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Grade 8, Quarter 3: From Sea to Shining Sea - U.S. Acquires Territory
Duration @ 21
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. How were new
territories acquired? How did the United States interact with the countries from whom new territories
were acquired? What about interactions with people already living in
these lands? For example, how did Lewis and Clark interact with the Native
Americans, or the Americans moving to Texas with the Mexicans and Tejanos?
Also, what can primary sources tell us about what people believed about
expansion at this time?
Rigor and Relevance Rating:
Quadrant C Assimilation - provides
opportunities for students to analyze and apply information within a
discipline.
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Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
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People and
events are organized chronologically to increase understanding
historical relationships.
-
Maps,
globes, and other geographic tools are used to acquire, process and
report information about the past and present.
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Foreign
policy influences the interaction of nations.
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Societies
are diverse and change over time.
-
Religious
beliefs and philosophical ideas change societies.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- Which events in the chronological progression of territorial
acquisition for the US were the most important? Why?
- What can information on a map of territorial acquisition reveal that
information on a chart or time line cannot?
- How did the US interact with other nations to acquire territories?
- How did migrating people and indigenous peoples view western
expansion- as a blessing or a threat?
- How did religious and philosophical ideas affect the interaction of
migrants/immigrants and indigenous populations?
- Which type of source provides the best information about territorial
expansion and why?
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
History 1: Organize events and people in
chronological order and use this data to determine cause/effect
relationships.
Geography 1: Interpret maps, globes, charts, and geographic databases.
Civics 3: Define foreign policy and describe ways nations interact(ed)
diplomatically in the past and present.
History 3: Describe basic cultural elements (traditions, customs,
religion, language government), compare and contrast societies, and explain
how they changed over time.
History 6: Describe religious beliefs and philosophical ideas, and how
they changed societies.
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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compromise
government
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 1-3: Timeline of Territories
 
Duration: 3 class periods
Standard H1: Students understand the
chronological organization of history and know how to organize events
and people into major eras to identify and explain historical
relationships.
District Indicator: Organize events and people in chronological
order and use this data to determine cause/effect relationships.
Enduring Understanding: People and events are organized
chronologically to increase understanding historical relationships.
Essential Questions: Which events in the chronological
progression of territorial acquisition for the US were the most
important? Why?
Assessment: In a brief essay, respond to the essential question.
Activities
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Complete time line and/or chart of territorial acquisition.
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Determine cause/effect relationships based on the events identified.
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The
Museum of Westward Expansion Website tells the story of the United States'
nineteenth century expansion from the Mississippi River to the Pacific
Ocean. From the Louisiana Purchase and the Lewis and Clark Expedition to the
farmers settling the Great Plains, the Museum interprets 100 years of
American history.
Resources
Creating America, Chapter 11,12 and 13; The American Republic,
Chapters 9, 10, 11, 12; History Alive! Chapters 14 – 17; Chart on
Fact
Monster Website
Differentiation
Support: Provide time line and limited list of events to place
correctly.
Extension: Illustrate the timeline.
Lessons 4-7: The Map of U.S. Territories
Duration: 4 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.
Enduring Understanding: Maps, globes, and other geographic tools
are used to acquire, process and report information about the past and
present.
Essential Questions: What can information on a map of territorial
acquisition reveal that information on a chart or time line cannot?
Assessment: What can information on a map of territorial
acquisition reveal that information on a chart or time line cannot? Why
are both important?
Activities
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Construct a map of US territories acquired
through expansion.
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Correlate map identification information with
information on the timeline/chart of acquisitions.
Resources
Creating America Chapter 11,12 and 13; The American Republic Chapters 9,
10, 11, 12; History Alive! Chapters 14 – 17;
Westward Expansion Map
Digital History Website
Differentiation
Support: Provide map and list of territories to place correctly.
Extension: Illustrate the map using connections with the time line from the
previous lesson.
Lessons 8-11: Foreign Policy in the 1800’s
Duration: 4 class periods
Standard C3: Students know the
political relationship of the United States and its citizens to other
nations and to world affairs.
District Indicator: Define foreign policy and describe ways
nations interact (ed) diplomatically in the past and present.
Enduring Understanding: Foreign policy influences the interaction
of nations.
Essential Questions: How did the US interact with other nations
to acquire territories?
Assessment: Writing Prompt-- Which means of acquiring land seemed
to be most effective? Why?
Activities
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Describe how each territory was acquired and from which nation:
Proclamation of 1763, Northwest Territories, Louisiana Purchase,
Florida, Texas, Mexican Cession, Oregon Country, and Gadsden Purchase.
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Describe ways the US acquired territories, i.e. war, treaty,
annexation, purchase and others.
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Explain the process for Statehood, including when and how it began.
Resources
Creating America Chapter 11,12 and 13; The American
Republic Chapters 9, 10, 11, 12; History Alive! Chapters 14 - 17
Differentiation
Support: Ask for a constructed response answer to the Essential Question
of this lesson. Provide multiple choice questions and a word bank. Provide
ELL students a word bank to complete the
prompt response.
Extension: Research methods of acquiring territories,
comparing those used in the past with those used in the present.
Lessons 12-15: Lewis and Clark
Duration: 4 class periods
Standard H3: Students understand how that
societies are diverse and change over time.
District Indicator: Describe basic cultural elements (traditions,
customs, religion, language government), compare and contrast societies,
and explain how they changed over time.
Enduring Understanding: Societies are diverse and change over
time.
Essential Questions: How did migrating people and indigenous
peoples view western expansion- as a blessing or a threat?
Assessment: What were the major similarities between the
explorers-- led by Lewis and Clark-- and the Indians? What were the major
differences? Illustrate responses using a Venn or other non-linguistic
representation/graphic.
Activities
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Use a graphic to record similarities and
differences in the Indian tribes Lewis and Clark encountered on their
journey and between the tribes and the explorers
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National Geographic's Journey of Lewis and Clark -
In pairs,
students share a computer and each receive a "leg" of the journey to
research and record (found under journal log). After documenting what
they learn from journal entries, historical photos, drawings, etc.,
each writes 5-6 sentences describing the trip in their own " journals."
Then they exchange papers with their classmates and, using what their
classmates "observe and experience," describe a
different leg of the
journey. They do this "write around" for different legs of the journey
four times. They also draw the "legs" of the journey on a US map.
Resources
Creating America, Chapter 11,12 and 13; The American Republic, Chapters
9, 10, 11, 12 ; History Alive! Chapter 16 ;
Lewis and Clark
Website and ;
PBS Website on
Lewis and Clark
Westward Expansion Video on the Lewis and Clark Expedition
Listen to the
Lewis and Clarke Song. Ready to perform it? Use the
Lewis and Clarke Instrumental track and perform it for the class.
Differentiation
Support: Provide a partially completed chart with similarities and
differences. Provide ELL students with a word bank of similarities and
differences for their chart.
Extension: Dramatize meeting between Lewis & Clark and Mandan tribal leaders.
Lessons 16-18: Spanish/Mexican Influence
Duration: 3 class periods
Standard H6: Students know that
religious and philosophical ideas have been powerful forces throughout
history.
District Indicator: Describe religious beliefs and philosophical
ideas, and how they changed societies.
Enduring Understanding: Religious beliefs and philosophical ideas
change societies.
Essential Questions: How did religious and philosophical ideas
affect the interaction of migrants/immigrants and indigenous
populations?
Assessment: What was the most significant Spanish influence on
indigenous people? What was the result of that influence?
Activities
-
Use the Cornell Note-taking strategy to have students gather information
on Spanish influence in Florida, Texas
and California, and their impact on indigenous peoples.
-
Summarize the
influence of the Spanish on the settlement and expansion of the United
States.
Resources
Creating America
Chapter 11,12 and 13; The American
Republic Chapters 9, 10, 11, 12; History Alive! Chapter 15,17; Video: Mormon
Trail-California's Mission Trail (1997) 55 minutes, item# 92285
Differentiation
Support: Have a list of possible responses the
student could use for note-taking.
Extension: Students will provide an extended response to
the assessment prompt.
Lessons 19-21:
Analyzing Primary Sources: Lewis and Clark's Journals
Words of
Forty-Niners, Mexican Settlers in Texas, and Accounts of Native Americans,
Chinese, and Others
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: Which type of source provides the best information about territorial
expansion and why?
Activities
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Analyze primary and secondary sources including: Lewis and Clark's
Journals, words of Forty-niners, Mexican settlers in Texas, accounts of
Native Americans, Chinese, and others.
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Choose one of these groups, then write a letter from the perspective of a
person in that group. It should be based on
analysis of the sources used and describe what was like as a member of
this group.
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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.
Resources
Creating America Chapter 11,12 and 13; The American Republic Chapters 9, 10, 11, 12;
History Alive! Chapter 15,17; Video: Mormon
trail-California's mission trail (1997) 55 minutes, item# 92285;
PBS Archives Website and
Digital History Website.
The
Museum of Westward Expansion Website tells the story of the United States'
nineteenth century expansion from the Mississippi River to the Pacific
Ocean. From the Louisiana Purchase and the Lewis and Clark Expedition to the
farmers settling the Great Plains, the Museum interprets 100 years of
American history.
Differentiation
Support: provide students with the definition of primary and
secondary sources and a modified list of samples; provide visual samples of
primary and secondary sources.
Extension: Students locate and examine sources
independently using web sites provided, then provide statements adding
to their learning bout the peoples studied.
With the purchase of Louisiana in 1803, migrations beyond
the Mississippi began in earnest. Other events, including a second war with
Great Britain, occurred in the early 1800s as well. The War of 1812 was one
of these. An extension activity could include
The War of 1812 WebQuest.
Research and report back to the class on the relevance of the
Star Spangled Banner to the War of 1812. Use the following information to
begin your research.
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During the war, The Star Spangled Banner was written - Who wrote it? What was happening at the time?
What does it mean? Why would we choose a National Anthem that was written
about a battle? Hear the District 11 Honors Middle School Band play
the Star Spangled Banner,
and learn the facts and the meaning behind the song that is our national
anthem.
When England began interfering with American international
trade, the American Congress declared war on Great Britain in
1812. In August 1814, British forces defeated an American
army twice its size and marched on to Washington. They set fire
to the United States Capitol, the President’s Mansion, and other
public buildings. The local militia fled, and President James
Madison barely escaped.
One month later, the British were planning an attack on the
Fort that protected the entrance to the Baltimore harbor. At the
same time, a Georgetown lawyer, Francis Scott
Key, was asked by John S. Skinner, the U.S. government’s agent
for dealing with British forces, to help persuade the British to
release a civilian prisoner. The British agreed to release the
prisoner, but forced Key and Skinner to wait on a British ship
until the attack on Fort McHenry was over. Key and Skinner
became eyewitnesses to the attack on Fort McHenry. Waving
proudly over the fort, the American flag could be seen for miles
around. From a ship anchored eight miles down the river, Francis
Scott Key spent an anxious night watching and hoping for a sign
that the city, and the nation had been saved. As he watched, he
wrote the lyrics to the Star Spangled Banner. The song soon become the most well-known American
patriotic song. Although the
first verse is the most familiar, the fourth verse tells of
Key's hope for the future of all Americans.
The American soldiers fought
throughout the night and protected the city from attack. Three
months later, the British agreed to a treaty that ended the war.
The
original flag Key saw during the battle was actually much
larger than people
might think. It was larger than most
classrooms measuring 30 feet wide by 42 feet long and it flew
from a 90 ft. tall pole.
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