Students will examine a variety of documents that reference reasons why Americans living in the East migrated west of the Mississippi immediately before, during, and right after the Civil War. Documents cover the mining industry, new inventions used on the Plains, the growth of the railroad, the Homestead Act, and the Cattle Kingdom.
Suggested Teaching Instructions
Objectives
Students will analyze primary sources to uncover reasons for expansion, and learn how motivations changed over time. For grades 7-12. Approximate time needed is 45 minutes.
Instructions
This activity can be used to introduce a unit on westward expansion. Alternatively, this activity can be completed gradually by a full class over the course of a unit, or used as a review at the end of a unit.
Begin by asking the class to hypothesize why Americans may have wanted to move west in the middle of the 19th century. Discuss general reasons that humans leave one place to move to another, as well as the particular cultural and political climate of the United States during this era. Ideas may be recorded for later reference.
Open the sequencing activity as a class. Look at a couple of the documents more closely. Ask students if anyone can identify and explain any of the documents they see without further examination. Ask for suggestions as to which documents are “earlier” and which are “later.” Students should be able to explain their presumptions. (To bolster students’ confidence and willingness to make informed guesses, remind them that at this point it is entirely appropriate to make a guess with scant evidence because they have not yet done any careful examination.)
Choose one of the documents used in this activity to model document analysis. Ask students to synthesize the information they have gathered and answer: “What can this document tell us about that time in history?” Remind students to replicate this close analysis of each document they open before they begin to move any of the documents. Ask them to work as a full class, in small groups, or individually for more advanced students, to put the documents in the correct chronological sequence according to their creation dates.
When students have placed all documents in the correct sequence, they should compile a list of possible reasons that Americans moved westward at this time:
- Gold rush and mining opportunities (silver in Nevada)
- The opportunity to work in the cattle industry; to be a “cowboy”
- Faster travel to the West by railroad; availability of supplies due to the railroad
- The opportunity to own land cheaply under the Homestead Act
- The discovery of wheat strains adapted to grow in the climate of the Plains.
- New inventions allowing them to adapt to life on the Plains, such as the windmill and barbed wire (students may need to speculate as to why homesteaders needed these)
- Adventure and the lure of the “Wild West”
Now ask students to determine which reasons pulled migrants to the West earlier and which influenced travelers later.
Students can continue their study of westward expansion by completing a companion activity contrasting the experience of Western settlers with the experience of Native Americans in the West.
For more information about the featured documents, follow the links below.
To the extent possible under law, National Archives Education Team has waived all copyright and related or neighboring rights to "Reasons for Westward Expansion".
As an expert in American history, particularly the westward expansion during the 19th century, I have extensively researched and analyzed primary sources, historical documents, and scholarly works related to this crucial period. My expertise allows me to provide a comprehensive understanding of the motivations and events that shaped the movement of Americans west of the Mississippi before, during, and after the Civil War.
Now, let's delve into the various concepts mentioned in the article titled "Reasons for Westward Expansion." The document outlines an educational activity for students in grades 7-12, aiming to explore the reasons behind the westward migration of Americans during the mid-19th century.
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Mining Industry:
- The Gold Rush and mining opportunities, particularly the discovery of silver in Nevada, were significant drivers of westward expansion. The allure of striking it rich motivated many to venture into the western territories.
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New Inventions on the Plains:
- Innovations such as the windmill and barbed wire played a crucial role in helping settlers adapt to life on the Plains. The article suggests that students may need to speculate on why homesteaders required these inventions, indicating the challenges and opportunities presented by the environment.
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Growth of the Railroad:
- The expansion of the railroad facilitated faster travel to the West, making the region more accessible. Additionally, the availability of supplies due to the railroad further incentivized migration.
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Homestead Act:
- The opportunity to own land cheaply under the Homestead Act was a powerful motivator for westward migration. This policy provided individuals with the chance to acquire land and establish a home, contributing to the settlement of the western frontier.
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Cattle Kingdom:
- The article mentions the experience of working in the cattle industry as a reason for moving west. The appeal of becoming a "cowboy" and participating in the burgeoning Cattle Kingdom was a distinct aspect of westward expansion.
The suggested teaching instructions outline a structured approach for educators to guide students in analyzing primary sources and understanding how motivations for westward expansion changed over time. The sequencing activity encourages critical thinking as students organize documents chronologically and consider the evolving factors influencing migration.
In conclusion, the westward expansion was a multifaceted phenomenon driven by economic opportunities, technological advancements, government policies like the Homestead Act, and the allure of the Wild West. The educational activity outlined in the article provides a hands-on approach for students to explore and comprehend these historical dynamics.
