| Grade 5 |
COURSE TITLE: AMERICAN HISTORY
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UNIT 3
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Unit 3: American Expansion
(Suggested amount of time to spend on unit: beginning-January to mid-March)
FOCUS QUESTIONS
FQ1: How did immigration during the early 1800Õs impact the growth of America? (EQ1,2,3,6,7)
Irish mills
German (Midwest expansion, farming)
S1; PS1 Formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real simulated historical sites, charts, graphs, diagrams and written texts.
S1; PS2 Gather information from multiple sources, including archives or electronic databases, to have experience with historical sources and to appreciate the need for multiple perspectives.
S2; PS1 Demonstrate an in-depth understanding of major events and trends of United States history.
FQ2:Why did Americans move west? (EQ6,7)
Belief in Manifest Destiny
Conditions in the East
Land Acquisition -individual and country
California Gold Rush
S2; PS1 Demonstrate an in-depth understanding of major events and trends of United States history.
S4; PS4 Display empathy for people who have lived in the past.
S11; PS1 Explain the patterns and characteristics of human migrations at various levels.
S12; PS6 Draw a freehand map from memory of increasing and appropriate complexity to display geographic information and answer geographic questions.
FQ3:What was the Great Migration experience of 1840-1860? (EQ 2,3,6) Oregon Trail California Trail Mormon Trail
S11; PS1 Explain the patterns and characteristics of human migrations at various levels.
FQ4: How did America change as a result of Westward Expansion? (EQ1,2,3,4,6,7)
Indian displacement
Economic growth
Cultural interaction
S2; PS1 Demonstrate an in-depth understanding of major events and trends of
S12; PS4 Use maps, globes, models, graphs, charts and U.S. history. databases to analyze distribution and patterns.
S3; PS7 Identify and analyze the various
S12; PS7 Demonstrate and explain ways that humans causes and effects of movements of groups depend on, adapt to and alter the physical environment of people.
NOTES TO TEACHER:
Slavery will be a continual theme throughout many units of the 4th and 5th grade curriculum. Be sure to teach immigration of the early to mid 1800's (does not include Ellis Island).
RESOURCES:
Provided resources:
America Will Be - Chapter 17, Lesson 2 Chapters 14 & 15 page 557 (Teacher resource - Immigration Chart)
Pioneer Interactive
RECOMMENDED ACTIVITIES:
Have students take the role of an Irish or German immigrant and write a letter back home. For example, include food, housing, jobs, obstacles, etc.
Have students create picture maps of their new homeland verses their old homeland.
Pioneer simulation using Interact.
ASSESSMENTS:
Essential questions
Focus questions
Performance tasks
Tests/quizzes
Teacher observations
| Content: Social Studies |
Grade Level: 5 |
Date of BOE Adoption: July 17. 2002 |