Envisioning the Frontier: America during Westward Expansion
Chris Moy
Fall 2014
CIEP 475 Workshop – Teaching with Primary Sources Course
Background
Investigating the regions of the United States is one component of the fourth grade social studies
curriculum in Chicago. This unit will serve as a thematic introduction to the regions west of the
Mississippi River. By studying various representations of the frontier, students will gain a basic
foundational understanding of how Westward Expansion affected the development of the United
States. The first lesson utilizes a historical song to explore the motivations for why pioneers were
interested in moving west. Lesson two will develop student understanding of the geographic
implications of Westward Expansion, as students will study maps that reflect the growth of the
United States during the 19th Century. The final lesson will prompt students to analyze popularized
representations of the frontier, and to explore how idealized images framed public perceptions of this
historical period.
The learning activities in this unit are designed to meet the instructional needs of fourth grade
elementary students. This unit will be implemented in a general education classroom that includes
special education students and English Learners. The accompanying materials are intended to
scaffold understanding by using a variety of supports that strengthen the literary and analytical
abilities of students.
Table of Contents
Lesson One: Pioneer Motivations for Moving to the Frontier……………………………………….3
Lesson Two: Mapping America's Growth………………………………………………………….15
Lesson Three: Portrayals of the Frontier…………………………………………………...............29
2
Lesson Plan One
1. Pioneer Motivations for Moving to the Frontier
2. Overview
Students will develop a basic historical understanding of America’s Westward Expansion. This lesson
follows units that have covered the development of the nation’s northeast and southeast regions. Students
will explore the nation’s growth west of the Mississippi River by discovering why people chose to move to
the frontier.
Unit essential question: How did Westward Expansion change America?
Lesson essential question: Why did people want to move to the nation’s frontier?
3. Objectives
Students will analyze song lyrics that highlight the motivations of people participating in Westward
Expansion. They will draw conclusions regarding why people chose to move to the frontier.
4. Standards (State and Common Core)
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
5. Time Required
This lesson is estimated to require a one hour period.
6. Recommended Grade Range
This lesson will be used with a fourth grade, general education class. It can be adapted to suit the learning
objectives of students in grades 3 – 5.
7. Subject/Topic
The primary subject area for this lesson is social studies. Subtopics in student literacy development will also
be addressed.
PREPARATION
8. Materials Used
For students:
- Organizer A: Word bank and organizer for understanding song lyrics
- Organizer B1: Observe-Reflect-Learn (ORL) organizer for analyzing song lyrics
For teachers:
- Chart paper or interactive white board to record student ideas
- Transparency of organizers A and B or document camera to project organizers during class discussion
9. Resources Used
The following primary source is used in this lesson:
Title: I will go west!
URL: http://www.loc.gov/item/sm1875.10352/
Author/Creator: Barrett, J. P.
Date: 1875
1
Adapted from the Library of Congress Teacher’s Guide – Analyzing Sheet Music and Song Sheets
3
The following primary source is used as an extension activity:
Title: Land of the West
URL: http://www.loc.gov/item/amss001739/
Author/Creator: H. De Marsan, Publisher
Date: Unknown
PROCEDURE
10. Description of Procedure
A.) The teacher will review with students how we have explored American regions east of the
Mississippi River. Students will be told that the class will now begin learning about how the nation
settled the West through Westward Expansion. To make a connection to the lives of students, the
following question will be asked: Think of a time when your family moved. Why did your family want
to move? What was motivating your family to make a change? (3 minutes)
B.) With their assigned neighbor, students will discuss the question. Following the paired discussion, the
teacher will ask several students to share their answers aloud. After students have shared, the teacher
should emphasize that relocations often occur to pursue improvements in lifestyle. (7 minutes)
C.) The teacher will inform students that during this period in American history, many families were
seeking to change their circumstances by moving to the nation’s frontier. At this time, students should be
provided with a copy of primary source A.1, along with organizer A. The class will then engage in a
shared reading of the first stanza of the song that appears in primary source A.1. On the organizer, the
teacher will underline key words and phrases in the text, such as “times are tough,” “expenses are
alarming,” “West,” “best,” and “farming.” Perform a think-aloud for students about how these words tell
the audience that the author was experiencing a difficult life and wanted to move west for greater
opportunity. (5 minutes)
D.) <Optional Step> This song includes words that may be unfamiliar to fourth grade students. To
facilitate student understanding, review the vocabulary words provided in organizer A’s word bank. The
teacher may provide students with the definitions, or students can define the words themselves using a
dictionary. (Time will vary based on instructional delivery option.)
E.) Have the class engage in a shared reading of the second stanza of the song. Inform students that they
will interpret the lyrics with their partner. Remind students to underline key words in the stanza, and to
think about what they might mean. As students are discussing the stanza with their partner, the teacher
will circulate around the room to monitor student progress. (7 minutes)
F.) Review student work by having partners share what they wrote with the class. (3 minutes)
G.) Have students analyze stanzas 3, 7, 8, and 9. The teacher should work closely with any students that
may need additional support. If students finish early, they can analyze the remaining stanzas with their
partner. (15 minutes)
H.) Students will share with the class the analysis they conducted with their partner. The teacher will
record student ideas on a class organizer. (5 minutes)
I.) Now that students have analyzed the song lyrics, have them complete organizer B. If students have
not had much experience with primary sources, perform a think aloud for how to complete each section.
(10 minutes)
J.) Conclude by collecting student work and informing them that the next lesson will address how
Westward Expansion changed the geography of the nation.
11. Extension Ideas
1.) Have students conduct analysis for the remaining stanzas (4, 5, and 6) of the song.
2.) Have students respond to the following question: Why did some Americans want to move west?
Analyze their motivations for becoming pioneers.
4
3.) Have students analyze primary source A.2 which features another song, “Land of the West.” Prompt
students to compare and contrast these two musical selections.
EVALUATION
12. Evaluation
Students will complete organizer A and B. Student work will be assessed using the following scale:
4
Student completes all sections.
Student references details from the primary source.
Student makes at least four inferences about the primary source.
3
Student completes all sections.
Student references some details from the primary source.
Student makes three inferences about the primary source.
2
Student completes most sections.
Student references few details from the primary source.
Student makes two inferences about the primary source.
1
Student attempts to complete most sections.
Student work lacks details from the primary source.
Student makes one inference about the primary source.
0
Student makes an insufficient attempt to complete the lesson objectives.
CREDITS
13. Designer
Chris Moy
5
Primary Source A.1
6
Organizer A
Name______________________
Date_____________________
Here are some words that you may not know. Complete the following chart to help you learn
them.
Word
Word Meaning
Illustration
Gruel
Cruel
Strife
Replete
Hinders
7
Use the following guide to help you understand the lyrics of the song. Look for key words that
reveal the song’s message.
Lyrics
“I will go West!”
Barrett, J.P. and Butler, J.A.
1875
Interpretation of Lyrics
What is the song trying to tell the audience?
What message is the writer providing you?
What images does the writer use to show you
what life was like?
Stanza 1
Oh! Times are tough, amazing rough,
Expenses are alarming,
I will go West, it’s far the best,
Try my luck at farming.
Stanza 2
For the idea, of staying here
To just earn your gruel,
Makes me feel sad and sometimes mad
‘Tis so awful cruel.
Stanza 3
Goods are so high, I heave a sigh,
At the cost of living,
My loving wife, she sees the strife
And has a spell of crying.
Stanza 4
Now there’s my boys, my chiefest joys,
To have them in the City,
Amid the harm, gives me alarm
And I ache with pity.
8
Stanza 5
And there’s my girls, with auburn curls
May be slaves to fashion,
And lay such stress, on how to dress,
Becomes a ruling passion.
Stanza 6
Now it’s no use, I’ve stood abuse
I’ll take all with dear Mary,
Settle down in a country town,
Farm it on a prarie [sic].
Stanza 7
My barns replete with corn and wheat,
Lots of milk and butter,
T’would be a shame, to here complain
Or a murmer [sic] utter.
Stanza 8
Now we’ll start with cheerful heart
Nor fear our journey hinders,
For we don’t care, a single hair
For smoke or flying cinders
Stanza 9
On end of car, we’ll shout hurrah,
Farewell, friend and neighbor,
We’re going where there’s bread to spare
Easy time of labor.
9
Organizer B
Observe – Reflect – Learn
Name________________________
Date______________________
Answer the following questions to analyze the primary source. Be sure to
reference details from the primary source.
Observe
- What image is shown with the song lyrics?
- Does anything seem strange or unusual?
- What places or names are mentioned in the song?
Reflect
- What was the purpose of this song?
- Who do you think was supposed to sing it?
- Who do you think was supposed to listen to it?
- Why do you think the author wrote the song?
- What do you think is the song’s most important message?
10
Learn
- What do you want to know more about?
- How does this connect to pioneer life?
Think about the song’s message. What do you think are the most important
phrases that support the message?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
11
Primary Source A.2
Extension Activity
12
Extension Activity Organizer
Name______________________
Date_____________________
Use the following guide to help you better understand the lyrics of the song.
Lyrics
“Land of the West”
H. De Marsan, Publisher
Unknown Date
Oh, come to the West, love—come there with me;
‘Tis a sweet land of verdure that springs from the sea.
Where fair plenty smiles from her emerald throne;-Oh, come to the West, and I’ll make thee my own!
I’ll guard thee, I’ll tend thee, I’ll love thee the best,
And you’ll say there’s no land like the land of the West!
The Sun in the gorgeous East chaseth the night,
When he riseth, refreshed in his glory and might,
But where doth he go when he seeks his sweet rest?
Oh, doth he not haste to the beautiful West?
Then come there with me; ‘tis the land I love best,
‘Tis the land of my sires!—‘tis my own darling West.
Interpretation of Lyrics
1.) What words are used in the song to describe the West?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
2.) What is the mood of the song? Choose a phrase to justify your opinion.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
3.) How is the sun used as a symbol to encourage listeners to move to the West?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
14
Lesson Plan Two
1. Mapping America's Growth
2. Overview
Students will continue building their understanding of America’s Westward Expansion by analyzing historical
maps. This lesson will help students visualize the amount of land that the United States acquired over time,
and how the nation evolved into its current form.
Unit essential question: How did Westward Expansion change America?
Lesson essential question: How is the country’s growth shown through maps from different time periods?
3. Objectives
Students will analyze maps that depict the nation at differing periods of Westward Expansion. They will
compare and contrast how the nation changed geographically during this time period.
4. Standards (State and Common Core)
CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly
5. Time Required
This lesson is estimated to require two forty-five minute periods.
6. Recommended Grade Range
This lesson will be used in a fourth grade, general education class. It can be adapted to suit the learning
objectives of students in grades 3 – 5.
7. Subject/Topic
The primary subject area for this lesson is social studies with opportunities for literacy development through
the use of analytical writing.
PREPARATION
8. Materials Used
For students:
- Organizer C2: Observe-Reflect-Learn (ORL) organizer for analyzing maps (one organizer per map)
- Organizer D: Compare and contrast organizer
- Organizer E: Sentence frames and word bank
For teachers:
- Chart paper or interactive white board template to record student ideas
- Maps open in an internet browser to zoom in on details (optional)
9. Resources Used
The following primary sources are used in this lesson:
Title: A map exhibiting all the new discoveries in the interior parts of North America
URL: http://www.loc.gov/item/2001620920
Author/Creator: Arrowsmith, Aaron
Date: 1802
2
Adapted from the Library of Congress Teacher’s Guide – Analyzing Maps
Title: Map of the United States: compiled from the most authentic sources
URL: http://www.loc.gov/item/2011594841/
Author/Creator: Peabody, M. M.
Date: 1831
Title: The United States including all its newly acquired territory
URL: http://www.loc.gov/item/97691038/
Author/Creator: National Publishing Co.
Date: 1901
The following primary sources are used in an extension activity for this lesson:
Title: Map showing Indian reservations with the limits of the United States: 1883
URL: http://www.loc.gov/item/2009579475/
Author/Creator: Brodie, P. T.
Date: 1883
Title: Map of the Indian tribes of North America
URL: http://www.loc.gov/item/2002622260
Author/Creator: Gallatin, Albert
Date: 1836
PROCEDURE
10. Description of Procedure
Session I
A.) The teacher will reference the song from the first lesson to review some of the motivations for why
pioneers chose to move. Students will be told that they will explore what Westward Expansion meant
geographically for Americans by exploring how the nation gained more territory over time. (3 minutes)
B.) Students will be given a copy of primary source B.1 along with organizer C. Students will be
provided background on the source to help them contextualize the map in American history. The teacher
will then model how to perform the ORL activity. Students will be told that they should focus initially on
what they see on the map. Using organizer C, Students will read aloud the questions that prompt them on
what to consider for their observations. The teacher will provide one example of an observation (i.e. this
is a map that shows both the Atlantic and Pacific Oceans). Students will be given three minutes to record
their own observations in silence, and then they will share their observations with a designated partner. (7
minutes)
C.) The class will share their observations, and the teacher will record these on the class graphic
organizer. (5 minutes)
D.) The teacher will tell the class that they are moving to the reflection section of their ORL organizer.
Students will read the question prompts from organizer C to focus their thinking. The teacher will
provide one example of a reflection by performing a think-aloud for the class. A possible reflection is
that the land to the west of the Mississippi River was unknown to the mapmakers, as this portion lacks the
amount of detail shown on the eastern half of the nation. Students will be given four minutes to record
their own reflections in silence, and then they will share their reflections with a designated partner. (10
minutes)
E.) The class will share their reflections, and the teacher will record these on the class graphic organizer.
(5 minutes)
F.) The teacher will tell the class that they are moving to the “want to learn” section of their ORL
organizer. Students will read the question prompts from organizer C to focus their thinking. The teacher
will provide one example for this section by performing a think-aloud for the class. One potential idea is:
Will the United States explore the territory to the west of the Mississippi River? Students will be given
three minutes to record their own ideas in silence, and then they will share their thoughts with a
designated partner. (10 minutes)
16
G.) Students will share with the class the analysis they conducted with their partner. The teacher will
record student ideas on a class organizer. (5 minutes)
H.) Students will be told that in the next lesson, they will be analyzing two additional maps that show the
growth of America at different points in history.
Session II
I.) Students will review the steps to completing a map ORL organizer from the first session of this lesson.
They will be given primary source B.2 along with another copy of organizer C. The teacher will remind
students that they should think deeply about the reflection section of the organizer. Students will
complete the analysis individually, and will then share their ideas with a designated partner. (11 minutes)
J.) The teacher will record student ideas on a class graphic organizer. (4 minutes)
K.) Students will be given primary source B.3 along with another copy of organizer C. The teacher will
remind students that they should think deeply about the reflection section of the organizer. Students will
complete the analysis individually, and will then share their ideas with a designated partner. (11 minutes)
L.) The teacher will record student ideas on a class graphic organizer. (4 minutes)
M.) The class will now engage in a discussion comparing and contrasting all three maps using organizer
D. The teacher will model for students how to complete this organizer by looking at the recorded class
ideas for each map. Perform a think-aloud about how the map from 1802 shows a country that is
primarily based on the Atlantic Coast. Continue the think-aloud by stating that the map from 1831 shows
new territories west of the Mississippi River, such as the Missouri Territory. Conclude the think-aloud by
mentioning that the map from 1901 shows a nation that has states spanning from the Atlantic to the
Pacific Coasts. (7 minutes)
N.) Students will add their own ideas to the organizer, and will share their ideas with a designated
partner. (8 minutes)
O.) The teacher will conduct a brief review of what students discussed with their partners. (3 minutes)
P.) Students will receive organizer E, and the teacher will tell them that they will now use their ideas
from organizer C and organizer D to plan an analysis paragraph. The teacher will briefly review the word
bank and sentence frames for students. The class will then complete organizer E individually. (12
minutes)
Q.) The teacher will conclude the lesson by assigning a completed analysis paragraph for homework
using the structure provided in organizer E. Students will be told that they will learn more about how the
frontier was portrayed during Westward Expansion, and how this portrayal may have affected the
decisions of Americans to become pioneers.
11. Extension Ideas
1.) Have students label each state on primary source B.3 with the year they joined the union. Students
can then plot the states on a timeline.
2.) Have students respond to the following question: How do the maps show the growth of America over
time?
3.) Have students perform an ORL analysis on the map showing the placement of Native American tribes
in the early 1800s (primary source B.4) and in 1883 (primary source B.5). Students can then compare and
contrast the two maps by responding to the following question: How did the arrival of pioneers in the
West change where Native Americans lived?
EVALUATION
12. Evaluation
Students will be assessed on their map analysis using organizer C. Student work will be assessed using
the following scale:
4
Student completes all sections.
Student references details from the primary source.
Student makes at least four reflections about the primary source.
17
3
2
1
0
Student completes all sections.
Student references some details from the primary source.
Student makes three reflections about the primary source.
Student completes most sections.
Student references few details from the primary source.
Student makes two reflections about the primary source.
Student attempts to complete most sections.
Student work lacks details from the primary source.
Student makes one reflection about the primary source.
Student makes an insufficient attempt to complete the lesson objectives.
CREDITS
13. Designer
Chris Moy
18
Primary Source B.1
19
Primary Source B.2
20
Primary Source B.3
21
Organizer C
Observe – Reflect – Learn
Name________________________
Date______________________
Answer the following questions to analyze the primary source. Be sure to use
reference details from the primary source.
Observe
- What is shown on the map?
- What looks familiar on this map?
- What looks unfamiliar on this map?
- Are there any words that describe the map?
Reflect
- How does this map compare to current maps of America?
- Who do you think is the audience for this map?
- What information is this map trying to show?
- What do you notice about the part of the country east of the Mississippi River?
- What do you notice about the part of the country west of the Mississippi River?
- How does this map represent America’s western frontier?
- Does the mapmaker give any clues about people living to the west of the
Mississippi River?
22
Reflect (Turn to the front for questions to help you.)
Learn
- What do you want to know more about?
- How does this connect to pioneer life?
Think about what a map of America looks like today. What can you infer about
the growth of America at the time this map was made? *Hint: There are current
maps of America in our social studies textbook and assignment notebook.*
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
23
Organizer D
Name______________________________
Date_____________________________
Use this organizer to compare and contrast the maps from the different time periods. Look at your ORL for each map to help
you. When choosing what to record, think about the following:
What is different about the maps?
What happens to the western portion of the country over time?
Map dated __________
Map dated __________
What do the maps have in common?
24
Map dated __________
Organizer E
Name________________________
Date______________________
Use this organizer to help you plan your analysis paragraph.
This word bank has important terms that can be useful to include in your writing.
Word Bank
map
territory
Mississippi River
state
east
west
expansion
Write your opening sentence on the lines below. Think about: After viewing all
three maps, what is a conclusion that you can make about the effects of Westward
Expansion over time?
__________________________________________________________________
__________________________________________________________________
Introduce your evidence and analysis for each map by completing the
following sentence starters.
In the map dated _______________, I noticed that _________________________
__________________________________________________________________.
This shows me that___________________________________________________
__________________________________________________________________.
From the map dated _______________, I observed that _____________________
__________________________________________________________________.
This proves that_____________________________________________________
__________________________________________________________________.
25
On the final map dated _______________, I saw that _______________________
__________________________________________________________________.
This means that______________________________________________________
__________________________________________________________________.
Write your closing sentence on the lines below. Think about: What is the idea
you want a reader to learn after reading your analysis?
__________________________________________________________________
__________________________________________________________________
Now that you finished drafting your ideas using this organizer, write it as a
paragraph on a separate sheet of paper.
26
Primary Source B.4
Extension Activity
27
Primary Source B.5
Extension Activity
Lesson Plan Three
1. Portrayals of the Frontier
2. Overview
Students will continue building their understanding of America’s Westward Expansion by exploring how the
West was popularly portrayed. This lesson will provide students with historical representations of what the
frontier meant to Americans.
Unit essential question: How did Westward Expansion change America?
Lesson essential questions: How was the West portrayed? How might these portrayals have affected how
Americans viewed the West?
3. Objectives
Students will analyze prints that address ideals and themes of Westward Expansion. They will draw
inferences on how these portrayals constructed a popularized vision of the frontier.
4. Standards (State and Common Core)
CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly
5. Time Required
This lesson is estimated to require two forty-five minute periods.
6. Recommended Grade Range
This lesson will be used with a fourth grade, general education class. It can be adapted to suit the learning
objectives of students in grades 3 – 5.
7. Subject/Topic
The primary subject area for this lesson is social studies. This lesson also supports cross-disciplinary literacy
connections through its use of analytical writing.
PREPARATION
8. Materials Used
For students:
- Organizer F: Organizer for recording analysis
- Organizer G: Sentence frames and word bank
- Scenario Card
For teachers:
- Chart paper or interactive white board to record student ideas
9. Resources Used
The following primary sources are used in this lesson:
Title: American progress
URL: http://www.loc.gov/item/97507547/
Author/Creator: Crofutt, George A.
Date: 1873
29
Title: American railroad scene: lightning express trains leaving the junction
URL: http://www.loc.gov/pictures/item/90708612/
Author/Creator: Currier & Ives
Date: 1874
Title: Across the continent, "Westward the course of empire takes its way"
URL: http://www.loc.gov/pictures/item/90708413/
Author/Creator: Ives, James M. and Palmer, Fanny
Date: 1868
Title: The pioneer cabin of the Yo-semite Valley
URL: http://www.loc.gov/pictures/item/2001700589/
Author/Creator: Currier & Ives
Date: between 1856 and 1907
Title: The "New home" in the far west
URL: http://www.loc.gov/pictures/item/93511601/
Author/Creator: W.U. Morgan & Co. Lith, Cleveland, O.
Date: 1881
The following primary source is used as an extension activity for this lesson:
Title: [Hartley Ranch, Lillian Township on the Middle Loup River, Custer County, Nebraska]
URL: http://www.loc.gov/pictures/item/2005693381/
Author/Creator: Butcher, Solomon D.
Date: 1886
PROCEDURE
10. Description of Procedure
Session I
A.) The teacher will reference the maps from lesson two to review that America settled a vast amount of
territory during Westward Expansion. Students will be told that they will now consider how the West
was represented during the late 1800s. (3 minutes)
B.) Students will be presented with the scenario card which informs them that they are newspaper editors
looking for images of the frontier to include in their publications. They will consider some popular
representations of pioneer life, and will think about what message the artists are sending to their potential
audience. With a designated partner, students will brainstorm possible things for them to consider in their
review of the images. (3 minutes)
C.) Students will share the conversations they had with their partner. The teacher will inform students
that when analyzing the images as editors, they should consider:
- What is the primary focus of the painting?
- How does the author represent the subject of their painting?
- How is color used to draw the viewer’s attention to something in the painting?
- What is the mood of the image, and how is this shown?
- How does the artist choose to represent the West? (5 minutes)
D.) Students should receive copies of organizer F. The teacher will then model the analysis using
primary source C.5. During this think-aloud, the teacher will show students how to address the questions
provided in organizer F. While referencing the parts of the image used for the analysis, share with
students that a possible response to record in their organizer is: The primary focus of this image is a
pioneer home. The artist creates a beautiful natural scene with the mountains, green pasture, and rivers in
the background. The land looks so fertile and lush. The family seems to be enjoying themselves in the
fresh air outside a well-maintained home. A garden of flowers is in the foreground. Everyone looks
healthy, and appears to be enjoying the frontier lifestyle. (10 minutes)
30
E.) In designated groups, students will conduct an analysis on the remaining four images. To help
students manage their time, give students six minutes for each image. Provide verbal cues to help students
move to another image for analysis. (24 minutes)
F.) Conclude the first session of this lesson by informing students that tomorrow they will share their
notes on the images with the rest of the class.
Session II
G.) The teacher will remind students that they are newspaper editors considering images to include in
their publications about the frontier. They will be sharing with the class the discussions they had in their
groups during session I. (2 minutes)
H.) As a class, discuss each of the primary sources. To ensure that the ideas of each image were
internalized by students, here are some potential themes that should emerge from the discussion:
Primary Source C.1: American advances in technology, transportation, and education lead the
way to a prosperous future.
Primary Source C.2: Railroad technology allows people to move west and start a new life.
Primary Source C.3: The frontier is a vast open space awaiting the arrival of pioneers to
transform it.
Primary Source C.4 and C.5: Pioneers can enjoy a peaceful and fruitful life on the frontier. (20
minutes)
I.) Students will then reflect upon how the frontier was popularly portrayed at the time using organizer G.
Before having students begin this portion of the lesson independently, the teacher will review the key
words and sentence frames with the students. Students will draft their analytical paragraphs in class once
they have completed their planning using organizer G. (23 minutes)
11. Extension Ideas
1.) Have students complete an ORL analysis of a photograph depicting an actual pioneer home (primary
source C.6). Have them compare and contrast this photograph with primary source C.4. Using this
analysis, have students respond to the following question: Was the West accurately represented in images
from the time period?
2.) Have students create their own idealized vision of the West. Students will select several symbols that
highlight the allure of the frontier. They will then sketch and illustrate their drawing.
EVALUATION
12. Evaluation
Students will be assessed on their image analysis using organizer F. Student work will be assessed using
the following scale:
4
Student completes all sections.
Student references details from the primary source.
Student makes at least 3 inferences about each primary source.
3
Student completes all sections.
Student references some details from the primary source.
Student makes at least 2 inferences about each primary source.
2
Student completes most sections.
Student references few details from the primary source.
Student makes at least 1 inference about each primary source.
1
Student attempts to complete most sections.
Student work lacks details from the primary source.
Student may be missing inferences from certain primary sources.
0
Student makes an insufficient attempt to complete the lesson objectives.
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CREDITS
13. Designer
Chris Moy
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Primary Source C.1
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Primary Source C.2
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Primary Source C.3
35
Primary Source C.4
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Primary Source C.5
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Think about it!
You are a newspaper editor in the late 1800s.
Your job is to think about what to include in
your publication. Recently, you have received a
lot of interest from readers about the pioneer
life. Your editing team gathers several images
that show the frontier lifestyle. With your
fellow editors, think about what message the
images may send to your readers.
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Organizer F
Name________________________
Date______________________
These images all show scenes associated with America’s Westward Expansion in
the late 1800s. Use this organizer to help you analyze them all. For all images, be
sure to consider:
-What is the mood? How is this shown?
-Is the portrayal of the West positive or negative?
Primary Source C.1
- What is shown in the image?
- What is the primary focus of the painting? How does the artist use color to draw
the attention of the viewer?
- Focus on the woman in the painting. What is she holding? What do you think
she symbolizes?
- What forms of transportation are shown? How does this connect to Westward
Expansion?
- What activities are the people doing?
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Primary Source C.2
- What is shown in this image?
- What is the primary focus of this painting?
- Focus on the trains. At this time, they are a new form of transportation. How
does the artist depict them in the painting?
- How do the trains connect with Westward Expansion?
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Primary Source C.3
- What is shown in this image?
- What is the primary focus of this painting?
- Look at the horizon in the distance. How does the artist represent the frontier?
- How is nature shown in this painting?
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Primary Source C.4
- What is shown in this image?
- What is the primary focus of this painting?
- Look at the log cabin and the pioneer. How does the artist represent them?
- How is nature shown in this painting?
- What message is the artist sending about pioneer life?
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Primary Source C.5
- What is shown in this image?
- What is the primary focus of this painting?
- Look at the cabin and the pioneer family. How does the artist represent them?
- How is nature shown in this painting?
- What message is the author sending about pioneer life?
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Organizer G
Name________________________
Date______________________
Use this organizer to help you plan your analysis paragraph.
This word bank has important terms that can be useful to include in your writing.
Word Bank
frontier
pioneer
positive
negative
life
depict
transportation
Write your opening sentence on the lines below. Think about: After viewing all
the images, what is a conclusion that you can make about how the frontier was
shown during the late 1800s?
__________________________________________________________________
__________________________________________________________________
Introduce your evidence and analysis by completing the following sentence
starters.
In primary source ________, I noticed that the ____________________________
__________________________________________________________________
__________________________________________________________________.
This shows me that the artist thought that the frontier was __________________
__________________________________________________________________
__________________________________________________________________.
In primary source ________, the artist included ___________________________
__________________________________________________________________
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__________________________________________________________________.
I think this was in the image to show that _________________________________
__________________________________________________________________
__________________________________________________________________.
One feature from primary source ________ that really stood out to me is _______
__________________________________________________________________
__________________________________________________________________.
The artist wanted viewers to know ______________________________________
__________________________________________________________________
__________________________________________________________________.
Write your closing sentence on the lines below. Think about: What is the idea
you want a reader to learn after reading your analysis?
__________________________________________________________________
__________________________________________________________________
Now that you finished drafting your ideas using this organizer, write it as a
paragraph on a separate sheet of paper.
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Primary Source C.6
Extension Activity