Lesson+1+The+Louisiana+Purchase


 * NAME OF COURSE / CLASS:** 11th Grade American History


 * UNIT TITLE:** U.S. Western Expansion and the role of Dakota Territory


 * Lesson 1:** The Louisiana Purchase. (Lesson 1 of 5)


 * ANTICIPATED INSTRUCTIONAL TIME:** This lesson will take two 50 minute periods of time and therefore it will take two days to complete.

Students will be able to: >
 * ENDURING UNDERSTANDING:**
 * Locate the Louisiana Purchase on a map.
 * This is enduring for the students because it is important to be able to understand spatial location in order to make connections with later expansion.
 * Analyze and interpret primary and secondary sources
 * This is enduring for students because analyzing and interpreting sources is a crucial skill required in the humanities.
 * Explain why President Jefferson wanted the United States to purchase the Louisiana Territory and why Napoleon Bonaparte was willing to sell it.
 * This is enduring for students because understanding the why behind the action explains much in terms of enduring understanding on a global scale.
 * Evaluate who benefited most from the sale of the Louisiana Purchase.
 * This is enduring for students because cause and effect skills are crucial for studying the humanities.
 * RATIONALE:** This lesson is important to teach as it provides a basis for students to understand westward expansion across the continent. Many foreign and domestic policies derive from acquiring the Louisiana Territory and thus it acquiring this territory helped shape the United States into a world power.


 * GOALS OF THE LESSON:**
 * G.1.1: To develop an understanding of the foreign policy surrounding the Louisiana Purchase.
 * G.1.2: To make a spatial analysis of US territory holdings before and after the Louisiana Purchase.
 * G.1.3: To compare the rationale behind selling and acquiring territory.
 * G.1.4: To analyize the connections between primary source documents and secondary source documents


 * SOCIAL SCIENCE OBJECTIVES OF THE LESSON:**
 * O.1.1: The student will be able to make connections between France’s economic situation and the selling of Louisiana Territory to the US.
 * O.1.2: The student will be able to find Louisiana Territory on a map.
 * O.1.3: The student will be able to analyze how the US benefited from acquiring the Louisiana Territory.
 * O.1.4: The student will be able to decipher between primary and secondary source documents.


 * MULTIPLE REPRESENTATIONS (TOOLS):**
 * This lesson plan will deliver information via PowerPoint. Primary source material will be delivered through handouts to each student.


 * RESEARCH & BEST PRACTICES:**

I obtained three key ideas from the National Council for the Social Studies 1991 article “The Historiography of Social Studies: Retrospect, Circumspect, and Prospect.” This article related historically the three ways to teach history: celebratory, revisionist, and radical. From the article “Layered Understandings of Orientations in Social Studies Program Evaluation,” by Ted Aoki, I learned that there are four categories of evaluation orientation that all social studies teachers implement. They are the ends-means evaluation orientation, the praxical evaluation orientation, the Emic evaluation orientation, and the critical-hermeneutic evaluation orientation.
 * Celebratory: This approach to history produces accounts as happy results of past struggles. Often there is a glorifying of a hero or a golden age associated with this style. Also, celebratory histories are created to legitimize a new institution, idea, or practice.
 * Revisionist: This approach to history chronicles conflict, usually between the progressive few and the conservative or indolent many, but the outcome is not always certain. Revisionist histories look to answer the question “who or what prevailed and why?”
 * Radical: This approach to history seeks the roots of the issues being studied. Usually these roots are viewed as consequences of social and/or economic factors. Often, the radicals account is the story of conflict between social and economic classes. The view history as a weapon in that struggle and is expected to contribute significantly to the quick resolution of the problems of contemporary social and educational reform.
 * Ends-means: The interests of evaluators acting within the ends-means are reflected in the evaluation questions they entertain. The following questions are examples of such questions:


 * 1) How effective and efficient are the means used in achieving the curricular goals and objectives?
 * 2) What is the degree of congruency between and among intended outcomes, the content of the instructional materials, and the teaching approaches specified?
 * 3) How good is Curriculum A compared with Curriculum B in achieving given ends?
 * 4) Of given curricula, which one is the most cost effective and time efficient?
 * 5) What valid generalizations can be made for all schools in a district?

The ends-means carries with it the validity of popular support. It fits with mainstream ideals of behaviorism, systems analysis, and structural functionalism. All these lend the ends-means evaluation orientation a credibility that leads many evaluators to regard ends-means as the best form of orientation.
 * Praxical: Evaluators thinking and acting within the praxical mode express their interests by committing to a set of evaluation concerns that differ markedly from those of technically oriented evaluators. The following questions illustrate the concerns of praxical evaluators:


 * 1) What is the orientation underlying Curriculum X in terms of root interests, root assumptions, root approaches?
 * 2) What is the implicit view of the student or the teacher held by the curriculum planner?
 * 3) At the most basic level, whose interests does Curriculum X serve?
 * 4) What are the fundamental metaphors that guide the curriculum developer, curriculum implementer, or curriculum evaluator?
 * 5) What is the basic bias of the publisher, author, or developer of prescribed or recommended resource materials?
 * 6) What is the world view underlying the curriculum?


 * Emic: Evaluators thinking and acting withing the emic mode seek understanding of the situated cultural activities, values, and beliefs or participants in social studies. Emic is an anthropological term referring to the insiders’ subjective understanding. These evaluators are guided by interests embedded in such questions as the following:


 * 1) How can we understand the quality of this social studies class as a microculture of the classroom?
 * 2) How do various groups such as teachers, students, parents, and administrators view Curriculum X? How worthy are these views?
 * 3) In what ways do various groups approve or disapprove the school’s social studies program?
 * 4) How do the various groups view Curriculum X in terms of relevance? How worthy are these views?
 * 5) How do the various groups understand the strengths and weaknesses of the social studies program?
 * 6) What are the group-constructed rules for the social studies activities in the class?


 * Critical-Hermeneutic: The evaluator’s interest is directed towards seeking out the ontological meanings in the lived experiences of students, teachers, administrators, and parents. The interests in the nature and quality of human beings are reflected in questions such as the following:


 * 1) What is it like being a teacher or student of social studies in the school?
 * 2) What is it like to experience social studies classes in this school?
 * 3) What is the quality of the lived experiences of teachers and students in social studies?
 * 4) What is social studies?
 * 5) In what ways do teachers and taught belong together pedagogically?


 * SD K-12 CONTENT STANDARDS:**
 * 9-12.US.1.1A. Students are able to relate the causes and consequences of historical events to subsequent events and their legacy in current conditions
 * 9-12.US.1.2. Students are able to relate previously learned information of these time periods to the context of succeeding time periods.
 * 9-12.C.1.6. Students are able to describe the elements of how U.S. foreign policy is created.


 * NCHS EXPECTATIONS:**
 * STANDARD 1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.
 * 1A: The student understands the international background and consequences of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.


 * SESSION-RELATED QUESTIONS:**
 * Why is it important that we know?
 * How does this connect to today?
 * Why is it called the Louisiana Purchase?


 * IMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES:**
 * After lecturing the students on the basic content, I will hand out the primary sources. The students will be in groups of 3 and they will read and discuss the primary sources. I will walk around and observe the students, as well as answering student questions. After discussing the documents, the students will be give an assignment to take home and complete that night in preparation for the next day’s activity. The second day will consist of a group discussion of the sources, followed by a short role playing game, where the students will work in groups to write up their own legislation acquiring the Louisiana Territory for the United States.


 * INSTRUCTOR MATERIALS:**
 * Map of the Louisiana Purchase Territory
 * Map of the United States 1800
 * PowerPoint presentation
 * Overhead projector, copy paper
 * Assignment


 * PARTICIPANT MATERIALS:**
 * Handout - THE AFFAIR OF LOUISIANA: To the U.S. Minister to France (ROBERT R. LIVINGSTON) Washington, Apr. 18, 1802
 * Handout - Napoleon Bonaparte Explains the Need to Sell Louisiana to the United States, 1803
 * Handout - Livingston and Monroe to Mr. Madison, PARIS, May 13, 1803
 * Handout - Convention between the United States of America and the French Republic
 * Handout - From President Thomas Jefferson To the Special Envoy to France (James Monroe) Washington, Jan. 13, 1803
 * Handout - Original Louisiana Purchase Treaty, 1803
 * Guided Notes


 * TEACHING NOTES / LESSON SCRIPT / PROCEDURES:**
 * The students will start this lesson by answering a “bell-ringer” question progressing to a PowerPoint presentation to deliver the content of the lesson. After guided notes and a PowerPoint, the students will be divided into small groups of three students and they will discuss the primary sources given to them. Using these documents, the students will complete a homework reading assignment for the next day. The following day consists of a large group discussion about the documents and a project. Students will be required to complete the project in class and therefore ample time will be allotted for project completion.


 * ASSESSMENT / HOMEWORK:**
 * There will be a small group project as the assessment of this lesson. Students will use the class discussions, PowerPoint, and their own reading and comprehension skills along with creativity to complete the assignment.


 * ACCOMMODATIONS:**
 * I will be handing out guided notes to all the students for their benefit during the content area of the lesson.


 * EXTENSIONS:**
 * This section is optional. It would include ideas that you bumped into when planning the lesson that further connections could be made to if time permitted. It also might include authentic experiences in which the mathematics involved can be applied to the real-world.


 * REFLECTION / REVISION:** This section will be completed upon finishing the lesson.


 * REFERENCES:**
 * Aoki, Ted T (1991). Layered Understandings of Orientations in Social Studies Program Evaluation. //Handbook of Research on Social Studies Teaching and Learning,// 1, 98- 105.
 * Lybarger, Michael B (1991). The Historiography of Social Studies: Retrospect, Circumspect, and Prospect. //Handbook of Research on Social Studies Teaching and Learning,// 1, 3-15.
 * National Center for History in the Schools (nd). //Era 4: Expansion and Reform, 1801-1860//. Retrieved from [].

Appendix A: Lesson Script (Long Version)

Appendix B: Instructor Materials Appendix D: Assignment/Homework
 * Appendix C: Participant Materials**

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