LESSON 8 - Portland Public Schools



LESSON 8.24 Tensions in the West | |

|Learning targets | |

|(clear, understandable versions of standards in student friendly |SUMMARY OVERVIEW |

|language) |History Alive! lesson plan |

|1. Evaluate effects of 19th century westward migration, particularly on |In this lesson, students learn about the expansion of the American|

|native populations. |frontier after the Civil War and about the Native Americans’ |

|2. Evaluate the impact of U.S. expansion from 1787 to 1900 on other |response to this expansion. First, students will listen to the |

|nations and peoples. |song “The Heart of the Appaloosa,” a song that describes the |

| |displacement of the Nez Perce with settlers. Then, students will |

| |read and take notes about the groups that have settled the |

| |West—railroads, miners, ranchers, and homesteaders—and the Native |

| |Americans’ reactions to them. Finally, students apply their |

| |learning in a processing assignment. |

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| |Recommended changes to HA! lesson plan |

| |I would skip the experiential exercise and music video project |

| |noted in the HA lesson guide. These take a lot of time which you |

| |will likely not have at the end of the year. Instead, pick |

| |supplemental videos, clips, songs, and literature noted in the |

| |section on additional background building. |

| | |

| |In Beyond the Oregon Trail, Lesson 6: Closed Doors, Close Minds: |

| |Asian Exclusion in Oregon (pg. 53-67), students learn a brief |

| |history about the migration of various groups to Oregon and their |

| |contributions. Students also learn about the early exclusion of |

| |Chinese and Japanese people in Oregon, as well as Japanese |

| |Internment during World War II. However, as World War II is |

| |covered extensively in high school, and we are only teaching up |

| |through 1900, you might focus more on the experience and |

| |contributions of Chinese and Japanese immigrants up until 1900. |

| |(Koreans and Filipinos did not move to Oregon until the early |

| |1900s). |

| | |

| |Since the text is inaccessible at an independent reading level for|

| |many ELL students and students reading below grade level, I had to|

| |read most sections of most chapters aloud. |

| | |

| |Helpful supplements include: A Young People’s History of The |

| |United States, Beyond the Oregon Trail, Discovery Streaming, etc. |

| |I’ve included an extensive list of video, song, movie, |

| |mini-series, and literature links in the “background building” |

| |section. |

| | |

| |If you’re in a time crunch at the end of the year, you can have |

| |students read the chapter summary at the end of the book, instead |

| |of the whole chapter, and show a video or two from the list |

| |provided under additional background building. |

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| |Flexible grouping pattern of the lesson |

| |Whole class |

| |Reading |

| |Partners |

| |Independent |

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|Language objectives | |

|(identified cognitive functions correlated to the learning targets, such | |

|as sequence, compare/contrast, cause/effect, infer, and argue, as well as| |

|the signal words to be deliberately taught/used in discussion and | |

|writing; sentence frames in support section) | |

|Description | |

|Elaboration | |

|History Alive! Preview activity | |

|(builds background; links to student experience) | |

|Preview 23, p. 167 in ISN | |

|Write about a time when someone made a promise to you and then broke it. | |

|Tell what the promise was. Why did the person break the promise? How did | |

|you feel when the promise was broken? | |

|Pre-assessment activities/documents | |

|(serves as self-assessment for students; informs instruction for | |

|teachers; charts or documents may be used as a place to gather | |

|concepts/information throughout lesson through debriefing; may include | |

|visuals, lesson questions, lesson vocabulary, language objectives, and/or| |

|learning targets) | |

|See lesson questions | |

|Lesson questions | |

|(drive instruction; may create links to previous learning; may be | |

|included in pre-assessment) | |

|1. What motivated so many Americans to move west, onto and beyond the | |

|Great Plains? What challenges did this movement present to settlers, | |

|Native Americans, and the nation? | |

|2. How and why did American agriculture and industry develop so | |

|dramatically | |

|in the late 19th and early 20th century? What role did climate, natural | |

|resources, and trade play in this development? | |

|3. How did the growth of agriculture, mining, railroading, and industry | |

|contribute to a change in federal Indian policy in the 1860s? | |

|4. What actions did the government take to encourage business growth in | |

|the late 19th century? | |

|5. Why were entrepreneurs, industrialists, and bankers significant | |

|figures in American politics and business in the late 19th century? | |

|Additional background building | |

|(streaming video segments, DVD, map review, read aloud of a related piece| |

|of fiction, etc.) | |

|Please see document with this lesson for some awesome video clips, songs,| |

|movie, and literature suggestions!! | |

|Key content vocabulary (italicized words assessed) | |

|1. subsidy p. 340 | |

|2. homesteader p. 340 | |

|3. transcontinental railroad p. 340 | |

|4. Surveyors, p. 341 | |

|5. Graders, p.341 | |

|6. Tracklayers, p. 341 | |

|7. Spikers, p.341 | |

|8. Buffalo, pg. 342, 345 | |

|9. Mining pg. 343, 344 | |

|10. Vigilantes p. 344 | |

|11. Stockyards, p. 345 | |

|12. Cowboys p. 345 | |

|13. Cattle drive, p. 345 | |

|14. the “long drive” p. 345 | |

|15. Homestead Act p. 340 | |

|16. Sod houses, p. 347 | |

|17. reservation p. 337 | |

|18. Nez Percé p. 338 | |

|19. Appaloosa p. 338 | |

|20. treaties p. 338 | |

|21. Chief Joseph p. 339 | |

|22. Battle of the Little Big Horn p. 350 | |

|See additional vocabulary for ELLs and struggling students | |

|READING SUPPORT |

|Lesson-specific instructional supports |

|* see Enrichment Plan for Compacting/Extensions |

|Suggested strategies for introduction Interactive|Focus pages/paragraphs for guided reading group |Thinking/Process-Related Words |

|Read-Aloud | |(for example, Bloom’s, etc.) |

| |p. 351, paragraphs 1-6 |Compare/contrast |

| | |Cause/effect |

| | |Problem/solution |

| | |Elaboration |

| | |Resolve |

|WRITING SUPPORT |

|Lesson-specific instructional supports |

|* see Enrichment Plan for Compacting/Extensions |

| |Sentence frames for parts of the lesson | |

| |______ is significant because | |

| |_____________________________________________________| |

| |________. | |

| | | |

|DISCUSSION SUPPORT |

|Lesson-specific instructional supports |

|* see Enrichment Plan for Compacting/Extensions |

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|FORMATIVE ASSESSMENTS (for student and teacher use) |

|“Check for understanding” |Checkpoints in Interactive Student Notebook |Questions for |

|points during activities | |exit and entrance slips|

|24.2 The Nez Perce |24.4 The Railroad Builders, p. 168 |Please see “Check for |

|1. Where did the Nez Perce live and roam for centuries? |Draw a symbol to represent this group that settled in the |understanding” points |

|2. What happened when horses arrive din the Northwest in |West. Note groups involved, why they moved West, problems,|during activities. |

|the 1700s? |and the role in western development. Explain your picture | |

|3. How did the Nez Perce get along with whites? |in the space provided at the end of the notes. | |

|4. Why did miners swarm Nez Perce land in the 1860s? | | |

|5. What did some Nez Perce bands agree to in treaties |24.5 The Miners, p. 168 | |

|with whites? |Draw a symbol to represent this group that settled in the | |

|6. What terrible choice did the U.S. government present |West. Note groups involved, why they moved West, problems,| |

|Chief Joseph in 1877? What choice did he make? |and the role in western development. Explain your picture | |

|7. Why did the Nez Perce end up at war with whites? |in the space provided at the end of the notes. | |

|8. Where did the Nez Perce flee to for safety? How did | | |

|the U.S. Army respond? What was the result? |24.6 Ranchers and Cowboys, p. 169 | |

| |Draw a symbol to represent this group that settled in the | |

|24.3 New Interest in the West |West. Note groups involved, why they moved West, problems,| |

|1. What was the Homestead Act? What was its impact? |and the role in western development. Explain your picture | |

|2. What was the Pacific Railroad Act? What was its |in the space provided at the end of the notes. | |

|impact? | | |

| |24.7 The Homesteaders, p. 169 | |

|24.4 The Railroad Builders |Draw a symbol to represent this group that settled in the | |

|1. Why did the U.S. want to build a transcontinental |West. Note groups involved, why they moved West, problems,| |

|railroad? What were the difficulties? How were these |and the role in western development. Explain your picture | |

|challenges faced? |in the space provided at the end of the notes. | |

|2. Why did workers take jobs working for the railroad? | | |

|3. When did the East and West railroad lines meet? | | |

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|24.5 The Miners | | |

|1. What led to the miners’ move to California in 1848? | | |

|2. What was the result of miners moving to mining sites? | | |

|3. How did mining change the West? | | |

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|24.6 Ranchers and Cowboys | | |

|1. What was the railroad’s impact on the buffalo? How did| | |

|this impact the Plains Indians? | | |

|2. How did the railroad help ranchers? | | |

|3. What was life like for cowboys? | | |

|4. When did the cattle industry collapse? | | |

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|24.7 The Homesteaders | | |

|1. How many homesteaders had moved onto the Great Plains | | |

|by 1900? | | |

|2. Why did people move to the Great Plains? | | |

|3. What challenges did farmers face on the Great Plains? | | |

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|Geography Challenge | | |

|1. Identify at least four interesting details on the four| | |

|maps. | | |

|2. Approximately what percentage of the land in the | | |

|continental United States was held by Native Americans in| | |

|1850? 1865? 1880? 1990? | | |

|3. What are some of the reasons Native Americans lost so | | |

|much land between 1850 and 1990? | | |

|4. How do you think Native Americans responded to this | | |

|loss of land? | | |

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|24.8 War on the Plains | | |

|1. Why did federal policy toward Native Americans change?| | |

|How did it change? | | |

|2. What was life like on the reservation? | | |

|3. What is another name for The Battle of Little Big | | |

|Horn? | | |

|4. What was the result of this battle? | | |

|5. What had happened by 1887? | | |

|REVIEW |

|Processing Assignment |Games |Other |

|(also serves as a formative assessment) | | |

|Processing 23: p. 170 in ISN: | |Posters |

|Students will complete two acrostics using the word frontier. One | |Have each student complete a poster for each |

|acrostic should reflect the attitude of the white settlers toward the | |of the following topics: Nez Perce, The |

|settlement of the West. The other should reflect the attitude of the | |Homestead Act, The Pacific Railroad Act, The |

|Native Americans toward the settlement of the West. Each acrostic should | |Transcontinental Railroad, Miners, Ranchers |

|contain three images of illustrations and should have no spelling errors.| |and Cowboys, The Homesteaders, Reservation |

|Part of each acrostic is completed for students. Students will also add | |Life, The Battle of Little Big Horn (Custer’s|

|pictures. | |Last Stand), Each poster should summarize |

| | |the key issues around each topic and include |

|The Life of the Immigrant Farmer, p. 460 in HA! | |a drawing that represents that topic. |

|After reading excerpts from Willa Cather’s novel, My Antonia, and Ole E. | | |

|Rolvang’s novel, Giants in the Earth, students will complete a chart | | |

|about the difficulty that immigrant farmers faced in their lives: Imagine| | |

|that you are a historian studying the West. You want to write a book | | |

|about the life of immigrants in the West that proves the following | | |

|statement: The life of the immigrant farmer was dangerous and | | |

|challenging. What important information about this statement can be drawn| | |

|from these two literary excerpts? Make a chart that lists the six terms | | |

|(relevant, irrelevant, essential, incidental, verifiable, unverifiable), | | |

|along with examples that you find in My Antonia or Giants in the Earth. | | |

|You may use the same fact of information in more than one place on the | | |

|chart. | | |

|RECOMMENDED CHANGES TO LESSON ASSESSMENT AND KEY |

|Assessment |

|Key |

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