Author:
Breanne
Subject:
History, Professional Learning, Social Studies
Material Type:
Homework/Assignment, Lesson Plan
Level:
Middle School
Tags:
  • Lesson Plan
  • utah-mac-lesson
  • License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Text/HTML

    Education Standards

    Dominguez & Escalante Expedition

    Dominguez & Escalante Expedition

    Overview

    This lesson will engage students in understanding the impact the Dominguez & Escalante expedition had on Native American tribes living in Utah and the eventual settlement of Utah. Students will be assessed by creating an Apple Pages project wherein they demonstrate their understanding of the two issues. Students are asked to create an essay including images about the Dominguez & Escalante expedition. 

    Summary

    This lesson will engage students in understanding the impact the Dominguez and Escalante expedition had on Native American tribes that lived in Utah. It will also explore the role the Dominguez and Escalante expedition had on the eventual settling of Utah. Students will use Apple Pages to create a project demonstrating their understanding of the impact the Dominguez & Escalante expedition had on Native Americans and the eventual settling of Utah. 

    • Time frame: Four (4) fifty (50) minute class periods. 
    • Group Size: Whole Class
    • Author: Keisel
    • Grade Level: 7 
    • Content Area: Utah Studies (Social Studies) 
    • Applications needed: Apple Pages 
    • Utah Core Standards
      • UT.SS.UTS.1.4: Students will analze primary and secondary sources to explain causes and effects of European-American exploration, including the reponse and involvement of Utah's American Indian tribes. (history)
      • UT.SS.UTS.2.2: Students will compare the cause and lasting effects of various non-Mormon groups' migrations to Utah. (history) 
    • Materials needed: 

     

     

    Background for Teachers

    To have success in teaching this lesson, the instructor should have a basic understanding of Native American groups that lived in Utah. The instructor should also have an understanding of early interactions between the various Native American groups that lived in Utah and Spanish explorers and conquistadors. Examples of Spanish expeditions to become familiar with include Cortes, Pizarro, Coronado, and Leon. Finally, the instructor should have basic knowledge of the Dominguez and Escalante expedtion. The following resources can help you gain understanding and teach the lesson: 

     

     

    Student Prior Knowledge

    Prior to this lesson, students will need to have an understanding of Native American groups that lived in Utah. Students should also have a basic understanding of early Native American and Spanish conquistador/explorer interaction. This should include an understanding of the Cortes, Pizarro, Coronado, and Leon expeditions. Students should understand that for the most part, these interactions had been negative up to this point. 

    Student Learning Intentions & Success Criteria

    Student Learning Intentions: 

    • Students will be able to understand the impact the Dominguez & Escalante expedition had on Native American tribes living in Utah. 
    • Students will understand the role the Dominguez & Escalante exepdition had on the eventual settling of Utah. 

    Student Success Criteria: 

    • Students will create an Apple Pages project demonsrating their understanding of the impact the Dominguez and Escalante expedition had on Native American tribes living in Utah and the eventual settling of Utah. 
    • Students will successfully participate in class discussions concerning the Dominquez & Escalante expedition. 

     

     

    Instructional Procedures

    1. Engage: Discuss the impact that previous Spanish conquistadors had in forming relationships with Native Americans prior to the Dominguez & Escalante Expedition. The discussion should focus on how most of the interactions between the conquistadors and Natives in the southwest had been negative up to this point. Discuss specific conquistadors such as Cortes, Pizarro, Coronado, Leon. Again, emphasize the negative contacts that had been established. (5 minutes) 
    2. Deepen: Discuss with students how many of the cities, landmarks, and even roads that we have today are tied into the trailblazing of the Dominguez & Escalante Expedition. Examples to discuss include Spanish Fork, I-15, Escalante, and any others that you wish. (5 minutes) 
    3. State objective: After the discussion, inform class members that they will be learning about the impact the Dominguez & Escalante expedition had on the settling of Utah and the impact the expedition had on Utah's Native American tribes. (3 minutes) 
    4. New Material: As a class view the video Utah's Indians and the Spaniards (see materials). The video gives general information on the Dominguez & Escalante Expedition (30 minutes) 
    5. Guided Practice: Discuss with students what they learned from the video. Discuss how the Dominquez & Escalante expedition established a positive relationship with the different Native American tribes they came in contact with, especially the Utes. Discuss how this positive relationship helped lay the groundwork for other groups to migrate through and to Utah. Discuss how the Mierra y Pacheco map as well as notes from the expedition eventually helped in the settling and even naming of many locations in today's Utah. (20 minutes) 
    6. Indepdent Practice: Students research in further depth the Dominguez & Escalante expedition using Utah History to Go (see materials). In particular they should emphasize finding information on the impact the expedition had on relationships with Indians which helped to establish a positive interaction moving forward. They should also focus on how the expedition impacted the settlement of Utah in the future. (50 minutes) 
    7. Assessment: Using Apple Pages students will construct a three page essay including a drawing of the expedition in the project. The asignment should then be uploaded into Canvas. (See attachment in assessment section entitled Dominguez & Escalante Expedition for exemplary finished project.) (Two 50 minute class periods). 

     

     

    Strategies for Diverse Learners

    To meet the needs of diverse learners, (English Language Learners, gifted, IEP) consider altering the length of the project. For English Language Learners the length of the project could be shortened, for gifted students the length could be extended to allow for extra challenge. Also, the image requirements for the project could be adjusted to fit student needs as well. Consider making notes of discussions available to students on a needed basis also. 

    Assessment Plan

    Student learning will be assessed using the following methods: 

    • Informal formative assessment through viewing student body language and follow up questions. 
    • Formal summative assessment wherein students will use Apple Pages to compose a three page project with images demonstrating their understanding of the impact the Dominguez & Escalante expedition had on Native American tribes living in Utah and the impact the expedition had on the eventual settling of Utah.  The project will be assessed using the attached rubric. (See attached Dominguez & Escalante Expedition Rubric below.) (See attached exemplar product entitled Dominguez & Escalante Expedition Report attached below also.)