Government Policy & Westward Expansion (OCR GCSE History B (Schools History Project)): Revision Note

Exam code: J411

James Ball

Written by: James Ball

Reviewed by: Bridgette Barrett

Updated on

Summary

The Civil War divided the northern and southern states of America, but it also provided the opportunity to join the East and the West.

The southern states had blocked attempts to build a railroad joining the states in the east with those in the west. When the southern states seceded from the Union, Congress was able to pass acts that led to both the construction of a transcontinental railway and hundreds of thousands of people moving west and building farms on the plains.

These acts were the Homestead Act and the Pacific Railroad Act, both of which were passed in 1862.

Impact of the Civil War on National Unity

  • In the decades leading up to the Civil War, there was a great division between the northern states and the southern states over many issues, including the future of the US

    • The northern states wanted to expand west and create new states filled with small, family-owned farms known as homesteads

    • The southern states wanted to expand west and create states filled with enormous plantations worked by enslaved people

  • Both north and south could see how the building of a railroad or railway that stretched from the east coast to the west coast would help speed the process of expansion up

    • However, neither side could agree on the route the railroad should take

      • The northern states wanted it to run from their states

      • The southern states believed it should run from theirs

  • The outbreak of the Civil War in 1861 split the nation in two

    • It also allowed President Abraham Lincoln to build a railroad that linked the east and west coasts and to settle the Great Plains with thousands of homesteads

Examiner Tips and Tricks

The creation of a transcontinental railway and the populating of the West with hundreds of thousands of Euro-American farmers are some of the most important consequences of the American Civil War. Be sure to include these in any questions that ask about the impact of the Civil War - not just the emancipation of enslaved people and the Reconstruction program.

Lincoln's motives

  • Once the southern states seceded from the Union in 1861, they were unable to block any attempts to build a railroad or populate the plains

  • Lincoln moved quickly to do both:

Diagram of Lincoln's motives for westward expansion: populate with homesteads, prevent Confederate support, improve trade, and ensure political ties.
Lincoln's motives for expanding westward
  • Lincoln aimed to create a cohesive, integrated and connected nation that stretched from the Atlantic to the Pacific Ocean

The Homestead Act, 1862

  • Lincoln believed that offering cheap land to settlers could encourage people to move westward

    • He believed this would help establish a strong presence in the West for the Union rather than the Confederacy or Mexico

  • It would also improve the food supply

    • The Homestead Act had specific terms that rewarded the cultivation of the land

What was a homestead?

  • Homesteads were 160 acres, enough for a house and land to support the family

    • It cost just $10 to claim a homestead plot or 'file a claim'

Who could become a homesteader?

  • Almost all people were eligible to file a claim for a homestead

  • These included:

    • Heads of families

    • Single men over the age of 21

    • Men younger than 21 who were ex-soldiers

    • Former enslaved people and women

  • The only people specifically forbidden from being able to file claims were indigenous peoples

The Pacific Railroad Act, 1862

Timeline showing key events in the construction of the First Transcontinental Railroad between 1853-1869, including surveys, railroad work, and joining tracks.
  • The Pacific Railroad Act aimed to:

    • Construct a transcontinental railroad between the East and the West

      • The North had an extensive rail network, but it only reached as far west as Missouri

      • The railroad would have to navigate through the Appalachian Mountains and the Rocky Mountains

  • In 1862, the US government chose a route that connected California to Omaha, Nebraska

  • The US government committed to:

    • 'Extinguish' the land rights that the Indigenous people had on the proposed route

    • Giving each railway company $16,000 for every mile of track

    • Granting public land for the railway companies to sell

    • Creating the first transcontinental electric telegraph to run along the railroad

  • Construction of the First Transcontinental Railroad began in 1863

    • The Union Pacific Railway started from East to West

    • The Central Pacific Railway was constructed from West to East

    • They aimed to join the two railroads together

      • On 10th May 1869, the two railroads connected at Promontory Summit, Utah

Map of the US showing the Central Pacific Railway in blue, Union Pacific Railway in red, and existing eastern railways in dashed lines. Key included.
Transcontinental railroad map

Worked Example

Name one example of a type of person who was eligible to file a claim for a homestead under the Homestead Act of 1862.

[1 mark]

Answer

One example of a type of person who was eligible to file a claim for a homestead under the Homestead Act of 1862 was single men over the age of 21 - unless they were from an Indigenous tribe.

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James Ball

Author: James Ball

Expertise: Content Creator

After a career in journalism James decided to switch to education to share his love of studying the past. He has over two decades of experience in the classroom where he successfully led both history and humanities departments. James is also a published author and now works full-time as a writer of history content and textbooks.

Bridgette Barrett

Reviewer: Bridgette Barrett

Expertise: Geography, History, Religious Studies & Environmental Studies Subject Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 30 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.