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Gilded Age Politics/Crash Course US History #26

  Classroom Resource Information  

Title:

Gilded Age Politics/Crash Course US History #26

URL:

https://aptv.pbslearningmedia.org/resource/cbd11d89-b793-416e-8255-ff7cd399d7b0/gilded-age-politics-crash-course-us-history-26/

Content Source:

PBS
Type: Audio/Video

Overview:

In this video from PBSLearningMedia, John Green teaches students about the Gilded Age and its politics. The Gilded Age started in the 1870s and continued until the turn of the 20th century. The era is called Gilded because of the massive inequality that existed in the United States. Gilded Age politics were marked by a number of phenomenons, most of them having to do with corruption. On the local and state level, political machines wielded enormous power. John gets into details about the most famous political machine, Tammany Hall. Tammany Hall ran New York City for a long, long time, notably under Boss Tweed. Graft, kickbacks, and voter fraud were rampant, but not just at the local level. Ulysses S. Grant ran one of the most scandalous presidential administrations in U.S. history, and John will tell you about two of the best-known scandals, the Credit Mobilier scandal, and the Whiskey Ring. There were a few attempts at reform during this time, notably the Civil Service Act of 1883 and the Sherman Anti-trust act of 1890. 

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 10
United States History I: Beginnings to the Industrial Revolution
16 ) Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.h., A.1.i., A.1.k.]

•  Describing the impact of Manifest Destiny on the economic and technological development of the post-Civil War West, including mining, the cattle industry, and the transcontinental railroad
•  Identifying the changing role of the American farmer, including the establishment of the Granger movement and the Populist Party and agrarian rebellion over currency issues
•  Evaluating the Dawes Act for its effect on tribal identity, land ownership, and assimilation of American Indians between Reconstruction and World War I
•  Comparing population percentages, motives, and settlement patterns of immigrants from Asia, Africa, Europe, and Latin America, including the Chinese Exclusion Act regarding immigration quotas
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History I: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
    Compare patterns of migration among groups of Americans and immigrants into America during this time period, focusing on the reasons for these movements of people, restrictions on these movements, and the results of the movements.
Teacher Vocabulary:
  • Manifest Destiny
  • migration
  • immigration
  • urban
  • rural
  • assimilation
Knowledge:
Students know:
  • The reasons for and impact of Manifest Destiny Changes that occurred in rural American society during this time period, the reasons for these changes, and the results of them.
  • The impact of legislation and social pressures on specific groups, such as American Indians.
  • The ways various immigrant groups compare.
Skills:
Students are able to:
  • Evaluate a historical time period in order to determine its causes and impact.
  • Compare social groups in order to determine the impact of political, social, and economic pressures on each.
  • Trace the movements, migration and immigration, of various groups on a map and describe the impact of these movements on the group and society.
Understanding:
Students understand that:
  • Changes that took place throughout American society in the years prior to World War I.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.10.16- Compare and contrast agricultural and industrial societies; recognize that the United States transitioned from an agricultural society to an industrial society prior to World War I.


Tags: Granger movement, Populist Party
License Type: Custom Permission Type
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AccessibilityVideo resources: includes closed captioning or subtitles
Comments

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Author: Ginger Boyd