eLibrary Standards-Based Learning Activity
Westward Expansion
A Social Studies Lesson
Teacher Procedures
APPROPRIATE FOR: Social Studies, Grades 6-8
TIMELINE: Two class periods
SOCIAL STUDIES STANDARDS ADDRESSED THROUGH THIS LESSON
NCSS
III. People, Places and Environments
Middle Grades
j. Observe and speculate about social and economic effects of environmental
changes and crises resulting from phenomena such as floods, storms, and drought.
Related Themes: V, VII, VIII
V. Individuals, Groups and Institutions
Middle Grades
d. Identify and analyze examples of tensions between expressions of individuality
and group or institutional efforts to promote social conformity. Related Themes: I, II,
IV, VI, X
VI. Power, Authority and Governance
Middle Grades
g. Describe and analyze the role of technology in communications, transportation,
information processing, weapons development, or other areas as it contributes to or
helps resolve conflicts. Related Themes: VII, VIII, IX
VIII. Science, Technology and Society
Middle Grades
c. Describe examples in which values, beliefs, and attitudes have been influenced by
new scientific and technological knowledge, such as the invention of the printing
press, conceptions of the universe, applications of atomic energy, and genetic
discoveries. Related Themes: I, II, III, V, IX, X
X. Civic Ideals and Practices
Middle Grades
a. Examine the origins and continuing influence of key ideals of the democratic
republican form of government, such as individual human dignity, liberty, justice,
equality, and the rule of law. Related Themes: II, V, VI
b. Identify and interpret sources and examples of the rights and responsibilities of
citizens. Related Themes: II
LEARNING EXPECTATIONS/OBJECTIVES
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Students will use eLibrary to research the time period known for Westward Expansion in
the United States.
Students will use eLibrary to research individual lifestyles of various groups of people
affected by Westward Expansion.
Students will use eLibrary to research maps of the time period.
© 2003 ProQuest Information and Learning Company.
Permission is granted to duplicate for classroom use only.
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Students will use their research to write an essay from the point-of view of a person who
experienced Westward Expansion.
Students will create a map showing the movement of a group of people during
Westward Expansion.
MATERIALS
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Computer with printer
Printer paper
Pens and paper for note taking
Large craft paper
Construction paper
Markers, crayons, colored pencils
ACTIVITY PROCESS: DIRECTIONS TO THE TEACHER
Description of Activity
Students will research Westward Expansion and the personal accounts of different people
experiencing different paths and environments during Westward Expansion. They will use primary
and secondary source documents to assume the point of view of a person living through
Westward Expansion. They will read about the growth of the United States as a country as well
as an overview of the period and its outcomes to understand that, although sometimes
overlooked, this period in time and the experiences that individuals faced during this period
played a large role in setting the stage for the Civil War in the United States. They will write a
point-of-view essay and create a map summarizing their findings.
Background Information/Scenario
“Go West!”
(1820-1860)
Following the War of 1812, the United States expanded tremendously due to territorial battles,
purchases, negotiations, forced removal of people from land belonging to them and through the
toil and sweat of pioneers. With each expansion of the country and admission of a state to the
Union, Americans were forced to accept all of the policies and practices of a new piece of land.
The most controversial of these policies was slavery. States in the north favored a gradual
abolishment of slavery, while states in the south depended on slave labor to maintain their rich,
agricultural economy. These regions of the new country saw themselves splintering into two
distinct areas based on different economies, values and needs. Since the north and the south
contained colonies that had been there at the beginning, these regions maintained the strongest
political hold over the newly formed government. Every time a new state was added to the Union,
the question of slavery came up. Both the north and the south contested the entry of every new
state over the issue of slavery. Many compromises had to be made, until eventually, the entire
nation was divided over the slavery issue, and the stage was set for the coming of the Civil War.
Meanwhile, many people were motivated to try their hand at migrating westward. There were
Native Americans who were forced from their land, pioneers who sought a better life and cheaper
land in the areas west of the Mississippi River, gold-diggers who rushed to California to become
rich on the newly-discovered gold deposits, recent immigrants who found work building our
nation’s railroads and Mormons who sought religious freedom in Utah. Women had different
experiences from men. Black Americans had different experiences from white Americans.
Everyone who moved west experienced the challenges of settling into new land without the
comforts of home. It was these experiences that really gave America the reputation for being full
of rugged, tough men and women. Students will learn about these experiences.
© 2003 ProQuest Information and Learning Company.
Permission is granted to duplicate for classroom use only.
For more information on the growth of the western states and for an overview of westward
expansion, check out the Web sites from eLibrary’s Editor’s Choice in the BookCart below.
Outline of Procedures -- Day One
Research:
1. Have students familiarize themselves with an introduction and with overviews of Westward
Expansion located on eLibrary.
To find information about Westward Expansion in eLibrary:
 Go to eLibrary.
 Click Topics at the top of the page.
 Click United States History.
 Click Westward Expansion.
There are several categories here that will give you information about Westward Expansion, but
the most basic is the one labeled “Introduction.” Be sure that all students skim through the sites in
the Editor’s Choice list for “Introduction.”
2. Assign each student to the role of a particular group of people who played a part in Westward
Expansion. The following is a list of the groups with distinct experiences for which eLibrary has
extensive resources:
 Blacks in the West/Buffalo Soldiers
 Men in the Gold Rush
 Women in the Gold Rush
 Women pioneers on the trails West
 Other pioneers on the trails West
 Mountain men and fur trappers
 Native Americans
 Mormons celebrating Utah
 Workers on the transcontinental railroads
4. Students will log on to eLibrary using the process outlined above and research the group to
which they were assigned. They will research both primary and secondary sources, as well
as maps, to understand the experiences that a member of their Westward Expansion group
may have had. The “Student Companion” for this lesson provides guidance on the research
process.
Outline of Procedures -- Day Two
Synthesizing
5. Students will take on the identity of a person from the group to which they were assigned. They
will complete an essay from the point-of-view of that person and respond to the following
questions:
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Where did you move to? Where were you moving to, and why?
Did you hope that your life was going to be better in your new home? How? Explain.
Did you face difficulties in your move or in your new home? Describe.
What did you think about the American government? Why?
6. Students will create a map of their movement based on their research. Distribute craft
materials to students to allow them to make their maps as “authentic” looking as possible.
© 2003 ProQuest Information and Learning Company.
Permission is granted to duplicate for classroom use only.
Required eLibrary Resources from Editor’s Choice
All of the eLibrary and related website links for this activity can be found inside a BookCart within
your ProQuest educational resource. Here’s how to reach the BookCart for this unit, then
copy/edit it to begin using it with your students.
1. Access the BookCart Editor and log in using your user name and password.
http://library.bigchalk.com/bookcartadmin
2. At the top, enter these search terms in the following fields:
title: SBLA Westward Expansion
author: ProQuest
3. Click the search button.
4. The SBLA BookCart will appear. Click the small box on the right under select,
then click the copy button in the upper right-hand corner.
5. Change the description and add any other resources you’d like,
then click the green save bookcart button.
6. The new BookCart will now be live and available to your students within eLibrary. They can
use the same search technique as above to find the bookcart within eLibrary.
For map resources:
Check out the Editor’s Choice list of “maps” in the “resources” section of “westward expansion”
topics under Topics. Search for historic maps under the main Search screen.
Conclusion/Finished Work
Students present their essays orally for the rest of the class. Students turn in essays to teacher.
ASSESSMENT
Research
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Did student find resources on eLibrary?
Did student use eLibrary to locate both primary and secondary sources about the group
of people that they were assigned to?
Did student use facts from the research in creating her/his essay?
Essay
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Did student answer all assigned questions in her/his essay?
Did student assume and maintain the point of view of a person in the group to which
they were assigned?
Did student organize ideas into a cohesive essay?
Map
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Did student use map resources on eLibrary as a model for her/his own map?
Did student create a map that accurately reflects movement of the group to which
she/he was assigned?
© 2003 ProQuest Information and Learning Company.
Permission is granted to duplicate for classroom use only.
OPTIONAL EXTENDED ENRICHMENT ACTIVITIES
1. Mix up students so that they are in groups with people who have been assigned to research
different social groups affected by Westward Expansion. Together they will write a script for a
scene or play depicting the lives of those people that they researched. Scenes/plays can be
presented for their class or for a larger audience.
2. Have students follow the group to which they were assigned as you begin a study of the Civil
War. Occasionally, have students “check in” with the identity which they researched/created.
Have them write journal responses to different events in history. Eventually, collect and display all
of the responses as examples of “case histories” or “American Portraits.”
3. Direct students to historical fiction of the period. Have students read a companion book or short
works of fiction to help them build more empathy and understanding of the people who
experienced Westward Expansion.
© 2003 ProQuest Information and Learning Company.
Permission is granted to duplicate for classroom use only.
Westward Expansion
A Social Studies Lesson
“Go West!”
(1820-1860)
Following the War of 1812, the United States expanded tremendously due to
territorial battles, purchases, negotiations, forced removal of people from land
belonging to them and through the toil and sweat of pioneers. With each
expansion of the country and admission of a state to the Union, Americans were
forced to accept all of the policies and practices of a new piece of land. The most
controversial of these policies was slavery. States in the north favored a gradual
abolishment of slavery, while states in the south depended on slave labor to
maintain their rich, agricultural economy. Many compromises had to be made,
until eventually, the entire nation was divided over the slavery issue, and the
stage was set for the Civil War.
Meanwhile, many people were motivated to try their hand at migrating westward.
There were Native Americans who were forced from their land, pioneers who
sought a better life and cheap land in the areas west of the Mississippi River,
gold-diggers who rushed to California to become rich on the newly discovered
gold deposits, recent immigrants who found work building our nation’s railroads
and Mormons who sought religious freedom in Utah. Women had different
experiences from men. Black Americans had different experiences from white
Americans. Everyone who moved west experienced the challenges of settling
into new land without the comforts of home.
It was these experiences that really gave America the reputation for being full of
rugged, tough men and women. Today you will learn about these experiences.
Try to imagine what it may have been like…
DURING THIS ACTIVITY…
 You will use eLibrary to research the time period known for Westward
Expansion in the United States.
 You will use eLibrary to research individual lifestyles of various groups of
people affected by Westward Expansion.
 You will use eLibrary to research maps of the time period.
 You will use your research to write an essay from the point-of view of a
person who experienced Westward Expansion.
 You will create a map showing the movement of a group of people during
Westward Expansion.
© 2003 ProQuest Information and Learning Company.
Permission is granted to duplicate for classroom use only.
DAY ONE
Research:
1. Check out an introduction and overviews of Westward Expansion located on
eLibrary.
To find information about Westward Expansion in eLibrary:
 Go to eLibrary.
 Click Topics at the top of the page to get to the Topics page.
 Click United States History
 Click Westward Expansion.
There are several categories here that will give you information about Westward
Expansion, but the most basic is the one labeled “Introduction.” Be sure that you
skim through the sites in this Editor’s Choice “Introduction” list.
2. Your teacher will assign you to the role of a particular group of people who
played a part in Westward Expansion. These are some of the different groups of
people who were affected by Westward Expansion:
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5.
Blacks in the West/Buffalo Soldiers
Men in the Gold Rush
Women in the Gold Rush
Women pioneers on the trails West
Other pioneers on the trails West
Mountain men and fur trappers
Native Americans
Mormons celebrating Utah
Workers on the transcontinental railroads
You will log on to eLibrary using the process outlined above and research the
group to which you were assigned. Search as many sites as you can.
 Find primary sources (documents written by someone who was there) as
well as secondary sources (information written about an event by
someone who was not there).
 Find maps that show routes taken by people in your group.
 Take notes. These are the questions that you will have to answer in your
essay, so try to find information that answers these questions:
1. Where did you move to? Where were you moving to, and why?
2. Did you hope that your life was going to be better in your new
home? How? Explain.
3. Did you face difficulties in your move or in your new home?
Describe.
4. What did you think about the American government? Why?
© 2003 ProQuest Information and Learning Company.
Permission is granted to duplicate for classroom use only.
DAY TWO
Synthesizing
5. Take on the identity of a person from your group. Then complete an essay
from the point of view of that person that responds to the following questions:




Where did you move to? Where were you moving to, and why?
Did you hope that your life was going to be better in your new home?
How? Explain.
Did you face difficulties in your move or in your new home? Describe.
What did you think about the American government? Why?
6. Create a map to show the movement of your group based on your research.
Ask for any materials you need to make your map. Try to make it look
“authentic” – like it was a map made during the time of Westward Expansion.
7. When you are finished, let your teacher know. Prepare to present your work
to the rest of your class and turn it into your teacher.
ASSESSMENT
Research
 Did you find resources on eLibrary?
 Did you use eLibrary to locate both primary and secondary sources about
the group of people that they were assigned to?
 Did you take notes based on the information you found in eLibrary?
 Did you use facts from the research in creating your essay?
Essay
 Did you answer all assigned questions in your essay?
 Did you assume and maintain the point-of-view of a person in the group
to which you were assigned?
 Did you organize your ideas and notes into a cohesive essay?
Map
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Did you use map resources on eLibrary as a model for your own map?
Did you create a map that accurately reflects movement of the group to
which you were assigned?
© 2003 ProQuest Information and Learning Company.
Permission is granted to duplicate for classroom use only.