Wovoka. To see the complete Messiah Letter click here.

Size: px
Start display at page:

Download "Wovoka. To see the complete Messiah Letter click here."

Transcription

1 ghostdance of 6 The Ghost Dance religion was given to Wovoka of the Paiute tribe in a vision. In this visionhe rose to heaven and saw all the members of the Indian race who had died partaking in the traditional lifestyle. He was told by God to tell his people that they must be good and love one another, have no quarreling and live in peace with the whites. If they adhered to these instructions, the Indian race would one day be united with their friends and relatives who had died and they would live in a perfect land where they could live as they once did in peace, happiness, and safety, free from the white man. Wovoka was given the ghost dance as a means of keeping his people content and quickening the reunion (qtd. in Lesser 53-4). Wovoka was told in his vision that the people must dance for five nights and four days every six weeks. The dead and living would be united sometime in the fall of 1890 or the spring of 1891 (Wovoka's Messiah Letter n. pg.) To see the complete Messiah Letter click here. Wovoka The Sioux nation was declining at this time due to shortage of food and continued loss of land to the U.S. government. Some Sioux adopted the Ghost Dance religion, with a few modifications, as a way of resisting the rule of the government and defending their way of life. Although Wovoka s doctrine spoke of peace, the Sioux's dancers were prepared to defend their sacred gatherings by a use of force, a practice uncommon during the reservation period. Final victory over the U.S. was an act of faith, but one for which believers were willing to die (Capeci and Knight 593). The Sioux believed that God would wipe the whites from the face of the earth, and would then resurrect all the dead Indians, bring back the buffalo and other game, and restore the supremacy of the aboriginal race. He had before come to the whites, but they had rejected him. He was now the God of the Indians (Mooney 64). The Ghost Dance doctrine gave hope, of one day living in a perfect society free from the white race, to a dying people. They hoped that one day their dreams would be realized. Sioux reservation life had taken the lives of one third of the population. The Indians food supply was limited due to white settlers killing the buffalo and Congress's decision to cut back food supplies to the reservations. The government, in an attempt to assimilate the Indians into American culture, tried to stop the Sioux Indians from performing their sacred rituals and ceremonies causing tension and unrest between the two peoples. The Indians were also angered by the white settlers who were moving into the plains and turning their way of life upside down (Capeci and Knight 587). At this time the American government was not keeping its promises to the Indians. These and other factors led the Sioux to adopt the Ghost Dance as a means of rebelling against their current predicament. These Indians embraced their newfound religion (Capeci and Knight 589) which was a blend of Christianity and their traditional religion (Norris 37) as a way of fighting back against their oppressors and the disintegration of their traditional lifestyle. The Ghost Dance promised that the old ways would be restored and that the white race would be annihilated. Lieutenant Marion P. Maus Mr. Frederick Remington and General Miles, commander of the Division of the Missouri, visited with the leaders of the Ghost Dance at the reservations. In an article written by Lieutenant Maus, he quotes Red Cloud as saying: "If it [the story of the Messiah and Ghost Dance] was true, it would spread all over the world...but if it was not true, it would melt away like the snow under the hot sun." Maus described the dance:

2 of 6 ghostdance This sacred dance is probably in honor of the dead braves, who will soon return to life, and many undoubtedly believe they may appear at any moment. Arranged in a circle, about three hundred of them alternately a man and a woman, they go round and round ever in the same direction, while the air is filled with a dirge-like chant graveyard significance. Now and then one falls down exhausted in a death-like swoon, and is rapidly carried away, while his place is filled. In this swoon, it is claimed, the Indian sees and communes with the Messiah, and learns his wishes, and what is to come to pass. To View Maus's Complete Work Click Here. The Ghost Dancers wore special Ghost Dance shirts with sacred symbols. The Native Red Cloud Americans believed that these shirts were bulletproof and that the soldiers bullets would not penetrate them. More Pictures of the Ghost Dance After speaking with Red Cloud, Miles tried to calm Royer s fears, telling him he believed that the ghost Dance would eventually diminish (Ostler 233). But when given power, Miles attitude toward the dance changed. Royer s pleas were answered when Miles was given orders on November 14, 1890, to use whatever actions were needed to stop an outbreak of the Lakota Indians (Mooney 235). It was under the authority of these orders that Miles undertook the most massive mobilization of the United States armed force in over two decades (Ostler 234). Over the next few weeks, troops were sent to the Sioux reservation area in order to overawe the Indians. They were hoping that the Indians would be alarmed by the amount of troops present and surrender. At first many of the Ghost Dance leaders did surrender. Siting Bull, a prominent Lakota chiefs and a firm believer in the Ghost Dance, was seen as a mischief maker by the government On December 15, 1890, Indian police killed Sitting Bull, after resisting arrest. After their leader was killed the Lakota band retreated from the Standing Rock Reservation, fearing their own lives would be taken (Ostler 245).

3 ghostdance of 6 Sitting Bull To View the Full Account of Sitting Bull's Death Two hundred soldiers were guarding another chief, Big Foot, and his group of Indians. Big Foot feared that these soldiers were going to kill his people and so he decided that they should flee from this area to the Pine Ridge Reservation. They escaped, but on December 29, 1890, while leading his people to the reservation, Big Foot's group was met by armed troops at Wounded Knee Creek (Ostler 245). General Miles told General Brooke and his troops when they met Big Foot and his band that they should round up the whole body of them, disarm and keep them all under close guard (Ostler 245). General Brooke told the Seventh Cavalry to disarm Big Foot's band, take every precaution to prevent the escape of any; [and] if they fought to destroy them (qtd. in Ostler 246). What happened next would stay in the minds of the Lakota for years to come. There isn't consensus as to how the shooting started, but most accounts suggest that as soldier wrestled with a Lakota man for his gun, a gun went off, and sparked the Wounded Knee massacre. After this first shot was fired, the army sent out a barrage of gunfire. In a letter written by General Miles to the Commissioner of Indian Affairs about the Wounded Knee Massacre, he says: "Not only the warriors but the sick Chief Big Foot, and a large number of women and children who tried to escape by running and scattering over the prairie were hunted down and killed." In the aftermath over 300 Lakota men, women, and children lay dead. Twenty-Seven Medals of Honor were given to the soldiers who partook in the murder of the Lakota people and their dreams at Wounded Knee Creek on December 29, To General Miles Statement on the "Sioux Outbreak" of 1890 To Three Noted Chiefs of the Sioux To Ghost Dance Ballad Some people argue that the white settlers were alarmed by the Ghost Dance and that the call for troops was in response to their demands and petitions. Newspapers of the time reveal the contrary. There are no reports of settler alarm until after troops were sent to rectify the situation. The Chadron Democrat, of Chadron, Nebraska, reported on November 20, 1890, that "leaders of the new religion...[had become] insolent and defy the authority of the agent" (Lesser 222). Not until settlers heard reports like this did they become alarmed. In papers of John M. Thayer, governor of Nebraska, and Arthur C. Mellette, governor of South Dakota, there are no petitions or letters of demand until after November 20, "The settlers were not alarmed about the Lakota Ghost Dance--that is, not until the coming ot the soldiers gave them reason to become aroused and fearful" (Ostler 224). This shows that the white settlers were not responsible for the demand that troops be sent to suppress the Ghost Dance. To View Clips from Newspapers, Telegrams, and Journals

4 of 6 ghostdance Reservation agents played a key role in the Ghost Dance outbreak. In 1886 the administration of reservation agent officials changed, and 50 out of 58 agents were replaced. Many of the men who were removed had experience and were knowledgeable of reservation management. Their positions were often filled by people with little or no experience, who often received their jobs as a reward for political favors that they had done (Mooney 90). This shift of control lead to problems at the reservations. Had there been an experienced agency officer in charge at the Pine Ridge Reservation, then the Lakota Ghost Dance "outbreak" and the Wounded Knee massacre that precipitated it may not have taken place and may not have lead to further distrust of the American government by the Native Americans. It is important to say that with a complex issues, such as that of the Ghost Dance, that the effect of one man may seem trivial. But when one looks at the issue, one can see it is like a snowball effect, and can trace the Wounded Knee massacre back to inexperience at the reservations. Of the four Sioux reservations, the agents on three of them had similar reports of considerable excitement and some disaffection among the Indians, but not an immediate threat or serious outcome. The agents had heard talk of a possible outbreak but did not request government intervention (Ostler 225). Daniel F. Royer, the agent in charge at the Pine Ridge Reservation, had a different opinion. On November 15, 1890 Royer sent a telegram to the Office of Indian Affairs saying, Indians are dancing in the snow and are wild and crazy. I have fully informed you that employees and government property at this agency have no protection, and are at the mercy of these dancers. Why delay further investigation. We need protection and we need it now (Ostler 226). Royer sent many requests such as this for troops and the snowball begins. Royer was a physician, given the job of Indian agent as a gift for his service to the South Dakota Republican Party. He had no experience with Indians and more importantly with running a reservation. While the agents on three of the reservations reported that there was some commotion on their reservations, they were prepared to handle the situation without the intervention of troops. Royer, being inexperienced did not know how to handle the situation and felt that troops should be brought in to rectify the situation. With an strong, experienced person who knew about the Indians and reservation management, there may not have been an outbreak at Pine Ridge Reservation and the Indians possibly could have been kept under control until Congress sent relief (Mooney 73). V. T. McGillycuddy, who had experience in dealing with Indians and in running a reservation, was the Indian agent in charge of the Pine Ridge Reservation for seven years, from 1879 to In a letter written by McGillycuddy to General Colby, the commanding officer of the Nebraska state troops during the outbreak, McGillycuddy said that over the course of his time with the Lakota Sioux there was never once a soldier on the reservation, and he believed that the situation at Pine Ridge did not require troops. McGillycuddy said that under his jurisdiction the Indians were allowed to rule themselves on the reservation and he established an element of friendship with and among them in a balance of power between the Indians and the agency officials (Mooney 77). McGillycuddy says that when his Democratic successor came in, he revamped the governing system, taking away the balance between the two peoples. In doing so he ended the atmosphere that had been maintained for the past seven years. He asserts that: "If my successor had been other than an ammeter, or had knowledge or experience in the inside Indian politics of an Indian tribe, he would have known that if the element he was endeavoring to relegate to the rear had not been the balance of power, I could not for seven years have held out against the mob element which he now sought to put in power" (Mooney 77). McGillycuddy s successor took away some of the Indians power hoping to have better control over the Indians. But, what this actually did was put the Indians against him and make them dissatisfied. McGillycuddy goes on to say that Daniel F. Royer replaced this man in October He said that Royer was: "A gentleman totally ignorant of Indians and there peculiarities; a gentleman with not a qualification in his make-up calculated to fit him for the position of agent at one of the largest and most difficult agencies in the service to manage; a man selected solely as a reward for political services" (qtd. in Mooney 78). Royer had trouble with the reservation inhabitants due to the breakdown of communication between the previous agency officials and Indians (Mooney 79). This inability to understand the Indians and his lack of experience caused him problems. Having only lived among the Indians for a month, he magnified the extent of the Ghost Dance ritual, pleading for troops, when in actuality an Indian agency official, such as he was, should have been able to handle the situation.

5 ghostdance It is important to note that the army had previously tried to attain the power of running the Indian reservations. The army believed that the unsubjugated Indian tribes still retained their warlike traditions and that civilized agents could only manage tribes once they had become civilized, but until then it would be necessary to have military agents. The Army thought they were the only ones capable of handling the Indians (Ostler 228). They contended that most civilian agents were at best ignorant and inexperienced and at worst ignorant, inexperienced, and corrupt (Mooney 229). In the end the Indian Bureau won the conflict, but by a slim margin. In 1890, the army still felt they were more capable of handling the reservations and wanted control over them. Royer's continued pleas for troops gave the military the opportunity they needed to assert their power. So when Miles was given orders on November 14, 1890, to use whatever actions were needed to stop an outbreak of the Lakota Indians (Mooney 235), he now had the chance to show that the military was more apt to handle the situation on the reservations, than the agency officials. They believed that bringing in troops would be enough to scare the Native Americans into submission, but by doing this they greatly increased the possibility of a violent outcome. "As a general principle the army acted according to its interests" (Ostler 247). When the troops met the Indians at Wounded Knee Creek, they wanted to show there power over Big Foot and his people. The Indians were tired, hungry, and scared. They were seeking protection, not a conflict, but what took place was the Wounded Knee Massacre. The Battle Site of the Wounded Knee Massacre of 6

6 of 6 ghostdance I did not know then how much was ended. When I look back now from this high hill of my old age, I can still see the butchered women and children lying heaped and scattered along the crooked gulch as plain as when I saw them with eyes still young. And I can see that something else died there in the bloody mud, and was buried in the blizzard. A people s dream died there. It was a beautiful dream... The nation s hoop is broken and scattered. There is no center any longer, and the sacred tree is dead. Black Elk The Wounded Knee Massacre ended the Ghost Dance movement and also the Indians' hope of ever again living as they once had. "The mass graves at Wounded Knee became a symbol to us [the Lakota nation] to never forget and never to trust again" (Sapa n. pg.). To View A Slide Show To Words on Wounded Knee To Spirituality Home Page

Native Americans of the Great Plains

Native Americans of the Great Plains Native Americans Based on your previous studies, give examples of how Native Americans have been forced to leave their land. Answer in paragraph form (3 sentences). Native Americans of the Great Plains

More information

10/5/2016 (59) The Ghost Dance and Wounded Knee The American West The Gilded Age ( ) US history Khan Academy

10/5/2016 (59) The Ghost Dance and Wounded Knee The American West The Gilded Age ( ) US history Khan Academy The Ghost Dance and Wounded Knee By 1900, there were fewer than 250,000 remaining Native Americans. Share Tweet Email Overview By the end of the nineteenth century, due to a series of forced removals and

More information

They kept up dancing until fully 100 persons were lying unconscious. : Wounded Knee

They kept up dancing until fully 100 persons were lying unconscious. : Wounded Knee They kept up dancing until fully 100 persons were lying unconscious. : Wounded Knee Read the following and: 1. Circle information that helps you to understand the context (time period the source was created).

More information

Welcome to Class! Bell-Ringer #1. Frontier Vocab Word of the Day Activity

Welcome to Class! Bell-Ringer #1. Frontier Vocab Word of the Day Activity Welcome to Class! Bell-Ringer #1 Frontier Vocab Word of the Day Activity Draw the Chart on the Board. Using the word Frontier just fill out what you think the definition is and 2 synonyms. Essential Question

More information

SSUSH12 Evaluate how westward expansion impacted the Plains Indians and fulfilled Manifest Destiny. a. Examine the construction of the

SSUSH12 Evaluate how westward expansion impacted the Plains Indians and fulfilled Manifest Destiny. a. Examine the construction of the SSUSH12 Evaluate how westward expansion impacted the Plains Indians and fulfilled Manifest Destiny. a. Examine the construction of the transcontinental railroad including the use of immigrant labor. Railroads

More information

Railroad Construction

Railroad Construction Railroad Construction May 10, 1869 at Promontory, Utah The Wedding of the Rails Central Pacific and Union Pacific Promontory, Utah The Chinese Question Exclusion Act (1882) - Oriental Exclusion Act - Chinese

More information

The Ghost Dance 1890: Should You Dance?

The Ghost Dance 1890: Should You Dance? The Ghost Dance 1890: Should You Dance? Middle School 8 th grade Delphine Kendrick Jewett Academy Middle DIRECTION: Analyze the following documents. Use the documents and your knowledge of American history,

More information

The Transcontinental Railroad. Helps to move the United States to a Second Industrial Revolution!

The Transcontinental Railroad. Helps to move the United States to a Second Industrial Revolution! The Transcontinental Railroad Helps to move the United States to a Second Industrial Revolution! The South Builds Railways After the Civil War, the South began building more railroads to rival those of

More information

The Industrialization of the United States CONSEQUENCES s 1910 s

The Industrialization of the United States CONSEQUENCES s 1910 s The Industrialization of the United States CONSEQUENCES 1860 s 1910 s SSUSH12 The student will analyze important consequences of American industrial growth. O a. Describe Ellis Island, the change in immigrants

More information

SSUSH12: American Industrial Growth. The student will analyze important consequences of American industrial growth.

SSUSH12: American Industrial Growth. The student will analyze important consequences of American industrial growth. SSUSH12: American Industrial Growth The student will analyze important consequences of American industrial growth. New Immigration Prior to 1880s, majority of immigrants came from northern and western

More information

Doc #4 Commissioner of Indian Affairs Annual Report for 1876

Doc #4 Commissioner of Indian Affairs Annual Report for 1876 Doc #4 Commissioner of Indian Affairs Annual Report for 1876 The Commissioner of Indian Affairs report for the year encompassing the Greasy Grass/Little Bighorn battle clearly holds desperadoes and malcontents

More information

THE HOMESTEAD ACT. 2. How many years can the land be held without taxes, assessment, or interest?

THE HOMESTEAD ACT. 2. How many years can the land be held without taxes, assessment, or interest? 1862 THE HOMESTEAD ACT HOMESTEAD ACT OF 1862 The Homestead Act was a United States Federal Law signed by Abraham Lincoln in 1862. The law entitled an individual to 160-640 acres of undeveloped land in

More information

SSUSH12. The student will analyze important consequences of American industrial growth

SSUSH12. The student will analyze important consequences of American industrial growth SSUSH12 The student will analyze important consequences of American industrial growth 12.a- Describe Ellis Island, the change in immigrant s origins to southern and eastern Europe and the impact of this

More information

CHANGES ON THE WESTERN FRONTIER. Chapter 5

CHANGES ON THE WESTERN FRONTIER. Chapter 5 CHANGES ON THE WESTERN FRONTIER Chapter 5 CULTURES CLASH ON THE PRAIRIE SECTION 1 THE GREAT PLAINS The grasslands in the west-central portion of the U.S. Life centered on the horse and buffalo Great Plains

More information

Broken Arrow Public Schools History of Native Americans Objectives Revised September 2010

Broken Arrow Public Schools History of Native Americans Objectives Revised September 2010 1 st six weeks 1 Define perspective and understand the importance of perspective when analyzing Native American history. 2 Explain what topics will be explored in the course starting with Land Bridge Theory

More information

The Building of Modern America, Part 1. The Transcontinental Railroad and the Rise of the American City

The Building of Modern America, Part 1. The Transcontinental Railroad and the Rise of the American City The Building of Modern America, Part 1 The Transcontinental Railroad and the Rise of the American City SSUSH11 The student will describe the growth of big business and technological innovations after Reconstruction.

More information

England and the 13 Colonies: Growing Apart

England and the 13 Colonies: Growing Apart England and the 13 Colonies: Growing Apart The 13 Colonies: The Basics 1607 to 1776 Image: Public Domain Successful and Loyal Colonies By 1735, the 13 colonies are prosperous and growing quickly Colonists

More information

Teacher: Whitlock. Chap 2: Settling the West and populist Test Review

Teacher: Whitlock. Chap 2: Settling the West and populist Test Review Name Class Pd Teacher: Whitlock US History Chap 2: Settling the West and populist Test Review A completed test review will be worth 100 point Daily Grade DO NOT rely on this test review only to study for

More information

Great West and Rise of the Debtors Goal 4

Great West and Rise of the Debtors Goal 4 Great West and Rise of the Debtors Goal 4 Cultures Clash on the Prairie Settlers push west White culture differed from Native-Americans Whites felt Indians did not improve land so for they gave that right

More information

Reference. A SELECTIVE TIMELINE OF AMERICAN INDIAN AFFAIRS, POST-1865 (by Tracey Watts) Source:

Reference. A SELECTIVE TIMELINE OF AMERICAN INDIAN AFFAIRS, POST-1865 (by Tracey Watts) Source: Reference A SELECTIVE TIMELINE OF AMERICAN INDIAN AFFAIRS, POST-1865 (by Tracey Watts) Source: http://www.cwrl.utexas.edu/~watts/ 1884: The first of the Religious Crimes Codes was passed, forbidding traditional

More information

Welcome to 7 th Grade Texas History!

Welcome to 7 th Grade Texas History! Welcome to 7 th Grade Texas History! Natural Texas and People Age of Contact Spanish Colonial The Battle of San Jacinto & Texas Independence Mexican National 10/16/17 Revolution and Republic Early Statehood

More information

Opening Activity 9/22

Opening Activity 9/22 LT: I can describe how the US Gov. has used its power to spread people through the West portion of the nation. Opening Activity 9/22 Use your books to find the following definitions Assimilate Reservations

More information

Lesson 1. Nation and State. to change the law. Changes to the. Constitution are called amendments. The. first ten amendments are called the Bill of

Lesson 1. Nation and State. to change the law. Changes to the. Constitution are called amendments. The. first ten amendments are called the Bill of Lesson 1 Nation and State Governments make and carry out rules. They also settle arguments about rules. The rules that governments make are called laws. Towns and counties have governments. States, tribes,

More information

The West. Economic growth and new communities from:

The West. Economic growth and new communities from: The West Economic growth and new communities from: Transcontinental RR Mineral resources Government policies Migration (for self-sufficiency and independence) Railroads Land Grants made RR largest landowner

More information

PLACARD 1. Bedford Flag

PLACARD 1. Bedford Flag PLACARD 1 Bedford Flag This flag was present at the battle of Concord in April 19, 1775. It was carried by Nathaniel Page, a Bedford Minuteman. The Latin inscription "Vince Aut Morire" means "Conquer or

More information

CHAPTER FIFTEEN: CONFLICT AND CONQUEST: THE TRANSFORMATION OF THE WEST, READING AND STUDY GUIDE

CHAPTER FIFTEEN: CONFLICT AND CONQUEST: THE TRANSFORMATION OF THE WEST, READING AND STUDY GUIDE CHAPTER FIFTEEN: CONFLICT AND CONQUEST: THE TRANSFORMATION OF THE WEST, 1860 1900 READING AND STUDY GUIDE I. Natives and Newcomers A. Congress Promotes Westward Settlement B. The Diversity of the Native

More information

Terms and People. The Cold War The Begins New South

Terms and People. The Cold War The Begins New South Terms and People cash crop crop such as cotton and tobacco that is grown not for its own use but to be sold for cash Farmers Alliance network of farmers organizations that worked for political and economic

More information

Modern America Assessment Settling the West and Industrialization

Modern America Assessment Settling the West and Industrialization Modern America Assessment Settling the West and Industrialization NAME: 1. During the 1870s, the principal agricultural product of the shaded region on this map was A. poultry B. rice C. cattle D. cotton

More information

Revolution in Thought 1607 to 1763

Revolution in Thought 1607 to 1763 Revolution in Thought 1607 to 1763 Early settlers found they disliked England America was far from England and isolated Weakened England s authority Produced rugged and independent people Colonies had

More information

The French Revolution Timeline

The French Revolution Timeline Michael Plasmeier Smith Western Civ 9H 12 December 2005 The French Revolution Timeline May 10, 1774 - Louis XVI made King King Louis the 16 th became king in 1774. He was a weak leader and had trouble

More information

Gilded Age. Rise of Industry and Transformation of the West

Gilded Age. Rise of Industry and Transformation of the West Gilded Age Rise of Industry and Transformation of the West Mark Twain From a satirical novel written with Charles D. Warner, The Gilded Age: A Tale of Today 1873. Meaning the prosperity and culture seen

More information

Chapter 17: The West Exploiting an Empire

Chapter 17: The West Exploiting an Empire Chapter 17: The West Exploiting an Empire AP United States History Week of February 29, 2016 Moving West What Pushed Americans After Civil War, Americans moved west of the Mississippi River, taking over

More information

HIST 1302 Part One. 17 The West: Exploiting an Empire

HIST 1302 Part One. 17 The West: Exploiting an Empire HIST 1302 Part One 17 The West: Exploiting an Empire The Subjugation of the Plains Indians 1851-1890 Until mid-century, the U.S. Government treated the Great Plains and Mountain West region as One Big

More information

PLACARD 1. Bedford Flag

PLACARD 1. Bedford Flag PLACARD 1 Bedford Flag This flag was present at the battle of Concord in April 19, 1775. It was carried by Nathaniel Page, a Bedford Minuteman. The Latin inscription "Vince Aut Morire" means "Conquer or

More information

The Atomic Bomb. Document # In your own words, what is the argument? (Summarize the document)

The Atomic Bomb. Document # In your own words, what is the argument? (Summarize the document) The Atomic Bomb By the summer of 1945, the victory for the Allies (the U.S., Britain, the USSR, and France) was almost complete. Germany surrendered completely on May 7, 1945. Only Japan was still fighting.

More information

Essential Question: What factors led to the settlement of the West during the Gilded Age ( )?

Essential Question: What factors led to the settlement of the West during the Gilded Age ( )? Essential Question: What factors led to the settlement of the West during the Gilded Age (1870-1900)? CPUSH Agenda for Unit 7.6: Clicker Questions The West during the Gilded Age notes Today s HW: 13.1

More information

IRELAND: A DIVIDED COUNTRY

IRELAND: A DIVIDED COUNTRY IRELAND: A DIVIDED COUNTRY Key Focus: Why is Ireland a divided nation? Level Effort (1-5) House Points (/10) Comment: Target: Ipad/Internet research task Find a map of the British Isles and sketch or print

More information

Mining was the 1 st magnet to attract settlers to the West CA (1849) started the gold rush, but strikes in Pikes Peak, CO & Carson River Valley, NV

Mining was the 1 st magnet to attract settlers to the West CA (1849) started the gold rush, but strikes in Pikes Peak, CO & Carson River Valley, NV The Great West Mining was the 1 st magnet to attract settlers to the West CA (1849) started the gold rush, but strikes in Pikes Peak, CO & Carson River Valley, NV (1859) set off wild migrations to the

More information

Reading Essentials and Study Guide

Reading Essentials and Study Guide Lesson 2 Uniting for Independence ESSENTIAL QUESTION Why and how did the colonists declare independence? Reading HELPDESK Academic Vocabulary draft outline or first copy consent permission or approval

More information

HARDY INDIVIDUALISM? OR FEDERAL GOVERNMENT POLICY AND ENCOURAGEMENT?

HARDY INDIVIDUALISM? OR FEDERAL GOVERNMENT POLICY AND ENCOURAGEMENT? HARDY INDIVIDUALISM? OR FEDERAL GOVERNMENT POLICY AND ENCOURAGEMENT? MYTHOLOGY OF THE WESTERN FRONTIER 1893 Frederick Jackson Turner s The Significance of the Frontier Frontier thesis presented at the

More information

Can your decisions win the Civil War?

Can your decisions win the Civil War? Can your decisions win the Civil War? You are an experienced general trained to fight for the King. However, you are a strict Puritan and do not agree with the way the King is running the country. You

More information

The Americans (Reconstruction to the 21st Century)

The Americans (Reconstruction to the 21st Century) The Americans (Reconstruction to the 21st Century) Chapter 4: TELESCOPING THE TIMES The Union in Peril CHAPTER OVERVIEW Slavery becomes an issue that divides the nation. North and South enter a long and

More information

Railroad Growth, and the Federal Government s role: 4 transcontinental railroads were thus created: Union Pacific/Central Pacific Line (1869)

Railroad Growth, and the Federal Government s role: 4 transcontinental railroads were thus created: Union Pacific/Central Pacific Line (1869) RUGGED INDIVIDUALISM: THE POST CIVIL WAR WEST Look back to your notes for page 461. Draw a picture of what a part of the Great Plains would look like based on the information: Railroad Growth, and the

More information

The Industrialization of the United States s 1910 s

The Industrialization of the United States s 1910 s The Industrialization of the United States 1860 s 1910 s O O O O O O O O O O O O O O SSUSH11 The student will describe the growth of big business and technological innovations after Reconstruction. a.

More information

*Assassination Videos*

*Assassination Videos* Lincoln was shot by John Wilkes Booth on April 14, 1865 (5 days after the war ended) Andrew Johnson became president and vowed to fulfill Lincoln s goal of putting the nation back together *Assassination

More information

Chapter 6. Launching a New Nation

Chapter 6. Launching a New Nation Chapter 6 Launching a New Nation 6.1 Laying the foundations of government The United States needed a president that the people already trusted. Washington s Cabinet Currently, there are 14 executive departments

More information

CHAPTER 15. A Divided Nation

CHAPTER 15. A Divided Nation CHAPTER 15 A Divided Nation Trouble in Kansas SECTION 15.2 ELECTION OF 1852 1852 - four candidates for the Democratic presidential nomination. Many turned to Franklin Pierce, a little-known politician

More information

The Americans: Reconstruction to the 21 st Century

The Americans: Reconstruction to the 21 st Century Changes on the Western Frontier The culture of the Plains Indians declines as white settlers transform the Great Plains. Meanwhile, farmers form the Populist movement to address their economic concerns.

More information

LEARNING INTENTIONS Understanding the following events contributed to the anti-british Sentiment American Revolution Stamp Act, 1765 Boston Massacre,

LEARNING INTENTIONS Understanding the following events contributed to the anti-british Sentiment American Revolution Stamp Act, 1765 Boston Massacre, LEARNING INTENTIONS Understanding the following events contributed to the anti-british Sentiment American Revolution Stamp Act, 1765 Boston Massacre, 1770 The Tea Act, 1773 Boston Tea Party, 1773 The Intolerable

More information

Gall: Lakota War Chief By Robert W. Larson

Gall: Lakota War Chief By Robert W. Larson Gall: Lakota War Chief By Robert W. Larson online download gall lakota war chief Gall Lakota War Chief Come with us to read a new book that is coming recently. Yeah, this is a new coming book that many

More information

Chapter 16 : Slavery Divides a Nation

Chapter 16 : Slavery Divides a Nation Chapter 16 : Slavery Divides a Nation 1 Part 1: Slavery in the Territories Hooray for the free Soil Party! In 1848 the Free Soil Party formed. The free soil party was a group of antislavery supporters

More information

1. In 1914, combined to drag Europe into a world war. 1. Among the powers of Europe, nationalism caused a desire to.

1. In 1914, combined to drag Europe into a world war. 1. Among the powers of Europe, nationalism caused a desire to. Name Class Period Chapter 11: World War I (The Great War) and Beyond 1914-1920 Lecture Notes Section 1: From Neutrality to War (pages 282-291) I What Caused World War I? A What caused World War I, and

More information

OUTLINE 5-2: THE LAST WEST,

OUTLINE 5-2: THE LAST WEST, OUTLINE 5-2: THE LAST WEST, 1865-1900 The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change. Larger

More information

Spring Final Review TEXAS HISTORY

Spring Final Review TEXAS HISTORY Spring Final Review TEXAS HISTORY Immigration to Mexico from U.S. Mexican General Mier y Teran warned of the growing American influence in East Texas. He recommended: increasing trade between TX and Mexico.

More information

Great Emancipator or White Supremacist?

Great Emancipator or White Supremacist? 1861-1865 Great Emancipator or White Supremacist? I have no purpose to introduce political and social equality between the white and black races. There is a physical difference between the two, which,

More information

New Minority Movements. The American Indian Movement and The Chicano Movement

New Minority Movements. The American Indian Movement and The Chicano Movement New Minority Movements The American Indian Movement and The Chicano Movement New Minority Movements The American Indian Movement Native American Causes for Action Native American lands taken under the

More information

American History: A Survey Chapter 16: The Conquest of the Far West

American History: A Survey Chapter 16: The Conquest of the Far West American History: A Survey Chapter 16: The Conquest of the Far West Various Concepts of Property Create Conflicts of Interest animal pelts and hides valuable minerals cattle and grazing territory timber

More information

expansion o the West wilderness

expansion o the West wilderness THE FRONTIER WEST The expansion o the West was present in American life since the time of the colonies. Increased significantly after the Revolution, and the Louisiana Purchase of 1803. The colonists needed

More information

The Declaration of Independence

The Declaration of Independence The Declaration of Independence From VOA Learning English, this is The Making of a Nation American history in Special English. I'm Steve Ember. This week in our series, we continue the story of the American

More information

When was Britain closest to revolution in ?

When was Britain closest to revolution in ? When was Britain closest to revolution in 1815-1832? Today I will practise Putting dates of when Industrial protest happened into chronological order Explaining the extent of historical change that took

More information

AMERICAN REVOLUTION. U.S. History Chapter 4

AMERICAN REVOLUTION. U.S. History Chapter 4 AMERICAN REVOLUTION U.S. History Chapter 4 The primary cause of economic differences among the colonies in North America was geography. Longer growing season in the South led to an agriculture-based economy.

More information

APUSH Reading Quizzes

APUSH Reading Quizzes APUSH Reading Quizzes 6.5-6.6 (Bailey, Chapters 23 & 26) The Great West, the Agricultural Revolution & Politics in the Gilded Age, Part 3 (1865-1896) *with Replace Lowest Unit 6 RQ Score option! 1. Which

More information

The Confederation Era

The Confederation Era 1 The Confederation Era MAIN IDEA The Articles of Confederation were too weak to govern the nation after the war ended. WHY IT MATTERS NOW The weakness of the Articles of Confederation led to the writing

More information

The Spanish-American War

The Spanish-American War Activities Using Photographs The Spanish-American War Rough Riders Objectives Explain events, ideas, or concepts in a historical text, including what happened and why, based on specific information in

More information

SWBAT: Explain how Nixon addressed the issues of the Vietnam War. Do Now: The Silent Majority

SWBAT: Explain how Nixon addressed the issues of the Vietnam War. Do Now: The Silent Majority SWBAT: Explain how Nixon addressed the issues of the Vietnam War Do Now: The Silent Majority Johnson Decline to Run in 1968 Toward the end of his term as President, Johnson had reduced bombing of North

More information

16.1 The Mexican War

16.1 The Mexican War 16.1 The Mexican War Fighting Breaks Out The border conflict arose from tensions between Mexico and the United States after the annexation of Texas and the signing of the Texas Admission Act on December

More information

US History, Ms. Brown Website: dph7history.weebly.com

US History, Ms. Brown   Website: dph7history.weebly.com Course: US History/Ms. Brown Homeroom: 7th Grade US History Standard # Do Now Day #68 Aims: SWBAT identify and evaluate the strengths and weaknesses of the Articles of Confederation DO NOW Directions:

More information

Key Concept 6.2: Examples: Examples:

Key Concept 6.2: Examples: Examples: PERIOD 6: 1865 1898 The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social,

More information

Warm-Up Question: For each era, define what the West was & what role the West played in American life: (a) 1750, (b) 1800, (c)1850

Warm-Up Question: For each era, define what the West was & what role the West played in American life: (a) 1750, (b) 1800, (c)1850 Essential Question: What economic, political, & migratory factors led to the end of the western frontier by 1890? Warm-Up Question: For each era, define what the West was & what role the West played in

More information

BACKGROUND Historically speaking, . There is NO. * brought to America *Native American depopulated due to

BACKGROUND Historically speaking, . There is NO. * brought to America *Native American depopulated due to BACKGROUND Historically speaking,. There is NO. COLONIZATION Impact *Columbus Claims New World for * established * English Colonies Created * brought to America *Native American depopulated due to Motive

More information

Historical Study: European and World. Free at Last? Civil Rights in the USA

Historical Study: European and World. Free at Last? Civil Rights in the USA Historical Study: European and World Free at Last? Civil Rights in the USA 1918-1968 Throughout the 19 th century the USA had an open door policy towards immigration. Immigrants were welcome to make their

More information

Chapter 14 Section 1. Revolutions in Russia

Chapter 14 Section 1. Revolutions in Russia Chapter 14 Section 1 Revolutions in Russia Revolutionary Movement Grows Industrialization stirred discontent among people Factories brought new problems Grueling working conditions, low wages, child labor

More information

8th Grade History. American Revolution

8th Grade History. American Revolution 8th Grade History American Revolution BOARD QUESTIONS 1) WHAT DID THE SPANISH WANT IN THE AMERICAS? 2) WHAT DID THE FRENCH WANT IN THE AMERICAS? 3) WHAT DID THE ENGLISH WANT IN THE AMERICAS? 4) HOW DID

More information

Ch 29-4 The War Ends

Ch 29-4 The War Ends Ch 29-4 The War Ends The Main Idea President Nixon eventually ended U.S. involvement in Vietnam, but the war had lasting effects on the United States and in Southeast Asia. Content Statement/Learning Goal

More information

The Sun Never Sets on the British Empire.

The Sun Never Sets on the British Empire. Britain was in bad shape financially By 1763, British citizens were the most heavily taxed people in the world. Britain s empire was massive and expensive to maintain. The colonies in America were prospering.

More information

LESSON ONE: THE DECLARATION OF INDEPENDENCE

LESSON ONE: THE DECLARATION OF INDEPENDENCE CONSTITUTIONAL RIGHTS FOUNDATION LESSON ONE: THE DECLARATION OF INDEPENDENCE Overview OBJECTIVES Students will be able to: Identify and describe elements of the philosophy of government expressed in the

More information

Chapter 5 The Red Shirt Election in South Carolina

Chapter 5 The Red Shirt Election in South Carolina Page 23 Chapter 5 The Red Shirt Election in South Carolina B y 1876, Southern whites had regained control of the government in all Southern states except for South Carolina, Louisiana and Florida. Their

More information

Chapter 26: The Great West and the Agricultural Revolution, Name (Pages ) Per. Date Row

Chapter 26: The Great West and the Agricultural Revolution, Name (Pages ) Per. Date Row Chapter 26: The Great West and the Agricultural Revolution, Name 1865 1896 (Pages 590 622) Per. Date Row I. Introduction A. White people living out west when Civil War ended in 1865 B. How this had changed

More information

Name: Final Exam Date: Period: Texas History Fall Semester Final Exam Review

Name: Final Exam Date: Period: Texas History Fall Semester Final Exam Review Name: Final Exam Date: Period: Texas History Fall Semester Final Exam Review I.) Unit One: Natural/Native Texas and its People (Texas Geography and Native Americans) ***Geography *** 1.) MAP A: Label the

More information

Reconstructing America

Reconstructing America Reconstructing America November 10, 2010 Quanah (Parker) Quahadi Comanche Geronimo Chiricahua Apache Sitting Bull Hunkpapa Lakota Sioux 1 Charles Sumner Abraham Lincoln Clara Barton Founder of American

More information

Ch 19-1 Postwar Havoc

Ch 19-1 Postwar Havoc Ch 19-1 Postwar Havoc The Main Idea Although the end of World War I brought peace, it did not ease the minds of many Americans, who found much to fear in postwar years. Content Statement 12/Learning Goal

More information

th CP U.S. and the World History First Assignment: Reading and Composing Responses to Questions

th CP U.S. and the World History First Assignment: Reading and Composing Responses to Questions 2016-17 11 th CP U.S. and the World History First Assignment: Reading and Composing Responses to Questions Due: Monday, 9.12 Block 3 White Directions: 1. Part 1: Please read the short summary of World

More information

Address to the 59 th Legislative Assembly State of North Dakota. State of the Tribal-State Relationship

Address to the 59 th Legislative Assembly State of North Dakota. State of the Tribal-State Relationship Address to the 59 th Legislative Assembly State of North Dakota State of the Tribal-State Relationship January 6, 2005 Hon. Charles W. Murphy Chairman, Standing Rock Sioux Tribe Thank you. Thank you, Mr.

More information

Topic 3: The Rise and Rule of Single-Party States (USSR and Lenin/Stalin) Pipes Chapter 4

Topic 3: The Rise and Rule of Single-Party States (USSR and Lenin/Stalin) Pipes Chapter 4 Topic 3: The Rise and Rule of Single-Party States (USSR and Lenin/Stalin) Pipes Chapter 4 Major Theme: Origins and Nature of Authoritarian and Single-Party States Conditions That Produced Single-Party

More information

First Nations Groups in Canada

First Nations Groups in Canada First Nations Groups in Canada First Nations in BC Over 200 First Nations Amazing diversity 60% of FN languages in Canada are in BC Terminology Indian an older/outdated term for Aboriginal person First

More information

UNIT 6 THE RUSSIAN REVOLUTION

UNIT 6 THE RUSSIAN REVOLUTION UNIT 6 THE RUSSIAN REVOLUTION I; LONG-TERM CAUSES A. AUTOCRACY OF THE CZAR 1. Censorship 2. Religious and ethnic intolerance 3. Political oppression I; LONG-TERM CAUSES B. ECONOMIC PROBLEMS 1. Russia began

More information

Ch. 6 & Ch. 7 Test Review COPY OR ADD TO YOUR ANSWERS SO YOU HAVE THE CORRECT INFORMATION TO STUDY FOR YOUR TEST.

Ch. 6 & Ch. 7 Test Review COPY OR ADD TO YOUR ANSWERS SO YOU HAVE THE CORRECT INFORMATION TO STUDY FOR YOUR TEST. Ch. 6 & Ch. 7 Test Review COPY OR ADD TO YOUR ANSWERS SO YOU HAVE THE CORRECT INFORMATION TO STUDY FOR YOUR TEST. 1. What caused the first boom in the west? 2. Which group of people developed the open-

More information

Chapter 14 Introduction Section 4 The War s Impact. Click on a hyperlink to view the corresponding slides.

Chapter 14 Introduction Section 4 The War s Impact. Click on a hyperlink to view the corresponding slides. Chapter 14 Introduction Section 4 The War s Impact Click on a hyperlink to view the corresponding slides. Guide to Reading Main Idea As American society moved from war to peace, turmoil in the economy

More information

Unit I Flashcards. C h a p t e r s 1 7 a n d 1 8

Unit I Flashcards. C h a p t e r s 1 7 a n d 1 8 Unit I Flashcards C h a p t e r s 1 7 a n d 1 8 #1 Black codes Laws passed by states and municipalities denying many rights of citizenship to free black people before the Civil War. #2 Caminetti Act 1893

More information

1) Read the article on American involvement in Vietnam

1) Read the article on American involvement in Vietnam Warm Up 1) Read the article on American involvement in Vietnam 1) Circle in the causes of the Vietnam War 2) Put a star next to the key people/ countries 3) Box in key events, battles, treaties 4) Put

More information

Was Life in the Late 1800s better for Americans in the West and South? What is not Being Covered Today MODERNIZING AGRICULTURE

Was Life in the Late 1800s better for Americans in the West and South? What is not Being Covered Today MODERNIZING AGRICULTURE Was Life in the Late 1800s better for Americans in the West and South? What is not Being Covered Today Mining - the search for rare minerals in the west Cattle Herding - development of ranching and destruction

More information

WHAT DOES IT MEAN TO BE AN AMERICAN?

WHAT DOES IT MEAN TO BE AN AMERICAN? WHAT DOES IT MEAN TO BE AN AMERICAN? The American Experience AMERICAN GOVERNMENT Marshall High School Unit One AC MR. CLINE Intolerable Acts Parliament and the King insisted on their rights to govern the

More information

IRELAND: A DIVIDED COUNTRY

IRELAND: A DIVIDED COUNTRY IRELAND: A DIVIDED COUNTRY Key Focus: Why is Ireland a divided nation? Level Effort (1-5) House Points (/10) Comment: Target: Ipad/Internet research task Find a map of the British Isles and sketch or print

More information

COMPREHENSION AND CRITICAL THINKING

COMPREHENSION AND CRITICAL THINKING Name Class Date Chapter Summary COMPREHENSION AND CRITICAL THINKING Use information from the graphic organizer to answer the following questions. 1. Recall What caused the sectional controversy that led

More information

REVIEW FOR CHAPTERS 18 TEST. 1. Fort Sumter Where the first shots of the Civil War were fired in South Carolina.

REVIEW FOR CHAPTERS 18 TEST. 1. Fort Sumter Where the first shots of the Civil War were fired in South Carolina. Define or discuss the following with detail: REVIEW FOR CHAPTERS 18 TEST 1. Fort Sumter Where the first shots of the Civil War were fired in South Carolina. 2. Lincoln s First Inaugural Address Lincoln

More information

Learning Goal 5: Students will be able to explain the events which led to the start of the American

Learning Goal 5: Students will be able to explain the events which led to the start of the American American Revolution Learning Goal 5: Students will be able to explain the events which led to the start of the American Revolution. - Tea Act (Boston Tea Party, British East India Company, Sons of Liberty,

More information

The Anti-Chinese Riots

The Anti-Chinese Riots ROCK SPRINGS RIOT SEPTEMBER 2, 1885 During the 1870s and 1880s, violence against Chinese immigrants became commonplace. Many towns and cities in the western states had anti-chinese clubs whose principle

More information

Chapter 12. Boomer Sooner

Chapter 12. Boomer Sooner Chapter 12 Boomer Sooner ELIAS C. BOUDINOT. Not all Indians in the Territory opposed land allotment and white settlement. Like Choctaw Chief Jackson McCurtain, many believed that individual Indian land

More information

Focus Question: What events led the colonists to declare their independence from Britain?

Focus Question: What events led the colonists to declare their independence from Britain? US History 1 CP Unit 2: Creating the American Republic The American Revolution 1765-1783 Mr. Mulry Section 2- Declaring Independence pp. 108-112 Objectives -Explain why fighting broke out to begin the

More information

Directions: 1. Cut out the 10 events and paper clip them together for each student group (note: these are currently in the correct order now).

Directions: 1. Cut out the 10 events and paper clip them together for each student group (note: these are currently in the correct order now). Timeline to Revolution Directions: 1. Cut out the 10 events and paper clip them together for each student group (note: these are currently in the correct order now). 2. Give each student the two timeline

More information