Westward Expansion

Introduction
  1. Ask students to try to imagine what it would be like to be embarking on a journey.
    1. Try to have the students describe what it would be like to live in wagons and travel across the U.S.
    2. Why would their families go?
    3. What would it be like to have strangers come into your home?
    4. Would you be welcoming to newcomers who weren’t respectful of you?
  2. How would do you handle traveling across the country with all of your belongings?
  3. If you had the opportunity to explore a whole new world, would you?

 

Task

The students are to create a 60 second video with an interview with a Native American! First, the students need to decide who is the filmer, the interviwer, and the interviewee. Then, they all have to do research about Westward Expansion. They are expected to talk about the reasons why settlers went west, how it impacted Native Americans, and what they would have changed to make things better. 

It should be assumed that the students know how to use some sort of movie editing information. We are assuming they have been studying the topic, and have been briefed on how to use the movie editing software previously. This would probably be best as a two day project.

Process

1. Introduce the activity to the  students

2. Allow students to divide into grows of two or three

3. One student will have to film, one will be the interviewer, and one student will be the interviewee

4. Students will then conduct research on reasons for moving West and the effect it had on Native Americans

5. After conducting research, students will have to write a script

6. The students will create their movie using the script

7. The students will be able to edit movie as they need to

8. The students will then present their movie to the class

 

For gifted students, I would ask them to go even further and have them make a brochure to hand out to the rest of the class. It would explain steps on how to stand up to the settlers and where to go for help.

For students with a learning disability, they would be offered to choose what activity they could do. If they don't want to do a video, they could create an blog or journal explaining the same information as they would in the video.

For struggling learners, I would put them in the same groups as students who are gifted. This way their zone of proximal development will grow, thus forcing them to not struggle.

Evaluation
  1. Informal assessment:
    1. Student should be able to show their peers the reasons for Westward Expansion, and the negative impact it had on indigenous peoples. Student will also review the work their peers completed
    2. I will also walked around and assess the children working. I will look for how well they work together and if they're giving input. 
  2. Formal Assessment
    1. Students will be assessed on the following rubric

 

Beginner

1

Developing

2

Accomplished

3

Advanced

4

 

 

Content

 

Content is missing, disorganized, and may provide the wrong information.

Content is provided, but may be unclear or disorganized.

Information is correct, but disorganized. Some information may be incorrect or lacking thought.

Content is lengthy, correct, organized, and well thought out. Reasons for expansion is provided, as well as  how Native Americans were effected.

 

 

Quality

 

Final project does not include music, does not use software, and script is lacking.

Final project does not use music, editing software, and/or lack creativity of script.

Final project is well thought out, however lacks creativity of script.

Quality of the video is based on the use of music, editing software. Creativity is evident in video.

 

 

 

Accuracy

 

 

The information is incorrect and/or missing main ideas.

The information provided is accurate but unclear.

The information provided is mostly correct, but may be missing key points.

The information provided is accurate and correct

 

 

Work Ethic

 

Group member did not participate.

Group members worked well together, but there is evidence of lack of participation.

Group members did some research and participated.

All group members participated and  contributed to final project.

 

Conclusion

Students will be able to watch each other's videos after the activity is completed. They then will be able to do peer reviews afterwards. We will examine some of the different viewpoints found in their research. We would then talk as a group about what they thought of the project, as well as if their opinions changed about moving West.