Mr. Tuttle US History
  • Home
  • About Me / Contact Me
    • Clubs and activities >
      • Games
      • Mock Trial
      • Debate >
        • DEBATE- Structure
        • DEBATE - Constructive Speech
        • DEBATE- Research
    • Back to School Night
    • Sites We Like
    • Videos!!!
  • Homework
  • World History
    • World History MP1
    • World History MP2
    • World History MP3
    • World History MP4
    • World History Extra Stuff
  • US History I
    • AMSCO US HISTORY
    • The American Vision Text
    • US History I First Marking Period
    • US History I Second Marking Period
    • US History I Third Marking Period
    • US History I Fourth Marking Period
  • LHS Classes
    • Scholarships!
    • Policy on Academic Integrity
    • LHS- US History I First Marking Period
    • APUSH II >
      • First Marking period >
        • T. Roosevelt Notes
        • Western Settlement 1860's
        • FEDERAL LEGISLATION ENCOURAGES WESTERN SETTLEMENT
        • Women and Minorities on the Plains
        • The Gilded Age
      • Second Marking Period >
        • Official Protest to the Treaty of Annexation
        • McKinley’s Justification of the Annexation of the Philippines
        • Platt Amendment
        • Theodore Roosevelt's Corollary to the Monroe Doctrine (1905)
        • Josiah Strong on Anglo-Saxon Predominance, 1891
      • Third Marking Period
      • Fourth Marking Period
    • Criminal Justice (New Sept.2022) >
      • Theories On Crime
      • The Law
      • The Police
      • First Semester
    • Intro to Criminal Justice
    • Sociology >
      • MP 1 Intro to Sociology >
        • 1. Culture and Social Structure
        • 2. Cultural Diversity
        • 3. Cultural Conformity and Adaptation
        • 4. Social Structure
      • Sociology MP 2 The Individual in Society >
        • 5. Socializing the Individual
        • 6. Adolescence
        • 7. Adults
        • 8 Deviance and Social Control
      • Sociology MP3 Social Inequality >
        • 9. Social Stratification
        • 10. Racial and Ethnic Groups
        • 11. Gender Age and Health
      • Sociology MP4 Social Institutions >
        • 12. The Family
        • 13. Economy and Politics
        • 14. Sociology of Religion and Education
      • Sociology notes/ lessons
      • Marketing
      • Home Instruction Classes
      • Ancient History
    • US History II >
      • US2 First Marking Period
      • US2 Second Marking Period
      • US2 Third Marking Period
      • US2 Fourth Marking Period
    • APUSH I >
      • AP US I First Semester
      • APUSH 1 Second Semester
  • HOW TO...
    • Themes
    • How to Enter My Class/Rules
    • ​WRITE AN MLA HEADING
    • Contextualization
    • Write an Introductory Paragraph and Thesis Statement
    • Write a Body Paragraph
    • How to Create an In-Text Citation
    • HOW TO Incorporate quotations into a body paragraph
    • Write a Conclusory Paragraph
    • What about Footnotes?
    • Give a Student Lecture (AP Only)
    • HOW TO READ ACADEMIC NONFICTION
    • HOW TO USE EVIDENCE TO SUPPORT A POINT
    • Prepare a Current Events Assignment
    • Write a Book Analysis
    • Write a TED Talk
    • Context-Quick Version!
  • Tenure Portfolio
    • Colleague and Student Feedback
    • Certificates
    • 1st Year Evaluation
    • 2nd Year Evaluation
    • 3rd Year Evaluation
    • Second Year Reflection
    • First Year Reflection
    • Year Three Reflction
    • STUDENT WORK
EMAIL ME!
FARMING ON THE GREAT PLAINS
In the ideology of Thomas Jefferson, the yeoman farmer was the central figure in the development of the American character. The abilities, fortitude, and luck of the yeomen were severely tested as they moved to the Great Plains. Many settlers who went west were immigrants with families (unlike the single male immigrants who lived in New York, Boston, and other Eastern cities).
The harshness of life on the plains was simply too much to bear for many settlers and their families. Temperatures ranged from over 100 degrees in the summer to bitter cold in the winter, and many of the sod houses built by settlers did little to keep out the heat or the cold. Having enough water was a constant problem, with some of the water collected in barrels or buckets carrying “prairie fever” (typhoid fever). In a single year a settler and his land might be attacked by fierce blizzards, howling dust storms, and locusts or grasshoppers. The rosy picture of life on the Great Plains presented in recruitment brochures found in New York or in Currier & Ives prints popular in the East were a harsh contrast with reality. By 1900 two-thirds of the homestead farms failed, causing many ex-farmers to return to the East.
How did the settlers who survived on the Great Plains manage to do so? Survival on the plains largely depended on cooperation with other settlers that lived near you. Groups of men would put up new barns and construct fences; women on the plains would get support from wives of other settlers. In short, successful farmers on the plains were no longer the individual yeomen envisioned by Jefferson.
Picture