| Standard SOL
8a: The student will demonstrate knowledge of westward
expansion and reform in America from 1801 to 1861 by describing
territorial expansion and how it affected the political map of
the United States, with emphasis on the Louisiana Purchase, the
Lewis and Clark expedition, the acquisitions of Florida, Texas,
Oregon, and California.
Essential
Understandings: Students will understand that between
1801-1861, exploration was encouraged as America underwent vast
territorial expansion and settlement.
Essential Question:
What new territories became part of the U.S. between 1801 and
1861?
Vocabulary: Manifest Destiny, territorial expansion, Louisiana Purchase,
Meriwether Lewis, William Clark, independent republic,
territories
Essential
Knowledge: New territories were added to the United States
after 1801. The territories included:
1. LOUISIANA
PURCHASE:
* Jefferson bought land from France (the Louisiana
Purchase) which doubled the size of the U.S.
* In the Lewis and Clark expedition, Meriwether Lewis and
William Clark explored the Louisiana Purchase from the
Mississippi River to the Pacific Ocean.
2. FLORIDA
* Spain gave Florida to the U.S. through a treaty in
1819.
* The U.S. made Florida an official territory in 1821
3. TEXAS
* Texas was added after it became an independent republic
* The Texas Declaration of Independence, Texans declared
themselves and independent nation.
4. OREGON
* The Oregon Territory was divided by the U.S. and Great
Britain (1846)
5. CALIFORNIA
* War with Mexico resulted in California and the southwest
territory becoming part of the U.S
* Mexico surrendered California territory in 1848 and a treaty
ended the war.
RESOURCES FOR SOL
8A
RESOURCE LINKS FOR
STUDENTS AND TEACHERS
SOL 8B MOVEMENT WEST
| Objective:
Students will demonstrate knowledge of westward
expansion and reform in America from 1801-1861 by
identifying the geographic and economic factors that
influenced the westward movement of settlers.
Essential
Understandings: Westward migration was
influenced by geography and economic opportunity.
Essential
Question: What factors influenced westward
migration
Essential
Knowledge:
Geographic
and economic factors that influenced westward movement
included:
1. Population growth in the eastern states
2. Availability of cheap, fertile land
3. Economic opportunity (gold, California Gold
Rush, logging, farming, freedom (runaway slaves)
4. Cheaper and faster transportation (rivers and
canals, riverboats)
5. Knowledge of overland trails (Oregon, Santa Fe)
6. Belief in the right of Manifest Destiny - the
idea that expansion was for the good of the country and
was the right of the country
SOL
8B Links and Resources
|
SOL 8C INVENTIONS
| Objective:
Student will demonstrate knowledge of westward expansion
and reform in America from 1801 to 1861 by describing
the impact of inventions, including the cotton gin, the
reaper, the steamboat, and the steam locomotive on life
in America.
Essential Understandings:
Prior to the Civil War, most industrialization in
America was in the North; however, the equipment
produced in the North had an impact on the farming
society in the South.
Essential Questions:
How did the inventions affect the lives of Americans?
Essential Knowledge:
New Technologies:
* Cotton Gin -
invented by Eli Whitney. Increased the production
of cotton and increased the need for slave labor to
cultivate and pick the cotton.
* Reaper - Jo
Anderson (slave) and Cyrus McCormick worked to invent
the reaper. The reaper increased productivity of
the American farmer.
* Steamboat -
Robert Fulton. It eventually provided faster river
transportation that connected Southern plantations and
farms to Northern industries and western territories.
* Steam
locomotive: 
LITERATURE CONNECTION
 |
Lyddie
and her younger brother are hired out as
servants to pay their family's farm debts.
She is determined to find a way to reunite her
family. Hear about all the money a girl
can make working in the textile mills in Lowell,
Massachusetts, she makes her way there, only to
find that her dreams of returning home may never
come true. |
INDUSTRIAL REVOLUTION IN
AMERICA WEB SITES
SOL 8d Abolitionists and Suffrage Movements
* Teachers
- the pictures can be copied, pasted and enlarged.
Additionally, you can use these as a investigation or
sort activity.
 |
 |
 |
|
Frederick Douglas |
Harriet Tubman |
William Lloyd Garrison |
 |
 |
 |
|
Sojourner Truth |
Elizabeth Cady Stanton |
Susan B. Anthony |
(later period voting rights)
More Pictures for Primary
Sources
 |
 |
 |
 |
| Stanton
and Anthony |
Lucretta Mott |
Later Period Vote |
First
Convention 1848 |
 |
 |
 |
 |
| |
Runaway
Reward |
Abolitionist
Emblem "Am I not a man and a brother" |
|
SOL 8D OBJECTIVES
| Objective:
Students will demonstrate knowledge of westward
expansion and reform in America from 1801-1861
by identifying the main ideas of the
abolitionist and suffrage movements.
Essential
Understandings: The abolitionists worked
to end slavery. The suffrage movement
helped women gain equal rights.
Essential
Questions: What were the main ideas
expressed by the abolitionists? What were
the main ideas expressed by the suffrage
movement?
Essential
Knowledge:
1. Abolitionist Movement:
* Most abolitionists demanded immediate
freeing of the slaves
* Abolitionists believed slavery was wrong
because:
1. Morally wrong
2. Cruel and inhumane
3. A violation of the principles of
democracy
* Abolitionist leaders included both men
and women to include:
1. Harriet Tubman
2. William Lloyd Garrison
3. Frederick Douglas
2. Suffrage Movement
* Supporters of the movement declared that
"all men and women are created equal."
* Supporters believed that women were
deprived of basic rights to include:
1. the right to vote
2. Educational opportunities to include
college (higher education)
3. Denied equal opportunities in business
4. Limited rights to own property
* The movement was led by strong women who
began their campaign before the Civil War and
continued after the War had ended, These
women included:
1. Susan B. Anthony
2. Elizabeth Cady Stanton
3. Isabel Sojourner Truth
INVESTIGATIVE
QUESTIONS:
* What social changes occur as a result of
these events?
* What geographical divisions
between the North and South are developing as a
result of industrial/economic and social
changes?
| Student
Flash Cards SOL 8d |
Lesson
Plans for Teachers |
Graphic
Organizer - Notebook
*students
take notes, use pictures and summarize
learning
|
Resources
and Links
Walk
in their shoes: http://www.pbskids.org/stantonanthony/day_in_life.html
Video: http://www.pbs.orgt/stantonanthony/
http://www.pbs.org/stantonanthony/movement.html
Abolition:
http://www.teacherweb/IN/PNC/Veiner
http://www.nationalgeographic.com/features/99/railroad/
Stanton and Anthony:
http://womenhistory.about.com/library/blstanton.htm
http://www.nps.gov/archive/wari/ecs.htm
|
|
Back
Home
Graphics:
http://www.angelfire.com/country/bNsranch/graphics.html
http://www.btinternet.com/~western.clipart/page9
Primary
Teachers Org, owned by B. Froehlich, All Rights Reserved, 2007,
2008, 2009, 2010
|
