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LESSON 1: Northwest Territories and Louisiana Purchase

SUPPORTING QUESTION

How did different groups view and experience U.S. territorial expansion?

FOCUS SKILL(S)

Contextualization

Perspective

MATERIALS

TEACHER

Do Firsts + Exemplars

Inquiry Journal + Exemplars

Northwest Territories and Louisiana Purchase Student Worksheet + Exemplars

Silent Discussion Sources

Silent Discussion Presentation

Exit Ticket Quotes

Exit Tickets + Exemplars

STUDENT

Do First Options

Unit 6 Inquiry Journal

Printed Student Handouts

DO FIRST

Option 1- Frayer: Louisiana Territory

Option 2- A-Z Guide

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand.

ACTIVITY 1 - LAUNCH

Provide students time to preview the Topic 1 Supporting questions within the Unit 6 Inquiry Journal.

TEACHER ACTIONS

1. Guide students to page 1: Unit 6- Topic 1 Supporting Questions

STUDENT ACTIONS

1. Fill out the “K” and “W” for each of the supporting questions for Unit 6- Topic 1

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LESSON 1: Northwest Territories and Louisiana Purchase - Continued

ACTIVITY 2 -

PRACTICE

Allow students an opportunity to gain historical background for western expansion in the Early Republic with the “What is the Context? - Territorial Expansion reading (page 1 of student worksheet). Students will answer check for understanding questions as they read. This reading can be done as a class, individually, or in groups. Then, direct students to page 2 of the worksheet where they will follow along with a video transcript and answer questions about “The Audacity of the Louisiana Purchase.”

TEACHER ACTIONS

1. Hand out student worksheet
2. Conduct reading collectively, in small groups, or individually
3. Play video
4. Monitor work progress and provide support as needed

STUDENT ACTIONS

1. Read and answer the accompanying questions for the contextualization reading
2. Watch video and answer questions

ACTIVITY 3 - EXHIBIT

Students will analyze primary sources that illustrate various perspectives of expansion by engaging in a silent discussion. Set up 5 stations in the classroom for students to engage in a silent discussion. Consider creating two duplicate sets of stations to limit the number of students at each station at a time. Using the Silent Discussion Guide Presentation, explain the process and expectations. Leave the final slide up so students can view the various writing options. Students will answer one of the prompts on a sticky note and post it on the chart paper.

TEACHER ACTIONS

• Set up classroom
• 5 large sheets of paper spaced throughout the classroom at each station
• 5-6 copies of the same source per station
• A set of sticky notes
• Provide expectations and writing options
• Determine groups and timing (5 mins per station suggested)
• Monitor timing and redirect students
• At the end, facilitate a verbal reflection

STUDENT ACTIONS

• Ask questions about activity before beginning
• Read, reflect, and write at each station
• Participate verbally in informal class reflection

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LESSON 1: Northwest Territories and Louisiana Purchase - Continued

CONCLUSION

Students will complete an “Exit Ticket” using a classroom mingle approach. First, separate students into five groups. Hand each student group one of the quotes or post in a place visible to the group members. As a group, they will explain the meaning and then draw a visual representation. (Two of the quotes provide a preview into the context of the next two lessons). Each student will complete this on their exit ticket. Then, students will mingle with their classmates to gather the meanings of all five quotes, filling out each box on the exit ticket.

TEACHER ACTIONS

• Divide students into groups
• Provide each group with a quote
• Hand out an exit ticket to each student
• Provide clear instructions and expectations for exit ticket completion and movement

STUDENT ACTIONS

• Work with group to explain the quote and create illustration
• Mingle with classmates
• Answer the Exit Ticket questions

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LESSON 1: Northwest Territories and Louisiana Purchase - Continued

STANDARD(S)

7.44 Analyze the international and domestic disputes that shaped the formation of early political parties such as the Federalists and the Democratic-Republicans and the short-and long-term significance of these disputes.

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7.46 Evaluate the legacy of the presidential elections of 1800, 1876, 2000 and 2020 to evaluate the significance of peaceful transfers of power and their impact on democratic ideals.

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7.48 Assess the extent to which perspectives toward American territorial expansion, including Manifest Destiny and Indigenous resistance, changed over time, including an understanding that the removal of Indigenous Nations was not inevitable.

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7.49 Compare and evaluate the different ways in which the United States acquired territory from 1800 to 1860, including an evaluation of the Louisiana Purchase.

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7.50 Evaluate the reasons different individuals, including Federalists, Abolitionists and Democratic-Republicans, supported and opposed American territorial expansion.

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7.52 Compare and evaluate the actions taken and rationales provided by the United States government to acquire western or Indigenous territory in the 1800s, with particular attention given to the policies and campaigns of President Andrew Jackson and the consequences such actions had on the land and people.

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7.55 Evaluate the impact of territorial expansion, immigration, and Northern industrialization on the institution of slavery and American politics.