Wednesday 1-15-20 How did Americans deal with the economic, social, and political changes that created a “new” civilization following the Civil War?

I can explain how the Gilded Age produced new cultural and intellectual movements, public reform efforts, AND political debates over economic AND social policies.

Agenda Homework1. Review for Test #9 (23-25) - Multiple Choice & Simple IDs - A/B IDs2. Zinn 11 Wrap-Up

1. Study for Test #9 (23-25)

Prompt 90

1. Without accessing the linked webpage, read the following letter and describe what you think is happening. Click on the link below to check your description.

Oh God for one more breath

APUSH Connections (and possible A/B IDs) to Think About for Test #9 (23-25)

Credit Mobilier – Whiskey RingTammany Hall – Pendleton ActPanic of 1873 – panic of 1893Election of 1876 – ReconstructionPlessy v. Ferguson – Jim CrowUS v. Wong – 14th AmendmentGrover Cleveland – laissez-fairePopulists (Tom Watson) – Jim CrowWilson-Gorman tariff – McKinley tariffGold – SilverUnion Pacific Railroad – Central Pacific RailroadJames J. Hill – Cornelius VanderbiltInterstate Commerce Act – Sherman Anti-trust ActAlexander Graham Bell – Thomas EdisonCarnegie – Rockefeller (think Captains of Industry or Robber Barons)Henry W. Grady – James B. DukeGibson Girl – Frances Benjamin JohnstonLockout – black listKnights of Labor - American Federation of LaborBessemer Process – ElevatorPuritans – Russian JewsTammany Hall – Hull House“social Darwinism” – “social gospel”Booker T. Washington – W.E.B. DuBoisCharles Darwin – Louis AgassizKnow-Nothings – American Protective Associationskyscraper – tenementJoseph Pulitzer – William Randolph HearstHenry George – Edward BellamyBen Hur – Uncle Tom’s CabinMark Twain – James Fenimore CooperVictoria Woodhull – Anthony ComstockElizabeth Cady Stanton – Carrie Chapman CattCarrie Chapman Catt – Charlotte Perkins GilmanCarrie Chapman Catt – Carrie A. Nation

Specific New(ish) Information to Know from the GL Readings (Test #9)

- Foran Act

- William Graham Sumner (Herbert Spencer and Charles Darwin)

- Menlo Park (Thomas Edison- John D. Rockefeller)

- Russell Conwell

- coup d’etat in Wilmington, North Carolina, in 1898

Things to think about for Test #9

A. Social Darwinism – Social Gospel – Gospel of Wealth

B.

Possible Schedule to prepare for Test #9

Friday: Quotes

Monday: Sources

Tuesday: Connections

Wednesday MC/SI/IDs

Carrie Chapman

Catt

Charlotte Perkins Gilman

Booker T. Washington

Wyoming

Susan B. Anthony

Documentary: The Gilded Age

Scene 1: Progress

1. Describe the contrasting views of “progress” in the Gilded Age.

Scene 2: Carnegie

2. Why could one argue that Andrew Carnegie fit the definition of a “self-made” man?

3. By the time he was 45, what major question seemed to engage Carnegie?

Scene 3: Alva Triumphs

4. What was the relationship between Alva Smith Vanderbilt and Caroline Schermerhorn Astor?

5. What is the historical significance of that relationship?

Scene 4: Opportunity

6. Why is New York City a good example of the opportunity available in the Gilded Age?

7. What were the downsides of the opportunity?

Scene 5: Mayor’s Race

8. Who was Henry George?

9. What was his conclusion in his book, Progress and Poverty?

Scene 6: Morgan

10. What was the relationship between J. P. Morgan and European investors?

11. What problem did Morgan identify in the railroad business? What was his solution?

APUSH Sources and Quotes Focus for Chapters 23-25

Chapter 23Sources Quotes

507 – Election 1872512 – End of Reconstruction514 – Chinese Exclusion Act520 – Mugwumps523 – Billion Dollar Congress526 – Populists

507 – GW Plunkitt on Political Machines518 – TR and Conkling – civil service reform524 – “The Hayseed”

Chapter 24Sources Quotes

533 – Union Pacific RR / transcontinental536/537 – RR Monopolies539 – Standard Oil Monopoly542 – Monopoly over Government549 – Lewis Hine Photo550 – Gibson Girl551 – The Strike

530 – Henry George538 – Emerson on immigrants540 – Gospel of Wealth546 – New South551 – Middle Class values

Visual Connection: Compare and Contrast the two images on p. 544Visual Connection: Compare and Contrast 553 (AFL) – 555 (Frank J. Ferrell, KoL)

Chapter 25Sources Quotes

560 – The Spirit of the Age!561/563 – Dumbbell tenements and immigrants in the cities570 – Looking Backward (political cartoon)586 – Woman Suffrage588 – Carrie A. Nation

573 – William James – Darwin576 – WEB DuBois (compare to Booker T. Washington)579 – Henry George (single tax)583 – Hemingway on Mark Twain586 – Jane Addams on role of women590 – Chicago’s Columbian Exposition

Visual Connection: Compare and Contrast quotes on p. 569

It would be helpful to review the following episodes from Crash Course:

The Industrial Economy: Crash Course US History #23

Growth, Cities, and Immigration: Crash Course US History #25

Gilded Age Politics: Crash Course US History #26

APUSH Period 6: 1865-1898

A. Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States.

B. Large-scale industrial production — accompanied by massive technological change, expanding international communication networks, and pro-growth government policies — generated rapid economic development and business consolidation.

C. A variety of perspectives on the economy and labor developed during a time of financial panics and downturns.

D. New systems of production and transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers.

E. The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.

F. International and internal migration increased urban populations and fostered the growth of a new urban culture.

G. Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict.

H. The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.

I. New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age.

J. Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.

Period 5 Claims (1844-1877)

A. The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries

B. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C. In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

D. Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

E. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

F. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

G. The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

H. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

I. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Resources AssessmentElectronic DevicesPenPrompt Notebook

Discussion between students and teacher

Reading Schedule for Turning Points / AP US History 2019-2020Readings are due on the day they are listed. All pages are from the American Pageant unless otherwise noted.

1/6/20 – M Zinn 11 “Robber Barons and Rebels” (About 43 pages!)1/7/20 – T American Pageant 558-572 (Ch 25)1/8/20 – W American Pageant 572-579 (Ch 25)

Immigration and Migration (Gilder Lehrman)1/9/20 – Th American Pageant 579-593 (Ch 25)1/10/20 – F The Rise of Industrial America, 1877-1900 (Gilder Lehrman)

The Gilded Age (Gilder Lehrman)

1/13/20 – M Entrepreneurs and Bankers: The Evolution of Corporate Empires (Gilder Lehrman)Financing the Transcontinental Railroad (Gilder Lehrman)

1/14/20 – T Labor Day: From Protest to Picnics (Gilder Lehrman)1/15/20 – W Review1/16/20 – Th APUSH Test #9 (23-25) Part 1 (MC, SI, A/B IDs, Connections)1/17/20 – F APUSH Test #9 (23-25) Part 2 (Quotes, Sources)

1/20/20 – M Holiday1/21/20 – T Teacher Workday1/22/20 – W American Pageant 594-612 (Ch 26)1/23/20 – Th American Pageant 612-625 (Ch 26)1/24/20 – F GL Reading: American Indians and the Transcontinental Railroad

GL Reading: Populism and Agrarian Discontent

1/27/20 – M American Pageant 626-640 (Ch 27)1/28/20 – T American Pageant 640-653 (Ch 27)1/29/20 – W GL Readings: The Open Door Policy and the Boxer War

CRF Reading: The Debate Over Hawaii and an American Overseas Empire

1/30/20 – Th Review1/31/20 – F Test #10 (26-27)

APUSH Claims

Topic One Claims

A. As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.

B. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.

C. Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.

D. European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.

E. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.

F. In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

Topic Two Claims

A. Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.

B. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.

C. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.

D. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

E. The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.

F. Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

G. Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.