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\n\"1850-1874\n\n
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\n1850-1874 Homestead Act Signed: Who were the Settlers?\n

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\n\nFor Teachers\n\n3rd - 12th\n\nStandards\n
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\nLife in the great, wide-open spaces of the West! Scholars analyze the reasons behind the vast movement to the Great Plains after the passing of the Kansas-Nebraska Act and the Homestead Act. Using photographic, document, map, video, and...\n
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\n\"1850-1874\n\n
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\nNET Foundation for Television\n
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\n1850-1874 Homestead Act Signed: The Challenges of The Plains\n

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\n\nFor Teachers\n\n4th - 12th\n\nStandards\n
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\nStart a whole new life in a land known as the Wild Wild West! Learners analyze maps, personal accounts, the Kansas-Nebraska Act, songs, and video clips to uncover life under the Homestead Act. Using their new skills, class members role...\n
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\n\"The\n\n
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\nThe Homestead Act of 1862\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners, in groups, study the Homestead Act. Each group studies a region of the country in the 1840s: the North, the South, and the West. Ask each group to research and write their region's position on the homestead issue.\n
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\n\"Women\n\n
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\nWomen and the Homestead Act: Creating a Place for Themselves In the West\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders examine basic elements of the Homestead Act, describe gender make-up of the West before and after the Homestead Act, connect the Homestead Act with women's suffrage, and create a modern day business propaganda pamphlet.\n
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\n\"The\n\n
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\nRoy Rosenzweig Center for History and New Media\n
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\nThe Homestead Act\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nTo understand how the Homestead Act of 1862 changed the US and the lives of the people during that time, class members examine primary source materials including letters, broadsides, and images. They then assume the voice of a...\n
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\n\"Free\n\n
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\nFree Land\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents investigate the impact of the passage of the Homestead Act. In this Westward Expansion instructional activity, students visit selected websites to examine the lives of Americans who settled the American frontier.\n
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\n\"1850-1874\n\n
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\n1850-1874 Native Americans and Settlers\n

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\n\nFor Teachers\n\n4th - 12th\n\nStandards\n
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\nDid Western settlers receiving free land from the Homestead Act realize it wasn't really free at all? Scholars investigate the impact Western expansion had on Native American culture in the mid-1800s. They use documents, timelines, and...\n
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\n\"1850-1874\n\n
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\n1850-1874 African American Settlers\n

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\n\nFor Teachers\n\n4th - 12th\n\nStandards\n
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\nGo West, young man! Scholars investigate the impact of African American settlers moving to the Nebraska territory, following the passage of the Kansas-Nebraska Act in the mid 1800s. Using primary sources, timelines, maps, and...\n
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\n\"Single\n\n
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\nSingle Women Homesteaders\n

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\n\nFor Students\n\n3rd - 7th\n
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\nA brief video examines the lives of single women during the 1862 Homestead Act. Experts discuss the history of homesteading while actual letters written by female landowners detail their hardships and perseverance...\n
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\n\"1850-1874\n\n
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\n1850-1874 Beef Moves to Nebraska\n

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\n\nFor Teachers\n\n3rd - 12th\n\nStandards\n
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\nJust how long was the Long Drive? Learners investigate the movement of cattle in the Great Plains during the mid-1800s. They incorporate photographic, newspaper, video, and primary source evidence into their posters, artwork, and written...\n
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\nThe Homestead Act\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders analyze the Native American's viewpoint of the Homestead Act. Using one Native American group who lived in Nebraska, they write a letter to the editor of a local newspaper discussing the Homestead Act and how it affected...\n
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\n\"What\n\n
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\nWhat Brought Settlers to the Midwest?\n

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\n\nFor Teachers\n\n3rd - 5th\n\nStandards\n
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\nDrawn by promises of fertile land, thousands of settlers poured West because of the Homestead Act of 1862. By examining images of the ads that drew them westward, learners consider the motivations for movement. They also consider how the...\n
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\n\"Westward\n\n
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\nWestward Expansion\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nTake a closer look into the American movement to the wild west during the late nineteenth century and the drastic consequences this had for native populations. The video discusses the importance of the transcontinental railroad in...\n
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\nThe Railroads and Settlement of the Great Plains\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nEnhance your American literature unit with this resource, in which readers access the Nebraska Studies website and read about \"Railroads and Settlement.\" They search for a photograph of some aspect of the railroad from the Prairie...\n
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\n\"Uncle\n\n
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\nUncle Sam is Rich Enough to Give Us All a Farm:\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine websites and video clips to become familiar with tenets of the Homestead Act, challenges faced by settlers and misconceptions about settlers. They role-play colonists on the Planet XR-38 and make choices similar to...\n
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\n\"Utah\n\n
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\nUtah Becomes a State—1890\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents read about and discuss the geography and statehood of Utah. In this Homestead Act lesson, students read the Homestead Act and discuss its effects. Students analyze a precipitation map and work in pairs to answer discussion...\n
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\n\"Leaving\n\n
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\nLeaving Home for the West - Why?\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents examine primary sources regarding American movement to the west. In this westward expansion lesson plan, students create broadside posters based on the Homestead Act primary sources they research.\n
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\nThe Homestead Act of 1682\n

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\n\nFor Students\n\n2nd - 6th\n
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\nIn this American West worksheet, students read about the Homestead Act of 1682. Students read 8 paragraphs and complete the 3 activities for the worksheet.\n
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\n\"Manifest\n\n
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\nCurated OER\n
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\nManifest Destiny\n

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\n\nFor Students\n\n5th - 6th\n
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\nIn these manifest destiny worksheets, students read the definition for manifest destiny and its appearance in America in the 1840s. Students learn about the Homestead Act and study a painting of a depiction of manifest destiny.\n
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\n\"History\n\n
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\nHistory Detectives\n

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\nFifth graders investigate the significant events in America's history. Students listen to a variety of books based on significant historical events in America. Students divide into 6 groups, each of which is responsible for researching...\n
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\n\"Debating\n\n
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\nDebating for Land\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research pertinent information based on historical facts and is supported by quotations from primary sources in order to prepare for a class debate about land ownership in the 19th century.\n
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\nThe Transcontinental Railroad\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents investigate the impact of the Transcontinental Railroad. For this Transcontinental Railroad lesson, students research Internet and print sources regarding the effect of the railroad on Chinese immigrants and American...\n
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\n\"Western\n\n
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\nWestern Expansion or Eastern Invasion?\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders read from their textbook a story about the pioneer settlement of the Western Frontier. They review the pioneer standpoint, but also discuss how the Homestead Act of 1862 affected Native Americans. They write another story...\n
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\n\"JUST\n\n
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\nJUST A MATTER OF TIME\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents recognize the dynamic changes in themselves and in agriculture that have occurred through the years. They are shown pictures of a baby or students are asked to think of their little brothers or sisters or themselves in...\n
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