INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
State Resources:
IFD Legend
Bold, italic black: Knowledge and Skill Statement (TEKS)
Bold black: Student Expectation (TEKS)
Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity)
Italics blue: provides unit level clarification
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in
previous or future units
EXEMPLAR LESSONS
Grade 05 Social Studies Unit 08 Exemplar Lesson 01:
Westward Expansion
Estudios Sociales Grade 05 Unit 08 Exemplar Lesson 01:
Expansión hacia el Oeste
RUBRIC(S) FOR PERFORMANCE INDICATORS
Grade 05 Social Studies Unit 08 Rubric 01
UNIT TEST
Social Studies Grade 05 Unit 08: Westward Expansion
Estudios Sociales Grade 05 Unit 08: El avance hacia el
Oeste
RATIONALE:
This unit bundles student expectations that address westward expansion. This expansion affected the political, economic, and physical aspects of the United States as the American
spirit and concept of Manifest Destiny encouraged many to seek new opportunities in newly acquired territories. Along with the rapid growth, old and new issues about the spread of
slavery and sectionalism divided the country on many fronts. These issues would cause a divide that eventually led to a conflict that tore the country apart. With the acquisition of the
Louisiana Purchase and the end of the War of 1812, worldwide politics changed. Britain and France were no longer at war, the Americans had defeated the British at New Orleans, and
there seemed no limits on America’s destiny. It was at this time that the new nation began to develop its own identity. The young nation banded together to fight a war again against the
British, and then shared experiences as they moved westward. The concept of westward expansion is explored more deeply in the next unit.
Prior to this unit, students learned how the United States grew with the addition of the Louisiana Purchase. Students have been building map skills since kindergarten; these skills are
important now as students use and apply their geographic skills to better understand new history information. During this unit students explore the concepts of Manifest Destiny and
Westward Expansion. The United States grew rapidly during the first half of the nineteenth century with the Louisiana Territory, Texas annexation, Mexican Cession, and the Oregon
Territory. The idea of Manifest Destiny grew from this expansion and fit perfectly with Americans’ view of themselves – the American Identity.
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page 1 of 18 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
None identified.
PERFORMANCE INDICATORS
Grade 05 Social Studies Unit 08 PI 01
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
Patterns
Political, economic, social and geographic factors motivate
Migration
people to migrate.
Design a board game based on the settlement of the
Economics
West. Include geographic factors; regions, states, and
Region
territories; economic opportunities; political challenges;
and interactions with Native American groups.
Standard(s): 5.4B , 5.7B , 5.13B , 5.25A , 5.26A
ELPS ELPS.c.1C , ELPS.c.1E
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
Manifest Destiny – the belief common in America in the early 1800s that it was the destiny or fate of the U.S. to expand west to the Pacific Ocean
Region – a large land area that has geographic, political, or cultural characteristics that distinguish it from others, whether existing within one country or
extending over several
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
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Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
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:
5.4A
describe the causes and effects of the War of 1812
Describe
CAUSES AND EFFECTS OF THE WAR OF 1812
Including, but not limited to:
Causes
British impressment of American sailors. (In
1807, while Britain was at war with France, a
British ship fired upon and then boarded an
American ship, carrying off four seamen. This
act infuriated the American public.)
To try to keep America from trading with its
enemy, the British blockaded U.S. ports
Nationalism (renewed sense of American
patriotism)
Trouble with Indians (who were incited by British
to harass American interests) and desire to
conquer territory in (British) Canada
Effects
Treaty of Ghent (1814) ended the war
The United States, a young nation, gained
confidence and faith in the ability of its military,
ushering in the “era of good feeling.”
The United States gained international respect
for managing to withstand the British Empire.
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Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
The Capitol and the president’s mansion were
burned by the British during the war, which led to
a rebuilding of Washington D.C.
Francis Scott Key was inspired to write a poem,
“The Star Spangled Banner,” and in 1931,
Congress designated it as the national anthem.
5.4B
identify and explain how changes resulting from the Industrial Revolution
led to conflict among sections of the United States
Identify, Explain
HOW CHANGES RESULTING FROM THE INDUSTRIAL REVOLUTION
LED TO CONFLICT AMONG SECTIONS OF THE UNITED STATES
Including, but not limited to:
Changes resulting from the Industrial Revolution
The North – became industrialized due to the
factory system, immigration and overpopulation
of cities
The South – the invention of the cotton gin
(cleaned cotton faster and cheaper) encouraged
southern planters to increase cotton production,
thus a greater demand for slaves
The West – national roads, canals and
steamboats contributed to a mass movement
westward.
Changes leading to conflict
Sectionalism – loyalty to their own region gave
rise to intense differences over national policies,
such as slavery and tariff issues
Major disagreements revolved around states’
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page 4 of 18 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
rights
5.4C
identify reasons people moved west
Identify
REASONS PEOPLE MOVED WEST
Including, but not limited to:
Economic opportunity
Land, gold (Sutter's Mill, California, 1848)
Territorial expansion (acquisition of new territories)
Manifest Destiny (a belief that the mission of the U.S.
was to expand across the entire North American
continent and destined to secure territory from "sea to
sea", Atlantic Ocean to Pacific Ocean)
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
Identify
EVENTS AND CONCEPTS ASSOCIATED WITH U.S. TERRITORIAL
EXPANSION
Including, but not limited to:
Louisiana Purchase – in 1803, President Thomas
Jefferson approved the purchase of the Louisiana
Territory from France, doubling the size of the U.S.
Lewis and Clark Expedition – an expedition sponsored
by Congress and designed to explore lands west of the
Mississippi
Manifest Destiny – the belief that the U.S. was destined
to secure territory from “sea to sea” from the Atlantic to
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Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
the Pacific
5.4F
explain how industry and the mechanization of agriculture changed the
American way of life
Explain
HOW INDUSTRY AND MECHANIZATION OF AGRICULTURE
CHANGED THE AMERICAN WAY OF LIFE
Including, but not limited to:
Mechanization of agriculture increased production and
lowered costs
McCormick’s reaper decreased the amount of
labor needed to harvest crops, cutting the
number of farm workers needed to bring in the
crop. The decreased need for labor in rural
areas led to people moving from rural to urban
areas looking for employment.
John Deere’s steel plow allowed westward
expansion of productive farming endeavors. The
prairie soil would stick to the wooden plows used
before, making it difficult and extremely time
consuming to plow fields for crops. The prairie
soil did not stick to Deere’s steel plow, thereby
easing the process of plowing so larger fields
could be developed, increasing productivity, and
opening the prairie to further expansion.
The cotton gin (interchangeable parts)
increased cotton production so that cotton
became America’s leading crop. Slavery also
spread. Since the cotton gin allowed more cotton
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page 6 of 18 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
to be cleaned for sale, more land could be used
for cotton production, and slaves were needed
to grow and pick the cotton.
Industry, especially the expansion of use of machines
to produce goods, led to the mass production of goods
and the growth of factories. This, in turn, led to the
growth of cities (urbanization)
Examples include industries such as the textile
industry (cloth production)
American life was changed in many ways.
People moved from rural to urban areas in
search for jobs. Mass production of goods made
things more affordable and accessible.
The increase for job opportunities lured many
immigrants to urban areas, making cities
multicultural.
5.6
Geography. The student uses geographic tools to collect, analyze, and
interpret data. The student is expected to:
5.6A
apply geographic tools, including grid systems, legends, symbols, scales,
and compass roses, to construct and interpret maps
Apply
GEOGRAPHIC TOOLS TO CONSTRUCT AND INTERPRET MAPS
Including, but not limited to:
Grid systems – network of horizontal and vertical lines
used to locate points on a map or a chart by means of
coordinates
Latitude/longitude –the vertical and horizontal lines on
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Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
a map or globe
Legends – an explanatory list of the symbols
appearing on a chart or map is a legend. Sometimes,
this is called a key because it is key to understanding
what a map is saying.
Symbols – something which stands for or suggests
something else. It can be a visible sign of something
which is intangible.
Scales – an indication of the relationship between the
distances on a map, chart, or plan and the
corresponding actual distances
Compass roses – circle or similar design on a map that
shows true directions; includes graduated degrees or
quarter points (intermediate directions)
5.6B
translate geographic data into a variety of formats such as raw data to
graphs and maps.
Translate
GEOGRAPHIC DATA INTO A VARIETY OF FORMATS
Including, but not limited to:
Formats
Translate raw data to maps
Translate raw data to charts
Types of geographic data
Political data
Population increases and decreases
Economic data
Examples of other types of data: literacy rates, infant
mortality rates, age distribution, male/female
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Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
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UNIT LEVEL SPECIFICITY
SE#
distribution
5.7
Geography. The student understands the concept of regions in the United
States. The student is expected to:
5.7A
describe a variety of regions in the United States such as political,
population, and economic regions that result from patterns of human
activity
Describe
VARIETY OF REGIONS IN THE UNITED STATES THAT RESULT FROM
PATTERNS OF HUMAN ACTIVITY
Including, but not limited to:
Political regions – (e.g., state boundaries, country’s
capital, state capitols, neighboring countries)
Population regions – (e.g., population distribution
maps, metropolitan areas, rural regions, ethnic
population)
Economic regions – (e.g., economic activities, divided
per capita income (local, state, national)
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
Describe
VARIETY OF REGIONS IN THE UNITED STATES
Including, but not limited to:
Great Plains
Landforms
Climate
Vegetation
Rocky Mountains
Landforms
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Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Climate
Vegetation
Coastal Plains
Landforms
Climate
Vegetation
Landform regions – Appalachians, Rocky Mountains,
Great Lakes, Coastal Plains, Great Plains, Mississippi
River Valley
Climate regions – temperate, tropical, sub­tropical,
desert, tundra
Vegetation regions – forests, rainforests, grasslands
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
Locate
IMPORTANT POLITICAL FEATURES
Including, but not limited to:
Urban areas and population shifts at the time (18201860)
New territories gained: Texas, Oregon Territory,
California, Nevada, Utah, Colorado, New Mexico,
Wyoming
Location of 10 largest U.S. metropolitan (urban) areas
New York
Los Angeles
Chicago
Dallas-Fort Worth
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UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
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UNIT LEVEL SPECIFICITY
SE#
Philadelphia
Houston
Miami
Washington, D.C.
Atlanta
Boston
Location of 50 states and capitals
States included in territories gained during
this time period
Review of states studied so far
Location of geographic regions of the United States
West
Midwest
South
Northeast
Southwest
5.7D
locate on a map important physical features such as the Rocky Mountains,
Mississippi River, and Great Plains.
Locate
IMPORTANT PHYSICAL FEATURES
Including, but not limited to:
Location of Rocky Mountains
Location of Mississippi River
Location of Great Plains
5.9
Geography. The student understands how people adapt to and modify their
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Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
environment. The student is expected to:
5.9A
describe how and why people have adapted to and modified their
environment in the United States, past and present, such as the use of
human resources to meet basic needs
Describe
HOW AND WHY PEOPLE HAVE ADAPTED TO AND MODIFIED THEIR
ENVIRONMENT IN THE UNITED STATES, PAST AND PRESENT
Including, but not limited to:
Use of human resources to meet basic needs
Past – During this time period, new means of
transportation (rail, steamship) with lower cost, barbed
wire (lower cost in time, money and materials to fence
an area), improved mining methods and technology,
means of communication (telegraph) contributed to
Westward Expansion.
Present –Technological innovations have allowed
people to modify their environment by building dams,
solar power plants, wind powered plants and ecofriendly vehicles. They adapt by collecting rain water
and recycling plastics and other sources of pollution.
5.9B
analyze the positive and negative consequences of human modification of
the environment in the United States, past and present.
Analyze
CONSEQUENCES OF HUMAN MODIFICATION OF THE
ENVIRONMENT
Including, but not limited to:
Enclosing land
Impact on resources
Introduction of non-native species
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UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
5.13
Economics. The student understands patterns of work and economic
activities in the United States. The student is expected to:
5.13A
compare how people in different parts of the United States earn a living,
past and present
Compare
HOW PEOPLE IN DIFFERENT PARTS OF THE UNITED STATES EARN
A LIVING, PAST AND PRESENT
Including, but not limited to:
Past: During this period, examples include:
Agriculture
Mining
Manufacturing (factory system, mainly in
Northeast)
Present
Great Plains (Midwest) – Farming
East Coast – Banking, finance, major industries,
shipping
West Coast – Technology, shipping
Southeast – farming, industry, tourism, shipping
5.13B
identify and explain how geographic factors have influenced the location
of economic activities in the United States
Identify, Explain
HOW GEOGRAPHIC FACTORS HAVE INFLUENCED THE LOCATION
OF ECONOMIC ACTIVITIES IN THE UNITED STATES
Including, but not limited to:
Geographic Factors
Forest – lumber, firewood, maple syrup
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Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Coastal region – recreational, fisheries, shipping ports
Mountainous region – mining, tourism, lumber
Great Plains – wheat and other grains, livestock
5.21
Culture. The student understands the relationship between the arts and the
times during which they were created. The student is expected to:
5.21A
identify significant examples of art, music, and literature from various periods in U.S. history
such as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"
Identify
SIGNIFICANT EXAMPLES OF ART, MUSIC, AND LITERATURE
Including, but not limited to:
“American Progress” – John Gast’s painting (1872)
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
Organize, Interpret
INFORMATION
Including, but not limited to:
Outlines
Reports
Databases
Visuals
Graphs
Charts
Timelines
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Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Maps
5.25
Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to:
5.25A
Use social studies terminology correctly.
Incorporate
MAIN AND SUPPORTING IDEAS
Including, but not limited to:
Verbal communication
Written communication
5.25D
create written and visual material such as journal entries, reports, graphic
organizers, outlines, and bibliographies
Create
WRITTEN AND VISUAL MATERIAL
Including, but not limited to:
Journal entries
Reports
Graphic organizers
Outlines
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 independently and with others, in a variety of settings. The
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Use
STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE AND
PUNCTUATION
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Grade 5 Estudios Sociales,Social Studies
UNIT : 08
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
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
Use
PROBLEM-SOLVING PROCESS
Including, but not limited to:
Identify a problem
Gather information
List and consider options
Consider advantages and disadvantages
Choose and implement a solution
Evaluate the effectiveness of the solution
TEKS#
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.
SE#
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:
5.25A
Use social studies terminology correctly.
5.25B
Incorporate main and supporting ideas in verbal and written communication.
5.25C
Express ideas orally based on research and experiences.
5.25D
Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
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TITLE : Unit 08: Westward Expansion
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TEKS#
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.
SE#
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 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.
5.26B
Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision.
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English
language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement
ELPS as an integral part of each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with
the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a
manner that is linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order
for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to
acquire basic and grade-level vocabulary
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UNIT : 08
ELPS#
ELPS.c.1E
TITLE : Unit 08: Westward Expansion
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that
build concept and language attainment
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