Download Fifth Grade Social Studies Curriculum Guide

Fifth Grade Social Studies Curriculum Guide
Provided through the Teaching American History Grant
For the Olde English Consortium
United States Studies: 1865 to Present
Unit Title: The Westward Expansion of the United States
Standard Correlation: 5-2: The student will demonstrate an understanding of the
continued westward expansion of the United States.
Pacing Suggestion: Three weeks
Enduring Understandings and Essential Questions:
•
Explain how aspects of the natural environment affected travel to the West and
thus the settlement of that region.
How did the principal mountain ranges and rivers, terrain, vegetation, and climate
of the region affect travel and settlement?
•
Illustrate the effects of settlement on the environment of the West.
What were the changes in the physical and human systems?
•
Summarize how railroads affected development of the West.
How did the railroads ease and inexpensiveness affect travelers?
What was the railroad’s impact on trade and the natural environment?
•
Provide examples of conflict and cooperation between occupational and ethnic
groups in the West.
How did westward expansion affect relationships between miners, ranchers and
cowboys; Native Americans and Mexican Americans; and European and Asian
immigrants?
•
Explain the social and economic effects of the westward expansion on Native
Americans.
What were the changes in federal policies?
What were some of the armed conflicts involving settlers and Native Americans?
What were the opposing views concerning land ownership?
How did the settlement of the West play a role in Native American displacement?
Assessment:
• Introduction
As a culminating activity, the students will work individually to prepare a written
report on a given indicator in the form of a newspaper article. Students will then
work in groups of 4-5 to create a newspaper using the reports completed by
individual group members.
•
Timeframe
This activity will be assigned at the beginning of the unit. Students will be
responsible for researching a topic during the unit of study in order to complete
the assessment.
•
Materials
Computer for researching online (such as computer-based encyclopedia, search
sites on the Internet, and various library resources), newsprint
samples of period-related illustrations and photographs (www.teacheroz.com)
List of Topics:
1. Explain how the natural environment affected travel to and settlement
of the West.
2. How did the settlement of the West affect the physical environment of
the West?
3. How did railroads affect the development of the West?
4. Describe the relationships between ethnic and occupational groups
living in the west. How did groups work together? What were some
conflicts the groups had with one another?
5. How did the settlement of the west affect Native Americans?
•
Instructions
Part 1: The students will do research on one topic, and plan his/her presentation
on that topic. The student will be responsible for presenting a rough draft to the
teacher to be reviewed for content and accuracy. Upon approval, he/she will
present his/her findings to the group. Each presenter will then be assessed by
his/her group members using a presentation rubric.
Part 2: Each group will create a newspaper consisting of the articles written by
individual group members, one political cartoon created as a group, and an
editorial written by the group.
•
Differentiation for Diverse Learners/Levels of Ability
This culminating activity addresses student needs for various abilities and student
learning styles.
Higher-level learners could act as peer tutors (within small groups) for lowerlevel learners.
Lower-level learners can access auditory versions of needed resources.
Artistically talented group members may be asked to illustrate articles for the
newspaper.
•
Scoring Rubric
See attachments “Newspaper Article Rubric” (individual grade given by teacher),
“Oral Presentation Rubric” (individual grade given by group members), and
“Newspaper Project Rubric” (group grade given by teacher)
Resources:
Boehm, Richard, et al. United States in Modern Times. Atlanta: Harcourt Brace
and Company, 2000.
Holmes, Ellen White. Ready-to-Use Graphic Organizers, Grades 1-5, Greensboro,
NC: Carson-Dellosa Publishing Company, Inc., 2003
Osborn, Tracey. "Teacher Oz's Kingdom of History.” 21 May 2005.
<http://teacheroz.com>
“Rubistar: Create Rubrics for Your Project-Based-Learning Activities.” 4Teachers.org.
21 May 2005. <http://rubistar.4teachers.org>
Sneller, Norm. Map Skills: 5th Grade. Grand Rapids, Michigan, McGraw-Hill Children’s
Publishing, 1998.
•
Below are other suggested resources to aid in teaching this unit.
The American Frontier, 1862-1917, Cobblestone and Cricket, Cobblestone Publishing,
Peterborough
Black-Eyed Susan, Jennifer Armstrong, Yearling Publishers, 1997
Coolies, Yin, Puffin Books, New York 2001
Dandelions, Eve Bunting and Greg Shed, Harcourt, 1995
Map Skills: 5th grade, Norm Sneller, Grand Rapids, Michigan, McGraw-Hill Children’s
Publishing, 1998
Oregon Trail, Cobblestone and Cricket, Cobblestone Publishing, Peterborough
Orphan Trains, Cobblestone and Cricket, Cobblestone Publishing, Peterborough
Orphan Train Rider, Andrea Warren, Boston, Houghton Mifflin Company, 1996
Pioneers, Kids Discover, New York
Raising Yoder’s Barn, Jane Yolen, Little and Brown, 1998
Sacagawea, Kids Discover, New York
Social Studies Activities Kids Can’t Resist, J.M. Wolf, Scholastic, 2004
Westward Expansion: Primary Sources, Tom Pendergast and Sara Pendergast, Gale
Group, 2001
Westward Expansion Theme Pack, Cobblestone and Cricket, Cobblestone Publishing,
Peterborough
Westward Ho! An Activity Guide to the Wild West, Laurie Carlson, Chicago, Chicago
Review Press, Inc., 1996
Activity 1--Map
• Introduction
Students will use an outline map to indicate how settlers overcame the natural
barriers they faced while traveling west.
•
Timeframe: 1 day
•
Materials
Outline map (attached)
Research materials (i.e. encyclopedia, text book, atlas)
•
Instruction
Early settlers to the American west faced many challenges due to the rough and
untamed natural environment. Mountain ranges (such as the Appalachians and
the Rockies) and a lack of water routes to the west forced pioneers to be creative
in their travels. Students will research the development of the Oregon Trail, the
California Trail, the Erie Canal, and the use of the Cumberland Gap. Students
will draw and label these landmarks on an outline map and explain the importance
of these landmarks in a paragraph.
•
Differentiation for Diverse Learners/Levels of Ability
Students may work in groups to create a clay or paper mache map which
illustrates the Oregon and California Trails, the Erie Canal and the Cumberland
Gap.
•
Informal and Formal Assessment Suggestion
The teacher will check for accuracy of landmarks on the map and use the attached
rubric to grade the paragraph.
•
Suggestions for Extension Activities and/or Assessments
What are some modern-day land developments that have been created to make
travel easier and more convenient? (Class discussion)
Activity 2—Sing About the West
• Introduction
To help students understand life on the range, they will work in groups to write
their own illustrated songs about the west.
•
Timeframe: 2-3 days
•
Materials
Textbook
Internet access
http://thewest.harpweek.com
(photos “Life on the Plains” and “The Frontier”)
www.campsilos.org
(“Life as a Pioneer”)
•
Instruction
Despite the joy of owning land, the beautiful landscape, and room to grow,
Western settlers faced many hardships on the range, including farming/ranching
problems, inclement weather, life in a sod house, fires, insects, and lonliness.
Assign small groups to research hardships faced by early pioneers. Groups will
then use the information to write and illustrate a song about life in the west. The
song may to put to the tune of a well-known song (i.e. “Mary had a Little Lamb”).
Students will paste their completed songs and illustrations on construction paper.
Each group will present their song and illustrations to the class.
•
Differentiation for Diverse Learners/Levels of Ability
Rather than putting their song to a well-known tune, students could compose their
own music for their original song. Students may also choose to play musical
instruments (real or homemade) when presenting their song to the class.
•
Informal and Formal Assessment Suggestions
Informal Assessment: Teacher will observe students participating in cooperative
learning groups.
Formal Assessment: Teacher will use the attached rubric to assign a grade.
•
Suggestions for Extension Activities and/or Assessments
Teacher could read aloud the picture book Dandelions by Eve Bunting.
The class could read the novel Black-eyed Susan by Jennifer Armstrong
Activity 3—Eastern Farms vs. Western Farms
• Introduction
Students will compare farm life in the East with farm life on the Great Plains.
•
Timeframe: 1 day
•
Materials
Comparison chart (attached)
Textbook
Research sources (encyclopedia, library books)
Internet access: www.agclassroom.org
(Timeline 1865)
•
Instruction
Farming on the Great Plains was very different from farming in the east. Farmers
on the Great Plains had to find new ways of farming because the soil and weather
was very different from that in the east. They had to develop and bring in new
windmills to pump water from hundreds of feet below the ground. New and
stronger plows helped farmers cut through the thick sod and heavy harvesting
machinery made farm work easier. Students will work in small groups to make a
chart comparing a farm family’s life in the east with a farm family’s life on the
Great Plains. Groups will share and discuss their charts.
•
Differentiation for Diverse Learners/Levels of Ability
Students could illustrate their comparisons by drawing two pictures, one of an
Eastern farm and one of a farm on the Great Plains.
•
Informal and Formal Assessment Suggestion
Informal Assessment: student must demonstrate knowledge of the two types of
farms. This knowledge should be present on the completed chart and in
discussion participation.
•
Suggestions for Extension Activities and/or Assessments
Discuss: How do people today change their way of life to suit their environment?
Activity 4—The Western Frontier Before and After the Railroad
• Introduction
Students will create a chart to demonstrate their understanding of how the railroad
changed the western frontier.
•
Timeframe: 1 day
•
Materials
Before/After chart (attached)
•
Instruction
The development of the transcontinental railroad effected the development of the
west in many ways. A few of these developments involved the mining industry,
the postal service, the development of towns, and the way Easterners thought of
the “untamed” western frontier. Students will complete a chart indicating the
changes made after the railroad was developed.
•
Differentiation for Diverse Learners/Levels of Ability
Students could create a before/after cartoon strip. Illustrations would show
characters discussing problems with issues before the railroad came along, then a
second illustration of the issue having been solved/made better with the
development of the railroad.
•
Informal and Formal Assessment Suggestion
Informal Assessment: students will discuss their answers with the class.
•
Suggestion for Extension Activities and/or Assessments
Discuss: How has transportation and other technology changed the way people
travel, communicate and transport goods/services today?
Activity 5— Conflict/Cooperation Essay
• Introduction
Students will write an essay from the point of view of a rancher, miner, Native
American, Mexican American, European immigrant or Asian immigrant during
the westward expansion.
•
Timeframe: 3-4 days
•
Materials
Research organizer (attached)
Research materials (encyclopedia, text, library books)
•
Instruction
The settlement of the west created both conflict and cooperation between
occupational and ethnic groups. Each student will take on the persona of a
member of one of the given groups. They are then to write a 3 to 4 paragraph
essay detailing some of the conflicts and examples of cooperation they have
experienced with members of another ethnic or occupational group. Teacher
should mount essays on construction paper and display on a bulletin board.
•
Differentiation for Diverse Learners/Levels of Ability
Students may work in small groups to write and illustrate a picture book showing
examples of conflict and cooperation among groups in the west.
•
Informal and Formal Assessment Suggestions
Formal Assessment: see attached rubric
•
Suggestion for Extension Activities and/or Assessments
(1) Students will use their written essays to develop a script for a talk show
presentation. Students will work in small groups to develop appropriate
questions for ask members of each ethnic or occupational group. One student
will act as the host and ask the “guests” (students representing the various
ethnic and occupational groups) questions.
(2) Teacher read aloud the picture book Coolies by Yin
Activity 6—Native American Skit
• Introduction
Students will use drama to demonstrate an understanding of the social and
economic effects of the westward expansion on Native Americans.
•
Timeframe: 2-3 days
•
Materials
Graphic organizer (attached)
Various props (these will vary dependent of what students feel they need)
Materials to make costumes (cloth scraps, beads, paint, construction paper,
markers, crayons)
Research materials (encyclopedia, primary sources)
Internet access: www.yale.edu
(1865 Treaty with Cheyenne and Arapaho)
Instruction
Whole group – Teacher will discuss the many social and economic issues the
Native Americans faced during the expansion of the west. These issues include
land ownership and the placement of Native Americans on reservations, some of
the battles fought by Native Americans, and the view of the federal government
toward the Native Americans.
•
Small groups will choose a topic from the list below to write about and dramatize.
--Policy changes made by the federal government toward Native
Americans.
--Armed conflicts/battles involving settler and Native Americans.
--Opposing views (between settlers and Native Americans)
concerning land ownership
Some students will be assigned roles of important characters in each skit, while
others will by assigned tasks such as art design, narrator and director. Groups will
present their skits to the class. Skits should be video taped for assessment
purposes.
•
Differentiation for Diverse Learners/Levels of Ability
Students may create a puppet show presentation rather than a skit.
•
Informal and Formal Suggestions
Informal Assessment: The teacher will observe each group and be aware of the
accuracy of the material being presented by each group.
Formal Assessment: Students will watch their presentation on video and grade
themselves using the Group Presentation Rubric (attached)
•
Suggestions for Extension Activities and/or Assessments
During skit presentations, take a few still photographs. Use the photos to
illustrate a class book titled “Native Americans and the Westward Expansion”.