INTRODUCTION   
        From the day that the first settlers left their homes in Europe to make a home in the New World – they
 never stopped looking further west and following the setting sun.  In fact, by the beginning of the nineteenth
 century, the settlers were moving inexorably westward, crossing the Mississippi River and taking control of
 more and more land.  The settlers and the government even gave a name to this migration – Manifest Destiny. 
 However, just as one man’s “trash” can be another man’s “treasure”, so too can one man’s “Manifest Destiny”
 be another man’s “pillage and plunder” – it just depends on your perspective. 
        ESSENTIAL QUESTIONS
                How do people survive?
                In building new settlements, how do we decide what to take with us and what to leave behind?
                Who has the right to decide how land and its resources are utilized?
        AREAS OF INTERACTION
                Approaches to Learning,  Environment,  Community and Service, Homo Faber, and Health and
                Social Education
TASK
        Your task in this project will be to give us a “perspective” by assuming the identity of one of six (6) groups
 of people who took part in the Westward Expansion and thereafter “teaching” others of your particular
 perspective.  The groups you will study will be (1) the Mountain men; (2) the Settlers/Pioneers; (3) the Native
 Americans; (4) the Spanish living in the Southwest and California; (5) the US Cavalry who attempted to protect
 the white settlers and enforce the US government’s policies; and (6) the Representatives of the US government
 who actually decided upon the policy now known as Manifest Destiny.

PROCESS
      One group will be assigned to study the Mountain men, the US Cavalry and the US government representatives, while other groups will be assigned one of the remaining groups of people. Each group will conduct in-depth research and make a presentation as to that group’s perspective regarding the westward expansion of the Americans.  Additionally, there will be a further breakdown within the Settlers and the Native American groups to allow for a detailed study of the differences between the group’s experiences on the Oregon and Santa Fe trails and the California Gold Rush.

   STEP 1
        Each group should read a basic encyclopedia article about your topic.  From the article,
         identify key events, people, and geographic features that had an impact on your topic.
         You may use our online encyclopedias. (Include this  in your works cited page.)
   STEP 2
        Using Student Resource Center, locate several essays, photos, and primary sources
         about your topic. List these as part of your works cited page.  Remember, you must give
         credit for photos, as well as text documents. (Include this  in your works cited page.)
   STEP 3
        Use these resources and the links provided below, research in-depth your aspect of
        the Westward Expansion.  
                The questions listed under each group will guide your research.

MOUNTAIN MEN
    1.  What was your background?
    2.  Why did you venture to the west?
    3.  Who were the well known mountain men?  Why are they famous?
    4.  How did you interact with the Native Americans?
    5.  What obstacles did you encounter?  (This may be answered differently for the Santa Fe
             and the Oregon Trail.)
    6.  How did you creatively solve these problems?
    7.  How did you survive?  (What did you bring with you?  What was available as you
             traveled?)
    8. How did your experience help the settlers who followed?
            LINKS
                Mountain Men and the Fur Trade      http://www.xmission.com/~drudy/amm.html 
                    This home page is an on-line research center devoted to the history, traditions, tools, and mode
                    of living, of the trappers, explorers, and traders known as the Mountain Men. 
                Surveyors of the American West
                    The New York Public Library virtual exhibit highlights America's westward expansion through
                    the photographs and  notes of William Henry Jackson and  Robert Brewster Stanton.

SETTLERS/PIONEERS - OREGON TRAIL (including the California Gold Rush.)   
You are to focus on the environment and the interaction between the settlers and the Native Americans.
    1. Why did you embark on the journey? 
    2. Trace your route on a map.  How long did the journey take?
    3. What were the roles of the women and children?
    4. Were there any minority groups represented in your group?
    5.  What did you take with you?  
    6. What did you leave behind?
    7. What were you three greatest challenges?  How did you overcome them?
    8. What Native American tribes did you meet, and how did you treat them?
 
            LINKS
           Pioneering the Upper Midwest  The Library Of Congress offers this information about the
                    earliest pioneer communities.
             Jewish Life in the American West: Generation to Generation The history and adventure of Jews
                     in the American West along the Santa Fe Trail is given here.
              National Park Service: Whitman Mission  The National Park Service maintains this site that preserves
                     artifacts from early settlers on the Oregon Trail.
                   
              
NATIVE AMERICANS (One group will follow the Oregon Trail and the other the Santa Fe Trail)
You are to focus on the environment and the interaction between the Native Americans and the settlers..
    1. What Native American tribes would settlers encounter as they travel along your trail?
    2. What is the history of each tribe?
    3. Describe the culture of each tribe including the roles of women and children, and
            how each tribe was governed.
    4. How did you survive before and after the settlers arrived?
    5. How did each tribe interact with its neighboring tribes?
    6. How did each tribe react to the mountain men and the first settlers?
    7. Did their interaction with the settlers change over time?
            LINKS
                   Native Americans Sites
                        This excellent gateway to internet resources about Native Americans is maintained by
                        a librarian at the University of Pittsburgh.
                   National Museum of the American Indian
                        The Smithsonian Institution provides these virtual tours.
                   University of North Carolina at Pembroke - Museum of Native Americans
                        Research their history, music, art, and customs at this site.
                    Native Tech
                        Native American technology and art are the focus of this site.
                    
SETTLERS/PIONEERS - SANTA FE TRAIL (including the California Gold Rush.)   
You are to focus on the environment and the interaction between the settlers and the Spanish settlers.
    1. Why did you embark on the journey? 
    2. Trace your route on a map.  How long did the journey take?
    3. What were the roles of the women and children?
    4. Were there any minority groups represented in your group?
    5.  What did you take with you?  
    6. What did you leave behind?
    7. What were you three greatest challenges?  How did you overcome them?
    8. How did you treat the Spanish Settlers that were already in this area?
Some in your group should explore this time period from the viewpoint of the Spanish Settlers by answering the following questions.
    1. Why and how did you claim the land?
    2. Describe the culture of the Spanish settlers. 
    3. How did you interact with the Native Americans in the Southwest?
    4. What role did religion play as you settled in this area?
    5. How did you interact with the settlers?
    6. How did the opening of the Santa Fe Trail effect your life?
    7. What events lead to war over the territory?
    8. What events lead to the independence of "Tejas?"
NOTE: Your research should  make reference to: The Gadsden Purchase, Spanish Missionaries, The Santa Fe Trail     The Mexican-American War,  and the The Alamo.
        LINKS
            American Southwest
                The National Park Service gives this overview of Spanish settlers in the American Southwest.
            Portal to Texas History: Young Scholar's Page  The University of Houston provides this site that
                has numerous primary sources related to the history of Texas.
            
US CAVALRY
   1. What did you understand your role to be regarding the native Americans and the settlers?
    2. What did you do before joining the Army?
    3. What were your personal feeling regarding the Native Americans?
    4. What was life like in the US Army?
    5. Who were the Buffalo Soldiers?  Why were they important during the
            Westward Expansion?
        LINKS
           The International Museum of the Horse: The Buffalo Soldier
                This is part on the International Museum of the Horse.
            US Cavalry Organization
                Information, photographs, and links to additional information are provided here.
WASHINGTON D.C. - US GOVERNMENT - 1815 - 1860
You are to focus on the social environment in Washington D. C. along with the legislation that the government was enacting during this time period.  YOU SHOULD HAVE A DEBATE ABOUT EITHER THE HOMESTEAD ACT OF 1862 OR THE INDIAN REMOVAL ACT OF 1830.
   SOCIAL ENVIRONMENT QUESTIONS:
        1. What technology was available that made your daily life easier?
        2. What fashions were in style?
        3. Describe your home, food, family life and recreation.
   GOVERNMENT QUESTIONS:
        1. What was your overall policy regarding the Native Americans and their right to
            live in America within their cultural principles?
        2. What was the legal status of the Native American?
        3. Was any corruption associated with the US Government's relations with the
            Native Americans?
        4. What was the US Government's policy towards the Spanish people in the Southwest
            and California after the Mexican War?
 NOTE:  Your answers to these questions should include reference to how the following documents influenced
             what happened during the American Westward Expansion:

    LINKS
        America's Story: Westward Expansion and Reform
            The Library of Congress provides links to information about the social life and other aspects of daily life
             during this time period.
        Crucible of Empire - The Spanish-American War
            Public Broadcasting Service offers a timeline of the major events before, during, 
            and after the war; original 1890s sheet music, and photographs of the major figures involved.
        National Archive
            Several original documents with an explanation of the document are provided here.
        The American Presidency: A Glorious Burden - The Smithsonian Institute provides information about
             this time period and our Presidents and photos of artifacts.

RESOURCES
        GENERAL WESTWARD EXPANSION SITES
            Rosa's Westward Movement Pathfinder - Several sites are included here.
            West Web - The College of Staten Island provides this topically organized index of sites.
            Photos West Classics - Locate photographs of the area, the people and aspects of the daily life here.
            New Perspectives on the West - Find a timeline, famous people, events etc. at this site.
            American Memory - The Library of Congress has numerous collections of digitized information
                related to this project.  You may search the entire collection or go directly to one of the specific
                collections listed below.

        OREGON TRAIL 
               Oregon Trail: Trails West  Organized information about the trail from the University of Kansas
               The Oregon Trail Explore the links within this site.
               Northwest of the West: The Frontier Experience on the Northwest Coast -
                    The University of Washington Library provides this brief, illustrated overview of westward
                     expansion in the Pacific Northwest, including information on settlers and emigrants, the early
                     economy of the region, railroads, pioneer Ezra Meeker.          
        SANTA FE TRAIL
                Interactive Santa Fe Trail Homepage
                        The name says it all.   
                Santa Fe National Trail Website      
                        This information is provided by the National Parks Service.
             
        CALIFORNIA GOLD RUSH
            Westward by Sea: A Maritime Perspective on American Expansion 1820-1890
                Connecticut's Mystic Seaport Museum provides  a  look at the events, culture, beliefs, and
                 experiences associated with the settlement of California, Texas, and the Pacific Northwest.
            Gold Rush! California's Untold Stories
                This site presents a virtual tour of the Oakland Museum of California's Gold Rush exhibition.               
      In addition, there are many books in library media center.

CONCLUSION
        The presentations must include the following information on each group:
            1. The group’s culture as it related to its interaction with the other groups;
            2. The history of the group’s presence in the subject geographical  area(s)
            3. What did your group do to further/protect its interests in the relevant area(s).

Ideally, when your presentation is completed, the audience should not only know what it was like to be a member of your group, i.e. “a day in the life of…” presentation, but also understand/emphasize with the group’s attitude regarding the growth of America, and be able to critique your group’s course of conduct in reaction thereto.
       Additionally, your presentation must include demonstrative/tactile objects or artifacts which will, in your opinion, assist the audience to better understand an aspect of your group that you feel is important to your presentation.  While you may exercise some discretion in what you use as demonstrative objects, your presentation MUST include:
        - A map of the area relevant to your respective group;
        - An visual display relating to information you learned about your group; 
        - A written journal kept contemporaneously with the progress of your project.

ASSESSMENT
        Because of the depth and breadth of this project, the presentations will not be conducted until the second week of May  You will be given time in class to work on the project but YOU WILL ALSO HAVE TO WORK AT HOME.  I anticipate usually allowing you two (2) days each week to work on your project in class.  Please bear in mind however, that we do have a Spring break that will take away a significant portion of the time you can work on your project in class – in other words, DO NOT PUT OFF UNTIL TOMORROW WHAT YOU CAN ACCOMPLISH TODAY.  In any event, your groups will have to prepare for my review by the date indicated:
       April 6       A proposal setting out, in a brief outline format, what your group intends to present,
                            including the area of interaction applicable to your inquiry, the issues to be discussed,
                            the  medium you will be using, i.e. PowerPoint, tri-fold, static display, etc., and any special
                             needs you anticipate.  Once you have received approval for your proposal, you may proceed.

        April 19      Rough draft of all written material to be used in your  presentation and preliminary sketch
                            of your exhibit.

        April 26     Final copies of ALL written material to be used in presentation  including a WORKS
                             CITED OF ALL SOURCES.

        May 5        Schedule for completion of all visual and demonstrative pieces.

        May 10      Assembly of your exhibit and rehearsal of your presentation.

        May 11       Presentation to class, administration and student body. PARENT NIGHT
   
    RUBRIC ASSESSMENT   (to be added)

    CHERRY HILL STANDARDS - SOCIAL STUDIES
   6.1 Civics - The student will know, understand and appreciate the values and principles of American
         Democracy and the rights, responsibilities, and roles of a citizen in our democratic society.
            a. Analyze the effects of law on a society
            c. Recognize diverse values and principles that shaped American Society.
            d. Understand the role of citizenship and civic responsibility.
            e. Understand the changing role of government in foreign affairs.
   6.3  United States and New Jersey History - The student will demonstrate knowledge of United States
         and New Jersey history in order to understand life and events in the past and how they relate to the
         present and future.
            b. Understand the importance of the United States expansion and the characteristics of
                 political, economic, and social reform.
    6.4 Economics  - The student will acquire an understanding of key economic principles in relation to
         individuals, institutions, and government.
            a. Understand and explain economic principles.
            b. Understand and identify characteristics of traditional economic systems.
            c. Analyze the trade relationships and principles.
    6.5 - Geography - The student will apply knowledge of special relationships and other geographic skills
         to understand human behavior in relation to the physical and cultural environment.
            a. Interpret spatial relationships.
            c. Evaluate and predict how the interactions between humans and geography have positive and
                    negative consequences.
        CHERRY HILL STANDARDS - INFORMATION LITERACY
    1.32 - The student accesses information efficiently and effectively.
                m. Recognizes and explains the differences between accurate and inaccurate information.
                n. Formulates, adds and deletes questions as information needs change.
                o. Identifies and uses a variety of potential sources.
    1.33  - The student evaluates information critically and competently.
                e. Identifies inaccurate or misleading information
                g. Selects information appropriate to the problem or question.
    1.34 - The student uses information accurately and creatively.
                e. Integrates new information into one's own knowledge.
                h. Produces and communicates information and ideas in an appropriate format based on
                        the information itself, and the audience.
    
 

Updated January 22, 2010