Westward Expansion - Farmington Public Schools

Margaret Avitabile and Anna Harris 6/23/04 Farmington Public Schools 1

Westward Expansion

Farmington Public Schools Grade 5

Social Studies


Table of Contents Unit Summary

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Stage One: Standards Stage One identifies the desired results of the unit including the broad understandings, the unit outcome statement and essential questions that focus the unit, and the necessary knowledge and skills.

The Understanding by Design Handbook, 1999 ��.... pages 4-8

Stage Two: Assessment Package

Stage Two determines the acceptable evidence that students have acquired the understandings, knowledge and skills identified in Stage One.

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Stage Three: Curriculum and Instruction Stage Three helps teachers plan learning experiences and instruction that aligns with Stage One and enables students to be successful in Stage two. Planning and lesson options are given, however teachers are encouraged to customize this stage to their own students, maintaining alignment with Stages One and Two.

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Appendices

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Unit Summary This unit on Westward Expansion is designed to be used in grade 5 social studies and should be the second unit of the year.


Stage One: Standards

Stage One identifies the desired results of the unit including the broad understandings, the unit outcome statement and essential questions that focus the unit, and the necessary knowledge and skills.

The Understanding by Design Handbook, 1999 Essential Understandings and Content Standards Social Studies Standards: #4 Time, Continuity, and Change - The process of historical inquiry develops a perspective on how both the past and change relate to one�s own life experience. The student will

4.1 � create timelines to interpret data, illustrate cause and effect, and understand the chronological nature of history 4.2 � understand that people in different times and places view the world differently 4.4 � display empathy for people who have lived in the past 4.6 - describe examples of historical cause and effect. 4.7 - understand the difference between primary and secondary sources in history

#7 Geography and Society � human settlements and migration are influenced by their physical and cultural environment. The student will

7.1 � use maps, globes, and other geographic resources to interpret information, draw conclusions, and make generalizations. 7.5 � describe some ways that Westward Expansion impacted the physical environment and Native American culture. 7.7 � describe the political, social, and economic reasons for migration. 7.8 � describe how the environment impacts how people live.

#8 Identity and Belonging The student will

8.7 � understand the positive and negative effects of assimilation on individuals and cultural groups.

#10 Economic Decision Making The student will 10.7 � give examples of ways that different economic decisions have influenced

key events in American history. #11 Science, Technology, and Society The student will 11.3 � describe the role of technology in key events in American history. 11.3 � describe the impact of improvements in transportation on patterns of

migration.


Technology and Information Accessing Standards: #1 Information Accessing � Information skills and strategies are necessary to effectively locate and use resources for solving problems conducting research and pursuing personal interests.

1.9 � Students will develop a search strategy that demonstrates an understanding of the appropriate use of an encyclopedia, atlas, almanac, dictionary, and library catalog. 1.10 � Students will demonstrate ability to extract and record information relevant to their defined information need. 1.11 � Students will demonstrate ability to summarize and paraphrase important facts and details.

#2 Communication - Technology can be used to create written, visual, and multimedia products to communicate ideas, information, or conclusions to others.

2.4 - Students will use word processing software to compose, edit, and revise ideas for clear communication and purposeful writing with formatting.

2.5 - Students will use video, audio, and multimedia tools to create oral presentations.

#4 Responsible Information Use � The responsible student will demonstrate legal use of information resources, computers or other technologies, recognizing the attendant social, economic, and ethical issues.

4.4 � Students will identify the sources used and the essential parts of a bibliographic entry.

Standards in bold print are directly addressed in Authentic Performance Task.


Unit Outcome Statement As a result of this unit the students will understand that� Prior to the Civil War, America experienced a dramatic territorial expansion between 1800 and 1861.

• Restless Americans, hungry for the vast open lands of the frontier pushed westward across the Appalachians, then across the Mississippi, and finally on to the Pacific Ocean. This land hunger, the ideology of �Manifest Destiny�, and the optimism that anything was possible caused thousands of settlers to flock to the western frontier.

• The struggle of these frontier people helped to shape the American character. • Acquisitions of large new territories throughout the Southwest and the West led to

confrontations with other nations and the peoples living in these regions. • The expansion of white American culture into the vast reaches of the American

West caused the removal and destruction of many Indian nations in the Southeast and old Northwest.

As a result of this unit students will communicate clearly and enhance their presentation using Microsoft Publisher. Essential Questions

1. Why do people migrate? 2. What were the positive and negative effects of assimilation on Native Americans?

(Native Americans) 3. How did the actions of early pioneers help to shape American culture? 4. How did technological innovations change society and affect the environment?

(Canals, Railroads, and Steam Power)


Knowledge and Skills

The Knowledge and Skills section includes the key facts, concepts, principles, skills, and processes called for by the content standards and needed by students to reach desired understandings.

The Understanding by Design Handbook, 1999 Knowledge Push/pull factors for Westward migration:

Expedition, Migrate, Pioneer, Manifest Destiny, Expansion, Territory, Gold Rush, Forty-niners, Mormons, Louisiana Purchase, Claim

Life on the Trail: Oregon Trail, Santa Fe Trail, Water Routes, Wagon Train, Covered Wagon

Settling the Frontier: Sod houses, Log houses, Homesteaders Assimilation of Native Americans: Bureau of Indian Affairs, Treaties, Reservations

Skills/Processes

History Habits of Mind: Use of Maps, Create timelines Outlining Text Reading for comprehension Responding to prompts and comprehension questions Oral presentation skills Exposure and practice completing peer evaluation forms Understanding rubrics Thinking Skills Demonstrating empathy for people in the past Understanding factors of: role, manner, place, time, and amount of information (what is history) Understanding values of others (Native Americans)) Understanding Cause and Effect Sorting/Categorizing (Primary vs. Secondary Sources) Distinguish between cause and effect Technology Skills Identify the appropriate software for the task at hand. Communicate their ideas and thought clearly and effectively using Microsoft Publisher.


Westward Expansion Content Outline for Unit � Topics that will need to be addressed are�

I. Introduction II. Early exploration of the West (1763-1806)

A. Daniel Boone B. Lewis and Clark (1804-1806)

1. Sacajewea C. Zebulon Pike D. Early Settlement of Texas

1. Battle of the Alamo (1836) 2. The Mexican War (1846-1847)

III. Westward Expansion 1840-1860 A. Pushes

1. Taxes 2. Lack of Opportunity 3. Trouble with the Law 4. Manifest Destiny

B. Pulls 1. Land 2. Liberty 3. Fortune 4. Opportunity

C. Routes 1. Oregon Trail 2. Santa Fe Trail 3. Water Routes

D. Mormons Settle in Utah (mid 1800s, began in 1847) E. California Gold Rush (1848 gold was found)

IV. Relationship with Native Americans A. Life before Western Exploration B. Treaties C. Tecumseh

V. Changes in Transportation A. Canals B. Railroads (Transcontinental Railroad completed in 1869)


Stage Two: Assessment Package Stage Two determines the acceptable evidence that students have acquired the understandings, knowledge and skills identified in Stage One

Authentic Performance Task The year is 1839 and your family has decided to move West. Your task is to write six journal entries which chronicle you and your family�s journey west. One hundred fifty years later your journal is uncovered and found by historians. Your journal should look like an authentic artifact, be creative and historically accurate. Each journal entry will be focused on a different part of your family�s experience. Your journal must reflect the knowledge you have gained throughout the unit and be based on facts. Entry 1 � Pushes and Pulls � Why your family is moving west, where you are going, why you are going there, and what you have packed Entry 2 � Daily life on the Trail � Typical schedule including your responsibilities, triumphs and hardships Entry 3 � Map � include a map of the trail that you took, detailing water, forts, etc and explain why you and your family decided on this route of travel. Entry 4 � Encounter with a Native American � you meet a Native American on the Trail, describe how the white settlers feel about the Native Americans and how the Native Americans feel about the settlers. This entry should express the difficulties the Native Americans are having with settlers. Each side should be accurately portrayed. Entry 5 � Settling Down � Reaching your destination and starting your life there, how did you prepare, what resources of the west do you use to fund your new life, what are your plans for winter Entry 6 � Reflection � Was the journey worth it? Be sure to include all of the pros and cons Criteria � Content and Product Content � Each entry must have all of the specific requirements from above and be historically accurate. Product � Must be in journal form and look authentic See rubric Tests, Quizzes, and Other Quick and Ongoing Checks for Understanding From America Will Be textbook � use review questions and/or red box questions at end of each chapter as needed Chapter 14, End of Unit Test � �Moving West� � tests knowledge of early westward expansion Chapter 15, End of Unit Test � �Settling the Far West� � tests knowledge of later westward expansion Projects Students will complete a small research project. They will research an important figure in the history of the American West. They will use both print and on-line sources to find biographical information and information on the person�s contributions to the west. Students will need to explain what makes a person an important figure in the history of the West. They should also focus on how the actions of the person they are researching help


shape American culture in the West. The student will then take their information and make a small poster of the person on Publisher. Criteria � Content and Layout See Rubric


Stage Three: Learning Experiences and Instruction Stage Three helps teachers plan learning experiences and instruction that align with Stage One and enables students to be successful in Stage Two.

Learning Experiences and Instruction The learning experiences and instruction described in this section provide teachers with one option for meeting the standards listed in Stage One. Teachers are encouraged to design their own learning experiences and instruction, tailored to the needs of their particular students.

Week 1 Day 1, Lesson Topic: Overview of Migration Guiding Questions: Why do people move? Essential Questions: Why do people migrate?

Suggested Sequence of Learning Experiences and Instruction: Introduce the topic of migration in terms of moving. Ask students if they have moved and if so why. Create a list on the board. Explain that people have been moving for many of the same reasons for many years and that in this unit we will be learning about why people moved west in the mid 1800s. Create a Push/Pull T-chart and pass out a copy to each student for them to write on as you chart it for the class. Be sure to cover all of the pushes and pulls for Westward Expansion and explain Manifest Destiny.

Day 2, Lesson Topic: The Moving Frontier Guiding Questions: Why did pioneers move to settlements across the Appalachian Mountains? How did Daniel Boone contribute to Westward Expansion?

Suggested Sequence of Learning Experiences and Instruction: America Will Be Chapter 14, Lesson 1 �The Moving Frontier� pgs. 340-344. Suggested forms of Instruction: Read/Think aloud: either read aloud to the group (stopping to pose questions and have students share their thinking about the text) or choose and interrupt student readers when needed. Outline chapter as you go Answer �Thinking Focus� and Red Box Questions while reading Popcorn Read: Have students start reading the text. Stop them at an appropriate part and pose a question about the section to the class. Have the student who answers the question start reading. Continue choosing readers and posing questions until the chapter is complete. Answer �Thinking Focus� and Red Box Questions while reading Small Groups: Students form small groups and read to each other. Have students identify and write down main idea from each section in the chapter and answer the chapter focus question. Circulate around the room as needed. Come back together and discuss focus question. Outline chapter (Start by identifying the main idea of the section and have students find and suggest supporting details- Students should write it down to insure engagement) Discuss how making an outline will help them to better organize the information, so that the focus and review questions can be easily answered. Choose review question(s) for homework or


use Chapter 14, Lesson 1, Study Guide appendix page Strengthen Map Skills and Promote Inquiry: Have students find photos and maps in the text that are of interest and/or importance. Have the students list what they would like to know or find out about the feature. Also discuss the picture in a historical context. For example describe the image, what it involves, and how it demonstrates life in the West. Have the students go on the internet to examine maps, old photos, and other primary sources that will help them in their inquiry. Example: Have students examine the illustration on page 343. Have students discuss and compare the authenticity of the dress of the frontiersman in old photos Primary sources such as Voices from the West: Life Along the Trail by Katherine Emsden, and Words West:Voices of Young Pioneers by Ginger Wadsworth are available in the library.

Day 3, Lesson Topic: Life on the New Frontier Guiding Questions: What was life on the new frontier like for settlers in the early 1800s?

Suggested Sequence of Learning Experiences and Instruction: America Will Be Chapter 14, Lesson 2 �Life on the New Frontier� pgs. 345-349. Suggested forms of Instruction: Read/Think aloud: either read aloud to the group (stopping to pose questions and have students share their thinking about the text) or choose and interrupt student readers when needed. Outline chapter as you go Answer �Thinking Focus� and Red Box Questions while reading Popcorn Read: Have students start reading the text. Stop them at an appropriate part and pose a question about the section to the class. Have the student who answers the question start reading. Continue choosing readers and posing questions until the chapter is complete. Answer �Thinking Focus� and Red Box Questions while reading Small Groups: Students form small groups and read to each other. Have students identify and write down main idea from each section in the chapter and answer the chapter focus question. Circulate around the room as needed. Come back together and discuss focus question. Outline chapter (Start by identifying the main idea of the section and have students find and suggest supporting details- Students should write it down to insure engagement) Discuss how making an outline will help them to better organize the information, so that the focus and review questions can be easily answered. Choose review question(s) for homework or use Chapter 14, Lesson 2, Study Guide appendix page. Strengthen Map Skills and Promote Inquiry: Have students find photos and maps in the text that are of interest and/or importance. Have the students list what they would like to


know or find out about the feature. Also discuss the picture in a historical context. For example describe the image, what it involves, and how it demonstrates life in the West. Have the students go on the internet to examine maps, old photos, and other primary sources that will help them in their inquiry. Example: Have students examine the photo on page 346. Discuss the caption and the idea of what types of essential items families should bring with them on the journey West. Have students search in primary sources for examples. Primary sources such as Voices from the West: Life Along the Trail by Katherine Emsden, and Words West:Voices of Young Pioneers by Ginger Wadsworth are available in the library.

Day 4, Lesson Topic: The Next Frontier Guiding Questions: What were the main results of purchasing the Louisiana Territory?

Suggested Sequence of Learning Experiences and Instruction: America Will Be Chapter 14, Lesson 3 �The Next Frontier� pgs. 352-357. Suggested forms of Instruction: Read/Think aloud: either read aloud to the group (stopping to pose questions and have students share their thinking about the text) or choose and interrupt student readers when needed. Outline chapter as you go Answer �Thinking Focus� and Red Box Questions while reading Popcorn Read: Have students start reading the text. Stop them at an appropriate part and pose a question about the section to the class. Have the student who answers the question start reading. Continue choosing readers and posing questions until the chapter is complete. Answer �Thinking Focus� and Red Box Questions while reading Small Groups: Students form small groups and read to each other. Have students identify and write down main idea from each section in the chapter and answer the chapter focus question. Circulate around the room as needed. Come back together and discuss focus question. Outline chapter (Start by identifying the main idea of the section and have students find and suggest supporting details- Students should write it down to insure engagement) Discuss how making an outline will help them to better organize the information, so that the focus and review questions can be easily answered. Choose review question(s) for homework or use Chapter 14, Lesson 3, Study Guide appendix page Strengthen Map Skills and Promote Inquiry: Have students find photos and maps in the text that are of interest and/or importance. Have the students list what they would like to know or find out about the feature. Also discuss the picture in a historical context. For example describe the image, what it involves, and how it demonstrates life in the West. Have the


students go on the internet to examine maps, old photos, and other primary sources that will help them in their inquiry. Example: Examine A Closer Look on pages 354-355. Have students use library resources and online resources to further their knowledge on the Lewis and Clark Expedition. Primary sources such as Voices from the West: Life Along the Trail by Katherine Emsden, and Words West:Voices of Young Pioneers by Ginger Wadsworth are available in the library.

Day 5, Lesson Topic: �Exploration of the West� map activities Guiding Questions: How will using this map help us understand Westward Expansion better?

Suggested Sequence of Learning Experiences and Instruction: Have students complete the mapping activities for the �Explorations of the West� Nystrom map. Activity: Students should work on a small individual map while you/students complete the activities on the large map in your classroom. Students should be given copies of the maps, to follow, write on, and explore in small groups. The activities include �The Lewis and Clark Expedition�, �Long Surveys the Plains�, and �Fremont Surveys the West�. Chose a star question from the mapping activities for homework or use Chapter 14, Lesson 3, Map Activity, 16 appendix page and/or Chapter 14, Skill Lesson Study Guide appendix page A copy of the map and teacher pages can be found on appendix page. If time available, students can continue research of the maps, by looking them up on-line and finding more in depth knowledge to help them to answer the activity questions.

Week 2 Day 6, Lesson Topic: The American Indians in Retreat


Guiding Questions: What caused the Indians to gradually lose control of their lands?

Suggested Sequence of Learning Experiences and Instruction: America Will Be Chapter 14, Lesson 4 �The American Indians in Retreat� pgs. 360 - 365. Suggested forms of Instruction: Read/Think aloud: either read aloud to the group (stopping to pose questions and have students share their thinking about the text) or choose and interrupt student readers when needed. Outline chapter as you go Answer �Thinking Focus� and Red Box Questions while reading Popcorn Read: Have students start reading the text. Stop them at an appropriate part and pose a question about the section to the class. Have the student who answers the question start reading. Continue choosing readers and posing questions until the chapter is complete. Answer �Thinking Focus� and Red Box Questions while reading Small Groups: Students form small groups and read to each other. Have students identify and write down main idea from each section in the chapter and answer the chapter focus question. Circulate around the room as needed. Come back together and discuss focus question. Outline chapter (Start by identifying the main idea of the section and have students find and suggest supporting details- Students should write it down to insure engagement) Discuss how making an outline will help them to better organize the information, so that the focus and review questions can be easily answered. Choose review question(s) for homework or use Chapter 14, Lesson 4 Study Guide appendix page Strengthen Map Skills and Promote Inquiry: Have students find photos and maps in the text that are of interest and/or importance. Have the students list what they would like to know or find out about the feature. Also discuss the picture in a historical context. For example describe the image, what it involves, and how it demonstrates life in the West. Have the students go on the internet to examine maps, old photos, and other primary sources that will help them in their inquiry. Example: Have students examine the newspaper, The Cherokee Phoenix, on page 364. Allow students to go on-line and investigate Native American publications during this time period. Have them compare and contrast these articles with similar articles from white society during this time period. Make notice of the similarities and the differences. Primary sources such as Voices from the West: Life Along the Trail by Katherine Emsden, and Words West:Voices of Young Pioneers by Ginger Wadsworth are available in the library.

Day 7, Lesson Topic: Moving West Review Guiding Questions: Suggested Sequence of Learning Experiences and Instruction:


How did early exploration of new territory pave the way for settlers?

Review guiding questions: Why do people move? Essential Questions: Why do people migrate? Why did pioneers move to settlements across the Appalachian Mountains? How did Daniel Boone contribute to Westward Expansion? What was life on the new frontier like for settlers in the early 1800s? What were the main results of purchasing the Louisiana Territory? How will using this map help us understand Westward Expansion better? What caused the Indians to gradually lose control of their lands? Have students complete study guides, see appendix pages 30-33 with open book and notebook (individual or in partners) Go over the answers Have students study the guide for homework.

Day 8, Lesson Topic: Moving West Test Guiding Questions: How did early exploration of new territory pave the way for settlers?

Suggested Sequence of Learning Experiences and Instruction: Test, see appendix pages

Day 9, Lesson Topic: Introduce Mini Research Project Essential Question: Who has contributed to American culture and how? Guiding Question: How do you read and take notes from a reference resource?

Suggested Sequence of Learning Experiences and Instruction: Students are going to research a person who has contributed to the west. It may be helpful to have students work in partner pairs. Assign the pairs a person to research before going to the library (see appendix for list of choices). They will need to find biographical information and information about the person�s contribution to the west. They will need to use a minimum of two sources, one print and one on-line. On this day you need to introduce the project and model the note taking that students will be doing as they gather their information. An article on Zebulon Pike has been provided in the appendix on page for you to use to model as well as the note taking organizer which can be found on appendix page

Day 10, Lesson Topic: Work on Mini Research Project � Information Accessing Essential Question: Who has contributed to American culture and how? Guiding Question: How do you use print resources to gather information?

Suggested Sequence of Learning Experiences and Instruction: This day needs to be scheduled in advance with the librarian. This lesson will be an introduction to print and on-line encyclopedia searching. Students will identify their information need and use the assigned resources to begin gathering information.

Week 3 Day 11, Lesson Topic: Work on Mini Research Project � Information Accessing Essential Question: Who has contributed to American culture and

Suggested Sequence of Learning Experiences and Instruction: This day needs to be scheduled in advance with the librarian.


how? Guiding Question: How do you use on-line resources to gather information?

This lesson will be an introduction to print and on-line encyclopedia searching. Students will identify their information need and use the assigned resources to begin gathering information.

Day 12, Lesson Topic: Work on Mini Research Project � Technology and Information Accessing Essential Question: Who has contributed to American culture and how? Guiding Questions: Technology

Suggested Sequence of Learning Experiences and Instruction: This day needs to be scheduled in advance with the technology specialist. Students will be introduced to Microsoft Publisher and its various features. They will then use their research to create an informative, well laid out informational flyer.

Day 13, Lesson Topic: Work on Mini Research Project - Technology Essential Question: Who has contributed to American culture and how? Guiding Questions: Technology

Suggested Sequence of Learning Experiences and Instruction: This day needs to be scheduled in advance with the technology specialist. Students will learn how to use Publisher.

Day 14, Lesson Topic: Work on Mini Research Project - Technology Essential Question: Who has contributed to American culture and how? Guiding Questions: Technology

Suggested Sequence of Learning Experiences and Instruction: This day needs to be scheduled in advance with the technology specialist. Students will finish their projects on Publisher.

Day 15, Lesson Topic: Share Mini Research Projects Essential Question: Who has contributed to American culture and how? Guiding Questions:

Suggested Sequence of Learning Experiences and Instruction: Have students share their projects.

Week 4 Day 16, Lesson Topic: Introduce Final Assessment Task Essential Questions: Why do people migrate? How did this wave of

Suggested Sequence of Learning Experiences and Instruction: Talk about diary/journal keeping and what it means to historians. Explain that students will be writing a journal as if


migration positively and negatively affect the economy? Guiding Questions: How did this wave of migration affect the Native Americans?

it is 1839 and their family is moving west. Go over the different pieces their journal must include. Explain that students will be taking notes in order to complete their journal with as much historical accuracy as possible. Go over the rubric and how their product will be evaluated. Model how to take notes using the organizer. If you have not already done so, introduce your students the primary sources, Voices from the West: Life Along the Trail by Katherine Emsden, Words West:Voices of Young Pioneers by Ginger Wadsworth, and American Voices from the Opening of the West by Rebecca Stefoff. Explain to them how to incorporate these sources in their research.

Day 17, Lesson Topic: Texas and the Struggle with Mexico Guiding Questions: How did the United States expand its southern border to include Texas?

Suggested Sequence of Learning Experiences and Instruction: America Will Be Chapter 15, Lesson 1 �Texas and the Struggle with Mexico� pgs. 370-375. Suggested forms of Instruction: Read/Think aloud: either read aloud to the group (stopping to pose questions and have students share their thinking about the text) or choose and interrupt student readers when needed. Outline chapter as you go Answer �Thinking Focus� and Red Box Questions while reading Popcorn Read: Have students start reading the text. Stop them at an appropriate part and pose a question about the section to the class. Have the student who answers the question start reading. Continue choosing readers and posing questions until the chapter is complete. Answer �Thinking Focus� and Red Box Questions while reading Small Groups: Students form small groups and read to each other. Have students identify and write down main idea from each section in the chapter and answer the chapter focus question. Circulate around the room as needed. Come back together and discuss focus question. Outline chapter (Start by identifying the main idea of the section and have students find and suggest supporting details- Students should write it down to insure engagement) Discuss how making an outline will help them to better organize the information, so that the focus and review questions can be easily answered. Choose review question(s) for homework or use Chapter 15, Lesson 1, Study Guide appendix page and/or Chapter 15, Skill Lesson, Study Guide appendix page. Strengthen Map Skills and Promote Inquiry: Have students find photos and maps in the text that are of interest and/or importance. Have the students list what they would like to know or find out about the feature. Also discuss the picture in a historical context. For example describe the image, what it


involves, and how it demonstrates life in the West. Have the students go on the internet to examine maps, old photos, and other primary sources that will help them in their inquiry. Example: Have students examine the map of the Alamo on page 372. Have students look on on-line for old photos of the Alamo to get a better idea of what the structure looked like in that time period. Primary sources such as Voices from the West: Life Along the Trail by Katherine Emsden, and Words West:Voices of Young Pioneers by Ginger Wadsworth are available in the library.

Day 18, Lesson Topic: The Road to Oregon Guiding Questions: Why were so many settlers willing to make the difficult journey to Oregon?

Suggested Sequence of Learning Experiences and Instruction: America Will Be Chapter 15, Lesson 2 �The Road to Oregon� pgs. 377-382. Suggested forms of Instruction: Read/Think aloud: either read aloud to the group (stopping to pose questions and have students share their thinking about the text) or choose and interrupt student readers when needed. Outline chapter as you go Answer �Thinking Focus� and Red Box Questions while reading Popcorn Read: Have students start reading the text. Stop them at an appropriate part and pose a question about the section to the class. Have the student who answers the question start reading. Continue choosing readers and posing questions until the chapter is complete. Answer �Thinking Focus� and Red Box Questions while reading Small Groups: Students form small groups and read to each other. Have students identify and write down main idea from each section in the chapter and answer the chapter focus question. Circulate around the room as needed. Come back together and discuss focus question. Outline chapter (Start by identifying the main idea of the section and have students find and suggest supporting details- Students should write it down to insure engagement) Discuss how making an outline will help them to better organize the information, so that the focus and review questions can be easily answered. Choose review question(s) for homework or use Chapter 15, Lesson 2, Study Guide appendix page and/or have students use the chapter to take notes for their Final Assessment Task. Strengthen Map Skills and Promote Inquiry: Have students find photos and maps in the text that are of interest and/or importance. Have the students list what they would like to know or find out about the feature. Also discuss the picture in a historical context. For example describe the image, what it involves, and how it demonstrates life in the West. Have the students go on the internet to examine maps, old photos, and


other primary sources that will help them in their inquiry. Example: Examine the photo on page 377. Discuss what hardships this picture demonstrates. Primary sources such as Voices from the West: Life Along the Trail by Katherine Emsden, and Words West:Voices of Young Pioneers by Ginger Wadsworth are available in the library.

Day 19, Lesson Topic: �Trails West� map activities Guiding Questions: How will using this map help us understand Westward Expansion better?

Suggested Sequence of Learning Experiences and Instruction: Have students complete the mapping activities for the �Trails West� Nystrom map. Activity: Students should work on a small individual map while you/students complete the activities on the large map in your classroom. Students should be given copies of the maps, to follow, write on, and explore in small groups. The activities include �From Trade Routes to Trailheads�, �The Long Journey Overland�, and �Seeking a Better Life�. Chose a star question from the mapping activities for homework or have students use their maps to work on their Final Assessment Task. A copy of the map and teacher pages can be found on appendix pages. If time available, students can continue research of the maps, by looking them up on-line and finding more in depth knowledge to help them to answer the activity questions.

Day 20, Lesson Topic: Migrating to California and Utah Guiding Questions: What were the goals of the people who went to California and Utah?

Suggested Sequence of Learning Experiences and Instruction: America Will Be Chapter 15, Lesson 3 �Migrating to California and Utah� pgs. 383-388. Suggested forms of Instruction: Read/Think aloud: either read aloud to the group (stopping to pose questions and have students share their thinking about the text) or choose and interrupt student readers when needed. Outline chapter as you go Answer �Thinking Focus� and Red Box Questions while reading Popcorn Read: Have students start reading the text. Stop them at an appropriate part and pose a question about the section to the class. Have the student who answers the question start reading. Continue choosing readers and posing questions until the chapter is complete. Answer �Thinking Focus� and Red Box Questions while reading Small Groups: Students form small groups and read to each other. Have students identify and write down main idea from each section in the chapter and answer the chapter focus question. Circulate around the room as needed. Come back together and discuss focus question. Outline chapter (Start by identifying the main idea of the section and have students find and suggest supporting details- Students should write it down to insure engagement) Discuss how making an outline will help them to better organize the


information, so that the focus and review questions can be easily answered. Choose review question(s) for homework or use Chapter 15, Lesson 3, Study Guide on appendix page. Strengthen Map Skills and Promote Inquiry: Have students find photos and maps in the text that are of interest and/or importance. Have the students list what they would like to know or find out about the feature. Also discuss the picture in a historical context. For example describe the image, what it involves, and how it demonstrates life in the West. Have the students go on the internet to examine maps, old photos, and other primary sources that will help them in their inquiry. Example: Have students examine the flyer on page 387 explaining how Levi Strauss made his fortune inventing jeans to help clothe miners. Examine old photos in chapter and in other sources to brainstorm what other inventions could have been helpful to miners at this time and why. Primary sources such as Voices from the West: Life Along the Trail by Katherine Emsden, and Words West:Voices of Young Pioneers by Ginger Wadsworth are available in the library.

Week 5 Day 21, Lesson Topic: Assessment Task Research Guiding Questions: How do you use on-line resources to gather information?

Assessment Check: Before going to the library check in with students to see their progress on the assessment tasks. Use this check to figure out what the students research needs will be. Group accordingly.


Suggested Sequence of Learning Experiences and Instruction: This day needs to be scheduled in advance with the librarian. Students will use a variety of resources to gather information for their final assessment. Resources will include books and websites.

Day 22, Lesson Topic: Assessment Task Research Guiding Questions: How do you use on-line resources to gather information?

Assessment Check: Before going to the library check in with students to see their progress on the assessment tasks. Use this check to figure out what the students research needs will be. Group accordingly. Suggested Sequence of Learning Experiences and Instruction: This day needs to be scheduled in advance with the librarian. Students will use a variety of resources to gather information for their final assessment. Resources will include books and websites.

Day 23, Lesson Topic: Daily Life in a Covered Wagon Activity Guiding Questions: What was daily life in a covered wagon like?

Suggested Sequence of Learning Experiences and Instruction: Read aloud sections of Daily Life in a Covered Wagon by Paul Erickson. Jigsaw the book by having students each read a different section and then share about what they read. Have students take notes for their Final Assessment Task.

Day 24, Lesson Topic: Conflicts with the American Indians Guiding Questions: How did the migration of white settlers change the lives of Indians?

Suggested Sequence of Learning Experiences and Instruction: America Will Be Chapter 15, Lesson 4 �Conflicts with the American Indians� pgs. 389-393. Suggested forms of Instruction: Read/Think aloud: either read aloud to the group (stopping to pose questions and have students share their thinking about the text) or choose and interrupt student readers when needed. Outline chapter as you go Answer �Thinking Focus� and Red Box Questions while reading Popcorn Read: Have students start reading the text. Stop them at an appropriate part and pose a question about the section to the class. Have the student who answers the question start reading. Continue choosing readers and posing questions until the chapter is complete. Answer �Thinking Focus� and Red Box Questions while reading Small Groups: Students form small groups and read to each other. Have students identify and write down main idea from each section in the chapter and answer the chapter focus question. Circulate around the room as needed. Come back together and discuss focus question. Outline chapter (Start by identifying the main idea of the section and have students find and suggest supporting details-


Students should write it down to insure engagement) Discuss how making an outline will help them to better organize the information, so that the focus and review questions can be easily answered. Choose review question(s) for homework or use Chapter 15, Lesson 4, Study Guide appendix page. Strengthen Map Skills and Promote Inquiry: Have students find photos and maps in the text that are of interest and/or importance. Have the students list what they would like to know or find out about the feature. Also discuss the picture in a historical context. For example describe the image, what it involves, and how it demonstrates life in the West. Have the students go on the internet to examine maps, old photos, and other primary sources that will help them in their inquiry. Example: Discuss making decisions: Should I Go West with My Family. Split the class up in half and have them debate each side, keeping in mind the historical context. Primary sources such as Voices from the West: Life Along the Trail by Katherine Emsden, and Words West:Voices of Young Pioneers by Ginger Wadsworth are available in the library.

Day 25, Lesson Topic: Pioneers Guiding Questions: What was life like for early pioneers?

Suggested Sequence of Learning Experiences and Instruction: Have students working in small groups read and take notes to use in their journals from Kids Discover �Pioneers� issue

Week 6 Day 26, Lesson Topic: Review Rough Draft of Final Assessment Task Essential Questions: Why do people migrate? How did this wave of migration positively and negatively affect the

Suggested Sequence of Learning Experiences and Instruction: This day should be used to look at student work. Be sure to use the rubric to help you guide your feedback. Share and discuss, give feedback and allow students to reflect and revise their work.


economy? Guiding Questions: How did this wave of migration affect the Native Americans? Day 27, Lesson Topic: Settling the Far West Review Guiding Questions: How did settlers in the far west shape America?

Suggested Sequence of Learning Experiences and Instruction: Review guiding questions: Have students complete study guides, see appendix pages with open book and notebook (individual or in partners) Go over the answers Have students study the guide for homework.

Day 28, Lesson Topic: Settling the Far West Test Guiding Questions: How did settlers in the far west shape America?

Suggested Sequence of Learning Experiences and Instruction: Test, see appendix pages

Day 29, Lesson Topic: Changes in Transportation and the end of the Wagon Train Guiding Questions: How did changes in transportation, especially the Railroad, change Westward Expansion?

Suggested Sequence of Learning Experiences and Instruction: Read aloud The Transcontinental Railroad by James P. Burger

Day 30, Lesson Topic: Moving West Journals Essential Questions: Why do people migrate? How did this wave of migration positively and negatively affect the economy? Guiding Questions: How did this wave of migration affect the Native Americans?

Suggested Sequence of Learning Experiences and Instruction: Students share journals

Appendices Complete set of Essential understandings for your discipline Any student work sheets Resources: Posters: Westward Expansion Timeline Texts: America Will Be


Additional Reading:

Dakota Dugout by lsdjf;s � Short picture book about sod houses Dandelions by sd;jaldjf � Picture book about one girl�s journey west

Videos:

Westward Expansion - Farmington Public Schools

Documents

Transcript of Westward Expansion - Farmington Public Schools