Date: November 15, 1999

Grade Level(s): 7, 8, 9, 10, 11, 12

Subject(s):

• Social Studies/US History
• Science/Environmental Ed

Description: Students are engaged in a study of the colonization and westward expansion of the United States; noting the impact of the westward migration upon the lifestyle(s) of Native Americans, and upon the natural environment(s).

Goals: As a result of this historical investigation, students will demonstrate an understanding of:

1) the impact that colonists and westward-moving pioneers (farmers, ranchers, miners, cattlemen) had upon the natural environment(s),
2) the impact that railroads had upon the natural environment(s)-- opening the prairies and western lands to settlement,
3) the impact that immigrants had upon westward settlement,
4) ways that natural resources were used, by settlers and miners, to sustain life and to enhance the economic development of given areas/regions, and
5) ways that MAN's settlements changed the character of the land.

Objectives: Students will:

1) read about early colonization along the Atlantic coast,
2) locate early colonial settlements on outline maps,
3) read about the history of the westward expansion of the United States,
4) draw westward migration routes on outline maps,
5) identify natural features of the United States that confronted westward-moving pioneers (mountains, rivers, plains, deserts),
6) locate selected natural features on outline maps,
7) research accounts of MAN's impact upon the natural environment(s) as 'he' moved westward to the Pacific Ocean,
8) research a Native American group/tribe and relate ways the westward expansion of the United States affected their lifestyle(s) and security.

Materials:

• Maps of the world, the United States (during periods of growth), the state, and local area(s)
• Primary sources (diaries, journals, photographs, letters)
• Secondary sources (print/non-print and software)
• Community resource people
• Community resource sites/structures
• Historical societies
• Audiovisual presentations (films, filmstrips, slides, videos)
• The Internet

Students will:

1) view audiovisual presentations that depict the early colonization and subsequent westward expansion in United States history,
2) read/write about early colonists and pioneers in United States history,
3) draw maps locating early colonial settlements and identify westward migration routes,
4) read/write about the numerous reasons why people moved westward throughout the history of the United States,
5) read/write about selected Native American groups/tribes,
6) read/write about the impact that MAN's settlements had upon NATURE,
7) read/write about the impact that the timber and mining industries had upon the natural environment(s),
8) read/write about the impact that railroads had upon the economic development of areas/regions, and about the impact that the transcontinental system had upon nature and the lifestyle(s) of Native Americans,
9) read/write about ways that colonists and westward-moving pioneers used/misused natural resources (timber, minerals, waterways, the land, wildlife) to meet their basic needs and to fulfill their economic wants,
10) read/write about why diverse immigrant groups came to the United States, throughout its history, and about their contributions to the economic, political, and social fabric of the nation,
11) use world outline maps to locate where selected immigrant groups originated (Europe, Asia, the Americas),
12) develop written reports/make oral presentations to the class,
13) create audiovisual reports to the class,
14) interact with local historians,
15) visit community/area resource sites to observe & experience historic locations and structures,
16) use 8mm motion picture cameras, still photography cameras, and video tape equipment to collect field-based data, 17) create bulletin board displays,
18) incorporate field-based data into audiovisual reports to the class,
19) write newspaper articles about local/area, state, and national historical events using the YOU ARE THERE format; eyewitnesses to/participants in historical events.

Assessment: As a result of student activities, they will demonstrate understanding and skills development by:

1) discussing topics in class,
2) writing about historical events,
3) creating/presenting oral research reports to the class,
4) creating audiovisual reports to the class,
5) writing newspaper articles,
6) locating data on outline maps,
7) using graphic media devices to collect field-based data,
8) creating bulletin board displays,
9) creating timelines.

Useful Internet Resources:

American Historical Association
http://www.theaha.org

American Association for State and Local History
http://www.aaslh.org

Immigration and Ethnic History Society
http://www.balchinstitute.org

H-ETHNIC
http://www.h-net.msu.edu