Teaching American History Project Lesson
  Alison Cadwell

Name: Alison Cadwell

Grade Level: 8

Lesson Title: Women in the Westward Movement

History Standard/Benchmark: H1.(6-8).16 Define the concept of Manifest Destiny and explain the events that led to the expansion of the United States.

Essential Question: How did gender, race, and/or class relations shape and modify transportation choices in the West?

Historical Question: What were women’s experiences during the Westward Movement?

I will help my students learn this by:

  1. Provide KWL chart with historical question.
  2. Provide primary source photographs of wagon trains (see bibliography).
  3. Provide primary source analysis worksheet (see bibliography).
  4. Provide background information about Manifest Destiny and the Westward Movement through textbook reading and lecture.
  5. Whole group reading of Amelia Stewart Knight’s diary and highlighting important aspects about women’s experiences during the Western Movement.
  6. For Assessment project, provide examples of monuments for students to complete their projects.

What my students will do:

  1. Fill in KW of the KWL chart by using prior knowledge, textbook reading, lecture, and primary source analysis.
  2. Read as a whole group the diary of Amelia Stewart Knight.
  3. Create a monument recognizing “Women of the Westward Movement”. Explain the monument to the class.
  4. Fill in the L of the KWL chart.

What level of learning will be taking place with my students?-Check appropriate box(es)

Recall- who, what, where, when
Synthesis- creates, improve, build, design
Evaluation- defend, explain, prove/disprove

Assessment: Evidence of my students’ learning looks like:

  • Completion of the KWL chart
  • Completion of the primary source analysis worksheets for photographs
  • Completion of a “Women of the Westward Movement” monument
  • Written and oral explanation of the monument (see grading rubric below)

Bibliography: Teacher resources:

  • Creating America: A History of the United States, McDougall Littell, 2007. Pages 406-407, 568-569.
  • 4Teachers.Org <http://rubistar.4teachers.org/index.php>
  • Schur, Joan Brodsky. Eyewitness to the Past: Strategies for Teaching American History in Grades5-12. Stenhouse Publishers, Portland, Maine, p. 222.
  • Trinklein, Michael. “The Oregon Trail: Diary of Amelia Stewart Knight”. 2003. 30 July 2009. <http://www.isu.edu/~trinmich/00.ar.knight.html>
  • U.S. Department of the Interior Bureau of Land Management. 25 Oct 2006. 30 Jul 2009. <http://www.blm.gov/or/oregontrail/education-kids-homework.php>

Primary Source Photographs:

Below: A rare photo of a wagon train. The most common form of deaths were the catastrophes inherent in the travel, with accidental shootings and drowning the leading cause of death. There were others: "We hear the Kennedy train had another stampede. They had just buried the baby of the women who died a few days ago and were just digging a grave for another woman who died. She was run over the cattle and wagons when the stampeded yesterday. She lived twenty-four hours. She gave birth to a child a short time before she died. The child was buried with her. She leaves a little two year old girl and a husband. They say he is nearly crazy with sorrow.. After cattle have been frightened once or twice there is no safety with them. Yesterday there were several loose horses came running up when the train of cattle started pellmell, crippled two men besides killing the woman. ... I never supposed that cattle would run so in yoke and hitched to a wagon..no one knows why [the cattle] started to run. Some suposeing it was the dogs and was afraid they might scare them again. So the company held a election and passed a dog law that every dog in the train was to be killed in 30 minutes."


http://www.old-picture.com/old-west/pictures/Wagon-Train.jpg


http://simplymarvelous.wordpress.com/2008/05/07/right-out-of-history-wagon-trains-celebrate-minnesota-150th-anniversary/


http://www.legendsofamerica.com/LA-AmericanHistory.html


“Woman using a bull whil (whip?) on a wagon train”
http://www.old-picture.com/old-west/Wagon-Train.htm


http://www.visitlagrande.com/images/bmxinglivinghistory.jpg


http://simplymarvelous.wordpress.com/2008/05/07/right-out-of-history-wagon-trains-celebrate-minnesota-150th-anniversary


Grading Rubric


Making A Monument : Women of the Westward Movement

Teacher Name: Mrs. Cadwell

Student Name:     ________________________________________

 

 

CATEGORY

20

15

10

5

Score

Knowledge about Culture/Story

The student can answer 3 questions correctly about how the monument relates to Women in the Westward Movement.

The student can answer 2 questions correctly about how the monument relates to Women in the Westward Movement.

The student can answer 1 questions correctly about how the monument relates to Women in the Westward Movement.

The student does not understand how the monument relates to Women in the Westward Movement.

 

Details

monument details are all easily viewed and identifiable from across the classroom.

Most monument details are easily viewed and identifiable from across the classroom.

Most monument details are easily identified when the mask is seen close-up.

Many monument details are too small or are not clear.

 

Sources

The student has 5 or more sources of inspiration correctly cited.

The student has 3-4 sources of inspiration correctly cited.

The student has 2 sources of inspiration correctly cited.

The student has fewer than 2 sources of inspiration correctly cited.

 

Creativity

Totally original design, no element is an exact copy of designs seen in source material.

Most of the monument elements are unique, but 1 element may be copied from source material.

Some aspects of the monument are unique, but several elements are copied from source materials or other students.

The mask is a copy of a monument seen in source material or one made by another student (80% or more of elements are copied).

 

Written Explanation

Student clearly explained every element on the monument and related it to Women in the Westward Movement

Student clearly explained most elements on the monument and related it to Women in the Westward Movement

Student clearly explained most elements on the monument. Some elements were not related to Women in the Westward Movement

Student did not clearly explain most elements on the monument. Some elements were not related to Women in the Westward Movement

 

TOTAL