Today’s Agenda: 08.20.2019

1. Today’s Agenda: 08.20.2019 • Please pick up a paper that says “Westward Movement” • Bellwork • The Movement West – Notes • Historical IDs • Textbooks • Company Logos (last ten minutes with Ms. McKinny

2. If a “photo is worth a thousand words” What does this photo say? (2-3 sentences)

3. The Movement West Pre civil-war and post war movement westward.

4. Key Vocabulary • Manifest Destiny • Homestead Act • Transcontinental Railroad • Reservations • Assimilation • Dawes Act • Compromise of 1877 • Jim Crow laws • Disenfranchisement methods • Pap Singleton and the Exodusters • Plessy v. Ferguson • For the following historical terms you will responsible for creating Historical IDs. This means completing the following for each term. They will be due Friday • Who • What • Where • When • Historical Significance

5. Sample Historical ID • Who: Manifest Destiny • What: belief that expansion of the US throughout American was both justified and inventible • Where: West of the Mississippi River to the Pacific Ocean (and eventually neighboring islands) • When: The theory began in the mid 19th century (mid 1800s) and continued until early 1900s • Historical Significance: America used manifest destiny as a justification for their actions in westward expansion and conquest. Later, in the 1890s and early 20th century it will be used for the conquest of non-American lands to “help” those native people assimilate

6. The Standard. The Learning. The Expectation(s). • US. 01: Explain how the Homestead Act and the Transcontinental Railroad impacted the settlement of the West. • We are learning: how the Homestead Act and the Transcontinental Railroad impacted the settlement of the West. • I can:explain how the West was settled, including the impact of the Homestead Act and the Transcontinental Railroad.

7. Key Vocabulary • Key Vocabulary: Transcontinental Railroad, Homestead Act

8. The Transcontinental Railroad • 1850 to 1871: American government gave huge areas of land to railroad companies • R.R. companies who completed the Transcontinental Railroad: Central Pacific Railroad and Union Pacific Railroad • Golden Spike Event: May 10, 1869 The Transcontinental R.R. was completed in Utah. • The Occasion was marked with a Golden Spike.

9. The Transcontinental Railroad - Construction of the Transcontinental Railroad: work completed by Chinese, Irish, and Mexican Americans

11. Homestead Act

13. Kansas Nebraska Oklahoma South Dakota

14. The Homestead Act • 1862: Republican Party (anti-slavery) gave land to independent farmers to slow the spread of slavery to the West • The Homestead: 160 acres of land, must be “farmed” or “improved” • The settlers: 21 years of age, non-violent, open to women and freed slaves

15. The Homestead Act • Requirements: • $10 (file fee) • farm for five years, • show “improvements” after seven years • Impact: • Homestead Acts were abused, people fought for control of resources (water access) • 10% of Am. Westward lands were settled because of this act • The Prairie land was ‘forever’ changed (ruined?) • Migration to the West: Farms and population on the Great Plains increased greatly because of the Homestead Act

16. US. 01 Questions • Why was the Transcontinental Railroad a significant event in American history? • Who were the main laborers on the Transcontinental Railroad? • How did the Homestead act positively and negatively impact the Great Plains region of the United States?

17. Today’s Agenda 08.22.2019 • Bellwork • Brief review from Tuesday • Topics • Native American Assimilation • Dawes Act • Plessy v. Ferguson • Topic Questions • Your historical ID are due Friday. Be ready!

18. Bellwork08.22.2019 • What is assimilation? • How do we assimilate in today’s society?

19. The Standard. The Learning. The Expectations. US. 02: Examine federal policies toward American Indians, including: the movement to reservations, assimilation, boarding schools, and the Dawes Act. We are learning: how federal (government) policies affected American Indians in the late 1800s. I can:explain how American Indians were affected by federal policies.

20. Key Vocabulary • Key Vocabulary: Reservations, Assimilation, Boarding Schools, Dawes Act

21. Movement to Reservations - Life on reservations: Native Americans were uprooted from tribal lands and sent to areas often lacking in resources, facing poverty and low standards of living

22. Assimilation • Assimilation: Process to make Native Americans more like Europeans—conversion to Christianity, wearing of “western clothing,” rejection of Native culture and traditions • Late 1860s: An attempt at peace—government creates a program to reach out to Natives to make them more “European”/“American”

24. Boarding Schools - Late 1800s- Early 1900s: Government established boarding schools to increase Native American assimilation into “American” culture • Boarding Schools: • hair would be cut, • their names would be changed, • and they were forbidden to use Native languages - Life in boarding schools: Natives followed strict rules, were converted to Christianity, and were closely watched. Many died due to disease and lack of proper care at the schools.

25. Life in the Boarding Schools

26. Dawes Act • Dawes Act (1887): A federal policy that divided Native Americans’ tribal land into private property • (Natives shared their tribe’s land; it was another attempt to “Americanize” them.) - What it did: Caused Natives to lose tribal ties by dividing their land, and allowed white settlers to move onto their lands - Effects of the Dawes Act: Massive Native tribal land losses: From 138 million acres in 1887 to 48 million acres in 1934

28. US. 02 Questions

29. The Standard. The Learning. The Expectations. US.03: Explain the impact of the Compromise of 1877, including: Jim Crow laws, lynching, disenfranchisement methods, the efforts of Benjamin “Pap” Singleton and the Exodusters, and the Plessy v. Ferguson decision. We are learning: about the Compromise of 1877, racism after Reconstruction, the Exodusters, and Plessy v. Ferguson I can: explain the Compromise of 1877, describe the racism after Reconstruction and the efforts of Pap Singleton and the Exodusters, and the importance of Plessy v. Ferguson.

30. Key Vocabulary • Key Vocabulary: Compromise of 1877, Jim Crow laws, lynching, disenfranchisement methods, Pap Singleton and the Exodusters, Plessy v. Ferguson

31. The Election of 1876

32. Compromise of 1877 • -1877: Reconstruction and Federal occupation in the Southern states were highly unpopular. • In order to win the presidency in 1876 the presidential candidate must have at least 185 electoral votes. • On election night, Tilden had 184 electoral votes. • Hayes had 165 • 20 electoral votes were in dispute • - When the electoral votes came in South Carolina, Louisiana, and Florida need a recount.

33. Compromise of 1877 • This election is often referred to as the Compromise of 1877. Hayes promised FL, LA, &, SC that if they gave him their electoral votes then he would pull the northern troops out of the south – effectively ending the period known as Reconstruction. • Effects of the Compromise of 1877: The Republican Party (supporters of African Americans in the South) left the South after troops left. • AfricanAmericans lost political power and faced discrimination.

35. Jim Crow Laws and Plessy v. Ferguson • Jim Crow Laws: Laws in Southern states that kept whites and blacks in the South segregated (using separate facilities). • “Separate but equal”: The Supreme Court allowed the South to have the Jim Crow Laws in the Plessy v. Ferguson case (1896). • This court cases establish the concept known as “separate but equal” Homer Plessy

36. II. Jim Crow Laws and Plessy v. Ferguson -More effects: Since conditions in the South were so bad for African Americans, their futures were set up for long-term social, political, and economic disadvantage. -End of Jim Crow Laws: Jim Crow Laws were overruled by the Civil Rights Act of 1964.

37. Lynching and Disenfranchisement Methods -Lynching: Murder by a mob of people, operating outside the law, usually involving hanging the victim -Lynching in the US: After the Civil War, many African Americans were lynched in the South

38. Lynching and Disenfranchisement Methods -Why it happened: Racist southern whites used lynching as a form of racial terror, to keep African Americans from voting

39. Lynching and Disenfranchisement Methods -Disenfranchisement Methods: Laws and practices in the South that were designed to keep African Americans from voting -Examples: Violence, fraud (throwing away votes), poll taxes (paying to vote), and literacy tests (had to be able to read to vote), grandfather clause

40. IV. Benjamin “Pap” Singleton and the Exodusters -Pap Singleton: A former slave from Tennessee who led thousands of African Americans to settle in Kansas after the Civil War “Pap”

41. IV. Benjamin “Pap” Singleton and the Exodusters -The Exodusters: African Americans who moved to Kansas, Oklahoma, and Colorado after the Civil War. About 40,000 Exodusters left the South during the time period.

42. US. 03 Questions 11. What were the effects of the Compromise of 1877? 12. Describe the Jim Crow Laws and “separate but equal”. 13. What were the long-term effects of the Plessy v. Ferguson decision and the doctrine of “separate but equal”?

43. US. 03 Questions 14. Why did racist southern whites use lynching to terrorize African Americans? 15. What are some examples of disenfranchisement methods used in the Jim Crow South? 16. Who were Pap Singleton and the Exodusters?