Westward Expansion: The Mining Boom 2/26/2012

Topic: Westward Expansion

Learning Objective:
You will be able to determine why the mining boom helped people to move westward.

Do Now: Map Skills
1.    What kind of terrain were most of the gold of silver strikes made?
2.    Was gold or silver discovered throughout the United States?
3.    Was more gold or silver discovered in the United States?
4.    What were some states that the mining boom took place in?

Direct Instruction:
I - Mining – Where did it take place?

California Gold Rush (1858) – Pikes Peak: Major discovery of gold found in this area.
 
Nevada (1859) – Carson River Valley: In addition to gold there was a large portion of silver that was being found as well.

Canada: Moving northward raised growing fears for Russia and the United States. Due to this Russia sold Alaska to the Unites states for roughly $7,000,000. At the time this was seen as a worthless purchase on the part of the United States.

Alaska (1897) – Klondike Gold Rush: Discovery in Canada’s Yukon Territory, which bordered Canada made many people move to Alaska on the prospect for finding gold.

II – Life in Mining Camps:
Mining Camps:·    Cramped
·    Crude
·    Few Comforts
·    Conflicts between ethnic groups (Irish, German, and Chinese)

After time Camps became towns:
As more families moved into the camps, many settlements turned into permanent communities. Soon after came law and order, schools, hospitals, and churches were built.

Mining as Big Business - New Techniques:
Hydraulic Mining: Miners used water pressure to wash away mountains of gravel and expose the minerals underneath

Mining as Big Business - New Techniques:
Hard-Rock Mining: Digging deep shafts into the rock to get at the ore (rock or stones) locked in veins (inside) of quartz (rock or stone).

http://www.youtube.com/watch?v=Mk4wI_yE0Rc

Exit ticket/ summary
Why did gold mining bring families westward?

American Cowboy: Man or Myth Slides

Direct Instruction:

I - What is a "cowboy" and where is it from?

● The word Cowboy comes from the Spanish

word Vaquero. The name "Cowpoke" comes

from the end of the cattle drive when the

cowboys had to push the cattle onto the trains

with a stick or prod.

II - Who were the Cowboys?

● 1/3 of the Cowboys were former slaves and

most of the other were former confederate

soldiers.

The American Cowboy: Myth or Truth

Myth #1:

The Cowboy life was Glamorous.

Myth - the cowboy often worked 18 hour days

and the long trail drives were boring

The American Cowboy: Myth or Truth

Myth #2:

The Cowboy had small or medium frames

Truth - Large men were to heavy to ride the

mustangs efficiently, they would tire the horse

out.

The American Cowboy: Myth or Truth

Myth #3:

The Cowboy would ride his favorite horse all day.

Myth - Cowboys would ride a string of horsed

depending on the task at hand. Slow horses at

night and quick horsed for fast daytime work,

like roping and driving.

The American Cowboy: Myth or Truth

Myth #4:

There were only white Cowboys.

Myth - About 1/6th of all cowboys were

Mexican, many were African American and

even some Native Americans.

The American Cowboy: Myth or Truth

Myth #5:

Many Cowboys were older and experienced wranglers.

Myth - Most were young men who had actually

had to learn on the job how to wrangle.

The American Cowboy: Myth or Truth

Myth #6:

It's called a Cowboy not a Cowgirl, women could not be a part of the culture.

Myth - Several women owned cattle ranches

and some ran their own cattle drives.

The American Cowboy: Myth or Truth

Myth #7:

Cowboys often had to fight off Native Americans.

Myth - Cowboys rarely if ever fought with the

Native American people, remember some

Native Americans are assimilating at this time

and some are even cowboys themselves.

Cowboy Handout #2

The American Cowboy: Myth or Truth

Directions: Using the slides shown in class today find evidence of the truth or myth of the American cowboy in the chart below.

Cowboy Handout #1

Man or Myth: The American Cowboy

       No point in American History has been given more examples of myth than that of the “Wild West.” Settled between the years of 1870 and 1890, the previously unexplored lands of the western wilderness were something of a mystery. Over the years an image of a lone cowboy began to emerge. They were free spirited individuals whom showed no alliances (friends). They roamed from town to town where they took part in gunfights and there was no form of law and order. It truly was a “Wild West” that was imagined by individuals. In reality, after the land was settled  this can all be proven false.
       The land at the time of expansion consisted of many Indian Reservations, so upon expansion, not only were many Native American living on the western front, but Hispanic farmers, cattle owners, and hunters had already cultivated a good portion of the land as well. It is common thought that these cow folk had gone and set out into a vast wasteland that was unknown to all, where in reality they were just checking out previously used land. They earned their “Wild West” second hand from the Native Americans and Hispanic people in the United States.
       Upon the expansion of American citizens to the west, a myth was created of the white Anglo Saxon (White Christian) American Cowboy. This too, though true was an embellishment (exaggeration). In reality around 25 percent of the cowboys were African American and around 12 percent were Hispanic. That means only a little over half of the cowboys of the day had been what was depicted by movies and books. The other half were Native Americans or African American and Hispanic cowboys.
Another myth about these lone cowboy types was that they worked alone. This too was highly unlikely at time. It was common for a group of individuals to work together raising cattle or working on a farm. By doing so they more commonly had a produced a larger amount of goods, thus making more money. They did not live a glamorous life, they worked long days in order to maintain their land. They were not experienced as one would believe and learned on the job for most of the time. The towns in which this land was tilled was often spread far and the properties frequently were manned large families or groups of people. They were also quite large plots of land at that. Many of these towns operated just as a town today would have. They had law enforcement and public officials. This too is a myth that had been displayed in many productions. It wasn’t very often, if ever that showdowns would occur.
    Much of what is presented in television and films is presented to be entertaining. It is important to remember that these “cowboys” that were tending to the cattle in the west were hard working American men and women that were just looking for an opportunity. They were not outlaws or vile (bad) people.

Directions:
1. Find five Key Terms
2. Write down two questions you have about the reading.

Western Cowboys

Topic: Western Cowboys

Learning Objective: You will be able to determine whether or not the American Cowboy popularized in film is genuine (real) or fake?

Do Now:
1. Read the hand out.
2. Find five Key Terms.
3. Write down two questions you have about the reading.


Direct Instruction – 10 minutes of Questions and discussion, elicit info from students  and put on board.


I - What is a "cowboy" and where is it from?

●    The word Cowboy comes from the Spanish word Vaquero. The name  "Cowpoke" comes from the end of the cattle drive when the cowboys had to push the cattle onto the trains with a stick or prod.

I - What is a "cowboy" and where is it from?

●    The word Cowboy comes from the Spanish word Vaquero. The name  "Cowpoke" comes from the end of the cattle drive when the cowboys had to push the cattle onto the trains with a stick or prod.


Conferencing/ Independent Learning / Clustering – Here is a 20 minute activity that students will complete – alone, pairs, or groups

Students will be shown slides and will be expected to use the information from the slides to fill a graphic organizer.

Sharing Out / Final Summary – This is how you end the lesson, with questions or activity.

On an exit ticket give 2 examples of things you believed to be true about cowboys now to be false.

Western Expansion Classwork

Far an Away - The Oklahoma Land Run: Film Question Sheet

Answer the following questions in full and complete sentences. Use the information from the video as well as your notes in class.

Questions:
1.    Where were the settlers racing (running) toward and why?
________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.    What did some of the settlers do in order to maintain (keep) the land that they had found?
________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.    Why did some settlers resort to violence?
________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.    How did claiming the land before others protect the land for your own?
________________________________________________________________________________________________________________________________________________________________________________________________________________________

Western Farmers Classwork:

Western Farmers Classwork:

Learning Objective: You will be able to compare and contrast the reasons Americans decided to move westward?
Do Now- Circle any People, Underline any Dates, Box the words “Law,” “Act,” “West,” or “Land.”






Attracted by the promise of free or cheap land, thousands of farmers, both African American and white, moved to the west after the Civil War. There were over 30 million acres (a measure of land) settled between the time period of 1860 to 1900. This was aided by the government with the passage of three Land Acts. With these acts there was an increase of land that was allowed to be settled for of non-Indian settlers. This allowed for many unemployed African American and white Americans to seize opportunities elsewhere. The three acts that were passed were the Homestead Act, the Pacific Railway Act, and the Morrill Act. These acts operated as a means for Americans to have the initiative (idea) to move out west.
With the passage of the Homestead Act (1862) the government granted a 160-acer homestead (farm) to any individual willing to cultivate (grow crops) on it. The American willing to do these things would have to commit to five years of living on the Great Plains, farming on their land. Around 400,000 families took the government up on this offer.
    Between the years of 1862 and 1866 there were a number of Pacific Railways Acts which provided the railroad companies which resided (lived) in the United States to develop (build) railroads in the expanding (growing) west. The American Government believed that this was vital (important) to the future development of the country. With an increase in the amount railroads across the country, the more likely the country would be to expand. The belief that the United States was destined to stretch from shore to shore (ocean to ocean) was called Manifest Destiny. With the production of more railroads this could be more likely to happen.
    With these acts being passed there was a large distribution of land to the American people, but there were also a large number of individuals that had not had the skills to tend to their land. Due to this the United States government put in place the Morrill Act (1890), which gave land grant (funding) to any state that would train less experienced Americans so they could develop their skills.
    Due to the many opportunities thousands of Americans began to race toward land ownership in the west. This established (set up) a competition between Americans to obtain (get) the most fertile (good soil) land. The first of these races or runs began in 1889 in Oklahoma. That first day around 50,000 possible settlers showed up to get hold of some land.

Western Farmers

Topic: Western Farmers

Learning Objective: You will be able to compare and contrast the reasons Americans decided to move westward?

Do Now: 1. Read the handout Circle any person or people, Underline any date, and place a box around the words “Law,” “Act,” “west,” or “land.”


Direct Instruction – 10 minutes of Questions and discussion, elicit info from students  and put on board.


A)    Reason for Farmers to move west

1.    Farmers moved onto the Great Plains for a variety of motives, but the main incentive was readily available land.

2.    Government support, Innovative farming practices, and new technologies helped make farming on the Plains possible.


Conferencing/ Independent Learning / Clustering – Here is a 20 minute activity that students will complete – alone, pairs, or groups

Students will watch the film and answer questions based on the film

Sharing Out / Final Summary – This is how you end the lesson, with questions or activity.

On an exit ticket answer the following question in two complete sentences, give an example of both.

1.    What is one of the advantages people had by moving westward as well as a disadvantage?

Native American Classwork

Native American Homework

Native American Americanization: Video Handout Sheet

              The First Boarding (sleep away) School opened in 1900 attended 83 pupils (students) which eventually grew to 200 by 1902, with the target of teaching Native American children some American ideals and to educate them. It operated only until 1914 after which time the children attended day schools closer to their homes.
               The national system of Indian education, including both off reservation (Native American land) boarding schools, reservation boarding schools and day schools, continued to expand at the turn of the century. In the Pacific Northwest, Chemawa Indian School became the largest off reservation boarding school and drew pupils from throughout the region and Alaska. Chemawa had originally been located at Forest Grove, Oregon, but was moved to Salem in 1885 after officials determined that the original site lacked adequate agricultural (farming) land. By 1920 Chemawa enrolled 903 students from 90 different tribes, nearly a third coming from Alaska. There were a large number of Native Americans placing their children in these programs.
                   All federal boarding schools, whether on or off reservation, shared certain characteristics. The Bureau of Indian Affairs issued directives that were followed by superintendents throughout the nation. Even the architecture and landscaping appeared similar from one institution to the next. Common features included a military style regimen, a strict adherence to English language only, an emphasis on farming, and a schedule that equally split academic and vocational training.

Questions on the reading and film: Answer in complete sentences, use examples from the text as well as the video.

1.    What benefits did the Native American population gain from sending their children to schools such as this?
2.    If given the opportunity would you make a similar decision, would you send your child to become educated by American standards?
3.    What are some examples of resistance that are displayed by some young Native Americans in the video?
4.    From what you’ve read above, what could be some negative aspects of this approach was put into practice.

Native American Americanization

Topic: Native American Resistance Page 426

Learning Objective: You will be able to explain the events of the creation of Indian Reservations which will better help you understand the reason for fewer Native American tribes existing today.

Do Now:
1.    Define Reservation
2.    Map Skills Below.

   

Instructional Objectives:


Direct Instruction – 10 minutes of Questions and discussion, elicit info from students  and put on board.

I - Moving Westward - Native Americans Movement:
    A) As more people began to immigrate to the United States the Native Americans were     pushed westward.
    B) The US government attempted to restrict Indians to reservations to make room for     non-Indian settlers.
    Why were the Native Americans being forced to move?
II - Native American Resistance:
    A) Sand Creek - One of the earliest confrontations between the US military and the     Native Americans. 200 Indians massacred, most of them women and children.
    B) Treaty of Medicine Lodge - Plains Indians exchanged for much of their land their land     in order to obtain reservation land.
III - Fighting Continues:
    A) Battle of Rosebud (1876) - Was not an all out victory for the Native American people,     but inspired confidence in their forces.
    B) Battle of Little Bighorn - A momentary triumph which later led to the downfall of the     Indian forces.
    C) Battle of Wounded Knee -  Considered the final battle in the Plains Indians - US     conflict.
IV - Indian Surrender:
    Through the use of boarding schools designed to assimilate (make the same) Native American children, the American government believed this was the most successful way to get rid of Native American culture. One of the first schools was The Carlisle Indian School which would assimilate students into American culture.



Sharing Out / Final Summary – This is how you end the lesson, with questions or activity.



Why did the native American people choose to assimilate their children to American Culture? Use evidence from the video.

Segregation - Political Cartoon HW Sheet

Topic: Reconstruction Continued

Learning Objective: You will be able to discuss how the new laws implemented in the United States did not fully help freedmen.

Do Now:
1.    Define Segregation
2.    In your opinion, can two things that are treated differently be considered equal?

Direct Instruction


I - African American Rights:
A) The Fifteenth Amendment guarantees that the right to vote cannot be denied because of race.
II – African American Hardships:
A)    Ku Klux Klan
B)    Poll Taxes
C)    Literacy Tests
D)    Segregation

Conferencing/ Independent Learning / Clustering


II – Activity: Political Cartoon
Sharing Out / Final Summary

III – Why was the passing of the Fifteenth Amendment somewhat pointless in the South?

1. In your opinion, what is being displayed in the cartoon above?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why are there two different routes to the voting booth?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. In your opinion, do you think these routes appear to be similar? Why?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Black Codes Classwork

The Black Codes
Shortly after the Civil War's end, Southern legislatures, which were dominated by ex-Confederates during the presidential phase of Reconstruction (1864–1867), passed laws that for former slaves replaced the authority of slave owners with that of the state. Republicans labeled these laws Black Codes. All acts bestowed at least some minimal civil rights, including the rights to sue and be sued, to testify in court (but not against whites), and to marry (at least each other). In no state were freedmen permitted to vote, hold office, or serve on juries. Northerners objected that the codes also placed severe restrictions on African-American hopes of economic and political advancement.

At the end of the Civil War, a large proportion of the Southern population had been relocated, but the freed people were not always welcomed or anxious to stay on the plantations where they had once worked. In addition, thousands took to the roads in search of lost family members. Finally, the freed people clung to the vain hope that the forty acres and a mule promised by General W. T. Sherman during his march to sea awaited them in the near future. Southern white legislators, faced with what they saw as social unrest and economic ruin, embedded in their codes significant restrictions on African-American economic freedom.

Laws requiring work were nothing new however, they were now directed at African Americans. In spite of this, not only did the Black Codes seek to reestablish white control over black labor, but many state and city ordinances effectively froze blacks out of skilled work, professions, and even land ownership.

Freedman's Bureau officials, Southern Unionists, and radical Republicans immediately objected to these laws. The result was the passage of the Fourteenth Amendment to the U.S. Constitution. After its central feature, that freed people were both American and state citizens, came the three key guarantees: the privileges and immunities of citizenship, equal protection of the law, and due process of law. The Black Codes became a dead letter in law.

However, large portions of these codes became part of the structure of Southern society after Reconstruction ended. Restrictions on the freedom to buy land or travel became sunset laws, large posted signs warning those of African-American ancestry that they were expected to be out of town before dark or face the threat of bodily harm. Numerous federal peonage prosecutions in the twentieth century revealed that the labor laws too had been revived. Finally, the segregation found its way back into law in the 1890s and endured until the 1970s. The Civil Rights movement of the 1950s and 1960s was aimed at overturning segregation and the denial of equal rights, which were the legacy of slavery, Black Codes, and the failure after 1877 to apply the Fourteenth and Fifteenth amendments to protect African-American civil liberties.

Southern Reconstruction: The Black Codes

1.    What would be the fate of some of the 4 million newly emancipated (Freed) slaves?
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.    What are some of the restrictions placed newly freedmen’s lives by the Black Codes?
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3.    What piece of legislature(Laws) was passed that helped ease the tension that was created between the newly freed African Americans and the Southerners.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2/6 Classwork Assignment

Topic: The Final Phase

Learning Objective: You will be able to determine the causes that lead to the end of the Civil War.


Do Now: 
1. How did the NY Giants effectively defeat the NE Patriots?
2. Map Skills handout


Direct Instruction:
I- Winning War strategies: What did Grant and Sherman do to win the war?
A) Grant began a war of slow destruction – wearing down the Confederates     through constant attack.
B)    Sherman fought a total war – defeating the enemy both militarily and economically.
    1) Sherman was able to do this through both fighting his opponents on the battlefield as well as in their ports - by setting up blockades Sherman was able to stop the South from conducting trade with their allies.

II- Surrender

1.    Lee surrendered to Grant on April 9, 1865.
2.    Johnston surrendered to Sherman on April 26, 1865.



Assignment:
Write a letter as General Lee to Jefferson Davis or write a letter as General Grant to President Abraham Lincoln explaining their reasons they believe the war ended.

Worksheet 2/6

Answer the following questions using the information provided from the map above.

1. From what was displayed in the chart what did General Lee’s forces seem to be doing?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. How did the final two battles help determine the victor of the Civil War?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. What did Sherman do to stop the South from gaining supplies from their allies?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. How did this help General Grant’s ability to better defeat Lee’s forces?
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