ESE’s Model Curriculum Unit on Westward Expansion—High School Stage 1 Desired Results – ESTABLISHED GOALS G Transfer USI.26 Describe the causes, course, and Students will be able to independently use their learning to… consequences of America’s westward expansion T1. Analyze conflicts to critically appraise historical claims and decisions. T2. Use learning to integrate and evaluate multiple sources of information presented in and its growing diplomatic assertiveness. Use a diverse formats and media in order to address a question, form an opinion, or solve a map of North America to trace America’s problem. expansion to the Civil War, including the location T3. Write to inform and explain a topic, concept, or process to a variety of of the Santa Fe and Oregon Trails (H, E, G). audiences. A. the War of 1812 Meaning B. the purchase of Florida in 1819 UNDERSTANDINGS U ESSENTIAL QUESTIONS Q C. the 1823 Monroe Doctrine Students will understand that… Q1. Why do people move? D. the Cherokees’ Trail of Tears U1. People move for a variety of E. the annexation of Texas in 1845 new economic opportunities, greater Q2. How do geography and topography F. the concept of Manifest Destiny and its freedoms, or to escape hardships. affect travel and settlement? relationship to westward expansion U2. Many Americans had naïve ideas about G. the acquisition of the Oregon Territory in 1846 the opportunities and difficulties of moving Q3. Why did some survive and prosper in H. the territorial acquisitions resulting from the west. the West while others did not? Mexican War U3. Geography and topography shaped the I. the search for gold in California paths and impacted the journeys of Q4. Who were the winners and who were J. the Gadsden Purchase of 1854 Americans who moved to the West. the losers in the settlement of the West? U4. the U.S. has added land and territories throughout its history, it has Q5. What happens when cultures collide? often come with great costs. U5. The expansion of the U.S. has Q6. How have Americans’ perceptions of created and/or resulted in both diplomatic themselves and their role in world affairs and armed conflict with other peoples and changed over time? (Note to nations. this overarching question now U6. Specific individuals, even outside of and students will build to it by the end.) elected officials, can have a profound impact on history.
ESE’s Model Curriculum Unit on Westward Expansion—High School Stage 1 – Desired Results ESTABLISHED GOALS G 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 War of 1812 B. the purchase of Florida in 1819 C. the 1823 Monroe Doctrine D. the Cherokees’ Trail of Tears E. the annexation of Texas in 1845 F. the concept of Manifest Destiny and its relationship to westward expansion G. the acquisition of the Oregon Territory in 1846 H. the territorial acquisitions resulting from the Mexican War I. the search for gold in California J. the Gadsden Purchase of 1854 Transfer Students will be able to independently use their learning to… T1. Analyze conflicts to critically appraise historical claims and decisions. T2. Use learning to integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question, form an opinion, or solve a problem. T3. Write to inform and explain a topic, concept, or process to a variety of audiences. Meaning UNDERSTANDINGS U Students will understand that… U1. People move for a variety of new economic opportunities, greater freedoms, or to escape hardships. U2. Many Americans had naïve ideas about the opportunities and difficulties of moving west. U3. Geography and topography shaped the paths and impacted the journeys of Americans who moved to the West. U4. the U.S. has added land and territories throughout its history, it has often come with great costs. U5. The expansion of the U.S. has created and/or resulted in both diplomatic and armed conflict with other peoples and nations. U6. Specific individuals, even outside of elected officials, can have a profound impact on history. ESSENTIAL QUESTIONS Q Q1. Why do people move? Q2. How do geography and topography affect travel and settlement? Q3. Why did some survive and prosper in the West while others did not? Q4. Who were the winners and who were the losers in the settlement of the West? Q5. What happens when cultures collide? Q6. How have Americans’ perceptions of themselves and their role in world affairs changed over time? (Note to this overarching question now and students will build to it by the end.)