WEEKLY PLANS AIMS #5-9 Mr. Armstrong

MONDAY | SEPTEMBER 8 TH TOPIC/ FOCUS: DIAGNOSTIC EXAM AIM #5: WHAT CAN YOU RECALL FROM YOUR PRIOR KNOWLEDGE OF HISTORY AND LAST YEAR’S SOCIAL STUDIES CLASS? DO NOW: 1.Take out homework from Friday and submit it into your class bin (GRA 18-1) 2.Clear your desk and take out a pencil if you have one 3.Sit quietly and await further instructions

MONDAY’S HOMEWORK: 1.Read pages of textbook, Complete GRA 18-2 **Once you’ve completed the exam, you may begin to work on the homework using the classroom set of textbooks.** QUIETLY PLEASE

TUESDAY | SEPTEMBER 9 TH TOPIC/ FOCUS: TOWNS IN THE WEST, GOLD RUSH & RIPPLE EFFECT AIM #6: WHAT WERE THE DRAWING FACTORS IN “THE WEST” THAT HAD SETTLERS PICKING UP EVERYTHING AND EMBARKING ON AN UNKNOWN JOURNEY INTO WILDERNESS. DO NOW: 1.Take out homework from Monday and put it in the bin (Guided Reading Assignment 18-2) 2.Read and analyze the article below on the California Gold Rush: Based off of your understanding of this article, why would settlers be drawn to traveling westward? Cite a line from the document to support your claim.

POSSIBLE DO NOW ANSWER: Settlers were willing to leave everything behind and travel west with the hopes that they would find what appear to be an abundance of gold, and become wealthy. This idea is expressed in the article when it states; “Gold has been found in almost every part of the country.”

How are new towns going to be established in the west? What will they be built around?

WHAT TYPES OF PROBLEMS WILL SETTLERS ENCOUNTER ALONG THE WAY?

HOW WILL TRANSPORTATION IMPROVE TO ENSURE A QUICKER JOURNEY ACROSS THE COUNTRY?

Who is going to become wealthy? Why?

Who or what groups are going to suffer? Why?

LET’S REVIEW GRA 18-1

TONIGHT’S HOMEWORK 1. Read Pages , Answer VOCAB 18-3 worksheet

WEDNESDAY | SEPTEMBER 10 TH TOPIC/ FOCUS: SETTLING THE WEST AIM #7: MAKING USE OF WHAT’S AROUND; HOW DID THOSE TRAVELING WEST USE THEIR RESOURCES TO THEIR ADVANTAGE? DO NOW: 1.Take out your homework from last night and put it in your period bin in the back of the room. 2.Analyze and dissect the following picture: Answer the following question based off your observation of the picture: 1.What does the home-like structure appear to be made out of? 2.What is your overall interpretation of this photograph and how it relates to Westward Expansion?

POSSIBLE DO NOW ANSWER: 1. The structure appears to be made out of some type of material from the earth. It looks like there is some type of grass on the roof of the building. 2. It appears that structures like these were made of the earth, specifically dirt and grass. These homes may have also housed entire families, as they were built in manageable locations along the trails heading west.

HOW IT ALL STARTED When the first settlers entered the Red River Valley of northern Dakota they were greeted by a sea of grass, waving in the wind, which extended across the territory. Although not a tree would obstruct their view for miles, it also meant that building shelter would not be easy without logs and lumber. The earliest settlers claimed the land along the few wooded rivers and streams, which provided timber for log homes and wood for fuel. But land near the rivers was quickly taken, and those who came next had to settle on the treeless prairie. Lumber was expensive to buy and not readily available. The prairie did, though, provide an unlimited resource that the settlers could use—sod.

WHAT IS A SOD HOME? Sod Home: Homes or shelters made primarily from sod, dirt and wood. Most commonly associated with the Mid-West region of the United States during Westward Expansion.

WHAT WERE THESE PEOPLE CALLED? Sodbusters

SOD HOME MATERIALS: 1. Sod or rectangle pieces of the earth 2. Dirt 3. Wood or lumber (if any could be found) 4. Normal windows and doors (if family could afford them) 5. Stucco or plaster

INTERIOR Furniture was often kept outside because there was usually very little room in the one room sod homes.

AMERICA: THE STORY OF US (WESTWARD)

THURSDAY | SEPTEMBER 11 TH TOPIC/ FOCUS: HOMESTEAD ACT & TRANSCONTINENTAL RAIL ROAD AIM #8: THE ABILITY TO REQUIRE LAND AND THE CREATION OF MASS TRANSPORTATION; HOW DID THE HOMESTEAD ACT OF 1862 AND THE CREATION OF THE TRANSCONTINENTAL RR SHAPE AMERICA? 1.Homework: QUIZ 18-1 (doesn’t count as quiz grade) 2.In your NOTEBOOK, analyze and interpret the following picture to answer the question(s) that follow on the next slide:

What is the overall message being promoted through this poster/pro paganda? What government “act” does this poster represent?

POSSIBLE DO NOW ANSWER: The message that this poster or piece of propaganda appears to be displaying is the idea of encouraging people to move west, specifically to Iowa and Nebraska. It speaks about low prices and large quantities of land, hoping to encourage folks to move where they can own more land, for a cheap price. The poster and the ones below are expressing the HOMESTEAD ACT of 1862

MAIN IDEAS OF THE HOMESTEAD ACT OF 1862 o Passed on May 20, 1862, the Homestead Act accelerated the settlement of the western territory by granting adult heads of families 160 acres of surveyed public land for a minimal filing fee and 5 years of continuous residence on that land. o The Homestead Act, enacted during the Civil War in 1862, provided that any adult citizen, or intended citizen, who had never borne arms against the U.S. government could claim 160 acres of surveyed government land. Claimants were required to “improve” the plot by building a dwelling and cultivating the land. After 5 years on the land, the original filer was entitled to the property, free and clear, except for a small registration fee. Title could also be acquired after only a 6-month residency and trivial improvements, provided the claimant paid the government $1.25 per acre. After the Civil War, Union soldiers could deduct the time they had served from the residency requirements. *In your notebook, jot down 3 main ideas about the Homestead Act*

TRANSCONTINENTAL RAILROAD VIDEO RAILROAD RAILROAD 1.Why was there a need for mass transportation? 2.What impact might a RR have on expansion of territory? 3.What problems may the RR encounter? 4.Who was helped and who was hurt by the RR? 5.What happened to the bison population as a result of the construction and operation of the RR? 6.What started to pop up or be built alongside railroad tracks? *In your notebook, answer these questions. WITH A PARTNER.*

FRIDAY | SEPTEMBER 12 TH TOPIC/ FOCUS: WESTWARD EXPANSION’S IMPACT ON NATIVE AMERICANS AIM #9: WESTWARD EXPANSION; A GREAT EXPERIENCE FOR SOME AND A TERRIBLE EXPERIENCE FOR OTHERS. DO NOW: 1.Take out last night’s HW and leave it on your desk (QUIZ 18-1) 2.Be ready to answer the question on the next slide in your notebook or binder.

1.By examining the picture below, answer the questions that follow: a.What two groups appear to be represented in this picture? b.What appears to be happening in this picture? c.What is the overall theme of this picture?

POSSIBLE DO NOW ANSWER: A. American Indians or Native Americans/ Settlers or RR workers B. There appears to be some type of event taking place that is centered around the completion of a RR line/tracks C. The theme would revolve around the creation of the Trans RR and ways in which Native American land is being taken and used by white settlers.

REVIEWING QUIZ 18-1 ANSWERS Let’s have a look at QUIZ 18-1 and see how everyone did. Interesting Photo: This is a photo from the mid 1870’s of bison/buffalo skulls. The incredible number of skulls is a result of them being killed by white settlers during Westward Expansion, but more specifically during the construction of the Transcontinental Railroad.

READING LIKE A HISTORIAN: Today we’ll be examining primary sources that relate to the Battle of Little Bighorn. The sources convey the point-of-view of both Native Americans and members of the American military. But before we get started, what does it mean to “read like a historian?”

INDEPENDENT & GROUP WORK INDEPENDENTLY:  Read page number 1 of the packet and answer the questions that follow  Remember to practice your “reading like a historian” skills GROUP WORK:  In pairs or small groups, move you desks together and begin reading page number 2 of the packet  Again, use those skills we talked about  Then answer the questions on page 3 of the packet which connect with the two primary sources on page 2.  Whatever is not finished in class must be completed for HW.