masthead, closeup of compass

44 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 8, American West: 1800-1850
<-- Previous | Next -->

Lead the Way: Historic Steps of Lewis and Clark

http://www.usaweekend.com/97_issues/971102/lewis_and_clark/971102trail_intro.html

Description: Pick our way through Lewis and Clark's historic steps. You'll face six major decisions that affected the outcome of the expedition. Do your choices match those of the famous explorers? Standard 8.8.2

Author: Barb Kubik, Lewis and Clark Foundation

Lesson ID: 637

Lewis and Clark Expedition: Mapping

http://www.lewisandclarkexhibit.org/4_0_0/page_4_1_2_1_0.html

Description: In this four-lesson unit and culminating performance assessment, students will examine and analyze several historic maps of the era representing both the cultural perspectives of Euro-Americans and American Indians. Primary sources, including maps, a video interview, objects, and other documents are the heart of this lesson.. Students start by mapping their neighborhood, then organize and compare historical information from maps using diagrams and charts, and, finally, in the role of a park ranger, develop a presentation on the characteristics of Euro-American and American Indian maps. Through this investigation students will come to the deeper understanding that a map tells us a great deal about its maker. Standards 5.8.3 and 8.8.2

Author: Missouri Historical Scoeity, Lewis & Clark National Bicentennial Exhibition

Lesson ID: 651

Lewis and Clark Expedition: Politics and Diplomacy

http://www.lewisandclarkexhibit.org/4_0_0/page_4_1_4_1_0.html

Description: This unit contains five lessons that center on politics and diplomacy between Lewis and Clark and Indian tribes, especially the Teton Sioux and the Shoshone. The unit includes the examination of both American and tribal values/goals. It also explores diplomatic strategies and how Lewis and Clark used these strategies both successfully and unsuccessfully. Relying heavily on the use of primary documents, artifacts, paintings, a map, and a time line, students gather and analyze information, compare and contrast cultures and points of view, make inferences, and write about their discoveries. Standards 5.8.3 and 8.8.2

Author: Missouri Historical Scoeity, Lewis & Clark National Bicentennial Exhibition

Lesson ID: 652

Lewis and Clark Expedition: Preparing for the Trip

http://www.lewisandclarkexhibit.org/4_0_0/page_4_1_8_1_0.html

Description: This unit focuses on Meriwether Lewis's preparations for the expedition. It uses Lewis's trip to Philadelphia as a foundation for students to consider the idea that life is a journey of discovery. Students will understand some of the challenges inherent in preparing for the unknown and will learn about the preparations necessary for Lewis and Clark's expedition. They will use maps and paintings to gather information about Philadelphia in 1803. Through primary and secondary documents, students will learn about the people Lewis met with in Philadelphia, and they will discover why each person's area of expertise was deemed important for Lewis's preparation. Students will gather and classify information from documents to determine what items were taken along on the expedition and for what purposes. They will learn how discoveries can be guided and shaped by expectations, supplies, and knowledge. Standards 5.8.3 and 8.8.2

Author: Missouri Historical Scoeity, Lewis & Clark National Bicentennial Exhibition

Lesson ID: 653

Lewis and Clark Expedition: Trade and Property

http://www.lewisandclarkexhibit.org/4_0_0/page_4_1_5_1_0.html

Description: This unit presents the story of the Lewis and Clark expedition from the perspective of trade and property. It highlights the commercial motivations of the expedition and explores the established American Indian trade networks of the Northwest. It also asks how various cultures define wealth. The benefits of trade, the influence of culture on trading practices, the specialization of American Indian tribes, and the influence of geography on trade are all presented in the historical context of the expedition. Standards 5.8.3 and 8.8.2,

Author: Missouri Historical Scoeity, Lewis & Clark National Bicentennial Exhibition

Lesson ID: 654

Lewis and Clark: The Language of Discovery

http://smithsonianeducation.org/educators/lesson_plans/lewis_clark/index.html

Description: Download these pdf file lessons from Smithsonian Magazine Fall 2003. After reading the fascinating article, students use the descriptions and sketches from the Lewis and Clark journals to write about the animals they encountered. They also interpret the maps of the territory and take notes in Lewis and clark style. Standards 5.8.3 and 8.8.2

Author: Evelyn Porreca Vuko, Smithsonian Institute

Lesson ID: 656

Lincoln's Spot Resolutions

http://www.archives.gov/education/lessons/lincoln-resolutions/

Description: In the winter of 1845-46, as relations between the United States and Mexico deteriorated, there was no express delineation of powers between Congress (with the power to declare war) and the President (with the power of Commander in Chief). Lincoln was a freshman Congressmen from Illinois during this period. Along with other Congressmen, he argued that Polk had pushed America into war by declaring that Mexico had invaded U.S. territory and "shed American blood upon America's soil." Lincoln questioned whether the "spot" where blood had been shed was really U.S. soil. Standard 8.8.6

Author: Digital Classromm, Teaching with Documents

Lesson ID: 670

Manifest Destiny and Westward Expansion

http://hti.osu.edu/content/lessonplans/Manifest%20Destiny%20and%20Westward%20Expansion.cfm

Description: As early as 1751 Benjamin Franklin described a destiny for Americans to fill up new lands to the west, and Jefferson, Monroe, and Adams all expressed expansionist dreams. In the 1840s, however, under Presidents Tyler and Polk, the territory of the United States increased by nearly eight hundred million acres through the annexation of Texas, the acquisition of Oregon south of the forty-ninth parallel, the military conquest of California and New Mexico, and the assumption of Native American lands in the Great Lakes region as those tribes were forced to resettle on the Great Plains. Not only was the expansion of the 1840s dramatic in its extent, it was also quite aggressive and nationalistic in tone. Americans justified the expansion with the ideology of "Manifest Destiny," invoking divine providence, national superiority, and exceptionalism. This lesson looks ways that the ideology of Manifest Destiny expressed both national political objectives and the goals of ordinary men and women who settled the west. Standards 8.8.2

Author: History Teachng Institute, History Teachng Institute

Lesson ID: 692

March of Civilization and Manifest Destiny

http://www.huntington.org/Education/GoldRush/Lessons/upper.lesson.1.pdf

Description: Examine The Emigrants' Guide to Oregon and California from the perspective of a New England factory worker, a merchant, a shopkeeper, or a Pennsylvania farmer. Then read one of the documents provided to determine how people in the United States viewed California. Identify some of the documents as represnting the perspective that owning the land was the Manifest Destiny of America. Take on the role of the author of the document and present this perspective as a 3 minute talk to the class. Standard 8.8.2

Author: Huntington Library

Lesson ID: 1454

Native American Assimilation

http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic2c.html

Description: Use the Library of Congress photo analysis worksheets to analyze this rich collection of historical photos about Indian European interaction from the University of California Calisphere project. The images reflect the weakening and even dissolution of tribal social and political structures that occurred over the course of the 19th century. As traditional Native American lands were taken away, many aspects of their daily lives changed, including housing, clothing, food sources, livelihood, and religion. Standards 4.4.3, 8.8.1 and 8.8.2

Author: Calisphere, University of California

Lesson ID: 1442

44 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 8, American West: 1800-1850
<-- Previous | Next -->

Questions, comments, and suggestions may be addressed to webmaster@rims.k12.ca.us.

Resources on the SCORE H/SS pages were evaluated by history/social science leaders in California. Going beyond these links allows student access to unknown material. Each school site is responsible for evaluating resources for appropriateness in the local school community.

A Project of the San Bernardino County Superintendent of Schools.

Copyright © 1996-2008 SCORE H/SS. All Rights Reserved.