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Learning Objectives 

Students will: 

• Observe architectural features in a community.
• Research and gather information about the Newport mansions of the Gilded Age.
• Describe how history influenced architecture and interior designs.
• Interpret the Newport mansions patrons and the architects’ intent.
• Design a media presentation.
• Present information as a tour guide.

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Videos

Websites

Teacher Background

Teachers should have an understanding of the Gilded Age in American history. They should also be familiar with the Newport Mansions and examples of Gilded Age style and architecture.

Student Prerequisites 

Students should be familiar with different styles of architecture, American history, and media creation tools. 

Accessibility Notes

Modify handouts, text, and utilize assistive technologies as needed. Provide preferential seating for visual presentations and allow extra time for task completion.

Engage

1. Take students on an architectural walking tour in the community. Have students note features that catch their attention such as shapes, textures, windows, awnings, columns, fixtures, chimney’s, color, etc. They should bring a pencil and notebook to capture notes. 

2. Distribute the handout, . Students will respond to the questions: Which architectural features caught your attention? Which features are necessary? Which features are decorative? How does the architecture relate to its surroundings (space, location, landscape)? What new or inventive elements could you add to a new build? Which styles of architecture are you most influenced by (modern, classical, contemporary, gothic, victorian, a blend)? Allow time for students to respond to the questions and sketch any details.

3. Have students share the details from their findings with the class. Engage students in a discussion about some of the unique aspects of the architecture in the community. 

Build

1. Tell students they are going to explore the architecture and interior design of the Gilded Age (1870-1910), a moniker Mark Twain coined because of the period’s superficial wealth. Ask students: How does everyday life, art, culture, and society influence architecture and design?

2. Introduce students to the Gilded Age by showing them . As students watch, they should note important facts and characteristics of the period in relation to architecture, interior/exterior design, significant people, and events that occurred. 

3. Tell students they are going to research and gather information about the Newport, Rhode Island Mansions of the Gilded Age. Distribute the resources, and to help guide their research. 

4. Divide the class into groups and have them choose one of the following mansions:

Mansion 1: The Breakers - ,

Mansion 2: The Elms - ,

Mansion 3: Marble House - ,

5. Students can extend their research with the following resources:

Apply

1. Using the information gathered, students will imagine they are tour guides for the mansions they researched. Each group will create a media presentation giving a historical tour of a Newport mansion. They will report on the architect, interior/exterior of the mansion, patrons that occupied or worked at the mansion, and related events in history. Facilitate through each group, offering suggestions and feedback about how to conduct their research.. 

2. Write a tour guide script and design a media presentation. Students can choose to create a visual presentation acting as “live” tour guides, or create a visual presentation with a recorded audio tour. The tour will be designed for visitors interested in learning about the mansion. Each slide or scene should simulate a walking tour with photographs, artifacts, charts, and/or or video assets. The media should include information from their research, key points describing how the Gilded Age came to be, the rise and fall of the era, and reflections from their research. 

3. Allow time for the groups to design and write scripts for their presentation. Share the resource, and have them rehearse their tour guide skills with each other.

Reflect 

1. Act as a tour guide, taking an audience through the history of a Newport Mansion. Remind students to be their best tour guide selves by being organized, interacting with the audience, sharing information in an interesting way. Give the audience time to respond or ask questions during or after the tour. 

2. Assess students’ knowledge of the Gilded Age through their tour guide presentations. After the presentations have students reflect on the following questions: How did the Gilded Age mansions come into existence? What was the intent of the patrons? What did the mansion designs represent? How do the Newport Mansions reflect the values and ideals of the Gilded Age? What were/are the implications of superficial wealth? How did the mansions not tell you about this period in history?