Unit Topic: Westward Expansion - Push-Pull Factors
Lesson Creator: Katrina Krapf
Lesson Topic: Westward Expansion Push-Pull Factors and the Homestead Act of 1862
Grade Level: 8th
Lesson Overview:
Students will examine and research the various push-pull factors affecting Westward Expansion during the late 19th
century through primary resources, including sheet music and legislation, population data, and independent research.
Objectives:
TSWBAT identify and describe push-pull factors that encouraged westward migration.
TSWBAT analyze the effect of the Homestead Act of 1862 on westward expansion.
TSWBAT analyze primary source documents and historical maps to learn more about Westward Expansion.
TSWBAT locate the geographical centers involved in Westward Expansion.
TSWBAT analyze population data to understand and explain the effect of economic and social factors affecting Westward
Expansion.
NJ Standards:
6.1.8.B.4.b
Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native
Americans.
6.1.8.D.4.a
Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural
conflicts resulted.
5-8 Spatial Thinking Skills
Use maps and other documents to explain the historical migration of people, expansion,
and disintegration of empires, and growth of economic and political systems.
RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
Essential Question/Guiding Question/Issue:
Westward Expansion was a time period of great social, political, economic, and geographic change as cultures collided
due to migration and technological developments during the 1800s. What push-pull factors affected Westward Migration
after 1860? How did changing economic and societal conditions affect and/or influence migration and affect population
trends after the Homestead Act of 1862?
Materials/Equipment needed:
● Primary Source document: “I Will Go West” sheet music, available through the Library of Congress’ Teaching
with Primary Sources classroom materials database
(http://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/pdf/gowest.pdf)
● Background Information: “The Homestead Act and Homesteading,” Prairie Settlement: Nebraska Photographs
and Family Letters, 1862 - 1912, Library of Congress,
http://www.loc.gov/teachers/classroommaterials/connections/prairie-settlement/history2.html
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Primary Source document: “An Act to secure Homesteads to actual Settlers on the Public Domain 1862,” A
Century of Lawmaking for a New Nation: US Congressional Documents and Debates, 1774 - 1875, American
Memory, Library of Congress, http://memory.loc.gov/cgi-
bin/ampage?collId=llsl&fileName=012/llsl012.db&recNum=423
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Szrejter, Christi, editor. “Population Information: 19th Century America.” i Think: U.S. History - Westward
Expansion. InspirEd Educators, Inc.
Library of Congress Westward Expansion Teacher’s Guide
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/pdf/teacher_guide.pdf
LOC Analyzing Sheet Music and Song Sheets
http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Sheet_Music_and_Song_Sheets.pdf
LOC Primary Source Analysis Tool, blank
http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf
Procedure/Pacing:
Activity 1 - Building Background Knowledge of Push-Pull Factors
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Student will write about factors that would cause them and/or their family to suddenly decided to relocate to the
other side of the country or to another country. The teacher will use this writing to begin a discussion as a
jumping point to lead into push-pull factors for Westward Expansion.
Explain that the students will be examining a piece of 19th century sheet music to learn more about the push-pull
factors that caused some families to move West during the 19th century.
Model for students through a think-aloud demonstration analysis of primary source sheet music using the first
three stanzas of the song “I Will Go West” and the Primary Source Analysis Tool.
Students will then continue analyzing the rest of the song using the Primary Source Analysis Tool and use what
they have learned to discuss with a partner reasons families had for moving West and create a list of Push-Pull
factors.
Activity 2 - Analyzing the Effect of the Homestead Act of 1862
● Students will read either primary source text of the Homestead Act of 1862 or secondary source readings about
the Homestead Act, depending on the students’ ability level, to analyze the purpose of the act and describe the
effect of the act on Westward migration after January 1, 1863.
● Students will also analyze various population tables and graphs to form and defend their own argument on the
overall effect of the Homestead Act of 1862 on Westward Expansion.
Activity 3 - Independent/Small Research into/analyse of other Westward Expansion Push-Pull Factors
● Students will select one push-pull factors they previously identified in activity one to research and learn more
about. Students will use their research to be able to justify and explain how the push-pull factor led to increased
Westward migration and tell why it is important for people today to understand. Students will present their
research using a techonological medium, such as through Animoto, Glogster, or Prezi.