DOCSLIB.ORG

Chapter 15: the Western Frontier

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Chapter 15: the Western Frontier (br)Mary Evans Picture Library Following the Civil War, the United States grew at an even greater rate. Settlers flocked to the West and immigrants came to the great eastern cities to work in new factories. While the nation’s economy grew strong, not everyone shared equally in the wealth, and reformers worked for equal rights and equal opportunity for all citizens. • The settling of the Plains and the growth of industry helped the United States become an agricultural and industrial leader. Archive, Art, (c)Getty Images, (bl)Museo Civico Modigliana, Italy/Dagli Orti/Art (t)Stanford University Museum of • America’s tremendous growth also led to problems within society, which a number of reformers attempted to resolve. 1860 1870 1880 1862 1869 1879 1882 Congress Transcontinental Edison Congress passes the railroad links the invents the passes the Homestead Act East and West electric Chinese lightbulb Exclusion Act Golden railroad spike 1861 1863 Transcontinental Construction begins telegraph line is on the Central completed Pacific Railway Leland Stanford 1861 1876 1884 Giuseppe Giuseppe Queen Victoria European Garibaldi Garibaldi helps becomes powers unite Italy “Empress partition Africa of India” Queen Victoria 658 ° 130°W120 W 110°W 100°W 90°W80°W70°W 1890 Wounded Knee Massacre 40°N 1869 Transcontinental rail- road links the East and West 1910 Angel Island opens N E W S 30°N ATLaNTIC PACIFIC OCEaN OCEaN 70 180° °N The United States Before 1880 0 400 miles 60 °N States admitted 0 400 kilometers Lambert Equal-Area projection 1881–1900 20°N 20°N States admitted 160°W 140°W 160°W 1901–1912 1890 1900 1910 1890 1906 1913 Wounded Knee Upton Sinclair Seventeenth Massacre publishes Amendment is The Jungle ratified The Jungle 1906 1910 1911 San Francisco Angel Island Women gain earthquake opens the right to and fire occurs vote in some Devastation following the state elections San Francisco earthquake 1895 1911 1914 Lumière brothers Zapata leads World show first projected demand for land War I motion picture reform in Mexico begins films Emiliano Zapata (t)Library of Congress, (c)Ted Streshinsky/CORBIS, (b)Brown Brothers PROMONTORY SUMMIT See The Western Frontier Chapter 15 THE BROOKLYN BRIDGE See America Enters a New Century ALASKA HAWAII Chapter 17 Chief Joseph Thomas Edison Mother Jones Jane Addams 1840–1904 1847–1931 1830–1930 1860–1935 Nez Perce leader Inventor Worker’s rights Founder of Chicago’s Chapter 15, page 690 Chapter 16, page 714 leader Hull House Chapter 16, page 728 Chapter 17, page 753 660 (bkgd cl)Worldsat International Inc. 2004, All Rights Reserved, (t)Wolfgang Kaehler/CORBIS, (cl)CORBIS, (bl)National Anthropological Archives, Smithsonian Institution (neg. #2906), (bcl)Stock Montage, (bcr)Bettmann/CORBIS, (br)Jane Addams Memorial Collection (JAMC neg. 1003), The University Library, University of Illinois at Chicago CHICAGO SKYSCRAPER See America Enters a New Century Chapter 17 YOSEMITE NATIONAL PARK See America Enters a New Century Chapter 17 Booker T.Washington Jacob Riis Ida Wells W.E.B. Dubois 1856–1915 1849–1914 1862–1931 1868–1963 Equal rights Journalist Journalist Equal rights advocate Chapter 17, page 768 Chapter 17, page 780 advocate Chapter 17, page 781 Chapter 17, page 781 661 (t)CORBIS, (cl)Worldsat International Inc. 2004, All Rights Reserved, (cr)Bettmann/CORBIS, (bl)Oscar White/CORBIS, (bcl)Archive Photo, (bcr)Oscar B. Willis/The Schomburg Center for Research in Black Culture, New York Public Library, (br)The Schomburg Center for Research in Black Culture, New York Public Library (t)Wyoming Division of Cultural Resources, (bl)Library Congress, (br)Collection David J. & Janice L. Frent (t)Wyoming Mother and child in a Wyoming wheat field 1860 1875 1890 1862 1869 1890 Homestead Act Transcontinental Battle at gives free land railroad links Wounded Knee; to settlers East and West Populist Party forms Populist Party banner Chapter Overview Visit ca r a preview of Ch .hss.glencoe.com fo apter 15. The Mining Booms Geography shapes the physical, economic, and political challenges a region faces. Rail lines and mining speeded the flow of settlers to the West. Ranchers and Farmers Geography shapes the physical, economic, and political challenges a region faces. Following the Civil War, settlers began to move west in great numbers. Native American Struggles Differences in economic, political, and social beliefs and practices can lead to division within a nation and have lasting consequences. The settlement of white people in the West forced change on the Native Americans of the Plains. Farmers in Protest Reactions to social injustice can lead to reform movements. In the late 1800s, farmers began to band together in groups and associations to fight their problems. View the Chapter 15 video in the Glencoe Video Program. Evaluating Information Make this foldable to organize information and ask yourself questions as you read about the western frontier of the United States. Step 1 Fold a sheet of paper Step 2 Turn the paper and fold it Reading and Writing in half from into fourths. As you read the chapter, side to side, ask yourself and write Leave leaving a 1 Fold in half, down questions (under 1 2 -inch tab ——-inch tab here. then fold in each appropriate tab) 2 half again. about the tragedies along the side. and triumphs these four groups of people Step 3 Unfold and cut along the Step 4 Label your foldable experienced during the three fold lines. as shown. expansion of the western frontier. Miners Ranchers Farmers Native Make four Americans tabs. on the Western Frontier CHAPTER 15 • The Western Frontier 663 Visualizing Creating pictures in your mind as you read—called visualizing— is a powerful aid to understanding. If you can visualize what you read, selections will be more vivid, and you will recall them bet- ter later. Authors use descriptive language to create a picture of a person, location, time, or event. These words appeal to the senses and may evoke sights, sounds, or smells. Authors also use words to describe feelings and emotions to make the text come alive to the reader. Good readers take the time to visualize people, places, and events. As you read the following paragraphs, make a picture in your mind of life in a boomtown. Boomtowns were largely men’s towns in the early days. Men outnumbered women by two to one in Virginia City, and children made up less than 10 percent of the population. Eager to share in the riches of the boomtowns, some women opened businesses. Others worked as laundresses, cooks, or dance-hall entertainers. Women often added stability to the boomtowns, founding schools and churches and working to make the communities safer. —from page 668 Look for descriptive words or images in the text to help you form a visual image of what you read. 664 Now read the section below about cowhands. Discuss Read to Write your impressions with a partner and then reread the Think about your selection. Did your visual image change at all? favorite place. In writ- ing, describe the picture you have in your mind. Use vivid language and descriptive details. Many cowhands were veterans of the Confederate army. Some were African Americans who moved west in search of a better life after the Civil War. Others were Cowhand Hispanics. In fact, the traditions of cattle Nat Love herding began with Hispanic ranch hands in the Spanish Southwest. These vaqueros (vah • KEHR • ohs) developed many of the skills—riding, roping, and branding—that cowhands used on the drives. Much of the language of the rancher today is derived from Spanish words used by vaqueros for centuries. Even the word ranch comes from the Spanish word rancho. The cowhand’s equipment was based on the vaquero’s equipment too. Cowhands wore wide-brimmed hats to protect themselves from the sun and leather leggings, called chaps, to shield their legs from brush and mishaps with cattle. They used ropes called lariats to lasso cattle that strayed from the herd. —from page 674 Before you begin reading this chapter, look at all the photographs, maps, and illustrations to help you visualize what you are about to read. CHAPTER 15 • The Western Frontier 665 Photograph from the book The Life and Adventures of Nat Love by himself/ Rare Book and Manuscripts, Special Collections Library, Duke University, Durham, North Carolina The Mining Booms Looking Back, Looking Ahead Content Vocabulary You read earlier about how the California lode (LOHD) History Gold Rush brought thousands of people ore Social Science to California to try to make their boomtown Standards fortunes. In the late 1850s, many more vigilante (VIH •juh•LAN•tee) US8.12 Students ana- miners headed west as more precious subsidy (SUHB•suh•dee) lyze the transformation metals were discovered. transcontinental of the American econ- omy and the changing (TRANS •kahn•tuhn•EHN•tuhl) social and political con- Focusing on the ditions in the United • In the late 1850s, discoveries of gold States in response to Academic Vocabulary and silver sent miners flocking to the the Industrial Revolution. extract (ihk•STRAKT) American West. (page 667) obtain (uhb•TAYN) • A number of boomtowns grew quickly in the mining areas of the West. (page 668) Reading Strategy • Railroads grew rapidly in the period Analyzing Information As you read the following the Civil War. (page 669) section, re-create the diagram below and explain why these places were significant Locating Places to the mining boom. Pikes Peak Significance Virginia City, Nevada Pikes Peak Promontory Summit Comstock Lode Meeting People Promontory Summit Leland Stanford 1855 1865 1875 Central Pacific R.R. Promontory 1858 1869 1876 Summit Gold is discovered Transcontinental Colorado Pikes at Pikes Peak railroad links joins Peak Union Pacific R.R.
Load more

Recommended publications
  • Chapter 13: Settling the West, 1865-1900
    The Birth of Modern America 1865–1900 hy It Matters Following the turmoil of the Civil War and W Reconstruction, the United States began its transformation from a rural nation to an indus- trial, urban nation. This change spurred the growth of cities, the development of big busi- ness, and the rise of new technologies such as the railroads. New social pressures, including increased immigration, unionization move- ments, and the Populist movement in politics, characterized the period as well. Understanding this turbulent time will help you understand similar pressures that exist in your life today. The following resources offer more information about this period in American history. Primary Sources Library See pages 1052–1053 for primary source Coat and goggles worn in a readings to accompany Unit 5. horseless carriage Use the American History Primary Source Document Library CD-ROM to find additional primary sources about the begin- nings of the modern United States. Chicago street scene in 1900 410 “The city is the nerve center of our civilization. It is also the storm center.” —Josiah Strong, 1885 Settling the West 1865–1900 Why It Matters After the Civil War, a dynamic period in American history opened—the settlement of the West. The lives of Western miners, farmers, and ranchers were often filled with great hardships, but the wave of American settlers continued. Railroads hastened this migration. During this period, many Native Americans lost their homelands and their way of life. The Impact Today Developments of this period are still evident today. • Native American reservations still exist in the United States.
    [Show full text]
  • American Heritage Day
    American Heritage Day DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much.
    [Show full text]
  • Handout - Excerpt from Life and Adventures of Nat Love Nat Love Was Born Into Slavery in 1854 in Davidson, Tennessee
    Handout - Excerpt from Life and Adventures of Nat Love Nat Love was born into slavery in 1854 in Davidson, Tennessee. After the Civil War, he was released from slavery and worked on a family farm before moving to Dodge City, Kansas, to become a cowboy. Love’s time driving cattle made him into a folk legend, and he became known as “Deadwood Dick.” The following excerpt comes from Chapter 6 of Love’s memoir, entitled Life and Adventures of Nat Love. We were compelled to finish our journey home almost on foot, as there were only six horses left to fourteen of us. Our friend and companion who was shot in the fight, we buried on the plains, wrapped in his blanket with stones piled over his grave. After this engagement with the Indians I seemed to lose all sense as to what fear was and thereafter during my whole life on the range I never experienced the least feeling of fear, no matter how trying the ordeal or how desperate my position. The home ranch was located on the Palo Duro river in the western part of the Pan Handle, Texas, which we reached in the latter part of May, it taking us considerably over a month Nat Love to make the return journey home from Dodge City. I remained in the employ of the Duval outfit for three years, making regular trips to Dodge City every season and to many other places in the surrounding states with herds of horses and cattle for market and to be delivered to other ranch owners all over Texas, Wyoming and the Dakotas.
    [Show full text]
  • Nat Love 1854 – 1921 Story: R. Alan Brooks Art: Cody Kuehl Discussion Questions: 3-5Th Grade
    Nat Love 1854 – 1921 Story: R. Alan Brooks Art: Cody Kuehl Discussion Questions: 3-5th Grade • When you think of a cowboy, what do you see in your mind? What do they wear? What do they do with their day? • What do you want to be when you grow up? What would you do if someone told you that you are not allowed to do that? • Why did the members of the Pima Tribe let Nat go when they caught him? What does it mean to have respect for another person? • How does the comic make Nat’s experiences come to life? Which pictures show him engaging in an exciting activity? MS • Nat Love was born a slave and, as such, was not allowed to learn to read. Why do you suppose that law existed? • In the second panel of the first page, Nat says “a lot of folks dispute the facts of my life, saying it’s all too incredible to be true.” Are there any parts of this story that you find hard to believe? • Nat Love took the name “Deadwood Dick.” What would your cowboy name be if you could choose it for yourself? • In both the fifth panel of the first page and the second panel of the second page, Nat is shown firing his gun from horseback. How does including two images that are so similar to one another enhance your understanding of the character? HS • The artwork of this comic contains a lot of thick lines and an abundance of deep shading. How does this style inform the tone of the story being told here? • Why do you suppose that people today do not believe, as Nat points out in the comic, that there were any African American cowboys? • Not only was Nat literate, he wrote a book about his life.
    [Show full text]
  • Nat Love's Autobiography, 1907
    When I arrived the town was full of cowboys Life and Adventures of Nat Love from the surrounding ranches, and from Texas (Nat Love’s Autobiography, 1907) and other parts of the west. Kansas was a great Chapter 6 excerpt- Becoming a Cowboy cattle center and market, with many wild cowboys, prancing horses of which I was very fond, and the wild life generally. They all had It was on the tenth day of February, 1869, that I left the old home, near Nashville, their attractions for me, and I decided to try for a Tennessee. I was at that time about fifteen years place with them. Although it seemed to me I had old, and though while young in years the hard met with a bad outfit, at least some of them, I work and farm life had made me strong and watched my chances to get to speak with them. I hearty, much beyond my years, and I had full wanted to find someone whom I thought would confidence in myself as being able to take care of give me a civil answer to the questions I wanted myself and making my way. to ask, but they all seemed too wild around town, so the next day I went out where they I at once struck out for Kansas of which I had were in camp. heard something. And I believed it was a good Approaching a party who were eating their place in which to seek employment. It was in the breakfast, I got to speak with them.
    [Show full text]
  • Am AMERICAN HERITAGE
    AMERICANAm HERITAGE DAY DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much, and look for spiritual applications that can be learned from the person’s life.
    [Show full text]
  • October 2008
    MercantileEXCITINGSee section our NovemberNovemberNovember 2001 2001 2001 CowboyCowboyCowboy ChronicleChronicleChronicle(starting on PagepagePagePage 90) 111 The Cowboy Chronicle~ The Monthly Journal of the Single Action Shooting Society ® Vol. 21 No. 10 © Single Action Shooting Society, Inc. October 2008 HALL OF FAME INDUCTEES – 2008 q By Tex, SASS #4 q ach year the Hall of Fame tee deliberates its selections, we committee searches for find there are many who are E the most deserving indi- deserving, far more than can be viduals and organizations accommodated in a single year. that have had a lasting impact of The committee’s list continues to the sport of Cowboy Action grow and evolve, and this year’s Shooting™. Long-term support list is particularly pleasing, con- for the game we play, excellence sisting of a long time, influential in competition, those who have Cowboy Action vendor, some top established significant regional shooters, those who have helped activities, and even those who shape Cowboy Action as we have invented many of the prac- know it today, and long-term tices, procedures, and sayings we supporters of our sport. SASS is all take for granted today are very proud of the five inductees candidates. And, as the commit- highlighted below. COUNTRY FIRST REGISTER BOB and THE DURANGO TO BECKY MUNDEN KID VOTE SASS Cowboy Chronicle In This Issue BLACK JACK TAYLOR’S & COMPANY McGINNIS Keeping the Legend Alive SAN QUINTON 64 WINCHESTER ‘76 REPRODUCTION See INDUCTEES Bios on pages 71, 72, 73 by Blackthorne Billy 74 END OF TRAIL MOUNTED CHAMPIONSHIP by Wildcat Kate C h C 82 8TH ANNUAL REVENGE r o OF MONTEZUMA o w by Haycamp n b i o 23255 La Palma Avenue 84 UTAH BLACKPOWDER c y Yorba Linda, California 92887 CHAMPIONSHIP l by Cowboy Murder’n Maude e www.sassnet.com Page 2 Cowboy Chronicle October 2008 October 2008 Cowboy Chronicle Page 3 Page 4 Cowboy Chronicle October 2008 October 2008 Cowboy Chronicle Page 5 The Cowboy CCONTENTSONTENTS Chronicle 1 ON THE COVER Hall Of Fame Inductees - 2008 .
    [Show full text]
  • Journal of Arizona History Index
    Index to the Journal of Arizona History, K-L Arizona Historical Society, [email protected] 480-387-5355 NOTE: the index includes two citation formats. The format for Volumes 1-5 is: volume (issue): page number(s) The format for Volumes 6 -54 is: volume: page number(s) K Ka-ah-te-ney (Apache warrior) 42:102 Kabotie, Fred, autobiography of, reviewed 19:429-30 Kachina and the Cross: Indians and Spaniards in the Early Southwest, by Carroll L. Riley, reviewed 42:110-11 Kachina and the White Man: The Influences of White Culture on the Hopi Kachina Cult, by Frederick J. Dockstader, reviewed 28:314-16 Kachina dances 30:441 Kachina Dolls: The Art of Hopi Carvers, by Helga Teiwes, reviewed 34:327-28 Kachina Heights Ski Area See Arizona Snowbowl Kachina Peaks Wilderness 47:184 Kadota Fig Cannery 32:277 Kadota fig industry 33:280 Kaedine (Apache Leader) 27:80, 90 n. 4 Kaemlein, Wilma, book coedited by, reviewed 28:202-4 1 Index to the Journal of Arizona History, K-L Arizona Historical Society, [email protected] 480-387-5355 Kaestle, Carl 46:100 Ka-e-ten-a See Kayetenna Kah-a-mana (Hopi Indian) 52:27 n. 16 Kahlenberg, Mary Hunt, book coauthored by, reviewed 19:335-37 Kahn, Ava F., book edited by, reviewed 45:325-26 Kaibab 54:360 Kaibab Estates 39:172 Kaibab Limestone 17:24-25, 47 Kaibab Lodge 54:372; See also V.T. Ranch Hotel Kaibab Lumber Company 44:382 Kaibab National Forest 29:75, 76; 43:41-64, 216; 44:5; 50:213; 51:365; 54:360, 368 Kaibab Plateau 19:362, 379-80; 40:417; 41:11; 45:5; 51:151 nn.
    [Show full text]
  • Chapter 8: Settling the West, 1865-1900
    The Birth of Modern America 1865–1900 hy It Matters Following the turmoil of the Civil War and W Reconstruction, the United States began its transformation from a rural nation to an indus- trial, urban nation. This change spurred the growth of cities, the development of big busi- ness, and the rise of new technologies such as the railroads. New social pressures, including increased immigration, unionization move- ments, and the Populist movement in politics, characterized the period as well. Understanding this turbulent time will help you understand similar pressures that exist in your life today. The following resources offer more information about this period in American history. Primary Sources Library Coat and goggles worn in a See pages 932–933 for primary source horseless carriage readings to accompany Unit 3. Use the American History Primary Source Document Library CD-ROM to find additional primary sources about the Chicago street scene in 1900 beginnings of the modern United States. 282 “The city is the nerve center of our civilization. It is also the storm center.” —Josiah Strong, 1885 Settling the West 1865–1900 Why It Matters After the Civil War, a dynamic period in American history opened—the settlement of the West. The lives of Western miners, farmers, and ranchers were often filled with great hardships, but the wave of American settlers continued. Railroads hastened this migration. During this period, many Native Americans lost their homelands and their way of life. The Impact Today Developments of this period are still evident today. • Native American reservations still exist in the United States.
    [Show full text]
  • DOCUKENT RESUME ED 080 639 UD 013 756 TITLE Focus On
    DOCUKENT RESUME ED 080 639 UD 013 756 TITLE Focus on Minorities. INSTITUTION Fort Bragg (Army), N.C. Libraries. PUB DATE Jan 73 NOTE 96p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Audiovisual Aids; Bias; *Bibliographies; Civil Rights; *Cultural Factors; *Educational Change; Fiction; History; *Minority Groups; Newspapers; Periodicals; Political Issues; Race Relations; Religion; *Union Catalogs ABSTRACT This document is a union catalog of materials available in the Library Branch, Special Services Division, Headquarters of the Eighteenth Airborne Corps and Fort Bragg, N.C., pertaining to minority group life. Each item cited has a call number and a location symbol directing the user to one or more of the five libraries shelving the item. The bibliography has a number of sections as follows: reference sources; biography; business and politics; civil rights; cultural life; education; history; life and customs; the military; prejudice, discrimination, and segregation; the race question; religion; juvenile non-fiction and fiction; magazines; newspapers; and audiovisual materials. An appended index covers author and institutional access to the entries. (RJ) 141 C) LIBRARY BRANCH CD SPECIAL SERVICES DIVISION HQ, XVIII AIRBORNE CORPS AND FORT BRAGG CD Fort Bragg, North Carolina 28307 aa La FOCUS ON MINOR--IES LOCATION CODE MP - Main Post Library 6-3526 3 - Branch #3, 1st COSCOM Area 6-6927 4 Branch #4, Smoke Bomb Hill Area 6-3223 6 - Branch #6, 82nd Division Area 6-6123 8 - Branch #8, Womack Army Hospital 6-3928 If book is not on the shelf, check with Librarian about reserves and Branch loans. January 1973 U S DEPARTMENT OF HEALTH.
    [Show full text]
  • “In All Truthfulness As I Remember It”: Deciphering Myth And
    “IN ALL TRUTHFULNESS AS I REMEMBER IT”: DECIPHERING MYTH AND MASCULINITY IN COWBOY MEMOIRS By DULCE LOUISE KERSTING A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF ARTS IN HISTORY WASHINGTON STATE UNIVERSITY Department of History MAY 2013 Acknowledgements: This thesis benefited tremendously from two research trips, one to the University of Montana’s Mansfield Library and one to the Montana Historical Society. Those trips would not have been possible without the Jerry O’Neal Fellowship Award, which I received in the spring of 2012. I extend my gratitude to the Fellowship committee and the Rocky Mountains – Cooperative Ecosystem Studies Unit for their generosity. ii “IN ALL TRUTHFULNESS AS I REMEMBER IT”: DECIPHERING MYTH AND MASCULINITY IN COWBOY MEMOIRS Abstract by Dulce Louise Kersting, Washington State University May 2013 Chair: Peter Boag The American cowboy of the open-range era of cattle ranching played an indispensible role in extracting the resource-based wealth of the great western frontier, thus ensuring economic success for the country’s expansionist policies. His work as a wage laborer, however, is not the stuff of cowboy legend and mythic West lore. Cowboys became symbolic representations of the West and popular culture superstars because they supposedly embodied many of the values that the public associated with American exceptionalism: freedom, self-reliance, and independence. In the last decades of the nineteenth century, moreover, cowboys became the poster men for a new formulation of masculinity that emphasized ruggedness, aggressiveness, and physical fitness. In my thesis, I review the development and deployment of these stereotypes, which painted cowboys as one-dimensional characters obsessed with violent retributions of justice and who spent very little time actually tending to cattle.
    [Show full text]
  • In Search of the Wild West: a Depiction of the Historical Gunfighter
    Western Oregon University Digital Commons@WOU Student Theses, Papers and Projects (History) Department of History 5-30-2000 In Search of the Wild West: A Depiction of the Historical Gunfighter Nick Murga Follow this and additional works at: https://digitalcommons.wou.edu/his Part of the United States History Commons In Search of the wild West: A Depiction of the Historicat Gunfighter Nick Murga May 30,2000 History 499 Final Draft 1 There is perhaps ao place or period in American history more romanticized than the American West ofthe late nineteenth century. The Wild West, as it has come to be known, stirs up a plethora of images, ranging from that of the rough and tumble cowboy, to the high noon showdown in the steets of dusty frontier tovrrns. The West conveys both danger and romance, with the gun as the key ingredient to both. But who exactly was the man behind the gun? The popular image ofthe gunfighter has become just as romanticized as the dominion he roamed. Following in the fadition of the dime novel, modem film and fiction have prtrayed the gunfighter as a figure of mythical and heroic proportions, as the shining knight who has traded his armor and sword for spurs and a six-shooter. Gventhis highly commercialized image, it is no wonder that a number of misconceptions about the gunfighter's place in the Western frontier have emerged. It is only through close inspection ofthe historical record that the dust of decades of misrepresentation begins to clear, allowing a more aocurate image of the gunfighter to appear.
    [Show full text]