Due Date:

Name: ____________________________________________ Wednesday

April 12,
2017
THE WEST
UNIT 5 PACKET #2
Ms. Walsh & Mr. Gomes
Early United States History
Spring 2017
Copies of all materials and assignments can
be found at: www.historywalsh.weebly.com

Welcome to Part II of Unit 5, North, South, and West! This unit will be split up into 3 parts,
each focusing on one of the three major regions of the United States in the early to mid-1800s in
the form of a packet. These packets will develop your ability to:
Read secondary sources for main idea, important details, and key vocabulary
Process information from the readings in the form of creative visual and/or written
assignments
Compare and contrast primary sources
Write an evidence-based paragraph that analyzes examples of progress and sacrifice in the
West during this time period.

By the end of this unit, you will be able to write a five-paragraph evidence-based essay that answers
our essential unit questions, How did changes in America in the early and mid-1800s
represent both PROGRESS and SACRIFICE? Was the progress WORTH the sacrifice?

Assignment Page # Pts Possible Pts Earned

Journal: First come, first served 2 5
Video Notes: America: The Story of Us 3 5
Group Reading Set 4-5 10
Westward Expansion I See/It Means 6 8
West Perspectives Document Analysis 7 12
Evidence-Based Paragraph 9-10 20

TOTAL Points: _____________/60

LATE _____days = --____%

WEST Packet Grade: _____________ %

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 Journal: First Come, first served
DIRECTIONS: Read the situation below then respond to the questions that follow in complete sentences.

SITUATION: Lets pretend two students in the same class are arguing over a certain desk. Student
#1 came into class early and left their bag next to the desk then went to grab something from his
locker before class. Student #2 came in just before the bell, saw what they assumed was an empty
seat, and sat down. When student #1 returned, they confronted Student #2 for the seat and asked
them to move. Student #2 refused.

1. Based on the facts you know from the situation, which student do you feel deserves to sit in the
desk? Explain your answer.

2. If you found out that Student #2 had chosen that particular desk because it helped them focus
better in class to sit in front, would you stick with your choice from question #1? Why or why not?

3. An important theme that well be studying in the American West is the conflict between the Native
Americans and the incoming American settlers over who deserved the land in North America. In
your opinion, should Americans have respected the Native Americans prior claims to the land (like
Student #1) or were we justified in taking over the land because of our greater population and need
for more space (like Student #2)? Explain your reasoning & opinion.

Continue onto a separate piece of paper if you need more room.

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 Video notes: America the Story of Us Westward
DIRECTIONS: Watch the video and take notes on each of the topics using the graphic organizer below. (Video
link: https://www.youtube.com/watch?v=Yzc_XapxnzU; 16:00 27:00)
The Oregon Trail The Donner Party
What was the journey like? How did their journey go? How did it end?

The Fight for Texas The California Gold Rush

How did the US acquire Texas & California? What kinds of people participated in the Gold
Rush? How successful were they?

Summarizer: Was the PROGRESS of Westward Expansion worth the SACRIFICES it took to get it? Explain
using AT LEAST TWO specific details from the video

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 WEST PACKET READING PURPOSE & PROCESS
For this, our last & final packet, its time to bring together our skills from BOTH of the preceding packets.
Therefore, as a part of each heading you read in this, our one and only reading set, you goal is to look for the
most important information, vocabulary terms, AND connections to our Unit 5 theme of Progress & Sacrifice.

Section HEADING: The Lure of the West Ch13 Sec1, pg#378

1.Write one OPEN-ended question based on the above heading:

3.MAIN IDEA (i.e., answer to above question): Explain the main idea of the section in 1-2 complete sentences
below

2.Details 3.VOCAB & CONNECTIONS

Vocabulary/Key Terms:

Progress or Sacrifice? Why?

Section HEADING: Oregon Fever Ch13 Sec1, pg#380

Write one OPEN-ended question based on the above heading:

MAIN IDEA (i.e., answer to above question): Explain the main idea of the section in 1-2 complete sentences below

Details VOCAB & CONNECTIONS

Vocabulary/Key Terms:

Progress or Sacrifice? Why?

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Section HEADING: The Mormon Trail Ch13 Sec1, pg#381
Write one OPEN-ended question based on the above heading:

MAIN IDEA (i.e., answer to above question): Explain the main idea of the section in 1-2 complete sentences below

Details VOCAB & CONNECTIONS

Vocabulary/Key Terms:

Progress or Sacrifice? Why?

Section HEADING: Rush for Gold Ch13 Sec4, pg#397

Write one OPEN-ended question based on the above heading:

MAIN IDEA (i.e., answer to above question): Explain the main idea of the section in 1-2 complete sentences below

Details VOCAB & CONNECTIONS

Vocabulary/Key Terms:

Progress or Sacrifice? Why?

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 Primary Source Document Analysis
DIRECTIONS: Analyze the following image using the I SEE/IT MEANS template provided.

What do you see that makes you say this? Provide

Describe whats going on in this image:
specific evidence for each action you saw:

Summarize & CONNECT:

What does this image tell you or How does it connect to what youve learned about the West?

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 Image Analysis
DIRECTIONS: USING evidence from the image you just analyzed, answer the following question in one
complete paragraph.

Question: What is the Point of View of the artist on the American

Governments expansion into the West?
Provide at least TWO specific details to support your analysis

THESIS Complete the organizer below to create a strong thesis statement.

The Artists point of view is (circle one): POSITIVE NEGATIVE because
1.
2.

EVIDENCE & ANALYSIS #1

Re-state the FIRST reason you listed in your thesis & provide more details

EXPLAIN how/why this detail from the image proves that the Point of View is Positive or Negative

EVIDENCE & ANALYSIS #2

Re-state the SECOND reason you listed in your thesis & provide more details

EXPLAIN how/why this detail from the image proves that the Point of View is Positive or Negative

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 West Packet Image Analysis RUBRIC

Criteria 1 Not proficient 2 Approaching 3 Proficient 4 - Advanced

Proficiency
Thesis Statement is Thesis statement is
Thesis statement is Thesis statement is
mostly clear and clear and directly
incomprehensible or unclear and may or
Thesis Statement incomplete, does not may not include both
answers the answers the
question. Includes Question. Includes
include both reasons. reasons.
both reasons. both reasons

Evidence chosen is Evidence chosen is

Evidence chosen is Evidence chosen is
neither strong either not strong
good but may not be the best to support
Specific Evidence enough nor detailed enough to support
the BEST to support thesis & is detailed &
enough. May be the thesis or is not
thesis. Is detailed. specific.
missing altogether. detailed enough.

Conclusion is
Conclusion is weak Conclusion sums of Conclusion clearly
missing or confused.
Conclusion and may not sum up thesis & evidence and strongly sums up
Does not sum up
thesis or evidence. adequately. thesis and Evidence
thesis or evidence.

TOTAL PTS: _____/12

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 Evidence-Based Paragraph
DIRECTIONS: In one persuasive paragraph, answer the topic question providing three specific reasons from the
events, concepts, and/or people we have discussed so far in Unit 6.

TOPIC QUESTION: How did changes in the WEST represent BOTH progress and sacrifice?

THESIS Complete the organizer below to answer the Topic Question in one complete sentence.
Changes in the West that represented PROGRESS were.
1.
2.
while changes that represented SACRIFICE were...
3.
EVIDENCE & ANALYSIS #1
IDENTIFY in more detail the FIRST historical event/concept/invention you listed in your thesis (Who,
what, where, when)

EXPLAIN how/why this historical event/concept/invention represents PROGRESS

EVIDENCE & ANALYSIS #2

IDENTIFY in more detail the SECOND historical event/concept/invention you listed in your thesis
(Who, what, where, when)

EXPLAIN how/why this historical event/concept/invention represents PROGRESS

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EVIDENCE & ANALYSIS #3
IDENTIFY in more detail the THIRD historical event/concept/invention you listed in your thesis (Who,
what, where, when)

EXPLAIN how/why this historical event/concept/invention represents SACRIFICE

Almost done! FIRST:

EVALUATE YOURSELF!

Before you turn in this packet, EVALUATE your Evidence-Based paragraph by completing
the How I think I did column on the next page.

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 Evidence-Based Paragraph RUBRIC
TEACHER
1 2 3 4 How I think I did:
comments:

Fails to Strong thesis-

Addressed the Thesis stated
address the responds
question but has addresses the
Thesis

question; directly to the

weak structure and question in a
confusing question in
focus. May not be a well written
and one clear
complete sentence. fashion.
unfocused sentence.

Only SOME MOST evidence

Evidence evidence is is identified
Evidence(Count twice)

lacks identified and and strong (the ALL evidence

identificati strong (the best best evidence to is identified
Strength of

on, or evidence to support support and strong

strength thesis).Evidence thesis).May be (the best
(the best may be lacking in 1 weak in one of evidence to
evidence to or more of the the areas but support
support areas, contributing does not detract thesis).
thesis). to an overall weak from overall
argument. argument.
Explanations
Explanation ALL evidence
Explanation of Evidence

indicate a
s are Explanations is clearly
relationship
missing overall are clear, explained,
although leave the
and/or do although may creating a
reader having to
not make lack complete CLEAR link
make some
any clarity, but it between the
connections on their
connection does not affect evidence
own. Somewhat
between readability of chosen and its
detracts from the
evidence argument. relation to the
clarity of the
and thesis. thesis overall.
argument.
Well
Organization &

Disorganize Weaker structured,

Mechanics

Clearly written
d; littered organization; some well written;
and coherent;
with errors errors in writing proper
some minor
in standard detract from the spelling,
error in writing
English essay's meaning grammar, and
mechanics

Student ESTIMATE ______/20
Teacher TOTAL /20

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