Welcome to H-SHGAPE, the online forum of the Society for Historians of the Gilded Age and Progressive Era and one of the founding networks on H-NET. H-SHGAPE seeks to encourage the study of the Gilded Age and Progressive Era through its network and online resources.

Please contact Chelsea Gibson, H-SHGAPE Network Editor-in-Chief, with questions, comments, or concerns. For book review queries, please contact the H-SHGAPE Book Review Editor, William S. Cossen.

H-SHGAPE was originally developed and maintained by Dr. Patrick Reagan, who deserves credit for assembling its wealth of information. Thanks are also due to Dr. Katherine Osburn (Editor-in-Chief, 2000-2016) and to the numerous GAPE scholars whose contributions in the form of syllabi, bibliographies, essays, and reviews make H-SHGAPE an invaluable resource for students and teachers.

Recent Content

H-SHGAPE Question of the Week: Transnational History and the GAPE

Welcome to H-SHGAPE's Question of the Week! Each Wednesday, the list editors will ask a question about the Gilded Age and Progressive Era that we hope will provoke lively discussion. We encourage you to share your thoughts by typing in the "Post a Reply" box below the original post, or, if you're getting this by email, by clicking on the "Read More or Reply" link.

If you'd like to submit a question to be asked in a future week, please contact the H-SHGAPE Editor-In-Chief, Chelsea C. Gibson via email:  cgibson2@binghamton.edu

Re: H-SHGAPE Question of the Week: WWI and Survey Courses

One of the thoughts I have for bringing into a survey course are primary sources from the 1890s. Newspaper articles in American papers discussed the rising powers of Germany and Japan; the conflicts happening among Turkey and Greece; Turkey and Bulgaria; and an article on the ambitions of leaders in the Slavic countries of Serbia. These are a few examples yet I think students take to these examples that help set the mood happening in Europe prior to WWI.

Re: H-SHGAPE Question of the Week: WWI and Survey Courses

When it comes to teaching World War One in a US history course, I first like to pullback and characterize the conflict for what it was: a primarily European phenomenon (though I emphasize the role that Europeans' colonial subjects played as soldiers and laborers during the war). Once I have provided the European context, I explain how initial US neutrality gave way to US intervention in the war on the side of the Allies. With respect to the war's historical significance for the US, I like to highlight two things: 1.

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