Embed Size (px)
Citation preview
Splash Screen
Chapter Menu
Chapter Introduction
Section 1: The Mining Booms
Section 2: Ranchers and Farmers
Section 3: Native American Struggles
Section 4: Farmers in Protest
Visual Summary
Chapter Intro
The Mining BoomsEssential Question What were the causes and effects of mining booms in the West?
Chapter Intro
Ranchers and Farmers
Essential Question How did cattle ranchers and farmers adapt to life in the West?
Chapter Intro
Native American Struggles
Essential Question How did westward expansion affect Native Americans?
Chapter Intro
Farmers in Protest
Essential Question Why did economic reform movements develop in the late 1800s?
Section 1-Essential Question
What were the causes and effects of mining booms in the West?
Section 1-Key Terms
Content Vocabulary
• vigilante
• subsidy
• transcontinental
• time zone
Academic Vocabulary
• sum
• extract
Reading Guide
Section 1-Key Terms
Key People and Events
• Comstock Lode
• Leland Stanford
Reading Guide (cont.)
A. A
B. B
C. C
Section 1-Polling Question
Which western lifestyle do you think was the most difficult in the late 1800s?
A. Mining
B. Ranching
C. Farming
A B C
0% 0%0%
Section 1
Gold, Silver and Boomtowns
Miners found gold in the West, leading to the creation of new states.
Section 1
• After the California Gold Rush ended in the mid-1850s, newspapers claimed prospectors were making large sums of money mining in the Colorado Rockies.
• Most gold was deep between rock layers, requiring machinery to extract the particles.
• One of the world’s richest deposits of silver-bearing ore, called the Comstock Lode, was discovered in Nevada in 1859.
Gold, Silver and Boomtowns (cont.)
Life of a Mining Boomtown
Section 1
• Gold finds created boomtowns—towns inhabited by lively, lawless, violent men and vigilantes.
• Western mining areas increased in population and by 1890 formed seven new states.
Gold, Silver and Boomtowns (cont.)
Mining and the West, 1848–1890
A. A
B. B
C. C
D. D
Section 1
A B
C
D
0% 0%0%0%
Which western territory was the first to join the United States in the late 1800s?
A. Washington
B. Colorado
C. Idaho
D. Wyoming
Section 1
Railroads Connect East and West
Railroads transported gold and silver to market and brought supplies to the miners.
Section 1
• The need for railroads expanded rapidly between 1865 and 1890.
• Government subsidies and land grants supported the expansion.
– Much of the land needed came from Native Americans.
Railroads Connect East and West (cont.)
The Steam Locomotive
Section 1
• Land grants were offered to two railroad companies willing to build a transcontinental rail system, which was completed on May 10, 1869.
– Union Pacific Company
– Central Pacific Company
Railroads Connect East and West (cont.)
The Steam Locomotive
Section 1
• The tracks met at Promontory Summit in the Utah territory, where California governor Leland Stanford drove in a last golden spike.
Railroads Connect East and West (cont.)
• Effects of the transcontinental railroad included:
– Increased demand for steel, coal, and construction supplies
The Transcontinental Railroad
Section 1
– New towns along rail lines
– Ranchers and farmers moved west
– Country divided into four time zones
– More efficiency in travel and product distribution
– A more united America
Railroads Connect East and West (cont.)
A. A
B. B
Section 1
Which company laid more rail track during the construction of the transcontinental railroad?
A. Central Pacific workers
B. Union Pacific workers
A B
0%0%
Section 2-Essential Question
How did cattle ranchers and farmers adapt to life in the West?
Section 2-Key Terms
Content Vocabulary
• Long Drive
• vaquero
• homestead
• sodbuster
• dry farming
Academic Vocabulary
• locate • factor
Reading Guide
Section 2-Key Terms
Key People and Events
• Homestead Act
Reading Guide (cont.)
A. A
B. B
C. C
D. D
Section 2-Polling Question
What would have enticed you to move your family westward to the Great Plains?
A. Free herd of cattle
B. Acres of your own land
C. Life with Native Americans
D. New opportunities
A B C D
0% 0%0%0%
Section 2
Cattle on the Plains
Ranchers herded their cattle to railroad towns and shipped them to new markets in the North and East.
Section 2
• Longhorns, a tough breed of cattle, roamed free in the Texas territory.
• Demand for beef was high in the North and East.
• The Long Drive required ranchers to drive cattle east 1,000 miles or more to towns located near railroads for transportation to other cities.
Cattle on the Plains (cont.)
Cowhands and Cattle Drives
A. A
B. B
C. C
D. D
Section 2
A B
C
D
0% 0%0%0%
Why did the value of Texas cattle suddenly increase around 1865?
A. Longhorns were a very flavorful meat.
B. Missouri Pacific Railroad
C. Abundance of cattle made their value increase.
D. Shortage of cattle made their value increase.
Section 2
Life on the Great Plains
Cowhands and ranchers lived difficult lives on the Plains.
Section 2
• Storms, stampedes, rustlers, and riding in a saddle every day for months made cattle driving hard work.
• Cowhands included:
– Veterans of the Civil War
– African Americans in search of a better life
– Hispanic ranch hands known as vaqueros
Life on the Great Plains (cont.)
Cowhands and Cattle Drives
Section 2
• Ranching eventually replaced cattle drives.
Life on the Great Plains (cont.)
Cowhands and Cattle Drives
A. A
B. B
C. C
D. D
Section 2
A B
C
D
0% 0%0%0%
Why were the lives of cowhands and ranchers difficult on the Plains?
A. Life was lonely.
B. Dust and rain storms were a problem.
C. Stampedes
D. All of the above
Section 2
Farmers Settle the Plains
Free land and new farming methods brought many settlers to the Great Plains.
Section 2
• Several factors brought settlers to the Plains:
– Railroads made the journey easier and cheaper.
– The Homestead Act brought farmers to the Plains to homestead.
– Above-average annual rainfall made the land better suited to farming.
Farmers Settle the Plains (cont.)
Section 2
• Homesteaders settled on the Plains to own land and be independent:
Farmers Settle the Plains (cont.)
– Scandinavians searching for economic opportunities
– African Americans who called themselves “Exodusters”
Section 2
• To overcome the challenging climate, sodbusters tried new methods and tools for farming:
Farmers Settle the Plains (cont.)
– Dry farming
– Windmills
– Barbed wire fencing
Section 2
• Many farmers went into debt or lost ownership of their farms.
• The Oklahoma Territory, designated as “Indian Territory” in the 1830s, was the last region of the Plains to be settled.
Farmers Settle the Plains (cont.)
A. A
B. B
C. C
Section 2
Which group experienced the greatest change in life on the Plains?
A. First pioneers
B. Ranchers and cowhands
C. Native Americans
A B C
0% 0%0%
Section 3-Essential Question
How did westward expansion affect Native Americans?
Section 3-Key Terms
Content Vocabulary
• nomadic
• reservation
Academic Vocabulary
• ensure
• widespread
Reading Guide
Section 3-Key Terms
Key People and Events
• Crazy Horse
• Sitting Bull
• Geronimo
• Dawes Act
• Wounded Knee
Reading Guide (cont.)
A. A
B. B
C. C
Section 3-Polling Question
What action would you have taken had you been a Native American who was told you had to move to a reservation?
A. Move to reservation willingly
B. Fight for your land and your people
C. Work with army leaders and chiefs to find a compromise A B C
0% 0%0%
Section 3
Following the Buffalo
Native Americans of the Great Plains depended on buffalo to survive, but railroads threatened this lifestyle.
Section 3
• Government officials wanted to ensure the safety of whites moving into Native American territory, the Great Plains.
• For centuries, some Native Americans lived as farmers and hunters while others lived a nomadic life, following herds of buffalo.
• American hunters slaughtered the buffalo to feed railroad crews and to prevent herds from blocking the trains.
Following the Buffalo (cont.)
A. A
B. B
C. C
Section 3
Which Native American nation lived a nomadic life?
A. Omaha
B. Osage
C. Sioux
A B C
0% 0%0%
Section 3
Conflict
Conflict between Native Americans and whites grew as Native Americans were forced onto reservations.
Section 3
• The Indian Peace Commission recommended moving Native Americans to a few large reservations in Oklahoma and the Dakota Territory.
• Native Americans became angered with the poor land and the government’s failure to deliver on promises, which led to widespread uprisings.
Conflict (cont.)
Conflicts With Native Americans
Section 3
• At Little Bighorn, Colonel George Custer and his army were defeated by Sioux and Cheyenne warriors led by Sitting Bull and Crazy Horse.
• Apache raids throughout Arizona were led by Geronimo.
Conflict (cont.)
Conflicts With Native Americans
Section 3
• The Dawes Act of 1887 called for the breakup of reservations and gave each Native American a plot of reservation land, encouraging them to be farmers and then American citizens.
• A battle at Wounded Knee was the last armed conflict between the U.S. government and Native Americans.
Conflict (cont.)
A. A
B. B
C. C
D. D
Section 3
A B
C
D
0% 0%0%0%
Which of the following events occurred along the Little Bighorn River in 1868?
A. Several hundred Cheyenne negotiated a peace deal with the U.S. government.
B. Sioux and Cheyenne warriors defeated a U.S. army led by Lt. Col. George Custer.
C. Apache leader Geronimo was the last Native American to surrender formally to the U.S.
D. Thousands of Lakota Sioux gathered for a Ghost Dance ritual.
Section 4-Essential Question
Why did economic reform movements develop in the late 1800s?
Section 4-Key Terms
Content Vocabulary
• National Grange
• cooperative
• populism
Academic Vocabulary
• create
• currency
Reading Guide
Section 4-Key Terms
Key People and Events
• William Jennings Bryan
• William McKinley
Reading Guide (cont.)
A. A
B. B
C. C
D. D
Section 4-Polling Question
Do you believe the government should control services used by everyone, such as electricity and telephones?
A. Strongly agree
B. Somewhat agree
C. Somewhat disagree
D. Strongly disagree A B C D
0% 0%0%0%
Section 4
The Farmers Organize
The National Grange and the Farmers’ Alliances tried to help farmers.
Section 4
• Farming expanded in the West and South after the Civil War, but fell on hard times as the supply of crops outgrew the demand.
• Farmers blamed their troubles on three groups:
– Railroad companies
– Eastern manufacturers
– Bankers
The Farmers Organize (cont.)
Farmers Face Hard Times
Section 4
• Farmers rallied together and created the National Grange, which offered:
– Education
– Social gatherings
– Support through state laws
– Cash-only cooperatives
The Farmers Organize (cont.)
Farmers Face Hard Times
Section 4
• The Farmers’ Alliances, which sprang up in the West and the South, tried to offer farmers support and some federal protection.
The Farmers Organize (cont.)
Farmers Face Hard Times
A. A
B. B
C. C
Section 4
Why were cooperatives set up originally as “cash only”?
A. They could charge lower prices if using cash.
B. Buying on credit led to debt.
C. Cash was more readily available.
A B C
0% 0%0%
Section 4
A Party of the People
The Populist Party supported the views of farmers and the common people.
Section 4
• The Farmers’ Alliances formed a national political party—the Populist Party—whose goals were rooted in populism.
• The Populist Party believed:
– That government should own railroads and telegraph lines
– That the current gold-based currency should be replaced with silver coins
A Party of the People (cont.)
The Election of 1896
Section 4
– That there should be political (single term for president) and labor (reduced hours) reforms
– In a national income tax
• William Jennings Bryan, supported by the Populist Party in the presidential election of 1896, lost to Republican William McKinley.
A Party of the People (cont.)
The Election of 1896
A. A
B. B
C. C
D. D
Section 4
A B
C
D
0% 0%0%0%
Which was not an idea of the Populist Party?
A. Direct election of senators
B. National income tax
C. Gold-based currency
D. Reduction in working hours
Figure 1
Figure 2
Figure 3
Figure 4
Figure 5
Figure 6
Figure 7
Figure 8
S1 Trans Menu
Section Transparencies Menu
Daily Test Practice Transparency 18–1
Lesson Transparency 18A
Select a transparency to view.
DTP Trans 1
LT 1
S2 Trans Menu
Section Transparencies Menu
Daily Test Practice Transparency 18–2
Lesson Transparency 18B
Lesson Transparency 18C
Select a transparency to view.
DTP Trans 2
LT 2B
LT 2C
S3 Trans Menu
Section Transparencies Menu
Daily Test Practice Transparency 18–3
Lesson Transparency 18C
Select a transparency to view.
DTP Trans 3
LT 3
S4 Trans Menu
Section Transparencies Menu
Daily Test Practice Transparency 18–4
Select a transparency to view.
DTP Trans 4
Vocab1
vigilantes
people who take the law into their own hands
Vocab2
subsidy
grant of money from the government to a person or a company for an action intended to benefit the public
Vocab3
transcontinental
extending across a continent
Vocab4
time zone
a geographical region within which the same standard of time is used
Vocab5
sum
amount or total
Vocab6
extract
to remove, usually by force
Vocab7
Long Drive
the herding of cattle for 1,000 miles or more to meet the railroad
Vocab8
vaquero
Hispanic ranch hand
Vocab9
homestead
to acquire a piece of U.S. public land by living on and cultivating it
Vocab10
sodbuster
a name given to the Plains farmer
Vocab11
dry farming
a way of farming dry land in which seeds are planted deep in ground where there is some moisture
Vocab12
locate
establish
Vocab13
factor
contributing circumstance
Vocab14
nomadic
moving from place to place with no permanent home
Vocab15
reservation
an area of public lands set aside for Native Americans
Vocab16
ensure
make certain
Vocab17
widespread
far-reaching
Vocab18
National Grange
the first farmers’ organization in the United States
Vocab19
cooperative
store where farmers bought products from each other; an enterprise owned and operated by those who use its services
Vocab20
populism
appeal to the common people
Vocab21
create
to form; to make
Vocab22
currency
metal coins and paper notes used as money
Click the Forward button to go to the next slide.
Click the Previous button to return to the previous slide.
Click the Home button to return to the Chapter Menu.
Click the Transparency button from within a section to access the transparencies that are relevant to the section.
Click the Return button in a feature to return to the main presentation.
Click the History Online button to access online textbook features.
Click the Reference Atlas button to access the Interactive Reference Atlas.
Click the Exit button or press the Escape key [Esc] to end the chapter slide show.
Click the Help button to access this screen.
Links to Presentation Plus! features such as Maps in Motion, Graphs in Motion, Charts in Motion, Concepts in Motion, figures from your textbook, and Section Spotlight Videos are located at the bottom of relevant screens.
To use this Presentation Plus! product:
End of Custom Shows
This slide is intentionally blank.
