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. I. Large-scale industrial production — accompanied by massive technological change, expanding international communication networks, and pro-growth government policies — generated rapid economic development and business consolidation. A. Following the Civil War, government subsidies 
 for transportation and communication systems helped open new markets in North America. 17 Examples: Federal and state loans and land grants to transcontinental railroads, Credit Mobilier Scandal, transatlantic telegraph cable (1866) B. Businesses made use of technological innovations, greater access to natural resources, redesigned financial and management structures, advances 
 in marketing, and a growing labor force to dramatically increase the production of goods. Examples: John D. Rockefeller (oil), J.P. Morgan (banking), Andrew Carnegie (Bessemer steel), Alexander Graham’s Bell (telephone), Cornelius Vanderbilt (railroads), Cyrus Field (transatlantic telegraph), Montgomery Ward mail order catalog C. As the price of many goods decreased, workers’ real wages increased, providing new access to a variety of goods and services; many Americans’ standards of living improved, while the gap between rich and poor grew. Examples: Gilded Age by Mark Twain (1873), Boss Tweed (1869-1876), tenement housing, Century of Dishonor by Helen Hunt Jackson (1881), How the Other Half Lives by Jacob Riis (1890) D. Many business leaders sought increased profits by consolidating corporations into large trusts and holding companies, which further concentrated wealth. Examples: near monopoly, Standard Oil Trust (1882), holding company, business pool, horizontal integration, vertical integration, E. Businesses and foreign policymakers increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in the Pacific Rim, Asia, and Latin America. Examples: Purchase of Alaska (1867), Influence of Sea Power upon History by Alfred T. Mahan (1890) Turner Thesis (1893), Treaty of Paris (1898) and the acquisition of Puerto Rico, Guam, and the Philippines, annexation of Hawaii (1898), John Hay’s Open Door Note (1899) II. A variety of perspectives on the economy and labor developed during a time of financial panics and downturns. A. Some argued that laissez-faire policies and competition promoted economic growth in the 
 long run, and they opposed government intervention during economic downturns. Examples: Laissez faire policies, Panic of 1873, Panic of 1893, Social Darwinism, Horatio Alger’s “rags to riches” dime novels, Andrew Carnegie’s Gospel of Wealth (1899), philanthropy B. The industrial workforce expanded and became more diverse through internal and international migration; child labor also increased. Examples: Farm mechanization led to increased migration to cities, “New Immigration” from Southern and Eastern Europe, Chinese immigration C. Labor and management battled over wages and working conditions, with local workers organizing local and national unions and/or directly confronting business leaders. Examples: Knights of Labor (1869), Terrence Powderly, Haymarket Square riot (1886), American Federation of Labor (1886), Samuel Gompers, “bread and butter” unionism, Mother Jones’ “March of the Children” (1903), yellow dog contracts, blacklists, Railway Strike of 1877, Homestead Strike of 1892, Pullman Strike of 1894 D. Despite the industrialization of some segments
 of the Southern
 economy — a change promoted by Southern leaders who called for a “New South” — agriculture based on sharecropping and tenant farming continued 
 to be the primary economic activity in the South. 18 Examples: “New South”, Henry Grady, textile mills in the South, James Duke III. New systems of production and transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers. A. Improvements in mechanization helped agricultural production increase substantially and contributed to declines in food prices. Examples: Reapers, combines, bonanza farming, dry farming, barbed wire 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 Examples: Grange (1867), Granger laws, Wabash v. Illinois (1886), Southern Farmers’ Alliance (1875), National Farmers’ Alliance (1877), Colored Farmers’ Alliance (1886) 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. Examples: Ocala Platform of 1890, goals of the Populist Party, “free silver” movement, William Jennings Bryan Key Concept 6.2: The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change. I. International and internal migrations increased both urban and rural populations, but gender, racial, ethnic, religious, and socioeconomic inequalities abounded, inspiring some reformers to attempt to address these inequities. A. As cities became areas of economic growth featuring new factories and businesses, they attracted immigrants from Asia and from southern and eastern Europe, as well as African American migrants within 
 and out of the South. M any m igra ersecution, and limited opportunities for social mobility in their home countries or regions Examples: Pap Singleton and the Exodusters (1879), New Immigration from Southern and Eastern Europe, Chinese immigration B. Urban neighborhoods based on particular ethnicities, races, and classes provided new cultural opportunities for city dwellers. Examples: Chinatowns, “Little Italy” C. Increasing public debates over assimilation and Americanization accompanied the growth of international migration. Many immigrants negotiated compromises between the cultures they brought and the culture they found in the United States. Examples: Assimilation, Ellis Island, Angel Island D. In an urban atmosphere where the access to power was unequally distributed, political machines thrived, in part by providing immigrants and the poor with social services. Examples: National American Woman Suffrage Association (1890), Women’s Christian Temperance Union (1874), Tammany Hall political machine, settlement houses, Jane Addams and Hull House (1889), General Federation of Women’s Clubs (1890) 19 E. Corporations’ need for managers and for male and female clerical workers as
 well as increased access to educational institutions, fostered the growth of a distinctive middle class. A growing amount of leisure time also helped expand consumer culture. Examples: Conspicuous consumption, Harvard Annex for women (1879), Bryn Mawr College (1885) II. Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict. A. The building of transcontinental railroads, the discovery of mineral resources, and government policies promoted economic growth and created new communities and centers of commercial activity. Examples: Pacific Railway Acts (1862 to 1866), federal and state government subsidies to transcontinental railroads, cattle trails, cow towns B. In hopes of achieving ideals of self-sufficiency and independence, migrants moved to both rural and boomtown areas of the West for opportunities, such as building the railroads, mining, farming, and ranching. Examples: Silver boom in Tombstone (1877-1890), Abilene, Buffalo Bill Cody’s Wild West show, Frederic Remington’s paintings, Edward Wheeler’s Deadwood Dick “dime novels”, “range wars” C. As migrant populations increased in number and the American bison population was decimated, competition for land and resources in the West among white settlers, American Indians, and Mexican Americans led to an increase in violent conflict. Examples: Sand Creek Massacre, Battle of Little Big Horn (1876), Battle of Bear Paw Mountain, Battle of Wounded Knee (1890) D. The U.S. government violated treaties with American Indians and responded to resistance with military force, eventually confining American Indians to reservations and denying tribal sovereignty. Examples: Surrender of Chief Joseph (1877), Surrender of Apaches led by Geronimo (1887), Great Sioux Reservation E. Many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation, and they attempted to develop self-sustaining economic practices. Examples: Carlisle Indian School (1879), Dawes Act (1887), Ghost Dance movement (1890) Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies. I. New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age. A. Social commentators advocated theories later described as Social Darwinism to justify the success of those at the 
 top of the socioeconomic structure as both appropriate and inevitable. Examples: Social Darwinism, laissez faire policies, Russell Conwell’s Acres of Diamonds sermon, Horatio Alger’s “rags to riches” dime novels, American Protective Association (1887), Chinese Exclusion Act (1882) 20 B. Some business leaders argued that the wealthy 
 had a moral obligation 
 to help the less fortunate and improve society, as articulated in the idea known as the Gospel of Wealth, and they made philanthropic contributions that enhanced educational opportunities and urban environments. Examples: Andrew Carnegie’s Gospel of Wealth (1899), Carnegie public libraries, Stanford University, Vanderbilt University C. A number of artists and critics, including agrarians, utopians, socialists, and advocates of the Social Gospel, championed alternative visions for the economy and U.S. society. Examples: Gilded Age by Mark Twain (1873), Henry George’s “single land tax” in Progress and Poverty (1879), Century of Dishonor by Helen Hunt Jackson (1881), Edward Bellamy’s “utopian socialism” in Looking Backward (1888), Andrew Carnegie’s Gospel of Wealth (1889), How the Other Half Lives by Jacob Riis (1890), social gospel movement (1890), Jacob Coxey’s “March on Washington” (1894) 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. Examples: patronage vs. civil service reform, Pendleton Civil Service Act (1883), regulation of railroads, Interstate Commerce Act (1887), McKinley Tariff of 1890, “free silver” issue, Sherman Silver Purchase Act (1890), Greenback Labor Party (1874-1889), National Farmers’ Alliance, Populist Party (1891), regulation of trusts, Sherman Antitrust Act (1890) 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. Examples: settlement houses, Jane Addams’ Hull House, “good government” movement, National American Woman Suffrage Association (1890), Elizabeth Cady Stanton, Susan B. Anthony, Carrie Catt, Margaret Sanger, coed colleges, normal schools, “city beautiful” movement, 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. Examples: Jim Crow laws, poll taxes, grandfather clauses, literacy tests to vote, Impact of Plessy v. Ferguson, Booker T. Washington’s Atlanta Compromise (1895), Ida Wells-Barnett’s anti-lynching crusade, National Association of Colored Women (1896), Paul Lawrence Dunbar’s Lyrics of Lowly Life (1896), George Washington Carver ​​In AP® US History, period 6 spans from 1865 to 1898 CE. The following guide will be updated periodically with hyperlinks to excellent resources. As you are reviewing for the Gilded Age, focus on the key concepts and use the essential questions to guide you. PERIOD 6 DATES TO KNOW STUDY TIP: You will never be asked specifically to identify a date. However, knowing the order of events will help immensely with cause and effect. For this reason, we have identified the most important dates to know. 1876 - Little Bighorn 1886 - Haymarket Square Riot 1887 - Dawes Act 1887 - Interstate Commerce 1890 - Wounded Knee 1890 - Sherman Antitrust Act 1894 - Pullman Strike 1896 - “Cross of Gold” speech 1896 - Plessy v. Ferguson APUSH PERIOD 6 ESSENTIAL QUESTIONS STUDY TIP: Use the following essential questions to guide your review of this entire unit. Keep in mind, these are not meant to be practice essay questions. Each question was written to help you summarize the key concept. How did industrial capitalism affect US business and politics? What were the motives and consequences of 19th century migrations? In what ways were social norms challenged during the Gilded Age? Study Guide: Period 6 Contextualization Past Essay Questions from Period 6 STUDY TIP: Content from the Gilded Age has appeared on the essays twelve times since 2000. Take a look at these questions before you review the key concepts & vocabulary below to get a sense of how you will be assessed. Then, come back to these later and practice writing as many as you can! The APUSH exam was significantly revised in 2015, so any questions from before then are not representative of the current exam format. You can still use prior questions to practice, however DBQs will have more than 7 documents, the LEQ prompts are worded differently, and the rubrics are completely different. Use questions from 2002-2014 with caution. Essays from 1973-1999 available here.* 2018 - DBQ: US Imperialism 2018 - LEQ 2: Economic impact of Civil War 2016 - SAQ 3: Industrial Business 2015 - SAQ 4: Industrialization 2013 - LEQ 4: Impact of technology 2012 - DBQ: Impact of Big Business 2009 - LEQ 4: Labor unions 2008 - LEQ 4: The New South 2007 - DBQ: Changes to agriculture 2003 - LEQ 4: Regional impacts of Civil War 2001 - LEQ 4: Developments in transportation 2000 - DBQ: Labor Unions PERIOD 6 KEY CONCEPTS - COURSE OUTLINE The following outline was adapted from the AP® United States History Course Description as published by College Board in 2017 found here. This outline reflects the most recent revisions to the course.* 6.1. Rise of Industrial Capitalism 💵 Study Guide - The Rise of Industrial Capitalism Industrialization led to massive economic development.1. New transportation and communication systems opened new markets.1. Technological innovationsdramatically increased the production of goods.1. Wages increased and prices decreased, which improved standards of living.1. Businesses increased profits by consolidating power, which concentrated wealth.1. The US expanded markets by gaining influence and control in Asia and Latin America.1. The South saw New South reforms lead to some industrialization in what was previously farmland Financial downturns sparked new perspectives on the economy.1. Some opposed government intervention in support of laissez-faire policies.1. The work force expanded because of migrations.1. Laborers formed unions and battled management on wages and conditions. 1. ✊ Study Guide - Labor in the Gilded Age1. The South continued to rely on agricultural industries. Farmers responded to new systems of production and transportation.1. Industrialization increased production and substantially decreased food prices.1. Farmers created local and regional cooperatives.1. Populism gained momentum to fight economic instability. 6.2. Migrations Urban populations increased because of international and internal migrations.1. Cities attracted immigrants from Asia, south and eastern Europe, and African Americans from the south as they escaped oppression and sought opportunities. 1. ⛴ Study Guide - Migration and Immigration and Responses to Immigration1. Ethnic neighborhoods formed in cities.1. Immigrants had to assimilate to American culture, while preserving traditions.1. Political machines powered cities by providing the poor with social services.1. The middle class continued to grow as access to education increased, which expanded consumer culture. 1. 💰 Study Guide - The Growth of the Middle Class Many people moved west in search of land and opportunity, provoking conflict.1. Study Guides - Economic Impacts and Societal Impacts of Western Migration1. The transcontinental railroads created new communities and centers of activity.1. Motivated by ideals of self-sufficiency, migrants moved west building railroads, mining, farming, and ranching.1. Increased migrations decimated the bison population, which increased competition for land and resources between white settlers, Natives, and Mexican-Americans.1. In response to migrations, the US government violated treaties with Native Americans and then resorted to military force, confining Natives to reservations.1. American Indians attempted to preserve tradition, despite oppression. 6.3. The Gilded Age Social norms were challenged by new intellectual movements.1. Theories of social darwinism were used to justify racial hierarchies.1. Some business leaders advocated philanthropy through the Gospel of Wealth.1. Alternative economic theories spread including utopian, socialist, and communist. Social changes inspired debates over the relationship between business and government.1. Political parties sparred over tariffs and currency issues as reformers argued that greed had corrupted government. 1. Study Guide - Gilded Age Politics1. Women fought for more equality with men through social and political reforms. 1. Study Guide - Gilded Age Reform1. Racial segregation was upheld in the courts through Plessy v. Ferguson. Increased violence against black communities sparked debates about race and reform. LIST OF CONCEPTS & VOCABULARY FROM PERIOD 6 STUDY TIP: These are the concepts and vocabulary from period 6 that most commonly appear on the exam. Create a quizlet deck to make sure you are familiar with these terms! Alexander Graham Bell American Federation of Labor Andrew Carnegie assimilationists Bessemer Process Booker T. Washington boomtown Chief Joseph Chinese Exclusion Act Civil Rights Cases of 1883 civil service reform Commerce Act conservationists Cornelius Vanderbilt Dawes Act Elizabeth Cady Stanton Ellis Island ethnic enclaves Eugene Debs Frank Lloyd Wright Frederick Jackson Turner Ghost Dance Gilded Age Gospel of Wealth Haymarket Strike Horatio Alger horizontal consolidation Hull House Ida B. Wells impressionism Interstate Commerce Act Jane Addams jazz Jim Crow Law John Muir John Rockefeller Joseph Pulitzer JP Morgan Knights of Labor labor unions laissez faire Land-Grant Colleges Las Gorras Blanca lynching Mark Twain Mother Jones Munn v. Illinois NAWSA New South Ocala Platform Pendleton Act political machine Populist Party preservationists Protestant work ethic public high school Pullman Strike Queen Liliuokalani railroad strike of 1877 realism referendum refrigeration Salvation Army Samuel Gompers Second Industrial Revolution Sherman Antitrust Act social darwinism socialism Solid South spectator sports stalwart survival of the fittest Tammany Hall temperance tenant farming tenements The Grange transcontinental railroads trust Tuskegee Institute vertical integration W.E.B. DuBois Wabash v. Illinois white supremacy William Hearst William Jennings Bryan APUSH Period 6: The Gilded Age (1865-1898) 6 min read•Last Updated on July 11, 2024 In AP® US History, period 6 spans from 1865 to 1898 CE. The following guide will be updated periodically with hyperlinks to excellent resources. As you are reviewing for the Gilded Age, focus on the key concepts and use the essential questions to guide you. PERIOD 6 DATES TO KNOW STUDY TIP: You will never be asked specifically to identify a date. However, knowing the order of events will help immensely with cause and effect. For this reason, we have identified the most important dates to know. 1876 - Little Bighorn 1886 - Haymarket Square Riot 1887 - Dawes Act 1887 - Interstate Commerce 1890 - Wounded Knee 1890 - Sherman Antitrust Act 1894 - Pullman Strike 1896 - “Cross of Gold” speech 1896 - Plessy v. Ferguson APUSH PERIOD 6 ESSENTIAL QUESTIONS STUDY TIP: Use the following essential questions to guide your review of this entire unit. Keep in mind, these are not meant to be practice essay questions. Each question was written to help you summarize the key concept. How did industrial capitalism affect US business and politics? What were the motives and consequences of 19th century migrations? In what ways were social norms challenged during the Gilded Age?