Period 6: The Frontier West, Industrialism and the Gilded Age – 1865-1900
Key Concepts: Students should be able explain:
a. The various methods of business consolidation and their impacts upon consumers, workers, and resources
b. Efforts of the U.S. to gain access & control over markets in Latin America and Asia
c. The ideas of the Social Gospel and Social Darwinism movements.
d. The modernization of the cities in the late 1800s and the nature of life for each of the classes of society within the urban environment
e. “Melting Pot” vs. “Tossed Salad” in the American city – to Americanize or not
f. Increasing immigration and internal migration of workers seeking industrial employment, and the issues of workplace conditions and child labor
g. The development of labor unions and the various goals and actions of each.
h. The “New South Creed” vs. the continuation of a debt peonage system in the south
i. How government land policy was vital to westward settlement and conservation
j. Growing dissatisfaction among farmers that led to the formation of the Populist Party
k. Types of reforms sought and won by Populists and the emerging Progressives
l. Conservation vs. Preservation and government policy decisions on western lands
m. Settlement houses, self-help groups, and faith-based organizations seeking reform
n. Key political issues of the Gilded Age such as industrial regulation, political machines and civil service
o. The conflicts among white settlers and Native Americans and Mexican Americans
p. The Indian wars and the reservation system
q. How discrimination and segregation were addressed by individuals, states and the national government, including the Supreme Court decision in Plessey vs. Ferguson
r. The on-going women’s suffrage movement including key figures & legal efforts
s. The impact of mining, farming and open-range ranching on the American West.
t. The desire for and growth of educational opportunities across social classes
u. The various literary, artistic, and philosophical movements of the late 1800s.
Text Reading:
a. Chapter 16: America's Gilded Age, 1870-1890
b. Chapter 17: Freedom's Boundaries, At Home and Abroad, 1890-1900
Key Concepts: Students should be able explain:
a. The various methods of business consolidation and their impacts upon consumers, workers, and resources
b. Efforts of the U.S. to gain access & control over markets in Latin America and Asia
c. The ideas of the Social Gospel and Social Darwinism movements.
d. The modernization of the cities in the late 1800s and the nature of life for each of the classes of society within the urban environment
e. “Melting Pot” vs. “Tossed Salad” in the American city – to Americanize or not
f. Increasing immigration and internal migration of workers seeking industrial employment, and the issues of workplace conditions and child labor
g. The development of labor unions and the various goals and actions of each.
h. The “New South Creed” vs. the continuation of a debt peonage system in the south
i. How government land policy was vital to westward settlement and conservation
j. Growing dissatisfaction among farmers that led to the formation of the Populist Party
k. Types of reforms sought and won by Populists and the emerging Progressives
l. Conservation vs. Preservation and government policy decisions on western lands
m. Settlement houses, self-help groups, and faith-based organizations seeking reform
n. Key political issues of the Gilded Age such as industrial regulation, political machines and civil service
o. The conflicts among white settlers and Native Americans and Mexican Americans
p. The Indian wars and the reservation system
q. How discrimination and segregation were addressed by individuals, states and the national government, including the Supreme Court decision in Plessey vs. Ferguson
r. The on-going women’s suffrage movement including key figures & legal efforts
s. The impact of mining, farming and open-range ranching on the American West.
t. The desire for and growth of educational opportunities across social classes
u. The various literary, artistic, and philosophical movements of the late 1800s.
Text Reading:
a. Chapter 16: America's Gilded Age, 1870-1890
b. Chapter 17: Freedom's Boundaries, At Home and Abroad, 1890-1900
Unit Notes
| the_west_notes.pdf |
| apushgilded_age_notes_full.pdf |
| the_west.pdf |
| 1-industrialism.ppt |
| 2-industrialism_workers_and_the_union_movement.pptx |
| 3-corporations_and_business_consolidation.pdf |
| 3-immigrant_urban_everyday_life_sully_update.ppt |
| 5-the_rise_of_the_american_city.pdf |
| 6-hayes_to_cleveland.ppt |
| 7-populism.ppt |
Maps
| the_mining_and_cattle_frontiers.pdf |
| cattle_trails_wst_us_us18.pdf |
| the_oklahoma_land_rush.pdf |
| the_settlement_of_the_transmiss.pdf |
| na_ind_regionl_losses_us12.pdf |
| transcontinental_railroads_and_federal_land_grants.pdf |
DBQ Materials
| dbq_rubric_2016_forward.pdf |
Assignments and Activities
| labor_unions_-_comparison_chart_-_kofl_afl_iww_-_student_copy.docx |
| strikes_-_comparison_chart_-_student_copy.docx |
Review Materials
| unit_6_review_guide_-_chapters_16_17_18_-_foner_update.pdf |
| unit_6_industry_urbanization_and_immigration.ppt |
| unit_6_west_urbanization_immigration09.ppt |
Retake materials
| crash_course_episodes_23_thru_26.pdf |
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