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Lesson Plans
The American Journey: A History of the United States ©2000
by David Goldfield, Carl Abbott, Virginia DeJohn Anderson, Jo Ann E. Argersinger, Peter H. Argersinger, William L. Barney, Robert M. Weir
Focus Lesson 15
Chapter 19: "A New South, 1877–1900"
Chapter 20: "Industry, Immigrants, and Cities, 1870–1900"
AP* Course Description
- New South and the Last West
- Politics in the New South
- White and African Americans in the New South
- Subordination of freed slaves: Jim Crow
- Southern economy
- Sharecropping
- Industrial stirrings
- Politics in the New South
- Industrialization and Corporate Consolidation
- Industrial growth: railroads, iron, coal, electricity, steel, oil, banks
- Laissez-faire conservatism
- Gospel of wealth
- Myth of "self-made" man
- Social Darwinism
- Social critics and dissenters
- Effects of technological development on worker/workplace
- Union movement
- Knights of Labor and American Federation of Labor
- Haymarket, Homestead, and Pullman
Key Components
- Instructor's Manual:
Chapter 19, pp. 125–131
Chapter 20, pp. 132–138 - Study Guide, Vol. II Since 1877:
Chapter 19, pp. 10–19
Chapter 20, pp. 20–29 - Test Item File:
Chapter 19, pp. 220–230
Chapter 20, pp. 231–242
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check PHSchool.com for updated links to U.S. history sites.
- The Carnegie Corporation of New York
- The Gilded Age WebQuest: Documenting Industrialization in America
- Edison's Home Page
- How the Other Half Lives by Jacob Riis
- PBS: The Richest Man in the World: Andrew Carnegie
- John D. Rockefeller and the Standard Oil Company
- The Samuel Gompers Papers
Key Words and Terms
Chapter 19
- sharecropping
- American Tobacco Company
- subtreasury plan
- settlement houses
- Jim Crow laws
- Tuskegee Institute
- National Grange
- Populist Party
- temperance movement
Chapter 20
- horizontal/vertical integration
- Gospel of Wealth
- collective bargaining
- Homestead strike
- Chinese Exclusion Act
- Gilded Age
- social Darwinism
- American Federation of Labor
- suffragist
Suggested Pacing
Combine the teaching of Chapters 19 and 20 to facilitate moving through the text in a timely fashion. Allow six 90-minute classes on a block schedule or twelve 45-minute classes on a traditional bell schedule.
Test Strategy
Historical analysis lends itself to cause-and-effect explanations of events, and students may find themselves having to write an AP* exam essay that calls for an examination of a cause and its effects. Point out to students that a successful cause-and-effect essay includes a discussion of a cause—the event or condition that produces a specific result—an explanation of a resulting effect(s) or outcome, and evidence and facts to support the relationship between cause and effect. The essay has to be developed in a logical manner that makes the relationship clear.
Key Concepts
- Ideas about race
Students should be aware that Southern attitudes toward race were not developed in isolation. Charles Darwin's theory of evolution and Herbert Spencer's influence on the development of social Darwinism greatly influenced U.S. social thought. Students should make the connection between how Southerners viewed newly freed African Americans with how the United States dealt with native Hawaiians and with Asian nations at the turn of the century. These same attitudes of racial superiority of whites and racial inferiority of all others gave rise to a foreign policy of imperialism and "gunboat diplomacy" and discrimination against immigrants who did not come from Northern and Western Europe. - Connection between industry, immigrants, and urbanization
The rise of industry brought with it the need for great numbers of workers and for places for them to live. Although the lure of the city—and economic problems in the farming sector—caused many young people to leave rural areas, the new industries needed more workers than the nation could provide. This need coincided with economic depressions in parts of Europe, drops in farm prices, overcrowded land holdings, and religious persecution, thus pushing many in Southern and Eastern Europe to emigrate to the United States. Once there, most went no farther than the factories and sweatshops of the cities. As the number and size of factories increased and the number of workers increased, towns grew into small cities and cities grew into mammoth centers of commerce.
Summing Up Student Understanding
Have students combine the information from the "Chronology" features in Chapters 19 and 20 in a giant timeline on the board. Then ask students to classify the events as economic, social, political, or some combination of the three categories. Students must justify their classifications. Then ask students to choose one event and explain its significance to the future of the nation. For example, students could choose to explain the significance of Mississippi's passage of a law to restrict black suffrage was a precursor of similar actions by other states. Have students identify the actions according to whether they were causes, effects, or simply coincidences.
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—Chapters 3 and 4
- Constructing the American Past, Vol. II, edited by Gorn, Roberts, and Bilhartz—Chapter 4