Given the changing nature of the Internet, you may wish to preview these sites. Always check for updated links to U.S. history sites.

Allow one week to teach this chapter.

Have students learn the Presidents, the years they were in office, and their political parties in chronological order. Learning this information will help students place events in their proper chronological order since so much of U.S. history revolves around Presidencies. Knowing the time frame for events will help students in determining time frame for multiple-choice questions on the AP* exam.

The major focus of this chapter is the work of middle-class reformers who were becoming alarmed at the changes taking place in American society—notably the inequality of wealth and the poor living and working conditions of the urban poor, many of whom were immigrants. National politics in the Gilded Age ignored the problems of farmers, workers, and ordinary Americans. This lack of interest spurred the development of third parties and political activists, especially on the local and state levels. The table on p. 622 of the student text provides an excellent overview of the contrasts in political interests. Students should be aware of the importance of the election of 1896 as one of those turning points in U.S. history.

To reinforce the importance of the Populists and the silver issue, have students research the symbolism in Frank Baum's book The Wizard of Oz. A Web site to aid in the search is listed above. Students should look for information about gold versus silver, the labor movement, politicians, and Coxey's Army. Have students answer the following questions: In the BOOK, what color were Dorothy's shoes? Why were they silver?

You might also find these additional readings useful in developing students' background knowledge or for DBQ activities: