Download
1 / 44
440 likes | 570 Views
Westward Expansion—Go West!. What promoted and restricted human settlement during and after the American Revolution?. Don’t you hate it when something gets in your way?!. Now, take a moment to share what you wrote with a friend. Now, work together….
E N D
Westward Expansion—Go West! What promoted and restricted human settlement during and after the American Revolution?
Now, work together…. • Think of a time when you have needed help from someone or something to get what you wanted. Be ready to share with class!
PROMOTE RESTRICT Student responses: Student responses:
Take a minute, and work with your partner… Create a definition for each of the following words: Promote Restrict
Now, a little bit harder…. Think of what you’ve learned in Social Studies this year. Think of a time that would be an example of either promoting or restricting?
Sharing with the class… Historical Historical Promotions Restrictions
Vocabulary…need to know! • Promote • Restrict • Settlement • Expansion • Economics • Politics • Physical Geography • Religion • Invention • Technology
Now, let’s get into groups! Your teacher will be putting you into groups of three. You will be assigned one of three jobs. These jobs rotate every time you get a new clue to analyze. • Navigator: aka: Leader. You keep the group focused and on task and check with teacher before locating new clue. • Data Collector: Make sure the group is writing his/her answers in the correct spot on the graphic organizer. • Archaeologist: You will locate the group’s next clue and bring it to the group and return the clue when finished analyzing.
Let’s play, GO WEST! • Navigator will toss a coin onto the map. • Archaeologist will then bring that clue back to group to analyze. • Data Collector will record the group’s analysis on the graphic organizer in the correct location. • Navigator, keep that group on task—MAKE SURE YOU ANALZYE THE PICTURE BEFORE THE READING TEXT! • When time is up, your group will read the “Go West Directions” sheet to find the next destination. • Archaeologist will then confirm the next destination with the answer sheet located in the front of the room. **Do not get next clue UNTIL your answer has been confirmed.
Go West! Research Collection Chart Directions: Use the resources found at each of the locations to complete the chart below. Be sure to describe what you see in each clue, where the clue is located, and to explain whether it is an example of promoting or restricting movement. A station may have clues that could be examples of promoting and restricting so don’t limit yourself to only one.
Are you finished analyzing all eleven clues? Your group will be completing the “Go West—Final Clue Organizer” together as a group using your “Research Collection Chart.” Be thinking about the following questions as your group works through the next step. What clues could fit into more than one category? Is your group struggling to place any of these clues? Which clue had the biggest impact on westward expansion?
Name________________________ Date_________________________ Go West Journey—Final Clue Organizer What promoted and restricted human movement and settlement during and after the American Revolution? Place your eleven clues in the spaces below. Be ready to justify your placement. Promoted restricted Economics _________________________________________________________________________________________________________________________ Political _________________________________________________________________________________________________________________________ Physical Geography _________________________________________________________________________________________________________________________ Religion ______________________________________________________________________________________________________________ Technology Inventions _____________________________________________________________
Now…on your own, answer the following questions: • #1. What clues could fit into more than one category? Justify your placement. • #2. What clues did your group struggle to place? What were some of your struggles? *Talk about Social Studies, NOT the behavior of your group members! • #3. Which promotion or restriction had the biggest impact on human movement and settlement during and after the American Revolution? Why?
How you will be scored… • Scoring Guide for Final Assessment • Student earns 1 point for correctly completing each of the requirements listed below for a total of 8 possible points. • ______Student correctly identifies one clue that could be placed into more than one category. • ______Student gives a valid reason to support that placement. • ______Student correctly identifies a second clue that could be placed into more than one category. • ______Student gives a valid reason to support that placement. • ______Student identifies a clue that there group struggled placing because of content reasons. • ______Student gives a sound explanation of what made the placement of that clue difficult. • ______Student identifies a clue that they felt had the biggest impact on human movement/settlement. • ______Student gives a valid explanation of why their chosen clue had the biggest impact on human movement/settlement. • 8 Points= Distinguished • 6-7 Points= Proficient • 4-5 Points=Apprentice • 1-3 Points=Novice • 0 Points=Blank
Questions for Reflection… • What was your favorite part of this activity? • What was your least favorite part? • What gave you the biggest challenge? • If something needed to be changed with this activity, what would it be and why? • How well do you know “Westward Expansion?” Rate yourself from 1-3. • 1—still clueless • 2—getting it, but need more help • 3—got it
Clue #1 Text • Proclamation of 1763 • Excerpt from A History of US, Volume 3 pg. 36 • [After winning the French and Indian War], England had a big responsibility. She had to manage almost 2 million people in the 13 colonies, she had to take control of 60,000 French-speaking people in Canada and around the Great Lakes, and she had to keep the English colonists and the Native Americans from killing each other. • The king of England had a great idea for settling the Indian problem. Draw a line right down the crest of the Appalachian Mountains, said the king. Everything to the east of that line would be the colonist’s territory. Everything to the west, would be Indian territory. (Settlers already in the West would have to leave.) And that would what the king ordered in his Proclamation of 1763. If the colonists could be kept east of the Appalachians there would be no more fighting between the settlers and the Native Americans. • Excerpt from Social Studies Alive Ch. 10, Lesson 3 • [M]any British settlers moved west. They built homes on the land that Great Britain had won from the French. American Indians feared that this movement of people would destroy their way of life. Some American Indians tried to drive the settlers away by attacking their homes and the British forts. By the time this fighting ended, nearly 2,000 settlers, soldiers, and traders had died. • To stop the attacks and to protect the colonists, Great Britain announced a law called the Proclamation of 1763. This proclamation declared that American Indians could have much of the land west of the Appalachian Mountains. It also said that settlers could not move to these areas. • The colonists disliked this law. They did not like the way in which Great Britain was trying to control the colonies. Many colonists simply ignored the law and moved west.
Clue #2 Text • Wilderness Road • Excerpt from “The Wilderness Trail” www.danielboonetrail.com/ • Long before the first white man came to the Holston, Watauga, Clinch, Powell and Cumberland valleys, a network of trails had been developed by the eastern Indians of the North American continent. The Indians called the trail system Athawominee. Settlers translated that term as The Great Warrior’s Path and later applied the term Wilderness Trail. Two of the most important trails in the system were the Path from the upper Ohio Valley through Kentucky and the Cumberland Gap into Georgia… The Appalachian Mountains from Maine to Georgia presented a major barrier to movement from the Ohio Valley in the west to the Hudson Valley in the East. However, in the south, the Indians, following the buffalo, had discovered three great gaps in the Appalachians and the trail that joined them. The Cumberland Gap lay on the western leg of The Great Warrior’s Path. • Excerpt from Harcourt Social Studies pg. 355 • Americans…wanted to start farms near the frontier. However, the Appalachians stood in their way. • One way over the Appalachians was by an old Native American trail that went through the Cumberland Gap. A gap is a low place between mountains. The Cumberland Gap was at the point where the present-day states of Tennessee, Virginia, and Kentucky meet. One of the best known pioneers to cross the Appalachians was Daniel Boone… • A private company hired Daniel Boone and about thirty others to widen the trail through the Cumberland Gap. The group built the Wilderness Road, which became the main route to the West. Soon thousands of people were going to Kentucky. By 1792, Kentucky had become the fifteenth state, the first state west of the Appalachians.
Clue #3 Text • Louisiana Purchase • Excerpt from Social Studies Alive Ch. 16, Lesson 3 • The first land added to the nation was the Louisiana Purchase of 1803. The United States bought most of the land between the Mississippi River and the Rocky Mountains from France. • This was important because Americans had interests in this area. People shipped goods down the Mississippi River to the port city of New Orleans. From there, ships took goods to the Atlantic Coast. This was easier and cheaper than moving goods by land over the Appalachian Mountains. • But New Orleans was controlled by France. To ensure that Americans could move their goods, President Thomas Jefferson wanted to buy New Orleans. He was willing to pay up to $10 million for the port city. • At this time, France feared a possible war with Great Britain. The French needed money for their army. And they were ready to give up their claims in North America. They surprised Jefferson by offering to sell all of the Louisiana Territory for $15 million. American representatives James Monroe and Robert Livingston agreed to the sale. This land doubled the size of the nation. • But the Louisiana Purchase was not good for everyone, especially American Indians. For years, settlers had wanted to push American Indians westward. Now, there was a place to put them. In the 1830s, the U.S. government forced several tribes from their homelands in the South. Thousands of Choctaws, Creeks, Chickasaws, and Cherokees had to move onto reservations in what is now Oklahoma. Many starved, froze to death, or died from diseases on the brutal trip west.
Clue #4 Picture • Lewis and Clark on the Rivers • Excerpt from Harcourt Social Studies pg. 358 • Little was known about the land in the Louisiana Purchase. President Jefferson wanted to learn what resources the area had. • Jefferson chose a friend and army officer named Meriwether Lewis to plan and lead the expedition. Lewis asked his friend and fellow arum officer William Clark to help. Clark was responsible for keeping records and making maps. • Lewis and Clark put together a team of about 40 people. Their group became known as the Corps of Discovery… • The group set out from St. Louis, Missouri, in May 1804. They traveled by boat up the Missouri River. Lewis and Clark drew maps and gathered plants and animals to take back with them…[Then] they travelled farther up the Missouri River toward the Rocky Mountains…After the group crossed the mountains, they built boats and travelled down the Clearwater, Snake, and Columbia Rivers… • In November 1805, the Lewis and Clark expedition finally reached the Pacific Ocean. They had travelled more than 3,000 miles in a year and a half. Clark wrote in his in journal, “Ocian [Ocean] in view! O! the joy!”
Clue #4 The following excerpt was part of a letter was written by Thomas Jefferson for Meriwether Lewis. It is reproduced the actual way in which it was written. Therefore the misspelling is the way that it originally appeared. "The object of your mission is to explore the Missouri River, and such principal streams of it, as, by its course and communication with the waters of the Pacific Ocean, whether the Columbia, Oregan, Colrado, or any other river, may offer the most direct and practible water-communication across the continent, for the purposes of commerce.”
Clue # 5 Text • Roads! • Excerpt from A History of US-The New Nation by Joy Hakim Pages 110-111 • In the first half of the 19th century, roads were no answer. Picture this: ruts, holes, mud, stones, and when you come to a river—no bridge! Now you have an idea of the roads. • What was needed was modern transportation. Americans—who were becoming known all over the world for their ingenuity—soon came up with some answers. They were: canals, steamboats, railroads, and improved roads. • Let’s start with the new roads. Actually they were pretty terrible—but in the 19th century they seemed exciting, and much better than the existing roads, which were usually just dirt paths. Do you know what corduroy is? Well, it is a cotton cloth with ridges and valleys. Some roads were made out of round logs placed next to each other. They were called “corduroy roads.” Can you see why? What would it be like to ride a bike on a corduroy road? Plank roads made by placing flat wooden planks next to each other, were better, but not great. They quickly rotted away. • About 1806, several people with big ideas decided that we needed a road that would go across the country—well at least from the East Coast to the Mississippi, which seemed across the country to most Easterners then. That long road was called the National Road…
Clue #6 Text • Steamboats and Canals. • Excerpt from A History of US, Volume 4 pg. 117 - 121 • Think about blowing a whistle. It takes lung power to do it. With that same power you can blow up a balloon or push a sailboat in the bathtub. Early in the 18th century it seemed to occur to several that boiling water – steam – produced the same effect, and might be used as a source of power. • William Henry, John Stevens, and John Fitch were American inventors – each built a steamboat – but each had some bad luck and the country wasn’t quite ready for their ideas…It was ready when Robert Fulton came along. In 1807, Fulton’s steamboat, the North River, steamed up the Hudson River the 150 miles from New York to Albany. It made the voyage in 32 hours, and that seemed astonishingly fast. • You have to understand that before the steamboat, boats floated down a river on the river’s current…Fulton’s boats were soon chugging up the Mississippi at 10 miles an hour (easily). By 1820 there were 60 steamboats on the Mississippi; by 1860 there were about a thousand. • Excerpt from A History of US, Volume 4 pg. 113 – 121 • Ben Franklin, back in 1772, wrote, “canals are quiet and very manageable.” George Washington believed that canals were the wave of the future…Investors thought that the canal would be like a major highway, taking goods and people from Virginia’s James River across the Appalachian Mountains to the Ohio River. • In New York, DeWitt Clinton decided a canal could be built from from Albany to Buffalo, which meant from the Hudson River to Lake Erie. It would be named the Erie Canal…The Erie canal would have to traverse 360 miles, most of it through the wilds of New York State. There were steep hills to climb. Boats would have to get over these hills. To raise the boats, locks would be needed. A lock is like an elevator for water and boats… • It was planned that horses or mules would pull most of the boats on the Erie Canal. No, the animals didn’t have to swim. Workers built a towpath next to the canal. Boats were attached to ropes and towed by the horses… • Everyone could ride the canal. There were fancy passenger boats that served fine meals on linen tablecloths. There were flatboats with people, cargo, and animals jammed together. There were ordinary rafts. You could go on a slow boat, at two miles per hour, and pay a penny and a half a mile. Or you could whiz along at four miles an hour, and pay five cents a mile. Towns grew up around the canal; it made life better for people.
Clue # 7 Text • Manifest Destiny • Excerpt from Social Studies Alive Ch. 16, Lesson 2 • When the American Revolution ended in 1783, the original 13 colonies along the Atlantic Coast became the United States. The new nation also gained most of the land that stretched from the colonies to the Mississippi River, which had previously been under British control. Soon, more settlers began moving west into this territory, where only American Indians had lived before. Some settlers wanted to go even farther, across the Mississippi River. • Americans were proud of their new country. Many Americans believed that it was their natural right to spread their religions, government, and ways of life westward across North America to the Pacific Ocean. In 1845, a newspaper writer called this idea the manifest destiny of the United States. • Excerpt from United States Magazine and Democratic Review • In July 1845, Editor John L. O'Sullivan of the United States Magazine and Democratic Review wrote an editorial that stated our nation “had fulfillment of our manifest destiny to overspread the Continent allotted by Providence for the free development of our yearly multiplying millions." • This was probably the first use of the phrase "manifest destiny," • Excerpt fromHarcourt Social Studies, pg. 376 • “…Manifest Destiny, the idea that the United States was meant to stretch from the Atlantic Ocean to the Pacific Ocean. Many Americans wanted to see the United States expand its borders, even if it meant going to war.” (Harcourt Social Studies)
Clue #8 • Mormon Trail • Excerpt from Social Studies Alive Ch. 17, Lesson 6 • Most people in the United States went west to get rich. The Mormons, however, were looking for religious freedom. • In New York in 1830, a man named Joseph Smith founded the Church of Christ, the Mormon religion which would later be called The Church of Jesus Christ of Latter-day Saints. An inspiring preacher, Smith attracted thousands of followers. Many of them joined Smith in heading west. • The Mormons settled in Ohio and Missouri. But other Americans attacked them in their new communities. They objected to Mormon beliefs and the way that Mormons lived apart from their neighbors. • The Mormons were forced to move their settlements from Ohio and Missouri to an Illinois town they called Nauvoo (na-VOO). Non-Mormons in Illinois feared that the Mormons were becoming too powerful. Some Mormon men were accused of having more than one wife, a practice called polygamy. Joseph Smith and his brother were arrested. On June 27, 1844, a mob broke into the jail and killed both of them. • In 1846, the Mormons left Illinois. They fled to Nebraska. Their new leader, Brigham Young, said that they could only be safe if they moved farther west. • Brigham Young organized thousands of people for the journey and led the first group west in 1847. Along the way, the Mormons built cabins, dug wells, and planted crops for later followers. When they reached Great Salt Lake in Utah, Young said, “This is the right place.” • The Mormons settled the territory of Utah. They organized their own political party and made their own laws. They would not be forced from their homes again.
Clue # 8 • Tarred and Feathered Affidavit • Dated May 15, 1839 • On the 20th day of July A. D. 1833 George Simpson and two other mobbers entered my house (whilst I was sitting with my wife, who was Then quite feeble my youngest child being then about three weeks old,) and compelled me to go with them. Soon after leaving my house I was surrounded by about fifty mobbers who escorted me about half a mile to the public square, where I was surrounded by some two or three hundred more. • Russell Hicks Esqr. appeared to be the head man of the mob, he told me that his word was the law of the county, and that I must agree to leave the county or suffer the consequences. I answered that if I must suffer for my religion it was no more than others had done before me — That I was not conscious of having Injured anyone in the county therefore I could not consent to leave it. • Mr. Hicks then proceeded to strip off my clothes and was disposed to strip them all off — I strongly protested against being stripped naked in the street, when some more humane than the rest interfered and I was permitted to wear my shirt and pantaloons. Tar and feathers were then brought and a man by the name of — Davies with the help of another daubed me with tar from the crown of my head to my feet, after which feathers were thrown over me.
Clue # 9 Text • Gold Rush • Excerpt from Social Studies Alive Ch. 17, Lesson 4 • In January 1848, gold was discovered near California’s Sierra Nevada. By 1849, news of the discovery had spread across the United States and to Europe and Asia. Suddenly, forty-niners were leaving their families, farms, and jobs behind to race to the goldfields. The gold rush was on! • Forty-niners hoped to get rich quickly. Some of them were former slaves or slaves who had run away. These African Americans were seeking freedom as well as gold. The luckiest ones sent money home to buy freedom for relatives. • Miners found much of the gold in rivers. Sometimes, they used knives and spoons to scrape gold from river rocks. Miners also learned to pan for gold. First, they used a pan to scoop up dirt from the riverbed. Then, they swished the pan around in the river. Lighter materials washed away, leaving the heavy gold in the pan. • To get more gold, miners used a cradle, a wooden box on rockers. First, they shoveled the riverbed dirt into the cradle. Then, they poured water over it and rocked the cradle to wash away the lighter material. • Many miners ended up working in groups. They put several boxes together to make a long, narrow box called a sluice (SLOOS). Men on both sides shoveled dirt into the sluice while water ran steadily through it. The water washed away the lighter particles, and the gold remained. • Miners had a hard and lonely life. They lived in leaky tents and shacks far from their families. In the early days of the gold rush, there were few women in the mining towns and camps. • Storekeepers made more money than most miners. Shops sold food, tools, and supplies at high prices. But many miners could eat cheaply by making their own sourdough bread. • There was no government in the goldfields. Miners elected their own officials and made their own rules to protect their belongings and claims. Arguments over claim boundaries were often settled with guns. A man who stole a miner’s horse or gold was likely to be hanged. • In time, gold became harder to find. The gold rush did make some people millionaires. But most forty-niners went home no richer than before. Some stayed in California and started businesses and farms.
Clue # 10 • Link to the Provisions. http://www.historicoregoncity.org/HOC/index.php?view=article&catid=70%3Aoregon-trail-history&id=90%3Aprovisions-a-places&tmpl=component&print=1&page=&option=com_content&Itemid=75
Clue # 10 • Oregon Territory • Excerpt from Social Studies Alive Ch. 16, Lesson 7 • From the early 1800s, Americans had dreamed that their nation would control the territory called Oregon Country. This northwestern area included the present-day states of Washington and Oregon, as well as parts of other states and western Canada. For years, Oregon Country had been occupied by both Great Britain and the United States. To the north of this region, Russia controlled Alaska. • In 1844, James Polk was elected president of the United States. He promised to take control of all of Oregon Country, from the northern border of California to the southern edge of Alaska. This area’s northern boundary was deep in British-controlled territory. The boundary was located at latitude 54°40’ north. Polk’s supporters demanded, “Fifty-four forty or fight!” • Neither Great Britain nor the United States wanted to fight a war over Oregon Country. Great Britain knew that the southern part of the territory already contained more Americans than British and Canadians. Besides, most of the British in the area trapped beavers or traded beaver furs. By the mid-1840s, few beavers were left. • In 1846, Great Britain agreed to a boundary drawn at latitude 49° north. It reached from the Rocky Mountains to the Pacific Ocean. The British gave up any land claims south of this line. • The lives of American Indians in Oregon Country soon began to change for the worse. By 1850, Congress was giving away tribal lands to American settlers. The settlers took American Indian hunting lands and turned them into farms and ranches. For many years, there were wars between American Indians and U.S. settlers and soldiers. But in time, most tribes were forced onto reservations.
Clue # 11 Text • Transcontinental Railroad • Excerpt from Social Studies Alive Ch. 17, Lesson 5 • News of California gold reached China about 1851. Within a year, 25,000 Chinese immigrants sailed to California, looking for the “Golden Mountain.” • But by the time Chinese immigrants arrived in California, most of the gold that was easy to mine was gone. So the newcomers worked together in mines that earlier miners had given up on. The Chinese miners developed new ways of finding gold by using various tools and machines that they designed. • American miners were jealous. They convinced the state government to place a tax on foreign miners. American miners also used threats and violence to push the Chinese away from the mines. • Many Chinese found work helping to build the first transcontinental railroad. The Central Pacific Railroad Company was laying track east from Sacramento, California. The Union Pacific Railroad Company was building west from Nebraska. In time, nearly all the Central Pacific’s workers were Chinese, who were skilled at laying track. One crew boss reported that Chinese workers always laid more track than other crews. • …The transcontinental railroad (a railroad that extends or goes across a continent) was completed in 1869. • Excerpt from Driving the Last Spike http://www.sfmuseum.org/hist1/rail.html • The greatest historical event in transportation on the continent occurred at Promontory, Utah, on May 10, 1869, as the Union Pacific tracks joined those of the Central Pacific Railroad. The connection of the Central Pacific and the Union Pacific bridged the 2000 miles to the Missouri River, and the four to six months time taken by the overland pioneers was reduced to six days. At once the Pacific States were transformed, and Western life gradually caught up with the life and aspirations of the East. • Excerpt from A History of US, Volume 4 pg. 118 - 121 • Take a steam engine and have it pull a set of wagons rolling on a track. Hold on to your hat: we’re going to whiz at 20 miles per hour! As steam engines improve, trains will go faster and faster. • But talk about dangerous! Besides exploding, the engines jump their tracks, and trains crash into each other. The trains are called “teakettles on tracks.” The engines are made of iron and have tall smokestacks and fire-boxes. Because the cars are wide open, the colorful paint is soon covered with soot, and so are the passengers. And soot isn’t the only things the riders have to worry about: the engines give off sparks that fall on their clothes and get into their hair. • But soon the design is improved, and the passenger car becomes a long, enclosed room with an aisle down the center and seats on either side. The first steam engines were fired with wood, but coal was found to produce a hotter flame. Either way, a fireman is kept busy lifting wood or shoveling coal to keep the fire blazing and the water boiling. • By 1850 there were almost 9,000 miles of track in America; by 1860 – the year before the Civil War – there were 30,000 miles of track. Traveling by train, at an unbelievable 30 miles an hour, you could go from New York to Chicago in only two days.
