Lesson Plan: Social Studies 6-8 Westward Expansion

ProQuest Standards-Based Learning Activity

Westward Expansion

A Social Studies Lesson -- Teacher Procedures

APPROPRIATE FOR: Social Studies, Grades 6-8

TIMELINE: Two class periods

Social Studies Standards Addressed Through This Lesson

NCSS : cationworld.com/standards/national/soc_sci/index.shtml

III. People, Places and Environments

Middle Grades

j. Observe and speculate about social and economic effects of environmental changes and crises resulting from phenomena such as floods, storms, and drought. Related Themes: V, VII, VIII

V. Individuals, Groups and Institutions

Middle Grades

d. Identify and analyze examples of tensions between expressions of individuality and group or institutional efforts to promote social conformity. Related Themes: I, II, IV, VI, X

VI. Power, Authority and Governance

Middle Grades

g. Describe and analyze the role of technology in communications, transportation, information processing, weapons development, or other areas as it contributes to or helps resolve conflicts. Related Themes: VII, VIII, IX

VIII. Science, Technology and Society

Middle Grades

c. Describe examples in which values, beliefs, and attitudes have been influenced by new scientific and technological knowledge, such as the invention of the printing press, conceptions of the universe, applications of atomic energy, and genetic discoveries. Related Themes: I, II, III, V, IX, X

X. Civic Ideals and Practices

Middle Grades

a. Examine the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law. Related Themes: II, V, VI

b. Identify and interpret sources and examples of the rights and responsibilities of citizens. Related Themes: II

Learning Expectations/Objectives

· Students will use ProQuest learning resources to research the time period known for Westward Expansion in the United States.

· Students will use ProQuest to research individual lifestyles of various groups of people affected by Westward Expansion.

· Students will use ProQuest to research maps of the time period.

· Students will use their research to write an essay from the point-of view of a person who experienced Westward Expansion.

· Students will create a map showing the movement of a group of people during Westward Expansion.

MATERIALS

· Computer with printer and access to ProQuest SIRS and/or eLibrary

· Printer paper

· Pens and paper for note taking

· Large craft paper

· Construction paper

· Markers, crayons, colored pencils

ACTIVITY Process: Directions to the Teacher

Description of Activity

Students will research Westward Expansion and the personal accounts of different people experiencing different paths and environments during Westward Expansion. They will use primary and secondary source documents to assume the point of view of a person living through Westward Expansion. They will read about the growth of the United States as a country as well as an overview of the period and its outcomes to understand that, although sometimes overlooked, this period in time and the experiences that individuals faced during this period played a large role in setting the stage for the Civil War in the United States. They will write a point-of-view essay and create a map summarizing their findings.

Background Information/Scenario

“Go West!”

(1820-1860)

Following the War of 1812, the United States expanded tremendously due to territorial battles, purchases, negotiations, forced removal of people from land belonging to them and through the toil and sweat of pioneers. With each expansion of the country and admission of a state to the Union, Americans were forced to accept all of the policies and practices of a new piece of land. The most controversial of these policies was slavery. States in the north favored a gradual abolishment of slavery, while states in the south depended on slave labor to maintain their rich, agricultural economy. These regions of the new country saw themselves splintering into two distinct areas based on different economies, values and needs. Since the north and the south contained colonies that had been there at the beginning, these regions maintained the strongest political hold over the newly formed government. Every time a new state was added to the Union, the question of slavery came up. Both the north and the south contested the entry of every new state over the issue of slavery. Many compromises had to be made, until eventually, the entire nation was divided over the slavery issue, and the stage was set for the coming of the Civil War.

Meanwhile, many people were motivated to try their hand at migrating westward. There were Native Americans who were forced from their land, pioneers who sought a better life and cheaper land in the areas west of the Mississippi River, gold-diggers who rushed to California to become rich on the newly-discovered gold deposits, recent immigrants who found work building our nation’s railroads and Mormons who sought religious freedom in Utah. Women had different experiences from men. Black Americans had different experiences from white Americans. Everyone who moved west experienced the challenges of settling into new land without the comforts of home. It was these experiences that really gave America the reputation for being full of rugged, tough men and women. Students will learn about these experiences.

For more information on the westward expansion, check out the following Web sites from ProQuest editor selected websites: info.com/american_history/pioneers.html

Outline of Procedures -- Day One

Research:

1. Have students familiarize themselves with an introduction and with overviews of Westward Expansion located in your ProQuest teaching and learning resource. Use keyword searches such as Westward Expansion, Gold Rush, etc. correlated to the roles below. Also try a subject/topic search using similar words.

2. Assign each student to the role of a particular group of people who played a part in Westward Expansion. The following is a list of the groups with distinct experiences for which ProQuest has extensive resources:

· Blacks in the West/Buffalo Soldiers

· Men in the Gold Rush

· Women in the Gold Rush

· Women pioneers on the trails West

· Other pioneers on the trails West

· Mountain men and fur trappers

· Native Americans

· Mormons celebrating Utah

· Workers on the transcontinental railroads

4. Students will log on to ProQuest using the process outlined above and research the group to which they were assigned. They will research both primary and secondary sources, as well as maps, to understand the experiences that a member of their Westward Expansion group may have had. The “Student Companion” for this lesson provides guidance on the research process.

Outline of Procedures -- Day Two

Synthesizing

5. Students will take on the identity of a person from the group to which they were assigned. They will complete an essay from the point-of-view of that person and respond to the following essential questions for critical thinking :

· Where did you move to?/Where were you moving to, and why?

· Did you hope that your life was going to be better in your new home? How? Explain.

· Did you face difficulties in your move or in your new home? Describe.

· What did you think about the American government? Why?

6. Students will create a map of their movement based on their research. Distribute craft materials to students to allow them to make their maps as “authentic” looking as possible.

Required ProQuest Resources from Editor’s Choice:

Account of Mary Reed Donner, traveling to California:

rary.cornell.edu/cgi-bin/moa/pageviewer?frames=1&coll=moa&view=50&root=%2Fmoa%2Fcent%2Fcent0042%2F&tif=00419.TIF&cite=http%3A%2F%2Fcdl.library.cornell.edu%2Fcgi-bin%2Fmoa%2Fmoa-cgi%3Fnotisid%3DABP2287-0042-93

Mountain men, fur trappers, biographies:

ecamp.com/museums/americanwest/hubs/mountain_men_trapers_fur_traders/mountain_men_trapers_fur_traders.html

Mountain men and the fur trade:

ssion.com/~drudy/amm.html

Memoirs of a woman ‘49er:

.org/weta/thewest/resources/archives/three/luzena.htm

John Sutter, Gold Rusher and his accounts:

useum.org/hist2/gold.html

Mormon overland trails and diaries:

.utah.edu/digital/overland.html

Introduction to the transcontinental railroad:

ecamp.com/museums/americanwest/western_clubs/transcontinental_railroad/transcontinental_railroad.html

Women in the west:

rary.csi.cuny.edu/westweb/pages/women.html

Overview of building the railroads during Westward Expansion:

.org/wgbh/amex/iron/

Guide to writing an essay:

pod.com/~lklivingston/essay/

For map resources: Search your ProQuest resource using advanced search that designates Maps only for Westward Expansion.

Conclusion/Finished Work

Students present their essays orally for the rest of the class. Students turn in essays to teacher.

Assessment

Research

· Did student use ProQuest to locate both primary and secondary sources about the group of people that they were assigned to?

· Did student use facts from the research in creating her/his essay?

Essay

· Did student answer all assigned questions in her/his essay?

· Did student assume and maintain the point of view of a person in the group to which they were assigned?

· Did student organize ideas into a cohesive essay?

Map

· Did student use map resources on ProQuest as a model for her/his own map?

· Did student create a map that accurately reflects movement of the group to which she/he was assigned?

Optional Extended Enrichment Activities

1. Mix up students so that they are in groups with people who have been assigned to research different social groups affected by Westward Expansion. Together they will write a script for a scene or play depicting the lives of those people that they researched. Scenes/plays can be presented for their class or for a larger audience.

2. Have students follow the group to which they were assigned as you begin a study of the Civil War. Occasionally, have students “check in” with the identity which they researched/created. Have them write journal responses to different events in history. Eventually, collect and display all of the responses as examples of “case histories” or “American Portraits.”

Westward Expansion

A Social Studies Lesson – Student Version

“Go West!” (1820-1860)

Meanwhile, many people were motivated to try their hand at migrating westward. There were Native Americans who were forced from their land, pioneers who sought a better life and cheap land in the areas west of the Mississippi River, gold-diggers who rushed to California to become rich on the newly discovered gold deposits, recent immigrants who found work building our nation’s railroads and Mormons who sought religious freedom in Utah. Women had different experiences from men. Black Americans had different experiences from white Americans. Everyone who moved west experienced the challenges of settling into new land without the comforts of home.

It was these experiences that really gave America the reputation for being full of rugged, tough men and women. Today you will learn about these experiences. Try to imagine what it may have been like…

DURING THIS ACTIVITY…

· You will use a ProQuest learning resource to research the time period known for Westward Expansion in the United States.

· You will use ProQuest to research individual lifestyles of various groups of people affected by Westward Expansion.

· You will use ProQuest to research maps of the time period.

· You will use your research to write an essay from the point-of view of a person who experienced Westward Expansion.

· You will create a map showing the movement of a group of people during Westward Expansion.

DAY ONE

Research:

1. To find information about Westward Expansion in ProQuest use a key word search for a subject/topic search using Westward Expansion and then specific searches from the list of roles of people involved in the Westward Expansion that the teacher assign you in #2 below.

2. Your teacher will assign you to the role of a particular group of people who played a part in Westward Expansion. These are some of the different groups of people who were affected by Westward Expansion:

· Blacks in the West/Buffalo Soldiers

· Men in the Gold Rush

· Women in the Gold Rush

· Women pioneers on the trails West

· Other pioneers on the trails West

· Mountain men and fur trappers

· Native Americans

· Mormons celebrating Utah

· Workers on the transcontinental railroads

5. You will log on to ProQuest using the process outlined above and research the group to which you were assigned. Search as many sites as you can.

· Find primary sources (documents written by someone who was there) as well as secondary sources (information written about an event by someone who was not there).

· Find maps that show routes taken by people in your group.

· Take notes. These are the questions that you will have to answer in your essay, so try to find information that answers these essential questions:

1. Where did you move to?/Where were you moving to, and why?

2. Did you hope that your life was going to be better in your new home? How? Explain.

3. Did you face difficulties in your move or in your new home? Describe.

4. What did you think about the American government? Why?

DAY TWO

Synthesizing

5. Take on the identity of a person from your group. Then complete an essay from the point of view of that person that responds to the following questions:

· Where did you move to?/Where were you moving to, and why?

· Did you hope that your life was going to be better in your new home? How? Explain.

· Did you face difficulties in your move or in your new home? Describe.

· What did you think about the American government? Why?

6. Create a map to show the movement of your group based on your research. Ask for any materials you need to make your map. Try to make it look “authentic” – like it was a map made during the time of Westward Expansion.

7. When you are finished, let your teacher know. Prepare to present your work to the rest of your class and turn it into your teacher.

ASSESSMENT

Research

· Did you use ProQuest to locate both primary and secondary sources about the group of people that they were assigned to?

· Did you take notes based on the information you found in ProQuest?

· Did you use facts from the research in creating your essay?

Essay

· Did you answer all assigned questions in your essay?

· Did you assume and maintain the point-of-view of a person in the group to which you were assigned?

· Did you organize your ideas and notes into a cohesive essay?

Map

· Did you use map resources on ProQuest as a model for your own map?

· Did you create a map that accurately reflects movement of the group to which you were assigned?