Key Concepts Chart (Western Expansion)
Key Concepts Chart (Western Expansion)
|Key Concept |+ |? |- |Explanation |Extra Information |
|Assimilation | | | |The process in which a minority group adopts the|Native Americans were forced to give up |
| | | | |beliefs, ways of life, attitudes, and culture of|their beliefs and way of life to assimilate|
| | | | |the dominant population |into the white culture of the United |
| | | | | |States. |
|Dawes Act | | | |Enacted in 1887, this act tried to “Americanize”|Broke up reservations and gave each Native |
| | | | |or assimilate Native Americans. |American adult head 160 acres for farming |
| | | | | |or 320 for grazing their livestock. |
|Chinese Exclusion Act | | | |Enacted in 1882, this law prohibited the |Exceptions to the Chinese Exclusion Act |
| | | | |immigration of Chinese to the United States. |were students, teachers, merchants, |
| | | | | |tourists, and government officials. |
|Exodusters | | | | | |
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|Battles with Plains | | | | | |
|Indians | | | | | |
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|Dispersal of the Plains | | | | | |
|Indians | | | | | |
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|Ghost Dance | | | | | |
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|Boom and bust nature of | | | | | |
|mining towns | | | | | |
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|Effects of the Homestead | | | | | |
|Act | | | | | |
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|End of the open range | | | | | |
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|Transcontinental trade | | | | | |
|from the railroad | | | | | |
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|Agrarian Movement | | | | |People’s Party/Populist Party |
| | | | | |bimetallism |
|Patrons of Husbandry/the | | | | | |
|Grange | | | | | |
|Populism | | | | | |
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|Free Silver | | | | | |
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|William Jennings Bryan | | | | | |
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|“Cross of Gold” speech | | | | | |
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|Date: |Topic: Western Expansion Primary Sources Activity |
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|What is the title of the document? | |
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|Why was the document written? | |
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|What words or phrases were used that | |
|would be considered uncommon today or | |
|would mean something different? | |
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|How would you explain the document to | |
|someone who was completely unfamiliar | |
|with it? | |
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|When would it be more useful to use | |
|primary sources in analyzing historical | |
|events? | |
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|When would it be more useful to use | |
|secondary sources in analyzing historical| |
|events? | |
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|Native American Perspective |Government Official Perspective |
|Loss of beliefs and way of life to become part of the white culture |“Americanization” of the Native Americans |
|Loss of independent living |Assimilation into white culture |
| |Breaking up of reservations |
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|Construction of the Transcontinental Railroad: |
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|Impact on Native Americans: |
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|Impact on Chinese Immigrants: |
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|Impact on society: |
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|Impact on the economy: |
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|Impact on the environment: |
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|Impression Words: wide-open West, sheepherders, cattle ranchers, battles, starvation, droughts, extreme temperatures, barbed wire,|
|fenced in ranches and farms |
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|Impression Text: |
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|Positive effects of the Homestead Act: |
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|Negative effects of the Homestead Act: |
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|Role |Audience |Format |Topic |
|Exoduster in Kansas |Family back home in Louisiana |Letter |Come/Do Not Come to Kansas |
Write the final draft of your letter below.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
|Directions: Explain what you learned about the boom and bust periods of western mining towns below. |
|Boom Towns |
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|Boom towns mushroomed overnight when gold was found in the area. |
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|Bust Towns |
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|These same towns died just as quickly as soon as the gold ran out. |
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Granger Movement Anticipation Guide
|Before reading about the Granger Movement, read each statement and circle if you agree or disagree with the statement. After |
|reading, go back to each statement and decide whether “before” reading responses need to be changed. For all statements provide |
|evidence from the primary and secondary sources for “after” reading responses. |
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|Before After |
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|1. Railroads charged western farmers more Agree Disagree Agree Disagree |
|to ship their goods than they charged |
|eastern farmers to ship their goods. |
|Evidence _________________________ |
|_________________________________ |
|__________________________________ |
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|2. The farmers tried to persuade the Agree Disagree Agree Disagree |
|government to increase the money supply |
|by printing more greenbacks. |
|Evidence _________________________ |
|_________________________________ |
|_________________________________ |
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|3. The Grange’s original purpose was to Agree Disagree Agree Disagree |
|provide a social outlet and educational |
|forum for farm families. |
|Evidence ________________________ |
|________________________________ |
|________________________________ |
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|4. Grange membership was strongest in the Agree Disagree Agree Disagree |
|South and West. |
|Evidence _________________________ |
|_________________________________ |
|_________________________________ |
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Goals and Queries for Questioning the Content
|Goal |Query |
|Initiate discussion |What is the content about? |
| |What is the overall message? |
| |What is being talked about? |
|Focus on content’s message |It says this, but what does it mean? |
| |Why was the word used? |
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|Link information earlier? |How does that connect with what was said earlier? |
| |What information has been added here that connects or fits in with |
| |________? |
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|Identify problems with understanding |Does that make sense? |
| |Is this explained clearly? Why or why not? |
| |What do we need to figure out or find out? |
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|Encourage students to refer to the text to find support for |Did the content tell me that? |
|interpretations and answers to questions |Did the source provide the answer to that? |
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Bimetallism or the Gold Standard Anticipation Guide
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|Before reading about bimetallism and the gold standard, read each statement and circle if you agree or disagree with the statement. |
|After reading, go back to each statement and decide whether “before” reading responses need to be changed. For all statements, provide |
|evidence from the primary and secondary sources for “after” reading responses. |
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|Before After |
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|1. Bimetallism is the government policy Agree Disagree Agree Disagree |
|that would give people either gold or |
|silver for their paper money or checks. |
|Evidence________________________ |
|________________________________ |
|________________________________ |
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|2.The Populist Party called for Agree Disagree Agree Disagree |
|bimetallism and the free coinage of silver. |
|Evidence___________________________ |
|___________________________________ |
|___________________________________ |
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|3.In 1896, the Republican Party nominated Agree Disagree Agree Disagree |
|William McKinley for President and |
|committed to the gold standard. |
|Evidence____________________________ |
|____________________________________ |
|____________________________________ |
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|4.The Democratic Party nominated William Agree Disagree Agree Disagree |
|Jennings Bryan for President and committed |
|to bimetallism. |
|Evidence______________________________ |
|______________________________________ |
|______________________________________ |
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| |Goldbugs |Silverites |
|Beliefs |Adoption of the gold standard |Government would give either gold or silver |
| |More stable, but expensive currency |for paper money or checks. |
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|Supporters | | |
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|Presidential | | |
|Election of 1896 | | |
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|Populist Goals |Resulting Reforms |Positive or Negative Impact on Famers? Briefly |
| | |explain. |
|Australian Ballot |Secret ballot enacted for federal and state | |
| |elections. | |
|Direct Election of Senators |Amendment 17 | |
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|Initiative |Process where citizens propose laws or state | |
| |constitutional amendments that are voted on in | |
| |elections. Enacted in LA and most states. | |
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Sample Rubric for Assessing Letters
|Score Level |Description of Score Level |
|4 |The response demonstrates in-depth understanding of the relevant content and/or procedure. |
| |The student completes all-important components of the task accurately and communicates ideas effectively. |
| |Where appropriate, the student offers insightful interpretations and/or extensions. |
| |Where appropriate, the student chooses more sophisticated reasoning and/or efficient procedures. |
|3 |The response demonstrates understanding of major concepts and/or processes, although less important ideas or |
| |details may be overlooked or misunderstood. |
| |The student completes the most important aspects of the task accurately and communicates clearly. |
| |The student’s logic and reasoning may contain minor flaws. |
|2 |The student completes some parts of the task successfully. |
| |The response demonstrates gaps in conceptual understanding. |
|1 |The student completes only a small portion of the task and/or shows minimal understanding of the concepts or |
| |processes. |
|0 |The student’s response is totally incorrect, irrelevant, too brief to evaluate, or blank. |
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U.S. History
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