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. |
| | |
| |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. |
| | |
| |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 |
| | | |
| | | |
|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? | | |
| | | |
|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? | | |
| | | |
|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? | | |
| | | |
|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? | | |
| | | |
|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? | | |
| | | |
|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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