who are you???? · 4 reshaping of america: 1865‐1917 standard: students will be able to describe...

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Who ARE You???? Westward Expansion My person is _________________________________ PBLQ (Project Based Learning Question) Why Did I Go West and what was it like IRL to live in the West? (Thesis)

Design your own cover:

L A R G E

I R L

Name _____________________________________ Block __________

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Westward Expansion Who Packet SCORING RUBRIC

Self Check Score ________________ or

Group check Score______________

Teacher Check Score ________________

SCORE DESCRIPTION

CATEGORY 4

The student completes all important components of the task and communicates ideas clearly. The student demonstrates in-depth understanding of the relevant concepts and/or process. Where appropriate, the student offers insightful interpretations or extensions (generalizations, applications, analogies).

CATEGORY 3

The student completes most important components of the task and communicates clearly. The student demonstrates understanding of major concepts even though he/she overlooks or misunderstands some less important ideas or details.

CATEGORY 2

The student completes some important components of the task and communicates those clearly. The student demonstrates that there are gaps in his/her understanding.

CATEGORY 1

The student shows minimal or basic understanding. The student addresses only a small portion of the required task(s).

CATEGORY 0

Responses and work completed are incorrect.

BLANK No response.

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Reshaping of America: 1865 to 1917

Standard: Students will be able to explain how geography and new technologies

sparked growth and movement westward in the latter half of the 19th century

Learning Progression

Advanced

Proficient

I can give examples of how new technologies continue to change how people live

Proficient I can explain how new technologies changed the way people adapt to the geographic landscape

Intermediate I can explain how technology helped to overcome geographic barriers to expansion

Beginning I can identify the main physical features of the western United States

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Reshaping of America: 1865‐1917

Standard: Students will be able to describe the impact of westward expansion on

American Indians (USII. 4a)

Learning Progression

Advanced

Proficient

I can give examples of other conflicts that arise due to different perspectives (in the past,

present or in their lives)

Proficient I can explain what happens when two cultures have a different perspective on land ownership and use

Intermediate I can indicate on a map where Americans Indians groups were located in the western region

of the United States and the locations where pioneers wanted to settle

Beginning I can describe the first inhabitants of the western region of the United States

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Activity #1 Who will go? Creating a Profile

What do all the people going WEST have in common?

1.

2.

3.

4.

NAME WILL GO

WILL STAY

REASON WHY/WHY NOT

Nathan Hammond

John and Martha Lytle

Matthew and Patience Reynolds

John and Sarah Barfield

Benjamin and Selinda Prim

Otto and Anna Shippen

Azariah and Faith Davis

Richard and Jean St. Clair

Jonas Dahl

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Activity #2 Pushed or Pulled???

Economic Opportunity

Health Social

Freedom Political

Adventure Social

PULL (Positive in West pulls you to the WEST)

PUSH (Negative in East pushes you out of the EAST)

‐ 7 ‐

Activity #3 Act it OUT IRL Pick a Project Story STARTER

You are moving westward because of the Homestead Act. You are able to buy land cheaply in

the West. 160 acres for $18.00. You have never had a chance to own your own property before.

You move West and start a wheat farm because there is not a lot of rain on the Great Plains.

You are moving westward because you want to be a farmer. The Great Plains used to be

impossible to farm, but new technology has made it easier to farm such as the steel plow and

barbed wire. You will be able to sell your crops easily because of the new transcontinental

railroad.

You are a women who moves west with her husband who is a farmer or rancher. You discover

that you have a very difficult job as wife and mother in the west. You have many jobs and not

enough time. Your jobs include making clothing, quilts, soap, candles, and other goods by hand.

You also have to cook and preserve food for the winter, educate the children, take care of the

sick and injured, help with planting and harvesting, and help to build the sod houses.

You are moving westward because you want to be a cattle or a horse rancher in Texas. The

Great Plains used to be impossible due to low rainfall, but many have discovered that the open

grasslands are great to raise cattle and or horses. You can sell your horses and or cows to people

in the West, such as the US army who is battling Native Americans. However, the railroad has

made it easier for you to send your cattle to the meat packing factories in Chicago where you can

make $40 per cow instead of $4.oo and or to transport your horses to sell in other big cities.

You are moving westward to get rich. You have heard a lot of people talking about finding gold

in California. You first pan for gold near Sutter’s Mill, but find nothing. Next, you become a

miner for one of the companies looking for gold; it is a very dangerous job as you sometimes use

dynamite to blast a deeper mine into the mountain side.

You are an African American Exo‐duster. You used to be a slave before the Civil War. If you stay

in the South, you will not be able to own land or have a lot of freedom. You are a sharecropper

and soon will be deeply in debt and an economic slave. You want to move westward before this

happens as you want more freedom and a chance to have the rights guaranteed to you in the

14th and 15th Amendments. You also will be able to own your own land in the West, which is

something you would not be able to do in the South.

You are a newly arrived immigrant to American from Northern Europe. You are Irish. You hear

about a job out West building the transcontinental railroad. You move West and face lot of

discrimination at your new job, building the railroad from the East to the West. You work for the

Union Pacific Railroad.

You are a newly arrived immigrant to American from China. You come first to California and try

your hand at gold mining, but fail and have trouble finding a job. You then hear about a job

building the transcontinental railroad. You become a railroad builder and face a lot of danger

and discrimination at your new job, building the railroad. Your job is really dangerous as you are

building from West to East through the Rocky Mountains and the high Sierra Mountains.

Sometimes you only go 8 inches a day. You work for the Central Pacific Railroad Company.

‐ 8 ‐

You are a newly arrived immigrant to America from Northern Europe. You are Italian. You were

a gun maker at home and hear that your skill was needed in the West. You move west and open

a store in a boom town and are very successful.

You are a newly arrived immigrant to America from Eastern Europe. You are Russian. You were

a shopkeeper at home and hear that your skill was needed in the West. You move west and

open a store in a mining boom town. You sell shovels, clothing, food and mining supplies. You

are very successful.

You are the second son of a farmer in the South. There is not much opportunity for you as your

older brother will get the farm from your parents. You are looking for adventure and are

thinking that riding a horse and rounding up cattle and or horse will be a better life for you. You

move west and become a cowboy and protector of cattle or horses.

You are a man from New York, but did not achieve the success you were hoping for working in a

bank. You travel West to work in a bank in a small town. It is robbed and the bank robbers take

you to carry the bag of money. You think that this is it for you, but instead they ask you to join

their gang. You are now a cowboy outlaw.

You are a former confederate cavalry soldier and your family farm has been destroyed. You see

no point in becoming a farmer again. You instead decide to join the army in the West. There you

encounter Native Americans. You are responsible for moving them off their land and onto

reservations. The event that hits you the hardest physically and emotionally is the Battle of

Wounded Knee.

You are a former Union soldier and you miss the excitement of war. You have read many dime

store novels about the great American West. You think it will be exciting and challenging and

you are up for the adventure. You decide to become a buffalo hunter. Hunting buffalo and

selling their hides can make you lots of money. Every once in a while you think, I wonder how

this impacts Native Americans?

You are a Native American who has been taken away from your family and sent further West to

attend a boarding school. There you find out the white man wants you to be exactly like them.

The fancy name for this is assimilation. You learn their language, wear their clothes and cut your

hair. You look and talk like them, but never feel as if you are one of them. You miss your family.

You are a young Native American brave and you hear your chief say this: “I am tired of fighting.

Our chiefs are killed… The little children are freezing to death. My people, some of them, have

run away to the hills, and have no blankets, no food… I want to have time to look for my children,

and see how many of them I can find… My heart is sick and sad. From where the sun now stands I

will fight no more forever.”

‐Chief Joseph, 1877

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Activity #4 IRL WEST Story Project Research: Using your STORY STARTER, research the following web sites and in class resources to gather your information. Group members divide sources. Create a google document with your information to use on your IRL West Story Project Activities #6‐13. All should view: http://www.pbs.org/wgbh/americanexperience/features/general‐

article/west‐quiz/

1. https://familysearch.org/blog/en/pioneers‐westward‐expansion

2. http://www.pbs.org/weta/thewest/people/

3. http://www.pbs.org/weta/thewest/

4. http://www.pbs.org/weta/thewest/places/

5. http://www.kidinfo.com/american_history/pioneers.html

6. http://www.ducksters.com/history/westward_expansion/daily_life_on_the_frontier.php

7. http://www.kidinfo.com/american_history/pioneers.html

8. http://www.legendsofamerica.com/na‐nativeamericans.html

9. http://www.ushistory.org/us/21a.asp

10. http://www.historynet.com/westward‐expansion#articles

11. http://picturethis.museumca.org/timeline/gold‐rush‐1848‐1860/mining‐techniques/info

12. http://www.pbs.org/wgbh/americanexperience/films/tcrr/

13. http://loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/ri

seind/railroad/trans.html

14. http://railroad.lindahall.org/essays/brief‐history.html

15. http://www.pbs.org/wgbh/americanexperience/features/general‐article/tcrr‐uprr/

16. In class resource: Folders

17. In class resource: Two textbooks

18. Safari Videos: Log in‐ same as school computer

My teacher has seen my RESEARCH.

‐ 10 ‐

Activity #5 IRL WEST Story Project AVATAR/Character:

https://www.youtube.com/watch?v=HikMKdl6Rnc Little House Family Are you a family? If you are not a family, you are part of the same group or neighbors. What is your family name? What are the names of the members of your family? If you are a group or neighbors, what are your names? Create your AVATAR or “Character” for your IRL WEST STORY

My “Who” Name is ____________________________________________ I am Male or Female ____________________________________ I am ____________________ years old. Here is how I describe my “Who” self in 10‐20 sentence

‐ 11 ‐

West IRL STORY Project: Activities #6-13 #14 Bonus ESSAY

Activity #6 Look at me living on the Great Plains experiencing FLED GEOGRAPHY! (USII.2a) Directions: Create a picture story about life on the Great Plains as your “Who” Person Include 6 FLED GEOGRAPHY factual details of how Geography affected you IRL. Each picture must have a sentence caption

F

L

E

D

1 2

3

6 5

4

Caption Sentence: Caption Sentence:



I

R

L

S

T

O

R

Y

‐ 12 ‐

Activity #7 Causes of Westward Expansion (USII.4a)

1.

2.

3.

4.

5.

In the late 1800s, people moved West for 5 reasons.

Directions: Write 5 detailed and complete sentences to

explain how each of these reasons conncects/applies

to your “Who” Avatar/Character.

L

A

R

G

E Economic

‐ 13 ‐

I

N

V

E

N

T

I

O

N

S

7 8

9

12. 11

10.




IRL STORY Barbed wire http://www.rushcounty.org/barbedwiremuseum/bwhistory.htm Windmill http://plainshumanities.unl.edu/encyclopedia/doc/egp.ii.062 Steel Plow https://www.deere.com/en_US/corporate/our_company/about_us/history/john_deere_plow/john_deere_plow.page Dry Farming http://cru.cahe.wsu.edu/CEPublications/misc0162e/misc0162e.pdf Sod Houses http://amhistory.si.edu/ourstory/activities/sodhouse/more.html Transcontinental Railroad http://www.historynet.com/transcontinental‐railroad Beef Cattle Raising http://www.historyonthenet.com/american_west/cattle_industry.htm

Activity #8 Look at me living on the Great Plains with my INVENTIONS! (USII.2a) Directions: Create a picture story about life on the Great Plains as your “Who” AVATAR. Include 4 INVENTIONS we covered in class and 2 your AVATAR would use. Include factual details showing your AVATAR or seeing others IRL using the Inventions. Each picture must have a sentence caption to describe each of the inventions and how it affected life in the WEST.

‐ 14 ‐

Activity #9 Life on the Great Plains (USII.2a) LP3: I can explain how new technologies changed the way people could use the geographic landscape to live. Directions: New technologies helped settlers adapt to the geography of the WEST. Explain how each invention helped your “Who” AVATAR IRL or you saw it used and helping another AVATAR.

Inventions / Agricultural practices

Describe it Or

Draw it

Who Used it? IRL STORY How did the invention

help you/them?

Barbed wire (1870s)

Steel plows (1840s)

Dry farming (1880s)

Sod houses (1860s)

Beef cattle raising (1860s)

Wheat farming (1830s, 1880s)

Windmills (1880s)

Railroads (1860s)

‐ 15 ‐

Activity #10 Pros and Cons of being “WHO” AVATAR (USII.4a) Directions: Draw your “Who” AVATAR and put two tools that you used in your hands, label them. Complete the PRO/CON chart below. Write three detailed and complete sentences for PRO and three detailed and complete sentences for CON.

W

PROs about being__________ (positive) WHY Positive Explain for each PRO.

CONs about being ___________(negative) WHY Negative Explain for each CON.

1.What is positive about my life is

This is good for me because 2. 3.

1.What is negative about my life is This is bad for me because 2. 3.

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Activity #11 Jigsaw Who are They? (USII.4a) Directions: Summarize what you learned about each group. Write TWO detailed sentences for your WHO AVATAR and copy the other AVATAR sentences. .

WHO AVATAR ___________________________

1.

2.

___________________________

1.

2.

___________________________

1.

2.

___________________________

1.

2.

___________________________

1.

2.

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Activity #12 Conflict over LAND in the West (USII.1i) LP3: I can explain what happens when two cultures have different perspectives on land ownership and use. Directions: All “Who” AVATARS wanted and or used WESTERN lands, which had been occupied by Native Americans. What were the NEGAVTIVE consequences of taking the land from Native Americans?

“Who” AVATAR ___________________ vs. Native Americans Write detailed mini paragraphs, draw detailed pictures or locate, print and paste pictures that explain

how your “Who” AVATAR may have or did impact American Indians negatively.

FROAR or YBBADD

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Activity #13 What you Know Questionnaire and Game Activity

Directions: Answer as your “Who” AVATAR

# QUESTIONS Connect your answer to yourself using facts.

1. What is your favorite color? My favorite color is ___________ because I

am a __________________ and

____________________________________

____________________________________

2. What is your favorite dessert?

3. What is your favorite meal?

4. What is your favorite candy?

5. What is your biggest fear?

6. What bad habit would you like to break the most?

7. What is your favorite childhood memory?

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8. What is the most dangerous situation you have faced?

9. What IS the best part about WHERE YOU LIVE?

10. Who is your role model?

11. What is your least favorite chore?

12. How do you like to celebrate your birthday? {Surprise/quietly/with friends}

13. If you could go anywhere in the world on vacation, where would it be and why?

14. If a relative left you one million dollars in a will, how would you spend it?

15. What do you consider your biggest strengths?

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16. What is your favorite GEOGRAPHICAL feature?

17. What is your favorite ANIMAL?

18. What do you consider your biggest achievement to date?

19. What is the most adventurous thing you have ever done?

20. What is your favorite FOOD?

21. When was the last time you felt really proud of yourself?

22. What is your favorite SAYING?

23. What is the best compliment you have ever received?

24. What is your idea of a perfect date/DAY?

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25. What are the things that you admire the most about OTHER PEOPLE?

26. What is your favorite hobby?

27. What do you consider your biggest weaknesses?

28. When you spend time with friends & family, what do you enjoy doing?

29. Life is marked by a handful of experiences that change the direction we take. What would you say is one experience that changed the course of your life general?

30. What was your most embarrassing experience?

31. What is your favorite word?

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32. WHAT IS YOUR ALL TIME FAVORITE SONG?

33. What is a talent you wish you had?

34.

When you were little, what did you want to be when you grew up?

35.

What is a skill you wish you had or could be better at?

36.

Who would you cast to play you in a movie? Why?

37. Name 3 things you couldn’t live without.

38. When you are stressed out, what do you do to handle it?

39.

What is your favorite number AND WHY?

40. Make up your own question:

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#14 Who Westward Expansion Bonus Essay:

Directions” 2 Choices: Pick One

Why Did I Go West and what was it like IRL?

Thesis: The West offered (Who/What) ________________ , living there was _____________ and

_________________.

Or

When painting the Manifest Destiny picture, the painter was attempting to communicate many ideas about

Westward Expansion. Write an essay that explains three (3) of those ideas.

Thesis: The picture contains three main ideas ___________, ______________ and the impact on Native

Americans.

Second:

Then-Read/Record your “Who” Essay and upload to Google classroom “History Showcase”.

Class Code: iylb41m

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Westward Expansion Who Project Rubric Name ______________________ Block ________

4 3 2 1

FLED Picture IRL Story ___/20 pts Activity #6

Facts shown are excellent and sophisticated. The student demonstrates an understanding by providing excellent details about life in the West. Required Caption Sentences are complete and detailed.

Exceeds 20

Facts shown are good and detailed. The student demonstrates an understanding by providing good details about life in the West. Required Caption Sentences are complete and detailed.

Meets 17

Facts shown are average and not detailed. The student demonstrates an understanding by providing weak details about life in the West. Required Caption Sentences are not complete and not detailed.

Progressing 15

Facts shown are below average and or are missing. The student does not show that they understand life in the West. Caption Sentences are not complete, not detailed and or missing.

Does not Meet 10 There are no facts that show the student understands life in the West. Caption Sentences are not complete, not detailed and or missing.

No Grade 0 LARGE Causes IRL Story ____/20 pts Activity #7

Facts shown are excellent and sophisticated. The student demonstrates an understanding by providing excellent details about why people went to the West. Required Sentences are complete and detailed.

Exceeds 20

Facts shown are good and detailed. The student demonstrates an understanding by providing good details about why people went to the West. Required Sentences are complete and detailed.

Meets 17

Facts shown are average and not detailed. The student demonstrates an understanding by providing weak details about why people went to the West. Required Sentences are complete and detailed.

Progressing 15

Facts shown are below average and are missing. The student does not understand why people went to the West. Sentences are not complete and detailed.

Does not meet 10 Facts shown are missing. The student does not understand why people went to the West. Sentences are missing and incomplete.

No Grade 0

Inventions and Adaptations_IRL Story___/20 pts Activity #8, 9

Description, Picture and Impact are excellent. The student demonstrates an understanding of Inventions and Adaptations used by people living in the West.

Exceeds 20

Description, Picture and Impact are good. The student demonstrates an understanding of Inventions and Adaptations used by people living in the West.

. Meets 17

Description, Picture and Impact are average . The student demonstrates some understanding of Inventions and Adaptations used by people living in the West.

Progressing 15

Description, Picture and Impact are below average and or are missing. The student does not show that they understand Inventions and Adaptations used by people living in the West.

Does not Meet 10 NO Description, Picture or Impact. The student does not understand Inventions and Adaptations used by people living in the West.

No Grade 0

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People IRL Story __/30 pts Activity #10, 11, 13

Facts shown are excellent and sophisticated. The student demonstrates an understanding by providing excellent details about People and their life in the West. Required Sentences are complete

and detailed. Exceeds 30

Facts shown are good and detailed. The student demonstrates an understanding by providing good details about People and their life in the West. Required Sentences are complete and detailed.

Meets 27

Facts shown are average and not detailed. The student demonstrates an understanding by providing weak details about People and their life in the West. Required Sentences are not complete and not detailed.

Progressing 24

Facts shown are below average and or are missing. The student does not show that they understand about People and their life in the West. Sentences are not complete, not detailed and or missing.

Does not Meet 15 There are no facts that show the student understands about People and their life in the West. Sentences are not complete, not detailed and or missing.

No Grade 0 Conflict in the West IRL Story Activity # 12 ___/10 pts

Facts shown or written are excellent and sophisticated. The student demonstrates an understanding by providing excellent details about how Native Americans were negatively impacted by Western Expansion. Sentences are complete and

detailed. Exceeds 10

Facts shown or written are good and detailed. The student demonstrates an understanding by providing the required details about how Native Americans were negatively impacted by Western Expansion. Sentences are complete and

detailed. Meets 8

Facts shown or written are average and not detailed. The student shows some understanding by providing less than the required details about how Native Americans were negatively impacted by Western Expansion. Sentences are not complete and not detailed.

Progressing 7

Facts shown or written are below average and or are missing. The student does not show that they understand how Native Americans were negatively impacted by Western Expansion.

Does not Meet 5 There are no facts that show the student understands about how Native Americans were negatively impacted by Western Expansion.

No Grade 0

FLED __________/20 LARGE __________/30 Inventions __________/20 People __________/20 Negative Impact Conflict: Native/Amer. _______/10 Total Score ______/100 Bonus Essay ____/5

who are you???? · 4 reshaping of america: 1865‐1917 standard: students will be able to describe...

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