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Unit 4. Growing Pains and Gains. What opportunities and conflicts emerged as Americans moved west?. Chapter 12. Oklahoma Land Race. As an Exoduster I traveled to Kansas looking for land and opportunity. African Americans. African Americans. Exodusters traveled to Kansas
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Unit 4 Growing Pains and Gains
What opportunities and conflicts emerged as Americans moved west? Chapter 12
As an Exoduster I traveled to Kansas looking for land and opportunity. African Americans
African Americans • Exodusters traveled to Kansas • Land ownership for a small fee • Escape Jim Crow South
Settlers • Homestead Act – government handed out land at cheap prices to encourage settlement • Fresh start for immigrants and city dwellers • Grasshoppers and drought made life difficult
Cowboys and Ranchers • Chisholm Trail used to drive cattle to railroads in Kansas and then markets in Chicago • Native American attacks • Use of barbed wire by settlers led to the decline of the cowboy
Hardships Miners • Gold Rush led to the settlement of the West • Few found the “mother lode” • Dangerous conditions
Railroad Owners • Pacific Railroad Act – free land to railroad owners who earned great profits by selling it. • Transcontinental Railroad united east and west (10 days to travel) • Railroads encouraged westward settlement and led to the development of towns and cities. • Helped industries like mining and lumbering grow • overcharged farmers
Railroad Workers • Dangerous conditions • Opportunities for Irish and Chinese immigrants • Discrimination and poor pay
Populism • Supported farmers struggling with debt caused by low prices and high rail costs • Were against the gold standard (paper money backed by gold only) • Wanted paper money (greenbacks) backed by gold and silver in order to fuel inflation • With more paper money in supply, prices rise helping farmers make more $
American Indians Crazy Horse Sitting Bull
Government wanted to expand the rails and mining operations Army relocated American Indians onto reservations through treaties and by force
Treaty of Fort Laramie • 1868 • Sioux agree to live on reservations along the Missouri River
Reservations • Inadequate farming lands • Disease and famine common • High Mortality rates
Assimilation –Absorb American Indians into white culture and educate them about the white man’s ways
Steps to Assimilation • Teach Indians how to farm and be self-sufficient • Indian Schools for children • Land ownership for individual families and not tribes.
Indian Schools • Boarding and day schools • English only • Military like schedules and discipline • Farming and industrial skills • Mandatory for all kids
The Dawes Act (1877) • Broke up tribal land and gave some of it to individual Indians • Citizenship • Remaining lands sold to white settlers
How did Assimilation help Native Americans? Jim Thorpe at the Carlisle School
Massacre at Wounded Knee • 1890 • Army slaughters 300 unarmed Lakota Sioux • Final armed conflict for Native Americans in the U.S
Slaughtered Buffalo on the great plains “The star blanket lit up the sky and the elders saw and prayed to their ancestors. They cried out for answers. "Why are we left here to starve? What has happened to TatankaOyasin (the Buffalo Nation)?" The scouts had traveled very far to search for the once huge herds of buffalo. All of the hunters returned only to report of the same mystery. After many weeks, their greatest hunter set out to find the answer to the mystery. His name was Fire Deer”.
What I smell What I see I smell the blood of tatanka My food destroyed and perhaps my way of life What I feel What I hear I am angry that the white man has taken over The cries of my starving children
Life on the Reservation “ Many Native Americans sold their land for peanuts and the increase in alcoholism once Native Americans were restricted to the reservation was astronomical. The reservation was also a means by which Native Americans were further disenfranchised and abused. On the reservation their children could be taken from them without cause or warning and sent to boarding school, they had no right of habeas corpus and could be arrested if any suspicion about their loyalty to the reservation or the US government existed.”
What I smell What I see What I feel What I hear
Assimilation of A Native American girl • When she first returns to her family, Lucille is not dressed like a Navajo woman; she has adopted white women's "[s]hort skirts, and high-heeled shoes, and . . . stilted walk with pocket-book in hand…. Distaste for the eating, sleeping, and other habits of her Navajo family reminds the young woman that she has learned skills, such as how "to cook real good, on a stove“….
Assimilation of A Native American girl • Although she wanted to be white, the reality was that whites didn’t want anything to do with her………..” I asked to get a job. Dey couldn't get me one'“ …..(eventually) Lucille pinpoints suicide as the only escape from an unproductive and unhappy existence, her death is the ultimate evidence that assimilation has failed.”
What I smell What I see What I feel What I hear
Wounded Knee Massacre “There was a woman with an infant in her arms who was killed as she almost touched the flag of truce, and the women and children of course were strewn all along the circular village until they were dispatched. Right near the flag of truce a mother was shot down with her infant; the child not knowing that its mother was dead was still nursing, and that especially was a very sad sight. “
Wounded knee Massacre “The women as they were fleeing with their babes were killed together, shot right through, and the women who were very heavy with child were also killed. All the Indians fled in these three directions, and after most all of them had been killed a cry was made that all those who were not killed wounded should come forth and they would be safe. Little boys who were not wounded came out of their places of refuge, and as soon as they came in sight a number of soldiers surrounded them and butchered them there.”
What I smell What I see What I feel What I hear
Guidelines for writing haiku’s • You will write a haiku about the Native American experience based on one of the four scenes you just viewed. Use the information you recorded on the handouts to generate ideas for your haiku • Haikus contain three lines consisting of 17 syllables: 5 in the first line, 7 in the second line, 5 in the third • Haiku must be written in first person, write as if you are in the picture. • You must illustrate your haiku with at least one drawing
Native American Haiku SHOT’S HEARD, NATIVES FALL BABIES CRY FOR THEIR MOTHERS GUN POWDER, BURNT FLESH….
What challenges did the Transcontinental Railroad create? • Railroads had trouble raising funds • Conflicts with Native Americans • Building over rough terrain
Who worked on the railroad and why was it hard? • Irish and Chinese immigrants found jobs • Chinese workers were paid lower wages than whites and were targets of racism • Workers were killed in Indian Attacks, dynamite accidents, and avalanches
Why were Railroads the lifelines in the west? • Travel time between the two coasts shrank from 4 months to 10 days. • Railroads encouraged settlement by making land available to farm families • Towns sprang up • Railroads served the transportation needs of new industries like mining and lumbering
