Courtney Crawford

ELD 376
March 23, 2015
Social Studies Lesson Plan
Subject/Topic: Fourth Grade Westward Expansion Art Gallery
Rationale: Part of a unit on examining the different effects of the Westward Expansion and the
impact it had on Native Americans.
Standards
RH.6-8.7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
WHST. 6-8.9: Draw evidence from informational texts to support analysis reflection and
research.
Objectives: SWBAT identify four effects of Westward expansion that the new settlers made on
the land and Native Americans with 90% accuracy.
Materials: social studies textbook, pictures related to Westward Expansion, pencil, notebook,
chart paper, clip board
Procedures
Engagement/Anticipatory Set:
Invite students to the carpet reading area by reviewing the material the students already
know about Westward expansion. Have students turn and talk to share their ideas. Ask if
students still have any questions about Westward Expansion. Have students turn to talk
about what they would still like to learn in regards to Westward Expansion. Record answers
on a KWL chart in front of the students on chart paper.
Mentor teach and model:

Review with students who the settlers were, the reasons why they desired to move West, and
what life was like in the West before the settlers began to move there. Explain to students
that they will be taking a gallery walk of Westward Expansion as if they are at an art
museum visiting this time period. They are to take a clip board, walk around the room and
look at all 9 of the images and take notes on them. Give students directions for how to
behave in an art museum.
Guided Practice:
Students will walk around the classroom taking notes about the different paintings on the
wall. They will write down any questions they may have or anything they found interesting
Students should be closely examining each picture and focusing on the fine details in it and
the paragraphs explaining the pictures. After 30 minutes students will return to their desks
and share in their groups the information they gathered.
Independent Application:
Have students independently look at their notes and in their journals describe each picture.
When describing the inferences of each picture, the students should focus on the cause and
effect the picture is depicting. The pictures should almost tell a story of the expansion.
Closure:
Regather students at the carpet and go through each picture, explaining its purpose and
identifying its inferences. Allow students to take any additional notes they may please. Have
students turn and talk about their favorite part of the lesson. Share responses.
Assessment:
While students are on their gallery walk, confer with them about a specific painting they are
focusing on. Ask students about what observations they made about the painting and what
inferences they have drawn. A second assessment will take place during their discussion about

the previous knowledge they have in regards to the topic. In addition, their journal entries can be
used an informal assessment.
Differentiation:
Supply students with graphic organizers to keep their ideas organized about each painting. For
students who have physical impairments, have copies of pictures for students to be able to view
at their desk. Allow students to reference their social studies book for making inferences and
drawing a cause and effect.