Connections Across Classrooms
Westward Expansion:
Lesson Log
WEEK
1: Day 1
NJCCS
LA 3.1 E1,2
SS 6.4
CG:
36
To
describe and map territorial expansion and settlement of the frontier.
Anticipatory Set:
Display
inverted T.
Highlight
2 schools, Birches and TJ. Place picture
on each end of the inverted T . Coin
phrase “Connections Across Classrooms” (relate to earlier unit – Connections
Across Continents).
Connections
Across Classrooms (CAC) – Birches and TJ
Two schools
meet
Our new
journey begins as we collaborate and head down the center path together
Flip
the T
Introduce
unit with a focus on the four Ts:
Transportation,
Territories, Trails, and Travelers.
Present timeline with pictures but no words.
Complete
K-W-L : What was happening in our
young country during the years 1775 – 1850?
Think about the 4 Ts – what was happening with Transportation, Territories,
Trails, and Travelers.
Each
student will complete an individual K-W-L.
Students will share the “K”
within small groups in their SS class.
Day
2:
NJCCS
LA 3.1 E1,2, 3.2 D1
SS 6.4
To
describe and map territorial expansion and settlement of the frontier.
Students
will review their “K” in their homeroom class.
Students
will discuss the “W” – What I wonder??
CAC:
Sharing knowledge between schools. Each school will created one K-W-L as a word
document. This will be e-mailed and displayed
in the CAC school.
Day 3
NJCCS SS6.6 B3 LA 3.1 E2,5 H2
CG36
To
describe and map territorial expansion and settlement of the frontier.
CAC-
Share K-W-L
Differentiated
Instruction (DI) strategies to
better help all students acquire
historical understanding of ideas, forces, and institutions that shaped the
Provides
graphic organizers for unit.
Review
SQ3R strategy and emphasize how it will be applied to research throughout the
unit.
Use
physical maps, desk maps, and atlas maps to describe the geography of the
Day 4
NJCCS SS6.6 B3, 6.4 F1
CG36
To
describe and map territorial expansion and settlement of the frontier.
Review
the geography of the
Visualization
Activity: How would you get to
Imagine
traveling in the year 1775? Close your
eyes – move your body as you bump along the road.
Create
a T Chart: Compare transportation between the early days and today.
Highlight
Through
storytelling, background information is shared about the changes taking place
in transportation in
Day 5
NJCCS SS6.4 F1, F5 LA3.1 H4
CG36
To
describe and map territorial expansion and settlement of the frontier.
DI
Activity: Choice Menu, TIC-TAC-TOE - Each
student must choose a form of transportation
(center spot) and utilize SQ3R to
research the chosen topic. Students are then to use their new knowledge
and complete another activity from the Tic Tac Toe Choice Menu.
Week
2
Day 6
NJCCS SS6.4 F1, F5 LA3.1 H4
CG39
To
describe and map territorial expansion and settlement of the frontier.
DI
Activity: Choice Menu, TIC-TAC-TOE -
Each student must choose a form of transportation (center spot) and utilize SQ3R to research the chosen topic.
Students are then to use their new knowledge and complete another
activity from the Tic Tac Toe Choice Menu.
Activities marked CAC will be shared with partner school.
Movement ideas room person to person – related
to transportation
Art
connection –Making larger envelopes of form of transportation
Music
Connection – clip (build suspense – auditory discrimination)
Transportation: Jigsaw on one of new
transportation (national Road / Robert Fulton/Canal/locomotive) – use as means
for children to introduce self to partner (interest inventory / DI /); p
criteria for sharing research on one form of transportation – write a letter to
parent / criteria (transportation / inventor / impact / interesting facts) –
share in their hr small group - presentation options; choice menu / oral
presentation in hr – referencing partners
Day 7
NJCCS SS6.4 F5, F6
CG36,
40
To
identify the geographic, political, and economic factors that influenced the
westward movement of settlers.
CAC: Share
DI Activities (advertisements/ letters/models/ songs)
Students
write feedback using “transportation slips”.
Discuss
the impact of inventions on life in
Day 8
NJCCS SS6.4 F1, F6
CG36,
40
To
identify the geographic, political, and economic factors that influenced the
westward movement of settlers.
Introduce
“T” for Territories. Define
vocabulary. Predict what will happen as
the population in the 13 original states increased (population density map).
Complete
flow chart describing the factors leading to westward expansion.
Interpret
pictures and explain how pioneers such as Daniel Boone overcame hardships and
encouraged settlement along the western frontier.
Map skills- color code areas on a desk
map. Highlight the
Day 9
NJCCS SS6.4F9 LA3.2 D1
CG37
To explain
the importance of the
Discuss
European conflicts with the
Complete
a flow chart detailing sequence of events leading to the
CAC:
Write a letter to a 5th grader in our partner school and explain the
importance of the
Day
10
NJCCS SS6.4 F3, 9 LA3.2 D1
CG37
To
explain the importance of the
Review
a flow chart detailing sequence of events leading to the
CAC:
Read and respond to letters from our partner school that explain the importance
of the
Discuss
the concept of a Manifest Destiny.
Introduce
Thomas Jefferson’s plan to have Lewis and Clark explore the newly acquired
territory.
Day
11
NJCCS SS6.4 F3,9 LA 3.1 H2,3
CG37
To
explain the importance of the
Review
the concept of a Manifest Destiny.
Highlight
the goals Thomas Jefferson set for the Lewis and Clark expedition including to
search for a water route to the Pacific Ocean, to establish relationships with
the Native American, and to record observations about the region.
Introduce
DI Choice Menu: Lewis and Clark
Begin
work on Lewis and Clark activities.
Day
12
NJCCS SS6.4 F3,9 LA3.1 H2,3
CG37
To
explain the importance of the
Continue
work on DI Choice Menu: Lewis and Clark.
Day
13
NJCCS SS6.4 F3,9 LA3.1 H2,3
CG37
To
explain the importance of the
Continue
work on DI Choice Menu: Lewis and Clark.
CAC:
Based on research and new knowledge, each student creates a flow chart to
share with partner class, including answer key.
Day
14
NJCCS SS6.4 F3,9 LA3.2 H1
CG37
To
explain the importance of the
Share
activities completed within small group.
CAC:
Students will demonstrate knowledge by completing a flow chart created by a
student in the partner class.
Map
Work: Trace river and land routes taken by Lewis and Clark.
Week
3
Day
15
NJCCS
SS6.3 G2 CG37-38
To
identify the causes and effects of the War of 1812.
Outline
causes, main battles, and outcomes of the War of 1812.
Highlight
the naval battles between the USS Constitution and the Guerriere.
DI
Strategy: Graphic Organizer
Day
16
NJCCS SS6.4 F7 LA3.2 D1
CG38
To
identify the causes and effects of the War of 1812.
Sing
the lyrics of the “Star Spangled Banner” and identify the song as our national
anthem.
Discuss
the history of the song and respond to feelings of Francis Scott Key as if you were there. Share your feelings with
your partner.
CAC:
- Based on class discussion, created a patriotic banner to share with
partner school. Use adjectives based to describe the feelings. Create a simile. Decorate the banner and send it to your
partner school for them to display.
Extension
activity: Write a patriotic song and poem based on something in
Day
17
NJCCS SS6.4 F3,7,10 LA3.2 D1
CG38
To
describe and map the territorial expansion and settlement of new territories
and the conflict with Native Americans.
CAC: Share and display banner. Write an e-mail response to the banner and
send to partner school. Share any video
clips of poems and/or songs.
Students
learn that our country was shaped through both triumphs and tears and students
learn the importance of politics, public service, and a knowledgeable citizenry
in American constitutional democracy.
Explain
the acquisition of
Identify
major changes that took place during Andrew Jackson’s presidency.
Day
18
NJCCS SS6.4 F10
CG38
To
describe and map the territorial expansion and settlement of new territories
and the conflict with Native Americans
Illustrate
the movement of Native American to
Critique
the Indian Removal Act from a Native American’s point of view.
Listen
to song, Trail of Tears, as a trail is made throughout the class.
Day
19
NJCCS SS6.4 F10
CG38
To
describe and map the territorial expansion and settlement of new territories
and the conflict with Native Americans
Map
Work: Identify
Review
the Trail of Tears and treatment of Native Americans – link to emotions.
Create list of adjectives to describe feelings of Native Americans as they walked along the trail.
Relate
to current events. Read news article
about life on Native America reservations in 2005.
CAC:
“ Two Trails for One Cause” project.
Walk a mile and collect money to send to Native American
Reservation. Funds will be used to
secure books to promote literacy on the reservation. Both schools will conduct separate walks on
the same date. Funds will be combined
and donated from Washington Township Fifth Graders.
Day
20
NJCCS SS6.4 F3 LA3.1 E2, G3
CG40
To
describe and map territorial expansion and settlement of
Review
concept of Manifest Destiny and its impact on territorial expansion.
Literature
selections are shared to tell the story of Texas Fever and the growing
conflicts between
Read
the story, Susanna of the
Day
21
NJCCS SS6.4 F3 LA3.1 E2, G3
CG40
To
describe and map territorial expansion and settlement of
Review
the story, Susanna of the
DI
activity: Use sentence strips to create historical sequence showing time order
of events leading to
Week
4
Day
22
NJCCS SS6.4 F3 LA3.1 E2, G3
CG40
To
describe and map territories gained as a result of the Mexican War.
Describe
the events leading to the Mexican War using a flow chart and class resources– Nat’l Geo books and film
clip.
List
the results of the Mexican War and use a map to show land acquired as a result
of the Treaty of Guadalupe Hidalgo (1848) and the
Day
23
NJCCS SS6.4 F9
CG40
To
describe and map territories gained by the 1850s.
CAC:
Make a Map Puzzle. Color code
territories and label. Send to partner class.
Day
24
NJCCS SS6.4 F9
CG40,41
To
describe and map territories gained by the1850s.
CAC: Complete Map Puzzle made by students in
partner class.
Introduce
the many reasons people traveled west including Manifest Destiny, missionary
work, religious freedom, gold, fertile land/farming, fur trapping/trading, and
adventure.
Create
a class collage depicting the reasons pioneers moved west. Each student makes a
small design or picture depicting one reason people moved west.
Day
25
NJCCS SS6.4 F3,9 LA3.2 D1
CG41
To
describe and map territorial expansion and settlement of the west, including
the
Review
reasons people chose to move west. Assemble class collage for each reason.
CAC:
Make digital picture
of each collage and e-mail to partner school.
Locate
the network of trails leading west on a
map and indicate starting points and destinations. Include the
CAC:
Each student chooses a trail and reflects on why they would choose to travel
west. Students write a journal entry
that indicate the trail chosen, why one chose this trail (what one is in search
of), and that includes a prediction about what might happen on the trail. (Background information has been presented
through literacy and computer class.)
Journal entries are shared with partner schools.
Day
26
NJCCS SS6.4 F3,9 LA3.2 D1
CG41,42
To
describe and map territorial expansion and settlement of the west, including
the
CAC:
View digital pictures and highlight reasons people moved west.
CAC:
Read journals from partner school highlighting trails one might choose if
traveling west in the 1800s. Write a
student response to the journal entry.
Respond specifically to the prediction and give advice on way to improve
chances of a successful journey.
Day
27
NJCCS SS6.4 F3,9 LA3.1 H2,3
CG42
To
describe and map territorial expansion and settlement of the west, including
the
Introduce
role of the Travelers. Preview literature selections to answer the question:
Was there a typical pioneer?
DI
strategy: Graphic organizer for research notes.
Week
4
Day
28
NJCCS SS6.4 F3,9 LA3.1 H2,3
CG42
To
describe and map territorial expansion and settlement of the west, including
the
Introduce
prairies schooner project.
The
project phase of the unit utilizes strategies to help students develop critical
thinking skills, decision making skills, and problem solving skills. Working in small groups, students put
themselves in the place of pioneers and make decisions regarding a westward
journey.
Interdisciplinary
activities to enhance the objective take place through social studies, math,
science, literacy, physical education, music, art, and computer lessons.
Students
complete measurement activities in math class.
Students
work as a group in social studies class.
They research using SQ3R strategies.
Based on research, students begin work on a project packet.
Day
29
NJCCS SS6.4 F3,9 LA3.1 H2,3
CG42
To
describe and map territorial expansion and settlement of the west, including
the
Students
continue work in math class and they begin building the base of the wagon in
science class.
Students
work as a group in social studies class.
They research using SQ3R strategies.
Based on research, students continue work on a project packet.
CAC:
Students share research with partner school via e-mail.
Student
research becomes the basis for mini-lessons in social studies class at the
start of each class.]
Day
30-33
NJCCS SS6.4 F3,9 LA3.1 H2,3
CG42
To
describe and map territorial expansion and settlement of the west, including the
Students
continue work in science class.
Students
work in literacy class.
Students
work as a group in social studies class.
They research using SQ3R strategies.
Based on research, students complete a packet and create a small model
of a covered wagon complete with provisions. Students must be prepared to
justify all choices made in connection with the wagon.
Day
34-36
NJCCS SS6.4 F3,9 LA3.1 H2,3
CG42
To
describe and map territorial expansion and settlement of the west, including
the
Students
work as a group in social studies class.
They research using SQ3R strategies.
Based on research, students complete a packet and create a small model
of a covered wagon complete with provisions. Students must be prepared to
justify all choices made in connection with the wagon.
Other
connections:
Students
also write journal entries and poetry, learn pioneer dances, sing pioneer
songs, create a class Album Quilt, and complete a web quest.
Day
37-38
NJCCS SS6.4 F3,9 LA3.3 D1
CG42
To
describe and map territorial expansion and settlement of the west, including
the
Students
will present their completed wagon to the class.
Students
will be assessed using a teacher created rubric.
Day
39
NJCCS SS6.4 F3,9
CG42
To
describe and map territorial expansion and settlement of the west, including
the
Pioneer
Day "Celebration of Learning."
Ideas for specific class activities related to each academic discipline
are shared. Highlights from a Pioneer
Day assembly program are shared.
Day
40
NJCCS
SS6.4 F3,7, 9,10
Unit
reflection and assessment.
Phase
four is an optional expansion of the unit and includes activities such as
building a full size model of a covered wagon in the school