Frontiers Schedule

The American West: Borders and Frontiers

Course Schedule of Readings and Assignments


Women dancing on Glacier Point at Yosemite National Park in the 19th century. The federal government set aside the park in 1894 -- and from then on the area was a site of power struggles. The picture, a quintessential western image, represents many of the themes of the 19th and 20th centuries in United States history including environmental preservation, women's rights, and the struggle between the federal government and local governments. California Historical Society

Women dancing on Glacier Point at Yosemite National Park in the 19th century. The federal government set aside the park in 1894 -- and from then on the area was a site of power struggles. The picture, a quintessential western image, represents many of the themes of the 19th and 20th centuries in United States history including environmental preservation, women's rights, and the struggle between the federal government and local governments. California Historical Society

You should have the following books:

The West in the History of the Nation, William Deverell and Anne Hyde

Shadows at Dawn, Karl Jacoby

Golden State, Golden Youth, Kirse Granat May

A BLOCK = 2nd semester

The assignments are due on the day they are listed. So the reading we will discuss IN CLASS on August 22nd is your Frederick Jackson Turner reading.

Topic: Introductions

Jan 2, 4, 6: Film "Giant" or "Rio Bravo" -- read sections 2 and 3: Film Analysis of The Western as Genre and Culture of Classical Hollywood

How did the film represent our main Topics of the Semester?

The West as Frontiers of Violence, Energy/Environment, Multi-Culturalism, and Economy

Topic: Definitions

Jan 10: Where in the World is the West?

Homework: State Assignment

Use the Internet to find information about the state you were assigned last class.

Paper: You must explain in a 2-3 page paper:

the economic drivers of the state

median income level of residents

the population of the state and its comparative postition in relation to other states

ethnic make-up of the state

the ecology of the state (landforms)

major cities

the polical structure of the state (Republican, Democrat, mixed...) and the number of Congressional Representatives (NOT Senators...each state has 2 of those!)

Sources: You may want to use the World Atlas, and the US Census Website (this is especially good for the median income and ethnic composition of the states).

You MAY use Wikipedia, but if you do you must use another site as well!

Google Treck Map: The visual aid for your presentation must utilize Google Maps. Create your own map with information about the state you are researching. Here is how:

Sign into your google gmail account (your STG IS a Google account). Go to "more" in the upper lefthand corner and click on it...then click "Even more". That will take you to google's home page. Towards the middle of the page click on 'maps.' On the left hand side of the map page there are two links; click on the one that says 'My Places.' Another link will appear that says 'Create new Map.' After you click this you will be asked to fill in a title. There are pin functions that appear on the top left hand side of the actual map itself. This is how you add pin drops and (if you want) connecting lines. When you grab a pin and drop it, a text box will appear. Make sure to select 'rich text' because this is how you can add text, images, links, whatever. You must have at LEAST 5 pins with relevant information and/or pictures for this presentation. Please share your map with Dr. Berry and she will send the link to the entire class!

Jan 12: Continue Map presentations

Jan 17: Sub -- Watch film

Jan 19: The Significance of "Frontier"

Frederick Jackson Turner, “The Significance of the Frontier in American History” on-line at:
http://xroads.virginia.edu/~HYPER/TURNER/

ALL Post on Schoology

ALL read Chapter 1

Also read the following chapter according to the first letter in your last name:

Please remember which chapter you were assigned.

read Chpt VII (seven) -- Molly, Jason, Bernd, Erin

read Chpt XI (eleven) -- Matt, Jordan, Sean, Alex, Lauren

read Chpt XII (twelve) -- Jessie, James, Brittany, Rowdy

read Chpt IX (nine) -- Stewart, Rachel, Isaac, Sam

Topic: Cultural Frontiers -- 19th Century

Jan 23 : How did We Get Here? And where is "Here"? -- The Mexican-American War (LECTURE)

In-class reading and Primary Source Lesson: Major Problems pp 160-162 (HANDOUT)

YOU SHOULD BEGIN POSTING TOPIC POSTS ON SCHOOLOGY!

Jan 27: Multi-Cultural Contact on the 19th Century Frontier through the Camp Grant Massacre

And Schoology post DUE!

Reading: You will be divided into 4 groups for the reading of Jacoby. It will be your job in class to explain to the others the perspective of the events from your group's point of view. You may read more of the book if you are so compelled. First section of reading due this day!

ALL = Read the Introduction AND Part 2 184-188

Group 1 = The O'odham pp. 13-49 and pp 191-203

Group 2 = Los Vecinos pp 49-95 and pp 203-220

Group 3 = The Americans pp 95-143 and pp 220-245

Group 4 = The Nnee (Apache) pp. 143-181 and pp 245-273

Jan 31 : Finish Jacoby

Feb 1-3 Ropes course ....no class

Feb 6: Cultural Contacts, War, and Exclusion on the Frontier and Mormon background (mostly LECTURE)

In-Class reading of Mormon History. Divided into groups, read the History of Sacred Places as told on the LDS site. Also read the section of the Introduction titled "The Testimony of the Prophet Joseph Smith." (you have to scroll down a bit)

Finish Background on Indian Wars and Mormons

ASSIGN Railroad biographies

Feb 8: Mormons Discussion of Summer/Winter Reading! -- Reading in the Round

SUMMER/Winter READING DUE HERE! We will have a VERY fun in-class activity -- but it won't be fun if you haven't read! Check your email to receive your class assignment!

BEGIN WRITING YOUR Comparative Massacre Paper (see Schoology for the specifics).

Feb 10th : FINISH Summer reading discussion

Topic Transition: Environmental and Economic Frontiers --19th Century

Feb 14 : Film -- The Geography of Hope of The West

BE WORKING ON YOUR PAPER!

Feb 16 : Work Day

Feb 20: Work Day

ROUGH draft of Comparative Masscare Paper due by the end of the day!

Feb 22: The Railroad Commeth -- and so do the Chinese -- Begin Railroad Project

We will be using the following PBS Site to inform our in-class investigation of the building of the Transcontinental Railroad.

READ:

You have been assigned a person to research (see list below)-- please find the biography of your person on the PBS site. Be ready to explain your person's role in the creation of the railroad.

Oakes Ames (Matt Roberts and Alex), Casement brothers (Isaac and Bernd), Crocker brothers (Jason and James), Thomas Durant (Molly and Sam), Collis Huntington (Rachel and Rowdy), Judah Theodore (Sean and Jordan), Leland Stanford (Erin and Stewart), Granville Dodge (Brittany and Jessie)

READ: Intro

PLAY: With this interactive Map -- what is important to note here?

SKIM: The Timeline of the TCRR

LOOK: at the Photo Gallery -- what is of interest in these photos?

Feb 28: Homesteading on the Frontier -- Women as "civilizing" -- Suffrage!

Reading: PDF on Women Homesteaders AND "Bordeaux v. Bordeaux"

March 1: Animals (buffalo), Minerals (gold and silver -- Tombstone), and Vegetables (agriculture on the Frontier)

READ: Dan Flores, "Bison Ecology" in Major Problems pp 103-117 (HANDOUT)

March 2nd: Final Draft Comparative Massaacre Paper DUE

Topic: Frontiers of Violence late 19th Century-New West

March 5: Mining Lives and Intro to Hard Rock Mining in the Gilded Age

Reading: Hyde -- Chpt 5

March 7: Mining Strike Project PROJECT Explanation here! Use the references linked below to get a start. You may use other sources too!

Work day -- Lesson Plans and Homework assignments due!

Cripple Creek and Coeur d'Alene Strikes:

Cripple Creek:
(you may have to type "Cripple Creek" into the search box on this site...I can't get the link to work) History Matters: http://historymatters.gmu.edu/search.php?function=find

A few pics From the Denver Public Library http://digital.denverlibrary.org/cdm4/results.php?CISOOP1=any&CISOBOX1=posted&CISOFIELD1=CISOSEARCHALL&CISOOP2=all&CISOBOX2=cripple+creek+strike%2C+cripple+creek%2C+colo.%2C+1903-1904.&CISOFIELD2=subjec&CISOROOT=/p15330coll22&t=s

Coeur d'Alene Strike:

Library of Congress http://www.loc.gov/rr/news/topics/cour.html

History Matters
http://historymatters.gmu.edu/d/5366

LUDLOW:

PBS
http://www.pbs.org/wgbh/amex/rockefellers/sfeature/sf_8.html

History Matters ( you have to type Ludlow into the search box on this site)
http://historymatters.gmu.edu/search.php?function=find

University of Denver
good pictures: http://www.du.edu/ludlow/cfphoto.htm
http://www.du.edu/ludlow/index.html (general coal strike info)

BISBEE:
University of Arizona http://www.library.arizona.edu/exhibits/bisbee/

March 12: Continue Mining -- Clean up Lesson Plans -- work day

Rubric for Project

March 16: Mining Strike Lessons

March 20: Finish lessons

March 22: Violence in the "Old" West -- Violence in the "New" West

Reading:

Roundtable on US West and Violence (you will be given an author to read from this article)

AND President Obama's Op Ed on Gun Control

AND HCN's Feature on Guns in the West 2007

AND you must find ONE article on violence in the West recently (Gabby Giffords or the border patrol agents come to mind) please post on Schoology.

March 26: WWI and 20th Century Immigration -- The creation of THE Border

Reading: Hyde -- Chpt 7

Show: The Plow that Broke the Plains

Topic Transition: Environmental and Economic Frontiers 20th Century

March 30: Water Background -- Lecture (prior appropriation)

Reading: Wallace Stegnar, "Striking the Rock" in Major Problems, pp 398-406 HANDOUT

April 10: DAM research project begins and The Dust Bowl and WATER

Reading: Hyde Chpt 9

Hetch Hetchy

For our in-class debate, you must read the following sources and prepare a character to play (based on the pro/con position you are assigned below) in a debate about the wisdom of putting the dam in Hetch Hetchy. You must come to class prepared with a written opening statement on your position regarding the Hetch Hetchy dam and two rebuttals against arguments you anticipate coming from the other side. You must write and act as though you were attending a Congressional hearing in 1912. You will turn in the written materials for a grade.

PRO building of Hetch Hetchy:

Stewart, Erin, Brittany, Jessie, James, Jordan Jason, Molly

CON building of Hetch Hetchy:

Rowdy, Rachel, Sam, Sean, Matt, Bernd, Isaac, Alex

PRESENT CONTROVERSY:

Restoring Hetch Hetchy Organization

Sierra Club on Hetch Hetchy

BAWSACA (the agency that controls the dam and delivers the water)

HISTORY:

Problem Solving on "A Biography of America"

A List of Sources from The Virtual Library of the City of San Fransisco

History Matters section on Hetch Hetchy