Day+5+The+Impact

Teacher(s) Name: **Lola Battle, Rebecca Thomas, Jessica Campos, Melissa Bolan** Thematic Unit Theme/Title/Grade Level: **Westward Expansion/The Journey Begins/5th Grade**. Wiki space address: http://ucfgr5westwardexpansionf09.wikispaces.com/ = Daily Lesson Plan Day/Title : Day 5 /Friday/ The Impact   = ||   || Culture (anthropology) Time, continuity, and change (history) People, places, and environments (geography) Individuals, groups, and institutions (sociology)
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * 1) The student will examine the Lewis and Clark expedition from the Native American prospective.
 * 2) The student will recognize the impact that the Lewis and Clark expedition has had on our environment and development in becoming what is modern day America.
 * 3) The student will understand that a person’s perceptions of places and of other people are based on their own culture and experience.
 * 4) The student will be able to identify the route taken by Lewis and Clark on a map.
 * 5) The student will recognize the impact that the Lewis and Clark expedition has had on our environment and development in becoming what is modern day America.
 * ** NCSS Theme/Sunshine State ** || ** NCSS Theme **

SS.5.A.1.1: Use primary and secondary sources to understand history. SS.5.A.6.2: Identify roles and contributions of significant people during the period of westward expansion. SS.5.A.6.6: Explain how westward expansion affected Native Americans. SS.5.A.6.4: Explain the importance of the explorations west of the Mississippi River. SS.5.A.3.2: Investigate (nationality, sponsoring country, motives, dates, and routes of travel, accomplishments) the European explorers. || || ** Overview: ** The area that the Lewis and Clark Expedition explored was unknown to American settlers, but well known to the more than 170 Native American tribes and bands—hundreds of thousands of people—who lived west of the Mississippi in 1803. The homeland of thousands of Native Americans became part of the United States because of the Louisiana Purchase. One of President Jefferson's instructions to Lewis and Clark was to lay a solid foundation for trade with Native Americans, and to inform them that the United States now claimed their land.
 * Sunshine State Standards **
 * ** Student Activities & Procedures **
 * //Teacher Activities/Student Activities// **

**A. ****Build Background Knowledge: **   ** C. Wrap up **  || || **// Map: //** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> **//Websites://** [] || || **Pre-Assessment**: Ask the questions: Informal assessment-Journal Writing
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Have students take out their writing journals and list some of the things they value in life, (ex. Home, bedroom, toys) than have them discuss in groups how they would feel is someone came in and took those things away. Allow a few minutes for 2 or 3 students to describe their items and explain their feelings.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Explain to the students that although today the Westward Expansion is regarded as a positive contribution to the growth and development of the United States, not all individuals Lewis and Clark encountered along their expedition shared those same viewpoint.
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Introduce the Choral Poem, encourage the students to list why **some** of the Native Americans may have a negative view of the Westward Expansion.
 * 4) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Review the purpose of the expedition and the significant role of Sacagawea and discuss the information learned for the previous days.
 * 5) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Ask the students to think about how they would feel if they were a member of the expedition or a Native American affected by the expedition during that time.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">B.<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> ****<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">*Activity **
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Before class make two photocopies of the five-page handout, Expedition Encounters and copies of the map "Lewis and Clark Expedition: Westward Route, Native Americans, and Forts."
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Divide the class into five teams (in my class the students are already grouped according to their seating charts). Give each team two copies of one of the encounters (each team should have a different encounter).
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Each encounter describes a situation and the place where it occurred. Journal entries describe the point of view of expedition members. (Explain that the apparent misspellings are the result of the way that Lewis and Clark spelled certain words when writing in the journals.) Because Native American history passed from generation to generation through storytellers, tell students they will need to use the information given to imagine what a Native American might have thought.
 * 4) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Divide each team into two groups. Have one group focus on the encounter from a Native American perspective; the other group from the perspective of someone in the expedition. Students can refer to a map during their discussions, "Lewis and Clark Expedition: Westward Route, Native Americans, and Forts."
 * 5) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Have the students engage in a **friendly** debate, instruct students to debate expedition from their groups’ point-of-view. (Remind students that people in the same group can have different perspectives.)
 * 6) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Have representatives from each team read aloud descriptions of their event, and discuss some of the key points of their debate, for example, //How do the perceptions of the events and places differ? Why might they differ?//
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Pull up a map of the United States take a quick survey of how many students were born/ or lived in a different state. Allow some students to share which states.
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">As a whole group, briefly discuss the significance of the Lewis and Clark expedition.
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Explain that Lewis and Clark's accomplishments set the stage for rapid westward expansion that took place in the United States during the following decades. They laid the groundwork for a thriving fur trade, maps, and other discoveries. Lewis and Clark's journey strengthened the United States' claim to the Pacific Northwest region and brought forth the powerful concept of //Manifest Destiny,// which drove America for more than a century.
 * == Resources/Materials ==
 * 1) **Map of Lewis and Clark Expedition: Westward Route, Native Americans, and Forts** []
 * 2) **Map of the United States** []
 * // Supplies: //**
 * 1) // Westward Expansion Acrostic Poem Choral Reading //
 * 2) //Expedition Encounters worksheet//
 * 3) //Map Lewis and Clark Expedition: Westward Route, Native Americans, and Forts//
 * 4) // Overhead/computer with internet access //
 * 5) // Paper/Journals //
 * 6) // Pencils //
 * 1) *Adapted Activity from National Geographic
 * ** Assessment **
 * How would you feel if you were put in Lewis and Clark’s shoes?
 * How would you feel if you were put in the shoes of the Native Americans?
 * Post-Assessment: **

From the information gathered in the small group discussions, each student will write about the encounter from "their" point of view. Students should use descriptive language and describe geographic factors that may have affected the encounter. || || **ESOL/SLD**: Group work Visuals Graphic Organizers
 * == Exceptionalities ==

**Gifted/Talented**: The debate would allow the student to voice their opinions and ideas in a creative manner. || Post assessment: Journal Writing
 * == Discussion Notes == ||
 * Language Arts **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">•<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">As a class, we will watch a movie //Disney’s// //Pocahontas// for a further examination of how perceptions and beliefs are developed based on culture and experience. ||
 * Extension **