​rethink.

Lesson Overview

 

• This lesson will serve as an introduction to American westward expansion in the early 1800s. Students will be introduced to the topics of Lewis and Clark, the gold rush, and legislation passed during this time period. At the end of the lesson, students will be able to hear and act out situations faced by those moving west and the Native Americans.

 

Preparation

• Painting tape

• Age-appropriate handouts and pamphlets on each subtopic

• Mock situations of settlers and Native Americans

• http://www.loc.gov/resource/sm1875.10352 (song) (primary document)

 

Instruction

• Students will be asked to bring a few belongings into a taped off square on the east side of the classroom. All students will be standing together in the small square to represent the crowdedness of eastern America. Some students will have their belongings taken from them. When students are in the square, the teacher will explain that, in the early 1800s, America was just as crowded. The teacher will then physically have the students ‘go west’ and belongings will be returned to students. On the western side of the classroom will be four stations. In the background, ‘I’ll Go West’ will be playing. Each will have information on a subtopic of westward expansion including Lewis and Clark, accounts of Native Americans, the gold rush, and legislation. Students will have the opportunity to briefly visit each station. After about 15 minutes, students will return to their desks and the teacher will explain westward expansion using a map. There will then be a group discussion on the feelings that were likely felt by westward settlers and Native Americans. To conclude the lesson, students will be broken up into four or five groups. Each will act out a situation faced by either settlers or Native Americans during this time period.

 

Standards

• 8.3.4.D: Distinguish between conflict and cooperation among groups and organization that impacted the history and development of the United States.