The Politics of the Gilded Age
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Free Silver"; Montana's Political Dream of Economic Prosperity, 1864-1900
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1969 "Free silver"; Montana's political dream of economic prosperity, 1864-1900 James Daniel Harrington The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Harrington, James Daniel, ""Free silver"; Montana's political dream of economic prosperity, 1864-1900" (1969). Graduate Student Theses, Dissertations, & Professional Papers. 1418. https://scholarworks.umt.edu/etd/1418 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. "FREE SILVER MONTANA'S POLITICAL DREAM OF ECONOMIC PROSPERITY: 1864-19 00 By James D. Harrington B. A. Carroll College, 1961 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1969 Approved by: Chairman, Board of Examiners . /d . Date UMI Number: EP36155 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Disaartation Publishing UMI EP36155 Published by ProQuest LLC (2012). Copyright in the Dissertation held by the Author. -
11 Grade U.S. History Scope and Sequence
th 11 Grade U.S. History Scope and Sequence C3 Common Core DC Content Framework DC Content Block Trad. Literacy Standards Unit Unit Descriptions Power Indicators RH.11-12.1, 11-12.2, 11-12.10 Supporting Days Days Standards D3.1, D4.3 and WHST.11-12.4, 11-12.5, 11-12.9 Standards D4.6 apply to each and 11-12.10 apply to each unit. unit. Students review the content of 8th grade United States History 11.1.6: Influences D1.4: Emerging RH.11-12.4: Vocabulary 11.1.1-11.1.5 on American questions 11.1.8 (colonization, revolution, and civil war) by examining the major Revolution D4.2: Construct WHST.11-12.2: Explanatory 11.1.10 trends from colonialism to Reconstruction. In particular, they 11.1.7: Formation explanations Writing of Constitution Unit 1 consider the expanding role of government, issues of freedom and 11.1.9: Effects of Apply to each unit: Apply to each unit: Foundations of equality, and the definition of citizenship. Students read complex Civil War and D3.1: Sources RH.11-12.1: Cite evidence 10 days 20 days primary sources, summarizing based on evidence while developing Reconstruction D4.3: Present RH.11-12.2: Central idea American historical vocabulary. Students should communicate their information RH.11-12.10: Comprehension D4.6: Analyze Democracy conclusions using explanatory writing, potentially adapting these problems WHST.11-12.4: Appropriate explanations into other formats to share within or outside their writing classroom. Students begin to examine the relationship between WHST.11-12.5: Writing process WHST.11-12.9: Using evidence compelling and supporting questions. -
American History 1 SSTH 033 061 Credits: 0.5 Units / 5 Hours / NCAA
UNIVERSITY OF NEBRASKA HIGH SCHOOL American History 1 SSTH 033 061 Credits: 0.5 units / 5 hours / NCAA Course Description This course discusses the development of America from the colonial era until the start of the twentieth century. This includes European exploration and the collision between different societies (including European, African, and Native American). The course also explores the formation of the American government and how democracy in the United States affected thought and culture. Students will also learn about the influences of the Enlightenment on different cultural groups, religion, political and philosophical writings. Finally, they will examine various reform efforts, the Civil War, and the effects of expansion, immigration, and urbanization on American society. Graded Assessments: 5 Unit Evaluations; 3 Projects; 3 Proctored Progress Tests; 5 Teacher Connect Activities Course Objectives When you have completed the materials in this course, you should be able to: 1. Identify the Native American societies that existed before 1492. 2. Explain the reasons for European exploration and colonization. 3. Describe the civilizations that existed in Africa during the Age of Exploration. 4. Explore how Europeans, Native Americans, and Africans interacted in colonial America. 5. Summarize the ideas of the Enlightenment and the Great Awakening. 6. Examine the reasons for the American Revolution. 7. Discuss how John Locke’s philosophy influenced the Declaration of Independence. 8. Understand how the American political system works. 9. Trace the development of American democracy from the colonial era through the Gilded Age. 10. Evaluate the development of agriculture in America from the colonial era through the Gilded Age. -
Walter Nugent COMMENTS on WYATT WELLS, “RHETORIC OF
The Journal of the Gilded Age and Progressive Era 14 (2015), 69–76 doi:10.1017/S1537781414000541 Walter Nugent COMMENTS ON WYATT WELLS, “RHETORIC OF THE STANDARDS: THE DEBATE OVER GOLD AND SILVER IN THE 1890S” I. SOME THOUGHTS ON THE WELLS PAPER Wyatt Wells redirects our attention to the “battle of the standards,” the central issue of the 1896 Bryan-McKinley campaign but with roots going back to the Civil War and Recon- struction. He contrasts opposing sides, labeled “goldbugs” and “silverites.” Often these labels identify Republicans on one side, Democrats and Populists on the other. Goldbugs concentrated in the Northeast, silverites in the South and West. Goldbugs included many bankers, merchants (especially in international trade), and bondholders, while silverites were often agrarians—not only farmers but rural businesspeople who shared the farmers’ ups and downs. And agrarians, both in where they lived and what they did, were still the majority of the American people during the decades in question. There were exceptions to all of these categorizations, but in general they identify the groups for which “gold- bugs” and “silverites” are surrogate terms. The consistent policies and laws affecting money—from the Public Credit Act of 1869 to the 1893 repeal of the Sherman Silver Purchase Act—effected “persistent deflation” (p. 1). That benefited goldbugs and disadvantaged silverites.1 Whether “urban workers” (p. 10) would have been harmed by moderate inflation is arguable. It might have raised wages more than consumer prices; wages may lag more than prices but could have caught up. Arguable too is the proposition that keeping the silver standard would have ruined foreign investment. -
U.S. History Objectives
U.S. History Objectives Unit 1 An Age of Prosperity and Corruption Students will understand the internal growth of the United States during the period of 1850s-1900. • Identify the conditions that led to Industrial expansion. • Compare and contrast politics of the Gilded Age and today’s governmental systems. • Describe how immigration was changing the social landscape of the United States resulting in the need for reform. Analyze and interpret maps, tables, and charts. Identify key terms. The Expansion of American Industry 1850-1920 Students will understand the conditions that led to Industrial expansion. • Identify the conditions that led to Industrial expansion. • Describe the technological revolution and the impact of the railroads and inventions. • Explain the growth of labor unions and the methods used by workers to achieve reform. Politics, 1870-1915 Students will understand the changes in cities and politics during the period known as the Gilded Age. • Compare and contrast politics of the Gilded Age and today’s governmental systems. • Be able to communicate why American cities experienced rapid growth. • Summarize the growth of Big Business and the role of monopolies. Immigration and Urban Life, 1870-1915 Students will understand the impact of immigration on the social landscape of the United States. • Analyze and interpret maps, tables, and charts. • Identify key terms. Give examples of how immigration was changing the social landscape of the United States. Relate the reasons for reform and the impact of the social movement. Unit 2 Internal and External Role of the United States Students will describe the changing internal and external roles of the United States between 1890- 1920. -
The Natural Law of Money
THE NATURAL LAW OF MONEY THE SUCCESSIVESTEPS IN THEGROWTH OF MONEYTRACED FROM THE DAYS OF BARTER TO THE INTRODUCTION OF THEMODERN CLEARING-HOUSE, AND MONETARY PRINCIPLESEXAMINED IN THEIRRELATION TOPAST AND PRESENT LEGISLATION BY WILLIAM BROUGH ,*\ Idividuality is left out of their scheme of government. The State is all in aIl."BURKE. G. B. PUTNAM'S SONS NEW YORR LONDON 27 WEST TWENTY-THIRD STREET a4 BEDFORD STREET, STRAND %be snickerbotkrr @reas COPYRIGHT,1894 BY WILLIAM BROUGH Entered at Stationers’ Hall, London BY G. P. PUTNAM’SSONS %be Vznickerbocker preee, mew ‘Rocbelle, rP. 10. CONTENTS. CHAPTER I. PAGB THE BEGINNINGOF MONEY . 1-19 What is meant by the " natural law of money ""The need of a medium of exchange-Barter the first method of ex- changeprofit a stimulus to trade-Money as a measure of values-Various forms of money-Qualities requisite to an efficient money-On the coinage of metals-" King's money " -Monetary struggles between kings and their subjects. CHAPTER 11. BI-METALLISMAND MONO-METALLISM. 2-57 Silver and gold as an equivalent tender-The Gresham law "Mutilation of the coinage in England-Why cheap money expels money of higher value from the circulation-Influ- ence of Jew money-changers in raising the monetary stand- ard-Clipping and sweating-Severe punishment of these offences-Value of the guinea-Mono-metallism succeeds bi-metallism-The mandatory theory of money-The law of natural displacement-A government's legitimate service in ~ regard to money-Monetary principles applied to bi-metal- lism-Effects of the demonetization of silver in 1873"The Latin Union-Effect of legislative interference with money -The per-capita plan-The Bland Act-The Sherman Act "Present difference in value between a gold and a silver dollar-Effects of a change to the silver standard-No levelling of fortunes, but an increased disparity. -
Indigenous and Settler Violence During the Gilded Age and Progressive Era John R
Indigenous and Settler Violence during the Gilded Age and Progressive Era John R. Legg, George Mason University The absence of Indigenous historical perspectives creates a lacuna in the historiography of the Gilded Age and Progressive Era. For the first eight years of the Journal of the Gilded Age and the Progressive Era, zero articles written about or by Native Americans can be found within its pages. By 2010, however, a roundtable of leading Gilded Age and Progressive Era scholars critically examined the reasons why “Native Americans often slipped out of national consciousness by the Gilded Age and Progressive Era.”1 By 2015, the Journal offered a special issue on the importance of Indigenous histories during the late nineteenth and early twentieth centuries, a “period of tremendous violence perpetuated on Indigenous communities,” wrote the editors Boyd Cothran and C. Joseph Genetin-Pilawa.2 It is the observation of Indigenous histories on the periphery of Gilded Age and Progressive Era that inspires a reevaluation of the historiographical contributions that highlight Indigenous survival through the onslaught of settler colonial violence during the late nineteenth and early twentieth centuries. The purpose of this microsyllabus seeks to challenge these past historiographical omissions by re-centering works that delve into the inclusion of Indigenous perspectives and experience of settler colonial violence during the Gilded Age and Progressive Era. Ultimately, this microsyllabus helps us unravel two streams of historiographical themes: physical violence and structural violence. Violence does not always have to be physical, but can manifest in different forms: oppression, limiting people’s rights, their access to legal representation, their dehumanization through exclusion and segregation, as well as the production of memory. -
The Natural Law of Money
THE NATURAL LAW OF MONEY THE SUCCESSIVESTEPS IN THEGROWTH OF MONEYTRACED FROM THE DAYS OF BARTER TO THE INTRODUCTION OF THEMODERN CLEARING-HOUSE, AND MONETARY PRINCIPLESEXAMINED IN THEIRRELATION TOPAST AND PRESENT LEGISLATION BY WILLIAM BROUGH ,*\ Idividuality is left out of their scheme of government. The State is all in aIl."BURKE. G. B. PUTNAM'S SONS NEW YORR LONDON 27 WEST TWENTY-THIRD STREET a4 BEDFORD STREET, STRAND %be snickerbotkrr @reas Livros Grátis http://www.livrosgratis.com.br Milhares de livros grátis para download. COPYRIGHT,1894 BY WILLIAM BROUGH Entered at Stationers’ Hall, London BY G. P. PUTNAM’SSONS %be Vznickerbocker preee, mew ‘Rocbelle, rP. 10. CONTENTS. CHAPTER I. PAGB THE BEGINNINGOF MONEY . 1-19 What is meant by the " natural law of money ""The need of a medium of exchange-Barter the first method of ex- changeprofit a stimulus to trade-Money as a measure of values-Various forms of money-Qualities requisite to an efficient money-On the coinage of metals-" King's money " -Monetary struggles between kings and their subjects. CHAPTER 11. BI-METALLISMAND MONO-METALLISM. 2-57 Silver and gold as an equivalent tender-The Gresham law "Mutilation of the coinage in England-Why cheap money expels money of higher value from the circulation-Influ- ence of Jew money-changers in raising the monetary stand- ard-Clipping and sweating-Severe punishment of these offences-Value of the guinea-Mono-metallism succeeds bi-metallism-The mandatory theory of money-The law of natural displacement-A government's legitimate service in ~ regard to money-Monetary principles applied to bi-metal- lism-Effects of the demonetization of silver in 1873"The Latin Union-Effect of legislative interference with money -The per-capita plan-The Bland Act-The Sherman Act "Present difference in value between a gold and a silver dollar-Effects of a change to the silver standard-No levelling of fortunes, but an increased disparity. -
History of the United States 1 History of the United States
History of the United States 1 History of the United States Part of a series on the History of the United States Timeline • Prehistory • Pre-Colonial • Colonial period • 1776–1789 • 1789–1849 • 1849–1865 • 1865–1918 • 1918–1945 • 1945–1964 • 1964–1980 • 1980–1991 • 1991–present United States portal The history of the United States as covered in American schools and universities typically begins with either Christopher Columbus's 1492 voyage to the Americas or with the prehistory of the Native peoples, with the latter approach having become increasingly common in recent decades.[1] Indigenous populations lived in what is now the United States before European colonists began to arrive, mostly from England, after 1600. By the 1770s, thirteen British colonies contained two and a half million people. They were prosperous and growing rapidly, and had developed their own autonomous political and legal systems. The British Parliament asserted its authority over these colonies by imposing new taxes, which the Americans insisted were unconstitutional because they were not represented in Parliament. Growing conflicts turned into full-fledged war beginning in April 1775. On July 4, 1776, the colonies declared independence from the Kingdom of Great Britain and became the United States of America. With major military and financial support from France and military leadership by General George Washington, the Patriots won the Revolutionary War and peace came in 1783. During and after the war, the 13 states were united under a weak federal government established by the Articles of Confederation. When these proved unworkable, a new Constitution was adopted in 1789; it remains the basis of the United States federal government, and later included a Bill of Rights. -
Native American Land Cessions, 1867-1890: an Annotated Bibliography of Selected Sources David Evensen St
St. Cloud State University theRepository at St. Cloud State Curriculum Unit on the Gilded Age in the United American History Lesson Plans States 1-8-2016 Native American Land Cessions, 1867-1890: An Annotated Bibliography of Selected Sources David Evensen St. Cloud State University Follow this and additional works at: https://repository.stcloudstate.edu/gilded_age Part of the Curriculum and Instruction Commons, and the United States History Commons Recommended Citation Evensen, David, "Native American Land Cessions, 1867-1890: An Annotated Bibliography of Selected Sources" (2016). Curriculum Unit on the Gilded Age in the United States. 4. https://repository.stcloudstate.edu/gilded_age/4 This lesson is brought to you for free and open access by the American History Lesson Plans at theRepository at St. Cloud State. It has been accepted for inclusion in Curriculum Unit on the Gilded Age in the United States by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. Annotated Bibliography of Selected Sources in the Gilded Age, 1877-1900 by Dave Evensen Primary Sources: Bureau of Indian Affairs, Records of the Bureau of Indian Affairs, RG 75: McLaughlin’s Report, December 15, 1890, accessed November 11, 2015, http://www.archives.gov/global-pages/larger- image.html?i=/publications/prologue/2008/fall/images/gall-report- l.jpg&c=/publications/prologue/2008/fall/images/gall-report.caption.html This source is the report Indian Agent McLaughlin completed describing the casualties of Native Americans in a confrontation on December 15, 1890. This document includes a list of police force causalities. The names are listed using an English name and Native American name. -
Quick Prep Major Eras of American History
Quick Prep This Quick Prep section provides a handy reference to key facts on a variety of topics in American history. Major Eras of American History Era and Dates Description Pre-European Contact Flourishing societies of indigenous peoples live by hunting, farming, fishing, and trading. c. 1000 B.C.–1492 Exploration & Colonization Europeans explore, establish colonies, create conflict with Native Americans; European 1492–1763 rivalries continue. Revolutionary Era Maturing colonial economies; increasing tension with Great Britain leads to war and independence. 1763–1789 Early Republic New federal government; first political parties; uncertain international relations; 1789–1812 expansion to the Mississippi Westward Expansion Growth in transportation and industry; Jacksonian democracy; Manifest Destiny; 1812–1846 removal of Native Americans Antebellum Era Differences over expansion of slavery leads to increasing sectionalism; conflict with Mexico. 1836–1860 Civil War and War over states’ rights to secede and emancipation; union preserved; Reconstruction voting rights for African Americans 1860–1877 Industrial Age/ Immigration, industrialization, urbanization Big business, railroads, organized labor, Gilded Age machine politics 1877–1900 Progressive Era Reform—urban problems; temperance; government and business corruption; women’s right to vote. 1890–1920 American Imperialism America becomes a world power, gains overseas colonies. 1890–1920 World War I European conflict challenges U.S. policy of neutrality; Allied victory intended to make the world safe 1914–1918 for democracy. Roaring Twenties Business booms, superficial prosperity; new lifestyles for women; growth of mass media; Red Scare 1920–1929 Great Depression World trade declines, banks fail, high unemployment, urban and rural poverty; New Deal expands 1929–1941 role of federal government. -
The Gilded Age to the Great War: America at the Turn of the Century Timeline
The Gilded Age to the Great War: America at the Turn of the Century Timeline 1868 Congress enacted an eight-hour workday for federal workers. 1869 Union Pacific and Central Pacific completed the first transcontinental railway link. 1869 The women’s movement splits into two hostile groups: the National Woman Suffrage Association, led by Elizabeth Cady Stanton; and the American Woman Suffrage Association, led by Lucy Stone. 1869 The first collegiate game of football was played between Rutgers University and Princeton University. Rutgers won, 6 to 4. 1869 Knights of Labor, the first national union, was formed. 1869 Wyoming Territory granted women the right to vote. 1870 The Fifteenth Amendment guaranteed African Americans the right to vote. 1870 John D. Rockefeller founded the Standard Oil Company, which emerged as the country’s first industry-dominating trust. 1870 Hiram Revels of Mississippi became the first African American to serve in the U.S. Senate and Joseph Rainey of South Carolina became the first African American to serve in the U.S. House of Representatives. 1870 The Utah Territory was created, and granted women the right to vote. 1871 Congress passed the Ku Klux Klan Act, which made state officials liable in federal court for depriving anyone of their civil rights or the equal protection of the laws, and made the KKK’s intimidation tactics federal crimes. 1871 William “Boss” Tweed’s corrupt practices were exposed in a series of New York Times articles. 1871 In opposition to Asian immigration to the U.S., race riots erupted in Los Angeles and fifteen Chinese workers were lynched.