Unit 6 - Gilded Age, Populism and Progressivism 1865 - 1898

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.”

SAQ Strategy: ICE: Introduce, Cite, and Explain Your Evidence

PRIMARY SOURCE READINGS

Link

HIPPOS

Unit 6 Outline

Unit 6 Outline/Agenda

Wednesday December 1st
Begin Key Period Six- Gilded Age Problems to Progressivism
Pass out Papers and explain KP6
Begin HIPPOS Projects Presentations

Thursday/Friday December 2nd & 3rd
Finish HIPPOS Projects Presentations
Begin 6.1 Lecture Moving West

Monday/Tuesday December 6th & 7th
Pick Historical Persons Project
Continue working on 6.1 while finishing Hippos Projects

Wednesday December 8th
Group KP5 Exam

Thursday/Friday December 9 & 10
LEQ Intro
Finish 6.1 the Indian Problem
Begin 6.2 Political Paralysis Gilded Age
6.3 Immigration and Urbanization
Chinese Exclusion Act

Monday December 13th
Special Common Day
Go Over LEQ
Finish 6.3 Immigration and Urbanization

Tuesday December 14th
Period 1: 7:40-9:41
Period 4: 9:49-11:50

Wednesday December 15th
Period 2: 7:40-9:41
Period 5: 9:49-11:50
Your Final Exam will encompass: (55) M.C.).

Thursday December 16th
Period 3: 7:40-9:41
Period 6: 9:49-11:50

Winter Break
December 17th- January 9th
-----------------------------------------------------------------------------------------
Over Break: Work on your HW Packet and Persons Presentation.

January Calendar TBD still
Progressivism

Monday/Tuesday January 10th & 11th
Historical Persons Project due
Begin Video Presentations
Finish 6.2 Political Paralysis
Begin 6.3 Immigration/Urbanization
Horses
(6.4 The Gilded Age is a Flipped Lecture- take notes at home before hand)

Wednesday January 12th
Finish Historical Persons Projects
Begin 6.3 Immigration/Urbanization

Thursday/Friday January 13th & 14th
Begin Reading Cross of Gold Speech (HIPPO1)
Finish 6.3 Immigration/Urbanization
FLIPPED 6.4 The Gilded Age Lecture
Please take notes on 6.5 Lecture (last 13 slides especially) Begin with slide 28 on "Company Towns" onward --->

Monday January 17th
No School MLK Day

Tuesday January 18th
Common Day
Begin + finish 6.5 Working in the U.S.
Begin 6.6 Populist Movement Lecture
Wizard of Oz Assignment/video

Wednesday January 19th
Finish 6.6 Populist Movement Lecture
Begin 6.7 Economic and Political Progress
Upton Sinclair Reading

Thursday/Friday January 20th & 21st
Finish Begin 6.7 Economic and Political Progress
Triangle Shirtwaste Factory Fire Video
Begin 6.8 Social Progressivism Lecture

Monday/Tuesday January 24th & 25th
Finish all lectures, including 6.9 Presidential Progressivism

Wednesday January 26th
SAQ Grading Activity

Quiz 6.1 Deadline:11:44 pm, February 6
Thursday/Friday January 27th & 28th
Finish all lectures, including 6.8 & 6.9 Presidential Progressivism

Monday/Tuesday January 31st Feb 1st
KP6 Exam
SAQ (x3)
Begin & explain KP7

December Gilded age Lectures

6.1 Moving West

6.1 GLN

6.2 Political Paralysis Gilded Age

6.2 GLN

6.3 Immigration & Urbanization

6.3 GLN

Chinese Exclusion Act

January Progress Lectures

6.4 The Gilded Age

6.5 Working in the US

6.6 Populist Movement

6.4 GLN

6.5 GLN

6.6 GLN

6.7 Economic & Political Progress

6.7 GLN

6.8 Social Progressivism

6.8 GLN

6.9 Presidential Progressivism

6.9 GLN

DBQ Grading Lesson:
https://www.smore.com/tyvjs-dbq-grading-activity

kp5 exam re-take

2nd period
1 Leona, Fernanda, Thacker, Areeba, Krish
2 Kevin, Christina, Lebron, Lumbris, Hugo
3 Nehemiah, Joanne, Stephen, Rameen, Annie
4 Turner, Blahut, Ringo, Mariam, Jessica
5 Danny, Zhao, Kat, Donahue
6 Aubrey, Abby, Andres, Reegan

5th period
1 Nim, Angelina, Okpala, Orchid, Jade
2 Abdelmalak, Rios, Kim, Rezendez, Yoon
3 Araceli, Zain, Josh, Shubam, Sarah
4 Anita, Brooke, Ryan, Karylle, A Ton
5 Evan, Orlando, Ava, Julianna, Mia, Daisy
6 Vivica, Winzlet, Lourdes, Ameli, Izzy, Ruben

ignore TEXTBOOK
Margin QUestions

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

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

Please enter your (period) before your Name
Ex: (5) Mr. Cummings
Deadline: 11:44 pm, February 6

6.1

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.

Okpala, Cao, Rios- Richard Ely, John Dewey, Charles Eliot, Booker T. Washington, Horace Mann
Josh, Orchid, Karylle- Jane Addams, Florence Kelley, Ellen Starr, Jacob Riis, Sam H. Adams
Anita, Ava, Brooke- Carrie Catt, Alice Paul, Charlotte Perkins Gilman, Louis Brandeis, Sanger, Jane Addams
Vivica, Araceli, Julianna, Ameli- Francis Galton, Madison Grant, Sanger, Riis, WEB DuBois, Booker T, Ida B Wells, Anna Cooper, Ray S. Baker
Rafael- Rockefeller & JP Morgan
Izzy- Carrie A Nation, Francis Willard
Winzlet- Carnegie & Vanderbilt
Mia & Angelina- Robert La Follette, Sam Golden Rule Jones, Seth Low, Hiram Johnson
Zain, Abdelmalak, Evan-Eugene Debs, Upton Sinclair, Emma Goldman, Mother Marry Harris Jones, John Spargo, G or G.
Orlando, Ryan, Shubam- Ida Tarbell, Ray S. Baker, Teddy Roosevelt, Edward Bellamy, Taft
Nim- John Muir, Gifford Pinchot, Teddy Roosevelt
Ruben- David G. Philipps, Lincoln Steffens
Lourdes, Rezendez, Jade, Daisy- Roober Barrons/CI
Jeremy, Kim, Ton- Henry George, Richard Ely, Frederick Taylor, WJB, George W. Plunkitt, William Boss Tweed

Project Submission Padlet P5

Abby- John Muir & Gifford Pinchot
Joanne, Leona, Mariam- Carrie Catt, Alice Paul, Charlotte Perkins Gilman, Louis Brandeis, Sanger
Hugo- Madison Grant, Jacob Riis
Zhao, Aubrey, Blahut- David Graham Philips, Lincoln Steffens, Robert La Follette, Sam Golden Rule Jones, Seth Low, Hiram Johnson
Fernanda & Areeba- WJB, George Washington Plunkitt, William Boss Tweed
Thacker- Jay Gould, Rockefeller
Rameen, Christina, Turner- Jane Addams, Florence Kelley, Ellen Gates Starr, Jacob Riis, Sam H Adams
Reegan & Andres- JP Morgan, Andrew Carnegie, Vanderbilt, Stanford
Kat- Frances Willard & Carrie A Nation
Ringo- Charles Sheldon, Teddy Roosevelt
Krish-Horace Mann & Booker T Washington
Kevin & Lumbris & Stephen & Lebron- Tarbell, Stannard Baker, Teddy R, Bellamy, Taft, Henry George, Richard Ely, Frederick Taylor
Donahue- Emma Goldman, Mother Jones
Danny- Richard Ely, John Dewey, Charles Eliot
Annie- Francis Galton, Margaret Sanger
Nehemiah- Eugene V Debs, Upton Sinclair, John Spargo

Project Submission Padlet Period 2

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