Westward Expansion: Pioneer Study! Lauren Pool. 5 th grade Social Studies

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1 Westward Expansion: Pioneer Study! Lauren Pool 5 th grade Social Studies 1

2 Table of Contents Rationale Integrated Web.4 Super Set Narrative...5 Lesson Lesson Lesson Lesson Unit Review 21 *Graphic organizers, PowerPoint presentations, and lesson reflections are attached at the end of the Unit Plan. 2

3 Rationale Students will work on a weeklong project to develop a pioneer journal. Alabama Course of Study for 5th grade Social Studies SS(5) United States Studies: Beginnings to 1877 National Council for the Social Studies 10.) Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States 2. TIME, CONTINUITY, AND CHANGE Through the study of the past and its legacy, learners examine the institutions, values, and beliefs of people in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and developments have shaped the modern world. This theme appears in courses in history, as well as in other social studies courses for which knowledge of the past is important. 3. PEOPLE, PLACES, AND ENVIRONMENTS This theme helps learners to develop their spatial views and perspectives of the world, to understand where people, places, and resources are located and why they are there, and to explore the relationship between human beings and the environment. In schools, this theme typically appears in courses dealing with geography and area studies, but it is also important for the study of the geographical dimension of other social studies subjects. Piagetian Level Piaget s Theory of Development is rooted in constructivism. Constructivism is the idea that people develop what they know by fitting new ideas together with ideas they have already learned from a previous experience, and this do this in unique ways. Piaget theorized that humans acquire knowledge over their lifetime in stages. The concrete-operational stage (ages 7-11) is when students begin to think logically about concrete events but have difficulty understanding abstract or operational events. 5 th graders are getting ready to move into the formal-operational stage (age 12-adulthood) that is characterized by the ability to use deductive reasoning and abstract thought. 3

4 Integrated Web What were the different trails that pioneers traveled? What were the main reasons for people relocating to the west? What were the main cities of importance on the various trails? How did people keep order and governance while traveling? What were the different threats that pioneers faced? Survival on the Trail Location, Movement and Change Western Expansion Pioneer Culture Food, Supplies and Sustainability What types of foods did pioneers eat and how did they cook? How did pioneers decide which supplies and rations to bring? How did families entertain themselves and one another while on the trail? What were the difficulties in family life that people faced on the pioneer trail? 4

5 Super Set Narrative Before starting my mini unit lessons I will ask questions to promote discussions, and encourage student s curiosity about the unit. This session will help motivate students about our upcoming activities. I will ask the following questions: 1. Have you ever been on a long car trip before? 2. What types of issues do you face when traveling with others in a car for a long distance? 3. Have any of you ever experienced a big move (to a new school, new town or new house)? 4. What do you already know about pioneers and people that lived on the new frontier? 5. Students will create a wagon that has the dimensions of a prairie schooner wagon and leave it in the room to spike student interest. I will ask students how might traveling in the backseat of a car be similar to people traveling in a wagon? 6. I will further increase student curiosity by reading the first few pages from the book You Wouldn t Want to Be an American Pioneer: A Wildnerness You d Better Not Tame by David Salariya which gives a light-hearted look into some of the difficulties faced by American pioneers. 5

6 Name: Lauren Pool Grade Level: 5 Subject: Social Studies Unit Title: Westward Expansion: Pioneer Trail Special Needs Modifications: For autistic student, I will work with special education teacher for some assignments and he will be placed in a group with students who work well with him in the classroom. For students with ADHD and defiance behavior problems, they will be given the job of materials person. ELL Strategies: Auditory recordings in their native language, visual manipulative, and a kinesthetic activity will benefit an ELL student. Prerequisites: Ability to listen and follow directions; writing skills Materials: Computer equipped with internet and PowerPoint, overhead projector, ELMO, student computers, paper, markers and colored pencils References: Skills Lesson Concept Lesson Generalization Lesson ALCOS Standards: 3 rd grade Social Studies: SS 5:10) Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States Arts Education: AE: VISUAL 5:6) Describe works of art according to the style of various cultures, times, and places 6

7 Technology: TA 3-5:8) Collect information from a variety of digital sources. TA 3-5:12) Create a product using digital tools Exploratory Phase Objectives: The students will be able to observe elements in a painting. Objectives: The students will be able to connect elements that they see in the painting to the culture and time period. 1. Instruct: Put Oregon Trail by Albert Bierstadt painting on projector. Ask, What do you notice or feel when you look at this painting? 2. Let students discuss specific things they notice about the painting (i.e. colors, background/foreground) 3. Ask students what the elements in the painting remind them of. 4. Instruct: Allow for students to write down three elements they notice about the work of art. Developmental Phase 1. What do the elements in this painting tell you about what is going on during this time period? Next teacher asks: What do the elements in this painting tell you about what people in the painting Students will record the elements that they notice about the work of art. Students will participate in class discussions and write down what they think the elements in the painting represent about the people, event in the painting or time 7

8 were feeling and experiencing? period portrayed. Objectives: The students will pick a piece of artwork from Albert Bierstadt and write a haiku about the painting.. 2. Teacher will show Albert Bierstadt Valley of the Yosemite on the projector. 3. Students will write three elements that they see in the painting and for each element they should write one reason why they think it is in the painting. Expansion Phase 1. Students will use computers to research Albert Bierstadt s paintings and write a haiku poem. 2. Instruct: Teacher will go over directions for procedures. Students will use research to find an Albert Bierstadt painting and then compose a haiku poem about the painting. 3. Students will use create a word document containing their haiku and a jpg. image of the painting that they depicted. 4. Some students will share their haiku with the class. The students will fully participate in writing a haiku poem based on a painting by Albert Bierstadt. 8

9 Lesson Reflection: I thought this lesson went really well. The students really enjoyed looking at the work of Albert Bierstadt and discussing elements in the painting. I found it a little daunting at first to teach without telling or giving away answers at first, but felt that it came easier as the lesson progressed. Students especially liked creating the haiku poem and incorporating technology into proved useful. If I could do it again, I might make the technology aspect more involved and give them a WebQuest on this artist. 9

10 Name: Lauren Pool Grade Level: 5 Subject: Social Studies Unit Title: Westward Expansion: The Pioneer Trail Special Needs Modifications: Students will work in groups which will aid children with special needs; provide extra support when needed ELL Strategies: Visual activities in this lesson will benefit an ELL learner. The graphic organizer will also help aid the student in organizing information. Prerequisites: Ability to use technology resources to conduct research, ability to work in groups Materials: student computers equipped with Microsoft Word, paper **Graphic Organizer and PowerPoint are attached at the end of the Unit Plan. ** References: Skills Lesson Concept Lesson Generalization Lesson ALCOS Standards: 5 th grade Social Studies: SS 5:10) Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States English Language Arts: 10

11 ELA 5:4) Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials ELA 5:6) Use text features, including indexes, tables, and appendixes, to guide interpretation of expository texts ELA 5:11) Use search strategies in the research process to identify reliable current resources and computer technology to locate information. Technology: 3-5:8) Collect information from a variety of digital sources. 3-5:12.) Create a product using digital tools. Exploratory Phase Objectives: Students will be able to obtain information about the different pioneer trails. 1. Assign students to groups which will be their family for a pioneer project. Explain project to class. 2. Students will be given a graphic organizer to organize information. 3. Instruct: Working with your group, do your best to locate information about the main pioneer trails (Oregon, Sante Fe, Old Spanish, Mormon or California Trail.) using internet resources. Complete your graphic organizer with the information you find during your search. Students will use this information to decide which trail to travel down. Developmental Phase Students will record their findings about each trail using the attached graphic organizer. 11

12 Objectives: Students will be able to create a family tree describing their group family members. Objectives: Students will be able to apply their new knowledge about the trail that they are traveling on and their family tree to create the first entry of their Pioneer Journal, 1. Ask students if they know what a family tree is? Show examples of family trees on projector. Ask students why a family tree is important. 2. Instruct: Teacher will tell class that today they will be creating their own family tree template which will showcase their pioneer family 3. Then, the teacher will model how to use images and text boxes to create a family tree with Microsoft Word. 4. The teacher allows students to work independently to create their family tree using student computers. Students can use crayons and colored pencils to draw in family member faces, clothes and name at the end. Expansion Phase 1. Students will get back in their group to discuss their family members and which trail would be the best route for them. For example (The Santa Fe Trail was primarily a trade route, so it was not a place for women children; or they might be following the Gold Rush). 1. Students should create a family tree template using internet resources and Microsoft Word. They will complete the family tree by drawing in their family member s faces and pretend pioneer names and ages. Students will complete a journal entry introducing themselves, their pioneer family tree members, reasons for moving west, the date that they began the journey 12

13 2. Teacher asks: What kinds of things did you discover about the trails? Who are your family members and why did your group decide to travel this trail? 3. Students will work independently to create a journal entry depicting the beginning of their family journey on a chosen trail. Lesson Reflection: If I were to teach this lesson again, I would be more specific about what I wanted them to put on their family tree. Some students put their friends real name and some of them put their pioneer names. I would have modeled and given examples of names used during the early 19 th century and more tidbits about how people dressed, thought and spoke during that time period in order to help students get into pioneer character. Videos showcasing reenactments from the History channel would be very beneficial. Other than that the lesson went great and the students love working in a group! 13

14 Name: Lauren Pool Grade Level: 5 Subject: Social Studies Unit Title: Westward Expansion: The Pioneer Trail Special Needs Modifications: Children with special needs will be paired with a partner for assistance. Student will receive assistance from the teacher during the writing assignment while the other students are working. ELL Strategies: Visual activities in this lesson will benefit an ELL learner. Prerequisites: Ability to work in a group, 5 th grade math skills, ability to read a table Materials: **Graphic Organizer and PowerPoint are attached at the end of the Unit Plan. ** References: You Wouldn t Want to Be an American Pioneer: A Wildnerness You d Better Not Tame by David Salariya, Skills Lesson Concept Lesson Generalization Lesson ALCOS Standards: 5 th grade Social Studies: SS 5:10) Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States. English Language Arts: ELA 5:4) Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials 14

15 ELA 5:6) Use text features, including indexes, tables, and appendixes, to guide interpretation of expository texts Mathematics: MA 5:2) Solve problems involving operations on whole numbers, including addition and subtraction of seven-digit numbers, multiplication with two-digit multipliers, and division with two-digit divisors. Exploratory Phase Objectives: Students will be able to assimilate and discuss what being in a wagon on the pioneer trail would be like. 1. Show picture of a prairie schooner on the projector. Let students get into groups and allow them to take turns getting into the wagon made of tape on the floor to see how big it is. 2. Instruct: Tell them to imagine what it would be like to travel in a wagon that size with 9 other people plus supplies. 3. To paint a better picture in their minds, read select pages from You Wouldn t Want to Be an American Pioneer: A Wildnerness You d Better Not Tame by David Salariya that depicts issues pertaining to food and supplies on the wagon trail. Students will listen attentively and participate in class discussion. Developmental Phase 15

16 Objectives: Students will be able to identify with the material from the book read aloud in class and the class discussion and will be able to use a table of supplies and good to decide what items to bring in their wagon.. Objectives: Students will work with a group to develop a supply list for a 5 month long pioneer journal. 1. Ask class what types of things pioneers might need to think about when packing their wagon. Encourage group discussion on what type of items are most needed, sustainable or long lasting. 2. Instruct: Teacher uses a PowerPoint presentation to further discuss pioneer supply list and graphic organizer, going over directions. Expansion Phase 1. Students will get into their family groups to compromise on which items to bring. They should discuss reasons why certain items are important or not important. Students will write their supplies in the graphic. The total weight should be around 2,000 lbs. 2. Afterwards, students will be encouraged to think about the following questions: Was it hard to decide what to bring on your trip. Why or why not? How did you decide what to bring? How was planning your trip similar to planning a trip today? Completed page two of the graphic organizer. Students should have correct answers to graphic organizer questions through their readings, class discussions, and PowerPoint presentation. Students will work in groups to create a supply list that is around 2,000 lbs and will last for a five month long journey using graphic organizers. Students will include this supply list in their pioneer journal. 16

17 Lesson Reflection: This lesson went well. The students loved working in groups and putting themselves in the shoes of a real pioneer. One problem that students had was in estimating how many supplies they would need to equal about 2,000 lbs. If I were to teach this again I would teach the lesson over the span of two days or three days. On the second day, students would create recipes only using ingredients found in their supply list. On the third day, students could bring in their pioneer foods for extra credit and we would have a pioneer class picnic. Name: Lauren Pool Grade Level: 5 Subject: Social Studies Unit Title: Westward Expansion: The Pioneer Trail Special Needs Modifications: Children with special needs will work in groups with other students who they work well with for additional assistance. ELL Strategies: Visual activities and oral reading of the handout will benefit an ELL learner. Prerequisites: Ability to make conclusions of readings. Materials: Map of USA and informational sheet about pioneer trails References: Skills Lesson Concept Lesson Generalization Lesson ALCOS Standards: 5 th grade Social Studies: SS 5:10) Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States English Language Arts: 17

18 ELA 5:6) Use text features, including indexes, tables, and appendixes, to guide interpretation of expository texts Exploratory Phase Objectives: Students will understand the categories of threats that people encountered on the pioneer trail from a broad and specific perspective. 1. Read select pages from the book You Wouldn t Want to Be an American Pioneer: A Wildnerness You d Better Not Tame by David Salariya that depicts various threats that pioneers faced on the trail. 2. Instruct: Guide students through PowerPoint slides that reviews what students know already about the trails and addresses the threats people faced. Students will listen and participate in class discussion. Objectives: Students will be able to draw conclusions from the pages read and class discussion to come up with general threat categories and specific threats. Developmental Phase 1. The teacher will pass out a graphic organizer web titled Threats. 2. The teacher will explain how to fill in a web and will tell students how a web begins with general concepts and expands out to become more specific. 3. Then the teacher will ask the students draw conclusions from what they read, Students will complete a threats web about their reading. Students will choose three threats to address and expand upon and will create three separate journal entries with illustrations. 18

19 Objectives: Students will be able to locate the pioneer routes using an informational sheet and questions about the routes. summarize their findings, and discover or infer the generalization. 4. Have students write down their generalization in the middle bubbles of the web and the specific threats branching out from the generalizations. Expansion Phase 1. Give students a map of the state of the United States and an informational sheet of questions that will help guide them to locating each trail. 2. Have students highlight the routes and main cities on each trail and correctly label the routes. Students will be given questions that help them correctly label the trails. 3. Students will relate what they know about the American landscape and tie it into the threats discussed in class. 4. Students will turn to a neighbor and talk about why certain threats would exist for some trails more than other, and what kind of measurements pioneers could take to avoid the threats. Students will be able to locate the various trails on a United States map. 19

20 Lesson Reflection: Students really enjoyed the book excerpt that I read to them about the threats that pioneers faced on the trails. The threats web proved to be a great way to demonstrate student s ability to understand generalizations and specific concepts. Students enjoy the photos I showed them during the PowerPoint presentation as well. The map activity was good, but in a future lesson I would like to incorporate the use of technology to really engage students. Google 20

21 maps has a program that would allow students to see the trails that pioneers took and what the trails look like today. Complete Unit Review: Objectives: Students will be able to review the week s unit plan by using their acquired knowledge to play a review basketball game. 1. Place students in teams or in pairs to play the game. 2. Explain the rules of the game. 3. Students will play a review game that will allow them to demonstrate their knowledge on the week s lessons. Students will correctly complete basketball game questions with 90% accuracy. 21