This unit includes literature surrounding the American Revolution and westward expansion.

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This lesson introduces students to the philosophy that contributed to The Declaration of Independence. They will read Locke's work and discuss his ideas in a Socratic Seminar. This lesson will take two 90-minute class periods or four 50-minute class periods.
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In this lesson, students will examine "Common Sense" and "The Crisis, No. 1" to discuss the themes of the American Revolution and the purpose of pamphlets and political activism. This lesson should take three 90-minute class periods or six 50-minute class periods.
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In this lesson, students will analyze "The Declaration of Independence" for rhetorical strategies. They will then view the document from the standpoint of the King of England and others who would oppose the work. This lesson should take one 90-minute class period or two 50-minute class periods.
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In this lesson, students will read and analyze the poetry of Phillis Wheatley and Henry Wadsworth Longfellow. They will then take a current story and, using Wheatley and Longfellow as models, create their own poem to chronicle that event. This lesson should take one 90-minute class period or two 50-minute class periods.
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In this lesson, students will visit a web site about the expedition of Lewis and Clark. They will keep their own learning logs of what they discover in response to guiding question. This lesson can take one to two 90-minute class periods or two to three 50-minute class periods, depending on how much time the teacher wants the students to spend on the journals.
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These questions will guide students as they create their own journals, documenting what they learn about Lewis and Clark in this lesson. These questions can be modified to fit the teacher's purpose and resources.
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In this lesson, students will read "Heading West" by Miriam Davis Colt, a diary account of pioneers moving to Kansas in 1856. They will then compare and contrast Colt's diary with the journals of Lewis and Clark by using a Venn Diagram and writing a comparison/contrast essay. This lesson should take one 90-minute class period or two 50-minute class periods.
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In this lesson, students will read "The Outcasts of Poker Flat" while documenting key events in the story. In groups, they will write a song based on the story, using Kenny Rogers' "The Gambler" as a template. This lesson should take one 90-minute class period or two 50-minute class periods.
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