Name: _______________________________________________ US History Mr.

Katovich Chapter 13 Test (Western Frontier)

Date: __________

Select the letter of the term, name, or phrase that best matches each description. Note: Some letters may not be used at all. Some may be used more than once. A. B. C. D. E. F. G. H. I. J. K. Sitting Bull Red Cloud Dawes Act assimilation Great Plains Ghost Dance Chisholm Trail George A. Custer Sand Creek Massacre Battle of Wounded Knee William J. Fetterman

____ 1. This is the vast grassland extending through the west-central portion of the United States. ____ 2. This was the major cattle route from San Antonio, Texas, through Oklahoma to Kansas. ____ 3. This ritual was supposed to restore the Native American way of life. ____ 4. This resulted when the peaceful Cheyenne and Arapaho were attacked without warning by the U.S. Army. Over 150 inhabitants were killed, mostly women and children. ____ 5. This resulted when the U.S. Army fired cannons on 340 starving, freezing Sioux; within minutes, 300 of them were dead. ____ 6. This colonel's bad judgment in attacking Native American warriors at the Little Bighorn River resulted in his death and that of all his troops. ____ 7. This was supposed to "Americanize" Native Americans by encouraging in them the desire to own property and to farm reservation land distributed to Native American families. ____ 8. This leader of the Hunkpapa Sioux never signed the Treaty of 1868. He helped to defeat the U.S. Army at the Little Bighorn, toured in Buffalo Bill's Wild West Show for awhile, encouraged the Ghost Dance movement, and was eventually killed during an attempt by reservation police to arrest him. Choose the letter of the best answer. ____ 9. homesteader A. settler recruited in Europe by a railroad company B. African-American settler originally from the South C. settler who claimed land in Oklahoma by squatting on it D. settler who farmed land given by the federal government

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____ 10. soddy A. home made out of prairie turf B. invention that increased farm production C. loan made to frontier farmers by the federal government D. person who bought frontier land hoping to resell it at a profit ____ 11. Morrill Act A. gave federal land to the states to help finance agricultural colleges B. gave land in Kansas to African Americans willing to settle and farm it C. gave federal land to railroad companies to encourage railroad building D. gave 160 acres of free land to anyone willing to cultivate it for five years ____ 12. bonanza farm A. farm claimed in the Oklahoma land rush B. farm given away by the federal government C. farm taken over by a bank due to bankruptcy D. massive single-crop farm owned by railroad companies and private investors Select the letter of the term, name, or phrase that best matches each description. Note: Some letters may not be used at all. Some may be used more than once. A. B. C. D. E. F. G. H. I. J. K. L. Grange silverites greenbacks Populism bimetallism Oliver Hudson Kelley Populist Party William McKinley Republican Party Democratic Party "Cross of Gold" speech Williams Jennings Bryan

____ 13. He organized the Grange. ____ 14. He was the winner of the 1896 presidential election. ____ 15. This party supported the adoption of the gold standard. ____ 16. The government began taking these out of circulation after the Civil War. ____ 17. This political party turned the American two-party system into a three-party system. ____ 18. This was a monetary system in which the government would give people silver or gold in exchange for paper currency. ____ 19. He was nominated by two parties as their candidate for the 1896 presidential election. ____ 20. This helped convince an undecided Democratic Convention to nominate William Jennings Bryan for president. ____ 21. This political party proposed an increase in the money supply, a graduated income tax, and a federal loan program.

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____ 22. Members of this party were mainly business owners and bankers from industrialized areas. ____ 23. This organization started out as a social outlet and educational forum for isolated farm families. It soon became a political voice for farmers. Choose the letter of the best answer. ____ 24. Which of the following marked the end of the wars between the federal government and the Plains Indians? A. the Treaty of Fort Laramie B. the death of Sitting Bull C. the Sand Creek Massacre D. the massacre at Wounded Knee ____ 25. Why did the policy of treating the Great Plains as a huge reservation change? A. White settlers began wanting the land on the Plains. B. Native Americans refused to remain on the Plains. C. Native American populations decreased and needed less land. D. The Plains failed to meet the needs of Native American peoples. ____ 26. Which of the following events occurred first? A. the Treaty of Fort Laramie B. the death of Sitting Bull C. the Sand Creek Massacre D. the massacre at Wounded Knee ____ 27. Which of the following was not central to the life and culture of the Plains Indians in the 1800s? A. the horse B. the buffalo C. the extended family D. land ownership ____ 28. Who were the exodusters? A. European immigrants who settled on the Great Plains B. Plains Indians forced onto reservations in the 1800s C. former slaves from the South who settled on the Great Plains D. cowboys who worked long drives in the summer and odd jobs in the winter ____ 29. Why did little of the free land offered by the Homestead Act end up being claimed by settlers? A. The land was too difficult to farm. B. Few settlers wanted to move West at the time. C. Most of it was taken by people seeking profits. D. The government put too many restrictions on its use. ____ 30. Which of the following was most responsible for bringing an end to the era of the wide-open western frontier? A. the railroad B. barbed wire C. sheep ranching D. bonanza farming

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____ 31. Why A. It B. It C. It D. It

did Plains farmers in the late 1800s tend to support bimetallism? would put more money in circulation. would make the nation's money supply safer. would lower the prices of seed and farm machinery. would allow them to profit from the mineral rights on their land.

____ 32. Which of the following did not intensify the debts that Plains farmers had during the late 1800s? A. inflation B. falling prices C. a tight money supply D. a shrinking supply of farm land ____ 33. Which of the following marked the collapse of Populism? A. the Panic of 1893 B. the founding of the Grange C. the "Cross of Gold" speech D. the election of William McKinley

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Using the exhibit, choose the letter of the best answer.

____ 34. Which Native American group lived closest to Mexico? A. Hopi B. Nez Perc C. Apache D. Shoshone ____ 35. Which tribe had reservations near the northern U.S. border? A. Apache B. Shoshone C. Blackfoot D. Arapaho ____ 36. The Bozeman Trail ran through which town? A. Sand Creek B. Fort Laramie C. Wounded Knee D. Cheyenne

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____ 37. In 1819, Native American lands comprised how much of the continental United States? A. almost 100% B. less than 25% C. none D. more than 50% ____ 38. Near which feature did a battle occur in 1876? A. Missouri River B. Snake River C. Hopi reservation D. Bozeman Trail

____ 39. Which state gave the Republican candidate (McKinley) the largest number of popular votes? A. California B. Illinois C. Pennsylvania D. New York

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____ 40. Which state gave the Democratic candidate (Bryan) the smallest number of popular votes? A. Delaware B. Vermont C. Ohio ____ 41. How many states cast at least one electoral vote for the Democratic candidate? A. 17 B. 14 C. 24 D. 21 ____ 42. How many total popular votes were cast for both candidates? A. 13, 907, 000 B. 6, 493, 000 C. 7, 102 D. 13, 907 ____ 43. Which states split their electoral votes between the two candidates? A. California and Kansas B. California and Kentucky C. Kansas and Kentucky D. Kansas and Colorado Select the letter of the term, name, or phrase that best matches each description. Note: Some letters may not be used at all. Some may be used more than once. A. soddy B. Oliver Hudson Kelley C. assimilation D. vaquero E. bimetallism F. Great Plains G. exoduster H. Battle of Wounded Knee I. William Jennings Bryan J. Homestead Act K. Dawes Act L. George A. Custer M. Chisholm Trail N. Morrill Act ____ 44. law that allowed white settlers to take much of the land set aside for Native Americans ____ 45. plan that sought to abolish Native Americans' traditional cultures ____ 46. allowed the cattle business to flourish by providing a route to a shipping yard in Abilene, Kansas ____ 47. slaughter of 300 unarmed Native Americans that marked the end of the Indian wars in 1890

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____ 48. offered 160 acres of land free to any head of household ____ 49. provided warmth but no protection from snakes and insects ____ 50. gave federal land to the states to help finance agricultural colleges ____ 51. started an organization for farmers that came to be known as the Grange ____ 52. policy that supporters hoped would place more money in the pockets of ordinary people ____ 53. Populist candidate who lost the presidential election of 1896 Answer the following question(s) on the back of this paper or on a separate sheet of paper. 54. What are some of the main reasons that the federal government's policy of assimilation failed? (10 points) Think About: - Native Americans' way of life - cultural differences - attitude of whites toward Native Americans - government promises

55. What were some of the hardships that frontier farmers faced in the mid- to late 1800s? (10 points)

56. How did new inventions make frontier farming both easier, and more difficult? (10 points)

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Answer Sheet 1. 2. 3. 4. 5. 6. 7. 8. 9. E. Great Plains G. Chisholm Trail F. Ghost Dance I. Sand Creek Massacre J. Battle of Wounded Knee H. George A. Custer C. Dawes Act A. Sitting Bull D. settler who farmed land given by the federal government

10. A. home made out of prairie turf 11. A. gave federal land to the states to help finance agricultural colleges 12. D. massive single-crop farm owned by railroad companies and private investors 13. F. Oliver Hudson Kelley 14. H. William McKinley 15. I. Republican Party 16. C. greenbacks 17. G. Populist Party 18. E. bimetallism 19. L. Williams Jennings Bryan 20. K. "Cross of Gold" speech 21. G. Populist Party 22. I. Republican Party 23. A. Grange 24. D. the massacre at Wounded Knee 25. A. White settlers began wanting the land on the Plains. 26. C. the Sand Creek Massacre 27. D. land ownership 28. C. former slaves from the South who settled on the Great Plains 29. C. Most of it was taken by people seeking profits. 30. A. the railroad 31. A. It would put more money in circulation. Chapter 13 West Test.tgt, Version: 1

32. D. a shrinking supply of farm land 33. D. the election of William McKinley 34. C. Apache 35. C. Blackfoot 36. B. Fort Laramie 37. D. more than 50% 38. D. Bozeman Trail 39. D. New York 40. C. Ohio 41. C. 24 42. A. 13, 907, 000 43. B. California and Kentucky 44. K. Dawes Act 45. C. assimilation 46. M. Chisholm Trail 47. H. Battle of Wounded Knee 48. J. Homestead Act 49. A. soddy 50. N. Morrill Act 51. B. Oliver Hudson Kelley 52. E. bimetallism 53. I. William Jennings Bryan 54. Complete answers should include the following points: Native Americans had developed a way of life over a period of centuries prior to the arrival of white settlers. It was unlikely that they would willingly give this up. They believed that land was not to be owned but to be used for the common good. Whites believed in private ownership of land and in the use of the land for profit. Official government policies and actions took land away from Native Americans by forcing them to sign treaties and making promises of compensation that were often not kept.

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55. Complete answers should include the following points: Frontier farmers faced harsh weather conditions such as drought, floods, and blizzards. Not all of the land available was suitable for farming. Settlers had to build their own houses, often either dugout homes or soddies. Working conditions were very difficult. Men and women worked long, hard hours plowing, planting, and harvesting. Living conditions were sometimes dangerous because of the presence of outlaws and the fear of Native American raids. Financially, farmers often carried a high amount of debt and were at the mercy of railroad companies that charged excessive prices to ship their crops. 56. Complete answers should include the following points: Inventions increased farm productivity by decreasing the amount of time and effort needed to produce farm goods. In order to purchase new machinery, farmers went into debt, borrowing against the value of their land. The new machinery encouraged farmers to buy more land to cultivate. The bigger farms grew, the more farmers' debts increased.

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Standards Summary: All Standards In Test IL 14.C IL 14.D IL 14.F.5 Understand election processes and responsibilities of citizens. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. Interpret how changing geographical, economic, technological and social forces affect United States political ideas and traditions (e.g., freedom, equality and justice, individual rights). Understand the development of United States political ideas and traditions. Explain the impact of various determinants of economic growth (e.g., investments in human/physical capital, research and development, technological change) on the economy. Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). Analyze the impact of westward expansion on the United States economy. Describe the immediate and long-range social impacts of slavery. Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity). Understand Illinois, United States and world social history. Describe different and sometimes competing views, as substantiated by scientific fact, that people in North America have historically held towards the environment (e.g., private and public land ownership and use, resource use vs. preservation). Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. Analyze trends in world demographics as they relate to physical systems. Describe geographic factors that affect cooperation and conflict among societies. Understand relationships between geographic factors and society. Time, Continuity, and Change. Human beings seek to understand their historic roots and to locate themselves in time. Such understanding involves knowing what things were like in the past and how things change and develop-allowing us to develop historic perspective and answer important questions about our current condition.

IL 14.F IL 15.A.5a

IL 16.A.5a

IL 16.C.4b (US) IL 16.D.4a (US) IL 16.D.4b (US)

IL 16.D IL 16.E.4b (US)

IL 16 IL 17.A.4b IL 17.B.4b IL 17.C.5c IL 17.C NCSS II

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NCSS IIIb NCSS IIIc

create, interpret, use, and synthesize information from various representations of the earth, such as maps, globes, and photographs; use appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images, geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interpret information such as atlases, data bases, grid systems, charts, graphs, and maps; calculate distance, scale, area, and density, and distinguish spatial distribution patterns; describe, differentiate, and explain the relationships among various regional and global patterns of geographic phenomena such as landforms, soils, climate, vegetation, natural resources, and population; examine, interpret, and analyze physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes; describe and assess ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local regional, national, and global settings; analyze and evaluate social and economic effects of environmental changes and crises resulting from phenomena such as floods, storms, and drought; identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nations-states, and social, economic, and political revolutions; examine the interactions of ethnic, national, or cultural influences in specific situations or events; apply an understanding of culture as an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding; Power, Authority, and Governance. Understanding of the historic development of structures of power, authority, and governance and their evolving functions in contemporary society is essential for the emergence of civic competence. make judgments about how science and technology have transformed the physical world and human society and our understanding of time, space, place, and human-environment interactions;

NCSS IIId

NCSS IIIg

NCSS IIIh

NCSS IIIi

NCSS IIc

NCSS IVe NCSS Ic

NCSS If NCSS VI

NCSS VIIIb

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NCSS VIIa

explain how the scarcity of productive resources (human, capital, technological, and natural) requires the development of economic systems to make decisions about how goods and services are to be produced and distributed; analyze the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system; compare how values and beliefs influence economic decisions in different societies; apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues; distinguish between the domestic and global economic systems, and explain how the two interact; explain the purpose of government and analyze how its powers are acquired, used, and justified; analyze and explain ideas and mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, establish order and security, and balance competing conceptions of a just society; analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation within and among nations; evaluate the extent to which governments achieve their stated ideals and policies at home and abroad; locate, access, analyze, organize, synthesize, evaluate, and apply information about selected public issues-identifying, describing, and evaluating multiple points of view;

NCSS VIIb

NCSS VIIf NCSS VIIh NCSS VIIi NCSS VIb NCSS VIc

NCSS VIf NCSS VIi NCSS Xc

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