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The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | So there's the telephone, which makes it possible to do business transactions on the spot, right? Revolutionized the speed of business very much the same way that the internet is gonna revolutionize the speed of business in the 1990s. You also have refrigeration, which you would not think would be that big of a deal. B... |
The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | But think about how it allows you to move foodstuffs all over the country to new markets. You were just talking about Chicago, right? So the only way that cattle could be driven into Chicago, slaughtered, and then have meat sent to all the other markets in the United States was through refrigerated train cars. And they... |
The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | And they have similar things for steamships that allow people to, for example, bring oranges from Florida to New York. So it's this web of markets that are connecting the United States, and this is my terrible drawing of the United States, but rail and then ships make it possible for all of these markets to connect tog... |
The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | You know, the railroad was even so important in this time period that, in a way, it invented the modern system of time, right? Because before the railroad, localities would just decide when noon was based on when the sun was highest in the sky. Sure. Which meant that. It didn't matter whether or not it was the same tim... |
The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | Which meant that. It didn't matter whether or not it was the same time in Kansas City as in St. Louis, but once you have a train connecting them, you know, the St. Louis train gets in at 12.05, if you're off, you know, you'll miss your train. Or that might lead to a collision of trains if they don't know when the other... |
The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | Yeah, okay. So, inventions of the Gilded Age. Intranational train travel. Yes. The telephone, refrigeration for meat, the Bessemer process for steel, and the standardization of time. All of those things. And I would say the last thing that might be really important here is also electrification. |
The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | Yes. The telephone, refrigeration for meat, the Bessemer process for steel, and the standardization of time. All of those things. And I would say the last thing that might be really important here is also electrification. Ooh. Yeah, and like steel, you know, electricity was not invented in the Gilded Age, but what happ... |
The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | And I would say the last thing that might be really important here is also electrification. Ooh. Yeah, and like steel, you know, electricity was not invented in the Gilded Age, but what happened was the spread of the light bulb in both homes and businesses, which meant that you could work longer hours. You didn't sleep... |
The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | You didn't sleep as long, actually. The amount of sleep that people got per night switched from about nine hours before electrification to about seven hours after. So, Thomas Edison is literally responsible for robbing us of sleep. But it also made it possible for workers to work longer hours, and it significantly redu... |
The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | But it also made it possible for workers to work longer hours, and it significantly reduced the risk of fire in businesses, which meant you could invest in them with more confidence. Oh, because they didn't have gas lamps that could burst into flame. Right. Awesome. Well, that's super cool. So, hooray Gilded Age, right... |
The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | Awesome. Well, that's super cool. So, hooray Gilded Age, right? Right, and I think one thing that's important to understand about these technologies is that one of the goals of these technologies was to make it possible to produce things faster, but also to produce them with less skilled workers, right? Because a skill... |
The Gilded Age part 2 The Gilded Age (1865-1898) US History Khan Academy.mp3 | Right, and I think one thing that's important to understand about these technologies is that one of the goals of these technologies was to make it possible to produce things faster, but also to produce them with less skilled workers, right? Because a skilled worker, someone who knows a craft and can produce a finished ... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | Does that mean that you have to go out and buy a tweed jacket with some elbow patches and maybe grow a long white beard and sit around all day pondering whether the Civil War was caused by slavery or states' rights? No, but you can try that if you want. But I would say thinking like a historian is a little bit like bei... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | You're gonna see me draw a really, really bad beaker here. There we go. Some little fumes coming off of that. Okay. And a lawyer. Maybe I'll put a gavel here. There. |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | Okay. And a lawyer. Maybe I'll put a gavel here. There. It's a gavel, not a croquet mallet or a hammer. So first let's start with the storytelling aspect. I think one of the most important things that we can learn from telling the story of history is that in a good story, nothing just happens. |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | There. It's a gavel, not a croquet mallet or a hammer. So first let's start with the storytelling aspect. I think one of the most important things that we can learn from telling the story of history is that in a good story, nothing just happens. Imagine a story where everything just happened. The story would be the win... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | I think one of the most important things that we can learn from telling the story of history is that in a good story, nothing just happens. Imagine a story where everything just happened. The story would be the wind blows, the earth turns. No one is making those things happen and that's why it's kind of a boring story ... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | No one is making those things happen and that's why it's kind of a boring story because it doesn't show cause and effect. And that cause and effect is really the backbone of history. And you would be surprised how often people can fall into the trap of telling history, this incredible story about what people have done ... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | People will say, and then World War II happened or and then the United States was born, right? Those statements are in passive voice because they don't talk about the people who make these things happen. And really, short of a natural disaster, pretty much everything happens in history because people made it happen. So... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | So when you think like a historian, you kind of think the same way that a novelist might think. Okay, what is this character's motive? What are they going to do to make their wish come true? What are the influences that lead a person to make certain choices? And just like people make choices, nations make choices, righ... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | What are the influences that lead a person to make certain choices? And just like people make choices, nations make choices, right? World War I didn't just happen. And just as people make choices, actions have consequences. You wouldn't write a story where a thief stole $100 million and the police didn't even try to co... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | And just as people make choices, actions have consequences. You wouldn't write a story where a thief stole $100 million and the police didn't even try to come after her. Neither can you write a story about history without talking about the effects that actions have on people. So that's the storytelling aspect of thinki... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | So that's the storytelling aspect of thinking like a historian. Let's talk about the scientific aspect. We often think of history as something that's pretty much done, right? It's a series of events that happened in the past and now we just have to memorize what happened so we can learn from it and maybe have a good id... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | It's a series of events that happened in the past and now we just have to memorize what happened so we can learn from it and maybe have a good idea about what to do in the future. But really, there's only so much we can actually know about what happened in the past. And so historians always have to do a kind of researc... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | So just like scientists have theories, when historians think about the past, they're really thinking about theories as well. They're saying, okay, I have a theory about what caused the evolution of jazz in the 1920s. Why did jazz become a major popular form of music in the 1920s? Well, I'm gonna theorize it was because... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | Well, I'm gonna theorize it was because people were reacting to the horror of World War I, which made so many people interested in kind of staccato notes and discordant sounds. All right, so that's a theory. Well, how do you go about proving a theory? And the answer is you do research and you consult evidence, right? A... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | And the answer is you do research and you consult evidence, right? And the way that you do that in history is usually by doing a lot of reading, right? You might say, all right, well, let me take the letters of some jazz musicians from this time period and see what they write about. Maybe they write all about how they ... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | Maybe they write all about how they experienced battle in World War I and they were trying to reflect that in their music. Or maybe they write that World War I had nothing to do with their interest in music. Actually, they wanted to simulate the sounds of flight because they were so interested in modern forms of transp... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | So our understanding of what happened in the past is always just a theory. I mean, we have a pretty good idea of what was going on most of the time, but new information comes to light all the time, right? I mean, people are always cleaning out their grandma's attic and finding some new documents. And as the preponderan... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | And as the preponderance of the evidence shifts and changes, so might our understanding of the past. The last aspect of thinking like a historian I wanna talk about is this kind of lawyerly aspect. And what I mean by this is that historians are always making an argument. Just like a lawyer gets up in a courtroom and sa... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | Just like a lawyer gets up in a courtroom and says, here's my idea, now let me support it with the evidence from witnesses, from experts, from objects that we might have found at a crime scene. A historian is saying, believe my theory. Believe my evidence. And I think the analogy of law is really powerful here because ... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | And I think the analogy of law is really powerful here because you could see the same pieces of evidence used to support two different arguments. So for example, say there's maybe a sock that was found at the scene of a crime, right? Here's our sock. Not a beautiful artist. But maybe the prosecution tries to argue that... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | Not a beautiful artist. But maybe the prosecution tries to argue that the accused must have committed this crime because the sock is his size. The sock shows he did it. Whereas the defense might say, the prosecution might say, my client never wears socks, he always wears sandals. So it's clear that the sock shows that ... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | Whereas the defense might say, the prosecution might say, my client never wears socks, he always wears sandals. So it's clear that the sock shows that he couldn't possibly have been the one to do this crime. So that's how we end up with so many different interpretations of the same event. The task of the historian is t... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | The task of the historian is to gather evidence and to present an argument that they think will best convince the public of their interpretation. And so these interpretations do change over time. So in later videos, we'll get into the nuts and bolts of how you tell these stories and make these arguments. But for now, I... |
Thinking like a historian The historian's toolkit US History Khan Academy.mp3 | But for now, I just kind of want you to see that thinking like a historian is not something that only historians can do. It's actually a really useful skill for lots of aspects of your life. We tell stories, search for evidence, and make arguments in our lives all the time about things that we interact with every day, ... |
Latin American Independence movements 1450 - Present World History Khan Academy.mp3 | Most prominent is Spain. You can see in this peach brownish color. It had control all the way as south as modern day Chile and Argentina, and all the way as far north as modern day Texas and California. You also see significant control by the Portuguese in what will eventually be Brazil. The French have at this point s... |
Latin American Independence movements 1450 - Present World History Khan Academy.mp3 | You also see significant control by the Portuguese in what will eventually be Brazil. The French have at this point some territory, especially in North America and in several islands in the Caribbean. And the British, of course, have control along the east coast of North America. And they also have several islands in t... |
Latin American Independence movements 1450 - Present World History Khan Academy.mp3 | And they also have several islands in the Caribbean and the Atlantic. As we fast forward 100 years, we're going to see a dramatic change. Notice, roughly 100 years later, most of what used to be these European colonies have now achieved independence. In other videos, we go in some depth from 1776 to 1783. You have the ... |
Latin American Independence movements 1450 - Present World History Khan Academy.mp3 | In other videos, we go in some depth from 1776 to 1783. You have the American War for Independence. You see on this map now, the United States is an independent country. From 1791 to 1804, you have Toussaint Louverture lead the revolt against French control, eventually gaining independence and establishing Haiti. From ... |
Latin American Independence movements 1450 - Present World History Khan Academy.mp3 | From 1791 to 1804, you have Toussaint Louverture lead the revolt against French control, eventually gaining independence and establishing Haiti. From 1807 to 1830, you have a series of revolutions in Latin America, many of which were led by Simon Bolivar, who was a criollo, or Creole, Venezuelan. The term creole has ma... |
Latin American Independence movements 1450 - Present World History Khan Academy.mp3 | And Simon Bolivar plays an active role in achieving independence from Spain for Venezuela, what will eventually be Colombia and Panama, Ecuador, Peru, and the country that will eventually be named for him Bolivia. So there is an interesting question here. What led to all of these revolutions? The map that I showed you ... |
Latin American Independence movements 1450 - Present World History Khan Academy.mp3 | The map that I showed you before, that colonial map of the Americas, these colonies had been in place for several hundred years before these revolutions. Why did all of these revolutions happen roughly at the same time? Well, one overarching idea is that as we enter into the 1700s, you have the intellectual movement kn... |
Latin American Independence movements 1450 - Present World History Khan Academy.mp3 | There were many authors and many publications involved in the Enlightenment, but perhaps most famous is the Encyclopédie, in French, or Encyclopedia, which had the intent of collecting much of the scientific and political science knowledge of the time. And it's considered one of the central texts of the Enlightenment, ... |
Latin American Independence movements 1450 - Present World History Khan Academy.mp3 | No man has received from nature the right to command others. Liberty is a gift from heaven, and each individual of the same species has the right to enjoy it as soon as he enjoys the use of reason. And so when we get into the Declaration of Independence written by Thomas Jefferson, he borrows heavily from these ideas o... |
Latin American Independence movements 1450 - Present World History Khan Academy.mp3 | Now, the Haitian Revolution was partially inspired by these ideas of the Enlightenment, but they were also helped by the fact that France was undergoing its own revolution at the time, and it was not in the position to exert strong control over a far-flung colony. The French Revolution lasts from 1789 to 1799, at which... |
Latin American Independence movements 1450 - Present World History Khan Academy.mp3 | It produced a good chunk of coffee and sugar in the world. It was incredibly profitable for the plantation owners and for France as a nation. But between the ideas of the Enlightenment and the French Revolution, the slaves of Haiti, led initially by Toussaint Louverture, were able to overthrow and set up their own nati... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | In the United States today, we know our system of government so well that it hardly bears thinking about. We know that there's a president who's the head of the executive branch, there's Congress, which is made up of the House of Representatives and the Senate, and there's the judicial branch, which has the Supreme Cou... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | We frequently forget that the Constitutional Convention, which created this system we know today, happened in 1787. That was more than a decade after the Declaration of Independence. So there was this 11-year-plus period before the United States had its modern-day Constitution. And during that time, it fought the Revol... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | And during that time, it fought the Revolutionary War, which it won in 1783, and tried out a completely different system of government called the Articles of Confederation, which we talked a little bit more about in another video. Now, the Articles of Confederation had a very strong sense of limited government. In fact... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | And I think it's clear why the founders first went with this system of limited government, because they had just revolted against a monarchy. They thought of the states as being, in what they called, just kind of a league of friendship. You could almost see it as being similar to the European Union today, independent n... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | But by the late 1780s, it was becoming clear that the Articles of Confederation were not working. With such a weak central government, it was really hard to get things done. They couldn't raise taxes. They couldn't raise a military. Some states were even putting taxes on the goods of other states. So in 1787, delegates... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | They couldn't raise a military. Some states were even putting taxes on the goods of other states. So in 1787, delegates from 12 of the 13 states, Rhode Island did not participate, because Rhode Island was not a big fan of central government, came together in Philadelphia in the same place where they had signed the Decl... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | And some very notable figures were there. George Washington was one of them. See Ben Franklin over here, and James Madison. Although some people that you might have expected to be at the Constitutional Convention were not, namely Thomas Jefferson and John Adams, who were out of the country being diplomats at the time. ... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | Although some people that you might have expected to be at the Constitutional Convention were not, namely Thomas Jefferson and John Adams, who were out of the country being diplomats at the time. So the delegates at the Constitutional Convention have a pretty difficult problem to solve. They want to have a stronger cen... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | They don't want to recreate monarchy in the United States. So they're looking for a very delicate balance of a government strong enough to get things done, but not so strong as to promote tyranny. Now even though the delegates were supposed to be revising the Articles of Confederation, some people had in secret been co... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | But one of the biggest hurdles they had to solve was what would a new sort of legislature look like? So the Virginia delegates suggested a plan for the legislature, it's the law-making body, that would be bicameral, means two room or two house, from bi meaning two, and camara, Latin for room. And their idea was that th... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | It is individuals would vote for the representatives, but the number of representatives that each state would get would be decided by their population. Now Virginia was the largest state by population by far, and so this plan would have worked out pretty well for them because they would have gotten the largest proporti... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | They also wanted to have an upper house, similar to the House of Lords in the British Parliament, which would be appointed by state legislatures. But just like the lower house, the number of representatives would also be determined by population. Now as you can imagine, the small states were not big fans of having repr... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | This was called the New Jersey Plan. So the little states said, all right, the Virginia Plan gives way too much power to the big states. We want an equal voice in legislation. So the New Jersey Plan, much like the Articles of Confederation, gave one vote to each of the states so that the small states would have the sam... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | So the New Jersey Plan, much like the Articles of Confederation, gave one vote to each of the states so that the small states would have the same representation in Congress as the large states. And their plan was for a single chamber or a unicameral legislature. So this really wasn't much different from the Articles of... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | So how did the delegates resolve this issue of how to balance the voices of large states with large populations with small states that had small populations? Because in a situation where all states have an equal number of votes, like in the New Jersey Plan, the 60,000 residents of Delaware could have as much say as the... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | What if the people in Delaware had a very legitimate concern that those in Virginia didn't share? It would be impossible to get all of these states to agree to amend or replace the Articles of Confederation if some of them felt like their interests weren't being taken into account at all. So to solve this issue of how ... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | And in a way, what they did was combine these two plans. They made a legislative branch that was bicameral, two house, with a lower and an upper house. And this lower house would become the House of Representatives, where each state would have representatives in proportion to their population. So states that have large... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | So states that have large populations have more representatives. States with small populations have fewer representatives. And those representatives would be directly elected by the people. Now, and this time, the people was a fairly small proportion. To vote in the 1790s, you had to be a white man with fairly signific... |
The Constitutional Convention Period 3 1754-1800 AP US History Khan Academy.mp3 | Now, and this time, the people was a fairly small proportion. To vote in the 1790s, you had to be a white man with fairly significant property. So it wasn't full suffrage, it wasn't even full suffrage for white men, but these folks were elected by vote. Then this upper house would be the Senate. And in the Senate, each... |
Constitutional compromises The Electoral College US government and civics Khan Academy.mp3 | In this series of videos about the Constitution, we've been discussing all the elements of balance and compromise that appear in the Constitution. The balance between large states and small states, and between the different branches of government. But in this video, I wanna talk about one particular compromise made at ... |
Constitutional compromises The Electoral College US government and civics Khan Academy.mp3 | I think these compromises reveal some real conflict among the framers over how they think the American Revolution did. Did they think that the Revolution went too far? Had created too much equality and too much liberty for people who weren't ready to deal with it? Or did it not go far enough? So let's talk about this i... |
Constitutional compromises The Electoral College US government and civics Khan Academy.mp3 | Or did it not go far enough? So let's talk about this idea that perhaps the Revolution went too far. That the average American Joe, or Jedediah, I guess could be the revolutionary version of Joe, had too much a sense of his own importance, was going to tear down the social structures that had seemed natural during the ... |
Constitutional compromises The Electoral College US government and civics Khan Academy.mp3 | The wealthy elites, the middling farmers, the rough and rowdy workers. You'll remember that one of the incidents that led to the decision to revise the Articles of Confederation was Shays' Rebellion, in which a group of unruly farmers, Revolutionary War veterans, had marched against the governor of Massachusetts. So th... |
Constitutional compromises The Electoral College US government and civics Khan Academy.mp3 | So there's a real sense throughout the Constitution that the founders were attempting to balance democracy, a representative government, with what they saw as too much democracy, or mobocracy in their words. That unruly mobs who perhaps lacked the virtue of elite, educated citizens, would foolishly tear down government... |
Constitutional compromises The Electoral College US government and civics Khan Academy.mp3 | The members of the Senate were appointed, not elected, up until the 20th century. The idea that there had to be one part of the legislative branch that was selected by the better sort of men, the sort of people who really knew what good leadership looked like, not by a mob that might be swayed by any fancy-talking poli... |
Constitutional compromises The Electoral College US government and civics Khan Academy.mp3 | They wanted voting to be reserved to the elite, the propertied, the educated, those who were prepared to be virtuous citizens. It wouldn't be until the 1820s that all white men could vote in elections, regardless of how much property they owned. Of course, it wouldn't be until the late 19th and 20th centuries that wome... |
Constitutional compromises The Electoral College US government and civics Khan Academy.mp3 | So they had a very dim idea of the average citizen's ability to engage productively in democracy. And another way that they show this in the Constitution is in the process of electing the president. Article Two establishes the executive branch, and it also discusses how presidential elections shall work. And it's a kin... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | The second Industrial Revolution in the United States ushered in new technologies and new ways of living and working during the Gilded Age. Steel, electricity, and the telephone allowed railroads to crisscross the country, skyscrapers to rise out of cities, factories to hum along long after sunset, and business transac... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | So at a glance, the Gilded Age seems like a time of radical change for the country. But as historians, how can we tell just how much change really occurred from 1865 to 1898? One way we can do this is to track over time what changed and what stayed the same from the beginning of the Gilded Age to its end. Historians ca... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | Historians call this process examining continuity and change over time. When we study history, it's important to look at continuities or things that continued on the same as they were before, because it's really easy to focus on how one aspect of society really transformed during a certain period of time, and then forg... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | So let's dial in on a few areas. Since the major transformations came through technology and business in this time period, and those are both aspects of work, I'm curious about how the kind of work that people did and the way that they did it changed over the course of the Gilded Age. And since I know that cities grew ... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | I'm also curious about the extent to which these changes in work and living patterns affected the major ideas and culture of the time. Did people's beliefs about society change much during the Gilded Age, or was the culture of the United States at the end of the 19th century pretty much the same as it was at the end of... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | By the way, I'm not gonna go into a whole lot of detail on these trends, because we're doing a really big overview of the Gilded Age here. So if you find that you're not familiar with something that comes up, just make a note of it, and you can look it up when you have time. Okay, first, let's compare the changes in wo... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | Well, in 1865, the United States was still primarily a nation of farmers, although there were a good number of people in the North and the West who worked in mills and mines and on railroads. Many African Americans had transitioned from working as slave laborers on plantations in the South to working as sharecroppers, ... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | It was pretty uncommon for whites, African Americans, Chinese laborers, or Mexican American laborers to work side by side anywhere. In terms of the way businesses were organized, the Civil War had sowed some initial seeds of business consolidation. The industrial might that had helped the North win the Civil War made i... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | How did that compare to the state of work in 1898? Well, there were still plenty of farmers and sharecroppers, although the mechanization of agriculture in the late 19th century had a negative effect on many farmers, sending them to the city looking for work. By the end of the century, more people worked for someone el... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | A lot of this factory growth was driven by new business practices, like mass production on the assembly line, which broke complex tasks down into tiny steps so that no one required much training to work in a factory, a process known as de-skilling. Women and children began working in factories as well, but as at the be... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | In response, many workers began to organize labor unions, but they had pretty limited success. So overall, I would say that industrialization led to some pretty major changes in the world of work. Although work generally remained segregated and the process of transitioning from farms to factories wasn't entirely comple... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | Next, let's look at living and migration patterns. In 1865, only about 20% of the population lived in cities. Most of the migrants to cities were Irish and German immigrants coming from Northern and Western Europe. Most African Americans continued to live in the South in the immediate aftermath of the Civil War, and th... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | Most African Americans continued to live in the South in the immediate aftermath of the Civil War, and the cities themselves had pockets of density and poverty like New York City's Five Points neighborhood, but they weren't yet incredibly crowded. What about in 1898? Well, the percentage of the population living in cit... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | Several cities grew to more than one million people for the first time during the Gilded Age. And who was coming to the cities changed as well. Political and economic trouble at home led many Southern and Eastern Europeans to head for the factories in American cities, and African Americans also began to slowly trickle ... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | This massive influx of people meant that cities were very dense, and many people had to crowd into tenements, unsafe, unventilated, ramshackle apartment buildings. In 1900, the Lower East Side of Manhattan was the most densely populated neighborhood in the world. So I would say that industrialization also led to quite ... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | The factory jobs available in American cities drew new people to them from all over the country and the world, and also changed the standards of living. Last, let's map the changes and continuities in prominent cultural ideas over the course of the Gilded Age. Although there are lots of different ideas and forms of cul... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | Immediately after the Civil War, there was an intense push in Congress and in the North to ensure racial equality for African Americans, with the passage of the 13th, 14th, and 15th Amendments. There was also a very strong nativist or anti-immigrant sentiment among white native-born Protestants, who especially objected... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | That was pretty much the prevailing government approach of the day. All right, how does that compare to 1898? Well, unlike in the immediate post-war period, racial equality for African Americans had been abandoned as a mainstream idea with the rise of Jim Crow and rulings like the 1896 Supreme Court case Plessy versus ... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | Nativism was also still a force in American life, and it had even intensified thanks to the flawed racial pseudoscience known as Social Darwinism, which suggested that people who were in high positions in society, both in terms of race and wealth, belonged there because they were the fittest. But there were a few refor... |
Continuity and change in the Gilded Age Period 6 1865-1898 AP US History Khan Academy.mp3 | There may even have been an overall regression in ideas about race and immigration in this time period. There were a few efforts to soften the pains of industrialization and urbanization, but they weren't yet widespread. Let's return to our question then and see if we can formulate a thesis statement to address the ext... |
The Gilded Age part 1 The Gilded Age (1865-1898) US History Khan Academy.mp3 | So I've brought you here to talk about the Gilded Age, which is one of my favorite eras of American history. Because everything was great and covered in gold? No, because it is the only era of American history I can think of that has a sarcastic name. So what's to be sarcastic about? What's happening between, so I see ... |
The Gilded Age part 1 The Gilded Age (1865-1898) US History Khan Academy.mp3 | So what's to be sarcastic about? What's happening between, so I see it's from 1865 to 1898, which is the end of the Civil War, and then what happens in 1898? It's basically everyone woke up one morning and they were like, oh, we're done with the Gilded Age. Now it's time for the Progressive Era. Hooray, Spanish-America... |
The Gilded Age part 1 The Gilded Age (1865-1898) US History Khan Academy.mp3 | Now it's time for the Progressive Era. Hooray, Spanish-American War times. More for the Spanish-American War. So the Gilded Age is kind of this period of really intense industrialization, kind of focusing on America's development as an industrial and business power. It's very inward-looking, whereas after the Spanish-A... |
The Gilded Age part 1 The Gilded Age (1865-1898) US History Khan Academy.mp3 | So the Gilded Age is kind of this period of really intense industrialization, kind of focusing on America's development as an industrial and business power. It's very inward-looking, whereas after the Spanish-American War, the United States takes a bigger role on the world stage. The sarcastic part of the Gilded Age is... |
The Gilded Age part 1 The Gilded Age (1865-1898) US History Khan Academy.mp3 | And what Twain was trying to say was that the United States in this period wasn't experiencing a golden age, an era of prosperity and happiness, but rather a gilded age. Oh, so just like a thin layer of gold on top disguising the cheap tin beneath? Exactly. Oh, snap, Mark Twain. So what's going on in this era that earn... |
The Gilded Age part 1 The Gilded Age (1865-1898) US History Khan Academy.mp3 | Oh, snap, Mark Twain. So what's going on in this era that earns this nickname? Like, what is the appearance of fancy, lovely gold that just turns out to be tacky and miserable? Well, I think what people are talking about under the title of Gilded Age is that it's this time when immense wealth is accumulated by a number... |
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