Resources

Student Resources:

• Voices from Western Expansion Document Analysis Graphic Organizer
• Voices From Western Expansion Primary Source Set

Facilitation Notes

This lesson will help students better understand the experiences during time of western expansion through assessing primary sources.

Anticipate (Optional)

• Quick Write: Ask students to spend 3 minutes writing about what they think daily life was like for pioneers and Native Americans during the time of western expansion.
• Think-Pair-Share: Have students share their ideas with a partner, then invite a few pairs to share with the class.

Engage

• Display the image Mormon Pioneers, 1847
  • Link: https://www.loc.gov/resource/cph.3c13103/
• Conduct a See-Think-Wonder (STW) activity:
• What do you see? (Observations)
• What do you think about that? (Interpretations)
• What does it make you wonder? (Questions)
• See-Think-Wonder Options
• Model the STW process by thinking aloud:
•  See: “I am going to describe exactly what I observe in this image without making any interpretations.”
• Example: “I see people in wagons. They are walking along a path. This is in black and white.”
• Think: “Now, I will share what I think about what I am seeing, based on my observations and prior knowledge. I am also going to consider what civic virtues might be demonstrated in this image.”

Scaffolding note: Civic virtues are good habits that promote self-government and help guarantee that communities orient themselves towards advancing the spirit of a common purpose. See our list of civic virtues. An example of a virtue depicted in the photo is courage.

• Example: “I think this might be pioneers because of the covered wagons.”
• Wonder: “Finally, I will ask questions about what I have observed and thought about.”
• Example: “I wonder where this trail is. I wonder why these people are traveling on the trail.”
• Student Pair/Group Activity:
• Divide students into pairs or small groups.
• Instruct students to complete the STW process together, recording their ideas in each column of the graphic organizer
• Circulate to provide support and ask probing questions.

Scaffolding note: Consider providing students with the following thinking stems to support student analysis. 

• See:
• “In this image, I notice…”
• “The photograph shows…”
• “I can clearly see…”
• “In the foreground/background, there is…”
• Think:
• “Based on what I see, I think…”
• “This image might represent…”
• “The photographer may have wanted to show…”
• “This makes me think about…”
• “This image might demonstrate the civic virtue of…”
• “The actions shown here could represent…”
• “This photograph makes me think about the importance of…”
• Wonder:
• “I wonder why…”
• “What might have happened just before/after this photo was taken?”
• “How might the people in this image be feeling?”
• “I wonder how people today might demonstrate similar civic virtues…”
• “What challenges might people have faced in upholding these virtues during westward travel?”

Explore

• Divide the class into small groups (3-5 students).
• Provide each group with a primary source related to personal experiences during western expansion.
• Jigsaw Activity:
• Assign each group member a specific primary source to analyze.
• Students record information about their source on their graphic organizer.  Then they use the information to create a visual display summarizing their primary source and key takeaways.  The visual display can be done on paper or a digital tool of choice. Below are detailed questions to help guide students when using the graphic organizer.
• Voice: What is the author’s voice? What is their job, age, class, etc. and how might it impact what they are saying?
• Intent: Is the document intended to inform, persuade, remind, change?
• Environment: What is the environment like surrounding the creation of the document? What had happened before the document was created?
• Who: Who was the document created for? Was it written for a friend or foe in the form of a letter? Is it a diary entry that was probably just for individual memory keeping?
• Key details about personal experiences including evidence of civic virtues
• Questions about the source
• Gallery Walk:
• If the group visual displays were done on paper, groups rotate around the room, viewing other groups’ displays.
• Students use sticky notes to leave comments or questions on other groups’ work.
• If the visual displays were completed digitally, groups should review the other displays together on their devices.
• Have students use the comment feature on the chosen digital tool to interact with other groups by leaving comments or questions.
• Students should record information about the other primary sources on their graphic organizer.

Assess & Reflect

1. Individual Reflection
   • Students write a short paragraph answering the question:
     • After looking at these primary sources, what did you learn about what life was like for people during westward expansion?

• Class Discussion:
• What did you notice about the different experiences people had during westward expansion? What was similar? What was different?
• What was challenging about understanding the primary sources?
• How did these personal stories help you learn about what life was really like during this time?
• Why is it important to learn about history through real people’s experiences, not just big events or facts?

AND/OR

1. Exit Ticket
   • Students write one new question they have about life for pioneers/Native Americans during western expansion based on their exploration of the primary sources.