Westward Expansion Unit

Grades: 3rd - 5th

By Casey Mann

Unit Purpose: The purpose of this unit is for the students to gaina better understandingof the United

States during the 1800s. They will work on a variety of activities that are created to promote the

knowledge necessary to explain the turmoil and exploration during this time. Through a five-day span,they will learn about not onlythe changes inthe Nation, but also at a local leveL

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Pay ikManifest Destiny

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Pay 3*.The Oregon TTai

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Day 1: Students willread and create a job application for various jobs associated with Deadwood,

SD. See attached Lesson Plan - Deadwood, SD

Day 2: Students willcomplete a webquest about ManifestDestiny, usingthe provided internet

resources. Using the website http-J'/www.histoiy.com/topics/rnanifest-destiny students willread about

Manifest destiny and watch videos that detail key elements about Westward Expansion. They will watch

the video The Last of the Sioux andLouisiana Purchase Doubles U.S. Afterreading and watching,they willfill out a webquest graphic organizerthat is about what is on the website.

Materials: Computer, headphones, pencils, webquest

Day 3: Students will learnabout the Oregon Trail through a variety of media. This will include

textbooks, video, and through the SmartBoard. After discussing theOregonTrail, thestudents will haveto finish a mathworksheet about distances on the Oregon TraiL Students will not have the ability to usea calculator, unless they are students that attend the LC for math.

Materials: Oregon Trail video, textbook, SmartBoard, Oregon Trail worksheet, pencils

Day 4: Students will create a map detailing the various territories thatthe United Statesacquired duringWestward Expansion. See attached Lesson Plan - Map of Westward Expansion

Day 5: Students will create a travelbrochure about one aspect of Westward Expansion that theyhavelearned about in class. It can be about ManifestDestiny, Deadwood, Louisiana Purchase, or the Trails

ofWestward Expansioa The brochure should include the information thatpertains to their area ofresearch. Thestudents can use the weebly website thathas been createdby the teacher to search formore information into their travelbrochuresubject. Theywill have more time to finish ifthe brochure isnot finished in class.

Materials: Computer,printer, constructionpaper, printerpaper, coloring materials, documentcamera, demo travel brochure, pencil or pen,

http://chmannwestwardexpansion.weebly.comAewis-and-clark.htmI

Unit Goals, Standards, and Concepts

Unit Goal:

The goalof this unit is for students to better understand the expansion of the United States during the1800s. This will include OregonTrail, the Louisiana Purchase, Manifest Destiny, and Deadwood. Theywill take a broad look at the changes that the United Stateswent through and how it affected not onlythe country at the nationallevel, but closer to home. Throughthe integration of reading, writing, math,

geography, art, and technology, they will gain an appreciation of our country's progress.

Standards and Concepts:

3rd Grade:

3.G2.1. Students are able to identify reasons people move and how it affects their communities.

• UnitConcepts: Oregon Trail, Deadwood, ManifestDestiny

3.G1.1. Students are able to identify and use map components.

• Unit Concepts: Oregon Trail, Map of Westward Expansion

Art Standard: Students willunderstand the media, techniques and processes used in the

production of visual arts.

• UnitConcepts: Travel Brochure

4th Grade:

4.US.1.1. Students are able to explain factors affecting the growth and expansion of South

Dakota.

• Unit Concepts: Deadwood, SD

4.US.2.1. Students are able to describe the impact of significant turningpoints on the

development of the culture in South Dakota.

• Unit Concepts: Deadwood, SD

4.US.2.3. Students are able to describe the influence of notable South Dakotans on the

developmentof our state.

• UnitConcepts: Deadwood, SDCCSS.MATH.CONTENT.4.NBT.A.2 Read and write multi-digit wholenumbers usingbase-ten numerals, numbernames, and expanded form. Compare two multi-digit numbers

based on meanings of the digits ineach place, using >, =, and < symbols to record the results ofcomparisons.

• UnitConcepts: The Oregon Trail

RL.4.1 Referto details and examples ina textwhenexplaining what the text says explicitly andwhen drawinginferences fromthe text

• UnitConcepts:Deadwood, SD; Manifest Destiny

5th Grade:

5.E.I.3. Students are able to describe key economic eventsprior to 1865 leading to theexpansionof territories in the United States.

• Unit Concepts: Map ofWestward Expansion, OregonTrail5.G.2.I. Students are able to describe howclimate and geography influenced theway of life ofNative American tribes and the movement and activities of settlers.

• Unit Concepts: Manifest Destiny, Map of Westward Expansion

5.G.I.2. Students are able to compare maps of different types and scales.• UnitConcepts: Map of Westward Expansion

5.W.4 Produce clear and coherentwriting inwhichthe development and organization are

appropriate to task, purpose, and audience.

• UnitConcepts: Deadwood, SD

Assessments and Questions:

Assessments:

• Formalassessments through observation and discussions

• Map of Westward Expansion• Travel Brochure

• Job Application for Deadwood, SD• Math Worksheet for the Oregon Trail

• Post-Test Assessment for the Unit

• Webquest for Manifest Destiny

• Questions asked throughoutUnit

Essential Questions for the Unit:

• Using what you found out aboutDeadwood, SD, would you want to live there during thattimeperiod and why?

In your opinion, who had the biggestinfluence on Deadwood?

Can you tellme why you chose to research the Deadwood individual that you did?Do you think that ManifestDestinyhad a positive or negative effect on the United States?

o What about on the American Indians?

Who coined the term 'Manifest Destiny"?

Do you think ManifestDestinyhad an effect South Dakota?

What was the most important itemthe pioneers of OregonTrail took with them?

What items would you take with you on the OregonTrail?

Would you take the Oregon Trail?

How bng would it take to travel the Oregon Trail?

Was the Oregon Traildangerous? Why or why not?

When did the United States purchase the Louisiana Territory? From whom?

Did the US get any of its territories through war?Which ones?

Did the US bse any territory to another country? Which ones?

Can you listthe countries the US receivedland from?

Where do you think you'd be now if the US didn't expand its territory?

Deadwood, SD

PART A: PLANNING

Targeted Content: Social Studies Integrated Content: Writing

Grade Lewi: __4th_ # of IEP Students 5_ # of ELL Students: 0 # of High Ability Students 0

State Content Standard anoVor Common Core Standardfs):

Target Standard®:4.US.1.1. Students are able to explain factors affecting the growth and expansion of South Dakota.4.US.2.1.Students are able to describe the impact of significant tuming points on the development of the culture in South Dakota.4.US.23. Students areable to describe the influence of notable South Dakotans on the development of our state.

Supporting Standard(s):CCSSJLA-UTERACY.W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CCSS.EIA-UTERACY.W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of atopic.

Instructional Setting:Check all that apply:

Whole Group X Centers Other Gist)

Small Group Workshop

Individual Student X Lab

Lesson Focus: The city of Deadwood, SD and its history, people, and its influence on the region

Learning Outcomefs):As a result of this lesson, students will be able to create a job application for Deadwood, SD, its famous inhabitants, and itsinfluence on the state.

Assessment Measures:

Formative Assessment®: Job Application worksheet, Observations, and Questions asked during lessonSummative Assessments): None

Differentiation:

Forstudents that have trouble reading they may work in pairs or on the worksheet at homeStudents will be able to have the help of a peer tutor

Computers, Job Application worksheet, pencil or pen

PARTB: DELIVERYOF INSTRUCTION

"In the late 1800's the area around the Black Hills was somewhat lawless after the discovery of gold. The gold rush that followedturned Deadwood into a town of nearly 5,000in a short amount of time. Since Deadwood is so close to us we're going to be researchingsome of the history of the town and the people that used to live there."

Procedures for Teaching and Learning:1. To start I would talk about some of the important people that used to call Deadwood home. This includes those like Sol Star,

Wild BillHickok, CalamityJane, and Seth Bullock.

2. The student's willeach be assigned a computer and willwork silently by themselves. Each student willbe handed a copy of theJob Application: Deadwood, SD worksheet.

3. Before the students begin working I will direct them to the website www.legendsofamerica.cora On the left hand side of thewebsite is a search bar that each student is to use to search for the character of their choice and for the town of Deadwood.

4. They are to read carefully what the website has to say about each character and their impact on Deadwood.5. The students will also research what kind of an impact that Deadwood had on the state of South Dakota.6. After I have finished giving the directions I will call on students to repeat what the directions I gave were. If they do not know I

willtell them to ask those around them for the directions right now.7. When they are finished talking I will have them bring their attention back to me. At that point I will write the directions on the

board for those that need it further.

8. For those students that might struggle with reading I will assign them a partner if they choose that option. For those that don'twant that option then they are to work on unfinished work, but that the Job Application worksheet will be taken home forhomework due the next day.

9. When the directions are all finished I will bring their attention to their worksheets in front of them. The worksheets have somequestions that the students might not understand.

10. "Take a minute to look over the questions on the worksheet. Now that you've looked it over who can tell me what'qualifications' are?" I willcall on a student that has his or her hand raised. If they are right I willtell them they are right andgood job. If they are wrong I willsay, "you're close, but who can help them out by expanding on their explanation?" Next I willsay, "A qualification is something that you have that makes you right for job, task, or assignment. Such as myself. I have thequalities of being a teacher because I went to school for it, I'm patient, good at explaining things, and with working with kids likeyourself. These are all qualities that I have that make me good at myjob.

11. Next,when they understand what they first question is asking, I willmove on to the second question. "Would anyone liketo tellme what the second question would like to know?" After the students have some time to think I will call on as many as it takes toget the correct definition that I'm looking for or one close enough that I can expand on. I will say, "Good, the second questionwants to know why you want to be a mayor, or a gunfighter, or a poker player. I don't want you to say because it sounds fun. Iwant more than that. Maybe you have family that was a mayor of town and you want to go into politics. Maybe you want to bean entrepreneur when you grow up because running a business is a challenge and a good way to make money. I want more than'because it's fun or cool.'"

12. Lastly I will talk about what the last question is asking. I will tell them to write down some things that they have in common withthe person that matches the job they applied for. I willtell them to write down what these are, even if it's something minor likethey like enjoy going to the theater.

13. Once they are released to work on their own I will go around the room and help those students that have their hands raised.Closure:

At the end of the lesson I will inform the students that they have 5 minutes to finish up. At the end of the 5 minutes I will tellthem to finish what their doing and come meet up at the front of the room With the students at the front I will begin to call on students tofind out what they have learned about the people that they researched. We will discuss why they picked the job that they did and howdid what they found out impact the history of South Dakota as a whole. "What these people did had a profound effect on the town ofDeadwood and the state of South Dakota."

Assignment: None