The Conquest of the American West: Multiple Viewpoints

Multiple Perspectives Comparative Document Analysis

Purpose: Students will come to a better understanding of the U.S. conquest of the West and the ways this conquest impacted Native American nations by studying multiple perspectives and performing a comparative document analysis that examines government documents, Euro-American perspectives, and Native American oral traditions.

Objectives: Students will (1) analyze primary sources about the conquest of the West; (2) summarize and analyze information; (3) create a Document Based Question prompt and a thesis responding to their prompt; and (4) have choices in how else to demonstrate their understanding of the primary sources through either an online discussion, teacher-led discussion, or creating an infographic.

Pacing: 1 week for assigned homework and 1 blocked class day [95 minutes] for in class assignments.

Material Needed (see provided handouts):

    1. Lewis and Clark Primary Sources
    2. Manifest Destiny Primary Sources
    3. Indian Wars Primary Sources
    4. Document analysis
    5. DBQ prompt instructions
    6. Discussion questions
    7. Infographic instructions
    8. Students will need access to any of the following free websites to create an infographic, such as: Canva, easel.ly, or Piktochart.

Procedure:

    1. Assign the document readings and the creation of a DBQ prompt to the students for homework at least a week before the in-class work day. Students should read through all the documents, making their choices where applicable, and come up with a draft DBQ prompt by the time they come to class.
    2. On the day of the in class assignment allow 20 to 30 minutes for students to ask any questions they have about their documents and/or their DBQ prompt.
    3. During this block of time students should submit their DBQ prompt and their essential understanding for said prompt.
    4. For the remaining 65 to 75 minutes of class, students will have time to complete their assessment of choice, either participating in an online discussion, a teacher-led discussion, or completing their infographic.

 

Grades (assessments will be made of the following):

  1. DBQ prompt and handout.
  2. Discussion (online and teacher led) or the infographic.
  3. [Optional] Document analysis handout.

 

Common Core Standards

http://www.corestandards.org/ELA-Literacy/RH/9-10/

 

Grade 9–10 

CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-LITERACY.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

CCSS.ELA-LITERACY.RH.9-10.7

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.

CCSS.ELA-LITERACY.RH.9-10.10

By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.

 

Grade 11–12

  • Key Ideas and Details:

CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

  • Craft and Structure:

CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-LITERACY.RH.11-12.5
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

  • Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

  • Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RH.11-12.10
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.