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Around 1792, just 16 years after America had gained independence from Great Britain, the country turned its attention to expanding westward and achieving “Manifest Destiny”. Some questions needed to be answered such as, how do we get across this country, how big is it, and lastly what do we do about the people who live in our way? In 1830 President Andrew Jackson signed the “Indian Removal Act” and the mass removing and relocating of Native Americans truly began. This time was all the beginning of the “Industrial Revolution” which allowed for more efficient and effective technology, namely the railroad.

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Introduction, Standard, and Background Info

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Introduction, Standard, and Background Info

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DBL name: Expansion and Reform of the American West
Code: 7.4.4.18.2

History Standard: Understand how the conquest of indigenous territory spurred industrial growth of the United States; led to increasing regional, and ethnic divisions; and inspired multiple reform movements. (Expansion and Reform: 1792-1861)

Benchmark: Identify new technologies and innovations that transformed the United States' economy and society; explain how they influenced regional development. (Expansion and Reform: 1792-1861) For example: Cotton gin, power loom, steam engine, railroad.

Code: 6.12.7.7

Literacy Standard: Be able to integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

7th Grade U.S. History: American West.

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#1: President Andrew Jackson’s 2nd annual address of congress. Policy for “Indian Removal”. Library of Congress.

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#1: President Andrew Jackson’s 2nd annual address of congress. Policy for “Indian Removal”. Library of Congress.

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-Read through these documents and summarize what is being said and how it is being said. Highlight what you feel is important. Start at statute 1 and read to the end. After highlighting, discuss with a partner what you felt was important.

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President Jackson's Address of Congress. Library of Congress.

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President Jackson's Address of Congress. Library of Congress.

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#2:  Image: “American Progress”. Library of Congress.

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#2:  Image: “American Progress”. Library of Congress.

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-Discuss this image with a partner and then as a whole class.

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1. If you were the Native Americans being removed, how would that make you feel? Why? Is that feeling contrasting to what President Jackson thought?

2. What do you see in the image “American Progress”? What jumps out to you? What does the title mean for you? Are there negative effects for others should this title be successful?

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#3: Image: “Ceremony at "wedding of the rails," May 10, 1869 at Promontory Point, Utah”. Library of Congress.

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#3: Image: “Ceremony at "wedding of the rails," May 10, 1869 at Promontory Point, Utah”. Library of Congress.

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Mini-lecture about the connection of the East and the West by railroad
-Tell a partner what the importance of this moment in time was. What stands out to you about this photo?

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1. What made expansion and reform more possible?
2. Refer back to "American Progress" image. What other things do you see in that photo that helped push expansion forward?

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#3 Image: “Past and present of reservations and land cessions”. Google Image. LINK: https://nativestudy.files.wordpress.com/2014/05/map1.jpg

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#3 Image: “Past and present of reservations and land cessions”. Google Image. LINK: https://nativestudy.files.wordpress.com/2014/05/map1.jpg

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Compare and analyze all these images together and create a short paragraph of at least 5 sentences about what you notice about the amount of land the Native American people start with vs. what they end up with. Then, in another paragraph explain how the placement of the railroads affected that.