Teacher Name: Kimberly Perri & Barbara Jabbur
School: Greenbriar East Elementary
Subject Area: Social Studies, Writing, Reading, & Mathematics
Grade/level: 6th
Adventure of the American Mind Northern Virginia
FCPS – Virginia and U. S. History
Lesson Plan
Era
4: The Rise of Modern America (1850 -1914)
Topic
Overland Trails (Westward Expansion)
Lesson Title
My Journey West: An Eye-Opening and Reflecting Experience
Instructional Time
Five: 50 minute class periods (Internet access)
Essential Learning
-
What is the concept to
be learned? What is the
big picture?
SBI Objectives
POS/SOL by number and
descriptor.
Geographic and economic factors that influenced the
westward movement which include:
o Population growth in the eastern states
o Availability of cheap, fertile land
o Economic opportunity (California Gold Rush)
o Cheaper and faster transportation (rivers &
canals)
o Knowledge of overland trails
o Belief in ‘Manifest Destiny’ – The idea that
expansion was for the good of the country and
was the right of the country.
POS Standards: 1, 7, and 9
SOL: USI.8
Students will demonstrate knowledge of westward expansion
and reform in America from 1801 to 1861 by
-describing territorial expansion and how it affected
the political map of the United States, with emphasis
on the Louisiana Purchase, the Lewis and Clark
expedition, and the acquisitions of Florida, Texas,
Oregon, and California
-
Identifying the geographic and economic factors
that influenced the westward movement of
settlers.
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Assessment
How will you know that
the lesson was
successful? Describe
what type of student
assessments you will use
to evaluate
understanding. Attach a
copy of student
instructions or
assessment instrument.
The students will be assessed in reading, writing, social
studies, and mathematics.
They are required to create a Travel Guide Brochure while
they are learning about westward expansion. They will work
with a partner to use primary resources from the following
website http://trackstar.4teachers.org/trackstar/index.jsp.
Track #: 243132 (Overland Trails) Students will record their
observations for inclusion in the travel guide.
http://rubistar.4teachers.org
Westward Movement Travel Guide
Rubric #: 1134239
The brochure will be an eight page booklet and will include
the following:
1) Cover (designed by the students)
2) Supplies
3) Map & Landmarks
4) Weather / Transportation
5) Health
6) Problems or Obstacles
7) Entertainment
8) Interesting Facts or Tips
Criteria for Brochure:
- The students must cite at least one primary resource from
the websites provided.
Note: Due to various changes and updates on the web, some
websites may have expired. Please visit the websites before
providing the students with them.)
- The brochure must represent various events and/or
activities that a settler would encounter while they were
traveling west in the mid- to late nineteenth century.
Oral Presentation:
Students will each be assigned a different station along the
Oregon Trail. Presentation will include exact location and why
it is significant (dangerous, availability of water/supplies,
grazing, etc.), which be assessed using the following rubric:
http://rubistar.4teachers.org
Stations on the Oregon Trail
Rubric #: 1134226
2
Procedure
Describe step by step
procedure. Include
opener, teacher
presentation and student
activities.
1) Imagination (Motivation & Introduction) Show the
students various primary resources (photographs on
overhead transparency) of Conestoga wagons and
settlers traveling west. Briefly discuss and/or
brainstorm reasons why people moved west.
2) Ask students to close their eyes and imagine the
following scenario: Read:
“As soon as you get home from school today, you are told (by a
family member of your choice) that your family has been
transferred to the west. You can only take five items in the
wagon with you because space and weight are limited. You
are not allowed to take any electronics. You will begin each
part of this project with a diary entry. You will need to
document everything that occurs during this trip because
your job will be to create a Travel Guide brochure about your
adventures with your family while you are traveling west.”
Share examples here:
http://www.over-land.com/diaries.html
3) After imagining the scenario above and reading the
diary entries provided, have the students open their
eyes and write their first diary entry which will include:
-
Departure date (Student’s choice)
Family members (include names, ages, and
relationships)
Detailed description of the weather
Detailed description of your Conestoga wagon and
draft animals
Personal Reflection – Be expressive!
Each subsequent diary entry should include your name,
the diary entry #, and the date.
Think about the photographs that you saw today
and include actions that may happen on your trip.
Materials/Resources
Westward Movement (primary resource guide)
Websites
Library of Congress site: www.loc.gov
Overland trail photographs (transparency)
3
Differentiation
Include strategies for reteaching and special
populations such as GT,
ESOL and special
education.
Some students might need assistance organizing their
brochures and understanding the vocabulary words used
during the lessons. Teachers may want to provide an example
which includes pictures of the requirements as well as
definitions of vocabulary words. The gifted and talented
students should be encouraged to create additional pages for
their brochure and to search for other related websites.
These students could also create a three-dimensional project
which could be displayed with their brochure.
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