Period 6: 1877 –
1898
Textbook Reading:
American
Pageant; Forging an Industrial Society
Chapter 23- Political Paralysis of
Gilded Age
Chapter 24- Industry Comes of Age
Chapter 25- America Moves to the
City
Chapter 26- Great West and
Agricultural Revolution
Preparing for the Advanced Placement Examination
Chapter 16- Rise of Industrial
America
Chapter 17- Last West and New South
Chapter 18- Growth of Cities and
American Culture
Chapter 19- Politics of Gilded Age
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Key Concept 6.1:
The rise of big business in the United States encouraged massive migrations and
urbanization, sparked government and popular efforts to reshape the U.S.
economy and environment, and renewed debates over U.S. national identity.
Topic: The Rise of
Big Business
The rise of big business along with massive migration and
urbanization led to efforts to reshape both the economy and the environment of
the country. The “Gilded Age” brought mass marketing, increased consumption,
and the creation of monopolies, (WXT3)
(WXT6) (WOR3) (CUL3) (CUL5)
Technological changes, large-scale production, and
pro-business government policies led to a “Gilded Age” that was also marked by
corruption, the growth of monopolies, and the expansion of both domestic and
international markets. (WXT3) (WXT6)
(WOR3) CUL3) (CUL5)
Primary Source
Reading: Mark Twain, the Gilded Age, a Tale of
Today. Explain what Twain meant about American society at this point in
history? Was he correct? Why or why not?
Using the political
cartoons of Thomas Nast, compile a chronology of the career of Samuel Marcy
“Boss” Tweed. Why were these cartoons an effective weapon in bringing Tweed
down?
DBQ on The Gilded
Age and the Rise of Big Business (Subsidies (Personal file)
Was the Gilded Age a revolution in American culture, a
transportation revolution, and economic /industrial revolution, or was it an
age of political mediocrity dealing with postwar reconstruction?
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Key Concept 6.2:
The emergence of an industrial culture in the United States led to both greater
opportunities for, and restrictions on, immigrants, minorities, and women.
Topic: Industry
Comes of Age
The late-nineteenth century was
the era of the Robber Barons, with increasing distance between the lives of the
rich and the working classes. The growth of unionism, of government and
politics of regulation, and the expansion of the United States in the world
economy characterized this period. (WXT5) (WXT6) (PEO6) (ID5)
Gilded Age politics and
corruption ultimately led to the beginnings of reform efforts both in
government and in addressing social concerns. (ID2) (ID6) (POL6)
Cultural and intellectual
movements both supported and challenged the social order of the Gilded Age, (ID6)
(CUL3) (CUL5)
Big business was challenged by
groups representing regional interests as well as new labor organizations.
(WXT5) WXT6) (PEO6) (ID5)
Primary Source Readings: Documentary History of the United States: Chapter 16 (c)
Andrew Carnegie, Wealth and William Graham Sumner, What Social Classes Owe Each
Other. Read and compare the writings of these two “Robber Barons.” How are
they different in the beliefs and how might that difference be explained? Which
view had the most influence during this period of history?
Read “A Textile Worker Explains
the Labor Market.” Based on this account, what was the plight of the factory
worker in the late-nineteenth century? How sympathetic might the Senate committee
have been and why?
Using the chart of “Federal Land Grants to Railroads” in the text, explain
how this policy affected the development of the west and the lives of those who
chose to settle there.
Using the Internet, assemble
statistics on what American workers were able to join labor unions and what
segments of the economy these workers represented. Using that data and the
history of the Knights of Labor and the American Federation of Labor, how much
success could labor organizations claim during this period and why?
Primary Source
Reading: Samuel Gompers, Letter on
Labor in Industrial Society.
Evaluate Gompers’ arguments. How
successful was he and why?
DBQ on the Rise
of Big Business and Government Subsidies (ETS 1979)
To what extent, and for what reasons, did the policies of
the federal government from 1865-1900 violate the principles of laissez-faire
which advocated minimal governmental intervention in the economy? (SK5) (SK7) (CR4) (CR5) (CR6) (CR10) (SC1b)
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Key Concept 6.3:
The “Gilded Age” witnessed new cultural and intellectual movements in tandem
with political debates over economic and social policies.
Topic: America
Moves to the City
The late-nineteenth century was characterized
by urbanization, new waves of immigration, renewed instances of nativism,
cultural life in urban America, the “New Woman,” African-American push for
expanded civil rights. (PEO2) (PEO3) (PEO6) (POL3)
Movement of both internal and
international populations changed the makeup of America, early reformers try to
address some of the concerns associated with urbanization and immigration. (PEO2)
(PEO3) PEO-6) (PEO3)
Big business faced increasing
challenges from labor movements and those supporting regional concerns. (WXT5)
(WXT6) (PEO6) (ID5)
As migration both within the
United States and from overseas increased rural and urban populations,
reformers began to try to address gender, racial, ethnic, religious, and
socioeconomic equalities. (PEO2) (PEO3) (PEO6) (POL3)
Examine the chart in the
text illustrating “Annual Immigration to the United States, 1860-2010.” What
political issues and world events account for the peaks and valleys in the
chart for the years of the late-nineteenth century?
Student
Activity: (PEO-6)
Assemble a sample of photographs
of Jacob Riis from New York City during these years. What is the picture he
portrays of the lives of immigrants in that city? What political and economic
factors would account for what he found? (SK2) (SK4) (SK8) (CR7) (CR13)
Student
Activity: (CUL-6)
DBQ on Washington and DuBois (ETS 1989)
Booker T. Washington and W.E.B
DuBois offered different strategies for dealing with the problems of poverty
and discrimination faced by Black Americans at the end of the nineteenth and
the beginning of the twentieth centuries.
Research the economic conditions facing the African American population
in the area. Evaluate the appropriateness of each strategy in the historical
context in which it was developed, in the time period 1877-1968. (SK4) (SK5)
(SK8) (CR8) (CR10) (CR12) (CR13)
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Topic: The Turner Thesis and the
Agricultural Revolution
Westward migration, the close of the frontier and its
impact, industrialization of agriculture new forms of transportation, and
political dissent among farmers led to political and popular conflicts. (ENV5) (WXT5) (POL3) (PEO3) PEO5) (WXT7)
Primary Source Readings; Documentary History of the United States: Chapter 17 and
18 (CR7)
Frederick J. Turner, the Significance of the Frontier in
American History. What argument
does Turner make about the importance of the frontier in American development?
What are the implications for future expansion?
Populist Party Platform – Be able to identify and evaluate
the major components of the Populist Platform. Which did they achieve? Which
were the unable to achieve and why? Which became realities over a decade later and
why at that time rather than sooner?
William Jennings Bryan, Cross of Gold Speech. What made Bryan the standard bearer for
both the Democrats and the Populists at this time? Why, in spite of this
appeal, was he never successful politically?
Using the chart in the test of “Marriages and Divorces, 1890-2008,” what
conclusions can be drawn about the changing role of women at this time? What
might have contributed to making those changes possible?
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Topic: The Great
West- Agricultural Revolution
Transcontinental railroads and the destruction of the
buffalo and the Plains Indian culture pushed a government policy of increased
reservations and assimilation (PEO4)
(ENV5) (POL6)
Create a timeline
illustrating diminishing Indian lands from 1864 until 1892. At each point along
the way, indicate which treaties were put into effect by the United States
government.
Using the
archives from the Carlisle Indian School,
evaluate the policies and effectiveness of the provision in the Dawes Severalty
Act regarding the treatment of Indian children 1887 - 1943.
Compile a picture of American society at the end of the
nineteenth century using the Columbian
Exhibition of 1893 as the source. What were the parts of America the
Exhibit celebrated? What was built? What was showcased? What was new? Who came?
Collect as many images as possible of the Exhibit and make a classroom display.
How did the United States want to be seen by the rest of the world?
Primary Source Readings: American Issues, A Documentary Reader Students will select primary readings regarding reform
issues from the text, American Issues,
and compare and contrast varying viewpoints on industrialization and modernization. (CR4) (CR5)
(CR6) (CR7) (CR9) (SC1c) (CR6) (CR9)
(CR10) (CR13) (SC1c) (ID) (CUL)
Student
Activity: (CUL-2)
Create a Document
Based Question
Student should engage in a group project where they create
a DBQ on the topic of the environment. Using primary documents from the time
period 1900 through 1990, they should construct a comprehensive view of the
topic.To begin, they should review the DBQ file, looking at the construction
and organization of the new Document Based Question. Then the students will
complete a notebook or primary and secondary documents, create a question and
scoring rubric, and present their projects to the class.
Period 6 Exam
The test format changes with the development of students
skills. Students focus on specific skills and these are designed to build upon
one another over the two-year sequence.
Such skills will reflect those requisite on the APUSH exam.
Daily Activities
Day 1-3
- Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.
- Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.
- Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.
Topic: The Gilded Age
The rise of big business along with massive migration and urbanization led to efforts to reshape both the economy and the environment of the country. The “Gilded Age” brought mass marketing, increased consumption, and the creation of monopolies(WXT3) (WXT6) (WOR3) (CUL3) (CUL5)
Agenda:
1. Warm Up: Multiple Choice Questions 1-3 on Page 305
a. Read and answer the questions
b. Explain WHY you selected each response
c. Identify the incorrect choices
2. Overview of the AP Exam: Historical Thinking Skills (Introduction xiv-xvii)
Skill Type
|
Historical Thinking Skill
|
I. Chronological Reasoning
|
1. Historical Causation
|
2. Patterns of Continuity and Change over Time
| |
3. Periodization
| |
II. Comparison and Contextualization
|
4. Comparison
|
5. Contextualization
| |
III. Crafting Historical Arguments from Historical Evidence
|
6. Historical Argumentation
|
7. Appropriate Use of Relevant Historical Evidence
| |
IV. Historical Interpretation and Synthesis
|
8. Interpretation
|
9. Synthesis
|
3. Lecture: Reconstruction and the Election of 1876
4. Short-Answer Question #2 (Page 309)
5. Crash Course US History: Reconstruction
*HOMEWORK: Key Names, Events, and Terms (ALL) on Page 304.
DAY 4-5
- Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.
- Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.
- Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.
Topic: The Gilded Age
The rise of big business along with massive migration and urbanization led to efforts to reshape both the economy and the environment of the country. The “Gilded Age” brought mass marketing, increased consumption, and the creation of monopolies(WXT3) (WXT6) (WOR3) (CUL3) (CUL5)
Agenda:
- WARM UP: Short Answer Question #1 P. 308 (Practice)
- Process of identifying main idea, synthesis, comparison, and using evidence.
- AP Themes and Key Terms (333)
- Teacher Lecture: Railroads, Oil, and Steel: Oh my! The rise of monopolies and robber barons, Laissez-Faire Capitalism, Social Darwinism, and Class.
- Activity: Social Darwinism
Examining the DBQ: Andrew Carnegie, Wealth and William Graham Sumner, What Social Classes Owe Each Other. Read and compare the writings of these two “Robber Barons.” How are they different in the beliefs and how might that difference be explained? Which view had the most influence during this period of history?
- Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.
- Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.
- Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.
The late-nineteenth century was the era of the Robber Barons, with increasing distance between the lives of the rich and the working classes. The growth of unionism, of government and politics of regulation, and the expansion of the United States in the world economy characterized this period.
(WXT5) (WXT6) (PEO6) (ID5)
- Teacher will review long essay question strategies, historical thinking skills, thesis development, and essay strategies.
- Students will complete long essay
Andrew Carnegie, Wealth and William Graham Sumner, What Social Classes Owe Each Other. Read and compare the writings of these two “Robber Barons.” How are they different in the beliefs and how might that difference be explained? Which view had the most influence during this period of history?
Primary Source Reading: Samuel Gompers, Letter on Labor in Industrial Society.Evaluate Gompers’ arguments. How successful was he and why?
Day 9-11
- Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.
- Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.
- Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.
- Examine the Amerindian cultures which existed in the region prior to the movement west.
- Explore the other cultural factors which altered the landscape. These include: Indians, Mexicans, French, British Canadians, and Asians.
- Examine the “myth of the yeoman farmer” as discussed by Hofstadter.
- Familiarize the students with the work of Frederick Jackson Turner and his “Frontier Thesis.
- Identify and describe how Westward migration, the close of the frontier and its impact, industrialization of agriculture new forms of transportation, and political dissent among farmers led to political and popular conflicts. (ENV5) (WXT5) (POL3) (PEO3) PEO5) (WXT7)
Lecture Topic: The Last West and the New South: The West was no longer seen as The Great American Desert. And the opportunities offered to the miners, farmers and ranchers altered the landscape. But the mythical “frontier” popularized by dime store novels and movies bore little resemblance to these images. Topics related to the solidification of Southern segregation through the Plessy Case, as well as the impact of Western settlement on Native Americans and farmers. Transcontinental railroads and the destruction of the buffalo and the Plains Indian culture pushed a government policy of increased reservations and assimilation (PEO4) (ENV5) (POL6)
Topic: The Turner Thesis and the Agricultural Revolution
Westward migration, the close of the frontier and its impact, industrialization of agriculture new forms of transportation, and political dissent among farmers led to political and popular conflicts. (ENV5) (WXT5) (POL3) (PEO3) PEO5) (WXT7)
- Crash Course: The West
- Multiple Choice Questions 1-6, pp. 355-356. Students will explain why they selected each response
- Fact Check 2 Quiz
- MC Questions 7-8 P. 357
- Review MC Questions 1-6 (355-356)Review Plessy v. Ferguson Case and Booker T. Washington speech (practice)
- Reviewing Historical Themes (Intro xvii-xviii)- Work, Exchange, and Technology (WXT) and Peopling (PEO)
- Assignment: Primary Source Readings;
- Frederick J. Turner, The Significance of the Frontier in American History. What argument does Turner make about the importance of the frontier in American development? What are the implications for future expansion? Cite two specific items from the document. (ENV5) (WXT5) (POL3) (PEO3) PEO5) (WXT7
- Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.
- Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.
- Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.
The rise of big business along with massive migration and
urbanization led to efforts to reshape both the economy and the environment of
the country. The “Gilded Age” brought mass marketing, increased consumption,
and the creation of monopolies(WXT3) (WXT6) (WOR3) (CUL3) (CUL5)
Technological changes, large-scale production, and pro-business government policies led to a “Gilded Age” that was also marked by corruption, the growth of monopolies, and the expansion of both domestic and international markets.(WXT3) (WXT6) (WOR3) CUL3) (CUL5)
Objectives:
- Identify and utilization Historical Thinking Skills outlined by the College Board
- Explain how Gilded Age politics and corruption ultimately led to the beginnings of reform efforts both in government and in addressing social concerns.(ID2) (ID6) (POL6)
- Identify and explain how cultural and intellectual movements both supported and challenged the social order of the Gilded Age (ID6) (CUL3) (CUL5)
William Jennings Bryan, Cross of Gold Speech. What
made Bryan the standard bearer for both the Democrats and the Populists at this
time? Why, in spite of this appeal, was he never successful politically?
- MC Questions
- Crash
Course: Gilded Age Completion
- Populist
Party Platform – Be able to identify and evaluate the major
components of the Populist Platform. Which did they achieve? Which were
the unable to achieve and why? Which became realities over a decade later
and why at that time rather than sooner?
- Review
of Short Answer Practice Questions
- Short Answer (Graded and Timed)
- Wizard of Oz Project
DAY 16-17
- Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.
- Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.
- Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.
Objectives:
1. Describe how the movement of both internal and international populations changed the makeup of America.
2. Identify ways that early reformers try to address some of the concerns associated with urbanization and immigration. (PEO2) (PEO3) PEO-6) (PEO3)
3. Draw conclusions as to what can be said about the changing role of women at this time.
4. Explain how as migration both within the United States and from overseas increased rural and urban populations, reformers began to try to address gender, racial, ethnic, religious, and socioeconomic inequalities. (PEO2) (PEO3) (PEO6) (POL3)5. Identify and explain how cultural and intellectual movements both supported and challenged the social order of the Gilded Age(ID6) (CUL3) (CUL5)
Lecture Topic: Women and Reform Movements of the 19th Century
The late-nineteenth century was characterized by urbanization, new waves of immigration, renewed instances of nativism, cultural life in urban America, the “New Woman,” African-American push for expanded civil rights(PEO2) (PEO3) (PEO6) (POL3)Lecture Topic: America Moves to the City
The late-nineteenth century was characterized by urbanization, new waves of immigration, renewed instances of nativism, cultural life in urban America, the “New Woman,” African-American push for expanded civil rights(PEO2) (PEO3) (PEO6) (POL3)
- Fact Check Quiz
- Review
short answer question
- Reiterated
Historical Thinking Skills and Historic Themes
- Crash
Course: Gilded Age
- Short
Answer
- Crash Course: Immigration and Cities
- Crash Course: Women in the 19th Century
- Examine the chart in the text illustrating “Annual Immigration to the United States, 1860-2010.” What political issues and world events account for the peaks and valleys in the chart for the years of the late-nineteenth century?
- Read “A Textile Worker Explains the Labor Market.” Based on this account, what was the plight of the factory worker in the late-nineteenth century? How sympathetic might the Senate committee have been and why?
- Examine the chart “Annual Immigration to the United States, 1860-2010.” What political issues and world events account for the peaks and valleys in the chart for the years of the late-nineteenth century?
