APUSH: UNIT 7 OVERVIEW
TEXT REFERENCES:
KCB: CHAPTERS 23-26
NATION IN TRANSITION: 1865-1899
OUR APPROACH TO THIS UNIT WILL BE SOMEWHAT DIFFERENT! Plan to
spend a significant amount of class time reading and studying this period
of time while preparing for your SEMESTER FINAL.
Key Concepts
16. The rise of big business in the United States encouraged massive migrations and urbanization,
sparked government and popular efforts to reshape the US economy and environment, and
renewed debates over US national identity.
17. The emergence of an industrial culture in the United States led to both greater opportunities
for, and restrictions on, immigrants, minorities, and women.
18. The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political
debates over economic and social policies.
UNIT 7 VOCABULARY (for use when dealing with the Turner Project)
CHAPTER 23
“waving the bloody shirt”
Tweed Ring
Credit Mobilier Scandal
Panic of 1873
Gilded Age
patronage
Compromise of 1877
Civil Rights Act of 1875
sharecropping
Jim Crow
Plessy v. Ferguson
Chinese Exclusion Act
Pendleton Act
Homestead Strike
grandfather clause
Jay Gould
Horace Greeley
Rutherford B. Hayes
James A. Garfield
Chester Arthur
Grover Cleveland
Thomas B. Reed
Tom Watson
William Jennings Bryan
J.P. Morgan
** CHAPTER 24
(Turner Project Focus)
Wabash, St. Louis and Pacific
RR Co. v. Illinois
Interstate Commerce Act
vertical integration
horizontal integration
trust
Interlocking directorates
Standard Oil Company
Social Darwinists
Sherman Anti-Trust Act
National Labor Union
Knights of Labor
Haymarket Square
American Federation of Labor
closed shop
Cornelius Vanderbilt
Alexander G. Bell
Thomas Alva Edison
Andrew Carnegie
John D. Rockefeller
Samuel Gompers
** CHAPTER 25
(Turner Project Focus)
New Immigrants
settlement houses
liberal Protestants
Tuskegee Institute
land-grant colleges
pragmatism
yellow journalism
National American Women
Suffrage Association (NAWSA)
Women’s Christian
Temperance Union (WCTU)
World’s Columbian Exposition
Jane Addams
Charles Darwin
Booker T. Washington
W.E.B. DuBois
Joseph Pulitzer
William Randolph Hearst
John Dewey
Horatio Alger
Mark Twain
Carrie Chapman Catt
OUR APPROACH TO UNIT 7
The name of this unit is “Transitional Nation” and we are also “in
transition” to second semester right now. You will be completing
a TUTORIAL on the period of 1865-1899 over the next several days.
I have provided an explanation starting below!
BRING YOUR BRAIN WITH YOU!
CHAPTER 26
reservation system
Battle of the Little Bighorn
Battle of Wounded Knee
Dawes Severalty Act
mining industry
Homestead Act
mechanization of agriculture
Populists
Pullman Strike
fourth party system
Gold Standard Act
Frederick Jackson Turner
Jacob S. Coxey
William McKinley
Marcus Alonzo Hanna
RED ALERT!
YOUR FINAL EXAM WILL
INCLUDE THE FOLLOWING:
MATCHING SECTION:
“THE FIFTEEN ESSENTIALS”
DOCUMENT-BASED ESSAY ON
THE DECADE OF THE 1850s
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THE TURNER SEMINAR: EXPLORING 1865-1899
We are going to finish the semester foraging around in the late 19th Century. I have dubbed this
project the “Turner Seminar” – named for one of my great historian heroes. Turner (bottom
left-center) was born in Portage, Wisconsin and graduated from UW-Madison in 1884. Turner
earned a PhD in history from Johns Hopkins University in 1890 where he studied under Herbert
Baxter Adams (bottom left). It was Baxter who initiated the Seminar Method of historical
research. That word comes from the Latin, “seminarium” meaning “seed plot” – in other words,
the seeds are planted among a group of students who will then go on to further study (much of
what we do in class is derived from my study of that method!). Turner eventually taught at UWMadison from 1890-1910 and at Harvard from 1911-1924. His fame in the world of history
came largely as a result of his “Frontier Thesis” and his reorientation of American history away
from its Euro-centric roots. Turner’s greatest contribution was his inspiration of a generation
of young historians who carried his theories of history into schools and universities across the
country – one such historian was Merle Curti. A quick connection to greatness on my part –
moving from left to right on the bottom . . . Adams taught Turner and one of Turner’s last
students was a guy named Merle Curti – he went on to become a HUGE name in the historical
world . . . he, in turn, deeply influenced (and was a friend of) Paul Boyer . . . and in the early 90s I
met Paul Boyer who introduced me to Merle Curti (a very old man at the time!). Note the
microscopic size of my picture here – I feel TINY alongside these people!
OUR APPROACH (you will be working in partners – listing is on the next page)
1.
You will be responsible for completing the writing prompts related to Chapters 22, 23, and 26.
This will involve utilizing the book for research or listening to the Nagle lectures that correlate
with the information. Note the directions further on in the overview. You do the prompts
yourself.
2.
You will be responsible for preparing a short presentation/discussion of Chapter 24 or 25 (you
will have one, your partner the other). Again, a more detailed description of that follows.
3.
You will prepare for your SEMESTER EXAM. It will include your ability to commit to memory
RYKKEN’S 15 ESSENTIALS OF ADVANCED HISTORICAL STUDY IN AMERICAN HISTORY, and
preparation for writing a DBQ related to the decade of the 1850s!
“MY
OPPORTUNITY TO
BE IN THE
PRESENCE OF
GREATNESS!”
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TURNER SEMINAR PROCEDURES
(or . . . “How much can I fit on this page?”)
ASSIGNMENT PROTOCOL
1. Label this way: Last Name/Turner Project 2016
2. Your completed work (2 pages max) should be
submitted in HARD COPY!
3. WORK IS DUE MONDAY 1.18!
** I will be utilizing some of our class time for TALKING HISTORY, but will keep that to a minimum.
Much of your time will be spent reading and preparing the work.
Friday(B) 1.8: FINISH CIVIL WAR AND INITIATE TURNER PROJECT!
BLOCK 5B
PARTNERS
Potter
Bluedorn
** NOTE: FRIDAY 1.8 – UNIT 6 ESSAY PROMPTS DUE!
Dunneisen
Danielson
Tuesday(B) 1.12: RYKKEN MINI-LECTURE: (1865-1900) Worktime (TP)
Thursday(B) 1.14: RYKKEN MINI-LECTURE (1865-1900) Worktime: The Turner Project/ READ 23!
Sweeney
Berg
Monday(B) 1.18: Worktime: The Turner Project/ TURNER PRESENTATIONS
Cloud
Johnson
** NOTE: MONDAY 1.18 – TURNER PROJECT CHAPTER WORK AND WRITING PROMPTS DUE!
Hanson
Guenther
CHAPTER PRESENTATIONS MUST INCLUDE THE FOLLOWING (Note the Protocol Below)
Rave
1.
2.
3.
4.
5.
50 word paragraph that summarizes the chapter content.
“Top 10” Vocab from the chapter – listed and defined in two sentences, including page # reference.
You need to include 3 people in your vocab (out of 10).
Identification (by page) of THREE VISUALS that you believe are SYMBOLICALLY IMPORTANT
for understanding the content of the chapter – provide a brief explanation of each.
Identification of ONE DOCUMENT EXCERPT (several are included in each chapter) that you believe
reinforces a major theme in the chapter, including an explanation of the MAIN UNDERLYING
ASSUMPTION being exhibited by the author.
Identification of the MOST SURPRISING OR COMPELLING thing you learned in the reading of the
chapter – provide a one paragraph explanation.
HERE ARE THE WRITING PROMPTS FOR CHAPTERS 22, 23, AND 26. Your responses should go on the
reverse or page 2 of your 24/25 Summary. RESPONSES SHOULD BE roughly 150-200 words each.
1. FROM 22 and LINK #2 . QUESTION: Make the case to me that the FAILURES of Reconstruction
(focus on Election of 1876) have hurt American society ever since, as evidenced by recent events in
the news.
2. FROM 23 and LINK #3: QUESTION: What were the short and long-term results of the “Jim Crow”
system in the South? Why was the Sharecropping System so hard to overcome? Were blacks
worse off or better off after the Civil War?
3. FROM 26: QUESTION: Why has the Plains Indians’ resistance to white encroachment played such a
large part in the popular American view of the West? How is that mythical past related to the
Indians’ actual history?
HOW WILL I BE GRADING THIS WORK, YOU ASK?
This is process work and I need to see evidence of you taking it seriously. You also have an obligation to educate
your partner. This is your last grade prior to the Final Exam. Here’s how it will be graded (four levels out of 50
points):
EXEMPLARY WORK: 50 POINTS
BETTER THAN ADEQUATE WORK: 44 POINTS
MINIMUM COMPETENCY: 38
LESS THAN ADEQUATE WORK: 32
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