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
Monday/Tuesday December 5th & 6th
Begin Key Period Six- Gilded Age Problems to Progressivism
Pass out Papers and explain KP6
6.1 Lecture Moving West
We went over the rest of 5.1 and all classes got into 5.2.

Wednesday December 7th
KP5 Review Day

Thursday/Friday December 8th & 9th
HW Packet Due
Key Period 5 Exam
Go over graded DBQ essays
6.2 & 6.3 are FLIPPED Lectures for next week

Monday/Tuesday December 12th & 13th
Explain final Exam & DBQ
Begin 6.2 Political Paralysis Gilded Age
6.3 Immigration and Urbanization
Chinese Exclusion Act

Wednesday December 14th
Review

Thursday/Friday December 15th & 16th
Final Exam

Winter Break 12/17-1/8
-----------------------------------------------------------------------------------------
Over Break: Work on your HW Packet.

Gilded Age --> Progressivism

Monday/Tuesday January 9th & 10th
Assign KP6 Historical Persons Projects due 2/1
6.2 Political Paralysis & 6.3 Immigration & Urbanization
(6.4 and 6.5 FLIPPED LECTURES)

Wednesday January 11th
Healthy Kids Survey
Horses
(6.4 and 6.5 FLIPPED LECTURES)

Thursday/Friday January 12th & 13th
Begin Reading Cross of Gold Speech (HIPPO1)
FLIPPED 6.4 The Gilded Age Lecture
Flipped Lecture 6.5 Working in the U.S.

Monday January 16th
No School MLK Day

Tuesday January 17th
Special Common Day
Finish 6.5 Working in the U.S.
Begin 6.6 Populist Movement Lecture
Wizard of Oz Notes/Video

Wednesday January 18th
Finish 6.6 Populist Movement Lecture
Begin 6.7 Economic and Political Progress
Upton Sinclair Reading- (HIPPO #10)

Thursday/Friday January 19th & 20th
Finish 6.7 Economic and Political Progress
Triangle Shirtwaste Factory Fire Video
Surprise SAQ
Begin 6.8 Social Progressivism Lecture

Monday/Tuesday January 23rd & 24th
Rally Schedule Monday/Tuesday
Finish 6.8 Social Progressivism
Finish 6.9 Presidential Progressivism
Quiz 6.1 Deadline: 11:44pm, January 24

Wednesday January 25th
SAQ Grading Activity

Thursday January 26th
Wasc Minimum Day- 35 minute periods
FREE DAY- Be Productive

Friday January 27th
Review Game- Jeopardy
Review/Project Time afterwards

Monday/Tuesday January 30th & 31st
KP6 Exam; & SAQ (x2)
Explain KP7. Pass out papers

Wednesday February 1st
KP6 Persons Video Projects Due

Thursday/Friday February 2nd & 3rd
KP5 DBQ To come soon....
Begin KP7

Go to the KP7 Page for the next Unit.

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

kp6 exam re-take

1st period

2nd period

3rd period

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)
Due 2/1/2023

Quizizz
codes and deadlines

Please enter your (period) before your Name
Ex: (5) Mr. Cummings
Deadline: 11:44pm, January 24

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
Susan B Anthony

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.

KP6 Persons Project Turn-in Link

1st Period
1. Michael- Trusts- Roosevelt/Taft
2. Marquez & Natalia- Women- Catt, Paul, Gilman, Sanger
3. Lauren & Hrutu- Social Reform- Adams, Addams, Starr, Kelley
4. Taha- Political Corruption Phillips & Steffens
5. Aayan- Dewey & Ely
6. Sky, Berlyn, Prabhas, Ella- Politics- Robert La Follette, Sam “Golden Rule” Jones, Seth Low, Hiram Johnson, William Jennings Bryan, George Washington Plunkitt, William "Boss" Tweed
7. Kerry, Kelly, Mia, Kenny- Business- J.P. Morgan, John D. Rockefeller, Andrew Carnegie, Jay Gould, Cornelius Vanderbilt, Leland Stanford, Edward Bellamy, Ray Stannard Baker
8. Sarah & Olivia- Scientific Management- Henry George, Richard Ely, Frederick Taylor
9. Davin- Frances Willard, Carrie Nation
10. Jacob & AROD- John Muir, Gifford Pinchot, Theodore Roosevelt
11. Anne- Ida B. A.A. Rights-Wells-Barnett, Anna Julia Cooper
12. J. Lin- Booker T. Washington, Horace Mann
13. The Group- Labor Reform- Eugene V. Debs, Upton Sinclair, Emma Goldman, Mother Mary Harris Jones, John Spargo Immigration & Eugenics
Francis Galton, Madison Grant, Margaret Sanger, Jacob Riis, AA Rights, W.E.B. DuBois, Booker T. Washington
14. Amanda- Susan B Anthony & Carrie A Nation
15. Samai Morris- Francis Willard & Louis Brandeis

Period 3
1. Ethan Sim & Kevin- Politics- David Graham Phillips
Lincoln Steffens, William Jennings Bryan, George Washington Plunkitt, William "Boss" Tweed
2. Montesx2 & Ronnie- J.P. Morgan, John D. Rockefeller, Andrew Carnegie, Jay Gould, Cornelius Vanderbilt, Leland Stanford
3. Chumacero & Fudge- Education- Richard Ely, John Dewey, Charles W. Eliot, Horace Mann
4. Ethan K & Om- AA Rights- W.E.B. DuBois, Booker T. Washington, Ida B. Wells-Barnett, Anna Julia Cooper, Ray Stannard Baker
5. Victor & Ricardo- John Muir, Gifford Pinchot, Theodore Roosevelt
6. Kristen, Kai, Irene- Women- Carrie Chapman Catt, Alice Paul, Charlotte Perkins Gilman, Louis Brandeis, Margaret Sanger
7. Ning- Education- Booker T. Washington & Florence Kelley
8. Amy & Vanessa- Immigration& Eugenics- Francis Galton, Madison Grant, Margaret Sanger, Jacob Riis
9. Gabby- Temperance- Frances Willard, Carrie Nation
10. Rein & Codi- Jane Addams, Ellen Gates Starr, Jacob Riis, Samuel Hopkins Adams
11. Natalie & Nadelyn- Conservation- John Muir, Gifford Pinchot,
Theodore Roosevelt,
12. Llamas & Camarena- Henry George, Richard Ely, Frederick Taylor
13. Lofton- Labor Reform- Emma Goldman, Mother Mary Harris Jones
14. Chloe- Eugene V. Debs, Upton Sinclair
15. Zach- Robert La Follette, Sam “Golden Rule” Jones
16. Howard- Walter Rauschenbusch, Washington Gladden
17. Jake- Seth Low, Hiram Johnson
18. Sebastian- Charles Sheldon, John Spargo

Period 2
1. Tyler, Nick, Miles- Conservation- John Muir, Gifford Pinchot, Theodore Roosevelt, Education- Booker T. Washington
Horace Mann, Richard Ely
2. Mark-John D Rockefellar & JP Morgan
3. Lombera- Women- Alice Paul, Charlotte Perkins Gilman
4. Kaylee & Manny- Louis Brandeis, Margaret Sanger, Carrie Chapman Catt
5. Reachiny- Mother Mary Harris Jones, Upton Sinclair
6. Jacklynn & Haily- Immigration & Eugenics Francis Galton, Madison Grant, Margaret Sanger, Jacob Riis
7. Dmitri, Jazz & Alex- Andrew Carnegie, Jay Gould, Cornelius Vanderbilt, Leland Stanford, David Graham Phillips, Lincoln Steffens
8. Jasmine & Jake- Frances Willard, Carrie Nation, Jane Addams
Florence Kelley
9. Fiona- Emma Goldman, John Spargo
10. Marvin- W.E.B. DuBois, Booker T. Washington
11. Maleah & Gigi- Ellen Gates Starr, Jacob Riis, Eugene V. Debs, William Jennings Bryan
12. Erik & Casey- Robert La Follette, Sam “Golden Rule” Jones, Seth Low, Hiram Johnson
13, Hebe- George Washington Plunkitt, William "Boss" Tweed
14. Alejandro- Washington Gladden, Charles Sheldon
15. Deja- Ida B. Wells-Barnett, Ray Stannard Baker
16. Ivan
17. Prerana- Frederick Taylor & Henry George

Anna Julia Cooper
Richard Ely
Walter Rauschenbusch

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