New Republic Unit - Washington
Washington's Presidency - homework assignment
Washington's Presidency Notes Slides
Chapter 9 People - homework assignment
Hamilton's Financial Plan and Whiskey Rebellion Notes Slides
Washington's Farewell Address In-Class Activity
http://www.youtube.com/watch?v=0ICZb_sprOI - Washington As President - Review: Clip
Adams' Presidency - homework assignment
Political Parties Notes Page - filled in during class
Political Parties Activity
Presidency of John Adams Notes Slides
Unit Concept Review for the Unit Test
ITEMS TO STUDY FOR THE UNIT TEST
New Republic Unit - Jefferson Era
Ch. 10 Sec. 1 Ch. 10 Sec. 2 Ch. 10 Sec. 3 Ch. 10 Sec. 4
Jefferson's Presidency - homework assignment
Jeffersonian America & Judicial Review Notes Slides
Marbury v. Madison Supreme Court Case Study
Marbury v. Madison Analysis Questions
Louisiana Purchase Map - homework assignment
Reading Like a Historian Documents - Louisiana Purchase
Chapter 10 People - homework assignment
Causes of the War - key for the in-class assignment
http://www.youtube.com/watch?v=NokpNOkuSYY - Review Clip-Jefferson's Presidency
War of 1812 - homework assignment
Events of the War of 1812 Gallery Walk Instructions
Review of Causes and Effects of War of 1812
Chronology Review of Events - can be used as a review for the test
https://www.youtube.com/watch?v=wPcetbKWUxo&list=PLkN2qe2HwAPfXmI7TQ4l3tSOZ6N0rBfy0 - Videos 1-4 cover this unit
ITEMS TO STUDY FOR THE UNIT TEST
National and Regional Growth Unit
Ch. 11 Sec. 1 Ch. 11 Sec. 2 Ch. 11 Sec. 3
Industrial Revolution Comes to America - homework assignment
Free Enterprise and the Industrial Revolution Notes Slides
Urbanization DBQ - Instructions and set-up
Urbanization DBQ Assertion and Documents
Chapter 11 People - homework assignment
Plantations and Slavery Spread Notes Slides
Slavery and Nationalism - homework assignment
Supreme Court Cases Analysis Chart - used with the cases below
McCulloch v. Maryland Case Study Analysis
Gibbons v. Ogden Case Study Analysis
Nationalism, Era of Good Feelings and the Monroe Doctrine Notes Slides
ITEMS TO STUDY FOR UNIT TEST
Jacksonian Democracy and Expansion
Jacksonian Democracy Unit Guide
Ch. 12 Sec. 1 Ch. 12 Sec. 2 Ch. 12 Sec. 3 Ch. 12 Sec. 4
Jackson and Indian Removal - homework assignment
The Age of Jackson Notes Slides
Reading Like a Historian Indian Removal PPT
Reading Like a Historian Indian Removal Documents
Nullification Crisis - homework assignment
Nullification and the Great Three Notes Slides
War on the Bank and Panic - homework assignment
Nullification Flow Chart
Bank War Cartoons
JACKSON MIND MAP - filled out version I did with a student a couple of years ago
ITEMS TO STUDY FOR THE PROGRESS CHECK
Expansion Packet - both homework assignments (all 4 sections of chapter 13)
Westward Trails and Texas Review Notes Slides
http://mappinghistory.uoregon.edu/english/US/US09-01.html - excellent website with an interactive map of territorial expansion from the U.S. in 1783 to the Gadsden Purchase in 1853.
U.S. Land Acquisition Map - homework assignment
Chapter 14 People - homework assignment
Manifest Destiny & Mexican War Notes Slides - not done in class but a decent aide, none the less
http://www.laaae.org/wp-content/uploads/2013/09/8.8-Was-the-U.S.-Justified-in-Going-to-War-with-Mexico-DBQ.pdf - we did an analysis of the 4 documents for this DBQ in-class and then wrote a quickwrite answers the question
Manifest Destiny OPTIC and Quickwrite
Jackson and Manifest Destiny Bubble Review Map
Cultural Reform in America
Ch. 14 Sec. 1 Ch. 14 Sec. 2 Ch. 14 Sec. 3 Ch. 14 Sec. 4
Immigration and Literacy in America - homework assignment
Push and Pull Factors of Immigration - Notes slides
Chapter 15 People - homework assignment
Irish Immigration (Reading Like a Historian) - completed analysis in-class and then a Quickwrite before the discussion
Art, Literature, and Reform in America - homework assignment
Emergence of American Culture - documents to be read before class on Monday
Emergence of American Culture Guided Questions - go with the documents above
Emergence of American Culture PPT Slides - goes with the questions
Emerson, Thoreau, and Transcendentalism Notes Slides - not done in-class, gives more depth to the content
Reading Like a Historian: Women's Suffrage PPT - used in class with an analysis of the Declaration of Sentiments
Reshaping America DBQ Documents - pages 2-5 used in the class activity, after reading answer the question: why would this document cause someone to join that reform movement?
Reform Movements Notes Slides - not done in class yet still a good resource
Cultural Reform Concept/Mind Map Test Review Starter
Causes of the Civil War
LINKS ARE NOT WORKING FOR SOME REASON...Click on the link below to access the textbook
Ch. 15 Sec. 1 Ch. 15 Sec. 2 (this has the maps for the book) Ch. 15 Sec. 3 Ch. 15 Sec. 4
Ch. 11 Sec 3 - use to complete the Missouri Compromise page in the Territories Book
Calhoun Compromise of 1850 Senate Speech - includes reading guide
Webster March 7th Compromise of 1850 Senate Speech - includes reading guide
Compromise of 1850 Reading Graphic Organizer
Chapter 16 People - homework assignment
A Nation Divided Notes
Slavery in the Territories Booklet Instructions
Maps for Slavery in the Territories Booklet
Reading Like a Historian - John Brown Plan & Documents
John Brown RLAH Power Point
Unification or Secession Notes Slides
ITEMS TO STUDY FOR THE UNIT TEST
Causes of War Concept Review Map
Causes of Civil War Flowchart
Civil War and Reconstruction Unit
Civil War and Reconstruction Unit Guide
Chapter 16: Section 1 Section 2 Section 3
Chapter 17: Section 1 Section 2 Section 3 Section 4
http://www.civilwar.org/maps/animated-maps/ - excellent resource for animated battle maps, 360 panoramic battle scenes, and other battle resources
The War Begins - homework assignment
Lincoln and Davis Inaugural Address Chart
Jefferson Davis Inaugural Address document
The War Grows, then Comes to Resolution - homework assignment
Emancipation Documents - From the in-class analysis, includes the Proclamation and Douglass' excerpt
Battles Notes Slides - day 2: Vicksburg and Gettysburg
Battles Notes Slides (last set) - not done in-class, includes Atlanta, Petersburg, March to the Sea and the Appomattox Courthouse surrender
Gettysburg Address Notes Slides - includes the text of the speech
Cost of War - guided reading page with chapter 17 section 4, not a homework assignment
Aftermath of the War Notes Slides - not done in-class, includes assassination and 13th Amendment
Lincoln's Second Inaugural Notes Slides
Lincoln's 2nd Inaugural Address - transcript of the speech, APPARTS analysis done in-class
https://www.youtube.com/watch?v=25HHVDOaGeE - Crash Course U.S. History about the battles of the Civil War
Chapter 18: Section 1 Section 2 Section 3
Chapter 19: Section 1
Reconstruction - guided reading enrichment pages with chapters 18 and 19, not a homework assignment
Reading Like a Historian: Radical Reconstruction Documents - includes the Guided Questions
Reading Like a Historian: Reconstruction SAC Documents & Questions - to be completed by Wednesday
https://www.youtube.com/watch?v=nowsS7pMApI - Crash Course U.S. History Reconstruction
ITEMS TO STUDY TO STUDY FOR THE CIVIL WAR & RECONSTRUCTION UNIT TEST
GO TO THE STAAR Review Materials tab for the Jackson DBQ documents
In-Class Activity During and After the Movie
Unit Introduction - List of topics and objectives
Sharecropping Guided Reading Questions
Sharecropping Activity PPT Slides
Abraham Lincoln Structured Academic Controversy (SAC) Documents - includes the 7 Guided Questions that go with the 4 documents to be read and completed before class
Snapshot Autobiography Student Instructions - Adobe pdf version
Snapshot Autobiography Student Instructions - Microsoft Word version (can be typed on and edited)
Mapping the New World Lesson Plan and Questions
Mapping the New World Maps
Pocahontas Documents and Questions
Salem Witch Crisis Documents and Graphic Organizer
The Crucible - Asking Questions & Making Inferences - includes a slide with the important people in Salem during the Witch Crisis of 1692
Fact vs. Fiction Research Activity - Word doc...once on the assignment then follow the instructions; to access the websites you may have to copy and paste into the URL field
The Crucible: Fact vs. Fiction Research Activity - pdf version...URL links will not work on iPads for some odd reason
Slavery in the Constitution - documents, questions, and graphic organizer
Lewis and Clark SAC Docs & Questions - must be read & completed prior to class: Word Doc version (can be edited)...Adobe pdf version
Instructions and Rubric
Google Drive Login Instructions - be sure to include @humbleisd.net after your ID#...create 2 documents titled "Research" and "Works Cited"
Pop-Up Instructions - if your product is a pop-up storybook then this could give you some guidance on how to create the pop-ups in your booklet. More types may be available if searched for online.
Chapters 23-26 The Gilded Age
In A Nutshell
The Gilded Age lasted from 1870-1900
The name came from the title of a Mark Twain book
"Gilded" means covered with gold on the outside, but not really golden on the inside
The Gilded Age was a period of rapid economic growth but also much social conflict. The Gilded Age, which spanned the final three decades of the nineteenth century, was one of the most dynamic, contentious, and volatile periods in American history. America's industrial economy exploded, generating unprecedented opportunities for individuals to build great fortunes but also leaving many farmers and workers struggling merely for survival. Overall national wealth increased more than fivefold, a staggering increase, but one that was accompanied by what many saw as an equally staggering disparity between the rich and the poor. Industrial giants like Andrew Carnegie and John D. Rockefeller revolutionized business and ushered in the modern corporate economy, but also, ironically, sometimes destroyed free-market economic competition in the process. Record numbers of citizens voted in national elections, but the politicians they voted for were often lackluster figures who turned a blind eye to the public interest.
It was, as Dickens might have said, the best of times and the worst of times.
But even that Dickensian understanding of the Gilded Age isn't quite right. It's not enough to say that the Gilded Age was a time of high highs and low lows; the highs and lows were actually often deeply intertwined parts of the exact same developments. In other words, the highs often were the lows, and vice versa. In the Gilded Age, every dark cloud had its silver lining… and every silver lining had its dark cloud. For more than a hundred years, critics have been ripping the business strategies that allowed big industrialists to build powerful monopolies—but those much-maligned monopolies brought desperately needed order to America's immature economic system. Many have also long resented the immense fortunes of personal wealth that a handful of big businessmen were able to acquire—but that wealth paid for a huge surge in philanthropy, building hundreds of libraries, schools, museums, and other public facilities still enjoyed by the American people even today. Reformers decried the way urban politicians turned corruption into a way of life—but those same crooked politicians also provided vital services to working-class and immigrant neighborhoods.
The Gilded Age was a dynamic age of incredible economic opportunity, just as it was a harsh era of incredible economic exploitation. Any version of this tale that includes only the exploitation but not the dynamism—or vice versa—is missing half the story.
Why Should I Care?
The Gilded Age has been often portrayed as one of those dark periods in American history—a period of greed and corruption, of brutal industrial competition and harsh exploitation of labor. But buried beneath this one-dimensional portrait is a much more complex set of facts. For starters, even the harshest aspects of the period possessed their more positive elements. Monopolies brought order and efficiency, and wealth allowed philanthropy. But perhaps even more important, oppression itself inspired creative responses that helped to build modern America. Industrial workers were exploited, but they responded by forming the organizations that would gradually improve their wages and working conditions. Farmers lost money and much of their traditional influence on national affairs, but they too worked to establish the organizations and methods that would preserve their place in American life. Businessmen faced devastating competitive forces and financial chaos in the marketplace, but they developed the new structures and strategies that would allow modern American corporate capitalism to flourish. And citizens endured antidemocratic rule by corrupt machine politicians, but they began to push for the reforms that would soon restore a measure of democracy to urban politics.
The Gilded Age, therefore, may be educative—especially since many people believe that we have been living in something like our own "gilded age" in recent decades. Over the past thirty years, national wealth has grown exponentially, as has the opportunity for successful entrepreneurs to achieve stratospheric wealth. That very real opportunity to strike it rich has driven a stunning amount of technological and cultural innovation, transforming the way all of us—rich and poor alike—live our lives. At the same time, however, wages and incomes at the middle and lower ends of the socio-economic scale have remained flat for decades, with many ordinary people feeling now less and less secure in their ability to keep their jobs, pay their mortgages, afford their retirements, or even see their doctor when they're sick or injured. In our own era's simultaneous growth in both opportunity and insecurity, many see have seen echoes of the late nineteenth century.
Eventually the pervasive insecurity of the original Gilded Age inspired a major period of reform known as the Progressive Era. Many of the solutions earlier advanced by workers and farmers were adopted by middle-class activists and reform-minded leaders within business and government, all of them anxious to correct what they saw as troubling inequities in America's economic and political order. (Of course, the Progressives' solutions often created entirely new problems of their own—but that's a different story, one you can read here.)
More to the point: as we examine the complexity of the late nineteenth century, we might consider whether there is a creative subtext to our own "gilded age," if indeed we are living in one. Are we on the verge of another "progressive era"? If so, how should we define "progress"?
PERIOD 6: 1865–1898 (13%)
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.
C. Business leaders consolidated corporations into trusts and holding companies and defended their resulting status and privilege through theories such as Social Darwinism.
II. …[L]eaders of big business and their allies in government [faced significant challenges as they] aimed to create a unified industrialized nation….
C. Despite the industrialization of 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.
III. Westward migration, new systems of farming and transportation, and economic instability led to political and popular conflicts.
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.
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.
B. Cities dramatically reflected divided social conditions among classes, races, ethnicities, and cultures, but presented economic opportunities as factories and new businesses proliferated.
D. In a urban atmosphere where 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.
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.
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.
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.
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.
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.
II. New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age.
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.
Chapter 23 PPT
Overview of Gilded Age Presidents
Chapter 24 PPT
Midterm Review Guide (note: Question #1 should be J)
Great overview notes of the time period (worth checking out!)
industrialization and capitalism
Gilded age politics
The History of the Transcontinental Railroad
Big Buisness DBQ
Bryan's "Cross of Gold" speech