how did immigrants shape the west?
social studies standards
National Council for the Social Studies Standards (NCSS)
Standard I - Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity Standard II - Time, Continuity and Change Social studies programs should include experiences that provide for the study of the past and its legacy Standard III- People, Places and the Environment Social studies programs should include experiences that provide for the study of people, places and environments Standard IV- Science, Technology and Society Social studies programs should include experiences that provide for the study of relationships among science, technology and society. National Content Standards for Arts Education Visual Arts 1. Understanding and applying media, techniques, and processes 4. Understanding the visual arts in relation to history and cultures. 6. Making connections between visual arts and other disciplines. VA SOL Skills USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship The student will demonstrate skills for historical and geographical analysis and responsible citizenship a)identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865; b) make connections between the past and the present; c) sequence events in United States history from pre-Columbian times to 1865; d) interpret ideas and events from different historical perspectives; e) evaluate and discuss issues orally and in writing; f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events; g) distinguish between parallels of latitude and meridians of longitude; h) interpret patriotic slogans and excerpts from notable speeches and documents; i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives |
Social studies standards (cont)
VA SOL (con't)
Expansion and Reform USI.8 (a-b) The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861. a) describing territorial expansion and how it affected the political map of the United States, b) identifying the geographic and economic factors that influenced the westward movement of settlers; Geography USI.2 (a-d) The student will use maps, globes, photographs, pictures, or tables. a)locate the seven continents and five oceans; b)locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range; c)locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; d)recognize key geographic features on maps, diagrams, and/or photographs. science standards
National Science Education Standards (NCES)
5-8: F. SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES 2. Populations, Resources, and Environments a. When an area becomes overpopulated, the environment will become degraded due to the increased use of resources. b. Causes of environmental degradation and resource depletion vary from region to region and from country to country. VA SOL Earth Resources 6.9 The student will investigate and understand public policy decisions relating to the environment. Key concepts include a) management of renewable resources; b) management of nonrenewable resources; c) the mitigation of land-use and environmental hazards through preventive measures; and d) cost/benefit tradeoffs in conservation policies. |
objectives
- SWBAT use primary and secondary source materials to identify the various groups of immigrants that came West in the 1800's and identify; (social studies, science)
What resources were available to them when they arrived,
How did they travel to the West,
What did they find once they arrived,
How were they treated once they arrived.
2. SWBAT identify art and artifacts from the 1800's west (social studies)
(Teachers can scaffold centers by providing different levels of graphic organizers and instruction to various groups. These centers can also be combined into a one-half day virtual fieldtrip experience.)
Activities ( 40-60 minutes over several days)
- Engage - The teacher will begin the first day of the lesson by showing a 1795 map of North America (one can be found in the book, Immigrants and the Westward Expansion by Tracee Sioux). The teacher will facilitate a discussion to complete a fourth graffiti chart, what do students know about westward expansion in the 1800's. (15 minutes- whole group gathered on the carpet)
- Explore - The teacher will have various centers set up around the room, students will circulate in small groups spending 20 minutes at each center. Students will use the graphic organizer included in their PBA assignment pack and complete it as they journey through the various centers.
Documents - Californios, Oregon Trail, Panama Shortcut, Around Cape Horn
center #2 - Chinese and the Railroads
Documents - Overview Reading, Chinese and Westward Expansion, Chinese Exclusion Act, Anti- Chinese
Illustrations, Railroad Newspaper
center #3 - European
Documents - Welsh, Finland/ Scandinavian
center #4 - East Coast Americans
Documents - Reading 1, Reading 2, Reading 3
center #5 - Homestead Act
Documents - Agriculture, Luna CO, Emigrant Directory, Dawson Co
center #6 - Interactive Map of the West
Materials
- Teacher will need to make copies of all documents listed in each activity.
- 6 computers available - one for each center
assessment
- Formative - Teacher will walk around in between each center and observe, facilitate and guide as needed. Teacher will make anecdotal notes about various levels of engagement and ability to capture relevant information on individual graphic organizers. Teacher will circulate and use a checklist to mark understanding as captured in graphic organizers and informal discussions.