Grade 5 Social Studies Unit 5

Transcription

1 Grade 5 Social Studies Unit 5 Title Westward expansion Big Idea/Enduring Understanding The 19 th century was a time of great political, social and economic change. Suggested Dates 5 th Six weeks 15 Days Guiding Questions Why were people willing to give up a civilized life to move to the unsettled west? What inventions or innovations made it possible for people to move to or live in the West? 4BD 8A 13A 23B * Safety Net Standards * Readiness TEKS 4ACG 5C 7BD 8B 9B 17AB 21AB 23ACD TEKS Supporting TEKS Vertical Alignment Expectations *TEKS one level above* *TEKS one level below* SS TEKS Process Skills 6AB, 24ABCDE, 25ABCDE,26AB Sample Assessment Question Identify and explain how geographic factors, government policies, and belief in Manifest Destiny encouraged expansion and new economic activities in the west. Explain the impact of the railroad system on businesses and on westward expansion. Describe how the creation of the transcontinental railroad system modified the environment, used human resources, and advanced the economic development of the United States. Describe how and why miners modified their environment.

2 How did geographic factors affect the location of ranching and farming activities? Explain Manifest Destiny. What resources provided economic opportunities for people in the West? How did the growing railroad system change the American economy? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS 6AB, 24A-E, 25A-E, 26AB Knowledge and Skills with Student Expectations (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is (B) Readiness identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States; District Specificity/Examples Vocabulary Instructional Strategies The Industrial Revolution began in the 1700's but had the most impact on life in America in the 1800's. Life changed in many ways: People, especially in the Northeast and North, began to move to cities (urbanization) and work in factories making things like cloth, steel, and other manufactured products. New inventions like a power loom to weave cloth from cotton, the steam engine (for trains and boats), and the cotton gin (to get cotton ready to be sold to textile Identify Industrial Revolution impact urbanization Sectionalism Rural Urban Class Discussion about the Industrial Revolution and plantation agricultural, impact on the people Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. This is new content introduced at fifth grade and helps prepare students for Social Studies, Grade 8. The importance of new inventions and technology in general was introduced beginning in first grade. Students learned about such inventors as Robert Fulton (steam engine); Cyrus McCormick (reaper); and Eli Whitney (cotton gin). Remind students that technology is any tool that makes life easier - not just computers! Vocabulary that is critical to this objective might include:

3 mills) improved the factory system. Other new inventions like a steel plow and a reaper made it more efficient to produce food for the large cities in the North. New transportation like railroads and steamships made traveling and shipping easier and faster. In the south, huge farms called plantations used slave labor to grow mostly cotton because there was such a demand for this crop in the new textile factories in England and the northern part of the United States. Farms in the western part of the U.S. were usually family owned and run and produced food crops to be sold in the Northeast. The North became more and more urbanized and industrial while the South remained rural and agricultural - depending on cash crops rather than food crops. The North wanted to pass taxes on imports, called tariffs to help protect their new industries. The South was against these new taxes because they had to import almost all of their manufactured goods. How did industry and mechanization of agriculture change the American way of life? Industrial Revolution - the period of rapid industrial growth that began in Britain in the 1700s and then spread to other nations that replaced production of goods by hand with production of goods by machine. Industrialization- the development of large industries and factories important in a country's economic system. Agricultural - the use of land for growing crops and farming. Cash crops - those crops like cotton, tobacco, or sugar cane that can only benefit the producer if they are sold for a profit. Farms also produce food crops. Urbanization - the process of people moving to cities, usually for jobs. Rural - countryside- sparsely populated areas in the countryside (farms, ranches, etc.) where economic activity concentrates on primary use of the land for farming, ranching, grazing, lumbering, mining, Tariff - a tax on imported goods. Play "pictionary" as a way to reinforce vocabulary. Provide students with artwork or pictures in the textbooks, reference materials, or on the internet. Ask them to choose two picture that shows a change resulting from the Industrial Revolution (i.e., a flatboat and a steamboat; a wagon and a railroad steam engine; a spinning wheel and a textile mill; a reaper or cutting grain by hand). Ask students to describe how that invention changed the ways people lived and worked. Have them cite specific examples from the pictures that support their ideas(use the Analyzing a Picture format in the skills section).

4 Have students research the two kinds of agriculture: small family farms owned and worked by individual families, including the children (in the North, West, and parts of the South); and large plantations (in the South) which used slave labor. Have the students compare the two types of agriculture in a diagram and/or in writing. Have students assume the role of a child on a small family farm or a plantation and write at least three (3) journal entries about their life in the 1800's. Children's Literature Fire at the Triangle Factory by Holly Littlefield. Carolrhoda, Growing Up in Coal Country by Susan Campbell Bartoletti. Houghton Mifflin, Kids at Work: Lewis Hine and the Crusade Against Child Labor by Russell Freedman. Clarion, Big Annie of Calumet: A True Story of the Industrial Revolution by Jerry Stanley. Crown, Details the fight between mine workers and owners that finally resulted in the United Mine Workers labor union. For advanced readers. The Bobbin Girl by Emily Arnold McCully. Dial, (4) History. The student understands political, economic, and social changes that occurred in the United States during the The causes of westward expansion were: Westward expansion Migration Reinforce the categorizations schema ESPN (E conomic, Most of this is new content at fifth grade. The students were introduced to the annexation of Texas

5 19th century. The student is (C) Supporting identify reasons people moved west; A growing economy and new immigrants who needed places to work and farm. Most people in the United States in the 1800's were farmers and they needed new land. "Growing space" so that people would not be crowded together. Trying to make sure that other countries having territory nearby did not threaten the United States. Something called Manifest Destiny, which was an idea that the U.S. had the "God-given right to control all of the land from the Atlantic to the Pacific Oceans". How did industry and mechanization of agriculture change the American way of life? Push/pull factors S ocial/cultural, P olitical, e N viornment) Chart reasons people move, assign a letter to show the above reasons and the Mexican War in fourth grade. The concepts of Manifest Destiny and westward expansion are very important for students in eighth grade. Use a map to help student visualize the territorial growth of the United States. In the 1600's and 1700's the 13 colonies controlled land along the Atlantic coast. After the French and Indian War (1763) more and more settlers began to move west of the Appalachian Mountains. With the Treaty of Paris in 1783, the United States received most of the land between the Appalachian Mountains and the Mississippi River (except for Louisiana and Florida). After the Civil War, in 1869, the U.S. bought Alaska from the Russians. As a result of the Spanish-American War in 1898, we got other territories including Hawaii. Note: The growth patterns for the United States follows an approximate growth cycle of 20 year "cycles" beginning in 1763, 1783, 1803, 1821, and 1845 and so on. Population increases through immigration and migration patterns "filled" the available land and forced people to move west. Have students color key and label a map showing the various territorial gains of the United States beginning with the Louisiana Purchase in 1803 and ending with the Gadsden Purchase in Have students describe in writing the relationship between Manifest Destiny and westward expansion. Children's Literature

6 The Ballad of Lucy Whipple by Karen Cushman. Clarion, The West: An Illustrated History for Children and People of the West by Dayton Duncan. Little, Brown, Wagons West! By Roy Gerrard. Straus & Giroux, Lewis and Clark: Explorers of the American West by Steven Kroll. Hoilday, (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is (D) Readiness identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny; Territorial Expansion: 1803 the United States bought the Louisiana Purchase from France for $15,000,000. This extended the territorial U.S. through the Great Plains to Oregon. In the U.S. got Florida from Spain. In 1845 we annexed Texas and fought the Mexican War. We won that war in 1848 and added the Mexican Cession (which was the land from Texas to California) Also in 1845, we got the Oregon Territory from Great Britain. In 1853, we completed our country with the Gadsden Purchase from Mexico. Manifest Destiny, Sectionalism, Lewis and Clark, Louisiana Purchase Use maps to show the Louisiana Purchase, Texas annexation and the acquisition of Mexican Cession Pearson Textbook pp , 346, 423 Chapter 7 (23) Science, technology, and society. The student understands The Industrial Revolution began in the 1700's but had the most impact on Industry Show pictures of persons This is new content introduced at fifth grade and helps prepare students for Social Studies, Grade 8.

7 the impact of science and technology on society in the United States. The student is Safety Net Standard (B) Readiness identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program life in America in the 1800's. Life changed in many ways: People, especially in the Northeast and North, began to move to cities (urbanization) and work in factories making things like cloth, steel, and other manufactured products. New inventions like a power loom to weave cloth from cotton, the steam engine (for trains and boats), and the cotton gin (to get cotton ready to be sold to textile mills) improved the factory system. Other new inventions like a steel plow and a reaper made it more efficient to produce food for the large cities in the North. New transportation like railroads and steamships made traveling and shipping easier and faster. In the south, huge farms called plantations used slave labor to grow mostly cotton because there was such a demand for this crop in the new textile factories in England and the northern part of the United States. Farms in the western part of the U.S. were usually family owned and run and produced Mechanization Agriculture Rural Urban picking cotton and one of a combine harvesting cotton. How has machines changed agriculture in the US? The importance of new inventions and technology in general was introduced beginning in first grade. Students learned about such inventors as Robert Fulton (steam engine); Cyrus McCormick (reaper); and Eli Whitney (cotton gin). Remind students that technology is any tool that makes life easier - not just computers! Children's Literature Fire at the Triangle Factory by Holly Littlefield. Carolrhoda, Growing Up in Coal Country by Susan Campbell Bartoletti. Houghton Mifflin, Kids at Work: Lewis Hine and the Crusade Against Child Labor by Russell Freedman. Clarion, Big Annie of Calumet: A True Story of the Industrial Revolution by Jerry Stanley. Crown, Details the fight between mine workers and owners that finally resulted in the United Mine Workers labor union. For advanced readers. The Bobbin Girl by Emily Arnold McCully. Dial, Provide students with artwork or pictures in the textbooks, reference materials, or on the internet. Ask them to choose two picture that shows a change resulting from the Industrial Revolution (i.e., a flatboat and a steamboat; a wagon and a railroad steam engine; a spinning wheel and a textile mill; a reaper or cutting grain by hand). Ask students to describe how that invention changed the ways people lived and worked. Have them cite specific examples

8 food crops to be sold in the Northeast. The North became more and more urbanized and industrial while the South remained rural and agricultural - depending on cash crops rather than food crops. The North wanted to pass taxes on imports, called tariffs to help protect their new industries. The South was against these new taxes because they had to import almost all of their manufactured goods. from the pictures that support their ideas(use the Analyzing a Picture format in the skills section). Have students research the two kinds of agriculture: small family farms owned and worked by individual families, including the children (in the North, West, and parts of the South); and large plantations (in the South) which used slave labor. Have the students compare the two types of agriculture in a diagram and/or in writing. Have students assume the role of a child on a small family farm or a plantation and write at least three (3) journal entries about their life in the 1800's. (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is (G) Supporting What was the effect of westward expansion on the native people? ESP (Economic, Social/Cultural, Political) Immigrant Class discussion of ESP Pearson Textbook pp , 319, , , , 487 Chapter 7 Chapter 11 identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups. (7) Geography. The student understands the concept of regions in the United States. The student is (B) Supporting What are the 5 major regions in the United States? Great Plains, Rocky Mountains, and Coastal Plains, Conduct Google Serach for physical regions of the US Identify the physical Pearson Textbook pp , , 169 Chapter 4

9 describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains; features of each region (7) Geography. The student understands the concept of regions in the United States. The student is (D) Supporting locate on a map important physical features such as the Rocky Mountains, Mississippi River, and Great Plains. Students must locate The Rocky Mountains, Mississippi River Great Plains on a map Rocky Mountains, Mississippi River, and Great Plains Use a physical outline of the US and place physical features, mountians, water, etc Pearson Textbook pp. 16, 19, 302, 308, 422 Chapter 7 (8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is (A) Readiness identify and describe the types of settlement and patterns of land use in the United States; What were the reasons that the first colonists settled in the Northeast? How did the resources available in the area of settlement affect the success or failure of the first colonies? settlement pattern Students research areas liveable and unliveable in US. What features contirubte to liveable and unliveable Pearson Textbook pp , 66-69, , , , 346, , 357, 362, 365, 367, 434 Chapter 1 Chapter 3 Chapter 4 Chapter 8 (8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is (B) Supporting The concept of relationship between physical and human geographic factors and their impact on settlement patterns and population distribution is important. Influence pattern Geographic factors Patterns of settlement Population of settlement Use population density maps to help students locate and explain settlement patterns Pearson Textbook pp , 60, 66-68, 80, , 169, 191, , , 282, 352, , 367, 434, 658, 684 Chapter 1 Chapter 2 Chapter 4 Chapter 6 Chapter 8

10 explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present; Chapter 16 (9) Geography. The student understands how people adapt to and modify their environment. The student is (B) Supporting analyze the positive and negative consequences of human modification of the environment in the United States, past and present. How did people first adapt to this enviornment? How did they begin to modify the enviornemnt? Why did people make the modification? What are the positive and negative consequences of modification? What are the long term effects? analyze Positive consequences Negative consequences Human modification Enviornment Class discusion brainstorming examples of significant modifications to enviornment, positive/negati ve effect Pearson Textbook pp. 58, 155, 173, 439, 441, , 561, , 715 Chapter 1 Chapter 4 Chapter 13 Chapter 17 (13) Economics. The student understands patterns of work and economic activities in the United States. The student is What does support mean? How do artisans contribute to a society? What colonial jobs exist today and what do not? Artisians Colonial soceity Research colonial jobs, share with class Pearson Textbook pp , 176, 179, 197, 657, 673, 684, 711, 720, 723 Chapter 4 Chapter 16 Chapter 17 (A) Readiness compare how people in different parts of the United States earn a living, past and present; (5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is (C) Supporting identify the accomplishments of individuals and groups such Susan B. Anthony Woman s rights pioneer What events during the 20th and 21st century shaped American culture and will continue to influence American society in the future? Whip (relationship to voting) Students in small groups research one of the people listed and share findings with class Pearson Textbook pp , , 499, , , 520 Chapter 7 Chapter 12

11 as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics. (25) Social studies skills. The student communicates in written, oral, and visual forms. The student is (B) incorporate main and supporting ideas in verbal and written communication; *Determine if an article is a news article, a feature article, or an editorial *Determine which event is being reported in an article, when the article was written *Identify two facts from the article News article Editorial Provide a newspaper article per two students - have them circle facts underline opinions Pearson Textbook pp. 11, , 699, Chapter 8 Chapter 17