Download The New South, The West, and Populism

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Unit Planning Organizer
Subject(s)
Social Studies
Grade/Course American History 2
Unit of Study Unit 1: The New South, The West, And
Populism (3.2, 3.3, 4.1, 4.4., 8.2)
Unit Title
The New South, The West, and Populism
Pacing
6 Days
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Conceptual Lenses
Conflict
Migration
Settlement
The “American Dream”
Unit Overview
The first unit of American History 2 examines collapse of Reconstruction and the New South, the
West, and Populism through the lenses of conflict, migration, settlement, and the “American Dream”.
The New South
The unit begins with the end of Reconstruction. As a result of the election of 1876, southern states are able to
broker a deal to end Reconstruction. Democrats take control of southern states and quickly dismantle the progress
made by Republicans on behalf of former slaves. New laws were put in place to restrict the rights of African
Americans. These “Jim Crow” laws established a segregated society in the South, which would set the tone for the
next hundred years. The advances African Americans saw shortly after the Civil War quickly disappeared.
Opportunities for African Americans in the South disintegrated. Sharecropping and tenet farming kept African
Americans and poor white families at the bottom of the socio-economic ladder.
In some areas, African Americans took a stand, trying desperately to hang on to the freedoms grated to them by
the 14th and 15th Amendments. But, white southerners pushed back using groups, like the Ku Klux Klan, to
terrorize African Americans and force them back into slave-like roles. In the end, the South in the late 1800s
looked remarkably similar to the South in the mid-1800s. Although cotton was no longer king and industry had
picked up slightly, everything else remained pretty much the same. At least in this time period, African Americans
had the freedom to leave. And, some took this freedom as an opportunity to move west. Known as “exodusters”,
these African Americans took a chance on the freedom and opportunities available in the West rather than
remaining under the thumb of white Southerners.
The West
During the Civil War, the United States’ government passed several acts that would encourage westward
settlement. Along with the Homestead and Morrill Acts, new technologies, like the transcontinental railroad and
telegraph, would make settling west more enticing to Americans looking to improve their quality of life and pursue
the American Dream. The Federal government opened more land to westward settlement by consolidating
American Indian reservations and attempting to “Americanize” American Indians. This led to a series of Indian
Wars and the further disintegration of American Indian culture.
Those that settled on the Frontier faced enormous challenges but found a new sense of freedom and individuality
that was lacking back east. The lives of “homesteaders”, “sodbusters”, and cowboys forged a new American
identity and spirit that would fascinate those back east and generations to come. The hard work and ingenuity
required of living in the Frontier challenged traditional views of women. “Exodusters” found freedom and
opportunities they would not have been able to experience staying in the South. Hispanic and African American
men found equality while working as cowboys. But despite the positive spirit of the West, conflict over ownership of
resources would develop and economic troubles would be a constant problem.
Populism
Although the West provided people with new opportunities and a sense of rugged independence, there were
many social and economic difficulties. Farmers and ranchers argued over land and water rights, which led to
“range wars”. Limited access to quick and reliable transportation allowed railroads to take advantage of farmers by
charging exorbitant shipping fees. Additionally, low crop yields due to unpredictable weather, as well as falling crop
prices, made paying mortgages difficult and resulted in growing debt. To counteract these hardships, farmers
formed support groups, like the Grange and Farmer’s Alliance. After realizing the need for more political influence
to get the needs of farmers met, they formed the People’s Party or Populism.
The People’s Party or Populists wanted to help the common people, like farmers and laborers, by changing
economic and political policies. The party’s goals included increasing the money supply by using a bimetal
standard rather than a gold standard, changing the election process for Senators, and moving to an eight hour
workday. Though the Populists made a significant impact in the West, it failed to take control of Congress or the
Presidency. In the end, the Populist’s bimetallism stance was adopted by the Democrats and the party fizzled out.
The rise of the People’s Party showed that there was significant conflict within the country, expressing the
“people’s” desire for change.
* The first two sections of this unit contains some overlapping content from American 1. The
standards were written with this slight overlap in mind. Unit 5 in American 1 deals with Westward
Expansion, including topics like the Homestead and Morrill Acts, migration of American Indians, and
the building of the transcontinental railroad. Unit 6 in American 1, deals with Reconstruction, including
topics like the 13th-15th Amendments, the creation of “Jim Crow” laws, sharecropping and tenant
farming, the Ku Klux Klan, and “exodusters”.
Unit Enduring Understanding(s)
1. When people face economic and social
inequality, conflict may develop and
migration may occur.
2. Progress and the American Dream can
influence migration and settlement.
3. Conflicting views on government
involvement and responsibility can develop
when people face continuous economic
hardship.
Unit Essential Question(s)
1. How could a government’s and society’s failure
to treat all citizens equally lead to conflict and/or
migration?
2. How can progress and the “American
Dream” influence migration and
settlement?
3. Why do people form new political parties when
facing continuous economic difficulty?
Essential State Standards
Priority Objectives
Supporting Objectives
AH2.H.3.2 Explain how environmental factors
influenced the patterns of migration and
settlement within the U.S. since the end of
Reconstruction.
AH2.H.4.2 Analyze the economic issues and
conflicts that impacted the United States since
Reconstruction and the compromises that
resulted.
AH2.H.3.3 Explain the roles of various racial and
ethnic groups in settlement and expansion since
Reconstruction and the consequences for those
groups. (only unit addressing this objective)
AH2.H.5.1 Summarize how the philosophical,
ideological and/or religious views on freedom
and equality contributed to the development of
American political and economic.
AH2.H.4.1 Analyze the political issues and
conflicts that impacted the United States since
Reconstruction and the compromises that
resulted.
AH2.H.7.2 Explain the impact of wars on the
American economy since Reconstruction.
AH2.H.4.4 Analyze the cultural conflicts that
impacted the United States since Reconstruction
and the compromises that resulted.
AH2.H.8.4 Analyze multiple perceptions of the
“American Dream” in times of prosperity and
crisis since Reconstruction.
AH2.H.8.2 Explain how opportunity and mobility
impacted various groups within American society
since Reconstruction.
*Standards 1 (historical thinking) and 2
(turning points) are included in every unit.
“Unpacked” Concepts
(students need to know)
“Unpacked” Skills
(students need to be able to do)
COGNITION
(RBT Level)
AH2.H.3.2
 environmental factors
influenced the patterns of
migration and settlement within
the U.S
AH2.H.3.2
 Explain (influence)
AH2.H.3.2
 Understanding
AH2.H.3.3
 roles of various racial and
ethnic groups in settlement and
expansion
AH2.H.3.3
 Explain (roles)
AH2.H.3.3
 Understanding
AH2.H.4.1
AH2.H.4.1
 the political issues and conflicts
 Analyze (impact)
that impacted the United States
AH2.H.4.1
 Analyzing
since Reconstruction and the
compromises that resulted
AH2.H.4.4
 the cultural conflicts that
impacted the United States
since Reconstruction and the
compromises that resulted
AH2.H.4.4
 Analyze (impact)
AH2.H.4.4
 Analyzing
AH2.H.8.2
 how opportunity and mobility
impacted various groups within
American society
AH2.H.8.2
 Explain (impact)
AH2.H.8.2
 Understanding
Standard(s)
AH2.H.3.3
Explain the roles
of various racial
and ethnic
groups in
settlement and
expansion since
Reconstruction
and the
consequences
for those groups.
Unit
“Chunking” &
Enduring
Understandings
Analyze the
political issues
and conflicts that
impacted the
United States
since
Reconstruction
and the
compromises
that resulted.
(Bold Found in
Standards)

The New South
Governmental
leaders can
influence the
opportunities
available to
minorities.
Why did the
collapse of
Reconstruction
change the
opportunities
available to
African
Americans?
Limits placed on
civil liberties will
often result in
civil
disobedience
and/or migration.
How did African
Americans
respond to the
new leadership
of Southern
Democrats?
AH2.H.4.1
Possible Factual
Content
Suggested
Lesson
Essential
Questions


AH2.H.4.4
Analyze the
cultural conflicts
that impacted
the United
States since
Reconstruction
and the
compromises
that resulted.



Example(s)
From Unpacked
Standard
How African
Americans were
Reconstruction
disenfranchised
- domestic affairs
- economic impact in after
Reconstruction
the South
and subjected to
* tenet farming
“Jim Crow”
and
segregation laws.
sharecropping
~ stagnation
* diversification
~ textile, tobacco, How and why
southern African
lumber, coal
American
- economic panic
“Exodusters”
1873
Bourbon Redeemers moved westward
after the collapse
African Americans
- former slave’s view of Reconstruction
in the South.
as free citizens
* Booker T.
Washington Up
How and why the
From Slavery
Wilmington Race
* slave narratives
Riot of 1898
from WPA
occurred in North
* Charles
Carolina and how
Chesnutt “The
the riot afflicted
Wife of His
local, state and
Youth”
national politics
- disenfranchised
at the turn of the
- “Exodusters”
century.
* opportunity
* American Dream
“Jim Crow”
How African
- segregation laws
American
Plessy v. Ferguson
freedom
- 14th Amendment
- “separate but equal” presented limited
opportunities for
Wilmington Race
upward mobility
Riots
and movement
out of the South
during the 19th
Century.
AH2.H.8.2
Explain how
opportunity and
mobility
impacted
various groups
within American
society since
Reconstruction.
AH2.H.3.2
The West
Explain how
environmental
factors
influenced the
patterns of
migration and
settlement within
the U.S. since
the end of
Reconstruction.
AH2.H.3.3
Explain the roles
of various racial
and ethnic
groups in
settlement and
expansion since
Reconstruction
and the
consequences
for those groups.
AH2.H.4.4
Analyze the
cultural conflicts
that impacted
the United
States since
Reconstruction
and the
compromises
Governments
will sometimes
encourage
settlement on
unused federal
lands for
economic
reasons.
How and why
did the federal
government
encourage
westward
migration and
settlement?
 Migration and
Settlement
- Manifest Destiny
- improved
quality of life
* American Dream
- role of railroad
and telegraph
* Transcontinental
Railroad
~ Promontory
Point
~ Chinese and
Irish immigrants
- role of cattle
industry
* cowboys
 American Indians
- movement to
Great Plains
- reservations
- “Americanization”
* disintegration of
culture
* Dawes Act
- impact of American
Dream
* Simon Pokagon
“The Future of
the Red Man”
* Chief Joseph
* Zitkala-Sa
 Destruction of
Buffalo
 Indian Wars
- Battle of Wounded
Knee
 Homesteaders and
How and why the
federal
government
encouraged the
westward growth
of the railroad
industry and how
the industry’s
growth and
movement
impacted the
settlement, daily
lives and
fortunes of
various groups.
How and why the
federal
government
adopted a policy
of
“Americanization”
or assimilation of
American Indians
and the impact of
the policy on
American Indians
and the nation.
How and to what
extent westward
migration and the
“Americanization”
of American
Indian led to the
breakup of
“Sodbusters”
- Homestead Act
- Morrill Act
- Oklahoma Land
Rush
that resulted.
AH2.H.8.2
Explain how
opportunity and
mobility
impacted
various groups
within American
society since
Reconstruction.
Migration to new
areas can have
positive and
negative impacts
on peoples’
lives.
How did
westward
settlement
impact lives of
western settlers
and affect their
perception of
“the American
Dream”?
 Migration and
Settlement
- improved
quality of life
* American Dream
- role of railroad
and telegraph
* Transcontinental
Railroad
- role of cattle
industry
* cowboys
- ethnic groups
* Asians
* Hispanics
* American Indians
- women
 Destruction of
Buffalo
 Frontier
- American Dream
* Frederick
Jackson Turner
“The Significance
of the Frontier in
American
History”
* Helen Hunt
Jackson A
Century of
Dishonor
* Frank Norris
The Octopus
 Gold Rush
 Homesteaders and
“Sodbusters”
- Homestead Act
- Morrill Act
- Oklahoma Land
Rush
reservations and
the disintegration
of American
Indian culture at
the dawn of the
20th Century.
How and why
aridity,
availability of
land and new
land laws
influenced the
westward
migration and
settlement of
various groups,
such as
homesteaders
and “sodbusters”.
How westward
settlement and
expansion
impacted the
roles of women,
their
contributions and
relationships.
AH2.H.4.1
Populism
Analyze the
political issues
and conflicts that
impacted the
United States
since
Reconstruction
and the
compromises
The creation of
that resulted.
new political
parties can
indicate conflict
AH2.H.4.4
within a society.
Why would the
rise of the
Populist Party
provide
evidence that
conflict within
American
society was
becoming a
problem?
Analyze the
cultural conflicts
that impacted
the United
States since
Reconstruction
and the
compromises
that resulted.
 Populism / Populist
Party
 “Range Wars”
- ranchers / farmers
- open range
 Grange Movement
- railroad
- Farmers’ Alliances
- Interstate
Commerce Act
 Panic of 1893
 Bimetallism
* Gold Standard
 Election of 1896
How and why
conflicting claims
over land and
water rights led
to violent “range
wars” between
ranchers and
farmers in the
southwestern
United States.
How the platform
and leaders of
the Populist
Party influenced
the presidential
election of 1896
and early 20th
Century
American
politics.
AH2.H.8.2
Explain how
opportunity and
mobility
impacted
various groups
within American
society since
Reconstruction.
HISTORY
Disenfranchise
Opportunity
GEOGRAPHY
Human
Environment
Interaction
Movement
Natural
Resources
Settlement
Patterns
CIVICS &
GOVERNMENT
Citizenship
Freedom
Individual Rights
Politics
Power
ECONOMICS
Diversification
Quality of Life
Standard of Living
CULTURE
Assimilation
Language Objective EXAMPLES
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
Geography Skills
.
General Unit Resources
○ “Straight Ahead”
○
□“Uphill”
∆ “Mountainous”
I Will Fight No More Forever (movie)
□ Laura Ingalls Wilder, The Little House series
Populists’ Omaha Platform
William Jennings Bryan’s “Cross of Gold” Speech http://historymatters.gmu.edu/d/5354/
Judge Magazine cover of September 1896, “The Sacrilegious Candidate”
∆ Munn v. Illinois (1877)
Wabash, St. Louis & Pacific Railroad Company v. Illinois (1886)
Frank Baum, Wizard of Oz
Willa Cather, My Antonia
Helen Hunt Jackson, A Century of Dishonor
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).