TPS Lesson Plan
Title
Lesson 1: Literacy Design Collaborative (LDC): Westward Expansion
Overview
The lesson plans will have the students question the effects of westward expansion on white settlers
and American Indians. The following lesson plans are a chunk of learning rather than a chunk of time,
and as such, they will take multiple days to complete.
Objectives
After reading Stout-Hearted Seven. Orphaned on the Oregon Trail and watching the “In Pursuit
of a Dream” documentary, the students will create a Bio Cube for one of the children who traveled
the Oregon Trail. Using the Bio Cube, students will work in pairs to write an essay using Google
Drive comparing and contrasting the experiences of the characters from their Bio Cube.
Time Required
This lesson will take place in at least 5 class periods at 45 minutes for each section.
Recommended Grade Range
5th-6th grades
Subject / Sub-Subject
Social Studies: History (sub-subject: Geography) and Language Arts
Common Core Standards
Reading
R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences
from it: cite specific textual evidence when writing or speaking to support conclusions drawn from
the text.
R.CCR.2: Determine central ideas or themes of a text and analyze their development’ summarize
the key supporting details and ideas.
R.CCR.10: Read and comprehend complex literary and informational texts independently and
proficiently.
Writing
W.CCR.4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Language
L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.CCR.2: Demonstrate command of the conventions of the standard English capitalization,
punctuation, and spelling when writing.
L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
Speaking and Listening
SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Pennsylvania History
8.3.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and places critical to
United States history.
8.3.5.D: Examine patterns of conflict and cooperation among groups and organizations that
impacted the history and development of the United States. (Ethnicity and race, Working
conditions, Immigration, Military conflict, Economic stability)
Credits
April Weber
PREPARATION
Materials Used
Printer
Westward Expansion PowerPoint with Library of Congress images
Wagon Wheel graphic organizer
Covered Wagon essay cover page
Sticky Notes
Computer with Internet Access
Projector or SmartBoard
Stout-hearted Seven. Orphaned on the Oregon Trail by Neta Lohnes Frazer
Picture / Word book with Images from the Library of Congress
Essay Rubric
Resources Used
 The Stout-Hearted Seven. Orphaned on the Oregon Trail by Neta Lohnes Frazer
 The Tragic Tale of Narcissa Whitman and a Faithful History of the Oregon Trail by
Cheryl Harness.
 Attack in the Rye Grass by Dave and Neta Jackson
 The Nez Perce by Sharlene and Ted Nelson
 Marcus and Narcissa Whitman. Oregon Pioneers by Marian T. Place
 http://www.inpursuitofadream.org/
 http://www.loc.gov
 http://www.readwritethink.org/files/resources/interactives/cube_creator/
 List of Primary Source Images:
o American Progress. c.1873. Library of Congress.
http://memory.loc.gov/service/pnp/ppmsca/09800/09855v.jpg
o Camp Scene. Crossing the Plains. 1843-1849. Oregon Historical Society.
http://www.ci.tumwater.wa.us/researchOTpg6.htm
o A Family of Emigrants. 1891-1892. Solomon D. Butcher. Library of Congress
http://memory.loc.gov/cgibin/query/h?ammem/psbib:@field%28DOCID+@lit%28p13262%29%29
o A Pioneer Family. c.1870. Denver Public Library.
http://cdm15330.contentdm.oclc.org/cdm/ref/collection/p15330coll22/id/8659
o Wagon Train. c.1870—1880. Denver Public Library.
http://cdm15330.contentdm.oclc.org/cdm/ref/collection/p15330coll22/id/22732
o Wagon in Marsh. Unknown date. Oregon Trail Center.
http://www.oregontrailcenter.org/images/HiRes/Wagon-in-Marsh.jpg
o Death on the Trail. Unknown date. Oregon Trail Center.
http://www.oregontrailcenter.org/images/HiRes/death-on-the-trail030.jpg
o Cayuse Chiefs Tiloukaikt and Tomahas. 1847. Paul Kane. National Park Service.
http://www.historylink.org/index.cfm?DisplayPage=output.cfm&file_id=9401
o Whitman Mission. 1930. William Henry Jackson. Oregon Trail Museum at Scotts
Bluff National Monument. http://www.nps.gov/whmi/historyculture/mission-atwaiilatpu.htm
o Assassination of Marcus Whitman. 1937. Clifford Merrill Drury.
http://www.bluebook.state.or.us/cultural/history/history11.htm
o Cayuse Type. C.1910. Edward S. Curtis. Library of Congress.
http://www.loc.gov/pictures/item/97505226/
o Cayuse Girl with Her Proudly Decked Horse. Unknown date. First People.
http://www.firstpeople.us/american-indian/photographs/cayuse-girl-with-her-proudlydecked-horse.html
o Nez Perce Men. 1906. First People.
http://www.firstpeople.us/photographs2/Nez-Perce-Men-1906.html
o Nez Perce Indian Baby in Cradleboard. 1899. Edward S. Curtis.
http://www.old-picture.com/indians/Nez-Perce-Baby.htm
o Chief Joseph. Nez Perce. 1900. De Lancey Gill. Library of Congress.
http://www.loc.gov/pictures/resource/cph.3c32047/
o The Attack Upon the Train. c.1900-1920. Denver Public Library.
http://cdm15330.contentdm.oclc.org/cdm/ref/collection/p15330coll22/id/38252
Description of Procedure
Part One / Lesson One (45 minutes for parts 1 thru 4, parts 5 thru 6 will take a number of days to
finish the novel)
Investigating Question: What was it like to travel on the Oregon Trail?
1) Using the Oregon Trail PowerPoint, show Slide One, a picture of a moving van, and tell the
students they are to list the things they will need to pack when moving to Oregon. Project the
moving van image onto the board and have them place their sticky note packing lists on the board.
2) Show Slide 2 images of the moving boxes and van. Read the student lists aloud making a list on
the board with common items. (i.e. video games, clothes, computer, books, cell phone, etc.)
Tell the students everything their whole family needs to pack must fit in a trunk so they need to
create a new list with only 2 personal items. Go through the class list together circling items that
they do not need to include on their new list (i.e. clothes, food, dishes, etc.) Have the students
share their new lists aloud with the class.
o Connect - Students connect new insights to self or previous knowledge; gain
background and context; observe, experience
o Wonder - Students develop questions and create hypotheses or predictions
3) Go through the remaining slides on the Oregon Trail PowerPoint starting with Slide Three

Slide Three: What is the Oregon Trail? Allow for pair/share and get some
ideas from students during whole class discussion.
 Slide Four: Click an image to play the “Elbow Room” Schoolhouse Rock
video on YouTube.com
 Slide Five: Ask the students what they see in the picture. Click on the image
to connect to the Library of Congress image page. Zoom in on different
parts of the picture and ask students to write down some observations.
 Slide Six: Read the information provided.
o Connect - Students connect new insights to self or previous knowledge; gain
background and context; observe, experience
o Wonder - Students develop questions and create hypotheses or predictions
o Investigate - Find and evaluate information to answer questions; test hypotheses;
think about information to illuminate new questions and hypotheses
4) Ask the class what they think it was like to travel on the Oregon Trail? Allow for whole class
discussion.

Slide Seven: Show the Oregon Trail map and ask students the investigative
question: What did westward expansion mean for settlers? Have them think
about that question and what it was like to travel on the Oregon Trail as you
go through the remaining slides eight to thirteen. Click on the images on
slides 10 and 11 to zoom in and explore the images.
o Connect - Students connect new insights to self or previous knowledge; gain
background and context; observe, experience
o Wonder - Students develop questions and create hypotheses or predictions
o Investigate - Find and evaluate information to answer questions; test hypotheses;
think about information to illuminate new questions and hypotheses
5) Using the ELMO or Overhead Projector to share the text Orphaned on the Oregon Trail, the
teacher reads chapter one and chapter two and the students take notes on the items the Sagers
packed. Have students do a quick write comparing what they packed to what the Sagers packed.
Ask for some students to share with the class.
o Connect - Students connect new insights to self or previous knowledge; gain
background and context; observe, experience
o Wonder - Students develop questions and create hypotheses or predictions
o Investigate - Find and evaluate information to answer questions; test hypotheses;
think about information to illuminate new questions and hypotheses
6) Using the ELMO or Overhead Projector to share the text, the teacher reads chapter three to
chapter eight (spread out over a number of days) having the students take notes on some of the
experiences/hardships the wagon train encounters on their journey. Stop for read aloud discussion
at the end of each chapter or as needed.
o Connect - Students connect new insights to self or previous knowledge; gain
background and context; observe, experience
o Wonder - Students develop questions and create hypotheses or predictions
o Investigate - Find and evaluate information to answer questions; test hypotheses;
think about information to illuminate new questions and hypotheses
Part Two / Lesson One (45 minutes for parts 1 and 2—the amount of time on the remainder of the
lesson will depend on the time needed for students to work on writing rough drafts and finishing
their essays)
1) The students will watch the documentary “In Pursuit of a Dream” and take notes on some of
the experiences/hardships the wagon train encounters on their journey.
o Connect - Students connect new insights to self or previous knowledge; gain
background and context; observe, experience
o Wonder - Students develop questions and create hypotheses or predictions
2) The students will create a Picture / Word book using Library of Congress teacher provided
primary source images from the PowerPoint and will write the definitions in their own words
connecting the vocabulary to the text or documentary.
o Connect - Students connect new insights to self or previous knowledge; gain
background and context; observe, experience
o Wonder - Students develop questions and create hypotheses or predictions
3) The students will use the Bio Cube Creator Planning Guide to draft important information
based on a character from the text and/or documentary. Students will take the information from
their Bio Cube Planning Guide and input the data in the online Bio Cube Creator.
http://www.readwritethink.org/files/resources/interactives/cube_creator/
o Investigate - Find and evaluate information to answer questions; test hypotheses;
think about information to illuminate new questions and hypotheses
o Construct - Construct new understandings connected to previous knowledge; draw
conclusions about questions and hypotheses
4) In teacher-selected pairs based on Bio Cube characters, the students will take the information
on their Bio Cubes and create a graphic organizer comparing and contrasting their characters. The
students will work in pairs to take the information from their graphic organizer and use Google
Drive to co-write an essay comparing and contrasting the experience of their characters traveling
the Oregon Trail.
o Investigate - Find and evaluate information to answer questions; test hypotheses;
think about information to illuminate new questions and hypotheses
o Construct - Construct new understandings connected to previous knowledge; draw
conclusions about questions and hypotheses
o Express - Apply understandings to a new context, new situation; express new ideas
to share learning with others
o Reflect - Reflect on own learning; ask new questions
Extensions
Oregon Trail Game by The Learning Company (The teacher will set limitations (i.e.: occupation,
month to leave on journey, etc.) and the students will report back on whether they were able to
make the journey. The teacher may want to display a graph showing how many students make it to
Oregon).
Evaluation
Informal Assessment:
 Pair/Share Discussion
 Whole Group Discussion
 Quick Writes
Formal Assessment:
 Graphic Organizers
 Bio Cube
 Essay
Lesson 2: Teaching with Primary Sources (TPS): Westward Expansion
Overview
The lesson plans will have the students question the effects of westward expansion on white settlers
and American Indians*. (This lesson should be used after the Literacy Design Collaborative lesson
topic about traveling on the Oregon Trail as it is a continuation of the book Stout-hearted Seven.
Orphaned on the Oregon Trail. Please see the attached document for the Literacy Design
Collaborative lesson). The following lesson plans are a chunk of learning rather than a chunk of
time, and as such, they will take multiple days to complete.
Objectives
1. The students will create a cause and effect wagon wheel graphic organizer listing at least 3 ways
westward expansion affected the lives of American settlers and 3 ways westward expansion
affected lives of American Indians.
2. The students will write an essay about westward expansion using the information from the
cause and effect graphic organizer.
Time Required
This lesson will take place in at least 5 class periods at 45 minutes for each section.
Recommended Grade Range
5th-6th grades
Subject / Sub-Subject
Social Studies: History (sub-subject: Geography) and Language Arts
Common Core Standards
1.1 Foundational Skill: Students gain a working knowledge of concepts of print, alphabetic
principle, and other basic conventions
CC.1.1.5.E
Read with accuracy and fluency to support comprehension.
• Read on‐level text with purpose and understanding.
• Read on‐level text orally with accuracy, appropriate rate, and expression on
successive readings.
• Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
1.2 Reading Informational Text: Students read, understand, and respond to informational text—
with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas
and between texts with a focus on textual evidence.
CC.1.2.5.C
Explain the relationships or interactions between two or more individuals, events,
ideas, or concepts in a text based on specific information in the text.
CC.1.2.5.D
Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
CC.1.2.5.E
Use text structure, in and among texts, to interpret information (e.g., chronology,
comparison, cause/effect, problem/solution).
Pennsylvania Standards
8.3: United States History
8.3.5.A: Compare and contrast common characteristics of the social, political, cultural and
economic groups in United States history.
8.3.5.D: Examine patterns of conflict and cooperation among groups and organizations
that impacted the history and development of the United States.





Ethnicity and race
Working conditions
Immigration
Military conflict
Economic stability
7.1: Basic Geographic Literacy
7.1.5.B: Describe and locate places and regions as defined by physical and human features.
7.3: Human Characteristics of Humans and Places
7.3.5.A: Identify the human characteristics of places and regions using the following
criteria:





Population
Culture
Settlement
Economic activities
Political activities
Credits
April Weber
PREPARATION
Materials Used
Oregon/Washington/Idaho tribal lands maps (pre-settlers)
Oregon/Washington/Idaho tribal lands maps (post-settlers)
Westward Expansion PowerPoint with Library of Congress images
Wagon Wheel graphic organizer
Covered Wagon essay cover page
Sticky Notes
Name Labels
Computer
Projector or SmartBoard
Primary Source selections
Historical Novel example books
Stout-hearted Seven. Orphaned on the Oregon Trail by Neta Lohnes Frazer
The Nez Perce by Sharlene and Ted Nelson (page 4 map and pages 18-23)
Resources Used
 Stout-hearted Seven. Orphaned on the Oregon Trail by Neta Lohnes Frazer
 The Nez Perce by Sharlene and Ted Nelson
 Indian America. A Geography of North American Indians. By Marian Wallace Ney
 Primary Sources:
o Alexander, Carmela and Ruth Kirk. Quoted in. Exploring Washington’s Past. Seattle,
Washington: University of Washington Press. (2003).
http://www.historylink.org/index.cfm?DisplayPage=output.cfm&File_Id=5192
o Chief Joseph. Surrender Speech. Georgia State University. October 5, 1877.
http://www2.gsu.edu/~eslmlm/chiefjoseph.html
o Pringle, Catherine Sager. Across the Plains in 1844. Public Broadcast System. c.1860.
http://www.pbs.org/weta/thewest/resources/archives/two/sager1.htm
o Spalding, Henry H. Mrs. Whitman’s Letters. Library of Congress. 1843-1847.
http://lccn.loc.gov/07037068
o Whitman, Marcus. Mrs. Whitman’s Letters. Library of Congress. 1843-1847.
http://lccn.loc.gov/07037068
o Whitman, Narcissa. Mrs. Whitman’s Letters. Library of Congress. 1843-1847.
http://lccn.loc.gov/07037068
 Historical Novels:
o Frazier, Neta Lohnes. The Stout-Hearted Seven. Orphaned on the Oregon Trail.
New York: Sterling Publishing Co., Inc. 2006.
o Harness, Cheryl. The Tragic Tale of Narcissa Whitman and a Faithful History of
the Oregon Trail. Washington, D.C., National Geographic Society. 2006.
o Jackson, Dave and Neta. Attack in the Rye Grass. Minneapolis, Minnesota:
Bethany House Publishers. 1994.
o Nelson, Sharlene and Ted. The Nez Perce. New York: Scholastic, Inc. 2003.
o Place, Marian T. Marcus and Narcissa Whitman. Oregon Pioneers. Champaign,
Illinois: Garrard Publishing Company. 1967.
 http://loc.gov
 Oregon Trail Game by The Learning Company
 http://nmai.si.edu

List of Primary Source Images:
o American Progress. c.1873. Library of Congress.
http://memory.loc.gov/service/pnp/ppmsca/09800/09855v.jpg
o Camp Scene. Crossing the Plains. 1843-1849. Oregon Historical Society.
http://www.ci.tumwater.wa.us/researchOTpg6.htm
o A Family of Emigrants. 1891-1892. Solomon D. Butcher. Library of Congress
http://memory.loc.gov/cgibin/query/h?ammem/psbib:@field%28DOCID+@lit%28p13262%29%29
o A Pioneer Family. c.1870. Denver Public Library.
http://cdm15330.contentdm.oclc.org/cdm/ref/collection/p15330coll22/id/8659
o Wagon Train. c.1870—1880. Denver Public Library.
http://cdm15330.contentdm.oclc.org/cdm/ref/collection/p15330coll22/id/22732
o Wagon in Marsh. Unknown date. Oregon Trail Center.
http://www.oregontrailcenter.org/images/HiRes/Wagon-in-Marsh.jpg
o Death on the Trail. Unknown date. Oregon Trail Center.
http://www.oregontrailcenter.org/images/HiRes/death-on-the-trail030.jpg
o Cayuse Chiefs Tiloukaikt and Tomahas. 1847. Paul Kane. National Park Service.
http://www.historylink.org/index.cfm?DisplayPage=output.cfm&file_id=9401
o Whitman Mission. 1930. William Henry Jackson. Oregon Trail Museum at Scotts
Bluff National Monument. http://www.nps.gov/whmi/historyculture/mission-atwaiilatpu.htm
o Assassination of Marcus Whitman. 1937. Clifford Merrill Drury.
http://www.bluebook.state.or.us/cultural/history/history11.htm
o Cayuse Type. C.1910. Edward S. Curtis. Library of Congress.
http://www.loc.gov/pictures/item/97505226/
o Cayuse Girl with Her Proudly Decked Horse. Unknown date. First People.
http://www.firstpeople.us/american-indian/photographs/cayuse-girl-with-her-proudlydecked-horse.html
o Nez Perce Men. 1906. First People.
http://www.firstpeople.us/photographs2/Nez-Perce-Men-1906.html
o Nez Perce Indian Baby in Cradleboard. 1899. Edward S. Curtis.
http://www.old-picture.com/indians/Nez-Perce-Baby.htm
o Chief Joseph. Nez Perce. 1900. De Lancey Gill. Library of Congress.
http://www.loc.gov/pictures/resource/cph.3c32047/
o The Attack Upon the Train. c.1900-1920. Denver Public Library.
http://cdm15330.contentdm.oclc.org/cdm/ref/collection/p15330coll22/id/38252
Description of Procedure
The procedure includes two large lessons in the unit that will be completed on multiple days. Each
lesson is 45 minutes.
Part One (at least 2 days—45 minutes each day):
Part One/Day One (45 minutes)
1) Investigative Question: What did westward expansion mean for settlers?
o Connect - Students connect new insights to self or previous knowledge; gain
background and context; observe, experience
o Wonder - Students develop questions and create hypotheses or predictions
o Investigate - Find and evaluate information to answer questions; test hypotheses;
think about information to illuminate new questions and hypotheses
2) Revisit the Oregon Trail PowerPoint Slides. Go through slides 1-13 and in a whole class
discussion the students will share what has happened so far in the book Stout-hearted Seven.
Orphaned on the Oregon Trail by Neta Lohnes Frazer. (Reminder: complete the Literary Design
Collaborative lesson about traveling on the Oregon Trail that covers the first half of the book prior
to this lesson).
3) Distribute copies of the excerpt from Catherine Sager’s recollections of traveling the Oregon
Trail. Explain to the students that the book Stout-hearted Seven. Orphaned on the Oregon Trail is
a historical novel as it is based on real-life recollections of Catherine Sager. Have the students read
Sager’s recollections underlining information they recall hearing so far in the book. On the board
or chart paper, list the similarities found by the students between the book and Sager’s
recollections.
o Wonder - Students develop questions and create hypotheses or predictions
o Investigate - Find and evaluate information to answer questions; test hypotheses;
think about information to illuminate new questions and hypotheses
o Construct - Construct new understandings connected to previous knowledge; draw
conclusions about questions and hypotheses
Part One/Day Two (45 minutes for part 4, part 5 will take a number of days to finish the novel)
4) Distribute the copies of the following primary source selections: Henry H. Spalding and
Narcissa and Marcus Whitman. Ask the students if they know what the difference is between what
the distributed copies they are reading and the book the teacher is reading. Allow for discussion.
Ask the students to pair/share what they think a primary source is. Allow for discussion. Explain
to the students that a primary source is something that is written at the time of an event as it
occurred by someone who was there and many historical books use these sources to write novels.
Allow the students to look through some other historical novels and books based on the Sager
family and other travelers on the Oregon Trail. Some titles may include the following:
 Harness, Cheryl. The Tragic Tale of Narcissa Whitman and a Faithful History of the
Oregon Trail. Washington, D.C., National Geographic Society. 2006.

Jackson, Dave and Neta. Attack in the Rye Grass. Minneapolis, Minnesota: Bethany
House Publishers. 1994.

Nelson, Sharlene and Ted. The Nez Perce. New York: Scholastic, Inc. 2003.

Place, Marian T. Marcus and Narcissa Whitman. Oregon Pioneers. Champaign, Illinois:
Garrard Publishing Company. 1967.
o Construct - Construct new understandings connected to previous knowledge; draw
conclusions about questions and hypotheses
5) Have the students read the primary source selections written by Henry H. Spalding and
Narcissa and Marcus Whitman. As the teacher continues reading the book they will reference the
primary sources for story accuracy. Students will highlight information on their primary source
handouts as they listen to the remaining chapters in Stout-hearted Seven. Orphaned on the
Oregon Trail. (Note: completion of the novel will take a varying number of days depending on the
amount of discussion). Allow for discussion throughout the remaining chapters when students hear
something that is similar or different from the primary sources compared to information in the
book. At the end of each chapter the students will add similarities and differences between the
sources and the book on their individually made T-charts. Using the information on their T-charts
the students will add to their wagon wheel graphic organizers 3 effects westward expansion had on
settlers.
o Express - Apply understandings to a new context, new situation; express new ideas
to share learning with others
o Reflect - Reflect on own learning; ask new questions
Part Two
Part Two/Day One (45 minutes):
Investigative Question: What did westward expansion mean for American Indians?
1) Show slide 14. Ask a few students to describe what they see in the image. Zoom in on the
American Indians. Reread the italicized passage from the primary sources that says: The Indians
have in no case obeyed the command to multiply and replenish the earth, and they cannot stand in
the way of others in doing so…. Ask the students if they think this statement is true or false. Allow
for discussion. Ask the students what they think of when they hear the word “reservation.” Have
the students pair/share then ask for volunteers to give their answers.
o Connect - Students connect new insights to self or previous knowledge; gain
background and context; observe, experience
2) Have all the students in the classroom stand up. Give the students name labels with tribe names
(Cayuase, Nez Perce, Spokan, Walla Walla, Umatilla, Yakima, Colville). Have them spread out
throughout the classroom. Hand them different colored notecards labeled: measles, starvation, and
war. Name each color and have the students holding the corresponding card sit down. Move the
rest of the students to a corner of the room that is roped off (or marked as separate from the
classroom). Tell them that is where they will have to stay for the rest of the class. Turn to the
students seated and ask them why they are sitting at their desks and not standing with the rest of the
class. (i.e.: deceased). Allow for responses. Ask the standing students how they felt to be cornered.
Allow for responses. Have all the students return to their desks.
o Wonder - Students develop questions and create hypotheses or predictions
o Investigate - Find and evaluate information to answer questions; test hypotheses;
think about information to illuminate new questions and hypotheses
3) Revisit the idea of the word reservation. Show the Washington/Oregon/Idaho map with the
tribe names listed to the students. Ask them what they notice about the map (e.g.: some are the
same names on the labels they were given, the tribes are found throughout the states). Have them
do a quick write and allow for whole class discussion. Next show the Washington/Oregon/Idaho
reservations map. Ask the students what they notice when comparing the two maps (e.g.:
American Indians are only found in small areas of the map). Have them do a quick write and allow
for whole class discussion. Reread the italicized passage from the primary source selection that
says: Although the Indians have made and are making rapid advance in religious knowledge and
civilization, yet it cannot be hoped that time will be allowed to mature either the work of
Christianization or civilization before the white settlers will demand the soil and seek the removal
of both the Indians and the Mission….. Ask the students if Marcus Whitman’s prediction was
accurate. Allow for discussion.
o Construct - Construct new understandings connected to previous knowledge; draw
conclusions about questions and hypotheses
o Wonder - Students develop questions and create hypotheses or predictions
o Investigate - Find and evaluate information to answer questions; test hypotheses;
think about information to illuminate new questions and hypotheses
Part Two/Day Two (45 minutes)
4) Show slide 15 and ask the students what involvement did the chiefs have with the Whitman
Massacre? Allow for discussion. Show slide 16. Ask the students how the chiefs were similar and
different to other members of the Cayuse tribe. Allow for discussion. Remind students that Stouthearted Seven. Orphaned on the Oregon Trail talked about different American Indians in the
region. Show slides 17, 18 and 19. Distribute the selection from the book The Nez Perce by
Sharlene and Ted Nelson. Have the students read the handout about the Nez Perce underlining
information they find important. Have the students write down at least three important pieces of
information and allow for small group discussion of what they listed as important. Remind the
students of the primary sources they read from Henry H. Spalding and Marcus and Narcissa
Whitman. Have the students read the primary source selections from the Cayuse and Chief
Joseph. Show slide 20 and ask the students what effect westward expansion had on the American
Indians.
o Construct - Construct new understandings connected to previous knowledge; draw
conclusions about questions and hypotheses
o Wonder - Students develop questions and create hypotheses or predictions
o Investigate - Find and evaluate information to answer questions; test hypotheses;
think about information to illuminate new questions and hypotheses
5) The students will add to their wagon wheel graphic organizer at least 3 effects westward
expansion had on American Indians.
o Construct - Construct new understandings connected to previous knowledge; draw
conclusions about questions and hypotheses
o Express - Apply understandings to a new context, new situation; express new ideas
to share learning with others
o Reflect - Reflect on own learning; ask new questions
Part Two/Day Three (45 minutes—the amount of time on the remainder of the lesson will depend
on the time needed for students to work on writing rough drafts and finishing their essays):
1) Using the information on the graphic organizer the students will write an essay that includes 3
ways westward expansion affected settlers and 3 ways westward expansion affected American
Indians. The final essay will have an introduction on westward expansion, a paragraph about
westward expansion and the effects on settlers, a paragraph about westward expansion and the
effects on American Indians and a concluding paragraph comparing the experiences of the two
groups.
o Construct - Construct new understandings connected to previous knowledge; draw
conclusions about questions and hypotheses
o Express - Apply understandings to a new context, new situation; express new ideas
to share learning with others
o Reflect - Reflect on own learning; ask new questions
2) Finish essays
*This lesson refers to the individual tribal names when possible and collectively refers to the
Native people as “American Indian” in accordance with the explanation from the National
Museum of the American Indian: “…whenever possible, Native people prefer to be called by their
specific tribal name. In the United States, Native American has been widely used but is falling out
of favor with some groups, and the terms American Indian or indigenous American are preferred
by many Native people.” http://nmai.si.edu
Extensions
Oregon Trail Game by The Learning Company (The teacher will set limitations (i.e.: occupation,
month to leave on journey, etc.) and the students will report back on whether they were able to
make the journey. The teacher may want to display a graph showing how many students make it to
Oregon).
Evaluation
Informal Assessment:
 Pair/Share Discussion
 Whole Group Discussion
 Quick Writes
Formal Assessment:
 Graphic Organizers
 Essay
Westward Expansion Essay
Student Name:
CATEGORY
________________________________________
4
3
2
1
Quality of
Information
Information
clearly relates to
the main topic. It
includes 3 or
more supporting
details and/or
examples for
each section.
Information
clearly relates to
the main topic. It
provides 2
supporting details
and/or examples
for each section.
Information
clearly relates to
the main topic.
No details and/or
examples are
given.
Information has
little or nothing to
do with the main
topic.
Mechanics
No grammatical,
spelling or
punctuation
errors.
Almost no
grammatical,
spelling or
punctuation
errors
A few
grammatical
spelling, or
punctuation
errors.
Many
grammatical,
spelling, or
punctuation
errors.
Graphic
Organizer
Graphic
organizer or
outline has been
completed and
shows clear,
logical
relationships
between all topics
and subtopics.
Graphic
organizer or
outline has been
completed and
shows clear,
logical
relationships
between most
topics and
subtopics.
Graphic
organizer or
outline has been
started and
includes some
topics and
subtopics.
Graphic
organizer or
outline has not
been attempted.
Primary Source Selections
Westward Expansion
May 16, 1844
It gives me much pleasure to be back again and quietly at work again for the Indians. It does not
concern me so much what is to become of any particular set of Indians, as to give them the offer of
salvation through the gospel and the opportunity of civilization, and then I am content to do good
to all men as "I have opportunity." I have no doubt our greatest work is to be to aid the white
settlement of this country and help to found its religious institutions…. Although the Indians have
made and are making rapid advance in religious knowledge and civilization, yet it cannot be hoped
that time will be allowed to mature either the work of Christianization or civilization before the
white settlers will demand the soil and seek the removal of both the Indians and the Mission…..
The Indians have in no case obeyed the command to multiply and replenish the earth, and they
cannot stand in the way of others in doing so…. In order for this to its proper extent in regard to
the Indians, it is necessary that they seek to preserve their rights by peaceable means only. Any
violation of this rule will be visited with only evil results to themselves. The Indians are anxious
about the consequence of settlers among them, but I hope there will be no acts of violence on
either hand…..
Your affectionate son,
Marcus Whitman.
August 23 between 1843 and 1847
My Dear Parents—
The poor Indians are amazed at the overwhelming numbers of Americans coming into the
country. They seem not to know what to make of it....
We wish to employ a teacher for the winter. If J. and E. do not come, we must look out for
someone among the immigrants. We should prefer an accomplished young lady from the Eastern
States, if such could be found to teach the children of our families. Young ladies arc greatly needed
in this country as teachers—also female help of all kinds. Many more men than women come into
the country. Almost every body has been sick in the Western States which is said to be the cause of
so large influx this way….
Husband is wearing out fast; his heart and hands are so full all the time, that his brethren feel
solicitous about him, but cannot help him; his benevolence is unbounded, and he often goes to the
extent of his ability, and often beyond, in doing good to the Indians and white men….
From your ever affectionate daughter,
NARCISSA
Primary Source Selections
Westward Expansion
April 6, 1848
For some time previous to the massacre, the measles, followed by the dysentery, had been raging
in the country. The families at Waiilatpu [The Whitman Mission] had been great sufferers. I
arrived at Waiilatpu [The Whitman Mission] the 22nd of November; eight days before the
dreadful deed. All the doctor's family had been sick, but were recovering; three of the children
were yet dangerously sick; besides Mr. Osborn, with his sick family, were in the same house. Mrs.
Osborn and three children were dangerous; one of their children died during the week. A young
man, Mr. Bewley, was also very sick. The doctor's hands were more than full among the Indians;
three and sometimes five died in a day. Dear sister Whitman seemed ready to sink under the
immense weight of labor and care. But like an angel of mercy, she continued to administer with
her ever-ready hand to the wants of all.
H.H. Spalding
Across the Plains
Catherine Sager
c. 1860
We waited several days at the Missouri River. Many friends came that far to see the emigrants start
on their long journey, and there was much sadness at the parting, and a sorrowful company
crossed the Missouri that bright spring morning. The motion of the wagon made us all sick, and it
was weeks before we got used to the seasick motion. Rain came down and required us to tie down
the wagon covers, and so increased our sickness by confining the air we breathed.
Soon everything went smooth and our train made steady headway. The weather was fine and we
enjoyed the journey pleasantly. There were several musical instruments among the emigrants, and
these sounded clearly on the evening air when camp was made and merry talk and laughter
resounded from almost every camp-fire.
August 1st we nooned in a beautiful grove on the north side of the Platte. We had by this time got
used to climbing in and out of the wagon when in motion. When performing this feat that
afternoon my dress caught on an axle helve and I was thrown under the wagon wheel, which
passed over and badly crushed my limb before father could stop the team. He picked me up and
saw the extent of the injury when the injured limb hung dangling in the air.
In a broken voice he exclaimed: "My dear child, your leg is broken all to pieces!" The news soon
spread along the train and a halt was called. A surgeon was found and the limb set; then we pushed
on the same night to Laramie, where we arrived soon after dark. This accident confined me to the
wagon the remainder of the long journey.
Mother planned to get to Whitman's and winter there, but she was rapidly failing under her
sorrows. The nights and mornings were very cold, and she took cold from the exposure
unavoidably. With camp fever and a sore mouth, she fought bravely against fate for the sake of her
children, but she was taken delirious soon after reaching Fort Bridger, and was bed-fast. Travelling
in this condition over a road clouded with dust, she suffered intensely. She talked of her husband,
addressing him as though present, beseeching him in piteous tones to relieve her sufferings, until at
last she became unconscious. Her babe was cared for by the women of the train. Those kindhearted women would also come in at night and wash the dust from the mother's face and
otherwise make her comfortable. We travelled a rough road the day she died, and she moaned
fearfully all the time. At night one of the women came in as usual, but she made no reply to
questions, so she thought her asleep, and washed her face, then took her hand and discovered the
pulse was nearly gone. She lived but a few moments, and her last words were," Oh, Henry! If you
only knew how we have suffered." The tent was set up, the corpse laid out, and next morning we
took the last look at our mother's face. The grave was near the road; willow brush was laid in the
bottom and covered the body, the earth filled in -- then the train moved on.
American Indian Primary Sources Selection
Westward Expansion
Ruth Kirk and Carmela Alexander write in Exploring Washington's Past that it was common
practice throughout the Columbia Plateau to kill a person believed to be misusing his or her spirit
power. In the early 1890s a Nez Perce whose brother lived at Waiilatpu at the time of the massacre
told photographer Edward Curtis:
"[A man] was crying because his wife had died of the sickness: she had taken some of the Doctor's
medicine, and spots came out on her face .... One of the Indians made himself sick in order to test
the Doctor, saying that if the Doctor's medicine killed him they would know he was the cause of
the deaths of the others.
"He took the medicine and died. Then the headmen met in council and made an agreement that
the Doctor should be killed because two hundred of the people had died after taking his medicine"
(Kirk and Alexander).
Source: http://www.historylink.org/index.cfm?DisplayPage=output.cfm&File_Id=5192
I am tired of fighting. Our chiefs are killed. Looking Glass is dead. Toohulhulsote is
dead. The old men are all dead. It is the young men who say yes or no. He who led the young
men is dead.
It is cold and we have no blankets. The little children are freezing to death. My people, some
of them, have run away to the hills and have no blankets, no food. No one knows where they are-perhaps freezing to death. I want to have time to look for my children and see how many I can
find. Maybe I shall find them among the dead.
Hear me, my chiefs. I am tired. My heart is sick and sad. From where the sun now stands, I
will fight no more forever.
--Surrender Speech by Chief Joseph of the Nez Perce
Source: http://www2.gsu.edu/~eslmlm/chiefjoseph.html