Unit 5 Building Block 2

The Diverse Peoples of the West

Big Idea:

Where people live is shaped by economic, social, political, and environmental factors.

Student Outcomes:

  • I can state where groups of people settle in the United States and state their different reasons.
  • I can identify the events and concepts associated with the US expansion including the Manifest and Louisiana Purchase.
  • I can identify the challenges, opportunities, and contributions of people from various immigrant groups.
  • I can identify and describe the types of settlement and patterns of land use in the US.
  • I can compare how people in different parts of the US earn a living, past and present.
  • I can discuss the patterns of work and economic activities.
  • I can discuss the location and patterns of settlement and geographic factors that influence where people live.
  • I can understand the patterns of work and economic activities in the US.
  • I can discuss the contributions of people of various racial, ethnic, and religious groups to the US.

Learning Experiences and Instructional Strategies:

  • SSA Lesson Guide Preview p. 211
  • SSA Lesson Guide Building Background Knowledge p. 212
  • SSA Lesson Guide Problem Solving Groupwork p. 212

**  Place students in six mixed-ability groups. Distribute one of Placards A-F and a corresponding copy of Student Handout A to each group. Pass out a copy of Student Handout B to each student in the group representing Mexicanos. Allow groups adequate time (at least two class periods) to prepare. Monitor their progress by checking their work and initiating Student Handout A as they complete each step.

Step 1: Review the roles.  


*Historian makes sure historical information used is accurate
*Director makes sure the dramatization includes all required elements
*Set Designer makes sure the dramatizations are as realistic as possible

*Host invites audience members to participate and answers any questions they have

Step 2: Learn about your assigned western group.

*Examine your placard to see what the image reveals about your group.

*Take turns reading aloud the information in your Student Text about your group.

*When you finish reading, the Historian should record the group's answers to the questions in your handout.

Step 3: Create your dramatization.

*Get ready to present a three- to five-minute interactive dramatization.

*The dramatizations must involve each group member and four members of the audience.

*You can use audio sound effects during your presentation.

*The Director should make sure that the dramatization includes the parts listed on your handout.

Step 4:  Design the set

The Set Designer should complete the chart in your handout using ideas from the group.

Step 5: Rehearse your dramatization.

The Host should make sure that

  •   each group member is actively involved.
  •   the dramatization flows smoothly.
  •   a cue has been created to signal when the Director should play the audio.
  • costumes and props are used effectively.
  •   lines are spoken at an appropriate volume.
  • four members of the audience have been identified to participate.
  • Note: When students are ready to present their dramatizations, create a stage area in the middle of the classroom. Make sure there is enough room in the center of the circle for groups to set up their props and interact with four audience members.

    Note 2:  While a group is getting ready for their dramatizations, the rest of the class will be reading that section of the book that corresponds with the group that is about to present.  For example:  The Forty-Niners are presenting and the class is reading the section about the Forty-Niners.

    •   SSA Lesson Guide Reading Notes Sections 17.3-17.8
    • SSA Lesson Guide Reading Further p. 214
    • Checkpoint
    What do you think would be the greatest benefit of such a move?

    Alternate Activity (Independent Study):

    • Using the handouts attached to the back of this building block, the students, individually, will select a group of people affected by the Western Expansion they would like to study, then prepare a presentation to share with their classmates.
    • The Alternate Activity is a highly differentiated activity for students with a high level of comfort working on technology independently. On the TIM Matrix, this lesson fits the rigor of the Transformation level. All the resources for this activity are located in the Teacher and Student Resources.
    • Suggested groups of people to study: Mexicano, Nez Perces, Chinese Immigrants, Mormons, Forty-niners, Women of the west, Cowboys, Oregon Pioneers