Topic/Theme: Westward Expansion in the United States

Time frame: (1800-1865) 2-3 weeks

Class/Grade Level: 10 th Grade U.S. History
Established Goals: (Including state standards)
1. SS.912.H.1 Understand patterns of social and cultural continuity in various societies.
2. SS.912.H.2 Understand from a historical perspective the purpose and effects of treaties, alliances, and
international organizations that characterize today's interconnected world.
3. SS.912.H.3 Understand cultural factors that have promoted political conflict.
4. SS.912.H.4 Understand the role the values of specific people in history played in influencing history.
5. SS.912.H.6 Understand reasons for changes in the world's political boundaries.
6. SS.912.H.6 Understand the historic reasons for conflicts within specific world regions.
7. SS.912.H.8 Understand how and why events may be interpreted differently depending upon the
perspectives of participants, witnesses, reporters, and historians
Understandings: Students will understand that
1) SWUT Manifest Destiny had major repercussions on minority groups as well as how the American people viewed
themselves over these groups, including complications with slavery, and The Indian Removal Act. [EG 3,4,6,7]
2) SWUT the West represented the American Dream; the Pursuit of Land and Freedom became the new goal. [EG
1,6,7]
3) SWUT the LP was a highly controversial move by President Thomas Jefferson. [EG 2,4,5,7]
4) SWUT Jacksons presidency greatly changed the political atmosphere of America. [EG 4,5]
5) SWUT railroads and canals created a new outlet for American Industrialism as well as travel. [EG 2,5]
6) SWUT past actions have ramifications and impact in the current time period. [EG 1,4,6]
Essential Questions:
1) What were some of the major problems with a people embracing a belief that holds privilege over others?
2) How did the West offer opportunities that the East couldnt offer?
3) Is it ethical for democratic political leaders to overstep their representative governments in order to acquire gains
for their nation?
4) How do Leaders in a democratic government leave lasting impacts?

5) How does the evolution of transportation impact the interactions of people within a country?
6) How do groups of people respond when repressed?
7) Is there a possible way to expand without harm?
Knowledge: Students will know
1) Key Vocab
o Manifest Destiny [1]
o Indian Removal Act [1]
o Jacksonian Democracy [4]
o Democratic Party [4]
o Louisiana Purchase [3]
o Oregon Trail [2]
o Union Pacific [5]
o Gold Rush [2]
o Slavery [1]
o Trail of Tears [4]
2) What womens voting rights were like
3) Steam engines and their effect on trade and travel
4) What the Second Great Awakening was
Skills: Students will be able to
1) Map Reading and interpreting of its information. [1U & 1K]
2) Analyze the past and the effects on today. [1U,6U & 1K, 6K]
3) Compare and Contrast [1U & 1K, 1K]
4) Debate using respect and proper research [3U & 1K]
5) Critical thinking [2U,6U& 1K]
6) Reflect on information and its consequences/repercussions [1U,6U & 1K]
7) Identify similarities and differences. [4U & 1K]
8) Create a timeline [2U,5U & 1K,3K,4K ]
9) Moral/ethical implications [1U,3U & 1K, 2K,6K]
10) Cause and effect [4U& 4K]

Performance Tasks/Formal Assessment:

Task / Assessment

Create a timeline using the textbook to cover major events during the time period. (A1)
Compare and Contrast the American economy before and after the use of Canals and Railroads (worksheet) (A2)
Write a 2-3 page paper explaining the moral and ethical implications of the Indian Removal Act both in 1830 and
present day. Would many people have seen a moral or ethical problem back in 1830? (A3)
Unit Exam: Range of multiple choice, short answer, long essay. (A4)
Debate the Louisiana Purchase and if Thomas Jefferson was in the right or the wrong (classroom debate) (A5)

U (or K or S)

U: 2, 5 K: 1,
3, 4 S: 8
U: 5 K: 3 S:
3
U: 1 , 6 K: 1
S: 2, 9
All U, All K,
S: 2,
possible 3,
5, 6, 7, 10
U:3 K:1 S: 4

Other Evidence/Informal Assessment:

Task / Assessment

U (or K or S)

Identify the different land extensions on a map and what specific expansion they were from (A6)

U:1 K:1 S: 1

Exit Slip: 3-5 sentence reflection on the repression of womens rights (A7)

U: 1, 6 K: 1,
2 S: 6

TPS: How might America be different if Jefferson hadnt done LP. (A8)

U: 3 K: 1

Create graphic organizer for key vocab. (A9)

K: 1

Entrance slip: Describe in your own words the Second Great Awakening (3-5 sentences) (A10)

K: 4 S: 5

Pre-test (A11)

U: 1-6 K: 1-5
S: 5

See Stage 3 in Excel Documnet

Lesson #1
Lesson Summary
Begin class with a Think Pair Share (TPS) with the question What effect do factories have on modern America? After
allowing time to work on that, discuss the TPS as a class. Allow time for students to express their thoughts and use
questions to bring them further in discussions. Move into the lecture after that. The outline of the lecture will focus on
railroads and canals and why they had (and continue to have) a major effect on the American Economy. Then hand out
the worksheet on the American Economy. Students will be given the rest of the class time to finish the worksheet. If they
finish early, allow them time to work on their papers. No talking with peers.

1)
2)

Lesson Objective(s)
Understand the importance of canals and railroads on the American Economy by completing the worksheet and TPS to
satisfaction - measure TPS for students who contribute to discussion, measure worksheet for students who dont
contribute to discussion/need more time to gather thoughts.
Students will be able to identify how the economy has progressed over time by comparing society and the economy
during a set time period by correctly filling out the worksheet.
Materials/Resources required
TPS Sheet
Lecture notes/PPT
American Economy Worksheet
Textbook

Desired Results
Established Goals: (Including state standards)
SS.912.H.2 Understand from a historical perspective the purpose and effects of treaties, alliances, and international
organizations that characterize today's interconnected world.

 SS.912.H.6 Understand reasons for changes in the world's political boundaries.

SS.912.H.3 Understand cultural factors that have promoted political conflict.(Working on paper)
SS.912.H.4 Understand the role the values of specific people in history played in influencing history.(Working on paper)
SS.912.H.6 Understand the historic reasons for conflicts within specific world regions. (Working on paper)
SS.912.H.8 Understand how and why events may be interpreted differently depending upon the perspectives of
participants, witnesses, reporters, and historians (Working on paper)
SS.912.H.1 Understand patterns of social and cultural continuity in various societies. (Working on paper)

1)
2)
3)
4)
5)

Essential Questions:
How does the evolution of transportation impact the interactions of people within a country?
How does industrialization affect an economy of a country?
What were some of the major problems with a people embracing a belief that holds privilege over others? (Working on
paper)
How do Leaders in a democratic government leave lasting impacts?(Working on paper)
Is there a possible way to expand without harm?(Working on paper)

Understandings: Students will understand that

1) SWUT railroads and canals created a new outlet for American Industrialism as well as travel.
2) SWUT Manifest Destiny had major repercussions on minority groups as well as how the American people viewed
themselves over these groups, including complications with slavery, and The Indian Removal Act. (Working on paper)
3) SWUT past actions have ramifications and impact in the current time period (Working on paper)

1)
2)
3)
4)
5)

Knowledge: Students will know

Union Pacific
Steam engines and their effect on trade and travel
o Manifest Destiny [1] (Working on paper)
o Indian Removal Act [1] (Working on paper)
o Slavery [1] (Working on paper)

Skills: Students will be able to

1) Compare and Contrast
2) Cause and effect

3) Analyze the past and the effects on today.

4) Analyze the past and the effects on today. (Also working on paper, A3)
5) Moral/ethical implications (Working on paper, A3)

Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
Task / Assessment

UP Connects

Compare and Contrast the American economy before and after the use of Canals and Railroads (worksheet) (A2)

U: 5 K: 3 S: 3

Write a 2-3 page paper explaining the moral and ethical implications of the Indian Removal Act both in 1830 and
present day. Would very many people have seen a moral or ethical problem back in 1830? (A3) (Work in class)

U: 1 , 6 K: 1
S: 2, 9

Other Evidence/Informal/Formative Assessment:

Task / Assessment

UP Connects

TPS What effect do factories have on modern America? (A12)

U:6 K:1 S:2

Detailed Steps/Procedures
Learning action

Time (mins)

INTRO: Before class begins write the question for the TPS on the board to get their minds working for the direction
of the class: What effect do factories have on Modern America?

1) Once students are seated and quiet, explain that the students will participate in a TPS.

2) After explaining the TPS, hand out a TPS worksheet to keep their thoughts organized.

3) Once all students have a worksheet, allow students to Think first (3 minutes) then pair up with someone next to
them and begin working on the Pair.

4) Have them Share out-loud with the rest of class - promote the discussion with these questions if discussion
seems dull.:
-Where would America be without those factories today?
-What would America look like without those factories in the 1800s?
-How much of our lives are made up in a factory?
-Could we survive as an economic powerhouse without our vast transportation system?
5) After discussion concludes, begin lecture on Industrial Growth - focus will be on Railroads and Canals. Instruct
students to take notes on the powerpoint. Look at the bottom of each slide for additional comments/Question to
make in class.
6) Pass out worksheet on the American Economy. Have students complete by the end of class. If they finish early,
allow time for them to work on their papers.

7-10

15-20
10-15

Lesson #2
Lesson Summary
Begin the Lesson with a question on the board that the students have to answer as a entrance slip. The question asked
will be Explain the Second Great Awakening in your own words? After they have finished the entrance slip, the students
will then turn their papers in that were assigned on monday dealing with the ramifications of (A3). After the allotted time
has passed on the entrance slip and the turning in of papers we will dive into the lecture of the day. The lecture will be part
one of a two day series on the changes occurring in the early years of the American republic. It will cover in greater detail
the Second Great Awakening, and the ramifications that it had on the republic as well as todays society. Then we will
move into exploring as a class in a discussion specifically how we see the effect/Impact of the SGA on modern religion in
the U.S. Current events could be connected to this. At the end of the class make sure to outline the plan for Fridays
lesson.
Lesson Objective(s)
3) Students will be able to explain and recall 2-5 details on how the Second Great Awakening has affected our current
society during our large and small classroom discussions.
Materials/Resources required
Powerpoint/ Notes on lecture
Entrance slip
Textbook

Desired Results

Established Goals: (Including state standards)

SS.912.H.3 Understand cultural factors that have promoted political conflict.(Turned in paper)
SS.912.H.4 Understand the role the values of specific people in history played in influencing history.(Turned in paper)
SS.912.H.6 Understand the historic reasons for conflicts within specific world regions. (Turned in paper)
SS.912.H.8 Understand how and why events may be interpreted differently depending upon the perspectives of
participants, witnesses, reporters, and historians (Turned in paper)
SS.912.H.1 Understand patterns of social and cultural continuity in various societies. (Turned in paper)

Essential Questions:
6) What were some of the major problems with a people embracing a belief that holds privilege over others? (Turned in
paper)
7) How do Leaders in a democratic government leave lasting impacts?(Turned in paper)
8) Is there a possible way to expand without harm?(Turned in paper)
9) How does the evolution of transportation impact the interactions of people within a country?
10)How do groups of people respond when repressed?
11) How did the West offer opportunities that the East couldnt offer?
Understandings: Students will understand that
4) SWUT Manifest Destiny had major repercussions on minority groups as well as how the American people viewed
themselves over these groups, including complications with slavery, and The Indian Removal Act. (Turned in paper)
5) SWUT past actions have ramifications and impact in the current time period (Turned in paper)
6) SWUT past actions have ramifications and impact in the current time period (also in class discussion)

6)
7)
8)
9)

Knowledge: Students will know

What the Second Great Awakening was
o Manifest Destiny [1] (Turned in paper)
o Indian Removal Act [1] (Turned in paper)
o Slavery [1] (Turned in paper)

Skills: Students will be able to

6) Critical thinking
7) Analyze the past and the effects on today. (Turned in paper)
8) Moral/ethical implications (Turned in paper)
9) Analyze the past and the effects on today.
10)Reflect on information and its consequences/repercussions

Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
Task / Assessment

UP Connects

Write a 2-3 page paper explaining the moral and ethical implications of the Indian Removal Act both in 1830 and
present day. Would very many people have seen a moral or ethical problem back in 1830? (A3) (Turned in today)

U: 1 , 6 K: 1
S: 2, 9

Other Evidence/Informal/Formative Assessment:

Task / Assessment

UP Connects

Entrance slip: Describe in your own words the Second Great Awakening (3-5 sentences) (A10)

K: 4 S: 5

Detailed Steps/Procedures
Learning action

INTRO: As the students enter the class hand to them the entrance slip. The question will be: Explain in your own
words what the Second Great Awakening was. (3-5 sentences)
1) The students will be given time to answer the entrance slip (A10). Make sure the days materials are in order and
ready to be used for the class.
2) Make an announcement to the class that as soon as they are done with the entrance slip to turn in their papers
(A3) on the Indian Removal Act that were assigned Monday.
3) Tell the students to make sure that they get their book and notebook out to prepare for the lecture..this will allow
the students who were finishing the entrance slip and turning in the paper to finish and also get ready for the day.
4) Gain attention of students and give them a brief overview on the lecture we will do today and how part 2 will be
friday, then see if any students had questions over anything thus far.

Time (mins)

0
5
1-2
1
1-2

5) Lecture on part one of the changes in the young republic, this part will cover specifically the Second Great
Awakening and the affects that it had on the U.S. and its fledgling system of government.
A.)make sure to tell the students to take notes on the lecture while highlighting certain points that we
make during the lecture.
B.)This will make sure that all students are taking notes on the main points of the lecture.
6) Transition into the classroom discussion phase of the lesson, this will include a quick rearranging of the desks so
that we can have small groups facilitate discussion before the large group discussion.
7)Pose this question to the students: How did the SGA have an impact on modern day religion in America?
They will discuss with small groups
A.) Give instructions that they will discuss in groups and write a few things down then we will discuss as a
large group.
8)We will then take the small group discussion points and turn it into a large class discussion to gather all points
brought up.
A.) Take bullet points on the board to help the students take notes on the discussion(so they can
concentrate on coming up with ideas then write down at the end what was said)
9)Depending on discussion do a quick recap of what we have learned and what we will be exploring on the last day
of the unit (friday) material.

Lesson #3

15-20

1
1

5-7(small) 710(large)
last minutes
of class..2-5

Lesson Summary
We will begin class with an opening exercise that will reflect the time periods voting laws and the rights that the major
three groups of people living in America experienced. This will lead right into the part 2 of the lecture on the young
republic, it will focus specifically around the abolitionists, women's rights movements, as well as the movement in America
to have moral reform then we will hold a discussion after the lecture. This discussion will deal with how the activity done at
the beginning of class had significance to the lecture material and the ability of the students to connect what we did to
what life for certain groups of people was like. We will also discuss with the students how things might have been different
in todays society and even back then if all groups of people were allowed to vote/ have rights. Lastly the class will write
an exit slip on todays lecture and activity by reflecting on the repression of rights. This is also good to reflect on because
the students should be aware of the current events in rights issues and connect what we are learning to them.
Lesson Objective(s)
4) Students will be able to describe on the exit slip how repressed groups will act when life is unsatisfactory, specifically on
the repression of women's rights.
5) Students will be able to review how society is currently still going through social change in the area of rights, repressions,
and inequality through classroom discussion on the opening exercise by engaging in discussion with peers.
Materials/Resources required
Lecture notes/ PPT
the textbook
Exit slip

Desired Results

Established Goals: (Including state standards)

SS.912.H.1 Understand patterns of social and cultural continuity in various societies.
SS.912.H.4 Understand the role the values of specific people in history played in influencing history.
SS.912.H.6 Understand the historic reasons for conflicts within specific world regions.
SS.912.H.3 Understand cultural factors that have promoted political conflict.
SS.912.H.4 Understand the role the values of specific people in history played in influencing history.
SS.912.H.6 Understand the historic reasons for conflicts within specific world regions.
SS.912.H.8 Understand how and why events may be interpreted differently depending upon the perspectives of
participants, witnesses, reporters, and historians

Essential Questions:
12)How do Leaders in a democratic government leave lasting impacts?
13)How do groups of people respond when repressed?
Understandings: Students will understand that
7) SWUT past actions have ramifications and impact in the current time period
8) SWUT Manifest Destiny had major repercussions on minority groups as well as how the American people viewed
themselves over these groups, including complications with slavery, and The Indian Removal Act.
Knowledge: Students will know
10)What womens voting rights were like
11) What the Second Great Awakening
12)o Seneca Falls Convention [6]

Skills: Students will be able to

11) Analyze the past and the effects on today.
12)Critical thinking
13)Reflect on information and its consequences/repercussions
14)Moral/ethical implications

Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
Task / Assessment

UP Connects

Other Evidence/Informal/Formative Assessment:

Task / Assessment

UP Connects

Opening Exercise: Rights of African Americans and Women vs. White Men during the time period. (A13)

U6, K2, S6,9

Exit Slip: 3-5 sentence reflection on the repression of womens rights (A7)

U: 1, 6 K: 1,
2 S: 6

Detailed Steps/Procedures
Learning action

INTRO: Predetermine certain students to be categorized in your sections (White men, women, African American
men and women.
A.) Two questions will be asked; one will be explaining that the water bottles (or if they dont use a lot of
those, switch to phones) have become a distraction and that we need to make a decision as a class about what to
do.
B.) Only call on the predetermined White men. Only gather their opinions to make a decision. Possibly
ask some of the Women their opinions and just kind of shrug them off. Ignore the African American Men and
Women section.
1) After that question, discuss having a pizza party for class on the last day.
A.) Inquire what kind of Pizza each group would like.
B.) pick the White men choice of Pizza. Dont leave it up to debate.

Time (mins)

5-7-

10

C.) Tell the class its what they picked and thats final. If the class is in agreement use it later to show what
it would be like if everyone agreed.
2)transition to lecture

1-2

3)Lecture part 2 on the social changes in the young republic this will focus on the abolitionist and women's rights
movements, as well as the call for moral reform in the society.
A.) Before the lecture starts do a quick recap of yesterday's important material. and instruct the students
to take notes (book out and notes out)
4)Then move into a open class discussion on the opening exercise and how its related to the lecture, and how the
exercise focused on the time periods voting rights.
A.) Explain to the students what was done (picking their groups, listening to only certain people, etc.
B.) Discuss personal feelings and discuss the implications this would have for these groups of people inform students that neither things will be happening.
5)Then pose the question: what would happen or change during that time period as well as modern times if all
parties had been allowed to vote?
A.) let the students discuss this question.
6)Exit slip will be handed out to the students, the question on the slip will be:a reflection on the repression of
women's rights specifically. (3-5 sentences) they can use examples from lecture or book to help reflect.
7)Because this is the last day of the unit before the review day and the Unit test take this time to explain that they
should look over their notes and the book material on the unit so that come monday and tuesday they will be ready
and prepared.

Assignment for UbD

15-20

10

5
5-7
2-5 last
minutes of
class

Timeline Assignment - teacher view

Using their textbooks and their graphic organizer, students will create a timeline of 10-15 major historical events during the time
period. Students will highlight events that they feel are more important than others. There is no limit to how many events they can
highlight, but they should highlight a minimum of four events. This should be used to gage what the students think is going to be
important/what they feel is important for the unit. Students timelines must be legible and be grammatically correct.
Rubric:
1

Historical
Accuracy

Little to none of
the events are
historically
accurate.

Some events on
the timeline are
historically
accurate.

Most events on
the timeline are
historically
accurate.

All events on the

timeline are
historically
accurate.

Organization

Little to no
events are in
chronological
order on the
timeline. Less
than four events
are highlighted.

Some events are

in chronological
order on the
timeline. Less
than four events
are highlighted.

Most events are

in chronological
order on the
timeline. More
than four events
are highlighted.

All events on the

timeline are in
chronological
order. More than
four events are
highlighted.

Number of
Events

Students include
less than 4
events on their
timeline.

Students include
4-6 events on
their timeline

Students include
7-9 events on
their timeline

Students include
10-15 events on
their timeline.

Legibility/Gramm Students
ar
timelines are not
legible and their
grammar is
incorrect; handwritten/typed/dra
wn.

Students
timelines are
somewhat
legible and
somewhat
grammatically
correct; handwritten/typed/dra
wn.

Students
timelines are
mostly legible
and mostly
grammatically
correct; handwritten/typed/dra
wn.

Students
timelines are
completely
legible and
grammatically
correct; handwritten/typed/dra
wn.

Timeline assignment: for the students

For this assignment you will use chapter eight out of your textbook and the graphic organizer of key vocab for this unit. You will need
to include between ten and fifteen major events. Each event will need to be correctly labeled with the date and a brief one sentence
description of the event. When you have identified the events you found, highlight a minimum of four of the events that you consider
to be the most important. There is no maximum on how many events you can highlight. The timelines must have proper grammar
and spelling, they also must be completely legible if you are handwriting. This assignment is due Wednesday at the beginning of the
class period.