WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
Fifth
A Growing Nation -1800-1850
“Onward and Upward””
20-22 days
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Conceptual Lenses
Technology and Innovation
Human Environment
Interactions
Movement
Unit Overview
The points of focus for this unit include technological innovations, regional development, and the
movement of goods, ideas, and people in the United States during the period of growth from 18001849. Students will develop an understanding of
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Economic growth in the United States as a result of production, specialization, technology, and
division of labor.
Technological innovations that helped to overcome geographic limitations.
How the movement of goods, ideas, and people affected regional development.
Economic, political, and social impact of the War of 1812 ,the Mexican War, and the Missouri
Compromise.
Unit Enduring Understanding(s)
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Environmental challenges are often
resolved through technological innovation.
A nation’s economic system has
interconnected parts.
The movement of goods, ideas and people
can affect a region culturally, politically and
economically.
Movement of people, goods and ideas can
be influenced by factors such as desire for
wealth or scarcity of resources.
Major wars had a significant impact on the
economic, political, and social
development of the United States.
Unit Essential Question(s)
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How are technological innovations used to
resolve environmental challenges?
What are the interconnected parts of the
nation’s economic system?
How does the movement of goods, ideas,
and people affect a region culturally,
politically, and economically?
How does the desire for wealth or scarcity
of resources influence the movement of
people, goods, and ideas?
What impact did the War of 1812 and the
Mexican War have on the economic,
political, and social development of the
United States?
Essential State Standards
Priority Objectives
Supporting Objectives
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5. G.1.3 Exemplify how technological
advances (communication, transportation
and agriculture) have allowed people to
overcome geographic limitations.
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5. E.1.1 Summarize the role of
international trade between the United
States and other countries through
Reconstruction.
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5. E.1.2 Explain the impact of production,
specialization, technology and division of
labor on the economic growth of the United
States.
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5. H.1.3 Analyze the impact of major
conflicts, battles and wars on the
development of our nation through
reconstruction.
5. C&G.2.2 Analyze the rights and
responsibilities of the United States
citizens in relation to the concept of
"common good" according to the United
States Constitution (Bill of Rights).
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5. C.1.3 Explain how the movement of
goods, ideas and various cultural groups
influenced the development of regions in
the United States.
5. C.1.4 Understand how cultural
narratives (legends, songs, ballads,
games folk talks and art forms) reflect the
lifestyles, beliefs and struggles of diverse
ethnic groups.
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5. G.1.4 Exemplify migration within or
immigration to the United States in order
to identify push and pull factors (why
people left/why people come).
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5. E.1.1 Summarize the role of
international trade between the United
States and other countries through
Reconstruction.
“Unpacked” Concepts
(students need to know)
How technological advances in
communication, agriculture, and
transportation allowed people to
overcome geographic
limitations.
Key economic terms such as
production, specialization,
division of labor, economic
growth.
The impact of social, political,
and economic issues that were
a source of conflict.
Geographic regions are defined
by unifying characteristics
(physical, human, economic).
“Unpacked” Skills
(students need to be able to do)
• Exemplify technological
advances that allowed people
to overcome geographic
limitations during the time
period.
• Explain economic growth
during the time period.
• Analyze economic, political,
and social impact of War
of1812 and Mexican War.
• Explain regional development.
• Summarize international trade.
COGNITION
(RBT Level)
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Understanding
Analyzing
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The role of supply and demand
in a market economy
Major imports and exports in
the United States.
Essential Vocabulary
Production
Specialization
Division of Labor
Economic Growth
Technology
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Enrichment Vocabulary
Corps of Discovery
Enrichment Factual Content
H
Unit “Chunking”
& Enduring
Understandings
Economic,
Political, and
Social Impact of
Conflict and War
Economic System
Essential
Factual Content
C
E
C
&
G
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Regional
Development
Suggested Lesson
Essential Questions
G
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War of 1812
MexicanAmerican
War
Production
Specialization
Division of
labor
Economic
growth
Lewis and
Clark
What was the
economic, political,
and social impact of
the War of 1812?
1.3
What was the
economic, political,
and social impact of
the Mexican-American
War?
1.3
How did production,
specialization, division
of labor, and
economic growth
change as a result of
the Industrial
Revolution?
1.2
What were the major
imports and exports in
the United States
during the time
period?
1.1
Why was the
Louisiana Purchase
1.3
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Technology and
Innovation
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Louisiana
Purchase
Westward
Expansion
Indian
Removal Act
Missouri
Compromise
Erie Canal
Steam engine
Telegraph
Industrial
Revolution
necessary to expand
the geographic
regions of the Untied
States?
Why was the Lewis
and Clark expedition
important?
1.3
How did Westward
Expansion impact
political, social, and
economic regional
development in the
United States?
1.3
Why was the Missouri
Compromise relevant
to regional
development?
1.3
How did technological
innovations (such as
the Erie canal,
telegraph, and steam
engine) allow people
to overcome
geographic
limitations?
1.3
What impact did the
Industrial Revolution
have on the economic
development of the
United States?
1.3
Rules and Conflict Resolution
Resources
Web Sites/Games/Blogs:
Learn 360 Videos:
Books:
General Unit Resources
“Straight Ahead”
“Uphill”
“Mountainous”
Additional resources will be listed here as unit development continues.
Additional resources will be listed here as unit development continues.
Additional resources will be listed here as unit development continues.
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
2
3
Summative Assessment
4
Culminating
Task
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Performance Task #1:
Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of
the “Proficient” criteria in
written response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.
Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2
Advanced
Proficient
Progressing
Beginning
Student includes all of the
“Proficient” criteria PLUS
Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
“Proficient” criteria in written
response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.
Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
required “Proficient” items
and has only minor issues
with the quality criteria in
written response.
Beginning
Student includes
the required “Proficient”
items and has multiple
issues with the quality
criteria in written response.
Unit Reflection
What worked well?
What didn’t work well?
Suggestions for Change