1. APUSH Review: Key Concept 6.1
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. The New Curriculum Big ideas:
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)

3. Key Concept 6.1 What is a “Gilded Age?” (1870s – 1900)
“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
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

4. Key Concept 6.1, cont.
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
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
“Conspicuous consumption” vs. relative poverty in cities and society
Wealthy encouraged cities to spend $ on museums, libraries, etc.
Those living in poverty often lived in tenement houses
Jacob Riis – How the Other Half Lives (1890)

5. Key Concept 6.1, cont. Expansion of workforce: Labor vs. Management:
“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
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
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”
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

6. Key Concept 6.1
“Westward migration, new systems of farming and transportation, and economic instability led to political and popular conflicts.” – pg 61 of the curriculum framework
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
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…..

7. Key Concept 6.1, cont. 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
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

8. Test Tips Multiple-Choice and Short Answer Questions: Essay 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

9. APUSH Review: Key Concept 6.2
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. The New Curriculum Big ideas:
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?

11. Key Concept 6.2
“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
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

12. Key Concept 6.2, cont. 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.

13. Key Concept 6.2, cont.
“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.

14. Key Concept 6.2, cont.
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”

15. Key Concept 6.2, cont. Post-Civil War migration: Encouraged by:
“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
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

16. Key Concept 6.2, cont.
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

17. Key Concept 6.2, cont.
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

18. Test Tips Multiple-Choice and Short Answer Questions: Essay 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

19. APUSH Review: Key Concept 6.3
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
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

22. 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, 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
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
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
Key Concept 6.3, cont.

24. 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,
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, cont.

25. Test Tips Multiple-Choice and Short Answer Questions: Essay 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