PURCH - Feedback Guide

Guidance for Learning at Home
How to Provide Feedback
● Feedback might be provided in two possible ways:
○ Telephone Conferences: Teachers can provide feedback via telephone conferences with students using
Teacher Talk Moves a nd guiding questions to help students refine answers.
○ Written Feedback: When telephone conferences are not an option, teachers should collect Distance
Learning Guidebook Companions and provide feedback in the form of additional guiding questions
and/or organizational frames.
● Student look-fors for each lesson will be available in the Feedback Guide for teachers and/or parents to measure
student progress.
● Feedback cycles should occur as often as possible for students (minimally once a week).
About this Unit
By the end of this unit, students will have read information and literary texts about the Louisiana Purchase to
understand the characteristics of American pioneers, the events leading up to the acquisition of the Louisiana Territory,
and the results of those events.
The main text students will read in this unit is The Louisiana Purchase: Would You Close the Deal? by Elaine Landau
which explores the decisions that shaped the Louisiana Purchase. Throughout the unit, students will analyze the
perspectives of Jefferson, Livingston and Napoleon to better understand the events leading up to the Louisiana
Purchase. At the end of the unit, students will be asked to write an essay describing the events leading up to the
Louisiana Purchase and the results of those events.
Text Access
In order to complete this unit at home, students will need access to the following texts:
● Texts schools need to provide:
○ The Louisiana Purchase: Would You Close the Deal?, by Elaine Landau
○ Lewis and Clark and Me: A Dog’s Tale, by Laurie Myers
○ Grade 3 ELA Guidebook Unit Reader
○ OPTIONAL Independent Reading: The Story of Sacagawea, by Virgil Franklin
Possible Supports
Support for Background Knowledge

Students might need extra support with the content and texts before starting the unit. Instructional videos to support
students in building context about the Louisiana Purchase, the Port of Orleans, and a timeline of the Louisiana territory
can be found here: https://learnzillion.com/resources/124381-louisiana-purchase-let-s-set-the-context-videos/.
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Students can watch these videos on any device. Students will encounter stopping signs across the video when they
should pause to complete part of a handout. Students will need a printed handout for each video which can be found on
the “Additional Materials” tab.
Support for Language

● The following words and their word families are important to the unit focus. Throughout the unit, students will
read these words in multiple texts and learn the meaning of them. Students should use these words in their
conversations and written responses. As often as you can, you should try to work these words into your
conversations with students.
○ explore, explorers, exploring, explored
○ empire, emperor
○ settled, settler, settling, settle, settlement
○ revolt, revolution
○ colony, colonist, colonial
Support for Reading

An audio recording of “The Happy Wanderer” is available at
https://music.apple.com/us/album/the-happy-wanderer-remastered-single/412039775.
Students who are still learning English may need to use native language to English dictionaries/translators, native
language texts (when available) and other supports to make the texts more accessible. They will need more time to read
the texts.
Support for Organization

If students struggle with organization, you should
● consider printing and using a self-monitoring checklist1 to help them stay on task;
● consider creating or asking students to help you create a daily or weekly to-do list2 to help them stay on task and
understand their responsibilities each day for school and at home;
● consider visual/pictorial directions3 to help them understand what they should be doing at certain times
throughout the day;
● provide clear, realistic expectations for the recommended duration of work sessions, and break assignments into
manageable work periods with suggested break times throughout materials to support student needs; and/or
● provide visual support like social stories4 and choice boards to reinforce expectations and support
communication.
Support for Writing

If students struggle to write, you should
● consider using tools such as transitions, grades 3-5, evidence sentence starters, grades 3-5, and ELA Guidebook
Grammar Guide and the WriteAlongframes. If you are unsure of how to use these tools, you should request a
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https://goalbookapp.com/toolkit/v/strategy/self-monitoring
2
https://web.uri.edu/teachonline/the-power-of-to-do-lists/
3
https://catapultlearning.com/2016/05/17/using-visual-supports-for-students-with-developmental-disabilities/
4
http://www.researchautism.net/interventions/168/social-stories-and-autism?print=1
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telephone conference with the student’s teacher for additional guidance.
● consider allowing students to respond orally while you write down their responses, if they qualify for an
accommodation of transcribed answers; and/or
● consider having students write in their native language if English is not their first language, then translate their
written responses into English on another day.

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Week 1 Lesson 1
Understand
1. What does wandering mean as it is used in these stanzas? Remember stanzas in poetry are like paragraphs in
stories.
Wandering means something about being away from home for a long time.
2. Reread the first stanza. Write down or mark words or phrases that reveal how the speaker feels about
wandering.
Students should identify that the speaker enjoys wandering. Evidence: “I love to wander,” “I love to
sing.”
3. Reread the second stanza. Write down or mark words or phrases that reveal how the speaker feels about
wandering.
Students should identify that the speaker enjoys wandering. Evidence: “dances in the sun,” “joyously,”
and “happy song.”
Express Understanding
What is the speaker’s attitude toward, or feelings about, wandering? The speaker is the narrator of a poem.
Answers may vary; accept any answer that can be supported with relevant evidence. For example:

The speaker’s attitude toward wandering is positive. He likes to wander and finds joy in it because he
says, “I love to go a-wandering.”
Week 1 Lesson 2
Understand
1. How are these stanzas connected? Think about how the speaker feels about wandering and how the second
stanza builds on the first.
The stanzas connect because the first stanza explains that the speaker enjoys wandering. It makes
him happy because he sings a happy song and he is joyous. The second stanza provides more
information to support the first stanza; it elaborates on the first stanza.

2. How do the two stanzas build your understanding of the speaker?
In the second stanza, the speaker shows how and why he enjoys wandering because he waves his hat
and listens to the blackbird call to him sweetly.
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3. What does the speaker value, or think is important? Use evidence from the text to support your thinking.
The speaker values interacting with nature as well as the solitude and joy from wandering. The
student should include evidence from the poem.

4. What is the central message, or the big main idea, of this poem?
Answers may vary but students should be able to articulate the positivity of “wandering” from the
author’s perspective (e.g., A central message of “The Happy Wanderer” is that wandering is joyous.)

How do the details develop a central message of the poem?
Answers may vary; accept any answer that can be supported with relevant evidence. For example:
Student responses should include a statement of the central message (e.g., The central message of
“The Happy Wanderer” is that wandering is joyous.) and then an explanation of how that central
message is developed through the details of the poem. Details include: “I love to sing” (stanza 1), “I love
to wander by the stream” and “So joyously it calls to me” (stanza 2), “I wave my hat to all I meet”
(stanza 3), and “May I go a-wandering, until the day I die” (stanza 5). Students should explain that the
details show how the speaker is happy wandering and enjoys it, which develops the central message
that wandering is joyous.
Week 1 Lesson 3
Understand
1. How are pioneer and settler synonyms? Synonyms are words that mean the same thing. Next, how are their
meanings different?
Settlers can also be pioneers, but sometimes they are only settling or staying on land that pioneers
discovered. There can be many settlers but not as many pioneers.
Pioneers and settlers are different in that pioneers are typically the first people in an area, and they
could just be exploring the land, not settling it.
2. What made the Americans in the western United States pioneers and settlers?
The Americans in the western United States at the time were both pioneers and settlers because they
were inhabiting land that was not previously settled by Americans.
3. Why was the Mississippi River important to the Americans? How do you know?
Students should explain that the Mississippi River was how the Americans who settled in the western
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part of the United States at the time transported their goods such as furs and meat from hunting to
market so they could make money to survive. The Appalachian Mountains to their east made it difficult
to get goods to the eastern United States.
Evidence: “Yet these pioneers need a way to get their goods to market. There was no direct
land route to the East. The mountains made it hard to get there.”
Evidence: “So the settlers used the rivers. They put their goods on flatboats. These were floated
down the Mississippi River.”
Evidence: “The goods reached the port of New Orleans. From there they were shipped to ports
in the East. Lumber and furs were sent to Europe as well.”

4. Why were Americans allowed access to the Port of New Orleans when it was owned by Spain?
Students should identify that Americans were allowed to use the Port of New Orleans because they
signed a treaty with Spain which gave them free access to the port..

5. The Spanish began to feel differently about the agreement. Think about the treaty signed by Americans and
Spaniards. How did things change over time?
Over time, though, the Spanish grew uneasy about the Americans using the port because the
Americans used it a lot; the Spanish were afraid the Americans would try to take control of the port,
causing the Spanish to lose access.

6. What did Americans value during this time period?
Americans valued their way of life and wanted to see it spread to other areas of the land to make the
United States into an even greater nation.

7. Page five says, “Many Americans dreamed of having a bigger nation.” Why is that detail important?
Americans valued their way of life and wanted to see it spread to other areas of the land to make the
United States into an even greater nation.
By having access to more land, many Americans could grow more crops or create more goods to sell.
Having access to additional waterways would let Americans transport these goods easily.

8. Why was it risky for settlers to move further and further west?
It was risky for Americans to move west because they would have to rely on Spain to allow them to
use the waterways and ports.

Many Americans were eager to settle out west, but this was very risky.
Read the last part of this chapter titled, “What Would You Do?”
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Think about what you would do if you were an American in 1800. Just like Americans in 1800, you are going to have to
make a decision—to stay or to go west?
Would you:
● Pack your things, take a chance and head west?
● Not take the risk and stay?
Use your text to gather evidence to support your position or choice.
Answers may vary; accept any answer in which the student bases their decision on evidence
presented in the text.
Students should understand these are the same decisions (to stay or to go West) many Americans
faced in 1800, and that they also had to think about both positions.
Week 1 Lesson 4
Understand
1. What did the Spaniards do? When and where was it done? Why?
The Spaniards cut off access to the port in New Orleans. They broke the treaty. American settlers
couldn’t sell their goods to people in the east.
2. What did the settlers who stayed in America do? When and where was it done? Why?
They stayed where they were instead of traveling west into the Louisiana Territory.

3. What did Napoleon do? When and where was it done? Why?
Napoleon wanted to own the Louisiana Territory. Napoleon made a deal with the queen of Spain to
trade land in Italy for the Louisiana Territory so that France would own the Louisiana Territory, not
Spain.

4. What did the Queen of Spain do? When and where was it done? Why?
The queen agreed with the trade and gave up the Louisiana Territory because she thought the
Louisiana Territory was a swamp.

5. Locate the following words in the text. Think about the meaning of each word in the text as it relates to the
Louisiana Territory and come up with a definition. Use a dictionary to look up these words if not familiar to you.
Unfair:
not kind or reasonable; Spain closed off access to the Port of New Orleans, which made the settlers
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who moved into the Louisiana Territory angry. They needed access to ship their goods to the East to
make money. There was a treaty that the Spanish broke. The settlers thought this was unfair.
Forgotten:
not remembered; The settlers who moved into the Louisiana Territory felt like the American
government wasn’t helping them when Spain shut down the port. Also, the government was far away
and communication and travel took a long time. So , the settlers felt forgotten.
Loyal:
faithful, supportive; The settlers who stayed in America were loyal or supportive of the United States.
They stayed where they were instead of traveling west into the Louisiana Territory.
Ruthless:
showing no compassion or pity for others; The French people fought the French Revolution to create a
democracy in France and get rid of the king and queen. Then Napoleon took power and acted like a
ruthless king. He took over lots of countries to make them French. Napoleon wanted to own the
Louisiana Territory.

Deal:
agreement, like a treaty; Spain and the Americans had a treaty to be able to use the port, but Spain
broke the treaty and didn’t hold up their end of the deal. So, the settlers didn’t have any way to deliver
their goods to the East, and they weren’t able to make a living. Also, Napoleon made a deal with the
queen of Spain to trade land in Italy for the Louisiana Territory so that France would own the
Louisiana Territory, not Spain. The queen agreed because she thought the Louisiana Territory was a
swamp.
6. A summary is a brief statement of what you read. You should include the main idea of the reading, as well as a
few important details that support, or give more information about, the main idea.
Your summary should include who did what, when and where it was done, and why it was done. In your
summary, consider the settlers who moved west, the Spaniards, the settlers who stayed in America, Napoleon,
and the queen of Spain.
Write a summary of “Settlers Move West” and “Many Stay in America.”
Answers will vary. Summaries should identify who did what, when and where it was done, and why for
the settlers who moved west, the Spaniards, the settlers who stayed in America, Napoleon, and the
queen of Spain. An example might be:
Americans wanted their country to grow. Many people settled the West with businesses and farms.
The settlers wanted to use the port in New Orleans to sell their goods, but Spain cut off their access.
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The leaders in Washington D.C. were not willing to go to war because some settlers had trouble
shipping their goods. President Jefferson was trying to find a way to discourage another war.
Week 1 Lesson 5
Vocabulary Journal
Your student’s teacher will monitor weekly progress on optional vocabulary journals.
Week 2 Lesson 1
Understand
1. Review table in lesson packet.

2. Write a main idea sentence explaining why the settlers, Spain and Napoleon all wanted access to the Port of
New Orleans. Be sure to include facts about Spain and Napoleon in your sentence.
noun is category who fact

are which
was that
were
settlers were a group of people who wanted to use the port of
Orleans

Spain is a country that cut off access to the port of
Orleans
Napoleon was a French leader who wanted to own the Louisiana

Territory
Main idea statement: The Port of New Orleans is a port in Louisiana that the Americans, Napoleon and Spain
all wanted to control.

Write a paragraph explaining why the settlers, Spain and Napoleon all wanted access to the Port of New Orleans. Use
the main idea sentence you created above as the first sentence of your paragraph.
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Answers may vary; accept any answer that can be supported with relevant evidence. Students should be
writing important details or ideas in the form of a paragraph, referring to their notes for supporting details.
Week 2 Lesson 2
Understand
1. List characteristics of settlers who moved west.

They wanted to take care of their families and wanted the government to do the right thing. They
opened new businesses, started large new farms and were brave to take the risks.

2. List characteristics of those who stayed in America.
They remained loyal to the United States, and they were content with the farms and businesses they
had.

Compare and contrast the characteristics of Americans who moved west to the characteristics of those who stayed in
America.
Complete the table to record your thinking. Find at least four ways they were different and three ways they were alike.
Differences Similarities Differences

Settlers Who Moved West between settlers who moved west Those Who Stayed in America
and those who stayed in America
They opened new businesses and They wanted to take care of their They did not want to give up being
started large farms. families. Americans.
They grew angry when Spain They wanted the government to They did not want to go to war
closed the port or made them pay do the right thing. with Spain because some settlers
taxes. were not able to ship their goods.
They wanted help from the They thought the United States They did not want to live by
American government. should control the port of New Spain’s rules.
Orleans.
They were brave and They were happy where they

adventurous, ready to start a were.
whole new life.
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Week 2 Lesson 3
Understand
1. Define territory as it is used in this sentence: “Spain held the land to the west. It was known as the Louisiana
Territory. The area stretched from the Gulf of Mexico to Canada.” Use a dictionary to look up territory if it is not
familiar to you.
An area of land owned by a ruler or government
2. Define treaty as it is used in the sentence: “The right was promised in a 1795 treaty, an agreement that both the
Spaniards and Americans signed.” Use a dictionary to look up treaty if it is not familiar to you.
An agreement between countries

3. What signal words are used in this paragraph show you how the text is organized?
sequence signal word:

“Then” is a word that moves the text forward in time.
location signal word:
“Between” shows the relationship with France and Spain.
4. Look through “Spain Accepts France’s Deal.” How do the text features like maps, captions, information boxes
and illustrations help you understand the text?
They draw attention to important details, provide visuals, and offer more explanations.

5. Read the information in the “What Would You Do?” section. What do you think Jefferson should do next?
Answers may vary; accept any answer that bases their decision on evidence presented in the text.
Complete the table using the text “Spain Accepts France’s Deal.” Be sure to include the main idea, a key detail that
supports this main idea, and an elaboration like a text feature or illustration. Be sure to answer the “What Would You
Do?” section.
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Text Title Main Idea Key Details Illustrations/Text Features
“Spain Accepts France made a deal to trade This deal upset Thomas The text features show an
France’s Deal” their land in Italy with Spain Jefferson, America’s new old map of New Orleans
so that they could gain more President, because he was created by Spain.
land in the Americas. afraid of Napoleon having
too much power.
What would you do?
Answers will vary.
Week 2 Lesson 4
Independent Reading Optional Activity
Vocabulary Journal
Your student’s teacher will monitor weekly progress on vocabulary journals.
Week 2 Lesson 5
Vocabulary Journal
Week 3 Lesson 1
Understand
1. Using “Spain Accepts France’s Deal,” “Many Stay in America,” and “Buying Louisiana,” identify characteristics of
Thomas Jefferson and Napoleon. Record your thinking on the evidence comparison chart.
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Thomas Jefferson Label Napoleon
American Nationality French
Wanted to expand the size of the United Wanted Wanted Spanish land in America Pg. 15
States
To gain control of the Mississippi River Why Valued the resources the Louisiana
and the port of New Orleans Territory could provide
Worried that Napoleon would gain too Challenges Did not want anyone to know about his
much control in America Pg. 19 secret deal with Spain Pg. 16

Use your completed comparison chart to tell how Napoleon and Jefferson were alike and then how they were different.
Answers may vary; accept any answer that can be supported with relevant evidence.
Week 3 Lesson 2
Understand
1. See the chart example in the lesson packet.

2. Use this chart to write a main idea statement about Jefferson and Napoleon.
Answers will vary. Examples are in the chart on the next page.
noun is category that general fact

are who
was which
were
Thomas Jefferson was president who wanted to grow the U.S.
Napoleon was French leader who was tricky
Thomas Jefferson were leaders who wanted access to

and Napoleon the Louisiana Territory
Main idea statement:
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Thomas Jefferson was a president who wanted to grow the United States. Napoleon was a French leader
who was tricky. Thomas Jefferson and Napoleon were both leaders who wanted access to the Louisiana
Territory.
3. Write three supporting details from the text.
Answers may vary; accept any answer that is presented in the text.
4. Write a conclusion by restating your main idea sentence a different way.
Answers may vary, but should be another version of what they wrote in the chart.
Write a paragraph comparing and contrasting the characteristics of Napoleon and Thomas Jefferson. Be sure your
paragraph includes:
● A main idea statement
● Supporting details from the text
● Words that signal compare and contrast relationships
Answers may vary; accept any answer that can be supported with relevant evidence and meets each
of the required elements listed in the prompt.
Week 3 Lesson 3
Understand
1. Review your main idea sentence from lesson two’s “Express Understanding” assignment. If you do not have one,
write one here.
Answers may vary, but the student should copy the main idea sentence from yesterday’s writing
assignment.
2. Highlight or mark details in your rough draft from the lesson two “Express Understanding.” If the detail supports
the main idea, put a plus sign next to it. If the detail does not support the main idea, put a minus sign next to it.
Check that the student’s selection is correct.
3. Circle signal words or phrases that suggest comparisons or contrasts. If none of those words are used, make a
suggestion for where they can be added.
Answers may vary. Students should circle words like: both, alike, different, same, on the other hand,
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because, however.
4. Highlight or mark any potential spelling or grammatical mistakes.
Check that the student has identified any spelling or grammatical errors such as capitalization or
punctuation.
Revise your work and correct any mistakes. Strengthen your examples, then create a final draft.
Answers may vary; accept any answer that can be supported with relevant evidence.

Students should read over their feedback and identify areas that need improvement; then they should
revise their writing pieces based on the feedback from this activity and write a final draft.

Week 3 Lesson 4
Understand
1. Write character traits of Robert Livingston and the text evidence that supports those traits.
Answers may vary; accept any answer that reveals Livingston’s character traits and corresponding
evidence from the text.
2. Why did Jefferson want things settled peacefully?
Jefferson wanted things settled peacefully to avoid a costly war.

3. What would make a war costly?
A war would be costly both because of the money involved and the lives that would be lost.

4. What is the meaning of determined?
“Determined” means you have made up your mind to do something, no matter what challenges you
must overcome.

5. What signal word helped you define this word?
“Yet” helps the reader understand the word “determined” because the first three sentences list
challenges Livingston faced, but he was “determined” to overcome them.

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6. Use your vocabulary work, the traits you noted, and the text evidence you found to complete this chart.
Text Title and Evidence

Character Trait
Page Number (quotation or paraphrase)
“Robert Livingston Goes determined, problem ● “spoke little French”

to France” solver ● “did not hear very well”
p. 20
“Robert Livingston Goes Hard-working, ● “part of the group that wrote the
to France” intelligent Declaration of Independence”
p. 21
illustration
“Livingston Has Little Friendly, determined, ● Livingston did get close to Napoleon’s
Success” problem solver brother
p. 22
“Jefferson Tries to Make loyal ● followed Jefferson’s directions to try to

a Deal” buy New Orleans and the Floridas
p. 24-27
Robert Livingston had a big decision to make. Should he stay in France and try to talk to Napoleon, or should he go back
to America and tell Jefferson that he should prepare for war?”
Read the last part of this chapter titled, “What Would You Do?” Think about what you would do if you were Robert
Livingston trying to talk to Napoleon in France.
Just like Robert Livingston, you are going to have to make a decision:
Would you:
● Try to talk to Napoleon?
● Prepare for War?
Use your texts to gather evidence to support your position or choice.
Answers may vary; accept any answer that bases their decision on evidence presented in the text.
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Week 3 Lesson 5
Vocabulary Journal
Week 4 Lesson 1
Understand
1. Record any additional character traits about Robert Livingston from this section and text evidence for each.
Answers may vary; accept any answer that reveals Livingston’s character traits and corresponding
evidence from the text.
2. Reread the “What Would You Do?” section of this chapter. Write what advice you would give Thomas Jefferson
if you were one of his advisors.
Answers may vary. The student should be acting as an advisor to President Jefferson using the
information on pages 22 and 23 of W ould You Close the Deal? Their answers may include suggestions
such as:
Mr. President, I think that we cannot trust Napoleon. We should send a letter that we know his
spies will see and threaten to side with England. That would scare him into talking to us!

3. Do you think you gave Jefferson good advice? Why or why not?
The student should formulate an opinion statement that articulates whether or not they agree with
President Jefferson and states the evidence that supports their opinion.
They should include an answer such as:
I think I gave President Jefferson good advice because he actually did both options. He wrote
a letter to Livingston saying he was going to side with Great Britain, and he told Livingston to
offer to buy the port of New Orleans. I think he did the right thing because if one plan didn’t
work, maybe the other plan would.
Reflect on your discussion. Did you give the President good advice? Do you agree with President Jefferson’s choice? Why
or why not?
Write a response, emphasizing the following qualities of a strong response.
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Make sure your response:
● restates the question

● demonstrates understanding of the text
● includes relevant evidence to support the ideas
● is written in complete sentences
Answers may vary; accept any answer that expands on their statement in question three and meets
the requirements listed in the prompt.

Week 4 Lesson 2
Understand
1. Look at the picture. What do you see? Does it depend on your perspective?
The student should write about which animal they see (a rabbit or a duck) and why. They should
understand that perspective is dependent on each person, and that different people will have a
different perspective of the same event.

2. What are the facts you have learned about Robert Livingston?
The student should document the facts about Robert Livingston that are presented from the reading.

3. What facts have you learned about Thomas Jefferson?
The student should document the facts about Thomas Jefferson that are presented from the reading.

4. What facts have you learned about Napoleon?
The student should document the facts about Napoleon that are presented from the reading.

5. What are some creative ways that Thomas Jefferson could have solved his need for an ambassador?
Answers will vary. The student should document creative ways that this could have happened by
using examples from the text.
6. What are some creative reasons he may have chosen Robert Livingston?
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7. What are some creative reasons for Napoleon agreeing and/or disagreeing with Thomas Jefferson? Use as much
creativity as you can.
8. How do you feel about Thomas Jefferson’s decision to make Robert Livingston an ambassador for the United
States to France? Do you like or dislike those feelings? Why?
Answers will vary. The student should describe their feelings about the decision and explain why by

Week 4 Lesson 3
Understand
1. What are the positives? What things are good about Jefferson’s decision? What are the “pros” for choosing
Robert Livingston? What value does Robert Livingston have?
Answers will vary. The student should describe the positives about Jefferson’s decision, the pros for
choosing Livingston, and explain the value Livingston had by using examples from the text.
2. What are the negatives? What things are not good about Jefferson’s decision? What are the “cons” of selecting
Robert Livingston? What problems could arise? What are the disadvantages?
Answers will vary. The student should describe the cons (negatives) to selecting Livingston, the
problems that arose and the disadvantages by using examples from the text.
3. Finally, think about the above perspectives. Make a summary of what you have been thinking.
Answers will vary. The student should compose a summary of the answers they have given in the
questions from yesterday’s and today’s lessons.
Do you agree with President Jefferson that Robert Livingston is the best candidate for negotiations with Napoleon? Why
or why not?
● Use proper sentence format to express your opinion about the choice of Robert Livingston.
● Reference details from the text as evidence that supports your opinion.
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Answers will vary. The student should state their opinion and reference details from the text as
evidence that supports their opinion.

Week 4 Lesson 4
Understand
1. What is the meaning of the phrase at stake? What words help you determine the meaning of this phrase?
“At stake” means important. There are many things that were important when considering the
Louisiana Purchase. “Upset” and “lose a great deal” help to get the meaning.
2. As you read, pull out the main idea, key details and important text features like pictures. Write them down.
Answers will vary. The student should write down the main idea, key details and notes about the text
features.

Complete the table using the text “Napoleon Does Not Sell.” Be sure to include the main idea, a key detail that supports
this main idea, and an elaboration like a text feature or illustration. Be sure to answer the “What Would You Do?”
section.
Illustrations/Text
Text Title Main Idea Key Details
Features
“Napoleon Does Not Spain shuts down the port of ● The Spanish still ran The illustration on page
Sell” New Orleans to Americans by the port. 29 shows a newspaper
refusing to let them “deposit” ● In 1802 they headline informing
their goods in warehouses changed the ports Americans about the
before they are loaded on to rules. Port of New Orleans
ships. ● Their goods would being shut. This
not be safely locked illustration is a primary
away. resource since it is a
● They wanted to be first-hand account of the
protected from the closing and how
whims of foreign Americans at the time
nations. would have learned the
news.

The illustration on page
31 shows troops
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discussing whether or
not to go fight in New
Orleans.
What Would You Do?
Answers will vary.

Week 4 Lesson 5
Vocabulary Journal
Week 5 Lesson 1
Understand
1. As you read, pull out the main idea, key details and important text features like pictures. Write them down.
features.

2. What cause and effect relationships can you find in the text?
Cause: Jefferson wanted to keep the Port of New Orleans open. Effect: He sent James Monroe to help
Robert Livingston.
Cause: The British thought that Napoleon’s ships were coming to attack them. Effect: They did not
trust Napoleon.
Cause: The British did not trust Napoleon. Effect: Their navy formed a blockade.
Cause: The British surrounded the French ships. Effect: The French still could not sail.
3. What major or notable event happened in this excerpt?
Jefferson sends James Monroe to France to negotiate with Napoleon and Monroe learns that
Napoleon’s navy is ready to sail to America but keeps getting delayed.
21
4. Why did this event happen?
Cause: There were large chunks of ice in the sea. Effect: The French could not sail.
Cause: The French could not sail. Effect: Napoleon was upset.
5. How is the final sentence of this paragraph related to the rest of the paragraph? Think about the cause and
effect relationship.
The student should demonstrate an understanding that that final sentence is the effect of the rest of
the paragraph. The student should also understand that Monroe owned land in Kentucky, and he
wanted the United States to get more land. These are causes of the Westerners’ feelings.
Complete the table using the text “Congress Avoids War.” Be sure to include the main idea, a key detail that supports
this main idea, and an elaboration like a text feature or illustration. Be sure to answer the “What Would You Do?”
section.
Illustrations/Text
Features
“Congress Avoids Jefferson sends James Cause: The illustration on page
War” Monroe to France to negotiate ● There were large 33 shows what one of
with Napoleon; Monroe learns chunks of ice in the Napoleon’s ships would
that Napoleon’s navy is ready Sea. The French ships have looked like while
to sail to America but keeps could not sail. waiting to sail.
getting delayed. Effect:
● British ships formed The illustration on page
a blockade. Again, 34 shows what a British
the French ships ship would have looked
could not sail. like while forming the
blockade.
What Would You Do?
Answers will vary.
22

Week 5 Lesson 2
Understand
1. As you read, pull out the main idea, key details, and important text features like pictures. Write these down.
features.

2. How do the map, photograph, and caption in the section add to your understanding of the text?
The photograph and caption clarify the meaning of yellow fever. The map and caption explain that St.
Dominigue is in the Gulf of Mexico, which could have contributed to its wealth for France.
3. How are the words revolted, revolution, and revolt related to each other?
The base word “revolt” means a rebellion against a government. Adding -ed to the end of the word
makes it a past tense verb and adding -tion to the end of the word makes it a noun.
Complete the table using the text “Napoleon Does Not Attack the British.” Be sure to include the main idea, a key detail
that supports this main idea, and an elaboration like a text feature or illustration. Be sure to answer the “What Would
You Do?” section.
Illustrations/Text
Features
“Napoleon Does Not Napoleon cannot fight the ● The French could not The illustration on page
Attack the British” British and sail to America put down the 37 shows what the
because he loses money and revolution. battles between the
soldiers when the slaves of St. ● Large numbers of slaves and the French
Domingue revolted against the men died fighting. army would have looked
French. ● Many French soldiers like.
died from yellow
fever. The map on page 38
● St. Domingue was shows where the colony
France’s richest of St. Domingue was
colony and now it located as well as the
was gone. location of the French
● Napoleon kept his camp.
ships in port.
23
What Would You Do?
Answers will vary.

Week 5 Lesson 3
Understand
1. Robert Livingston had a big decision to make. Should he stick to the plan and just offer to buy the Port of New
Orleans, or should he accept Napoleon’s offer to purchase all of the Louisiana Territory?
Read the last part of this chapter titled, “What Would You Do?” Think about what you would do if you were
Robert Livingston.
Just like Robert Livingston, you are going to have to make a decision:
Would you:
● Only Buy the Port?
● Buy the Entire Territory?
Use your texts to gather evidence to support your position or choice.
Answers will vary. The student should select one of the decisions based on their feelings about what
they would do if they were Robert LIvingston. They should be able to base their decision on evidence
presented in the text.
2. To help prepare for your culminating writing task, you are going to decide on the most important events leading
to the purchase of the Louisiana Territory.
Using the timeline on page 45 of The Louisiana Purchase: Would You Close the Deal?, se lect the six most
important events to include in the chart below.
Date Event
1762 King Louis XV gives Spain the area known as the Louisiana Territory.
1799 Napoleon makes a secret deal with Spain to take over Louisiana.
1801 Jefferson becomes President and sends Livingston to France.
1802 Spain changes the rules for the Port of New Orleans.
1803 Jefferson sends Monroe to France to buy part of the Louisiana Territory.
24
1803 Napoleon decides to sell all of the Louisiana Territory.
What are the three most important dates leading to the acquisition of the Louisiana Territory? Circle them on your
timeline. Explain why they are the most important events.
Answers will vary greatly but should include dates that are relevant and evidence from the text to
support their thinking. Sample responses include:
○ 1801 - Jefferson becomes president and sends Livingston to France. - Important because this
begins negotiations.
○ 1802- Spain changes the rules for the Port of New Orleans. -This makes it even more important
for the United States to buy the Port of New Orleans.
○ 1803 - Napoleon sells the Louisiana Territory. - Important because this is the actual purchase.

Week 5 Lesson 4
Vocabulary Journal
Week 5 Lesson 5
Vocabulary Journal
Week 6 Lesson 1
Culminating Writing Task: Brainstorming
Review the Culminating Writing Task Directions.
Culminating Writing Task Directions
25
Select three events that led to the United States acquiring the Louisiana Territory. Describe each event, including
explaining what led to the event and the results of the event.
To complete this task:
● Review the texts of the unit.

● Select three events that led the United States acquiring the Louisiana Territory.
● Describe each event.
● Determine what led to each event and the result of each event.
Write an essay in which you explain information clearly. Introduce the three events and develop your description with
facts and details. Be sure to use words that signal sequence and cause/effect relationships, such as because, since,
first, then, after, finally, also, another. Use proper grammar, conventions, and spelling.
As you review the text The Louisiana Purchase: Would You Close the Deal?, complete the chart below. Next to each key
event:
● Describe the event.
● List the results of each event.
● Do not write in complete sentences. You will turn them into complete sentences when you begin writing the
first draft of your essay.
● Circle the three events that you think are the most important.
○ If you circle this event to include in your essay, you will need at least three details. Did you write down
at least three details about this event?
Answers will vary, but at least one of the circled events should be “Napoleon decides to sell all of the
Louisiana Territory. The student should also include key details from the text about the selected event.
Date Event Details Results
King Louis XV gives ● America could not grow in the ● Spain would sometimes close the
Spain the area west. Port of New Orleans.
1762
known as the ● Spain owns the port of New
Louisiana Territory. Orleans.
Napoleon makes a ● Spain gets land in Italy. ● Napoleon wants to keep the
secret deal with trade a secret.
1799
Spain to take over ● Napoleon wants the land in the
Louisiana. U.S. for the West Indies.
1801 Jefferson becomes ● Jefferson wants to know what ● Livingston is determined to get
26
President and sends Napoleon’s plans are for LA answers.
Livingston to Territory.
France.
● Napoleon doesn’t share any
information.
● The people blame Napoleon, ● Americans lost their “right of

Spain changes the but it was really Spain. deposit.”
1802 rules for the Port of
New Orleans. ● James Ross wants to send
soldiers to New Orleans.
● Monroe also wants the U.S. to ● Monroe works with Livingston
Jefferson sends grow. to try getting the Louisiana
Monroe to France Territory.
1803
to buy part of the ● Monroe goes to France at a
Louisiana Territory. good time because things are
bad for Napoleon.
Date Event Details Results
● Livingston and Napoleon have ● Jefferson was thrilled.

to act quickly because
Napoleon decides
Napoleon needs money.
1803 to sell all of the

Louisiana Territory.
● They agreed to buy all the land
for $15 million.

Week 6 Lesson 2
Express Understanding: Draft Your Response
Student responses will vary.
27
Week 6 Lesson 3
Culminating Writing Task: Revise
Understand
❏ Introduction Paragraph:
❏ Identify the main idea by underlining it with a green marker.
❏ Determine if your main idea paragraph includes a strong introduction sentence and identifies
the three events that will be discussed.
❏ Body Paragraph 1:
❏ Circle the cause-effect signal words in purple. Circle sequence signal words in orange. Do these signal
words help the reader understand the structure of your writing?
❏ Determine if you have answered all parts of the writing prompt:

❏ Did you describe the event that led to the acquisition of the Louisiana territory?
❏ Did you explain what led to the event?
❏ Did you explain the result of the event?


❏ Conclusion Paragraph:
❏ Identify the conclusion sentence and circle it with a green marker.
❏ Determine if your conclusion sentence makes a strong ending and restates your main idea.
Make at least two revisions to your writing draft to improve your writing.
28
Answers will vary, but students should focus on making revisions on their draft in lesson two.

Week 6 Lesson 4
Use the Editing Marks chart below to indicate edits that you make to your draft. Use your pen to make the edits.
Editing Marks
Capital Letter
New Paragraph
Remove
Add
Check Spelling

Answers will vary, but should include the use of some of the Editing Marks in the chart above.

Week 6 Lesson 5
Culminating Writing Task: Final Draft
Write your final draft below.
Answers will vary. The essay should demonstrate that the student has an understanding of the events leading
to the acquisition of the Louisiana Territory.

The essay should demonstrate proper grammar, conventions, and spelling, and develop a topic with facts and
details from the text.

Reference the rubric included in the lesson packet to identify any other areas that could be strengthened.
Culminating Writing Task Exemplar Student Response
29
The Louisiana Territory was purchased in 1803 by Robert Livingston and James Monroe from France
for $15 million. Three main events led to the Louisiana Purchase. They were American settlers needing the
Port of New Orleans, President Thomas Jefferson wanting to increase the size of the United States, and
Napoleon needing money to fund his war with Great Britain.
First, American settlers needed to use the Port of New Orleans to ship their goods to the East and send
lumber and furs to Europe. At first, Americans could use the port because of a treaty called the Treaty of
Lorenzo. But as more people moved west, the Spanish changed their minds and made Americans pay a tax to
use the port. Then, in October 1802, the Spanish decided the Americans could not use the warehouses at all,
and the Americans became angry. The Louisiana Purchase would guarantee Americans could use the Port of
New Orleans.
Also, Thomas Jefferson became President of the United States in 1801. Thomas Jefferson wanted to
grow the size of the United States and also did not want France to own land in America. He sent his friend
Robert Livingston to France to negotiate a purchase of the Port of New Orleans. After months of no progress,
Thomas Jefferson sent James Monroe to help Robert Livingston in France and to try to buy the Port of New
Orleans and the Floridas. Together, they negotiated the purchase of the Port of New Orleans and the rest of
the Louisiana Territory.
Finally, Napoleon was constantly almost at war with Great Britain because he wanted to build an
empire for France. He needed money to fund these wars, but his settlement at St. Domingue disappeared
after the slaves revolted. Napoleon agreed to sell Louisiana because he needed the money.
The Louisiana Purchase in 1803 doubled the size of the United States and allowed American settlers
the use of the Port of New Orleans again.

30
Grade 3 Literary Analysis Task (LAT) and Research Simulation Task (RST) Scoring Rubric
Construct
Score Point 3 Score Point 2 Score Point 1 Score Point 0
Measured
The student response The student response The student response The student response
• demonstrates full comprehension • demonstrates comprehension by • demonstrates limited • does not demonstrate
by providing an accurate providing a mostly accurate comprehension; comprehension;
explanation/description/comparison; explanation/description/comparison;
• addresses the prompt and provides • addresses the prompt and provides • addresses the prompt and provides • is undeveloped and/or
effective development of the topic some development of the topic that minimal development of the topic inappropriate to the task, purpose,
that is consistently appropriate is generally appropriate to the task, that is limited in its and audience;
Reading
to the task, purpose, and audience; purpose, and audience; appropriateness to the task,
Comprehension purpose, and audience;
and
Written • uses clear reasoning supported by • uses reasoning and relevant • uses limited reasoning and text- • includes little to no text-based
Expression relevant text-based evidence in text-based evidence in the based evidence; evidence;
the development of the topic; development of the topic;
• is effectively organized with clear • is organized with mostly clear and • demonstrates limited organization • lacks organization and coherence;
and coherent writing; coherent writing; and coherence;
• uses language effectively to clarify • uses language in a way that is • uses language to express ideas • does not use language to express
ideas. mostly effective to clarify ideas. with limited clarity. ideas with clarity.
The student response demonstrates The student response demonstrates The student response demonstrates The student response does not
Knowledge full command of the conventions of some command of the conventions of limited command of the conventions of demonstrate command of
of standard English at an appropriate standard English at an appropriate level standard English at an appropriate level the conventions of standard English
Language level of complexity. There may be a of complexity. There may be errors in of complexity. There may be errors in at the appropriate level of complexity.
and few minor errors in mechanics, mechanics, grammar, and usage that mechanics, grammar, and usage that Frequent and varied errors in
grammar, and usage, but meaning is occasionally impede understanding, often impede understanding. mechanics, grammar, and usage
Conventions
clear. but the meaning is generally clear. impede understanding.

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About this Unit

Support for Background Knowledge

Support for Language

Support for Reading

Support for Organization

Support for Writing

Use your text to gather evidence to support your position or choice.

1. Review table in lesson packet.

noun is category who fact

Napoleon was a French leader who wanted to own the Louisiana

1. List ​characteristics​ of settlers who moved west.

Differences Similarities Differences

They were brave and They were happy where they

An area of land owned by a ruler or government

An agreement between countries

sequence signal word:

What would you do?

Answers will vary.

Independent Reading Optional Activity

Your student’s teacher will monitor weekly progress on vocabulary journals.

Independent Reading Optional Activity

Your student’s teacher will monitor weekly progress on vocabulary journals.

American Nationality French

1. See the chart example in the lesson packet.

noun is category that general fact

Thomas Jefferson was president who wanted to grow the U.S.

Napoleon was French leader who was tricky

Thomas Jefferson were leaders who wanted access to

Main idea statement​:

3. Write three supporting details from the text.

4. Write a conclusion by restating your main idea sentence a different way.

Check that the student’s selection is correct.

4. Highlight or mark any potential spelling or grammatical mistakes.

2. Why did Jefferson want things settled peacefully?

Jefferson wanted things settled peacefully to avoid a costly war.

Text Title and Evidence

“Robert Livingston Goes determined, problem ● “spoke little French”

“Jefferson Tries to Make loyal ● followed Jefferson’s directions to try to

Use your texts to gather evidence to support your position or choice.

Independent Reading Optional Activity

Your student’s teacher will monitor weekly progress on vocabulary journals.

Write a response, emphasizing the following qualities of a strong response.

● restates the question

What Would You Do?

Answers will vary.

Independent Reading Optional Activity

Your student’s teacher will monitor weekly progress on vocabulary journals.

3. What major or notable event happened in this excerpt?

What Would You Do?

Answers will vary.

Answers will vary.

Use your texts to gather evidence to support your position or choice.

1801 Jefferson becomes President and sends Livingston to France.

Independent Reading Optional Activity

Your student’s teacher will monitor weekly progress on vocabulary journals.

Independent Reading Optional Activity

1. List characteristics of settlers who moved west.

Main idea statement: