APUSH Review: Key Concept 6.1

1. Period 6: 1865 – 1898 APUSH Review: Key Concept 6.1 Everything You Need To Know About Key Concept 6.1 To Succeed In APUSH

2. 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.” • Page 60 of the Curriculum Framework • Big ideas: • What was the relationship between businesses and government? • What were reasons for migration within the country and immigration during this time? • In what ways did the South change and remain the same? (Change and Continuity over time) The New Curriculum

3. “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.” • – pg 60 of the curriculum framework • What is a “Gilded Age?” (1870s – 1900) • Term coined by Mark Twain • Increase in industrialization • Many things appeared to be good on the surface, but many problems were below • A: Government subsidies for transportation and communication systems: • Government provided $ and land for construction of RRs • Impacts of subsidies – opened new markets in North America • Farms, lumber, and growth of cities • Redesigned financial and management structures: • Monopolies – sought to have sole control over an industry • Maximize exploitation of resources and labor force • Carnegie – steel, Rockefeller - oil Key Concept 6.1 I

4. B: Businesses and foreign policy makers looked outside US borders to gain influence and control in markets • Pacific: Hawaii – calls for annexation in the 1890s (sugar) • Asia: Philippines – gained after the Spanish American War • 1899 – Open Door Policy in China; US could trade freely with China • Latin America: American-owned sugar plantations in Puerto Rico • C: Emergence of trusts and holding companies: • Very powerful business organizations, controlled many aspects of industries • How did business leaders defend their status? • Social Darwinism – rich argued they were a result of natural selection • D: “Conspicuous consumption” vs. relative poverty in cities and society • Wealthy encouraged cities to spend $ on museums, libraries, etc. • Elaborate houses, clothing, etc. • Those living in poverty often lived in tenement houses • Jacob Riis – How the Other Half Lives (1890) Trust = developed by Rockefeller, several companies would sell their shares and be under the control of one executive board Key Concept 6.1 I Cont.

5. “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.” – pg 61 of the curriculum framework • A: Expansion of workforce: • Internal migration: farmers moved to cities in increased numbers to work in factories • Immigrants (across national borders): “New” Immigration – predominantly Southern and Eastern Europe; China as well • Impact of workforce expansion? • Diverse workforce, lower wages, more child labor • Huge supply of workers led to lower wages • B: Labor vs. Management: • Battles over wages, working conditions • Local and national unions emerged to confront businesses • Knights of Labor – Terrance Powderly, skilled AND unskilled workers, women and African Americans; downfall was the Haymarket Square Riot • American Federation of Labor – Samuel Gompers, skilled workers only; “bread and butter issues” • C: The South had some areas of industrialization • Leaders called for a “New South” – Henry Grady, editor of the Atlantic Constitution, called for increased industrialization in the South; textile factories began to appear in the South • Sharecropping and tenant farming remained dominant • Payment in land in the form of cash (tenant) or crops (sharecropping) • Many African Americans were stuck as sharecroppers throughout the 1800s Key Concept 6.1 II

6. “Westward migration, new systems of farming and transportation, and economic instability led to political and popular conflicts.” – pg 61 of the curriculum framework • A: Government agencies and conservationist organizations sought to extend public control over natural resources: • U.S. Fish Commission – created in 1871 to promote and preserve fisheries in the US • Sierra Club – founded by John Muir in 1892, advocate the protection of wild places on earth • B: Farmer organizations to resist corporate control of agricultural markets: (RRs) • The Grange (1860s): sought to bring farmers together to share techniques • Hoped to elect state legislators favorable to their programs • Granger laws – state laws that regulated RRs • Southern Farmers’ Alliance: mostly a local organization • Established stores and banks • Excluded blacks….. • Colored Farmers’ Alliance: • Mostly in the Southern US Key Concept 6.1 III

7. C: Creation of the People’s (Populist Party) • Mostly farmers • Causes: • Growth of corporate power • (RRs) – high rates often hurt farmers • Economic instability • Panics of 1873 and 1893 hurt farmers • Goals: • Political reform – direct election of senators; government ownership of RRs, telephones, and telegraphs • Stronger government role in American economic system • Graduated income tax; inflation of currency, :free silver”; abolishment of national banks • D: Business interests vs. conservationists • Establishment of national parks and other conservationist and preservationist measures • National Reclamation Act (Newlands Act) – federal $ for construction of dams, canals, and reservoirs • Park system grew under Teddy Roosevelt • Roosevelt used executive powers to restrict development of land Key Concept 6.1 III

8. Multiple-Choice and Short Answer Questions: • Changes in business structure and their effects • Role of government during the Gilded Age • Plight of farmers • Goals of Labor Unions • Essay Questions: • Comparing government during the Gilded Age vs. other time periods • Ways farmers and laborers resisted corporations Test Tips

9. Period 6: 1865 – 1898 APUSH Review: Key Concept 6.2 Everything You Need To Know About Key Concept 6.2 To Succeed In APUSH

10. 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.” • Page 62 of the Curriculum Framework • Big ideas: • Why were individuals attracted to cities? What opportunities were there in cities? • How did marginalized groups (women, minorities, etc.) gain power during this time? • How did the federal government encourage westward expansion? What were impacts of this expansion on Natives? The New Curriculum

11. “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 inequalities.” • – pg 62 of the curriculum framework • A: Movement of people into cities and the rural and areas of the West • Asia: • Chinese Immigration (prior to Exclusion Act) • Establishment of “China Towns” • Worked in laundries and restaurants due to exclusion • Southern and Eastern Europe: Italy, Poland, etc. (“New Immigration”) • 10,000,000 came between 1860 and 1890 • Many immigrants settled in cities because they couldn’t afford land; took unskilled jobs • African American Migrations: • Many blacks sought to escape sharecropping • Cities in the North and South saw increased black migrations • More migrations would come after World War I and II Key Concept 6.2 I

12. B: Makeup of cities: • Class: • Low-income individuals lived in tenements • Cities were often segregated by race and ethnicity • Many groups lived in specific areas of cities “ghettoes” • Cultures: • Autonomy vs. assimilation • Second-generation immigrants were more likely to assimilate • Many economic opportunities such as factories and businesses proliferated • Factories provided work for unskilled laborers and immigrants • New textiles, slaughterhouses, etc. Key Concept 6.2 I

13. C: “Americanizing” of immigrants and maintaining unique identities • Many immigrants were forced to assimilate – English was only language at schools and work • New career opportunities for women, immigrants, and African Americans, despite social prejudices • Factory life provided income and opportunities for women and immigrants • Many blacks took jobs as servants, cooks, etc. Key Concept 6.2 I

14. D: Access to power in cities was unequally distributed: • Political machines: • Provided jobs (patronage), food, and $ for political support – Tammany Hall • Settlement Houses: • Hull House – Chicago – helped immigrants adjust to American life • Women’s clubs and self-help groups targeted social and political reform: • Women’s Christian Temperance Union (WCTU): • Largest women’s organization to that point • Sought to abolish saloons and alcohol • National American Woman Suffrage Association: • Anna Howard Shaw and Carrie Chapman Catt • Advocated the right to vote for women • Argued the right to vote would not challenge “separate spheres” Key Concept 6.2 I

15. “As transcontinental railroads were completed, bringing more settlers west, US. 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– pg 63 of the curriculum framework • A: Post-Civil War migration: • Encouraged by: • Economic opportunities: • Mining opportunities, particularly in Nevada (Comstock Lode) • Subsidies – RRs given many subsidies by federal, state, and local governments • Government policies: • Homestead Act (160 acres – not always the best land) • Land-grant colleges – (Morrill Land Act) – colleges, particularly out West developed • Caused: • Violations of treaties with Natives to increase the amount of land available to settlers Key Concept 6.2 II

16. B: Competition for land between whites, Indians, and Mexican Americans led to increased violent conflict • Sand Creek Massacre – • 133 people, mostly women and children were killed • Little Big Horn (Custer’s Last Stand) • General Custer and his men were all killed Key Concept 6.2 II

17. C: US generally responded to American Indian Resistance with force • Battle of Wounded Knee (1890) – 300 Natives died • Tribes were dispersed onto small reservations • Dawes Act – sought to assimilate Native Americans • Native tribes were dissolved • Heads of families would receive 160 acres of land • Assimilation sought to end tribal identities • Through the Dawes Act: • Many Native children sent to boarding schools • Native Americans’ lives were changed – hunting to farming • Most of Natives’ land was lost • US sought to end the Ghost Dance: • Religious movement by Native Americans • Hoped to see the return of buffalo and elimination of whites Key Concept 6.2 II

18. Multiple-Choice and Short Answer Questions: • Ways immigrants adapted to life in America (political machines, settlement houses, etc.) • Reasons for westward expansion • Essay Questions: • Immigration patterns (comparing different types) • Impact of westward expansion on Native Americans Test Tips

19. Everything You Need To Know About Key Concept 6.3 To Succeed In APUSH • Period 6: 1865 – 1898 APUSH Review: Key Concept 6.3

20. Key Concept 6.3 “The ‘Gilded Age’ witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.” • Page 63 of the Curriculum Framework • Big Idea Questions: • Why did more citizens call for increased control of the government? • What were different examples of discrimination that various groups faced in the late 19th century? • How did business leaders and the wealthy justify their wealth? The New Curriculum

21. “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.” • – pg 63 of the curriculum framework • A. Government corruption encouraged the public to demand more control – some minor, some major changes to the capitalist system • Reforms affected local, state, and national government • Examples: • Referendum: • Citizens could vote on laws • Interstate Commerce Act: • Created to regulate RRs, more symbolic at first • Required RRs to publish their rates Key Concept 6.1 I

22. B: Racism, nativism, and Supreme Court decisions (Plessy) were used to justify violence, discrimination, and segregation • Examples: • American Protective Association (APA): • Similar to the Know-Nothing Party of the 1850s • Wanted to ban Catholics from holding office and halt immigration • Chinese Exclusion Act (1883): • Prohibited Chinese immigration • Example of Nativism • Plessy v. Ferguson (1896): • Upheld the constitutionality of Jim Crow Laws • “Separate but equal” Key Concept 6.3 I Cont.

23. “New cultural and intellectual movements both buttressed (supported) and challenged the social order of the Gilded Age.” – pg 64 of the curriculum framework • A: Arguments used to justify success of the wealthy: • Social Darwinism: • Survival of the fittest • Could use any business tactics to prosper • Horatio Alger books: • Hard work brings success • “Rags to riches” stories • A (Cont.): Some advocated that the wealthy was obligated to help less fortunate: • Gospel of Wealth: • Andrew Carnegie • Advocated philanthropy – duty of the wealthy to donate $ to help out with economic inequality • Gave $ for 100s of libraries throughout the US • Best sideburns ever? Key Concept 6.3 II

24. B: Many challenged corporate ethic and capitalism, and offered alternate visions of good society through: • Social Gospel: • Protestant Church movement that sought to end social injustice • Focused on poverty, economic inequality, • C: Women and African American challenged their “place” in society politically, socially, and economically: • Examples: • Booker T. Washington: • Advocated vocational training for blacks • Ida B. Wells-Barnett: • Journalist, outspoken critic of lynching, advocated a federal anti-lynching law • Elizabeth Cady Stanton • Leading suffragist, advocate of interracial marriage Key Concept 6.3 II Cont.

25. Multiple-Choice and Short Answer Questions: • Plessy V. Ferguson - impacts • Examples of discrimination (APA, Chinese Exclusion Act) • Essay Questions: • Comparing forms of discrimination with other time periods • Experiences of “Old” immigrants and “New” immigrants Test Tips