The Early American Industrial Revolution And Westward - amazonia.fiocruz.br

The Early American Industrial Revolution And Westward Video

The First Industrial Revolution The Early American Industrial Revolution And Westward

Really surprises: The Early American Industrial Revolution And Westward

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African-Americans in the American West Grade level: Overview The role of African Americans in the movement towards westward expansion has been largely overlooked in American history books. This lesson attempts to focus students' attention on Reevolution lives and contributions of these often forgotten pioneers. Students will examine documents and statistics to compare treatment by the government of the United States and other westward migrants of Blacks and Indians. The lesson is divided into Industial parts, the first calling attention to early contributors to that past, such as William Clark's slave, known only as "York", and to James Beckwourth, who had a long and adventurous career as trader, trapper, scout and interpreter.

The second part of the lesson emphasizes the period just before the Civil War, when abolitionists, escaped slaves and free blacks moved into the border states and the disputed territories of Kansas, Nebraska and Missouri. The final two sections of this lesson concentrate on the lives of the Exodusters and other African Americans The Early American Industrial Revolution And Westward sought opportunities as westward pioneers, and on the Buffalo Soldiers.

These African American soldiers, so named by Indians who thought the blacks' hair resembled buffalo fur, were Civil War veterans, joined by later enlistees. These troops provided little-known service to the American military establishment in the conquest and pacification of the last frontier lands.

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That they suffered discrimination and the resentment of the overwhelmingly white settlers and entrepreneurs they defended, while fighting the remnants of the similarly oppressed, harassed and reviled native Americans seems particularly ironic and poignant in our own time.

Estimated Time Depending upon Industriao allotted for research, between 3 and 6 minute class periods. Selection of books and Web sites as listed in Recommended Resources below.

Student notebooks Desk maps of the US Poster board, and other art materials for maps and posters Optional: a scanner Teaching Procedure Ask students to brainstorm all that they know about African Americans' participation in the Westward movement. List and order information on the chalkboard and have students attempt to assign a chronology to the events they produce.

Are there any individual names or biographies that stand out? Have students discuss reasons for their findings, whatever they may be.

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Have them hypothesize and make inferences about their results, and speculate about where they might find evidence of an African American footprint on the West. Have students view " Corps of Discovery " in Episode 1, " The People " this segment begins at with Lewis and Clark ; students should take notes as they watch.

Finally, have students watch Episode 7, " The Geography of Hope Weatward beginning at approximately and ending atwith the song "Shine, Shine, Shine. They should also compare and contrast legal discrimination and white Erly against blacks and Indians during the same time periods. They should be reminded to keep on making these comparisons as they research their topics in the smaller group activities that follow. Divide students into 4 cooperative learning groups. Each of the four groups will be responsible for researching a different aspect of African Americans' contributions to westward expansion.

Group Buns面包房编制和运用全面预算 This group will investigate African Americans of the early western frontier, including the slave known as York who traveled with Lewis and Clark and especially Jim Beckwourth. Students should closely document Beckwourth's travels and his many-faceted career by making a large map and on it tracing his known routes starting with his birthplace in Virginia, and ending with his death among the Crow Indians. They should calculate the approximate number of miles he traveled as he made his way back and forth across the Rockies and the Great Plains. Beyond the Pale. African-Americans in the Fur Trade West www. Group 2 The second group will investigate Amerlcan African American migrations and their consequences around the time of the Abolition movement leading up to the Kansas-Nebraska Act, the Missouri Compromise and the Dred Scott Decision.

Students should locate primary sources of the legislation as well as speeches and documents produced by abolitionists and their sympathizers in Congress and elsewhere. One student may be designated as the group's legal expert, concentrating on the laws that encouraged African Americans to cross into the new territories https://amazonia.fiocruz.br/scdp/blog/woman-in-black-character-quotes/the-impact-of-sports-on-college-from.php on subsequent Westwarr that increasingly restricted their opportunities. Another source could be asked to become familiar with provisions of Indian treaties and their abrogation. Students should also keep track of how population estimates for Native Americans change during the same time The Early American Industrial Revolution And Westward.

Population figures are available from the U. Census Bureau and are included in many of the published sources suggested in the accompanying bibliography. For extra credit some students may choose to map and date the relocation of Indian tribes from these same contested areas.]