Lesson Plan
Middle School
Melissa Mitchem
mcm3yd@virginia.edu
Casablanca American School
Route de la Mecque, Lotissement Ougoug, Quartier Californie
Casablanca, MA 20150
Document Analysis
1-2 class periods
In this lesson, students will learn about the different ways a country can extend its boundaries by examining the context of the Louisiana Purchase in American history. Students will begin by talking about the different ways of expanding a nation and analyzing the benefits and consequences. Then students will look at vocabulary pertinent to the lesson. Students will embark on a web quest by reading an article on Monticello’s website about the Louisiana Purchase and answering corresponding questions. Most of the lesson focuses on the Louisiana Purchase Investigation activity in which students look at primary and secondary sources to try to answer the question “Was the Louisiana Purchase just?” (meaning, was the Louisiana Purchase the best and most ethical decision Jefferson could have made?). Then students will look at other examples of countries expanding their boundaries. An “exit slip” will be used at the end of the lesson to gauge students’ understanding of the material.
This lesson is designed for students in international or American schools abroad as well as students in the United States with limited exposure to American studies and history. It is designed for an American history class, but depending on the curriculum, it could be adapted to suit a world history classroom. Students who have been studying the beginnings of American republic will find this lesson relevant. A prior textbook reading on Thomas Jefferson’s presidency and exposure to 18th century primary sources are recommended prior to this lesson but not imperative.
Virginia Standards of Learning: 6th Grade US History to 1865
USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by
a) identifying the weaknesses of the government established by the Articles of Confederation;
b) describing the historical development of the Constitution of the United States;
c) describing the major accomplishments of the first five presidents of the United States.
—
Common Core Social Studies: English/Language Arts Standards –History/Social Studies- Grades 6-8
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
Students will understand:
-that conquest comes at a cost- for the conquered.
Students will know:
-the various ways a country can expand its boundaries.
-the key events and details of the Louisiana Purchase.
-the key people involved in the Louisiana Purchase, including Thomas Jefferson, James Madison, and Napoleon.
Students will be able to:
-read and analyze primary source documents.
-argue and defend their answers to the question: “Was the Louisiana Purchase just?”
-apply the idea of national expansion to other countries and situations around the world.
Was the Louisiana Purchase just?
*All Worksheets can be found in the "Jefferson's International Relevance: National Expansion Lesson Plan" in "Related Assets" section under the Handouts and Downloads section
Warm-Up:Pass out the handout “Warm-Up: Expanding a Country,” and give students a few minutes to work on it. Tell them that they need to read the statements and write if they agree or disagree. After a few minutes, discuss students’ answers.
-Computers for the class
-Computer and projector
-PowerPoint presentation: "Jefferson's International Relevance: National Expansion Powerpoint"
-Scissors
-Worksheets (“Warm-Up,” “Vocabulary,” “Web Quest,” “Louisiana Purchase Resource Kit,” “Country Challenge,” “Proposal for the United Nations,” and “Exit Slip”) – all within Jefferson's International Relevance: National Expansion Lesson Plan
The teacher will need a computer and projector for the PowerPoint presentation, and students will need access to the Internet for the "Web Quest" activity.
The “Exit Slip” handout is a formative assessment in this lesson. The teacher can use students’ results on the slip to gauge their understanding of the content in this lesson.
-In the activity “Louisiana Purchase Investigation,” the teacher can allow students to pick their own groups or group students together by interests or readiness.
-Develop a graphic organizer to help struggling readers process the information from the reading instead of using questions.
-Allow students the choice to write out their answer to the question “Was the Louisiana Purchase just?” instead of presenting their answer.