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Grade 8, Quarter 3: Westward Movement, Go West!
Duration @14
days
Overview
View the
Video Introduction. The United States
went from 13 colonies on the Atlantic Ocean in 1776 to expanding all the way
to the Pacific by the mid 1800’s. People began seeking
new opportunities, new land,
and new lives. Many began to move west seeking prosperity in the form of
land or gold. What about those peoples already living there? What was
the Native American civilization like before westward expansion? What was it
like after westward
expansion? How can we use primary sources to answer these questions?
Rigor and Relevance Rating:
Quadrant D Adaptation - provides opportunities to apply
in and across disciplines, and to apply in real-world unpredictable
situations.
Curriculum Integration: This unit is supports
content in the
Art of the American West Unit which focuses on art and artistic
techniques that tell the story of Westward Expansion.
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Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
- Maps, globes, and other geographic tools are used to acquire process
and report information about the past and present.
- Physical and human characteristics of places define regions.
- Migration and immigration affect the location and distribution of
human activity.
- Processes and resources of historical inquiry allow for interpreting
the past and analyzing present day issues.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- How do maps of Native American settlements and migration increase
understanding of history?
- How did the regions change as Native American tribes migrated
further west?
- Which migration patterns/routes of Native American and other populations across
North America were most used? Why?
- What information about this migration is provided in different
primary and secondary sources?
District 11 curriculum is designed to prepare and equip students to be
successful in the 21st Century. Curriculum resources and lessons included
here have been aligned to the Colorado Standards for each content area. In
addition, the entire program has been aligned with the knowledge, skills,
and learner attributes the
Partnership for
21st Century Skills promotes as necessary for success in the 21st
Century. You will see the highlighted core values embedded in these lessons
and activities.
Standards-Based
Indicators of Learning
Geography 1:
Interpret maps, globes, charts, and geographic databases.
Geography 2: Define and identify regions by describing physical and human
characteristics of places.
Geography 4:
Explain how migration and immigration affect the location and
distribution of human activity.
History 2: Identify, interpret, compare, and evaluate primary and
secondary sources, including documents, eyewitness accounts, letters and
diaries, literature, and newspapers.
Grade 8 Conceptual
Vocabulary
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cede
compromise
migration/immigration
primary/secondary sources |
Research confirms that students must have at least 6
opportunities through varied means to experience the same vocabulary before
it can be applied. Here are 6 sample methods for teaching the vocabulary for
this unit:
These examples are endorsed by the
Mid-Continental Research in Education Laboratory (McREL) Six Step Strategy
to Improving Vocabulary. Read more about
Research on Teaching
Vocabulary.
Step 1: Teacher Defines Word
Step 2: Student Defines Word with Examples
Step 3: Student Identifies or Designs a Visual Representation
Step 4: Practice With Games
Step 5: Practice Application
Step 6: Apply in Written and Oral Communication
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Lessons
Lessons 1-3: Migrations of the Native Americans
Duration: 3 class periods
Standard G1: Students know how to use
and construct maps, globes, and other geographic tools to locate and
derive information about people, places, and environments.
District Indicator: Interpret
maps, globes, charts and geographic databases.
ISTE Technology Standard 2: Communication and Collaboration - Students use
digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to
the learning of others. Students interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media.
Enduring Understanding: Maps, globes and other geographic tools
are used to acquire process and report information about the past and
present.
Essential Question: How do maps of Native American settlements
and migration increase understanding of history?
Assessment: Review maps of Indian Removal and identify
information shown related to migration and resettlement.
Activities
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Interpret maps of Native American settlements and migration.
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Territorial
Expansion of the U.S. 1783-1898 (interactive maps)
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U.S. Territorial
Maps, 1775-1920 (color maps)
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Determine where Native Americans lived (settlement), where they were
moved (migration and resettlement) and why.
Resources
Creating America, Chapter One; The American
Republic, Chapter 1; History Alive! TCI
Chapter 14
Differentiation
Support: Provide a peer to help identify information
related to migration and resettlement. Pair ELL with "buddies" to assist with
information.
Extension: Create a map illustrating different Indian
trails showing migration and resettlement.
Lessons 4-7: Native American Regions
Duration: 4 class periods
Standard G2: Students know the physical and
human characteristics of places, and use this knowledge to define and
study regions and their patterns of change.
District Indicator: Define and identify regions by describing
physical and human characteristics of places.
Enduring Understanding: Physical and human characteristics of
places define regions.
Essential Questions: How did the regions change as Native
American tribes migrated further west?
Assessment: Create a Venn Diagram or other graphic organizer to
compare and contrast 2 or more Native American civilizations by region
using physical and human characteristics. Write a summary of
similarities and differences
Activities
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Compare and contrast Native American civilizations in the
regions of North America. Use maps of regions of Native American tribes; determine common
and unique physical and human characteristics of the regions in
which the people lived. For example: Northeastern Woodlands lived
in/near forests (physical), hunted animals (physical) for food (human)
and used wood from trees (physical) to build their homes (human).
Resources
Videos: Mountain West Region (1996) 20 minutes,
item # 91496 (This is about Native American culture); Gone West: the
growth of a nation (1998) 28 minutes, item # 29335; Lewis and Clark:
Explorers of the New Frontier (2000) item# 92280
Differentiation
Support:
Give student a partially completed
Venn Diagram and reduced work (no more than 2 regions).
Extension: Create a PowerPoint presentation on
physical and human characteristics of one native American
civilization to present to the class.
Lessons 8-11: Migration of the US and other Populations
Duration: 4 class period
Standard G4: Students understand how
economic, political, cultural and social processes interact to shape
patterns of human populations, interdependence, cooperation and
conflict.
District Indicator: Explain how migration and immigration affect
the location and distribution of human activity.
Workforce Technical Skill: TECH 5.1- demonstrates computer literacy-uses key boarding skills,
computer programs, and understands basic computer operations
Workforce Communication
COM1.0 Demonstrates the ability to receive and relay information clearly
and effectively.
COM1.4 writing-organizes and effectively presents ideas and information
in writing
COM1.5 interpreting-delineates and analyzes oral and written information
and synthesizes information into a conclusion
COM1.7 persuading-communicates ideas to justify position, overcome
resistance and convince others
Enduring Understanding: Migration and immigration affect the
location and distribution of human activity.
Essential Questions: Which migration patterns/routes of US
populations across North America were most used? Why?
Assessment: Compare and contrast migrations of two or more
groups: reasons, routes, encounters. Examples: Mormons and miners
Activities
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Describe patterns/routes of American Indian relocation (Trail of
Tears), European migration, Spanish influence, Chinese migration,
Gold Rush; identify the importance of the Erie Canal, Oregon Trail,
and Santa Fe Trail
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Write a paragraph explaining migration and immigration, and providing
historical/ current examples of each.
View the
Video:
Native American Removal (14:30)
Writing Connection:
After watching the video, consider the
perspective of Native Americans. Read each prompt below, and choose one
to write about. Review the
Grade 8 Writing Rubric
and use it as a
guide to help you write a response to your chosen prompt. Compose your
response in a word processor first, then copy and paste your response
into the WIKI. Be sure you use standard English. Your response will be
read by students from other middle schools, and you will be reading
responses written by other students across the district.
1.
How would feel if someone forced you and your family to move from the
place that had been your family home for hundreds of years?
Copy and paste your response here in the Question 1 WIKI.
2.
How did the pioneers moving west justify their taking of land
from the Native Americans?
Copy
and paste your response here in the Question 2 WIKI.
3.
Compare the Native American migrations to those of another group such as
the Mormons or the Chinese. How are
the two alike and how are they different?
Copy
and paste your response here in the Question 3 WIKI.
What would you have said to a pioneer to discourage him or
her from trying to take over land that belonged to Native Americans?
Copy
and paste your response here in the Question 4 WIKI.
Technology Connection: After posting your
response, comment on another student's posting and explain why you agree
or disagree with their response. Communicate like a professional. Your
comments will be reviewed by your teacher as he/she evaluates your work on
this assignment.
Resources
Creating America, Chapter 13; The American Republic,
Chapter 10; History Alive! Chapter 16.
Video: Colonizing the American
West (1996) item # 29323.
Video: Expansionism (1996) 35 minutes, item #
93036
Differentiation
Support:
Allow
dictated responses or oral presentation to the teacher on paragraphs
explaining migration. Write in
native language then translate migration patterns to English.
Extension: Create a map
of migration patterns/routes of various populations.
Lessons 12-14: Why Move West? Analyzing Primary Sources
Duration:
3 Class Periods
Standard H2:
Students know how to use the processes and resources of
historical inquiry.
District Indicator:
Identify, interpret, compare, and evaluate primary and secondary
sources, including documents, eyewitness accounts, letters and diaries,
literature, and newspapers.
Enduring Understanding: Processes and resources of historical inquiry allow for interpreting the
past and analyzing present day issues.
Essential Questions: What information about migration is provided in different primary
and secondary sources?
Assessment: Select one primary source and one secondary source that
revealed information about how people migrating across America felt
about their experiences. Identify and display these sources, then
describe the emotions in your own words.
Activities
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Analyze primary and secondary sources related to people who
migrated and their reasons for doing so.
Use all or part of the attached lesson
Images of the West;
Resources
Video: Westward I Go Free (12:02)
Video: Westward Expansion: Mountain Men and Gold Seekers
(27:02)
Video: Westward Expansion; the Pioneer Challenge
(17:00)
Video: Oregon Trail (1999) 16 minutes, item #
91664;Computer simulation --see your LTE;
primary source material
Digital History Website (scroll to the bottom of the home page for link
to primary sources) and the
Westward Expansion Website.
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Rand McNally
Westward
Expansion Map 1800 - 1850
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Read or listen to
the audio readers:
There’s Gold in Those Hills!
Towns of the Old West
Towns of the Old West, From Boom to Bust
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Continuous Improvement Process - Your teacher
wants feedback on this unit so it can constantly
be improved. Print the
Continuous Quality Improvement Survey and
answer each question, or answer online.
Differentiation
Support:
Allow dictated responses or oral
presentation to the teacher on the assessment. Write in Spanish, then translate
migration patterns to English. Read and listen any of these audio
books:
William F. Cody: Showman of the Old West
Children at Work: On the Frontier
Frontier Children
Extension: Create a map of migration patterns/routes
of and other populations.
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Parent Resources:
During this study your child will be exposed to the progressive
and darker side of our history. The triumphs of westward expansion, personal
stories of triumph over adversity are seen against the dark backdrop of the
removal of Native Americans from their land. This presents a powerful
opportunity to discuss with your child ethical and political issues. Discuss
other examples that you have seen in history and share with your child thoughts and perspectives on
controversial issues from history. The videos are also available for you to
watch by having your child use his or her login and password. |
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