Course Content
Technical Support
1-800-234-5832
M–Th: 8:00A.M.–Midnight EST
F: 8:00A.M.–10:00P.M. EST
Lesson Plans
The American Nation: A History of the United States ©2000
by John A. Garraty and Mark C. Carnes
Focus Lesson 15
Chapter 19: "American Society in the Industrial Age"
Chapter 20: "Intellectual and Cultural Trends"
AP* Course Description
- Urban Society
- Lure of the city
- Immigration
- City problems
- Slums
- Awakening conscience; reforms
- Settlement houses: Jane Addams and Lillian Wald
- Intellectual and Cultural Movements
- Education
- Colleges and universities
- Scientific advances
- Professionalism and the social sciences
- Realism in literature and art
- Mass culture
- Use of leisure
- Publishing and journalism
- Education
Key Components
- Instructor's Manual:
Chapter 19, pp. 186–194
Chapter 20, pp. 195–203 - Study Guide, Vol. II:
Chapter 19, pp. 51–64
Chapter 20, pp. 65–78 - Test Bank:
Chapter 19, pp. 314–330
Chapter 20, pp. 331–347
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Check the Online Companion Web site for updated links to U.S. history sites.
- Jacob Riis: How the Other Half Lives
- About.com: Immigration Issues
- Fabric of a Nation: Stories of American Immigration
- Turn of the Century Child
- The Avalon Project at Yale Law School
- The History Place: Child Labor in America 1908–1912
Key Words and Terms
Chapter 19
- "culture of consumption"
- upward mobility
- padrone system
- tenement
- settlement house
- American Protective Association
- Toynbee Hall
- Thorstein Veblen
- James Naismith
- Lillian Wald
- Michael Pupin
- Salvation Army
- "hayseeds"
- "New Immigration"
- nativist
- infrastructure
- Great Eastern
- How the Other Half Lives
- Rerum Novarum
- Hull House
- Louis Sullivan
- Dwight L. Moody
- David Wells
- Frank J. Sprague
Chapter 20
- "soft social sciences"
- realism in literature
- impressionism
- Associated Press
- Harper's
- University of Chicago
- The Adventures of Huckleberry Finn
- The Portrait of a Lady
- Principles of Psychology
- William Randolph Hearst
- Thomas Eakins
- James Whistler
- Henry James
- "Seven Sisters"
- naturalism
- "Teutonic origins" of democracy
- Ladies Home Journal
- The Gilded Age
- Sister Carrie
- Gulf Stream
- Joseph Pulitzer
- John Dewey
- Winslow Homer
- William Dean Howells
- Mark Twain
- William James
Suggested Pacing
Chapters 19 and 20, combined with Chapters 18 and 21, constitute approximately three-and-a-half weeks of study. As students approach the end of Chapter 19, have them begin to make connections between and among the chapters, looking for cause-and-effect relationships.
Test Strategy
If a multiple-choice question appears easy, it really might be. Students should not automatically think that it is a trick question, but they should evaluate each answer carefully.
Key Concepts
- Immigration as a recurring theme
One of the recurring themes that students should be tracking in U.S. history is immigration. Beginning in the late 1800s, the first restrictive laws on immigration were passed as Southern and Eastern Europeans began to supplant immigrants from Northern and Western Europe. As students will see, the most restrictive laws were passed against Asians, and in fact Asians were for a time completely excluded from the United States. Social Darwinists supported this policy because they considered these people physiologically inferior to Anglo-Saxons. Others opposed immigration because they feared that newly arrived immigrants would work for less money and take jobs from native-born workers. Employers feared the possibility of radicals from abroad stirring up labor troubles. - Additional recurring themes
Other recurring themes in U.S. history that Chapter 19 explores are the growth and influence of cities; the mobility of social classes, as noted by the rise of the middle class; the increase in leisure as work becomes automated and wealth increases; and the spirit of reform. These themes became material for artists and writers of the realistic schools of art and literature.
Summing Up Student Understanding
If possible, work with the English/Language Arts Department to create several lessons that you can co-teach on the history and literature of the late-nineteenth century. Students might read one of the books listed in this chapter or another work by one of the authors discussed and write a book report for extra credit in both courses.
ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. II Since 1865, edited by Unger and Tomes—Chapter 2
- The Power of Words: Vol. II From 1865, edited by Breen—Chapter 4
- Constructing the American Past, Vol. II, edited by Gorn, Roberts, and Bilhartz—Chapters 4 and 6
- American Experiences: Vol. II From 1877, edited by Roberts and Olson (secondary source readings)—Part Three