Day:

80

Dates:

1865-1898

Topic #:

Our Topic:

Titans of Industry or Robber Barons

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.

6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.

Required

Pre-Reading:

Essential Question(s):

How was business transformed in the second half of the 20th century?

Material to Master:

I. Large-scale production — accompanied by massive technological change, expanding international communication networks, and pro-growth government policies — fueled the development of a “Gilded Age” marked by an emphasis on consumption, marketing, and business consolidation. (WXT-3) (WXT-6) (WOR-3) (CUL-3) (CUL-5)
A. Following the Civil War, government subsidies for transportation and communication systems opened new markets in North America, while technological innovations and redesigned financial and management
structures such as monopolies sought to maximize the exploitation of natural resources and a growing labor force.

C. Business leaders consolidated corporations into trusts and holding companies and defended their resulting status and privilege through theories such as Social Darwinism.
• John D. Rockefeller

Documents to be utilized:

In Class:

Rank and justify simulation

You and your classmates are members of the editorial staff of Forbes Magazine.  You have been assigned the following story: Titans of Industry, Nine Men Who Transformed Business In America.

You must:

-research the person assigned to you to determine how they transformed business in America

-present your findings to the group

-as a group rank these men from most important to least important

-as a group decided on a title for each man's biography that encapsulates why this person is so important in a pithy & entertaining way

-individually write a 1 to 2 paragraph biography of your person that highlights their innovations in business

-as a group create a mock up of your article on large paper to present to the editorial board, include the following, titles, biographies, sketches of pictures or diagrams, and a proposed magazine cover

-Harley Procter

-Jay Gould

-J. P. Morgan

-Andrew Carnegie

-John D. Rockefeller

-Gustavus Swift

-Isaac Singer

-Thomas Edison

-Matthias W. Baldwin

The following items must be addressed in your article and associated with the correct person:

issuance of stock, separation of ownership from management, creation of nation distribution systems, innovations in mass marketing, consolidation, standardization of equipment, Bessemer process, vertical integration, horizontal integration, mass production, trust, corporate hierarchical structure, holdings company, refrigeration, consumer friendly products, patent pooling, industrial research lab, custom made products

Homework:

Watch:  This & This

&:

Zinn: 253-262

Optional:

Boyer: 544-553, 556-557

Flashcards:

-Interstate Commerce Act

-trusts

-John D. Rockefeller

-American Federation of Labor

-Samuel Gompers

-Gospel of Wealth

-Social Darwinism

-Thomas Edison

-Ida Tarbell

Turn in day 82:

Annotate Zinn to prepare for Socratic Seminar on Day 82

Day:

81

Dates:

1865-1898

Topic #:

Our Topic:

Titans of Industry or Robber Barons

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.

6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.

Required

Pre-Reading:

Zinn: 253-262

Essential Question(s):

How was business transformed in the second half of the 20th century?

Material to Master:

6.1

I. Large-scale production — accompanied by massive technological change, expanding international communication networks, and pro-growth government policies — fueled the development of a “Gilded Age” marked by an emphasis on consumption, marketing, and business consolidation. (WXT-3) (WXT-6) (WOR-3) (CUL-3) (CUL-5)
A. Following the Civil War, government subsidies for transportation and communication systems opened new markets in North America, while technological innovations and redesigned financial and management
structures such as monopolies sought to maximize the exploitation of natural resources and a growing labor force.

C. Business leaders consolidated corporations into trusts and holding companies and defended their resulting status and privilege through theories such as Social Darwinism.
• John D. Rockefeller

6.3

I. Gilded Age politics were intimately tied to big business and focused nationally on
economic issues — tariffs, currency, corporate expansion, and laissez-faire economic
policy — that engendered numerous calls for reform. (POL-6)
A. Corruption in government — especially as it related to big business — energized the public to demand increased popular control and reform of local, state, and national governments, ranging from minor changes to major
overhauls of the capitalist system.
• Interstate Commerce Act

II. New cultural and intellectual movements both buttressed and challenged the social
order of the Gilded Age. (ID-2) (CUL-3) (CUL-5) (CUL-6)
A. Cultural and intellectual arguments justified the success of those at the top of the socioeconomic structure as both appropriate and inevitable, even as
some leaders argued that the wealthy had some obligation to help the less fortunate.
• Gospel of Wealth

Documents to be utilized:

In Class:

Continue assignment from yesterday

Homework:

Zinn: 263-281

&/or:

Optional:

Boyer: 557 - 572

Flashcards:

-Pullman Strike

-Eugene Debs

Turn in next class:

Socratic Seminar -- BE SURE TO ANNOTATE ZINN (if annotation does not prove that you read the entire passage, you will receive a zero)

Guiding Questions:

1. Is robber baron or titan of industry a better term to describe the major businessmen of the late 19th century?

2. Whose side was government on?  Corporate America or the American People?

3. How did the rise of Corporate America led to a growth of radical ideology in the country?

4. Corporate America wielded virtually unlimited power in the second half of the 19th century.  Assess the validity of this statement.

5. Zinn argues that government, the middle class, and immigrates were essentially turned into tools of corporate America to protect moneyed interest, how well does he make this argument? 

Day:

82

Dates:

Topic #:

Our Topic:

Robber Barons and Labor Unions

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.

6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.

Required

Pre-Reading:

Zinn: 253-281

Essential Question(s):

Who is to be believed? Ayn Rand or Karl Marx?

Material to Master:

I. Large-scale production — accompanied by massive technological change, expanding international communication networks, and pro-growth government policies — fueled the development of a “Gilded Age” marked by an emphasis on consumption, marketing, and business consolidation. (WXT-3) (WXT-6) (WOR-3) (CUL-3) (CUL-5)
A. Following the Civil War, government subsidies for transportation and communication systems opened new markets in North America, while technological innovations and redesigned financial and management structures such as monopolies sought to maximize the exploitation of natural resources and a growing labor force.

C. Business leaders consolidated corporations into trusts and holding companies and defended their resulting status and privilege through theories such as Social Darwinism.
• John D. Rockefeller

II. As leaders of big business and their allies in government aimed to create a unified
industrialized nation, they were challenged in different ways by demographic issues,
regional differences, and labor movements. (WXT-5) (WXT-6) (WXT-7) (PEO-6) (ID-5)
A. The industrial workforce expanded through migration across national borders and internal migration, leading to a more diverse workforce, lower wages, and an increase in child labor.
B. Labor and management battled for control over wages and working conditions, with workers organizing local and national unions and/or
directly confronting corporate power.
• American Federation of Labor

6.3

I. Gilded Age politics were intimately tied to big business and focused nationally on
economic issues — tariffs, currency, corporate expansion, and laissez-faire economic
policy — that engendered numerous calls for reform. (POL-6)
A. Corruption in government — especially as it related to big business — energized the public to demand increased popular control and reform of local, state, and national governments, ranging from minor changes to major overhauls of the capitalist system.

II. New cultural and intellectual movements both buttressed and challenged the social
order of the Gilded Age. (ID-2) (CUL-3) (CUL-5) (CUL-6)
A. Cultural and intellectual arguments justified the success of those at the top of the socioeconomic structure as both appropriate and inevitable, even as
some leaders argued that the wealthy had some obligation to help the less fortunate.

B. A number of critics challenged the dominant corporate ethic in the United States and sometimes capitalism itself, offering alternate visions of the good society through utopianism and the Social Gospel.

Documents to be utilized:

In Class:

Socratic Seminar

Guiding Questions:

1. Is robber baron or titan of industry a better term to describe the major businessmen of the late 19th century?

2. Whose side was government on?  Corporate America or the American People?

3. How did the rise of Corporate America led to a growth of radical ideology in the country?

4. Corporate America wielded virtually unlimited power in the second half of the 19th century.  Assess the validity of this statement.

5. Zinn argues that government, the middle class, and immigrates were essentially turned into tools of corporate America to protect moneyed interest, how well does he make this argument? 

Homework:

AP Insight: Challenge Area VI, Building Block B

Activity One (use information from today's seminar)

&

&

Flashcards:

Turn in next class:

Day:

83

Dates:

Topic #:

Our Topic:

Working Class Leisure America

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

Required

Pre-Reading:

Essential Question(s):

POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have
affected political debates and policies.

Material to Master:

II. A variety of perspectives on the economy and labor developed during a time of financial panics and downturns.
A) Some argued that laissez-faire policies and
competition promoted economic growth in the
long run, and they opposed government intervention during economic downturns.

C) Labor and management battled over wages and working conditions, with workers organizing local and national unions and/or directly confronting business leaders.

Documents to be utilized:

In Class:

Pre-assessment: AP Insight Student Progress Sheet

AP Insight: Challenge Area VI, Building Block B

Performance Task – Tying Evidence to Thesis: CCOT & Labor Strategies

Homework:

&/or:

&

Flashcards:

-Chinese Exclusion Act

-New and Old Immigrants

-Suburban Sprawl

-Jacob Riis

Turn in next class:

WELCOME BACK!

Day:

85

Dates:

Topic #:

Our Topic:

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.

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.

6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.

Required

Pre-Reading:

Boyer: 557-560, 575-582

Essential Question(s):

Material to Master:

I. Large-scale production — accompanied by massive technological change, expanding international communication networks, and pro-growth government policies — fueled the development of a “Gilded Age” marked by an emphasis on consumption, marketing, and business consolidation. (WXT-3) (WXT-6) (WOR-3) (CUL-3) (CUL-5)

D. As cities grew substantially in both size and in number, some segments of American society enjoyed lives of extravagant “conspicuous consumption,”
while many others lived in relative poverty.

II. As leaders of big business and their allies in government aimed to create a unified industrialized nation, they were challenged in different ways by demographic issues, regional differences, and labor movements. (WXT-5) (WXT-6) (WXT-7) (PEO-6) (ID-5)
A. The industrial workforce expanded through migration across national borders and internal migration, leading to a more diverse workforce, lower
wages, and an increase in child labor.

6.2

I. International and internal migrations increased both urban and rural populations, but gender, racial, ethnic, religious, and socioeconomic inequalities abounded,
inspiring some reformers to attempt to address these inequities. (ID-6) (PEO-2) (PEO-3) (PEO-6) (POL-3)
A. Increased migrations from Asia and from southern and eastern Europe, as well as African American migrations within and out of the South, accompanied the mass movement of people into the nation’s cities and the rural and boomtown areas of the West.
B. Cities dramatically reflected divided social conditions among classes, races, ethnicities, and cultures, but presented economic opportunities as factories
and new businesses proliferated.
C. Immigrants sought both to “Americanize” and to maintain their unique identities; along with others, such as some African Americans and women, they were able to take advantage of new career opportunities even in the face of widespread social prejudices.

6.3

II. New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age. (ID-2) (CUL-3) (CUL-5) (CUL-6)

B. A number of critics challenged the dominant corporate ethic in the United States and sometimes capitalism itself, offering alternate visions of the good
society through utopianism and the Social Gospel.

Documents to be utilized:

In Class:

Mapping Immigration and Class in Urban America c. 1900

Homework:

&/or:

&

Flashcards:

-Victorian Morality

-Bosses and Political Machines

Turn in next class:

Day:

86

Dates:

Topic #:

Our Topic:

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.

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.

Required

Pre-Reading:

Boyer: 583-591

Essential Question(s):

Material to Master:

6.1

I. Large-scale production — accompanied by massive technological change, expanding international communication networks, and pro-growth government policies — fueled the development of a “Gilded Age” marked by an emphasis on consumption, marketing, and business consolidation. (WXT-3) (WXT-6) (WOR-3) (CUL-3) (CUL-5)

D. As cities grew substantially in both size and in number, some segments of American society enjoyed lives of extravagant “conspicuous consumption,” while many others lived in relative poverty.

6.2

I. International and internal migrations increased both urban and rural populations, but gender, racial, ethnic, religious, and socioeconomic inequalities abounded,
inspiring some reformers to attempt to address these inequities. (ID-6) (PEO-2) (PEO-3) (PEO-6) (POL-3)

B. Cities dramatically reflected divided social conditions among classes, races, ethnicities, and cultures, but presented economic opportunities as factories and new businesses proliferated.
C. Immigrants sought both to “Americanize” and to maintain their unique identities; along with others, such as some African Americans and women, they were able to take advantage of new career opportunities even in the face of widespread social prejudices.
D. In a urban atmosphere where the access to power was unequally distributed, political machines provided social services in exchange for political support, settlement houses helped immigrants adapt to the new language
and customs, and women’s clubs and self-help groups targeted intellectual development and social and political reform.

Documents to be utilized:

In Class:

Day 86

 Students work with a partner to create a concept web that answers this question:

How were the upper classes both isolated and linked in the second half of the 19th century?

 Be sure your concept web provides an explanation of all of the terms and key ideas below.  Use Boyer: 583-591

 Key Ideas

-Middle and upper class Americans justified their privilege by promoting the ideal of Victorian Morality which led to a heighten sense of class difference

-Middle and upper class women were increasingly viewed as the moral  compass of the family

-The United States witnessed several advances in the area of academia in the late 19th and early 20th century

-Urban poor were mobilized by political bosses who created machines that controlled the government of many American cities have both positive and negative effects on these cities

-A growth of urban poor in the late 19th century led to a proliferation of aid societies early on they tended to believe poverty was linked in immorality however toward the end of the century they began to have more empathy for the poor

-Victorian Morality

-Cult of Domesticity

-Department Stories

-Collegiate Football

-research universities

-Bosses and Political Machines

-Boss Tweed

-YMCA / YWCA

-Salvation Army

-Settlement-House Movement

-Jacob Riis

-Social Gospel

Homework:

&/or:

&

Flashcards:

-vaudeville

-ragtime

Turn in next class:

Day:

87

Dates:

Topic #:

Our Topic:

Working Class Leisure America

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.

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.

Required

Pre-Reading:

Boyer: 591-596

Essential Question(s):

How did working class people spend their free time?

Material to Master:

6.1

I. Large-scale production — accompanied by massive technological change, expanding international communication networks, and pro-growth government policies — fueled the development of a “Gilded Age” marked by an emphasis on consumption, marketing, and business consolidation. (WXT-3) (WXT-6) (WOR-3) (CUL-3) (CUL-5)

D. As cities grew substantially in both size and in number, some segments of American society enjoyed lives of extravagant “conspicuous consumption,” while many others lived in relative poverty.

6.2

I. International and internal migrations increased both urban and rural populations, but gender, racial, ethnic, religious, and socioeconomic inequalities abounded,
inspiring some reformers to attempt to address these inequities. (ID-6) (PEO-2) (PEO-3) (PEO-6) (POL-3)

B. Cities dramatically reflected divided social conditions among classes, races, ethnicities, and cultures, but presented economic opportunities as factories and new businesses proliferated.

Documents to be utilized:

In Class:

Working Class Leisure in documents

Homework:

&/or:

&

Flashcards:

Turn in next class:

Day:

88

Dates:

Topic #:

Our Topic:

The New South

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.

6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.

Required

Pre-Reading:

Boyer: 557-560; 621-624

Essential Question(s):

That were the changes and continuities in the South during the Gilded Age?

Material to Master:

6.1

II. As leaders of big business and their allies in government aimed to create a unified industrialized nation, they were challenged in different ways by demographic issues, regional differences, and labor movements. (WXT-5) (WXT-6) (WXT-7) (PEO-6) (ID-5)

C. Despite the industrialization of some segments of the southern economy, a change promoted by southern leaders who called for a “New South,” agrarian
sharecropping, and tenant farming systems continued to dominate the region.

6.3

I. Gilded Age politics were intimately tied to big business and focused nationally on economic issues — tariffs, currency, corporate expansion, and laissez-faire economic policy — that engendered numerous calls for reform. (POL-6)

B. Increasingly prominent racist and nativist theories, along with Supreme Court decisions such as Plessy v. Ferguson, were used to justify violence, as well as local and national policies of discrimination and segregation.

Documents to be utilized:

In Class:

The New South DBQ

DBQ Rubric & Structure

Homework:

&/or:

http://www.youtube.com/watch?v=Spgdy3HkcSs

&

Flashcards:

-Populists

-Sherman Silver Purchase Act

-Pendleton Civil Service Act

Turn in next class:

Day:

89

Dates:

Topic #:

Our Topic:

Politics of the Gilded Age

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

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

Required

Pre-Reading:

Boyer: 609-615

Essential Question(s):

WXT-2.0: Explain how patterns of exchange, markets,  and private enterprise have developed, and analyze ways that governments have responded to economic issues.

WOR-2.0: Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America
and overseas.

POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society
and institutions.
POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

Material to Master:

6.1

I. 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.

E) Businesses and foreign policymakers increasingly
looked outside U.S. borders in an effort to gain greater
influence and control over markets and natural
resources in the Pacific Rim, Asia, and Latin America.

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

B) Many farmers responded to the increasing consolidation
in agricultural markets and their dependence on the
evolving railroad system by creating local and regional
cooperative organizations.
C) Economic instability inspired agrarian activists to create
the People’s (Populist) Party, which called for a
stronger governmental role in regulating the American
economic system.

6.3

II. Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.
A) The major political parties appealed to lingering
divisions from the Civil War and contended over
tariffs and currency issues, even as reformers argued
that economic greed and self-interest had corrupted
all levels of government.

Documents to be utilized:

In Class:

AP Insight: Challenge Area III, Building Block D  Quiz

Lecture: Politics of the Gilded Age

Homework:

optional Boyer: 615-621

&/or:

optional

Some say the Wizard of Oz is an allegory for the Gilded Age, If you are not familiar with the story of the Wizard of Oz, read plot summary here see if you agree after the next couple days in class.

Flashcards:

-McKinley Tariff

-Granger Movement

-Populist Party (cont. from earlier)

Turn in next class:

Day:

90

Dates:

Topic #:

Our Topic:

Politics of the Gilded Age

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

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

Required

Pre-Reading:

Boyer: 615-621

Essential Question(s):

WXT-2.0: Explain how patterns of exchange, markets,  and private enterprise have developed, and analyze ways that governments have responded to economic issues.

WOR-2.0: Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America
and overseas.

POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society
and institutions.
POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

Material to Master:

6.1

I. 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.

E) Businesses and foreign policymakers increasingly
looked outside U.S. borders in an effort to gain greater
influence and control over markets and natural
resources in the Pacific Rim, Asia, and Latin America.

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

B) Many farmers responded to the increasing consolidation
in agricultural markets and their dependence on the
evolving railroad system by creating local and regional
cooperative organizations.
C) Economic instability inspired agrarian activists to create
the People’s (Populist) Party, which called for a
stronger governmental role in regulating the American
economic system.

6.3

II. Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.
A) The major political parties appealed to lingering
divisions from the Civil War and contended over
tariffs and currency issues, even as reformers argued
that economic greed and self-interest had corrupted
all levels of government.

Documents to be utilized:

In Class:

Lecture cont.

Homework:

Boyer: 624-625, 627-629, Start Chapter 12 of Zinn, Seminar on day 93

&

AP Insight: Challenge Area VI, Building Block C

Performance Task – Tying Evidence to Thesis: CCOT & Populism

Activity One ONLY

Optional

Flashcards:

-Cross of Gold Speech

Turn in next class:

Day:

91

Dates:

Topic #:

Our Topic:

Politics of the Gilded Age

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

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

Required

Pre-Reading:

Boyer: 624-625, 627-629, Start Chapter 12 of Zinn, Seminar on day 95

Essential Question(s):

POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society
and institutions.
POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

Material to Master:

6.1

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

B) Many farmers responded to the increasing consolidation
in agricultural markets and their dependence on the
evolving railroad system by creating local and regional
cooperative organizations.
C) Economic instability inspired agrarian activists to create
the People’s (Populist) Party, which called for a
stronger governmental role in regulating the American
economic system.

6.3

II. Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.
A) The major political parties appealed to lingering
divisions from the Civil War and contended over
tariffs and currency issues, even as reformers argued
that economic greed and self-interest had corrupted
all levels of government.

Documents to be utilized:

In Class:

Pre-assessment: AP Insight Student Progress Sheet

AP Insight: Challenge Area VI, Building Block C

Performance Task – Tying Evidence to Thesis: CCOT & Populism

Homework:

&:

&

Flashcards:

-Jane Addams/Hull House

-Social Gospel

-Women's Christian Temperance Union

-W.E.B. Dubois

Turn in next class:

Day:

92

Dates:

Topic #:

Our Topic:

Calls for Reform and Change in the Gilded Age

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

Required

Pre-Reading:

Boyer: 588-591, 602-605

Essential Question(s):

CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society
and institutions.
CUL-3.0: Explain how ideas about women’s rights and gender roles have affected society and politics.

Material to Master:

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

C) A number of artists and critics, including agrarians,
utopians, socialists, and advocates of the Social
Gospel, championed alternative visions for the
economy and U.S. society.

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

B) Many women sought greater equality with men,
often joining voluntary organizations, going to
college, promoting social and political reform, and,
like Jane Addams, working in settlement houses to help
immigrants adapt to U.S. language and customs.
C) The Supreme Court decision in Plessy v. Ferguson that
upheld racial segregation helped to mark the end of
most of the political gains African Americans made
during Reconstruction. Facing increased violence,
discrimination, and scientific theories of race, African
American reformers continued to fight for political and social equality.

Documents to be utilized:

In Class:

AP Insight: Challenge Area VI, Building Block C Quiz

Calls for Reform and Change in the Gilded Age

Homework:

&:

AP Insight: Challenge Area VI, Building Block C Quiz Next Steps

&

Flashcards:

Turn in next class:

Optional outside of class enrichment

Preparation for

Day:

92.5

Dates:

Topic #:

Our Topic:

Requirements of the DBQ

REVIEW: Regional Identities

2.2 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.

4.3: The U.S. interest in increasing foreign trade
and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

5.3: 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.

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

Date:

Time:

Location:

Duration:

TBA

TBA

TBA

1 hour 30 min

Activity:

Day:

92.5

Dates:

Topic #:

Our Topic:

REVIEW: Regional Identities

2.2 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.

4.3: The U.S. interest in increasing foreign trade
and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

5.3: 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.

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

Required

Pre-Reading:

Essential Question(s):

Material to Master:

II. 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.

A) All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand
for colonial goods, as well as a shortage of indentured
servants. Small New England farms used relatively few enslaved laborers, all port cities held significant
minorities of enslaved people, and the emerging plantation systems of the Chesapeake and the southernmost Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies.
B) As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity.
C) Africans developed both overt and covert means to resist the dehumanizing aspects of slavery and maintain their family and gender systems, culture, and religion.

II. The United States’s acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

A) As overcultivation depleted arable land in the Southeast, slaveholders began relocating their plantations to more fertile lands west of the Appalachians, where the institution of slavery
continued to grow.

B) Antislavery efforts increased in the North, while in the South, although the majority of Southerners owned no slaves, most leaders argued that slavery was part of
the Southern way of life.

II. 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.
A) The 13th Amendment abolished slavery, while the 14th and 15th amendments granted African Americans citizenship, equal protection under the laws, and voting rights.

C) Efforts by radical and moderate Republicans to change the balance of power between Congress and the presidency and to reorder race relations in the defeated
South yielded some short-term successes. Reconstruction opened up political opportunities and other leadership roles to former slaves, but it ultimately failed, due both to determined Southern resistance
and the North’s waning resolve.
D) Southern plantation owners continued to own the
majority of the region’s land even after Reconstruction.
Former slaves sought land ownership but generally fell
short of self-sufficiency, as an exploitative and soil-intensive sharecropping system limited blacks’ and poor whites’ access to land in the South.

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

D) Despite the industrialization of some segments
of the Southern economy — a change promoted by Southern leaders who called for a “New South” — agriculture based on sharecropping and
tenant farming continued to be the primary economic
activity in the South.

Documents to be utilized:

In Class:

AP Insight: Challenge Area III Assessment

DBQ Rubric & Structure

Homework:

&:

&

Flashcards:

-Spanish American War

-Dole

-The Teller Amendment

-Platt Amendment

-American Colonies after the Spanish American War

Turn in next class:

Prepare for Socratic Seminar on day 93

1. What was the relationship between US foreign policy and corporate interests in the Gilded Age?

2. What motivated American intervention in Cuba?

3. Did the American public support the wars in Cuba and the Philippines

4. Was the US relationship with Cuba and the Philippines one of exploitation or support?

5. What role did race and racial ideologies play in American Imperialism?

6. Can Americans take pride in American success in the Spanish American War?