TEACHER:
CLASS: 5th Grade
DATE: December 7-8
M T W TH F
FRAME THE LESSON
Inventions, Roads, and Railroads
Resources/Materials
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Pearson’s 5th Grade
Building Our Nation
TE
4B: identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States
(p. 332-339)
4F: identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including
Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution
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
23C: explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have
benefited individuals and society in the United States
Closing Product/
Question/
Informal
Assessment:
Objective/Key Understanding:





Identify important inventions and manufactures from the late eighteenth through mid-nineteenth centuries.
Describe how major technological advances and inventions changed productivity.
Summarize Samuel Slater’s role in bringing the Industrial Revolution to the United States.
Describe how advances in technology revolutionized land and water transportation.
Analyze how new transportation systems affected how and where people settled.
Rigor & Relevance: (Real World Connection)
Vocabulary
As a volunteer off an archeological dig along the Erie Canal, you find a shovel and
some horseshoes. Think about what these items tell you about building the canal.
Write a report to the dig leader describing your finds and their possible meaning.
Profit
Mass production
Industrial Revolution
Got it Questions
1-9 (p. 332-339)
canal
Stop and Check for Understanding- High Level Questions
New Inventions (p. 332-333)
 What is one fact about the cotton gin?
 How did the mechanical reaper help farmers?
 What details do you notice about the image? Think particularly about the presence of a new invention.
 Why did the sewing machine become such a popular invention?
 Give two facts about how messages were transmitted using Morse code.
 To examine nineteenth-century advancements in communication, explain the importance of Samuel F. B. Morse’s invention.
 What are some modern inventions that make sending and receiving information faster and easier?
 What invention by William Morton changed American society? In what way did it change?
A New Way To Work (p. 334)
 What is the reason for including the first paragraph on page 334 as part of the section A New Way to Work?
 How did implementation of interchangeable parts impact business productivity in the early development of the United States?
 Think about mass production in today’s factories. What other goods are made with interchangeable parts?
 What were some benefits of the Industrial Revolution on American life?
 As goods could be produced more quickly, what do you think happened to the profits of eh companies that produced those goods?
 What do you think probably happened to the price of those goods?
Factories and Factory Towns (p. 335)
 Where did the Industrial Revolution begin?
 How do machined invented by Samuel Slater and Francis Cabot Lowell compare?
 Why was Francis Cabot Lowell’s factory important?
 What was a cost and a benefit of being a “mill girl” in Lowell’s factory?
 What questions do you have about Lowell’s factory?
 What details do you notice about the image of the factory?
Better Transportation (p. 336-337)
 Generally speaking, what led to transportation changes in the early 1800s?
 What regions of the United States were connected by the National Road?
 What was one thing that caused people in the East to move to the West?
 To explain nineteenth-century advancements in transportation, explain the importance of the National Road.
 What is one fact about goods produced by western farmers?
 What was true about shipping goods via flatboats?
 How did the steamship improve transportation?
 What happened on the Hudson River in August 1807?
The Erie Canal (p. 337)
 What are three facts about the Erie Canal?
 How did the Erie Canal affect the movement of goods and people?
 Why might the price of goods that were shipped via the Erie Canal decrease?
 What was “canal fever”?
The First Railroad (p. 338)
 What was a cost and a benefit of the first railroads?
 How did the Erie Canal inspire the railroad industry?
 Why the Baltimore & Ohio was called the first true railroad in the nation?
 What did Tom Thumb accomplish?
 What is one question you would like to ask about the first railroads?
 What does the image show?
Settling Along the Routes (p. 339)
 How did the firs railroads affect trade?
 Do you think the railroads benefited the growth of the nation? Explain.
 What might be the result of building a railroad from the Atlantic to the Pacific coasts?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 332)
 Read to the class the Key Idea: “I will know that new inventions and forms of transportation had costs and benefits.” 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. 332).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will learn that new inventions and forms of transportation had costs and benefits. Divide the class into groups. Each group is to read a section
and be prepared to discuss and share findings with the class. Students are to read assigned sections and be prepared to share findings with class.
 New Inventions (p. 332-333)
 A New Way To Work (p. 334)
 Factories and Factory Towns (p. 335)
 Better Transportation (p. 336-337)
 The Erie Canal (p. 337)
 The First Railroad (p. 338)
 Settling Along the Routes (p. 339)
Remind students that they will learn that new inventions and forms of transportation had costs and benefits.
New Inventions (p. 332-333)
 The cotton gin, invented by Eli Whitney in 1793, helped to greatly increase cotton production. This increase in supply helped to meet the demand for new
cotton goods. Other machines also helped farmers. In 1831, Cyrus McCormick invented a mechanical reaper. His horse-drawn machine made cutting grain
easier. Farmers no longer had to cut their wheat or barley with a scythe.
A New Way To Work (p. 334)
 Some new ideas changed the way people worked. In the late 1700s, Eli Whitney was hired by the United States government to produce thousands of muskets.
At the time, skilled workers made one gun at a time. All the parts of the gun fit nicely together, but only in that one gun. Whitney thought, why not make parts
that would fit any gun? He used the idea of interchangeable parts, or parts that are the exact same shape and size, to make many goods at the same time. This
process is known as mass production.
Factories and Factory Towns (p. 335)
 Some of the earliest American factories produced cotton textiles, or cloth. A skilled mechanic from Britain, Samuel Salter, helped make this possible. The
Industrial Revolution had started in Britain in the late 1700s.the British had invented machines to spin yarn and weave it into cloth. They tried to keep the
designs of those machines secret.
Better Transportation (p. 336-337)
 The young nation had many natural resources. Its land, water, and minerals allowed the population to grow and businesses to thrive. When farmland in the
East grew scarce, some people moved west. People and goods traveled by road, but the roads were brought rough. Wagons loaded with goods moved slowly.
The Erie Canal (p. 337)
 Even with these inventions, the movement of goods and people remained slow. To travel from New York City to Chicago in 1800 took around six weeks by
horse and wagon. By 1830, the time had been cut in half. What made the difference? It was the Erie Canal. A canal is a human-made waterway.
The First Railroad (p. 338)
 Roads, rivers, and canals kept improving transportation. Speed increased. Costs fell. Then along came the railroads. They were expensive to build and run, but
they would revolutionize the way people and goods were moved.
Settling Along the Routes (p. 339)
 Railroad tracks could be laid nearly anywhere. No longer did travelers and freight have to follow rivers or canals. Farm products could travel directly to
market. Investors understood what that meant. They poured money into railroad companies, expecting to make a profit. They believed railroads would
continue to grow and prosper, and they were right.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions:
 Analyze the cause and effect chart and fill in the missing cause.
 Write one fact and one opinion to explain what you see in the picture of a cotton factory.
 In the 1830s, textile mills lined the Merrimack and Concord rivers in Lowell, Massachusetts. Summarize why you think mills were built on rivers.
 Analyze the maps and write the towns where the National Road began and ended.
 The boats traveling on the Erie Canal in this picture do not have an engine. Analyze the image and circle what powers these boats.
 Label the chart with the missing advantages and disadvantages.
 What effects did industry have on changing the American way of life?
 As a volunteer at an archeological dig along the Erie Canal, you find a shovel and some horseshoes. Think about what these items tell you about building the
canal. Write a report to the dig leader describing your finds and their possible meanings.
 Explain how the mechanical reaper improved life for farmers.
TEACHER:
CLASS: 5th Grade
DATE: December 9-10
M T W TH F
FRAME THE LESSON
Giving an Effective Presentation
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
24B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main
idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
Pearson’s 5th Grade
Building Our Nation
TE
(p. 340-341)
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Objective/Key Understanding:




Identify the audience for a
presentation.
Use visual aids in a presentation.
Present an effective presentation.
Use primary resources to acquire
information about the United
States.
Stop & Check for Understanding—High Level Questions
Preview the Sill (p. 340)
 What topic would you like to work on?
 What visuals could you use to support a presentation on the topic?
 Discuss with your partner how you could use the visuals
Practice the Skill (p. 340)
 What is one way primary source visual materials can make a presentation more relatable to the audience?
 How can you use secondary source visual materials as part of your presentation?
Vocabulary:
Closing Product/ Question/ Informal
Assessment:
Apply the Skill (p. 341)
Rigor & Relevance: (Real World Connection)
Vocabulary:
Apply the Skill
(p.341)
Suppose you wanted to give a presentation about Robert Fulton. Answer the following questions. Then give an oral
presentation based on you responses. Locate and use primary-and secondary-source visual materials.
 Your presentation ideas and visuals should be based on research. Where can you find information about your
topic?
 Your introduction should state the main idea and a supporting detail or idea. What could you say to introduce
Robert Fulton?
 Circle some things in the picture that you might need to explain to your audience. How could you use this
picture to make your presentation more interesting? What kind of graphs can you add?
 What else could you do to make your presentation more effective? You may want to express some of your
own ideas.
 Reread the information about Samuel Slater in this chapter. How could you start a presentation about Slater
in a way that would grab the attention of your audience?
Engage
Explore
Explain
Elaborate
Evaluate
Preview the Skill (p.340)
Before students read page 340, help them identify topics from Inventions, Roads, and Railroads that would be appropriate subjects for a presentation. List them on the
board.
 What topic would you like to work on?
 What visuals could you use to support a presentation on the topic?
Give an Effective Presentation (p.340)
Build background knowledge on keys to giving an effective presentation. Use the following ideas to differentiate instruction for students when discussing how to give
an effective presentation
Special Needs:
 Ask students to tell in their own words they keys to giving an effective presentation. Provide support if necessary.
Extra Support:
 Have students suppose they are going to give a presentation about a school club to two groups of people. One group is made up of students from their school,
while the other group consists of students from a school in another state. Ask them to make a two-column chart that lists what would be different about giving
the presentation to the different groups. Tell students to brainstorm visuals they could use to help both audiences understand the topic.
On-Level:
 Ask students to choose a topic from the chapter and the text as the basis for an effective two-minute presentation. Have them plan for their presentation using
the information in this skill lesson and deliver the presentation in small groups. As classmates listen to each presentation, ask them to give constructive
feedback.
Challenge/Gifted:
 Have students complete the On-Level activity. Have them focus on additional presentation skills, such as using gestures, articulation, and modulation.
Practice the Skill (p. 340). Ask students to read the information on page 340 to identify keys to an effective presentation. Students are to answer the following
questions:
 What is one way primary source visual materials can make a presentation more relatable to the audience?
 How can you use secondary source visual materials as part of you presentation?
After students learn about giving an effective presentation, use the ELPS support note on page 332b to help the English Language Learners. Ask students to complete
questions 1-4 on page 341.
Beginning
 Ask students to turn to a partner and read their answer to question 1.
Intermediate
 Ask students to turn to a partner and read their answers to questions 1 and 2. If there are differences, ask student pairs to add the new information to their
written answers
Advanced
 Have students work in a small group on the second part of question 3. Ask each member of the group to sell their opinion on how using primary source visuals
could support their presentation.
Advanced High
 Ask students to work in a small group and discuss question 4. Have each group member tell ways their presentation could be made more effective. Ask groups
to give oral summaries of their group’s findings to the rest of the class.
Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
Apply the Skill (p. 341)
Suppose you wanted to give a presentation about Robert Fulton. Answer the following questions. Then give an oral presentation based on you responses. Locate and
use primary-and secondary-source visual materials.
 Your presentation ideas and visuals should be based on research. Where can you find information about your topic?
 Your introduction should state the main idea and a supporting detail or idea. What could you say to introduce Robert Fulton?
 Circle some things in the picture that you might need to explain to your audience. How could you use this picture to make your presentation more interesting?
What kind of graphs can you add?
 What else could you do to make your presentation more effective? You may want to express some of your own ideas.
 Reread the information about Samuel Slater in this chapter. How could you start a presentation about Slater in a way that would grab the attention of your
audience?
TEACHER:
CLASS: 5th Grade
DATE: December 11
M T W TH F
FRAME THE LESSON
The Lone Star State
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
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
(p. 342-349)
Pearson’s 5th Grade
Building Our Nation TE
8A: identify and describe the types of settlement and patterns of land use in the United States
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:





Summarize how and why Texas became a state.
Analyze the role of slavery in the American settlement of Texas.
Describe the concept of manifest destiny as an understanding by Americans that their nation would extend to the Pacific Coast.
Identify significant people and their contributions during the period of western expansion.
Summarize the event of the war with Mexico and its effect on the expansion of the United States.
Rigor & Relevance: (Real World Connection)

When you join an archeology dig at the Alamo in San Antonio, Texas, you see
many tourists visiting the site. Why is this fort so important to Texans?
Vocabulary
Annex
Vaquero
Manifest destiny
Missouri Compromise
Got it Questions
1-9 (p. 342-349)
Stop and Check for Understanding- High Level Questions
Americans in Texas (p. 342-343)
 How did the government of Mexico get people to move to Texas and live there?
 How did American settlers earn a living in Texas?
 What was one cost and one benefit of Americans settling in Texas?
 What caused American settlers in Texas to want freedom from Mexico?
 How did the American settlers feel about Mexico’s ban on slavery?
 What is one fact about the start of the Texas Revolution?
Battle of the Alamo (p. 344)
 Who was Antonio Lopez de Santa Anna?
 What is a revolt?
 Briefly summarize the order of events leading up to and during the Battle of the Alamo.
 What happened to the defenders of the Alamo?
 Why might you come to the conclusion that the Texans who fought at the Alamo were determined to win their independence?
 Why do you think cannons were place on top of the chapel?
Texas Independence (p. 345)
 What two things did Texan leaders do in March 1836 that resemble the events of the early days of the formation of the United States of America?
 Why did the soldiers yell “Remember the Alamo” as they charged the enemy camp?
 What was the result of the Battle of San Jacinto?
 What is one fact about the Battle of San Jacinto?
 To identify roles and contributions of significant people during the period of westward expansion, explain Sam Houston’s accomplishments.
 What details do you notice in the image?
Tensions Over Texas (p. 346)
 What economic issues likely entered into the debate over Texas’s annexation?
 Describe the causes and effects of the Missouri Compromise.
 What was the difference between a free state and a slave state?
 Why didn’t Northerners want Texas admitted as a slave state?
 Discuss the concept of manifest destiny.
 Why did Mexicans oppose the annexation of Texas?
War With Mexico (p. 347)
 What caused the Mexican War?
 What was the importance of the Bear Flag Revolt?
 Why do you think American Settlers in California and Texas rebelled against Mexico?
 Identify the contributions of generals Zachary Taylor an Winfield Scott during the period of westward expansion.
 What can you learn by studying the timeline on pages 346-347?
 Describe three groups that would have disagreed with President Polk’s decision to annex Texas.
Winning the Peace (p. 348-349)
 What does the Expansion of the United States, 1783-1853 map show about the expansion of the United States?
 How did the Treaty of Guadalupe Hidalgo affect westward expansion of the United States?
 What is one question you have about the end of the Mexican War?
 What was a cost and a benefit of the United States gaining so much land after the Mexican War and the Gadsden Purchase?
 How much money in total did the United States pay Mexico for the land acquired as a result of the Mexican War and the Gadsden Purchase?
 What do you think will happen next in the lands acquired by the United States as a result of the Mexican War and the Gadsden Purchase?
 How did the Mexican War help Americans achieve their goal of manifest destiny? Explain.
 How might the issue of slavery in the new territories further split the nation?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p.342)
 Read to the class the Key Idea: “I will know that achieving independence and statehood had costs and benefits for Texas.” 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. 342).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students they will know that achieving independence and statehood had costs and benefits for Texas. Divide the class into groups. Each group is to read a
section and be prepared to discuss and share findings with the class. Students are to read assigned sections and be prepared to share findings with class.
 Americans in Texas (p. 342-343)
 Battle of the Alamo (p. 344)
 Texas Independence (p. 345)
 Tensions Over Texas (p. 346)
 War With Mexico (p. 347)
 Winning the Peace (p. 348-349)
Remind students they will know that achieving independence and statehood had costs and benefits for Texas.
Americans in Texas (p. 342-343)
 In the 1820s, Texas was a part of Mexico. Yet few Mexicans had settled there. The government of Mexico wanted people to live there, work thee land, and
become loyal citizens. It granted Stephen Austin the right to bring American families to Texas.
Battle of the Alamo (p. 344)
 A general, Antonio Lopez de Santa Anna, was president of Mexico. In early 1836, he led an army of several thousand men into Texas to end the revolt. He
headed toward San Antonio. There, some 180 Texans prepared to defend themselves at a walled fortress called the Alamo.
Texas Independence (p. 345)
 Meanwhile, on March 2, 1836, Texan leaders declared independence. They drew up a constitution and formed a government. The leaders chose Sam Houston
to take command of the Texas army. That army included a unit of Tejano soldiers, led by Juan Seguin. They would soon join a major battle.
Tensions Over Texas (p. 346)
 Texas had gained its independence. Now what? Most Texans thought the United States would annex Texas, or take it over and make it a state. But many
Americans did not support that move. They were concerned about the spread of slavery.
War With Mexico (p. 347)
 In January 1846, President Polk sent an army led by General Zachary Taylor into the border region. In April, Mexican troops crossed the Rio Grande and
attacked a small American force. That action triggered the Mexican War.
Winning the Peace (p. 348-349)
 The Mexican War ended officially with the Treaty of Guadalupe Hidalgo in 1848. Mexico gave up its claims on Texas. It also turned over most of its other
northern territory to the United States.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions:
 Summarize the effect that completes the chart.
 Examine a present-day map of the United States. Identify the name of two states that were once part of Mexico.
 The Texans place cannons on the roof of the chapel, at the wall near the cattle pen, and in front of the main gate of the Alamo. Label those positions with an X.
add this information to the legend.
 The painting shows the surrender of Santa Anna, dressed in a private soldier’s uniform, to Sam Houston, who was wounded in the battle. Label both men,
including the countries they fought for.
 Analyze the timeline. Then identify how many years passes between when Texas declared independence and when it gained statehood.
 Study the map. Identify which treaty first gave the United States access to the Pacific Ocean. Which river forms the border between Mexico and Texas?
 Identify an example of a fact about manifest destiny. Then write an opinion about that fact.


When you join an archeology dig at the Alamo in San Antonio, Texas, you see many tourists visiting the site. Why is this fort so important to
Texans?
Identify how the treaty of Guadalupe Hidalgo affected territorial expansion in the United States.