Plans for the Week
Teacher: SS Hyman/Livingston
Monday
19th
Week 6: Sept.19-23, 2016
Objectives:
5-2.1 Analyze the geographic and economic factors that influenced westward expansion and the ways that these factors affected travel and settlement,
including physical features of the land; the climate and natural resources; and land ownership and other economic opportunities.
5-2.2 Summarize how technologies (such as railroads, the steel plow and barbed wire), federal policies (such as subsidies for the railroads and the
Homestead Act), and access to natural resources affected the development of the West.
5-2.3 Identify examples of conflict and cooperation between occupational and ethnic groups in the West, including miners, farmers, ranchers, cowboys,
Mexican and African Americans, and European and Asian immigrants.
5-2.4 Explain the social and economic effects of westward expansion on Native Americans; including opposing views on land ownership, Native
American displacement, the impact of the railroad on the culture of the Plains Indians, armed conflict, and changes in federal policy.
ELA 2-2.1 Analyze ideas, perspectives, and information using examples and supporting evidence related to the topic
Plan for the day:
Essential Question: How did geographic and economic factors affect settlement in the West?
Vocabulary: Manifest destiny, transcontinental railroad, homesteaders, poverty, cattle drive, reservations, monopoly,
commute, slum, suffrage, Homestead Act, deed, sod, prairie, Pony Express, Indian Removal Act, California Gold Rush, Mojave
Desert,
1. Discussion: The teacher will share the PowerPoint Geographic and Economic factors to expansion
2. Read Apples to Oregon by Deborah Hopkins
Literacy/Social Studies Stations:
SmartBoard: Students will review, discuss, and take notes on “Traveling and Adjusting Out West” using a Charleston SmartBoard lesson
Writing: Each student will pretend the year is 1863 and their family has said they will be moving west to settle on land in the frontier. Next,
they each write a (Narrative) short story about the experiences as they pack their belongings in a covered wagon and head out to a new life
on the prairie.
Non-fiction: Using Week 6 USAStudies Weekly page 4, students will complete the Western Trails activity. Next, student will label a map (to
be placed in their interactive notebook) and identify the mountain ranges, rivers, and deserts the pioneers had to cross. (Resource: page 3 of
USAStudies Weekly-Geography)
Crossword Puzzle: Students will independently complete the puzzle on page 4 in their Week 6 USAStudies Weekly using Western Expansion
vocabulary. Next, students will place a SS foldable in their notebook and complete an activity with each word.
Computer: Students will view a BrainPop video to learn about Western Expansion. Next, they will complete a BrainPop quiz. Then, play
Gameup.
Reading: Students will read pages 2 and 3 of the Week 6 USAStudies Weekly and create a timeline of Western Expansion. Using post-it notes
students will explain: The Homestead Act, Transcontinental Railroad, and Pony Express. Last, students will glue post-it notes in their
notebooks.
Formative Assessment: student responses, Interactive Notebook, BrainPop quiz
Technology: SmartBoard, Computers(BrainPop), document camera
Tuesday
20th
REACH Day
Objectives:
5-2.1 Analyze the geographic and economic factors that influenced westward expansion and the ways that these factors affected travel and settlement,
including physical features of the land; the climate and natural resources; and land ownership and other economic opportunities.
5-2.2 Summarize how technologies (such as railroads, the steel plow and barbed wire), federal policies (such as subsidies for the railroads and the
Homestead Act), and access to natural resources affected the development of the West.
5-2.3 Identify examples of conflict and cooperation between occupational and ethnic groups in the West, including miners, farmers, ranchers, cowboys,
Mexican and African Americans, and European and Asian immigrants.
5-2.4 Explain the social and economic effects of westward expansion on Native Americans; including opposing views on land ownership, Native American
displacement, the impact of the railroad on the culture of the Plains Indians, armed conflict, and changes in federal policy.
ELA 2-2.1 Analyze ideas, perspectives, and information using examples and supporting evidence related to the topic
Plan for the day:
Essential Question: How did geographic and economic factors affect settlement in the West?
Vocabulary: Manifest destiny, transcontinental railroad, homesteaders, poverty, cattle drive, reservations, monopoly,
commute, slum, suffrage, Homestead Act, deed, sod, prairie, Pony Express, Indian Removal Act, California Gold Rush, Mojave
Desert,
1. Discussion: The teacher will share the PowerPoint Westward Expansion (slides 1-7)
2. Game: Oregon Trail Interactive PPT
Literacy/Social Studies Stations:
SmartBoard: Students will review, discuss, and take notes on “Traveling and Adjusting Out West” using a Charleston SmartBoard lesson
Writing: Each student will pretend the year is 1863 and their family has said they will be moving west to settle on land in the frontier. Next,
they each write a (Narrative) short story about the experiences as they pack their belongings in a covered wagon and head out to a new life
on the prairie.
Non-fiction: Using Week 6 USAStudies Weekly page 4, students will complete the Western Trails activity. Next, student will label a map (to
be placed in their interactive notebook) and identify the mountain ranges, rivers, and deserts the pioneers had to cross. (Resource: page 3 of
USAStudies Weekly-Geography)
Crossword Puzzle: Students will independently complete the puzzle on page 4 in their Week 6 USAStudies Weekly using Western Expansion
vocabulary. Next, students will place a SS foldable in their notebook and complete an activity with each word.
Computer: Students will view a BrainPop video to learn about Western Expansion. Next, they will complete a BrainPop quiz. Then, play
Gameup.
Reading: Students will read pages 2 and 3 of the Week 6 USAStudies Weekly and create a timeline of Western Expansion. Using post-it notes
students will explain: The Homestead Act, Transcontinental Railroad, and Pony Express. Last, students will glue post-it notes in their
notebooks.
Formative Assessment: student responses, Interactive Notebook, BrainPop quiz
Technology: SmartBoard, Computers(BrainPop)
Wednesday
21st
Objectives:
5-2.1 Analyze the geographic and economic factors that influenced westward expansion and the ways that these factors affected travel and settlement,
including physical features of the land; the climate and natural resources; and land ownership and other economic opportunities.
5-2.2 Summarize how technologies (such as railroads, the steel plow and barbed wire), federal policies (such as subsidies for the railroads and the Homestead
Act), and access to natural resources affected the development of the West.
5-2.3 Identify examples of conflict and cooperation between occupational and ethnic groups in the West, including miners, farmers, ranchers, cowboys,
Mexican and African Americans, and European and Asian immigrants.
5-2.4 Explain the social and economic effects of westward expansion on Native Americans; including opposing views on land ownership, Native American
displacement, the impact of the railroad on the culture of the Plains Indians, armed conflict, and changes in federal policy.
ELA 2-2.1 Analyze ideas, perspectives, and information using examples and supporting evidence related to the topic
Plan for the day:
Essential Question: What are some conflicts between occupational and ethnic groups?
Vocabulary: Manifest destiny, transcontinental railroad, homesteaders, poverty, cattle drive, reservations, monopoly,
commute, slum, suffrage, Homestead Act, deed, sod, prairie, Pony Express, Indian Removal Act, California Gold Rush, Mojave
Desert,
1. Discussion: The teacher will share the PowerPoint Westward Expansion (slides 8-9)
2. Read the book Coolies by Yin
Literacy/Social Studies Stations:
SmartBoard: Students will review, discuss, and take notes on “Traveling and Adjusting Out West” using a Charleston SmartBoard lesson
Writing: Each student will pretend the year is 1863 and their family has said they will be moving west to settle on land in the frontier. Next,
they each write a (Narrative) short story about the experiences as they pack their belongings in a covered wagon and head out to a new life
on the prairie.
Non-fiction: Using Week 6 USAStudies Weekly page 4, students will complete the Western Trails activity. Next, student will label a map (to
be placed in their interactive notebook) and identify the mountain ranges, rivers, and deserts the pioneers had to cross. (Resource: page 3 of
USAStudies Weekly-Geography)
Crossword Puzzle: Students will independently complete the puzzle on page 4 in their Week 6 USAStudies Weekly using Western Expansion
vocabulary. Next, students will place a SS foldable in their notebook and complete an activity with each word.
Computer: Students will view a BrainPop video to learn about Western Expansion. Next, they will complete a BrainPop quiz. Then, play
Gameup.
Reading: Students will read pages 2 and 3 of the Week 6 USAStudies Weekly and create a timeline of Western Expansion. Using post-it notes
students will explain: The Homestead Act, Transcontinental Railroad, and Pony Express. Last, students will glue post-it notes in their
notebooks.
Formative Assessment: student responses, Interactive Notebook, BrainPop quiz
Technology: SmartBoard, Computers(BrainPop), document camera
Thursday
22nd
Objectives:
5-2.1 Analyze the geographic and economic factors that influenced westward expansion and the ways that these factors affected travel and settlement,
including physical features of the land; the climate and natural resources; and land ownership and other economic opportunities.
5-2.2 Summarize how technologies (such as railroads, the steel plow and barbed wire), federal policies (such as subsidies for the railroads and the Homestead
Act), and access to natural resources affected the development of the West.
5-2.3 Identify examples of conflict and cooperation between occupational and ethnic groups in the West, including miners, farmers, ranchers, cowboys,
Mexican and African Americans, and European and Asian immigrants.
5-2.4 Explain the social and economic effects of westward expansion on Native Americans; including opposing views on land ownership, Native American
displacement, the impact of the railroad on the culture of the Plains Indians, armed conflict, and changes in federal policy.
ELA 2-2.1 Analyze ideas, perspectives, and information using examples and supporting evidence related to the topic
Plan for the day:
Essential Question: What are some conflicts between occupational and ethnic groups?
Vocabulary: Manifest destiny, transcontinental railroad, homesteaders, poverty, cattle drive, reservations, monopoly,
commute, slum, suffrage, Homestead Act, deed, sod, prairie, Pony Express, Indian Removal Act, California Gold Rush, Mojave
Desert,
1. Discussion: The teacher will share the PowerPoint
Looking to the West - Miners, Ranchers, Farmers, Cowboys (1860-1900) (slides 1-19)
Literacy/Social Studies Stations:
SmartBoard: Students will review, discuss, and take notes on “Traveling and Adjusting Out West” using a Charleston SmartBoard lesson
Writing: Each student will pretend the year is 1863 and their family has said they will be moving west to settle on land in the frontier. Next,
they each write a (Narrative) short story about the experiences as they pack their belongings in a covered wagon and head out to a new life
on the prairie.
Non-fiction: Using Week 6 USAStudies Weekly page 4, students will complete the Western Trails activity. Next, student will label a map (to
be placed in their interactive notebook) and identify the mountain ranges, rivers, and deserts the pioneers had to cross. (Resource: page 3 of
USAStudies Weekly-Geography)
Crossword Puzzle: Students will independently complete the puzzle on page 4 in their Week 6 USAStudies Weekly using Western Expansion
vocabulary. Next, students will place a SS foldable in their notebook and complete an activity with each word.
Computer: Students will view a BrainPop video to learn about Western Expansion. Next, they will complete a BrainPop quiz. Then, play
Gameup.
Reading: Students will read pages 2 and 3 of the Week 6 USAStudies Weekly and create a timeline of Western Expansion. Using post-it notes
students will explain: The Homestead Act, Transcontinental Railroad, and Pony Express. Last, students will glue post-it notes in their
notebooks.
Formative Assessment: student responses, Interactive Notebook, BrainPop quiz
Technology: SmartBoard, Computers(BrainPop)
Friday
23rd
Objectives:
5-2.1 Analyze the geographic and economic factors that influenced westward expansion and the ways that these factors affected travel and settlement,
including physical features of the land; the climate and natural resources; and land ownership and other economic opportunities.
5-2.2 Summarize how technologies (such as railroads, the steel plow and barbed wire), federal policies (such as subsidies for the railroads and the Homestead
Act), and access to natural resources affected the development of the West.
5-2.3 Identify examples of conflict and cooperation between occupational and ethnic groups in the West, including miners, farmers, ranchers, cowboys,
Mexican and African Americans, and European and Asian immigrants.
5-2.4 Explain the social and economic effects of westward expansion on Native Americans; including opposing views on land ownership, Native American
displacement, the impact of the railroad on the culture of the Plains Indians, armed conflict, and changes in federal policy.
ELA 2-2.1 Analyze ideas, perspectives, and information using examples and supporting evidence related to the topic
Plan for the day:
Essential Question: How did technology, federal policies, and access to natural resources affect development in the West?
Vocabulary: Manifest destiny, transcontinental railroad, homesteaders, poverty, cattle drive, reservations, monopoly,
commute, slum, suffrage, Homestead Act, deed, sod, prairie, Pony Express, Indian Removal Act, California Gold Rush, Mojave
Desert,
1. Discussion: The teacher will share the PowerPoint
Looking to the West - Miners, Ranchers, Farmers, Cowboys (1860-1900) (slides 21-23)
2. Read Iron Horses by Verla Kay
Literacy/Social Studies Stations:
SmartBoard: Students will review, discuss, and take notes on “Traveling and Adjusting Out West” using a Charleston SmartBoard lesson
Writing: Each student will pretend the year is 1863 and their family has said they will be moving west to settle on land in the frontier. Next,
they each write a (Narrative) short story about the experiences as they pack their belongings in a covered wagon and head out to a new life
on the prairie.
Non-fiction: Using Week 6 USAStudies Weekly page 4, students will complete the Western Trails activity. Next, student will label a map (to
be placed in their interactive notebook) and identify the mountain ranges, rivers, and deserts the pioneers had to cross. (Resource: page 3 of
USAStudies Weekly-Geography)
Crossword Puzzle: Students will independently complete the puzzle on page 4 in their Week 6 USAStudies Weekly using Western Expansion
vocabulary. Next, students will place a SS foldable in their notebook and complete an activity with each word.
Computer: Students will view a BrainPop video to learn about Western Expansion. Next, they will complete a BrainPop quiz. Then, play
Gameup.
Reading: Students will read pages 2 and 3 of the Week 6 USAStudies Weekly and create a timeline of Western Expansion. Using post-it notes
students will explain: The Homestead Act, Transcontinental Railroad, and Pony Express. Last, students will glue post-it notes in their
notebooks.
Formative Assessment: student responses, Interactive Notebook, BrainPop quiz
Technology: SmartBoard, Computers(BrainPop), document camera