Grade 05 Social Studies Unit 07 Exemplar Lesson 01: Explore to Expand

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Grade 05 Social Studies Unit 07 Exemplar Lesson 01: Explore to Expand Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days Grade 05 Social Studies Unit 07 Exemplar Lesson 01: Explore to Expand This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students learn about the Louisiana Purchase and the expedition led by Lewis and Clark called the Corps of Discovery. Students learn the importance of decision making and problem solving in leadership, as they learn the valuable contributions made by the Corps of Discovery. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 5.4 History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: 5.4C Identify reasons people moved west. 5.4D Identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny. 5.7 Geography. The student understands the concept of regions in the United States. The student is expected to: 5.7B 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. 5.7C Locate on a map important political features such as the ten largest urban areas in the United States, the 50 states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest. 5.7D Locate on a map important physical features such as the Rocky Mountains, Mississippi River, and Great Plains. 5.19 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: 5.19C Identify and compare leadership qualities of national leaders, past and present. Social Studies Skills TEKS 5.24 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 5.24C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. 5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. 5.25E Use standard grammar, spelling, sentence structure, and punctuation. 5.26 Social studies skills. The student uses problem-solving and decision-making skills, working Last Updated 05/17/13 page 1 of 42 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days independently and with others, in a variety of settings. The student is expected to: 5.26A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. GETTING READY FOR INSTRUCTION Performance Indicators Grade 05 Social Studies Unit 07 PI 01 Write the transcript of an interview with a key member from the Lewis and Clark expedition. Provide information on the expedition in terms of challenges, opportunities, and contributions to the expansion of the United States. Also include details of the route taken and describe decision- making process for a choice made en route. Standard(s): 5.4C , 5.4D , 5.25D , 5.25E , 5.26A ELPS ELPS.c.1G , ELPS.c.5F Key Understandings Governments often support territorial expansion to protect self-interests and insure self-sufficiency. — Why do governments support territorial expansion? — Why did the U.S. government support expansion into the West? — How did the U.S. government support expansion into the West? Vocabulary of Instruction transcript expansion landforms excerpt territory expedition physical characteristics expansion influence Materials Chart/butcher paper clipboards colored pencil Information on the Physical Geography of the U.S. List of leadership qualities Outline map of the United States with states (1 per student) paper for drawing Primary documents for List of Supplies and Gifts for the Indians Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Timeline Cards (1 per student or pair, cut apart) Handout: Map of the United States (optional choice) Teacher Resource: PowerPoint: Geography of the United States Handout: President Thomas Jefferson: A Man of the People (1 per student) Teacher Resource: Background Information Journey of Discovery Handout: Excerpt from Confidential Letter from Jefferson to Congress (1 per student) Handout: The Louisiana Purchase Map (1 per student) Handout: Instructions to Meriwether Lewis (1 per student) Handout: Supplies for the Corps of Discovery (1 per group) Last Updated 05/17/13 page 2 of 42 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days Handout: Corps of Discovery People (1 per group) Teacher Resource: PowerPoint: Corps of Discovery Handout: Excerpts from Lewis and Clark Journals (1 per student/group) Handout: Sacagawea a Woman of Leadership (1 per student/group) Handout: Difficulties and Triumphs for the Corps of Discovery (1 per student/group) Teacher Resource: Difficulties and Triumphs KEY Handout: Problem Solving Chart (1 per student) Handout: Interview Transcript PI (optional) Resources Advance Preparation 1. Become familiar with content and procedures for the lesson, including the history of the Louisiana Purchase, the Corps of Discovery with Lewis and Clark, the concept of westward expansion, and the idea of national identity. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview materials and websites according to district guidelines. 5. Cut apart the cards in the Handout: Timeline Cards (1 set per student or pair) 6. Print outline map of the United States (with state boundaries) from the National Atlas or classroom resources. 7. Prepare materials and handouts as necessary. Background Information There are many online resources available to support student learning about the journey of Lewis and Clark. Students have studied the development of the United States of America from exploration and colonization through the road to revolution through revolution and separation from Great Britain. At this point in history the new nation is working to find its way in the world including developing its own culture and identity to become recognized as the “land of the free” and as a trusted world trading partner. The acquisition of the Louisiana Purchase is a big step in that process. In 1801, Spain and France signed a secret treaty ceding Louisiana to France. France suddenly posed a potential threat to America. When France regained control of Louisiana, Napoleon, now the French leader after the French Revolution, threatened to block American access to the important port of New Orleans on the Mississippi River. New American settlements west of the Appalachian Mountains depended upon river transport to get their goods to market since overland trade to the east was expensive and impractical. Jefferson sent a strongly worded message to Napoleon, indicating that the United States would side with the British (a perennial enemy of France) to maintain control of New Orleans and the Mississippi River. Behind the scenes, Jefferson sent a secret message to Congress requesting funding for an expedition to explore the areas west of the Mississippi River to the Pacific Ocean. Jefferson’s message was secret because at that time France owned the territory. Jefferson also sent envoys to France to try and secure the purchase of New Orleans and Louisiana. In a surprise move, France offered the entire Louisiana Territory to the United States for $15,000,000. The United States accepted the offer. America did not have the money to pay the $15 million outright so they instead borrowed the money from Great Britain at 6% interest. With the purchase, the United States essentially doubled its size. The United States added land from the Mississippi River to
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