Objective
The students will demonstrate the understanding of United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans by:
- Reconstructing the literal meaning of a historical passage
- Identify the central questions the historical narrative addresses
- Read historical narratives imaginatively
- Draw upon visual, literary and musical sources
Materials Needed
For each student
Liberty for All?
Student Sheets:
Think Sheet
I Know Sheet
For Each Team
Team Sheet: Poster Evaluation
20 Index Cards
Additional resources: Web Sites
Directions
Each team will read and research one of the chapters (2-7) in Liberty for All?
Each team will answer the following questions:
- What are the Big Ideas in the chapter (at least one per group member)? These should get at the main ideas of the chapter?
- What do the Big Ideas tell us about western expansion in the early 1800s?
- What are some Interesting Tidbits (at least one per group member) in the chapter? These are interesting details, anecdotes, and human-interest stories.
- Who are Important People to Remember (at least one per group member) and how did each contribute to the western movement?
- What are Important Words to Remember (at least one per group member) about the western movement and what do they mean?
Steps
1. The team decides on answers to the previous questions, then write the chapter’s Big Ideas, Interesting Tidbits, People to Remember, and Words to Remember on separate index cards.
2. The team assigns one card from each category to each member. They are to research, define and illustrate each topic.
3. Each team creates a collage poster that illustrates its assigned chapter. The poster highlights the Big Ideas, Interesting Tidbits, People to Remember, and Words to Remember with illustrations, drawings and symbols.
4. Each team will have 8 minutes to teach the class about its topic using its poster. Each member of the team shares information about the idea, tidbit, person, and word that he or she researched.
5. Everything must be completed within four days.
Day One: Team reads the chapter and answers the questions during the lesson.
- Each student reads the assigned chapter and completes their THINK SHEET to quickly jot down possible ideas for each area.
- Team members review THINK SHEETS and decide which three or four Big Ideas, Interesting Tidbits, People to Remember, and Words to Remember.
- Print the final topics chosen and the reference pages on the index cards.
- Assign one index card from each of the categories to each team member to research.
Day Two: Team members finish their individual research.
- Team members finish researching their individual assignments, adding details and an explanation of why each is important on the index cards.
- Students should sketch the illustrations for each topic and include them on the card.
Day Three: Team members create the team’s poster.
- Team members design their poster to graphically capture their assigned chapter.
- The poster highlights the ideas, tidbits, people, and words with illustrations, drawings, or symbols.
- Illustrations can be hand-drawn or cut from web site printouts or magazines.
- Plan how to use the poster to teach the class about the chapter.
Day Four: Teams teach about their chapter using their poster.
- Teams use the poster to teach about their chapter while other students take notes in a web format or other graphic organizer.
- Each team member should present information about the idea, tidbit, person, and word that he or she researched.
- The teacher and students complete Evaluation Forms for each team presentation.
- Group members complete a Brag Sheet.
Resources
Here are a few sources you may not find esily in a basic search.
Mountain Men and the Fur Trade
