Social Studies - Grade 5

Transcription

1 Social Studies - Grade 5 Instructional Unit American Revolution-Uniting the Colonies A. French and Indian War The students will be -Identify bias in written and -study guides C, C, B. British Victory able to identify bias in visual materials. -activity book lessons C C. Colonists Rebel written and visual -Identify points of view from -vocabulary D. Causes of the Revolutionary War material and points of the historical context development E. Second Continental Congress view from historical surrounding an event. -trade books F. Skills context. -Use primary and secondary -classroom discussion 1. Compare historical maps sources to acquire information -written responses 2. Determine point of view about the United States. -map activities A. French and Indian War The students will be -Analyze the causes and -study guides C, C, B. British Victory able to analyze the effects of the Boston Tea Party -activity book lessons C C. Colonists Rebel cause and effects of and the Intolerable Acts. -vocabulary D. Causes of the Revolutionary War the events leading up -Explain the significance of the development E. Second Continental Congress to the Revolutionary First Continental Congress. -trade books F. Skills War. -Explain the issues surrounding-classroom discussion 1. Compare historical maps the battles at Lexington and -written responses 2. Determine point of view Concord. -map activities Friday, January 23, 2004 Page 1 of 27

2 Instructional Unit American Revolution-Uniting the Colonies A. French and Indian War The students will be -Identify the causes of the -study guides C, C, B. British Victory able to examine the French and Indian War. -activity book lessons C C. Colonists Rebel causes of the French -Identify George Washington's -vocabulary D. Causes of the Revolutionary War and Indian War. contributions during the French development E. Second Continental Congress and Indian War. -trade books F. Skills -Identify significant individuals -classroom discussion 1. Compare historical maps who modeled active -written responses 2. Determine point of view participation in the democratic -map activities process. -Explain the importance of the Albany Plan of Union in the development of the United States. A. French and Indian War The students will be -Analyze the causes and -study guides D, D, B. British Victory able to reconstruct the effects of the Battle of Bunker -activity book lessons D C. Colonists Rebel process the Second Hill. -vocabulary D. Causes of the Revolutionary War Continental Congress -Identify the contributions of development E. Second Continental Congress used to prepare for the significant individuals during the -trade books F. Skills war with Britain. revolutionary period. -classroom discussion 1. Compare historical maps -Identify the Second Continental -written responses 2. Determine point of view Congress as an example of -map activities representative government in the colonies. Friday, January 23, 2004 Page 2 of 27

3 Instructional Unit American Revolution-Uniting the Colonies A. French and Indian War The students will be -Use geographical tools to -study guides B, B, B. British Victory able to apply critical collect, analyze, and interpret -activity book lessons B C. Colonists Rebel thinking skills to data. -vocabulary 7.1.6A,B D. Causes of the Revolutionary War organize and use -Apply critical thinking skills to development E. Second Continental Congress information from maps. organize and use information -trade books F. Skills from maps. -classroom discussion 1. Compare historical maps -written responses 2. Determine point of view -map activities A. French and Indian War The students will be -Examine the end of the French-study guides C, B. British Victory able to explain the and Indian War and the Treaty -activity book lessons C, C. Colonists Rebel British victory in the of Paris. -vocabulary C D. Causes of the Revolutionary War French and Indian War -Identify the causes of development E. Second Continental Congress and the migration of Pontiac's Rebellion. -trade books F. Skills colonial pioneers to the -Identify terms and significance -classroom discussion 1. Compare historical maps western frontier. of the Proclamation of written responses 2. Determine point of view -map activities Friday, January 23, 2004 Page 3 of 27

4 Instructional Unit American Revolution-Uniting the Colonies A. French and Indian War The students will be -Analyze the causes and -study guides C, C, B. British Victory able to determine why effects of the Stamp Act and -activity book lessons C C. Colonists Rebel the British Parliament the Boston Massacre. -vocabulary D. Causes of the Revolutionary War levied taxes on the -Trace the development of development E. Second Continental Congress colonists and why the representative government in -trade books F. Skills colonists responded as the United States. -classroom discussion 1. Compare historical maps they did. -Identify the different roles -written responses 2. Determine point of view women played in the -map activities Revolution. Friday, January 23, 2004 Page 4 of 27

5 Instructional Unit PA Unit - Grade 5 History and Workings of PA Gov. The students will be -Read and discuss copies of -classroom discussion 5.1.6H, A, able to describe the each document (Charter of B; 5.1.6A,B, roles played by the 1681, Charter of Privileges, A, B, C, D framers in developing Pennsylvania Constitution, basic documents of Pennsylvania Declaration of Pennsylvania Rights) government: -Summarize the roles played by -Charter of 1681 the framers in the development -Charter of Privileges of the basic documents -Pennsylvania Constitution -Pennsylvania Declaration of Rights The students will be -Read and discuss copies of -graphic organizer 5.1.6D able to explain the each document (Charter of -classroom discussion basic principles and 1681, Charter of Privileges, ideals within basic Pennsylvania Constitution, documents of Pennsylvania Declaration of Pennsylvania history: Rights) -Charter of Complete a graphic organizer -Charter of Privileges summarizing the contents of -Pennsylvania the documents Constitution -Pennsylvania Declaration of Rights Friday, January 23, 2004 Page 5 of 27

6 Instructional Unit PA Unit - Grade 5 History and Workings of PA Gov. The students will be -Read and discuss the -classroom discussion 5.1.6F able to compare the Preambles to the Pennsylvania -written documents meaning of the and United States graphic organizers Preamble to the Constitutions.- Pennsylvania -Summarize the intent of the Constitution to the Preambles. meaning of the -Create a Venn Diagram Preamble to the comparing and contrasting the United States Preambles. Constitution. -Write a summary paragraph comparing and contrasting the Preambles. Friday, January 23, 2004 Page 6 of 27

7 Instructional Unit PA Unit - Grade 5 Political Offices and Duties The students will be -Complete a research activity -written document 5.3.6D able to describe how (scavenger hunt) identifying -guest speaker local and state how the state government -field trip governments implement services. implements services -Discuss the services implemented by the local government (Possible visit to Derry Township Facilities for "Municipal Days") -Engage in a discussion with a local and/or state public official The students will be -Discuss major offices and the -classroom discussion 5.3.6E,B able to categorize duties of each office at the -graphic organizer major offices of state state and local level -written documents and local government -Complete a graphic organizer and duties of each office. denoting the major offices and their respective duties at the state and local level -Complete a research activity (scavenger hunt) identifying the roles and responsibilities of major offices of state government Friday, January 23, 2004 Page 7 of 27

8 Instructional Unit PA Unit - Grade 5 Political Offices and Duties The students will be -Complete a flow chart -graphic organizer 5.3.6A able to compare the identifying the structure, -written document structure, organization, organization and operation of -classroom discussion and operation of local local and state governments and state government. -Complete a research activity (scavenger hunt) identifying the structure, organization and operation of the state government The students will be -Identify the current state and -written documents 5.3.6E able to identify current local leaders and their political -graphic organizer state and local leaders affiliation -classroom discussion and their political affiliations. The students will be -Read and discuss the -classroom discussion 5.3.6F able to analyze the procedures and requirements -written documents voting process in for voting eligibility in the state -educational video Pennsylvania. of Pennsylvania -View video outlining the current methods of voting in Pennsylvania Friday, January 23, 2004 Page 8 of 27

9 Instructional Unit The Civil War-Reuniting the Nation A. Reconstruction The students will be -Explain the reasons people -study guides A.C.D, B. The Postwar South able to determine and settled the West. -activity book lessons A.C.D C. Settling the West justify reasons why -Analyze the Homestead Act of -vocabulary D. Economic Growth people moved to the 1862 and how it affected development E. Changes in the U.S. Population West after the Civil settlement in the West. -trade books F. Skills War. -Analyze conflicts between -classroom discussion 1. Using a climograph Native Americans and settlers. -written responses 2. Edison's inventions -map activities A. Reconstruction The students will be -Identify challenges facing the -study guides A.C.D, B. The Postwar South able to categorize South after the Civil War. -activity book lessons A.C.D; C. Settling the West challenges the South -Analyze Reconstruction -vocabulary 7.2.6A,B; D. Economic Growth faced after the Civil efforts to help freed slaves. development B E. Changes in the U.S. Population War. -Describe carpetbaggers and -trade books F. Skills scalawags and their roles in -classroom discussion 1. Using a climograph Reconstruction. -written responses 2. Edison's inventions -Analyze segregation and how -map activities it affected the lives of African Americans. Friday, January 23, 2004 Page 9 of 27

10 Instructional Unit The Civil War-Reuniting the Nation A. Reconstruction The students will be -Use climographs to obtain -study guides B, B, B. The Postwar South able to use information about precipitation -activity book lessons B; C. Settling the West climographs to obtain and temperature of a specific -vocabulary 7.2.6AB; D. Economic Growth information about place. development E. Changes in the U.S. Population precipitation and -Apply critical thinking skills to -trade books F. Skills temperature of a analyze information from -classroom discussion 1. Using a climograph specific place. climographs. -written responses 2. Edison's inventions -Compare climographs of -map activities different places. A. Reconstruction The students will be -Analyze how the population -study guides A.C.D, B. The Postwar South able to critique the grew and changed after the -activity book lessons A.C.D; C. Settling the West difficulties faced by Civil War. -vocabulary 7.4.6B D. Economic Growth immigrants to the -Compare new and old development E. Changes in the U.S. Population United States. immigrants and describe the -trade books F. Skills challenges they both faced. -classroom discussion 1. Using a climograph -Explain how prejudice against -written responses 2. Edison's inventions immigrants led to regulations on -map activities immigration. -Analyze the Great Migration of African Americans to the North in the early 1900's. Friday, January 23, 2004 Page 10 of 27

11 Instructional Unit The Civil War-Reuniting the Nation A. Reconstruction The students will be -Analyze how new industries, -study guides A.C.D, B. The Postwar South able to evaluate the including the transcontinental -activity book lessons A.C.D; C. Settling the West growth and change of railroad, led to economic -vocabulary 6.2.6A,B,C,D,J D. Economic Growth the United States growth in the late 1800's. development E. Changes in the U.S. Population economy in the late -Describe the contributions of -trade books F. Skills 1800's. entrepreneurs to the economy. -classroom discussion 1. Using a climograph -written responses 2. Edison's inventions -Analyze the effect of Thomas -map activities Edison's inventions on life in the United States A. Reconstruction The students will be -Identify Thomas Edison as -study guides A.B, B. The Postwar South able to analyze the one of America's most -activity book lessons A.B, C. Settling the West importance of some important inventors. -vocabulary A.B D. Economic Growth of Edison's inventions. -Explain the importance of development E. Changes in the U.S. Population some of Edison's inventions. -trade books F. Skills -classroom discussion 1. Using a climograph -written responses 2. Edison's inventions Friday, January 23, 2004 Page 11 of 27

12 Instructional Unit The Civil War-Reuniting the Nation A. Reconstruction The students will be -Describe the events -study guides A.C.D, B. The Postwar South able to analyze plans surrounding President Lincoln's-activity book lessons A.C.D C. Settling the West for Reconstruction of death. -vocabulary D. Economic Growth the United States after -Analyze plans for the development E. Changes in the U.S. Population the Civil War. Reconstruction of the United -trade books F. Skills States. -classroom discussion 1. Using a climograph -Analyze the reactions of both -written responses 2. Edison's inventions Southerners and Northerners -map activities to Reconstruction efforts. -Identify problems with Reconstruction governments. Friday, January 23, 2004 Page 12 of 27

13 Instructional Unit The Civil War-The Nation Divided A. Regional Disagreements The students will be -Analyze events leading to the -study guides A.B.C.D, B. Slavery and Freedom able to critique the Civil War. -activity book lessons A.B.C.D C. The Union Breaks Apart tension between the -Describe legislative acts that -vocabulary D. The Civil War North and the South dealt with slavery, such as the development E. Union Victory over states' rights, Missouri Compromise and the -trade books F. Skills tariffs, and slavery. Kansas-Nebraska Act. -classroom discussion 1. Frame of Reference -Explain how the -written responses 2. Comparing maps with different scales Kansas-Nebraska Act led to -map activities conflict. -Analyze how the Dred Scott decision affected the US A. Regional Disagreements The students will be -Analyze early battles of the -study guides A.C.D, B. Slavery and Freedom able to trace and Civil War. -activity book lessons A.C.D; C. The Union Breaks Apart analyze the major -Describe the actions President -vocabulary A,B D. The Civil War events in the early Lincoln took during the Civil development E. Union Victory years of the Civil War. War. -trade books F. Skills -Compare the resources and -classroom discussion 1. Frame of Reference battle strategies of the United -written responses 2. Comparing maps with different scales States and the Confederacy. -map activities -Explain the Emancipation Proclamation and describe its effects on the country. -Analyze how different groups of Americans contributed to the Civil War effort. Friday, January 23, 2004 Page 13 of 27

14 Instructional Unit The Civil War-The Nation Divided A. Regional Disagreements The students will be -Describe Abraham Lincoln's -study guides A.C.D, B. Slavery and Freedom able to analyze how political career. -activity book lessons A.C.D C. The Union Breaks Apart the election of 1860 led-identify the states that made -vocabulary D. The Civil War to the dissolution of up the Confederate States of development E. Union Victory the Union. America. -trade books F. Skills -Analyze the dynamics of the -classroom discussion 1. Frame of Reference election of written responses 2. Comparing maps with different scales -Identify the reasons that some -map activities Southern States left the Union. -Describe the events at Fort Sumter that marked the beginning of the Civil War. A. Regional Disagreements The students will be -Apply critical thinking skills to -study guides B, B, B. Slavery and Freedom able to use map scale organize and use information -activity book lessons B; C. The Union Breaks Apart to find distances on a from maps. -vocabulary 7.1.6A,B D. The Civil War map. -Use map scales to find development E. Union Victory distances on a map. -trade books F. Skills -classroom discussion 1. Frame of Reference -written responses 2. Comparing maps with different scales -map activities Friday, January 23, 2004 Page 14 of 27

15 Instructional Unit The Civil War-The Nation Divided A. Regional Disagreements The students will be -Describe the importance of -study guides A.C.D, B. Slavery and Freedom able to evaluate slavery to the Southern -activity book lessons A.C.D C. The Union Breaks Apart proslavery legislation economy. -vocabulary D. The Civil War and the work of -Analyze laws pertaining to development E. Union Victory abolitionists before slavery. -trade books F. Skills the Civil War. -Describe the purpose of the -classroom discussion 1. Frame of Reference Underground Railroad and -written responses 2. Comparing maps with different scales how it worked. -map activities -Analyze the contributions of women to the antislavery movement. -Identify important abolitionists and what they did to try to end slavery. A. Regional Disagreements The students will be -Identify major battles of the -study guides A.C.D, B. Slavery and Freedom able to recognize and Civil War and their results. -activity book lessons A.C.D C. The Union Breaks Apart evaluate the key -Describe actions President -vocabulary D. The Civil War events that led to a Lincoln took during the Civil development E. Union Victory Union victory during War. -trade books F. Skills the final two years of -Analyze the Gettysburg -classroom discussion 1. Frame of Reference the Civil War. Address and its impact on the -written responses 2. Comparing maps with Civil War. -map activities -Describe the surrender of different scales General Lee to General Grant at Appomattox. Friday, January 23, 2004 Page 15 of 27

16 Instructional Unit The Constitution A. The Confederation Period The students will be -Describe the struggle to ratify -study guides A.B.C.D, B. The Constitutional Convention able to recognize the the Constitution. -activity book lessons A.B.C.D C. Three Branches of Government struggles encountered -Explain the role the Bill of -vocabulary D. Ratification and The Bill of Rights during the ratification Rights played in the approval development E. The New Government of the Constitution and process. -trade books F. Skills how they were -Explain the individual rights of -classroom discussion 1. Reading a flow chart resolved. every American citizen as -written responses 2. Responsible citizenship guaranteed in the Bill of Rights. -map activities A. The Confederation Period The students will be -Describe President -study guides A.B.C.D, B. The Constitutional Convention able to recognize how Washington's decisions for the -activity book lessons A.B.C.D;5. C. Three Branches of Government the nation's early executive branch. -vocabulary 2.6A,B D. Ratification and The Bill of Rights leaders worked -Identify individual members of development E. The New Government together to strengthen the first presidential cabinet -trade books F. Skills the United States. and their contributions. -classroom discussion 1. Reading a flow chart -Discuss the formation of the -written responses 2. Responsible citizenship nation's first political parties. -map activities -Explain the significance of John Adams's election. Friday, January 23, 2004 Page 16 of 27

17 Instructional Unit The Constitution A. The Confederation Period The students will be -Explain the purpose of the -study guides A.B.C.D, B. The Constitutional Convention able to determine the Constitution as stated in the -activity book lessons A.B.C.D C. Three Branches of Government reasoning behind a Preamble. -vocabulary D. Ratification and The Bill of Rights checks and balance -Identify the three branches of development E. The New Government system of government. the federal government and -trade books F. Skills differentiate between the -classroom discussion 1. Reading a flow chart function of each. -written responses 2. Responsible citizenship -Explain checks and balances -map activities and the reasons for them. A. The Confederation Period The students will be -Summarize a historical and -study guides A.B.C.D, B. The Constitutional Convention able to recognize the peaceful compromise. -activity book lessons A.B.C.D C. Three Branches of Government importance of -vocabulary D. Ratification and The Bill of Rights voluntary individual development E. The New Government participation in the -trade books F. Skills democratic process. -classroom discussion 1. Reading a flow chart -written responses 2. Responsible citizenship -map activities Friday, January 23, 2004 Page 17 of 27

18 Instructional Unit The Constitution A. The Confederation Period The students will be -Describe the events that led -study guides A.B.C.D, B. The Constitutional Convention able to justify how up to the Constitutional -activity book lessons A.B.C.D C. Three Branches of Government leaders compromised Convention. -vocabulary D. Ratification and The Bill of Rights to create a new form -Discuss the Constitutional development E. The New Government of national government.convention and its influence -trade books F. Skills on the democratic process. -classroom discussion 1. Reading a flow chart -Identify the contributions of -written responses 2. Responsible citizenship those who helped write the -map activities Constitution. -Explain the "Great Compromise" and its importance in representative government. A. The Confederation Period The students will be -Summarize the events that -study guides A.B.C.D, B. The Constitutional Convention able to defend the led to the Constitution. -activity book lessons A.B.C.D C. Three Branches of Government factors behind the -Examine the role of -vocabulary D. Ratification and The Bill of Rights formation of a strong governments in economic development E. The New Government central government in systems. -trade books F. Skills the United States. -Identify the contributions of -classroom discussion 1. Reading a flow chart individuals to the democratic -written responses 2. Responsible citizenship process. -map activities -Explain the Northwest Ordinance and its importance in governing the Northwest Territory. Friday, January 23, 2004 Page 18 of 27

19 Instructional Unit The Constitution A. The Confederation Period The students will be -The students will be able to -study guides A.B.C.D, B. The Constitutional Convention able to organize and create thematic charts -activity book lessons A.B.C.D C. Three Branches of Government interpret information representing various aspects -vocabulary D. Ratification and The Bill of Rights from charts. of the United States. development E. The New Government -trade books F. Skills -classroom discussion 1. Reading a flow chart -written responses 2. Responsible citizenship -map activities Friday, January 23, 2004 Page 19 of 27

20 Instructional Unit The Revolutionary War A. Declaring Independence The students will be -Analyze the causes and -study guides A.C.D, B. American Take Sides able to compare and effects of Americans taking -activity book lessons A.C.D, C. Revolutionary War Battles contrast the differing sides during the Revolution. -vocabulary A.C.D D. Independence views of American -Understand how information development E. Skills colonists concerning and experiences may be -trade books 1. Making a decision independence and the understood differently by -classroom discussion 2. Washington's Mess Chest Revolutionary War. people with diverse cultural -written responses 3. Comparing Graphs perspectives. -map activities -Examine the role of women during the Revolution. A. Declaring Independence The students will be -Identify the contributions of -study guides A.B.C, B. American Take Sides able to summarize significant individuals during -activity book lessons A.B.C C. Revolutionary War Battles why the Declaration the Revolutionary War period. -vocabulary D. Independence of Independence was -Explain the importance of the development E. Skills written. Declaration of Independence. -trade books 1. Making a decision -Summarize the democratic -classroom discussion 2. Washington's Mess Chest ideas and practices that -written responses 3. Comparing Graphs emerged during the colonial -map activities period. Friday, January 23, 2004 Page 20 of 27

21 Instructional Unit The Revolutionary War A. Declaring Independence The students will be -Utilize geographic tools to -study guides B, B, B. American Take Sides able to determine analyze and interpret data. -activity book lessons B C. Revolutionary War Battles geographic -Discuss geographic -vocabulary D. Independence distributions and distributions and patterns development E. Skills patterns shown on shown on maps and graphs. -trade books 1. Making a decision maps and graphs. -classroom discussion 2. Washington's Mess Chest -written responses 3. Comparing Graphs -map activities A. Declaring Independence The students will be -Identify the purposes of items -study guides B, B, B. American Take Sides able to compare and used by General Washington. -activity book lessons B C. Revolutionary War Battles contrast artifacts used -Compare artifacts used during -vocabulary D. Independence during the the Revolutionary War with development E. Skills Revolutionary War items used today. -trade books 1. Making a decision with items used today. -classroom discussion 2. Washington's Mess Chest -written responses 3. Comparing Graphs -map activities Friday, January 23, 2004 Page 21 of 27

22 Instructional Unit The Revolutionary War A. Declaring Independence The students will be -Identify the contributions of -study guides A.B.D, B. American Take Sides able to assess the significant individuals during -activity book lessons A.B.D, C. Revolutionary War Battles growing confidence of the Revolutionary War period. -vocabulary A.B.D D. Independence the colonists during -Analyze the effects of the development E. Skills the first years of the Battle of Saratoga. -trade books 1. Making a decision Revolutionary War. -Explain the contributions of -classroom discussion 2. Washington's Mess Chest other countries to the Patriots' -written responses 3. Comparing Graphs cause during the -map activities Revolutionary War. A. Declaring Independence The students will be -Apply the steps in the -study guides C.D, B. American Take Sides able to apply the steps decision-making process to -activity book lessons C.D, C. Revolutionary War Battles in the decision-making historic and present-day -vocabulary C.D D. Independence process to historic and situations. development E. Skills present-day -trade books 1. Making a decision situations. -classroom discussion 2. Washington's Mess Chest -written responses 3. Comparing Graphs -map activities Friday, January 23, 2004 Page 22 of 27

23 Instructional Unit The Revolutionary War A. Declaring Independence The students will be -Analyze the causes and -study guides A.B.C.D, B. American Take Sides able to evaluate the effects of the victory at -activity book lessons A.B.C.D, C. Revolutionary War Battles final years and effects Yorktown. -vocabulary A.B.C.D D. Independence of the Revolutionary -Explain the contributions of development E. Skills War on the growth of other nations and individuals -trade books 1. Making a decision a new country. to the outcome of the -classroom discussion 2. Washington's Mess Chest American Revolution. -written responses 3. Comparing Graphs -Summarize the results of the -map activities American Revolution. Friday, January 23, 2004 Page 23 of 27

24 Instructional Unit Westward Expansion A. The Louisiana Purchase The students will be -Analyze the changes in the -study guides A.C, B. War of 1812 able to compare and U.S. brought about by the -activity book lessons A.C C. Andrew Jackson's Presidency contrast the new Industrial Revolution. -vocabulary D. Coast to Coast Expansion technologies that -Analyze how the development E. The Industrial Revolution were developed transportation of goods -trade books F. Skills during the changed during the nineteenth -classroom discussion 1. Audubon's paintings Industrial Revolution. century. -written responses 2. Identifying the change of U.S. borders -Analyze how mass production -map activities and interchangeable parts affected the economy of the U.S. A. The Louisiana Purchase The students will be -Analyze how the U.S. -study guides A.B.D, B. War of 1812 able to describe the expanded beyond the -activity book lessons A.B.D C. Andrew Jackson's Presidency Louisiana Purchase Mississippi River. -vocabulary D. Coast to Coast Expansion and the westward -Identify lands included in the development E. The Industrial Revolution expansion of the Louisiana Purchase. -trade books F. Skills United States. -Describe contributions made -classroom discussion 1. Audubon's paintings by Lewis and Clark and -written responses 2. Identifying the change of U.S. borders Zebulon Pike. -map activities Friday, January 23, 2004 Page 24 of 27

25 Instructional Unit Westward Expansion A. The Louisiana Purchase The students will -Explain the reasons many -study guides C.D, B. War of 1812 examine the War of Americans wanted to go to -activity book lessons C.D, C. Andrew Jackson's Presidency 1812 and describe the war with Britain a second time. -vocabulary C. D D. Coast to Coast Expansion feelings of Americans development E. The Industrial Revolution before, during, and -Describe the major battles of -trade books F. Skills after the war. the War of classroom discussion 1. Audubon's paintings -Analyze how nationalism -written responses 2. Identifying the change of U.S. borders swept over the United States -map activities after the War of Explain the purpose of the Monroe Doctrine A. The Louisiana Purchase The students will be -Analyze the westward -study guides C, C B. War of 1812 able to examine the expansion of the U.S. -activity book lessons C. Andrew Jackson's Presidency growth of the U.S. -Describe Texas's fight for -vocabulary D. Coast to Coast Expansion from the Atlantic independence. development E. The Industrial Revolution Ocean to the Pacific -Identify routes used by -trade books F. Skills Ocean. settlers moving west. -classroom discussion 1. Audubon's paintings -Analyze reasons why people -written responses 2. Identifying the change of U.S. borders moved west. -map activities -Explain the events leading to the Mexican Cession and the Gadsden Purchase. -Analyze the migration of people to California during the gold rush. Friday, January 23, 2004 Page 25 of 27

26 Instructional Unit Westward Expansion A. The Louisiana Purchase The students will be -Explain the importance of -study guides A.B, B. War of 1812 able to identify Audubon's paintings to our -activity book lessons A.B C. Andrew Jackson's Presidency paintings made by understanding of several bird -vocabulary D. Coast to Coast Expansion John James Audubon. species. development E. The Industrial Revolution -trade books F. Skills -classroom discussion 1. Audubon's paintings -written responses 2. Identifying the change of U.S. borders -map activities A. The Louisiana Purchase The students will be -Identify borders on a map. -study guides B, B B. War of 1812 able to compare and -Apply critical thinking skills to -activity book lessons C. Andrew Jackson's Presidency contrast data about the organize and use information -vocabulary D. Coast to Coast Expansion past using historical from maps. development E. The Industrial Revolution maps. -trade books F. Skills -classroom discussion 1. Audubon's paintings -written responses 2. Identifying the change of U.S. borders -map activities Friday, January 23, 2004 Page 26 of 27

27 Instructional Unit Westward Expansion A. The Louisiana Purchase The students will be -Analyze the growth of -study guides A.C.D, B. War of 1812 able to evaluate the democracy in the United -activity book lessons A.C.D; C. Andrew Jackson's Presidency changes that took States in the 1800's. -vocabulary 7.3.6C,E D. Coast to Coast Expansion place in the United -Describe major events in development E. The Industrial Revolution States during the Andrew Jackson's presidency. -trade books F. Skills presidency of Andrew -classroom discussion 1. Audubon's paintings Jackson. -Explain the Indian Removal -written responses 2. Identifying the change of U.S. borders Act. -map activities -Analyze how the growth of the U.S. affected Native Americans Friday, January 23, 2004 Page 27 of 27