Interiors of Private Dwellings in the Gadsden Purchase Area, 1854-1915

Total Page:16

File Type:pdf, Size:1020Kb

Interiors of Private Dwellings in the Gadsden Purchase Area, 1854-1915 Interiors of private dwellings in the Gadsden Purchase Area, 1854-1915 Item Type text; Thesis-Reproduction (electronic) Authors Valanti, Karen Lorrayne, 1942- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 05/10/2021 17:43:59 Link to Item http://hdl.handle.net/10150/337369 INTERIORS OF PRIVATE DWELLINGS IN THE GADSDEN PURCHASE AREA 1854-1915 by Karen Lorrayne Valanti A Thesis Submitted to the Faculty of the SCHOOL OF HOME ECONOMICS In Partial Fulfillment of the Requirements For the Degree of MASTER OF SCIENCE In the Graduate College THE UNIVERSITY OF ARIZONA 1 9 7 6 Copyright 1976 Karen Lorrayne Valanti STATEMENT BY AUTHOR This thesis has been submitted in partial fulfill­ ment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this thesis are allowable without special permission, provided that accurate acknowl­ edgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: APPROVAL BY THESIS DIRECTOR This thesis has been approved on the date shown below: /% NAOMI REICH /Daye Associate Professor of Home Economics ACKNOWLEDGMENTS I am grateful to the individuals and institutions listed in the picture credits, to the members of my thesis committee, to Tom Peterson for his editorial comments and for teaching me so much about dating old photographs, and especially to John Gilchriese for giving me such hearty encouragement and direction. Deepest gratitude to my friends and loved ones who have laughed and cried with me through this experience. iii TABLE OF CONTENTS Page LIST OF ILLUSTRATIONS............................. vii ABSTRACT........................................... xix CHAPTER I. INTRODUCTION ............................... 1 Statement of Problem H cn Objectives of the Study Scope and Limitations . II. REVIEW OF LITERATURE . in in General Information ..................... Useful Information ..................... vp Publications Not Relative to the Study . 10 III. PROCEDURES ................ 14 IV. AREA OF S T U D Y ..................... 19 Geography............................... 19 Characteristics of Area Dwellings .... 21 Resources............................... 23 Living Conditions in Tucson ............ 24 Ranches and M i n e s ....................... 40 Mexican Dwellings ..... ............ 45 V. FLOOR T R E A T M E N T S ........................... 49 A n a l y s i s .............. 49 Eyewitness Accounts................ .. 50 Iconography ............................. 55 VI. WALL TREATMENTS............................. 63 A n a l y s i s ............................... 63 Eyewitness Accounts ..................... 64 Iconography............................. 67 iv V TABLE OF CONTENTS— Continued Page VII. D O O R S .......... 82- Analysis ............................... 82 Eyewitness Accounts ........... 83 Iconography ...... ................ 85 VIII. WINDOW TREATMENTS .............. ...... 95 A n a l y s i s ........ ...................... 95 Eyewitness Accounts .............. 95 Iconography ........ .......... 99 IX. CEILING TREATMENTS AND LIGHTING ............ 110 Analysis ............................... 110 Eyewitness Accounts ........... Ill The Beginnings of Electricity .......... 116 Iconography . ............... 117 X. FURNITURE................................... 134 A n a l y s i s .......................... 134 Eyewitness Accounts.......... 135 Iconography...................... 143 XI. HEATING SYSTEMS............................. 176 A n a l y s i s ............................... 176 Eyewitness Accounts ........ ...... 177 Iconography .................. ..... 182 XII. STORAGE..................................... 197 Analysis .............. ........ 197 Eyewitness Accounts ..................... 198 Iconography.................... 199 XIII. ACCESSORIES . ........................... 208 Analysis ............................... 208 Eyewitness Accounts .......... ..... 209 Iconography............................. 214 XIV. CONCLUSIONS..................... 233 Characteristics of Interiors .......... 233 Evaluation of Objectives .............. 236 Recommendations for Further Study .... 237 vi TABLE OF CONTENTS— Continued Page APPENDIX A. COPY OF THE LETTER SENT THE UNIVERSITIES, MUSEUMS, HISTORICAL SOCIETIES, AND PRIVATE INDIVIDUALS REQUESTING INFORMATION .............. 240 APPENDIX B, CATALOGING FORMS FOR PHOTOGRAPHS .... 242 SELECTED BIBLIOGRAPHY . ............................. 244 LIST OF ILLUSTRATIONS Figure Page 1. Map showing the disputed territory of the Gadsden Purchase ........... 20 2. Map showing the original and actual lines of the Gadsden Purchase 20 3. "Our bed on starry nights at 226 S. Third Ave,"; the Otto and Marie Haeber residence; Tucson, 1913 .................. 26 4. "Our bed at 226 S. Third Ave. on rainy nights"; the Otto and Marie Haeber residence; Tucson, 1913 .................. 26 5. "Home" near Naco; Naco, ca. 1900 28 6. Unidentified outdoor dwelling; southern Arizona, ca. 1915 .......... 28 7. Frank Sabichi with two amigos in front of rastras; Tucson, ca. 1908 ............ 36 8. Bill Rhoades' ranch located between San Xavier and Tubac, Arizona, in January 1865 41 9. Miner at home in southern Arizona, ca. 1885 . 41 10. Hauling a tenderfoot; taken in 1883 near Camp Thomas, A r i z o n a ....................... 43 11. Unidentified bedroom outdoors; Florence, ca. 1890 57 12. The James S. Douglas residence; Bisbee, ca. 1900 57 13. The Dr. Fred Sweet residence; Bisbee, ca. 1890 58 14. The Edward and Mary Titcomb residence; Nogales, late 1890's .......... ...... 58 vii viii LIST OF ILLUSTRATIONS— Continued Figure Page 15. The Roy and Annie Laos residence; 647 S. 4th Ave., Tucson, ca. 1895 .............. 59 16. The Selim M. Franklin residence; 402 N. Main St. , Tucson, 1900 ........ .. 59 17. The Albert Steinfeld residence; dining room, 300 N. Main Street, Tucson, 1907 . 60 18. The Albert Steinfeld residence; living room, 300 N. Main Street, Tucson, 1907 . 60 19. The William Brophy residence; entry, Bisbee, 1907 ..... ................... 61 20. The William Brophy residence, a Navajo rug on the left and a Mexican Saltillo rug under the bed; Bisbee, 1907 . ............. 61 21. An unidentified residence; Bisbee, ca. 1915 . 62 22. Early Arizona group; Tucson, ca. 1885 .... 71 23. Cotilde S. Amador; Las Cruces, ca. 1890 . 71 24. An unidentified parlor; Tucson, ca. 1890 . 72 25. Bedroom of the Lewis Douglas residence; Douglas, 1890's ........................... 72 26. Parlor of the Lewis Douglas residence; Douglas, 1890's ........................... 73 27. Living room of the Lewis Douglas residence; Douglas, late 1890's .......... 73 28. A second view of the Lewis Douglas living room; Douglas, late 1890's .............. 74 29. "The Party," the William Brophy residence called "The Cottage"; Bisbee, 1894; left to right: Van Gorden, Mrs. Engle, Clem Copeland, Mother and Father ............ 74 30. The Harry Parks residence; Willcox, 1898 . 75 31. "Uncle Ben Williams' House"; Douglas, ca. 1900 75 ix LIST OF ILLUSTRATIONS— Continued Figure Page 32. Dining room of the Selim M. Franklin residence; 402 N. Main, Tucson, 1900 . 76 33. The Mary Haworth parlor; Tucson, 1902 .... 76 34. Unidentified parlor corner; Tucson, ca. 1903 77 35. A party at Livingston's house; Yuma, ca. 1905 78 36. A girl's attic room; Tucson, ca. 1908 .... 79 37. Second view of a girl's attic room; Tucson, ca. 1908 79 38. Third view of a girl's attic room; Tucson, ca. 1908 80 39. Mr. Bain at home; Dos Cabezas, 1 9 1 1 ........ 80 40. The William Brophy residence, small pictures hung high on the walls; Bisbee, 1907 . 81 • 41. The William Brophy residence; Bisbee, ca. 1914; a remodeled view of Figure 40 . gi 42. The James S. Douglas residence, library; Bisbee, ca. 1890 87 43. The Ben C. Williams residence, a transom • with gathered fabric over it; ca. 1890 . g? 44. The Ben C. Williams residence, game room; Bisbee, ca. 1890 88 45. The John Slaughter ranch house; Cochise County, ca. 1895 88 46. The M. G. Samaniego residence; 1895 ........ 89 47. The Drachman residence; Tucson, ca. 1900 . 89 48. The William Brophy residence, entry; Bisbee, ca, 1900 go 49. The Robles ranch house; Tucson, 1901 .... 90 X LIST OF ILLUSTRATIONS— Continued Figure Page 50. Unidentified bedroom; Helvetia, 1902 .... 91 51* The E. 0. Stratton residence; 305 E. Third St., Tucson, 1902 ........ ................ 91 52. The Albert Steinfeld residence, panel door; 300 N. Main, Tucson, ca. 1900 ............ 92 53. The Henry Walker residence; Benson, 1907 . 92 54. "Home in a Southern Pacific boxcar"; Cochise, 1 9 1 0 ......... ........... .. 93 55. The James S. Douglas residence, curtain treatment on door; Douglas, 1912 93 56. The S. J. Mansfeld residence; N. Main St. , Tucson, 1 9 1 3 ......................... 94 57. The Frank N. Wolcott residence; Tombstone, 1889 102 58. The Ben Williams residence, large floral print draperies; Bisbee, ca. 1890 ........ 102 59. The Ben Williams residence, a second view of Figure 58; Bisbee, ca. 1890 103 60. The Ben F. Daniels residence, large floral print draperies; Tucson, ca.
Recommended publications
  • Our Public Land Heritage: from the GLO to The
    Our Public Land Heritage: From the GLO to the BLM Wagon train Placer mining in Colorado, 1893 Gold dredge in Alaska, 1938 The challenge of managing public lands started as soon as America established its independence and began acquiring additional lands. Initially, these public lands were used to encourage homesteading and westward migration, and the General Land Office (GLO) was created 1861 • 1865 to support this national goal. Over time, however, values and attitudes American Civil War regarding public lands shifted. Many significant laws and events led to the establishment of the Bureau of Land Management (BLM) and 1934 laid the foundation for its mission to sustain the health, diversity, and 1872 1894 Taylor Grazing Act productivity of America’s public lands for the use and enjoyment of General Mining Law Carey Act authorizes authorizes grazing 1917 • 1918 present and future generations. identifies mineral transfer of up to districts, grazing lands as a distinct 1 million acres of World War I regulation, and www.blm.gov/history 1824 1837 1843 1850 1860 class of public lands public desert land to 1906 1929 public rangeland subject to exploration, states for settling, improvements in Office of Indian On its 25th “Great Migration” First railroad land First Pony Express Antiquities Act Great Depression occupation, and irrigating, and western states 1783 1812 Affairs is established anniversary, the on the Oregon Trail grants are made in rider leaves 1889 preserves and 1911 purchase under cultivating purposes. Begins (excluding Alaska) General in the Department General Land Office begins. Illinois, Alabama, and St. Joseph, Missouri. Oklahoma Land Rush protects prehistoric, Weeks Act permits Revolutionary War ends stipulated conditions.
    [Show full text]
  • Who Wants to Be a Millionaire Template
    8th Grade U.S. History Chapter 13 Review #1 What is one reason people rushed to California in 1848? Discovery of Approval of A: B: gold/mineral slavery deposits Opening of a cross- Numerous rivers C: D: country railroad for farming B. Discovery of gold/mineral deposits #2 The concept of Manifest Destiny was important during the _______. War of 1812 A: B: Mexican War Revolutionary French and C: War D: Indian War B. Mexican War #3 “We had to search for a pass between the mountains that would allow us to get to Oregon.” This pioneer was writing about what mountain range? Rocky Appalachian A: B: C: Smoky D: Adirondack A. Rocky #4 What natural barrier would a traveler heading west to Colorado encounter? Rio Grande A: Great Lakes B: River Rocky Sierra Nevada C: Mountains D: Mountains C. Rocky Mountains #5 Manifest destiny was the idea that_____. American democracy Americans should A: should spread across B: conserve natural the continent environment More fertile land More land would C: was needed for D: increase U.S. food production international power A. American democracy should spread across the continent #6 The belief in Manifest Destiny was a MAJOR cause of ________. Conflicts Land disputes A: between farmers B: between competing & ranchers railroads Land disputes Conflicts between C: east of the D: U.S. & neighboring Appalachian Mts. countries D. Conflicts between U.S. & neighboring countries #7 “Our manifest destiny (is) to overspread the continent allotted by Providence for the free development of our yearly multiplying millions.” This statement influenced which idea? Abolition Tariff of A: B: movement Abominations Completion of Settlement of C: D: the Erie Canal Oregon country D.
    [Show full text]
  • Arizona and the Gadsden Purchase
    Location, Location, Location: Arizona and the Gadsden Purchase Author Keith White Grade Level High School Duration 2 class periods National Standards AZ Standards Arizona Social Science Standards GEOGRAPHY ELA Geography Element 1: The Reading The use of geographic World in Spatial Key Ideas and Details representations and tools help Terms 11-12.RI.1 Cite strong and thorough individuals understand their world. 1. How to use maps textual evidence to support analysis of HS.G1.1 Use geographic data to explain and other geographic what the text says explicitly as well as and analyze relationships between representations, inferences drawn from the text, locations of place and regions. Key tools geospatial including determining where the text and representations such as maps, technologies, and leaves matters uncertain. remotely sensed and other images, spatial thinking to Integration of Knowledge and Ideas tables, and graphs understand and 11-12.RI.7 Integrate and evaluate future conditions on Earth’s surface. communicate multiple sources of information HS.G3.1 Analyze the reciprocal nature of information presented in diverse formats and how historical events and the diffusion of Element 2: Places media (e.g., visually, quantitatively, as ideas, technologies, and cultural and Regions well as in words) in order to address a practices have influenced migration 4. The physical and question or solve a problem. patterns and the distribution of human human characteristics Writing population. of places Text Types and Purposes HS.G3.5 Evaluate the impact of social, Element 4: Human 11-12.W.2 Write political, and economic decisions that Systems informative/explanatory texts, have caused conflict or promoted 12.
    [Show full text]
  • Learn About the United States Quick Civics Lessons for the Naturalization Test
    Learn About the United States Quick Civics Lessons for the Naturalization Test M-638 (rev. 02/19) Learn About the United States: Quick Civics Lessons Thank you for your interest in becoming a citizen of the United States of America. Your decision to apply for IMPORTANT NOTE: On the naturalization test, some U.S. citizenship is a very meaningful demonstration of answers may change because of elections or appointments. your commitment to this country. As you study for the test, make sure that you know the As you prepare for U.S. citizenship, Learn About the United most current answers to these questions. Answer these States: Quick Civics Lessons will help you study for the civics questions with the name of the official who is serving and English portions of the naturalization interview. at the time of your eligibility interview with USCIS. The USCIS Officer will not accept an incorrect answer. There are 100 civics (history and government) questions on the naturalization test. During your naturalization interview, you will be asked up to 10 questions from the list of 100 questions. You must answer correctly 6 of the 10 questions to pass the civics test. More Resources to Help You Study Applicants who are age 65 or older and have been a permanent resident for at least 20 years at the time of Visit the USCIS Citizenship Resource Center at filing the Form N-400, Application for Naturalization, uscis.gov/citizenship to find additional educational are only required to study 20 of the 100 civics test materials. Be sure to look for these helpful study questions for the naturalization test.
    [Show full text]
  • Bulletin 74. Report on Boundaries of Territorial Acquisitions
    Twelfth Census of the United States. CENSUS BULLETIN. No. 74. WASHINGTON, D. C. July 20, 1901. REPORT ON BOUNDARIES OF TERRITORIAL ACQUISITIONS .. Hon. WILLIAM R. MERRIAM, have no official standing, but are entitled only to sucl1 Director of the Census. weight as is carried by the names of the individuals Sm: I have the honor to transmit herewith, for pub­ signing the report. Even so, there is no doubt that its lication as a census bulletin, the "Report of a Conference results have materially decreased the conflicts of official upon the Boundaries of the Successive Acquisitions of Ter­ authority in this field. The main conclusions of the con._ ritory by the United States." The conference was con­ ference, as detailed in the following pages, may be sum­ stituted of representatives of the Department of State, the marized as follows : Coast and Geodetic Survey, the Geological Survey, the 1. The region between the Mississippi "River and lakes Census Office, and the Ubrary of Congress. It was ap­ Maurepas and Pontchartrain to the west, and the Perdido pointed at the req nest of the Census Office, and as an River to the east, should not be assigned either to the advisory committee to that office on certain controverted Louisiana Purchase or to the Florida Purchase, but subjects. marked with a legend indicating that title to it between In the '' Statistical Atlas of the United States, Based 1803 and 1819 was in dispute. upon Results of the Eleventh Census," is a map (Plate I) 2. The line between the Mississippi River and the Lake giving the boundaries of the successive acquisitions of ter­ of the Woods, separating the territory of the United ritory by the United States, exclusive of Alaska.
    [Show full text]
  • Treaty of Hidalgo Aquistions
    Treaty Of Hidalgo Aquistions Mellowing Truman never nichers so stuffily or spread-eagles any driving histrionically. Eurasian Waverly alienating her SheffyBengalese homologize so blithesomely some calcars that Lucio respectively. lease very greyly. Harnessed and obtect Fons trip her alderman incurvate while Tendency to northern and negotiations were the united states as far stronger fugitive slave state whigs treaty of hidalgo, one thousand people related to purchase doubled the rio grande as Century demonstrates that the acquisition and control of land was that primary. Transcontinental railroad track in several days, shall be done because of hidalgo, including nominating conventions on. Acquired almost opposite of that territory in the 14 Treaty of Guadalupe-Hidalgo. Mexico City in September 14 Treaty of Guadalupe Hidalgo ended war. The cheat of Guadalupe Hidalgo also how as the Mexican Cession. How Acquired purchased from Spain in the Adams-Onis Treaty Florida Purchase. Strength in guam are excluded by treaty of hidalgo aquistions, especially those of. Offering an appropriately large compensatory payment of hidalgo: treaty of hidalgo aquistions for mexicans were adverse to mexico city of hidalgo acquisitions are you tried to use of. Treaty of Guadalupe Hidalgo Wikipedia. Historic Treaty of Guadalupe Hidalgo artifacts to be auctioned. White folks acquired land legally from many Mexicans a drill of whom. The canvas of Guadalupe Hidalgo in 14 This massive land grab was significant opportunity the moist of extending slavery into newly acquired territories had. Treaty of Guadalupe Hidalgo 14 Immigration History. The warrior set line border between Texas and Mexico and ceded land come now includes the states of California Nevada Utah New Mexico most of Arizona and Colorado and parts of Oklahoma Kansas and Wyoming to the United States.
    [Show full text]
  • Westward Expansion (June 23, 2014) - Part I: Expansion Map & Chart After Completing Your Map, Work with Your Partner to Complete the Chart Below
    Teaching American History (TAH): Freedom and the Frontier Institute PSA: Westward Expansion (June 23, 2014) - Part I: Expansion Map & Chart After completing your map, work with your partner to complete the chart below. Name of Territory When was it How was it acquired? What prior information do you know acquired? concerning the territory? Original 13 Colonies Founded from 1607 Declared independence in 1776 to Major seaports (i.e., New York, Boston) to 1733; become the original thirteen United Bordered by Appalachians to the west Independent in 1776 States of America Three distinctive sections (New England, Mid-Atlantic, and Southern) A: B: C: D: E: F: G: H: Teaching American History (TAH): Freedom and the Frontier Institute PSA: Westward Expansion (June 23, 2014) - Part I: Expansion Map & Chart (Target Responses) After completing your map, work with your partner to complete the chart below. Name of Territory When was it How was it acquired? What prior information do you know acquired? concerning the territory? Original 13 Colonies Founded from 1607 Declared independence in 1776 to become Major seaports (i.e., New York, Boston) to 1733; the original thirteen United States of Bordered by Appalachians to the west Independent in 1776 America Three distinctive sections (New England, Mid-Atlantic, and Southern) A: Trans-Appalachia 1783 Ceded by Great Britain to the U.S. in the Can include any relevant information on Treaty of Paris that ended the geography, history, economy, etc. Revolutionary War B: Louisiana Purchase 1803 Purchased for $15 million from France to secure control of New Orleans and promote national security C: Red River Valley 1818 Ceded by Great Britain as part of the (North) British-American Convention that established the 49th parallel as a border D: Florida 1819 Purchased from Spain after Andrew Jackson’s invasion of the territory made it clear that Spain could not hold it E: Texas 1845 Independent republic since the Texas Revolution in 1836; annexed by the U.S.
    [Show full text]
  • Gadsden Purchase, 1853–1854
    7/21/19, 7(21 PM Page 1 of 1 Search... Home Historical Documents Department History Guide to Countries More Resources About Us Home › Milestones › 1830-1860 › Gadsden Purchase, 1853–1854 MILESTONES: 1830–1860 NOTE TO READERS TABLE OF CONTENTS “Milestones in the History of U.S. Foreign Relations” has been retired and is no longer maintained. For more 1830–1860: Diplomacy and information, please see the full notice. Westward Expansion Indian Treaties and the Removal Act of 1830 Gadsden Purchase, The Amistad Case, 1839 1853–1854 The Opening to China Part I: the First Opium War, the The Gadsden Purchase, or Treaty, was an agreement between United States, and the Treaty the United States and Mexico, finalized in 1854, in which the of Wangxia, 1839–1844 United States agreed to pay Mexico $10 million for a 29,670 square mile portion of Mexico that later became part of Arizona Webster-Ashburton Treaty, and New Mexico. Gadsden’s Purchase provided the land 1842 necessary for a southern transcontinental railroad and attempted to resolve conflicts that lingered after the Mexican- The Oregon Territory, 1846 American War. The Annexation of Texas, the Mexican-American War, and the Treaty of Guadalupe- Hidalgo, 1845–1848 Founding of Liberia, 1847 United States Maritime Expansion across the Pacific during the 19th Century Gadsden Purchase, 1853– Map Depicting the Gadsden Purchase 1854 While the Treaty of Guadalupe Hidalgo formally ended the Mexican-American War in February 1848, tensions between The United States and the Opening to Japan, 1853 the Governments of Mexico and the United States continued to simmer over the next six years.
    [Show full text]
  • GAO-04-59 Treaty of Guadalupe Hidalgo
    United States General Accounting Office Report to Congressional Requesters GAO June 2004 TREATY OF GUADALUPE HIDALGO Findings and Possible Options Regarding Longstanding Community Land Grant Claims in New Mexico GAO-04-59 Contents Letter 1 Executive Summary 2 Purpose of This Report 2 Historical Background 3 Results in Brief and Principal Findings 6 Congress Directed Implementation of the Treaty of Guadalupe Hidalgo’s Property Provisions in New Mexico through Two Successive Procedures 6 Heirs Are Concerned That the United States Did Not Properly Protect Land Grants during the Confirmation Process, but the Process Complied with All U.S. Laws 8 Heirs and others Are Concerned that the United States Did Not Protect Community Land Grants After the Confirmation Process, but the United States Was Not Obligated to Protect Non-Pueblo Indian Land Grants after Confirmation 11 Concluding Observations and Possible Congressional Options in Response to Remaining Community Land Grant Concerns 12 Chapter 1 Introduction—Historical Background and the Current Controversy 14 Overview 14 New Mexico during the Spanish Period, 1598-1821 15 New Mexico during the Mexican Period, 1821-1848 19 The United States’ Westward Expansion and Manifest Destiny 21 Texas Independence and Statehood and the Resulting Boundary Disputes between the United States and México 24 The Mexican-American War 25 The Treaty of Guadalupe Hidalgo (1848) 27 The Gadsden Purchase Treaty (1853) 32 Organization of the New U.S. Territory and Procedures to Resolve Land Grant Claims 33 Factors Contributing
    [Show full text]
  • Chapter Fourteen: Westward Expansion C O Nt E Nt S 14.1 Introduction
    Chapter Fourteen: Westward Expansion C o nt e nt s 14.1 INTRODUCTION .............................................................................................. 618 14.1.1 Learning Outcomes ..................................................................................... 618 14.2 WESTWARD EXPANSION AND MANIFEST DESTINY .........................................619 14.2.1Texas .......................................................................................................621 The Texas Revolution and the Lone Star Republic .................................................... 624 14.2.2Oregon.....................................................................................................625 14.2.3 The Election of 1844 ................................................................................... 627 14.2.4 The Mormon Trek ....................................................................................... 628 14.2.5 Before You Move On... ................................................................................ 629 Key Concepts ................................................................................................... 629 Test Yourself .................................................................................................... 630 14.3THE MEXICAN-AMERICAN WAR ..................................................................... 631 14.3.1 The Treaty of Guadalupe Hidalgo and the Aftermath of the War ........................ 633 Technological Development and Manifest Destiny .................................................
    [Show full text]
  • STORY MAP GRAPHIC ORGANIZER America's Westward Journey
    STORY MAP GRAPHIC ORGANIZER America’s Westward Journey Instructional Time Goal - 45 - 60 minutes Story Map Link: https://arcg.is/aKW9X STORY MAP DIRECTIONS GUIDING QUESTIONS with sample student answers America’s Journey Westward What does the map show (physical characteristics, human patterns)? Look at the map of the United 1783 United States territory, rivers, areas of high States and observe the elevation, etc.… different sections outlined on What else did you observe about the map? the map? Mississippi River serves as western boundary of the United States What questions do you have about this map? I would like to see the state boundaries shown What other information do you need to make sense of this map? State labels and boundaries The Louisiana Purchase How was Thomas Jefferson able to double the size of the United States in 1803? Read the text and select the By purchasing the Louisiana Purchase large center portion of the map What role did Lewis and Clark play in American to learn about the Louisiana exploration? Purchase? Gathering huge amounts of data from the unknown region of the Louisiana Purchase Why is this map significant or important? shows the size of the Louisiana Purchase is contrast to the US prior to its purchase About what does this map leave you curious? Why did France sell so much territory so cheap? The Spanish Cession of When and how did the United States purchase Florida Florida from Spain? 1819, the US assumed $5 million in claims by Read the text and select the American citizens against Spain area of Florida on the map to What was the name of the treaty? learn about the purchase of Adams-Onis Treaty Florida from Spain.
    [Show full text]
  • Westward Expansion: a New History CHOICES for the 21St Century Education Program July 2011
    Westward Expansion: A New History CHOICES for the 21st Century Education Program July 2011 Director Susan Graseck Communications & Marketing Jillian McGuire Turbitt Curriculum Development Director Andy Blackadar Acknowledgments Curriculum Writer Westward Expansion: A New History was developed by the Susannah Bechtel Choices for the 21st Century Education Program with the assistance of the research staff at the Watson Institute for Curriculum Writer International Studies, scholars at Brown University, and other Sarah Massey experts in the field. We wish to thank the following researchers for their invaluable input: Professional Development Director Mimi Stephens Colin G. Calloway John Kimball, Jr. 1943 Professor of History and Professor of Native American Studies, Dartmouth College Program Associate Emmett Starr FitzGerald Karl Jacoby Professor of History, Brown University Program Coordinator Natalie Gillihan Scafidi Naoko Shibusawa Associate Professor of History, Brown University Video & New Media Producer We would like especially to thank Professor Jacoby for allowing Tanya Waldburger us to use the research from his book Shadows at Dawn, which formed the basis for much of Parts II and III and the Perspectives. The Choices for the 21st Century Education Program is a program of We would also like to thank Josh Otlin, an assistant principal at the Thomas J. Watson Jr. Institute Hudson Public Schools in Massachusetts, for the research and for International Studies and the writing he did in the early stages of this project. Office of Continuing Education at Brown University. Thanks to Dana Karin and Sundeep Sood for their contributions and input. The Choices Program develops curricula on current and historical international issues and offers Cover art by Douglas Miles.
    [Show full text]