Period Packet 6_Unit 6_APUS

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Period Packets – Period 6: 1865 - 1898

Unit 6 – Chapters 23-26

Included in Each Period Packet:

- Key Concepts – an overview of what you need to know - Overview – a summary, the basics, and differing perspectives

- Main Themes – how the seven themes of the course apply to this period - Chapter Reading Questions – pretty straight forward…

- Crash Course Guide – video guide to watch (they will be amazingly helpful)

PERIOD 6: 1865-1898 - Key Concepts

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

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.

A Following the Civil War, government subsidies for transportation and communication systems helped open new markets in North America.

B

Businesses made use of technological innovations, greater access to natural resources, redesigned financial and management structures, advances in marketing, and a growing labor force to dramatically increase the production of goods.

C As the price of many goods decreased, workers’ real wages increased, providing new access to a variety of goods and services; many Americans’ standards of living improved, while the gap between rich and poor grew.

D Many business leaders sought increased profits by consolidating corporations into large trusts and holding companies, which further concentrated wealth.

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.

THEMATIC LEARNING OBJECTIVES

WXT-1 Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.

WXT-2 Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

WXT-3 Analyze how technological innovation has affected economic development and society.

WOR-2 Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas. 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.

B The industrial workforce expanded and became more diverse through internal and international migration; child labor also increased.

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

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.

WXT-1 Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.

WXT-2 Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

CUL-4 Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time.

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

A Improvements in mechanization helped agricultural production increase substantially and contributed to declines in food prices.

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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.

POL-2 Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.

POL-3 Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

WXT-3 Analyze how technological innovation has affected economic development and society.

Key Concept 6.2: The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.

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

A

As cities became areas of economic growth featuring new factories and businesses, they attracted immigrants from Asia and from southern and eastern Europe, as well as African American migrants within and out of the South. Many migrants moved to escape poverty, religious persecution, and limited opportunities for social mobility in their home countries or regions.

B Urban neighborhoods based on particular ethnicities, races, and classes provided new cultural opportunities for city dwellers.

C Increasing public debates over assimilation and Americanization accompanied the growth of international migration. Many immigrants negotiated compromises between the cultures they brought and the culture they found in the United States.

D In an urban atmosphere where the access to power was unequally distributed, political machines thrived, in part by providing immigrants and the poor with social services.

E

Corporations’ need for managers and for male and female clerical workers, as well as increased access to educational institutions, fostered the growth of a distinctive middle class. A growing amount of leisure time also helped expand consumer culture.

NAT-4 Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity.

MIG-1 Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society.

MIG-2 Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

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

A The building of transcontinental railroads, the discovery of mineral resources, and government policies promoted economic growth and created new communities and centers of commercial activity.

B In hopes of achieving ideals of self-sufficiency and independence, migrants moved to both rural and boomtown areas of the West for opportunities, such as building the railroads, mining, farming, and ranching.

C

As migrant populations increased in number and the American bison population was decimated, competition for land and resources in the West among white settlers, American Indians, and Mexican Americans led to an increase in violent conflict.

D The U.S. government violated treaties with American Indians and responded to resistance with military force, eventually confining American Indians to reservations and denying tribal sovereignty.

E Many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation, and they attempted to develop self-sustaining economic practices.

NAT-1 Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.

POL-3 Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

MIG-2 Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

GEO-1

Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.

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

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

A Social commentators advocated theories later described as Social Darwinism to justify the success of those at the top of the socioeconomic structure as both appropriate and inevitable.

B

Some business leaders argued that the wealthy had a moral obligation to help the less fortunate and improve society, as articulated in the idea known as the Gospel of Wealth, and they made philanthropic contributions that enhanced educational opportunities and urban environments.

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.

CUL-1 Explain how religious groups and ideas have affected American society and political life.

CUL-2 Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions. 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.

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.

NAT-2 Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

POL-1 Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. POL-2 Explain how popular movements, reform efforts, and activist groups have sought to change American society and

institutions.

CUL-3 Explain how ideas about women’s rights and gender roles have affected society and politics.

PERIOD 6: 1865-1898 – Overview

Overview The end of Civil War in 1865 to the start of the Spanish-American War in 1898 serve as a convenient time frame for Period 6, which is focused on the fast-paced economic and urban development of the United States. During this period, the nation

transformed from a rural agrarian to an increasingly urbanized society, resulting in significant social, economic, political, and environmental changes. Massive migrations and the emergence of an industrial culture led to greater opportunities as well as restrictions and prejudices towards immigrants, minorities, and women. New political, cultural, and intellectual movements

attempted to address growing economic disparities. As a result, the United States emerged as the largest economy in the world and a potential international power.

Beginning= Second Movement West. Americans settled the prairie & fight Native Americans. Capitalism trumps democracy as “Captains of Industry” like Rockefeller, Morgan, and Carnegie fight for control of the nation’s business. This led to the Populist backlash. Gilded Age Politics

WhatdoIneedtoknow?

1. How the government encouraged westward expansion and eventually destroyed Native American culture in the prairie a. Examples: Homestead Act, Dawes Act, Battles of Little Bighorn and Wounded Knee (End of Native American resistance

1890), assimilation/annihilation of Native Americans

b. Land Grants from the government (Homestead Act) used by railroads

2. The rise of capitalism & big business permanently transformed America from a farming (agrarian) society into an industrial powerhouse and brought many problems economically, socially, politically, and environmentally

a. Examples:

i. Economic: Bessemer process, Monopolies & Trusts, Laissez‐ Faire Economics, Sherman Anti‐Trust Act, and Bonanza mining and farming

ii. Social: Low wages led to urban slums/dumbbell tenements increased crime and poverty, Settlement House movement (Jane Addams), immigration increased (New Immigrants)

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iv. Environment: Placer mining changed to industrial strip mining, destruction of natural resources, oil boom towns, conservation movements began (Sierra Club)

v. Farmers: The Grange and People’s Party…Becomes Populist Party…liked silver and inflationary policies, income tax, and regulation of railroads

3. Workers UNIONIZED during this time period and fought capitalists for better standard of living a. Examples:

i. Unions: Knights of Labor (too disorganized), IWW (“Wobblies” – too radical, American Federation of Labor (Samuel Gompers) used collective bargaining and the strike.

ii. Labor Unions Struggles: Skilled vs. unskilled workers, immigrants, African Americans, hostility from employers and government, court injunctions (In re Debs)

iii. Major Strikes/Events: Homestead Strike (Carnegie Steel), Haymarket (Unions painted as radical), Pullman Strike (effect of Depression of 1893) all ended with government intervention on behalf of business against labor

4. How various groups struggled for equality

a. African Americans: Post Civil War “window of sunshine” closed as southern states were redeemed, Jim Crow Laws, Black Codes, Plessy vs. Ferguson legalized Jim Crow, Lynching

b. Immigrants: “New” immigrants arrived from Eastern Europe through Ellis Island, Catholic & Jewish immigration, Asian immigration increases in the West, Angel Island, Chinese Exclusion, return of nativism

End = 1898 Spanish/American War and American imperialism

Period Perspectives Historians have labeled the period in several ways. For some, it is the "Second Industrial Revolution," which introduced the wonders of electric powered technologies, petroleum energy, and the first industrial laboratories. Others called it, the "Railroad Era," which produced a continental network of railroads that could move the products of the new large-scale industries. For some it is the "Last Frontier," which witnessed the settlement of lands between the Mississippi River and the Pacific Ocean, and the end of the "Indian Wars." However, the characterization that has most endured is the "Gilded Age," a time during which the "captains of industry" controlled large corporations, created great fortunes, and dominated politics, while the problems of farmlands and burgeoning cities festered under the surface.

During the late 1800s, waves of "new" immigrants also added to the growth of the nation, while reformers, labor unions, farmer organizations, and a growing middle class began to challenge economic, political, and cultural institutions.

Alternate View One limitation to ending the period in 1898 is that it fragments the early reform movements that started in the late 1800s, but produce few results until the Progressive era from 1900 to 1917.

PERIOD 6: 1865-1898 - Main Themes (See Additional Chart!)

Themes

Applied to this period

National Identity - Capitalism! - Social Darwinism, Laissez-Faire economics.

- Ideas about Opportunity! – created hard work, perseverance, self-reliance. - Large gaps between the Rich and Poor – reasons for it?

- Manifest Destiny support continues – love to own land!

Work, Exchange, and Technology - Industrialism of the North – use of immigrant population as workers

- Monopolies and Robberbarons – exploitation of the capitalist system or economic drivers? - Southern Economy - Sharecropping and Tenant Farming, limited manufacturing

- Transportation/Communication – Transcontinental RR, telephone

- Technology – Edison’s light bulb, barbed wire, refrigerator car, skyscrapers, etc. - Worker response to Monopolies – unionization and strikes (mostly ineffective)

- Western work – Homesteaders, sodbusters, Buffalo, RR construction, ranchers, mining, etc. Migration and Settlement - New wave of immigration – southern and eastern Europeans (East Coast), Chinese (West

Coast)

- Urbanization – living conditions are BAD (steerage, no sanitation, crime, overpopulation, etc.) - Western settlement – Oklahoma Land Rush, Homestead Act

- Settlement vs. American Indians – Reservation system, conflict, assimilation (Dawes Act) Politics and Power - Gilded Age - Patronage vs. Merit System - Pendleton Civil Service Act

- Corruption in Leadership - Credit Moblier Scandal, Garfield Assassination, etc.

- Politics controlled by businessmen (Robberbarons) - Billion Dollar Congress, Sherman Anti-Trust Act

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- Political Machines - Boss Tweed/Tammany Hall, Thomas Nast - Anti-Monopolist response – Populist movement!

- Jim Crow South – Disenfranchisement of rights

America in the World - American expansion of markets – Latin and South America

Environment and Geography - Industrialization of the North – pollution, urbanization, deforestation - Plantations of the south – War destruction of the environment

- Western Settlement – “The Frontier is ended” devastation of western wilderness and animals. Culture and Society - Racism – Anti-Chinese, “New Immigrant” sentiment, African Americans

- The Role of church/religion in helping the poor – Salvation Army, settlement houses, Methodist Church, etc.

- Women – Temperance and Suffrage Movement continues, in the workforce, etc. - New forms of entertainment – baseball, golf, tennis, bicycles, amusement parks, etc. - Artistic movements – Realism, Naturalism, Regionalism.

- Scientific Ideas – Pragmatism, etc.

PERIOD 6: 1865-1898 - Reading Guide (Chapter Twenty-Three)

Answer the following questions fully and compl etely.

1. Why did Grant win the Election of 1868 and how did that eventually lead to an ineffectual presidency? Be sure to include the Panic of 1873 and the Credit Mobilier Scandal in your response.

2. In your own words, describe the Gilded Age coined by Mark Twain. In your description, be sure to include the role of patronage, the Tweed Ring, and the Compromise of 1877.

3. Complete the following chart on the conditions of post Reconstruction South.

Event Details How it perpetuates the oppression of African

Americans in the South? Sharecropping

Jim Crow Laws Plessy vs. Ferguson Mass Lynching

The Grandfather Clause (p508)

4. Analyze the political cartoon on page 498. How does this image and western immigration activity promote the creation of the Chinese Exclusion Act?

5. In one concise sentence, summarize “Garfield and Arthur.”

6. Evaluate the two presidencies of Grover Cleveland and rank (with support) his effectiveness in each term. Use the following terms in your ranking support: Laissez Faire, tariffs, the Populist Party, and the Depression of 1893.

PERIOD 6: 1865-1898 - Reading Guide (Chapter Twenty-Four)

Answer the following questions fully and completely.

1. How did the Railroad revolutionize America? Include its construction, its impact of American Indian populations, its consolidation process, its price gauging, and government restrictions in your response.

2. Create a four way spider graphic organizer connecting the following types of Monopolies, Robberbarons, and industries. Then write a summary sentence synthesizing the correlating terms.

Ways to form a monopoly – Vertical integration, Horizontal Integration, Trusts, and Interlocking Directorates. Industry – Steel, oil, banking, railroads.

Robberbarons – Carnegie, Rockefeller, Vanderbilt, Morgan.

3. Examine the political cartoon on page 524 and read the quote on page 525. Write a summary sentence about these sources. From your examination, write one sentence in support of the Social Darwinism and one sentence in support of the Sherman Anti-Trust Act. (three sentences total)

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Practice/Event/Organization Describe Its/Their Goal Evaluate its effectiveness in terms of Unionization “Lock-out”/”Yellow Dog Contract”

National Labor Union

Knights of Labor/Mother Jones Homestead Strike (in Ch. 23) Haymarket Riot

Mother Jones

Pullman Strike (in Ch. 26) American Federation of Labor/ Samuel Gompers

Closed Shops

PERIOD 6: 1865-1898 - Reading Guide (Chapter Twenty-Five)

1. Compare and contrast the rural and urban life during the late 19th_{century. Speculate why urbanization increased so heavily due} to the difference between rural and urban life.

2. Who are the “new immigrants” and describe their experience (in the home and at work) upon entering the United States. Be sure to include Ellis Island, dumbbell tenements, sweat shops, and settlement houses in your response.

3. Analyze the quote on page 550. Make two argumentative statements in opposition AND in support (one each) of the sentiment illustrated in the quote.

4. Complete the chart on new ideas and movements in the late 1800’s.

Battle/Event Goal of the movement Leaders and their role (if available)

Successes or Failures of the Movement

Social Gospel Movement Liberal Protestants Salvation Army YMCA/YWCA Darwinism Tuskegee Institute NAACP

Land Grant Colleges Pragmatism Yellow Journalism NAWSA

Women’s Clubs WCTU

Realism Naturalism Regionalism

City Beautiful Movement Shows – “Greatest Show on Earth”, “Wild West”

PERIOD 6: 1865-1898 - Reading Guide (Chapter Twenty-Six)

1. Create an outline illustrating the impact that Great Plains migration had on American Indian populations. Be sure to include the role of the Buffalo, major conflicts (the Battle of Little Big Horn, Wounded Knee, Sand Creek Massacre), Indian leaders, the reservation system, and the Dawes Act.

2. In one concise sentence, summarize “Beef Bonanzas and the Long Drive.”

3. Describe the life of a “Homesteader/Sodbuster.” Include the who, what, when, why, how and significance.

4. Analyze the meaning of the “closing” of the frontier and “safety valve” in regards to western expansion. See page 590 to do this. 5. Why was farming financially hard in the Great Plains? Be sure to explain the role of machinery, Bonanza Farms, Wall Street,

geographic hardships, and the Railroad in your response.

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PERIOD 6: 1865-1898 - Crash Course Videos

For each period, watch the following videos. There are no questions to go with these videos, but they will be EMMENSLY VALUABLE in helping you contextualize and compare time periods!

1.The Industrial Economy: Crash Course US History #23

URL: https://www.youtube.com/watch?v=r6tRp-zRUJs&index=24&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

2. Westward Expansion: Crash Course US History #24

URL: https://www.youtube.com/watch?v=Q16OZkgSXfM&index=25&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

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

URL: https://www.youtube.com/watch?v=RRhjqqe750A&index=26&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

4. Gilded Age Politics: Crash Course US History #26