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Join TPS-MTSU at the Tennessee Civil War Sesquicentennial Signature Eventin Chattanooga on October 9-12. Events kick off with a teacher workshop facilitatedby TPS-MTSUspots are still available for the workshop on Thursday, October 10.For a complete schedule of events and speakers visit http://www.tnvacation.com/

civil-war/events/. To register for the October 10th workshop, email ki-ra.duke@mtsu.edu.

We have two new lesson plans available: Science and Technology: Then andNow(for 8th grade) and Culture Clash: Three Views of Columbus(for 10th grade).Both of these lesson plans were written by Rob Hooper, Daniel McKee AlternativeSchool, Rutherford County Schools.

NEWS

AWESOME SOURCE

OF THEMONTH:

Content created and featured in partnership with the TPS program doesnot indicate an endorsement by the Library of Congress.

VOLUME5 , ISSUE8NEWSLETTER: AUGUST2013

TEACHINGWITHPRIMARYSOURCESMTSU

UPCOMINGEVENTS:

August 6(Chattanooga)Using Primary Sources ToAddress Common Core,Hamilton County Schools Inservice. Times TBA.

September 13(Knoxville) Using PrimarySources to Address CommonCore at the East TennesseeHistory Center from 9 a.m.to 3 p.m. EST. To registeremail oak-ley@easttnhistory.org.

September 14(Collierville) "The CivilWar Experience in WestTennessee" Workshop heldin partnership with MortonMuseum of Collierville atLucius E. and Elsie C. Burch,

Jr. Library in Colliervillefrom 10 a.m. to 4 p.m.Click herefor more infor-mation. To register,

email museum@ci.collierville.tn.usor call (901) 457-2650.

September 26(Murfreesboro) PrimarySources and Literacy-BasedActivities at the HeritageCenter from 4 p.m. to 6p.m. Open to middle andhigh school teachers. Toregister, email ki-ra.duke@mtsu.edu

Because the first European settlements in the

future United States were all on the eastcoast, the whole history of the developmentof our country is one of westward migra-tion: first, inland from the coast, then acrossthe Appalachians,into the Midwest,into theGreat Plains,across the Rockies,and beyondthe Pacific Coast. Within Tennessee, migra-tion went westward along the river andoverland routes, and then into the westerndivision of the state after the treaties withthe Chickasaw by 1818.

Mapsmake great primary sources for ex-ploring this topic, as do pioneers letters anddiaries, and photographs. From the Cum-berland Gapto Lewis & Clarkto Hawaii,theLibrary of Congress Web site has resourcesto make these stories come alive.

WELCOME!

Teaching with Primary SourcesMiddle Tennessee State University, administered by theCenter for Historic Preservation, engages learners of all ages in using primary sources toexplore major issues and questions in many different disciplines.

Contact: Stacey Grahamor Kira Dukeat (615) 898-2947 or www.mtsu.edu/tps

Wagon tracks on Old Oregon Trail. Scottsbluff,Nebraska[1941]The wagon rutsleft by settlers traveling theOregon Trail were so deep in places that theywere still visible in the 1940s, as shown in thisphotograph.

THEME: WESTWARD

MIGRATION

http://www.tnvacation.com/civil-war/events/http://www.tnvacation.com/civil-war/events/http://www.tnvacation.com/civil-war/events/mailto:kira.duke@mtsu.edumailto:kira.duke@mtsu.edumailto:kira.duke@mtsu.eduhttp://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Science_and_Technology.pdfhttp://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Science_and_Technology.pdfhttp://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Science_and_Technology.pdfhttp://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Culture_Clash.pdfhttp://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Culture_Clash.pdfmailto:oakley@easttnhistory.orgmailto:oakley@easttnhistory.orgmailto:oakley@easttnhistory.orghttp://library.mtsu.edu/tps/CivilWarinWestTNWorkshopFlyer.pdfhttp://library.mtsu.edu/tps/CivilWarinWestTNWorkshopFlyer.pdfmailto:museum@ci.collierville.tn.usmailto:museum@ci.collierville.tn.usmailto:museum@ci.collierville.tn.usmailto:kira.duke@mtsu.edumailto:kira.duke@mtsu.edumailto:kira.duke@mtsu.eduhttp://memory.loc.gov/ammem/award99/icuhtml/fawhome.htmlhttp://memory.loc.gov/ammem/award99/icuhtml/fawhome.htmlhttp://memory.loc.gov/ammem/award99/icuhtml/fawhome.htmlhttp://memory.loc.gov/ammem/umhtml/umhome.htmlhttp://memory.loc.gov/ammem/umhtml/umhome.htmlhttp://memory.loc.gov/ammem/award97/ndfahtml/ngphome.htmlhttp://memory.loc.gov/ammem/award97/ndfahtml/ngphome.htmlhttp://memory.loc.gov/ammem/award99/upbhtml/overhome.htmlhttp://memory.loc.gov/ammem/award99/upbhtml/overhome.htmlhttp://memory.loc.gov/ammem/award99/mymhihtml/mymhihome.htmlhttp://memory.loc.gov/ammem/award99/mymhihtml/mymhihome.htmlhttp://www.loc.gov/maps/collections/http://www.loc.gov/maps/collections/http://www.loc.gov/pictures/item/95513932/http://www.loc.gov/pictures/item/95513932/http://www.loc.gov/pictures/item/95513932/http://www.loc.gov/exhibits/lewisandclark/index.htmlhttp://www.loc.gov/exhibits/lewisandclark/index.htmlhttp://memory.loc.gov/ammem/today/nov07.htmlhttp://memory.loc.gov/ammem/today/nov07.htmlmailto:stacey.graham@mtsu.edumailto:stacey.graham@mtsu.edumailto:kira.duke@mtsu.edumailto:kira.duke@mtsu.eduhttp://library.mtsu.edu/tpshttp://library.mtsu.edu/tpshttp://www.loc.gov/pictures/item/fsa2000039973/PP/http://www.loc.gov/pictures/item/fsa2000039973/PP/http://www.loc.gov/pictures/item/fsa2000039973/PP/http://memory.loc.gov/cgi-bin/query/r?ammem/upboverbib:@field(DOCID+@lit(pho12))http://memory.loc.gov/cgi-bin/query/r?ammem/upboverbib:@field(DOCID+@lit(pho12))http://lcweb2.loc.gov/service/pnp/fsa/8c31000/8c31700/8c31720v.jpghttp://www.loc.gov/teachershttp://memory.loc.gov/cgi-bin/query/r?ammem/upboverbib:@field(DOCID+@lit(pho12))http://www.loc.gov/pictures/item/fsa2000039973/PP/http://www.loc.gov/pictures/item/fsa2000039973/PP/http://library.mtsu.edu/tpsmailto:kira.duke@mtsu.edumailto:stacey.graham@mtsu.eduhttp://memory.loc.gov/ammem/today/nov07.htmlhttp://www.loc.gov/exhibits/lewisandclark/index.htmlhttp://www.loc.gov/pictures/item/95513932/http://www.loc.gov/pictures/item/95513932/http://www.loc.gov/maps/collections/http://memory.loc.gov/ammem/award99/mymhihtml/mymhihome.htmlhttp://memory.loc.gov/ammem/award99/upbhtml/overhome.htmlhttp://memory.loc.gov/ammem/award97/ndfahtml/ngphome.htmlhttp://memory.loc.gov/ammem/umhtml/umhome.htmlhttp://memory.loc.gov/ammem/award99/icuhtml/fawhome.htmlhttp://memory.loc.gov/ammem/award99/icuhtml/fawhome.htmlmailto:kira.duke@mtsu.edumailto:kira.duke@mtsu.edumailto:museum@ci.collierville.tn.usmailto:museum@ci.collierville.tn.ushttp://library.mtsu.edu/tps/CivilWarinWestTNWorkshopFlyer.pdfmailto:oakley@easttnhistory.orgmailto:oakley@easttnhistory.orghttp://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Culture_Clash.pdfhttp://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Science_and_Technology.pdfhttp://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Science_and_Technology.pdfmailto:kira.duke@mtsu.edumailto:kira.duke@mtsu.eduhttp://www.tnvacation.com/civil-war/events/http://www.tnvacation.com/civil-war/events/

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LESSONIDEATHEDAKOTAWAROF1862

LESSONIDEALIVINGINASODHOUSE

The Homestead Actof 1862, which provided free land to settlers who were

willing to farm it, initiated a wave of migration to the Great Plains territo-ries west of the Mississippi River. The geography of the Great Plains wasvery different than it was east of the Mississippi. For instance, wide, grassyplains did not have enough trees to create an adequate supply of lumber.Consequently, many homesteaders resorted to a natural resource that was inabundancedirtto build their houses.

Divide students into 5 groups and provide each group with one of the fol-lowing images: Sod house near Milton,Mexican Catholic Church,Mr. &Mrs. David Vincent,In the good old days,and An Educational resort. Haveeach group follow the observe-reflect-question process in the PrimarySource Analysis Tool,and click on Bibliographic Information (above eachphotograph) to read the full titles and summaries for clues. Then, have stu-

dents read some historical background information here. Have each group present and explain its photo to the class. Afterpresentations, have students read Letter from Mattie V. Oblinger to Thomas Family, May 19, 1873. (You may wish to have themproofread it, as it contains many grammatical and punctuation errors.) Discuss as a class: how does Mattie like living in a sodhouse? What topics concern her daily life? Does what she writes about reflect what students saw in the group photographs? (Formore about the Oblinger family, see this special presentation.) For homework, have students write letters like Matties from thepoints of view of the people in the photographs. EXTENSIONIDEA: students can also read excerpts from Laura Ingalls WildersLittle House on the Prairiebooks and discuss the Ingalls Familys experiences as homesteaders.

These ideas can be adapted to meet curriculum standards for grade 5 Social Studies (History, Era 6) and Common Core StateStandards for grade 5 (Reading: Foundational Skills, Reading: Informational Text, and Writing).

PAGE2NEWSLETTER : AUGUST2013

Important Links:

The Lewis and ClarkExpedition(ThemedResources)

Westward Expansion(Primary Source Setfrom TPS-MTSU )

Westward Expansion:Encounters at aCultural Crossroads(Primary Source Set)

Primary sourcecollections onAmerican Expansion

Westward Expansion& Reform(AmericasLibrary)

American Treasures:To the West(exhibition)

Wedding of theRails(Today inHistory)

Mr. & Mrs. David Vincent and daughter, Martha, bytheir sod house : near White River, South Dakota.[191-?]

In 1862, two wars were being fought in the United States, one overslavery in the South and another over Dakota land on the Minnesotafrontier. The Dakota War (or Uprising) started in 1862 after manyyears of broken treaties. The weekly public radio show This Ameri-can Liferecently did an episode on the sesquicentennial of this war.For additional information on this topic, see this online exhibit.

Divide the class into two groups; have them listen to or read actone or two of the Little War on the Prairieepisode (assign bothgroups the prologue). Have students take notes on the events,names, tribes, and places discussed in their portion of episode.From these notes, have students search for several terms on theLibrary of Congress Web site. Some examples are Mankato,JaneG. Swisshelm,Little Crow, Mdewakantons, and Wahpekute. Asthey do this, have them consider these questions: What were theconsequences of the westward migration in Minnesota? What ledto the uprising? Where did these events occur? How did the two sides differ in their 1860s re-porting and current memory of these events? After students have identified key images, have eachgroup present the information from their act along with images and any new information theyfound in their research.

This lesson idea can be adapted to meet state curriculum standards for Social Studies grades 4, 5,7, and 8; High School U. S. History Era 6 (Standard 3: Geography and Standard 5: History); andCommon Core State Standards for grades 6-12 (Speaking & Listening).

Ka-ka-kel, Little Crow, achief of the MdewakantonSioux[1858 or 1859, detail]

http://memory.loc.gov/ammem/today/may20.htmlhttp://memory.loc.gov/ammem/today/may20.htmlhttp://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c073))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c073))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c010))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c010))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c007))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c007))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c007))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c046))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c046))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c006))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c006))+@field(COLLID+ndfa))http://www.loc.gov/teachers/usingprimarysources/guides.htmlhttp://www.loc.gov/teachers/usingprimarysources/guides.htmlhttp://www.loc.gov/teachers/usingprimarysources/guides.htmlhttp://memory.loc.gov/ammem/award97/ndfahtml/hult_sod.htmlhttp://memory.loc.gov/ammem/award97/ndfahtml/hult_sod.htmlhttp://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+@lit(l108))http://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+@lit(l108))http://memory.loc.gov/ammem/award98/nbhihtml/psfamily.htmlhttp://memory.loc.gov/ammem/award98/nbhihtml/psfamily.htmlhttp://memory.loc.gov/ammem/today/feb07.htmlhttp://memory.loc.gov/ammem/today/feb07.htmlhttp://www.loc.gov/teachers/classroommaterials/themes/lewis-clark/http://www.loc.gov/teachers/classroommaterials/themes/lewis-clark/http://www.loc.gov/teachers/classroommaterials/themes/lewis-clark/http://library.mtsu.edu/tps/sets/Primary-Source_Set--Westward-Migration.pdfhttp://library.mtsu.edu/tps/sets/Primary-Source_Set--Westward-Migration.pdfhttp://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/http://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/http://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/http://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/http://memory.loc.gov/ammem/browse/ListSome.php?category=Immigration,+American%20Expansionhttp://memory.loc.gov/ammem/browse/ListSome.php?category=Immigration,+American%20Expansionhttp://www.americaslibrary.gov/jb/reform/jb_reform_subj.htmlhttp://www.americaslibrary.gov/jb/reform/jb_reform_subj.htmlhttp://www.americaslibrary.gov/jb/reform/jb_reform_subj.htmlhttp://www.loc.gov/exhibits/treasures/tr11b.html#westhttp://www.loc.gov/exhibits/treasures/tr11b.html#westhttp://www.loc.gov/exhibits/treasures/tr11b.html#westhttp://memory.loc.gov/ammem/today/may10.htmlhttp://memory.loc.gov/ammem/today/may10.htmlhttp://memory.loc.gov/ammem/today/may10.htmlhttp://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+b007))+@field(COLLID+ndfa))http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+b007))+@field(COLLID+ndfa))http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+b007))+@field(COLLID+ndfa))http://www.thisamericanlife.org/http://www.thisamericanlife.org/http://www.thisamericanlife.org/http://www.usdakotawar.org/http://www.usdakotawar.org/http://www.thisamericanlife.org/radio-archives/episode/479/little-war-on-the-prairiehttp://www.thisamericanlife.org/radio-archives/episode/479/little-war-on-the-prairiehttp://www.loc.gov/http://www.loc.gov/http://www.loc.gov/collection/panoramic-maps/?q=Mankatohttp://www.loc.gov/collection/panoramic-maps/?q=Mankatohttp://chroniclingamerica.loc.gov/search/pages/results/?state=Minnesota&date1=1862&date2=1873&proxtext=Jane+G.+Swisshelm&x=0&y=0&dateFilterType=yearRange&rows=20&searchType=basic&sort=datehttp://chroniclingamerica.loc.gov/search/pages/results/?state=Minnesota&date1=1862&date2=1873&proxtext=Jane+G.+Swisshelm&x=0&y=0&dateFilterType=yearRange&rows=20&searchType=basic&sort=datehttp://chroniclingamerica.loc.gov/search/pages/results/?state=Minnesota&date1=1862&date2=1873&proxtext=Jane+G.+Swisshelm&x=0&y=0&dateFilterType=yearRange&rows=20&searchType=basic&sort=datehttp://memory.loc.gov/ammem/hawpquery.htmlhttp://memory.loc.gov/ammem/hawpquery.htmlhttp://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10032438))http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10032438))http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10032438))http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10032438))http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10032438))http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10032438))http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10032438))http://cdm15330.contentdm.oclc.org/cdm/ref/collection/p15330coll22/id/35065http://memory.loc.gov/ammem/hawpquery.htmlhttp://chroniclingamerica.loc.gov/search/pages/results/?state=Minnesota&date1=1862&date2=1873&proxtext=Jane+G.+Swisshelm&x=0&y=0&dateFilterType=yearRange&rows=20&searchType=basic&sort=datehttp://chroniclingamerica.loc.gov/search/pages/results/?state=Minnesota&date1=1862&date2=1873&proxtext=Jane+G.+Swisshelm&x=0&y=0&dateFilterType=yearRange&rows=20&searchType=basic&sort=datehttp://www.loc.gov/collection/panoramic-maps/?q=Mankatohttp://www.loc.gov/http://www.thisamericanlife.org/radio-archives/episode/479/little-war-on-the-prairiehttp://www.usdakotawar.org/http://www.thisamericanlife.org/http://www.thisamericanlife.org/http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+b007))+@field(COLLID+ndfa))http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+b007))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c007))+@field(COLLID+ndfa))http://memory.loc.gov/ammem/today/may10.htmlhttp://memory.loc.gov/ammem/today/may10.htmlhttp://www.loc.gov/exhibits/treasures/tr11b.html#westhttp://www.loc.gov/exhibits/treasures/tr11b.html#westhttp://www.americaslibrary.gov/jb/reform/jb_reform_subj.htmlhttp://www.americaslibrary.gov/jb/reform/jb_reform_subj.htmlhttp://memory.loc.gov/ammem/browse/ListSome.php?category=Immigration,+American%20Expansionhttp://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/http://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/http://www.loc.gov/teachers/classroommaterials/primarysourcesets/westward/http://library.mtsu.edu/tps/sets/Primary-Source_Set--Westward-Migration.pdfhttp://www.loc.gov/teachers/classroommaterials/themes/lewis-clark/http://www.loc.gov/teachers/classroommaterials/themes/lewis-clark/http://memory.loc.gov/ammem/today/feb07.htmlhttp://memory.loc.gov/ammem/award98/nbhihtml/psfamily.htmlhttp://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+@lit(l108))http://memory.loc.gov/ammem/award97/ndfahtml/hult_sod.htmlhttp://www.loc.gov/teachers/usingprimarysources/guides.htmlhttp://www.loc.gov/teachers/usingprimarysources/guides.htmlhttp://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c006))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c046))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c007))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c007))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c010))+@field(COLLID+ndfa))http://lcweb2.loc.gov/cgi-bin/query/i?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+c073))+@field(COLLID+ndfa))http://memory.loc.gov/ammem/today/may20.html

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Tell your students that you are going to show them threedrawings created by a man named Daniel Jenks. He lived inRhode Island and first traveled to the West by boat in 1849 totake part in the California Gold Rush. He returned home but

then traveled out West again via covered wagon in 1859. Askstudents if they think they would have preferred traveling tothe West via boat or via covered wagon.

After his second trip, Jenks sketched what he had seen andsent the drawings home to his sister. Show the children thesethree drawings: Pretty camp - Rocky Mountains,CherokeePass, Rocky Mountains,and Camp 120, Eagle Lake, SierraNevadas. Ask them which is their favorite. Next, focus onPretty camp - Rocky Mountains. Ask the students to describewhat they see. How much of the drawing is taken up by thepeople and wagons? The mountains and trees? What are thepeople doing?

Next look at Cherokee Pass. How is it different from the previous drawing, both in content and form? Why do you thinkJenks left people out of this drawing? Finally, look atCamp 120, Eagle Lake, Sierra Nevadas. How is it different than the pre-vious drawing? As a class, compose a letter back to Daniel Jenks from his sister commenting on the drawings.

If you have time, read Gold Fever, written by Verla Kay and illustrated by S.D. Schindler, to the students.

This lesson idea can be adapted to meet state curriculum standards for grades K-2 Social Studies (History and Geography) andArt (Evaluation) and Common Core State Standard for grades K-2 English/Language Arts (Reading: Informational Text).

LESSONIDEADRAWINGTHEWESTWARDMIGRATION

PAGE3NEWSLETTER : AUGUST2013

FEATUREDFEATURENEWLESSONPLAN : MANIFESTDESTINY

Manifest Destiny: War on the Plains,written by Aaron Walls, from

Christiana Middle School in Rutherford County, examines the IndianWars of the late nineteenth century and the idea of manifest destinythrough multiple visual, written, and oral history sources by Turner,Custer, Tecumseh, Crazy Horse, and more. By the conclusion of thelesson, students will be able to define manifest destiny and how itwas used to justify war with Native American tribes and their remov-al to reservations.

The lesson begins by reviewing what students know about the IndianWars and key figures from the conflicts. Using the providedPower-Point,the class will view a series of historic photographs and com-pare those images with the idealization of manifest destiny. Nextstudents will read a series of speeches and writings from key figures.

Prior to completing their readings, students should complete an in-formal writing assignment that includes their hypothesis about theirsources and what they expect to find. Provide students with thereadings discussion questions worksheet (included in the lesson) and use this as the basis for your class discussion the next day.Conclude your class discussion by asking your students how these sources have changed their overall perceptions of manifestdestiny and the events and individuals they have read about. How has their understanding of the impact of westward migrationchanged?

This lesson plan meets curriculum standards for grades 8 and 11 U.S. History and Common Core State Standards for English/Language Arts. You will find a complete list of curriculum standards met included in the lesson plan.

Camp 120, Eagle Lake, Sierra Nevadas[1860]

American progress[1873]

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U.S. STRETCHESTOTHEPACIFIC

Sacramento city, Ca. from the foot of J. Street, showing I.,

J., & K. Sts. with the Sierra Nevada in the distance / / C.Parsons ; drawn Dec. 20th 1849 by G.V. Cooper ; lith. ofWm. Endicott & Co., N. York.

What first catches your eye when you look at this image?From this image, how do you assume that people and goodsarrived in Sacramento? What natural features do you see?Can you see any people (try thejpgversion)?

GATEWAYTOTHEGOLDFIELDS

Map of the Oregon Territory.[1871, detail]

How did the U.S. finally stretch its territory to the PacificOcean? Answer: through the creation of the Oregon Territoryand through the Treaty of Guadaloupe Hidalgo. Read the To-day in History articles about these events. What lands did eachadd to the U.S.? Who owned/lived in these lands before theU.S. acquired them? How did reaching from the Atlantic tothe Pacific affect the identity of the nation?

YOU SHOULDMOVEHERE

Homes For Immigrants. Inducements Offered In West Ten-nessee.[1869, detail]

What surprises you about this broadside? What are the bene-fits listed that would encourage someone to move to UnionCity? Why do you think this was created? Why would cityleaders be encouraging immigrants to move to the area?What immigrant groups might have been targeted?

NEWSLETTER : AUGUST2013

EXPANSIONINTOINDIANLANDS

Sioux chiefs[1905, detail]

Westward migration brought whites into contact with theWests prior inhabitants, Native Americans. As various trib-al lands were fast eclipsed by white settlement, Americanswere fascinated by Indian culture. How does a photographlike this one (taken by Edward Curtis)contribute to a ro-manticized view of Native Americans? (Also see our lessonplan on the Myth of the Vanishing Race.)

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