Backwards

Design Final




Created by:

Chris Mertz
Secondary Education- History

Subject: U.S. History

Grade Level: 8th Grade
Time Frame: 3 weeks
Classroom Makeup: 18 students; 2 of which are on an IEP (Julia and Charlie)
Key Words/Concepts: Louisiana Purchase, Westward Expansion, American
Dream, Lewis and Clark Expedition, Thomas Jefferson, Native American
Perspective, Isolationism vs. Imperialism

Unit Summary: This unit will look at in depth of the Louisiana Purchase. The time
of lesson will span from the 18th century to provide background knowledge of who
previously owned the land west of the Mississippi River. Then students will learn
about the purchase itself and the negotiations between the U.S. and France. There
will be time spent on the Lewis and Clark Expedition and the role of Sacagawea. To
expand off of that, the Native American perspective will be investigated as well.
Finally the lesson will conclude with the ending result of the Louisiana Purchase,
what the United States gained from it, how it fits into the shift in mentality of the
United States. The main focus of this lesson will be to look at why this deal between
France and the United States was such an important event in history and to look at
the effects of the purchase on Americans and Native Americans and the French. This
will create the opportunity for students to think diversely and strengthen their
ability to think critically and support that argument.

Standards: Social Studies- Wyoming Department of Education

SS8.4.1: Students identify people, events, problems, conflicts, and ideas and
explain their significance.
SS8.4.3: Students analyze the impact of historical events and people on present
conditions, situations, or circumstances
SS8.5.1: Students use charts, maps, and graphs to answer questions dealing with
people, places, events, or environments.

Stage I

What Overarching Understandings are desired?

How was the United States was affected as whole by the Louisiana Purchase?

What were the groups of people involved both directly and indirectly in the
Louisiana Purchase and what were their roles?

The groups of people identified and the roles they played, how did the Louisiana
Purchase affect them? In a positive manner or negative?

What will students understand at the culmination of the unit?

The Louisiana Purchase was a major event in American History.

The United States was shifting away from an Isolationistic mentality to a more
Imperialistic approach; hence the purchasing of the Louisiana Territory.

Students will learn about the long-term affects of the Louisiana Purchase on both
the American population and the Native American population.

Lewis and Clark served a major role in evaluating the land and relaying that
information back to the United States government.

The roles of each group involved in the Louisiana Purchase

What are the overarching essential questions?

What was the Louisiana Purchase?

What roles did Lewis and Clark, President Jefferson, Sacagawea, and France serve in
the Louisiana Purchase?

What was the overall result of the Louisiana Purchase and how does it affect the
current U.S. geography?

What essential and unit questions will focus this unit?

How were different groups involved become affected by the Louisiana Purchase?

Did the United States stay an Isolationistic country or shift to a more Imperialist
country?

What was the social and political standing of Americans during this time?

Stage II: Performance Task

Setting: It is expected that you understand the roles of the important figures
presented and discussed about during class about the Louisiana Purchase. You are
expected to write an argument-based paper using primary and secondary sources to
support the argument you present. Primary sources could be maps, diary accounts,
newspaper clippings, or any other resources that has been presented in class. The
use of secondary sources supports the argument and the primary source(s). This
could be the textbook, lecture notes, or passages from different assigned readings.

Challenge:
Step 1: Think about what group or individual you would like to write about. Once
you have decided, think about an argument you can have support to back it with.
Once you have figured out an argument, console with the teacher to get the go ahead
on it. If the argument/thesis is not approved, than the teacher will work with you on
developing an argument/thesis.

Example: Lewis and Clark had a positive relationship with the Native Americans

Step 2: Create an outline for the paper. It should be broken down into five parts.

Example:

1. Intro paragraph with thesis statement
2. Body Paragraphs
a. Topic 1 w/ source
b. Topic 2 w/ source
c. Topic 3 w/ source
3. Conclusion paragraph with thesis statement

Step 3: Construct the paper the paper. You will be given one class period to write
this paper. If you need more time to write come talk to the teacher about coming in
before or after school to complete it.

Final product:
You will turn in a typed paper into the appropriate class hour box.

Criteria for Success:
Student has been able to use at least two primary sources and one secondary
source in their paper
Developed a clear argument/thesis
Able to identify the role that the individual or group played in the Louisiana
Purchase
Provide an example of how the Louisiana Purchase affected the individual or
group.

Step IIb: Performance Task Rubric

Criteria
Content
Does the writer
address the
following?
Role of
character(s)
Affect of L.P.
Clear Thesis
Organization
Does the paper follow
the outline?

Below Basic-5
The writer
barely brings
up or doesnt
address any of
the subject
matters.

Basic-10
The writer
presents all
three at a
minimal
effort.

The writer fails

to follow the
outline. Less
than five
paragraphs.

The writer
follows the
outline. The
paper has five
paragraphs.

Proficient-15
The writer
addresses all
three with
clarity and
description.

The writer
follows the
outline closely.
The paper has
five paragraphs
that touch on
each topic.
Primary and
The writer does The writer
The writer
Secondary Sources
not provide any provides at
provides at
How many sources
primary or
least 1
least 2 primary
did the writer use?
secondary
primary or 1 and 1
sources.
secondary
secondary
Grammar and
The paper has
The paper has The paper has a
Punctuation
several (10+)
multiple
few (<6)
Does the writer have punctuation
(<10)
punctuation
any punctuation
errors,
punctuation
errors,
errors, misspelling, or misspellings,
errors,
misspellings,
grammatical errors?
and
misspellings, and
grammatical
and
grammatical
errors.
grammatical
errors.
errors.

Scoring Guide_____/ 80

Advanced-20
The writer
presents all
three with
clarity,
description, and
critical thinking.
The writer
follows the
outline directly.
The paper has
five in-depth
paragraphs on
each topic.
The writer
provides more
than 2 primary
and 1
secondary
The paper has
minimal (<3)
punctuation
errors,
misspellings,
and
grammatical
errors.

Step IIc: Quizzes, Tests, and Academic Prompts

Multiple Choice:
When was the Louisiana Purchased signed?
a) May 2nd, 1803
b) April 30th, 1803
c) December 25th, 1800
d) August 20th, 1801

Who was the President who negotiated with in purchasing the Louisiana Territory?
a) James Monroe
b) Abraham Lincoln
c) Andrew Jackson
d) Thomas Jefferson

What were the first names of Lewis and Clark?
a) Meriwether Lewis and William Clark
b) John Lewis and Steve Clark
c) Thomas Lewis and Jeffery Clark
d) Jackson Lewis and Ray Clark

Who was the Native American women who helped guide Lewis and Clark?
a) Pocahontas
b) Red Cloud
c) Sacagawea
d) Shikoba

What country did the United States purchase the Louisiana Territory?
a) England
b) Spain
c) Germany
d) France

True or False:
The purchasing of the Louisiana Territory doubled the size of the United States?

TRUE/FALSE

The year that Lewis and Clark started their expedition out west was in 1804?

TRUE/FALSE

Of Lewis and Clark, did one of the two pass away while on exploring the newly
purchased Louisiana Territory?
TRUE/FALSE

Short Response Questions:

What did Sacagawea do in relation to the Lewis and Clark expedition?

Why is the Louisiana Purchase important to U.S. history?



Reflection/ Imagination/Anticipation

Julia did well with the paper by scoring a 55/80 but struggled a little bit with the
assessment test.
Charlie didnt do too well with the paper by scoring a 40/80. He did a little better
on the assessment, he just ran out of time to complete it.
Both of them seem to space out and distract other students when its time to do
silent reading.

I anticipate that Julia and Charlie will have a difficult time with the reading and
writing portions of the class. Julia was able to show good promise in writing a solid
paper by addressing the people, their roles and how they were affected. Both
students seemed most engaged when I assigned group readings and when I showed
short video clips to expand on topics of the Louisiana Purchase.

To continue to work benefit the students in the classroom, I will provide them with
opportunities to show their knowledge through verbal assessments. This will be
completed by students presentations, speeches, or through a one on one conference
with the teacher.