Quizéo

Westward Expansion - Worksheet 3

The Birth of a Nation

1. Scan the 5 maps, look at the color blocks and comment on the evolution of the American territory.

2. From Map 1 to Map 3, what happened to the "unorganized" and "unclaimed" territories? How do you think this evolution was achieved?

3. From Map 1 to Map 5.
a.What happened to the disputed areas? Deduce what happened to the American territory during the 19th century.
b.Look at the titles of the maps and say what historical events marked this period in the region.
c.What stopped this evolution?
d.Imagine the demographic and economic consequences of this evolution.
e.How do you think the population who settled in the new territories and states felt about westward expansion? What do you think justified it for them?
f.Use the maps and what you know about the topic to say what happened to the Native populations.

4. Recap. Find 2 or 3 adjectives to describe that period of US history.

Westward Expansion - How to Analyse a Picture

1. Observe and react.
What captures your attention? 
How does it make you feel at first glance?

2. Describe and analyse.
What do I see? Landscape, people, animals, objects, etc.
Action or actions? 
Time of day, season, weather, inside/outside, environment, historical period, etc.
Organization: composition (background, foreground, position of the different elements), contrasts, emphasis, movement, etc.
Colors and light
The people: possible age, social position, relationship, body language and attitudes, etc. 
How does the artist get the viewer's attention? 
What do you think the artist wants you to think or feel? 
How does the painting make you feel now that you have analysed it? 

3. Interpret and judge.
If I could ask the artist one question, it would be ... 
I like ≠ dislike this painting because ... (you can also ask a partner) 
I would  ≠ would not hang it in my home because ...

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Toolbox
The artwork is about ...
The artist wants to …
It reminds me of …
There are symbols such as ...
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4. Recap.
a.Sum up in a few sentenceswhat has been said in class about the painting.
b.Think of 3 different adjectives or nounsand be ready to justify.

What is Westward Expansion? - Worksheet 5

Read the article "What is Westward Expansion?" and answer the questions.

1. Look at the title and the first short paragraph,then explain, in your own words, to a partner the expression "Westward Expansion."

2. Read the first two paragraphs and identify the three main reasons which explain Westward Expansion,then discuss with a partner before sharing with the rest of the class.

3.Focus onthe words highlighted in blue in paragraph 3 and 5 and answer the questions.
a.What lexical and semantic field do they belong to?
b. So, can you explain to a partner, in your own words, what Manifest destiny was?

4. Read paragraph 4.
a.Highlight in yellow the action taken by US legislation which made Westward Expansion easier.
b.Explain in your own words in what way Manifest Destiny helped justify that action.
c. In your own words, explain the consequences of that action as far as Westward expansion was concerned.

5.Read paragraph 6 and answer the questions.
a. Highlight in red the four ways to become rich in the American West in the 19th century.
b.The people attracted to the first way to become rich gave rise to one of the most significant events of the first half of the 19th century in the USA. Do you know what it was called? Discuss with a partner.

6. Now go back to the painting.
a.Sayif you can match the elements of information you found in the article with visual details from the painting. 
b.Check your findings with your partner.

7. With your partner, sum up why and how the Americans went West in the 19th century.
Underline the new words you have learnt in the article.

Westward Expansion - Your mission

In pairs or alone according to your teacher's instructions, write an audioguide in 80-100 words.
Now, using the visual details from the paintingWestward the Course of Empire Takes Its Wayand the highlighted elements from the article "What is Westward Expansion?," write the script of a short audioguide for that painting, explaining:
a. To what extent it helps understand the justification of Westward Expansion.
or
b. To what extent it depicts the Manifest Destiny of the USA.

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First of all ...
First and foremost ...
Then ...
Besides ...
Moreover ...
Finally ...
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The Archetypal Cowboy - Anticipation Worksheet

Anticipation on the expression "Archetypal Cowboy"

1. Now that you know more about Westward Expansion:
a.How do you imagine a typical pioneer / settler? Be ready to justify your answer with elements from the historical period.
b.What do you call a very typical example of a person or character? Share your answer with a partner before discussing with the whole class.

2.Fill in your "Personal Recap Chart."

The Archetypal Cowboy - Language Focus Worksheet

1. Noms et adjectifs. 
Complétez le tableau suivant avec les noms et les adjectifs manquants. Vous pouvez recopier le tableau dans votre cahier, le remplir en ligne ou le télécharger.

2. Adjectifs = participes passés ou participes présents ?
Les adjectifs peuvent être des participes présents (-ing) ou des participes passés (-ed).
Les adjectifs qui sont des participes passés expriment généralement unsentiment ou une réactionressenti(e) par quelqu’un. Ces adjectifs décrivent la personne quiressentl’émotion.
Les adjectifs qui sont des participes présents décrivent lacausedu sentiment, c’est-à-dire la chose ou la personne quiprovoquecette émotion ou sensation. Ces adjectifs décrivent quelque chose quifait ressentirune émotion à quelqu’un.
Complétez les définitions suivantes avec les adjectifs qui conviennent. 
a.Interestedouinteresting?

A story which provokes aninterestis ...
If I feel aninterestin the story, I am ...

b.Amazedouamazing?

A landscape that causesamazementis ...
If you feelamazement, you are ...

c.Excitedouexciting?

A movie thatexcitesme is...
If I feelexcitementwhen watching the movie, I am ...

3. Adjectifs composés (compound adjectives).
Les adjectifs composés en -ed (participes passés) décrivent la personne quisubitouressentquelque chose. Ces adjectifs expriment une qualité possédée par le sujet.
Complétez les définitions suivantes avec les adjectifs composés en -ed qui conviennent. 

A person whohas a strong willis ...
A person whois... has akind heart.

Les adjectifs composés en -ing (participes présents)décrivent la personne ou chose quiagitou qui a unequalité active. Ces adjectifs expriment un comportement.
Complétez les définitions suivantes avec les adjectifs composés en -ing qui conviennent. 

A citizen whoabides by the lawis ... 
A person whoworks hard is ...

The Archetypal Cowboy - Artwork Worksheet

1. Individual work.

Focus on the document in "The Archetypal Cowboy Artwork" your teacher assigned you:they are either from F. Remington (documents 1 or 2), or from C. Russell (documents 3 or 4).

a. First, situate on the 1912 map "Westward Expansion" the states where your artist was born and where he died. 

b.Then, pay attention to the physical appearance of the men represented in the artwork, their "accessories", their attitudes, their surroundings, and the values they symbolize.

Remember the vocabulary you learnt in the "Get on Board" activities and justify your viewpoint with specific details.

2. Pairwork

a. Discuss your viewpoint with another student who was assigned the same document.

b.  Talk together to decide if you think your documents represent an archetypal cowboy and justify your answer.

c.Prepare your notes to be ready to explain your artwork to the other students and say if it represents the archetypal American Cowboy.

3. In groups of 6 students(each student has studied a different document). 

a.Present your document to the members of your group and listen to the other presentations. Take notes in the table below which you can copy in your notebook, fill in online or download.

b.What common pointscan you find among all these cowboys? 

c.Use the elements in the table to deduce how the people who lived in the West were considered and depicted. You can use what you know now about Westward Expansion.

d.Then, as a group, decide which work of art symbolises best the archetypal American Cowboy. All the members of your group must be ready to explain your choice to the rest of the class.

4.Whole class work.

Explain the choice you made, as a group, in Activity3.d.