land and chattels on subjective well-being. In Part II, it explores the implications of these findings for four leading normative theories of property law, showing that in different ways the evidence produced by happiness studies undermines the core em- pirical propositions on which these theories rest.
    [Show full text]
  • Capital Accumulation 71 Shackles
    5 Capital accwnulation Breaking the dualism of 'economics' and 'politics' Jonathan Ni tzan and Shimshon Bichler Political economy attempts to tie together the quest fo r power with the pursuit of plenty. But things which need to be linked are assumed separate to begin with, and indeed, the distinction between power and well-being is a fundamental tenet of modern social thinking. The origin of this duality goes back to the emergence of industrial capitalism during the latter half of the eighteenth century. Classical political economists, siding with the rising bourgeoisie against the ancien regime, promoted a novel idea: the 'free market'. Their purpose was to separate civil society from the institutions of fam ily, community and state in which it was previously embedded (polanyi 1944). According to Adam Smith, free markets operated as an 'invisible hand', a mechanism which he claimed automatically allocated resources to their most efficient use. But in order to be effective, the invisible hand had to be left alone. The call fo r laissez-faire was therefore a call fo r the dep oliticization of production and well-being. And so from Smith onward, it became increasingly customary to separate human actions into two distinct spheres, 'vertical' and 'horizontal'. The vertical dimension revolves around power, authority, command, manipulation and disso­ nance. Academically, it belongs to the realm of politics. The horizontal axis centres around well-being, free choice, exchange and equilibrium - the academic preoccupation of economists. The consequence of this duality was to make modern political economy an impossible patchwork: its practitioners try to re­ marry power and well-being, but having accepted them as distinct- spheres of activity to begin with, the marriage is inherently shaky.
    [Show full text]
  • Big Business Tycoons: Robber Barons Or Captains of Industry?
    Name___________________________________ Big Business Tycoons: Robber Barons or Captains of Industry? Andrew Carnegie J.P. Morgan John D. Rockefeller Henry Ford Industry & Name of Company Industry & Name of Company Industry & Name of Company Industry & Name of Company Steel Financier- banking companies Oil industry Cars Carnegie Steel US Steel Corporation Standard Oil Company Ford Motor Company Railroads-JP Morgan and Co Treatment of Workers & Their Treatment of Workers & Their Treatment of Workers & Their Treatment of Workers & Their Competition Competition Competition Competition He owned every aspect of the Purchased Carnegie Steel and Bought out competition Welfare capitalism industry from start to finish merged with other steel Ruthless methods to drive out 5 day work week lowered pay of workers, after the industries to have a monopoly in competition Higher minimum wage workers went on strike, violence the Steel industry 8 hr work day broke out Low wages, unsafe working conditions, many workers died Use of Wealth Use of Wealth Use of Wealth Use of Wealth Art collector Gave to charities hundreds of Early sponsor of the Indianapolis Philanthropic works: including Written works collector millions of dollars 500 libraries and making donations Founded the University of Created a franchise of car Chicago-80 million dollars to the dealerships school Created many philanthropic institutions, Medical research Robber Baron or Robber Baron or Robber Baron or Robber Baron or Captain of Industry? Captain of Industry? Captain of Industry? Captain of Industry? Cornelius Vanderbilt Industry & Name of Company Steamship company, Street car Railroads New York Central Railroad Treatment of Workers & Their Competition Hired employees to work long hours and received low pay However, gave employment to thousands Who were previously unemployed Use of Wealth Not known for his philanthropy, left most of his wealth to his son, William 1 million to Central University which is now Vanderbilt University Robber Baron or Captain of Industry? .
    [Show full text]
  • Gospel of Wealth.Pdf
    6 Andrew Carnegie Excerpt from ‘‘The Gospel of Wealth’’ Originally published in the North American Review, June 1889; available at American Studies at the University of Virginia (Web site) ‘‘In bestowing charity, the main consideration should be to help those who will help themselves; to provide part of the means by which those who desire to improve may do so; to give those who desire to rise the aids by which they may rise; to assist, but rarely or never to do all.’’ ore than any other time in American history, the Gilded Age (ap- Mproximately 1877–99) was characterized by the phenomenal wealth and far-reaching power of a handful of men. Known as robber barons, these men ruled the business world by taking complete control of the industrialization (a transition to an economy based on business and industry rather than agriculture) of the country, also known as the Industrial Revolution. Generally speaking, they accumulated billions of dollars by exploiting (using to their advantage) the working-class poor. They underpaid and overworked the labor that made their factories and businesses run. Robber barons were not known for their honesty or integrity in the way they conducted business. It would be incorrect to say that the robber barons set the standards for the industrialization of America. They did not. The Industrial Revo- lution happened because of the determination and perseverance of small- business owners who relied on proven business strategies to keep their companies alive. And that is where the robber barons differed greatly from other industrialists: They took risks by experimenting with strat- egies that no one had ever used before in business.
    [Show full text]
  • Robber Barons Or Captains of Industry? Big Business at the Turn of the 20Th Century
    Robber Barons or Captains of Industry? Big Business at the Turn of the 20th Century An Inquiry Design Model for Grade 11 641 Delaware Avenue, Buffalo, NY 14202 · www.trsite.org · 716-884-0095 By Buffalo City School District teachers Renee Kasianowicz, Adrianne Lampham, Sara Holt, Aaron Shia & Kristin Manhart Robber Barons or Captains of Industry? Big Business at the Turn of the 20th Century An Inquiry Design Model for Grade 11 Compelling Question How did Americans feel about Big Business Leaders? Supporting Questions 1. What is the difference between a robber baron and a captain of industry? 2. How would you classify J.P Morgan, Andrew Carnegie and J.D. Rockefeller: captains of industry of robber barons? 3. Who do you most agree with? Ida M. Tarbell, John D. Rockefeller or Mr. Chief Justice White about the Standard Oil Company. Inquiry Design Model (IDM) Blueprint™ How did Americans feel about Big Business Leaders? Compelling Question 11.5a New technologies and economic models created rapid industrial growth and transformed the United States. Standards and Practices Students will examine the growth of industries under the leadership of businessmen such as John D. Rockefeller, Andrew Carnegie, J.P. Morgan, and Henry Ford and analyze their business practices and organizational structures. During the American Industrial Revolution, were there more Captains of Industry or Robber Barons? Staging the Question Supporting Supporting Supporting Question 1 Question 2 Question 3 How would you classify J.P Morgan, What is the difference between a Andrew Carnegie robber baron and a captain of Who do you most agree with? Ida M.
    [Show full text]
  • Buying Happiness: Property, Acquisition, and Subjective Well- Being
    William & Mary Law Review Volume 58 (2016-2017) Issue 6 Article 3 5-1-2017 Buying Happiness: Property, Acquisition, and Subjective Well- Being David Fagundes Follow this and additional works at: https://scholarship.law.wm.edu/wmlr Part of the Law and Psychology Commons, and the Property Law and Real Estate Commons Repository Citation David Fagundes, Buying Happiness: Property, Acquisition, and Subjective Well-Being, 58 Wm. & Mary L. Rev. 1851 (2017), https://scholarship.law.wm.edu/wmlr/vol58/iss6/3 Copyright c 2017 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/wmlr BUYING HAPPINESS: PROPERTY, ACQUISITION, AND SUBJECTIVE WELL-BEING DAVID FAGUNDES* ABSTRACT Acquiring property is a central part of the modern American vision of the good life. The assumption that accruing more land or chattels will make us better off is so central to the contemporary preoccupa- tion with acquisition that it typically goes without saying. Yet an increasing body of evidence from psychologists and economists who study hedonics—the science of happiness—yields the surprising con- clusion that getting and having property does not actually increase our subjective well-being. In fact, it might even decrease it. While scholars have integrated the insights of hedonics into other areas of law, no scholarship has yet done so with respect to property. This Article maps this novel territory in three steps. In Part I, it summarizes recent findings on the highly conflicted effect of the acquisition of both land and chattels on subjective well-being. In Part II, it explores the implications of these findings for four leading normative theories of property law, showing that in different ways the evidence produced by happiness studies undermines the core em- pirical propositions on which these theories rest.
    [Show full text]