A Young People's History of the United States

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

“A Young People’s History of Your Town, USA: Robber Barons, Howard Zinn, and You”

In this activity, students discover the industrial history and capitalistic roots of their own town, all while connecting that history to the larger themes of capitalism and inequality they have explored while reading A Young People’s History of the United States.

At every turn throughout A Young People’s History of the United States, Howard Zinn finds evidence that capitalism and social inequity are foundational, guiding principles in American society. Zinn finds traces of capitalist influence and inequality in histories big and small: in the grand narrative of the US as a nation, but also in the histories of small towns, minor historical figures, and less-than-famous but important events.

In this group exercise, you will discover the history of your town, focusing on uncovering the ways it formed in relation to capitalism and inequality. As a group, research your town’s history during the periods listed below, asking these questions: (1) What were the major political movements happening at this time? (2) Who were the key historical figures influencing government and/or local politics? (3) How do these people/movements link to larger forces of capitalism and inequality?

• Colonial America (1492-1760, if applicable)
• The Revolutionary Era/Industrial Revolution (1760-1840)
• The Civil War/Reconstruction Era/Gilded Age (1840-1900)
• The Progressive Era/World War I/World War II (1900-1945)
• Postwar America (1945-1968)

After you have researched each historical period, review your findings as a class. Discuss how the remnants of these movements can be seen in the modern-day life of the town, and be sure to also discuss how forces of capitalism and/or inequality persist, even if in a different form.

Teaching Suggestion: One strategy for carrying out this activity might be to begin this exercise by assigning two key roles to two volunteers: One student should be responsible for taking notes on the board, and another should be assigned to use the classroom’s computer to conduct additional searches and/or other internet research on behalf of the class. This project will not only give students a richer understanding of their city’s local history, but it will also be an exercise in how to conduct thorough research. You might review the makings of a solid research paper in a source such as the University of Wisconsin-Madison’s guide “Writing a Research Paper” before beginning this activity.

Differentiation Suggestion: For advanced classes, this exercise could be made more in-depth by taking a virtual or actual field trip to your town’s local history museum, city hall, local library, or any other institution in your town that might give students a broader, deeper understanding of their community’s unique history and its relationship to capitalism.