Monday 12/4/17I can explain how the Gilded Age produced new: a. cultural and intellectual movements, b. public reform efforts, and c. political debates over economic and social policies.

I can explain how dramatic social changes in this period inspired political debates over: a. citizenship, b. corruption, and c. the proper relationship between business and government.

Agenda Homework1. Test #8 (20-22)2. Prompt 763. Reading – AP 23 (see attached questions)

1. Keep up with reading assignment2. NHD Project due December 83. Team Assignment: How Did We Get Here?(Due Monday December 11)4. Turn in Prompts on 12/5/17

Prompt 76Study the cartoon on the next page, Union Army Camp in 1863, Thomas Nast

1. Who is the jolly old elf handing out gifts?

2. What message(s) might Americans in the North read into this cartoon in January of 1863?

For more information, go to:

http://cartoons.osu.edu/digital_albums/thomasnast/santa_camp.htm

APUSH Questions/Note Ideas – Chapter 23: The Gilded Age (504-510)1. Thesis?2. What was the “Bloody Shirt”?3. What group of people was essential for Grant to win the election of 1868? Explain. 4. Who were Jim Fisk and Jay Gould?5. Describe the following scandals: a. Credit Mobilier & b. Whiskey Ring6. Who were the Liberal Republicans and what did they want?7. Describe the panic of 1873.8. Why was voter turnout so high during the Gilded Age? (p.509)9. What was GAR?

(510-520)10. Describe the problem that led to the Compromise of 1877. 11. Explain the Compromise of 1877.12. What is the relationship between Jim Crow laws and the US Supreme Court case of Plessy v. Ferguson.13. What labor movement weaknesses were revealed by the failure of the Great Railroad Strike?14. Describe the supporters of Chinese Exclusion Act. 15. What was the ruling in the Supreme Court case of U.S. v. Wong Kim Ark? (use the terms jus soli and jus sanguinis) 16. How does Chester A. Arthur fit the pattern established by John Tyler? 17. Describe the unintended problems created by the Pendleton Act.18. Explain the term, “pig selling.”19. Describe the origins of “Chinatowns.”

20. Explain the issues of the 1884 Presidential Election. (The Gilded Age at its Best)Grover Cleveland v. James G. Blaine (RRR)Issues:

(520-529)21. Describe the political position of President (Super) Grover Cleveland on each of the following issues: Laissez-faire North/South GAR Tariff

22. Explain the issues of the 1888 Presidential Election.Grover Cleveland v. Benjamin HarrisonIssues:

23. Who was “Czar” Thomas B. Reed (Republican, Maine) and why was he called czar?24. McKinley Tariff, what impact did it have on farmers? (Rural v. Urban)25. Who were the Populists?Platform

Farmers AND Workers?The South?

26. Explain the issues of the 1892 Presidential Election.Grover Cleveland v. Benjamin Harrison (v. James B. Weaver)Issues:

27. What were the causes of the Depression of 1893, Impact?28. Why was the Sherman Silver Purchase Act repealed? Who did this upset?29. Who was JP Morgan and why was he important to the U.S. economy?30. Why was the Wilson-Gorman Tariff an embarrassment for Cleveland? 31. Why was the income tax important?32. Who were the “Forgettable Presidents” and why were they so named?33. Trace the historiographic shifts in our understanding of the Populists:From (1) Progressive School (Beards, Parrrington, Hicks) to (2) Richard Hofstadter to (3) Woodward & Goodwyn to (4) Ayers & McMath

APUSH Period 6: 1865-1898

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

B. 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.

C. A variety of perspectives on the economy and labor developed during a time of financial panics and downturns.

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

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

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

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

H. 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.

J. Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.

Unpacking the APUSH Claims

G. The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

H. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

I. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

I can explain how:

G. The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession,

but

left unresolved many questions about the power of the federal government and citizenship rights.

H. a. The North’s greater manpower and industrial resources,

b. the leadership of Abraham Lincoln and others,

c. and the decision to emancipate slaves

eventually led to the Union military victory over the Confederacy in the devastating Civil War.

I. Reconstruction and the Civil War

a. ended slavery,

b. altered relationships between the states and the federal government,

c. and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

APUSH Team Assignment: How Did We Get Here?!

Question: How did we get to the point where Americans were killing each other in large amounts and with such horrible methods?

Arguably, the American Civil War was a result of two different historical forces: Nationalism and Sectionalism.

Each of these forces waxed and waned as America grew and developed its character economically, socially, and politically.

For this assignment you and your team will:

1) Define the terms Nationalism and Sectionalism (as a historian)

2) Define the terms Economic, Social, and Political (as a historian)

3) Study the list of terms and Know what he/she/it is. (This does not need to be written)

4) Write a brief statement that outlines how he/she/it contributed to American nationalism or sectionalism and through which trait: economic, social, or political?

Example:

Crittenden Compromise: Know (You do NOT need to write this part.) You should know that the Crittenden Compromise was the last gasp attempt to forge an agreement between the North and the South. The compromise called for amendments to the Constitution that banned slavery in territories North of the 36-30 line and protected slavery South of said line. The compromise was rejected by Lincoln because it would potentially allow the spread of slavery.

Write: The Crittenden Compromise attempted to repeat the political success of the Missouri Compromise in binding the nation together, but the agreement’s failure to stop the potential spread of slavery alienated Lincoln and the North. The defeat of the compromise also defeated the last viable chance of a peaceful, political solution to Civil War.

DEFINE

Nationalism:

Sectionalism:

DEFINE

Economic:

Social:

Political:

Terms

Constitutional Convention Missouri Compromise “Fifty-Four Forty or Fight!”

XYZ Affair Panic of 1837 Treaty of Guadalupe-Hidalgo

Alien & Sedition Acts Tariff of 1828 California Crisis

Embargo Act Erie Canal Kansas-Nebraska Act

Louisiana Purchase Cotton Gin Dred Scott Decision

Hartford Convention James Fenimore Cooper John Brown

Tariff of 1816 Noah Webster Panic of 1857

Monroe Doctrine Nat Turner Harriet Beecher Stowe

Battle of New Orleans “Gag Resolution” Abraham Lincoln

APUSH Period 5

A. The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries

B. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C. In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

D. Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

E. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

F. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

G. The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

H. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

I. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Period 4 Claims

A. The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.

B. The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties.

C. While Americans embraced a new national culture, various groups developed distinctive cultures of their own.

D. Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.

E. Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.

F. New transportation systems and technologies dramatically expanded manufacturing and agricultural production.

G. The changes caused by the market revolution had significant effects on U.S. society, workers’ lives, and gender and family relations.

H. Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions.

I. The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

J. Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade.

K. The United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

Reading Schedule for October-December 2017

10/2 - M Gaddis 7American Pageant 256-265 (Ch 13)

10/3 - T Gaddis 8American Pageant 265-274 (Ch 13)

10/4 – WEarly Release

American Pageant 274-285 (Ch 13)Quiz on AP 13

10/5 – ThEnd of the Grading Period

American Pageant 287-297 (Ch 14, Up to section “Creeping Mechanization”)American Pageant 298-299 (Ch 14, “The Germans”)Gilder Lehrman “Andrew Jackson and the Constitution” (This reading is about 3.5 pages long)

10/6 – F American Pageant 297-308 (Ch 14)Gilder Lehrman “Indian Removal” (This reading is about 4 pages long)

10/9 – M American Pageant 308-319 (Ch 14)10/10 – T Gilder Lehrman “Born Modern” (About 4 pages)

Gilder Lehrman “Women and the Early Industrial Revolution” (About 4 pages)

10/11 – W Review 13-14Research Day in Hege LibraryNHD Research Analysis 1 is due (at the end of the research session)

10/12 – Th Test #5 (13-14)10/13 – F American Pageant 320-328 (Ch 15)

Gilder Lehrman “The First Age of Reform” (About 4 pages)NHD Research Day – Proof of Contact

10/16 to 10/20 Fall BreakReview Gaddis 1-8

10/23 – M American Pageant 328-338 (Ch 15)Gilder Lehrman “Seneca Falls Convention” (About 3 pages)

10/24 –T Turning Points Test: Gaddis 1-810/25 – W American Pageant 338-347 (Ch 15) (Hudson River School)10/26 – Th American Pageant 348-349, 350-359 (Ch 16)10/27 – F American Pageant 359-370 (Ch 16)10/30 – M Gilder Lehrman “Abolition and Antebellum Reform” (About 3.5 pages)

Gilder Lehrman “National Expansion and Reform” (About 8.5 pages)NHD Bibliography Phase 3 Due

10/31 – T American Pageant 371-378 (Ch 17)11/1 – W Test #6 (15-16)11/2 – Th American Pageant 378-389 (Ch 17)11/3 – F Zinn 8 “We Take Nothing By Conquest, Thank God” (About 20 pages)11/6 – M American Pageant 390-401 (Ch 18)11/7 – T American Pageant 401-408 (Ch 18)

Gilder Lehrman The Underground Railroad and the Coming of the Civil War (About 3 pages)

11/8 – WEarly Release

American Pageant 409-422 (Ch 19)

11/9 – Th American Pageant 422-433 (Ch 19)11/10 – FHoliday

Holiday

11/13 – M Zinn 9 “Slavery Without Submission, Emancipation Without Freedom” (About 40 pages!)

11/14 – T American Pageant 434-443 (Ch 20) Start Period 5 (1844-1877)11/15 – W American Pageant 443-452 (Ch 20)11/16 - Th American Pageant 453-462 (Ch 21)11/17 – F American Pageant 462-469 (Ch 21)

Gilder Lehrman Lincoln’s Interpretation of the Civil War (About 3.5 pages)NHD Research Analysis 2 Due

11/20 - M Test #7 (17-19) End Period 4 (1800-1848)11/21 – T American Pageant 469-478 (Ch 21)11/22 to 11/24 Thanksgiving Break11/27 – M Zinn 10 “The Other Civil War” (About 40 pages!)11/28 – T American Pageant 479-490 (Ch 22)11/29 – W American Pageant 490-501 (Ch 22)11/30 – Th Gilder Lehrman Civil War and Reconstruction, 1861-1877 (About 5

pages)12/1 – F Test # 8 (20-22) End Period 5 (1844-1877)12/4 –M American Pageant 502-510 (Ch 23) Start Period 6 (1865 to 1898)12/5 – T American Pageant 510-520 (Ch 23)12/6 – W American Pageant 521-529 (Ch 23)12/7 – Th American Pageant 530-538 (Ch 24)12/8 - F American Pageant 538-547 (Ch 24)

NHD Final Project Due12/11 – M American Pageant 547-557 (Ch 24)12/12 – T APUSH Exam12/13 – W Exams???12/14 – Th Exams???12/15 – F Exams???12/18End of the Grading Period

Exams???

12/19/17 to 1/2/18 Winter BreakREMEMBER!12/19, 12/20, and 1/2 are Inclement Weather Make Up Days!

1/3/18 – W American Pageant 558-572

Zinn 11 “Robber Barons and Rebels” (About 43 pages!)

If there be one lesson more than another, which should pierce his ear, it is, The world is nothing, the man is all; in yourself is the law of all nature, and you know not yet how a globule of sap ascends; in yourself slumbers the whole of Reason; it is for you to know all, it is for you to dare all. Mr. President and Gentlemen, this confidence in the unsearched might of man belongs, by all motives, by all prophecy, by all preparation, to the American Scholar. We have listened too long to the courtly muses of Europe.

Ralph Waldo Emerson, An Oration delivered before the Phi Beta Kappa Society, at Cambridge, August 31, 1837