AP US HistoryJanuary 14 – 18 2019

See the end of this lesson for information on the next Unit Test January 22 (Tuesday). This will follow the MLK holiday. All Classes will complete a Short Answer Section this time (No essays)

Don’t Forget to pay AP scoreshttps://aptestservice.com/wshs/

MONDAY Explain the causes and features of “New Immigration” during the Gilded Age (WXT-2,3) (MIG-2)

(WOR-3)

Materials Strategy/FormatPPT and video lecture-discussion SL.CCR.1 and

L.CCR.2-3

Student Skill TypesChronological Reasoning (1, 2, 3)Comp/Context (4, 5)Interpretation/Synthesis (8, 9) Homework

Introduction

An integral part of both the massive expansion of industry and the resultant labor union movement was the fact that American experienced the highest rate of immigration in our history! Obviously, immigration is a common thread in our nation's experience but in the Gilded Age it took on major ramifications. We will be splitting up this discussion into two class periods because video evidence on this topic is, I believe, critical for understanding. The basic plan is to look at European immigration on the Tuesday and Asian immigration on day Wednesday.

In 1887, the Statue of Liberty was erected in New York. The immigrants who would catch a glimpse of the statue would mainly come from eastern and southern Europe. Immigration during this period has come to be called “new immigration” to denote a wave from the Civil War years continuing to the First World War when refugees started trying to escape the horrors of the 1914-1918. Ellis Island developed as a reception center where European immigrants were screened and allowed to enter. Some immigrant’s names were

anglicized by the government officials. One could imagine someone trying to spell or pronounce the names of Duke Head basketball coach Mike Krzyzewski!!!!! My own history involves a similar story perhaps on my father's side.

As always seems to be the case, the term while not a misnomer does lead to misunderstanding. The immigrants were only new in the sense that the massive wave from many locations in Europe and Asia was much larger than before. Also, the countries of origin tended to be different, with southern and eastern Europe being more represented than the traditional central and western European points of origin. Also, the wave of Asian immigration was unprecedented.

The immigrants of the new immigration period were sometimes much worse off and less prepared to immigrate and success was much harder. Language and religious barriers played a much greater role. Tensions were also higher. As we have already seen with Irish (and others), the children of recent immigrants were often the most oppressive and unwilling to accommodate the new immigrants. By the end of the period, in 1924 the nation’s first immigration laws will be written and a quota system established.

European Immigration and the East Coast

Some 334,203 immigrants arrived in the United States in 1886, the year of the statue's dedication. A Cuban revolutionary, Jose Marti, wrote: "Irishmen, Poles, Italians, Czechs, Germans freed from tyranny or want--all hail the monument of Liberty because to them it seems to incarnate their own uplifting." In 1900, 14 percent of the American population was foreign born, compared to 8 percent a century later.

Passports were unnecessary and the cost of crossing the Atlantic was just $10 in steerage. European immigration to the United States greatly increased after the Civil War, reaching 5.2 million in the

1880s then surging to 8.2 million in the first decade of the 20th century. Between 1882 and 1914, approximately 20 million immigrants came to the United States. In 1907 alone, 1.285 million arrived. By 1900, New York City had as many Irish residents as Dublin. It had more Italians than any city outside Rome and more Poles than any city except Warsaw. It had more Jews than any other city in the world, as well as sizeable numbers of Slavs, Lithuanians, Chinese, and Scandinavians.

During the Late 19th century the wave of immigration was called “New Immigration.” Unlike earlier immigrants, who mainly came from northern and western Europe, the "new immigrants" came largely from southern and eastern Europe. Largely Catholic and Jewish in religion, the new immigrants came from the Balkans areas (Latvia Lithuania, and Estonia) Italy, Poland, and Russia.

Racial tensions in Europe erupted into a series of pogroms against Jews in Russia and Poland. This touched off one of the highest waves of Jewish immigration. Unlike some of the other groups, many Jews were craftsmen in the old countries and translated those skills into more success here. Jews tended to congregate in ghettos, a term whose meaning has changed and is tinged with racism. In this era, it simply referred to similar nationalities congregating in the same neighborhoods. Harlem in New York was a good example. In this period, Germans had lived there; giving way in the early 20th century to African-Americans, and now it is heavily Hispanic. Many of the eastern Europeans came as family units and intended to never go back to their homelands. Of course, Jews were not the only ones to face religious tensions. Italians were almost exclusively Catholic and Greeks were Eastern Orthodox and, like the Russians and Poles, had a language that was very different. People have always feared what they do not understand and the Gilded Age was no exception!

Many of the millions of immigrants who arrived to the United States in the late 19th and early 20th centuries did so with the intention of returning to their villages in the Old World. Known as "birds of passage," many of these eastern and southern European migrants (Italian and Greek) were peasants who had lost their property as a result of the commercialization of agriculture. These immigrants were predominately male and hoped to earn enough money to buy back their farms. Many of these immigrants came to America alone, expecting to rejoin their families in Europe within a few years. From 1907 to 1911, of every nearly 75% of Italians repatriated. For Southern and Eastern Europe as a whole, a little less than 50% would return to Europe

The West Coast Called the "Ellis Island of the West.” Angel Island in San Francisco was also a check point for immigrants

in the early years of the 20th century. But only a small proportion of the 175,000 people who arrived at Angel Island were allowed to remain in the United States. Angel Island was a detention center for Chinese immigrants. It was surrounded by barbed wire.

We have already discussed the Chinese Exclusion Act but they were not the only targeted group. Overpopulation and rural poverty led many Japanese to emigrate to the United States, where they confronted intense racial prejudice. In California, the legislature imposed limits on Japanese land ownership, and the Hearst newspaper ran headlines such as 'The Yellow Peril:” How Japanese Crowd out the White Race.'

The San Francisco School Board stirred an international incident in 1906 when it segregated Japanese students in an 'Oriental School.' The Japanese government protested to President Theodore Roosevelt. Roosevelt negotiated a 'gentlemen's agreement' restricting Japanese emigration.

A key issue in eastern immigration was contract labor. During the 19th century, demand for manual laborers to build railroads, raise sugar on Pacific Islands, mine precious metals, construct irrigation canals, and perform other forms of heavy labor, grew. Particularly in tropical or semi-tropical regions, this demand for manual labor was met by indentured or contract workers. Nominally free, these laborers served under contracts of indenture which required them to work for a period of time--usually five to seven years--in return for their travel expenses and maintenance. In exchange for nine hours of labor a day, six days a week, indentured servants received a small salary as well as clothing, shelter, food, and medical care.

An alternative to the indenture system was the "credit ticket system." A broker advanced the cost of passage and workers repaid the loan plus interest out of their earnings. The ticket system was widely used by Chinese migrants to the United States. Beginning in the 1840s, about 380,000 Chinese laborers migrated to the U.S. mainland and 46,000 to Hawaii. Between 1885 and 1924, some 200,000 Japanese workers went to Hawaii and 180,000 to the U.S. mainland.

The Chinese immigrants were sometimes derogatorily referred to as "coolies." Today, this term carries negative connotations of passivity and submissiveness, but originally it was an Anglicization of a Chinese word that refers to manual workers impressed into service by force or deception. In fact, indentured labor was frequently acquired through deceptive practices and even violence.

Between 1830 and 1920, about 1.5 million indentured laborers were recruited from India, one million from Japan, and half a million from China. Tens of thousands of free Africans and Pacific Islanders also served as indentured workers under the contract labor system.

The Anti-Immigration Backlash We have already seen an anti-immigration movement, the Know Nothings. In this era immigration was

more complex because many big business Republicans favored open immigration because of cheap labor. But, others especially middle class Republicans sought restrictions. Democrats who had long benefitted from the immigrant vote had no desire to stop the flow. The coasts were the main scenes of anti-immigration.

The wave of anti-Catholicism seen with the early waves of Irish and German immigration of the 1840s returned with a vengeance. A group called the APA (American Protective Association) lobbied and raised funds for WASP candidates against Catholic ones.

ConclusionImmigration issues were becoming a political issue during this period and of course has continued to this day. Interestingly enough, there did not seem to be as great a feeling of angst against Hispanic immigration at this point. In fact, at various points, the practice was encouraged and no one worried about the illegality. After all, in the southwest, Americans were the first immigrants!

HomeworkNone

TUESDAY

Identify and analyze the key ideas behind Populism (POL-1,2,3) (WXT-3) (CUL-2) Examine Populist documents in class(POL-1,2,3) (WXT-3) (CUL-2)

Materials Strategy/formatPpt and primary source materials Lecture/discussion

SL.CCR.1 and Close Text Reading (R.CCR.1)

Student ActivitiesChronological Reasoning (1,2,3)Historical Argument (5,6,)Interpretation/Synthesis (8)

Introduction

Before the mid-term we opened our discussion of the Gilded Age there was much political scandals that beset the Grant administration. We also saw that despite it being associated with state's rights and civil war, the Democrats quickly surged back into power as evidenced by the results of 1876 election mess. By the 1880s there were major issues that set the parties apart but generally the electorate stayed entrenched. This fact led to the development of several third parties. The Greenback Party for example came along supporting the economic ideas of the lower classes. It formed based upon the demand to make paper money legal tender as the Union had done during the Civil War Years. Their demands appealed to many on the lowest end of the socio-economic ladder but seemed simply too radical at this juncture.

One of the most important third parties to develop during the Gilded Age was called the People’s Party or Populist Party. Today we will look at this party, its bloc, and key ideas. Some of the Populist demands were aimed directly at the issues impacting farmers but also the industrial working class. The origins of the party were really unique.

The Populist movement grew out of earlier movements that had emerged among southern and western farmers, such as the Grangers, the Greenbackers, and the Northern, Southern, and Colored Farmers Alliances. As early as the 1870s, some farmers had begun to demand lower railroad rates. They also argued that business and the wealthy--and not land--should bear the burden of taxation

The Granger Movement 1870s

The first major rural protest was the Patrons of Husbandry, which was founded in 1867 and had 1.5 million members by 1875. Known as the Granger Movement, these embattled farmers formed buying and selling cooperatives and demanded state regulation of railroad rates and grain elevator fees. The Granger Movement was actually started by Oliver Kelley who was an employee of the U.S. Department of Agriculture. His original intent was to show farmers new methods of growing crops. Travelling around the Midwest he soon understood that farmers had little or no hope of prospering because big business was ranged against them. His particular focus and that of the organization were the unfair pricing practices of the railroad industry.

The pricing practices led to political agitation and finally two important Supreme Court cases were passed that have generally came to be called the Granger Laws. In the case Munn v. Illinois the High court affirmed an Illinois law saying that a state does have a right to regulate the pricing practices of a private company in some cases. Justice Morrison Waite wrote “When private property is affected with a public interest,” it ceased to be exclusively private.” He went on to ground his ruling in nineteenth‐century American case law regarding bridges, ferries, railroads, and navigable waterways. Waite observed that when one devotes “property to a use in which the public has an interest, he, in effect, grants to the public an interest in that use, and must submit to be controlled by the public for the common good, to the extent of the interest he has created.” This was a major victory for the Grangers. However, by the 1880s another case overturned this ruling Wabash v. Illinois (1887). This signaled the decline of the Grange movement but most joined the Populist Party.

The Populist Party

Even while the Granger Laws were turning against the Midwestern Farmers, new organizations were forming to assert the rights of the farmers. The Farmers Alliances and Colored Farmers Alliances began to

form across the Midwest but perhaps more importantly in the South where the farm vote nearly always went Democrat. There was a sure feeling that neither party would enforce farm demands

Many farmers blamed railroad owners, grain elevator operators, land monopolists, commodity futures dealers, mortgage companies, merchants, bankers, and manufacturers of farm equipment for their plight. Many attributed their problems to discriminatory railroad rates, monopoly prices charged for farm machinery and fertilizer, an oppressively high tariff, an unfair tax structure, an inflexible banking system, political corruption, corporations that bought up huge tracks of land. They considered themselves to be subservient to the industrial Northeast, where three-quarters of the nation's industry was located. They criticized a deflationary monetary policy based on the gold standard that benefited bankers and other creditors

The general demands an agricultural depression in the South and Great Plains gave rise to several lobbying organizations, including the Southern Farmers' Alliance and the National Farmers' Alliance and Industrial Union. Under the leadership of Leonidas Polk (an ex- Confederate General) and Charles Macune, the two organizations met at Ocala Florida to organize the farm protest. The resulting Ocala Platform was the result.1. Free and Unlimited coinage of silver2. The abolition of all national banks (all banks to be run by the government)3. A graduated income tax4. The establishment of “crop banks” regulated by the government5. Government control of major industries such as railroads6. The Direct Election of Senators7. A national 8-hour work day

National Political Action and Populism’s Decline

The disgruntled farmers turned to direct political action on their own behalf. The Populist Party met at Omaha Nebraska to assert its ideology forming the Omaha Platform based upon the Ocala meeting. In July 1892, they organized the Populist Party at Omaha, Nebraska, and nominated James B. Weaver as their presidential candidate. Weaver garnered 1 million votes; carried the states of Colorado, Kansas, Nevada, and Idaho; but finished third in the race. In 1896, the Populist Party fused with the Democratic Party in support of William Jennings Bryan's presidential campaign. Bryan finished a distant second to William McKinley, and the Populist Party soon disbanded.

The Populist Party tied its fortunes to William Jennings Bryan, the Democratic Candidate and as a result, ceased to be a major force. Eventually the Democratic Party absorbed the movement taking on some of its key demands. Be the way, Bryan is your new “Henry Clay;” not much on compromising but certainly liked running unsuccessfully for President.

ConclusionEven though Populism as a party died, the spirit continued on. Its socialist side became apparent with the growing strength of the Socialist Party in the early 20th century. Also, some believe that the book/movie The Wizard of Oz was a metaphor for Populism. It is also important to note that while the Populists lacked the force to get its demands met, another movement in the late 19th and early 20th century, Progressivism would be more successful.

HomeworkDue FridayComplete in your textbookAmerica Compared Chart on page 560 questions 1,2American Voices pp: 562-563 questions 1,2, and 3

WEDNESDAY Examine Populist and Immigration documents in class(POL-1,2,3) (WXT-3) (CUL-2)9MIG-3)

Materials Strategy/FormatReview/Docs packet SL.CCR.1 and Close Text Reading

(R.CCR.1)

Student Skill TypesChronological Reasoning (1, 2, 3)

Comp/Context (4, 5)

InstructionsToday we will conduct a review of the Gilded Age unrest in labor and the development of the greatest wave of immigration in US History. We be using some documents but also some stimulus based and formative multiple choice questions and a few short answer style questions.

HomeworkCompete the text docs from Tuesday

THURSDAY and FRIDAY

Examine the growth of leisure time activities during the Gilded Age Period (CUL-7)

(CUL- 3,5) Discuss how these activities reflected social

class distinctions (CUL-7)

Materials Formatweb notes and video Lecture-discussion

Student SkillsChronological Reasoning (1,2)Comp/Context (4,5)Historical Interpretation (8)

Introduction This period of time in America (and England) is often called the Victorian Era. It has come to imply the

new set of values and ideas that stemmed largely from the growth of the middle class. The Victorian ideals came to express a set of middle class values that were often very moralistic. In other words, these expressed the “proper way” of doing things. Of course, who decided the “proper way?” Well not surprisingly they did.Also, equally unsurprising, there arose challenges to this value set. In many ways, this is simply a continuation of what we have seen in the antebellum years when the Whig Party became focused on social issues. This idea spread when the Republican Party began to dominate the post-Civil War period. However, by the late 19th century the value set was more equated to economics and class and less to political party. One important component of this growth was the development of a more urban based America where the middle class dominated. Another impulse to push a set of values had to do with the “new immigration.”

Last week we saw the explosive growth and development of urban areas. This was due to the New immigration” and also from a shift of population within the U.S. Cities grew in size owing in large part to the development of transportation within the cities. This helped to create the earliest concepts of suburbia. A key link in this development was a new awareness of class structure. We first discussed this in terms of architecture and living spaces. We also cited the growth of not only a new middle class culture but also of a growing awareness of the economic importance of the so-called "Gibson Girl" (Of or relating to a clothing style marked by a high neck, puffed sleeves, and a tightly fitted waistline). More on this later.

Another important change that was certainly becoming evident by the 1890s-1900 was the growth of leisure time activities. This was reflected in the new middle class culture but can also be seen in clothing styles and even music. Eventually a middle-class mentality also grew and was even criticized by member of the middle class itself.

Today and tomorrow we are going to look at some of these leisure time activities and the development of music and clothing styles. A key development in this will be the growth of spectator sports. We will also break this up by social identity

The Middle-Upper ClassesIf one had money and an education, it was not surprising that your tastes would trend to more extravagant. However, as the name implies, the middle class sometimes identified more with lower class pastimes. So, this is a general discussion for that class. The line was more distinct for the upper class. Also, as the Gilded Age moves into a later period called the Progressive Era (1900-1920) the line blurs even more.

MusicUpper-Middle Classes

Not surprisingly classical symphonic music and opera were the love of the upper classes. At parties a chamber orchestra was a key fixture. Also, traveling orchestras and opera companies from Europe were big events. Of course, there were American opera companies and these were becoming more common but did not draw audiences like a European performer would. Most dances were waltzes and these were of course performed at larger gatherings.

Middle -Lower Classes In the late Gilded Age and into the Progressive Era a new wave of music gained large audiences.

Considered the first completely American music, ragtime was popular towards the end of the 19th century and into the first two decades of the 20th century, roughly 1893 to 1917. It is the style of music that preceded jazz but some classify it as part of that genre.

Ragtime developed in African American communities throughout the southern parts of the Midwest, particularly Missouri. Bands would combine the structure of marches with black songs and dances such as the cakewalk. The music, which predated the explosion of sound recordings, became widespread through the sale of published sheet music and piano rolls. In this way it contrasts sharply from early jazz, which was spread by recordings and live performances. While others would be more well-known later perhaps the most famous composer of ragtime music, Scott Joplin composed two highly popular pieces, “The Entertainer” and “Maple Leaf Rag." One of the reasons that ragtime became popular was because young people were attracted to the music and what I call "danceability" We will come back and discuss ragtime jazz more when we get to the "Jazz Age" of the 1920s.

For the lower classes ragtime jazz became synonymous with dance halls and since the upper class generally would not frequent these establishments, ragtime was seen as "black" music. Another growing area of music was gospel particularly in many Protestant Black Churches. Probably the most famous were the Fisk Jubilee Singers who’s a Capella style and wide travels made them popular with some white audiences as well. Given the growing level of racism in America at the time, this was truly amazing.

Spectator SportsThe Upper Class-Middle Class

Once again money defined class and so it was true with some leisure activities more than others. One sport that should not surprise you was the one that was known as the "sport of kings" horse racing. Some might consider this more of a past time than an actual sport but certainly jockeys would disagree. What obviously

makes this an upper-class sport? The three races of the Triple Crown originated in England in the 1800s. The first Triple Crown winner was really just outside of the Gilded Age (1917).

Another sport whose origins were in Europe and among the upper classes was tennis. What do you think made this sport one for the upper classes at this point? The game itself in some form goes back to the 16th century in France. In 1870 the Wimbledon district of London established All England Croquet Club. Tennis is still an indoor game played by royal and rich benefactors. The more familiar lawn tennis was named by Major Walter Wingfield invented a version of Real Tennis that can be played outdoors on a lawn. The game called ‘Sphairistike’ (Greek for "playing ball”) and first introduced it to Wales. Played on hour-glass courts on Manor House lawns by rich English people. Today's tennis developed by Wingfield deals Sphairistike in boxes that feature two net posts, a net, rackets, and India rubber balls, plus instructions about laying out the court and actually playing the game. Wingfield’s boxes kick started the modern form of tennis, though the one thing that doesn’t work is the name, and Wingfield soon realizes that his subtitle "lawn tennis" is much better than Greek word "Sphairistike

In 1874 Tennis came to America for the first time. The first U.S. Open Tennis Tournament was in 1881. In 1887, the first Women's Open was played with Lottie Dodd winning the title.

Golf was another upper-class sport. It is believed by some that it was an acronym (Gentlemen Only, Ladies Forbidden) but that seems to not be true. Some version of the game goes back to ancient Greece. The St. Andrews Club in New York is probably the oldest club in America 1881. Why would golf be an upper- class sport?

Bicycling This usually is considered a middle class past time at this point because it was common in urban areas.

Mass Production: The bicycle helped make the 1890s what they were. It was a practical investment for the working man as transportation, and gave him a much greater flexibility for leisure. Women would also start riding bicycles in much larger numbers.1894 Change in Social Order: Betty Bloomer's bloomers

become very popular. Ladies, heretofore consigned to riding the heavy adult size tricycles that were only practical for taking a turn around the park, now could ride a much more versatile machine and still keep their legs covered with long skirts. The bicycle craze killed the bustle and the corset, instituted "common-sense dressing" for women and increased their mobility considerably

Football (College here as the Profession version was a bit later) I classify this as a middle-class sport simply because the first games were played by colleges and especially

the Ivy League schools. Football has been an intercollegiate sport for more than 130 years, but modern fans would scarcely recognize the game as played in the first contest on November 6, 1869, at New Brunswick, New Jersey. On that day Princeton and Rutgers, using a soccer-style round ball, played on a huge field (120 yards long and 75 yards wide) with 25 players on each side--and no officials. Rutgers scored 6 goals to the visitors' 4, after which the teams had dinner together. Princeton issued a challenge for a return match on its field and a week later (using Princeton's slightly different rules) got revenge by blanking Rutgers 8 goals to 0, then entertained the visitors with dinner accompanied by speeches and songs.

The sport grew slowly at first with Columbia, Yale, Harvard, fielding teams by 1875. In that year an egg-shaped, leather-covered rugby ball was adopted for play and normal procedure was to have three officials on hand: a judge from each team plus a referee to settle disputes.

In 1876, a crossbar was added to the goal posts at a height of 10 feet (in effect to the present day), and the field was reduced to nearly modern dimensions. At the same time the number of players on each side was lowered to 15.

Still, the sport did not really begin to resemble the modern game until former Yale player Walter Camp revised the rules in the early 1880s. Camp's 1880 revisions limited players to 11 on a side and established a scrimmage system for putting the ball in play. Two years later he instituted a system of downs for advancing the ball, requiring a team to make 5 yards in 3 downs (the current system of 4 downs to make 10 yards was not adopted until 1912). The first-down rule of 1882 required the marking of yard lines on the field and led to the term gridiron. It also inspired the first planned play strategy and verbal signals. With these changes the game spread more rapidly, and some 250 colleges were participating by the beginning of the twentieth century. The NFL was not formed officially until 1922.

The Lower Classes Boxing, while the rules were codified by the Marquis of Queensbury and enjoyed by men of the upper class

really became synonymous with immigrant culture during this period. Boxers represented ethic groups and were cheered on by such. Blacks, Italians, Germans, and Irish all rooted for fighters of their groups. The term "prize fighter" related to tournaments and professional travelling boxers. The new rules introduced limited number of 3-minute rounds. It also banned gouging and wrestling during the match and made gloves compulsory. It took a while for bare-knuckled fights to completely go out of fashion, but there was considerable decrease after the rule was passed. In 1892, James Corbett set this rule straight by defeating the bare-fisted boxer John Sullivan with the new established rules. In 1892, in New Orleans, the title for the first heavyweight champion under the Queensberry Rules was spectacularly fought between John L. Sullivan (Boston Strong Boy) and James J. Corbett ("Gentleman Jim" Corbett). The result of the match saw James J. Corbett emerge as the victor. Also, Theodore Roosevelt advocated boxing to a large extent. While he himself was trained in boxing as a young man, he also promoted it as a manly sport

The Sport that Broke Down Class Barriers: Baseball One of the reasons that baseball became known as the American Past time was that it attached all ethnic

groups and classes. The history of baseball actually predates the Civil War. Interestingly, the first recorded evidence of baseball occurred when players from the Boston and Philadelphia clubs were on tour to England exhibiting the game to people at large. Based upon the basic rules of a game called ‘Rounders’ which was popularly played in England, the developed game of baseball slowly gained fame in early 19th century in the US. It was also known popularly as base and town ball game.

In 1888, the Chicago Baseball club introduced the game to Australia, New Zealand, Hawaii, North Africa and Egypt by playing the game for a large audience. Legendary, though not generally believed, date of the codification of the first rules of baseball by Abner Doubleday (1839) Alexander Cartwright is said to codify baseball rules with his New York Knickerbockers. A book called Baseball by Alexander and a documentary based upon it by filmmaker Ken Burns suggests that it was Alexander who first codified the game rules. Recorded in the world of baseball as significant events date back to 1869 when the Cincinnati Red Stockings (the first pro team) first appearance as the all-professional team. It defeated the Great Westerns in a game of 45-9.

The game grew spectacularly. In 1903, the first World Series was held. Boston Americans 5 Pittsburgh Pirates 3.

Vaudeville: The Forerunner of Broadway Another leisure time activity that had wide appeal was called Vaudeville. Vaudeville is a specific genre of

entertainment that was extremely popular from 1880 to 1930 in the United States and Canada. Vaudeville acts were basic variety shows, each one made up of a number of short, unrelated acts. These acts spread across the entire spectrum of entertainment at that time and included plays, short films, musical acts and dances. Many of the acts that made up vaudeville shows were borrowed from circus acts, freak shows or other similar types of entertainment.

Homework for Thursday

Bell work on the Culture of the Gilded Age on Friday at the start of class

Homework for Friday and three-day weekend Study for Unit testSee materials belowThe political, social, and economic issues of the Gilded Age

Political Problems (Grant Scandals, Bosses, the nature of elections, groups/regions associated with Democrats and Republicans, the rise of third parties

The Rise and Fall of the Populists The Economic and social features of the Gilded Age (tariffs, money question, panics, gender issues, racial

issues, the new middle class, New Immigration) Key features of the New Immigration Labor Unions and strikes

In the Textbook, this will correspond to Chapter 17 but the issues of the Money Question were in your text research from Chapter 16.

All Classes will complete a Short Answer Section this time (No essays)