• The West would be source of natural resources to fuel industrialization

• Becomes a source of agricultural products for the growing eastern megalopolis, closely tied into system through the railroads and Chicago

• Prolonged the illusory hope that the nation could be an industrial power without facing the urban slums and degradation of Europe—Jefferson’s dream of an agrarian republic

• Psychological relief—if not always the reality—of a place Americans could always escape to and start over anew

The American Frontier or “The West”

Essay OneEssay One

Due next week in recitationDue next week in recitation3-4 double-spaced pages3-4 double-spaced pagesGive your essay a titleGive your essay a titleTheme: How and why historians have had Theme: How and why historians have had different views about the same eventsdifferent views about the same eventsBUTBUT don’t write a report—think more don’t write a report—think more deeply and historically to come up with a deeply and historically to come up with a thesis for which you will argue and provide thesis for which you will argue and provide supporting evidencesupporting evidence

Essay OneEssay One

How to develop a thesis? Technique How to develop a thesis? Technique One:One:

1.1. Provide a clearly stated Provide a clearly stated answeranswer to one of the to one of the discussion questions in the syllabusdiscussion questions in the syllabus1.1. Question: What groups might have benefited Question: What groups might have benefited

from the various interpretations of from the various interpretations of Reconstruction?Reconstruction?1.1. THESIS (your answer to this): Interpretations changed THESIS (your answer to this): Interpretations changed

in concert with changing views of African Americans.in concert with changing views of African Americans.1.1. Your thesis must then be supported by evidence Your thesis must then be supported by evidence

from Hollitz, and perhaps the textbook, lecturefrom Hollitz, and perhaps the textbook, lecture2.2. But do the best you can with the evidence you haveBut do the best you can with the evidence you have

Essay OneEssay One

How to develop a thesis? Technique Two:How to develop a thesis? Technique Two:1.1. Find your own question by searching for patterns or Find your own question by searching for patterns or

anomalies in the material that are striking:anomalies in the material that are striking:1.1. For example, perhaps every selection deals with the KKKFor example, perhaps every selection deals with the KKK

2.2. Center your thoughts around this and ask “why” and “how” Center your thoughts around this and ask “why” and “how” questions: How does the portrayal of the Klan change? questions: How does the portrayal of the Klan change? Why does it change?Why does it change?

3.3. Again, the answer to your question is your thesis: Although Again, the answer to your question is your thesis: Although few historians blatantly celebrated the KKK, those who few historians blatantly celebrated the KKK, those who viewed Reconstruction as a malicious northern abuse of viewed Reconstruction as a malicious northern abuse of southern freedom suggested it was a justifiable, if southern freedom suggested it was a justifiable, if sometimes regrettable, response to northern radicalism.sometimes regrettable, response to northern radicalism.

Essay OneEssay One

How to develop a thesis? Technique Three:How to develop a thesis? Technique Three:1.1. Use ideas from lecture or textbook to analyze the assigned Use ideas from lecture or textbook to analyze the assigned

materialmaterial1.1. For example, in lecture I discussed the historical thesis that For example, in lecture I discussed the historical thesis that

racism towards blacks discouraged cooperation and class racism towards blacks discouraged cooperation and class identity between poor whites and blacks, thus serving the identity between poor whites and blacks, thus serving the interests of industrial elitesinterests of industrial elites

2.2. Question: Do the assigned readings offer evidence for or Question: Do the assigned readings offer evidence for or against this?against this?

3.3. Possible Thesis: American high school textbooks demonstrate Possible Thesis: American high school textbooks demonstrate the importance of maintaining white racism towards blacks . . . the importance of maintaining white racism towards blacks . . . [or] The idea that white racism towards blacks served elite [or] The idea that white racism towards blacks served elite interests is a clever historical theory, but evidence from interests is a clever historical theory, but evidence from American high school textbooks provides little support for this American high school textbooks provides little support for this idea.idea.

Essay OneEssay One

Support your thesis with evidenceSupport your thesis with evidence A thesis without evidence is merely an A thesis without evidence is merely an

unsubstantiated opinionunsubstantiated opinion You should assume your reader is an open-minded You should assume your reader is an open-minded

but intelligently critical thinkerbut intelligently critical thinkerMake the most logically compelling argument possible, Make the most logically compelling argument possible, supported with as much concrete specific evidence as you supported with as much concrete specific evidence as you have room forhave room for The more specific and concrete your evidence, the greater The more specific and concrete your evidence, the greater

your plausibility—show your reader you know the materialyour plausibility—show your reader you know the material

Anticipate your reader’s potential objections and deal with Anticipate your reader’s potential objections and deal with themthem

Essay OneEssay One

Remember the grading criteria and think and write Remember the grading criteria and think and write appropriatelyappropriately

An “A” Paper:An “A” Paper:1.1. Has a clearly stated and thoughtful thesisHas a clearly stated and thoughtful thesis

1.1. No “reports”!!!No “reports”!!!2.2. Bonus points for intellectual originalityBonus points for intellectual originality

2.2. Offers solid concrete historical evidence that logically supports the Offers solid concrete historical evidence that logically supports the thesisthesis1.1. Avoid the vacuously vague!!!Avoid the vacuously vague!!!2.2. Bonus points for bringing in evidence/ideas from multiple class Bonus points for bringing in evidence/ideas from multiple class

sources: lectures, the text book, etc.sources: lectures, the text book, etc.

3.3. Is well-written and polished and demonstrates great care and Is well-written and polished and demonstrates great care and effort in every regardeffort in every regard1.1. Avoid grammatical errors, silly typos, careless factual mistakes!!!Avoid grammatical errors, silly typos, careless factual mistakes!!!2.2. Get help writing if you need it: Writing Center, Wilson 1-108Get help writing if you need it: Writing Center, Wilson 1-108

Essay OneEssay OneA “B” Paper:A “B” Paper:

Has some or all of the previous, but perhaps is marred by poor Has some or all of the previous, but perhaps is marred by poor writing, an obvious or shallow thesis, substantive historical writing, an obvious or shallow thesis, substantive historical errors of fact, etc.errors of fact, etc.

A “C” Paper:A “C” Paper: Is very weak in most of the criteria but still has a thesis and Is very weak in most of the criteria but still has a thesis and

some reasonable evidencesome reasonable evidence

A “D” Paper:A “D” Paper: Is very weak in all criteria, does not have a real thesis (it is a Is very weak in all criteria, does not have a real thesis (it is a

report) or has a very poor thesis, has little or no concrete report) or has a very poor thesis, has little or no concrete evidence, but still addresses at least some element of the evidence, but still addresses at least some element of the assignmentassignment

A “F” Paper:A “F” Paper: Is very poor in all criteria and does not really address the Is very poor in all criteria and does not really address the

assignmentassignment Also could be very good in all criteria but does not Also could be very good in all criteria but does not specifically specifically

address this assignment and materialaddress this assignment and material

Farming the WestFarming the West

Recall that farmers had been gobbling up Recall that farmers had been gobbling up land since colonial daysland since colonial days Stopped at the edge of the arid PlainsStopped at the edge of the arid Plains

Post-Civil War period move into areas Post-Civil War period move into areas formerly left to the Native Americansformerly left to the Native Americans Feed the minersFeed the miners Railroad land grantsRailroad land grants Homestead Act of 1862: 160 acres free land if Homestead Act of 1862: 160 acres free land if

reside on and improve for five yearsreside on and improve for five years

Plains Indian WarPlains Indian War

A bloody, brutal war on both sides, A bloody, brutal war on both sides, massacres and mutilations committed by massacres and mutilations committed by Native Americans and American soldiersNative Americans and American soldiers

Indian attacks on (often illegal) settlers Indian attacks on (often illegal) settlers met by military retaliation and growing met by military retaliation and growing calls for annihilation of native peoplescalls for annihilation of native peoples

Racial differences encourages Racial differences encourages dehumanizing of the enemydehumanizing of the enemy

Colorado Militia attacks Black Kettle’s peaceful encampment of Cheyenne, November 29,1864

•More than 200 Cheyenne killed, mostly women and children

•Colorado “soldiers” take body parts as souvenirs, including genitalia, for display in Denver

Fetterman’s tombstone at the Little Big Horn Battlefield military cemetery

The words of General William Tecumseh Sherman, chief military commander in the American West:

•"We must act with vindictive earnestness against the Sioux . . . even to their extermination, men, women and children." (1866 letter to U.S. Grant)

•“During an assault the soldiers cannot pause to distinguish between male and female, or even discriminate as to age." (1867 letter to U.S. Grant)

•Argues his approach will provide "the final solution to the Indian problem.” (1867 letter to U.S. Grant)

Civil-war hero turned Indian fighter General Phil Sheridan, who famously declared “the only good Indians I ever saw were dead.”

Indian Rebellion of 1876Indian Rebellion of 1876

Fed up with poor conditions on Fed up with poor conditions on reservations, large numbers of Sioux and reservations, large numbers of Sioux and Cheyenne leaveCheyenne leave

Join Crazy Horse and Sitting Bull for last Join Crazy Horse and Sitting Bull for last final gathering on the banks of the Little final gathering on the banks of the Little Big Horn RiverBig Horn River

U.S. Army determined to crush rebels or U.S. Army determined to crush rebels or force back onto reservationsforce back onto reservations

•George Custer shortly before his death at the Battle of the Little Bighorn, 1876

•Civil war hero turned Indian fighter

•Leads one of three forces planning to converge on Little Big Horn

•June 25, 1876, Custer attacks camp without reconnaissance

•Custer and all 210 of this detachment are wiped out

Martyrdom of CusterMartyrdom of Custer

News of Custer’s massacre reaches News of Custer’s massacre reaches Philadelphia Expo within daysPhiladelphia Expo within daysSeemingly incongruous pairing of most Seemingly incongruous pairing of most advanced industrial technology with the “Wild advanced industrial technology with the “Wild West” story of Little Big Horn, but actually West” story of Little Big Horn, but actually relatedrelatedThe “golden-haired” Custer becomes a martyr The “golden-haired” Custer becomes a martyr for the cause of a redoubled military effort for the cause of a redoubled military effort against Plains Indiansagainst Plains IndiansWithin several years, the Plains Indians are Within several years, the Plains Indians are defeated: Killed or confined to reservationsdefeated: Killed or confined to reservations

Tying it All TogetherTying it All Together

With the Battle of the Little Big Horn, the With the Battle of the Little Big Horn, the beginning of the end for the Plains Indiansbeginning of the end for the Plains Indians

Defeat of Indians opens path for further Defeat of Indians opens path for further railroad building, agricultural settlement, railroad building, agricultural settlement, and industrial development of the and industrial development of the American WestAmerican West

Questions?Questions?