Westward Movement
By Katie Sands
ksands@columbus.k12.ia.us
Columbus Community
Grade 5
Learning Goals:
Students will be able to:
1. Identify why people were moving west
2. Describe the effects of westward movement on the Native Americans
3. Identify how the United States acquired land
4. Describe the impact of westward movement on the people and the
country
5. Recognize the significance of westward movement on our world today
Key Words:
Westward movement
Manifest destiny
Pioneer
Forty-niner
Wagon train
Louisiana Purchase
Prairie
Prairie fire
Oregon Trail
Lewis and Clark
Indian removal
Learning Standards:
U.S. History Standards
Era 4:
9.
Understands the United States territorial expansion between 1801 and
1861, and how it affected relations with external powers and Native Americans
Iowa History Standards
2
c.
Native Americans
The Federal government tried to control American Indians through
treaties and forced land sales. As a result, tribes frequently moved into
and out of Iowa.
3
a.
European Contacts
The French, English and Spanish claimed large sections of land in
North America at various times during the 17th, 18th, and 19th
centuries.
The land area of present-day Iowa became part of the U.S. in 1803
with the Louisiana Purchase.
b.
c.
d.
4
a.
c.
d.
e.
6
a.
b.
c.
d.
Several exploring parties were sent to the lands west of the Mississippi
to assess the possibilities for settlement.
Iowa became part of the United States in an orderly process provided
by the Federal government, moving through district and territory
status to full statehood in 1846.
Pioneer Life on the Prairie
Most pioneer settlers came to Iowa from the eastern United States and
Europe.
For most settlers, living on the prairie meant a change in farming and
household practices.
Pioneer raised or made most of the items they needed for daily life.
Pioneer families developed a sense of social community and
interdependence by sharing work and social events.
Transportation
Transportation was very important for Iowa's early pioneers. Not only
was it important for people coming to Iowa, but after arriving, people
relied on transportation for their livelihoods.
The major means of commercial transportation - steamboat,
stagecoach, and railroad - developed significantly during the 19th
century.
Each of these means of transportation had positive and negative
aspects, and each helped Iowa develop economically.
The railroad was the most important form of transportation for 19thcentury Iowa. It was faster and more dependable than any other form
of transportation. It greatly assisted new settlers coming to the state
and also aided in the development of new industry.
Pre-assessment:
 Students will write a narrative using the key words for the unit.
Lessons:
Lesson 1: What do you know about Westward Movement?
Day 1:
Objective:
1. Students with share their prior knowledge of Westward Movement
Materials:
Pretest
Large notebook paper
Westward Movement Journal
Procedure:
1. Students write a narrative over Westward Movement using 10 key words
as a pretest.
2. Students will do a KWL in their WM journal. Make a KWL in their journal.
They will fill out the column of what they think they know and what they
want to learn. K-What you think you Know, W-what you Want to learn, LWhat we did Learn
3. Large group discussion on KWLs that students made. Make a large group
KWL to hang in the room.
Assessment:
1. Teacher will assess students’ prior knowledge of WM by looking over
individual pretests and by observation during the KWL
Lesson 2: How did the United States get so big?
Objectives:
1. Students will be able to identify major land acquisitions during Westward
Movement.
2. Students will be able to identify the importance of exploration to the
expansion of the United States.
Day 2:
Materials:
Classroom map
Don’t Know Much About American History by Kenneth C. Davis
The United States Expansion provided by United Streaming
WM journal
Procedure:
1. Have students sit on the carpet by the map. Discuss where the United
States borders were after the Revolutionary War. Review the 13 colonies.
Put post-it notes from the Atlantic Ocean to the Mississippi River to signify
the United States at the end of the Revolutionary War. Pose the question,
“How did the United States grow so much larger?” Have students answer
the question individually back at their tables in their Westward Movement
journal.
2. Hand out readings over Louisiana Purchase to each team. Team recorder
will write down any important information about the Louisiana Purchase
while reading. Share out with class as a large group.
3. Gather around the map again. Place post-it notes, in a different color,
where the Louisiana Purchase was on the map.
4. View part of The United States Expansion on the Louisiana Purchase.
5. Students return to tables. Answer the following questions in their journal:
a. What was the Louisiana Purchase?
b. Describe three important facts about this purchase?
Day 3:
Materials:
WM journal
Lewis and Clark DVD
Procedure:
1. Students watch DVD of Lewis and Clark. Answers questions to worksheet
while watching movie.
2. Students will discuss in their teams their answers. As a group, students
need to answer the following question, “What was the importance of
Lewis and Clark on WM?”
3. Discuss the worksheet and the importance of Lewis and Clark as large
group.
4. In the WM journal, students will answer the following question, “What
influence did Lewis and Clark have on people moving west?”
Day 4:
Materials:
Information of each major land purchase: Florida Acquisitions, Texas Annexation,
Oregon Country, Mexican Cession, and Gadsden Purchase
Computer w/ LCD monitor
Procedure:
1. Each team will research information over one of the land acquisitions.
Teams need to have a recorder to write down all the information that is
important.
2. Share out information on each piece of land. The recorder adds facts for
the other acquisitions to their paper.
3. View interactive map of the expansion of the United States @
http://darkwing.uoregon.edu/%7Eatlas/america/interactive/map01.html
4. In WM journal, students write their reactions to the growth of the United
States and reflect on what that growth did to the people and the nature of
the land.
Assessment of Lesson 2:
In their WM journal, students will answer the following questions.
1. How did the United States acquire all of the land that we did?
2. What effect did exploration have on WM?
3. The United States said that it was their “manifest destiny” to acquire all
the land. What does that mean?
Lesson 3: What were the reasons why people decided to move west?
What attracted them to certain parts of the United States?
Objectives:
1. Students will be able to identify the types of people that traveled west.
2. Students will describe the different lifestyles that people went west for.
Day 5:
Materials:
Information over pioneers, forty-niners, cowboys, and explorers
Procedures:
1. Students will work with their team on one of the four types of people
moving west. Teams need to read their information and write down all
important facts about their type.
2. Share out with class. Each group will discuss what their person did, why
they were called what they were, and where they generally settled at.
3. Write down the characteristics of the types of people on a class list.
4. Each team will choose a type of person and write a narrative for why that
person is moving west and where they think they will settle.
5. In their WM journal, individually choose the type of person they think they
would be if they lived during WM and describe why they are moving west.
Lesson 4: How did people get from the east coast to the west coast?
Objectives:
1. Students will be able to identify the three major types of transportation
during WM.
2. Students will develop an understanding of when and how the types of
transportation were used for WM.
Day 6:
Materials:
Photos of each type of transportation
Readings over each type of transportation
WM Journal
Procedure:
1. Teams will get a picture of one type of transportation. The group will
need to look at the picture and try to decide: what was the transportation
used for, what time of the 1800’s were they used, what were some
possible hardships. Group discussion over pictures.
Wagon: http://photoswest.org/cgi-bin/imager?00105234+NS-234
Train: http://memory.loc.gov/cgibin/displayPhoto.pl?path=/award/nbhips/lca/126&topImages=12651r.jpg&top
Links=12651v.jpg&displayProfile=0&title=First%20train%20into%20Sargent,
%20Custer%20County,%20Nebraska.&m856s=$dnbhips$f12651&dir=amme
m&itemLink=D?psbib:39:./temp/~ammem_5ZmI::@@@mdb=mcc,gottscho,
detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,g
md,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdi
bib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcards,dc
m,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,sc
sm,denn,relpet,amss,aaeo,mffbib,afc911bib,mjm,hawp,omhbib,rbaapcbib,mal
,ncpsbib,ncpm,lhbprbib,ftvbib,afcreed,aipn,cwband,flwpabib,wpapos,cmns,ps
bib,pin,coplandbib,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,c
wnyhs,svybib,mmorse,afcwwgbib,mymhiwebib,uncall,mfd,afcwip,mtaft,manz,l
lstbib,fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sg
p,wright,lhbtnbib,afcesnbib,hurstonbib,mreynoldsbib,spaldingbib,sgproto
2. Each group will now get a hand out to read over the same type of
transportation as their picture. The recorder will write down all the
important facts about their transportation. Share with large group.
3. Students individual respond to the following prompt in their WM journal:
Which type of transportation would you choose to take west if you lived
during the WM and why?
Days 7-8:
Materials:
Readings over trails used for WM
Any materials students need to use
Procedure:
1. Each team will get information over a major trail used during the WM
2. Teams are to come up with any way they want (skit, reenactment, poster,
etc) to present their information to the class.
3. Each team will present their information to the rest of the class. Take
notes as a large group over the information given after each team.
4. After all teams are done, students will answer the following question in
their WM journal: Describe the different purposes of the trails during WM
and describe one of the trails described today.
Assessment:
Students will use the information in their journal to complete the following
question:
Pretend you are moving west. Answer the following questions in your WM
journal.
 Why are you moving west?
 How are you going to get there?
 What will be your route to get there?
Lesson 5: What was life like on the prairie?
Objectives:
1. Students will be able to describe life experiences of people living on the
prairie.
2. Students will identify with the hardships of living on the prairie
3. Students will be able to describe the appearance of the prairie and wildlife
that was available on the prairie
Day 9:
Materials:
Houghton Mifflin Theme 5: One Land, Many Trails
Student books
Procedure:
1. Read Pioneer Girl from reading series as a large group.
2. Stop and discuss with students while reading.
3. Make a venn diagram of pioneer life and life today after reading the story.
4. In WM journal, students write a reaction towards life on the prairie.
Day 10:
Materials:
Pioneer Girl from Houghton Mifflin reading series
Primary source on prairie fires
Procedure:
1. Reread from pg. 502-503 about the prairie fire. Discuss what the family
did in order to try to keep the fire away from their house.
2. Read the primary source describing a prairie fire. Stop along the way to
define meaning and to clear up misunderstandings from reading.
http://fp.uni.edu/iowahist/Frontier_Life/Farm_Letters/letters_of_john_and
_sarah_kenyon.htm#12.3
3. After reading, have students react to this reading. Discuss again what
happened, what feelings were involved, etc…
4. Compare the secondary source to the primary source. Discuss the
feelings that are involved when reading the different sources.
5. Students journal about how they think prairie fires could have affected
families on the prairie.
Day 11:
Materials:
Primary sources of life on the prairie (links are below)
Procedure:
1. Read a couple of paragraphs from one of the primary resources listed.
Discuss the difference in the type of words and how they will need to
figure out what the person is trying to say. Work as a team to achieve
comprehension.
2. Each team will get one of the primary resources. Read the source and
discuss prairie life. Write down characteristics of the life as they are
reading.
3. Share what each group came up with. Look for similarities of the two
sources.
4. In journal, reflect on life on the prairie. Students will write about if they
think they could “survive” the prairie, why or why not.
Assessment:
In WM journal, students will answer the following questions:
What were some hardships of people on the prairie?
How is prairie life different than life today?
Why did people want to live on the prairie?
Lesson 6: How did Westward Movement affect the Native Americans?
Objectives:
1. Students will be able to describe how the Native Americans were treated
during Westward Movement.
2. Students will develop an understanding of Native American live and how
Westward Movement affected them.
Day 12:
Materials:
Houghton Mifflin Theme 5: One Land, Many Trails
Student books
Procedure:
1. Large group discussion over Native Americans. Students share their prior
knowledge on what they know about Native Americans. Make list on
board.
2. Read the story A Boy Called Slow from the reading series. While reading,
discuss traditions and characteristics of their life. Make a list on the board
of what the kids say.
3. In WM journal, students reflect to the following question: How do you
think WM changed the lives of Native Americans?
Day 13:
Materials:
LCD monitor
Computer
How the West Was Lost provided by United Streaming
Procedure:
1. Watch “How the West Was Lost” about Indian removal during the
expansion.
2. Students write down any feelings they have while watching the move
(disgust, sadness, etc…)
3. Students reflect in their WM journal after movie about what they watched.
Answer the question: Do you agree with what the United States did to
the Native Americans?
4. Large group discussion over movie. Discuss what the world may be like if
the US didn’t force the Native Americans to move. Bring up the point that
even though it wasn’t nice, was it necessary to do that so we can be
where we are today?
Post Assessment
 Westward Movement journal
 Narrative using key words of the unit.
Rubric of Narrative
file:///Macintosh%20HD/Desktop%20Folder/Steamboats/History%20Narrati
ve
Technology Integration
Websites:
Primary Sources:
Life on the prairie:
http://pvspartans.com/Mrs.SarahHartje.htm
http://memory.loc.gov/cgibin/query/D?wpa:21:./temp/~ammem_ozrq::@@@mdb=mcc,gottscho,detr,nfor,
wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,pr
esp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhb
umbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcards,dcm,raelbib,runyon,duk
esm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,scsm,denn,relpet,amss,aae
o,mffbib,afc911bib,mjm,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbi
b,afcreed,aipn,cwband,flwpabib,wpapos,cmns,psbib,pin,coplandbib,cola,tccc,curt,
mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,afcwwgbib,m
ymhiwebib,uncall,mfd,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever,cdn,upbover
bib,mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hurstonbib,mre
ynoldsbib,spaldingbib,sgproto
Oregon Trail life:
http://memory.loc.gov/cgibin/query/D?wpa:1:./temp/~ammem_Auks::@@@mdb=mcc,gottscho,detr,nfor,
wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,pr
esp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhb
umbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcards,dcm,raelbib,runyon,duk
esm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,scsm,denn,relpet,amss,aae
o,mffbib,afc911bib,mjm,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbi
b,afcreed,aipn,cwband,flwpabib,wpapos,cmns,psbib,pin,coplandbib,cola,tccc,curt,
mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,afcwwgbib,m
ymhiwebib,uncall,mfd,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever,cdn,upbover
bib,mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hurstonbib,mre
ynoldsbib,spaldingbib,sgproto
http://memory.loc.gov/cgibin/query/r?ammem/upbover:@field(DOCID+@lit(dia35491))
Prairie Fire:
http://fp.uni.edu/iowahist/Frontier_Life/Farm_Letters/letters_of_john_and_sarah
_kenyon.htm#12.3
Land Acquisition Map:
http://darkwing.uoregon.edu/%7Eatlas/america/interactive/map01.html
Transportation Photos:
Wagon: http://photoswest.org/cgi-bin/imager?00105234+NS-234
Train: http://memory.loc.gov/cgibin/displayPhoto.pl?path=/award/nbhips/lca/126&topImages=12651r.jpg&topLin
ks=12651v.jpg&displayProfile=0&title=First%20train%20into%20Sargent,%20C
uster%20County,%20Nebraska.&m856s=$dnbhips$f12651&dir=ammem&itemLi
nk=D?psbib:39:./temp/~ammem_5ZmI::@@@mdb=mcc,gottscho,detr,nfor,wpa
,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,
varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumb
ib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcards,dcm,raelbib,runyon,dukesm,l
omaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,scsm,denn,relpet,amss,aaeo,mff
bib,afc911bib,mjm,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbib,afcr
eed,aipn,cwband,flwpabib,wpapos,cmns,psbib,pin,coplandbib,cola,tccc,curt,mhar
endt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,afcwwgbib,mymhi
webib,uncall,mfd,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever,cdn,upboverbib,
mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hurstonbib,mreyno
ldsbib,spaldingbib,sgproto
Steamboat: http://www.pvspartans.com/steamboat.jpg
National Geographic: The Expedition of Lewis and Clark-DVD
The United States Expansionism provided by United Streaming
How the West was Lost provided by United Streaming
Literary Resources:
 Houghton Mifflin Expeditions: Theme 5, One Land, Many Trails
 Don’t Know Much About American History by Kenneth C. Davis
 Primary Sources provided by American Memory and Iowa History Project
 In Their Own Words: Lewis and Clark by George Sullivan
 If You Traveled West In A Covered Wagon by Ellen Levine
 Pioneer Farm: Living on a Farm in the 1800s by Megan O’Hara
 Westward Expansion Before the Civil War by Pearson Learning and Core
Knowledge
 Native Americans: Cultures and Conflicts by Pearson Learning and Core
Knowledge
 Going West: Journey on a Wagon Train to Settle a Frontier Town by Carol
A. Johmann and Elizabeth J. Rieth
 Everything You Need To Know About American History Homework by
Anne Zeman and Kate Kelly
 The Lewis and Clark Expedition: A Primary Source History of The Journey
of the Corps of Discovery by Tamra Orr
 The Relocation of the North American Indian by Don Nardo
 You Wouldn’t Want to be an American Pioneer! By Jacqueline Morley