FRAME THE LESSON
TEACHER:
CLASS: 5th Grade
DATE: November 30-December 1
M T W TH F
American Indians and the Trail of Tears
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
4C: identify reasons people moved west
4G: identify the challenges, opportunities, and contributions of people from various American Indian and immigrant
groups
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
(p. 312-317)
19B: identify past and present leaders in the national government, including the president and various members of
Congress, and their political parties
Objective/Key Understanding:

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
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Understand that the Monroe Doctrine was issued to prevent new European colonies in the Americas.
Summarize the role of Andrew Jackson and others in the settlement of the new territories of the United States,
actions that shaped the nation.
Analyze the effects of extending the right to vote.
Analyze the policies and events that led American Indians to resist American settlement.
Summarize the effects of the Indian Removal act and the Trail of Tears.
Closing Product/ Question/ Informal Assessment:
 Got it Questions 1-9 (p. 312-317)
Vocabulary
Suffrage
Foreign policy
Trail of Tears
Monroe Doctrine
Stop and Check for Understanding- High Level Questions
The Monroe Doctrine (p.312)
 What was the “Era of Good Feelings”?
 How did the Monroe Doctrine shape our nation?
Conflict Over Florida (p.313)
 Why was there conflict between the United States and Spain over Florida?
 Why did Spain sell Florida to the United States?
 Which groups claimed lands in North America in 1817?
 Name two causes of the Monroe Doctrine.
 What question might you have for President Monroe about the Monroe Doctrine?
President Jackson (p.314)
 Why was Andrew Jackson called the “the People’s President”?
 Andrew Jackson was the first president to come from a region west of the Appalachians. Why do you think it was significant?
 How do you think being from a region west of the Appalachians influenced Andrew Jackson’s support?
 What caused an increase in the number of people who could vote in the United States? How did this have an effect on the law?
 Why was closing the Bank of the United States an example of how Jackson supported ordinary citizens?
 Why do you think it was important to allow voting rights to more than just property owners?
 What are two examples of changes that took place in the early 1800s?
American Indians Fight for Their Homes (p.315)
 Explain how westward expansion affected American Indians, and describe the effects of the Indian Removal Act.
 Make a generalization about the way the U.S. government treated American Indians.
 List all the reason the Cherokee took their case to the Supreme Court.
 What were two reactions American Indians had to being forced off their land?
 How was Andrew Jackson’s decision to force the American Indians from their land in the Southeast biased?
 Do you think Andrew Jackson committee a crime when the U.S. Army forced the Cherokees off their land? Explain.
 In which two states were the Cherokee originally located? Which group was only located in Alabama?
 How were the Seminoles relocated from Florida?
The Trail of Tears (p.316-317)
 Describe what happened when Chief John Ross tried to fight the Indian Removal Act.
 How did President Jackson’s reaction to the Supreme Court decision affect settlement in the nation?
 How do you think the people who voted for President Jackson felt about his reaction to Chief Justice Marshall’s decision?
 Why was the journey of the Cherokees to Indian Territory called the Trail of Tears?
 How does the picture help you better understand how westward expansion affected American Indians?
 What is one question you would like to ask Chief John Ross, John Marshall, or Andrew Jackson?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p.312)
 Read to the class the Key Idea: “I will know that Andrew Jackson’s actions shaped the United States and forced thousands of American Indians to leave their
homes.” Tell students in this lesson they will be learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 162).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Remind students they will know that
Andrew Jackson’s actions shaped the United States and forced thousands of American Indians to leave their homes
 The Monroe Doctrine (p.312)
 Conflict Over Florida (p.313)
 President Jackson (p.314)
 American Indians Fight for Their Homes (p.315)
 The Trail of Tears (p.316-317)
Students are to read assigned sections and be prepared to share findings with class.
Remind students they will know that Andrew Jackson’s actions shaped the United States and forced thousands of American Indians to leave their homes
The Monroe Doctrine (p.312)
 James Monroe became President in 1817. Although people within the country felt united, President Monroe faced tough issues of foreign policy. Foreign
policy is the actions a government takes in relation to other governments and nations. At the time, Russia claimed territory in present-day Alaska. Monroe
did not want Russia expanding its land claims near the United States. Also several former Spanish colonies had recently become independent countries.
Monroe worried that Spain might try to invade or reclaim those former colonies.
Conflict Over Florida (p.313)
 Florida was also a source of conflict between the United States and Spain. In 1817, Spain ruled Florida and a large part of what is today the southwestern
United States. For years, many enslaved Africans had escaped to Florida. Some of them lived with the Seminole people. Americans believed that Seminoles
were attacking settlers in Georgia.
President Jackson (p.314)
 When the United States Constitution was first written, only white men who owned property were able to vote. As new states joined the Union, they gave
suffrage, or the right to vote, to all white men whether they owned property or not. In the 1820s, other states also dropped the property requirement. This
change in the law affected later elections as more white men began to vote.
American Indians Fight for Their Homes (p.315)
 In the 1820s and 1830s, the Cherokees, Creeks, Chickasaws, Chocktaws, and Seminoles lived in the Southeast. In many ways, the Cherokees lived as the
white settlers near them did. They farmed, traded and lived in towns. A Cherokee name Sequoyah had developed and alphabet for the Cherokee language.
The Cherokees used it to create a newspaper, the Cherokee Phoenix. Today, you can read a version of the Cherokee Phoenix online.
The Trail of Tears (p.316-317)
 The Cherokees used the courts to fight the Indian Removal Act. One of their leaders, John Ross, took the case to the Supreme Court. John Marshall, th Chief
Justice of the Supreme Court, agreed with Ross. He said that it was illegal to force the Cherokees to move.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:
 Make a generalization about President Monroe’s foreign policy.
 Look at the map of land claims in 1817. Identify and circle the land that the United States gained in 1819.
 Crowds came to see President-elect Jackson as he traveled to his inauguration. Identify things people liked about Jackson.
 Study the map below. Identify which American Indians had to travel the farthest from their homelands to reach Indian Territory. Draw conclusions about
some of the challenges some of the American Indians might have faced in Indian Territory.
 This painting shows the Cherokees traveling on the Trail of Tears. Circle details that show the people are being forced to move, and explain.
 Identify the contributions of each American Indian leader as he worked to help his people.
 Make a generalization about how President Andrew Jackson’s policies created challenges for American Indians.
 Write a letter to a friend that explains why the Cherokee leader John Ross took his people’s case to the Supreme Court.
 Compare the reasons that American Indians moved west to the reasons why other settlers moved west.
TEACHER:
CLASS: 5th Grade
DATE: December 2-3
M T W TH F
FRAME THE LESSON
Women and African Americans Fight for Freedom
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
4F: explain how industry and the mechanization of agriculture changed the American way of life
4G: identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups
5C: identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin
Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the
442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions,
and politics
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
(p. 318-323)
23A: identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli
Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Objective/Key Understanding:
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
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Describe the importance of the cotton gin and westward settlement in the spread of slavery.
Summarize the influences of various immigrant groups in the early years of the United States.
Identify major leaders in the early years of the fight for abolition.
Identify major leaders, their decisions, and the events that shaped the fight for women’s rights.
Closing Product/ Question/ Informal Assessment:
 Got it Questions 1-7 (p. 318-323)
Vocabulary
Reform
Famine
abolition
Stop and Check for Understanding- High Level Questions
New Groups Arrive (p.318-319)
 Why did Irish and German people move to the United States in the mid-nineteenth century?
 What can you learn about by studying the immigration to the United States graph?
 Where did Irish and German immigrants live in the United States? What did they do for a living?
 Make a generalization about how immigrant groups affected life in the United States in the mid-1800s.
 Why do you think people from other countries chose to move to the United States?
 What is one similarity between German and Irish immigrants? What is one difference?
Slavery Spreads West (p.320)
 Identify the role of Eli Whitney during the period of westward expansion.
Working to End Slavery (p.320-321)
 How did abolitionist leaders work to change the United States?
 How did Sojourner Truth help shape our nation?
 How do you think abolitionist William Lloyd Garrison’s newspaper was received in the states where there were many plantations? Why?
 Why does Frederick Douglass refer to himself as a “thief’?
 Why were some reformers called abolitionists?
 What are two ideas or causes that Sojourner Truth spoke about?
Women Work for Reform (p.321-322)
 What was life like for women in the early 1800s?
 What did women do to improve their society?
 What is another way to say “the right to vote”?
 What do you think life would be like for women in the United States today without the women’s rights movement being successful?
 What rights did women in the 1800s lack that men had?
 What were three issues raised at the Seneca Falls Convention?
 Which important fighter for women’s rights appeared in the picture of the Seneca Falls Convention? What is she doing?
 What did Lucretia Mott and Elizabeth Cady Stanton do to improve society?
 Why was getting the right to vote one of the Seneca Falls resolutions?
 What is one question you would like to ask someone who attended the Seneca Falls Convention?
The Seneca Falls Convention (p.323)
 How is the quote from the Declaration of Sentiments different from the beginning of the Declaration of Independence?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p.318)
 Read to the class the Key Idea: “I will know that women and African Americans worked to change laws and improve American society in the mid-1800s.”
Tell students in this lesson they will be learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 318).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Remind students they will know that women
and African Americans worked to change laws and improve American society in the mid-1800s
 New Groups Arrive (p.318-319)
 Slavery Spreads West (p.320)
 Working to End Slavery (p.320-321)
 Women Work for Reform (p.321-322)
 The Seneca Falls Convention (p.323)
Students are to read assigned sections and be prepared to share findings with class.
Remind students they will know that women and African Americans worked to change laws and improve American society in the mid-1800s.
New Groups Arrive (p.318-319)
 In Ireland, potatoes were an important food source. In the 1840s, much of the country’s potato crop failed to grow. More than a million people died in the
Irish Potato Famine. A famine is a severe food shortage. To escape the famine, many Irish people left their country.
Slavery Spreads West (p.320)
 In the South, economic changed were taking place. Demand for cotton was high. Because cotton took a long time to pick and clean, many southern farmers
did not want to grow it.
Working to End Slavery (p.320-321)
 In 1808, the United States stopped the importation of enslaved people from foreign countries. Despite this, the number of enslaved people in the United
States continued to grow. The abolition movement, the fight to abolish or end slavery, also grew. Its supporters, called abolitionists, attacked slavery in
speeches and articles as a terrible wrong that had to end.
Women Work for Reform (p.321-322)
 In the early 1800s, women had few rights. Married women could not own property. Everything they had belonged to their husbands. Women could not vote,
and most women could not go to college.
The Seneca Falls Convention (p.323)
 At the Seneca Falls Convention, Stanton read a statement call the Declaration of Sentiments, which was based on the Declaration of Independence.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:
 Analyze the line graph. About how many more immigrants came to the United States in 1850 than in 1840?
 Many people settled in New York City I the 1800s, as this painting shows. Make a generalization about what opportunities drew immigrants to the city.
 Underline the words that identify the accomplishment of Eli Whitney. Explain how his invention changed American life.
 Sojourner Truth and Frederick Douglass spoke out against slavery. Draw an inference about why African Americans were convincing speakers for abolition.
 Identify three facts to support the generalization that many women worked to reform society in the mid-1800s.
 You have volunteered to help write pamphlets to advertise the Seneca Falls Convention. Describe the cover of you pamphlet and what pictures it would
show.
 Identify the contribution of Eli Whitney, and explain how his invention changed American life in good and bad ways.
TEACHER:
CLASS: 5th Grade
DATE: December 4
M T W TH F
FRAME THE LESSON
TEKS Practice
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
4C:identify reasons people moved west
4F: explain how industry and the mechanization of agriculture changed the American way of life
4G: identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups
5C: identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin
Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
19B: identify past and present leaders in the national government, including the president and various members of Congress, and their
:
political parties
23A: identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli
Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Objective/Key Understanding:
~ After studying this topic, students will demonstrate the following enduring understandings:
 Every citizen is equal under the laws of the United States.
 The U.S. Constitution is an enduring document that has been amended over time.
 The U.S. Constitution guarantees the rights of citizens and the structure and responsibilities of our government.
 People with different viewpoints may need to compromise to reach a common goal.
 People agree to follow written rules because this helps them to live and work together.
~Students will answer questions about every TEKS on the TEKS Practice pages 324-327.
Resources/Materials:
Pearson’s 5th Grade
Building Our Nation TE
(p. 324-327)