Grade 5 Social Studies
Unit 5
Title Westward expansion Big Idea/Enduring Understanding th​
The 19​
century was a time of great political, social and economic change. Suggested Dates th​
5​
Six weeks 15 Days Guiding Questions Why were people willing to give up a “civilized” life to move to the unsettled west? What inventions or innovations made it possible for people to move to or live in the West? Vertical Alignment Expectations
*TEKS one level above*
*TEKS one level below
SS TEKS
Sample Assessment Question
Coming Soon
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS
6AB, 24A-E, 25A-E, 26AB
CISD 2015
Knowledge and Skills with Student Expectations (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: District Specificity/Examples The Industrial Revolution began in the 1700's but had the most impact on life in America in the 1800's. Life changed in many ways: ● People, especially in the Northeast and North, began to move to cities (urbanization) (B) identify and explain how and work in factories making changes resulting from the things like cloth, steel, and Industrial Revolution led to other manufactured products. conflict among sections of the ● New inventions like a power United States; loom to weave cloth from cotton, the steam engine (for trains and boats), and the cotton gin (to get cotton ready to be sold to textile mills) improved the factory system. ● Other new inventions like a steel plow and a reaper made it more efficient to produce food for the large cities in the North. ● New transportation like railroads and steamships made traveling and shipping easier and faster. ● In the south, huge farms called plantations used slave labor to grow mostly cotton because there was such a demand for this crop in the new textile CISD 2015
Vocabulary Identify Industrial Revolution impact urbanization Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. This is new content introduced at fifth grade and helps prepare students for Social Studies, Grade 8. The importance of new inventions and technology in general was introduced beginning in first grade. Students learned about such inventors as Robert Fulton (steam engine); Cyrus McCormick (reaper); and Eli Whitney (cotton gin). Remind students that technology is any tool that makes life easier ­ not just computers! Vocabulary that is critical to this objective might include: ● Industrial Revolution​
­ the period of rapid industrial growth that began in Britain in the 1700s and then spread to other nations that replaced production of goods by hand with production of goods by machine. ● Industrialization­​
the development of large industries and factories important in a country's economic system. ● Agricultural ­​
the use of land for growing crops and farming. ● Cash crops ­​
those crops like cotton, tobacco, or sugar cane that can only factories in England and the northern part of the United States. ● Farms in the western part of the U.S. were usually family owned and run and produced food crops to be sold in the Northeast. ● The North became more and more ​
urbanized​
and ​
industrial while the South remained ​
rural and ​
agricultural​
­ depending on ​
cash crops​
rather than food crops. ● The North wanted to pass taxes on imports, called ​
tariffs​
to help protect their new industries. The South was against these new taxes because they had to import almost all of their manufactured goods. How did industry and mechanization of agriculture change the American way of life? CISD 2015
benefit the producer if they are sold for a profit. Farms also produce food crops. ● Urbanization ­​
the process of people moving to cities, usually for jobs. ● Rural ­​
countryside­ sparsely populated areas in the countryside (farms, ranches, etc.) where economic activity concentrates on primary use of the land for farming, ranching, grazing, lumbering, mining, … ● Tariff ­​
a tax on imported goods. Play "pictionary" as a way to reinforce vocabulary. Provide students with artwork or pictures in the textbooks, reference materials, or on the internet. Ask them to choose two picture that shows a change resulting from the Industrial Revolution (i.e., a flatboat and a steamboat; a wagon and a railroad steam engine; a spinning wheel and a textile mill; a reaper or cutting grain by hand). Ask students to describe how that invention changed the ways people lived and worked. Have them cite specific examples from the pictures that support their ideas(Use the Analyzing a Picture​
format in the skills section). Have students research the two kinds of agriculture: small family farms owned and worked by individual families, including the children (in the North, West, and parts of the South); and large plantations (in the South) which used slave labor. Have the students compare the two types of agriculture in a diagram and/or in writing. Have students assume the role of a child on a small family farm or a plantation and write at least three (3) journal entries about their life in the 1800's. (4) History. The student The causes of westward expansion Westward expansion understands political, were: economic, and social changes ● A growing economy and new that occurred in the United immigrants who needed places States during the 19th CISD 2015
Children's Literature Fire at the Triangle Factory​
by Holly Littlefield. Carolrhoda, 1996. Growing Up in Coal Country​
by Susan Campbell Bartoletti. Houghton Mifflin, 1996. Kids at Work: Lewis Hine and the Crusade Against Child Labor​
by Russell Freedman. Clarion, 1994. Big Annie of Calumet: A True Story of the Industrial Revolution​
by Jerry Stanley. Crown, 1996. Details the fight between mine workers and owners that finally resulted in the United Mine Workers labor union. For advanced readers. The Bobbin Girl​
by Emily Arnold McCully. Dial, 1996. Most of this is new content at fifth grade. The students were introduced to the annexation of Texas and the Mexican War in fourth grade. century. The student is expected to: (C) identify reasons people moved west; to work and farm. Most people in the United States in the 1800's were farmers and they needed new land. ● "Growing space" so that people would not be crowded together. ● Trying to make sure that other countries having territory nearby did not threaten the United States. ● Something called ​
Manifest Destiny​
, which was an idea that the U.S. had the "God­given right to control all of the land from the Atlantic to the Pacific Oceans". How did industry and mechanization of agriculture change the American way of life? The concepts of ​
Manifest Destiny​
and westward expansion are very important for students in eighth grade. Use a map to help student visualize the territorial growth of the United States. ● In the 1600's and 1700's the 13 colonies controlled land along the Atlantic coast. After the French and Indian War (1763) more and more settlers began to move west of the Appalachian Mountains. ● With the Treaty of Paris in 1783, the United States received most of the land between the Appalachian Mountains and the Mississippi River (except for Louisiana and Florida). ● After the Civil War, in 1869, the U.S. bought Alaska from the Russians. ● As a result of the Spanish­American War in 1898, we got other territories including Hawaii. Note: The growth patterns for the United States follows an approximate growth cycle of 20 year "cycles" beginning in 1763, 1783, 1803, 1821, and 1845 and so on. Population increases through immigration and migration patterns "filled" the available land and forced people to move west. Have students color key and label a map showing the various territorial gains of the United States beginning with the Louisiana Purchase in 1803 and ending with the Gadsden Purchase in 1853. CISD 2015
(4) History. The student Territorial Expansion: Manifest Destiny, understands political, Sectionalism, Lewis and ● 1803 the United States economic, and social changes Clark, Louisiana Purchase bought the Louisiana that occurred in the United Purchase from France for States during the 19th $15,000,000. This century. The student is extended the territorial expected to: U.S. through the Great (D) identify significant Plains to Oregon. events and concepts ● In 1819­21 the U.S. got associated with U.S. Florida from Spain. territorial expansion, ● In 1845 we annexed Texas including the Louisiana and fought the Mexican Purchase, the expedition of War. We won that war in Lewis and Clark, and 1848 and added the Manifest Destiny; Mexican Cession (which was the land from Texas to California) CISD 2015
Have students describe in writing the relationship between Manifest Destiny and westward expansion. Children's Literature The Ballad of Lucy Whipple​
by Karen Cushman. Clarion, 1996. The West: An Illustrated History for Children and ​
People of the West​
by Dayton Duncan. Little, Brown, 1996. Wagons West!​
By Roy Gerrard. Straus & Giroux, 1996. Lewis and Clark: Explorers of the American West​
by Steven Kroll. Hoilday, 1996. ● Also in 1845, we got the Oregon Territory from Great Britain. ● In 1853, we completed our country with the Gadsden Purchase from Mexico. (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: (F) explain how industry and the mechanization of agriculture changed the American way of life; and CISD 2015
The Industrial Revolution began in the 1700's but had the most impact on life in America in the 1800's. Life changed in many ways: ● People, especially in the Northeast and North, began to move to cities (urbanization) and work in factories making things like cloth, steel, and other manufactured products. ● New inventions like a power loom to weave cloth from cotton, the steam engine (for trains and boats), and the cotton gin (to get cotton ready to be sold to textile mills) improved the factory system. ● Other new inventions like a steel plow and a reaper made it more efficient to produce food for the large cities in the North. ● New transportation like railroads and steamships This is new content introduced at fifth grade and helps prepare students for Social Studies, Grade 8. The importance of new inventions and technology in general was introduced beginning in first grade. Students learned about such inventors as Robert Fulton (steam engine); Cyrus McCormick (reaper); and Eli Whitney (cotton gin). Remind students that technology is any tool that makes life easier ­ not just computers! Children's Literature Fire at the Triangle Factory​
by Holly Littlefield. Carolrhoda, 1996. Growing Up in Coal Country​
by Susan Campbell Bartoletti. Houghton Mifflin, 1996. Kids at Work: Lewis Hine and the Crusade Against Child Labor​
by Russell Freedman. Clarion, 1994. Big Annie of Calumet: A True Story of the Industrial Revolution​
by Jerry Stanley. Crown, 1996. Details the fight between mine workers and owners that finally resulted in the United ●
●
●
●
CISD 2015
made traveling and shipping easier and faster. In the south, huge farms called plantations used slave labor to grow mostly cotton because there was such a demand for this crop in the new textile factories in England and the northern part of the United States. Farms in the western part of the U.S. were usually family owned and run and produced food crops to be sold in the Northeast. The North became more and more ​
urbanized​
and industrial​
while the South remained ​
rural​
and agricultural​
­ depending on ​
cash crops​
rather than food crops. The North wanted to pass taxes on imports, called tariffs​
to help protect their new industries. The South was against these new taxes because they had to import almost all of their manufactured goods. Mine Workers labor union. For advanced readers. The Bobbin Girl​
by Emily Arnold McCully. Dial, 1996. Provide students with artwork or pictures in the textbooks, reference materials, or on the internet. Ask them to choose two picture that shows a change resulting from the Industrial Revolution (i.e., a flatboat and a steamboat; a wagon and a railroad steam engine; a spinning wheel and a textile mill; a reaper or cutting grain by hand). Ask students to describe how that invention changed the ways people lived and worked. Have them cite specific examples from the pictures that support their ideas(Use the Analyzing a Picture​
format in the skills section). Have students research the two kinds of agriculture: small family farms owned and worked by individual families, including the children (in the North, West, and parts of the South); and large plantations (in the South) which used slave labor. Have the students compare the two types of agriculture in a diagram and/or in writing. Have students assume the role of a child on a small family farm or a plantation and write at least three (3) journal entries about their life in the 1800's. (4) History. The student What was the effect of westward understands political, expansion on the native people? economic, and social changes that occurred in the United States during the 19th century. The student is expected to: What are the 5 major regions in the United States? Great Plains, Rocky Mountains, and Coastal Plains, Students must locate… ● The Rocky Mountains, ● Mississippi River ● Great Plains …on a map Rocky Mountains, Mississippi River, and Great Plains (G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups. (7) Geography. The student understands the concept of regions in the United States. The student is expected to: (B) 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; (7) Geography. The student understands the concept of regions in the United States. The student is expected to: (D) locate on a map important physical features such as the Rocky Mountains, CISD 2015
Mississippi River, and Great Plains. (8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (A) identify and describe the types of settlement and patterns of land use in the United States; What were the reasons that the first colonists settled in the Northeast? How did the resources available in the area of settlement affect the success or failure of the first colonies? settlement pattern influence pattern analyze (8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (B) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present; (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (B) analyze the positive and negative consequences of human modification of the CISD 2015
environment in the United States, past and present. (13) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: Susan B. Anthony​
Woman’s rights pioneer What events during the 20th and 21st century shaped American culture and will continue to influence American society in the future? (A) compare how people in different parts of the United States earn a living, past and present; (5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (C) 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. CISD 2015
(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 5.23 Science, technology, and society. The student understands the impact of science and technology on society in the United States (A) 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; (B) identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program; (B) incorporate main and supporting ideas in verbal and written communication; CISD 2015
(C) explain how scientific discoveries and technological innovations in the fields of medicine, communication and transportation have benefited individuals and society in the United States; (D) predict how future scientific discoveries and technological innovations could affect society in the United States CISD 2015