s_braun_lesson

Introduction: Yesterday they previewed this lesson with a homework question of (Have you ever moved if so where did you go and why, if not where would you like to move to and why?) This is a lesson which will introduce the idea of America becoming a world power. It will trace American expansionism within its own border, which will then be the springboard for expansion outside the US border. (Imperialism)

Objectives: Students will be able to:

1. Distinguish the reasons for movement westward in America.

2. Analyze with three or four bullets Manifest Destiny included in this they are to explain how this is a cause for US

expansion.(CA standard 11.3.3 & 11.4)

CA Standards:

11.3.3 Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.

History and Social Science Analysis skills

Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods

Student Materials: pens, paper, notebooks, US text book

Teacher Materials: White board and pens, tape, student role cards, copy of Cartoon History of America, US map of Westward movement from 1763 to 1890s and PowerPoint presentation.

Key concepts/Vocabulary: Manifest Destiny, and all the cards will be new vocab. also.

EL Strategies: Students will use total physical response during this lesson which will help them understand the lesson along with the preview assignment of previously moving.

Classroom set-up: Most desks will be crowded on the east side of the classroom with a taped line on the floor. This is an experiential exercise for the students. Some students will have role cards on and will be spoken to the day before and will be cued to speak up when we reach a certain time period for example 1823 Monroe Doctrine. The US map will be projected in the front of the room. This is their graphic organizer for the notes.

Procedure: While they are making their graphic organizer, I will pick some students who will represent confederates that will use the role cards to move west during the simulation. Lecture will begin with a discussion of the preview assignment. Most of the lecture hits the westward movement throughout the 1800s. Each time you hit one of the role cards the confederate will proclaim they are moving west and why. The simulation will conclude with the completion of the transcontinental railroad and John O’Sullivan’s idea of Manifest Destiny along with the idea of the US becoming a world power.

Technology component: The PowerPoint presentation that goes along with this lecture is the only technology used in the lesson.

Closure/Assessment: The students for homework will synthesize the top 3 reasons he/she would move west in the 1800s. Included in this they must also explain Americas rise to a world power. Followed by a quiz the next day on the homework and lesson.

Confederate role cards: 1823 Monroe Doctrine, 1830 IRA Congress, 1836 Texas War for Ind., 1847 Mormons, 1848 War w/Mexico, 1849Gold Rush, 1862Homestead, 1869 Transcontinental railroad.