Teacher: Mr. Reddoch 8th Grade
Objectives: Students will develop an understanding of the settlement of the western United States. Students will analyze the policies of the United States regarding land acquistion from different sources and in different manners. Students will be able to discuss the various hardships and obstacles encountered in the western expansion and their solutions. Upon completion of this unit, students will be able to place events in chronological order starting with the Lousiana Purchase.
Essential Questions:
1. What was the importance of the Lousiana Purchase?
2. Why was Texas important to the western expansion?
3. How did the wagon trains help in Westward Expansion?
4.What was more important the Mexican War or the Louisana Purchase?
5.How did US policies and laws affect the Native American tribes?
New Mexico Standards & Benchmarks:
History Standard 1
Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs and turning points in New Mexico, United States and world history, in order to understand the complexity of the human experience. Students will:
2. analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the civil war and reconstruction in United States history
iv. describe the successes and failures of the reforms during the age of Jackson, to include: extension of franchise to all white men; Indian removal, the trail of tears, the long walk; abolition movement (e.g., Quakers, Harriet Tubman, underground railroad);
v.describe, explain and analyze the aims and impact of western expansion and the settlement of the United States, to include: American belief in manifest destiny and how it led to the Mexican war and its consequences; comparison of African American and Native American slavery; westward migration of peoples (e.g., Oregon, California, Mormons and southwest)
Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs and turning points in New Mexico, United States and world history, in order to understand the complexity of the human experience. Students will:
2. analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the civil war and reconstruction in United States history
iv. describe the successes and failures of the reforms during the age of Jackson, to include: extension of franchise to all white men; Indian removal, the trail of tears, the long walk; abolition movement (e.g., Quakers, Harriet Tubman, underground railroad);
v.describe, explain and analyze the aims and impact of western expansion and the settlement of the United States, to include: American belief in manifest destiny and how it led to the Mexican war and its consequences; comparison of African American and Native American slavery; westward migration of peoples (e.g., Oregon, California, Mormons and southwest)
MondayLouisana PurchseLesson 1a: The students will write short definitions of the following to gauge their knowledge:
Louisana Purchase Lewis & Clark Sacajewea Zeb Pike Thoms Jefferson Lesson 1b: Students will analyze chronological events of the Lousiana Purchase, the Lewis & Clark Expedition, Zeb Pike's mission and Thomas Jefferson's idea of expansion.. They will discussion and question these events.. What were the objectives of the Lewis and Clark Expedition? What was Zeb Pike's real mission. Map of Westward Expansion Animated Map. |
TuesdayMexican American War & Republic of TexasLesson 2a: The students will write short definitions of the following to gauge their knowledge:
Republic of Texas Sam Houston Santa Ana Zach Scott Halls of Montezuma Mexican Cessation Treaty of Hildago Lesson 2b: Students will discuss and question the events and causes leading up to Texas joining the Union, and then the events and causes of the Treaty of Hildago |
WednesdayPioneers, Wagons, & SettlersLesson 3a: The students will write short definitions of the following in order to gauge their knowledge:
Homestead Act Oregon Trail Buffalo Bill The Great Race Sod Buster Range Wars Schooner Lesson 3b: Students will view the Donner Party_ movie and interactive_ map. They will analyze what went wrong and why in a class participation discussion. Students will divide into groups and prepare oral presentation(s) for class next week from one of the following. They will research the event from primary sources and from internet (no Wikipedia ): What was necessary in supplies , equipment, livestock, maps, and cash was needed. What hardships were faced along the Oregon Trail for the Settlers?How did the railroad change life in the US ?Explain the Homestead Act. List difficulties people encountered while traveling on the Oregon Trail. Plan strategies to solve the problems people faced on the Oregon Trail. Why did people leave their homes to go West, into the Frontier ? |
ThursdayUS Policy & Native AmericansLesson 4a: The students will write short definitions of the following:
Ghost Dance Battle of Little Big Horn Indian Removal Act Andrew Jackson Buffalo Soldiers Buffalo Hunt Reservations Lesson 4b: Students will write a short essay (1-2 pages) from one of the following: How were the Native Americans affected by key events during the 19th Century ? Explain the Indian Removal Act-1830. What happened on the Trail Of Tears ? What was Indian Territory and who lived there and why ? They will view videos then write and discuss one of the videos on the blog A suggested web site is stories of USA for Indian Wars, with a time line for all twenty-seven (27). |
Friday Manifest
Destiny Lesson 5a:
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