AP US History Research
The American West: A Survey 2017
Synopsis and Overview
While the North and South were slaughtering each other in record numbers the people of the West were containing the process of Manifest Destiny. As we saw with antebellum Manifest Destiny the story was always fraught with positives and negatives. In the post war period the term Manifest Destiny is not often seen in the sources but really western expansion is part of the same story.
Objective and Value
We will approach our study of the American west by using text sources (starting with Chapter 13 in the Henretta text) but also some primary sources from internet databases. This process will be similar to the Summer assignment. This assignment will be worth a test score on the 3rd Quarter.
Directions and Duration
This assignment will be present on the due date and the standard deduction of -30 will apply. So, slackers and procrastinators be prepared. This assignment must be typed and presented in a scholarly format. I simply will not take un-typed assignments and the late deduction will apply. This will be due in two weeks.
Part I The Development of the West
Complete the Following
1. Complete the Explain Consequences (POL)(WXT) page 515. Be certain here to name the policies that to which the question is referring. This part starts on page 511 Integrating the National Economy and make sure that you address:
a. The issue of railroads and federal policy
b. Munn v. Illinois (1877) case
c. Tariff policy
d. The Money Question and the "Crime of '73"
2. America Compared: The Santa Fe Railroad (Questions for Analysis 1 and 2) page 514
3. Complete Compare and Contrast (POL)(WXT)(CUL)(GEO) page 521 (Notice that this is a 2-part question). The reading for this section starts on 515 Incorporating the West. Make sure that you address the following
a. The Morrill Act (1862), The Homestead Act (1862)
b. The Boom-Bust nature of Mining. Who really became rich and why?
c. The development of the cattle industry and the innovations that made "Cattle kingdoms"
d. The Myths and Realities of Cowboy culture
e. Life for women in the west
4. American Voices: Women's Rights in the West page 522-523 Questions 1 and 2
5. Complete Identify Causes (POL )(GEO) page 524
Part II Conflict on the Western Plains
Complete the following
1. Complete Identifying Causes (POL)(CUL)(GEO)(WXT) page 527
2. Complete POV (POL)(CUL) page 529
3. Explain Consequences (POL)(CUL). Be certain to address the following in your answers
a. Dawes Severalty Act (1887)
b. Battle of Little Big Horn
4. CCOT page 534 (CUL) be sure to address the Ghost Dance and the Incident at Wounded Knee
5. Thinking Like a Historian pp: 530-531 Analyzing Evidence questions 1-4
Part III Primary Sources
Source 1
Source 2
For these two sources we will do a shorter version of SOAPS
Complete the following for both documents
A. Speaker (include BIAS/POV/TONE/Reliability of the source
B. Occasion (Include date of the event and of the publications)
C. Audience
D. Significance
Source 3
http://historymatters.gmu.edu/d/4933
For these this source we will do a shorter version of SOAPS
Complete the following for both documents
A. Speaker (include BIAS/POV/TONE/Reliability of the source
B. Occasion (Include date of the event and of the publications)
C. Audience
D. Significance
Part IV The Essay Section
Prompt
How did westward expansion affect Native Americans in the late 19th century? How did the Federal government deal with Native resistance?
Document A
“A long time ago this land belonged to our fathers; but when I go up to the river I see camps of soldiers here on its bank. These soldiers cut down my timber; they kill my buffalo; and when I see that, my heart feels like bursting; I feel sorry.”
Source: Santana, Chief of the Kiowas, 1867. U.S. Bureau of Ethnography Annual Report, 17th, 1895–96
Document B
“[F]rom the time that Major Wynkoop left this post to go out to rescue white prisoners until the arrival of Colonel Chivington here, which took place on the 28th of November last, no depredations of any kind had been committed by the Indians within two hundred miles of this post; that upon Colonel Chivington’s arrival herewith a large body of troops he was informed where these Indians were encamped. . . . [T]hat not withstanding his knowledge of the facts as above set forth, he is informed that Colonel Chivington did, on the morning of the 29th of November last, surprise and attack said camp of friendly Indians and massacre a large number of them, (mostly women and children,) and did allow the troops of his command to mangle and mutilate them in the most horrible manner.”
Source: S.G. Colley, U.S. Indian Agent, Report, Joint Committee on the Conduct of the War, 38th Congress, 2nd Session, 1865 reporting on the Chivington Massacre
Document C
“It did not occur to me at the time that I was going away to learn the ways of the white man. My idea was that I was leaving the reservation and going to stay away long enough to do some brave deed, and then come home again alive. If I could just do that, then I knew my father would be so proud of me.”
Source: Chief Luther Standing Bear, My People, the Sioux (Boston: Houghton Mifflin, 1929).
Document D
AN ACT to secure homesteads to actual settlers on the public domain. Be it enacted, That any person who is the head of a family, or who has arrived at the age of twenty-one years, and is a citizen of the United States, or who shall have filed his declaration of intention to become such, as required by the naturalization laws of the United States, and who has never borne arms against the United States Government or given aid and comfort to its enemies, shall, from and after the first of January, eighteen hundred and sixty-three, be entitled to enter one quarter-section or a less quantity of unappropriated public lands, upon which said person may have filed a pre-emption claim. . . . Provided, that any person owning or residing on land may, under the provision of the act, enter other land lying contiguous to his or her said land, which shall not, with the land already owned and occupied, exceed in the aggregate one hundred and sixty acres.
Source: United States. The Homestead Act Statutes at Large, Vol. XII, 1862, pp.392-394 (12 Stat. 392).
Document E
“Third, The Indians should not be furnished with tents; as long as they have tents they move about with great facility, and are thus encouraged to continue their nomadic life. As fast as possible houses should be built for them… A few, especially the older people, are prejudiced against such a course, and perhaps at first could not be induced to live in them. . . .
“Eighth, It is unnecessary to mention the power which schools would have over the rising generation of Indians. Next to teaching them to work, the most important thing is to teach them the English language.”
Source: John Wesley Powell, Report of Special Commissioners J.W. Powell and G. W. Ingalls on the Condition of the Ute Indians of Utah; the Paiutes of Utah. Washington: Government Printing Office, 1874.
Document F
Excerpt from A Century of Dishonor by Helen Hunt Jackson, 1881
See Next page for Document G
Document G
Mountain of Buffalo Skulls circa 1888