WEBQUEST

By Jeff Turner

INTRODUCTION;

Westward expansion in the United States largely resulted from the premise of manifest destiny, or the conviction that the United States had a divine mission to expand in order to spread the ideals of freedom and democracy. This inherent idealism created a strong desire by many Americans to push westward and pioneer new land that were inhabited or possessed by the native Americans or in some regions, Mexicans. The views of these native inhabitants did not share the same desires of the pioneers that were moving into their territories and making land claims.

The movement west created a strong sense of nationalism (national pride) but it also created other concerns. The issue of slavery and the designation of states as slave states was particular sensitive with the people of the northeast. This political and social issue would ultimately lead to strife and civil war.

The people that moved westward included many diverse peoples. They were missionaries, trappers, traders, explorers and naturalists. Other settlers followed these trailblazers and traveled along the established main trails like the Oregon and Santa Fe Trails. One particular group were the Mormons who settled in the Great Salt Lake in 1846. Most settlers sought more prosperous lands in the Far West and left the Great Plains for settlement after the 1860’s.

TASK:

During the fifty year period of 1803-1853, the United States expanded dramatically through annexation and acquisitions of different territories. By 1853 the boundaries of the continental United States (currently the 48 continguous states) was established.

You will prepare a group presentation that will try to persuade the President to use his powers to obtain these territories. There will be different groups that will research and explore a specific region that were added to the American territorial base. The land acquisitions include the following groups :

Louisiana Purchase (1803) Oregon Country (1846)

Florida (1819) Mexican Cession (1848)

Texas(1845) Gadsden Purchase(1853)

Within the different groups there will be different roles performed by each individual. One role will be to prepare a detailed map or maps that show the physical features, climate and or resources which make this acquisition more desirable. Another role will be to illustrate the territory through pictures with captions that identify the need and reasons that such an acquisition should take place. The third role is to prepare a position paper that persuades or tries to convince the government that it is in the public interest to obtain these lands. The paper should not be longer than 3 typed pages double-spaced. It cannot be copied from the internet. The internet is a source of information that can be quoted in the body of the paper. There must be a well thought introduction, body and conclusion that reflects the thoughts of the group as a whole. The paper may use attachments from the internet as needed. There should be a reference list which list the all the resources.

PROCESS;

The group will initially meet to decide which role they will select to work on as part of their project. You must use the internet to obtain resource materials that will enable you to do your individual work. You can supplement your assigned project with other resource materials as needed.

Once the individual work is complete, the groups will meet to review and critique the individual work of their peers. The individuals will use this session to edit and finalize their individual work and to prepare it for presentation. The group will meet to post all their group work on a poster or display work for presentation.

The poster will be used as part of a 5 minute class presentation that will be evaluated. The individual work on the poster must also identify who did worked and completed each role of the group.

YOU WILL USE THE LINKS BELOW TO ACCESS THE WORKSHEETS. COMPLETE THE WORKSHEETS AT THE BOTTOM OF EACH WEB PAGE.

Step 1) Use worksheet #1 to identify the issues.

Step 2) Use worksheet #2 to gather the evidence.

Step 3) Use worksheet #3 to determine the causes of territorial expansion.

Step 4) Use worksheet #4 to evaluate the public policy of each territorial acquisition or annexation.

Step 5) Use worksheet #5 to do a comparative analysis with one of the other territories or later acquisition or expansion beyond the continental United States.

The information on these worksheets will be the resource you use to complete your poster display and presentation. Your display and presentation must include information about ALL the steps above.

RESOURCES;

http://www.archives.gov/exhibit_hall/american_originals_iv/sections/louisiana_purchase_treaty.html#

http://www.humanities-interactive.org/borderstudies/exhibitindex.html

http://www.utep.edu/KC3312/clymer/maptable1.html

http://www.pbs.org/kpbs/theborder/history/timeline/2.html

http://www.yale.edu/lawweb/avalon/texan05.htm

www.majbill.vt.edu/history/arnold/USMxWar/Powell.htm

http://www.factmonster.com/ipka/A0004991.html

http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/reform/gadsden_2

Search Engines on the Internet:

Evaluation:

Evaluation : The poster display will be evaluated on the basis of the individual product. The group willl be evaluated by the presentation made before the class.

Rubric:

Name: ________________________

Teacher: Mr. Turner

Date of Presentation: ____________

Title of Work: ___________________

Criteria

Points

	1	2	3	4
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.	____
Content Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with content, but fails to elaborate. Uses relevant terms	Student demonstrates full knowledge (more than required) with explanations and elaboration.	____
Visuals/Use of maps	Student used no pictures/maps	Student used just pictures but had no summary captions to support pictures. No map	Pictures were relevant but map was not inaccurate or poorly drafted	Pictures with credible captions and very relevant map of territory/land and acquisition	____
Mechanics	Report/ documents had multiple spelling or labeling errors and/or grammatical errors.	Documents had four misspellings/labeling and/or grammatical errors.	Documents have no more than two misspellings and/or grammatical errors.	Documents have no misspellings,labeling or grammatical errors.	____
Delivery	Student speaks too quietly for students in the back of class to hear.	Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly.	Student used a clear voice and correct, precise pronunciation of terms.	____
				Total---->	____

GRADING: A=16-20 B= 12-15 C= 8-11 D= 5-8 F= 4 or below

You should have learned how manifest destiny played a key role in the political framework and policy development of the first half of the 19^th century of the United States.