Growth and Conflict in the United States Name: Kayla Davis Time Allotted: 1-2 days Grade Level:

6th Subject: Social Studies Materials Required: PowerPoint slide indicating what to do when students walk in Name tags - American and Native American 2 American labeled Lewis and Clark and 1 Native American labeled Sacajawea Hula hoops Foldable templates - two for every student Foldable Rubric Video - How To Make A Foldable Maps - page 43, 44, and 46 of textbook - provide a copy for every student Vocabulary study tool paper Computer(s) Civil War graphic organizer Vocabulary Chart for Vocabulary Round the Room Additional websites for students use: Hubor. (2005, Decemeber 02). The civil war for kids. Retrieved from http:// www2.lhric.org/pocantico/civilwar/cwar.htm Suffolk Web. (2010, July 01). Just curious: civil war. Retrieved from http:// www.suffolk.lib.ny.us/youth/jccivil.html Social Studies for Kids. (n.d.) The westward movement. Retrieved from http:// www.socialstudiesforkids.com/subjects/westwardmovement.htm Kid Info. (n.d.). The life of a pioneer and the history of westward expansion in early america. Retrieved from http://www.kidinfo.com/american_history/pioneers.html Pearson. (2008). World studies: the united states and canada. Boston, Massachusetts: Pearson Prentic Hall. Brain Pop. (1999-2013). Civil war. Retrieved from http://www.brainpop.com/socialstudies/ freemovies/civilwar/ Michigan Content Expectations (GLCE, Common Core State Standard or Next Generation Science Standard written out) 8 U4.2.3 Westward Expansion Explain the expansion, conquest, and settlement of the West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny. (E2.1) (National Geography Standard 6, p. 154) 8 U5.2.1 Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South. (C3, E1.2) (National Geography Standard 6, p. 154)

Objective(s): A specific, measurable portion of a GLCE or HSCE (may more clearly state with Blooms taxonomy verb) including the level of proficiency. The learner will explore and explain the effects of westward expansion in the United States by creating a foldable describing the cause and effects of the Louisiana Purchase, the Indian Removal Act, and Manifest Destiny and receiving a 3 on the Foldable Rubric. The learner will discover and explain the causes and effects of the Civil War due to the succession of the Southern states by viewing an educational video, participating in a center discussion and contributing a minimum of one idea, and completing a graphic organizer and receiving a minimum of an 8 out of 9. Student-Friendly Objectives: The learner will explore and explain the effects of westward expansion in the United States. The learner will discover and explain the causes and effects of the Civil War. Assessment: Assessment for Objective 1: Formal Summative - The students will participate in an activity in which they will create a foldable to reinforce the concept of westward expansion. This foldable is in the form of a cootie catcher so that the students may become engaged in the process of learning information regarding the Louisiana Purchase, the Indian Removal Act, Manifest Destiny, and the Industrial Revolution. If the student does not know how to make a cootie catcher, he/she may seek help from a peer or watch the How To Make A Foldable video created by the teacher. The outside flap will contain the topic name and page number that it can be found in the textbook. The inside flap will provide space for the students to take notes and explain the cause and effect of each. This information can be found in Section 2 of Chapter 2 in the textbook World Studies: The United States and Canada. To reach the minimum level of proficiency, the student must receive a 3 on the Westward Expansion Foldable Rubric. The students may work with a partner, but they must complete their own foldable. If the student does not meet this requirement, he/she will be given the opportunity to show the teacher what they know by viewing an informational video addressing westward expansion and adding information he/she has learned to his/her foldable. The foldable will then be reassessed. Formal Formative - At a center, the students will have an opportunity to view and interpret different maps about the growth of the United States, Indian Removal, and a nation divided (objective 2). These maps are found in the textbook, World Studies: The United States and Canada on page 43, 44, and 46. The students will be provided a copy of each map to write on, however, should have their textbook in front of them for a clearer, colored picture. The students will then, as a group, discuss and answer the Skills Activity questions and record their answers

on their maps. Informal Formative - The students will create a vocabulary guide for Chapter 2 at the previous center after discussing the maps in the textbook. They will include all terms from the chapter, but only define the terms from Section 2. If time permits, the students may go back to Section 1 and add the definition of the vocabulary words already learned. The students may use this as a study tool for the vocabulary quiz at the end of the unit. *also applies to Objective 2* Formal Formative - To help students understand the main vocabulary associated within the unit, and to be more successful with the summative assessment associated with this objective, students will participate in a vocabulary practice and review strategy, Vocabulary Round the Room. After participating in the centers, the class will review the vocabulary from one of the centers (Louisiana Purchase, the Indian Removal Act, Manifest Destiny, the Industrial Revolution, Civil War and Reconstruction). Students will be divided into groups and the teacher will give each a vocabulary chart and assign each group one word. The students circle or write this word on their chart. As the teacher verbally says each word, students chorally repeat that word back to practice pronunciation and familiarity with each of the vocabulary words. During this activity each student in each group will take turns writing in their assigned vocabulary boxes only. Students work together to review the vocabulary words using multiple intelligences (i.e. written definition, pictorial representation, and example). Upon the teachers signal, students begin working to review and practice the vocabulary words. After 5 minutes at one vocabulary station, the teacher plays music and the groups shift clockwise to the next table group/vocabulary station, reviewing and practicing vocabulary words. Formal Formative - After reading the section in the text book about westward expansion (Chapter 2 - Section 2 in the textbook, World Studies: The United States) and acting out the process that took place at that point in history, the students will participate in a Sketch-toStretch in order to better understand the effects of westward expansion. This will occur as a center activity. Students will be able to apply this concept to their lives and think about what it means to them by drawing (sketching) symbolic representations of their thoughts. The only requirement is that students draw a symbolic representation of what they read rather than a literal representation. At the end of the lesson, students will answer the question, Why did you choose to draw this picture?. Students should include a quote from the text as evidence to back up their reasoning. Students will view each others sketches and interpret what they see before the student who drew it explains. These responses will foster deep grand conversations.

Assessment for Objective 2: Formal Summative - At a center activity, the students will utilize the use of technology and watch a short, five minute video addressing the Civil War. As the students are watching this video, they will complete a graphic organizer. They may work with each other (if only one computer available at the center) or individually (if the students have access to headphones), to

complete this worksheet. The student must receive a minimum of an 8 out of 9 on the graphic organizer. If he/she does not complete the worksheet, he/she may complete it during the group center discussion (see below). Formal Formative - At this center, the group of students will then come together to discuss what they learned from the video. The teacher will be present at this center to facilitate or guide the discussion if needed. As the teacher observes the conversation, she will complete a simple checklist next to the students name to gauge their participation and involvement. If a student does not engage him/herself in the discussion and contribute a minimum of one idea/question/thought, the teacher will prompt the student with an open-ended question. Formal Summative - The student will participate in an activity addressing the cause and effects of the Civil War and Reconstruction. Like the formal summative assessment for Objective 1, the students will have an opportunity to create a foldable addressing this issue. The outside flaps will contain the topic headings -- the Civil War, the South breaks away, causes of conflict, and Reconstruction. The inside flap will provide space for the students to take notes and explain the cause and effect of each section. This information can be found in Section 2 of Chapter 2 in the textbook World Studies: The United States and Canada. To reach the minimum level of proficiency, the student must receive a 3 on the Foldable Rubric. The students may work with a partner, but they must complete their own foldable. (*time permitting) Formal Formative - See Formal Formative for Objective 1 (map addressing A Nation Divided) Informal Formative - See Informal Formative for Objective 1 Instructional Procedure: What information do students need to accomplish the objective? 1. Anticipatory Set: (10 minutes) a. To introduce the topic of westward expansion, the teacher will assign students roles. As the students walk in the door, they will either be handed an American name tag or a Native American name tag. Two students will be specific Americans -- Meriwether Lewis and William Clark. One student with a Native American name tag will play the role of Sacajawea. Once the class begins, the teacher will explain to the students that she will be reading the introduction to Section 2 and the students will be acting it out. b. The teacher will then read the two paragraphs in the introduction of Chapter 2 -Section 2 in the textbook, World Studies: The United States and Canada. With the guidance of the teacher, the students will role play this scene. The teacher will then have the students role play the concept of westward expansion through the use of the classroom and hula hoops. The teacher will explain that the Americans own a section of the classroom and the Native Americans own the rest of the section. After Lewis and Clark go on their adventure out west, the Americans realize that they want to own more of this country, so they keep pushing the

Native Americans away. Eventually, the Native Americans will be designated to find their place in one of several hula hoops in a corner of the classroom. This will demonstrate the Indian Removal Act and the harsh, unfair treatment of the Native Americans. c. The teacher will remind the students that they have been learning about the arrival of the Europeans to America. She will ask the students about what they have been recently learning. d. The teacher will explain that this lesson will address how America came to be America. e. Before delving into the lesson, the teacher will specify the behavioral expectations. To get students attention throughout the lesson, the teacher will clap a rhythm and the students will clap that rhythm back. 2. State Purpose and Objective of Lesson: (1 minutes) a. Today, I want you to learn about the effects of westward expansion and the causes and effects of the Civil War. You will be participating in three different centers to accomplish this objective. b. We are learning about these things because it is important to know about the history of our country and become knowledgable about how it came to be. Instructional Input/Direct Instruction: a. The teacher will explain each center and assign the students to the centers. b. The students will participate in centers for the next 45 minutes. Modeling: (12 minutes) a. The teacher will explain and model each center. The students will have 15 minutes to complete each center. i. Center 1 - At the first center, the students will be participating in Sketchto-Stretch regarding the opening activity of westward expansion. The students will need to reread the introduction of Chapter 2, Section 2 in the textbook, World Studies: The United States. They will need their textbooks and a writing utensil. ii. Center 2 - The students will discuss the maps on page 43, 44, and 46 of the textbook. They will be given their own copies but must use their textbooks for greater detail. The students will record the answers to the questions on the copies of their maps. After participating in this map activity, the students should have enough time to make a study tool for the vocabulary terms for Chapter 2. The students will define the words for Section 2, and if time permits, the students may go back to Section 1 and add the definition of the vocabulary words already learned. iii. Center 3 - During the third center, the students will utilize the use of technology and watch a short, five minute video addressing the Civil War. As the students are watching this video, they will complete a graphic

3.

4.

organizer. The group of students will then come together to discuss what they learned from the video. The teacher will be present at this center to facilitate or guide the discussion if needed. iv. Center 4 - The students will create a vocabulary guide for Chapter 2 at the previous center after discussing the maps in the textbook. They will include all terms from the chapter, but only define the terms from Section 2. If time permits, the students may go back to Section 1 and add the definition of the vocabulary words already learned. The students may use this as a study tool for Vocabulary Round the Room at the end of the lesson and the vocabulary quiz at the end of the unit. 5. Guided Practice: (45 minutes) a. Included in each center. Independent Practice: (Included in guided practice) (15 minutes for foldables) The students will create their own foldable for each portion of Section 2 on their own at the end of the lesson. The students will work on studying their vocabulary words for their individual vocabulary test at the end of the unit by individually creating a study tool (center 2). The students will complete an activity worksheet addressing the Civil war (center 3). Differentiated Consideration: Finish quickly or struggle to complete assessments. o Center 1 - Students who finish the Sketch-to-Stretch early may view other students sketches and discuss the meaning behind each with other students who are finished. Center 2 - Students who finish the map activity early will go on to creating their vocabulary study tools. First, they will define the terms addressed in Chapter 2 - Section 2 of the textbook, then may go back and review/define the terms from Section 1. If more than one student is completed with this, they may review the vocabulary words with each other. Center 3 - If the students finish this activity early, they may explore the other websites provided on their worksheet. These website are student friendly and provide relevant information. Center 4 - If students finish the vocabulary guide early, they may spend the time review the vocabulary throughout the unit. Foldables - It is unlikely that the students will finish this early, however, if a student does, he/she may help a partner complete their foldable(s) or review the information and notes they recorded by using their cootie catchers in a review game either with themselves, or a partner who is also finished. o Center 1 - Students who struggle to complete the assignment will just explain what they have for their sketches with what they have done at that point. Center 2 - It is okay if the students do not finish the vocabulary study tool. It

6.

7.

is important that it is completed, for it will be utilized to study for the vocabulary test at the end of the unit, but it can be completed at a different time. Center 3 - The students should be able to finish this activity on time, however, if they struggle to complete the worksheet, they may discuss it further with a partner and/or the group. Center 4 - Students who struggle to complete the vocabulary guide will be able to finish it at a later time, on their own. Foldables - Students may not complete both foldables in the given amount of time. This is okay. They must first complete the foldable about westward expansion. The student(s) who struggle to finish the Civil War foldable may complete this at a later time. Need different modes of learning or learn through a different multiple intelligence strategies than what was delivered. o The foldables activity could be adjusted to meet the needs of other types of learners by discussing the foldable/playing game with a partner and/or group, drawing pictures in the notes section, creating a poem or lyric to describe the main point, etc. o Another way to teach this lesson that may work for some students, would be to read each section from the text as a class and then discuss each topic as it is read. o Students could draw and/or write a timeline of the events that occurred to cause either westward expansion or the Civil War as a center activity and/or whole class activity. o If the teacher and/or students wanted to go more in depth into the study of the Civil War, students could read personal diaries, newspaper articles, etc., from that time period to get a more detailed experience of what life was like. The students could then act out the roles of different people either in a drama or debate type setting. Closure: (20-30 minutes) a. After the center activities, the class will view the different Sketch-to-Stretch drawings that were done in the center and engage in a meaningful discussion regarding westward expansion and the cause and effects that resulted. b. As a review of the entire lesson, the class will participate in Vocabulary Round the Room. See assessment for details. c. After all of the activities are complete, the teacher will restate the learning objectives from the lesson. d. Students will summarize what they have learned in relation to objectives by discussing in their groups either one cause or one effect of one of the topics covered in the lesson. One person from each group will then be called on to share what his/her table group came up with.

8.

e. The teacher will ask the students to turn in all of the activities they did in the centers, completed or not, before they walk out the door. f. The teacher will wrap up the lesson by thanking the students for being such great learners. She will remind the students to use the resources they created in the centers as a useful tool to study and review the material.

9.

References:

Brain Pop. (1999-2013). Civil war. Retrieved from http://www.brainpop.com/socialstudies/ freemovies/civilwar/ Hubor. (2005, Decemeber 02). The civil war for kids. Retrieved from http://www2.lhric.org/ pocantico/civilwar/cwar.htm Kid Info. (n.d.). The life of a pioneer and the history of westward expansion in early america. Retrieved from http://www.kidinfo.com/american_history/pioneers.html Pearson. (2008). World studies: the united states and canada. Boston, Massachusetts: Pearson Prentic Hall. Social Studies for Kids. (n.d.) The westward movement. Retrieved from http:// www.socialstudiesforkids.com/subjects/westwardmovement.htm Suffolk Web. (2010, July 01). Just curious: civil war. Retrieved from http:// www.suffolk.lib.ny.us/youth/jccivil.html

Name: !

The Civil War Video

http://www.brainpop.com/socialstudies/freemovies/civilwar/

What does seceded mean?

How many days did President Lincoln expect the war to last? How long did it last?

What was the Emancipation Proclamation?

When was slavery abolished? When was the war ofcially over?

How many casualties were there?

Foldable Rubric

The student completed the foldable by taking notes (written or drawn) for every section provided. The student also contributed at least one cause and one effect for each topic. The student did not complete one section of notes/cause/effect. OR The student only contributed notes or only contributed a cause and effect.

The foldable is incomplete. Two or more sections are not completed.

Identify the Union and the Confederate states using different colors. Dont forget a key!

Additional Websites: Civil War http://www.suffolk.lib.ny.us/youth/jccivil.html http://www2.lhric.org/pocantico/civilwar/cwar.htm Westward Expansion http://www.socialstudiesforkids.com/subjects/westwardmovement.htm http://www.kidinfo.com/american_history/pioneers.html