1836 protest song Image bank: Maps of the Erie Timeline of European and US Source A: Source A: Source A: Canal routes conflicts with Native Americans Source B: bank: 19th-entury population Source B: Chart comparing travel by dirt Source B: Map showing military road and canal engagements in the Mexican-American Source C: Excerpts from Great Nation “The War of Futurity” Source C: Excerpts from Digging Clinton’s Ditch Source D: Map of United States territorial acquisitions Source D: Image bank: Technologies of the mid-19th century Source E: Excerpts from James K. Polk’s Fourth Annual Message Source E: Maps showing changing rates of travel in the United States, 1800–1857 Source F: Image bank: The California gold rush Source G: Excerpt from the Homestead Act of 1862 Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question ARGUMENT using specific claims and relevant evidence from historical sources while acknowledging competing views. Summative Performance Task EXTENSION Create a video documentary about whether or not westward expansion was destined and/or justified. UNDERSTAND Investigate a contemporary issue in which the United States may be benefiting from something that could be considered controversial (e.g., drilling for oil in Alaska, carbon pollution, cheap labor in emerging nations). Taking Informed ASSESS Evaluate competing perspectives and evidence supporting each of these views. Action ACT and discuss findings in a school-wide forum to which parents and other interested community members are invited.
Source A: 1836 protest song Source B: bank: 19th-entury population Source C: Excerpts from “The Great Nation of Futurity” Source D: Map of United States territorial acquisitions Source E: Excerpts from James K. Polk’s Fourth Annual Message Source F: Image bank: The California gold rush Source G: Excerpt from the Homestead Act of 1862 Source A: Image bank: Maps of the Erie Canal routes Source B: Chart comparing travel by dirt road and canal Source C: Excerpts from Digging Clinton’s Ditch Source D: Image bank: Technologies of the mid-19th century Source E: Maps showing changing rates of travel in the United States, 1800–1857 Source A: Timeline of European and US conflicts with Native Americans Source B: Map showing military engagements in the Mexican-American War Summative Performance Task ARGUMENT Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views. EXTENSION Create a video documentary about whether or not westward expansion was destined and/or justified. Taking Informed Action UNDERSTAND Investigate a contemporary issue in which the United States may be benefiting from something that could be considered controversial (e.g., drilling for oil in Alaska, carbon pollution, cheap labor in emerging nations). ASSESS Evaluate competing perspectives and evidence supporting each of these views. ACT and discuss findings in a school-wide forum to which parents and other interested community members are invited.
NewYork_7_Westward_Migration%20student.docx