Indian Wars: the near-extinction of the American bison was a deliberate plan by the US Army to starve Native Americans into submission. One colonel told a hunter who felt guilty shooting 30 bulls in one trip, "Kill every buffalo you can! Every buffalo dead is an Indian gone.”
Picture
SAQ Strategy: ​ICE: Introduce, Cite, and Explain Your Evidence

PRIMARY SOURCE READINGS

Unit 6 Outline 

Unit 6 Outline/Agenda
Wednesday November 20th
Begin Key Period Six- Gilded Age Problems to Progressivism
Pass out Papers and explain KP6 
Continue working on HIPPOS Projects Presentations
​
Friday November 22nd
Pick Historical Persons Project
Begin HIPPOS Projects Presentations
Begin Key Period Six- Gilded Age Problems to Progressivism

Thanksgiving Break
Work on Historical Persons Projects​ + HWP if you can
​
Tuesday December 3rd
Finish HIPPOS Projects Presentations
​6.1 Lecture Moving West

Wednesday December 4th
Finish 6.1 Native American portion
6.2 Political Paralysis Gilded Age 

Friday December 6th
LEQ Intro
Begin/Finish 6.2 Political Paralysis Gilded Age 
​​Begin 6.3 Immigration and Urbanization
Chinese Exclusion Act
​
Tuesday December 10th
Go Over LEQ​​
​Begin 6.3 Immigration and Urbanization
​
Wednesday December 11th
Group KP5 Exam​ (40 min)

Friday December 13th
​DBQ DAY!!!
​Picking Persons Project
​APUSH CUP After School!!!
Finals Week TBD

Monday December 16th
Common Day
6.4 The Gilded Age

Tuesday December 17th
Minimum Day
FINALS 0,1,4

Wednesday December 18th
Minimum Day
FINALS 2, 5​

Thursday December 19th
Minimum Day  
​Finals 3, 6

Friday December 21st
NO SCHOOL!!!

​------------------------------------------------------------------------------------------
Your Final Exam will encompass: (55) M.C.) and a class potluck.

Over Break: Work on your HW Packet and Persons Presentation.

January Calendar TBD still
Progressivism

Tuesday January 14th
Historical Persons Project due
Wizard of Oz Worksheet + Video
Review KP 1 review game recall
​
Wednesday January 15th
Finish Historical Persons Projects

Friday January 17th
Begin Reading Cross of Gold Speech
​Finish Historical Persons Projects
Finish 6.5  Working in the U.S.

Monday January 20th
No School MLK Day
​​
Tuesday January 21st
Common Day 
Finish 6.5  Working in the U.S.
Begin ​6.6 Populist Movement Lecture

Wednesday January 22nd
Finish 6.6 Populist Movement Lecture
Begin 6.7 Economic and Political Progress
​Upton Sinclair Reading
Triangle Shirtwaste Factory Fire Video
​
Quizziz 6.1 NOW OPEN Deadline: 11:45 pm, January 30th

Friday January 24th
Finish Begin 6.7 Economic and Political Progress
​Upton Sinclair Reading
Triangle Shirtwaste Factory Fire Video
Begin 6.8 Social Progressivism Lecture

Tuesday January 28th
Finish all lectures, including 6.9 Presidential Progressivism

Wednesday January 29th
SAQ (x2) Introduction

Deadline: 11:45 pm, January 30th
Friday January 31st
KP6 Exam
SAQ (x2) Introduction
​Begin KP7

​IGNORE for now
​APUSH Recruitment Presentations February 7th and 8th
A.P. Rush Friday February 8th
​DBQ Grading Lesson:
https://www.smore.com/tyvjs-dbq-grading-activity

December Gilded age Lectures

January Progress Lectures

Period 2

​Group 1
Rhea
Aleeza
Chrisabell
Jacob
Linda
Chad
Michael

Group 2
Ruth
Jamie
Sean
Jonathan
Chidi
Ethan
Andrew

Group 3
Leyla
Benjamin
Jacqueline
Gabriela
Kaytlen
Jordan
Ugonne

Group 4
Ruben
Luke
Charlotte
Jimmy
Monica
Zack
John 

Group 5
Madison
Izabella
Ernesto
Catherine
James
DD
Dylan Hua

​Group 6
Papa
Gabriel
Jack
Danyelle
Ava
Madelyn
Period 4

​​Group 1
Dylan Hale
Drake
Timmy
Kareem
Caden

Group 2
David
Ashley
DD
Jefferson
Kunal

Group 3
Leo
Priscila Malda
Paloma
Brianna
Carlos
Allison

Group 4
Jason
Justin
Andrew
Andy
Kera
Kattryna

Group 5
Priscila Muro
Payton
Chantal
Saucedo
Lucas
Gavin

​Group 6
Darren
Dylan Shifflet
Tristen
Dilenn
Santana
Yepes

UNIT 6 HW Packet  

1. 6.1-6.9 Guided Lecture Notes            100 points
2. KP6 Quicksheet                                     300 points
3. KP6 Timeline                                         50 points
4. W. of Oz Handout & Filled out            50 points
5. HIPPOS (Ranked, & Filled Out) (1-14)   140 points
                                                                      640 points
(If you don't have at least three sentences for each of the
​HIPPOS you will not receive full credit). From here on out.

Historical Persons Presentation 100 points (Project)

Quizizz
codes and deadlines

Name (period)
​Game Code: 685821
Deadline: 11:45 pm, January 30th

ignore TEXTBOOK 
​Margin QUestions

No Margin Questions for the 6th Unit
Chapter 16
Conquering a Continent (1854-1890)
MQ (Pg. 508-536) 2,3,5,8
Chapter 17
Industrial America: Corporations and Conflicts (1877-1911)
MQ (Pg. 544-571) 1,3,5,7,9
Chapter 18
Victorians make the Modern (1880-1917)
MQ (Pg. 574-603) 3,4,6,8,9
Chapter 19
"Civilization's Inferno": The Rise and
Reform of Industrial Cities (1880-1917)
MQ (Pg. 606-633) 4,8
Chapter 20
Whose Government? Politics, Populists, and Progressives (1880-1917)
MQ 20 (Pg.636-664) 2,6,8,10

KP6 Historical Persons
​VIdeo Project

POSSIBLE LIST OF REFORMERS FOR THE CONGRESSIONAL HEARING
​1. Social Reform
Jane Addams
Florence Kelley
Ellen Gates Starr
Jacob Riis
Samuel Hopkins Adams

2. Education
Richard Ely
John Dewey
Charles W. Eliot
Booker T. Washington
Horace Mann

3. Social Gospel Movement 
Walter Rauschenbusch
Washington Gladden
Charles Sheldon
​
4. Women’s Suffrage and Women’s Issues
Carrie Chapman Catt
Alice Paul
Charlotte Perkins Gilman
Louis Brandeis
Margaret Sanger

5. Labor Reform
Eugene V. Debs
Upton Sinclair
Emma Goldman
Mother Mary Harris Jones
John Spargo

6. Immigration and Eugenics
Francis Galton
Madison Grant
​Margaret Sanger
Jacob Riis​

7. Temperance/Prohibition
Frances Willard
Carrie Nation

8. Political Corruption
David Graham Phillips
Lincoln Steffens

9. Conservation
John Muir
Gifford Pinchot
Theodore Roosevelt

10. Economics/Scientific Management
Henry George
Richard Ely
Frederick Taylor

11. Political Reform
Robert La Follette
Sam “Golden Rule” Jones
Seth Low
Hiram Johnson

12. Problems Caused by Trusts
Ida Tarbell
Ray Stannard Baker
Theodore Roosevelt
Edward Bellamy
William Howard Taft

13. African American Rights
W.E.B. DuBois
Booker T. Washington
Ida B. Wells-Barnett
Anna Julia Cooper
Ray Stannard Baker ​

14. Robber Barons/Captains of Industry
​​J.P. Morgan
John D. Rockefeller
Andrew Carnegie
Jay Gould
Cornelius Vanderbilt
Leland Stanford

15. Politicians/Political Machines
William Jennings Bryan
George Washington Plunkitt
William "Boss" Tweed
Historical Significance Smore Page and Video Creation
(Think: Skit, Rap, Music Video, Educational Comedy, Weather Report)
Videos must be in between (2-5) minutes in length.
Videos can be done solo, or in groups. Every student must cover at least two historical KP 6 individuals... explaining the historical significance by dropping some bars. For example: If you work in a group of three students, you must incorporate six of the individuals above within your historical video creation.
1. Charlotte- Carrie A Nation/Francis Willard
​2. Madison- Boss Tweed and George Washington Plunkitt
3. Kaytlen- Jane Addams and Florence Kelly
4. Aleeza- Booker T Washington + Horrace Mann
5. Ethan/Jimmy/James- JP Morgan, Rockefellar, Gould, Carnegie, Vanderbilt, Stanford
6. DD- Frederick Taylor + Richard Ely
​7. Dylan Hua- Teddy Roosevelt + WEB Du Bois
​8. Gabe/Catherine/John- Eugene Debs, Upton Sinclair, Emma Goldsman, Mother Mary Jones, John Spargo, Margaret Sanger
​9. Jamie- Charles Elliott, Francis Galton
​10. Andrew- Ida Tarbell, Edward Bellamy
11. Zack/Ernesto- Hiram Johnson, John Muir, John Dewey, Jacob Riis
​12. Madelyn/Rhea- Carrie Chapman Catt, Alice Paul, Charlotte Perkins Gilman, Louis Brandeis
13. Sean/Michael- Robert La Follette, Sam “Golden Rule” Jones, Seth Low, Hiram Johnson
​14. Ava, Izabella, Luke- Samuel H. Adams, Ellen G Starr, Walter Rauschenbusch, Washington Gladden, Charles Sheldon, Anna Julia Cooper
​15. Ruth- Madison Grant, Henry George
16. Gabriella/Monica- Ray S. Baker, William Taft, David G. Phillip, Lincoln Steffens,
​17. Jack- Gifford Pinchot, Teddy Roosevelt
​18. Drury/Christabell- Booker T. Washington, Ida B. Wells-Barnett, Anna Julia Cooper, Ray Stannard Baker ​
​19. Jacob + Leyla- Walter Rauschenbusch, Washington Gladden,​ Louis Brandeis, Margaret Sanger
​20. Linda- Emma Goldman, Mother Mary Harris Jones
​21. Danyelle- Charlotte Perkins Gilman, Ida. B Wells
​22. Ruben- Upton Sinclair, Eugene V Debs
​23. Labore/Hasan- David Graham Phillips, Lincoln Steffens, Sam Golden Rule Jones, Hiram Johnson
​24. Jacquie- Seth Low, Robert La Follete
​25. Ugonne- Alice Paul, Francis Galton
​26. Papa- WEB DU Bois, Booker T Washington 
​27. Chidi- Frances Willard
Carrie Nation
1. Tristen, Shifflet, Priscila squared- Frederick Taylor, Richard Ely, Henry George, John Muir, Gifford Pinchot, Theodore Roosevelt, David Phillips, Lincoln Steffens
​2. Darren, Gamboa, Andy, Lucas, Gavin- Stanford, Gould, Carnegie,Rockefeller, Vanderbilt, Morgan, WJB, George Washington Plunkitt, Boss Tweed, John Dewey
​3. Kareem, Drake, Payton, David, Caden, Dylan Hale- Eugene V. Debs, Upton Sinclair, Emma Goldman, Mother Mary Harris Jones, John Spargo, Francis Galton, Madison Grant, ​Margaret Sanger, Jacob Riis, Frances Willard, Carrie Nation, Horrace Mann
​4. Carlos- Teddy Roosevelt, Ida Tarbell
5. Jason, Yepes, Kunal- Jane Addams, Florence Kelley, Ellen Gates Starr, Jacob Riis, Samuel Hopkins Adams, Booker T. Washington
6. Chantal- Alice Paul, WEB Du Bois
7. Kera- Booker T. Washington, Anna Julia Cooper
8. Ashley/Santana- Carrie Chapman Catt, Charlotte Perkins Gilman, Louis Brandeis, Margaret Sanger​
​9. Ackermann- Richard Ely, Charles W. Eliot
10. Paloma- William Howard Taft, Ida Tarbell
11. Katryna/Andrew- Robert La Follette, Sam “Golden Rule” Jones, Seth Low, Hiram Johnson
​12. Budianto, Jefferson, DD- Walter Rauschenbusch, Washington Gladden
Charles Sheldon, Ida B. Wells-Barnett, Anna Julia Cooper, Ray Stannard Baker 
13. Justin/Timmy- David Graham Phillips, Lincoln Steffens, Robert La Follette, Sam “Golden Rule” Jones

​
The Men Who Built America
Vanderbilt:
Episode 1 - 0:04-0:08; 0:14-0:21 (~11min.)
Rockefeller:
Episode 1 - 0:38-0:45, 0:56-1:02, 1:11-1:17, 1:24-end (~23min.)
Carnegie:
Episode 2 - 0:16-0:28, 1:12-1:18 (~20min.)
Morgan:
Episode 3 - 0:12-0:20, 1:03-1:12 (~15min.)

PERIOD 6 (1865-1898)

​PERIOD 6: 1865–1898
The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about
significant economic, political, diplomatic, social,
environmental, and cultural changes.

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.

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.

B. 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, Asia, and Latin America.

C. Business leaders consolidated corporations into trusts and holding companies and defended their resulting status and privilege through theories such as Social Darwinism. Teachers have flexibility to use examples such as the following: • John D. Rockefeller, J. P. Morgan

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.

Key Concept 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)

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.

 • Knights of Labor, American Federation of Labor, Mother Jones

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.

III. Westward migration, new systems of farming and transportation, and economic instability led to political and popular conflicts.
(ENV-5) (WXT-5) (WXT-7) (POL-3) (PEO-3) (PEO-5)

A. Government agencies and conservationist organizations contended with corporate interests about the extension of public control over natural resources, including land and water.

• U.S. Fish Commission, Sierra Club, Department of the Interior

B. Farmers adapted to the new realities of mechanized agriculture and dependence on the evolving railroad system by creating local and regional organizations that sought to resist corporate control of agricultural markets.
• the Grange, Las Gorras Blancas, Colored Farmers’ Alliance

Key Concept 6.2
C. The growth of corporate power in agriculture and economic instability in the farming sector inspired activists to create the People’s (Populist) Party, which called for political reform and a stronger governmental role in the American economic system.

D. Business interests battled conservationists as the latter sought to protect sections of unspoiled wilderness through the establishment of national parks and other conservationist and preservationist measures.

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.

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.

D. In an 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.

• National American Woman Suffrage Association,
Woman's Christian Temperance Union

Key Concept 6.3
II. As transcontinental railroads were completed, bringing more settlers west, U.S. military actions, the destruction of the buffalo, the confinement of American Indians to reservations, and assimilationist policies reduced the number of American Indians and threatened native culture and identity. (PEO-4) (ENV-5) (POL-6)

A. Post–Civil War migration to the American West, encouraged by economic opportunities and government policies, caused the federal government to violate treaties with American Indian nations in order to expand the amount of land available to settlers.
• subsidies, land-grant colleges

B. The competition for land in the West among white settlers, Indians, and Mexican Americans led to an increase in violent conflict.

C. The U.S. government generally responded to American Indian resistance with military force, eventually dispersing tribes onto small reservations and hoping to end American Indian tribal identities through assimilation. • Dawes Act, Chief Joseph, Ghost Dance movement

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

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.
• referendum, socialism, Interstate Commerce Act

Key Concept 6.3
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.

• American Protective Association, Chinese Exclusion 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.
• Henry George, Edward Bellamy, Gospel of Wealth

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.

C. Challenging their prescribed “place,” women and African American activists articulated alternative visions of political, social,
​and economic equality.
• Booker T. Washington, Ida Wells-Barnett, Elizabeth Cady Stanton
6.1 Guided Lecture Notes
6.1 Guided Lecture Notes
6.2 Guided Lecture Notes
6.2 Guided Lecture Notes
6.3 Guided Lecture Notes
6.2 Guided Lecture Notes
New Immigration Guided Lecture Notes
New Immigration Guided Lecture Notes
Tammany Hall and "Boss" Tweed Guided Lecture Notes
Tammany Hall GLN
The Election of 1896 Guided Lecture Notes
Election 1896 GLN
Pools Integration and Interlocking Directorates
Pools GLN
Plessy v Ferguson Guided Lecture Notes
Plessy v Ferguson Guided Lecture Notes
The Frontier Guided Lecture Notes
The Frontier GLN
Native Americans Guided Lecture Notes
Native Americans GLN
​Go Over DBQ Topic
​Gilder Lerhman Essay:  http://ap.gilderlehrman.org/essays/entrepreneurs-and-bankers-evolution-corporate-empires?period=6