UBD Lesson Plan [Sean and Andrew]UBD Lesson Plan TemplateUBD Lesson PlansUBD TemplateTopic/Theme: Westward Expansion in the United StatesTime frame: (1800-1865) 2-3 weeksClass/Grade Level: 10th Grade U.S. History

Lesson #1Lesson SummaryBegin class with a Think Pair Share (TPS) with the question What effect do factories have on modern America? After allowing time to work on that, discuss the TPS as a class. Allow time for students to express their thoughts and use questions to bring them further in discussions. Move into the lecture after that. The outline of the lecture will focus on railroads and canals and why they had (and continue to have) a major effect on the American Economy. Then hand out the worksheet on the American Economy. Students will be given the rest of the class time to finish the worksheet. If they finish early, allow them time to work on their papers. No talking with peers.

Lesson Objective(s)1) Understand the importance of canals and railroads on the American Economy by completing the worksheet and TPS to satisfaction - measure TPS for students who contribute to discussion, measure worksheet for students who dont contribute to discussion/need more time to gather thoughts. 2) Students will be able to identify how the economy has progressed over time by comparing society and the economy during a set time period by correctly filling out the worksheet. Materials/Resources required TPS Sheet Lecture notes/PPT American Economy Worksheet Textbook

Desired Results

Established Goals: (Including state standards) SS.912.H.2 Understand from a historical perspective the purpose and effects of treaties, alliances, and international organizations that characterize today's interconnected world. SS.912.H.6 Understand reasons for changes in the world's political boundaries. SS.912.H.3 Understand cultural factors that have promoted political conflict.(Working on paper) SS.912.H.4 Understand the role the values of specific people in history played in influencing history.(Working on paper) SS.912.H.6 Understand the historic reasons for conflicts within specific world regions. (Working on paper) SS.912.H.8 Understand how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians (Working on paper) SS.912.H.1 Understand patterns of social and cultural continuity in various societies. (Working on paper)

Essential Questions:1) How does the evolution of transportation impact the interactions of people within a country?2) How does industrialization affect an economy of a country?3) What were some of the major problems with a people embracing a belief that holds privilege over others? (Working on paper)4) How do Leaders in a democratic government leave lasting impacts?(Working on paper)5) Is there a possible way to expand without harm?(Working on paper)

Understandings: Students will understand that1) SWUT railroads and canals created a new outlet for American Industrialism as well as travel. 2) SWUT Manifest Destiny had major repercussions on minority groups as well as how the American people viewed themselves over these groups, including complications with slavery, and The Indian Removal Act. (Working on paper)3) SWUT past actions have ramifications and impact in the current time period (Working on paper)

Knowledge: Students will know 1) Union Pacific 2) Steam engines and their effect on trade and travel 3) o Manifest Destiny [1] (Working on paper)4) o Indian Removal Act [1] (Working on paper)5) o Slavery [1] (Working on paper)

Skills: Students will be able to 1) Compare and Contrast 2) Cause and effect 3) Analyze the past and the effects on today. 4) Analyze the past and the effects on today. (Also working on paper, A3)5) Moral/ethical implications (Working on paper, A3)

Assessment Evidence

Performance Tasks/Formal/Summative Assessment: Task / AssessmentUP Connects

Compare and Contrast the American economy before and after the use of Canals and Railroads (worksheet) (A2)U: 5 K: 3 S: 3

Write a 2-3 page paper explaining the moral and ethical implications of the Indian Removal Act both in 1830 and present day. Would very many people have seen a moral or ethical problem back in 1830? (A3) (Work in class)U: 1 , 6 K: 1 S: 2, 9

Other Evidence/Informal/Formative Assessment:Task / AssessmentUP Connects

TPS What effect do factories have on modern America? (A12)U:6 K:1 S:2

Detailed Steps/Procedures

Learning actionTime (mins)

INTRO: Before class begins write the question for the TPS on the board to get their minds working for the direction of the class: What effect do factories have on Modern America?0

1) Once students are seated and quiet, explain that the students will participate in a TPS.2

2) After explaining the TPS, hand out a TPS worksheet to keep their thoughts organized.1

3) Once all students have a worksheet, allow students to Think first (3 minutes) then pair up with someone next to them and begin working on the Pair.8

4) Have them Share out-loud with the rest of class - promote the discussion with these questions if discussion seems dull.: -Where would America be without those factories today? -What would America look like without those factories in the 1800s? -How much of our lives are made up in a factory? -Could we survive as an economic powerhouse without our vast transportation system?7-10

5) After discussion concludes, begin lecture on Industrial Growth - focus will be on Railroads and Canals. Instruct students to take notes on the powerpoint. Look at the bottom of each slide for additional comments/Question to make in class.15-20

6) Pass out worksheet on the American Economy. Have students complete by the end of class. If they finish early, allow time for them to work on their papers.10-15

Lesson #2Lesson SummaryBegin the Lesson with a question on the board that the students have to answer as a entrance slip. The question asked will be Explain the Second Great Awakening in your own words? After they have finished the entrance slip, the students will then turn their papers in that were assigned on monday dealing with the ramifications of (A3). After the allotted time has passed on the entrance slip and the turning in of papers we will dive into the lecture of the day. The lecture will be part one of a two day series on the changes occurring in the early years of the American republic. It will cover in greater detail the Second Great Awakening, and the ramifications that it had on the republic as well as todays society. Then we will move into exploring as a class in a discussion specifically how we see the effect/Impact of the SGA on modern religion in the U.S. Current events could be connected to this. At the end of the class make sure to outline the plan for Fridays lesson.

Lesson Objective(s)3) Students will be able to explain and recall 2-5 details on how the Second Great Awakening has affected our current society during our large and small classroom discussions.

Materials/Resources required Powerpoint/ Notes on lecture Entrance slip Textbook

Desired Results

Established Goals: (Including state standards) SS.912.H.3 Understand cultural factors that have promoted political conflict.(Turned in paper) SS.912.H.4 Understand the role the values of specific people in history played in influencing history.(Turned in paper) SS.912.H.6 Understand the historic reasons for conflicts within specific world regions. (Turned in paper) SS.912.H.8 Understand how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians (Turned in paper) SS.912.H.1 Understand patterns of social and cultural continuity in various societies. (Turned in paper)

Essential Questions:6) What were some of the major problems with a people embracing a belief that holds privilege over others? (Turned in paper)7) How do Leaders in a democratic government leave lasting impacts?(Turned in paper)8) Is there a possible way to expand without harm?(Turned in paper)9) How does the evolution of transportation impact the interactions of people within a country?10) How do groups of people respond when repressed?11) How did the West offer opportunities that the East couldnt offer?

Understandings: Students will understand that4) SWUT Manifest Destiny had major repercussions on minority groups as well as how the American people viewed themselves over these groups, including complications with slavery, and The Indian Removal Act. (Turned in paper)5) SWUT past actions have ramifications and impact in the current time period (Turned in paper)6) SWUT past actions have ramifications and impact in the current time period (also in class discussion)

Knowledge: Students will know 6) What the Second Great Awakening was7) o Manifest Destiny [1] (Turned in paper)8) o Indian Removal Act [1] (Turned in paper)9) o Slavery [1] (Turned in paper)

Skills: Students will be able to 6) Critical thinking 7) Analyze the past and the effects on today. (Turned in paper)8) Moral/ethical implications (Turned in paper)9) Analyze the past and the effects on today. 10) Reflect on information and its consequences/repercussions

Assessment Evidence

Performance Tasks/Formal/Summative Assessment: Task / AssessmentUP Connects

Write a 2-3 page paper explaining the moral and ethical implications of the Indian Removal Act both in 1830 and present day. Would very many people have seen a moral or ethical problem back in 1830? (A3) (Turned in today)U: 1 , 6 K: 1 S: 2, 9

Other Evidence/Informal/Formative Assessment:Task / AssessmentUP Connects

Entrance slip: Describe in your own words the Second Great Awakening (3-5 sentences) (A10)K: 4 S: 5

Detailed Steps/Procedures

Learning actionTime (mins)

INTRO: As the students enter the class hand to them the entrance slip. The question will be: Explain in your own words what the Second Great Awakening was. (3-5 sentences)0

1) The students will be given time to answer the entrance slip (A10). Make sure the days materials are in order and ready to be used for the class. 5

2) Make an announcement to the class that as soon as they are done with the entrance slip to turn in their papers (A3) on the Indian Removal Act that were assigned Monday.1-2

3) Tell the students to make sure that they get their book and notebook out to prepare for the lecture..this will allow the students who were finishing the entrance slip and turning in the paper to finish and also get ready for the day. 1

4) Gain attention of students and give them a brief overview on the lecture we will do today and how part 2 will be friday, then see if any students had questions over anything thus far. 1-2

5) Lecture on part one of the changes in the young republic, this part will cover specifically the Second Great Awakening and the affects that it had on the U.S. and its fledgling system of government. A.)make sure to tell the students to take notes on the lecture while highlighting certain points that we make during the lecture. B.)This will make sure that all students are taking notes on the main points of the lecture. 15-20

6) Transition into the classroom discussion phase of the lesson, this will include a quick rearranging of the desks so that we can have small groups facilitate discussion before the large group discussion. 1

7)Pose this question to the students: How did the SGA have an impact on modern day religion in America?They will discuss with small groups A.) Give instructions that they will discuss in groups and write a few things down then we will discuss as a large group.1

8)We will then take the small group discussion points and turn it into a large class discussion to gather all points brought up. A.) Take bullet points on the board to help the students take notes on the discussion(so they can concentrate on coming up with ideas then write down at the end what was said)5-7(small) 7-10(large)

9)Depending on discussion do a quick recap of what we have learned and what we will be exploring on the last day of the unit (friday) material.last minutes of class..2-5

Lesson #3Lesson SummaryWe will begin class with an opening exercise that will reflect the time periods voting laws and the rights that the major three groups of people living in America experienced. This will lead right into the part 2 of the lecture on the young republic, it will focus specifically around the abolitionists, women's rights movements, as well as the movement in America to have moral reform then we will hold a discussion after the lecture. This discussion will deal with how the activity done at the beginning of class had significance to the lecture material and the ability of the students to connect what we did to what life for certain groups of people was like. We will also discuss with the students how things might have been different in todays society and even back then if all groups of people were allowed to vote/ have rights. Lastly the class will write an exit slip on todays lecture and activity by reflecting on the repression of rights. This is also good to reflect on because the students should be aware of the current events in rights issues and connect what we are learning to them.

Lesson Objective(s)4) Students will be able to describe on the exit slip how repressed groups will act when life is unsatisfactory, specifically on the repression of women's rights.5) Students will be able to review how society is currently still going through social change in the area of rights, repressions, and inequality through classroom discussion on the opening exercise by engaging in discussion with peers.

Materials/Resources required Lecture notes/ PPT the textbook Exit slip

Desired Results

Established Goals: (Including state standards) SS.912.H.1 Understand patterns of social and cultural continuity in various societies. SS.912.H.4 Understand the role the values of specific people in history played in influencing history. SS.912.H.6 Understand the historic reasons for conflicts within specific world regions. SS.912.H.3 Understand cultural factors that have promoted political conflict. SS.912.H.4 Understand the role the values of specific people in history played in influencing history. SS.912.H.6 Understand the historic reasons for conflicts within specific world regions. SS.912.H.8 Understand how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians

Essential Questions:12) How do Leaders in a democratic government leave lasting impacts?13) How do groups of people respond when repressed?

Understandings: Students will understand that7) SWUT past actions have ramifications and impact in the current time period8) SWUT Manifest Destiny had major repercussions on minority groups as well as how the American people viewed themselves over these groups, including complications with slavery, and The Indian Removal Act.

Knowledge: Students will know 10) What womens voting rights were like11) What the Second Great Awakening 12) o Seneca Falls Convention [6]

Skills: Students will be able to 11) Analyze the past and the effects on today. 12) Critical thinking 13) Reflect on information and its consequences/repercussions14) Moral/ethical implications

Assessment Evidence

Performance Tasks/Formal/Summative Assessment: Task / AssessmentUP Connects

Other Evidence/Informal/Formative Assessment:Task / AssessmentUP Connects

Opening Exercise: Rights of African Americans and Women vs. White Men during the time period. (A13)U6, K2, S6,9

Exit Slip: 3-5 sentence reflection on the repression of womens rights (A7)U: 1, 6 K: 1, 2 S: 6

Detailed Steps/Procedures

Learning actionTime (mins)

INTRO: Predetermine certain students to be categorized in your sections (White men, women, African American men and women. A.) Two questions will be asked; one will be explaining that the water bottles (or if they dont use a lot of those, switch to phones) have become a distraction and that we need to make a decision as a class about what to do. B.) Only call on the predetermined White men. Only gather their opinions to make a decision. Possibly ask some of the Women their opinions and just kind of shrug them off. Ignore the African American Men and Women section.5-7-

1) After that question, discuss having a pizza party for class on the last day. A.) Inquire what kind of Pizza each group would like. B.) pick the White men choice of Pizza. Dont leave it up to debate. C.) Tell the class its what they picked and thats final. If the class is in agreement use it later to show what it would be like if everyone agreed.10

2)transition to lecture1-2

3)Lecture part 2 on the social changes in the young republic this will focus on the abolitionist and women's rights movements, as well as the call for moral reform in the society. A.) Before the lecture starts do a quick recap of yesterday's important material. and instruct the students to take notes (book out and notes out)15-20

4)Then move into a open class discussion on the opening exercise and how its related to the lecture, and how the exercise focused on the time periods voting rights. A.) Explain to the students what was done (picking their groups, listening to only certain people, etc. B.) Discuss personal feelings and discuss the implications this would have for these groups of people - inform students that neither things will be happening.10

5)Then pose the question: what would happen or change during that time period as well as modern times if all parties had been allowed to vote? A.) let the students discuss this question.5

6)Exit slip will be handed out to the students, the question on the slip will be:a reflection on the repression of women's rights specifically. (3-5 sentences) they can use examples from lecture or book to help reflect. 5-7

7)Because this is the last day of the unit before the review day and the Unit test take this time to explain that they should look over their notes and the book material on the unit so that come monday and tuesday they will be ready and prepared. 2-5 last minutes of class