Settling the West. 1865-1890. Frederick Jackson Turner: Significance of the Frontier in American History (1893).
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"Up to our own day American history has been in a large degree the history of the colonization of the Great West. The existence of an area of free land, its continuous recession, and the advance of American settlement westward, explain American development."
Argued closing of the frontier had ended an era in American history.
Used census report of 1890 to explain that settlement of the frontier had provided an explanatory framework for American development.
His work also illustrates the psychological power of the frontier in that, with its passing, Americans began to realize that revitalizing opportunities were also vanishing.
Spanish-introduced horse in 16th, 17th and 18th centuries made Indians more nomadic and war-like as they had more range and competed for resources.
By 1860, tens of thousands of buffalo-hunting Indians roamed the western plains.
Government policy toward native Americans: Federal gov’t traditionally regarded Indian tribes both as independent nations and as wards of the state and therefore negotiated treaties with them that required ratification by the Senate.
As white settlers moved west, exerted more pressure for access to Indian lands.
Gov’t frequently responded by violating treaties they made with Native Americans.
Policy intensified during 1860s; Indians herded into still smaller areas – "relocation"
Sioux "guaranteed" sanctuary of Black Hills in Dakota Territory.
Other tribes relocated to "Indian Territory" (present-day Oklahoma)
Bureau of Indian Affairs in the Department of the Interior in charge of the reservations.
Indians surrendered ancestral lands provided that they would be left alone and provided with food, clothing and other supplies.
By 1900 the U.S. exceeded the combined output of Germany and Great Britain.
U.S. borrowed heavily from Europe; after World War I, U.S. emerged as largest creditor.
Technological innovations: a. steel: railroads, skyscrapers, engines b. oil: internal combustible engine, cars (suburbs), subways, street railroads c. Electricity: lights, power, refrigerated railroad cars d. Advances in business: telephone, typewriter, cash register, adding machines. e. Mass popular culture (early 20th century): Cameras, phonographs, bicycles, moving pictures, amusement parks, professional sports. f. Contrasts 1st Industrial Revolution: textiles, coal, iron, early railroads.
In 1880, about 50% of Americans worked in agriculture; only 25% by 1920
Depressions and recessions led to unrest a. 1873-1879; 1882-1885; 1893-1897; 1907-1908; 1913-1915
Between 1850 & 1880, over 6 million immigrants came to U.S. (part of "Old Immigration")
Most Anglo-Saxon who came from Britain & Western Europe (Germany, Scandinavia) -- Most were literate and easily adapted to American society
Before 1880 the stereotype of immigration was German and Irish
Germans seen as sturdy, hardworking, serious people.
Constituted largest number of immigrants in 19th century.
Some joined Republican party and gained respectability among WASPs
Irish seen as dirty, drunk, immoral, Catholic, and violent
2nd in numbers to German immigrants by end of century (though largest in number between 1840-1860)
Most were Democrats and gained political stereotypes: bossism, herd voting, corruption (although it was widespread in both parties). -- Civil service reform largely a nativist, class reaction against Irish.
Primarily a women’s movement of white, northeastern and Midwestern stock, college educated and prosperous
Jane Addams (1860-1935) ("St. Jane")
One of first generation of college-educated women
She believed living among the poor would give meaning to lives of young educated women who needed firsthand experience with realities poverty in the city.
Est. Hull House in Chicago (along with Ellen Gates Starr) -- American settlement house where immigrants were taught English, offered classes in nutrition, health, and child care, discussed the day’s events, and could hold celebrations. -- Helped immigrants cope with American big-city life; provided child-care -- Became a model for other settlement houses in other cities.
Condemned war as well as poverty and won Nobel Peace Prize in 1931.