Chapter 1 Geography and Westward Expansion

Transcription

1 Chapter 1 Geography and Westward Expansion US II.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865 to the present; A primary source is an artifact that tells us about the truth as people in the past understood it. These often include work created by someone who witnessed the event first-hand or was part of the historical time period that is being described. USII.9c The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by c) identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically. Science Charles Drew: Medicine (plasma) J. Robert Oppenheimer: Physics (Manhattan Project team) Culture Frank Lloyd Wright: Architecture Martha Graham: Dance Academics Henry Louis Gates: History Maya Angelou: Literature Economics Bill Gates: Computer technology (Microsoft) Ray Kroc: Franchising (McDonald s) USII.2a The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward. USII.2c The student will use maps, globes, photographs, pictures, or tables for c. locating the 50 states and the cities most significant to the historical development of the United States. States grouped by region Northeast: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota Southwest: Texas, Oklahoma, New Mexico, Arizona Rocky Mountains: Colorado, Utah, Nevada, Montana, Wyoming, Idaho Pacific: Washington, Oregon, California Noncontiguous: Alaska, Hawaii Cities Northeast: New York, Boston, Pittsburgh, Philadelphia Southeast: Washington, D.C., Atlanta, New Orleans Midwest: Chicago, St. Louis, Detroit Southwest: San Antonio, Santa Fe Western (Rocky Mountains): Denver, Salt Lake City Pacific: San Francisco, Los Angeles, Seattle Noncontiguous: Juneau, Honolulu USII.4 The student will demonstrate knowledge of how life changed after the Civil War by a. identifying the reasons for westward expansion, including its impact on American Indians. Reasons for increase westward expansion Opportunities for land ownership Technological advances, including the Transcontinental Railroad Possibility of obtaining wealth, created by the discovery of gold and silver Desire for adventure Desire for a new beginning for former enslaved African Americans 1 Physical features and climate of the Great Plains Flatlands that rise gradually from east to west Land eroded by wind and water Low rainfall Frequent dust storms Because of new technologies, people saw the Great Plains not as a treeless wasteland but as a vast area to be settled. Inventions and adaptations Barbed wire Steel plows Dry farming Sod houses Beef cattle raising Wheat farming Windmills Railroad

2 2 Brainmapping 10 pictures, 10 terms, 5 colors

3 carpetbaggers Northerners who took advantage of Southerners after the Civil War. Black Codes Laws in the South that limited the rights of African Americans after the Civil War. Freedman s Bureau Government organization formed to help former slaves after the Civil War. Vocabulary Reconstruction Rebuilding the South after the Civil War. Jim Crow Laws enacted in the South after the Civil War that created supposedly Separate but Equal facilities for African Americans. Reconciliation Plan for the North and South to become friendly again. 3 3 longitude / meridian: lines that stretch from pole to pole, and measure East and West latitude / parallel:lines that circle the Earth and measure North and South

4 4 4 PRIMARY/SECONDARY SOURCE INVESTIGATION Source # Primary OR Secondary Source? Description Type of object? Time Period in U.S. History

5 5 5 The past is a foreign place that we can never visit however, we can understand the story of the past by investigating the characters, places, and events through time and context to put the plot together. Historians use a variety of information to examine the past. Primary Sources A primary source is an artifact that tells us about the truth as people in the past understood it. These often include work created by someone who witnessed the event first-hand or was part of the historical time period that is being described. Primary sources can be: M A D S L A P Secondary Sources A secondary source interprets and analyses primary sources. Secondary sources are one step removed from the event being described but provide the background necessary to understand the primary sources. Secondary sources are: E T library.queensu.ca/webisi/survivalguide/glossary.html

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7 USII.9c 7 How have individuals influenced America scientifically, culturally, academically, and economically during the 20 th century? Biography of: (Name of person that you are researching.) Sources used: Mark source title with a P if primary and an S if secondary Birthdate: Year of death: Still living?; Current Age: What was this person s main influence, and what area of American life did it influence (science, culture, academics, economics, politics)? State your opinion about this person s influence and back it up with at least two facts: Global Impact At the time, how big was the impact of this person on the USA? On the world? Final score: (1-10) Specialness Could anybody else have had this impact, or was this person unique? If this person had never existed, how might things have been different? Final score: (1-10) Test of Time How long lasting was this impact? Do we still see this impact in the world today? Final score: (1-10)

8 8 20 QUESTIONS *For each question, write which one person from our list you would most want to be paired with in that situation. You may only use each person once! *Then, in one or two sentences, explain why they would be the best choice. 1. Who would you like to be on survivor with? 2. Who would you like to have help you with your homework? 3. Who would you like to watch a professional football game with? 4. Who would you like to play a video game with? 5. Who would you like to take automobile shopping? 6. Who would you like to have with you in a nuclear war? 7. Who would you like to be with if you got run over by a marching band? 8. Who would you like to be with if you had in-school? 9. Who would you like to have with you to help explain to your parents why you came in two hours past your curfew? 10. Who would you like to eat tacos or pizza with? 11. Who would you like to have with you to listen to your favorite music? 12. Who would you like to be your 8 th grade math teacher? 13. Who would you like to help you write a paper to your parents on why you need a bigger allowance? 14. Who would you like to go scuba diving with? 15. Who would you like to have tell you how they became successful? 16. Who would you like to have with you when you stand before a judge for speeding in your car? 17. Who would you like to have worked for? 18. Who would you like to have as your brother or sister? 19. Who would you like to do a music video with? 20. Who would you like to have to fight live on pay-per-view TV?

9 9 Historical Figure Charles Drew How did I influence America in the 20 th century? Robert Oppenheimer William Shockley (John Bardeen & Walter Brattain) Frank Lloyd Wright Ansell Adams Maya Angelou Martha Graham Henry Louis Gates William Durant Bill Gates Ray Kroc Sam Walton Rosa Parks Martin Luther King Jr. Eleanor Roosevelt George C. Marshall Hideki Tojo Benito Mussolini Adolph Hitler Josef Stalin Winston Churchill Franklin Delano Roosevelt Harry Truman Rosie the Riveter Woodrow Wilson Theodore Roosevelt

10 10 Northeast: (9) My Guess is (and why): Write down your guesses for which states are grouped into the following regions. States grouped by region But the right answer is (and why): Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania Southeast: (14) My Guess is (and why): But the right answer is (and why): Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas Midwest: (12) My Guess is (and why): But the right answer is (and why): Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota Southwest: (4) My Guess is (and why): But the right answer is (and why): Texas, Oklahoma, New Mexico, Arizona Rocky Mountains: (6) My Guess is (and why): But the right answer is (and why): Colorado, Utah, Nevada, Montana, Wyoming, Idaho Pacific: (3) My Guess is (and why): But the right answer is (and why): Washington, Oregon, California Noncontiguous: (2) My Guess is (and why): But the right answer is (and why): Alaska, Hawaii

11 States grouped by region 11

12 12 In the space provided for the major cities, draw a picture that represents that city s specialized industry

13 Salt Lake City Seattle Juneau Honolulu Denver Santa Fe San Antonio St. Louis Detroit Atlanta Significant American Cities 13

14 Sod House Steel Plow Wheat Barbed Wire Railroad Windmill Dry Farming Beef Cattle 14 It s a treeless wasteland! The Climate and Geography of the Great Plains F It s a vast area to be settled Reasons for increased Westward Expansion L L. A R E. G D. E 8 Technologies that allow people to live in the Great Plains

15 15 It s a treeless wasteland! The Climate and Geography of the Great Plains Flatlands that rise slowly from East to West: A constant climb West Little rainfall: It s a vast area to be settled! Reasons for increased Westward Expansion Land ownership opportunities Adventure No water for drinking or crops. Erosion from wind and water: Easily eroded/lack of trees Hard soil. Dust storms: No Top Soil---Leaves the useless soil. Health dangers. Railroad and technological improvements Gold and silver and opportunities for wealth End of slavery (new beginning for African-Americans) 8 Technologies that allow people to live in the Great Plains INVENTION Problem Solved Impact on People Railroad Easy shipping & travel Faster travel, more customers, cheaper buying items Sod House No wood for building Shelter cheaply Windmill Pump water from below Family, crops, and animals could survive through droughts Steel Plow Hard ground/sod to cut through Cut through ground to plant crops Dry Farming Wheat Beef Cattle No water. Water moist deeper down in soil Tougher wheat to withstand harsh weather Tougher cattle and lots of land to graze on. Plants could grow with little rain. Important crop could be grown for food and income Raise cattle to sell for beef with little expense for feeding them Barbed Wire No trees for fencing Keep animals safe & create borders RANKING (1-8)

16 16 Chapter 1 Study Guide Reconstruction/Westward Expansion (each question is worth 10 points no partial credit) *Put the answers in the space provided. *Answers may have more than one word even when there is only one space. Climate and Physical features of the Great Plains 1. FLATLANDS that rise slowly from the EAST to the WEST. 2. EROSION by wind and WATER. 3. Little RAINFALL 4. DUST STORMS Fill in the 5 reasons for westward expansion 5. The end of SLAVERY 6. Opportunities for LAND ownership. 7. Possibility of wealth created by the discovery of GOLD and SILVER. 8. Technological advances, including the (2 words) TRANSCONTINENTAL RAILROAD 9. (The last answer is a single word.) ADVENTURE Name the adaptation/invention, from the 1870s, that solved the following problems of those desiring to settle in the Great Plains: 10. But, the soil s too tough to plow that deep! How will we till the earth to plant the crops? STEEL PLOW 11. What s the point of plowing crops if the crops can t grow out here?! Is there anything that we might plant that can survive in the harsh weather? WHEAT 12. Hey, there ain t no trees for cuttin! Where are we gonna live? SOD HOUSES 13. That doggone soil s too dry! We can t plant crops out yonder! How will we ever seed the land and prosper? DRY FARMING 14. The Great Plains are so LARGE! How in the heck are we gonna get out there? RAILROAD 15. Yeah, but very few animals survive in these here Great Plains. What kind of livestock can we raise to give us food? BEEF CATTLE 16. What are we gonna drink?? Can t get no water, it s too far down! Our pump don t work out here! WINDMILL 17. Then how will we keep em from runnin away? BARBED WIRE

17 16 17 SIDE 2 (20-26) Write the names of each region in the appropriate place. 20 PACIFIC 21 ROCKY MOUNTAIN 22 MIDWEST 23 NORTHEAST 24 NONCONTIGUOUS 25 SOUTHWEST 26 SOUTHEAST Fill in the blanks with the correct place or item: 27. (DETROIT - Automobile) (CHICAGO - Meat-Packing) 28. (PITTSBURGH - Steel) (New England - TEXTILES ) (Number in 1 st column----letter in 2 nd column) (1 Science 2 Culture 3 Academics 4 Economics) H Henry Louis Gates C Charles Drew L Bill Gates J Frank Lloyd Wright I Sam Walton G Maya Angelou B Ray Kroc E Robert Oppenheimer K Will Durant F William Shockley A Martha Graham D Ansel Adams A. Contemporary Dance; Choreographer and Dancer B. Entrepreneur; McDonald s Franchise C. Plasma; Blood Bank D. Photographer; Environmentalist E. Atomic Bomb; Manhattan Project F. Inventor; Transistor G. Poet; Autobiographer H. African American Historian; Scholar I. Retail Businessman; Wal-Mart J. Architect; Falling Water K. Philosopher; Historian L. Computer Technology; Microsoft

18 Author: # CH. 1: Notebook Check - Grade 7 U.S. History WESTWARD EXPANSION Unless otherwise noted by an asterisk (*), all pages must be completed to receive full credit for class participation and class work completion. Each item is worth 1 points. 20 items total. Author: # CH. 1: Notebook Check - Grade 7 U.S. History WESTWARD EXPANSION Unless otherwise noted by an asterisk (*), all pages must be completed to receive full credit for class participation and class work completion. Each item is worth 1 points. 20 items total. NB 1 Ch. 1 Title Page NB 2 Ch. 1 Preview NB 3 Ch. 1 Vocabulary (ALL pictures drawn) NB 4 Primary/Secondary Source NB 5 Sources MADSLAP ET NB 6 Mural/Collage NB 7 Biography Research NB 8 Twenty Questions & Who Am I? NB 9 Historical Figures NB 10 You decide - Regions NB 11 States Grouped by Region NB 12 Five Major Cities NB 13 Cities NB 14 Travel booklet NB 15 Westward Expansion Notes NB 16 Ch. 1 Study Guide NB 1 Ch. 1 Title Page NB 2 Ch. 1 Preview NB 3 Ch. 1 Vocabulary (ALL pictures drawn) NB 4 Primary/Secondary Source NB 5 Sources MADSLAP ET NB 6 Mural/Collage NB 7 Biography Research NB 8 Twenty Questions & Who Am I? NB 9 Historical Figures NB 10 You decide - Regions NB 11 States Grouped by Region NB 12 Five Major Cities NB 13 Cities NB 14 Travel booklet NB 15 Westward Expansion Notes NB 16 Ch. 1 Study Guide TOTAL Score: /16 TOTAL Score: /16 Signature: Notebook Inspector Signature: Notebook Inspector Signature: Teacher Signature: Teacher