Students read a quote from the Federalist Papers about the nature of government and name an event from any period of U.S. history that illustrates the quote. Then they learn about political machines of the Gilded Age, focusing on “Boss” Tweed. Next they analyze the causes and effects of civil service reform. Finally they examine some of Thomas Nast’s cartoons against Tweed and then write an op-ed article about the role of the media in supporting or destroying a politician’s reputation.
Students read an overview of the lesson and a brief introduction to how rapid urbanization during the Gilded Age led to the rise of political machines. They examine a quote from James Madison in the Federalist Papers about the “least imperfect” form of government, then post an example of a U.S. historical event that they think illustrates Madison’s idea.
Teacher MovesClarify the lesson objectives and connect them to the historical context of urban growth and political machines. Facilitate discussion of students’ posted examples, noting the range of eras represented and what their choices reveal about governmental problems and needs. Optionally share Winston Churchill’s quote about democracy to deepen reflection on imperfect forms of government before moving the class forward.
Students view an image of a James Michael Curley campaign poster and read background text explaining how urban growth and inadequate city services created conditions for political machines. They read Corruption Runs Wild to learn how political machines operated and why they were considered corrupt. Students post a response stating the main goal of a political machine, then learn about “Boss” Tweed and Tammany Hall by engaging with The Story of Boss Tweed and William “Boss” Tweed and Political Machines. They answer a multiple-choice question about why people tolerated political machines and respond to a poll on whether machines were mostly positive or negative for local voters.
Teacher MovesPrompt students to closely examine the Curley poster and connect it to the idea of a machine boss. After students read and post about the goal of political machines, highlight that their primary aim was to gain political power and personal wealth, often through corrupt deals. Support students as they interpret information about Boss Tweed, clarifying misconceptions about how machines traded services for votes. Use the poll results to initiate a brief discussion about whether beneficial outcomes can justify corrupt means, then transition the class to the next scene.
Students view an image related to President James Garfield’s assassination and read explanatory text connecting political machines to broader patterns of political favors and patronage, including the spoils system. They read excerpts from Garfield’s inaugural address about the need to regulate civil service by law and to ensure that offices serve the government rather than political supporters. Students then read about how Garfield’s refusal to grant a diplomatic post to Charles Guiteau led to his assassination and how President Chester Arthur responded by signing the Pendleton Civil Service Reform Act, using a reading on the Pendleton Civil Service Reform Act. They post an explanation of the causes and effects of the Pendleton Act.
Teacher MovesExplain the concept of political favors and patronage, linking it to both political machines and earlier practices like the spoils system. Help students unpack key ideas in Garfield’s speech, such as merit-based hiring and legal protections for civil servants. After students learn about Garfield’s assassination and Arthur’s support for reform, invite them to share and compare their explanations of the Pendleton Act’s causes and effects, highlighting how the act aimed to curb corruption and professionalize the civil service. Share strong student examples and emphasize that Arthur’s support for reform came at a political cost when his party did not renominate him.
Students read about Thomas Nast’s continued efforts to expose Boss Tweed and the Tammany Hall machine, even after Tweed’s imprisonment, and consider Tweed’s fear of the power of political cartoons. They examine several of Nast’s cartoons using Thomas Nast Takes on “Boss” Tweed, 1871 to analyze how media influenced public opinion about corruption. Drawing on historical and contemporary examples, students write an op-ed article about the role of the media in building or destroying a politician’s reputation, using guidance from How to write an op-ed or column as needed. They then read classmates’ op-eds and respond to at least two with questions or positive comments.
Teacher MovesGuide students in interpreting Nast’s cartoons, prompting them to identify symbols, exaggeration, and messages about corruption and power. Review or model the structure and purpose of an op-ed, using the provided resource if helpful, before students begin writing. Encourage students to support their opinions with specific historical or current examples. After students post their op-eds, prompt respectful peer feedback and invite volunteers to present their pieces to the class, using these presentations to discuss the continuing influence of media on political reputations.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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