AAAAA Tensions in the Westaaa

Essential Question: Does where you live say anything about who you are?

Unit Objectives: SWBAT:  Understand what it means to work effectively in groups.  Analyze the Homestead Acts effect on Exodusters and homesteaders.  Compare the perspectives of different groups in the West including Native- Americans, Cowboys, Exodusters, and Farmers and Miners.  Understand the development of the transcontinental railroad and analyze its assistance in moving West.  Understand reasons people move.  Conclude whether where you live says anything about who you are.

Length: 5 days including the first day of the semester

Grade and Class Title: 10th grade US History II

Student Population: 25 – 31 students, inclusive classrooms, approximately 1/3 of the class has IEP’s or decoding difficulties

Guiding Massachusetts curricular framework: 10.4 Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. (H)

Total Items:

General Use Sources – These sources can be used within the classroom.

1. Danzer, Gerald A., Klor de Alva, J. Jorge, Krieger, Larry S., Wilson, Louis E., & Woloch, Nancy. (1999). The Americans: Reconstruction through the 20th Century. Evanston, IL: McDougal Littell.

2. McDougal Littell: A Houghton Mifflin Company. (1995 – 2008). The Americans Class Zone. Retrieved 12/08/2008 from http://www.classzone.com/cz/books/americans05/book_home.htm?state=MA

a. This is the textbook and the textbooks website.

b. The website is particularly useful. It has blank maps and primary source documents. The nice thing about the primary sources on this site is that many of them are useful and first-hand accounts of the people who are experiencing the problems or successes of American society.

A2111 AAAAA Tensions in the Westaaa

c. The website also provides brief chapter quizzes, audio readings of the information, links to many of the books sources and other important information.

d. This is one of the richest resources I have found. Although it is not necessarily teaching out of text, it gives so many different options for the differentiation within the classroom – i.e. primary source, audio reading of the text, visual maps, etc. In particular, the maps and primary sources are quite useful.

e. It is a great place to find resources when you are looking for primary source materials for your class or when you might run out of information.

3. Kansas Historical Society. (2008). Exodusters. Retrieved 12/08/2008 from http://www.kshs.org/audiotours/kansasmemory/mp3/019_exodusters.mp3 4. Kansas Memory Website. (2007 – 2008). The largest colored colony in America – advertisement. Retrieved 12/18/08 from http://www.kansasmemory.org/item/332/page/1 5. Kansas Memory Website. (2007 – 2008). All colored people that want to go to Kansas, on September 5th 1877, can do so for $5.00 – advertisement. Retrieved 12/18/08 http://www.kansasmemory.org/item/702/page/1

a. Audio clip approximately 15 minutes in length. Accompanying documents from the website of the advertisements that are discussed within the podcast.

b. Differentiates and is good for learners that need to hear things and see things. Won’t work as well for kids that struggle with decoding. Possibly consider creating a transcript of the session or cutting the learning into parts for the kids to process.

c. The site has applicable local Kansas history that can be used as contrast for many periods of American history. They have podcasts and various links to other sites.

d. The Kansas memory website offers primary source documents that correspond with the podcasts. Hence, the advertisements are visuals that can be used with the audio to give students a visual of what the advertisements of the time might have looked like.

6. History Channel Website. (1996 – 2008). American History Videos: Westward Expansion. Retrieved 12/08/2008 from http://www.history.com/video.do?name=americanhistory (Look under the Videos: Era tab on the tool bar and click that to help find the videos or search for westward expansion on the website)

a. Website source from the History Channel. The site has written, audio and visual movie clips on westward expansion among the countless other subjects it has in American History. Useful for the West is the video clips, which it currently has about 15 minutes of information about the Gold Rush. They are short two - three minute clips. They also have some general information on the history of the West.

A2211 b. This website does not limit the user to just westward expansion topics. It has games, it has audio clips and it covers topics of both American and World History. It is a wonderfully rich resource. AAAAA Tensions in the Westaaa

7. Wounded Knee Museum Website. Exhibits. Retrieved 12/15/08 from http://www.woundedkneemuseum.org/main_menu.html 8. Cankpe Opi Tiyospayehttp – Wounded Knee Community. Wounded Knee Community website. ://cankpeopitiyospaye.tripod.com/

a. Both these sites present views of the Wounded Knee information past and present.

b. There are some excellent exhibits, which may be usable for a Webquest or for less supervised scavenger hunt. The readings are pretty easy and the exhibits on the site are particularly good – the Wounded Knee Museum Website. The second site listed has some audio accounts of the Wounded Knee Community.

c. Great also for a teacher to expand on their own content background.

9. Bower, Bert & Lobdell, Jim. (1999? sorry textbook I have is badly damaged). History Alive! The United States: Chapters 15 - 17. Unclear again where published. (Pp.201 – 245)

a. Textbook.

b. Useful for differentiated instruction when using the text. Reads at a middle school level, but can be utilized in conjunction with some of the History Alive! Experiential learning activities, which may contribute to higher cognitive learning.

c. The book tends to follow the pacing guide from BPS pretty well and seems like a legitimate source especially when you need rich material with entry points for many students.

d. Careful using the textbook though. I think – this is based on my observations of the History Alive! Activities - that the text is a collaborative with the activities. Therefore, it might be good to center units around the text and activities together or carefully plan, which material to use from the text.

10. Zinn, Howard, Konopacki, Mike & Buhle, Paul. (2008). A People’s History of American Empire: Ch I The Internal Empire and Ch II The Spanish-American War. New York, NY: Metropolitan Books.

a. The book is a graphic interpretation from Zinn’s A People’s History of the United States: 1492 to Present.

b. The book is 288 pages and includes interpretations on events at Wounded Knee and The Spanish-American War, both contributors to the Westward Expansion and Tensions in the West

c. A great way to differentiate instruction; the text is easy to read and the art work is provocative and excellent. The stories are also historical interpretations so it is a great way to introduce historiography and the fact that history is drawn, written, and interpreted differently by different people.

11. Our Shared History: African American Heritage. (????). Stories to Tell: Stories of the Great Westward Expansion. Retrieved 12/18/08 from http://www.nps.gov/untold/banners_and_backgrounds/expansionbanner/expansion. htm

a. This website shares three stories of westward expansion for African-Americans during the 1800’s. The three stories detail the life of George Washington Bush (ironic enough in name alone), tales of the Exodusters, and the Moses Speese Family.

b. The readings are not overly difficult, but do require some prior knowledge about reasons for moving and understanding of segregation and discrimination of African-Americans of the time.

c. All three stories have a strong sense of humanity that the students might be able to engage with. They also ultimately show success through perseverance, which is a great tone to the lesson.

12. Youtube Smithsonian Education. (2008). Westward the Course of Empire takes its way – Reading a historical painting. Retrieved 12/19/08 from http://www.youtube.com/watch?v=6yfkvIQuq7s

a. This four-minute youtube clip is produced by the Smithsonian Education. The moderator is the senior curator of the American Smithsonian Art Museum.

b. The major point of this clip is an examination of the famous “manifest destiny” painting titled “Westward the Course of Empire”. The clip is meant to discuss how one reads a painting.

c. The material is difficult to understand so scaffolding is needed to help students understand the observations the curator makes. However, it is a great skill piece and could serve to introduce reading primary source historical paintings or photographs.

13. The Gold Rush. (????). All About the Gold Rush. Retrieved 12/19/08 from http://www.isu.edu/~trinmich/allabout.html

a. This website is maintained on an Iowa State server.

b. Webquest friendly or scavenger hunt site. It has short passages that tend to cover the people, places and events that were happening at the time of the California Gold Rush.

c. Links to videos and other websites that relate to the movement westward at the time. The website responds and follows the PBS video timeline of the Gold Rush. Might be good to look into the Gold Rush.

14. Smithsonian Institution Source Website. (????). Impact of Westward Expansion on Native Americans and the role of the government. Retrieved 12/19/08 from http://www.smithsoniansource.org/content/dbqs/westwardexpansion/impact_westw ard_expansion.pdf

a. A DBQ created by the Smithsonian Institution on the Impact of Westward Expansion on Native Americans and the role of the government.

b. Great primary source documents that could be used to teach the conflicting perspectives of the Native American and the government intentions and utilization of the concept of Manifest Destiny. Possibly a great way to introduce DBQ’s to a class that might not have done them before. It is a complex way to introduce what will have to be done on the MCAS.

15. Lazarus, Emma. (1883). The New Colossus. Retrived 12/19/08 http://xroads.virginia.edu/~CAP/LIBERTY/lazaruspoem.html -- you can just google search it

a. Primary source documented that aligns with state and Boston recommendations.

b. Part of my pre-assessment, which will subsequently be used in the immigration unit.

Teacher Only Use Sources – These sources should primarily be used for your own edification or for classes that have the ability

16. Deloria, Vine. (1985). Behind the Trail of Broken Treaties: An Indian Declaration of Independence. Austin, Texas: University of Texas Press.

a. Based on the excerpts I have read it seems like a legitimate source for a teacher to improve content knowledge. It seems to talk about the treaty making process and I think it could be a text that a teacher could use to consider empowerment through government associations.

b. It is 300 plus pages so it might be considered for a summer reading.

c. Down-side of the book is that it seems to focus on some past history, but really brings itself to the present – 1972 through today.

17. Turner, Frederick Jackson. (1920). The Frontier in American History. Recreated essays retrieved on 12/19/08 from http://xroads.virginia.edu/~Hyper/TURNER/ - Also available on Google Books or amazon search

a. Books for a teacher’s edification.

b. It is 360 pages and discusses everything from settlement in the Massachusetts Bay Colony through social movements west.

c. It is an older book, but based on the passages I have read it seems like it would offer an interesting perspective of the movements west not long after they happened. As some bait to read it, Frederick Jackson Turner wrote it while at Harvard University.

A2611 Name: ______Block Date: ______

Exodusters – Audio from Kansas Historical Society Website Write in complete sentences

1. What did freed slaves struggle to do during Reconstruction – include the years of Reconstruction?

2. What year did black families begin to leave the South?

3. What reasons were African – Americans drawn to the South?

4. Whom were the advertisements trying to attract and what did they say to attract people to Kansas?

5. Why were immigrants to this area called exodusters?

A2711 6. What happened to many of the immigrants that came to Kansas?

7. List some of the reasons that people struggled to survive in Kansas once they arrived there. Did leaving the South ultimately rid people of having to deal with racism or segregation?

8. A schoolteacher from Mississippi contacted the governor of Kansas. Listen and describe some of things she requests from the governor.

9. What is the outlook of the schoolteacher from Mississippi? Why does she believe Kansas is a better place for her and her family?

10.How did most exodusters arrive in Kansas? (definition: Destitute: poor)

11.How were exodusters absorbed into the communities of Kansas?

A2811 Name ______USII Block Date ______

US History II Pre-Assessment

Directions: The purpose of this assessment is to give your teachers an idea of your knowledge and skills in world history. Your score on this assessment will NOT count as a grade in this class. Do your best, but don’t worry if you don’t know something. Answer every question, even if it is just a best guess.

1. What is one thing I can do to make you feel successful in this class? ______

______

2. What city are we currently in? A. Springfield B. Natick C. Lynn D. Boston

Answer question 3 based on the information in the reading below.

3. Based on the information in the document, what is one reason that Americans used the atomic bomb in World War II? A2911 ______Circle the letter of the correct answer. 4. The cultural diversity found throughout much of South America, Africa, and Southeast Asia is due in large part to: A. geographic factors B. political unity C. traditional religious practices D. a market economy

5. Which document is an example of a primary source? A. a novel about the Progressive movement B. a diary of a Holocaust survivor C. a textbook on United States history D. an encyclopedia article on Manifest Destiny

“Not like the brazen giant of Greek fame With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame, "Keep, ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore, Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!” — Emma Lazarus, The New Colossus (1883)

4. The words of the poem above have been used to describe the Statue of Liberty, which represents America’s policy towards: A. patriotism B. democracy C. Harriet Tubman D. immigration

A21011 Answer questions 5 & 6 based on the map below and on your knowledge of history.

5. According to the information provided by the 6. The best title for this map would be map, how many states became part of the US A. United States Railroads between 1876 - 1912? B. United States Rivers of the West A. 11 C. Westward Expansion of the United States B. 13 D. American Politics C. 15 D. 5

Answer the following question in complete sentences on the back of this page. Your answer should include at least 5 sentences.

During this course, we will examine the ways in which cultural identity (nationality, ethnicity, religion, race, and traditions) impact the way nations develop. In doing so, we will also be considering how our own cultural identities impact who we are and how we live.

In a well-written paragraph, explain how your cultural identity impacts who you are and how you live. You may choose to address your nation of origin, your ethnicity or race, your religion, where you live, or your family’s unique traditions. You must include at least one aspect of your identity and at least two ways you or your lifestyle is impacted by this identity.

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A21211 ______

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