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Lesson Plans
The American Journey: A History of the United States ©2000
by David Goldfield, Carl Abbott, Virginia DeJohn Anderson, Jo Ann E. Argersinger, Peter H. Argersinger, William L. Barney, Robert M. Weir
Focus Lesson 16
Chapter 21: "Transforming the West, 1865–1890"
Chapter 22: "Politics and Government, 1877–1900"
AP* Course Description
- New South and the Last West
- Cattle kingdom
- Open-range ranching
- Day of the cowboy
- Building the Western railroad
- Subordination of American Indians: dispersal of tribes
- Farming the plains
- Mining bonanza
- Cattle kingdom
- National Politics, 1877–1896: The Gilded Age
- A conservative presidency
- Issues
- Tariff controversy
- Railroad regulation
- Trusts
- Agrarian discontent
- Crisis of 1890s
- Populism
- Silver question
- Election of 1896: McKinley versus Bryan
- Urban Society
- City problems
- Slums
- Machine politics
- City problems
Key Components
- Instructor's Manual:
Chapter 21, pp. 139–144
Chapter 22, pp. 145–151 - Study Guide, Vol. II Since 1877:
Chapter 21, pp. 30–37
Chapter 22, pp. 38–45 - Test Item File:
Chapter 21, pp. 243–253
Chapter 22, pp. 254–263
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check PHSchool.com for updated links to U.S. history sites.
- Columbia University: The Native American History Archive
- National Cowboy & Western Heritage Museum
- University of Virginia: Election of 1896
Key Words and Terms
Chapter 21
- George A. Custer
- Promontory Point
- Dawes Act
- Texas longhorns
- Philip Sheridan
- Bureau of Indian Affairs
- Federation of Miners
- Ghost Dance religion
Chapter 22
- Greenback Party
- Pendleton Civil Service Act
- Interstate Commerce Commission
- Granger laws
- Sherman Antitrust Act
- Prohibition Party
- Populist Party
Suggested Pacing
Allow five 90-minute classes on a block schedule of classes or ten 45-minute classes on a traditional bell schedule. Also refer students to Chapter 19 and the agrarian problems and populist movement in the South.
Test Strategy
In developing the body of their essays, students should keep in mind that the number, order, and nature of their paragraphs should be dictated by the organizational list in their introductory paragraph. The main idea of each paragraph must support the thesis, and all the specific details must in turn support the main idea. All these supporting details should be facts and examples that are pertinent to the main idea of the paragraph and to the overall thesis.
Key Concepts
- Misguided reform efforts
In an effort to protect Native Americans from corrupt Bureau of Indian Affairs agents and traders, reformers like Helen Hunt Jackson lobbied the federal government to end recognition of Indian nations and help Native Americans assimilate into the larger society. The Dawes Act of 1887 broke up tribal holdings and gave 160 acres to individuals. Unfortunately, not all the Indians were farmers. The lands they received were ill-suited to farming, and the new farmers were given little help or equipment for farming. Instead of aiding Native Americans, the new law resulted in the end of traditional ways of life. - The weak presidency
The men who held office in the late nineteenth century were both conservative and not very effective. The latter was in part a result of the prevailing philosophy of what the President should be and do. The duties of the President were seen as principally administrative; it was not until Franklin Roosevelt that Presidents began to set the legislative agenda. Even as the Chief Executive, late nineteenth century Presidents had limited control over bureaus and departments within the executive branch.
Summing Up Student Understanding
Use Map 21–2, p. 623, "Economic Development of the West: Railroads, Mining, and Cattle, 1860–1900" to guide students through a class discussion on the development of the West. Ask such questions as the following:
- How did the extension of the railroads contribute to westward expansion?
- How is this expansion connected to the expanding industrialism of the Northeast?
- When gold and other precious metals were discovered what were three methods of transportation available to travel west? Which was the fastest?
- If you had not discovered gold, how could you have made a living in the West?
- Why did towns develop?
Help students to identify the place of the West in the economic development of the Midwest and Northeast. Not only did the Western population provide raw materials for the industrial Midwest and Northeast, they were also a market for the finished goods.
ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. II Since 1865, edited by Unger and Tomes—Chapter 3
- The Power of Words: Vol. II From 1865, edited by Breen—Chapter 2
- Constructing the American Past, Vol. II, edited by Gorn, Roberts, and Bilhartz—Chapter 3
- American Experiences: Vol. II From 1877, edited by Roberts and Olson (secondary source readings)—Part One