Table of Contents Introduction . A-2 Interdisciplinary and Integrated Learning—Active Learning—Cooperative Learning— Inquiry-Based Learning—Assessment and Evaluation—Preparation for the Workplace—How This Affects Students’ Lives—Curriculum Standards—How the Book Is Organized Correlation of Activities to NCSS Standards . B-1 Management and Resources . C-1 Background Information for the Time Period . .C-2 Suggested Schedule for Using 45-Minute Periods . .C-4 Young-Adult Literature . .C-6 Suggested References for the Teacher . .C-12 Simulations and Activities . D-1 Unit 1: The Oregon Trail . .D-2 Unit 2: Life in the West . .D-22 Unit 3: Lakota Lobbyist Hearing . .D-30 Student Handbooks . E-i Student Handbook—Level A . .EA-1 Student Handbook—Level B . .EB-1 Overhead Transparencies . F-1 Online Connections . G-1 Appendices. H-1 Appendix A: Reproducibles . .H-3 Appendix B: Answer Key . .H-43 Rubric Bank . I-1 Multimedia Resources . J-1 Assessments . K-1 Bonus Items . L-1 © Teacher Created Materials, Inc. A-1 #2659 Westward Expansion Introduction ➢ Curriculum Standards All of the activities in this book have been developed and correlated to meet the recommendations contained in Expectations of Excellence, Curriculum Standards for Social Studies, developed by the National Council for the Social Studies, 1998. The standards that apply to specific activities in the book are listed in Section B. The numbers and letters represent the corresponding national standards. Each activity listed is annotated. In this way a teacher can see how the activities meet the national curriculum standards. ➢ How the Book Is Organized Each of the books in this series is organized in a user-friendly format. The books are divided into 12 sections. Section A introduces the teacher to the specific book and provides an overview of the A Exploring History series. Section B outlines the ways in which specific activities meet the curriculum standards b published by the National Council for the Social Studies (NCSS). Section C provides general background for the teacher and includes helpful material c about scheduling activities in the classroom. Relevant resources to enhance and supplement the unit are provided here. Among the resources that may be included in each book are topic-related books for teachers and students, videos, period art, music, dance, and Internet resources. Section D gives necessary background information for each simulation and activity, as d well as directions for implementing the activities in the classroom and using the materials in the student handbooks. A list of applicable curriculum standards precedes each activity. For easy reference, page numbers follow each description. Section E houses the student handbooks. Each handbook includes information pages e and reproducible activity sheets to be completed by students as they work through the simulations. The Level A (grades 5–8) and Level B (grades 8 and up) handbooks are ready to use and have been prepared so that the teacher can pull out and reproduce the appropriate units. Both levels essentially include the same materials and lessons, with variations in difficulty level of content, format, and vocabulary. The activities in the handbooks are used with the lessons in the Simulations and Activities teacher section, where they are listed as EA (refers to Level A handbook) and EB (refers to Level B handbook) and followed by the appropriate page numbers. Section F provides the teacher and students with overhead transparencies of key work f sheets, charts, and other materials that might serve as focal points of a lesson, review, or presentation. #2659 Westward Expansion A-4 © Teacher Created Materials, Inc. Introduction ➢ How the Book Is Organized (cont.) Section G connects the classroom with the Internet. The lessons and activities enrich g the unit and give students the opportunity to share their experiences with other students around the world. Section H is divided into two parts. Appendix A contains reproducible pages for h implementing and managing the units in Section D. Appendix B is the answer key for objective activities. Section I introduces teachers to a rubric bank. Included in this section are suggestions I for implementing and customizing the 100 plus criteria to create rubrics that serve the needs of students as they complete the activities. Teachers and students can use the supplementary guide to negotiate and develop criteria for the activities in the book. The rubric bank can also be used as an evaluation tool in other subjects or projects. Section J contains the User’s Guide for the Multimedia Resources CD. The guide J includes information about using the viewer program, ideas on how to use the collection in the classroom, and thumbnail photo images, clip art, and documents for quick reference. Section K was created to assist teachers with the assessment process. Included in this K section are multiple choice and essay quizzes as well as a final test. Schedule testing to meet your particular classroom needs. Section L provides teachers and students with handy manipulatives to be used with L specific activities or as motivational tools throughout the unit. The bonus items may include maps, charts, activity cards, games, or information cards. Many of the bonus items can be adapted for use with extension activities you may wish to include. A B C D Management Simulations Table of Contents Correlation of Activities and and and to NCSS Standards Resources Activities Introduction E F G H Student Overhead Online Handbooks Transparencies Connections Appendices I J K L Rubric Multimedia Bank Resources Assessments Bonus Items © Teacher Created Materials, Inc. A-5 #2659 Westward Expansion Correlation of Activities to NCSS Standards Standard II: Time, Continuity, and Change d. Identify and use processes important to reconstructing and reinterpreting the past, such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality. (cont.) 4. Writing Young-Adult Historical Fiction—Students employ their inquiry skills in writing their stories, and they can reconstruct and reinterpret what life was like in the West as the frontier was coming to an end. Placing themselves in that particular time and place, they will write about those waning days of the Wild West, when civilization and law and order impacted upon the western regions and made them a fit place for farmlands, towns, and industries. (D-26) 5. Lakota Lobbyist Hearing—All of the points of view reflect the tragedy of a people destroyed by progress and civilization. The Indians embraced the Ghost Dance and hoped their old way of life would be resurrected. Indians resisted the White Man for four hundred years, and Wounded Knee was the final tragedy. By the end of the nineteenth century, the Indian’s nomadic existence was finished. Students will explore the causes and effects of this failure to recognize cultural differences. (D-30) e. Develop critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts. 1. Independent Study Project List—This lesson illustrates that the adventures of the emigrants along the Oregon Trail were not unique. In the decades before the Civil War, it seemed as if a large portion of the American population was constantly on the move. Emigrants made their way into Texas. Others took the Oregon Trail but branched off for California. The Mormons, driven out of Nauvoo, Illinois, used the trail to reach the Great Salt Lake and their “Promised Land.” (D-11) 2. Emigrant Cards—In the nineteenth century, the United States had a policy of “Open Shores” regarding immigration. The potato blight in Ireland brought two million Irish to our shores. Immigration from England, Scotland, and Wales was steady. The revolutions of 1848 brought millions of immigrants from northern and western Europe to America. Many pushed into the West, and many made their way to Oregon. The emigrant cards illustrate this movement. (D-15) 3. Designing an Advertisement for People to Move Out West—It is evident from the poster activity that even in this period of America’s development, there were hustlers and sharpies who got a jump on the selling of public lands to make a fortune. Many settlers ended up purchasing their sections from the railroads and the land speculators who used the opportunity to turn a tidy profit. Although the image of a land rush, with a mad scramble breaking out at the firing of a pistol shot and each and every homesteader riding on horseback or wagon to stake his own claim, is popular, it really didn’t happen that way at all. (D-22) 4. Writing Young-Adult Historical Fiction—In applying their research skills to this writing activity, students can reconstruct and reinterpret the actions people took and the way they behaved in the closing days of the frontier. Their inquiries will make them more sensitive to the hardships endured by the people who went west and less critical of the more extreme measures employed by the settlers and homesteaders to make the Great Plains habitable and civilized. (D-26) © Teacher Created Materials, Inc. B-7 #2659 Westward Expansion Management and Resources Young-Adult Literature ➢ Management Tips Here are a few pointers for helping your students: 1. If you plan on meeting in literature circles once a week, assign a certain number of pages to be read for that week. Give students a schedule for the month ahead of time. 2. Assign an open-ended question in advance and have students write their own responses before they meet in groups. Vary the question each week. 3. At the end of the period, have the groups report what they shared in their literature group with the rest of the class. ➢ Read Alouds and Suggested References Students of all ages enjoy listening to a story that the teacher reads aloud.