Homework Sheet Unit 10:
The Great West and Populism
Date / Class Activities / Homework Due In Class TodayMon
1/23 / · Native Americans and Westward Expansion / · Chapter 27.1 – pages 598-605 and 606-607 (section on mining is for 1/31)
· Documents 1-3
Tues
1/24 / · “Taming” the Western Landscape / · Chapter 27.2 – pages 605-621
· Document 4
Block
1/25 / · Harrison, Cleveland (again), and the Populists in 1892
· Go over old tests / · Chapter 28.1 – pages 623-632
· Documents 5-6 AND 8
Fri
1/27 / · Election of 1896 / · Chapter 28.2 pages 632-640
· Document 7
Monday
1/30 / · Get Thesis Statements Back AND Practice Writing / · Bring paper for writing
Finals Day
2/1 / · Unit 10 Test + Review Questions / · Unit 10 Review Due
· Get Unit 11 HW
Sources Used this Unit:
· Pageant (Your Textbook): Kennedy, David M., Lizabeth Cohen, and Thomas A. Bailey. The American Pageant: A History of the Republic. Boston: McDougal Littell/Houghton Mifflin. 11th Edition.
Unit 10: The Great West and Populism
Content Covered
Conflict with and Problems for Native Americans in the West:
Dwindling Population; Custer; Decline of Buffalo; A Century of Dishonor; Reservations; Americanization; The Dawes Act
Reasons for and Effects of Westward Expansion:
Gold; Cattle and the Long Drive; Homestead Act of 1862; Population Surge; New States Join the Union; Sooners; National Parks; The Frontier as a “Safety Valve”;
Agricultural Development:
Sodbusters – turning the prairie into crops; Change from Subsistence Farming to Single “Cash” Crops;
Economics:
Deflation = Problems for Debtors; Bimetallism; Gold Standard?; Gold Shortages; Job Shortages; McKinley Tariff; Bryan and the Silverites; Hanna and the “Gold Bugs”; Class Conflict – Debtors vs. Bankers; Inflation without Silver
Politics:
The Grange; Farmers’ Alliance; Return of the Republicans; “Political Gravy”; Populists; Cleveland; Government Intervention in the Pullman Strike; McKinley; Fighting for Votes;
Labor:
Pullman Strike
Primary Reading
· American Pageant: Chapters 27 and 28
Secondary Reading
The Plight of the Indian:
1. Custer’s Last Stand (1876) – Document 28-A-1 TAS V2 (119-121)
2. Carl Schurz Proposes to “Civilize” the Indians (1881) – Document 28-A-4 TAS V2 (124-127)
3. A Native American Tries to Walk the White Man’s Road (1890’s) – Document 28-A-5 TAS V2 (127-129)
Homesteading:
4. The Homestead Hoax – Documents 28-C-2,&3 TAS V2 (134-135)
Populism:
5. The Farmers’ Alliance Proposes a Cooperative Commonwealth (1889) – Document 21-3-1 Enduring Voices V2
6. Bettie Gay Views the Alliance as an Opportunity for Women (1891) – Document 21-3-3 Enduring Voices V2
7. William Jennings Bryan’s Cross of Gold (1896) – Document 29-D-3 TAS V2 (155-157)
Pullman Strike:
8. The Pullman Strike (1894) – Documents 29-B-1-3 TAS V2 (147-150)
Chapter 27: The Great West and the Agricultural Revolution,
1865-1890
I. Identify and state the historical significance of the following:
1. Sitting Bull
2. George A. Custer
3. Chief Joseph
4. Geronimo
5. Helen Hunt Jackson
6. Joseph F. Glidden
7. Oliver H. Kelley
8. James B. Weaver
9. Mary Elizabeth
II. Define and state the historical significance of the following:
10. Safety Valve Theory
III. Describe and state the historical significance of the following:
11. Sioux Wars
12. Nez Perce
13. Apache
14. Ghost Dance
15. Battle of Wounded Knee
16. Dawes Severalty Act
17. Comstock Lode
18. Homestead Act
19. eighty-niners
20. Patrons of Husbandry
21. Granger Laws
22. Greenback Labor Party
23. Farmers’ Alliance
24. Populists
25. Long Drive
IV. Essay Questions:
26. How did whites finally overcome resistance of the Plains Indians, and what happened to the Indians after their resistance ceased?
27. How did the successive phases of mining, cattle raising, and farming each contribute to the settlement of the Great West?
28. What social, ethnic, environmental, and economic factors made the trans-Mississippi West a unique region among the successive American frontiers?
29. What factors made western farmers economically vulnerable even as they were expanding their agricultural production in the Great West?
30. What were the strongest points of the Farmers’ Alliances, and what were their weaknesses? Why did the farmers’ protests scare eastern interests so badly?
Chapter 28: The Revolt of the Debtor, 1889-1900
I. Identify and state the historical significance of the following:
1. Benjamin Harrison
2. Thomas B. Reed
3. Jacob S. Coxey
4. Eugene V. Debs
5. Williams Jennings Bryan
6. Richard Olney
7. William McKinley
8. Marcus A. Hanna
II. Define and state the historical significance of the following:
9. injunction
10. bimetallism
11. free silver
12. sixteen to one
III. Describe and state the historical significance of the following:
13. “Billion Dollar” Congress
14. Pension Act
15. Sherman Silver Purchase Act
16. McKinley Tariff
17. Omaha Platform
18. Homestead Strike
19. Jim Crow laws
20. depression of 1893
21. Pullman strike
22. Wilson-Gorman Tariff
23. “Cross of Gold” speech
24. Dingley Tariff
25. Gold Standard Act
IV. Essay Questions:
26. What were the economic and political effects of the Republicans’ high-tariff, high-spending policies of the early 1890s?
27. How did Cleveland’s response to the depression of 1893 create labor and farmer unrest and divide the Democratic party?
28. What caused the Populist free-silver agitation to become so politically powerful in the 1890s, and how did the Democrats effectively steal the issue from the Populists?
29. How did the forces of economic class conflict and race figure into the farmer and labor revolt of the 1890s? What did those revolts achieve? Should they be seen as historical failures, or simply ahead of their times?
30. What were the major issues in the crucial campaign of 1896? Why did McKinley win, and what were the long-term effects of his victory?