Westward Expansion before the Civil War Domain

Westward Expansion

Grade

5

Written by

Brooke Garrett & Audra Call Odyssey Charter School American Fork, UT

Westward Expansion Before the Civil War Westward Expansion Grade 5

I.

Grade Level Domain Map Core Knowledge Content

AMERICAN HISTORY AND GEOGRAPHY I. Westward Expansion A. Before the Civil War 

Early Exploration of the West Daniel Boone, Cumberland Gap, and Wilderness Trail Lewis and Clark, Sacagawea “Mountain Men,” fur trade Zebulon Pike and Pikes Peak



Pioneers Getting there in wagon trains, flatboats, steamboats Many pioneers set out from St. Louis (where the Missouri and Mississippi Rivers meet)

Utah State History Standards Standard 4 Students will understand that the 19th century was a time of incredible change for the United States, including geographic expansion, constitutional crisis, and economic growth. Objective 1 Investigate the significant events during America's expansion and the roles people played a. Identify key reasons why people move and the traits necessary for survival. b. Examine causes and consequences of important events in the United States expansion (e.g. Louisiana Purchase, Lewis and Clark expedition, treaties with American Indians, Homestead Act, Trail of Tears, California Gold Rush). c. Compare the trails that were important during westward expansion (e.g. Oregon, Mormon, Spanish, California). d. Assess the impact of expansion on native inhabitants of the west.

Land routes: Santa Fe and Oregon Trails Mormons (Latter-day Saints) settle in Utah, Brigham Young, Great Salt Lake Gold Rush, ‘49ers 

Geography Erie Canal connecting the Hudson River and Lake Erie Rivers: James, Hudson, St. Lawrence, Mississippi, Missouri, Ohio, Columbia, Rio Grande Appalachian and Rocky Mountains Great Plains stretching from Canada to Mexico Continental Divide and the flow of rivers; east of Rockies to the Arctic or Atlantic Oceans, west of Rockies to the Pacific Ocean



Native American resistance More and more settlers move onto Native American lands, treaties made and broken

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Westward Expansion Before the Civil War Westward Expansion Grade 5 Tecumseh (Shawnee): attempts to unite tribes in defending their land Battle of Tippecanoe Osceola, Seminole leader 

“Manifest Destiny” and conflict with Mexico The meaning of “Manifest Destiny” Early settlement of Texas: Stephen Austin General Antonio Lopez de Santa Anna Battle of the Alamo (“Remember the Alamo”), Davy Crockett, Jim Bowie



The Mexican War (also known as the Mexican-American War) General Zachary Taylor (“Old Rough and Read”) Some Americans strongly oppose the war, Henry David Thoreau’s “Civil Disobedience” Mexican lands ceded to the United States (California, Nevada, Utah, parts of Colorado, New Mexico, Arizona) Language Arts Core Knowledge

CCSS ELA

Writing and Research: Students can effectively communicate their ideas, thoughts, and feelings by composing different types of written work.

RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic, summarize the text.

A. Produce a variety of types of writing— including reports, summaries, letters, descriptions, research essays, essays that explain a process, stories, poems-- with a coherent structure or story line B. Writing a research essay involves a. Expressing an opinion about a topic. b. Gathering evidence from different sources to support an opinion. C. Writing an essay that explains a process involves telling how to do something or how something works. a. Giving the steps in the process in chronological, or time, order b. Using transition words and phrases, such as first, next, and last

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Westward Expansion Before the Civil War Westward Expansion Grade 5 D. Illustrate points with relevant examples Grammar and Usage: Written English follows certain rules about grammar and usage. A. Understand what a complete sentence is. B. Correctly use punctuation studied in earlier grades. Vocabulary: Prefixes and suffixes are word parts that are attached to words and affect word meaning. A. Know how the following prefixes and suffixes affect word meaning: a. Suffixes i. tion (as in relation, extension) Drama A. A drama may be a. A tragedy, or a serious story about a heroic character who meets with disaster because of a personal fault or events that cannot be helped. Speeches: Reading speeches from American history helps students understand important historical events and gain an appreciation for the art of persuasion. A. Persuasion a. Is the art of convincing someone to believe something or to take action. b. Uses arguments that are supported by facts and reasons. B. Persuasive techniques include emotional appeals, logical appeals, ethical appeals, and loaded language. Sayings and Phrases: sayings and phrases are important to study because they are widely used in everyday language and writing and their meanings are not always immediately clear. A. The meaning and appropriate uses of sayings and phrases. B. Proverbs (sayings) a. Are brief statements that express a general truth or observation about life. b. May have literal meaning and a figurative meaning. c. Have been passed down orally from one generation to the next. C. Idioms (phrases) are expressions whose meanings differ from the literal meaning of their individual words. D. Proverbs and idioms are commonly used in spoken and written English.

RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5. Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts. RI. 5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI. 5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points. RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RI.5.10 By the end of the year read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently. RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.5.4. Read with sufficient accuracy and fluency to support comprehension. RF.5.4.a. Read on-level text with purpose and understanding. RF.5.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. W.5.1.b. Provide logically ordered reasons that are supported by facts and details. W.5.1.c. Link opinions and reasons using words, phrases, and clauses W.5.1.d. Provide a concluding statement or section related to the opinion presented. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically, include formatting, illustrations, and multimedia when useful to aiding comprehension. W.5.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.5.2.c. Link ideas within and across categories of

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Westward Expansion Before the Civil War Westward Expansion Grade 5 information using words, phrases, and clauses. W.5.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. W.5.2.e. Provide a concluding statement or section related to the information or explanation presented. W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.10. Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. SL.5. 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. SL.5.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion, SL.5.1.b. Follow agreed upon rules for discussions and carry out assigned roles. SL.5.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion. SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Westward Expansion Before the Civil War Westward Expansion Grade 5 L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.5.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5.5.a. Recognize and explain the meaning of common idioms, adages, and proverbs. L.5.6. Acquire and use accurately grade-appropriate general academic and domain specific words and phrases, including those that signal contrast, addition, and other logical relationships. Prior Knowledge Kindergarten: Native American People, Past and Present Representative peoples in all eight culture regions in what is today the United States Grade 1: The Earliest People Hunters who historians believe either wandered over Beringia, a land bridge linking Asia and North America, or found a coastal route to North America The shift from hunting to farming in places The gradual development of towns and cities in places Grade 1: Early Exploration of the American West Daniel Boone and the Wilderness Road, the Louisiana Purchase The explorations of Lewis and Clark and their Native American guide Sacagawea The geography of the Appalachians, Rocky Mountains, and Mississippi River Grade 2: Pioneers Head West New means of travel (Robert Fulton and the invention of the steamboat, Erie Canal, railroads and the transcontinental railroad) Routes west (wagon trains on the Oregon Trail) he Pony Express Grade 2: Native Americans Sequoyah and the Cherokee alphabet

What Students Will Learn In Future Grades Grade 6: American History of the late-nineteenth and early-twentieth century, including immigration and industrialism

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Westward Expansion Before the Civil War Westward Expansion Grade 5 Forced removal to reservations and the Trail of Tears Displacement from their homes and ways of life by the railroads (the “iron horse”) The effects of near extermination of the buffalo on Plains Native Americans Grade 4: Early presidents and politics, including the Louisiana Purchase; Jackson’s Indian removal policies Cross-Curricular Links Visual Arts: American Art: Nineteenth Century, United Sayings and Phrases States Eureka! *The Rocky Mountains, Lander’s Peak by Albert Bierstadt Lock, stock, and barrel *Fur Traders Descending the Missouri by George Caleb Bingham Take the bull by the horns U.S. Geography: Fifty states and capitals What will be will be Math: Computation and Measurement Domain Vocabulary Wilderness Trail Cumberland Gap ‘49ers Louisiana Territory Corps of Discovery

Louisiana Purchase St. Louis Pioneers Prospector Mormons

Mountain Men Zebulon Pike Indian Removal Act Indian Territory Manifest Destiny

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

Alamo Mission Mexican-American War Bear Flag Republic

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Westward Expansion Before the Civil War Westward Expansion Grade 5 II. Domain Instructional Overview Summary In the mid-1800’s, the U.S. population grew quickly as did the demand for land. Settlers began moving west for various purposes (land, religious freedom, gold) using different ways of travel (steamboats, canals, railroads, walking). The land was already occupied by Native Americans who tried to prevent their new neighbors from invading their territory which led to Native American resistance. The Indian Removal Act and the dedication of land for Indian Territory led to the cruel removal of all Native Americans. Among such events are the Cherokee removal and the Trail of Tears. Americans pushed on, gaining more land from Mexico by declaring war. Lands were ceded to the United States starting with the independence of Texas and continuing on to California, Nevada, Utah, parts of Colorado, New Mexico and Arizona. The Big Idea Throughout the 1800’s, Americans moved west, settling lands previously occupied by Native Americans. Content Objectives Lessons

Measurable Core Knowledge Objectives

1

Students will be able to explain why Daniel Boone was important to the settling of the west.

1

Students will be able to state 5 facts about Daniel Boone.

1

Students will describe the route discovered by Daniel Boone and explain its importance to westward expansion in an oral discussion as well as tracing it in their lapbooks.

2

Students will demonstrate through writing their knowledge of the role of Lewis and Clark in our nation’s westward expansion.

2

Students will listen to a read aloud and discuss orally with a partner, then discuss as a class the importance of Sacagawea to the Corps of Discovery.

2

Students will locate, label, and trace Lewis and Clark’s route to and from the Pacific on a map.

3

Students will be able to describe Zebulon Pike and his contribution to westward expansion in an oral discussion.

3

Students will be able to list qualities it takes to be a mountain man and describe the kind of life he lived.

3

Students will be able to discuss, interpret, and explain a picture of a fur trapper.

3

Students will analyze whether fur trappers were heroes or villains.

4

Students will be able to recall the different reasons people moved west through discussions and in writing.

4

Students will be able to describe the pioneers, who they were, where they were going, and why.

4

Students will be able to name the main trail the pioneers followed.

4

Students will list the various modes of transportation used by the pioneers.

4

Students will be able to organize and plan a trip westward by wagon.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Westward Expansion Before the Civil War Westward Expansion Grade 5 4

Students will be able to illustrate the life of a pioneer on the trail including feelings about moving west, preparations, trials, and how they traveled.

5

Students will be able to explain who the Mormons were, why they left their homes to move to the far west, and where they ended up staying.

5

Students will name the trail on which the Mormons traveled.

5

Students will be able to analyze and discuss primary source documents.

5

Students will be able to explain who the 49ers were and why they left their homes.

5

Students will describe the event of the first discovery of gold (who, when, where, what).

5

Students will be able to describe the life of a miner.

5

Students will be able to compare and contrast Mormons and 49ers.

6

Students will explain the results of more and more settlers moving onto Indian lands as well as the results of treaties being made and broken through oral discussions with the class.

6

Students will discuss and interpret speeches by Tecumseh and Tenskwatawa orally as a class.

6

Students will name the battle in which Harrison declared victory over the Shawnee village.

6

Students will summarize the events surrounding the forced Indian removal and Native American Resistance.

6

Students will identify the Seminole leader who was imprisoned despite a truce.

7

Students will demonstrate the main ideas of John O’Sullivan through a series of discussions.

7

Students will define Manifest Destiny using a dictionary and in their own words.

8

The students will discuss the early efforts of Stephen Austin to settle Texas through a read aloud.

8

The students will listen for and recall the names of people involved in the Battle of the Alamo

8

Students will discuss the battle cry “Remember the Alamo” and select a rallying cry for the class among small groups.

9

The students will read, discuss, and summarize the events of the Mexican War by writing what they learned.

9

Students will compare and contrast the people involved in the Mexican War through discussions.

9

The students will analyze the title of “Old Rough and Ready” by naming the person with whom that title is associated and by making connections to self.

10

The students will read parts of Henry David Thoreau’s “Civil Disobedience” and discuss as a class his strong opposition to the war.

10

Students will read and discuss as a class other people who opposed the war and formulate their own opinion about the war through writing.

10

Students will list the Mexican lands ceded to the United States (California, Nevada, Utah, part of Colorado, New Mexico, and Arizona) and label them on a map.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Westward Expansion Before the Civil War Westward Expansion Grade 5 Language Art Objectives Lessons

Measureable Core Knowledge Objectives

1, 2, 6, 7, 8, 9, 10

Students will acquire and accurately use grade-appropriate general academic and domain-specific words.

1 , 2, 7

Students will consult reference materials (dictionaries, thesauruses, glossaries), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

1

Students will identify specific purposes for listening (e.g., to gain information, to be entertained)

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led).

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Students will follow agreed-upon rules for discussions and carry out assigned roles.

1

Students will identify purpose for reading.

1, 6

Students will relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).

1

Students will generate questions about text (e.g., factual, inferential, evaluative).

1, 6, 8

Students will summarize important ideas/events.

1, 2

Students will use context clues to determine meaning of words.

2,

Students will write a narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

3,

Students will write an opinion piece on a topic, supporting point of view with reasons and information.

3,

Students will introduce a topic clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

3

Students will provide a concluding statement or section related to the opinion presented.

3, 4, 5, 6, 7, 8, 9, 10

Students will pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

3, 4, 5

Students will review the key ideas expressed and draw conclusions in light of information and knowledge gained from discussions.

4,8

Students will produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5, 7

Students will use informative/explanatory texts to examine a topic and convey ideas and information clearly.

5

Students will link ideas within and across categories of information using words, phrases, and clause (e.g. in contrast, especially).

5

Students will use precise language and domain-specific vocabulary to inform about or explain the topic.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Westward Expansion Before the Civil War Westward Expansion Grade 5 5

Students will integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

6

Students will produce an essay with coherent structure and complete sentences.

6, 7

Students will fluently read passages from text resources out loud and silently.

6

Students will discuss and evaluate speeches.

7

Students will use underlining for the titles of the speeches as they reference them in their writing.

9

Students will write a compare and contrast paper illustrating their points with relevant examples.

9

Students will write a complete sentence and identify the subject and verb, correcting any fragments and/or run-ons.

9

Students will know how the suffix tion changes action verbs into nouns that express actions.

10

Students will produce a piece of persuasive writing including at least two of the four types of sentences (declarative, exclamatory, imperative, and interrogative).

Domain Lessons Lesson 1: A Variety of People Helped to Open Up the West to Settlement: Daniel Boone Read-Aloud: Pathfinders of the American Frontier by Diane Cook (ISBN: 1-59084-045-3) Brief Description: Students will demonstrate understanding of westward expansion before the Civil War, and explain Daniel Boone’s role in westward expansion. They will locate and label on a map Daniel Boone’s explorations. Students will write a journal entry as if they were Daniel Boone on a long hunt far from home. Lesson 2: A Variety of People Helped to Open Up the West to Settlement: Lewis and Clark and Sacagawea Read-Aloud: A Picture Book of Lewis and Clark by David A. Adler and illustrated by Ronald Himler (ISBN 0-8234-1735-2) Brief Description: Students will understand Lewis and Clark’s role in westward expansion and the importance of the Louisiana Purchase. They will also learn of the importance of Sacagawea. Students will locate, label and trace Lewis and Clark’s route to the Pacific. Students will create a journal that includes notes, drawings, and specimens that were discovered by Lewis and Clark. They will complete a 100 word descriptive essay about a day on the trip. Lesson 3: Who Explored the Far West? Read-Aloud: Trappers and Mountain Men by Anastasia Suen (ISBN 1-60044-134-3) Brief Description: Students will become familiar with “mountain men” and the fur trade and how they contributed to westward expansion. Students will understand Zebulon Pike’s role in westward expansion and his discovery of Pike’s Peak. They will create an advertisement poster to recruit mountain men and write a journal entry and a persuasive essay on mountain men. Students will also be involved in a rendezvous. Lesson4: Pioneers Read-Aloud: Our Journey West, The Oregon Trail Adventures of Sarah Marshall by Gare Thompson (ISBN 0-7792-5178-4) Brief Description: Students will discover the life of pioneers and the many ways travel changed while pioneers headed westward. Students will become familiar with the Oregon and Santa Fe Trails and the many hardships faced by those who traveled the trails. Students will “outfit a wagon” for their journey west, then calculate the steps it would take to walk from Missouri to Oregon, locate, label, and trace the Oregon Trail.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Westward Expansion Before the Civil War Westward Expansion Grade 5 Lesson 5: Why Did the Americans Move to the Far West? Read-Aloud: A True Book: The Mormon Trail by Elaine Landau (ISBN 978-0-329-48206-0) and The Quest for California’s Gold by James P. Burger (ISBN 0-8239-5849-3) Brief Description: Students will become familiar with Mormons (Latter Day Saints) settling in Utah and the ‘49ers and their rush for gold. Students will analyze primary source documents and present information to the class, watch a brief video introducing the Gold Rush, and will write a compare/contrast essay on the Mormons and ‘49ers. Lesson 6: Native American Resistance Read-Aloud: Statements by Tecumseh and Tenskwatawa, Core Knowledge Grade 5 Teacher Handbook, edited by E.D. Hirsch, Jr. pages 250 and 251 (ISBN-890517-80-1) Brief Description: Students will discuss the treatment of Native Americans along the Trail of Tears, and understand the displacement of them and the leaders surrounding the movement. They will write a letter as if a Cherokee from this time, as well as reenact a modified Trail of Tears. Lesson 7: What is Manifest Destiny? Read-Aloud: Excerpt from “The Great Nation of Futurity,” The United States Democratic Review, Volume 6, Issue 23, pp.426-430. Brief Description: Students will analyze Manifest Destiny in words and in art prints. Students will watch a PowerPoint with probing questions and define Manifest Destiny in their own words. Lesson 8: Remember the Alamo! Read-Aloud: The Siege of the Alamo by Valerie J. Weber and Janet Riehecky (ISBN 0-8368-3226-4) Brief Description: The students will examine the early efforts of Stephen Austin to settle Texas, discuss three well-known pioneers who died in the battle, identify General Santa Anna, and explain the battle cry “Remember the Alamo.” Students will build a replica of the Alamo. Lesson 9: Conflict with Mexico Read-Aloud: The Mexican-American War by Don Nardo, California: Lucent Books. 1991 (ISBN 1-56006402-1) Brief Description: The students will read and discuss the events of the Mexican War and the people involved. They will identify “Old Rough And Ready”, write a paper comparing personalities as well as “go to war” with their classmates over boundaries in the classroom. Lesson 10: Opposition to the War that Grows our Country Read-Aloud: Henry David Thoreau: American Naturalist, Writer, and Transcendentalist by Steven P. Olson (ISBN 1-04042-0504-7) Brief Description: The students will read parts of Henry David Thoreau’s essay on “Civil Disobedience,” discuss other people opposed to the war and write a paper FOR or AGAINST the war. The students will list the Mexican lands ceded to the United States and label them on a map. Lesson 11: Culminating Activity and Domain Assessment Brief Description: This domain assessment evaluates each student’s retention of the core content targeted in Westward Expansion before the Civil War. Students will create a narrative interview book which will depict important aspects of westward expansion before the Civil War.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Westward Expansion Before the Civil War Westward Expansion Grade 5 Additional Resources For Teachers Core Knowledge Teacher Handbook, Grade 5. By E.D. Hirsch (Core Knowledge Foundation, Virginia). Westward Expansion on pages 232-263. http://pbskids.org/wayback/goldrush/ http://www.42explore2.com/pioneer.htm http://www.enchantedlearning.com/Home.html http://www.lewis-clark.org/ http://www.primaryteachers.org/westward_expansion_unit.htm http://www.shmoop.com/manifest-destiny-mexican-american-war/teaching.html http://www.sierraclub.org/lewisandclark/notebooks/ My Father, Daniel Boone: The Draper Interviews with Nathan Boone, (University Press of Kentucky, 1999) Biographical information supplied by the frontiersman’s son, Nathan in 1851. Hardcover, 192 pages, ISBN 0813121035. New Carson Dellosa Westward Expansion And Migration Challenging Activities History Geography ISBN: 9781580375849 The Incredible Journey of Lewis and Clark, by Rhonda Blumberg (HarperTrophy, 1995). Paperback, 144 pages, ISBN 0688144217. The Oregon Trail (National Geographic Adventure Classics), by Francis Parkman (National Geographic, 2002). Paperback, 320 pages, ISBN 0792266404. The West (A PBS Documentary), produced by Ken Burns (Warner Home Video, 2003). 5 DVDs, 750 minutes, ASIN B0000A02Y5 Trail of Tears: The Rise and Fall of the Cherokee Nation by John Ehle (New York: Doubleday, 1988) For Children A Pioneer Sampler: The Daily Life of A Pioneer Family in 1840 by Barbara Greenwood (ISBN 0-395-88393-8) Facing West: A Story of the Oregon Trail by Kathleen V. Kudlinski (ISBN 0-14-036914-7) Going West! By Carol A. Johmann and Elizabeth J. Reith (ISBN 1-885593-38-4) How We Crossed the West: The Adventures of Lewis and Clark (ISBN 0-7922-6726-5) Life of Daniel Boone by Lyman Draper (ISBN 0-8117-0979-5) Mountain Men and Fur Traders of the Far West: Eighteen Biographical Sketches by LeRoy R. Hafen and Harvey L. Carter (ISBN 0-8332-7210-3) Osceola: Seminole Warrior by Joanne Oppenheim (ISBN 0-89375-148-0) Pioneer Days: Discover the Past with Fun Projects, Games, Activities, and Recipes by David King (ISBN 0-47116169-1) Roughing It on the Oregon Trail by Diane Stanley and Holly Berry (ISBN 0-06-449006-8) Sam Houston: Soldier and Statesman by Tracy Boraas (ISBN 0-7368-1350-0) Surviving the Oregon Trail by Weldon Willis Rau (ISBN 0-87422-238-9) Tales of the Mountain Men: Seventeen Stories of Survival, Exploration, and Frontier Spirit by Lamar Underood (ISBN 978-1-59228-423-8) Tecumseh: Shawnee War Chief by Jane Fleischer (ISBN 0-89375-143-X) Texas by Anne Welsbacher (ISBN 1-53239-899-7) Texas by Barbara A. Somervill (ISBN 0-531-18580-x) Texas Past and Present by Jeanne Nagle (ISBN-13: 978-1-4358-5287-7) The Alamo by Frances E. Ruffin (ISBN 0-8368-6407-7) The Alamo by Tim McNeese (ISBN 0-7910-7101-4) The Battle of the Alamo by Lerri O’Hern and Janet Riehecky (ISBN 0-8368-6201-5) The California Gold Rush by Conrad Stein (ISBN 0-516-06691-9)

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Westward Expansion Before the Civil War Westward Expansion Grade 5 The Siege of the Alamo by Janet Riehecky (ISBN 0-8368-5342-3) The Siege of the Alamo: Soldiering in the Texas Revolution by Susan Provost Beller (ISBN 978-0-8225-6782-0) The Tecumseh You Never Knew by James Lincoln Collier (ISBN 0-516-24426-4) The Trail of Tears: A Primary Source History of the Forced Relocation of the Cherokee Nation by Ann Byers (ISBN 0-8239-4007-1) The Trail of Tears: The Relocation of the Cherokee Nation by Lydia Bjornlund (ISBN 1-4205-0211-5) The Trail of Tears by D.L. Birchfield (ISBN 0-8368-5381-4) You Wouldn’t Want to be an American Pioneer1: A Wilderness You’d Rather Not Tame by Jacueline Morley and David Antram (ISBN 0-531-16369-5) William H. Harrison by Meg Greene (ISBN 0-8225-1511-3)

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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A Variety of People Helped to Open up the West to Settlement: Daniel Boone Lesson 1 Grade 5 The Big Idea Throughout the 1800’s, Americans moved west settling lands previously occupied by Native Americans. Prior Knowledge Previously Learned Content Early exploration of the American West by Daniel Boone (Gr. 1) Louisiana Purchase (Gr. 1) The geography of the Appalachian Mountains, Rocky Mountains, and Mississippi River (Gr. 2) New means of travel (Robert Fulton and the invention of the steamboat, Erie Canal, railroads, and the transcontinental railroad) (Gr. 2) Routes west (Gr. 2) Prerequisite Skills (Grades K-5) 1. 2. 3. 4. 5.

6. 7. 8. 9.

Use agreed-upon rules for group discussions. Listen to and understand a variety of texts, including fiction stories, fairy tales, fables, historical narratives, informational texts, and poems. Use pictures accompanying the read-aloud to check and support understanding of the read-aloud. Answer questions (orally or in writing) requiring literal recall and understanding of the details and/or facts of a read-aloud (i.e. who, what, when, where, etc.) Answer questions (orally or in writing) that require making interpretations, judgments, or giving opinions about what is heard in a read-aloud, including answering “why” questions that require recognizing cause/effect relationships. Make text-text, text-self, and/or text-world connections (orally or in writing) to events or experiences in a read-aloud. Analyze primary source documents and be able to make educated interpretations, and/or opinions. Understand the meaning of primary source documents. Summarize important ideas and events.

Lesson Objectives Content Objectives

1. Students will be able to explain why Daniel Boone was important to the settling of the west. 2. Students will be able to state 5 facts about Daniel Boone. 3. Students will describe the route discovered by Daniel Boone and explain its importance to westward expansion in an oral discussion as well as tracing it in their lapbooks. Language Art Objectives 1. Acquire and accurately use grade-appropriate general academic and domain-specific words. 2. Consult reference materials (dictionaries, thesauruses, glossaries), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 3. Identify specific purposes for listening (e.g., to gain information, to be entertained). 4. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led). 5. Follow agreed-upon rules for discussions and carry out assigned roles. 6. Identify purpose for reading.

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A Variety of People Helped to Open up the West to Settlement: Daniel Boone Lesson 1 Grade 5 7. 8. 9. 10.

Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world). Generate questions about text (e.g. factual, inferential, and evaluative). Summarize important ideas/ events. Use context clues to determine meaning of words.

Cross-curricular Connections None Core Vocabulary (3-5 words) Tier 2 Words frontier (noun)

A minimally settled or developed territory; the border line between settled and unsettled areas. Example: The American Frontier brought many people searching for adventure and a new life.

blaze (verb)

To mark out a path or route. Example: Daniel Boone blazed a trail through the Appalachian Mountains to allow for westbound travel.

Tier 3 Words Wilderness Trail (noun)

Wagon road blazed by Daniel Boone that ran from Virginia through the Cumberland Gap and into the Ohio River Valley. Example: The Wilderness Trail helped many people settle west of the Appalachian Mountains.

Cumberland Gap (noun)

One of the few passes in the Appalachian Mountains that allowed for westbound travel; located in Kentucky. Example: Daniel Boone led his band of pioneers west to Kentucky through the Cumberland Gap.

Read-Aloud Pathfinders of the American Frontier by Diane Cook (ISBN: 1-59084-045-3) Materials 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Appendix A Picture of Daniel Boone Appendix B 4-Fold Vocabulary Appendix C Blank map of the United States Appendix D Wilderness Trail pocket for lapbook Appendix E Teacher’s Guide Route of Daniel Boone Appendix F Note Card Template (if possible, to be copied onto card stock and cut before hand) Appendix G Lapbook Vocabulary Pocket Template Appendix H Daniel Boone Hat Template Appendix I Paper Bag Book Instructions Colored pencils Pathfinders of the American Frontier by Diane Cook (ISBN: 1-59084-045-3), Big map of the United States,

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A Variety of People Helped to Open up the West to Settlement: Daniel Boone Lesson 1 Grade 5 13. 14. 15. 16.

White drawing paper (2 per student) Transparency of Appendix C Overhead projector or document camera 2 File folders for each student (Refer to Appendix QQ and RR for finished lapbook pictures, instructions, and websites on the ins and outs of lapbooks.) These individual lapbooks will be used in each lesson, so store them in student desks or somewhere where they can be easily accessed daily.

Procedure and Activities 1.

2. 3.

4.

5. 6. 7. 8.

9.

10. 11.

12.

Introduce the read-aloud, Pathfinders of the American Frontier by Diane Cook through previously learned concepts (i.e., explorers, why people explore). As a review, have students turn to a partner to discuss why people explore. Then have each partnership express their ideas. Ask students if they have ever heard of Daniel Boone. In groups of 4 or 5, have students discuss what they already know about Daniel Boone. Having previously assigned a team captain, have each team captain write on the white board what their group knows about Daniel Boone. (You may want to add some other facts that may be pertinent to the lesson. For example, Daniel Boone loved hunting animals and became a crack shot with a gun. He is said to have shot his first bear at the age of 12, Boone was known as a “long hunter” because he would spend months away from civilization hunting alone in the woods, he spent his entire life exploring and hunting in the wilderness). Tell students that we will be reading a book that tells about Daniel Boone and his exploration. Show students a picture of Daniel Boone (Appendix A or you may locate one on your own). The purpose for listening to this text is to learn more about Daniel Boone and how he helped settlers move west. Begin reading Pathfinders of the American Frontier by Diane Cook on page 19 titled “The Wilderness Road.” This section is about Daniel Boone. After reading page 19, pause to ask students why America was referred to as the New Frontier? Discuss the meaning of frontier (see vocabulary section). Pause to give each student 2 pieces of blank white paper and complete 4-fold vocabulary activity for each new word introduced in this lesson. (See Appendix B for instructions). Continue reading the read-aloud beginning on page 23, second paragraph, occasionally pausing to comment. Ask questions to promote critical thinking and literal questions to ensure students understand the readaloud, point out geographical terms on a map, and to add new words from the vocabulary section into their 4-fold activity. Tell students that they will label, color, and trace Daniel Boone’s exploration through the Wilderness Road and the Cumberland Gap. Hand out a blank map of the United States (Appendix C) to each student. Have each student open Pearson Learning Core Knowledge History Book to pages 194-195. Have students read in partners and record any geographical term they find in their reading, on the back of their blank map. Using a transparency of Appendix C, help students locate and label Appalachian Mountains, Kentucky, Cumberland Gap, Ohio, Boonesborough, Kentucky River, Wilderness Road, Rocky Mountains. Then have students trace Daniel Boone’s journey through the Wilderness Road and Cumberland Gap (Appendix E Teacher’s Guide Route of Daniel Boone). This map will be attached to their lapbook (file folder) Hand out the Wilderness Trail pocket book (Appendix D) for students to cut out, fold, and place into the lapbook. Students will now pretend to be Daniel Boone on a long hunt and far from home. Have them write a half page journal entry on a typical day in Boone’s life, from morning to night. Include his feelings, descriptions of what he saw, heard, touched, and tasted. This entry should be glued into the paper bag book. (See Appendix I Paper Bag Book Instructions) Have students create this book to be kept in their lapbook. Students will continue adding to this book throughout the unit. Review the vocabulary words from the read-aloud by having students reassemble their word rows.

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A Variety of People Helped to Open up the West to Settlement: Daniel Boone Lesson 1 Grade 5 13. Students are to re-write their vocabulary words and definitions on a note card (Appendix F Note Card Template to be copied onto cardstock and cut before hand for each student). Students are to write the word on the front and the definition on the back. The cards are then placed in the vocabulary pocket (Appendix G Vocabulary Pocket Template) that is made for the lapbook that is being created throughout the unit. Comprehension Questions 1.

2. 3. 4. 5.

Pretend you are living during the time of westward expansion and you hear the wild stories about the American Frontier. Would you want to pack up and see for yourself if the stories were true? Why or why not? (Answers will vary.) If you were a Native American at the time of westward expansion, explain how you would have felt and reacted toward the newcomers? (Answers will vary.) Why was Daniel Boone important to the settling of the west? (He blazed new trails to allow easier access to lands west of the Appalachian Mountains.) Daniel Boone, under the authority of the Transylvania Company to Boonesborough, blazed what later became known as what? (The Wilderness Road, a narrow trail over heavy wooded ridges.) Daniel Boone and a few others wanted to find the mysterious gap that Cherokees took into Kentucky. What was this gap called and did they find it? (Daniel Boone found the trail and the men through the natural pass called Cumberland Gap.)

Extension DANIEL BOONE HAT ACTIVITY Give each student a handout with the outline of the shape of Boone’s hat on it (Appendix G). Students will list facts about Boone on the hat and decorate it. Post the hats on a wall or bulletin board. POETRY ACTIVITY Students will write a poem about Boone using the first letters in his name to begin each line of the poem: Example: Bound for new elbow room One step at a time O N E Scaffolding and Support Approach Showing students an example of the desired outcome before they complete the task. Asking questions while reading to encourage deeper investigation of concepts. Modeling an activity for the students before they are asked to complete the same or similar activity. Summarizing events in read-aloud as well as significant points conveyed during discussion. Providing verbal cues. Using the 4-fold vocabulary activate to help students review and remember vocabulary words.

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A Variety of People Helped to Open up the West to Settlement: Daniel Boone Lesson 1 Grade 5 Who will benefit English language learners and students with learning disabilities Assessment and Evaluation Ongoing Assessment 1. Students are asked to reassemble their vocabulary word rows at the end of the lesson to ensure understanding of the vocabulary. 2. Students are frequently asked questions throughout the reading of the read-aloud to assess their understanding. 3. Students create a map of Daniel Boone’s journey through the Cumberland Gap, his creation of the Wilderness Road, and other important geographical terms in this lesson. 4. Students write a one page journal entry as if they were Daniel Boone. They will include all the vocabulary terms learned in this lesson and as many of the geographical terms as possible. Summative Evaluation Students demonstrate their understanding of Daniel Boone and the important role he played in westward expansion through their one page journal entry. Students who are on IEP’s and/or struggle with writing expression, may write 3 important facts about Daniel Boone and draw an illustration for each fact. Bibliography Cook, Diane Pathfinders of the American Frontier. Philadelphia: Mason Crest Publishers, 2003. (ISBN 159084-045-3) Hirsch Jr., E.D. Pearson Learning Core Knowledge History & Geography. Parsippany, New Jersey: Pearson Education, Inc., 2002. (ISBN 0-7690-5026-3) www.pelicanpub.com/SGuides/Daniel_Boone_guide.pdf http://dynamic2moms.webs.com/

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A Variety of People Helped to Open up the West to Settlement: Lewis and Clark and Sacagawea Lesson 2 Grade 5 The Big Idea Throughout the 1800’s, Americans moved west settling lands previously occupied by Native Americans. Prior Knowledge Previously Learned Content Early exploration of the American West by Daniel Boone (Gr. 1) Louisiana Purchase (Gr. 1) The geography of the Appalachian Mountains, Rocky Mountains, and Mississippi River (Gr. 2) New means of travel (Robert Fulton and the invention of the steamboat, Erie Canal, railroads, and the transcontinental railroad) (Gr. 2) Routes west (Gr. 2) Prerequisite Skills (Grades K-5) 1. 2. 3. 4. 5.

6. 7. 8.

Use agreed-upon rules for group discussions. Listen to and understand a variety of texts, including fiction stories, fairy tales, fables, historical narratives, informational texts, and poems. Use pictures accompanying the read-aloud to check and support understanding of the read-aloud. Answer questions (orally or in writing) requiring literal recall and understanding of the details and/or facts of a read-aloud. i.e. who, what, when, where, etc. Answer questions (orally or in writing) that require making interpretations, judgments, or giving opinions about what is heard in a read-aloud, including answering “why” questions that require recognizing cause/effect relationships. Make text-text, text-self, and/or text-world connections (orally or in writing) to events or experiences in a read-aloud. Analyze primary source documents and be able to make educated interpretations, and/or opinions. Understand the meaning of primary source documents.

Lesson Objectives Content Objectives 1.

Students will demonstrate through writing their knowledge of the role of Lewis and Clark in our nation’s westward expansion. 2. Students will listen to a read aloud and discuss orally with a partner, then discuss as a class the importance of Sacagawea to the Corps of Discovery. 3. Students will locate, label, and trace Lewis and Clark’s route to and from the Pacific on a map.

Language Art Objectives 1. Acquire and accurately use grade-appropriate general academic and domain-specific words. 2. Students will write a narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3. Use context clues to determine meaning of words. 4. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led).

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A Variety of People Helped to Open up the West to Settlement: Lewis and Clark and Sacagawea Lesson 2 Grade 5 5. Follow agreed-upon rules for discussions and carry out assigned roles. 6. Consult reference materials (dictionaries, thesauruses, glossaries), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Cross-curricular Connections None Core Vocabulary (3-5 words) Tier 2 Words expedition (noun)

A journey for a particular purpose (as for exploring). Example: Lewis and Clark led an expedition across the United States.

plains (noun)

A large area of level or rolling treeless land. Example: Buffalo could be seen feeding on the plains of the American Frontier.

Tier 3 Words Louisiana Territory (noun)

Land stretching from the Mississippi River to the Rocky Mountains and from the Canadian border to the Gulf of Mexico. Example: President Thomas Jefferson purchased the Louisiana Territory from France.

Corps of Discovery (noun)

A group of men who signed on with Lewis and Clark to explore the far west. Example: The Corps of Discovery crossed the Continental Divide in what is now Montana.

Louisiana Purchase (noun)

The United States’ purchase of the Louisiana Territory from France, which more than doubled the size of the United States. Example: The Louisiana Purchase more than doubled the size of the United States.

Read-Aloud A Picture Book of Lewis and Clark by David A. Adler and illustrated by Ronald Himler (ISBN: 0-8234-1735-2) Materials 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

A Picture Book of Lewis and Clark by David A. Adler and illustrated by Ronald Himler (ISBN: 0-8234-17352) Appendix G Note Card Template Appendix J Stop and Write Appendix K Inside-Outside Circle Game Instructions Appendix K Vocabulary/Fact Cards for the Inside-Outside Circle Game Appendix L Teacher’s Guide of Lewis and Clark’s route to be copied onto a transparency Appendix M Louisiana Purchase Foldout for lapbook Appendices N, O Corps of Discovery pockets for lapbook Appendix P Matchbook Journal Template Appendices Q, R Primary Source Documents of Lewis and Clark’s Journal Entries Appendix S Lewis and Clark Cloze Activity

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A Variety of People Helped to Open up the West to Settlement: Lewis and Clark and Sacagawea Lesson 2 Grade 5 12. 13. 14. 15.

Lapbook and map from the previous lesson Colored Pencils Hole punch Matchbook template for each student to cut out and glue into lapbook.

Procedure and Activities 1.

2. 3.

4.

5.

6.

7.

8. 9.

10.

Review with students the importance of exploration, westward expansion, and the role Daniel Boone played in settling the west. Tell students that President Thomas Jefferson purchased a vast amount of land from the French called the Louisiana Territory. This purchase more than doubled the size of the U.S. and is known as the Louisiana Purchase. Thomas Jefferson hired two men to explore this territory and to bring back what they found. Pass out the Louisiana Purchase fold out (Appendix M) and have students glue it into their lapbooks. Introduce the Read-Aloud, A Picture Book of Lewis and Clark. Tell students that we will be reading this book to learn about Lewis and Clark and Sacagawea. Pass out the fact cards on Meriwether Lewis, William Clark and Sacagawea and have students cut and fold and put into the mini pocket and into the lapbook. As students find out facts about each individual, have them write it on the fact cards. With partners, have each student discuss what they already knew about Lewis and Clark and Sacagawea. Then have each partnership share with the class the facts they already knew. Discuss with students the importance of Sacagawea and the Corps of Discovery. Begin reading A Picture Book of Lewis and Clark by David A. Adler. As you read, pause when a new vocabulary term from the lesson appears. Pass out more note cards (Appendix G Note Card Template) to record their vocabulary words. Discuss the meaning of the word with the students and have the students add their words on the note cards to their lapbook. Continue reading, occasionally pausing to comment and/or ask questions to assess comprehension and to promote critical thinking. While reading, have students use their Stop and Write Outline (Appendix J) to record any new information they are learning. Review vocabulary words from this lesson by having students play a vocabulary game called “InsideOutside.” (Appendix K – Instructions for Inside-Outside). Pass out the vocabulary and/or fact cards (Appendix K Vocabulary/Fact Cards) that you should have copied onto cardstock and cut out previous to this lesson and then have students get into the formation for the game and play the game for about 5-10 minutes. Have students take out their U.S. map from the previous lesson and trace Lewis and Clark’s route (Appendix L Teacher’s Guide of Lewis and Clark’s route to be copied onto a transparency). Students will create a 4 page matchbook journal (Appendix P Matchbook Journal Template) of Lewis and Clark’s findings which will go into the lapbook. Review with students from the read-aloud, the kinds of notes, drawings, and specimens that went into Lewis and Clark’s journal entries. Show primary source documents of Lewis and Clark’s Expedition (Appendices Q and R Primary Source Documents of Lewis and Clark’s Journal Entries) so students can see what kinds of things were included in their journals. Pass out copies of Appendix P Matchbook Journal Template and instruct students how to create their 4 page journal which includes one drawing and explanation, a specimen and explanation, some notes on their discoveries, and one complete journal entry (a 100 word descriptive essay) about a day on the trip. (Accommodation for IEP and 504 students will be to write a 2-3 sentence journal entry instead of the 100 word essay)

Comprehension Questions 1.

Do you agree with Thomas Jefferson’s purchase of the Louisiana Territory from the French? Why or why not? (Support your answer with examples, answers will vary.)

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A Variety of People Helped to Open up the West to Settlement: Lewis and Clark and Sacagawea Lesson 2 Grade 5 2. Explain why Thomas Jefferson wanted to send scouts into the western frontier? (He was eager to find out exactly what the United States had purchased. He wanted to know about the land, weather, plants, and animals. He also wanted to explore the Missouri River and to look for a water route that connected the Upper Mississippi with the Pacific Ocean.) 3. Examine Lewis and Clark and where their expedition took them? (Lewis was born and lived in Virginia. At the age of 20, he joined the army and later was asked by Thomas Jefferson to be his secretary. Clark was an officer Lewis had met during his service in the army. Both men created the Corps of Discovery, crossed the Continental Divide and journeyed across the American continent and back in a little over 2 years.) 4. What would you do if you were asked by Thomas Jefferson to explore the new territory bought from France? (Answers will vary.) What does Thomas Jefferson want you to look for and record? (Collections of specimens of plants, animals, and minerals they found, drawings, and notes with valuable information about the expedition such as “a most beautiful and extensive plain…where emense herds of buffalo were feeding.”) 5. Identify Sacagawea. (The American Indian wife of a French Canadian trader who joined the Corps of Discovery as an interpreter.) 6. Explain how Sacagawea assisted Lewis and Clark on their journey? (She was often seen by other American Indians along the way and this confirmed the friendly intentions of the Corps of Discovery. She enlisted the aid of Native Americans for the expedition and helped interpret.) Extension INTERACTIVE WEB ACTIVITIES 1. Experience westward expansion with explorers Lewis and Clark and start your own adventures. http://teacher.scholastic.com/activities/lewis_clark/ 2. Go west across America with Lewis and Clark http://www.nationalgeographic.com/west/index.html CLOZE ACTIVITY 3. Lewis and Clark Cloze Activity (Appendix N) Scaffolding and Support Approach Activating students’ prior knowledge and connecting it to lesson content and vocabulary. Showing students an example of the desired outcome before they complete the task. Asking questions while reading to encourage deeper investigation of concepts. Modeling an activity for the students before they are asked to complete the same or similar activity. Summarizing events in read-aloud as well as significant points conveyed during discussion. Using the vocabulary activity “Inside/Outside” to help students review and remember the vocabulary words. Who will benefit English language learners and students with learning disabilities

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A Variety of People Helped to Open up the West to Settlement: Lewis and Clark and Sacagawea Lesson 2 Grade 5 Assessment and Evaluation Ongoing Assessment 1. 2. 3. 4.

Students are evaluated through their responses to questions. Inside/Outside vocabulary activity ensures students’ understanding of each vocabulary word. The student’s completion of the journey of Lewis and Clark on their map. Students’ additions to their lapbooks i.e. sample journal entries of Lewis and Clark and vocabulary words and 100 word descriptive essay.

Summative Evaluation Students will write a 5 paragraph narrative essay describing Lewis and Clark’s expedition and its importance to westward expansion. Bibliography Adler, David A. A Picture Book of Lewis and Clark. New York: Holiday House, 2003. (ISBN0-8234-1735-2) Baicker, Karen. Primary Source Teaching Kit The Westward Movement Grades 4-8. Jefferson City, MO: Scholastic Inc, 2002 (ISBN 0-590-37844-9) www.pbs.org/lewisandclark/class/l14.html http://teacher.scholastic.com/activities/lewis_clark/ http://www.nationalgeographic.com/west/index.html

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Who Explored the Far West? Lesson 3 Grade 5 The Big Idea Throughout the 1800’s, Americans moved west settling lands previously occupied by Native Americans. Prior Knowledge Previously Learned Content The geography of the Appalachian Mountains, Rocky Mountains, and Mississippi River (Gr. 2) Routes west (Gr. 2) Prerequisite Skills (Grades K-5) 1. 2. 3. 4.

Students are able to write complete sentences with correct punctuation and capitalization. Students are able to work cooperatively in groups. Students are able to express opinions on a topic and support it. Students are able to write a persuasive essay with a topic sentence, 3 supporting sentences and 1-3 detailed sentences for each supporting sentence, and concluding sentence.

Lesson Objectives Content Objectives 1.

Students will be able to describe Zebulon Pike and his contribution to westward expansion in an oral discussion. 2. Students will be able to list qualities it takes to be a mountain man and describe the kind of life he lived. 3. Students will be able to discuss, interpret, and explain a picture of a fur trapper. 4. Students will analyze whether fur trappers were heroes or villains. Language Art Objectives 1. Students will write an opinion piece on a topic, supporting point of view with reasons and information. 2. Students will introduce a topic clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. 3. Students will provide a concluding statement or section related to the opinion presented. 4. Students will engage effectively in a range of discussions (one-on-one, in groups, and teacher led). 5. Students will be able to follow agreed-upon rules for discussions and carry out assigned roles. 6. Students will pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. 7. Students will review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Cross-curricular Connections CORE KNOWLEDGE ART 1. Albert Bierstadt, The Rocky Mountains, Lander’s Peak (1863) 2. George Caleb Bingham, Fur Traders descending the Missouri (1845) Core Vocabulary (3-5 words) Tier 2 Words Trapper (noun)

A mountain man who lived off wild land deep in the Rocky Mountains and trapped (caught) beaver so that people could wear hats made from the beaver’s fur. Example: The trappers endured great hardships in pursuit of the prized beaver.

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Who Explored the Far West? Lesson 3 Grade 5 Rendezvous (noun)

A meeting at a prearranged time and place. Example: Mountain men used rendezvous to trade and buy supplies.

Fur trade (noun)

The trading of furs by mountain men to obtain supplies such as coffee, sugar, gunpowder, bullets, whiskey, and blankets. Example: The fur trade was an essential part of living for mountain men.

Tier 3 Words Zebulon Pike (noun)

An army officer who followed the Arkansas River to the Rocky Mountains where he sighted the mountain named for him today, Pike’s Peak, in present-day Colorado. Example: Zebulon Pike explored the far west and discovered Pike’s Peak.

Mountain men (noun)

The name given to trappers who were lured west by the profits of the fur trade Example: Mountain men were adventurers who enjoyed living alone, hunting, and staying away from civilization.

Read-Aloud Trappers and Mountain Men by Anastasia Suen (ISBN: 1-60044-134-3) Materials 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Lapbook from previous lessons Read-aloud Trappers and Mountain Men by Anastasia Suen (ISBN: 1-60044-134-3) Hirsch Jr., E.D. Pearson Learning Core Knowledge History & Geography (ISBN 0-7690-5026-3) Pictures of Jim Bridger, Jedediah Smith, Kit Carson, and/or general mountain men pictures Markers Appendix U Picture of a fur trapper with questions. Appendix T Picture of Zebulon Pike Appendix T Picture of Pike’s Peak Appendix V Rendezvous Activity Instructions Note cards to write the vocabulary terms and definitions Copies of the student materials for the extension activity on a rendezvous previously cut out and laminated if possible 12. Core Knowledge Art-Albert Bierstadt, The Rocky Mountains, Lander’s Peak (1863) 13. Core Knowledge Art- George Caleb Bingham, Fur Traders descending the Missouri (1845) Procedure and Activities 1.

Review with students previously taught material about reasons for moving westward and those individuals responsible for contributing to the movement west. 2. Introduce the read-aloud, Trappers and Mountain Men by Anastasia Suen (ISBN: 1-60044-134-3), and tell students that they will be learning about a group of people called mountain men, who changed the lives of many Americans. They will also become familiar with a man named Zebulon Pike who discovered Pike’s Peak. When briefly discussing Zebulon Pike, show a picture of him and Pike’s Peak. 3. Have students turn to page 198 in the Pearson Learning Core Knowledge History Book and have students read the little excerpt on Zebulon Pike and show them a picture of Zebulon Pike and Pike’s Peak (Appendix T). 4. Ask students if they remember hearing and/or learning about mountain men. Allow for student responses.

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Who Explored the Far West? Lesson 3 Grade 5 5. Show students some pictures of famous mountain men such as, Jim Bridger, Jedediah Smith, and Kit Carson. Also show two Core Knowledge Art pictures The Rocky Mountains, Lander’s Peak by Albert Bierstadt and The Fur Traders Descending the Missouri by George Caleb Bingham. 6. In groups of 4, have students discuss characteristics they think mountain men needed to have to live the life they did. After about 5 minutes, allow a spokesperson from each group to list their characteristics on the board. 7. Tell students that we will begin reading the book Trappers and Mountain Men by Anastasia Suen to learn more about mountain men and the fur trade. 8. Begin reading chapter one titled, “Trappers and Mountain Men.” As you read, pause when a new vocabulary term from the lesson appears. Discuss the meaning of each word with the students and have the students write the vocabulary word on the square pieces of cardstock provided, with the definition of the word on the back. (Students will be adding the new vocabulary words to their vocabulary pocket in their lapbook). 9. Continue the reading (skipping chapters 2-4) on chapters 5-6, occasionally pausing to comment and/or ask questions to assess comprehension, to promote critical thinking, and to locate on a map where the mountain men generally lived. 10. In groups of 3, have students design and create an advertising poster to recruit mountain men. Have students include qualities that the applicants should have and what they should expect a typical day to be like. Then have students write a journal entry into their lapbooks in their paper bag book as if they are a mountain man trapping fur. 11. Project a picture of a fur trapper on the wall using a copy of Appendix U onto a transparency. Cover the questions at the bottom until students have studied the picture for about 30 seconds to a minute. Reveal one question at a time and discuss as a class. 12. Have students write a persuasive paper about whether or not fur trappers were heroes or villains. Have half of the class persuade towards heroes and the other half towards villains. (Accommodation for IEP or 504 students- have them write 3-5 sentences on whether they think a fur trapper is a villain or a hero). Comprehension Questions 1. Who were mountain men? (Trappers who lived off wild land deep in the Rocky Mountains.) 2. You are a mountain man in the 1700’s, compare the life you live now to the life you would have lived as a mountain man. (If I were a mountain man in the 1700's, I would hunt for my survival, sleep under the stars, and live alone from civilization. I would have lived a very rough life. In contrast, my life now is rather easy compared to that of a mountain man. For example, I am able to go to a store and purchase my food instead of hunting. I also live in a house with a family in a community. Due to a lot of inventions like the dishwasher, washing machine, microwave etc. my daily tasks have been made easier and faster.) 3. What animal was very important to the livelihood of mountain men? (The beaver for its fur.) 4. Do you think the United States would look like it does now if mountain men did not exist? Why or why not? (Support your answer with examples. Answers will vary; however, look for something like the following. I think the U.S. might have looked differently if mountain men did not exist. Mountain men opened new territories and pathways for others to follow easily. This allowed for westward expansion to happen and to happen more quickly.) 5. How did mountain men change the lives of many in the United States? (They traveled across regions that were unknown to most Americans and they made maps of the lands they explored which helped the United States grow.) 6. Who was Zebulon Pike? (He was an army general who began exploring west about the time Lewis and Clark returned from their expedition. He discovered the mountain named for him today, Pikes Peak, in presentday Colorado.)

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Who Explored the Far West? Lesson 3 Grade 5 Extension RENDEZVOUS Students will re-create a rendezvous in which mountain men trade supplies with a supplier. Each student will be given a character role, pelts and other supplies according to their character description. Each mountain man needs to barter with the supplier (teacher) to try and get the things they need. The thorough description of this activity is located in Appendix R. Students will include in their lapbook one pelt and two sample trade items from the rendezvous. VIRTUAL MUSEUM http://www.xmission.com/~drudy/mtman/museum/index.html Scaffolding and Support Approach Facilitating student engagement and participation Asking questions while reading to encourage deeper investigation of concepts Modeling an activity for the students before they are asked to complete the same or similar activity Asking students to contribute their own experiences that relate to the subject at hand Showing visual aids to support what is being learned Who will benefit English language learners and students with learning disabilities Assessment and Evaluation Ongoing Assessment 1. Students are evaluated through their responses to questions. 2. Students’ advertising poster to recruit mountain men will show their understanding of the life of a mountain man. 3. Students’ journal entry will show their understanding of the vocabulary terms and the life of a mountain man. Summative Evaluation Students will write a 5 paragraph opinion paper depicting mountain men as either heroes or villains. They will support their point of view with reasons and information. Bibliography Suen, Anastasia Trappers & Mountain Men. Vero Beach, Florida: Rourke Publishing, 2007. (ISBN 1-60044-1343) Hirsch Jr., E.D. Pearson Learning Core Knowledge History & Geography. Parsippany, New Jersey: Pearson Education, Inc., 2002. (ISBN 0-7690-5026-3) http://dynamic2moms.webs.com/westwardhooooo.htm www.historyonthenet.com/Lessons/worksheets/americanwest/Mountain_Men.doc http://www.xmission.com/~drudy/mtman/museum/index.html

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Pioneers Lesson 4 Grade 5 The Big Idea Throughout the 1800’s, Americans moved west settling lands previously occupied by Native Americans. Prior Knowledge Previously Learned Content Early exploration of the American West by Daniel Boone, Lewis and Clark and Sacagawea (Gr. 1) Louisiana Purchase (Gr. 1) The geography of the Appalachian Mountains, Rocky Mountains, and Mississippi River (Gr. 2) New means of travel (Robert Fulton and the invention of the steamboat, Erie Canal, railroads, and the transcontinental railroad) (Gr. 2) Routes west (Gr. 2) Prerequisite Skills (Grades K-5) 1. 2. 3. 4.

Students are able to write complete sentences with correct punctuation and capitalization. Students are able to write a friendly letter. Students are able to work cooperatively in groups. Students are able to express opinions on a topic and support it.

Lesson Objectives Content Objectives 1. 2. 3. 4. 5. 6.

Students will be able to recall the different reasons people moved west through discussions and in writing. Students will be able to describe the pioneers, who they were, where they were going, and why. Students will be able to name the main trail the pioneers followed. Students will list the various modes of transportation used by the pioneers. Students will be able to organize and plan a trip westward by wagon. Students will be able to illustrate the life of a pioneer on the trail including feelings about moving west, preparations, trials, and how they traveled.

Language Art Objectives 1.

Students will engage effectively in a range of discussions (one-on-one, in groups, and teacher led).

2. Students will be able to follow agreed-upon rules for discussions and carry out assigned roles. 3. Students will pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. 4. Students will review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 5. Students will produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Cross-curricular Connections None

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Pioneers Lesson 4 Grade 5 Core Vocabulary (3-5 words) Tier 2 Words Territory (noun)

A part of the United States not admitted as a state. Example: Many pioneers traveled west to reach the Oregon Territory.

Emigrant (noun)

A person who leaves his or her own country in order to live in another one. Example: Large numbers of people called emigrants, left home in search of free or cheap farmland, religious freedom, or gold.

Prairie (noun)

A large area of flat or rolling grassland with few or no trees. Example: By early spring the prairie outside of Independence was full of emigrants.

Tier 3 Words St. Louis (noun)

A city in the state of Missouri which was the second to last stop before leaving on the Oregon Trail. Example: Many pioneers traveled to St. Louis, Missouri in preparation for leaving for the Oregon Territory.

Pioneers (noun)

Group of people first to settle in an area. Example: Pioneers moved west for a variety of reasons.

Read-Aloud Our Journey West, The Oregon Trail Adventures of Sarah Marshall by Gare Thompson (ISBN 0-7922-5178-4) Materials 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Lapbook from previous lessons Our Journey West, The Oregon Trail Adventures of Sarah Marshall by Gare Thompson (ISBN 0-79225178-4) Sentence strips Note cards to record the vocabulary words Map from previous lessons Appendix W A Family Weights the Pros and Cons Appendix W Do we go or do we stay? Appendix WA Calculating the Steps Appendix WB “Outfitting Our Wagon” Appendix WC “Oregon Trail Play” Appendices WD and WE Frontier/Bison Math

Procedure and Activities 1.

Review with students the reasons why people moved west and those individuals who were important in the westward movement (Lewis and Clark, Sacagawea, Daniel Boone, Mountain Men, Zebulon Pike). 2. Introduce the Read-Aloud, Our Journey West, The Oregon Trail Adventures of Sarah Marshall by Gare Thompson (ISBN 0-7922-5178-4). Tell students they will be reading about pioneers who traveled far west to begin a new life. They will learn of the different modes of transportation that brought pioneers west, and the trails they followed.

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Pioneers Lesson 4 Grade 5 3. In partners, have students write one sentence which they think explains who the pioneers were, where they went, and why. Pass out a sentence strip to each partnership and give them 3-5 minutes to write a complete sentence. Make sure students understand that their sentence needs to include correct punctuation, capitalization, and end marks. 4. Have each partnership come to the front of the classroom, share their sentence and place it on the board with tape or magnets. Once all sentences are on the board, make sure students understand who the pioneers were, where they were going and why. Remind students of the Louisiana Purchase and how it doubled the size of the U.S. which gave way to many explorers to open up routes westward. Tales of rich farmland, great climate and plenty of food convinced many to leave their homes and move west in search of free or cheap farmland, gold, or religious freedom. 5. Begin reading Our Journey West, the Oregon Trail Adventures of Sarah Marshall by Gare Thompson (ISBN 0-7922-5178-4) on pages 6-7. Tell students that this book is largely made up of journal entries by a 12 year old girl named Sarah Marshall and her family who went west to the Oregon Territory. As you come to the vocabulary in the reading, pause and allow students to add the words and definitions to their vocabulary pocket in their lapbooks. 6. Have students get into families of 6. The Families will be weighing the pros and cons of where or not to go west on the Oregon Trail. (Appendix W A Family Weights the Pros and Cons, Appendix W Do we go or do we stay?) 7. Have students take out their U.S map from previous lessons. Pause throughout the reading, so students can trace the Oregon Trail as the Marshall family travels west. Remind students that pioneers traveled west by various modes of transportation such as wagons, walking, steamboats, and railroads. Most traveled by wagon because it cost less. The Marshall family was one such family that chose to travel by wagon. 8. Throughout the reading, emphasize to students the sacrifices that were made by the pioneers in order to travel west. Also discuss the many trials that took place on the trail. 9. Explain to the students that those who traveled by wagon had to walk most of the time because the wagons were loaded with supplies. Also explain that most pioneers traveled the 2,000 mile trail barefoot because their shoes wore out quickly. Students will complete Appendix WA “Calculating the Steps” to compute the number of steps it would take to walk from Missouri to Oregon. This worksheet will allow the students to apply the math concept of rounding and they also gain an understanding of the distance and hardship involved in walking the Oregon Trail. 10. Continue reading the read-aloud at the top of page 8, then skip to page 10 and read William Marshall’s journal entry. Discuss with students that families had to decide carefully what to bring and what not to bring on the trail. Then finish reading pages 10, 11, and the bottom of page 12. 11. Have students get into their same “family” groups of 6. After buying a wagon, each family has $700 left to finish outfitting their wagon. A wagon can hold about 2500 pounds. Have students look at Appendix WB “Outfitting Our Wagon” and have them decide what other supplies to buy, adding up the cost and weight as they go along. Remind students that their family needs not only enough supplies to last five to six months on the trail, but also tools, supplies, and some cash to set up a new farm once they have arrived in Oregon. Also, their family has brought some things with them to Independence, so they will have to consider the weight of those items. Give groups 10 minutes to outfit their wagon, and then ask them questions to see how they did. For example, how many oxen did you buy? (3 0r 4 yoke is needed in case some get sick or die. How about spare wagon parts? (Wheels and axles often break on the trail.) What about food? (Potatoes take up too much room, too much meat can spoil. Did you pack a rifle and ammunition so you can hunt for fresh game along the way?) Did you remember to buy a cow and some chickens? (It makes getting milk, butter and eggs a lot easier and will not weigh the wagon down.) What about personal items? (Extra blankets and coats from home.) How did you do? Did you all make good choices? If families need to refigure their outfit, give those families 5 minutes to rethink their decisions. 12. Continue reading on the last paragraph of page 14 and then read Sarah Marshall’s journal entry on pg. 15. Remind students of the steps it would take them to get to Oregon and Sarah’s feet are already covered with blisters after 15 miles.

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Pioneers Lesson 4 Grade 5 13. Read William Marshall’s journal entry on pg. 16, Sarah Marshall’s journal entry on pg. 19, and William’s entry on pg. 20. Explain to the students that forts were built along the trail where emigrants could buy fresh food and other supplies. Many emigrants also decided to lighten their wagon loads because crossing rivers with heavy wagons was dangerous. 14. Read Harriet Marshall’s journal entry on pg. 21 and the top of pg. 22, Sarah’s journal entry and Harriet’s journal entry on pg 22. Ask students to discuss in groups of 4, how they would feel if they had to walk past grave after grave and even bury someone close to you. Then continue reading on pg 24, reading William’s entry and emphasizing the need families had to have enough oxen and replacement axles. 15. Tell students that emigrants had heard wild stories about Native Americans attacking wagon trains. However, they were soon to realize that this was not true. Many Native Americans such as the Nez Perce, bartered and helped emigrants cross difficult parts of the trail. Read Harriet’s entry on pg. 28 and Sarah’s entries on pg. 29 and 30, William’s entry on pg. 33. 16. After crossing the Columbia River, the Marshall family had finally arrived in Oregon Territory. The land was lush and green, and they were excited to begin their new life. 17. Have students create another journal entry to add to their lapbooks. They will be writing in a friendly letter format to a friend that stayed behind. They need to pretend they are a pioneer on the Oregon Trail traveling with their family. They need to include their feelings about moving west, some preparations that were made, how they traveled, and some of the trials that happened on the trail. Make sure students use complete sentences with correct punctuation and end marks. Students will add this journal entry into the paper bag book. Comprehension Questions 1.

2. 3. 4.

5.

6.

Discuss who the pioneers were and why they moved west. (Pioneers were people to first settle in a new area. Many pioneers left their homes to travel west because they wanted free or cheap land, gold, or religious freedom.) Discover where the pioneers set out on the trail. (St. Louis and then Independence, Missouri where the Missouri and Mississippi Rivers meet.) Identify the two most used trails by the pioneers. (Oregon Trail and Santa Fe Trail.) If an increase in transportation technology did not occur, do you think as many pioneers would have migrated west? Why or why not? Support your answer with examples. (Pioneers were able to travel more safely and quickly due to new technology in transportation. For example, the train and steamboat made traveling quicker and safer. Without this new technology, many pioneers would only have the chance of walking and riding in wagon trains. To many, this was a daunting task.) Compare the life of a pioneer on the trail to the way you live your life today? Are there any similarities? (There are many differences and similarities in the life of a pioneer to that of someone today. For example, pioneers could die of simple illnesses such as the flu or diaper rash. With our medical technology today, we are unlikely to die from those ailments. Pioneers were required to cook food over fire, most of which only consisted of some flour and water and if they were lucky, bacon. We are very blessed to have a lot of food at our fingertips. Pioneers also had to work very hard each day in order to just survive. Pioneers and today's society both have to work to survive and we both suffer trials.) List some of the trials the pioneers incurred on the trail? (Crossing rivers, wagon axles breaking, diseases such Cholera caused by bacteria, deaths by sickness, trampled by animals, drowning, and lightening storms, starvation, rain fall, raw feet.)

Extension OREGON TRAIL POWER POINT You can show this PowerPoint as a summative review of the Oregon Trail. (It is the first PowerPoint titled Oregon Trail on the web site. http://americanhistory.pppst.com/oregontrail.html

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Pioneers Lesson 4 Grade 5 READER’S THEATER Students can read the Oregon Trail Play or you can have them put on a production for parents. (See Appendix W Oregon Trail Play) FRONTIER/BISON MATH Give students an opportunity to integrate their math skills with the Oregon Trail. (Appendix X and Y) Scaffolding and Support Approach Facilitating student engagement and participation. Asking questions while reading to encourage deeper investigation of concepts. Asking students to contribute their own experiences that relate to the subject at hand. Showing visual aids to support what is being learned. Summarizing events in read-aloud as well as significant points conveyed during discussion. Who will benefit English language learners and students with learning disabilities Assessment and Evaluation Ongoing Assessment 1. Students are evaluated through their responses to questions throughout the reading. 2. Students are also evaluated through their responses on the comprehension questions. Summative Evaluation Students will create a friendly letter written to a friend who did not travel westward. They will include feelings about moving westward, preparations, trials and mode of transportation. Bibliography Thompson, Gare Our Journey West: The Oregon Trail Adventures of Sarah Marshall. Washington D.C.: National Geographic Society, 2003. (ISBN 0-7922-5178-4) Johmann, Carol A. and Rieth, Elizabeth J. Going West! Journey on a Wagon Train to Settle a Frontier Town. Charlotte, Vermont: Williamson Publishing, 2000. (ISBN 1-885593-38-4) http://www.blm.gov/or/oregontrail/education-teachers-packets.php http://jenniferfindley.com/Oregon_Trail_Unit.html http://americanhistory.pppst.com/oregontrail.html

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Why Did the Americans Move to the Far West? Lesson 5 Grade 5 The Big Idea Throughout the 1800’s, Americans moved west settling lands previously occupied by Native Americans. Prior Knowledge Previously Learned Content Early exploration of the American West by Daniel Boone, Lewis and Clark and Sacagawea (Gr. 1) Louisiana Purchase (Gr. 1) The geography of the Appalachian Mountains, Rocky Mountains, and Mississippi River (Gr. 2) New means of travel (Robert Fulton and the invention of the steamboat, Erie Canal, railroads, and the transcontinental railroad) (Gr. 2) Routes west (Gr. 2) Prerequisite Skills (Grades K-5) 1.

Students are able to write a compare/contrast essay with at least 100 words with accurate punctuation and end marks.

2. Students are able to work cooperatively in groups. 3. Students are able to create a Venn diagram comparing 2 things. 4. Students are able to analyze primary source documents. Lesson Objectives Content Objectives 1. 2. 3. 4. 5. 6. 7.

Students will be able to explain who the Mormons were, why they left their homes to move to the far west, and where they ended up staying. Students will name the trail on which the Mormons traveled. Students will be able to analyze and discuss primary source documents. Students will be able to explain who the 49ers were and why they left their homes. Students will describe the event of the first discovery of gold (who, when, where, what). Students will be able to describe the life of a miner. Students will be able to compare and contrast Mormons and the 49ers.

Language Art Objectives 1.

Students will engage effectively in a range of discussions (one-on-one, in groups, and teacher led).

2. Students will be able to follow agreed-upon rules for discussions and carry out assigned roles. 3. Students will pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. 4. Students will review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 5. Students will use informative/explanatory texts to examine a topic and convey ideas and information clearly. 6. Students will link ideas within and across categories of information using words, phrases, and clauses (e.g. in contrast, especially). 7.

Students will use precise language and domain-specific vocabulary to inform about or explain the topic.

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Why Did the Americans Move to the Far West? Lesson 5 Grade 5 8. Students will integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Cross-curricular Connections 1.

Language Arts: V. Sayings and Phrases a. Eureka! (gold rush) b. Lock, stock, and barrel (gold rush)

Sayings and Phrases Language Arts. Sayings and Phrases 1. Eureka! (gold rush)- This saying can be taught during the Gold Rush lesson. 2. Lock, stock, and barrel- This saying can be taught during the Gold Rush lesson. Core Vocabulary (3-5 words) Tier 2 Words Prophet (noun)

A person who speaks for God. Example: Joseph Smith was a prophet of the Mormon church.

Handcarts (noun)

Small, two-wheeled wagons pulled by hand. Example: Many pioneers had to pull handcarts across the plains.

Tier 3 Words Mormons (noun)

Members of the Church of Jesus Christ of Latter Day Saints. Example: The Mormons moved far west to the Great Salt Lake Basin in what is now Utah.

‘49ers (noun)

People who came to California in 1849 in search of gold. Example: The ‘49ers came to California in hopes of striking it rich with gold.

Prospectors (noun)

People who explore an area for minerals such as gold. Example: Women, children, doctors, and teachers left their homes to become prospectors.

Read-Aloud A True Book: The Mormon Trail by Elaine Landau (ISBN 978-0-329-48206-0) The Quest for California’s Gold, by James P. Burger (ISBN 0-8239-5849-3) Materials 1. 2. 3. 4. 5. 6. 7. 8.

A True Book: The Mormon Trail by Elaine Landau (ISBN 978-0-329-48206-0) The Quest for California’s Gold, by James P. Burger (ISBN 0-8239-5849-3), Lapbooks from previous lessons U.S. map from previous lessons Note cards to record their vocabulary and to add to their vocabulary pocket in their lapbook Pictures of Mormon Pioneers, wagons, miners, mining towns, Sutter’s Fort, James Marshall and John Sutter Appendix X Primary Source Document 5A Gold Rush lettersheet Appendix X Document 5B Capt. Sutter’s account of the first discovery of gold.

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Why Did the Americans Move to the Far West? Lesson 5 Grade 5 9. 10. 11. 12. 13.

Appendix XA Primary Documents 1-6 2 to 3 large Rubbermaid boxes filled with water, sand and rocks (if possible from a nearby river or lake) Some fool’s gold A pie tin for each student (you can have each student bring in their own pie tin). Appendix AA

Procedure and Activities 1. Review with students who pioneers were, the various ways they traveled, and why they moved west. 2. Introduce the Read-Alouds, A True Book: The Mormon Trail, by Elaine Landau (ISBN 978-0-329-48206-0) and The Quest for California’s Gold, by James P. Burger (ISBN 0-8239-5849-3). Tell students that they will be learning about two more groups of people who headed west for very different reasons. They will learn about the Mormon people who traveled to Salt Lake, Utah and the ‘49ers that were in search of gold. 3. Before reading, ask students if they have heard of the Mormons. Explain to them that they are a group of people who believe they are led by a prophet and who were persecuted for their beliefs and forced to leave their homes many times. Also ask students if they know of the ‘49ers (no, not the football team). Explain to the students that ‘49ers was a nickname for those who went in search of gold in 1849. 4. As you begin reading A True Book: the Mormon Trail, have students take out their maps (located in their lapbooks) and tell them that they will be tracing the route the Mormons took to Salt Lake, known as the Mormon Trail. Also pass out more note cards to record their vocabulary words. Pause as you come to vocabulary words to have students write the word and definition on their note cards. 5. After reading pages 5-15, have students label Nauvoo, Illinois, Iowa, Nebraska, and Wyoming on their maps. Also show students pictures of Mormon pioneers traveling west. (You can access pictures through a library or internet sources). 6. After reading through page 25, make sure students have the Missouri River labeled, and have them label Winter Quarters which is near today’s Omaha, Nebraska. 7. At the end of the reading, have students label Salt Lake on their maps. 8. Review with students the reasons the Mormons traveled west. 9. Show brief video on Gold Rush to introduce the gold rush(http://www.youtube.com/watch?v=Oi9i4agGmkw&feature=email) 10. Tell students that now they will be learning about a group of people in search of gold. In partners, have students discuss why people would leave all that they had in hopes of finding gold. Then have students share their thoughts with the class. 11. Begin by reading pg. 4 of The Quest for California’s Gold, by James P. Burger (ISBN 0-8239-5849-3). While reading, show pictures of gold mining towns, miners, Sutter’s Fort, gold. (you can access pictures through a library or on the internet). 12. Pass out primary document 5A and 5B (Appendix X Reproducing Sutter’s Account of Marshall’s News) to groups of 3. Have each group analyze and discuss Documents 5A (Appendix X) and then have each student take turns reading Document 5B, the transcript from letter sheet. Students will answer the questions based on the documents on each appendix. 13. Continue reading on pages 7 and 8 while showing pictures of gold mining towns, miners, Sutter’s Fort, gold. (you can access pictures through a library or on the internet). 14. Using a jigsaw activity, have students grouped into 6 groups. Pass out a primary source document (Appendix XA Documents 1-6) to each group and have them read and discuss the document and then answer the questions. Groups will then present the information to the class. 15. Continue reading from the read-aloud pages 16, 19, and 20. 16. At the end of reading, ask students to take out their U.S. map from previous lessons and locate and label Sacramento, California, Sutter’s Fort, American River, Sierra Nevada Mountains, and San Francisco.

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Why Did the Americans Move to the Far West? Lesson 5 Grade 5 17. Review with students the life of a miner and that most did not get rich or even find gold. 18. “Eureka!” Have students discuss with a partner what they think the saying Eureka means. Have students share responses. Then read from the example in "What Your 5th Grader Needs to Know." After reading the example, have the students discuss again with their partners to see if they want to change their original response. Then discuss meaning as a class. 19. “Lock, stock, and barrel” Have students discuss with a partner what they think the saying Lock, stock and barrel means. Have students share responses. Then read from the example in "What Your 5th Grader Needs to Know." After reading the example, have the students discuss again with their partners to see if they want to change their original response. Then discuss meaning as a class. 20. As a review, have students get into groups of 4 and have them create a Venn diagram showing the similarities and differences between the Mormons and the ‘49ers. (This diagram will be used in a writing assignment). 21. Have students write a 100 word compare/contrast essay on the Mormons and the ‘49ers. (AccommodationIEP and 504 students can write 2 sentences on how each group was similar and 2 sentences on how each group was different). Comprehension Questions 1. 2.

3. 4. 5. 6. 7.

8. 9.

Identify which group of people left Nauvoo in order to seek a place that would allow them to practice their religion freely. (the Mormons) How do you think the state of Utah would be different if Joseph Smith and Brigham Young did not exist and the Mormons did not move west? (If Joseph Smith and Brigham Young did not exist, then the religious group of Mormons may not have existed. If that were the case, then the Mormons would not have moved west opening trails for others and inhabiting Utah. Utah is also considered a state with a lot of Mormons, so the population dynamic may have been different as well.) What were some of the trials the Mormon Pioneers went through while traveling west? (Freezing temperatures, mud, snow, sleet, loss of property, sickness, death, lack of supplies, accidents, handcarts.) Who were the ‘49ers? (People who left their homes in search of gold during 1849.) Who was the first to discover gold and where was the discovery? (James Marshall at Sutter’s Mill in Sacramento, California.) What is the term used for people who explore an area for minerals such as gold. (Prospectors) How did miners search for gold? (Some scooped the river’s sand into tin pans, and then washed it again and again. Water spilled out, taking the sand with it. Gold, too heavy to be washed away, stayed behind in the pans. ‘49ers also made sluices, which were long slides built across a stream. The river flowed through the sluices while the owners shoveled gravel into them. Just like it did with pans, gold remained in the bottoms of the sluices waiting to be claimed.) Did a lot of people strike it rich with gold? (No, in fact more people returned home with less then what they had to begin with.) What if John Sutter kept his gold discovery a secret? How would that have changed U.S. History? ( If John Sutter would have kept his discovery of gold a secret, the U.S. may not have had the gold rush with a handful of people getting rich quick. Also due to the gold rush, jobs were more available in order to cater to the needs of the miners. The discovery of gold helped the U.S. prosper for a time. Another change would have been that the discovery of gold could have come a lot later in history involving different groups of people, therefore changing the course of history).

Extension Panning for gold Have students practice panning for gold. Have 2 to 3 large Rubbermaid boxes filled with water, rocks, and sand (if possible from a nearby lake or river). Students then take their pie tin and practice panning for gold. Who knows, maybe someone might just get lucky! (Have one of the buckets have some fool’s gold in it.)

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Why Did the Americans Move to the Far West? Lesson 5 Grade 5 Scaffolding and Support Approach Showing visual aids to support what is being learned. Facilitating student engagement and participation. Asking questions while reading to encourage deeper investigation of concepts. Summarizing events in read-aloud as well as significant points conveyed during discussion. Who will benefit English language learners and students with learning disabilities Assessment and Evaluation Ongoing Assessment 1. Students will create a Venn diagram comparing the Mormons and the ‘49ers. 2. Students will analyze and discuss primary source documents. Summative Evaluation Students will write a 100 word informational essay comparing and contrasting the Mormons and 49ers. Bibliography Landau, Elaine A True Book: The Mormon Trail. Canada: Children’s Press, 2006 (ISBN 978-0-329-48206-0) Burger, James P. The Quest for California’s Gold. New York, NY: The Rosen Publishing Group, 2002 (ISBN 08239-5849-3) http://www.huntington.org/Education/GoldRush/Lessons/mid.lesson.1.pdf http://www.huntington.org/Education/GoldRush/Lessons/mid.lesson.3.pdf

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Native American Resistance Lesson 6 Grade 5 The Big Idea Throughout the 1800s, Americans moved west, settling lands previously occupied by Native Americans. Prior Knowledge Previously Learned Content Native American Peoples, Past and Present (Gr. K) The Earliest People (Gr. 1) The shift from hunting to farming in places (Gr. 1) The gradual development of towns and cities in places (Gr. 1) Early exploration of the American West (Gr. 1) Native Americans (Gr. 2) Sequoyah and the Cherokee alphabet (Gr. 2) Forced removal to reservations and the Trail of Tears (Gr. 2) Displacement from their homes and ways of life by the railroads (the “iron horse”) (Gr. 2) The effects of near extermination of the buffalo on Plains Native Americans (Gr. 2) Early Presidents and Politics, Including the Louisiana Purchase; Jackson’s Indian Removal Policies (Gr. 4) Prerequisite Skills (Grades K-5) Understand what a complete sentence is, and identify subject and predicate, correct fragments and run-ons. Correctly use punctuation. Participate civilly and productively in group discussions, using agreed upon rules for sensitive discussions. Speak loud and clear in front of a group. Summarize important ideas/events. Lesson Objectives Content Objectives 1. Students will explain the results of more and more settlers moving onto Indian lands as well as the results of treaties being made and broken through oral discussions with the class. 2. Students will discuss and interpret speeches by Tecumseh and Tenskwatawa orally as a class. 3. Students will name the battle in which Harrison declared victory over the Shawnee village. 4. Students will summarize the events surrounding the forced Indian removal and Native American Resistance. 5. Students will identify the Seminole leader who was imprisoned despite a truce. Language Art Objectives 1. 2. 3. 4. 5. 6.

Students will summarize important ideas/events. Students will produce an essay with coherent structure and complete sentences. Students will fluently read passages from text resources out loud and silently. Students will discuss and evaluate speeches. Students will acquire and accurately use grade-appropriate general academic and domain-specific words. Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led). 7. Students will follow agreed-upon rules for discussions and carry out assigned roles. 8. Students will relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).

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Native American Resistance Lesson 6 Grade 5 9. Students will pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Cross-curricular Connections Math: Computation and Measurement Students will calculate the length of the Trail of Tears. Sayings and Phrases Take the bull by the horns: This phrase could be used as you discuss with the students the Shawnee leaders, Tecumseh and Tenskwatawa, and how they “took the bull by the horns” in fighting for their lands with the invading Americans. What will be will be: The Cherokee knew that their removal was inevitable. This saying could be used as you discuss the feelings of the Cherokee’s as they were being taken from their lands. Core Vocabulary (3-5 words) Tier 2 Words Treaty (noun)

A written agreement between two parties. The Native Americans had entered into a treaty that was later ignored.

Inhumane (adjective)

Without compassion for misery or suffering. The treatment of the Cherokee along the Trail of Tears was inhumane.

Tier 3 Words Indian Removal Act (noun)

An act passed by Congress in 1830 that stated all Indians must move west of the Mississippi River to “Indian Territory” which is the present day state of Oklahoma. Because of the Indian Removal Act many Indians were forced to leave their homes in which they had lived for many, many years.

Indian Territory (noun)

The territory set aside for the Indians as Americans expanded west. It is in the area of present day Oklahoma. The five civilized tribes were all eventually forced to make their way to Indian Territory.

Read-Aloud Statements by Tecumseh and Tenskwatawa, Core Knowledge Grade 5 Teacher Handbook, edited by E.D. Hirsch Jr. pages 250 and 251 (ISBN 1-890517-80-1) William Henry Harrison by Mike Venezia. New York, Children’s Press. (ISBN 0-516-22614-2) Materials 1. 2. 3. 4.

Core Knowledge Grade 5 Teacher Handbook Typed up speeches of Tenskwatawa and Tecumseh found on page 250 of Teacher Core Knowledge Handbook Pictures of Tecumseh, Tenskwatawa, William Henry Harrison, Osceola (These can be found online.) History & Geography edited by E.D. Hirsch Jr. New Jersey: Pearson Learning Group, 2002. (ISBN 0-76905026-3) 5. Appendix Y: Four square vocabulary worksheet make on overhead and enough for each student 6. William Henry Harrison written and illustrated by Mike Venezia. (ISBN 0-516-22614-2) 7. Overhead print of comic on page 26 of above mentioned book in number 5. 8. Individual student lapbooks.

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Native American Resistance Lesson 6 Grade 5 9. 10. 11. 12.

Hole Punch Brads Appendix Z (mini tear book for lap book) enough for each student Print off Voices of the Trail found on: http://kcac.kennesaw.edu/community_projects/voices_of_the_trail/voicessketches.html 13. Appendix AA (letter template) enough for each student 14. The Trail of Tears, Teacher Created Resources, INC. #607 Interdisciplinary Unit: Native Americans found at http://sharonknight.pbworks.com/f/trail+of+tears.pdf. Procedure and Activities 1.

2.

3.

4.

5.

6.

Discuss with students why people were moving west (expansion, land, exploration, refer to knowledge gained in previous lessons). Discuss different groups and what brought them to the west (Mormons, ‘49ers, fur trappers, etc). Ask students what they know about the effect this had on the Native Americans who were already living in this land (KWL). Tell the students that by the end of today’s lesson, they will be able to explain the results of more and more settlers moving onto Indian lands as well as the results of treaties being made and broken. Introduce the read aloud by asking the students if they have ever had to leave somewhere they loved. Get examples from students. Ask them how they would feel if they were forced from their homes. Explain to the students that they will be reading two passages from two Shawnee leaders during this time in our history. (Show pictures of these two leaders found online.) As they listen to the read aloud, have the students try to put themselves in their shoes. The first read aloud can be found on page 250 of the Core Knowledge teacher handbook. (These two speeches should be typed up and projected on the wall.) Introduce Tenskwatawa by explaining that he was known as a prophet to the Shawnee people, review what being a prophet means. He and his brother Tecumseh thought that if they all banded together and joined forces, they could hold back the Americans from coming west. Before you start reading his words, inform the students of the possible difficulty of understanding what he says. It was a long time ago, almost a completely different world than what we live in today. So as they listen, see if they can “interpret” the language and words Tenskwatawa uses. Reward students who attempt to give plausible answers. When reading ask questions such as “What does Tenskwatawa mean when he says no longer teach their daughters to make leather or render bear oil and what did he mean by saying we turned our back on the old ways. What did he mean when he says the Americans come from the slime of the sea, with mud and weeds in their claws, and they are a kind of crayfish serpent who se claws grab in our earth and take it from us?” The second read aloud can be found on page 251 of the Core Knowledge teacher handbook. Introduce this read aloud by showing the class his picture and explaining that he was also a Shawnee leader dreaming of a Native American alliance. Discuss the read aloud through a series of direct questions. As you are discussing both read alouds, write down vocabulary on the board that students may not be familiar with and discuss the meaning. When the passage is understood, ask more inferential questions. Promote the use of the vocabulary written on the board as the students answer. In the discussion after the second read aloud bring up the saying to take the bull by the horns. These two Shawnee leaders were going to take the bull by the horns and fight this fight they believed in. This means that Tenskwatawa did not hesitate, he took action to deal with this very difficult situation. Can you think of a time when you might have taken the bull by the horns? Have students open up their Pearson books and read pages 206 to 208, stopping before “A Land-hungry Nation.” Call on students to read parts of this passage for the whole class. Discuss what was read using questions that help the students understand what was happening at that time. Make sure students understand that during this time in our history, treaties were made with the Native Americans, but then broken for the benefit of the “white people.” There were some tribes who knew that fighting against the United States was a losing battle and so they united and became known as the Five Civilized Tribes because of their adoption of white man customs and traditions, even an alphabet. Make sure the students know that

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Native American Resistance Lesson 6 Grade 5

7.

8. 9.

10.

11. 12.

13.

14.

even though treaties were made, because of the Indian Removal Act in 1830, many of these treaties were ignored and Native Americans were forced from their homes, leading to a tragic event in our history, known as the Trail of Tears. Students will delve a little deeper into the trail of tears in the extension activity. Introduce the worksheet (Appendix Y). Make an overhead of this as you explain to students that the words on the top of the worksheet all have to do with the Native American Resistance. Explain how to complete the worksheet by filling in the boxes with four words and doing an example on the board. When students have finished, ask them to share their responses with the class, again encouraging the use of rich vocabulary and civil behavior as the group discusses this sensitive topic. Show students the picture on page 26 of “William Henry Harrison” written and illustrated by Mike Venezia. This is a comic to introduce William Henry Harrison and the Battle of Tippecanoe. You will want to put it on an overhead and project it on the board. Explain to the students that Tippecanoe is a recognized word in our country. Then read to the students pages 26 through 31 of the same book. Discuss the Battle of Tippecanoe and the impetus it provided for Harrison’s campaign slogan. Discuss with the students why our nation often elects military officers as presidents. (George Washington, Andrew Jackson, Zachary Taylor – whom they will learn about later in this domain, Ulysses S. Grant, Dwight D. Eisenhower) Have students retrieve their lap books. Guide students in tracing the route of the Trail of Tears on their maps. Highlight the Indian Territory to which the Cherokees were forced to walk. Summarize with the students what they have learned about the Native American Resistance. Students will then be asked to write a ½ page essay in which they should summarize three points of Native American resistance. Students are expected to use complete sentences and the correct mechanics of writing. As students finish their essays, hand out Appendix Z. Have students write the correct answers. Then have them use a hole punch to punch the circle out at the top of each teardrop. Give students a brad to assemble all of the pages together and glue it onto their lap books in a predetermined spot. Students also need to write the four vocabulary words, with the definition on the back, from this lesson on cards for their lapbook vocabulary pocket.

Comprehension Questions 1. 2. 3. 4. 5. 6.

7.

Why is it called the Trail of Tears? (Because of the inhumane treatment of Cherokee during forced Indian Removal, unwarranted deaths, hunger, disease.) What strikes you as shocking about the history of the Trail of Tears? (Answers may vary; inhumane treatment of humans, forced removal from home, broken treaties.) What is the Indian Removal Act? (A law signed by Andrew Jackson in 1820 to remove all Native Americans from their land to a dedicated Indian Territory.) What would you have done if you were a Cherokee at this time in history? (Answers will vary.) Why were they called the “Five Civilized Tribes” and who are they? (They adopted many of the colonists’ customs, generally good relationships, developed an alphabet.) What would you have done if you were in the military and had to escort the Cherokee people off of their lands? (Answers will vary; ruthless or kind, inhumane or merciful, fought against it, went against orders, or does it because of peer pressure.) Do you think President Andrew Jackson should have done anything different? Why or why not? (Answer will vary.)

Extension (optional) 1.

The Trail of Tears, Teacher Created Resources, Inc. #607 Interdisciplinary Unit: Native Americans, read this to the students to review. This can be found online at http://sharonknight.pbworks.com/f/trail+of+tears.pdf. 2. Reenact the Trail of Tears. Instruct students in the following to enhance the quality of this activity:

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Native American Resistance Lesson 6 Grade 5

3.

4.

5.

6.

7.

a. Hold script at a steady height, but make sure it doesn’t hide your face. b. While you speak, try to look up often. c. Make eye contact with the audience. d. Speak slowly. e. Speak with emotion. f. Stand straight. g. If you make a mistake, keep going, do not giggle. h. If someone messes up, pretend they didn’t. Hand out the individual Voices of the Trail papers to students whom you trust will portray the right tone for this activity. These are from the website listed in the materials section. Ask the students to stand behind their desks and start marching, quietly. Let them know they will be punished for marching out of line – being too noisy or unruly, just as the Cherokees were. Instruct them to listen as each character reads their part with emotion. As the facilitator you can either call out who is going to be next, or you can have a list of the names in order on the board so that there is less disruption between the readings with some signal for the student to know when to start reading their part. Make sure there is a pause between speaking parts, however long you want it to be, just as long as there is a pausing point for students to take in and process what they are listening to. As students start to get tired of marching, let them know that the Cherokees could not stop. They were forced to continue no matter what. They knew they could not change what was happening and what was going to happen. There’s a saying that illustrates this point. It is what will be will be. Some of them might have had the attitude like Tenskwatawa whom we talked about earlier, taking the bull by the horns. And then there were probably some that no matter how frustrated, sad, or discouraged, they kind of gave up and went along with the forced removal. Their attitude might have been one of what will be will be, I can’t change this event, so I will just go along with it. Give students the template found in Appendix AA on which they will write a letter. Students will pretend they are a Cherokee from this time in history. They will write a letter to their relatives. They will tell all about their experience of being removed from their lands and why. This letter needs to include factual information learned from the lesson, as well as vocabulary from the lesson. For IEP students, you can vary the requirements to meet the needs and abilities of your students. To give the more prepared students a challenge, you could have them write a response to their own letter, using only questions. This will be inserted into a pocket of the brown paper bag book in the lapbook. (Optional) Using a map with a scale, students can figure out the length of the Cherokee trail, or figure the time it took to walk all of those miles. They could average a mile per hour speed.

Scaffolding and Support Approach Prior knowledge activation. Making connections with prior knowledge of content, as well as personal experiences. Provide prompting and encouragement to explain students’ thinking when responding to questions. Providing examples on the board before students do their work independently. Defining vocabulary and making lists. Allowing time for students to synthesize and develop ideas from which to write an essay or a letter. Simulating and reflecting. Synthesizing information. Use of templates.

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Native American Resistance Lesson 6 Grade 5 Who will benefit English Language Learners, as well as those students who may have difficulty formulating their own ideas into words. Visual, linguistic, intrapersonal, and bodily-kinesthetic learners. It could also reach logical-mathematical learners if the last extension activity is completed. Assessment and Evaluation Ongoing Assessment 1.

2. 3. 4. 5.

Student’s comprehension level will be assessed through the question and answer discussion as a class. Students will be asked such questions as: Why is it called the trail of tears? What is the Indian Removal Act? What is Indian Territory? Why were they called the “Five Civilized Tribes?” Students’ responses to these questions will provide an insight to their understanding and comprehension. Students will also be assessed on the word work and vocabulary paper. Students will be able to demonstrate their knowledge by correctly forming cohesive sentences using the domain vocabulary Indian Territory and Indian Removal Act in their ½ page essays. Students will reveal their understanding of the events surrounding Native American resistance in a letter. Student’s responses to the questions in the lapbook mini book will demonstrate their knowledge of these events.

Summative Evaluation Students’ letters will illustrate their understanding of the topic as they synthesize the information into a letter written to a Cherokee, making connections and summarizing the events surrounding the Native American Resistance. Bibliography Core Knowledge Sequence, Core Knowledge Foundation (ISBN 1-890517-20-8) Glancy, Diane. “Community Projects: Voices of the Trail.” Kcac.kennesaw.edu. National Endowment for the Humanities, May 1, 2001. Web. May 18, 2011. http://kcac.kennesaw.edu/community_projects/voices_of_the_trail/voicessketches.html Greene, Meg. William Harrison. Minneapolis: Twenty-First Century Books. (ISBN 0-8225-1511-3) Hirsch, E.D. Jr. Pearson Learning Core Knowledge History & Geography, New Jersey: Pearson Learning Group. (ISBN 0-7690-5026-3) Hirsch, E.D. Jr. & Souzanne Wright. Core Knowledge Grade 5 Teacher Handbook. China: Core Knowledge Foundation, 2006. (ISBN 1-890517-80-1) The Trail of Tears, Teacher Created Resources, INC. #607 Interdisciplinary Unit: Native Americans. http://sharonknight.pbworks.com/f/trail+of+tears.pdf Venezia, Mike. William Henry Harrison. New York, Children’s Press. (ISBN 0-516-22614-2)

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What is Manifest Destiny? Lesson 7 Grade 5 The Big Idea Throughout the 1800s, Americans moved west, settling lands previously occupied by Native Americans. Prior Knowledge Previously Learned Content The Earliest People (Gr. 1) The shift from hunting to farming in places (Gr. 1) The gradual development of towns and cities in places (Gr. 1) Early exploration of the American West (Gr. 1) Daniel Boone and the Wilderness Road, the Louisiana Purchase (Gr. 1) The explorations of Lewis and Clark and their Native American guide Sacagawea (Gr. 1) The geography of the Appalachians, Rocky Mountains, and Mississippi River (Gr. 1) Early Presidents and Politics, Including the Louisiana Purchase; Jackson’s Indian Removal Policies (Gr. 4) Prerequisite Skills (Grades K-5) Use agreed-upon rules for group discussions, i.e., look at and listen to the speaker, raise hand to speak, take turns. Carry on and participate in a conversation over at least six turns, staying on topic, initiating comments or responding to a partner’s comments, with either an adult or another child of the same age. Use pictures accompanying the read-aloud to check and support understanding of the read-aloud. Answer questions (orally or in writing) requiring literal recall and understanding of the details and/or facts of a read aloud, i.e., who, what, where, when, etc. Ask questions to clarify information or the topic in a read-aloud. Answer questions (orally or in writing) that require making interpretations, judgments, or giving opinions about what is heard in a read-aloud, including answering “why” questions that require recognizing cause/effect relationships. Make personal connections (orally or in writing) to events or experiences in a read-aloud, and/or make connections among several read alouds. Lesson Objectives Content Objectives 1. Students will demonstrate the main ideas of John O’ Sullivan through a series of discussions. 2. Students will define Manifest Destiny using a dictionary and in their own words. Language Art Objectives 1. 2. 3. 4. 5. 6. 7.

Students will consult reference material (dictionaries, thesauruses, glossaries), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Students will use informative/explanatory texts to examine a topic and convey ideas and information clearly. Students will use underlining for the titles of the speeches as they reference them in their writing. Students will fluently read passages from a text resource out loud and silently. Students will acquire and accurately use grade-appropriate general academic and domain-specific words. Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led). Students will follow agreed-upon rules for discussions and carry out assigned roles.

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What is Manifest Destiny? Lesson 7 Grade 5 8. Students will pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Cross-curricular Connections Visual Arts: American Art: Nineteenth Century, United States Students will study art prints as they relate to the idea of Manifest Destiny (refer to materials list for specific art prints). Core Vocabulary (3-5 words) Tier 2 Words Providence (noun)

God’s oversight of the world. Our nation’s growth is allotted by Providence.

Expansion (noun)

The action of becoming larger or more extensive. The United States was set on its expansion to the Pacific Ocean.

Tier 3 Words Manifest Destiny (noun)

The belief that God had given the United States a clear right to extend its authority across the continent, and that the nation was destined to do so. Many Americans moving west believed in America’s Manifest Destiny to expand to the Pacific Ocean.

Read-Aloud Excerpt from "The Great Nation of Futurity," The United States Democratic Review, Volume 6, Issue 23, pp. 426430. The complete article can be found in The Making of America Series at Cornell University http://www.mtholyoke.edu/acad/intrel/osulliva.htm (John O’ Sullivan on Manifest Destiny, 1839) Materials 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

John O’ Sullivan on Manifest Destiny, 1839 (find online) "Progress of America," 1875, by Domenico Tojetti (Appendix BB) "American Progress," by John Gast, 1872 (Appendix CC) Core Knowledge art print The Rocky Mountains, Lander’s Peak by Albert Bierstadt. Core Knowledge art print Fur Traders Descending the Missouri by George Caleb Bingham. Appendix CC, Manifest Destiny Worksheet Dictionaries for all students Individual Lapbooks Appendix EE , one fill in the blank, one all filled in(lap book art print on manifest destiny) History & Geography. Edited by E.D. Hirsch, Jr. New Jersey: Pearson Learning Group, 2002. (ISBN 07690-5026-3) 11. PowerPoint from the following website: http://americanhistory.pppst.com/manifestdestiny.html. Then click on the third one down “What is Manifest Destiny?” 12. Enough 3x5 cards for each student to have one. These will be called “exit cards.”

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What is Manifest Destiny? Lesson 7 Grade 5 Procedure and Activities 1.

2.

3.

4.

5.

6.

7. 8. 9.

Display all four art prints listed in the materials section on the board where all can see. Display the Core Knowledge art prints (The Rocky Mountains, Lander’s Peak and Fur Traders Descending the Missouri) dealing with westward expansion on the right side. Display Appendix BB and CC (Progress of America and American Progress) to the left. Ask the students to tell you what they know about the development of our country in the early years. Some of the things they should recall are: a. Native Americans were the first ones here (kindergarten) b. The gradual development of towns and cities in places (grade 1) c. Daniel Boone, The Louisiana Purchase, Lewis and Clark (grade 1) d. Robert Fulton, Oregon Trail (grade 2) e. Early presidents and Politics (grade 4) f. Native American Resistance (grade 5) Draw attention to the art prints displayed on the board. Instruct students to study them as they listen to excerpts from an article written by a man in 1839. Ask the students to think about how the art prints relate to the words they are about to hear. His name was John O’Sullivan and he had some very specific opinions about the expansion of our country. Begin reading the excerpt, read the parts that you feel are appropriate for your class. Discuss the read aloud through a series of direct questions. As you are discussing the read aloud, write down on the board vocabulary that students may not be familiar with and discuss the meaning. When the passage is understood, ask more inferential questions. Promote the use of the vocabulary written on the board to be included in the student’s answers. Now return to the art prints on the board. Ask the students what they see in the pictures, the two on the left specifically. Describe the people, objects, and activities. Look at their facial expressions, poses, gestures, and clothing. Have students describe the setting. Engage students in a discussion about how these paintings reveal the idea of Manifest Destiny. Introduce the worksheet (Appendix DD). Explain that John O’Sullivan coined the phrase “Manifest Destiny” but he was not the only one who held that opinion. The students will read the two quotes on top of the worksheet, speculate their own definition of manifest and destiny, and then look those two words up in the dictionary. Students will then be asked to interpret the sayings of the two authors in their own words. If IEP students have a hard time writing their thoughts, they could tell you their own definition. Gifted students could hypothesize what their own Manifest Destiny might be. When students have finished ask them to share their responses with the class, again encouraging the use of rich vocabulary. Give students Appendix EE and have them write the definition of Manifest Destiny and glue it onto their lapbooks in a predetermined spot. Students will write the vocabulary words on a card, with the definition on the back and put it in their lapbook vocabulary envelope.

Comprehension Questions 1.

Why did so many Americans think it was important to keep expanding? (Acquire land, land meant wealth, needed land for farming, Manifest Destiny.) 2. How did other people and countries respond to America’s idea of Manifest Destiny? (They did not like it, they disapproved, thought we were elitist, went to war with us, fighting over boundaries.) 3. In your own words, what is Manifest Destiny? (God given right to expand across the nation, destined to do so because of Providence.) 4. Who coined the phrase “Manifest Destiny?” (John O’Sullivan)

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What is Manifest Destiny? Lesson 7 Grade 5 5.

Would you have agreed with the idea of Manifest Destiny back then? Do you agree now? (Answers will vary.)

Extension 1.

Have students take turns reading about Manifest Destiny in their Pearson books on page 208 and 209. Discuss with the students some of the faults of Manifest Destiny. Discuss the irony it presented as it advertised the spread of “the blessings of liberty” but not fully intending to give liberty to all. 2. Show students the power point. This power point shows the expansion of our country piece by piece. As you show each slide, discuss how and why we acquired that particular land. The power point also has questions built into a couple of slides. Discuss those as a class, or as partners. 3. Give each student an “exit card.” Instruct them to answer the question What is Manifest Destiny? Exit cards are just 3x5 cards on which students respond to a question. It is their ticket to transition to the next activity or subject.

Scaffolding and Support Approach The students will hear the term Manifest Destiny multiple times in context and on its own. There will be many written examples. This allows for high repetition for this lesson. Students are exposed to the idea of Manifest Destiny not only in print but in artwork as well, thus solidifying the concept, especially for visual learners. Students will use dictionaries to define manifest and destiny on their own, and then combine the two words to form the concept of Manifest Destiny. Peer review. Students discuss as a group what they wrote, exposing students to more views and words to use for their own internal dialogue about Manifest Destiny. Who will benefit English Language Learners Visual Learners Auditory/Verbal Learners Assessment and Evaluation Ongoing Assessment 1.

Individual students will be asked periodically throughout the lesson to sum up, define, or connect with the concepts being discussed in class. If further explanation is needed, it will be given. 2. Students will be able to discuss the artwork using rich vocabulary. 3. Students will define the vocabulary correctly. 4. Students will be asked to draw conclusions after reading the passages on Manifest Destiny and explain in their own words what each author might have meant by what they wrote. Summative Evaluation Students will correctly write the idea of what Manifest Destiny is on their exit cards. These can then be used to quickly divide into piles to see what percentage of your class understands, and who may need more clarification. Bibliography Core Knowledge art print The Rocky Mountains, Lander’s Peak by Albert Bierstadt. Core Knowledge art print Fur Traders Descending the Missouri by George Caleb Bingham. Excerpt from "The Great Nation of Futurity," The United States Democratic Review, Volume 6, Issue 23, pp. 426430. The complete article can be found in The Making of America Series at Cornell University

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What is Manifest Destiny? Lesson 7 Grade 5 http://www.mtholyoke.edu/acad/intrel/osulliva.htm (John O’ Sullivan on Manifest Destiny, 1839) Gast, John. "American Progress." Uoguelph.ca. Museum of the American West, Autry National Center, Los Angeles. Web. May 20, 2011. http://www.uoguelph.ca/shakespeare/essays/american_progress_large.cfm Hirsch, E.D. Jr. History & Geography. New Jersey: Pearson Learning Group, 2002. (ISBN 0-7690-5026-3) “Manifest Destiny.” http://americanhistory.pppst.com/manifestdestiny.html . Web. May 23, 2011. (Power Point) “Manifest Destiny Group Inquiry Worksheet.” Museumca.org. Museum of California. Web. May 23, 2011. http://museumca.org/goldrush/curriculum/8g/81104021.html “Ongoing Assessment & Differentiated Instruction.”Iu29.org. Schuylkill, November 29, 2007. Web. May 23, 2011. http://www.iu29.org/resources/Documents/OnGoingAssessment.pdf Tojetti, Domenico. “Progress of America, 1875.” Wikipedia. Oakland Museum of California, Web. May 22, 2011. http://en.wikipedia.org/wiki/File:Progress_of_America,_by_Domenico_Tojetti.jpg

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Remember the Alamo! Lesson 8 Grade 5 The Big Idea Throughout the 1800s, Americans moved west, settling lands previously occupied by Native Americans. Prior Knowledge Previously Learned Content The gradual development of towns and cities in places (Gr. 1) Early exploration of the American West (Gr. 1) Manifest Destiny (Gr. 5) Prerequisite Skills (Grades K-5) Use agreed-upon rules for group discussions, i.e., look at and listen to the speaker, raise hand to speak, take turns. Carry on and participate in a conversation over at least six turns, staying on topic, initiating comments or responding to a partner’s comments, with either an adult or another child of the same age. Answer questions (orally or in writing) requiring literal recall and understanding of the details and/or facts of a read aloud, i.e., who, what, where, when, etc. Ask questions to clarify information or the topic in a read-aloud. Answer questions (orally or in writing) that require making interpretations, judgments, or giving opinions about what is heard in a read-aloud, including answering “why” questions that require recognizing cause/effect relationships. Writing in complete sentences. Summarize important ideas/events. Lesson Objectives Content Objectives 1. The students will discuss the early efforts of Stephen Austin to settle Texas through a read aloud. 2. The students will listen for and recall the names of people involved in the Battle of the Alamo. 3. Students will discuss the battle cry “Remember the Alamo” and select a rallying cry for the class among small groups. Language Art Objectives 1. 2. 3. 4. 5. 6.

Students will summarize important ideas/events as if from a reporters’ view, which will include the cause of the battle, the conditions of the battle, and the outcome of the battle. Students will produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Students will acquire and accurately use grade-appropriate general academic and domain-specific words. Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led). Students will follow agreed-upon rules for discussions and carry out assigned roles. Students will pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Cross-curricular Connections None

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Remember the Alamo! Lesson 8 Grade 5 Core Vocabulary (3-5 words) Tier 2 Words Surrender (verb)

To cease resistance to an opponent or enemy and submit to their authority. The defenders of the Alamo would not surrender, they fought to their deaths.

Siege (noun)

The process of surrounding and attacking a fortified place in such a way as to isolate it from help and supplies. The siege of the Alamo resulted in the loss of many lives, but gave the Texans a rallying cry, “Remember the Alamo!”

Tier 3 Words Alamo (noun)

A mission-fortress built by Spanish priests in San Antonio. The Alamo was the site of the most memorable battle of the Texas Revolution against Mexico.

Mission (noun)

A compound comprised of a sanctuary (church) and surrounding buildings used for the purpose of spreading Christianity. The Spanish mission was built for educating Native Americans after their conversion to Christianity and later became the site of the Battle of the Alamo.

Read-Aloud The Siege of the Alamo by Valerie J. Weber and Janet Riehecky (ISBN 0-8368-3226-4) Materials 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

The Siege of the Alamo by Valerie J. Weber and Janet Riehecky (ISBN 0-8368-3226-4) Hirsch, E.D. Jr. History & Geography. New Jersey: Pearson Learning Group, 2002. (ISBN 0-7690-5026-3) Crossword Worksheet, Appendix GG created with http://www.crosswordpuzzlegames.com/create.html. Pictures of Bowie, Crockett, General Santa Anna (all of which can be found online) Newspaper Template Appendix HH Individual Lapbooks Alamo Shape book for lap book (copies enough for each student, on brown paper if possible) Appendix FF Salt Dough (for extension activity) Cardboard squares on which to shape the Alamo Blueprints of the Alamo (for extension activity) Appendix II

Procedure and Activities 1.

Ask the students to tell you what Manifest Destiny means relating to our country’s history. Get at least 4 ideas from students to review yesterdays content. 2. Instruct the students to use their knowledge of Manifest Destiny while listening to the text and ponder the significance of this idea as it relates to the interests of Mexico. From the read aloud read pages 11 – 13 (stopping at “The Fighting Begins”) from The Siege of the Alamo by Valerie J. Weber and Janet Riehecky. Review with the students what is happening using rich questions; build up the setting so students understand the background behind the battle of the Alamo. Explain that Stephen Austin volunteered to bring some settlers into Texas because Mexico wanted to build up this area. The American settlers vowed to follow some instructions from the Mexican government, such as adopting the Catholic religion and freeing slaves. However, as more and more Americans settled Texas, more and more people were not keeping their promises to Mexico. Soon, they all started wanting to be independent from Mexico. This led to conflict between the Mexican government and the Americans.

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Remember the Alamo! Lesson 8 Grade 5 3. Summarize pages 14 through 19. Be sure to include the names of Bowie, Crockett, and General Santa Anna. As you summarize, use rich vocabulary such as fortify, sharpshooters, siege, rallied, mission, and revolution. Then read aloud pages 20 and 21. Discuss the passage using the comprehension questions. 4. Discuss with the students the significance of the Alamo and how it became the rallying cry for the battle of San Jacinto, “Remember the Alamo.” The discussions should allude to the power of that statement and what it meant for the soldiers fighting for Texas independence. Divide students into groups of 3 or 4. Guide them in coming up with a slogan for their classroom that they can shout out every morning which has some sort of impact like “Remember the Alamo.” When each group has come up with one, write them all on the board. Take a class vote and choose one to be the class slogan (for however long you choose). 5. Choose one student at a time to read a part from page 210 to 212 in the Pearson History and Geography books. After each paragraph, give students 10 seconds to think about what they read, and then have them turn to a partner and give them one minute to share what they know. Stop periodically to discuss and question as a whole class their comprehension of the events about which they are reading. 6. Give students the pages for the Alamo shape book (Appendix FF). Instruct them to cut them out, fill out the correct answers, staple together at the left hand side and glue them onto the lap books in a predetermined spot. 7. Brainstorm with the students a list of words that they have read today that deal directly with the events surrounding the Battle of the Alamo. Be sure to include all of the answers which will be on the crossword puzzle. Hand out the crossword puzzle worksheet (Appendix GG). There are two crosswords, same puzzle, but different look. Choose one for your class. Have students fill out the correct vocabulary words in the puzzle. 8. On the back of the crossword puzzle should be copied the newspaper template (appendix HH), instruct students to write a paper as if they were a reporter on the outside watching the battle of the Alamo. Students should use at least 4 of the words from the crossword puzzle in their report. Give students extra points for each additional word they use from the words on the board, as well as extra points for length of response. IEP students could work with a trusted peer tutor, or even draw pictures instead of words, depending on the level of your students. Those who need more of a challenge could prepare an actual news report to give in front of the class or video it and then play it back for the class. 9. Students will write the vocabulary words from this lesson on cards, with the definition on the back, and put them in their vocabulary pockets in their lapbooks.

Comprehension Questions 1.

What is the Alamo? (A mission fortress built by Spanish priests in Texas.)

2. Explain the conditions of the defenders of the Alamo. (They wouldn’t surrender so supplies became limited, ammunition was low, men were exhausted, they kept being hit by Mexican cannons, they were under siege for 12 days.) 3. List 3 people who died defending the Alamo. (Crockett, Bowie, Travis, essentially all but 7 women, children, and servants.) 4. What were Bowie and Crockett known for? (Bowie for his knife and Crockett for his sharpshooter skills.) 5. What were the people in the Alamo fighting for? Why? (They were fighting for their independence from Mexico, they would not surrender, they wanted Texas to become part of the United States.) 6. Did this battle result in Texas becoming part of America? (This battle did not directly result in Texas becoming part of the United States. However, the people there declared their independence but had not won their independence. They still needed to defeat the Mexican army in the battle of San Jacinto and even then, it was 9 years after that before it became part of the United States.)

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Remember the Alamo! Lesson 8 Grade 5 7.

Describe the sequence of events of the Battle of the Alamo. (William Travis was the commander of a small group of Texans. They took shelter behind the walls of the Alamo. In February of 1836, General Santa Anna gave the order to attack the Alamo. After 12 days of fighting, the Texans were exhausted and low on ammo. Then on the 13th morning, the Mexican army swarmed the Alamo, they were pushed back twice but then finally poured over the walls and defeated the Texans. In the fighting, all of the defenders died except for 7 women, children, and servants. The Mexican army lost 1500 men. The battle led to the rallying cry, “Remember the Alamo!”)

Extension 1.

Have students build a replica of the Alamo out of salt dough using the diagrams provided in Appendix II. Use little plastic army guys to reenact the battle. Or you can have students reenact the battle by arranging the desks in the formation of the Alamo and then reenact the days leading up to the final siege of the Alamo. With facilitation, students will also love to act out the actual battle. 2. Play the song “Remember the Alamo” by Johnny Cash (or some other artist singing the same song). Discuss with students why the defenders of the Alamo have a song written about them and why America views them as heroes. Depending on time, you could divide the students into groups and have them write a song about the Alamo.

Scaffolding and Support Approach During discussions, prompts are provided, reflections are talked about; there is a repetition of concepts. Students will discuss the vocabulary answers on the crosswords puzzle as a group and then fill it in individually. Defining vocabulary. Frequent debriefing. Encouraging participation of all with think, pair, share. The use of templates. 2 crossword puzzles, same content but different styles. Who will benefit English Language Learners Students with learning difficulties If extensions are completed, this lesson will reach learners who may be musical, linguistic, and/or bodilykinesthetic learners. Assessment and Evaluation Ongoing Assessment 1.

The students will be able to discuss in detail the events surrounding the siege of the Alamo as they write from the position of a reporter. 2. Students will be encouraged to use the vocabulary in the discussions. 3. Students will be able to fill in the answers to the crossword puzzle. 4. Students’ role play will accurately portray the events of the Battle of the Alamo. Summative Evaluation

The reporters view written on the back of the crossword puzzle will contain at least 4 vocabulary words. The report will include the cause of the battle, the conditions of the battle, and the outcome of the battle.

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Remember the Alamo! Lesson 8 Grade 5 Bibliography Beller, Susan Provost. The Siege of the Alamo: Soldiering in the Texas Revolution. Minneapolis: Twenty-First Century Books, 2008. (ISBN 978-0-8225-6782-0) “Create a Crossword.” Crosswordpuzzlegames.com. Web. April 27, 2011. http://www.crosswordpuzzlegames.com/create.html “Create a Crossword.” Armoredpenguin.com. Web. April 27, 2011. http://www.armoredpenguin.com/crossword/bion/crossword.cgi “Diagram of the Alamo.” Awesomestories.com. Web. May 9, 2011. http://www.awesomestories.com/assets/diagram-of-the-alamo (I used this for a diagram of the Alamo.) Hirsch, E.D. Jr. and Wright, Souzanne A. Teacher Handbook Series Grade 5. Virginia: Core Knowledge Foundation, 2006. (ISBN 1-890517-80-1) Hirsch, E.D. Jr. History & Geography. New Jersey: Pearson Learning Group, 2002. (ISBN 0-7690-5026-3) Hyde, Dan. “Images of the San Antonio Texas.” Ed.bucknell.edu. January 26, 2002. Web. May 11, 2011. http://www.eg.bucknell.edu/~hyde/SanAntonio/images.html (I used this for a diagram of the Alamo.) “Letter to General Sam Houston.” Wildedtx.blogspot.com. February 24, 2010. Web. May 10, 2011. http://wildedtx.blogspot.com/2010_02_01_archive.html (I used this for a diagram of the Alamo.) McNeese Tim. The Alamo. Philadelphia: Chelsea House Publishers, 2003. (ISBN 0-7910-7101-4) Riehecky, Janet. The Siege of the Alamo. Wisconsin: World Almanac Library, 2002. (ISBN 0-8369-5342-3) Ruffin, Frances E. The Alamo. Wisconsin: Weekly Reader Early Learning Library, 2006. (ISBN 0-8368-6407-7) Vigh, James Emery. “The Alamo – Prelude.” Qondio.com. February 25, 2010. Web. May 15, 2011. http://www.qondio.com/the-alamo-prelude (I used this for a diagram of the Alamo.) Weber, Valerie J. and Riehecky, Janet. The Siege of the Alamo. Wisconsin: Gareth Stevens Publishing, 2002. (ISBN 0-8368-3226-4)

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Conflict with Mexico Lesson 9 Grade 5 The Big Idea Throughout the 1800s, Americans moved west, settling lands previously occupied by Native Americans. Prior Knowledge Previously Learned Content Early exploration of the American West (Gr. 1) Prerequisite Skills (Grades K-5) Use agreed-upon rules for group discussions, i.e., look at and listen to the speaker, raise hand to speak, take turns. Carry on and participate in a conversation over at least six turns, staying on topic, initiating comments or responding to a partner’s comments, with either an adult or another child of the same age. Answer questions (orally or in writing) requiring literal recall and understanding of the details and/or facts of a read aloud, i.e., who, what, where, when, etc. Ask questions to clarify information or the topic in a read-aloud. Answer questions (orally or in writing) that require making interpretations, judgments, or giving opinions about what is heard in a read-aloud, including answering “why” questions that require recognizing cause/effect relationships. Make personal connections (orally or in writing) to events or experiences in a read-aloud, and/or make connections among several read alouds. Be familiar with a complete sentence. Lesson Objectives Content Objectives 1. The students will read, discuss, and summarize the events of the Mexican War by writing what they learned. 2. The students will compare and contrast the people involved in the Mexican War through discussions. 3. The students will analyze the title of “Old Rough and Ready” by naming the person with whom that title is associated and by making connections to self. Language Art Objectives 1. Students will write a compare and contrast paper illustrating their points with relevant examples. 2. Students will write a complete sentence and identify the subject and verb, correcting any fragments and/or run-ons. 3. Students will know how the suffix tion changes action verbs into nouns that express actions, specifically in the term annexation. 4. Students will acquire and accurately use grade-appropriate general academic and domain-specific words. 5. Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led). 6. Students will follow agreed-upon rules for discussions and carry out assigned roles. 7. Students will pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Cross-curricular Connections None

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Conflict with Mexico Lesson 9 Grade 5 Core Vocabulary (3-5 words) Tier 2 Words Annexation (verb)

The joining of two territories as one territory becomes incorporated into the other. There were many supporters of annexation, or incorporating Texas into the United States.

Declare (verb)

To formally announce the beginning of President Polk worked quickly to declare war on Mexico.

Tier 3 Words Mexican-American War (noun)

The war between Mexico and the United States in order to determine where the southwestern boundary between Texas and Mexico lay. There were many supporters of the Mexican-American war to promote the expansion of the United States.

Read-Aloud The Mexican-American War by Don Nardo, California: Lucent Books. 1991. (ISBN 1-56006-402-1) Materials 1.

Nardo, Don. The Mexican-American War. California: Lucent Books. 1991. (ISBN 1-56006-402-1)

2. 3. 4. 5. 6. 7. 8.

4 Fold Vocabulary Worksheet (Appendix JJ) Picture of Zachary Taylor (enlarge the one on page 52 of read aloud and project on the board). Appendix KK write up on Scott, Polk, Santa Anna, and Taylor Analyzing the Mexican War worksheet found in Highlights in American History (refer to bibliography). Reflecting on Bright Ideas (Appendix LL) Individual Lapbooks Conflict with Mexico label for lapbook (Appendix MM)

Procedure and Activities 1.

Review Manifest Destiny; review the Battle of the Alamo. There are many 5 minute review games that you could choose from. Throw a bean bag around and the person to catch it needs to say one thing from the previous lesson. Or quickly divide the class in half and do questions – first team to answer wins a point.

2. Discuss with the students why Americans were fighting in Texas and what they were fighting for. 3. Introduce the read aloud by giving some background history about the presidents at the time. Harrison and Tyler were elected to the presidency (review the slogan “Tippecanoe and Tyler Too”). Harrison did not support annexation; however, he died of pneumonia after one month in office. John Tyler then became president and he was very much an advocate for Texas statehood. During this time, there were many little battles throughout the state of Texas as Americans tried to expand and Mexico tried to withstand. Then in 1844, there was another presidential election of which Mexicans watched closely. The Mexicans really didn’t want to fight. They believed they had little chance of winning the war. But Polk won the election – another supporter of annexation. 4. Start reading on page 46 of the read aloud by Don Nardo The Mexican-American War, at “The New Boundary.” Skip the section on “White Superiority” and read to the end of page 54. Discuss the read aloud using rich vocabulary such as annexation, negotiation, declare, boundary, expansion. Ask students clarifying questions.

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Conflict with Mexico Lesson 9 Grade 5 5. Students will then do a 4 fold vocabulary lesson. They should be familiar with this; however, it will be done just a little different today. Hand out appendix JJ. Go through the first example already on the paper with the students. Then as a class write the word annexation. Focus on the suffix tion, explaining to the students how this suffix changes the action verb of annex into a noun that expresses action. 6. Release the students to do the rest on their own. As students are doing their work, wander around and check for accuracy. When all students finish go over the answers on the board and have students immediately correct anything that may be wrong, or clarify for further understanding. Students can cut out the squares, and then put them back together. They can put the words in their vocabulary pocket in their lapbooks. 7.

Introduce students to Zachary Taylor by reading page 52 of the read aloud. Display a picture of him on the board as you read about him. Discuss with the students their interpretation of “Rough and Ready.” Ask the students what they might come to school looking like and acting like if someone told them they were “rough and ready.” 8. The students will write one sentence about being “Rough and Ready.” Students will then identify the subject and verb in that sentence and make sure it is a complete sentence by correcting fragments and run-ons if necessary. 9. Read at the bottom of page 56 (starting at A Battle of Personalities) to the end of the continued paragraph on page 58. Discuss with the class these 4 personalities; Scott, Polk, Santa Anna, Taylor. 10. Divide the class into four groups. Give each group a write up on one of the four people (Appendix KK) Allow students the time to read and discuss among their groups. Choose one spokesperson to teach the class 5 things they learned about that person. 11. Write the names on the board: Zachary Taylor, General Santa Anna, Winfield Scott, and President Polk. As the students are telling the class what they learned, write it on the board under the correct name. Assign the students to write a compare and contrast paper between any two of these four people. Students will illustrate their points for each personality using relevant examples. IEP students could be required to do two points of comparison. The majority of students will be required to do 3 points of comparison. Those who need an extra challenge will do four points of comparison. Comprehension Questions 1. 2.

3.

4. 5.

Why was Zachary Taylor known as “Rough and Ready?”(His appearance was not always the most kempt, but he was always ready for battle or whatever he was asked to do.) What was President’s Polk’s strategy to provoke the Mexicans to war? (Because of the boundary dispute in Texas – refer to answer to next question – Polk was determined to get land in whatever way possible. Mexico would not sell, so he decided to win the territory through war. He commanded General Zachary Taylor to move his troops across the Nueces and down to the Rio Grande, placing them on Mexican claimed territory. He was hoping that this would upset the Mexicans, leading them to throw the first punch and therefore justifying war. However, even if Mexico did not start the war, he was determined to fight them and so in the midst of writing to congress explaining the purposes for this war, the fighting started.) Explain the controversy over the boundaries in Texas (Rio Grande vs. the Nueces). (The Mexicans said the southern boundary was at the Nueces River, the United States said the southern boundary of Texas was at the Rio Grande. However that was 150 miles further south and would give Texas that much more territory if won in a war.) How do you feel about President Polk’s provocation? (Answers will vary.) What would you have done if you were Zachary Taylor? (Answers will vary.)

Extension 1.

Instruct students to get out their Pearson books. With a partner, read pages 216 to 218 (stopping at Some Americans Oppose War). As partners, fill out the worksheet Analyzing the Mexican War from Highlights in American History. This is a worksheet that has the students fill out the when, where, who, why and what of the Mexican War. And then the last question asks if it could have been prevented.

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Conflict with Mexico Lesson 9 Grade 5 2. Divide the class into two teams. One team will be Mexico; the other team will be America. They will declare war on each other. Choose a score keeper to record points on the board. Choose one spokesperson from each team. Give the students the rules that only the spokesperson can give the answer, but he/she must get a consensus from the group before an answer is given, within an allotted amount of time. Take turns asking each group questions to review today’s lesson, but also previous lessons from this domain. The winner is the group with the most points. The desks from the losing group become annexed into the other groups’ territory. The students who lost their desks will work on the floor for the remainder of the day. The winners can choose to sit wherever they want among the newly incorporated territory (for the day – or however long you choose). 3. Students will fill out the worksheet titled “Reflecting on Bright Ideas.” Encourage students to keep their writing inside the light bulb. When they are finished, cut around the outside of the light bulb and glue it onto their lap book in a predetermined spot. Give students the label Conflict with Mexico found in Appendix MM which includes needed information from this lesson for their lap books. This should be glued next to their light bulb. Scaffolding and Support Approach Oral Instructions Written samples Reading Assignments with follow-up Graphic organizers Cooperative Groups/Peer Tutoring Who will benefit English Language Learners Linguistic Learners Interpersonal Learners Assessment and Evaluation Ongoing Assessment 1. Students’ understanding of vocabulary is demonstrated in their illustrations and word work activity. 2. Students are monitored in their discussion and evaluation of read aloud. Their answers will prove their understanding. 3. Students will be able to synthesize the information about the people in the lesson by comparing their looks, personalities, interests, and desires. Students will use complete sentences to form complete thoughts. Summative Evaluation Students will write a compare and contrast paragraph. Students’ answers on Reflecting On Bright Ideas will demonstrate their knowledge of content and vocabulary from today’s lesson. Bibliography “Antonio Lopez de Santa Anna.” Pbs.org. Web. May 23, 2011. http://www.pbs.org/weta/thewest/people/s_z/santaanna.htm Collins, David R. Zachary Taylor. Oklahoma: Garrett Educational Corporation, 1989. (ISBN 0-944483-17-8) Gaylord, Winfred R. “Winfield Scott” Web. May 23, 2011. http://www.tulane.edu/~latner/Scott.html

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Conflict with Mexico Lesson 9 Grade 5 Hirsch, E.D. Jr. and Wright, Souzanne A. Teacher Handbook Series Grade 5. Virginia: Core Knowledge Foundation, 2006. (ISBN 1-890517-80-1) Hirsch, E.D. Jr. History & Geography. New Jersey: Pearson Learning Group, 2002. (ISBN 0-7690-5026-3) “James K. Polk,” “Zachary Taylor,” Millercenter.org. University of Virginia. Web. May 24, 2011. http://millercenter.org/ Kachaturoff, Grace. Highlights in American History. California, Frank Schaffer Publications, Inc., 1994. (ISBN 0-86734-566-7) Nardo, Don. The Mexican-American War. California: Lucent Books, 1991. (ISBN 1-56006-402-1) “Ongoing Assessment & Differentiated Instruction.”Iu29.org. Schuylkill, November 29, 2007. Web. May 23, 2011. http://www.iu29.org/resources/Documents/OnGoingAssessment.pdf “James K. Polk,” “Zachary Taylor,” Millercenter.org. University of Virginia. Web. May 24, 2011. http://millercenter.org/

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Opposition to the War that Grew the United States Lesson 10 Grade 5 The Big Idea Throughout the 1800s, Americans moved west, settling lands previously occupied by Native Americans. Prior Knowledge Previously Learned Content Early exploration of the American West (Gr. 1) Prerequisite Skills (Grades K-5) Use agreed-upon rules for group discussions, i.e., look at and listen to the speaker, raise hand to speak, take turns. Carry on and participate in a conversation over at least six turns, staying on topic, initiating comments or responding to a partner’s comments, with either an adult or another child of the same age. Answer questions (orally or in writing) requiring literal recall and understanding of the details and/or facts of a read aloud, i.e., who, what, where, when, etc. Ask questions to clarify information or the topic in a read-aloud. Answer questions (orally or in writing) that require making interpretations, judgments, or giving opinions about what is heard in a read-aloud, including answering “why” questions that require recognizing cause/effect relationships. Make personal connections (orally or in writing) to events or experiences in a read-aloud, and/or make connections among several read alouds. Understand what a complete sentence is. Correctly use punctuation studied in earlier grades Students should be familiar with the prefix dis- meaning “not.” Lesson Objectives Content Objectives 1. The students will read parts of Henry David Thoreau’s “Civil Disobedience” and discuss as a class his strong opposition to the war. 2. Students will read and discuss as a class other people who opposed the war and formulate their own opinion about the war through writing. 3. Students will list the Mexican lands ceded to the United States (California, Nevada, Utah, parts of Colorado, New Mexico, Arizona) and label them on a map. Language Art Objectives 1. Students will produce a piece of persuasive writing including at least two of the four types of sentences (declarative, exclamatory, imperative, and interrogative). 2. Students will acquire and accurately use grade-appropriate general academic and domain-specific words. 3. Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led). 4. Students will follow agreed-upon rules for discussions and carry out assigned roles. 5. Students will pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Cross-curricular Connections None

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Opposition to the War that Grew the United States Lesson 10 Grade 5 Core Vocabulary (3-5 words) Tier 2 Words Civil Disobedience (noun)

The refusal to comply with certain laws or to pay taxes and fines, as a peaceful form of political protest. Thoreau’s display of civil disobedience influenced other influential leaders such as Gandhi and Martin Luther King Jr.

Cede (verb)

To remove or give up. Mexicans lost the war and therefore had no choice but to cede the disputed land to the Americans.

Protest (verb)

Express an objection to what someone has said or done Henry David Thoreau was not the only one to protest the war.

Tier 3 Words Bear Flag Republic (noun)

The name initially used for California by a handful of Americans revolting against Mexico Early Americans in California called their territory the Bear Flag Republic as a result of a Grizzly Bear placed on their flag.

Read-Aloud Henry David Thoreau: American Naturalist, Writer, and Transcendentalist by Steven P. Olson (ISBN 1-040420504-7) Materials 1. 2. 3. 4. 5. 6. 7. 8. 9.

Picture of Henry David Thoreau (can be found online) Picture of Abraham Lincoln (can be found online) Picture of Gandhi and Dr. Martin Luther King, Jr. (can be found online) Word Analysis Worksheet (Appendix NN ) Pearson Books Lapbooks FOR or AGAINST word cards (Appendix OO) Bear Flag (Appendix PP ) One straw for each student

Procedure and Activities 1.

Review the concept of Manifest Destiny. Discuss the previous lessons and the effects of the conflicts we were having with Mexico. Explain to students that not all people believed in doing whatever it took to expand to the Pacific Ocean. Introduce the read aloud by reading 66 and 68 in Henry David Thoreau: American Naturalist, Writer, and Transcendentalist by Steven P. Olson. Then also read parts of his essay on “Resistance to Civil Disobedience” on page 69 of the same book. Discuss Thoreau’s actions of rebellion and how they influenced other great leaders such as Gandhi and Dr. Martin Luther King, Jr.

2. Word Work Activity: Have students be the word watchdogs on this one and let them pick out words that are new, interesting, and uncommon as you are reading. List these on the board (constable, poll tax, outlawed, civil disobedience, protest, resign, irritation, towering, resistance, promoting, and imprisonment). Be sure to guide their choices to the vocabulary words from this lesson. Give students the Word Analysis worksheet

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Opposition to the War that Grew the United States Lesson 10 Grade 5

3.

4. 5. 6.

7.

(Appendix NN). Go through an example on the board with the students using the word cede. Direct the students to do this same activity with the words civil disobedience and protest. Write the words on cards with the definition on back for their lap books. Call on individual students to take turns reading a paragraph on page 218 out of the Pearson book, starting at Some Americans Oppose the War. Discuss Abraham Lincoln and his views on the war. Allow students to give you more words from this passage to write on the board (oppose, unholy, protest, civil disobedience, minority, captured, overthrown, uprising, triumph). Continue reading through the end of page 219, again adding more words. Discuss with the student the lands that were ceded to America and what cede means. The students will color on their lapbook maps the lands that were won in the Mexican-American War. Write the words declarative, exclamatory, imperative, and interrogative on the board. These are the four types of sentences. Explain to the students what each one is and have students give 2-3 examples of each. Put all of the little pieces of paper from Appendix OO in a hat (or other container) that read FOR or AGAINST. Have each student draw one out of the hat and assign them to write a persuasive paper arguing FOR the cause of the Mexican War or a persuasive paper arguing AGAINST the Mexican War. In their papers, students will use words from the board. Students will also include at least two of the four types of sentences; declarative, exclamatory, imperative, interrogative in their persuasive paper. (Can be modified for IEP students) Have students share their written work in a debate format, partnering up with another student, with each one having 2 minutes or less to argue their point. IEP students could just read their papers to their partners (perhaps needing more time), or to you. The students who may need an extra challenge could debate in front of the whole class.

Comprehension Questions 1.

2.

3. 4. 5.

How can America be a nation that promotes freedom when a sixth of their population was not free? (As individuals, we learn to turn our weaknesses into strengths by learning from our mistakes. Through history our Nation as a whole has learned, and is still learning from its mistakes, and in some instances, we’ve turned those weaknesses into strengths. It can be argued that our strong beliefs regarding individual freedoms have been born out of our Nations’ past mistakes with regard to slavery, women’s rights, etc.) How is it possible that they can claim to be a voice for freedom when they themselves were overrunning the independent nation of Mexico in the Mexican-American War? (They believed in Manifest Destiny and Providence so much that they thought it was their right.) Name two well-known Americans who opposed the Mexican-American War? (Abraham Lincoln. Henry David Thoreau) What does Civil Disobedience mean? (Refusal to comply with certain laws, but a peaceful form of protest.) What is something that you oppose and how would you express your disapproval for it in a manner that shows Civil Disobedience? (Answers may vary, i.e. disapproval of uniforms.)

Extension 1.

Review with students what the “Bear Flag Republic” was from their reading earlier today. Create the flag using Appendix PP. Gluing the front and back of the flag together. Then hole punch the two holes on the left and insert a straw. Glue the straw to the lap book in a manner which allows the students to still flip the flag so as to review the information on the back.

2. Write vocabulary words on cards and put them in the vocabulary pocket of their lapbook with the definition on the back of the card.

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Opposition to the War that Grew the United States Lesson 10 Grade 5 Scaffolding and Support Approach Oral Instructions Written samples Reading Assignments with follow-up Graphic organizers Who will benefit English Language Learners Linguistic Learners Assessment and Evaluation Ongoing Assessment 1.

The students will correctly fill in the word analysis worksheet for the words cede, civil disobedience, and protest. 2. The students will correctly locate and label the lands ceded by Mexico on their maps. 3. Students will give correct examples of different types of sentences.

Summative Evaluation The students’ persuasive paper will show their knowledge and understanding of civil disobedience as well as the proper use of different types of sentences. Bibliography Hirsch, E.D. Jr. History & Geography. New Jersey: Pearson Learning Group, 2002. (ISBN 0-7690-5026-3) Olson, Steven P. Henry David Thoreau: American Naturalist, Writer, and Transcendentalist. New York: The Rosen Publishing Group, Inc. 2006. (ISBN 1-4042-0504-7)

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Domain Assessment Lesson 11 Grade 5 The Big Idea Throughout the 1800’s, Americans moved west settling lands previously occupied by Native Americans. Prior Knowledge Previously Learned Content (Grade 5) 1. 2. 3. 4. 5. 6.

Early exploration of the west Pioneers Geography Indian Resistance Manifest Destiny and Conflict with Mexico The Mexican War

Prerequisite Skills Answer questions (orally or in writing) requiring literal recall and understanding of the details and/or facts of a read-aloud. i.e. who, what, when, where, etc. Lesson Objectives Content Objectives 1. Students will recall important events about certain individuals during westward expansion and create a narrative book. Note: IEP and 504 students should be given the assessment over a period of a few days. Some may need to take it orally. Language Art Objectives Listen and demonstrate understanding by responding appropriately (e.g., follow multiple step directions, restate, clarify, question, summarize, elaborate formulating an opinion with supporting evidence, interpret verbal and nonverbal messages, note purpose and perspective). Summarize important ideas/ events. Cross-curricular Connections Not Applicable Core Vocabulary Not Applicable Read-Aloud Not Applicable Materials Domain Assessment pencils

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Domain Assessment Lesson 11 Grade 5 Procedure and Activities 1. Students should be reminded that each essay question is to be answered in complete sentences with capitals and end marks. 2. Encourage students to use vocabulary learned in this unit within the answers of their questions. 3. They should also be reminded to use as many examples as possible. 4. Pass out the assessment to each student and make sure there is plenty of time for each student to finish. 5. As students finish, have them turn their test in to the teacher and read quietly until everyone is finished. Comprehension Questions Not Applicable Extension Activities Not Applicable Scaffolding and Support Not Applicable Assessment and Evaluation Ongoing Assessment Not Applicable Summative Evaluation Students demonstrate their knowledge of Westward expansion before the Civil War by creating a narrative interview book which will depict important aspects of westward expansion before the Civil War. Bibliography Not Applicable

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Domain Assessment Lesson 11 Grade 5

Domain Assessment (Option 1) This domain assessment evaluates each student’s retention of the core content targeted in Westward Expansion before the Civil War. Students will create a narrative interview book which will depict important aspects of westward expansion before the Civil War. (Note: You will want to show students an example beforehand). This assessment may need to be broken up into two to three days. 1. Have students choose a person from the following list to interview:  Daniel Boone  Lewis and Clark  Pioneers  Mormons  49ers  Davy Crockett  Jim Bridger (Mountain Man)  Sam Houston  Santa Ana  Native American Tribe 2. Have students create a sheet of paper filled with 10 facts about the person they chose and the role they played in westward expansion (who, why, what, how, where, when etc). They will draw a picture of their person and write the facts around the person. 3. Next, have students create an IDEA page for the narrative interview book including the setting, characters, plot, and questions since this is an interview. (One of the characters needs to be the interviewer). 4. Students will need to create an ATTENTION GETTING OPENING. For example (interviewing a Tasmanian devil): Its Wally Wombat coming to you live tonight from Modern Mammal Entertainment. We have here with us Mr. Taz from the latest episodes of the Bachelor. He will tell us how he found that special someone. 5. Students will now begin writing their narrative interview story using the facts and ideas they have written. Remind students that the interview needs to be within a story that relates actual facts and events concerning their person and westward expansion. For example, if a student chose the mountain man Jim Bridger, one question might be: Westward Tonight: “Tell me Mr. Jim Bridger, how did you become a mountain man?” Jim Bridger: Well, I’d always had a beard, was big and lean and loved to dress in buckskin. So, I decided since I looked the part, I might as well become one.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5

Name ___________________ Date ____________________ FACT PAGE about ________________________

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5

Name _________________ Date __________________ IDEAS Setting:

Characters:

Plot:

Questions:

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5

Name _____________________ Date ______________________ ATTENTION GETTING OPENING ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5

Name _____________________ Date ______________________ Narrative Interview Story about Westward Expansion ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5

Assessment Rubric

Fact Page (1 point for each fact)

10

Ideas Setting (3 pts) Characters (3 pts) Plot (4 pts) Questions (2 pts each)

30

Attention Getting Opener

5 Story

55

Total

100

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5

Domain Assessment (Option 2) Westward Expansion before the Civil War Students will be answering eight essay questions worth 10 points each to have a total of 80 points possible. There is a bonus question worth 5 points at the end. Note: IEP and 504 students should be given the assessment over a period of a few days. Some may need to take it orally.

Teacher Instructions: 1. Students should be reminded that each essay question should be answered in complete sentences with capitals and end marks. 2. They should also be reminded to use as many examples as possible. 3. Pass out the assessment to each student and make sure there is plenty of time for each student to finish.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5 Name _______________________________ Date ________________________________

Westward Expansion Assessment 1.

Explain why various people moved westward. Give at least two examples of groups of people and why they moved. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ ____________ 2.

Name two people who helped open up the west and the contributions they made towards westward expansion. __________________________________________ __________________________________________

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5

__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ ____________ 3.

Explain who the mountain men were, and how they contributed to the movement westward. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ ____________

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5

4.

Describe what it was like to be a pioneer traveling westward on the Oregon Trail. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ ____________

5.

Compare and Contrast the Mormons and the 49ers. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5

__________________________________________ __________________________________________ __________________________________________ ________________________________________ 6.

Describe the Battle of the Alamo. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ _____

7.

Describe what Manifest Destiny is and how it relates to the Native American Resistance. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ _____

8.

Write about 2 people involved in the Mexican American War, include 2 facts about each. __________________________________________ __________________________________________ __________________________________________ __________________________________________

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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Domain Assessment Lesson 11 Grade 5

__________________________________________ _____ 9.

What was your favorite thing you learned about in westward expansion? Why? __________________________________________ __________________________________________ __________________________________________ ____________

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Brooke Garrett & Audra Call

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The following Appendices were removed because they contained copyrighted material: Appendix A

Appendix V

Appendix B

Appendix W

Appendix E

Appendix WA

Appendix D

Appendix WE

Appendix G

Appendix WD

Appendix I

Appendix WC

Appendix K

Appendix X

Appendix J

Appendix Z

Appendix L

Appendix BB

Appendix M

Appendix EE

Appendix N

Appendix FF

Appendix O

Appendix II

Appendix P

Appendix JJ

Appendix Q

Appendix LL

Appendix R

Appendix NN

Appendix S

Appendix PP

Appendix T

Appendix RR

Appendix U To find more information about these materials, please reference the corresponding lesson bibliography.

Westward Expansion Before the Civil War Appendices Grade 5

Appendix C

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix C

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix C

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix C

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix F

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix H

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K INSIDE/OUTSIDE CIRCLE VOCABULARY INSTRUCTIONS DIRECTIONS: Fold each paper into thirds so that only one section can be seen at a time. Here is an example of the dialogue that will happen between students: Student A: “ Do you know what expedition means?” Student B: “ No, I do not.” Student A: (Shows and reads the word in a sentence first) and then asks, “ Do you know what expedition means now?” Student B: “ I am still not sure.” Student A: (Now he reads and shows the definition) “ Expedition means...” Student A: (Shows the word again and asks) “ Do you know what expedition means?” Student B: “ Yes, it means...” Student B then repeats the steps above using the vocabulary word he/she has, so Student A has the opportunity to practice and learn a word also (the fact cards are treated the same way). Give each partnership about 1 minute and then say switch and everyone in the outside circle moves to their right, so they are with a new partner and the cycle repeats for however long you wish to play.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

EXPEDITION ---------------------------------------------------------------------

DEFINITION: A journey for a particular purpose (as for exploring).

-----------------------------------------------------------------------------------------------------------------

SENTENCE: Lewis and Clark led an expedition across the United States.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

PLAINS ---------------------------------------------------------------------

DEFINITION: A large area of level or rolling treeless land.

-----------------------------------------------------------------------------------------------------------------

SENTENCE: Buffalo could be seen feeding on the plains of the American Frontier.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

LOUISIANA TERRITORY ---------------------------------------------------------------------

DEFINITION: Land stretching from the

Mississippi River to the Rocky Mountains and from the Canadian border to the Gulf of Mexico.

----------------------------------------------------------------------------------------------------------------

SENTENCE: President Thomas Jefferson purchased the Louisiana Territory from France.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

CORPS OF DISCOVERY ---------------------------------------------------------------------

DEFINITION: A group of men who signed on with Lewis and Clark to explore the far west.

-----------------------------------------------------------------------------------------------------------------

SENTENCE: The Corps of Discovery crossed the Continental Divide in what is now Montana

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

LOUSIANA PURCHASE ---------------------------------------------------------------------

DEFINITION: The United States’ purchase of the Louisiana Territory from France, which more than doubled the size of the United States.

-----------------------------------------------------------------------------------------------------------------

SENTENCE: The Louisiana Purchase more than doubled the size of the United States.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

FACT ---------------------------------------------------------------------

QUESTION: Which President of the U.S. bought the Louisiana Territory from France? -----------------------------------------------------------------------------------------------------------------

ANSWER: Thomas Jefferson

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

FACT ---------------------------------------------------------------------

QUESTION: Why did Thomas Jefferson want to send scouts into the western frontier? -----------------------------------------------------------------------------------------------------------------

ANSWER:

He was eager to find out exactly what the United States had purchased. He wanted to know about the land, weather, plants, and animals. He also wanted to explore the Missouri River and to look for a water route that connected the Upper Mississippi with the Pacific Ocean).

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

FACT ---------------------------------------------------------------------

QUESTION: Who were Lewis and Clark? -----------------------------------------------------------------------------------------------------------------

ANSWER: Lewis was born and lived in Virginia. At the age of 20, he joined the army and later was asked by Thomas Jefferson to be his secretary. Clark was an officer Lewis had met during his service in the army.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

FACT ---------------------------------------------------------------------

QUESTION: Where did Lewis and Clark’s expedition take them?

-----------------------------------------------------------------------------------------------------------------

ANSWER: Both men created the Corps of

Discovery, crossed the Continental Divide and journeyed across the American continent and back in a little over 2 years.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

FACT ---------------------------------------------------------------------

QUESTION: What kinds of things filled Lewis and Clark’s journals? -----------------------------------------------------------------------------------------------------------------

ANSWER: Collections of specimens of plants, animals, and minerals they found, drawings, and notes with valuable information about the expedition such as “a most beautiful and extensive plain… where immense herds of buffalo were feeding.”

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

FACT ---------------------------------------------------------------------

QUESTION: Who was Sacagawea?

-----------------------------------------------------------------------------------------------------------------

ANSWER: The American Indian wife of a

French Canadian trader who joined the Corps of Discovery as an interpreter.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix K

FACT ---------------------------------------------------------------------

QUESTION: How did Sacagawea assist Lewis and Clark on their journey? -----------------------------------------------------------------------------------------------------------------

ANSWER: She was often seen by other American Indians along the way and this confirmed the friendly intentions of the Corps of Discovery. She enlisted the aid of Native Americans for the expedition and helped interpret.

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War   Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix Y

Trail of Tears Vocabulary NAME___________________________________________DATE_____________________

Indian Territory

Cherokee

Choctaw

Chickasaw

Creek

Seminole

Characters

Alphabet

Tecumseh

Osceola

Tenskwatawa

Indian Removal Act

Reservation

Cruel

Inhumane

Survive

Treaty

Hide

Relocate

Casualties

Directions: Choose four (4) of the above vocabulary words. Write them in the grid below.

After you have read pages 206 and 207 in your Pearson book, write four (4) sentences using the above words in the following order.

   

First Sentence – Use the two words across the top of the grid Second Sentence – Use the two words across the bottom of the grid Third Sentence – Use the two words in the first column Fourth Sentence – Use the two words in the second column

Your sentences can be fun and creative. However, they must be used in the correct context. 1.___________________________________________________________________________

2.___________________________________________________________________________

3.___________________________________________________________________________

4. __________________________________________________________________________

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix AA

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix DD Manifest Destiny John Quincy Adams, sixth president of the United States (1825-1829), wrote in 1811: "The whole continent appears to be destined...to be peopled by one nation. The acquisition of a definite line of boundary to the [Pacific] forms a great epoch in our history." In 1845, John O'Sullivan, a New Yorker and editor of the United States Magazine and Democratic Review, wrote: "Away, away with all these cobweb tissues of rights of discovery, exploration, settlement, contiguity, etc. The American claim is by the right of our manifest destiny to overspread and to possess the whole of the continent which Providence has given us for the development of the great experiment of liberty and federative self-government entrusted to us. It is a right such as that of the tree to the space of air and earth suitable for the full expansion of its principle and destiny of growth. ...It is in our future far more than in the past history of Spanish exploration or French colonial rights, that our True Title is to be found." Using these quotes as clues, think about what you think the words manifest and destiny mean. manifest_____________________________________________________________________ destiny______________________________________________________________________ Now use a dictionary to define these words as they are used in the above passage, and see how close you came to that meaning. manifest______________________________________________________________________ destiny_______________________________________________________________________ What do you think Adams and O'Sullivan were saying about the expansion of the United States to the Pacific Ocean? Adams__________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ O'Sullivan_______________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Did they agree or not? Why? ________________________________________________________________________________________________ ________________________________________________________________________________________________

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix GG

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix GG

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix HH

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix KK Biographies – Taylor: http://millercenter.org/president/taylor/essays/biography/1 Polk: http://millercenter.org/president/polk/essays/biography/1 Scott: http://www.tulane.edu/~sumter/Scott.html Santa Anna: http://www.pbs.org/weta/thewest/people/s_z/santaanna.htm

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix MM

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix OO

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Audra Call and Brooke Garret 

Westward Expansion Before the Civil War Appendices Grade 5

Appendix QQ

2011 Core Knowledge® National Conference, Grade 5, Westward Expansion Before the Civil War Audra Call and Brooke Garret