Name: _______________________________________________ Date: __________

US HistoryMr. KatovichChapter 13 Test (Western Frontier)

Select the letter of the term, name, or phrase that best matches each description. Note: Someletters may not be used at all. Some may be used more than once.

A. Sitting BullB. Red CloudC. Dawes ActD. assimilationE. Great PlainsF. Ghost DanceG. Chisholm TrailH. George A. CusterI . Sand Creek MassacreJ. Battle of Wounded KneeK. William J. Fetterman

____ 1. This is the vast grassland extending through the west-central portion of the UnitedStates.

____ 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 warningby 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; withinminutes, 300 of them were dead.

____ 6. This colonel's bad judgment in attacking Native American warriors at the Little BighornRiver resulted in his death and that of all his troops.

____ 7. This was supposed to "Americanize" Native Americans by encouraging in them thedesire to own property and to farm reservation land distributed to Native Americanfamilies.

____ 8. This leader of the Hunkpapa Sioux never signed the Treaty of 1868. He helped to defeatthe 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 byreservation police to arrest him.

Choose the letter of the best answer.

____ 9. homesteaderA. settler recruited in Europe by a railroad companyB. African-American settler originally from the SouthC. settler who claimed land in Oklahoma by squatting on itD. settler who farmed land given by the federal government

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____ 10. soddyA. home made out of prairie turfB. invention that increased farm productionC. loan made to frontier farmers by the federal governmentD. person who bought frontier land hoping to resell it at a profit

____ 11. Morrill ActA. gave federal land to the states to help finance agricultural collegesB. gave land in Kansas to African Americans willing to settle and farm itC. gave federal land to railroad companies to encourage railroad buildingD. gave 160 acres of free land to anyone willing to cultivate it for five years

____ 12. bonanza farmA. farm claimed in the Oklahoma land rushB. farm given away by the federal governmentC. farm taken over by a bank due to bankruptcyD. 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: Someletters may not be used at all. Some may be used more than once.

A. GrangeB. silveritesC. greenbacksD. PopulismE. bimetall ismF. Oliver Hudson KelleyG. Populist PartyH. William McKinleyI . Republican PartyJ. Democratic PartyK. "Cross of Gold" speechL. 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 goldin 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 WilliamJennings 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 industrializedareas.

____ 23. This organization started out as a social outlet and educational forum for isolatedfarm 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 governmentand the Plains Indians?A. the Treaty of Fort LaramieB. the death of Sitting BullC. the Sand Creek MassacreD. 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 LaramieB. the death of Sitting BullC. the Sand Creek MassacreD. the massacre at Wounded Knee

____ 27. Which of the following was not central to the life and culture of the Plains Indians inthe 1800s?A. the horseB. the buffaloC. the extended familyD. land ownership

____ 28. Who were the exodusters?A. European immigrants who settled on the Great PlainsB. Plains Indians forced onto reservations in the 1800sC. former slaves from the South who settled on the Great PlainsD. 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 bysettlers?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 thewide-open western frontier?A. the railroadB. barbed wireC. sheep ranchingD. bonanza farming

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____ 31. Why did Plains farmers in the late 1800s tend to support bimetallism?A. It would put more money in circulation.B. It would make the nation's money supply safer.C. It would lower the prices of seed and farm machinery.D. It 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 thelate 1800s?A. inf lat ionB. falling pricesC. a tight money supplyD. a shrinking supply of farm land

____ 33. Which of the following marked the collapse of Populism?A. the Panic of 1893B. the founding of the GrangeC. the "Cross of Gold" speechD. 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. HopiB. Nez PercéC. ApacheD. Shoshone

____ 35. Which tribe had reservations near the northern U.S. border?A. ApacheB. ShoshoneC. BlackfootD. Arapaho

____ 36. The Bozeman Trail ran through which town?A. Sand CreekB. Fort LaramieC. Wounded KneeD. 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. noneD. more than 50%

____ 38. Near which feature did a battle occur in 1876?A. Missouri RiverB. Snake RiverC. Hopi reservationD. Bozeman Trail

____ 39. Which state gave the Republican candidate (McKinley) the largest number of popularvotes?A. CaliforniaB. Ill inoisC. PennsylvaniaD. New York

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____ 40. Which state gave the Democratic candidate (Bryan) the smallest number of popularvotes?A. DelawareB. VermontC. Ohio

____ 41. How many states cast at least one electoral vote for the Democratic candidate?A. 17B. 14C. 24D. 21

____ 42. How many total popular votes were cast for both candidates?A. 13, 907, 000B. 6, 493, 000C. 7, 102D. 13, 907

____ 43. Which states split their electoral votes between the two candidates?A. California and KansasB. California and KentuckyC. Kansas and KentuckyD. Kansas and Colorado

Select the letter of the term, name, or phrase that best matches each description. Note: Someletters may not be used at all. Some may be used more than once.

A. soddyB. Oliver Hudson KelleyC. assimilationD. vaqueroE. bimetall ismF. Great PlainsG. exodusterH. Battle of Wounded KneeI. William Jennings BryanJ. Homestead ActK. Dawes ActL. George A. CusterM. Chisholm TrailN. Morrill Act

____ 44. law that allowed white settlers to take much of the land set aside for NativeAmericans

____ 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 inAbilene, Kansas

____ 47. slaughter of 300 unarmed Native Americans that marked the end of the Indian wars in1890

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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 ordinarypeople

____ 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 assimilationfailed? (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. E. Great Plains

2. G. Chisholm Trail

3. F. Ghost Dance

4. I . Sand Creek Massacre

5. J. Battle of Wounded Knee

6. H. George A. Custer

7. C. Dawes Act

8. A. Sitting Bull

9. 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. bimetall ism

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.

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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. bimetall ism

53. I . William Jennings Bryan

54. Complete answers should include the following points: Native Americans had developed away of life over a period of centuries prior to the arrival of white settlers. It was unlikelythat they would willingly give this up. They believed that land was not to be owned but tobe used for the common good. Whites believed in private ownership of land and in the useof the land for profit. Official government policies and actions took land away from NativeAmericans by forcing them to sign treaties and making promises of compensation thatwere often not kept.

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55. Complete answers should include the following points: Frontier farmers faced harshweather conditions such as drought, floods, and blizzards. Not all of the land available wassuitable for farming. Settlers had to build their own houses, often either dugout homes orsoddies. Working conditions were very difficult. Men and women worked long, hard hoursplowing, planting, and harvesting. Living conditions were sometimes dangerous because ofthe presence of outlaws and the fear of Native American raids. Financially, farmers oftencarried a high amount of debt and were at the mercy of railroad companies that chargedexcessive prices to ship their crops.

56. Complete answers should include the following points: Inventions increased farmproductivity by decreasing the amount of time and effort needed to produce farm goods. Inorder to purchase new machinery, farmers went into debt, borrowing against the value oftheir land. The new machinery encouraged farmers to buy more land to cultivate. Thebigger farms grew, the more farmers' debts increased.

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Standards Summary: All Standards In Test

IL 14.C Understand election processes and responsibilities of citizens.

IL 14.D Understand the roles and influences of individuals and interest groupsin the political systems of Illinois, the United States and other nations.

IL 14.F.5 Interpret how changing geographical, economic, technological andsocial forces affect United States political ideas and traditions (e.g.,freedom, equality and justice, individual rights).

IL 14.F Understand the development of United States political ideas andtraditions.

IL 15.A.5a Explain the impact of various determinants of economic growth (e.g.,investments in human/physical capital, research and development,technological change) on the economy.

IL 16.A.5a Analyze historical and contemporary developments using methods ofhistorical inquiry (pose questions, collect and analyze data, make andsupport inferences with evidence, report findings).

IL 16.C.4b (US) Analyze the impact of westward expansion on the United Stateseconomy.

IL 16.D.4a (US) Describe the immediate and long-range social impacts of slavery.

IL 16.D.4b (US) Describe unintended social consequences of political events in UnitedStates history (e.g., Civil War/emancipation, National Defense HighwayAct/decline of inner cities, Vietnam War/anti-government activity).

IL 16.D Understand Illinois, United States and world social history.

IL 16.E.4b (US) Describe different and sometimes competing views, as substantiated byscientific fact, that people in North America have historically heldtowards the environment (e.g., private and public land ownership anduse, resource use vs. preservation).

IL 16 Understand events, trends, individuals and movements shaping thehistory of Illinois, the United States and other nations.

IL 17.A.4b Use maps and other geographic instruments and technologies toanalyze spatial patterns and distributions on earth.

IL 17.B.4b Analyze trends in world demographics as they relate to physicalsystems.

IL 17.C.5c Describe geographic factors that affect cooperation and conflict amongsocieties.

IL 17.C Understand relationships between geographic factors and society.

NCSS II Time, Continuity, and Change. Human beings seek to understand theirhistoric roots and to locate themselves in time. Such understandinginvolves knowing what things were like in the past and how thingschange and develop-allowing us to develop historic perspective andanswer important questions about our current condition.

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NCSS IIIb create, interpret, use, and synthesize information from variousrepresentations of the earth, such as maps, globes, and photographs;

NCSS IIIc use appropriate resources, data sources, and geographic tools such asaerial photographs, satellite images, geographic information systems(GIS), map projections, and cartography to generate, manipulate, andinterpret information such as atlases, data bases, grid systems, charts,graphs, and maps;

NCSS IIId calculate distance, scale, area, and density, and distinguish spatialdistribution patterns;describe, differentiate, and explain the relationships among variousregional and global patterns of geographic phenomena such aslandforms, soils, climate, vegetation, natural resources, and population;

NCSS IIIg examine, interpret, and analyze physical and cultural patterns and theirinteractions, such as land use, settlement patterns, culturaltransmission of customs and ideas, and ecosystem changes;

NCSS IIIh describe and assess ways that historical events have been influencedby, and have influenced, physical and human geographic factors in localregional, national, and global settings;

NCSS IIIi analyze and evaluate social and economic effects of environmentalchanges and crises resulting from phenomena such as floods, storms,and drought;

NCSS IIc identify and describe significant historical periods and patterns ofchange within and across cultures, such as the development of ancientcultures and civilizations, the rise of nations-states, and social,economic, and political revolutions;

NCSS IVe examine the interactions of ethnic, national, or cultural influences inspecific situations or events;

NCSS Ic apply an understanding of culture as an integrated whole that explainsthe functions and interactions of language, literature, the arts,traditions, beliefs and values, and behavior patterns

NCSS If interpret patterns of behavior reflecting values and attitudes thatcontribute or pose obstacles to cross-cultural understanding;

NCSS VI Power, Authority, and Governance. Understanding of the historicdevelopment of structures of power, authority, and governance andtheir evolving functions in contemporary society is essential for theemergence of civic competence.

NCSS VIIIb make judgments about how science and technology have transformedthe physical world and human society and our understanding of time,space, place, and human-environment interactions;

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NCSS VIIa explain how the scarcity of productive resources (human, capital,technological, and natural) requires the development of economicsystems to make decisions about how goods and services are to beproduced and distributed;

NCSS VIIb analyze the role that supply and demand, prices, incentives, and profitsplay in determining what is produced and distributed in a competitivemarket system;

NCSS VIIf compare how values and beliefs influence economic decisions indifferent societies;

NCSS VIIh apply economic concepts and reasoning when evaluating historical andcontemporary social developments and issues;

NCSS VIIi distinguish between the domestic and global economic systems, andexplain how the two interact;

NCSS VIb explain the purpose of government and analyze how its powers areacquired, used, and justified;

NCSS VIc analyze and explain ideas and mechanisms to meet needs and wants ofcitizens, regulate territory, manage conflict, establish order andsecurity, and balance competing conceptions of a just society;

NCSS VIf analyze and evaluate conditions, actions, and motivations thatcontribute to conflict and cooperation within and among nations;

NCSS VIi evaluate the extent to which governments achieve their stated idealsand policies at home and abroad;

NCSS Xc locate, access, analyze, organize, synthesize, evaluate, and applyinformation about selected public issues-identifying, describing, andevaluating multiple points of view;

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