Ch. 13, Daily Life 1849-1900, Mining/Section 3, Settling On the Great Plains

Chapter 13 Daily Life (1849-1900), Mining: Some Struck It Rich—Most Struck Out

Objectives
To summarize the role of gold in luring people to the American West.
To describe people’s experiences in their often fruitless efforts to find gold.

Focus & Motivate
Starting With the Student
Students might be interested to know that the phrase strike it rich originated during the American gold rush of 1849. The term was later generalized to include other sources of quick wealth.
Discuss natural resources other than gold that figure in modern American dreams of striking it rich (oil, precious stones, such as diamonds).

More About . . .
Placer Mining
The word placer comes not from the English word place, but from the Spanish word placer, which means “sandbar,” one of the places that placer deposits are found. Placer deposits are created when gold-bearing rock is eroded and the particles are washed downstream. Because gold is heavier than other minerals, it is deposited more quickly, often in places like sandbars, where the current of the stream slows down.

Instruct
Discussing Key Ideas
In the second half of the 19th century, the possibilities of finding gold draws many people to the American West.
Few succeed in this dangerous pursuit of wealth.

History From Visuals
Reading the Images
What do you think life is like in the Cripple Creek placer mining camp? What aspects of the photograph suggest these things to you?
Have any students ever been inside a mine? What was the experience like? Do you think you would be able to tolerate the dangers, the heat, poor air, and close quarters in the interior of the earth?
A pan demonstrates how sand and water works in mining.

More About . . .
Mining Hazards
In very deep mines, the pressure within the rock built to such levels that the rock itself exploded, killing miners with flying debris. Miners were also notoriously careless with the copper blasting caps they used to set off dynamite. When children found the caps, their attempts to explore the inside could set off an explosion. In some mining camps, an average of one boy a week lost fingers in such mishaps.

Section 3, Settling On the Great Plains
Objectives
To explain the rapid settlement of the Great Plains after they were opened for homesteading.
To describe how early settlers met the challenges of surviving on the plains and transformed them into profitable farmland.

Skillbuilder
Interpreting Charts, p. 398

Critical Thinking
A-F

Focus & Motivate
Starting With the Student
· Think about the students who set the trends in the school and what qualities they have in common.
· Which of these qualities do they think were shared by pioneers on the Great Plains?

Objective 1, Instruct
Settlers Flock Westward to Farm
Discussing Key Ideas
· Transcontinental railroads open up the West for settlement.
· The government encourages settlement by offering free land.
· Thousands of settlers respond, including African Americans, and European immigrants.
· In response to the rapid disappearance of open land, the government sets aside some public land to preserve the wilderness.

More About. . .
Building the Railroads
On the Central Pacific line, over 90% of the labor force, about 12,000, were Chinese. They labored under extremely difficult conditions—including avalanches and 40-foot snowdrifts—for as little as $35 a month. White workers often received $40 to $60 a month—plus board and lodging.

History From Visuals
Reading the Photo
What can you tell about the people in the photograph? Think about:
· the way they are dressed
· their posture and expressions
· the setting.

More About. . .
Yellowstone National Park
Fueled by General Washburn’s enthusiasm for the natural wonders near the Yellowstone River, Congress created the country’s first national park there in 1872. Four more national parks were created in the 1890s—Yosemite, Sequoia, and General Grant (now King’s Canyon) in California, and Mount Rainier in Washington. The Army controlled Yellowstone National Park from 1886 until 1916 when the National Park service was established.

Objective 2 Instruct
Settlers Meet the Challenges of the Plains
Discussing Key Ideas
The settlers’ first task is to provide shelter for themselves on the treeless prairies.
Pioneer women do much of the work of feeding, clothing, and sustaining their families.
New technology and farming methods help tame the prairie.
Many farmers go into debt investing in technology and transporting their grain to market.

History From Visuals
Inventions That Tamed the Prairie
Reading the Chart
Be sure to understand that you should read the chart from the bottom to the top—that each prairie problem led to a difficult farming condition, which, in turn, was solved by a particular invention.

Extension.
You could research the types of agricultural technology used today, such as computer-controlled operations, fertilizers, and insecticides.

More About. . .
John Deere
In 1837, John Deere (1804-1886), a blacksmith, invented the steel plow. He used an old circular steel saw as the basis of his plow. As the plow turned, the heavy, sticky prairie soil fell away cleanly from the blade. Deere initially used hard steel manufactured in England, but then had Pittsburgh steel makers create similar steel. This invention was so popular that he was producing 10,000 plows a year by 1857.

More About. . .
Bonanza Farms
The labor needed to plow and harvest the bonanza farms was seasonal. A farm that required only a few hands most of the year might need 150 men for the April plowing and 400 men for fall harvesting. Harvesting crews moved from one farm to another, from south to north, during the summer. According to the writer Hamlin Garland, ”They reached our neighborhood in July, arriving like a flight of alien unclean birds, and vanished into the north as mysteriously as they had appeared.”

Close
Although many farmers successfully met the challenges of the plains, they lost money in the process. They needed to organize to solve common problems.

World History 19 Sept. 05

Ch. 19 The French Revolution and Napoleon (1789-1815)

Chapter Outline
1. On the Eve of Revolution
2. Creating a New France
3. Radical Days
4. The Age of Napoleon Begins
5. The End of an Era

p. 478 Read intro

Using the Chapter Opener
Using the chapter opener story, map, picture, and time line to know responses to the following question words regarding the French Revolution and the Napoleonic Era: who, what, where, when, why, and how.

Caption p. 479
Answer to Caption, Political and Social Systems
Possible answer: Versailles represented the luxurious lives of the monarch and nobility. The Bastille represented the oppression of the people.

Storming the Bastille
When the crowd attempted to enter the Bastille, its commander, the Marquis de Launay, ordered his troops to open fire. In the ensuing four-hour battle, revolutionary fervor seized Paris. Some French soldiers joined the besiegers and turned their cannons against the fortress. Finally, after killing 98 of the attackers, de Launay surrendered. An angry mob beheaded him, stuck his head on a pike, and paraded it through the streets, foreshadowing the violent days that lay ahead.

Sec. 1, On the Eve of Revolution
Amazing Transformation
In 1789, French society consisted of three social classes: the clergy or First Estate; the nobility, or Second Estate; and the rest of the population, who comprised the Third Estate. The nation faced social unrest, enormous debt, and food shortages. When the king summoned the Estates General to carry out reforms, member of the Third Estate broke away and formed the National Assembly. On July 14, 1789, angry Parisians stormed the Bastille.

Instruct:
Work with a partner. Assign each partner to write brief profiles for three of the following: a nun, a priest, a nobleman, a banker, a manufacturer, a lawyer, a peasant, a member of the royal family, a journeyman, a servant girl. In your profiles, students should identify the estate to which the person belongs, privileges that the person might have had, complaints that the person might have had, and changes that the person might have desired. After you have finished your profiles, volunteer to read profiles to the class.

Close: Draw a political cartoon that represents the views of one or more of the persons profiled: nun, priest, nobleman, banker, manufacturer, lawyer, peasant, royal family member, journeyman, or servant.

Guide for Reading Section 1
What is the social structure of the old regime?
Why did France face an economic crisis by 1789?
Why did efforts at reform fail?

Vocabulary: bourgeoisie, deficit spending

Caption, p. 481 (Graph)
Answer to Graph
The First Estate had the fewest people. The Third Estate owned the most land. The Third Estate was discontented because the First and the Second Estates, though comprising only 2% of the population, owned 30% of the land.

Activity: Learning Styles (Visual)
After you have studied the graphs on this page, create other visual means of looking at land ownership and the social structure of France in 1789. You might create a pyramid chart displaying the relative size and status of the three estates.

Activity: Learning Styles (Auditory)
The following excerpt is from Abbe Sieyes's pamphlet What is the Third Estate? Respond to the questions that follow. For extra help, read a copy of the excerpt and look up difficult vocabulary words.

"Thus, what is the third estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can progress without it; everything would proceed infinitely better without the others. . . . [The] nobility does not belong to the social organization at all; . . . indeed, it may be a burden upon the nation."

1. How would you feel and respond to these words if you were a member of the Third Estate?
2. What might your reaction be if you were a member of the nobility?

Caption, p. 482
Political and Social Systems
The cartoonist's message was that peasants lived in misery because of their responsibilities to the government, the nobility, and the clergy.

Background: Historical Evidence
Petitioning the King
The following excerpt is from a petition to King Louis XV from the village of Lion-en-Sullias, dated March 1, 1789. It reflects the popular feeling that government policies were responsible for the famine that afflicted the countryside.

"Relying on His Majesty's paternal goodness, they dare to hope that he will . . . exempt their sons and domestics from militia service in order to let them attend to the cultivation of the land and proide the kingdon with more grain, as useful to the State as military service and they ask this with all the more reason because hands are lacking in the countryside. What causes the countryside to be deserted is the too great misery that reigns over it. . . . a result of the extreme misery caused by the excessive burden of numerous taxes."

This primary source can stimulate a class discussion about French peasant life and the policies of the French government.

Activity: Heterogeneous Groups (Enrichment)
As an enrichment activity, students can write an essay comparing the conditions in England in the 1600s with the conditions in France in the 1700s. Student essays should outline the complaints that caused popular unrest and should address the question of whether or not revolution was inevitable in each case.

Background, Daily Life
Life at the Bastille
The seven prisoners who were freed from the Bastille on July 14 may not have been as jubilant as their rescuers expected. Ironically, inmates at the Bastille were treated more as guests of the King than as criminals. If they desired, they were provided with furniture. Or, if they had the means, as many did, they were permitted to bring their own furnishings, including works of art and musical instruments. Meals at the Bastille consisted of several courses, and often catered to personal tastes. Prisoners could hire personal servants and could have parties attended by fellow prisoners as well as by outside guests.

HW Section 1 Review p. 484
#1, 3-5.
Extra Credit, #6 - #7.

Ch. 13 Section 2, The Growth of the Cattle Industry

Ch. 13 Section 2, The Growth of the Cattle Industry

Objectives
1. To trace the development of the cattle industry.
2. To describe the myth and the reality of the American cowboy.
3. To explain the end of cattle ranchign on the open plains.

Focus & Motivate
What are your images of cowboys?
How have movies and novels influenced those images?
How true do you think those images are to the reality of life on the open plain.

Objective 1: Instruct
The Cattle Industry Becomes Big Business

Discussing Key Ideas
Spanish explorers introduce horses and cattle into the Southwest.
Many aspects of cowboy culture--food, clothing, vocabulary--are borrowed from Spanish ranchers in Mexico.
The growth of the railroads provides a market for the booming cattle industry.

Objective 2: Instruct
The Truth About Cowboys

Create a chart listing myths and truths about cowboys. Your chart may include:
Myth Truth
Good guys wore white hats. Cowboys wore hats of different colors

Discussing Key Ideas
The ordinary cowboy's life differed greatly from the popular conception of it.
Cattle herds were rounded up in the spring and were driven many miles to railroad shipping centers.

Objective 3: Instruct
The End of the Cattle Frontier

Starting With the Student
Which events might cause major physical changes on the earth or social changes in people's ways of life?
Perhaps to be mentioned are: severe weather, diseases, migrations, immigration, depletion of natural resources, and technological inventions.

Discussing Key Ideas
Overgrazing combined with a series of natural disasters brings an end to the cattle frontier.
The invention of barbed wire transforms the open plains into fenced-in ranches and farms.

World History, Chapter 18 Review, 15 September 2005

Reviewing Vocabulary
Define the vocabulary words from Chapter 18. Write the definition of each word.

1. Natural laws
2. social contract
3. natural rights
4. philosophe
5. physiocrat
6. laissez faire
7. free market
8. salon
9. enlightened despot
10. baroque
11. constitutional government
12. prime minister

Reviewing Facts
1. According to John Locke, what should happen if a goverment violates people's natural rights?
2. According to Adam Smith, how should wages and prices be regulated?
3. How did Enlightenment thinkers, differ from medieval thinker regarding a just society?
4. How did Eastern and Western Europe differ regarding serfdom?
5. What areas combined to form the United Kingdom of Great Britain?
6. What was the cabinet system?
7. How did taxation create tensions between the American colonies and the British government?
8. What idea from the Baron de Montesquieu was incorporated into the United States Constitution?

Critical Thinking
Write a sentence summarizing the major ideas of each of the following thinkers: a) Locke; b) de Montesquieu; c) Voltaire; d) Wollstonecraft; e) Adam Smith

Unit 4, Chapter 13 Changes on the Western Frontier, Section 1, Native American Cultures in Crisis

Unit 4
1876-1914
Migration and Industrialization Change Society
Chapter 13 Changes on the Western Frontier

Section 1 Native American Cultures in Crisis
Overview
To describe the cultures of Native Americans living on the Great Plains.
To contrast the cultures of Native Americans and white settlers and to explain why white settlers moved west.
To identify restrictions imposed by the government on Native Americans and to describe the consequences.
To summarize the continuing conflict between Native Americans and settlers moving west.
To identify the government’s policy of assimilation.
To summarize the causes and effects of the Battle of Wounded Knee.

Summarizing p. 381 ff.
Analyzing Causes
Clarifying
Analyzing Causes
Recognizing Effects
Recognizing Effects
Analyzing Causes

HW p. 387 #1-4

US History Agenda, 13 September 2005

Section 3 The Collapse of Reconstruction
Objectives
1. To summarize violent actions by opponents of Reconstruction.
2. To identify reasons for the shift of political power from the Southern Republicans to the Southern Democrats.
3. To describe the effect of the Supreme Court's decisions on Reconstruction.
4. To identify reasons for the collapse of congressional Reconstruction.
5. To list achievements and failures of Reconstruction.
A-F
HW p. 373 #1-4

Chapter 12 Assessment
Reviewing Chapter 12

Terms & Names
1. Andrew Johnson
2. Radical Republicans
3. Freedman's Bureau
4. Fourteenth Amendment
5. Fifteenth Amendment
6. carpetbagger
7. Hiram Revels
8. sharecropping
9. Ku Klux Klan
10. Rutherford B. Hayes

Main Ideas
Section 1
The Politics of Reconstruction
11. How did Andrew Johnson's plan to reconstruct the Confederate states differ from Lincoln's?
12. How did the Civil Rights Act of 1866 become law?
13. Why did the Radicals want to impeach Andrew Johnson?
14. What factor played a significant role in the 1868 presidential election?

Section 2 Reconstructing Society
15. What three groups made up the Republican party in the South during Reconstruction?
16. In what ways did emancipated slaves exercise their freedom?
17. How did white landowners in the South reassert their economic power following the Civil War?

Section 3 The Collapse of Reconstruction?
18. How did Southern whites regain political power during Reconstruction?
19. What economic and political developments weakend the Republican party during Grant's second term?
20. What significance did the victory by Rutherford B. Hayes in the 1876 presidential race have for Reconstruction?

The Chapter 12 Assessment material above will be the basis for Quiz 1.

Preview Chapter 13
During and after Reconstruction, Americans continued expanding westward. This expansion caused destruction of the buffalo and crises for Native Americans, the growth of a new cattle industry and society on the Great Plains, and a reform movement known as populism. You will learn these significant developments in the next chapter.

4th Period, World History 12 September 2005 Agenda

Section 1 Philosophy in the Age of Reason

HW p. 460, #1, 3-5

Move to Section 2 Enlightenment Ideas Spread (already posted last week)

12 September 2005 Agenda

Review from Week 1
HW p. 355, #3, 1st Period
E in Section 1, 3rd Period

Move to Section 2 Reconstructing Society

Section 3 The Collapse of Reconstruction

Objectives

1. To summarize violent actions by opponents of Reconstruction.
2. To identify reasons for the shift of political power from the Southern Republicans to the Southern Democrats.
3. To describe the effect of the Supreme Court's decisions on Reconstruction.
4. To identify reasons for the collapse of congressional Reconstruction.
5. To list achievements and failures of Reconstruction.

A-F
HW p. 373 #1-4

US History Agenda 9 September 2005

Chapter 12
Section 1 The Politics of Reconstruction

A-F throughout Section 1

HW p. 355, #1-4

Section 2 Reconstructing Society

Overview
Objectives
1. To summarize economic problems in the South.
2. To identify differences among member of the Republican Party in the South.
3. To list efforts of former slaves to improve their lives.
4. To describes changes in the Southern economy.

HW
p. 365 #1-4.

World History Agenda 9 September 2005

Chapter 18 The Enlightenment and the American Revolution ( 1715-1800)

Section 1 Philosophy in the Age of Reason

Agenda and Review HR
Vocabulary
p. 456

Captions p. 457 and p. 459
European Political Thinkers Chart
Hobbes
Locke
Montesquieu
Rousseau

HW
p. 460 1, 3-5.

Section 2 Enlightenment Ideas Spread

Vocabulary
Caption p. 461
" p. 462
" p. 464
" p. 465

HW p. 465 #1, 3-5.

US History Agenda 8 September 2005

Chapter 12
Section1 The Politics of Reconstruction

Objectives
1) To summarize President Lincoln's Reconstruction policies.
2) T identify differences between presidential and congressional Reconstruction policies.
3) To summarize reasons for Prsident Johnson's impeachment.
4) To plot steps taken by Congress to protect rights of former slaves.

A-F throughout Section 1

HW p. 355, #1-4

Welcome!

Greetings and Salutations for the Fall 2005 School Year!