The Gospel Of Wealth

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Compare and contrast capitalism with other economic systems (i.e., communism, mixed economies). What are some positive effects that this system has on a society? What are some of the shortcomings? Which system seems to be the best for the working class?

Teaching Suggestion: This question orients students to the economic context of the essay, as well as the theme Capitalism and Inequality. As one of the most prominent industrial capitalists of the US’s Gilded Age (please see the second Short Answer for more information), Andrew Carnegie saw free-market economics as a natural by-product of civilized societies. In this vein, he believed economic systems that were based on community and redistribution, namely communism, were antithetical to evolved human nature. However, critics of unrestricted capitalism argue that Carnegie, along with the other so-called “robber barons” of the late 19th century, brought high levels of inequality, exploitation, and poor living conditions to populations. This question directly segues with the historical context of the following question; or, you may want to lead with the Short Activity to build background knowledge and context before addressing this question.

• This article provides a broad overview of capitalism, including the history, critiques, and geographical spread.
• This article by Centre for Economic Policy Research in 2020 article examines the correlation between income inequality and capitalist systems. 

2. Following the Reconstruction era, the US experienced a period of rapid industrial expansion and economic growth called “The Gilded Age.” What were some of the causes of The Gilded Age? What were some of the factors that allowed for industrial growth? How did this era shape American society around the turn of the century?

Teaching Suggestion: A term coined by Mark Twain, the Gilded Age was an important period for the US’s economic growth. The combination of industrialization and the end of the Civil War led to rapid expansion of manufacturing businesses, most notably Rockefeller Oil and Carnegie Steel companies. Additionally, many people were able to find work in factories, which notably changed the US economy from agricultural to manufacturing-based. As a result, the daily lives of people were transformed, including the concept of “leisure activities,” the growth of cities and the rise of immigrant populations in pursuit of The American Dream. While The Gilded Age was a time of unfettered growth with little-to-no government oversight of business and labor conditions, the Progressive Era was a direct response of the working classes who sought protection from the exploitation of big businesses.

When presenting this, you could have students use the resources above and below, as well as the Paired Resource “The Steel Business,” and compare and contrast the Gilded Age for the lower or working class and the upper class. This could be done independently or as a whole class using a Venn diagram, depending on your class. It could even be effective to have half of the class focus on the upper class and half on the lower class. Then discuss why the Progressive Era might have been born from these inequalities.

• University of Houston’s “Digital History” shares alternating viewpoints of The Gilded Age.
• History.com explores some of the pitfalls of the Age in “How Gilded Age Corruption Led to the Progressive Era.”

Short Activity

With the rapid expansion of wealth of The Gilded Age came the first “self-made” men of fortunes in US history. Working in small groups, select and research one “self-made” person of fortune in US history and share their background with the class. Consider the following questions as you conduct your research: Where was this person born? What was the financial situation of their family? How did this person amass their wealth? What did this person accomplish? What did this person do with their wealth? Share your findings with the class in a presentation, including relevant visuals.

Teaching Suggestion: This Short Activity encourages students to utilize both their presentation and research skills in the context of group work. Each group should select a different “self-made” man and highlight their rise to power. Invite students to use pictures, cartoons, newspaper clippings and videos in their presentation.

• Maryville University provides a brief overview of the “self-made” men of The Gilded Age.
• This Economic Policy Institute 2018 article argues that income inequality by US states alludes to “The New Gilded Age.”

Differentiation Suggestion: For a further analytical approach, invite students after the presentation to discuss the following topic: Is it possible to be a “self-made” person today in the US? How does this speak to the larger theme of The American Dream in contemporary society? For a feminist and/or racial perspective, encourage students to examine who was allowed to be “self-made” in this era. The idealistic notion was that anyone with a work ethic could pull themselves from poverty to wealth, but there were many more barriers for women or people of color. 

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

What does the term “philanthropy” mean to you? Is philanthropy necessary in contemporary society? Who should be philanthropic? For example, is it any one group’s particular duty to be philanthropic? Why or why not?

Teaching Suggestion: This question invites students to reflect on the theme Duty and Moral Responsibility in the context of contemporary philanthropy. In the late 19th century, Carnegie’s suggestion that wealthy individuals had a duty to redistribute their wealth was a particularly radical claim, as wealthy classes historically viewed their wealth to be God-given and earned based on the premise of superiority. Carnegie’s essay was not merely words; over the course of his life, he financed major public projects in New York City, including the famous Carnegie Concert Hall. This question segues directly into the Discussion/Analysis Prompt.