APUSH Review: Key Concept - PowerPoint Presentation

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APUSH Review: Key Concept 6.2

Everything You Need To Know About Key Concept 6.2 To Succeed In APUSH

www.Apushreview.com

Period 6: 1865 – 1898

Shout-out to Mrs

.

Brown’s class

from

Arcadia High School. I hope you get extra credit!Slide2

The New CurriculumKey Concept 6.2 “The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.”Page 62 of the Curriculum Framework

Big ideas: Why were individuals attracted to cities? What opportunities were there in cities?How did marginalized groups (women, minorities, etc.) gain power during this time?How did the federal government encourage westward expansion? What were impacts of this expansion on Natives?Slide3

Key Concept 6.2 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 inequalities.”

– pg 62 of the curriculum frameworkA: Movement of people into cities and the rural and areas of the WestAsia:Chinese Immigration (prior to Exclusion Act)Establishment of “China Towns”

Worked in laundries and restaurants due to exclusionSouthern and Eastern Europe: Italy, Poland, etc. (“New Immigration”)10,000,000 came between 1860 and 1890Many immigrants settled in cities because they couldn’t afford land; took unskilled jobsAfrican American Migrations:

Many blacks sought to escape sharecropping Cities in the North and South saw increased black migrationsMore migrations would come after World War I and IISlide4

Key Concept 6.2 IB: Makeup of cities:Class:

Low-income individuals lived in tenementsCities were often segregated by race and ethnicityMany groups lived in specific areas of cities “ghettoes” Cultures:Autonomy vs. assimilationSecond-generation immigrants were more likely to assimilate

Many economic opportunities such as factories and businesses proliferatedFactories provided work for unskilled laborers and immigrantsNew textiles, slaughterhouses, etc.Slide5

Key Concept 6.2 IC: “Americanizing” of immigrants and maintaining unique identitiesMany immigrants were forced to assimilate – English was only language at schools and work

New career opportunities for women, immigrants, and African Americans, despite social prejudicesFactory life provided income and opportunities for women and immigrantsMany blacks took jobs as servants, cooks, etc. Slide6

Key Concept 6.2 ID: Access to power in cities was unequally distributed:Political machines

:Provided jobs (patronage), food, and $ for political support – Tammany HallSettlement Houses:Hull House – Chicago – helped immigrants adjust to American lifeWomen’s clubs and self-help groups targeted social and political reform:

Women’s Christian Temperance Union (WCTU):Largest women’s organization to that pointSought to abolish saloons and alcohol National American Woman Suffrage Association:Anna Howard Shaw and Carrie Chapman CattAdvocated the right to vote for women

Argued the right to vote would not challenge “separate spheres”Slide7

Key Concept 6.2 II“As transcontinental railroads were completed, bringing more settlers west, US. Military actions, the destruction of the buffalo, the confinement of American Indians to reservations, and assimilationist policies reduced the number of American Indians and threatened native culture and identity–

pg 63 of the curriculum frameworkA: Post-Civil War migration:Encouraged by:Economic opportunities:Mining opportunities, particularly in Nevada (Comstock Lode)Subsidies – RRs given many subsidies by federal, state, and local governments

Government policies:Homestead Act (160 acres – not always the best land)Land-grant colleges – (Morrill Land Act) – colleges, particularly out West developedCaused:

Violations of treaties with Natives to increase the amount of land available to settlersSlide8

Key Concept 6.2 IIB: Competition for land between whites, Indians, and Mexican Americans led to increased violent conflictSand Creek Massacre –

133 people, mostly women and children were killedLittle Big Horn (Custer’s Last Stand)General Custer and his men were all killedSlide9

Key Concept 6.2 IIC: US generally responded to American Indian Resistance with forceBattle of Wounded Knee (1890) – 300 Natives died

Tribes were dispersed onto small reservationsDawes Act – sought to assimilate Native AmericansNative tribes were dissolvedHeads of families would receive 160 acres of landAssimilation sought to end tribal identitiesThrough the Dawes Act:Many Native children sent to boarding schools

Native Americans’ lives were changed – hunting to farmingMost of Natives’ land was lostUS sought to end the Ghost Dance:Religious movement by Native AmericansHoped to see the return of buffalo and elimination of whitesSlide10

Test TipsMultiple-Choice and Short Answer Questions:Ways immigrants adapted to life in America (political machines, settlement houses, etc.)

Reasons for westward expansionEssay Questions:Immigration patterns (comparing different types)Impact of westward expansion on Native AmericansSlide11

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