Download The Formation of the U.S. and its Relationship to Utah Before 1847

The Formation of the U.S.
and its Relationship to Utah
Before 1847
Unit 3: Chapter 5 Passing Through the Great Basin
This is a no gum class.
Please dispose of it
properly!
Bell Activity
 Pick
up the new study guide and take out
a blank piece of paper. Title it: “Early U.S.
History.”
 Then define the vocabulary word “pioneer”

Find the word on your orange study guide and
complete the following information for the word.
Find the definition using a glossary.
 Use your own knowledge and experience to complete
the rest of the definition.


Where should your backpack be?
Does your work look something like
this?
Word:
pioneer
Definition:
Sentence:
Synonym/Example Antonym/Non:
Example:
My Understanding: 4 3 2 1
Draw a picture of it:
Does your work look something like
this?
Word:
pioneer
Definition: a person who is among the
first to enter or settle a region.
Sentence: Many pioneers moved west
to find new land that they could settle and
own.
Synonym/Example Antonym/Non: colonizer, settler; Example: follower;
Pilgrims, Mormons native
My Understanding: 4 3 2 1
Draw a picture of it:
What are we learning today?

History Objective We will understand the
development of the
United States and how
this led to contact with
and the exploration of
Utah.

Behavior – Work Ethic: Create useful, detailed notes
on the topic.

Language Objective We will listen for details
and answer questions on
our guided notes.
European nations competing for
North America


As we learn in the last chapter, Spain and France were
deeply involved in the exploration of what would become
the western United States.
During this time, a new nation was created from thirteen
English colonies in the eastern part of the continent.
Jamestown


Earlier attempts at
English colonization had
failed. One mysterious
example of this was the
Lost Colony of Roanoke.
The first successful
English colony in North
America was Jamestown
in 1607.

Who were some of its
famous inhabitants?
Reasons for settlement


Like the Spanish and
French, some of the
English originally came to
the Americas for wealth,
but as they explored the
region they found it did
not have wealthy
civilizations.
Some of the English
began to think of the
Americas in a different
way; as a place they could
settle and live.
The Pilgrims



Far to the north of
Jamestown, but not long
after (1608), a ship called
the Mayflower landed in
what would become
Massachusetts.
The Pilgrims were among
the first colonists in North
America to include
complete families.
They were just among the
first to settle in America.
Many more colonists
would follow, moving into
lands occupied by Native
Americans up and down
the eastern coast.
Thirteen Colonies


Over the course of the
next 150 years, these
and other colonies grew
and developed.
Eventually, Great Britain
possessed 13 colonies
that stretched from north
to south along the east
coast of the United
States.
Road to Revolution



But as these colonies grew, they
became increasingly removed from
the country that ruled them.
From the shipyards of the northern
colonies to the slave plantations of
the south, the colonies were
seeking representation in the
English government.
When Great Britain tried to tax the
colonists to recover some of the
money spent to fight the French &
Indian War, some felt this wasn’t
right.
“No Taxation Without
Representation” was just the
beginning…




The colonies wanted a
representative in
Parliament if they were
going to pay taxes for the
war.
This and other disputes
eventually led to battles
near Boston,
Massachusetts in 1775.
In July of 1776, the
colonies declared their
independence.
But it would take another
seven years for the
colonies to win the war
(1783).
A New Nation Hungry for New Land



One of the disputes the
colonists had with England
was the English government’s
reluctance to allow settlers to
move west.
After the war ended and the
new country gained some
stability, settlers flooded west
across the Appalachian
Mountains and beyond.
This westward movement
from the United States would
continue until the country
stretched “from sea to shining
sea.”
The Louisiana Purchase


After renovating the
government with a
new Constitution in
1789, the Americans
took every opportunity
to expand the borders
of the country.
Under the guidance of
the third president,
Thomas Jefferson,
the U.S. bought the
vast territory of
Louisiana from the
French emperor,
Napoleon, who had
taken the land in a
war with Spain.
Lewis and Clark



Spain and France did not share
their knowledge with the U.S.
about the interior of the continent,
nor did the U.S. ask them what
they knew and so information
from early Spanish and French
explorers was not shared with the
U.S.
In 1804, Jefferson sent Lewis and
Clark, along with their guide
Sacagawea, to explore the new
Louisiana Territory.
They hoped to find an easy
passage to the Pacific, but
instead came back with a lot of
information about the interior of
the continent.
Write your answers in the space provided on question 17 in
your guided notes.
Image Response: Take a look at the picture and write what
you think it means on your paper. What is happening? Who
is in it? What are they doing? When is it taking place?
The Politics of Expansion




This expansion continually
brought the U.S. into conflicts
with other nations.
By 1845, the American
government had expanded
their control from Florida to
Texas and beyond.
The U.S. acquired Texas after
American colonists with the
help of some of the local
Tejanos (Mexican colonists)
created a revolution.
This and other issues
eventually caused the
Mexican-American War.
The Trail to
Gaining Oregon




The U.S. was also very
interested in the Oregon
Territory, which was being
sought by Great Britain, who
controlled Canada, and Russian
who had been colonizing
Alaska.
The U.S. presidential candidate
and future president (1844),
James K. Polk, threatened war
with Britain to get Oregon, but
really didn’t want to fight.
The U.S. already had a tense
relationship with the new
Mexican government and war
was likely. Polk didn’t want to
fight two wars at once.
Rather than fight with Britain,
the U.S. negotiated and set the
border between British Canada
and America where it is today.

Golden California




American settlers had also
gradually made their way to
California, which was still a
part of Mexico.
Gold was discovered there in
1848 at Sutter’s Mill by an
American. This started a flood
of migration to the area.
About a week after gold was
discovered, Mexico ceded
California and most of the
western continent to the U.S.
300,000 people moved to
California from the U.S. and
from other countries. They
were called the ‘49ers
because they primarily came
in 1849.
Many of these travelers
crossed through Utah to get
to the California gold fields.
Manifest Destiny




Many in the United States
felt that it was our country’s
fate, or destiny, to possess
the land from east to west
coast across the continent.
During the 1840s this desire
was given a name,
Manifest Destiny.
The idea behind this name was used to justify taking land from Native
Americans, to call for the annexation of Texas, to cause a war with
Mexico, and even to argue that the U.S. should control all of North
America.
By the 1850s, the United States controlled what is now the continental
U.S., with Hawaii & Alaska being added by the end of the 19th
century.
More explorers
and pioneers…



With all of these
acquisitions, the U.S.
was eager for knowledge
of these new lands.
The government sent
explorers and
expeditions to learn
about these new lands.
This would pave the way
for future expansion of
pioneers into many
territories, including
Utah.
This clip summarizes how the U.S. expanded across the
continent and beyond.
Making Connections


What do you think the
Native Americans felt
about Manifest Destiny?
What did it mean for
them?
How does this idea of
Manifest destiny bring
new people Utah?
Now let’s try making a timeline

Timelines can also be helpful tools in understanding history.
1. Draw a bar to mark when, and for how long, each culture existed in Utah.
Anasazi 300 B.C.-1300 A.D., Fremont 400-1300 A.D., Utes, Paiutes, Goshutes,
Shoshone 1100 A.D. to present, Navajo 1620 A.D. to present.
2. Use the timelines at the beginning of each chapter in the book to fill in a year
for each event at the bottom of the page. Then mark each of the events on the
timeline.
0
200
400
600
800
1000
1100
1200
1300
1400
1500
1600
1700
1800
1900
This is a no gum class.
Please dispose of it
properly!
Bell Activity
 Take
out your study guide and answer
questions 2-4 using page 84.
Also take out your notes from
yesterday.
 If you finish those questions, work on
your map.

Where should your backpack be?
This is a no gum class.
Please dispose of it
properly!
Bell Activity
 Take
out your study guide and Early
U.S. History notes
 Your words are “desolate” and
“replenish”

Find the word on your orange study guide and
complete the following information for the word.
Find the definition using a glossary.
 Use your own knowledge and experience to complete
the rest of the definition.


Where should your backpack be?
Does your work look something like this?
Word:
desolate
My Understanding: 4 3 2 1
Definition:
Draw a picture of it:
Sentence:
Synonym/
Example:
Antonym/NonExample:
Does your work look something like this?
Word:
desolate
My Understanding: 4 3 2 1
Definition: barren; deserted
Sentence: Jed Smith crossed the
desolate Great Basin on his way back to
Utah.
Synonym/
Example: bleak;
barren; desert
Antonym/NonExample: lush,
verdant; forest
Draw a picture of it:
Does your work look something like this?
Word:
replenish
Definition:
Draw a picture of it:
Sentence:
Synonym/
Example:
My Understanding: 4 3 2 1
Antonym/NonExample:
Does your work look something like this?
Word:
replenish
Definition: to replace or make
complete again
Sentence: Many pioneers traveling on
the Overland Trails had to replenish their
supplies at forts or trading posts.
Synonym/
Antonym/NonExample: replace Example: deplete
My Understanding: 4 3 2 1
Draw a picture of it: