Top | Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits

 

Women of the West

  9-12 Grade Level

Emily Benzing-Watson

Nezperce School #302        ebenzing@sd302.k12.id.us
                         

                         

Introduction
Sacagawea and the Westward Expansion

 (USDA)

Sacagawea’s skills as an interpreter and native instincts helped her to guide the Lewis and Clark, saving the expedition from almost certain failure. A significant women in American History, she contributed to the development of the West.  In the activities that follow students will look at her life and her contributions to the settlement of the American West, as well as social and political reasons for the Lewis and Clark Expedition.  To build on to what students have learned through their own exploration of Sacagawea's life, they will take a look at terrorism and how it's definition fits with the treatment of Native Americans during the settlement of the West.

 

What was the role of Women in exploration and expansion in the development of the United States?


Could the definition of terrorism be assigned to the treatment of the Native Americans during the settlement of the Western Frontier?

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The Task

·         Students will create a PowerPoint Presentation and complete a class activity that address the questions: What was the political and social reasoning behind the Lewis and Clark Expedition?  How did Sacagawea contribute to the success of the expedition? What were future impacts of the settlement of the West on Native American cultures?

o        Students will include research collected on Note Cards and Bibliography

  • Lewis and Clark Journals will be used for a Primary Source (Quoted properly in PowerPoint)
  • Student will include information collected from the Lewis and Clark Rendezvous in Kamiah Idaho
  • Students will Present PowerPoint to the class

 (USDA)

 

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The Process

Steps

Week 1

1.      Read excerpts from the Lewis and Clark Journals

2.      Find books and (credible) Websites with information on Sacagawea and the Expedition 

3.      Create Note Cards on material found

Week 2

1.      Participate and collect information at the Lewis and Clark Rendezvous’ in Kamiah, Idaho 

2.      Organize Notes and collaborate with peers

3.      Review PowerPoint plan with Teacher

Week 3

1.     Create PowerPoint Presentation

2.      Present Power Point to class

3.      Peer evaluation of Power Point Presentation

4.      Teacher Evaluations of PowerPoint Presentation

Week 4

1.     View How The West Was Lost by PBS

2.  Complete Cause and Effect Chart with class discussion on Power Points and Movie

3.   Teacher Evaluation of Cause and Effect Chart

 Week 4

1.     Class discussion of the Definition of Terrorism

2.     Class discussion of the Terrorism in regards to Native Americans and the Settlement of the West

3.      Class completion of Terrorism Chart with group research for terrorist acts against the Native Americans in the US

4.      Class discussion and completed charts and Teacher Evaluations of Terrorism Charts

Week 5-8

1.     The class will begin reading The Day the Sky Fell by Milton Meltzer - as they read they will investigate the questions Who are terrorists?
and How do they justify what they do? (questions presented by Meltzer in his book)

2.     They will do weekly journals of reading that consist are centered around a reading comprehension strategy:
 text to text, text to self and text to world

3.   Class will take the reading and journals discuss come to some answers for the previously stated questions  

Resources

 

Organization

·        PowerPoint Presentation must include Bibliography in MLA format and all information incorporated in the rubric - except for the last Question: What were the future impacts of the settlement of the West on Native American cultures?  Note Cards must contain the same information that is in the PowerPoint Presentation and contain information for the bibliography

·       Next question: What were the future impacts of the settlement of the West on Native American cultures? Will be addressed through class discussions and group research with cause and effect.

 

Cause and Effect 

Prior Causes

Immediate Causes

The Event

Immediate Effects

Later Effects

Spanish & British Claims

 

Lewis & Clark

 

 

Oriental

Markets

 

Expedition

1803-1805

 

 

Phase II Imperialism

 

 

 

Near Extinction of Indians

 

Worksheets

Definitions

 

1. Encyclopedia Britannica

“The systematic use of terror (such as bombings, killings, and kidnappings) as a means for forcing some political objective.  When used by a government, it may be single efforts to stifle dissent; used by insurrectionists or guerrillas, it may be part of an overall effort to effect desired political change.”

2. Wenster’s II New Riverside University Dictionary

“Systematic use of violence, terror, and intimidation to achieve an end.”

3. U.S. Department of State

“Terrorism is premeditated, politically motivated violence perpetuated against noncombatant targets by subnational groups or clandestine state agents, usually to influence an audience.”

4. Federal Bureau of Investigation (FBI)

“Terrorism is the unlawful use of force or violence against persons or property to intimidate or coerce a government, the civilian population, or any segment thereof, in furtherance of political or social objectives.”

5. League of Nations Convention (1937)

All criminal acts directed against a State and calculated to create a state of terror in the minds of particular persons or groups of persons or the general public.”

6. United Nations Resolutions Language (1999)

“1. Strongly condemns all acts, methods, and practices of terrorism as criminal and unjustifiable, whenever and by whomsoever committed.” 2. Reiterates that criminal acts intended or calculated to provoke a state of terror in the general public, a group of persons or particular persons for political purposes are in any circumstance un justifiable, whatever the considerations of a political philosophy, ideology, racial, ethic, religious or other nature that may be invoked to justify them.”

  • Directions – Using the resource your group found and chart, decide as a group on five of the most important terrorist acts in US history against the Native Americans during the settlement of the West

    Terrorism Chart 

     

    Terrorist Acts

    Name, Location, Date, Perpetrator

    Rationale for Selection

    1.

     

     

    2.

     

     

    3.

     

     

    4.

     

     

    5.

     

     

     

 

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Evaluation

PowerPoint & Terrorism Chart Rubric
Beginning

1

 Developing

2

 Accomplished

3

 Exemplary

4

 Score
 

What was the political and social reasoning behind the Lewis and Clark Expedition?  How did Sacagawea contribute to the success of the expedition? 

 
Most questions are answered completely.  Information presented is historically correct and validated.
Questions are answered completely.  Information presented is historically correct and validated.
Questions are answered completely with one example.  Information presented is historically correct and validated.

 Questions are

answered

completely with

multiples

examples. 

Information

presented is

historically

correct and

validated.

 
 

PowerPoint Presentation

Presentation lacks organization, and   audience may struggle to gains needed information.  Presentation does not include pictures, backgrounds or visual effects.

Several errors in  Language conventions

Presentation lacks organization, and   audience may struggle to gains needed information.  Presentation includes pictures, backgrounds and visual effects.

Several errors in  Language conventions

Presentation may lack some organized, but the audience to gains needed information.  Presentation includes pictures, backgrounds and visual effects.

Minimal errors in  Language conventions

Presentation organized and allows the audience to view information easily.  Presentation includes pictures, backgrounds and visual effects.

All Language conventions are applied correctly


 

Note Cards

Note Cards are missing important information and lack organization

Note Cards are turned in with information that is aligned with Presentation – Cards include where information was located – some Note Cards are  missing but not significant to the Bibliography

Note Cards are turned in with information that is aligned with Presentation – Cards include where information was located – some Note Cards may be missing but not significant to the Bibliography

Note Cards are turned in with information that is aligned with Presentation – Cards include where information was located – Note Cards include information found in the Lewis and Clark Journals, as well as the Kamiah Rendezvous


 

 

Bibliography

 

Bibliography is not in MLA or APA format and is missing some information – they are not aligned well to the Note Cards or Presentation

Bibliography is in MLA or APA format and is missing some information – they are not aligned well to the Note Cards or Presentation

Bibliography is in MLA or APA format and may be missing some information but is aligned to Note Cards and Presentation

Bibliography is in MLA or APA format and includes all information that is aligned to Note Cards and Presentation


 

 

What were the future impacts of  settlement in the West on Native American cultures? 
Cause and Effect Chart and Terrorism Chart includes 2 or 1 Terrorist Acts and Rational for each Selection
 
Student did not Participated fully in discussions and group research
Cause and Effect Chart and Terrorism  Chart includes 2 or 1 Terrorist Acts and Rational for each Selection
 
Student Participated fully in discussions and group research

Cause and Effect Chart and Terrorism  Chart includes 3 or 4 Terrorist Acts and Rational for each Selection

 
Student Participated fully in discussions and group research

 Cause and Effect Chart and Terrorism Chart includes 5 Terrorist Acts and Rational for each Selection

 
Student Participated fully in discussions and group research


 


Conclusion

Students will evaluate the political and social reasoning behind the Lewis and Clark Expedition and incorporate the success and failure of the expedition in regards to the contributions made by Sacagawea and the future impact on Native American cultures.

 

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Teacher Information

Grade Level(s): 9-12

Subject(s): Western Movement Class - Elective

Length of project:  8 Weeks

Extensions to additional grades and subjects: In collaboration with English and History classes

Prior knowledge/critical skills needed (either for students or teachers): Basic US History concepts - PowerPoint - MLA and English concepts helpful but not necessary - students can be remediated as the lesson progresses

 

Instructional Models:    

Discovery and Inquiry Model II

 

Identified Problem: Teacher

What was the political and social reasoning behind the Lewis and Clark Expedition?  How did Sacagawea contribute to the success of the expedition? 

Process: Teacher and Students

Students will research and present findings in a Power Point.

Resources: Teacher and Students

Internet, Lewis and Clark Journals, Kamhia Rendezvous

Answer: Students (minimum guidance by the Teacher)

Tentative

(include westward expansion – (water) trade route – political power – scientific data of terrain and biological habitat)   (knowledge of the Native American culture, terrain…etc)

Cause and Effect Model

Prior Causes

Immediate Causes

The Event

Immediate Effects

Later Effects

Spanish & British Claims

Louisiana Purchase

Lewis & Clark

Bolstered U.S. Claim

Resource Rich U.S. From Sea to Shinning Sea

Oriental

Markets

Jefferson’s Curiosity & Foresight

Expedition

1803-1805

Added Invaluable New Knowledge

War & Military Campaigns

Phase II Imperialism

Northwest

Passage

 

Trappers and Settlers

Near Extinction of Indians

 

Independent Reading Log

 

Name:

Date

T&T, T&S, T&W

Pages Read

example:

9-27-05

 T&S – Chapter 7 discusses unhappy conditions people lived with – this reminds me of the Great Depression and conditions that my grandmother lived in – was there terrorism in the US during that time??

 Pages 39 - 51

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Outcomes/Curriculum Standards:

  • Students will be able to evaluate the political and social reasoning behind the Lewis and Clark Expedition.  They will be able to explain Sacagawea's contribute to the success of the expedition and infer future impacts of the settlement of the West on Native American cultures.

  • Students will be able to create a PowerPoint presentation and properly document research in MLA formatt.

  • Standards Addressed:  

    • ID State Social Science Standards 473.01c,d Acquire critical thinking and analytical skills.  Chronologically organize significant events and people who form the foundation of early United States history and explain their historical relationships.   Identify an issue or problem of the past, obtain relevant historical data, and formulate a position or course of action on the issue.
      474.01e  Understand the evolution of democracy.  Evaluate the impact of gender, race, ethnicity, religion, and national origin on individual/political rights.
      and 495.01a,c Understand the evolution of democracy.  Evaluate the impact of gender, race, ethnicity, religion, and national origin on individual/political rights.Identify motives for migration and immigration in and to the United States.Examine the impact of migration and government policy on the encroachment of Native American territories.

    • ID State Language Standards 753.01a - 02a Understand and use the writing process.Demonstrate steps of the writing process:-   Brainstorm;-   Draft;-   Revise;-   Edit;-   Publish. Write and edit for correctness and clarity. Apply rules and conventions of the following:-   Grammar;-   Punctuation;-   Capitalization;-   Spelling.
      and 756.01 Use a variety of resources to produce visuals that communicate through print and non-print media. Produce effective visuals which include the following:-   Essential messages and images;-   Effective use of time, space, and organization;-   Appropriate style, word choices, grammar, punctuation, and spelling;-   Proper documentation.

    • ID State Reading Standards 752.01d - 02b - 03a - 04c Read a variety of traditional and electronic materials for information and understanding.  Identify, collect, and/or select, and relate pertinent information to given situations.  Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.  Identify and compare own  experiences to those of others in situations, events, and cultures within reading selections.  Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.  Evaluate the validity and accuracy of information.  Read to locate information from a variety of traditional, technical, and electronic sources.  Produce research projects and reports.

Other Information:

  • Various adaptations and accomidations may be used in accordance with an individual IEPs

    • Examples: rather than reading a text - tapes of videos may be used to find research information - individual adaptations to presentation  formatt or  length of assignment may be necessary

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Credits, References & Resource

  1. http://sacajaweacenter.org/
  2. http://college.hmco.com/history/readerscomp/naind/html/na_034000_sacagawea.htm
  3. http://www.lewisclark.net/index.html 
  4. The Journals of Lewis and Clark by Bernard De Voto, Meriwether Lewis
  5. Here's a link to the Idaho State Board of Education website for standards.
  6. Pictures: Sacagawea and Lewis & Clark pictures http://www.fs.fed.us/r4/sc/leadore/sacajawea.shtml website created byUSDA Forest Service -
    Salmon-Challis     National Forest (Website also has interactive maps of the Bicentenial Tour of Lewis & Clark)
  7. Pictures: Sacagawea portrait  http://www.somebuddy.ca/goodwomen/mostwanted/celebs34.html  website created by Robert Friend
    c/o Jean Cantu - Most Wanted Women      
  8. http://www.weblessons.com/index.jsp internet lesson plans and resources for subscribers
  9. http://www.citationmachine.net/index.php internet resource for making bibliographers
  10. Teaching Models come out of the iTEACH resources at http://iteachhistory.org/ is the web address to access the iTEACH website that includes this lesson plan and other available lesson plans in histoy and other curriculum areas, K-12.   The iTEACH project aims to increase teacher knowledge while updating, expanding and diversifying the instructional methods they use.  The rationale is that students will achieve more in history if improved teaching deepens their appreciation and understanding of the subject.