Westward Expansion Grade 5

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Westward ExpansionGrade 5

• By
• Amy Adams
• Elizabeth Meyer
• Neil Manning

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(No Transcript)
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Westward Expansion

• The Fifth grade focuses on the Revolutionary war
  era. Westward Expansion is an integral part of
  this era.
  
• Westward Expansion is a key theme to learn to
  understand how the United States formed.
  
• Many of the events during Westward Expansion help
  to explain our society and geography of today.

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ObjectivesAmerican Heritage

• The students will
• Identify significant individuals form the
  regions past
  
• Use time lines to explore causes and effects
  relationships
  
• Investigate the influence of geography on the
  history of the region.

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American Heritage

• Web Sources
• www.ushistory.org Site containing all of
  American history contacts.
  
• www.tntech.edu/www/acad/hist/history.html This
  site has many options to categorize and research
  historical events.
  
• www.mpm.edu/collect/hresearch.html This site is
  the Milwaukee Museum site, which contains many
  references pertaining to westward expansion and
  the people involved.
• www.edsoasis.org/TGUILD/Lessons/born.html This
  site has great lesson ideas for history.
  
• www.saber.net/paloeser/ This site has many
  links to history pages and ideas.

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American Heritage

• Activities
• Students will create a biography board for a key
  person who lived during Westward Expansion.
  
• Students will act out a play involving many of
  the famous people from this time period.
  
• In the library the students will research a
  famous person and write a report on the persons
  accomplishments.
  
• The students will create a timeline of events
  during the westward expansion.
  
• In journals the students will write about how
  life has changed into what it is today.

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ObjectivesPeople in Societies

• The students will
• Use appropriate maps to locate sources of major
  migrations
  
• Describe how customs and traditions of immigrant
  groups have affected the American society
  
• Read stories about individuals who represent
  various cultural groups

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People in Societies

• Web Sources
• www.si.edu/organize/meseums/amerind/pub/pubdance.h
  tm This site has many Native American traditions
  and dances.
  
• www.photius.com/wfb/wfb1999/united_states/united_s
  tates_geography.html This site has geographic
  information of all of the countries.
  
• www.bn.com This is the site of Barnes and Nobles
  a well known site for book references.
  
• www.religion-online.org This site holds vast
  arrays of religious documents.
  
• www.corvinia.org/history/hi-mode.html Has many
  resources for historical dates and events.
  

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People in Societies

• Activities
• The students will fill in maps defining where
  major populations came from.
  
• Students will study Native Americans beliefs.
• Students will read books from many cultural areas
  pertaining to the different populations.
  
• An in-class activity where the students are given
  a small amount of money and many unexplainable
  taxes for their learning.
  
• Study various religions and their differences.

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World Interactions During Westward Expansion

• The learner will identify significant individuals
  from the regions past and explain the impact
  they had on the cultural heritage of the United
  States.
• The learner will utilize a variety of resources
  to find different informative perspectives about
  North America.

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Web Sites

• http//score.rims.kiz.ca.us/grade5/index.html
• http//www.americanwestcenter.org/pages/Eventsmain
  back.html
  
• http//www.americaslibrary.gov/pages/jb_0814_orego
  n_1.html
  
• http//www.lessonplanspage.com/SS45.htm
• http//www.pbs.org/weta/thewest/

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Activities

• Write a 1-2 page report on a person who had a
  great impact on America between 1789 and 1850.
  
• Go on a field trip to the Heritage Festival to
  learn about life during the Westward Expansion.
  
• Play through the Oregon Trail on CD-ROM and write
  down your thoughts of how life would be back
  then.
  
• Create a problem that a pioneer may have faced,
  and brainstorm the possible decisions to be made
  and (/-) consequences that would arise from each
  choice.
• Read a fictional/nonfictional book with a
  setting in America between 1789 and 1850.

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Decision Making ResourcesDuring Westward
Expansion

• The learners will compare the reasons different
  cultures had for coming to America, and describe
  the influence their customs had on the American
  way of life.
• The learners will read stories about individuals
  who represented various cultural groups and
  compare the problems the groups encountered.

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Web Sites

• http//members.aol.com/calebj/dir.html
• http//www.pbs.org/weta/thewest/wpages/wpgs400/
• http//www.lessonplanspage.com/SS45.htm
• http//x.ed.uiuc.edu/YLP/97-98/97-98_units/97-98mi
  ni-unit/JAugustine_13Colonies/13colonies.html
  
• http//www.pbs.org/weta/thewest/

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Activities

• Write a 1-2 page paper about why Europeans sailed
  to America on the Mayflower
  
• Hold a Show-n-Tell of different traditions and
  customs brought to America from Europe.
  
• Read a book about an individual who represented a
  particular cultural group between 1789 and 1850.
  
• Create your own country that your classmates
  would migrate to in order to be free, and write 1
  page about the expansion of the country, the
  people their and their traditions.
• Lead a discussion about why people would want to
  leave everything to come to America and then
  expand westward.

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Democratic Processes

• The learner will examine and interpret examples
  of political activity as applications of the
  characteristics of American democracy.

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Web Sites

• http//www.nps.gov/jeff/mus-our.htm
• http//www.geocities.com/Athens/Academy/6617/west.
  html
  
• http//www.connectingstudents.com/themes/west.htm
  
• http//www.nationalgeographic.com/features/97/west
  /
  
• http//tess.uis.edu/www/448sp99/westward.html

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Activities

• Play on-line game, Go West Across America with
  Lewis and Clark
  
• Research the Homestead Act, write a paper
  explaining why only 160 acres of land was offered
  to those settling the west.
  
• Watch The American Experience miniseries TR, The
  Story of Theodore Roosevelt
  
• Research and present one of the U.S.s current
  policies and compare and contrast to policies
  during western expansion
  
• Research the goals of a third political party in
  U.S. history. Create a chart of the similarities
  and differences between that party and the
  contemporary mainstream parties.

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Citizenship Rights and Responsibilities

• The learner will differentiate between facts and
  opinions and between relevant and irrelevant
  information when examining national issues.
  
• The learner will reflect dispositions that will
  enhance the learners effectiveness in
  influencing group action.
  

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Web Sites

• http//www.pbs.org/lewisandclark/into/intro.html
• http//americanhistory.about.com/homework/american
  history/msub20.htm
  
• http//www.high-point.net/dept/library/expansionwe
  st.htm
  
• http//www.rochesterschools.com/rms/wexp.htm
• http//americanwest.com/pages/westwrd2.htm

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Activities

• Students will explore, online, and respond to the
  Museum of Westward Expansion
  
• The students will compile a list of rules and
  regulations the party will follow on the trail
  
• Play an on-line game called Lewis and Clark
• Participate in a western expansion Web Quest
• Participate in an online discussion with a
  historian

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Conclusion
The westward expansion of our country had, and
continues to have, a profound affect on our live
s, as citizens of the United States. There
is a lot we can learn from the history of
America, that can help us understand and appreci
ate the changes our country has gone through.
Just as exploration expanded our nation it also
expands our minds. EXPLORE and EXPAND the possibi
lities!!!
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REALLY!!