Presentation on theme: " Chapter 13 Section 1 Vocab due Wed Test-Corrections after-school today!!! Test-Makeups after-school today!!! Continue working on Final Draft."— Presentation transcript:
Chapter 13 Section 1 Vocab due Wed Test-Corrections after-school today!!! Test-Makeups after-school today!!! Continue working on Final Draft of Research Paper Final Draft due Friday December 20 Must include Works Cited and Notecards HW for Tonight
HOW AND WHY DID THE US GOVERNMENT PROMOTE WESTWARD EXPANSION FOLLOWING THE CIVIL WAR?
Paintings of the West Hudson River School Albert Bierstadt Thomas Moran Moran’s paintings played a role in the creation of Yellowstone National Park in 1872 The Grand Canyon of the Yellowstone, as painted by Thomas Moran
Romantic Notions of the West Arts and media stoked public fascination “Anything goes” spirit Cowboys and Indians Buffalo Bill A poster advertising Buffalo Bill’s Wild West Show
Defining the West The definition of the West has changed “Old West” in colonial times Northwest (present-day Midwest) West of the Missouri River A 1794 map showing the Western Territory of the U.S., a region including present-day Wisconsin, Michigan, and Ohio (among other states)
Transportation: Canals The Erie Canal: Hudson River to Buffalo, NY Connected the Great Lakes to the Atlantic Ocean Locks The Erie Canal
Transportation: Railroads Made canals less important Major wave of construction from 1830s through 1860s Transcontinental railroad completed in 1869 Government support was important for success of the canals and railroads An early railroad engine from the 1830s
The Transcontinental Railroad Coast-to-coast railroad line Would facilitate trade and western settlement Chinese and Irish immigrant labor Completed in 1869 The driving of the golden spike, Promontory Point, Utah, 1869
The Transcontinental Railroad: Outcomes Increased westward migration Bison nearly exterminated Loss of bison helped keep Native Americans on reservations Hunters shooting at a herd of bison from a train and along the tracks
Life on the Frontier All family members had to work Settlers built their own homes and made various household items from scratch Houses built of sod due to scarcity of trees A sod house in North Dakota
Terrain made farming difficult Steel plow (1837) made agriculture much more efficient Corn, wheat, livestock, and hunting Great risk of disease and injury Farming on the Frontier “Plowing on the Prairie Beyond the Mississippi”
African Americans Migrating From the South Difficulties for Southern African Americans after the Civil War ??? Migration westward, particularly to Kansas “Exodusters” Mostly remained poor, yet better off than if they had stayed in the South “Exodusters” en route to Kansas
Immigrants on the Frontier Immigrants settled the frontier Mostly Europeans, including Germans and Scandinavians Representatives traveled to Europe to entice people to emigrate The Haymakers, by Herbjørn Gausta, a Norwegian immigrant
Chinese Settlers Emigrated for the California Gold Rush and to build railroads Farm laborers Innovative farm techniques established California’s fruit industry
Women on the Frontier Women settled with their husbands and children Played a central role in their new homes Kept traditional roles and added new ones Frontier women standing before a sod house
Women’s Suffrage Wyoming territory gave women the right to vote in 1869 Utah, Idaho, and Colorado granted women’s suffrage by 1900 A political cartoon portraying George Washington with activists Stanton and Anthony
1862 Families could settle 160 acres Fierce competition for land Displaced more Native Americans The Homestead Act Homesteaders in front of their log cabin–style house
1862 Gave land to railroad companies to encourage construction of railroads Pacific Railway Act of 1862
1862 “Provided for agricultural and mechanic arts colleges” First time federal government provided assistance for higher education Morrill Land Grants
Chapter 13 Section 1 Vocab due tomorrow Test-Corrections after-school Wednesday!! Test-Makeups after-school Wednesday!!! Continue working on Final Draft of Research Paper Final Draft due Friday December 20 Must include Works Cited and Notecards HW for Tonight
Carlisle Indian Industrial School What do you notice in the two photographs above?
To what degree were the Native Peoples able to resist U.S. infringement on their lands?
Indian Removal Pressure increased on Native American territory Indian Removal Act of 1830 Forced relocation to Oklahoma Territory Trail of Tears A map showing the major tribes and the routes by which the government relocated them
New Government Policy Previously wanted Native Americans to continue to move westward Settlers now want to stay in the “New West”, Indians are forced on to reservations
Culture of the Plains Indians Thrived thanks to the abundance of wild buffalo Traveled as they followed the migration of buffalo They disagreed with white settlers about the purpose of land
Destruction of Buffalo U.S. Army adopts a policy for destroying the buffalo population Force Plains Indians on to reservations by cutting off food supply Buffalo hides sold for a profit “Hunting Specials”
“The Ghost Dance”
What’s wrong with this picture?
2013 USA Today poll found widespread support for the Redskins name. The poll indicated that 79 percent of Americans believed that the Redskins should keep their name.
Back to Carlisle… Boarding school that was created to “Americanize” all Native American children “In the White Man’s Image” “Kill the Indian, Save the Man!”
When students arrived at Carlisle, they were dressed in American-style clothes to change their appearance. They were discouraged from speaking their language. The goal at Carlisle was to separate the children from their families and communities so as to mold them into "Americans." Officials justified child labor as the best way to teach Indians to "work." Conditions at these schools were such that the death rate among the children was high, and many left in poor health.
Test-Corrections after-school on Friday Test-Makeups after-school on Friday!!! Research Paper due tomorrow Must include Works Cited and Notecards One more day
RAFT Role of Writer- Native American child in the 1880s Audience- Your parents back at home Format- A hand-written letter Topic- You want to write your parents and tell them about Carlisle School. What is life like there? How do you feel? Why are you there?
Assimilation Two reasons for creating reservations: –U.S. gov’t wanted control over all western territories –Wanted Native Americans to abandon their culture and become “white” Bureau of Indian Affairs (BIA) – managed Native American reservations
Dawes Act of 1887 Provided land for Native Americans so they could be property owners Gov’t believed land ownership would be an incentive to succeed What’s the prob bob?