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Topic 10: Challenges in the Late 1800s

Assignments to do:1. Video: “Westward Expansion” Write down 5 things you learned. ______

2. Topic 10 Lesson 1 Interactive Reading Notepad ______

3. Topic 10 Lesson 1 Quiz ______







10. The American Bison ______

11. Early History of the Black Hills

12. Topic 10 Test ______

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Interactive Reading NotepadTopic 10 Lesson 1: American Indians Under Pressure—Pages 358 to 365

Key Terms—Use the textbook to define the following terms on a separate sheet of paper.

1. reservation2. Sand Creek Massacre3. Sitting Bull4. Battle of the Little Big Horn5. Chief Joseph6. Wounded Knee7. assimilate8. Dawes General Allotment Act

Academic Vocabulary—This is just for reference.pacify: to make peaceful or to calmconfrontation: a hostile encounterconfined: forced to stay within a small area

Cultures Forced to Adapt: Text1. Analyze Sequence As you read the selections in this lesson, on a separate sheet of paper,

create a timeline with important events and legislation in the struggle between the Native Americans non Native Americans.

2. Summarize how the U.S. government’s policy toward Native Americans changed between the early 1800s and the 1850s. What caused this change?

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3. Draw Conclusions Why does the text include information about the ways in which hunters and tourists used the buffalo?

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Settlers and Native Americans Collide: Text4. Analyze Style and Rhetoric Horace Greeley tried to convince Americans to move to the

West. Analyze the excerpt from his newspaper article of February 5, 1867. Which words and phrases do you think would have been especially persuasive to people of the time and why?

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5. Identify Cause and Effect What triggered the Sand Creek Massacre? How did Plains Indians respond to the attack?

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6. Paraphrase the statements that Chief Piapot made about the Canadian government’s treatment of Native Americans. Could the same criticisms of the treatment of Native Americans be made against the U.S. government? Support your answer with evidence from the text.

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The Indian Wars Conclude: Text7. Identify Supporting Details The text states that different Native American groups were

“lumped together in the minds of most Americans,” even though Native Americans “embraced different belief systems, languages, and ways of life.” Give an example of a time when a failure to recognize differences between Native American groups caused problems for Native Americans.

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8. Compare and Contrast the struggles of the Sioux and the Nez Percés. In what ways were they similar? In what ways were they different?

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9. Draw Conclusions Why do you think that the United States government found the Ghost Dance revival threatening?

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The Government Encourages Assimilation: Text10. Determine Central Ideas In your opinion, what was the most significant effect of the Indian

Wars on Native Americans? Explain your thinking.

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Topic 10 Lesson 1 QuizDirections: You may use the text to answer the following 5 questions. Please clearly write the correct answer on the line next to the number.

_____1. What was the purpose of the Fort Laramie Treaty with the Sioux?A. to prevent further battles with the SiouxB. to collect taxes from the SiouxC. to build a road in Sioux land to gold-mining areasD. to obtain complete government control over the Sioux

_____2. One effect of the pressure on Native Americans to assimilate into white culture wasA. that Native Americans bought up arable land in the West, causing a shortage of

land.B. that most Native Americans left reservations to find work in factories in cities.C. that Native Americans lost many traditional practices.D. that Native Americans were not allowed to return to their ancestral lands.

_____3. How did reformers hope the Dawes Act would encourage assimilation of Native Americans?A. The Dawes Act forbade Native Americans from speaking their tribal languages

and created schools to teach English to Native American children.B. The Dawes Act ended tribal landholding and encouraged economic assimilation

by making Native Americans private land owners.C. The Dawes Act gave each Native American family a land grant that allowed them

to leave the economic isolation of the reservation.D. The Dawes Act established programs to help Native Americans learn about the

dress and customs of white American society.

_____4. What caused changes in the demographic patterns of Native Americans?A. the transcontinental railroadB. the destruction of buffalo herdsC. the forced migration to reservationsD. the promises in treaties that were not kept

_____5. Which of the following Native American leaders attempted to avoid forced relocation by leading many of his tribe to Canada?A. Chief JosephB. Crazy HorseC. Red CloudD. Sitting Bull

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Interactive Reading NotepadTopic 10 Lesson 2: The West Is Transformed—Pages—366 to 374


1. vigilante2. transcontinental railroad3. land grant4. open-range system5. Homestead Act6. Exoduster

Academic Vocabulary—This is just for reference.administer: to manage or directsilt: small particles of sediment carried in the watersquatter: someone who lives on a piece of land without paying

Mining and the Growth of Railroads: Text1. Identify Key Steps in a Process Mining stimulated the development of new towns, some

of which became well established. Identify the key steps in this process, and briefly explain how each step led to the next.

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2. Determine Central Ideas What were the main benefits to the nation of a transcontinental railroad?

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The Cattle Industry Boom: Text3. Compare and Contrast cattle ranching before and after the invention of barbed wire.

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Farmers Settle the Plains: Text4. Categorize As you read “Farmers Settle the Plains,” use this graphic organizer to keep

track of the advantages and disadvantages to people of settling on the Great Plains.

5. Draw Conclusions Describe the laws that the U.S. government passed between 1841 and 1862 to encourage people to settle the West. Why do you think the government wanted to encourage settlement?

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Minorities Encounter Difficulties: Text6. Cite Evidence that Chinese immigrants and Mexican Americans were discriminated against

in the West. How did these groups respond to the discrimination?

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7. Determine Central Ideas Throughout this lesson, what central idea is conveyed about minorities and the parts they played in the settling of the American West?

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Struggles and Change Across the West: Text8. Identify Cause and Effect What caused tension between miners, farmers, ranchers, and

sheepherders that settled in the West? Give examples of situations that created tension.

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9. Draw Inferences What cultural differences between Mexicans and Americans does the El Paso Salt War illustrate?

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10. Cite Evidence from the text that by 1890 the United States no longer had a western frontier.

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_____1. What factor negatively affected open range cattle ranching?A. The price of beef dropped due to oversupply.B. The number of cowboys dropped due to low pay.C. Heavy rains and flooding wiped out many major ranchesD. Attacks by Native Americans made open range ranching too risky.

_____2. The Great Northern Railway was more successful than the Northern Pacific Railroad due toA. government funding.B. immigrant labor.C. low fares.D. transportation of goods.

_____3. Which invention was used primarily in the cattle industry?A. barbed wireB. grain drillC. plowD. windmill

_____4. How did the Homestead Act contribute to the expansion of western settlement?A. by establishing agricultural colleges to develop better ways to farmB. by granting farm plots to people willing to live on the land for five yearsC. by granting white settlers ownership of Mexican American landD. by encouraging more white migration by prohibiting Chinese immigrants

_____5. How did Chinese immigrants contribute to the opening of the West?A. by working mostly as cowboys on the open rangeB. by helping to build the transcontinental railroadsC. by lobbying for passage of the Homestead ActD. by introducing improved agricultural technology

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Interactive Reading NotepadTopic 10 Lesson 3: Corruption Plagues the Nation —Pages—375 to 379Key Terms—Use the textbook to define the following terms on a separate sheet of paper.

1. spoils system2. civil service3. Pendleton Civil Service Act4. gold standard

Academic Vocabulary—This is just for referencecorruption: dishonest or illegal behaviorintegrity: the quality of being honest and having high moral principlesmanipulate: to exert influence or practice deception to obtain some advantage

Political Power Proves Difficult to Keep: Text1. Identify Cause and Effect During the Gilded Age, no political party gained power for any length

of time. How did this balance affect Congress’s productivity? Why did it affect Congress in this way?

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2. Identify Supporting Details Why did the public begin to lose faith in the government during the Gilded Age? Support your ideas with evidence from the text.

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Growth of Political Machines and Corruption: Text3. Categorize What were benefits and drawbacks of the spoils system? Complete the graphic

organizer below as you read “Growth of Political Machines and Corruption.”

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4. Analyze Interactions Why did public support for civil service reform grow after the assassination of President James Garfield?

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Economic Policy Challenges Continue: Text5. Explain an Argument Why did Republicans support a high tariff? Why did Democrats

oppose a high tariff? Explain each party’s argument.

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6. Draw Inferences During the Gilded Age, farmers supported the minting of silver because it would increase the money supply and cause inflation. What does farmers’ desire for inflation suggest about the prices they were being paid for their crops? Explain your reasoning.

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_____1. The political machines of the parties were powerful in large part due to theA. civil service.B. election system.C. spoils system.D. tariff debate.

_____2. What main problem did civil service reform address?A. the problem of giving government jobs based on political connectionsB. the problem of the increasing power of political bosses in citiesC. the lack of qualified applicants for government jobsD. the economic mismanagement of the Panic of 1873

_____3. The strength of political machines was typically built onA. laws for civil service reform.B. high levels of political participation.C. resistance to federal corruption.D. support from large immigrant groups.

_____4. The American public grew increasingly aware of the political influence of corporations asA. journalists wrote investigative articles.B. Congress held hearings on the matter.C. political cartoonists portrayed the issue.D. public protests continued in front of the Capital.

_____5. What was the importance of the Coinage Act of 1873?A. The act caused inflation to increase farmers’ incomes.B. The act increased tariffs to promote jobs in manufacturing.C. The act retired greenbacks after they caused wartime inflation.D. The act reversed the policy of backing money with both gold and silver.

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Interactive Reading NotepadTopic 10 Lesson 4: Farm Issues and Populism —Pages—380 to 386


1. Grange2. Farmers’ Alliance3. Populist Party4. William Jennings Bryan5. William McKinley

Academic Vocabulary—This is just for referencetenant: someone who rents property from a landlordnetwork: a group of people or organizations that work togetherregulation: a rule or law that a government uses to control businesses or other groupsinterest: the amount that a lender charges a borrower for the use of a loan

Farmers Face Economic Difficulty: Text1. Analyze Interactions As you read the text for this lesson, use this graphic organizer to

keep track of important ideas. In the first column, note economic problems that farmers faced. In the second column, note causes of the economic problems. In the third column, note actions that farmers took to solve the problems.

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2. Paraphrase the quotation from the farmers’ newspaper by putting it in your own words. Based on evidence in the text, do you think that the author’s point of view is justified? Explain.

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Farmers Seek Change Through Alliances: Text3. Summarize the goals of the Farmers’ Alliance. Did the Alliance achieve those goals? Cite

textual evidence to explain why or why not.

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The Beginnings of Populism: Text4. Vocabulary: Use Context Clues Read the first paragraph of “The Beginnings of Populism.”

What do you think the term grass roots means? What context clues helped you figure out this definition?

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5. Determine Central Ideas Explain the strategy of the Populist Party. To what groups did it try to appeal and why?

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Populism’s Declining Influence: Text

6. Identify Cause and Effect What factors contributed to the downfall of the Populist Party? Use information from both “The Beginnings of Populism” and “Populism’s Declining Influence” to identify cause and effect.

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_____1. Why did many farmers go into debt in the late 1800s?A. They took out loans to invest in new industries because agriculture was

declining.B. They took loans out to diversify their crops because consumers demanded new

varieties of produce.C. They took out loans to build roads to bring their produce to distant cities.D. They took out loans on the value of their farms to pay the increased costs for

new machines and other supplies

_____2. What led to the formation of the Populist Party?A. the spread of Farmers’ AlliancesB. the emergence of women’s suffrageC. competition between railroad companiesD. racial tensions within reform organizations

_____3. What effect did the growth of the Populist Party have on the two major political parties of the time?

A. It helped them to strengthen and fund their campaigns.16

B. It drew support away from the Republican Party, allowing the Democratic Party become dominant.

C. It pressured them to consider endorsing some new demands.D. It threatened to replace them as the most prominent political party.

_____4. Why was William Jennings Bryan’s campaign unlike any campaign before it?A. He campaigned directly to the people.B. His speeches were persuasive and captivating.C. He defended the gold standard and opposed silver coinage.D. He raised an unprecedented amount of money.

_____5. What happened to the issue of railroad regulation after the decline of the Populist Party?

A. The Democratic Party gained power and ruled against railroad regulation.B. Railroad regulation became irrelevant and disappeared from political campaigns.C. Railroad regulation was endorsed by big businesses that demanded lower

transportation costs.D. The Progressives promoted railroad regulation, bringing the issue into the

twentieth century.

Directions: Read the article and answer the questions that follow. The American Bison

The animal we commonly refer to as a buffalo is not really a buffalo at all, but rather the American Bison. The real buffalo – an Indian Buffalo, water buffalo, or carabao – roams wild in southeastern Asia and is the principal draft animal in that region’s rice-growing countries. A massively built, oxlike animal, a water buffalo is dull black with a sparse coat and large horns. These animals are much different than the buffalo that we think of here in South Dakota. In this kit the American Bison will be referred to as the buffalo because people commonly refer to bison as buffalo.

Related to the cow but much larger, the buffalo can weigh up to 2000 pounds. A male bull may reach six and a half feet in height and be ten feet long from snout to tail. The animal lives from twenty to forty years. Buffalo are the largest land animal in North America. Being big does not make the buffalo slow. With its short, strong legs and large lung capacity, a buffalo can outrun a horse and change direction on the move very quickly. The buffalo’s sharp horns can seriously hurt a rider or horse.

Buffalo originally came to North America from Asia, crossing the Bering Strait during the Ice Age. These early buffalo were much larger than the buffalo of today. Other animals also came to North America – camels, woolly mammoths, and a species of the horse. Ancient hunters and harsh weather eventually killed off most of them, but the buffalo survived, and its numbers grew. A single

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herd or group of buffalo could be several miles wide and fifty miles long. When a massive buffalo herd moved, the ground nearby rumbled.

Just as animals crossed the Bering Strait, so did people. The earliest Plains inhabitants were descendants of those who crossed the Strait 40,000 to 15,000 years ago. Early Plains dwellers hunted buffalo using the natural landscape as well as man-made tools. One hunting method involved starting large grass fires close to ravines. With the wind in the hunter’s favor, the fire caused the buffalo to stampede and run off the cliff into the ravine. Many fires were set each year. These fires helped to keep the Plains treeless.1 Early Plains dwellers also took advantages of natural occurrences and used buffalo that had drowned by falling through winter ice or in spring floods.

Some early hunting methods continued to be used in more recent times. At buffalo jump sites, the animals were stampeded off a cliff or ravine and then collected at the bottom. Over forty jump-kill sites have been identified in the Great Plains. Some of the names for these places are: Head-Smashed-In, Boneyard Coulee, and Bison Trap.2 In the winter, buffalo could be hunted by spooking the animals near a frozen river and driving them onto the ice. The buffalos’ weight broke up the ice and they would fall into the water. People of the tribe, including women and children, waited at an opening in the river downstream, where they would retrieve the carcasses. This tactic was still used in the 1800’s.3 Buffalo caught in deep snow could not escape hunters on snowshoes. Hunters also disguised themselves with buffalo or wolf skins, and crept into the herd with spears or bow and arrows, or they waited by a stream or river for the buffalo to come and drink.

Citations:1 Francis Haines, The Buffalo: The Story of American Bison and their Hunters from Prehistoric

Times to The Present, Univesity of Oklahoma Press ed. (Norman: University of Oklahoma Press, c1995), 10.

2 Time Life Books, The Buffalo Hunter, (Alexzndria, VA: Time-Life Books, c1993), 103. 3 Time Life, 101.

Another hunting method was a piskin – a corral or pound. The Indians forced the buffalo into pre-built pens, or into a cul-de-sac or box canyon where they could shoot the trapped animals.

Weapons for hunting buffalo evolved over time. The first hunters used spears, no more than sticks with sharpened rocks attached. Later, the atlatl (at-uhl-at-uhl), a spear-throwing tool, increased distance and accuracy for hunters. An atlatl consisted of a stick or paddle about two feet long with a handle on one end and a hook to hold a dart on the other end. Atlatl darts looked like large, flexible arrows. An overhand throw and a sharp snap of the wrist shot the dart forward. It was accurate up to fifty yards, but a skilled hunter could throw an atlatl up to one hundred fifty yards. The atlatl darts penetrated much better than a spear did.4 The bow and arrow eventually replaced the atlatl.

European explorers brought horses with them when they came to North America in the 1500s. There had been no horses in North America for over 15,000 years, since the earlier Ice Age animals had died out. Horses profoundly changed the way buffalo could be hunted. A rider could keep up with the fast-paced buffalo. With a bow and arrow, the Indians rode up to buffalo on horseback and shot the animals in a vital spot. Later on, guns brought by traders revolutionized buffalo hunting again. Firearms could knock down a buffalo from a great distance, be reloaded quickly and then shot again.

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Although some hunting techniques killed more buffalo than could be immediately used, at the time the buffalo population was huge. Even when the buffalo were stampeded off cliffs, the number of animals that died was insignificant compared to the supply. There is no way to know exactly how many buffalo roamed the plains from the 16th to the 19th century, but estimates put the number between sixty and seventy million.5 Some scholars are raising questions about what the buffalo’s future would have held even without the massive hunting of the 19th century. They point out that the herds were overgrazing the grassland. When fully grown, buffalo have no real predators other than humans. Weather did not affect the animals except for the occasional tornado. Buffalo were essentially immune to blizzards or cold weather and bugs and flies have little effect on them.6 Whether the buffalo herds would have naturally thinned out or not, the demand for buffalo hides hastened the demise of the herds and brought about enormous changes for the tribes who depended on the buffalo.

The buffalo plays a central role in Lakota culture and religious beliefs. One of the most important stories in their culture is that of the Buffalo Calf Woman. Buffalo Calf Woman appeared to the Lakota and presented them with the sacred pipe. She showed them many important spiritual things, including how to pray. As she walked into the sunset, she rolled over four times and turned into a black buffalo, brown buffalo, red buffalo, and the finally a white buffalo. The Lakota believe that the mighty buffalo herd came about and allowed itself to be killed so that they might survive. The white buffalo is a sacred Lakota symbol.

Indians used every part of the buffalo for one purpose or another. Hides made clothing and tipis, horns made cups and spoons, muscles and tendons provided glue and bowstrings. Nothing went to waste. After the kill, buffalo meat had to be prepared right away, especially during the

Citations:4 Haines, 24. 5 Albert J. Rorabacher, The American Buffalo in Transition: A Historical and Economic Survey of

the Bison in America. (St. Cloud MN: North Star Press, [1970, c.1971]), 21. 6 Dana Close Jennings, Buffalo History and Husbandry: The Buffalo Ranchers Handbook.

(Freeman SD: Pine Hill Press, 1978), 196.summer since there was no refrigeration. Some meat was eaten while it was fresh. Cutting the meat into strips and drying it out in the sun made jerky, which would last a long time without spoiling. Some of the jerky was processed into pemmican - a mixture of mashed jerky and fruit. The pemmican kept even longer than the jerky. Pemmican was often stored in a parfleche; a container made from buffalo rawhide.

Before it could be used, buffalo hide had to be prepared. First, any flesh or fat still on the hide had to be scraped off with a flesher, a tool made from the buffalo’s leg bone. Stretching the hide out on the ground made scraping the hide to a consistent thickness easier. Untanned fleshed and dried hide made hard leather called rawhide. Rawhide was used to make parfleches, drums, pouches, and rope. Tanning the hide made soft leather, good for buckskin bags, robes, moccasins, and tipis. To tan the hide, it was spread with a paste of fat, cooked brains, and liver and then dried in the sun.

European explorers in North America saw a land full of riches, and one of those riches was fur. Fur trading became a big industry and the Great Plains had a fair number of trading posts. Buffalo hides were one of the major trade items from the plains. Large hides brought between $1 and $3.50.7

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In the 1860’s, railroads brought in around 1,200 workers who required fresh meat every day. The vast buffalo herds supplied the meat. Railroads also brought in hunters who had heard about the amazing buffalo herds and wanted to hunt the animals for themselves. Some hunters would shoot from the train as it passed the herds. This shooting did not supply any meat – it was just for sport. Eventually, it became hard to find a herd close to the rail lines. The railroad split the herd into the southern herd and the northern herd. In 40 years, from 1830 to1874, the southern herd was wiped out.8 The meat was rarely taken – possibly the tongue and a few strips off the back. The rest was left for the wolves. In addition to hunters, farmers and ranchers also moved onto the plains. They did not want buffalo grazing on land their livestock needed, so they shot the buffalo to get rid of them.

As hunters destroyed the buffalo, they also destroyed the Indian way of life that depended on the buffalo. The Indians had to move much more often to find the remnants of the buffalo herds that had once roamed the plains. The herd that was once sixty million was reduced to 550 by 1889.9 The buffalo were almost extinct. Nothing could restore the old herds. The hunters and fur traders moved on to hunt other animals or find a new line of work. The Indians saw their traditional way of life end. As they were forced onto reservations, they could no longer roam the land to hunt.

After the almost total destruction of the buffalo, some people realized they needed to help conserve the buffalo before it was too late. Some states passed laws requiring hunters to keep what they killed instead of leaving it on the ground. The United States government was not all that interested in the fate of the buffalo in the late 19th century. Yellowstone National Park held the highest concentration of buffalo, but poaching was a problem. In 1894, there were less than 20 buffalo in the park.10 The efforts of a few men saved the buffalo from total extinction. These men rounded up some of the few remaining buffalo and raised and bred them even while others were out hunting them. Some also tried persuading Congress to pass tougher laws against buffalo hunting. In the earlyCitations:7 Jennings, 239. 8 Jennings, 241. 9 “Buffalo and the Plains Indian”, www.corpcomm.net/~redeye/buffalo.html, (June 12, 2000). 10 Rorabacher, 551900’s, parks started opening to protect the buffalo. The last of these large parks was Custer State Park. Twenty-five buffalo purchased from South Dakota buffalo conservationist Scotty Philip started the Custer Park herd. Private investors also started to raise buffalo herds.

Today, the buffalo population is around 500,00011. While not close to the sixty million that once roamed the plains, the buffalo is no longer in danger of being completely wiped out. With the push today for healthier foods, providing lean buffalo meat is a growing industry. Mighty herds of buffalo once roamed freely, supporting the Indians who used the animal as a way of life. Greed, sport hunting, and changing uses for the land almost wiped out the animals. Thanks to the efforts of a few far-sighted conservationists, buffalo live strong and plentiful once again.

Citations:11 Jed Portman, “Five Things You Need to Know About the Great American Bison”,

http://www.pbs.org/wnet/need-to-know/fivethings/the-great-american-bison/8950/, accessed February 21, 2013.

Buffalo Article Questions20

1. What is that average weight and size of a buffalo?

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2. How did Buffalo originally wind up in the Great Plains?

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3. In your own words: describe in complete sentences one way Native Americans hunted buffalo.

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4. List 3 ways buffalo was used:

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5. What was the estimated buffalo population size by 1889?

______________________________________________________________________________6. Where did this document get the number of buffalo to answer the previous question? (check

the Citations)

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7. How did Custer State Park get its own buffalo herd?

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8. What is something that you found interesting about this article?

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Directions: While reading the document annotate highlight the text. Then answer the questions that follow the questions.

SOUTH DAKOTA STATE ARCHIVES

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IntroductionJohn R. Brennan Diary, 1875-1876In October of 1875, John R. Brennan left Denver on an adventure to the Black Hills. His journey included evading the military, stopping at the Gordon Stockade, and creating the town of Rapid City. Brennan’s diary includes some of the history and individuals of the early Black Hills region. This primary source document helps the reader understand the dangers of settling and traveling through the Black Hills in the mid 1870s. While reading the diary, think of how travel has changed from the mid 1870s to the present and what it meant to take such a long journey to the Black Hills in this time period.

Primary Source

Left Denver for the Black Hills in company with Geo W. Stokes & E.W. Hawley. Arrivedin Cheyenne W.T. camped in emigrant corral of Morris Apple. Arrived at Plat River and camped at mouth of Laramie River about two miles above west of Ft. Laramie, emained there 10 days. Reason of this delay, we were informed that Col. Pollick of the U.S. Army was on his way out from the Hills with remnant of Prospectors belonging to the Jenney Expedition who had remained in the Black Hills after the expedition had returned. Pollick had orders to round them all up and remove them from the Hills. The report proved correct. Our party had increased during the 10-day stay at the Plat to 45 persons. Knowing that if we encountered Pollick we would be turned back, we kept Scouts out and as soon as they reported Pollick in sight or on his way to Ft. Laramie we broke camp and pulled out through a canon some three or four miles west of road leading to Laramie, from what was known as Gov. Farm, some 8 to 10 miles north of Fort. That night, Pollick with his command and the Prospectors camped at the Gov. Farms while we camped in the canon four or five miles west of the Farm. There we organized for the trip, elected a captain of the outfit, Bob Ralston was elected to this position. Next day, Nov 2d, we started for the Black Hills following the Trail made by Col Pollick on his trip out. This trail took us by Raw Hide Buttes here we joined by the noted Scout California Joe down the Little & Big Cottonwoods and to the Cheyenne River a point opposite the mouth of Red Canon. Here we camped for two days, our course from this point was up Red Canon our next camping place was at Pleasant Valley and from there to Custer City.

This town was laid out in summer 1875 by Custer’s troops and Jenny Prospectors. (F-the town of Edgemont is built on spot where we camped.) Named in honor of Col. Custer on our arrival at Custer we found nothing in the way of improvements except the Log Barracks occupied by Custer’s Troops during the Jennie Expedition we met there some five or six prospectors that Pollick failed to round up. The same day we arrived at Custer, November 10th 1875, we all went down French Creek to what was known as the Gordon Stockade. This Stockade was built by the Gordon Party from Sioux City, during the winter of 1874-75. (This was the first party of white people to locate in the Hills) They were taken out of the Hills by Gov. Troops during the winter 74-75.

We found the stockade a splendidly built affair 200 feet long by one hundred feet wide,heavy timbers 20 feet long set on end in ground as close together as it was possible to set them. [Ground Floor Plan of Stockade] it was supplied with Port Holes all around it with quite number in each of the projections at each corner. A well was dug in center of stockade. We found on arrival here quite a lot of provisions belonging to the Prospectors who where taken out by Pollick. Pollick would not allow those men to take anything with them, he however left a Mr. Wood in custody of the provisions and personal affects of those who he took out. Mr. Wood was the only person at Stockade when we arrived. We remained at the Stockade for two or three days while here, earned

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that there was some 25 to 30 persons, all told in the Hills the comprised part of the prospectors who accompanied the Jenney Expedition and who did not go out with the Expedition nor had reported or surrendered to Pollick. Some of this were located on Castle Creek and Rapid Creek, some of them on Rapid Creek near what was then known as Camp Creek (afterward called Pactola) and three or four of them further north on what was afterwards named Deadwood White Wood Creek. Our party quite the stockade and pulled out north arriving at Spring Creek same day, camped at pointwhere Nuton’s fork centers into Spring Creek and where Hill City was located a few months later….

On February 25, 1876 the town of Rapid City was located among the location was W PMartain, J W Allen, James Carnely, Major Hutchinson, Wm Niettle, Sand Scott, Wm Marston, and J R Brennan. By the aid of a pocket compass, tape line, the survey was made by Sand Scott, assisted by Brennan, Carnly, and Allen. The ground laid out covering an area of one square mile, embracing the original town-site of Rapid City. J W Allen was chosen recorder. The Six Blocks occupying the center of the plat were divided into Lots, and drawn by Lottery. Each person present being allowed the privilege of drawing five Lots, the Raffle taking place at the intersection of 5 th and Rapid Streets that bring the center of the Plat….

Before March 1st there was in the neighborhood of 200 people located in the Town of Rapid, about March 1st a party of Bismarkers landed in Rapid after looking through situation over they decided to locate but before doing so they demanded that they be made a present of every other block or half of the town site, this request was refused by the Locations. The Bismarkers there left in a body and went up the Creek some 3 ½ miles and located a piece of land claimed by California Joe (afterwards owned by William Morris) and called it upper Rapid City from that time on for several months, we had lively townsite fight on our hands. It finally became a question which town could stand off the Indians the strongest this to determine where the Rapid proper or upper Rapid would go to the Wall. Finally, some time in August, the Indians made it so hot for upper Rapid that they send word to us to come up and help them move down that they were ready to abandon upper Rapid. We helped them move (there was only about 10 men left in the town out of some 100 who first located the town). Thus ended the effect to establish a rival town to Rapid.

Questions are on the next page.

Answer all questions in complete sentences.

1. Why are Brennan and his party avoiding Colonel Pollick?

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2. In your own words, explain the story of the Gordon Stockade?______________________________________________________________________________

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3. Describe the initial steps for the creation of Rapid City?______________________________________________________________________________

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4. Who are the Bismarkers, where are they from, what are their goals and ambitions?______________________________________________________________________________

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5. Could you create a town today like Brennan and his party did, why or why not?

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Topic 10 Test

Multiple ChoiceIdentify the choice that best completes the statement or answers the question.

____ 1. Based on this image, which of the following is most likely true of the Native Americans shown?

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a. They were a roaming tribe who moved their camp often.b. They cherished the natural world more than most tribes did.c. They defended their own territory against intruders very ably.d. They often fought against the U.S. military.

____ 2. What basic conflict was the Sand Creek Massacre a part of?a. U.S. businesses against the unionsb. U.S. settlers and soldiers against Native Americansc. Americans born in the country against immigrantsd. U.S. soldiers against immigrant settlers

____ 3. Why was sod a common building material for homesteaders in the Great Plains?a. It insulated houses better than lumber.b. It was readily available in the Great Plains.c. It stood up well to the harsh Great Plains blizzards.d. It kept houses clean during dust storms.

____ 4. How did the 1882 Chinese Exclusion Act affect Chinese immigrants?a. The act forced all people of Chinese descent to leave the United States. b. The act forced all Asians who were not of Chinese descent to leave the United States. c. The act banned any new Chinese laborers from entering the United States. d. The act excluded Chinese immigrants from certain privileges and duties of citizenship.

____ 5. As a whole, the presidents of the Gilded Age could best be described asa. progressive.b. eloquent.c. unpredictable.d. weak.

____ 6. What step did the Populist Party support to reduce the cost of railroad shipping?a. having states control the railroadsb. having unions control the railroadsc. having the Populist Party control the railroadsd. having the national government control the railroads

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____ 7. “The man who is employed for wages is as much a businessman as his employer... The farmer who goes forth in the morning and toils all day, begins in the spring and toils all summer, and by the application of brain and muscle to the natural resources of this country creates wealth, is as much a businessman as the man who goes upon the Board of Trade and bets upon the price of grain.”—William Jennings Bryan, “Cross of Gold” speech

In this excerpt from his speech, Bryan is implying thata. businessmen have exploited small rural farmers.b. every worker contributes to the growth of the economy.c. employers are more important than their employees.d. workers create more wealth than businessmen.

____ 8. “I am tired of fighting. Our chiefs are killed. Looking Glass is dead. Toohulhulsote is dead. The old men are all dead. It is the young men who say yes or no. He who led the young men is dead.

“It is cold and we have no blankets. The little children are freezing to death. My people, some of them, have run away to the hills and have no blankets, no food. No one knows where they are—perhaps freezing to death. I want to have time to look for my children and see how many I can find. Maybe I shall find them among the dead.

“Hear me, my chiefs. I am tired. My heart is sick and sad. From where the sun now stands, I will fight no more forever.”—Chief Joseph

Which overall theme can best be inferred from this speech?a. New generations of American Indians would always remain strong.b. The Nez Percé were hopelessly outnumbered and worn down.c. The Battle of Little Big Horn led to more conflicts between Plains Indians.d. Surrendering their values and land caused desertion within the Nez Percé.

____ 9. “When we cease to teach the Indian that he is less than a man; when we recognize fully that he is capable in all respects as we are, and that he only needs the opportunities and privileges which we possess to enable him to assert his humanity and manhood; when we act consistently towards him in accordance with that recognition; when we cease to fetter him to conditions which keep him in bondage, surrounded by retrogressive influences; when we allow him the freedom of association and the developing influences of social contact—then the Indian will quickly demonstrate that he can be truly civilized, and he himself will solve the question of what to do with the Indian.”—Captain Richard H. Pratt, 1892

In this statement, Captain Pratt is most likely advocating which of the following for the Native Americans?a. an allotment program for landb. a treaty ending violent conflictc. involuntary relocation to reservationsd. assimilation into mainstream culture

____ 10. “I love to roam over the prairies.. . . . [B]ut when I go down to the river I see camps of soldiers on its banks. These soldiers cut down my timber; they kill my buffalo. . . . We have to protect ourselves. We have to save our country. We have to fight for what is ours.”—Chief Satanta

In this quote, Chief Satanta is explaininga. the Native Americans’ view on nature and spirituality.b. why the Native Americans resisted the white men.c. how the white men ruined the Native Americans’ way of life.d. how important the buffalo herds were to Native Americans.

____ 11. According to the information in the graph, in which year was legislation most likely passed to limit Chinese immigration to the United States?

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a. 1870b. 1876c. 1882d. 1888

____ 12. The U.S. government outlawed practices such as this traditional Native American ceremony in order to

a. prevent conflict between rival tribes.b. weaken tribal cultures and encourage assimilation.c. make reservations more hospitable for land speculators.d. make it more difficult for Native Americans to enter mainstream society.

____ 13. The house in this image, typical of those built by homesteaders adapting to their physical environment on the Great Plains, was made from

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a. adobe.b. brick.c. sod.d. straw.

____ 14. What is the theme of this illustration?

a. The farming industry is in danger of collapse.b. Farmers have an important job in American society.c. Bankers and other professions are not kind to farmers.d. Many professions are related to others.

____ 15. What did the gridlock between parties in Congress and the White House in the late 1800s lead to?a. Corruption became widespread.b. Native Americans were restricted to reservations.

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c. Reconstruction went on for too long.d. Little meaningful legislation was passed.

____ 16. What was the primary effect of Native Americans being confined to reservations?a. The conflict between Native Americans and settlers decreased.b. Their nomadic way of life was increasingly restricted.c. They received little education and religious teaching from settlers.d. They were given access to improved healthcare facilities and schools.

____ 17. How did the federal government affect the practice of mining in the West?a. It instituted a high tax on all mined materials.b. It enacted stricter laws for water usage and land reclamation.c. It provided land and patents for new inventions for large mining companies.d. It called for higher populations of Mexican and Chinese immigrants to enter the nation.

____ 18. President Grant is remembered as a corrupt president because hea. appointed his relatives and friends to important positions.b. plundered millions of dollars from New York’s city treasury.c. allowed members of his administration to engage in corruption.d. was not supported by his own party on grounds of campaign corruption.

____ 19. Which type of people were most likely to support the Populist Party in the 1890s?a. immigrantsb. small farmersc. cattle ranchersd. railroad workers

____ 20. How was William Jennings Bryan different from the majority of other presidential candidates of the era?a. He toured the nation, doing his own campaigning.b. He came from an impoverished rural background.c. He pledged to lead a corruption-free administration.d. He argued against the gold standard, supporting silver instead.

Essay--Answer 3 of the following 5 questions on a separate piece of paper. Use complete sentences that include capitalizing the first word in a sentence, capitalizing proper nouns, and putting punctuation at the end of each sentence. Spell the words to the best of your ability. Each question is worth 5 points.

1. Why were the Native Americans generally unsuccessful in their conflicts with the U.S. government and with settlers to the West?

2. What led to a change in the U.S. government’s policy towards Native Americans in the middle of the nineteenth century?

3. How was the allotment system set out in the Dawes General Allotment Act different from the reservation system?

4. What was the purpose of the Homestead Act of 1862?

5. What effect did the discovery of gold and silver have on the development of towns and communities in the West?

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