AP US HISTORY Reading Guide—America’s History—Unit 10 -- Chapter 19: “Civilization’s Inferno”: The Rise and Reform of Industrial Cities, 1880-1917

The following are the items from the AP Curriculum Framework that apply to this chapter. I suggest you read these, make sure you understand them, and be able to explain and give examples to support each one. Your textbook will cover some of these; we will cover others in class. Quite often there will be overlap between chapters.

Key Concept 6.3: The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.II. Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government. B) Many women sought greater equality with men, often joining voluntary organizations, going to college, promoting social and political reform, and, like Jane Addams, working in settlement houses to help immigrants adapt to U.S. language and customs. Key Concept 7.1: Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system. I. The United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies. B) By 1920, a majority of the U.S. population lived in urban centers, which offered new economic opportunities for women, international migrants, and internal migrants. II. In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures. A) Some Progressive Era journalists attacked what they saw as political corruption, social injustice, and economic inequality, while reformers, often from the middle and upper classes and including many women, worked to effect social changes in cities and among immigrant populations.

Guided Reading Questions— Why are the late 1800s known as the “Gilded Age?” Is this description appropriate? (We will consider this throughout

Chapters 17-20) How did reformers try to address the limits of machine government? To what extent did they succeed? Explain the significance of Jacob Riis’ How the Other Half Lives. What conditions prompted the rise of urban environmental and anti-prostitution campaigns? What were the goals of the settlement house movement? What resources did they provide, and to whom? How did the settlement house movement serve as a springboard for additional reform efforts? As an opportunity for

middle-class women to expand their sphere? Explain the significance of Upton Sinclair’s The Jungle. Read the accounts of the Triangle Shirtwaist fire on pages 630-631 and be able to answer the questions. How did urban reform movements impact state and national politics?

Chapter 19 - Links to things that might help you understand, review, pretend to study, etc.:

IDs—You are responsible for these. Most are in your book, but you might need to get additional information from AMSCO, AmericanYawp, or a video. You need to not only know what these terms are, but why they are SIGNIFICANT, a theme they fall into, and how they fit into the “Big Picture”. See directions on IDs for more information. 19-14: Progressivism 19-18: Upton Sinclair; The Jungle19-15: Jacob Riis, How the Other Half Lives 19-19: Pure Food and Drug Act, Meat Inspection Act19-16: Settlement House Movement, Jane Addams; Hull House 19-20: Women’s Trade Union League19-17: Margaret Sanger 19-21: Triangle Shirtwaist Fire

***Compare and contrast the living conditions presented above (both in NYC)—how could these be used as evidence that the late 1800s were in fact, a “Gilded Age”? (not optional – answer on separate paper!)

Crash Course--Growth, Cities, and Immigration Crash Course--Gilded Age Politics Crash Course--The Progressive Era Mr. Betts Class--The Jungle Jocz Productions--America Moves to the Cities APUSHREVIEW.COM PowerPoint Review Videos for each chapter Gilder Lehrman--Period 6 Review Learnerator--Practice questions Period 6

AP US HISTORY Reading Guide—America’s History—Unit 10 -- Chapter 20: Whose Government? Politics, Populists, and Progressives, 1880-1917The following are the items from the AP Curriculum Framework that apply to this chapter. I suggest you read these, make sure you understand them, and be able to explain and give examples to support each one. Your textbook will cover some of these; we will cover others in class. Quite often there will be overlap between chapters.

Key Concept 6.1: Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States. III. New systems of production and transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers. B) Many farmers responded to the increasing consolidation in agricultural markets and their dependence on the evolving railroad system by creating local and regional cooperative organizations.

*Put examples here

C) Economic instability inspired agrarian activists to create the People’s (Populist) Party, which called for a stronger governmental role in regulating the American economic system. Key Concept 6.3: The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.II. Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government. A) The major political parties appealed to lingering divisions from the Civil War and contended over tariffs and currency issues, even as reformers argued that economic greed and self-interest had corrupted

all levels of government. B) Many women sought greater equality with men, often joining voluntary organizations, going to college, promoting social and political reform, and, like Jane Addams, working in settlement houses to help immigrants adapt to U.S. language and customs. C) The Supreme Court decision in Plessy v. Ferguson that upheld racial segregation helped to mark the end of most of the political gains African Americans made during Reconstruction. Facing increased violence, discrimination, and scientific theories of race, African American reformers continued to fight for political and social equality. Key Concept 7.1: Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system. II. In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures. A) Some Progressive Era journalists attacked what they saw as political corruption, social injustice, and economic inequality, while reformers, often from the middle and upper classes and including many women, worked to effect social changes in cities and among immigrant populations. B) On the national level, Progressives sought federal legislation that they believed would effectively regulate the economy, expand democracy, and generate moral reform. Progressive amendments to the Constitution dealt with issues such as prohibition and woman suffrage. C) Preservationists and conservationists both supported the establishment of national parks while advocating different government responses to the overuse of natural resources. D) The Progressives were divided over many issues. Some Progressives supported Southern segregation, while others ignored its presence. Some Progressives advocated expanding popular participation in government, while others called for greater reliance on professional and technical experts to make government more efficient. Progressives also disagreed about immigration restriction.

***THE BIG IDEA: In the Progressive Era, how and why did reformers seek to address the problems of industrial America? To what extent did they succeed? (not optional – answer on separate paper)

Guided Reading Questions— Why are the late 1800s known as the “Gilded Age?” Is this description appropriate? (We will consider this throughout

Chapters 17-20) What four main goals did Progressive era reformers focus on? How did civil service reform change the makeup of government employees? What was the goal of the Sherman Antitrust Act? How was this law applied in practice? Analyze Republicans’ efforts to protect black voting rights? How did the political goals of Populists differ in this period from those of Democrats and Republicans? What were the goals of the Populist Party? How did the government’s response to Coxey’s Army demonstrate that they were out of touch with the demands of

workers and farmers? Why did some Americans, especially farmers, want the US to go off of the gold standard? Why did Southern Democrats fight against the Populist Party? What obstacles to voting kept people from the polls in the late 1800s? How did Teddy Roosevelt’s reaction to the 1902 Coal Strike indicate a change in relationship between workers and the

federal government? How progressive were the policies of Roosevelt? How did progressives address issues of child labor and poor working conditions? How were the goals of the IWW different from unions such as the AFL? Why did the election of 1912 differ from four candidates and how did their platform differ? What economic reforms were enacted under Wilson? In what areas did Wilson struggle to be progressive? What factors explain the limits of progressive reform in the US?

IDs—You are responsible for these. Most are in your book, but you might need to get additional information from AMSCO, AmericanYawp, or a video. You need to not only know what these terms are, but why they are SIGNIFICANT, a theme they fall into, and how they fit into the “Big Picture”. See directions on IDs for more information. 20-1: Gilded Age 20-13: Robert LaFollette, Wisconsin Idea, Recall,20-2: Spoils System Referendum, Initiative20-3: Pendleton Act; Mugwumps 20-14: W.E.B. DuBois, Talented Tenth, NAACP (National 20-4: Sherman Antitrust Act; Lodge Bill (Advancement for the Advancement of Colored20-5: People’s Party/Populist Party, Omaha Platform People), Plessy v. Ferguson20-6: Panic of 1893 20-15: Booker T. Washington, Atlanta Compromise20-7: Coxey’s Army 20-16: IWW (Industrial Workers of the World)20-8: Free Silver Movement, Gold standard, 20-17: Eugene V. Debs, New Nationalism

Solid South 20-18: Progressive/Bull Moose Party 20-9: William Jennings Bryan, Cross of Gold speech 20-19: Pullman Strike20-10: 16th-19th Amendments 20-20: Woodrow Wilson, Federal Reserve Act, New Freedom20-11: Teddy Roosevelt, Square Deal Clayton Antitrust Act20-12: William Taft, “trust-busting” 20-21: Prohibition, Carry Nation

What is the point of view of this cartoon? Explain.

Considering the goals of the Populists, why did so many other groups support them?

“A Party of Patches”

Fill out each section of this chart with at least two additional examples

Reform Efforts Specific Examples of Success

Political Issues

Ex. Grant more political power to individual citizens 17th Amendment—Direct election of Senators

Social Issues

Ex. Gain right to vote for women 19th Amendment

Economic Issues

Ex: Reduce power of trusts Northern Securities Case

AP US HISTORY Reading Guide—America’s History—Chapter 21: An Emerging World Power, 1890-1918The following are the items from the AP Curriculum Framework that apply to this chapter. I suggest you read these, make sure you understand them, and be able to explain and give examples to support each one. Your textbook will cover some of these; we will cover others in class. Quite often there will be overlap between chapters.

Key Concept 7.3: Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world. I. In the late 19th century and early 20th century, new U.S. territorial ambitions and acquisitions in the Western Hemisphere and the Pacific accompanied heightened public debates over America’s role in the world.A) Imperialists cited economic opportunities, racial theories, competition with European empires, and the perception in the 1890s that the Western frontier was “closed” to argue that Americans were destined to expand their culture and institutions to peoples around the globe.

*Put examples here

B) Anti-imperialists cited principles of self- determination and invoked both racial theories and the U.S. foreign policy tradition of isolationism to argue that the U.S. should not extend its territory overseas.

C) The American victory in the Spanish–American War led to the U.S. acquisition of island territories in the Caribbean and the Pacific, an

increase in involvement in Asia, and the suppression of a nationalist movement in the Philippines.

II. World War I and its aftermath intensified ongoing debates about the nation’s role in the world and how best to achieve national security and pursue American interests.A) After initial neutrality in World War I, the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs, in response to Woodrow Wilson’s call for the defense of humanitarian and democratic principles.

B) Although the American Expeditionary Forces played a relatively limited role in combat, the U.S.’s entry helped to tip the balance of the conflict in favor of the Allies.

C) Despite Wilson’s deep involvement in postwar negotiations, the U.S. Senate refused to ratify the Treaty of Versailles or join the League of Nations.

Key Concept 7.2: Innovations in communications and technology contributed to the growth of mass culture, while significant changes occurred in internal and international migration patterns. II. Economic pressures, global events, and political developments caused sharp variations in the numbers, sources, and experiences of both international and internal migrants. B) The increased demand for war production and labor during World War I and World War II and the economic difficulties of the 1930s led many Americans to migrate to urban centers in search of economic opportunities.

C) In a Great Migration during and after World War I, African Americans escaping segregation, racial violence, and limited economic opportunity in the South moved to the North and West, where they found new opportunities but still encountered discrimination.

*** THE BIG IDEA: As the United States became a major power on the world stage, what ideas and interests did policymakers seek to promote in international affairs? (not optional – do on separate paper)

Guided Reading Questions— How did imperialism in the 1890s reflect both continuities and changes from earlier eras? List and explain the reasons for American imperialism in the 1890s. Why was the US interested in seeing the conflict between Spain and Cuba resolved? How and why did the US acquire Hawaii? Why was this controversial to some? Why did the US go to war against Spain in 1898, and what led to US victory? Compare and contrast the reactions to the US takeover of the Philippines. Why did events in the Philippines cause some Americans to question imperialism? Explain America’s interest in Asia.

IDs—You are responsible for these. Most are in your book, but you might need to get additional information from AMSCO, AmericanYawp, or a video. You need to not only know what these terms are, but why they are SIGNIFICANT, a theme they fall into, and how they fit into the “Big Picture”. See directions on IDs for more information. 21-1: Imperialism, American exceptionalism 21-11: Moral Diplomacy, Dollar Diplomacy, William Howard Taft21-2: Alfred T. Mahan 21-12: Lusitania, Zimmermann Telegram21-3: Spanish American War, Yellow Journalism, 21-13: Trench warfare, Doughboys

De Lome Letter, USS Maine 21-14: War Industries Board, National War Labor Board21-4: Teller Amendment 21-15: CPI & George Creel21-5: Hawaii, Queen Liliuokalani 21-16: Sedition Act 191821-6: Rough Riders 21-17: Great Migration21-7: Anti-Imperialists 21-18: Fourteen Points, League of Nations, Woodrow Wilson21-8: Platt Amendment, Insular Cases 21-19: Treaty of Versailles21-9: Open Door Policy 21-20: Henry Cabot Lodge21-10: “Speak Softly and Carry a Big Stick,” Panama Canal, 21-21: White Man’s Burden

Roosevelt Corollary

How did the Roosevelt Corollary signal a departure from the way the US historically approached relations with Latin America?

How does Wilson’s intervention in Mexico indicate America’s new, expanded role in world affairs? From class: explain how MAIN led to WWI. Analyze the consequences of new technology in WWI. How, and for what reasons, did the US react to the outbreak of war in Europe? What factors led the US to enter WWI, despite the desire of so many Americans, including the president, to stay out of the

war? How did racism affect the treatment of minority soldiers? Look at the chart on page 689—what does the data suggest about the role of US soldiers as compared to other nations in

WWI? Analyze the ways in which the federal government expanded during WWI. What gains did workers win during the war? How did the war encourage nativism at home? What were the effects of civilian mobilization on African Americans, women, and Mexican Americans? To what extent were Wilson’s Fourteen Points realistic? What components of the Treaty of Versailles caused extreme resentment and hardship in Germany? In what ways did the Treaty of Versailles embody—or fail to embody—Wilson’s Fourteen Points? Your book states that the Treaty of Versailles “must be judged one of history’s greatest catastrophes.” Do you agree? Why

or why not? Explain the division within the Senate over ratification of the Treaty of Versailles.

***Turning Point: Choose one of the following as the most significant turning point in the rise of the US to a global power—Treaty of Paris 1898, Roosevelt Corollary, Wilson’s Fourteen Points. Explain your choice. (not optional – do on a separate page)

Historical Situation:

Audience:

Purpose:

Point of View:

Chapter 20 - Links to things that might help you understand, review, pretend to study, etc.: Crash Course--Gilded Age Politics Crash Couse--The Progressive Era Crash Course--The Progressive Presidents Mr. Betts Class--Populists Meet Taylor Swift

Mr. Betts Class--Progressive Era Review Mr. Betts Class--Women's Suffrage Jocz Productions--Gilded Age Politics Jocz Productions--Western Expansion and Farmers' Movements Jocz Productions--Progressive Era Part 1 Jocz Productions--Progressive Era Part 2 APUSHREVIEW.COM PowerPoint Review Videos for each chapter Gilder Lehrman--Short Synopsis of Progressive Reforms Gilder Lehrman--Period 6 Review Gilder Lehrman--Period 7 Review Learnerator--Practice questions Period 6 and 7

Chapter 21 - Links to things that might help you understand, review, pretend to study, etc.: Crash Course--Imperialism Crash Couse--America in World War I Crash Course--Women's Suffrage Mr. Betts Class--Wilson's 14 Points (not a song, sadly) Jocz Productions--Imperialism Jocz Productions--Chapter 21 Review Jocz Productions--US Entry Into WWI Explained Jocz Productions--Sedition Act and Rise of Nativism Explained APUSHREVIEW.COM PowerPoint Review Videos for each chapter Gilder Lehrman--Period 6 Review Gilder Lehrman--Period 7 Review Learnerator--Practice questions Period 6 and 7