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Movement

Instructor: Victoria Rivera


Lesson Title: Movement
Curriculum Area: Social Studies

Grade Level: 5th


Date: Spring 2016
Estimated Time: 30 minutes

Standards Connection: 10.) Describe political, social, and economic events between
1803 and 1860 that led to the expansion of the territory of the United States, including
the War of 1812, the Indian Removal Act, the Texas-Mexican War, the MexicanAmerican War, and the Gold Rush of 1849.
Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis
and William Clark for their impact on Westward Expansion
Explaining the purpose of the Monroe Doctrine
Identifying Alabama's role in the expansion movement in the United States, including
the Battle of Horseshoe Bend and the Trail of Tears (Alabama)
Identifying the impact of technological developments on United States' expansion
Examples: steamboat, steam locomotive, telegraph, barbed wire
Learning Objective:
When given an exit slip, students will be able to explain why people move from place to
place with 100% accuracy.
Kid Friendly Objective:
Today we are going to be learning about movement! At the end of the lesson today you
will be able to explain why people move!
Evaluation of Learning Objective:
Students will respond to the short answer question from the assessment portion of this
lesson. Students must answer the question with 100% accuracy in order to be
considered proficient.
Engagement: 3, 2, 1 all eyes on me. Ok friends, we have a lot of material that we have
to get through today. I am going to need you all to put on your listening caps and pay
very close attention to what I am saying and to what the friends around us have to say.
We always need to make sure that we are being respectful to ourselves, our
classmates, and our teacher because we want others to be respectful of us. I want you
to use your imaginations for a moment. Pretend that one of your parents has been
offered a better job opportunity in Colorado. However, you do not know anyone in
Colorado. You are unsure about going because you have never been to Colorado
before and do not know what it will be like. You dont know that area. You dont have
any friends of family. You dont know what kind of food will be available in the area.
Now, I want you all to sit and think about this for a second. Really weigh your options
because there could be some benefits to moving, you just wont know them until you
get to Colorado. Would you move? Would you not move? I want you all to think about

Movement

why you would move or why you would not move. Now, I would like for you all to take a
moment to write down three reasons for your choice of moving or staying in one place.
Please take out a piece of notebook paper. I will give you all a minute to think about this
and write down your thoughts. The teacher will give time for students to think and
respond. Now that you have had time to weigh in your options, I would like you all to
make your final decision about whether you would move or not move. If you would
move, go to this side of the room go to this side of the room. The teacher will point to
the left side of the room. If you would not move, go to this side of the room. The teacher
will point to the right side of the room. The teacher will allow the students to get up from
their seats and move to either side of the room. Thank you all for moving quietly and
quickly to the sides of the room. I want you all to make a mental note about how many
people are on each side of the room. This is going to play a part in our lesson today!
We are going to be discussing people moving out West and different reasons why
people were moving or not moving throughout the next two weeks. You may now quietly
return to your seats and wait for further instruction.
Design for Learning:
I.
Teaching: 3, 2, 1 all eyes on me. Very good! I hope you all had fun with that
activity! Lets think about that scenario that we just played out. I noticed that
some of you did not want to move to a strange place because you were
unaware of what might happen to you. Looking back to our scenario, what
were some reasons some of you decided was worth you moving across the
country for? I am going to record your answers in a class T-chart. The teacher
will then call on students that are raising their hands and will ask them to
explain why they would move to Colorado. The teacher will record all student
answers on the T-chart, which is displayed under the ELMO camera. If a
student has repeated an answer, the teacher will place a check mark next to
the repeated response. Look at all of these reasons justifying why people
would move to Colorado! There are many different reasons why you wanted
to move, but lets now think about why some of you wouldnt move. I noticed
that about half of you said that you would move and the other half completely
disagreed and would not move! I want some of you that did not want to move
to Colorado explain your reasoning behind your decision with the class. The
teacher will record student answers on the T-chart. The teacher will call on
students that are raising their hands. This is very interesting! Many of you
cannot see enough benefits in moving to a foreign place and believe that the
benefits of the move do not outweigh the uncertainty of what it might be like!
Can any of you relate to this scenario? Have any of you ever had to move to
a strange place not knowing what to expect? Some students will respond with
yes. I know that I have faced this dilemma before too! I moved to Alabama
about three and a half years ago. I did not know anyone in Birmingham, I did

Movement

II.

not know what Samford was going to be like, and I definitely didnt know what
type of food was going to be in the area. I was really far from home and
would be unable to come home whenever I wanted. However, my reason for
moving was because I knew that Samford would give me a good education
and would help prepare me to become a great teacher. Since I took the risk
and decided to move, I am about to become a certified teacher and I could
not have imagined going to college anywhere else. Sometimes uncertainty is
scarier than the adventure itself. Like on the day before school. How do you
all feel on the day before school starts? The teacher will give time for students
to respond! Thats right! Im sure a lot of you are very nervous! You probably
have butterflies in your stomach and want to call in sick. But the first day of
school comes around and you are no longer scared. In todays society we
think a lot about decisions before we actually act on them, especially before
we move! However, this was not always the case. During a different time
period, moving may have been a persons only option. Many people may
have moved for fertile land, coal, gold, lumber, access to trade, exploration,
or anything that would help advance their life and make it better. The only
way that people could do this was by moving out West. Currently, we have all
of these things and do not have to worry about living next to good land or
resources, but imagine what life would be like if you needed to find all of
these things! I want you all to remember this because we are going to be
talking a lot about people moving out west for the next few days. We have all
of these ideas of movement up here on the board about reasons to move or
not move, but we are going to see different reasons why people move from
place to place. Whether it be by force or opportunity, people move for
different reasons.
Opportunity for Practice: Now that we understand what movement entails, I
would like for you all to think of a time that you had to move. This could be an
example of you moving cities, moving schools, or simply moving across town.
I want you to start thinking about that now. The teacher will give the students
a moment to think about a personal example of moving. Ok friends, know that
you have had a moment to think, I would like for you all to look up to the
ELMO camera. You are going to see the activity that I am going to give you to
work on. You will see a series of questions. Thinking back to the event that
you just thought of, I want you all to write about where you were moving from
and where you were moving to. You will also need to write about some things
you liked or didnt like about the move and would you still move if you had to
do it all over again. When you are done with this, I would like for you all to
keep it at your desks because we are going to share our thoughts with our
table groups and then with the class! When you meet with your table group, I
would like for you all to discuss all that you wrote and decide which example

Movement

III.

IV.

needs to be shared with the rest of the class. When I have handed you your
activity, you may begin! Does anyone have any questions before we begin?
The teacher will address any questions the students may have. Ok, great!
Lets go ahead and get started. The teacher will then pass out materials to
students. The teacher will walk around the room, checking for on-task
behavior. The teacher will answer any student questions. After students have
finished their activity and talked with their group, they will share out with the
whole class.
Assessment: After the students have finished their practice, the teacher will
move to the assessment portion of the lesson. Ok friends, after you have
finished with your activity, I am going to hand out an exit slip. On this exit slip,
it will ask you to explain why people move in your own words. Think back to
all of the things that we talked about today to help you answer this question.
You will need to respond to the question using complete sentences, as well
as correct spelling and grammar. When you have finished with your exit slip,
please place them face down on the kidney table in the back! You may begin
when you are ready! The teacher will check student responses after she has
received each exit slip. If student is not understanding, the teacher will
complete the reteaching activity with the student.
Closure: Ok friends, I want us all to direct our attention to this side of the
room. The teacher will walk over to the right side of the room. Throughout the
next two weeks, we are going to be creating a timeline, but first we need to
label that timeline! Knowing that our next few days are going to all be about
movement, what could we label our timeline? The teacher will allow for
students to suggest what to label the timeline. The students will then vote
which idea is the best. The teacher will then write this label on a piece of
white paper and stick it on the wall. Great job today! We are going to come
back to this timeline everyday! The teacher will return to this everyday, this
will serve as the bridging activity.

Differentiation Strategies:
Extension: Students will choose from a Tic-Tac-Toe choice board (see attached).
Reteaching: Students will complete a Frayer Model for movement (see attached).
Materials and Resources:
ELMO camera
Pencils
Exit slip
Timeline
T-chart
Tic-Tac-Toe choice board
Frayer model

Movement

Projector
Computer
Pencils
Practice Activity
Data Analysis: After teaching the lesson the first time, the students were unable to
grasp the concept of the unit, however, this seemed to change after I changed the focus
of my concept. Originally, approximately 50% of the class correctly answered the
question incorrectly. Upon changing the concept, 47 out of the 52 students could
correctly explain why people move from place to place. During the lesson I noticed that
these students were not engaged and were doodling on their notetaking guide. I will
need to pull these students for small group instruction and also keep an eye on them
during my lessons and be intentional about watching them.

Instructor: Victoria Rivera


Lesson Title: Daniel Boone
Curriculum Area: Social Studies

Grade Level: 5th


Date: Spring 2016
Estimated Time: 30 minutes

Standards Connection: 10.) Describe political, social, and economic events between
1803 and 1860 that led to the expansion of the territory of the United States, including
the War of 1812, the Indian Removal Act, the Texas-Mexican War, the MexicanAmerican War, and the Gold Rush of 1849.
Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis
and William Clark for their impact on Westward Expansion
Explaining the purpose of the Monroe Doctrine
Identifying Alabama's role in the expansion movement in the United States, including
the Battle of Horseshoe Bend and the Trail of Tears (Alabama)
Identifying the impact of technological developments on United States' expansion
Examples: steamboat, steam locomotive, telegraph, barbed wire
Learning Objective:
When given an exit slip, students will be able to explain why Daniel Boone and the
pioneers were moving out west in their own words with 100% accuracy.
Kid Friendly Objective:

Movement

Today, we are going to learn about why Daniel Boone and the pioneers move out west.
Evaluation of Learning Objective:
Students will respond to the short answer questions from the assessment portion of this
lesson. Students must answer the question with 100% accuracy in order to be
considered proficient.
Engagement: Ok friends, I am going to need everyones eyes on me and ears
listening! We have a lot that we have to get through today! Many of you mentioned
earlier today that you thought I was dressed a little strangely and definitely not from this
time period! The teacher will be wearing a coon skin cap, a coat, and boots. Does
anyone know what this funny thing is on my head? Have you guys ever seen anything
like this before? The teacher will let students answer. I would love to let you all hold it
but unfortunately it is not mine and I have to take super good care of it! However, I will
walk around and allow you all to look at it! The teacher will then walk around the room
and allow students to look at the coon skin cap. Now, lets look at the whole picture of
my outfit. I am wearing boots, a coat, and a coon skin cap. Go ahead and raise your
hands and take a wild guess about who you think I am dressed up as! The teacher will
give time for students to raise their hands and guess who she is dressed up as. I heard
many of you say Davy Crockett or Daniel Boone. I am actually dressed up like Daniel
Boone! As we continue with todays lesson, I would like you all to keep this man in mind
and the time period that he lived in.
Design for Learning:
I.

Teaching: Ok friends, bring it back to me. I know that was exciting but we need to
go ahead and get started with todays lesson. Now, I want you all to think about
the time period that Daniel Boone lived in when people were moving out west.
Turn and talk with your neighbor about what comes to mind when you think of
traveling West or what you already know about traveling West. The teacher will
walk around the room listening to conversations and checking for on-task
behavior. The teacher will then regroup the students attention to the front of the
room. 3, 2, 1 bring it back to me. I enjoyed listening to all of the interesting things
that you were talking about. I want you all to share with the class about some of
the things that you were talking about. The teacher will walk up to the ELMO
camera and will project a KWL chart for all of the students to see. There is no
right or wrong answer because we have not learned this information yet, so do
not be afraid of sharing your answer with your classmates. I am going to write
down all answers on our KWL chart. We are going to be revisiting this chart at
the end of our unit so we can see how much we have learned! What were some
of the things that you thought about? The teacher will use equity sticks to call on
students. The teacher will call on the first student. The teacher will continue to
pull sticks until she has ten answers on the KWL chart. If a student calls an

Movement

answer that has already been said, the teacher will place a checkmark next to
the repeated answer. Great, thoughtful answers everyone. I love how I saw
several of you thinking deeply about what prior knowledge you had about people
moving out West. Today we are going to talk about what paved the way for
people moving out West! Keep some of these things in mind as we talk today
about expansion out West. Lets think back to our chapter about the American
Revolution. Did it say anything about people moving out West during this time?
Students will respond with no. Thats right! We didnt read anything about
people crossing over the Appalachian Mountains into the western part of the
United States, but that doesnt mean that people were not moving across the
country. In fact, many people were traveling West in search of fertile land or good
soil. These early settlers were called pioneers. However, these pioneers realized
they were not the only people that lived in this area of the country. I want you all
to think for a moment. Who do you think could already be living in this land? A
student will raise her hand and respond with Native Americans. Yes! Thats
right! These pioneers moving West had a pleasant surprise when they arrived.
Native Americans were already inhabiting the land and both parties were
pleasantly surprised to find out someone is already living in this area. Do you
think that these groups of people were happy to see each other? Why or why
not? Turn and talk with your neighbor about your thoughts. The teacher will give
time for students to think. 3, 2, 1 bring it back to me. Ok, lets talk about some of
the things that you and your neighbor discussed. The teacher will use equity
sticks to call on students. The teacher will give time for student response. One
student says that both groups of people think they have a claim to the land.
Another student says that they did not want to share the resources that came
from the land. Very good, friends! I appreciate your thoughtful answers. Both the
Native Americans and the pioneers were upset because each of them thought
that they had a claim to the land. The anger grew for the Native Americans
because the pioneers kept pushing their settlements farther and farther West into
Native American territory. One of the most famous pioneers is Daniel Boone.
Does this name ring a bell with anyone? Students will nod in response. Daniel
Boone led many of the pioneers over the Appalachian Mountain into the West. In
order to help people travel to the West, Boone created the Wilderness Road in
1775 which led people from Virginia to Kentucky. I would like to stop here for a
second. We are going to start a timeline for the rest of the events that we are
going to discuss in our unit. This will be the first event on our timeline! The
teacher will then place the event from 1775 on a teacher-made timeline in the
classroom. This timeline will help us keep track of all the different events that we
learn about and the order in which they happened. Ok, lets dive right back into
talking about the West! The Wilderness Road cut through the Cumberland Gap.
This was a small valley that Native Americans used to cross over the

Movement

Appalachian Mountains. Now that we have a better understanding about the


people that paved the way for moving West, I want you all to think about those
early settlers or pioneers out West. What kinds of problems or hardships these
pioneers faced by living out West? Turn and talk with your neighbor about what
problems they may have faced? The teacher will give time for students to talk
with their neighbor. 3, 2, 1 bring it back to me. Lets talk about what you and your
partner talked about. The teacher will then pull equity sticks. The students will
respond with various answers. I enjoyed listening to all of your responses! Those
are hardships that the pioneers could face living out West. Some of you
mentioned that everything needed to be done by hand. Since no one had been
on the land before, the trees were not cleared, the roads and homes were not
built, and food was difficult to find. Many of the pioneers also faced loneliness.
Their nearest neighbors often lived miles away from them! They could go weeks
without seeing anyone but the family that they brought with them out West.
However, towards the end of Daniel Boones life he had made it all the way to
Missouri, but when he got there he was very unhappy with what he saw. Daniel
Boone stated, Too many people! Too crowded! Too crowded! I want more elbow
room! Is this a very different idea of moving out West than what we just
discussed? Students will nod in agreement. Yes! It is! At first, there was barely
anyone living out West, but as time went on more and more people wanted the
chance at a new life and new land! As we continue talking about people moving
West, we are going to see why people are moving out West and a result of all of
these people moving out West!
II.

Opportunity for Practice: Now that we have a pretty good understanding about
Daniel Boone and the pioneers setting the stage for people moving out west, we
are going to have a little fun! I want you all to think hard about Daniel Boone. So
get ready to put on your coonskin caps! I want you all to think about all of the
interesting things that we said about Daniel Boone today! We are going to write a
mini biography about Daniel Boone. Can anyone tell me what a biography is?
The teacher will give time for students to respond. Correct! A biography is an
account of someones life that is written by a different person. You will need to
include a colorful and neat illustration of Daniel Boone at the top of your
biography of him. I have included some pictures of him in our PowerPoint. The
teacher will pull up the PowerPoint for students to see pictures of Daniel Boone. I
know that some of you may not be great at drawing, but I want you to give this
your best effort! Along with your illustrations, you will need to write six to eight
sentences on Daniel Boone. You can include facts or descriptions of Daniel
Boone. You can write about what he did to help people move out west. To help
you with this activity, you can use your book or the notes that you have taken in
class today. When you are writing, I want you all to pay extra close attention to

Movement

writing in complete sentences and using correct grammar and spelling. You also
need to attention to proper nouns. Does anyone have any questions so far? The
teacher will answer any questions that the students may have. For this activity,
you will need to have out your twistables and a pencil. I will give you the paper
for this activity. I will give you the rest of the time period today to work on it.
When you have finished, place it on the kidney table.
III.

Assessment: After the students have finished their practice, the teacher will move
to the assessment portion of the lesson. Ok friends, after you have finished with
your activity, I am going to hand out an exit slip. You will need to respond to the
question using complete sentences, keeping in mind spelling and grammar.
When you have finished with your exit slip, please place them face down on the
kidney table in the back! You may begin when you are ready! The teacher will
check student responses after she has received each exit slip. If student is not
understanding, the teacher will complete the reteaching activity with the student.

IV.

Closure: At the end of each lesson, the teacher will revisit the ongoing timeline in
the classroom. Ok friends, lets look at all the events that we have talked about
this far. We are going to start at the beginning of the timeline and then move to
the end of the timeline in order to look at our most recent event that we have
talked about. The teacher will then go through the events on the timeline, in
preparation for the next days lesson. This will serve as the bridging activity.

Differentiation Strategies:
Extension: Students will choose from a Tic-Tac-Toe choice board (see attached)
Reteaching: To help improve comprehension, the teacher will give the students a cause
and effect graphic organizer for the beginning of movement out west.
Materials and Resources:
Coonskin cap
Pencil
PowerPoint
Notetaking packet for students
ELMO camera
White paper
Biography sheet
Items for timeline
KWL chart
Tic-Tac-Toe choice board
Cause and effect graphic organizer

Movement
Data Analysis: Upon analyzing the results of the exit slip, 47 of the 52 students
correctly answered why Daniel Boone and the pioneers were moving out west. I am
very pleased with these results. The students were actively engaged in the lesson the
whole time and I believed this to be to their benefit. The students that missed the
question will need to be pulled for small group.

10

Movement

Instructor: Victoria Rivera


Lesson Title: Louisiana Purchase
Curriculum Area: Social Studies

11

Grade Level: 5th


Date: Spring 2016
Estimated Time: 30 minutes

Standards Connection: 10.) Describe political, social, and economic events between
1803 and 1860 that led to the expansion of the territory of the United States, including
the War of 1812, the Indian Removal Act, the Texas-Mexican War, the MexicanAmerican War, and the Gold Rush of 1849.
Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis
and William Clark for their impact on Westward Expansion
Explaining the purpose of the Monroe Doctrine
Identifying Alabama's role in the expansion movement in the United States, including
the Battle of Horseshoe Bend and the Trail of Tears (Alabama)
Identifying the impact of technological developments on United States' expansion
Examples: steamboat, steam locomotive, telegraph, barbed wire
Learning Objective:
When given an exit slip, students will be able to explain what the role of the Louisiana
Purchase was and how it created opportunities for movement in the United States in
their own words with 100% accuracy.
Kid Friendly Objective:
Today we are going to learn about how America expanded its territory with the Louisiana
Purchase.
Evaluation of Learning Objective:
Students will respond to the short answer questions from the assessment portion of this
lesson. Students must answer the questions with 100% accuracy in order to be
considered proficient.
Engagement: Ok friends, I need all eyes on me and ears listening. Today we're going
to talk about the Louisiana Purchase. How many of you know where Louisiana is?
Students will raise their hands in acknowledgement. How many of you have ever been
to Louisiana? Students will raise their hands in acknowledgement if any have been to
Louisiana. When America made the Louisiana Purchase in 1803, they actually bought a
whole lot more land than just Louisiana. Before we talk more about what the Louisiana
Purchase was and what it had to do with people's movement out west, we're going to
read a short summary of the Louisiana Purchase. The teacher will pass out a handout
to each student. I would like each of you to take a few moments to read through the
short summary about the Louisiana Purchase on the handout I have just given you.
Make sure you read the summary very carefully because then you will need to write

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12

down the main idea and two supporting ideas. This will be really helpful for us as we
continue to talk about more details of the Louisiana Purchase in just a few minutes. The
teacher will allow the students time to read and answer the questions on the handout.
The teacher will circulate around the room while students are working to check for ontask behavior. Once all students have completed the handout the teacher will continue.
Now that you have all had a chance to read, what is the main idea of this summary? A
student will answer. Very good! Now I want you all to keep that in mind as we continue
our lesson today.
Design for Learning:
I.

Teaching: Ok friends, 3,2 1, all eyes on me! We have a lot of information that we
need to get through today, but before we start talking about new information lets
recap what we talked about yesterday! Can anyone tell me what we talked about
yesterday? Students will respond with various answers. Yes! I love all of those
answers! It really makes me excited to know that so many of you took away
valuable and important information from yesterdays lesson. We are going to pick
up where we left off yesterday. Now, when people were moving westward they
were trying to settle around the Ohio River or Mississippi River. Turn and talk
with your neighbor about why they would need to live by water and what purpose
you believe that water would serve. The teacher will allow time for students to
turn and talk with their neighbor. 3, 2, 1, bring it back to me. What were some
ideas that you and your partner had about why people would settle along or near
those rivers? The teacher will give time for students to share their answers with
the class. I love listening to all your different predictions about why people
decided to settle there! Not only were people settling near the rivers for access to
drinking water but also so they could ship their goods. These pioneers were
shipping goods or crops like pigs and wheat south to the port of New Orleans. I
want you all to take a moment and look at the blank map that I have provided for
you. The teacher will then project a blank map onto the board using the ELMO
camera. We are going to be using this map throughout the lesson today. Go
ahead and take out your twistables and place them on your desk. The teacher
will give time for students to place this on their desk. I want us all to take some
time to identify where the Mississippi River is and where the port of New Orleans
is. Can someone come up and show us where you think the port of New Orleans
is? The teacher will call a student up to the board to point out where New
Orleans is. Very good! New Orleans is right here. The teacher will gesture
towards the map. We are going to use our pencils to mark where the port of New
Orleans is and label it. The teacher will demonstrate this on the ELMO camera.
Now, I would like for someone to show me where they roughly think the
Mississippi River is. The teacher will call a student up to the board. The student

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will point out where they think the Mississippi River is. That is so close! The
Mississippi River is right here. The teacher will point on the map using the ELMO
camera. It stretches all the way up here and then dumps into what we know now
as the Gulf of Mexico. Take out your blue twistable and mark where the
Mississippi River is on our map. The teacher will demonstrate this underneath
the ELMO camera. Place your map to the side for now because we will come
back to it later on in the lesson. Completing this map will help us to understand
and visualize everything that we will be talking about today. These goods that
were being shipped into New Orleans were then being shipped off to the cities of
the East Coast and Europe. Without access to the Mississippi, the pioneers
would have a difficult time getting their goods to markets so they could be sold.
Unfortunately, the Spanish ended up closing the port of New Orleans in 1802!
Lets add this date to our timeline. The teacher will add this date to the timeline.
People could no longer trade or move their goods to the east or Europe! The
Spanish owned all of that land to the West of the Mississippi River, which
included New Orleans. This land was called Louisiana, which was named after
King Louis XIV. Oddly enough though, the Spanish decided that they would
reopen the port and allow for trade again. This was quite alarming to the
president of our country. I want you all to think back to our last chapter, who was
the President during this time period. A student will respond with Thomas
Jefferson. Very good! The President of the United States was Thomas Jefferson.
Jefferson grew increasingly concerned about the fact that the Spanish closed
and reopened the port. Why do we think he would be concerned? A student will
raise their hand and respond. I see that some of you are giving me the me too
sign. Im glad that we have so many people in agreement about this. He was
concerned that it was going to happen in the future and needed to take steps to
make sure that this would never happen again. He wanted to keep the New
Orleans port open in order to help American trade and came to the conclusion
that the United States needed to buy New Orleans so they could have control of
the port. However, the land no longer belonged to the Spanish, it belonged to the
French. France took control of Louisiana in 1803. Lets go ahead and add this
date to our ongoing timeline. The teacher will add the date to the timeline. In
order for the United States to buy the land from the French, Thomas Jefferson
had to send a man named James Monroe to meet with the French leader in
Paris. The French leader was a man named Napoleon. James Monroe offered
Napoleon $2 million for the land. However, he was hesitant to sell the land
because he always had this dream of some of his French people settling there.
But to the pleasure of James Monroe, Napoleon finally changed his mind. He
wanted money so he could go to war with Britain. Napoleon also agreed that he
would not only sell New Orleans but he would sell the entire Louisiana Territory
to the United States for $15 million. I know this may not seem like a lot of money

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today, but back then this was a very large amount. The United States paid about
3 cents an acre but today you would pay several thousand dollars for just one
acre. Crazy to think how much has changed! So of course James Monroe
agreed with this transaction. In 1803, the Senate approved the Louisiana
Purchase. Lets add this to our timeline! The To help us have a better
understanding about how much land the United States was gaining, lets take out
our map again. The teacher will give time for students to take out map. I want to
first point out whats at the bottom of our map. If we look to the bottom of the
map, we find a map key. Can anyone tell me what a map key is? The teacher will
allow for student response. Very good! A map key helps us to know how to read
the map. If I am looking at the map key for this particular, I will know the different
components of the map and will be able to recognize what color represents each
part of the map. If we look at the map key, we know that our map will have three
different parts. These three parts will be: the United States, the Louisiana
Purchase, and the Spanish Territory. Lets go ahead and color what land is
already owned by the United States before the purchase of the Louisiana
Territory. Everyone take out a yellow twistable. All of this land in the far right of
our picture is land owned by the United States. Lets go ahead and color all of
that. The teacher will demonstrate this underneath the ELMO camera. This is
about 1/3 of what we have today. Go ahead and also color the respected
component of the map key. The teacher will demonstrate this under the ELMO
camera. Now we are going to look at the land that they just purchased from the
French. The Louisiana Territory starts from where we drew the Mississippi River
and goes West all the way to the Rocky Mountains, roughly about another 1/3 of
the country. This is about 828,00 square miles. That is a lot of land! Look at how
much our country grew by! Lets go ahead and color this green and part of our
map key green. The teacher will demonstrate this underneath the ELMO camera
and will color in the map key. Take a look at this piece of land that we have not
colored in. If we look at our key at the bottom of the map, who owns this land?
The teacher will allow for student response. Very good! This land is owned by
the Spanish. Remember, the French took Louisiana from the Spanish. The
Spanish used to own all of this land and then part of what we now know as
Florida. We are going to color in this part of our map orange and color in our map
key. The teacher will demonstrate this underneath the ELMO camera and will
color in the map key. The teacher will then walk around the room and make sure
that students have filled in their map. Your maps look great everyone! I am very
proud of all your helpful participation and thoughtful responses today.
II.

Opportunity for Practice: Now that we have a good understanding about what
happened for the Louisiana Purchase, we are going to have the opportunity to
practice placing these events in the order that they happened! I am going to give

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you a plastic bag. Inside of this plastic bag, you are going to find six cards. You
and a partner are going to need to place these events in order. You will both
need to submit your own work, but you may complete it together. I am going to
need for the table heads to grab their buckets from the back. The teacher will
allow students to grab their table buckets from the back. When the students have
returned, she will continue giving directions. I am going to pass you all a sheet of
colorful construction paper. You are going to glue the events in order on the
sheet or paper I am giving you as well as numbering them 1-6 at the top of each
event. Remember to place your name and number on the back of your paper.
Once you and your partner have finished placing the events in order, you can
place your work on the kidney table in the back.
III.

Assessment: After the students have finished their practice, the teacher will move
to the assessment portion of the lesson. Ok friends, after you have finished with
your activity, I am going to hand out an exit slip. You will need to respond to the
questions using complete sentences, keeping in mind spelling and grammar.
When you have finished with your exit slip, please place them face down on the
kidney table in the back! You may begin when you are ready! The teacher will
check student responses after she has received each exit slip. If student is not
understanding, the teacher will complete the reteaching activity with the student.

IV.

Closure: At the end of each lesson, the teacher will revisit the ongoing timeline in
the classroom. Ok friends, lets look at all the events that we have talked about
this far. We are going to start at the beginning of the timeline and then move to
the end of the timeline in order to look at our most recent event that we have
talked about. The teacher will then go through the events on the timeline, in
preparation for the next days lesson. This will serve as the bridging activity.

Differentiation Strategies:
Extension: Students will choose from a Tic-Tac-Toe choice board (see attached)
Reteaching: To increase comprehension, students will complete a Who, What, When,
Where, and Why sheet on the Louisiana Purchase.
Materials and Resources:
Sequence cards
Items for timeline
PowerPoint
Notetaking packet for students
ELMO camera
Map
Twistables
Exit slip

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Pencils
Tic-Tac-Toe choice board
Projector
Data Analysis: According to the data from the exit slips, most of the students correctly
answered the second question. However, it seems that students struggled more with the
first question. I believe that this is in part to the fact that this lesson was very short and
we could not spend a long time on the lesson. Keeping this in mind, I think it would be
beneficial for all students to do a brief reteaching activity with the whole class.

Instructor: Victoria Rivera


Lesson Title: Lewis and Clark
Curriculum Area: Social Studies

Grade Level: 5th


Date: Spring 2016
Estimated Time: 30 minutes

Standards Connection: 10.) Describe political, social, and economic events between
1803 and 1860 that led to the expansion of the territory of the United States, including
the War of 1812, the Indian Removal Act, the Texas-Mexican War, the MexicanAmerican War, and the Gold Rush of 1849.
Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis
and William Clark for their impact on Westward Expansion
Explaining the purpose of the Monroe Doctrine
Identifying Alabama's role in the expansion movement in the United States, including
the Battle of Horseshoe Bend and the Trail of Tears (Alabama)
Identifying the impact of technological developments on United States' expansion
Examples: steamboat, steam locomotive, telegraph, barbed wire
Learning Objective:
When given an exit slip, students will be able to identify the purpose of Lewis and
Clarks journey and explain the role that they had in movement out west in their own
words with 100% accuracy.
Kid Friendly Objective:
Today were going to learn about two explorers named Lewis and Clark and what they
found as they moved across the west.

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Evaluation of Learning Objective:


Students will respond to the short answer questions from the assessment portion of this
lesson. Students must answer the questions with 100% accuracy in order to be
considered proficient.
Engagement: 3, 2, 1 all eyes on me. Very good! Thank you all for quieting down so
quickly. I appreciate it! Before we begin our lesson, I want you all to look at these items
that I have up at the front of the room. I have a brown paper bag. Inside of this brown
paper bag I have a notebook, a pen, snacks, and a compass. As she says each item,
the teacher will pull the item out for all of the students to see. What is something that
you notice about these items? Turn and talk with your neighbor about why you think I
have these items and what purpose these items serve or how I could use them. The
students will then turn and talk with their neighbor. As this is happening, the teacher will
walk around the room, checking for on-task behavior, and listening to conversations. Ok
class, bring it back to me. What are some of the things that you and your neighbor
talked about? What purpose could these items serve? The teacher will allow for
students to respond. I like hearing all of your well thought out answers! I noticed that
some of you said that it could be items that you take with you when you go on an
adventure or travel with. What purpose do we think the journal and pen serve? The
teacher will call on a student. Thats right! A journal could be used to describe the
different things that you may do on your journey or interesting things that you come in
contact with. What could we use the compass for? The teacher will call on a student.
Great! A compass is used to make sure that you are traveling in the right direction. I am
going to pass compasses out for all of you to look at. The teacher will then pass out
compasses to each student. I would like for you to take a look at these compasses.
What is something that you notice on the compasses that will help you know that you
are traveling in the right direction? A student will respond. Very good! A compass always
points north. If you look at your compass, you will notice that it has all of the different
directions that someone could travel in. So if we hold our compasses to the front of the
room right now, where does it say north is? A student will respond. Yes! That is correct.
A compass helped to guide people on their journeys. Like we talked about yesterday,
people could make sure they were traveling West by simply looking at a compass. If the
needle was pointing to the North then they knew how to travel to the west based on
their knowledge of where north was. The teacher will then collect up the compasses
from each table. Today we are going to be talking about how these various items were
used in a journey across the United States into the West.
Design for Learning:
I.

Teaching: Lets begin our lesson today by recapping what we talked about
yesterday. It is important for us to begin each day talking about what we

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discussed the day before because all of this information is going to build off each
other. The teacher will then pull equity sticks. The teacher will give time for
several students to respond and share what we talked about yesterday. Very
good, friends! It makes my heart happy to see how close you all were paying
attention yesterday. Yesterday we talked about the Louisiana Purchase, and
today we are going to be talking about Lewis and Clark. Many had questions
about this mysterious land, especially President Thomas Jefferson. In order to
find out more about the land, Jefferson asked Meriwether Lewis if he would
explore the land for him. Meriwether agreed to this and even asked his friend
William Clark to make the journey with him. Both of these men were qualified to
take on a challenge like this because they were captains in the army. Jefferson
gave the men three goals for their journey. I want you guys to make some
predictions. What do you think he was going to ask them to look for? The teacher
will give time for student response. Great, thoughtful answers, lets see if they
are right! He first wanted them to search for a water route to the Pacific Ocean.
Second, he wanted them to establish relationships with the Native Americans.
And third, he wanted them to pay extra close attention to the soil and face of the
country, to its plants, animals, minerals, and climate. I want you all to think back
to early in the lesson, when I showed you all the different things I would take on
a journey. Which of these items would help me to record what I would find while
traveling on my journey? A student will respond. Yes! I would record what I find
using my journal and pen! After much preparation, they finally left for their
journey in May of 1804. Lets go ahead and add this date to our timeline. The
teacher will then add the date and event to the timeline. Now, they started their
journey in St. Louis Missouri. Lets go ahead and take the map out that we were
working on yesterday. We are going to mark St. Louis on our map. Where do we
think St. Louis is? Students will respond. St. Louis is on the edge of the
Louisiana Purchase, on the Mississippi River. The teacher will put the map up on
the ELMO camera for all students to see. She will point to the students where St.
Louis is. I want you all to take out your pencils and mark with me where St. Louis
is. The teacher will mark where the city is so all students can see. Lets now
mark the Missouri River. The Missouri River starts in St. Louis. It continues to go
up into the northern part of the country. The teacher will demonstrate where the
river is by using her finger. Take out your blue twistable. We are going to mark
the Missouri River on the map. The teacher will mark the Missouri River on the
ELMO camera for all students to see. We are going to come back to this map
later in the lesson so please keep out your twistables and your map. Lewis and
Clark traveled by canoe along the Missouri River. On their expedition, they
brought hunters and soldiers in order to help them complete their journey and
help them along the way. One famous person that helped them was Sacagawea.
Have any of you ever heard of Sacagawea? Students will raise their hand if they

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have heard of her before. It looks like most of you have heard of Sacagawea!
Thats awesome! Most of you have probably heard of Sacagawea from previous
social studies classes or even from watching Night at the Museum! Sacagawea
was a Shoshone. The Shoshone was a Native American tribe out West.
Traveling with Sacajawea was her French husband and child. Throughout her
journey she carried her child on her back to help represent peace to others they
came in contact with. Sacagawea acted as both a guide and interpreter for the
journey. She helped the men to establish a good relationship with the Native
Americans that they came in contact with and also helped to translate. Now, I
want you all to think about what these people were facing. What kind of
hardships do we think they faced on their journey? Turn and talk with your
neighbor. The teacher will give time for students to think and talk with their
partner. The teacher will listen into conversations to check for on-task behavior.
3, 2, 1, bring it back to me. I loved hearing all of your great conversations! What
were some of the things that you and your partner talked about? The teacher will
then pull equity sticks. The teacher will give time for students to share their
thoughts with the class. Those are all very well thought out answers! Yes, like
many of you said, they faced so many hardships! For starters, they had to paddle
their canoes against these fast and strong currents. Imagine doing this for days
at a time! That is pretty tiring. These canoes also had a tendency to tip over and
dump over everything in the boat. They were also under the constant threat of
coming in contact with vicious and dangerous animals like grizzly bears!
However, not all the animals that they came in contact with were dangerous.
They saw animals like bison and prairie dogs too! You guys, imagine seeing all of
these strange things that you have never seen before! Im sure these explorers
were full of excitement and curiosity over all of these new things that they were
seeing in the west. Sadly, their journey could not go on forever. They returned to
St. Louis in September of 1806 without finding a water route that reached the
Pacific Ocean. Lets add this date to our timeline! The teacher will then add the
date and event to the ongoing timeline. Even though they did not find a water
route to the Pacific, they did come back with some helpful information! What
kinds of helpful information do you think these men came back with? The teacher
will give time for students to respond. Yes! I love all of those answers. They
came back with information about the land, about different plants and animals
that they came in contact with, and about the Native Americans. Did they
accomplish all three of their goals for the journey out west? The students will
respond. Thats right! They truly only accomplished two of their three original
goals for the trip. They brought back lots of helpful information on what the land
was like and if people could live there, what kinds of resources the land had. This
gave people that wanted to move out west a better picture of what the land was
like and how it could potentially better their lives. Today, Meriwether Lewis,

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William Clark, and Sacagawea are all famous for their contributions to the
exploration of the west.
II.

Opportunity for Practice: I want you all to take a second to use your imagination.
Imagine that you are Meriwether Lewis and you are traveling out West. Now, we
talked earlier about how he kept a journal with him and kept track of all of the
interesting and new things that they came in contact with on his journey. I want
you to write a diary or journal entry as if you were Meriwether Lewis. You can
write about interesting plants or animals that you saw, Native Americans that you
met, or even the first time you saw a grizzly bear! I would also like for you to
include why you are traveling and who is traveling with you. Some of us may be
confused about what a journal entry is or what it is supposed to look like. I want
you all to take a look at the screen. The teacher will project an example of a
journal entry. These are actual examples of diary entries from different time
periods and different situations. The teacher will then read the journal entry to the
students. Ok friends, what is something that we all notice about this journal
entry? Students will raise their hands. One student will respond saying, the date
is at the top of each entry. Yes! I like how you saw both journal entries had the
date at the top of the entry. What is something else that we notice in these
entries? A student will respond by saying, the journal is written in first person.
Very good! The journal uses words like: I, my, and we. Using these first person
pronouns lets me know that this is one person writing about their experiences. I
want you to pay extra close attention to spelling, sentence structure, and proper
nouns. You need to make sure that you are capitalizing the beginning of
sentences and capitalizing those proper nouns like names of people, cities, or
geographic landforms. Make sure that you have at least five sentences! Is
everyone with me so far? Students will give a thumbs up. Great! I think we are
ready to get started! The teacher will pass out the journal paper. You may take
out your pencils and begin writing when I have I given you your paper. When you
are finished, place it on the kidney table in the back.

III.

Assessment: After the students have finished their practice, the teacher will move
to the assessment portion of the lesson. Ok friends, after you have finished with
your activity, I am going to hand out an exit slip. You will need to respond to the
questions using complete sentences, keeping in mind spelling and grammar.
When you have finished with your exit slip, please place them face down on the
kidney table in the back! You may begin when you are ready! The teacher will
check student responses after she has received each exit slip. If student is not
understanding, the teacher will complete the reteaching activity with the student.

Movement
IV.

21

Closure: At the end of each lesson, the teacher will revisit the ongoing timeline in
the classroom. Ok friends, lets look at all the events that we have talked about
this far. We are going to start at the beginning of the timeline and then move to
the end of the timeline in order to look at our most recent event that we have
talked about. The teacher will then go through the events on the timeline, in
preparation for the next days lesson. This will serve as the bridging activity.

Differentiation Strategies:
Extension: Students will choose from a Tic-Tac-Toe choice board (see attached)
Reteaching: The teacher will read a book to students about Lewis and Clark and the
students will complete a concept map on the important details of their journey and why it
was important.
Materials and Resources:
Items for timeline
ELMO camera
Pencils
Journal entry
Rubric
Compasses
Brown paper bag
Snacks
Journal and pen
PowerPoint
Notetaking packet for students
Map
Twistables
Projector
Tic-Tac-Toe choice board
Data Analysis: Upon analyzing the data of the exit slips, I noticed that a large majority
of the students correctly answered both questions. I believe students not doing well may
have something to do with these students being distracted during the lesson. I will
observe them and they are doodling or whispering to their neighbor. It is consistently the
same students that do not do well on the formative assessments. In the future, I may
move their desk to help remove them from all distractions.

Movement

Instructor: Victoria Rivera


Lesson Title: Trail of Tears
Curriculum Area: Social Studies

22

Grade Level: 5th


Date: Spring 2016
Estimated Time: 30 minutes

Standards Connection: 10.) Describe political, social, and economic events between
1803 and 1860 that led to the expansion of the territory of the United States, including
the War of 1812, the Indian Removal Act, the Texas-Mexican War, the MexicanAmerican War, and the Gold Rush of 1849.
Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis
and William Clark for their impact on Westward Expansion
Explaining the purpose of the Monroe Doctrine
Identifying Alabama's role in the expansion movement in the United States, including
the Battle of Horseshoe Bend and the Trail of Tears (Alabama)
Identifying the impact of technological developments on United States' expansion
Examples: steamboat, steam locomotive, telegraph, barbed wire
Learning Objective: When given an exit slip, students will be able to explain what the
Trail of Tears, what Alabamas role was, and explain why the Native Americans were
moving with 100% accuracy.
Kid Friendly Objective:
Today we are going to learn about movement of the Native Americans in the Trail of
Tears and the Indian Removal Act.
Evaluation of Learning Objective:
Students will respond to the short answer questions from the assessment portion of this
lesson. Students must answer both questions with 100% accuracy in order to be
considered proficient.
Engagement: Ok friends, 3, 2, 1 all eyes on me. We are going to go ahead and get
started for the day, but first I need you put all of your eyes on me and turn on those
listening ears. We are going to have a lot to get through today and we have a fun
activity planned, so lets go ahead and get started! We are going to start off todays
lesson by creating a concept map for Native Americans. The teacher will draw a bubble
in the center of white paper and place Native Americans in the center. I want us all to
come up with the first thing we think of when we hear the term Native American. When
you have thought of something, go ahead and give me a thumbs up so I can know you
have your thought. The teacher will wait for all students to give a thumbs up. She will
then pull equity sticks. The teacher will call on ten students to share their thinking. The

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teacher will place a checkmark next to repeated items. I love all of the thoughtful ideas
that you have come up with! Awesome job!
Design for Learning:
I.

Teaching: 3, 2, 1 all eyes on me. Ok friends, lets review what we have talked
about this far. The teacher will give time to for students to respond. Very good!
We have learned so much valuable information the last few days! All of this
information builds on itself. Today, we are going to be talking about the Trail of
Tears. However, before we discuss the Trail of Tears, we must first know what
caused this event. We are going to fast forward in history again to the 1820s and
1830s! Many American Indian groups, including the Cherokee, Creek,
Chickasaw, Choctaw, and Seminole, were settling in the Southeastern part of
America. Unfortunately, many American settlers were moving onto the lands of
the Native American people. Now at this time, America had a new President,
Andrew Jackson. Lets think back to what we talked about yesterday, what did
Andrew Jackson do? A student will respond. Yes! Andrew Jackson was a general
in the military and helped stop the attacks on the American people from the
American Indians in Georgia. Because Andrew Jackson was involved with this
attack, do we think that he is going to support the Native Americans of the
settlers? Turn and talk with your neighbor. The teacher will give time for students
to talk with their neighbor. The teacher will listen into conversations and will call
on students to share their opinion with the class. I heard some very thoughtful
conversations going on. Would anyone like to share their opinion with the class?
The teacher will call on students to share. I like some of the ideas that Im
hearing. You are relating past information that we have talked about to a new
topic. Lets see if we are right! President Jackson actually supported the settlers.
Since he supported the settlers over the Native Americans, the Indian Removal
Act was passed in 1830. Lets add this to our timeline! The teacher will place the
date and event on the ongoing timeline. The Indian Removal Act gave the
President the power to move Native Americans to land west of the Mississippi
River. They would be moved to the Indian Territory in Oklahoma. Now, I know
what you all are thinking. Why couldnt the Americans just move? What reasons
do you think the Americans had for wanting to take the land the was east of the
Mississippi River. Turn and Talk with your neighbor. The teacher will give time for
students to talk. Ok class, 3, 2, 1. Bring it back to me. What was some of the
things that you and your partner talked about. The teacher will give time for
students to respond. Very insightful comments! Do you remember how we said
people wanted to live near the Mississippi because of trade and access to fertile
land? Well, the same idea applies here! The Americans wanted access to the
Mississippi River and decided to just take over their land! Of course the groups

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of Native Americans resisted this. They brought their case to the Supreme Court
and essentially lost. Andrew Jackson believed that they could and should be
forced to leave. The Choctaws of Mississippi and the Creeks and Chickasaws of
Alabama and Louisiana were moved to Oklahoma during the winters of 1831 and
1832. There is a monument in Fort Mitchell, Alabama that symbolizes the start of
the Creeks journey to Oklahoma. You are still able to go visit this monument
today and see where their long journey started! Many died along the way of cold,
disease, and starvation. In the fall of 1838, the move began for the Cherokees.
This journey for Cherokees became known as the Trail of Tears. Lets go ahead
and add this to our timeline. The teacher will add the date and event to the
ongoing timeline. I want you guys to think about the name of this journey, the
Trail of Tears. What does this imply about the journey? Turn and Talk with your
neighbor. The teacher will give time for students to turn and talk with their
neighbor. 3, 2, 1 bring it back to me. What did you and your partner discuss? The
teacher will call on students to share their thoughts with the class. Great,
everyone! I noticed many of you mentioned that they did not want to leave their
homes and that they were miserable and upset on their journey to Oklahoma.
They had to walk over 800 miles to Oklahoma. That is a really long way! Many
died of disease and the cold. By the time they reached Oklahoma, about a year
later, approximately of the Cherokee nation had died. Do we think that this
was a fair way to treat the American Indians? Students will shake their heads. Do
you think that this kind of thing would happen today? The teacher will give time
for students to respond. During this time period, many did not have the mindset
that we have today. They did not care about how they felt, they only cared about
their own personal agenda. These people were reluctantly moving across the
country to an unknown area. I want us all to stop here for a second. Can you
imagine being forced to leave your home, being forced to walk over 800 miles in
freezing temperatures, or having to start over in a land you know absolutely
nothing about? We may have a difficult time connecting with this because we
probably have never done anything like this before! How do we think they felt
once they arrived in Oklahoma? Students will respond. I agree. I think that many
of them were hurt, they were defeated, and they were probably angry! Is this
different than the types of movement that we may have seen in the other
lessons? A student will respond. It is different! These people were forced to leave
their homes, they did not willingly leave. As we move on with todays lesson, I
want you to keep this emotion and how you think they would feel in mind
because you will need it for our activity.
II.

Opportunity for Practice: Now that we have a good understanding about the
Indian Removal Act and the Trail of Tears, we are going to create a diary journal
with five entries. One journal entry per page for a total of five pages. In you diary,

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I want you to describe your hardships in detail and everything that you
encountered on your journey west. Some ideas for this may be: why you are
going, what group you were a part of, what present day states did you travel
through, where did you begin and end your journey, who was with you, exact
dates involved, what did you take with you, what did you eat, where did you
sleep, what did you wear, what plants and animals did you see, or even what
happened when someone you knew and love passes away. You will need to
write a minimum of four sentences per journal entry. Make sure that you are
writing in complete sentences and using appropriate grammar and punctuation. I
would also like you to illustrate each of your entries. You need to make sure that
your illustrations are neat and colorful. I will provide you with paper. The only
things you will need will be a pencil, a ruler, and your twistables. On your white
paper, you will need to draw lines using your ruler in order to ensure that your
writing is straight and neat. Once you have finished your writing, you may go
back and create your illustrations. I am going to give you the reminder of the time
today to finish what you can, but I will give you part of the class period tomorrow.
If you do not finish it then, you will need to finish it for homework and bring it
back the following day. Does anyone have any questions before we begin? If you
dont, give me a thumbs-up so I know that you are ready to begin. The teacher
will address any questions. Ok friends, when I have handed you your materials,
you may begin.
III.

Assessment: At the end of the lesson, the teacher will give students an exit slip
before moving onto a different subject. Ok friends, we are going to take a break
from our activity for a moment and take a quick exit slip. On your exit slip, you
are going to see two short answer questions. The first question will ask you
about how the Trail of Tears is related to movement. The second question will
ask you the purpose of the Indian Removal Act and what affect it had on both the
colonists and Native Americans. When you are writing your answers, you need to
make sure that you are writing in complete sentences and you are paying extra
close attention to proper grammar and spelling. Does everyone understand? The
teacher will address questions and then pass out the exit slip. Once the students
have submitted their answers, the teacher will check for accuracy to ensure that
students have met the learning objective.

IV.

Closure: At the end of each lesson, the teacher will revisit the ongoing timeline in
the classroom. Ok friends, lets look at all the events that we have talked about
this far. We are going to start at the beginning of the timeline and then move to
the end of the timeline in order to look at our most recent event that we have
talked about. The teacher will then go through the events on the timeline, in
preparation for the next days lesson. This will serve as the bridging activity.

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26

Differentiation Strategies:
Extension: Students will choose from a Tic-Tac-Toe choice board (see attached)
Reteaching: Students will create a cause and effect tree for the Indian Removal Act and
the Trail of Tears to help them have a better understanding.
Materials and Resources:
PowerPoint
Notetaking packet for students
Pencils
Rubric for booklet
Premade Trail of Tears books
Cards for timeline
Timeline
ELMO camera
White paper
Cause and effect tree graphic organizer
Projector
Data Analysis: Many of the students consistently struggled with the second part of the
first question. 30 out of the 52 students did not get this part of the question correct. They
could not remember how Alabama was involved in the Trail of Tears. After quickly
glancing over the exit slips, I quickly realized that I needed to again share with the
students how the Creeks were from Alabama and their journey started in Fort Mitchell.
They traveled through Alabama to get to Oklahoma.

Movement

Instructor: Victoria Rivera


Lesson Title: Technology
Curriculum Area: Social Studies

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Grade Level: 5th


Date: Spring 2016
Estimated Time: 30 minutes

Standards Connection: 10.) Describe political, social, and economic events between
1803 and 1860 that led to the expansion of the territory of the United States, including
the War of 1812, the Indian Removal Act, the Texas-Mexican War, the MexicanAmerican War, and the Gold Rush of 1849.
Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis
and William Clark for their impact on Westward Expansion
Explaining the purpose of the Monroe Doctrine
Identifying Alabama's role in the expansion movement in the United States, including
the Battle of Horseshoe Bend and the Trail of Tears (Alabama)
Identifying the impact of technological developments on United States' expansion
Examples: steamboat, steam locomotive, telegraph, barbed wire
Learning Objective:
When given an exit slip, students will be able to describe technological advancements
during the Industrial Revolution and how they helped movement with 100% accuracy.
Kid Friendly Objective:
Today were going to learn about the different developments in technology that helped
pioneers as they moved out west.
Evaluation of Learning Objective:
Students will respond to the short answer questions from the assessment portion of this
lesson. Students must answer the questions with 100% accuracy in order to be
considered proficient.
Engagement: 3, 2, 1 all eyes on me. Ok friends, lets review what we have talked about
this far. The teacher will give time to for students to respond. Very good! We have
learned so much valuable information the last few days! All of this information builds on
itself. Now, I want us all to think about how much movement is having at this point in
history. Thats a lot of movement, isnt it? The teacher will pull out a T-chart and place it
underneath the ELMO camera. We are going to compare how people moved up to this
point in history to how people move in todays society. Lets think about how people
were moving during this time period. What modes of transportation were they using?
The teacher will give time for students to respond. The teacher will record their answers
in the T-chart. Now, lets think about how people move in todays society. How are
people getting from place to place currently? The teacher will give time for student
response and will record their answers in the T-chart. Very good! I appreciate all of your
thoughtful answers. Looking at our T-chart, we can see a huge leap in the use of

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technology to help people move. So from the time period we are looking at right now
and where we are today, we can notice a lot of growth in technology. For todays lesson,
we are going to look at the technology that is developed to help people move in
between these two periods of time.
Design for Learning:
I.

Teaching: Technology is defined as the way people use new ideas to make tools
that improve peoples lives. In particular, we are going to discuss how canals and
railroads, which are both forms of technology, helped move people, goods, and
ideas to different areas of the country. In 1811, the government began thinking of
a way to help people move across the country. They came up with the idea of a
road stretching from Maryland to Illinois, this became known as the National
Road. Lets go ahead and add this to our timeline! The teacher will add the name
and event to the timeline. Sadly, they found that the National Road was not the
most effective road for transportation. Turn and talk with your neighbor about
what problems they came in contact with. The teacher will give time for students
to think and talk with their neighbor. She will listen for on task behavior. 3, 2, 1
bring it back to me. What were some of the things that you and your neighbor
talked about? The teacher will call on students to share their thinking. I like how
thoughtful all of your answers are! There were several issues with the National
Road, like many of you said, but there is one major issue that people faced on
the National Road. They found that wagons often got stuck in the mud and would
leave deep ruts. This was not a very smooth method of travel. Many people
thought that the river was a smoother method of travel when compared to roads.
The problem with this idea was that the boats were powered by sails or oars,
which means that they would have a difficult time traveling upstream. To help
solve this problem, a man named Robert Fulton created river boat that was
powered by a steam engine. Now I want you all to think about this. Do we think
of this as a big deal today? Students will respond. No we dont! But back then
this was the new, hot thing to come out and it was the newest form of technology.
We arent impressed by this because we have so many advanced forms of
technology in the present day. It took this boat, which was called the Clermont ,
32 hours to travel 150 miles! Thats crazy! Today we can travel 150 miles in
about two and a half hours, but in this time period, it was a fast form of
transportation. Now, water transportation was preferable to ground transportation
because they could carry both people and goods and it was much cheaper than
land transportation. One problem that they ran into was that you could not control
where rivers went and they did not flow to all parts of the country. They solved
this problem by creating canals. Can anyone tell me what a canal is? Teacher will
allow for student response. Very good! As you can see on the PowerPoint, a

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canal is a ditch dug through the land and filled with water. It is a narrow waterway
that usually connects bodies of water together, like rivers, or lakes, or even larger
bodies of water. Did this solve their problem about not being able to control
where the steamboats could travel to? The students will respond. Yes it did! Can
anyone think of any famous canals here in the United States? The teacher will
give time for students to think and respond. Very good! I noticed that some of
you mentioned the Erie Canal! The Erie Canal was the first canal ever built. It
was opened in 1825. Lets go ahead and add this to our timeline! The teacher will
add the date and event to the timeline. The Erie Canal linked the Great Lakes
and the Atlantic Ocean. The teacher will show this on the PowerPoint. People
were able to transport their goods from the east to the Midwest or the Midwest to
the east. This was an efficient way for people to sell their goods to different
people across the country. Along with canals being built, what else do we think
could be built during this time period? The teacher will give time for students to
think and answer. Yes! The railroads were being built during this time period.
There was a railroad boom between 1830 and 1850. I want you all to turn and
talk with your neighbor about why you think there was such a railroad boom
during this time. The teacher will given time for students to think and talk with
their neighbor. 3, 2, 1 bring it back to me. What were some of the things that you
and your partner talked about? The teacher will give time for students to respond.
Yes! Like many of you said, it was a faster method of transportation and it was a
cheap and easier way to travel. Also, they were not as limited with railroads
because you could put a railroad track anywhere. With canals, you could only
connect two bodies of water, which is a lot more limiting! In 1830, a man named
Peter Cooper took the idea of the steam engine on a boat and applied it to the
idea of pulling carts, thus the railroad was born. Lets go ahead and add this to
our timeline! The teacher will add the date and event to the ongoing timeline. I
want you all to visualize what a train looks like today. Does everyone have an
image in their head? The teacher will then project a picture of a train from 1830.
There is a big difference from the train we think of today and the train that was
built back then. The teacher will then project a modern day train. What are some
differences that we notice between these two pictures? The teacher will give time
for students to think and explain the difference. I like all of your thoughtful
answers! You all are being very observant when looking at these pictures. Its
amazing how much our technology has grown over the last couple hundred
years! Now, looking back at the idea of movement, I want you all to think about
how the creation of the railroad helped the movement of people, goods, or ideas.
Obviously the railroad helped movement around the country. People were able to
transport their goods to various areas of the country because over 3,000 miles of
railroad tracks were laid around the country. That covers a lot of land, doesnt it!
Ok friends, I know that we have talked a lot today about transportation, but lets

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recap what was discussed before we move into our activity. The teacher will
recap the lesson with the students to help increase comprehension.
II.

Opportunity for Practice: Now that we have a good understanding of how people
were moving more efficiently out west, we are going to get in touch with our
creative side! Everybody needs to put on their thinking caps! We are going to
create an advertisement for railroads! You are going to work on this with your
table group. I am going to give you all a rubric to follow for your work. You are
going to need to make sure that you have colorful and neat illustrations of
something associated with the railroads. You need to make sure that you include
facts about railroads. You will also need to explain how it improved movement!
You can use your twistables, markers, colored pencils, anything you can think of!
I am going to provide your group with some poster board! Since I am allowing
you to work with and collaborate with other people, I have very high expectations
or how you should be acting. You should be demonstrating on task behavior. You
should be using an appropriate level for your voice. Does anyone have any
questions? The teacher will address questions that students may have. Once I
have handed your materials to your group, you can begin. We are going to do a
gallery walk once everyone is finished to look at what other groups did, so do
you best work! Have fun! The teacher will walk around and look for students
demonstrating on task behavior.

III.

Assessment: After the students have finished their practice, the teacher will move
to the assessment portion of the lesson. Ok friends, after you have finished with
your activity, I am going to hand out an exit slip. You will need to respond to the
questions using complete sentences, keeping in mind spelling and grammar.
When you have finished with your exit slip, please place them face down on the
kidney table in the back! You may begin when you are ready! The teacher will
check student responses after she has received each exit slip. If student is not
understanding, the teacher will complete the reteaching activity with the student.

IV.

Closure: At the end of each lesson, the teacher will revisit the ongoing timeline in
the classroom. Ok friends, lets look at all the events that we have talked about
this far. We are going to start at the beginning of the timeline and then move to
the end of the timeline in order to look at our most recent event that we have
talked about. The teacher will then go through the events on the timeline, in
preparation for the next days lesson. This will serve as the bridging activity.

Differentiation Strategies:
Extension: Students will choose from a Tic-Tac-Toe choice board (see attached)

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Reteaching: Students will be given a Venn diagram to compare and contrast canals and
railroads. This will help them differentiated between the two and improve their
understanding of movement.
Materials and Resources:
T-chart
PowerPoint
Notetaking packet for students
Pencils
Poster board
Twistables
Markers
ELMO camera
Rubric
Venn Diagram
Tic-Tac-Toe
Projector
Data Analysis: Students did very well on this exit slip. 49 out of the 52 students
correctly answered both questions. For those students that did not correctly answer
both questions, I noticed that they all missed the second question on the exit slip. They
were unsure how this new technology helped movement. After analyzing these exit
slips, I pulled these students to the back table to quickly clarify how this technology
allowed people the opportunity to move throughout the country.

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