Students learn about the major causes and effects of the Louisiana Purchase. Then, they use the information from multiple sources to prepare a timeline of events leading up to the signing of The Louisiana Purchase Treaty.
Students learn about the major causes and effects of the Louisiana Purchase. Then, they use the information from multiple sources to prepare a timeline of events leading up to the signing of The Louisiana Purchase Treaty.
Students are introduced to the Louisiana Purchase through a brief overview and a modern map showing the territory acquired from France. After examining the map and its labeled boundaries, they respond to a word cloud prompt by listing as many present-day U.S. states as they can that fall within the Louisiana Purchase area.
Teacher MovesReview the lesson objective and clarify the scale of the Louisiana Purchase, noting that it covered about 23% of the current United States and included parts or all of many present-day states. Use student word cloud responses to highlight which states were part of the purchase and to reinforce the geographic scope of the acquisition.
Students examine a historical map of interior discoveries around 1802 and read background text explaining why access to the Mississippi River and the port of New Orleans was vital to the U.S. economy, how control of the territory shifted from Spain to France, and why Jefferson sought to buy New Orleans and nearby land. They then read Westward Expansion: The Louisiana Purchase and 1803: Louisiana Purchase Concluded to learn more about the negotiations and sale, and complete a drag-and-drop activity matching key people, places, and terms to descriptions related to the Louisiana Purchase.
Teacher MovesClarify the economic importance of the Mississippi River and New Orleans, and ensure students understand the sequence of territorial control and Jefferson’s concerns about French ownership. Use the drag-and-drop responses to check that students can correctly identify major figures, locations, and facts connected to the purchase and to address any misunderstandings.
Students read an explanation of how the Louisiana Purchase doubled the size of the United States and created new political, social, and constitutional challenges, including border disputes with Spain, questions about citizenship for existing Spanish and Mexican settlers, impacts on Native American nations, and growing tensions over the expansion of slavery. They read the article Louisiana Purchase to deepen their understanding of these effects, then complete a concept map identifying difficult issues that arose from the purchase. Next, they watch the video The Historical Audacity of The Louisiana Purchase to explore the constitutional debate over whether the president had the authority to acquire new territory, and post to a class wall explaining both sides of that debate.
Teacher MovesUse the concept map to highlight key issues such as citizenship for existing settlers, treatment and displacement of Native Americans, questions about slavery in the new territory, and concerns about defending and governing such a large area. After students view the video and post on the wall, draw on the note that the Constitution does not explicitly grant the president the power to purchase land; explain Alexander Hamilton’s argument that this was an implied power and Jefferson’s own reservations despite supporting the deal. Use student posts to compare perspectives on the constitutionality of the purchase.
Students use information from earlier scenes along with the articles Louisiana Purchase and How the Louisiana Purchase Changed the World to create a timeline of the most important events leading up to the Louisiana Purchase. Working on a digital drawing canvas or on paper (and uploading a photo), they sequence key dates and events that show how the territory changed hands and how the purchase was concluded.
Teacher MovesRemind students that this scene is an optional extension for applying what they have learned. As they construct timelines, check that they include major milestones such as France’s acquisition of Louisiana from Spain, the start of negotiations by Robert Livingston and James Monroe, Napoleon’s offer of the entire territory, and the 1803 purchase agreement. Use these timelines to reinforce chronological understanding and the causal chain leading to the treaty.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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