1 Thomas Jefferson and the Empire of Liberty · PDF file · 2017-02-14picture on page 5 of the text and read the caption . ... Have groups record four ... limericks, sonnets, cinquains,

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TaskPrimary Source Activity (page 55)

Summary of Student Learning Activities

Examine and annotate a message from Thomas Jefferson to Congress .

TaskBefore Reading (page 56)


Preview the text and make inferences based on its images .

TaskDuring Reading (page 57)


Use textual evidence to support inferences .

TaskAfter Reading (page 58)


Write a poem about Thomas Jefferson’s life .

TaskPrimary Source Activity Revisit, Activities from the Book, and Assessments (page 59)


Revisit the Primary Source Activity, create a comic strip with Jefferson, and take the assessments .

Students will: • quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text . • produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience . • understand the contributions and perspectives of significant individuals

on social and political developments during the period of westward expansion .

Lesson Timeline

Learning Objectives

Thomas Jefferson and the Empire of Liberty

Materials • Thomas Jefferson and the Empire of

Liberty books • copies of student activity sheets

(pages 60–65)

• Jefferson’s Message primary source (message .jpg)

• sticky notes

25841—Primary Source Readers: America in the 1800s © Teacher Created Materials54

EXPANDING THE NATION1UNIT

excerpt from Thomas Jefferson’s Secret Message to Congress, Jan. 18th, 1803 Gentlemen of the Senate, and of the House of Representatives:…The river Missouri, and the Indians inhabiting it, are not as well

known as is rendered desirable by their connexion with the Mississippi,

and consequently with us. It is, however, understood, that the country on

that river is inhabited by numerous tribes, who furnish great supplies of

furs and peltry to the trade of another nation…The commerce on that line

could bear no competition with that of the Missouri, traversing a moderate

climate, o� ering according to the best accounts, a continued navigation from

its source, and possibly with a single portage, from the Western Ocean, and

� nding to the Atlantic a choice of channels through the Illinois or Wabash,

the lakes and Hudson, through the Ohio and Susquehanna, or Potomac

or James rivers, and through the Tennessee and Savannah, rivers. An

intelligent o� cer, with ten or twelve chosen men, � t for the enterprise, and

willing to undertake it…might explore the whole line, even to the Western

Ocean, have conferences with the natives on the subject of commercial

intercourse…and return with the information acquired, in the course of two

summers. Their arms and accoutrements, some instruments of observation,

and light and cheap presents for the Indians, would be all the apparatus they

could carry, and with an expectation of a soldier’s portion of land on their

return, would constitute the whole expense. Their pay would be going on,

whether here or there. While other civilized nations have encountered great

expense to enlarge the boundaries of knowledge…our nation seems to owe

to the same object, as well as to its own interests, to explore this, the only

line of easy communication across the continent, and so directly traversing

our own part of it.…The appropriation of two thousand � ve hundred

dollars, “for the purpose of extending the external commerce of the United

States,” while understood and considered by the Executive as giving the

legislative sanction, would cover the undertaking from notice, and prevent

the obstructions which interested individuals might otherwise previously

prepare in its way.

Primary Source Activity Historical Background President Thomas Jefferson had a natural curiosity about the unknown . He longed to know what existed between the Mississippi River and the Pacific Ocean . Jefferson hoped to send an expedition to explore the Louisiana Territory and the Pacific Northwest . But first, he had to convince Congress to fund the expedition . Jefferson had originally planned to ask Congress for $2,500 for the trip in a budget meeting . But since other countries owned some of the land, his treasury secretary, Albert Gallatin, warned Jefferson to keep the request confidential . So, Jefferson wrote a secret message to Congress instead .

About the Primary Source President Jefferson wrote this letter to Congress in 1803 . In this excerpt of the letter, Jefferson hopes to persuade Congress to appropriate $2,500 to fund an expedition into the uncharted West . Jefferson appeals to Congress by explaining that the expedition will strengthen relations with American Indians and could open more opportunities to trade, especially if a Northwest Passage is discovered .

Procedures 1. Display the electronic file Jefferson’s

Message . A copy of the primary source is provided in the Digital Resources (message .jpg) . Read the text aloud, discussing challenging vocabulary and breaking down long sentences as you go . You may wish to focus on the purpose of the expedition and the request to fund it .

2. Ask students to carefully examine the primary source .

• To whom is the message written? • Who wrote the message? • When was the message written?

3. Encourage students to analyze the primary source .

• What does Jefferson want? How do you know?

• What benefits does Jefferson list? Why might these be important to Congress?

• What does Jefferson hope the expedition will find?

4. Distribute copies of the Jefferson’s Message Analysis activity sheet (page 60) to students . Ask students to think about the observations they made . Have them use those observations to formulate questions about the primary source . Have students annotate the primary source by writing their questions on their activity sheets for future reference .

5. Share the historical background information with students . Tell them they will read a book to learn more about Thomas Jefferson .

SummaryExamine and annotate a message from Thomas Jefferson to Congress .

© Teacher Created Materials 25841—Primary Source Readers: America in the 1800s 55

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SummaryPreview the text and make inferences based on its images . • abolish • controversial • corresponded

• legislature • repealed • resigned

Vocabulary Word Bank

Before Reading 1. Write the vocabulary words on the board,

and discuss their meanings . Then, write each vocabulary word on a sticky note . Place one sticky note on each student’s back . Have students walk around the room asking their classmates “yes or no” questions about the words on their backs . For example, students may ask, “Do I mean to get rid of?” or “Am I a governing body?” Have students sit down once they have guessed their word correctly .

2. If time permits, redistribute the sticky notes so that each student has a different word . Repeat the process in Step 1 until all students have correctly guessed their words .

3. Display the Thomas Jefferson and the Empire of Liberty book for the class . Preview the text with students . Model how to make inferences based on images in the text . For example, point out the picture on page 5 of the text and read the caption . Explain that you can infer that Thomas Jefferson lived during the American Revolution because the book is about his life, and it includes a picture of this war . Explain that to make this inference, you used what you knew about the book and what you observed . Tell students that an inference must always be supported by textual evidence .

4. Distribute copies of the My Inferences activity sheet (page 61) to students . Have them work in pairs to complete the activity sheet . Discuss student responses as a class . Ask students to point out the evidence they used to support each of their inferences . Tell them they will read the book to learn more about Thomas Jefferson’s life .

Thomas Jefferson and the Empire of Liberty (cont.)


UNITEXPANDING THE NATION

1

During Reading 1. Distribute the Thomas Jefferson and the

Empire of Liberty books to students . Have students read the text aloud in small groups . Ask students to pause after each section to discuss the inferences they can make based on the text they read . Have them point out the textual evidence that supports each inference . You may wish to provide sentence frames to support student discussions, such as: I think _______ because I read _______ or When I read _______ I thought _______.

• You may choose to display the Interactiv‑eBook for a more digitally enhanced reading experience .

• For below-level learners and English language learners, you may choose to play the audio recording as students follow along to serve as a model of fluent reading . This may be done in small groups or at a listening station . The recording will help struggling readers practice fluency and build comprehension .

2. Distribute copies of the Supporting Inferences activity sheet (page 62) to students . Have groups record four inferences they made from the text and the textual evidence that supports each one . Tell students that one inference may have more than one piece of evidence that supports it . Have groups share their inferences and evidence with the class .

SummaryUse textual evidence to support inferences .


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After Reading 1. Divide the class into six groups, and

assign each group a vocabulary word . Have each group create a short skit for their word . Allow time for groups to create and practice their skits . Then, have groups perform their skits for the class . Have the rest of the class guess which word the skit represents .

2. Distribute the Thomas Jefferson and the Empire of Liberty books to students . As a class, discuss Thomas Jefferson’s life . Ask students what they think is interesting about Jefferson, how they think he should be remembered, and what he accomplished in his lifetime .

3. Tell students they will write a poem about Thomas Jefferson . Discuss different types of poetry with students, such as haiku, limericks, sonnets, cinquains, and quatrains . Discuss how these types of poems are similar and different . Distribute copies of the Jefferson Poetry activity sheet (page 63) to students . Have students use the book to complete their activity sheets . Then, have students write their poems on separate sheets of paper .

• Have below-level learners and English language learners write simpler poems, such as free‑verse poems or biopoems .

• Challenge above-level learners to write more difficult poems, such as ones that rhyme or ones that include strong imagery or figurative language .

SummaryWrite a poem about Thomas Jefferson’s life .

Thomas Jefferson and the Empire of Liberty (cont.)



1

Primary Source Activity Revisit 1. Display the Jefferson’s Message primary

source . Have students review their annotated Jefferson’s Message Analysis activity sheets from Day 1 . Ask students what they learned about Thomas Jefferson . Discuss any unanswered questions about the primary source that students may have .

2. Ask students the following reflection questions:

• Was this message to Congress effective? How do you know?

• Did the expedition accomplish what Jefferson hoped it would? List specific examples.

• How do you think Congress felt about the results of the expedition? Why?

Activities from the Book • Sketch It! Activity—Read the Sketch

It! prompt aloud from page 28 of the Thomas Jefferson and the Empire of Liberty book . Have students discuss how Jefferson is remembered . Then, have them create a comic strip to show an imagined conversation between themselves and Jefferson .

• Your Turn! Activity—Read the Your Turn! activity aloud from page 32 of the Thomas Jefferson and the Empire of Liberty book . Have students discuss something they believe everyone should have access to . Then, have students write a paragraph about a problem and their proposed changes .

Assessment 1. A short posttest, Thomas Jefferson and

the Empire of Liberty Quiz (page 64), is provided to assess student learning from the book .

2. A document‑based assessment is also provided on page 65 . This can be used to assess students’ abilities to analyze a primary source, or it can be used as another opportunity for analysis instruction .

3. The Interactiv‑eBook activities in the Digital Resources may also be used for assessment purposes (optional) .

SummaryRevisit the Primary Source Activity, create a comic strip with Jefferson, and take the assessments .


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1Name: _____________________________________________________________ Date: ______________________

Jefferson’s Message AnalysisDirections: Carefully read the document. Write questions you have in the space around it.

excerpt from Thomas Jefferson’s Secret Message to Congress, Jan. 18th, 1803

Gentlemen of the Senate, and of the House of Representatives:

…The river Missouri, and the Indians inhabiting it, are not as well known as is rendered desirable by their connexion with the Mississippi, and consequently with us. It is, however, understood, that the country on that river is inhabited by numerous tribes, who furnish great supplies of furs and peltry to the trade of another nation…The commerce on that line could bear no competition with that of the Missouri, traversing a moderate climate, o� ering according to the best accounts, a continued navigation from its source, and possibly with a single portage, from the Western Ocean, and � nding to the Atlantic a choice of channels through the Illinois or Wabash, the lakes and Hudson, through the Ohio and Susquehanna, or Potomac or James rivers, and through the Tennessee and Savannah, rivers. An intelligent o� cer, with ten or twelve chosen men, � t for the enterprise, and willing to undertake it…might explore the whole line, even to the Western Ocean, have conferences with the natives on the subject of commercial intercourse…and return with the information acquired, in the course of two summers. Their arms and accoutrements, some instruments of observation, and light and cheap presents for the Indians, would be all the apparatus they could carry, and with an expectation of a soldier’s portion of land on their return, would constitute the whole expense. Their pay would be going on, whether here or there. While other civilized nations have encountered great expense to enlarge the boundaries of knowledge…our nation seems to owe to the same object, as well as to its own interests, to explore this, the only line of easy communication across the continent, and so directly traversing our own part of it.…The appropriation of two thousand � ve hundred dollars, “for the purpose of extending the external commerce of the United States,” while understood and considered by the Executive as giving the legislative sanction, would cover the undertaking from notice, and prevent the obstructions which interested individuals might otherwise previously prepare in its way.


EXPANDING THE NATIONUNIT

1Name: _____________________________________________________________ Date: ______________________

My InferencesDirections: List four pictures from the book. Explain what you can infer from each picture.

4. Page: ________________ Describe the picture: __________________________

________________________________________________________________

Inference: _______________________________________________________

________________________________________________________________


________________________________________________________________

Inference: _______________________________________________________

________________________________________________________________


________________________________________________________________

Inference: _______________________________________________________

________________________________________________________________


________________________________________________________________

Inference: _______________________________________________________

________________________________________________________________


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1Name: _____________________________________________________________ Date: ______________________

Supporting InferencesDirections: On the left, write four inferences you can make from the text. On the right, list the evidence from the text that supports each inference.

Inference What do you think?

Evidence What in the book makes you think that?



1Name: _____________________________________________________________ Date: ______________________

Jefferson PoetryDirections: Write information from the book about Thomas Jefferson’s life. Then, answer the questions to plan your poem.

1. What type of poem will you write? ________________________________________

2. Will it rhyme? _________________________________________________________

3. How do you want your poem to make people feel? Why? ______________________

_____________________________________________________________________

_____________________________________________________________________

4. What do you want people to infer from your poem? ___________________________

_____________________________________________________________________

_____________________________________________________________________

Personal Life

Accomplishments

Interesting Facts


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1Name: _____________________________________________________________ Date: ______________________

Thomas Jefferson and the Empire of Liberty Quiz

Directions: Read each question. Choose the best answer. Fill in the bubble for the answer you have chosen.

1. Which piece of evidence supports the inference that Thomas Jefferson was pleased with his time as president?

A He enjoyed exploring trails with his father.

B He started his own law practice.

C He pushed the country westward, just like he wanted.

D He thought everyone should have the right to an education.

4. Why did Congress send Jefferson to France in 1784?

A They wanted him to run for president.

B They wanted him to secure friendships with other countries.

C They wanted him to buy New Orleans.

D They wanted him to figure out how to stop the slave trade.

2. Which of the following was NOT one of Jefferson’s accomplishments?

A He became president of the United States.

B He wrote the Bill of Rights.

C He wrote the Declaration of Independence.

D He expanded the United States with the Louisiana Purchase.

5. Which piece of evidence supports the idea that Jefferson was intelligent?

A He liked French culture.

B He sent Lewis and Clark to explore the Louisiana Territory.

C He was a gifted learner.

D He shared his ideas with others.

3. Why did Jefferson help pass the Embargo Act?

A He hoped it would get him elected.

B He wanted to end the War of 1812.

C He didn’t think the United States needed to trade with Great Britain and France.

D He hoped it would force Great Britain and France to negotiate.

6. If a law is _______, it is thrown out or canceled.

A repealed

B financial

C negotiated

D revolutionary



1Name: _____________________________________________________________ Date: ______________________

Campaign PosterDirections: Look at the poster closely. Then, answer the questions.

1. What “ruin” does the poster warn voters about?

_____________________________________________________________________

_____________________________________________________________________

2. Why do you think some text is larger than other text?

_____________________________________________________________________

_____________________________________________________________________

3. What feelings does the language in this poster create?

_____________________________________________________________________

_____________________________________________________________________

1804 presidential campaign poster for Thomas Jefferson


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Students will: • determine the meaning of general academic and domain‑specific words

and phrases in a text relevant to a topic or subject area . • write informative/explanatory texts to examine a topic and convey ideas

and information clearly . • investigate nineteenth‑century advancements and inventions and how

they resulted in westward expansion and economic growth .



Examine and annotate a photograph of the completion of the transcontinental railroad .



Preview the text to locate interesting or challenging words .



Use a variety of strategies to determine the meanings of unknown words .



Write a newspaper article about a nineteenth‑century innovation .



Revisit the Primary Source Activity, write a letter in Morse Code, and take the assessments .

Lesson Timeline

Learning Objectives

19th Century Innovations: Paving the Way

Materials • 19th Century Innovations: Paving

the Way books • copies of student activity sheets

(pages 120–125)

• Golden Spike primary source (spike .jpg)


EXPANDING THE NATION1UNIT

Primary Source Activity Historical Background In 1869, the transcontinental railroad was completed in Utah . The Central Pacific Railroad and the Union Pacific Railroad companies had begun work in California and Nebraska three years earlier . When they met in the middle, a ceremonial golden spike was created to commemorate the event . A special railroad tie made from a California laurel tree was also used as the last tie where the golden spike would rest . Contrary to popular belief, the golden spike was gently tapped into place, so as not to damage it . Immediately after the ceremony, the golden spike and the laurel tie were removed and replaced with a regular tie and spike so they would not be stolen or damaged . The golden spike was donated to a museum in 1892, and the laurel tie was destroyed by a fire in San Francisco in 1906 .

About the Primary Source This photograph was taken at Promontory Summit, Utah, on May 10, 1869, as part of the golden spike ceremony . In the center of the photograph, Samuel S . Montague of the Central Pacific Railroad shakes hands with Grenville M . Dodge of the Union Pacific Railroad . Railroad workers surround the two men, though scholars often note that Asian immigrants who worked on the railroads are not pictured .

Procedures 1. Display the electronic file Golden Spike . A

copy of the primary source is provided in the Digital Resources (spike .jpg) .


• What are the people posing in front of? • Where do you think these people are? • How would you describe the people in

this photograph?


• When do you think this photograph was taken? Why do you think so?

• Why might there only be men in the photograph?

• What event do you think is taking place? Why?

4. Distribute copies of the Golden Spike Analysis activity sheet (page 120) to students . Ask students to think about the observations they made . Have them use those observations to formulate questions about the primary source . Have students annotate the primary source by writing their questions on their activity sheets for future reference .

5. Share the historical background information with students . Tell them they will read a book to learn more about innovations of the nineteenth century . Note: You may wish to clarify that the nineteenth century refers to the 1800s .

SummaryExamine and annotate a photograph of the completion of the transcontinental railroad .


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SummaryPreview the text to locate interesting or challenging words . • factory • immigrants • innovations

• locks • patents • telegraph


Before Reading 1. Write the vocabulary words and their

definitions on the board . In small groups, have students create movements or gestures to represent each word . Give students 30 seconds to create each representation . Then, have students present their representations to the class .

2. Explain to students that previewing a text can help readers find interesting or challenging words . Distribute the 19th Century Innovations: Paving the Way books and copies of the Interesting Words activity sheet (page 121) to students . Have them preview the text and record any interesting or challenging words on their activity sheets .

3. Have students share the words they recorded with the class . As students share words, discuss different types of context clues, where applicable, such as synonyms, antonyms, definitions in the text, and examples included in the text . Record these types of context clues on the board .

4. Explain to students that there are other strategies readers can use to determine the meanings of words, such as using glossaries, images, and prior knowledge . Discuss when each strategy would be appropriate . Have students save their activity sheets to complete in the During Reading section .

19th Century Innovations: Paving the Way (cont.)



1

During Reading 1. Distribute the 19th Century Innovations:

Paving the Way books to students . Tell them they will complete their Interesting Words activity sheets from the Before Reading activity as they read the book .

2. Have students do a jump‑in reading of the text . Explain that one student will begin reading and will read at least three sentences but may read more if he or she chooses . Then, another student can jump in and begin reading . Pause periodically to have students discuss the words on their activity sheets . Help students use various strategies to determine the meanings of these words .



3. Have students work in pairs to identify as many types of context clues as they can . Then, have students share their findings with the class . Have students discuss when the different vocabulary strategies are most helpful .

SummaryUse a variety of strategies to determine the meanings of unknown words .


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After Reading 1. Write the vocabulary words on the

board, and review their meanings as a class . Place students into small groups, and assign each group a vocabulary word . Distribute copies of the Vocabulary Sketchnote activity sheet (page 122) to students . Have groups complete their activity sheets for their assigned vocabulary words . Then, have each group present their sketchnote and student‑friendly definition to the class .

2. Distribute the 19th Century Innovations: Paving the Way books to students . Review the types of innovations and inventions mentioned in the text . Ask students to choose one item from the text, and imagine they lived during the time when it was invented . Tell students they will create a newspaper article that describes what this new item is, how it works, and why people should know about it .

3. Distribute copies of the Plan Your Article activity sheet (page 123) to students . Have them use the book to complete their activity sheets . Have students share their responses with partners to determine whether they have enough information about their chosen items . Have partners work together to decide which information is the most important to include in their articles .

4. Have students write their newspaper articles on separate sheets of paper . You may wish to provide large sheets of construction or butcher paper to make the newspapers look more authentic . You may also wish to have students add illustrations of the inventions to their newspaper articles . Alternatively, you may wish to have students use a newspaper generator app to publish their writing .

• Challenge above-level learners to include testimonials from people who have used the invention in their articles .

• Hold a short lesson for below-level learners and English language learners to review how to write strong introductions . Include ideas such as using vivid descriptions, quotes, and questions to grab a reader’s attention .

SummaryWrite a newspaper article about a nineteenth‑century innovation .

19th Century Innovations: Paving the Way (cont.)



1

Primary Source Activity Revisit 1. Display the Golden Spike primary source .

Have students review their annotated Golden Spike Analysis activity sheets from Day 1 . Ask students what they learned about innovations of the nineteenth century . Discuss any unanswered questions about the primary source that students may have .


• How might this photograph look if it were taken today? Explain your thinking.

• What sorts of bias do you see in this photograph?

• Why is this a significant historical event? How did it change the lives of everyday Americans?

Activities from the Book • Code It! Activity—Read the Code It!

prompt aloud from page 28 of the 19th Century Innovations: Paving the Way book . Have students write a short letter using Morse code . Then, have them exchange letters with partners and decode them .

• Your Turn! Activity—Read the Your Turn! activity aloud from page 32 of the 19th Century Innovations: Paving the Way book . Have students create ads for innovations or inventions they read about in the text .

Assessment 1. A short posttest, 19th Century

Innovations: Paving the Way Quiz (page 124), is provided to assess student learning from the book .



SummaryRevisit the Primary Source Activity, write a letter in Morse Code, and take the assessments .


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1Name: _____________________________________________________________ Date: ______________________

Golden Spike AnalysisDirections: Carefully observe the photo. Write questions you have in the space around it.



1Name: _____________________________________________________________ Date: ______________________

Interesting WordsDirections: Write four interesting words from the book. As you read the book, write the meanings of the words and the strategies you used to determine the meanings.

Word Meaning Strategy

1.

2.

3.

4.


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1Name: _____________________________________________________________ Date: ______________________

Vocabulary SketchnoteDirections: Write a vocabulary word in the oval. Around the oval, draw pictures, add related words, and write notes to show its meaning. Then, write its definition in your own words.

Definition: ___________________________________________________________

_____________________________________________________________________

_____________________________________________________________________



1Name: _____________________________________________________________ Date: ______________________

Plan Your ArticleDirections: Use the graphic organizer to plan your newspaper article about a ninteenth‑century invention.

Invention Inventor

Description of the Invention What the Invention Does

Why We Need It Other Facts about It


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1Name: _____________________________________________________________ Date: ______________________

19th Century Innovations: Paving the Way Quiz


1. Which of the following words means “an area where few people live”?

A barge

B canal

C port

D frontier

4. How did railroads change transportation?

A They were cheaper to build than ships.

B They made travel across long distances faster than ever.

C They were slower than horses.

D They could easily move goods across rivers and oceans.

2. Why did the Pony Express shut down?

A The Erie Canal was built.

B Telegraph lines were built across the country.

C Steamboats became more popular.

D The journey was too hard for the horses.

5. Which of the following is NOT a reason that made building railroads dangerous?

A Workers built bridges over large rivers.

B They tunneled through mountains.

C Building the railroads was a team effort.

D Workers blasted through solid rock.

3. The phrase produced electricity to light the city could be a context clue for which word?

A generators

B telegraph

C locomotives

D dishwashers

6. Mary Kies was the first American woman to have a _______ granted.

A railroad

B dishwasher

C patent

D telegram



1Name: _____________________________________________________________ Date: ______________________

SteamboatDirections: Look at the illustration closely. Then, answer the questions.

Robert Fulton’s steamboat, Clermont

1. How is the steamboat different from the other boats on the water?

_____________________________________________________________________

_____________________________________________________________________

2. How do you think the people in the illustration feel about the steamboat? Why do you think so?

_____________________________________________________________________

_____________________________________________________________________

3. How did the steamboat contribute to the economy in the nineteenth century?

_____________________________________________________________________

_____________________________________________________________________


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Examine and annotate an 1884 newspaper illustration .



Make predictions about the interactions between American Indians and the U .S . government .



Analyze the interactions between American Indians and the U .S . government .



Write a speech from the perspective of an American Indian in the 1800s .



Revisit the Primary Source Activity, design a monument, and take the assessments .

Students will: • explain the relationships or interactions between two or more

individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text .

• produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience .

• examine the effects of westward expansion on American Indians, including the Trail of Tears, the Seminole Wars, broken treaties and massacres, and the resistance of Indian nations to encroachments and assimilation .

Lesson Timeline

Learning Objectives

American Indians in the 1800s: Right and Resistance

Materials • American Indians in the 1800s:

Right and Resistance books • copies of student activity sheets

(pages 156–161)

• Illustrated Newspaper primary source (newspaper .jpg)


INTO THE WEST

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Primary Source Activity Historical Background During the 1800s, the lives of American Indians changed dramatically . Tribes were no longer allowed to roam throughout the Great Plains in search of buffalo as they had for thousands of years . Tribes from all over the United States were forced to leave their homelands and move to reservations on the Great Plains . It was a complete departure from their former ways of life . The U .S . government and many missionaries wanted to teach American Indians how to farm, own land, worship, dress, and live like Americans . They believed this would help them assimilate into the American culture . Boarding schools were opened to teach young American Indians how to assimilate . In the process, the government forced people to give up their cultures .

About the Primary Source This image appeared in Frank Leslie’s Illustrated Newspaper in 1884 . The illustration was intended to promote the education of American Indians . The young woman is a student of a government school in Carlisle, Pennsylvania . She is shown returning to her reservation in what is now South Dakota .

Procedures 1. Display the electronic file Illustrated

Newspaper . A copy of the primary source is provided in the Digital Resources (newspaper .jpg) .


• What is the setting of this illustration? • What are the children doing? • Which person’s clothing stands

out? Why?


• What do you notice about the facial expressions of the people?

• How do you think the people in the illustration are feeling? Why?

• What was the purpose of this illustration? Why do you think so?

4. Distribute copies of the Illustrated Newspaper Analysis activity sheet (page 156) to students . Ask students to think about the observations they made . Have them use those observations to formulate questions about the primary source . Have students annotate the primary source by writing their questions on their activity sheets for future reference .

5. Share the historical background information with students . Tell them they will read a book to learn more about American Indians in the 1800s .

SummaryExamine and annotate an 1884 newspaper illustration .


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SummaryMake predictions about the interactions between American Indians and the U .S . government . • cultures • diversity • endure

• native • reservation • resilience


Before Reading 1. Write the vocabulary words on the board,

and discuss the definitions with students . Then, place students into groups . Assign each group a vocabulary word . Have students write their words in a way that shows the words’ meanings . For example, the word diversity could be written with each letter in a different color or style . Allow time for students to brainstorm ideas and write their words . Then, have groups share their creations with the class .

• Have below-level learners and English language learners start a student glossary that they can add to and reference throughout the lesson .

2. Display the American Indians in the 1800s: Right and Resistance book . Preview the text features with students . Model how to use the table of contents to make predictions about the interactions between American Indians and the U .S . government in the 1800s . For example, point out the heading “Removal .” Think aloud as you explain that this word suggests a negative interaction between the two groups . Explain that the word removal is not typically used when people voluntarily do something .

3. Distribute copies of the American Indians and the U.S. Government activity sheet (page 157) to students . Ask students to use the table of contents to make a prediction and explain their rationale behind it .

American Indians in the 1800s: Right and Resistance (cont.)


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During Reading 1. Distribute the American Indians in the

1800s: Right and Resistance books to students . Have students read the text independently . Have students review their American Indians and the U.S. Government activity sheets from the Before Reading activity after they have finished reading . Have them discuss with a partner whether their predictions were correct .



2. As a class, discuss the interactions between American Indian tribes and the U .S . government in the 1800s . Clarify any misconceptions students may have . Discuss the thoughts and feelings American Indian tribes may have had about their interactions with the government . Ask students to imagine how they would feel about being forced from their homes .

3. Tell students they will plan a speech that explains how the American Indian tribes felt about their interactions with the government . Distribute copies of the Speech Planner activity sheet (page 158) to students . Have students use details from the book to complete the activity sheet . Remind students to write from the perspective of an American Indian in the 1800s . Explain that students write their speeches in the After Reading activity .

SummaryAnalyze the interactions between American Indians and the U .S . government .


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After Reading 1. Write the vocabulary words on the

board, and discuss the meaning of each . Distribute copies of the My Words activity sheet (page 159) to students . Have students each choose two words, write their own definitions, list examples, and use the words in sentences . Then, have them share their responses with partners .

2. Have students review their Speech Planner activity sheets from the During Reading activity . Have students discuss their ideas in small groups . Ask group members to provide feedback and ask questions about students’ plans for their speeches .

3. Have students reference their graphic organizers to write speeches on separate sheets of paper . Remind them to write in first‑person perspective . Encourage students to use descriptive details to vividly describe the interactions between a tribe and the government .

4. Have students read their speeches in their small groups . Encourage students to provide feedback about whether each speech helped them understand how people might have thought and felt . Allow time for students to revise their speeches as needed . Then, display the finished speeches in the classroom .

• Challenge above-level learners to include a call to action in their speeches .

SummaryUse text features in the book to find examples of responsibilities, and write a n

SummaryWrite a speech from the perspective of an American Indian in the 1800s .

American Indians in the 1800s: Right and Resistance (cont.)


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Primary Source Activity Revisit 1. Display the Illustrated Newspaper primary

source . Have students review their annotated Illustrated Newspaper Analysis activity sheets from Day 1 . Ask students what they learned about American Indians in the 1800s . Discuss any unanswered questions about the primary source that students may have .


• How do you think the artist wants readers to feel about this illustration? Explain your thinking.

• How do you think American Indians in the 1800s would have felt about this illustration?

• How does this illustration reflect the opinions and biases of Americans during this time period?

Activities from the Book • Remember It! Activity—Read the

Remember It! prompt aloud from page 28 of the American Indians in the 1800s: Right and Resistance book . Have students work in groups to design monuments to honor people or events from the text . You may wish to provide craft supplies for students to construct models of their designs .

• Your Turn! Activity—Read the Your Turn! activity aloud from page 32 of the American Indians in the 1800s: Right and Resistance book . Have students write letters to President Jackson that speak against the removal of American Indians and propose better solutions .

Assessment 1. A short posttest, American Indians in

the 1800s: Right and Resistance Quiz (page 160), is provided to assess student learning from the book .



SummaryRevisit the Primary Source Activity, write a rule for a classroom, and take the assessments .

SummaryRevisit the Primary Source Activity, design a monument, and take the assessments .


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Name: _____________________________________________________________ Date: ______________________

Illustrated Newspaper AnalysisDirections: Carefully observe the illustration. Write questions you have in the space around it.


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American Indians and the U.S. GovernmentDirections: Use the table of contents to make a prediction about the interactions between American Indian tribes and the U.S. government. Then, write your rationale. Explain how the titles in the table of contents led you to this prediction.

Prediction

Rationale


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Name: _____________________________________________________________ Date: ______________________

Speech PlannerDirections: Plan a speech about how American Indian tribes felt about their interactions with the government. Remember to write your ideas from the perspective of an American Indian in the 1800s.

My Tribe

Interactions with the Government

My Thoughts

My Feelings

What I Want to Change


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My WordsDirections: Write your own definition for two vocabulary words. List an example of each word. Then, use each word in a sentence.

1. Word: _______________________________________________________________

Definition: ___________________________________________________________

_____________________________________________________________________

Example: _________________________________________________________

__________________________________________________________________

Sentence: _________________________________________________________

__________________________________________________________________

2. Word: _______________________________________________________________

Definition: ___________________________________________________________

_____________________________________________________________________

Example: _________________________________________________________

__________________________________________________________________

Sentence: _________________________________________________________

__________________________________________________________________


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Name: _____________________________________________________________ Date: ______________________

American Indians in the 1800s: Right and Resistance Quiz


1. Which sentence describes interactions between American Indian tribes and the U.S. government?

A The government let tribes live wherever they wanted.

B The Indian Removal Act forced thousands of tribes to leave their homes.

C The Cherokee enjoyed their new home and hunted buffalo.

D The government recognized Lakota land.

4. What was the relationship between Red Cloud and the United States?

A Red Cloud became a member of the U.S. Supreme Court.

B Red Cloud led the most successful war between a tribe and the United States.

C Red Cloud was a friend and supporter of Andrew Jackson.

D Red Cloud ran for president of the United States.

2. Which of the following shows the resilience of American Indian tribes?

A The Nez Percé lived in Idaho, Oregon, and Washington.

B The removal of the Seminoles cost many lives.

C The Cherokee struggled in their new home.

D Many tribes have endured and proudly hold onto their cultures.

5. Which of the following was true about treaties with tribes?

A The United States often broke the treaties.

B Care was taken to ensure tribes understood the terms of treaties.

C Tribes gained much land through treaties.

D Tribes never signed treaties.

3. How are reservations different today compared to the past?

A American Indians are forced to stay on reservations.

B American Indians can leave their reservations.

C They are all near large cities.

D American Indian children must attend boarding schools.

6. The Indian Removal Act said that American Indian tribes had to leave their homes to live on _______.

A frontiers

B mountains

C treaties

D reservations


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Bison SkullsDirections: Look at the photo closely. Then, answer the questions.

This photo shows a pile of bison skulls around 1870 .

1. How do you think the men in this photo feel? Why do you think so?

_____________________________________________________________________

_____________________________________________________________________

2. Who likely killed these bison? Explain your thinking.

_____________________________________________________________________

_____________________________________________________________________

3. There are about 180,000 bison skulls in this pile. How do you think that affected American Indian tribes?

_____________________________________________________________________

_____________________________________________________________________


Documents

1 Thomas Jefferson and the Empire of Liberty · PDF file · 2017-02-14picture on page 5 of the text and read the caption . ... Have groups record four ... limericks, sonnets, cinquains,