Timothy Sheasgreen
Lesson Plan 8
Teaching American History Program
Westward Expansion
Submitted To: Dr. Russell McClintock
Class: American History
Unit: Where Did the Story of the West Begin?
Grade Level: 8th
Standards:
USI.26 Describe the causes, course, and consequences of America’s
westward expansion and its growing diplomatic assertiveness. Use a map of
North America to trace America’s expansion to the Civil War, including the
location of the Santa Fe and Oregon trails. (H, E, G)
A. The annexation of Texas in 1845.
B. The concept of Manifest Destiny and its relationship to westward
expansion.
C. The acquisition of the Oregon Territory in 1846.
D. The territorial acquisitions resulting from the Mexican War.
E. The search for gold in California.
F. The Gadsden Purchase of 1854.
Topic: The Roots of the Western Tale
Statement of Purpose: The purpose of the lesson is to create a better
student understanding of the “myth of the west” and the reality. The lesson
will allow students to look at how the west has been portrayed in popular
culture. The students draw conclusions regarding accurate depictions of the
west as oppose to distortions of what the west was really like during 19th
century America. The lesson is designed for students to review land
acquisition of the United States during the 19th Century and make
connections as to why and how the West has been portrayed in film and
books during the 20th century.
Learning Objectives:
• The students will explain the concept of Manifest Destiny.
• The students will assess the concept of Manifest Destiny and explain
how it plays a role in 20th century portrayals of the West.
• The students will identify the locations of The Louisiana Purchase,
The Purchase of Florida, The Mexican Cession, The Gadsden
Purchase, The Annexation of Texas, and The Acquisition of the
Oregon Territory.
• The students will explain how the acquisition of new land in the
United States during the 19th century led to the concept of Manifest
Destiny and contributed to 20th century literature and films about the
west and some of the realities and myths that have been incorporated
into these works.
Schedule:
Materials- Reading of Shane, by Jack Shafer. Sources also include movie
clips from Young Guns, Tombstone, and The Alamo.
• The lesson follows the study of land acquisition in the west during the
19th century and the study of primary sources and accurate secondary
sources about westward expansion.
Time
60 minutes
Introduction-The students review the physical growth of the United Stated
during the 19th century America by completing a map that depicts the date
and causes that led to The Louisiana Purchase, The Purchase of Florida, The
Mexican Cession, The Gadsden Purchase, The Annexation of Texas, and
The Acquisition of the Oregon Territory. The students meet in cooperative
learning groups and define the concept of Manifest Destiny. The students
are told the essential questions that they will be required to answer.
Essential Question One: How has the concept of Manifest Destiny played a
role in 20th century portrayals of the American west?
Essential Question Two: How did the acquisition of new land in the United
States during the 19th century lead to the concept of Manifest Destiny and
contribute to 20th century literature and films about the west and some of the
realities and myths that have been incorporated into these works?
100 minutes
Main Objectives
Note: The students have previously read Shane, by Jack Shafer. The
students begin by watching clips of Young Guns, Tombstone, and the Alamo
(10 minutes each). The students use their knowledge of the realities of
western history and compare and contrast their research to how the west has
been portrayed in popular culture using a Venn diagram. The students use a
cause and effect diagram to organize their thoughts of how and why the
concept of Manifest Destiny may have evolved from land acquisition in the
United States. The students create theories as to why the “wild west” has
been portrayed in such a manner and why some details of history have
remained relatively accurate while others have been grossly distorted. The
students use the diagrams as a tool to draw conclusions and answer the
essential questions. The process helps students discern between myths and
the realities of the west in 19th century America.
40 Minutes
Closure-The students discuss the answers to the essential questions in
cooperative learning groups. The students must refine their answers and
conclusions and present their findings (as a group) to the class. In addition,
the students must create a visual and a poem that demonstrates their
understanding of the essential questions to the class. The members of each
group take on the specialist role of the facilitator, the artist, the
spokesperson, or the poet. The students must participate in all aspects of the
preparation of the finished products as well as serve as a specialist.
Assessment: Every student must turn in their Venn and cause and effect
diagrams for assessment. Individual answers to the open-response questions
are also assessed. Their answers and diagrams must include connections
between the materials used in class as well as out of class reading
assignments. Their connections must be logical and cohesive. The students
are also assessed as a group on their presentations for accuracy and effort.
The students peer assess on the in-class presentations. The students are
required to give at least one positive comment and one constructive
comment.
References
Reference: Schaefer Jack, Shane, 1949
Reference: The Alamo, John Wayne and James Edward Grant, 1967
Reference: Tombstone, George P. Cosmatos and Kevin Jarre, 1993
Reference: Young Guns, Christopher Cain and John Fusco, 1988
Materials: The students need copies of Shane. The students will also be
using Venn diagrams and cause and effect diagrams. The teacher must have
copies of The Alamo, Tombstone, and Young Guns as well as access to a
VCR or DVD player and Television. The teacher must also provide
overheads and markers so that the students can display the pictures that they
create in overhead format.
Cause and Effect Diagram
Cause
1. The Louisiana Purchase
2. The Florida Cession
3. The Texas Annexation
4. The acquisition of the Oregon
territory
5. The Mexican cession
6. The Gadsden Purchase
Effect