Oregon 2009 Sesquicentennial Celebration

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Oregon 2009 Sesquicentennial Celebration

Westward Expansion-Manifest Destiny and its Affect on Indian
People

Author: Marsha Klosterman, mkloster@lane.k12.or.us
Siuslaw Middle
Siuslaw School District
Courtesy of Lane Education Service District's
Teaching American History project

Target Grade Level(s): 8

Approximate Time Needed: 9 weeks

Prerequisites:

Brief Overview: This unit focuses on the idea of manifest destiny. Students will
look at the Lewis and Clark expedition as a way to see how the west first opened up
to exploration and to look at the first encounters with the Native Americans by
the expedition. Students will look at several laws passed that impacted Native
American, specifically the Indian Removal Act of 1830 and the Dawes Act of 1897.
They will look at the Nez Perce tribe to trace their involvement with the white men
from their encounters with Lewis and Clark to the invasion of settlers, their race
to freedom, and their experiences on the reservation.

Additional Information

 CCGs, Standards and Benchmarks
 Objectives and Procedures
 Modifications and Assessment
 Required Materials and Preparation

Resources: Handouts, web sites and other helpful teacher materials
Objectives: ..Students will use primary source documents (pictures and journals),
videos, and The American Nation textbook to understand events
surrounding the exploration of the continent by Lewis and Clark.
.. Students will keep a journal of major events during the trip,including
sketches
.. Students will hold a congressional hearing to report on all facets of the
Corp of Discovery journey.
.. Students will create a map of their journey
.. Students will look at the Indian Removal Act and its impact on growth
of the nation and the native people
.. Students will debate the pros and cons of the Indian Removal act of
1830
.. Students will explore the interaction with the Nez Perce Indians
.. Students will look at the Dawes Act in relation to the Nez Perce tribe
and its impact on native people
.. Students will create a 1 page newspaper on one of major topics
explored during the unit
.. Students will create a comic strip on an event presented during the unit

Instruction/Proced WEEK ONE-INTRODUCTION TO WESTWARD EXPANSION
ure:
This assumes at least 1 45 minutes period per day, with 2 periods
available for some activities.

1. Give a list of words, a social studies book, and a large piece of paper.
Groups of 4 students need to sort and organize the words into related
ideas. They should use at least 4 categories and may look through
textbook for ideas. Groups then present their sorts and discuss their
reasons for why they group as the did. Word sort attached. (2 periods)

2. Show the video "Elbow Room" to students. Discuss the events in
relation to what students know. Discuss strong points of video and look
for inaccuracies. Ask students to write a letter to School House Rocks
critiquing their video. Students should use business letter form, and
include strong and weak points of video and suggest ways to improve its
content. 1 period
3. Set up a notebook in which to keep Westward Expansion information.
Students will be given a map of the US on which information will be
added as discovered. This would include land acquisitions, trails, major
Indian nations, etc. Design a cover. It should contain the words Manifest
Destiny, its definition, and visual representation of the same.

4. Students will look at overheads of land acquisitions, a map of the
Lewis and Clark trail, etc. and discuss the kinds of information and
expectations of this unit.

WEEK 2

1. Read pages 271-276 in American Nations. Discuss the Louisiana
Purchase and the events surrounding it. 1 period

2. Make journals from notebook paper. Use 4 sheets of paper. Fold sheets
"hamburger" style in middle. Along the folded edge of 3 of the papers,
cut in to the margin (about 1 inch)on both sides. On the 4th paper, begin
on the inside of the margins and cut a continuous line through the fold to
the other margin. Now fold the 3 sheets lengthwise (without creasing),
and place them through the hole of the 4th paper. Open up to form a
journal.
The first entry will be a brainstorm by students of what materials might
need to be taken.
Then teacher puts an overhead up that shows a partial list of what they
took, and they add things they think are important. 1 period

3. Show first Lewis and Clark PBS presentation (1st part).1 to 2 periods

4. Use placards from History Alive depicting various scenes along the
journey.
Look at first picture from August 2, 1804. In groups of 4, brainstorm
ideas of what is represented in the picture. Look at the map to see where
they were and share any other information students might have about
what could be happening in this situation. Then have students do a
journal entry on their own. Minimum entry--one page.

5. Repeat this process for the last 7 pictures. Do one entry daily at
beginning of period. I showed part of the Lewis and Clark video, and did
a journal entry for a week.

WEEK 3

1. Read article about Sacagawea from National Geographic, Feb 2003
issue. Discuss her role in the success of the journey. Do a journal entry
about her. 2 periods

2. Look at the tribes encountered along the trail. Create a chart to answer
the following questions: 1. Where they lived? 2. How they lived? (Food,
housing, etc.) 3. Who they traded with? 4. Relationship with the Corp.
Students will spend up to 3 periods in the computer lab to get this
information on the PBS web site-(Native American tribes-Lewis and
Clark) or the materials can be copied by the teacher. Students will spend
a day working on maps. They should include physical features, the route
of the expedition, location of tribes, landmarks. Maps should be colored
and a key provided. These materials will go into the notebooks.

WEEK 4

1. As a final project about the Corp of Discovery, students will
participate in a congressional hearing to report on their accomplishments.
Class should be divided into groups of 4. They can each choose a
character from the expedition. A 5/10 minutes presentation should be
divided among the participants, with each one reporting on one area.
These could include: where they went, types of plants/animals the
discovered (including examples, either drawn or made), relationship with
different tribes and potential trade, and interesting land features
discovered. Panel should try to show the importance of the trip. The
teacher and 1/2 other students can act as the congressional board and ask
questions at the end. Students should try to dress as close to authentic as
possible.

This activity will take a week. Students will take 2-3 days preparing, and
2-3 days to present.

WEEK 5

1. Look at pictures found in (Images-primary sources web site) chosen by
teacher and made into overheads. Discuss what you see as far as dress,
expressions, etc. What kind of people do you thing these people are? Are
there any biases portrayed by these? (Evaluate pictures with worksheet
from Analysis web site)

2. Introduce the idea of removing Indians from their homelands through a
local situation. An example in Florence might be that the schools need to
expand. The best land is directly across the street from the Middle
School. Many of our kids live there. The school would simply tell all the
residents that they would have to move. City council would back them.
Not to worry--We have a great place for them to live. We will relocate
them up Canary Road. There is a lot of open land. They can move in
trailers and have their own gardens. Those that refuse or drag their feet
will have their water and electricity cut off. Also, if they move by a
certain time, financial help will be provided to help them move. Students
should make a list of pro's and con's about the idea. These should look at
it from several points of view. (Residents, the school, the long-term
welfare of the school and its students.) A class discussion will follow.

3. Read about the Indian Removal Act of 1830 in the American Nations
SS book, p 338-341. Read passages from Howard Zinn's, A People's
History of the US pages 130-148. Students will brainstorm the pros and
cons of the idea of expansion into Indian lands by white settlers. They
will use information from their textbook, passages from the Zinn book
and other sources. They will then write a persuasive essay taking a side.
They will present both sides in their argument. 3-4 periods. (Indian
Removal-Jackson, web site)

4. Students will create a map depicting tribes original lands, and then
where they ended up.

WEEK 6
1. Read about the Nez Perce tribe and their interaction with the
expedition. Students can read the Nez Perce article on the PBS web site-
Lewis and Clark, Natives) and discuss them in relationship to the notes
they took on other tribes.

2. Watch The West, Episode 6, "Fight No More Forever". Watch the first
7 minutes about how the Nez Perce Indians helped Lewis and Clark
survive their journey but were betrayed and forced onto a reservation. As
you watch the video, stop and discuss: Do you think Chief Joseph's father
was foolish not to move onto a reservation within the month? Should
Chief Joseph and his followers agree to move onto the reservation, or
should they put up a fight? As you continue to watch the video, have
students keep track of losses on the side of the Nez Perce and the US
Army. As you continue to watch through the fight at White Bird Canyon,
flight through the Bitteroot Mts, the battle at Big Hole, Montana, pose
the following questions: Should Chief Joseph continue to fight,
especially since his Indian allies the Crows, have deserted him: What
could justify the loss of Nez Perce lives? Should the Nez Perce have
surrendered at this point? If so why?
1-2 periods (Web site-Capture of Chief Joseph)

3. Hold several councils. Have enough topics so that all students are
included. Up to about 6-7 students to a group is enough. Topics could
include: Chief Joseph and his chiefs discussing whether they should sign
the treaty of 1855 to go onto a reservation, a conversation between white
settlers who are moving into the Wallowa area discussing the Indian
problem, some gold miners who want to mine on land occupied by the
Nez Perce, council of young warriors deciding to seek revenge, etc.
WEEK 7

1. Read the Dawes Act and discuss the idea of allotments of land to the
Nez Perce. (Dawes Act web site, and Selections with the Nez Perce web
site). Read some excepts from the latter about Alice Fletcher trying to get
the Nez Perce to take their allotments. Create panels to debate the Dawes
Act Part of the panel should defend it, and the other part come up with
alternatives. There should be 3-4 on each side. They may research
together. Reservation issues could be used to help strengthen sides.
Format will again be a congressional hearing. Teams will present their
sides, and then by questioned by a panel. Students should have several
periods to prepare their presentations. They should dress in period
costumes. The computer lab should be used to help research more
information. PBS.org is a good site.

2. As an ending activity, students will create a comic strip on one of the
following topics: An important moment on the expedition's journey, a
council between the Nez Perce and Lewis and Clark, Jackson before
congress discussing the need for Indian Removal, taking a position on the
Dawes Act. Students can chose their own topic, as long as it shows
knowledge of something they have learned in this unit.

Return to Top

Modifications for Most of these activities are introduced in groups with brainstorming.
special needs Special needs students can be successful with most of them. Journal
students: entries can be shortened and roles taken in activities can be minor or
done as a team. For example, if a student wants to participate in the
congressional hearing, they will be given a easier topic, or be teamed
with a stronger student. They could debate only one side of the Indian
Removal question.

Modifications for Likewise, these activities are open-ended in nature. Students can expand
TAG students: their assignments easily with more depth. They can also do additional
research on topics they become interested in and present to the rest of the
group. I would expect these students to take leading roles in councils,
hearings, etc. and help provide information to special needs students. The
essay writing will give them the chance to think and write critically.
Assessment: Assessment will be through maps and research, journals, a persuasive
paper and presentations in which students participate. These will include
a congressional hearing, a Nez Perce tribal council, or a debate of the
Dawes Act in which students will demonstrate their knowledge of the
subject area.

The final project will be to produce a 1 page newspaper on 11 x 17 inch
paper. It will include at least 1 article from each of the following: a
feature article, news article, editorial, and an illustration. The heading
should include the date, title, and publisher. Students may chose from
any time frame studied: 1806, the Corp of Discover, 1830, Indian
Removal, or 1877, the Nez Perce War and their run to Canada. Students
will use the computer lab to type newspapers in column form.

Academic SOCIAL STUDIES
Standards/Skills to -Identify, research, and clarify an event, issue, problem, or phenomenon
Support the of significance to society.
CCGs: -Gather, use and evaluate researched information to support analysis and
conclusions.
-Understand an event, issue, problem, or phenomenon from multiple
perspectives.
-Identify and analyze characteristics, causes, and consequences of an
event, issue, etc.
-Identify, compare, and evaluate outcomes, responses, or solutions; then
reach a supported conclusion.
HISTORY
-Understand, represent, and interpret chronological relationships in
history.
-Identify and analyze cause and effect relationships in history.
-Interpret and represent chronological relationships and patterns of
change and continuity over time.
-Identify and analyze various perspectives and interpretations of
historical issues and events.
-Understand the importance and lasting influence of issues, events,
people, and developments in world history.
-Understand the importance and lasting influence of individuals, issues,
and events, people, and development in U.S. history.
-Understands and interprets events, issues, and developments in Oregon
history.
GEOGRAPHY
-Locate major physical and human features of the earth.
-Understand and use spatial concepts of geography.
-Understand how humans affect the physical environment.
Locate places and understand and use geographic information or
relationships by reading, interpreting, and preparing maps and other
geographic representations.
-Identify and analyze physical and human characteristics of places and
regions, the processes that have shaped them, and their geographical
significance.
-Understand the distribution and movement of people, ideas, and
products.
-Understand, analyze and evaluate the consequences of population
changes, resulting economic, cultural, or environmental factors.
-Understand how physical characteristics in the environment and changes
in the environment affect human activities.
READING
-Locate information and clarify meaning by skimming, scanning, close
reading, and other reading strategies.
-Demonstrate literal comprehension of a variety of printed material.
-Draw connections and explain relationships between reading selections
and other texts, experiences, issues, and events.
WRITING
-Communicate knowledge of the topic, including relevant examples,
facts, anecdotes, and details.
-Use correct spelling, grammar, punctuation, capitalization, paragraph
structure, sentence construction, and other writing conventions.
COMMUNICATIONS
-Communicate knowledge of the topic, including relevant examples,
facts, anecdotes, and details.
-Structure information in clear sequence, making connections and
transitions among ideas, sentences, and paragraphs.
-Select words that are correct, functional, and appropriate to audience
and purpose.
-Use eye contact, speaking rate, volume, enunciation, oral fluency, vocal
energy, and gestures to communicate ideas effectively when speaking.

Benchmarks (Does SOCIAL STUDIES
not apply to all -Clarify key aspects of an event, issue, or problem through inquiry and
lessons.): research.
-Gather, interpret, use and document information from multiple sources,
distinguishing facts from opinions and recognizing points of view.
-Examine a controversial event, issue, or problem from more than one
perspective.
-Examine the various characteristics, causes, and effects of an event,
issue or problem.
-Consider two or more outcomes, responses, or solutions; identify their
strengths and weaknesses; then conclude and justify which is the best.
HISTORY
-Represent and interpret data and chronological relationships from
history, using timelines and narratives.
-Distinguish between cause and effect relationships and events that
happen or occur concurrently or sequentially.
-Identify and give examples of chronological patterns and recognize then
in related events over time.
-Evaluate date in the context it was created, testing its reliability,
credibility, and bias.
-Understand how individuals, issues, and events changed or significantly
influenced the course of U.S. history post American Revolution through
1900.
-Understand the effects of Jacksonian Democracy on political practices.
-Understand the effects of Indian Wars and the opening of the West on
Native American tribes.
-Trace the route and understand the significance of the Lewis and Clark
Expedition.
-Understand the effects of 19th century westward migration on
indigenous populations and newcomers in the U.S.
-Understand how various groups of people were affected by events and
developments in Oregon history.

GEOGRAPHY
Use maps charts, and graphs to understand patterns of movement over
time and space.
-Read, interpret, and understand how to construct geographical
representations to analyze information, understand spatial relationships,
and compare places.
-Use maps, charts, graphs, and photographs to analyze spatial
distributions and patters.
-Identify patterns of population distribution and infer causes.
-Recognize and identify patterns of migration streams in U.S. history.
-Understand how migration streams affect and spread of cultural traits.
-Predict the affect of a given economic, cultural or environmental change
on a population.
-Identify, locate, and compare the cultural characteristics of places and
regions.
-Understand how human modification of a physical environment in a
place affects both that place and other places.
-Understand how changes in a physical environment affect human
activity.
READING
-Use information in illustrations, graphs, charts, diagrams, and tables to
help understand a reading passage.
-Use a glossary to locate words and/or help clarify meaning.
-Use headings to locate where needed information is likely to be found.
-Identify sequence of events, main ideas, facts, supporting details, and
opinions in literary, informative, and practical selections.
-Students will identify or summarize directly stated opinions, including
those introduced by transitional phrases, directly stated facts, e.g. actions
or events, directions for an experiment of problem-solving exercise;
information from charts/graphs.
-Examine implicit relationships such as cause and effect, sequence-time
relationships, comparisons, classifications, and generalizations.
-WRITING
-Use resources, when appropriate, to provide support.
-Use correct spelling, grammar, punctuation, capitalization,
paragraphing, and citations.
COMMUNICATIONS
-Convey clear, focused main ideas with accurate, relevant supporting
details, including documentation of sources, appropriate to audience and
purpose.
-Demonstrate organization by developing a beginning, middle, and end
and by providing clear sequencing of ideas and transitions.
-Demonstrate control of eye contact, speaking rate, volume, enunciation,
and gestures.

Web Sites and Lewis and Clark-Inside the Corp and Native Americans
Other Technology: www.PBS.org

Analysis worksheets-photos, etc.
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/
worksheets.html

The Dawes Act
http://www.pbs.org/weta/thewest/resources/archives/eight/dawes.htm

Selection from "With the Nez Perce"
http://www.pbs.org/weta/thewest/resources/archives/eight/fletcher.htm

The Nez Perce and the Dawes Act
http://www.pbs.org/weta/thewest/lesson_plans/lesson03.htm

Indian Removal-Andrew Jackson's message to congress
http://www.pbs.org/weta/thewest/resources/archives/two/removal.htm

Native American tribe-Lewis and Clark
http://www.pbs.org/lewisandclark/native/index.html

The Capture of Chief Joseph
http://www.pbs.org/weta/thewest/resources/archives/six/joseph.htm

Images-primary sources
http://www.pbs.org/weta/thewest/resources/archives/six/
http://www.pbs.org/weta/thewest/resources/archives/two/

Other Materials: American Nations social studies book
PBS, Lewis and Clark: The Journey of the Corps of Discovery Part 1 &
2, and Part 3&4
MV980296
MV980297
PBS, The West, Episode 6, "Fight no More Forever"
A People's History of the U.S. by Howard Zinn
National Georgraphic, Feb. 2003 issue, P68
Living History , pictures on the trail--journal entries
School House Rocks video--Elbow Room #25