Common Core Literacy Module
Title: MANIFEST DESTINY
Author: LeAnn Jensen
Grade Level: 8th grade
Teaching Task:
After reading informational texts and articles on the westward expansion, students will create a historical figure from the westward movement time frame and write a narrative telling who they are and whether manifest destiny was good for the United States from the character’s viewpoint.
Essential Question: Was Manifest Destiny good for the United States?
Vocabulary Task: Book in an Hour
Mini Tasks:
-Anticipatory Guide-Who’s Who of Alamo/Mexican-American War
People: Santa Anna, Sam Houston, Davy Crockett, Juan Seguin, Stephen Austin, Pres. Polk
WHO’s WHO
-Flashcards-Texas Independence and Mexican-American War cards for each student
-Pack Your Wagon
-Video Westward Ho-
-ABC Squares http://sscommoncoreacademy.wikispaces.com/file/view/alpha+box.pdf
-Westward Ho Brochure-1846 Immigrants’ Guide
Create and 1846 Immigrant’s to the West which would entice/tempt average Americans to leave everything they know and move West. Your travel guide should have a cover and be colorfully decorated, neat, and include the following:
1. A hand-written or typed paragraph which introduces your immigrant’s guide and excites Americans to head West (15 points)
2. A hand-drawn map of Northern America during the 1840’s which shows the California trail, Oregon trail, Mormon trail, St. Louis, and Independence. (30 points)
3. Hand-drawn picture of a prairie schooner. (10 points)
4. A hand-written or typed list of the tools, ammunition, and food which the immigrants should take. (15 points)
5. A hand-written or typed list of precautions the immigrants will need to take. (15 points)
6. A hand-written or typed list of various activities in which the immigrants can participate. (15 points)
-Jackdaw Broadbents http://www.jackdaw.com/p-436-california-gold-rush-1849.aspx
-Summarization Pyramid http://sscommoncoreacademy.wikispaces.com/file/view/Summarization+Pyramid.pdf
-Vocabulary Diamond http://www.saisd.net/admin/curric/sstudies/handson/manifestdiamond.pdf
-Time Line: Print or type the following on colored cardstock paper, about 3 to a page, cut and laminate. Mountain Men, The Alamo, Gadsden Purchase, Davy Crockett and Jim Bowie are killed, Texas becomes a country nicknamed the Lone Star Republic, New Mexico and California captures by the U.S., Mexican-American War begins, Santa Anna surrenders to the U.S., Mormons to Utah,Treaty of Guadalupe Hidalgo is signed, Oregon Fever, Moses and Stephen Austin start a colony in Texas, Pres. Polk sends soldiers to the Rio Grande, U.S. gets CA, NM, NV, AZ, UT, CO, WY, part of ID. Make enough time lines to give one to every four students.
-Land Acquisition Map
-Voki http://voki.com/
List of characters:
Stephen Austin, General Santa Ana, William B. Travis at the Alamo, Davy Crockett, Sam Houston, William Becknell, Tejanos, Juan Seguin, Pres. Polk, James Marshall, A Mormon, Brigham Young, Gold Miner, Native-American in CA, Mexican- American in CA, Chinese-American in CA, African-American in CA, Jedediah Smith, John Sutter, Nancy Gooch, Susanna Dickinson, Luzena Wilson
-Review game
Day 1: Hook-Anticipatory Guide: Who’s Who
· Students will complete on own the Who’s Who anticipatory guide.
· Students will read Chapter 13, section 2 with a graphic organizer
· Class discussion –The Alamo
· Students will go back and correct any wrong on the anticipatory guide
Day 2:
· Warm up-primary source photo about the Alamo
· Finish reading section 2 and discuss Mexican-American war
· Students will review event from Texas’ independence and Mexican-American War using the two flashcards. When the instructor talks about an event or person the students will hold up the correct flashcard.
· Discuss others who were coming west and why
Day 3: Warm-up primary source-Mexican-American War
· Watch video Westward Ho and complete ABC squares while watching
· In partners (boy, girl preferably) students will pack their wagon deciding what they really need to survive the trip and to get started in the new territory.
· Class discussion of what they took and why.
Day 4: Warm up-Going West
· Introduce the Westward Ho brochure, rubric and, due date and show good examples
· Jackdaws Gold Rush Broadbents with summarization pyramid. Each group will also answer 2 questions about their broadbents.
Day 5: Warm up-Gold Rush
· Finish broadbents
· Map discussion of different routes to California
· Students will complete the Land Acquisition Map with the help of their textbook
Day 6: Warm up-Gold rush
· Students will complete the vocabulary diamond on Manifest Destiny in groups.
· Students will complete Ch. 13 questions in complete sentences.
Day 7: Warm-up gold rush
· Turn in Westward Ho brochures
· Students will complete a time-line of events for the westward movement in groups.
· Going from last quiz score, students will sign up for their Westward movement character. No more than 2 people per character.
· Introduce VOKI assignment, demonstrate how to do it and rubric. Completed narrative needs to answer the following questions: 1. Who are you? 2. What are you known for? 3. Answer whether manifest destiny was good for the United States from your character’s viewpoint.
· Go to computer lab to research.
Day 8: Warm up-Manifest Destiny
· Turn in Ch. 13 questions
· Students will complete their written portion of their narrative, print out, turn in, and then begin their VOKI character.
· All will need to be completed and saved.
Day 9: Warm-up-Manifest Destiny
· Students will view and listen to the class VOKI characters.
· Students will then play a review game called Quick Draw McGraw. Divide the class in to two sides. One person from each side will get a dry erase marker and stand at equal distances from the board. The instructor reads a review question from the chapter reading and the first student to run to the board and write the correct answer will get a point for their team. No help from teammates and students only get one try to write the correct response. Continue with the next two students.
Day 10: Final Exam