AHPPA Westward Expansion
WebQuest
L.Sammon
Onondaga Hill Middle School
As a
result of Manifest Destiny, throughout the 19th century the United States was rapidly
expanding and moving westward. However
there were challenges for Americans as they moved west. One of the greatest obstacles was Native
American occupation of Western territories.
Throughout the 19th century, the U.S. developed and enforced policies
such as the reservation policy, the Indian Removal Act, and the Dawes Act, and
used federal organizations such as the Indian Peace Commission and the Federal
Bureau of Indian Affairs as well as the U.S. army to enforce these policies. The impact of these U.S. polices on Native
American culture was devastating.
Nat
Geo for Kids has been asked by National Geographic to create historical
infomercials to air during commercial breaks. Your task is to create a
slideshow podcast that explains
the problems that confronted the American settlers and Native Americans
during Westward Expansion. Your podcast
will include a detailed explanation and analysis of a U.S. policy that
attempted to deal with this conflict as well as the impact of this policy on
Native Americans. Your podcast will end
with a connection to either another historical or current issue.
Creating Groups: You
will work in groups of two or three. You may choose your partner(s) before your
begin your project.
Student
Roles:
*Each student in the group will be responsible for
researching, note taking and completing the American History Public Policy
Worksheets. Topics, notes and worksheets may be divided between members of
the group.
*Each student will be responsible for sharing the
information gathered with the group and collaborating to create a script
outline and final script.
*Each student will have speaking parts in the
podcast as well as provide digital images, sound and music files.
*Each student will work together in organizing and
creating the podcast.
Research: The group will use the selected websites
below to research the following questions:
1. What was the conflict between Native
Americans and American settlers during Westward Expansion?
2. What 19th century U.S. organizations were
created to deal with this conflict?
3. What 19th century U.S. policies were created
to deal with this conflict
4. How did these policies and organizations have
an impact on Native American culture?
5. What current event or issue can you connect
this historical issue with?
As
you research, group members will work together to complete the American History Public Policy Analyst worksheets
below. These worksheets will help guide
your research and analysis. When your worksheets are complete, you will get
them approved by the teacher before you begin the next step of the
project.
Collect digital images: As you are researching,
collect digital images you may want to include in your podcast. Keep them in a folder and remember to cite
the sources of your digital images.
Writing the Script
Outline: Using the information on
the AHPPA worksheets the group will then create an outline for a script. Once
the outline receives teacher approval the group will then write the podcast
script.
Writing the Script: Based on the group outline, write a script
that explains the conflict between American settlers and Native Americans
during Westward Expansion. Your script
will include a detailed explanation and analysis of a U.S. policy that
attempted to deal with this conflict as well as the impact of this policy on
Native Americans. Your script will end
with a connection to either another historical or current issue. Also include the names of the digital images
you plan to use and at what point in the podcast will they appear. Also make note of where a sound effect or
music will be played. After the podcast
script is written, once again show the teacher the script before moving on to
recording.
Creating the Podcast: The group will then record the script using GarageBand.
Each member of the group must have a speaking part. The group will then add digital images, music
and sound files that will enhance the message in the podcast. When the podcast is complete, the group will
send the podcast file to the teacher for review.
Summary:
You
will join one or two people to create a group.
Using the Extract/React Note Taking Guide and the AHPPA worksheets the group
will research why there was a conflict between American settlers and Native
Americans. What U.S. government policies
and organizations were created in response to this conflict and how did these
policies have an impact on Native American culture? What connection can you make to either a
historical or current issue? Once your
research is complete, the group will create a script and record a podcast that
will illustrate the knowledge gained and conclusions made by doing this
project. The winning podcast will be
selected as the Nat Geo for Kids Historical Infomercial.
American History Public
Policy Analyst Worksheets:
1.
Identify the Problem:
http://www2.maxwell.syr.edu/plegal/ppa/usppaip1.html
2.
Gather the Evidence:
http://www2.maxwell.syr.edu/plegal/ppa/usppari1.html
3.
Identify the Causes:
http://www2.maxwell.syr.edu/plegal/ppa/usppari1.html
4.
Evaluate the Policy:
http://www2.maxwell.syr.edu/plegal/ppa/usppaep1.html
5.
Identifying the Costs:
http://www2.maxwell.syr.edu/plegal/ppa/worksheet6us.html
6.
Do a Comparative Analysis:
http://www2.maxwell.syr.edu/plegal/ppa/worksheet7us.html
Websites:
PBS:
The West
http://www.pbs.org/weta/thewest/program/
Native American Documents Project
http://www2.csusm.edu/nadp/nadp.htm
History
of the American West
http://memory.loc.gov/ammem/award97/codhtml/hawphome.html
John
L. O'Sullivan on Manifest Destiny, 1839
http://www.mtholyoke.edu/acad/intrel/osulliva.htm
The
Indian Removal Act
http://www.civics-online.org/library/formatted/texts/indian_act.html
Digital
History: Indian Policy
http://www.digitalhistory.uh.edu/historyonline/us12.cfm
Digital
History: Indian Removal
http://www.digitalhistory.uh.edu/historyonline/us23.cfm
Eyewitness
to History: The Old West
http://www.eyewitnesstohistory.com/owfrm.htm
The teacher will review the AHPPA worksheets
checking for understanding, completeness and historical accuracy before
students can begin their scripts.
The teacher will review each group's script outline
checking for logical organization and that the task is presented with evidence
and analysis. Outlines must receive
teacher approval before groups can write their scripts and create their
podcasts
The teacher will review each group's podcast script
checking for organization, script addresses the task and the group plans to use
digital images and sound files.
The teacher will review each completed podcast and
use the AHPPA Podcast Rubric to evaluate the projects.
AHPPA
Podcast Rubric
|
Category |
3 |
2 |
1 |
0 |
|
Content/Script |
Few to no spelling or grammar errors Script identifies a social problem Script provides examples that a provide a clear persuasive argument Information is accurate. Ideas are organized |
Some spelling and grammar errors that interfere with understanding Script identifies a social problem Script attempts to provide examples. Information brief with a few inaccuracies Ideas are mostly organized. |
Several spelling and grammar errors.
Script is difficult to read and understand. Script attempts to identify a social problem but idea is confusing Script attempts to provide examples but information in brief with
some inaccuracies and difficult to follow |
Several spelling and grammar errors.
Script is difficult to read and understand Script does not identify a social problem Script does not provide examples.
Information is inaccurate |
|
Quality of podcast |
Organized presentation Speech is clear and easy to understand |
Some disorganization and confusion but as a whole understandable |
Disorganized and confusing but basic meaning is understood |
The overall purpose of the podcast is unclear |
|
Citations |
Sources of information are properly cited. |
Most sources of information are properly cited |
Few sources of information are properly cited |
Sources of information are not cited |
|
Digital Images/Sound Files |
Creatively uses sound effects, music, and digital images that
enhances the meaning of the project |
Uses some sound effects and or music and digital images. Most are relevant and enhance project |
Uses either sound effect, music or digital
images but not a combination. Some
sound effects, music or images are irrelevant to the project |
No sound effects, music or digital images are used in the podcast |
|
Group Work |
All people in the group had a role Group members consulted the group to make decisions & help each
other All group members contributed equally to the finished product Group members cooperated with one another |
Most people in the group had a role Most group members consulted with the group to make decisions &
help each other Group members finished their own part of the project but some
members contributed little to the finished product Cooperation with one another needs improvement |
Only a few people in the group had a role Only a few people in the group consulted with each other. Active group members did not encourage all
people in the group to work together.
Group members do not help each other. Cooperation with one another needs improvement |
No group work is evident |
As a result of completing this webquest students
will:
*Practice
their research and note taking skills
*Understand
the conflict between American settlers and Native Americans.
*Explain
and analyze 19th century U.S. policies and organization that were developed to
deal with this conflict.
*Describe
the impact these policies and organizations had on Native American culture.
*Connect
this historical issue to a current event.
*Learn
how to create a slideshow podcast using GarageBand.
Standards:
New
York State Social Studies Standards
http://www.emsc.nysed.gov/ciai/socst/socstand/home.html
Standard
1, Key Idea 2
Important
ideas, social and cultural values, beliefs, and traditions from New York
State
and United States history illustrate the connections and interactions of
people and events across time
and from a variety of perspectives
Standard
1, Key Idea 4
The
skills of historical analysis include the ability to: explain the significance
of
historical evidence; weigh the
importance, reliability, and validity of evidence;
understand the concept of multiple
causation; understand the importance of
changing and competing
interpretations of different historical developments.
Standard
5, Key Idea 1
The
study of civics, citizenship, and government involves learning about political
systems; the purposes of
government and civic life; and the differing assumptions
held by people across time and place regarding
power, authority, governance, and
law. (Adapted from The National Standards for
Civics and Government, 1994)
Standard
5, Key Idea 4
Central
to civics and citizenship is an understanding of the roles of the citizen
within American constitutional
democracy and the scope of a citizen’s rights and
responsibilities.
English
Language Arts Standards
Standard
1 - Language for Information and Understanding
Students
will listen, speak, read, and write for information and understanding; they
will collect data, facts, and ideas and use
electronically produced texts.
Standard
2 - Language for Literary Response and Expression
Students
will read and listen to oral, written, and electronically produced texts and
performances from American and world
literature; relate texts and performances
to their own lives; and develop an understanding
of the diverse social,
historical, and cultural dimensions
the texts and performances represent. As
speakers and writers, students
will use oral and written language that follows the
accepted conventions of the
English language for self-expression and artistic
creation.
Standard
3 - Language for Critical Analysis and Evaluation
Students
will listen, speak, read, and write for critical analysis and evaluation. As
listeners and readers, students
will analyze experiences, ideas, information, and
issues presented by others
using a variety of established criteria. As speakers and
writers, they will use oral and
written language that follows the accepted
conventions of the English language
to present, from a variety of perspectives,
their opinions and judgments on experiences,
ideas, information and issues.