Objectives: Chapter 15:2 - MR. CHUNG U.S. History ...

Objectives: Chapter 15:2

o We will analyze the ways Native Americans and white settlers viewed the use of land.

o We will describe the conflicts between white settlers and Indians.

o We will evaluate the impact of the Indians Wars.

• 1Th_4:6 That no man go beyond

and defraud his brother in any

matter: because that the Lord is

the avenger of all such, as we

also have forewarned you and

testified.

CHAPTER 15:2 Westward Expansion and the American Indians

• By the end of the Civil War about 250,000 Indians lived in the region west of the Mississippi River referred to as “The Great American Desert,” which lumped together in the minds of most Americans as “Indians.”

• Native Americans embraced many different belief systems, languages and lifestyles.

CHAPTER 15: Westward Expansion and the American Indians

• The Native Americans were

diverse from the Pacific

Northwest tribes who were

fishermen

• Hunters and gatherers in New

Mexico and Arizona and the

Pueblos who irrigated the land

to grow corn, beans and squash.


• The most numerous and nomadic

Native Americans were the Plain

Indians, including the Sioux, Blackfeet,

Crows, Cheyenne, and Comanche’s.

• The plain Indians were expert

horsemen and hunters.

• The millions of buffalo that roamed the

plains provided a rich source for

lodging, clothing, and food..


• Indian cultures saw themselves

as part of nature and viewed

nature as sacred.

• By contrast many white people

viewed the land as a resource

to produce wealth.

• These differing views sowed

the seeds of conflict..


o Early 1800s, the government carried out policy for moving Native Americans out of the way of white settlers.

o For example Andrew Jackson moved the Cherokees off their land in Georgia.

o They were moved to the Great Plains.

o The white settlers thought the place uninhabitable and called it the Great American Desert.


• In the 1850s, Gold and silver was found in Indian territory and federal policy changed.

• Americans wanted a railroad that crossed the continent.

• In 1851, therefore, the federal government began to restrict Indians to smaller areas.


• 1860s, Indians were forced onto

separate reservations specific

areas set aside by the

government for Indian use.

• No longer to roam the Plains,

Indians experienced suppression

and poverty.

The Negative Effects of Expansion

• Disease was introduced that Indians had no immunity towards.

• Buffalo herds were destroyed.

• In 1870s, hunters slaughtered hundreds of buffalos in a single day.

• They skinned the animals for their hides and left the meat to rot.

New Settlers and Native Americans Clash:

• The Sioux Indians resisted

encroachment of whites

attacking settlements in eastern

Minnesota.

• In response, the government

waged a full scale war against

the Sioux who then were pushed

west into the Dakotas.


• The Sioux rebellion sparked a

series of attacks on

settlements and stagecoach

lines as other Plains Indians

also saw their way of life

slipping away.


• The Sand Creek Massacre where in 1864, a band of Colorado militia came upon an unarmed camp of Cheyenne and Aparaho Indians, who were under U.S. Army protection gathered at Sand Creek.

• The troops opened fire, killing many men, women, and children despite the Indians efforts to signal their friendship by raising the American flag.


• As the Plains Indians renewed their efforts to hold onto what they had, the federal government announced plans to build a road through Sioux hunting grounds to connect gold mining towns in Montana.

• In 1866, the legendary warrior Red Cloud and his followers lured Captain William Fetterman and his troops into an ambush killing them all.


• The human costs of the struggle

drew a public outcry and called

government’s Indian policy into

question.

• As reformers and humanitarians

promoted education for Indians,

westerners sought strict controls

over them.

Fort Laramie Treaty:

• In effort to pacify the Sioux and gain more land the government signed the Fort Laramie Treaty of 1868.

• The government agreed not to build the road through Sioux territory and to abandon three forts.

• The Sioux and others who signed the treaty agreed to live on a reservation with support from the federal government.


• In 1824, the Bureau of Indian Affairs was established.

• This bureau handled the affairs between Native Americans and the government.

• The agency appointed an agent who was responsible for distributing land and adequate supplies to anyone willing to farm as well as for maintaining peaceful relations between the reservation and its neighbors.


• A school and other communal buildings were also promised by the treaty.

• However, many bureau agents were corrupt, stealing funds meant for the Indians.

• Even the most well-meaning agents often lacked support from the Federal Government or the military to enforce the terms of the treaties.

Battle of Little Big Horn

• The Black Hills Gold Rush of 1875

drew prospectors onto Sioux hunting

grounds in the Dakotas and

neighboring Montana; when the Sioux,

led by chiefs Crazy Horse and Sitting

Bull, assembled to drive them out.

• The U.S. Army sent out its own troops

against the Native Americans.


• In June 1876, a colonel named George Custer rushed ahead of the other columns of the U.S. Calvary and arrived a day ahead of the main force.

• Near the Little Bighorn River, in present-day Montana,

• Custer and his force of about 250 men unexpectedly came upon a group of at least 2,000 Indians.

• Crazy Horse led the charge at what became known as the Battle of the Little Big Horn, killing Custer and all of his men.


• Cries of revenge had the army track down the forces.

• Sitting Bull and small group of followers escaped to Canada.

• Ultimately, Crazy Horse and his followers surrendered after beaten by weather and starvation.

Forced Relocation of Chief Joseph and the Nez Perces

• In Idaho, in 1877 the federal government decided to move the Nez Perces to smaller reservation to make room for white settlers.

• Many of the Nez Perces were Christians and had settled down and become successful horse and cattle breeders.

• They had pride in themselves and a great deal to lose.

• Joseph and a band of his tribe sought to escape to Canada and evaded U.S. Troops valiantly but were finally captured.

The Ghost Dance:

• In 1890, in an effort to curtail a religious revival called ghost dance, that was meant to restore the buffalo and drive out white settlers, the government ordered the arrest of Sitting Bull.

• In the confrontation, he and several others were killed.

• Troops then set out after the group of Indians as they fled.

WOUNDED KNEE: GHOST DANCE AND SITTING BULL

• Throughout 1890, the U.S. government worried about the increasing influence at Pine Ridge of the Ghost Dance spiritual movement,

• which taught that Indians had been defeated and confined to reservations because they had angered the gods by abandoning their traditional customs.

• Many Sioux believed that if they practiced the Ghost Dance and rejected the ways of the white man, the gods would create the world anew and destroy all non-believers, including non-Indians.


• On December 15, 1890,

reservation police tried to

arrest Sitting Bull, the famous

Sioux chief.

• The police mistakenly believed

was a Ghost Dancer, and killed

him in the process, increasing

the tensions at Pine Ridge.


• On December 29, the U.S. Army’s 7th Cavalry surrounded a band of Ghost Dancers under Big Foot, a Lakota Sioux chief.

• Near Wounded Knee Creek and demanded they surrender their weapons.

• As that was happening, a fight broke out between an Indian and a U.S. soldier and a shot was fired, although it’s unclear from which side.


o A brutal massacre followed, in

which it’s estimated 150

Indians were killed (some

historians put this number at

twice as high), nearly half of

them women and children.

o The cavalry lost 25 men.


• The conflict at Wounded Knee was

originally referred to as a battle,

but in reality it was a tragic and

avoidable massacre.

• Surrounded by heavily armed

troops, it’s unlikely that Big Foot’s

band would have intentionally

started a fight.


o Some historians speculate that the soldiers of the 7th Cavalry were deliberately taking revenge for the regiment’s defeat at Little Bighorn in 1876.

o Whatever the motives, the massacre ended the Ghost Dance movement and was the last major confrontation in America’s deadly war against the Plains Indians.

THE GOVERNMENT PROMOTES ASSIMILATION

• Policy makers hoped that

as the buffalo became

extinct, Indians would

become farmers and be

assimilated into national

life by adopting the culture

and civilization of whites.


o Congress Passes the Dawes Act.

o In 1871, Congress had passed a law stating that “no Indian nation or tribe within the United States would be recognized as an independent nation, tribe or power with whom the United States may contract by treaty.”


o Congress would ultimately pass the Dawes General Allotment Act in 1887.

o The Dawes Act replaced the reservation system with an allotment system.

o Each Indian family was granted a 160 acre farmstead.

o The size of the farm was based on the eastern experience of how much land was needed to support a family.


o In the arid west however, the allotment was not big enough.

o To protect the new Indian owners from unscrupulous speculators, the Dawes Act specified that the land could not be sold or transferred from its original family for 25 years.

o Congress hoped that by the end of that time, younger Indians would embrace farming and individual land ownership.


• To further assimilation, missionaries and other reformers established boarding schools, to which Indian parents were encouraged to send their children.

• Indian children were to learn to live by the rules and culture of White America.

• The struggle to retain their homeland, freedom, and culture proved tragic.

How would you solve the issue of Native

Americans during America’s Western

expansion? What would you have done

differently or would you have done anything

differently? Explain.

Objectives: Chapter 15:3

o We will analyze the impact of mining and railroads on the settlement of the West.

o We will explain how ranching affected western development.

o We will discuss the ways various people lived in the West and their impact on the environment.

• Pro_22:8 He that soweth iniquity

shall reap vanity: and the rod of

his anger shall fail.

TRANSFORMING THE WEST:

• As industry in the West grew, the need for a railroad to transport goods increased as well.

• The idea of a transcontinental railroad, a rail link between the east and the West was not new.

• Unlike Europe where government owned and build railroads, in the U.S., railroads were built by private enterprise.


• Congress supported construction of the transcontinental railroad.

• It provided money in the form of loans and made land grants, giving builders stretches of land, alternating on each side of the track route.

• In 1863, the Central Pacific started laying track eastward for Sacramento CA while the Union Pacific headed westward from Omaha, Nebraska.


• The human cost of building

the railroad was also high.

• Starved for labor, the Central

Pacific Company brought

recruits from China and set

them to work under harsh

contracts and with little regard

for their safety.


• Inch by Inch they chipped and blasted their way through the granite hard Sierra Nevada and Rockies.

• Meanwhile working for the Union Pacific, Irish crews crossed the level plains from the east.

• The two tracks eventually met at Promotory Utah in 1869.

Ranchers Built Cattle Kingdom:

• Open range system is where property was not fenced in.

• Though ranchers claimed ownership and knew the boundaries of their property, cattle from any ranch grazed freely across these boundaries.

• When Spring came, the ranchers would hire cowboys to comb thousands of acres of open range, “rounding up” cattle that had roamed all winter.

Ranchers Built Cattle Kingdom:

• The culture of the cowboy owed its

very existence to the Mexican

Vanqueros who had learned to train

horses to work with cattle.

• Vanqueros had developed the roping

skills, saddle, lariat, and chaps,

needed for the job.

• Cowboys were often a mix of White,

Mexican, and African American men.

Open Ranch System Comes To An End in the 1880s.

• The invention of barbed wire made it possible to fence in huge tracts of land on the treeless plains.

• The supply of beef exceeded demand and the price of beef dropped sharply.

• Brutal Weather of long drought summers and harsh winters caused a lack of grazing pasture for livestock causing them to starve.

• Ranchers began to shift to raise hay to feed their livestock and farmers and shepherds settled on the open range.

Open Ranch System Comes To An End in the 1880s.

• From the 1850s onward, the West had the widest diversity of people in the nation.

• With fewer than 20 percent of the nation’s total population, it was home to more than 80 percent of the nation’s Asian, Mexican, and Mexican American, and Native American residents.

• Chinese immigrants alone accounted for 100,000 immigrants, almost all of them in the West.

• They faced stiff prejudice from White settlers.

Closing of the Frontier.

• The last major land rush took place in 1889 when the federal government opened the Oklahoma Territory to homesteaders.

• The government offered farm plots of 160 acres to anyone willing to live on the land for five years, dig a well, and build a road.

Closing of the Frontier.

• In 1890 national census concluded that there was no longer a square mile of the United States that did not have at least a few white residents.

• The country, the report said, no longer had a “frontier,” which at the time was considered an uninhibited wilderness where no white person lived.

• The era of free western land came to an end.

Do you think people who work dangerous jobs like the railroad workers should be paid more?

Today, the Western United States attracts people from many diverse cultures. Is what we enjoy today worth all the atrocities that the Native Americans suffered?

Objectives: Chapter 16:1 Gilded Age: Segregation and Social Tensions

o We will examine how Whites created a segregated society in the South and how African Americans responded.

o We will analyze the efforts to limit immigration.

o We will compare the situations of Mexican Americans and the women of those of other groups.

• Rom_13:10 Love worketh no ill to

his neighbour: therefore love is

the fulfilling of the law.

Issues of the Gilded Age:

• After the 1876 presidential election President Hayes removed federal troops from the South.

• This action allowed southern states to reassert their control over African Americans without concern about federal intervention.


• Southern governments enacted various measures aimed at disenfranchising, or taking away the voting rights of African Americans .

• And enacted Jim Crow laws that kept Blacks and Whites segregated or apart.


• The Fifteenth Amendment became part of the United States Constitution in 1870, prohibited state governments from denying someone the right to vote because of race, color, or previous condition of servitude.

• After reconstruction, southern states got around this amendment by passing a number of other restrictive measures.

o Activity:

o Call a student and have her experience a poll

tax, literacy test, and grandfather test.


• They enacted a poll tax which required voters to pay a tax to vote.

• The tax which began in Georgia cost voters $1 or $2 to vote.

• Poor African Americans could scarcely afford such a fee.


• The states also required voters

to pass literacy tests and

“understanding” tests.

• Because African Americans had

been exploited economically and

denied an education, these

restrictions disqualified many of

them as voters.


• Southern states also enacted grandfather clauses, which allowed a person to vote as long as his ancestor voted prior to 1866.

• In other words, grandfather clauses allowed poor and illiterate whites but not blacks to vote.

• Some southern states also established all-white primaries, meaning only whites had a voice in selecting who got to run in general elections.


• In addition, whites resorted to violence to keep African Americans from participating in the political process.

• Voting registration by the eve of World War II in 1940 had only 3 percent of all African Americans in the South voting.

New Laws Forcing Segregation:

• During the 1870s the Supreme Court ruled in cases that undermined the civil rights of African Americans.

• In Plessy v. Ferguson (1886), the Supreme Court upheld the constitutionality of Jim Crow laws.

New Laws Forcing Segregation:

• The Supreme Court held that

as long as states maintained

“Separate but equal” facilities,

they did not violate the

fourteenth amendment.

• Yet, in reality, separate

facilities were rarely equal.

o SEGREGATION ACTIVITY: Separate genders.

o Give one group the ability to use their ipads to do research.

o Give another group to only use a book to do research.

o What do you think of the Separate but Equal doctrine? Was it practical for its time?

o How would you solve the racial issues in the American South?

o Do you think if another race was dominant, that they would be as oppressive and racist as what happened in the American South to another minority group?

African Americans Oppose Injustices

• Booker T. Washington: one of the most famous African American leaders in the late 19th century.

• Born a slave in 1856, he argued that instead of seeking to overturn Jim Crow, the focus should be in building up independent economic resources and establish their reputations as hardworking and honest citizens.

• He also established the Tuskegee Institute, providing industrial or vocational education.


• W.E.B. Du Bois, who earned a PhD from Harvard University in 1896, criticized Washington’s willingness to accommodate southern whites.

• Echoing the spirit of abolitionists, he argued that blacks should demand full and immediate equality and not limit themselves to vocational education.

Which approach do you feel was better for

African Americans. Booker T. Washington or

Du Bois?


• Ida Wells was an African American school teacher who bought a local newspaper and renamed it Free Speech.

• She embarked on a lifelong crusade against lynching.

• She also toured Europe and helped organize women’s clubs to fight for African American rights.

Chinese Immigrants Face Prejudice: Especially in the West

Coast:

• In 1879, California barred cities from employing people of Chinese ancestry.

• Several years later, San Francisco established segregated “Oriental” schools.

• Mobs attacked Chinese workers saying they had taken “white jobs.”

• Congress responded to these attacks by passing the Chinese Exclusion Act, which prohibited Chinese laborers from entering the country.


Coast:

• Chinese immigrants also turned to the federal courts to protect their rights but with mixed results.

• In 1886, in the case of Yick Wo v. Hopkings, the U.S. Supreme Court sided with Chinese immigrants who challenged a California law that banned him and other Chinese from operating a laundry.


Coast:

• In 1898 the Court ruled that

the individuals of Chinese

descent, born in the U.S.,

could not be stripped of their

citizenship.

• Yet the court upheld the

Chinese Exclusion Act.

Mexican Americans Struggle in the West:

• The central issue is land.

• The Treaty of Guadalupe Hildalgo, signed at the end of the Mexican-American War, guaranteed the property rights of Mexicans who lived in the Southwest prior to the war.

• Still four out of five Mexican Americans who lived in New Mexico lost their land, as did Mexican Americans in other southwestern states.


• When Anglo Americans and Mexican Americans laid claim to the same land, U.S. courts put the burden of proof on Mexican Americans to show that they really owned the land.

• Differences in legal customs, and the fact that much of the land was held communally, not individually made it difficult for many of them to do so.


• Throughout the Southwest in Texas, New Mexico, Arizona, and California-Mexican Americans fought to maintain their rights.

• Many Mexicans especially resented the loss of their land.

• One group, Las Gorras Blancas, targeted the property of large ranch owners by cutting holes in barbed wire fences and burning houses.


• Anglo Americans made political

connections to take land away

from Mexican Americans.

• The Santa Fe land association of

prominent whites, got the

federal government to grant the

group control of millions of acres

of land in New Mexico.

Women’s Rights:

• Before the Civil War, women played a prominent role in many reform movements, including the drive to abolish slavery.

• Women also began their fight for the right to vote, to own property, and to receive an education.

• In the decades that followed the Civil War, women continued to fight for these rights.

• In some cases, they were successful, in others they were not.

Women’s Rights:

• In 1869, Susan B. Anthony

and Elizabeth Cady Stanton

formed the National Woman’s

Suffrage Association.

• To fight for a constitutional

amendment that would grant

women the right to vote.

Women’s Rights:

• Susan B. Anthony grew up in a politically active family.

• They worked to end slavery in what was called the abolitionist movement.

• They were also part of the temperance movement, which wanted the production and sale of alcohol limited or stopped completely.

Women’s Rights:

• Anthony was inspired to fight for women’s rights while campaigning against alcohol.

• She was denied a chance to speak at a temperance convention because she was a woman.

• Anthony later realized that no one would take women in politics seriously unless they had the right to vote.

Women’s Rights:

• Anthony was tireless in her efforts, giving speeches around the country to convince others to support a woman’s right to vote.

• She even took matters into her own hands in 1872 when she voted in the presidential election illegally.

• Anthony was arrested and tried unsuccessfully to fight the charges.

• She ended up being fined $100 – a fine she never paid.

Women’s Rights:

• When Anthony died on March

13, 1906, women still did not

have the right to vote.

• It wasn’t until 1920, 14 years

after her death, that the 19th

Amendment to the U.S.

Constitution, giving all adult

women the right to vote, was

passed.

Women’s Rights Accomplishments:

• The number of women attending college increased.

• By 1900, one third of all college students, nationwide were women.

• Women also played an increasingly important role in a number of reform movements.

• Frances Willard led Women’s Christian Temperance Union (WCTU).

• While Temperance, or the ban of the sale of liquor, remained Williard’s primary goal,

• she also supported women’s suffrage.

Do you think men and women are not equal in

society or is there still gender inequality?

When you see that America has high ideals of

freedom but yet took time to give equal rights to

African Americans, Asians, Latinos, and women,

do you feel that America is hypocritical or that it is

constantly improving to correct itself? Explain.

Objectives: Chapter 16:2 and 3 Gilded Age: Political Corruption and

Economic Challenges

o We will analyze the corruption in national politics in the 1870s and 1880s.

o We will analyze Civil Service Reform.

o We will analyze the growth of the populist movement and their impact on American politics.

• 1Co_6:8 Nay, ye do wrong, and

defraud, and that your brethren.

An Era of Political Corruption

• Many government officials accepted bribes in this era.

• Most presidents were weak in their authority.

• Government jobs were awarded by the spoil system where a politicians gave jobs on the basis of party loyalty and little regards to qualifications.


• President Chester A. Arthur signed the Pendleton Civil Service Act in 1883.

• Although supporting the spoil system, he supported this reform for jobs in the Federal Government.

• Individuals who wanted to work for the government had to take the exam, and getting a job depended on doing well on the exam and not manipulating one’s political connections.


• The government wanted a gold standard where gold backed the value of the nation’s money.

• Farmers wanted the coinage of silver to create inflation, and this rise in prices would increase their income.

• Today, American currency is based on “good faith,” and not backed by any gold.

Populism

• With the increase corruption

in government, a political

movement arose called the

Populist Party.

• It was a grass roots movement

(of the common people) that

ran candidates in local, state

and national positions.

Populism Platform

• Warned of the dangers of

political corruption.

• An inadequate monetary

supply.

• And an unresponsive

government.

Populism Platform

• To fight low prices, they called for the coinage of silver or free silver.

• To combat high costs they demanded government ownership of the railroads.

• They sought a coalition of common citizens regardless of regions and race united in the common bond to deal with government corruption.

Populism Spreads:

• In 1892, the Populist presidential

candidate James B. Weaver received

one million votes.

• Populists elected three governors,

five senators, and ten congressmen.

Populism Spreads:

• In 1892, the Democratic Party

elected William Jennings Bryan as

their presidential candidate.

• Bryan held to Populist ideals.

• He wanted the coining of silver.

• Bryan spoke for the people and

farms of the country.

Populism Spreads:

• Bryans campaign was like no other before.

• For the first time a presidential candidate toured the nation speaking directly to the people.

• Bryans opponent, William McKinley allowed party regulars to campaign for him.

Populism declines:

• Bryans emphasis on monetary

reform, especially free silver did not

appeal to urban workers.

• Populism failed to win a state

outside of the South and West.

• Supporting Bryan led to the Populist

Party to begin its fade to obscurity.

Populism Legacy:

• The call for a graduated income tax.

• The regulation of railroads

• And more flexible monetary system.

• Increasingly candidates campaigned directly to the people and established coalitions.

If you founded a political party, what would you

call it, and what would you try to seek to

change in society?

Get in groups of four.

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