[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-466574-105":59,"doc-detail-466574-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","isd-virtual-learning-apush-period-6-review-westward-expansion-native-american-policies-april-20-2020","ISD Virtual Learning - APUSH Period 6 Review - Westward Expansion: Native American Policies - April 20, 2020","","Lesson plan for APUSH Period 6 reviewing Westward Expansion (1877–1898) with a focus on Native American policies. Students compare the reservation system and the Dawes Act and assess effects on Native American society and culture. The session analyzes the Battle of Little Bighorn, the Ghost Dance movements, and Wounded Knee to define relations between the U.S. government and Native American tribes, then uses a DBQ outline framework for a 2020 exam practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/isd-virtual-learning-apush-period-6-review-westward-expansion-native-american-policies-april-20-2020/466574/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/isd-virtual-learning-apush-period-6-review-westward-expansion-native-american-policies-april-20-2020/466574.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What causes and effects are students expected to explain for the West from 1877 to 1898?","Question",{"text":112,"@type":113},"Students explain causes and effects connected to the settlement of the West during 1877–1898, with emphasis on Native American policies and their outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should students compare the reservation system and the Dawes Act in their analysis?",{"text":117,"@type":113},"Students compare how both governmental policies affected Native American society and culture, focusing on similarities and differences in impact.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the required structure for a DBQ outline in this lesson?",{"text":121,"@type":113},"The outline includes an introduction with contextualization and a thesis, two body paragraphs summarizing documents and explaining relationships and relevance, outside evidence, and a conclusion that restates the thesis and summarizes evidence.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},466574,1790812324,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ISD Virtual Learning  \nAPUSH Period 6 Review, Westward Expansion: Native American  \nPolicies  \nApril 20, 2020  \nAPUSH Lesson: April 20, 2020  \nObjective/Learning Target: Students will explain the causes and effects of the settlement of the West from  \n1877 to 1898.  \nWarm Up  \nCompare the two pictures. What changed over the period of three years?  \nWhat is the purpose of the Carlisle Indian Industrial School?  \nLesson Activity: Background Information  \nKhan Academy Articles:  \nReservation System  \nDawes Act  \nThe Indian Wars and the Battle of Little Bighorn  \nThe Ghost Dance and Wounded Knee  \nLesson Activity: Reading Comprehension Questions  \n1. Compare the effects of the reservation system and the Dawes Act. How was Native American society and culture affected by both of these governmental policies?  \n2. Analyze the significance of The Battle of Little Bighorn, The Ghost Dance Movements and Wounded Knee. Analyze how each of these events defined this period of relations between the US government and Native American tribes.  \nLesson Activity Overview: DBQ Outline  \n1. Click HERE for the Document Based Question and Documents  \na. (Adapted from APUSH with Mr Johnson [https://www.apushwithmrjohnson.com/westward-expansion.html](https://www.apushwithmrjohnson.com/westward-expansion.html))  \nb. Prompt: Analyze the changing policies of the US Government towards the Sioux from 1868 to 1891, their reasoning behind those changes and the effects these changes had on the Sioux.  \n2. Look over the updated APUSH DBQ Rubric for the 2020 Exam  \n3. Write a DBQ Outline that conforms to this new rubric. Detailed requirements are on the next slide.  \nLesson Activity: DBQ Outline  \nNOTE: This is only one option for an outline. It is flexible. Use what works for you and/or what yourAP teacher has specifically taught you.  \nJust make sure to take into account the requirements on the updated Rubric for the 2020 At Home Exam.  \nI. Introduction Paragraph  \nA. Contextualization-Background Information  \nB. Thesis Statement (Your Argument) Answer the full question is a historically defensible way  \nII. Body Paragraph 1  \nA. Summarize the content of your first document  \nB. Summarize the content of your second document  \nC. Explain how these documents relate to each other and how they support the argument laid out in your thesis  \nD. Discuss at least one of the document’s point of view, purpose, historical situation, and/or audience and how it is relevant to your argument  \nE. Outside Evidence-Use relevant evidence beyond what is found in the documents to support your argument  \nIII. Body Paragraph 2  \nA. Summarize the content of your third document  \nB. Summarize the content of your fourth document  \nC. Explain how these documents relate to each other and how they support the argument laid out in your thesis  \nD. Discuss at least one of the document’s point of view, purpose, historical situation, and/or audience and how it is relevant to your argument  \nE. Outside Evidence-Use relevant evidence beyond what is found in the documents to support your argument  \nIV. Conclusion (Can be very short, there is no specific point for a conclusion unless you are also hitting other requirements such as outside evidence etc.)  \nA. Restate your thesis in a different way and summarize the evidence you have presented  \nThroughout the Essay: The Complex Understanding Point. In your essay you must do one of the following: Explain nuance by analyzing multiple variables • Explain both similarity and difference, both continuity and change, or multiple causes, or both causes and effects • Explain relevant and insightful connections within and across periods • Confirm the validity of an argument by corroborating multiple perspectives across themes • Qualify or modify an argument by considering diverse or alternative views or evidence  \nAdditional Unit 6 Practice-America’s History Textbook Review Videos  \nClick HERE to watch a review video on Chapter 16, Conquering a Continent: 1","cbCaidkSV85VTd5w","https://ap.wps.com/l/cbCaidkSV85VTd5w","pdf",1729639,"English","# Objective/Learning Target\n# Warm Up\n# Lesson Activity: Background Information\n## Khan Academy Articles\n## Reservation System\n## Dawes Act\n## The Indian Wars and the Battle of Little Bighorn\n## The Ghost Dance and Wounded Knee\n# Lesson Activity: Reading Comprehension Questions\n# Lesson Activity Overview: DBQ Outline\n## Prompt and Resources\n## Updated APUSH DBQ Rubric\n# Lesson Activity: DBQ Outline Structure\n## Introduction Paragraph\n## Body Paragraphs 1 and 2\n## Conclusion and Throughout-the-Essay Point\n# Additional Unit 6 Practice","[{\"question\":\"What causes and effects are students expected to explain for the West from 1877 to 1898?\",\"answer\":\"Students explain causes and effects connected to the settlement of the West during 1877–1898, with emphasis on Native American policies and their outcomes.\"},{\"question\":\"How should students compare the reservation system and the Dawes Act in their analysis?\",\"answer\":\"Students compare how both governmental policies affected Native American society and culture, focusing on similarities and differences in impact.\"},{\"question\":\"What is the required structure for a DBQ outline in this lesson?\",\"answer\":\"The outline includes an introduction with contextualization and a thesis, two body paragraphs summarizing documents and explaining relationships and relevance, outside evidence, and a conclusion that restates the thesis and summarizes evidence.\"}]","ISD Virtual Learning - APUSH Period 6 Review - Westward Expansion: Native American Policies - April 20, 2020 | PDF",1790771506,48]