Format
1. Capt. Bruff will use a map to discuss the journey west in 1849.
2. Bruff will ask questions about the routes possible and preparations made.
3. The audience will ask Bruff about the journey.
4. Mr. Fincken will share slides of the journey and show some Bruff sketches made during the trip.
5. The audience will ask Mr. Fincken about his impressions of Bruff and the journey.
Objectives
The participants will learn about Manifest Destiny, the role of the government in the great migration west, the difficulties of the journey itself, and the costs: broken homes, disease, and the suffering of the American Indian. They will see certain parallels between our materialistic world today and then and the meaning of our ideal: The American Dream.
Standards Alignment
National Standards
NA-T.K-4.1 SCRIPT WRITING BY PLANNING AND RECORDING IMPROVISATIONS BASED ON PERSONAL EXPERIENCE AND HERITAGE, IMAGINATION, LITERATURE, AND HISTORY
· Students improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue
NA-T.K-4.2 ACTING BY ASSUMING ROLES AND INTERACTING IN IMPROVISATIONS
· Students imagine and clearly describe characters, their relationships, and their environments
· Students assume roles that exhibit concentration and contribute to the action of classroom dramatizations based on personal experience and heritage, imagination, literature, and history
NA-T.5-8.2 ACTING BY ASSUMING ROLES AND INTERACTING IN IMPROVISATIONS
· Students analyze descriptions, dialogue, and actions to discover, articulate, and justify character motivation and invent ethical choices, and emotional responses of people
· Students demonstrate acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that suggest artistic choices
· Students in an ensemble, interact as the invented characters
NL-ENG.K-12.4 COMMUNICATION SKILLS
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.[
ENG.K-12.6 APPLYING KNOWLEDGE
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
NL-ENG.K-12.9 MULTICULTURAL UNDERSTANDING
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
NSS-G.K-12.1 THE WORLD IN SPATIAL TERMS As a result of activities in grades K-12, all students should · Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. .
NSS-G.K-12.4 HUMAN SYSTEMS
As a result of their activities in grades K-12, all students should
· Understand the characteristics, distribution, and migration of human populations on Earth's surface.
· Understand the characteristics, distribution, and complexity of Earth's cultural mosaics.
· Understand the patterns and networks of economic interdependence on Earth's surface.
· Understand the processes,patterns, and functions of human settlement.
· Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface
NSS-G.K-12.6 THE USES OF GEOGRAPHY
As a result of activities in grades K-12, all students should
· Understand how to apply geography to interpret the past.
NSS-G.K-12.4 HUMAN SYSTEMS
As a result of their activities in grades K-12, all students should
· Understand the characteristics, distribution, and migration of human populations on Earth's surface.
· Understand the characteristics, distribution, and complexity of Earth's cultural mosaics.
· Understand the patterns and networks of economic interdependence on Earth's surface.
· Understand the processes,patterns, and functions of human settlement.
· Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface
NSS-G.K-12.6 THE USES OF GEOGRAPHY
As a result of activities in grades K-12, all students should
· Understand how to apply geography to interpret the past.
NSS-USH.5-12.4 ERA 4: EXPANSION AND REFORM (1801-1861)
· Understands United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans
· Understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
State Standards
Indiana
Social Studies
SS.5.4.7 Analyze how the causes and effects of changes in price of certain goods* and services* had significant influence on events in United States history. Example: The price of cotton, the price of beaver pelts, and the price of gold all are related to specific events and movements in the development of the United States.
8.1 History Students will examine the relationship and significance of themes, concepts, and movements in the development of United States history, including review of key ideas related to the discovery, exploration, and colonization of America, the revolution and founding era. This will be followed by emphasis on social reform, national development and westward expansion, the Civil War and Reconstruction period.
SS.8.1.13 Explain the concept of manifest destiny and its relationship to the westward movement of settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas (1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the Mexican War (1846 to 1848).
SS.8.1.17 Describe the impact of the California gold rush (1849) on the westward expansion of the United States.
SS.USH.1.2 Explain major themes in the early national history of the United States. Examples: the westward movement, manifest destiny and national expansion, sectionalism, nationalism, slavery expansion and abolitionism, and social reform movements.