Focus (or Guiding) Questions:   

How did the attitudes and behaviors of early settlers spread into western lands through the concept of Manifest Destiny?

How do primary source documents reflect the feelings of people who have lived through certain time periods?

How do the reflections of people living through certain time periods show up in art, music, and literature?

How did the complex relationship between the northern and southern collective economy, society, and culture complicate the moral and political landscape of the United States before the Civil War?

How did a series of compromises and dialogue leading to those compromises led primarily by three senators, one northern, one southern, and one from a border state keep the United States out of Civil War for more than 40 years?

How was the reform period during Manifest Destiny, Indian Removal, and over the issue of slavery a direct rebuttal to actions by the United States government prior to the Civil War?

Know:

Academic vocabulary pertinent to the module

People, events and movements that lead to the Civil War

Factors that led to westward expansion such as legislation, war, and compromise

Key acquisitions of the United States through a process known as Manifest Destiny

Events and actions that led to the removal of Native Americans from their traditional lands

Events and people involve in those events that mark conflict and compromise between the north and south prior to the Civil War

The complex nature of the United States’ economy prior to the Civil War

Factors that led to the reform movements prior to the Civil War

Various reform movements that took place as a direct result of Manifest Destiny, issues between north and south, and the treatment of women.

Do:

Interpret primary source documents concerning Manifest Destiny

Develop a timeline of events involving Manifest Destiny, division between the north and south, and the reform period

Identify important figures that impacted events in the module in reference to Manifest Destiny, northern and southern economies and cultures, and the reform periods prior to the Civil War

Analyze the importance of Daniel Webster, John C. Calhoun, and Henry Clay in regard to conflict and compromise prior to the Civil War

Analyze the interdependence of northern and southern economies and how cultures clashed over social and political issues prior to the Civil War

Identify key reformers (religious, social, abolitionist, and women’s issues) prior to the Civil War

Analyze the reform period as a result of Manifest Destiny, slavery, Indian Removal, and women’s rights abuses

sectionalism                  suffrage                        spoils system                tariff                 secede

veto                              depression                    Manifest Destiny            annex              cede

boomtown                     Morse Code                  trade union                    famine              capital

slave code                   

CSO Specific Vocabulary that appears during this module’s activities:

tariff policies                 debate                          population growth           atlas                 topography

Before starting this Module:

In the Module 15, students will make connections between Manifest Destiny, Indian Removal, the economies and societies of northerners and southerners, and the reform movements of the 1830s and 1840s and the onset of the Civil War. Academic vocabulary that transcends these concepts will be investigated through conceptual analysis. Additional CSO-based vocabulary that is addressed in the specified standards will be addressed.

Strategies for Differentiated Instruction: Students will work within different ability levels to complete their assignments.  The group should produce a single, cohesive product which reflects the knowledge and learning of the entire group.  For students of lower level ability, the teacher should utilize the school resource room or resource teacher for re-teaching and review.

Strategies for Grouping:  Teachers’ knowledge of students’ abilities and strengths will allow them to pre-select groups ahead of time.    Teacher may group students by placing one student of higher ability with a student of lower ability and adding two students of middle abilities.   Good strategies to consider is pre-selecting the groups and post the list in the room for the students to see when they enter the class.  Please consider pairing together students who will work well together, but will not go off task.  Also, consider pairing students together based on varying levels of ability as well as mix genders

Technology:  Computer lab, overhead digital projector, Internet access, speakers/sound system for online videos

Materials:  you should always have materials in hand where students can cut, tape, write, and produce traditional posters, timelines, and brochures. Along with these items, digital materials such as desktop publishing software, printers, scanners, etc. should be available.

Vocabulary:  The teacher will use the adaptation of the Frayer Model for vocabulary development that is included in the handouts in this folder. Students will pair and share the development and “notemaking” of these vocabulary items. Notemaking is a formative assessment strategy where students develop conceptual knowledge of vocabulary terms in small groups and then share in larger groups on a chalkboard or interactive whiteboard.  

Notes to teacher on electronic resources:  The teacher may need to download a Flash player or another type of download to access all the electronic resources. 

Phase One:

In Phase One of Module 15, students should be given the handout entitled, Expansion to Reform Menu and the teacher should review the process of completing this project. The activities throughout this project provide formative assessment strategies for teachers to evaluate the impact of student learning and the scaffolding of knowledge.

Students will then be given an Introduction Primary Source Worksheet and be split into groups using Jig-sawing handouts that will be used in later phases: Jigsaw Groups Placard to be taped to desks, and hand out Jigsaw Numbers Handouts in order to establish groups. Students will use a computer lab to perform the introductory activity using the following videos from http://www.hippocampus.org and the primary source documents on those sites and the Eagle’s lyric link:

Hippocampus Lesson 32-Topic 1 of Manifest Destiny; Oregon: John O’Sullivan’s Editorial on Annexation http://www.montereyinstitute.org/courses/AP US History I/course files/multimedia/lesson32/lessonp.html?showTopic=1

The last track on the Eagles’ Hotel California album is called’ “Last Resort”. View Lyrics at http://www.cantonma.org/myweb/ericksond/socialstudies/Eagles.htm (Teachers may wish to play the track from the Hotel California site, or screen other video sites on the Internet, avoiding inappropriate advertising and links).

Hippocampus Lesson 32-Topic 4 of Manifest Destiny; Gold Rush: Walter Colton’s Diary on Gold Prospecting:  http://www.montereyinstitute.org/courses/AP US History I/course files/multimedia/lesson32/lessonp.html?showTopic=4

Students should analyze and evaluate the three sources by comparing each point of view in regard to Manifest Destiny. They should turn in these papers when completed. Teacher should assess what students may be missing in their investigations as a springboard into the next phases.

Phase Two:

Once phase one’s overview activity is finished, students will hold on to all of their work in a folder. Distribute Vocabulary lists by either writing them on the interactive whiteboard or on a handout. Should the PowerPoint instructions on completing a Frayer Model Sheet. The instructor should run two copies for each student; one for brainstorming and another to turn in as formative assessment piece. All brainstorming Frayer sheets should be placed in individual folders.

Each group will be assigned 2-3 vocabulary terms to complete on their Frayer Model Handout. Show the very short PowerPoint slideshow slides entitled Frayer Model Instructional PowerPoint.

A single copy of each term will be posted on the classroom wall once completed. Once the terms are posted, students will go on a “gallery walk” to look at each other’s work. Students will do their own review of all vocabulary and perform the student self assessment portion of the terms once they’ve completed their walk. Students will do their individual vocabulary assessment on Frayer Vocabulary Sheet. The teachers should review in case further work needs to be done before moving on.

An option at this point would be to build a class Wiki where multiple classrooms can collaborate with each other.

Phase Three:

Once the teacher has looked at the vocabulary assessments, they will then assign group assignments using a Jigsaw strategy with each group presenting their topic for all groups in order to prepare each person to be ready to write an essay that will investigate all of the Jigsaw topics.

Teachers should distribute the handout entitled Expansion to Reform Jigsaw Handout. Based on grouping numbers from the previous activities, students will explore and report back to the whole class in  “give and get” approach. Students will “give” information that they’ve collected as they move from table to table and will “get” information in their conversations. Once completed, whole class discussion will ensue as students prepare to write an essay that outlines the project thoroughly.

Phase Four:

Presentation of final encyclopedia entries to other 10^th Grade teachers, principals, counselors, parents will be a part of the culminating event.

Phase Five:

Students will be assigned the Expansion to Reform Essay Assignment. The Expansion to Reform Essay Writing Rubric in order to assess the content of their essays during the writing process. Students will report the topics of the Jigsaw activity in a writing assessment. Some students may need to be given an alternative assessment such as an oral checklist of topics to be covered to evaluate mastery of the concepts addressed in the module.

Topics to be addressed are: 

Timeline of Events

Key Figures of the Period

Three Great Senators

The Reform Period

Northern and Southern Issues and Culture

Students should pay close attention to components on the rubric that explain how content, depth of understanding, and clarity serve as a general writing assessment criteria.

Phase Six:

Teachers may wish to do enrichment in the study of expansion to reform from following sites:

http://www.teachingamericanhistory.org/ Teaching American History from the Ashbrook Center

http://www.archives.gov/education/research/  The National Archives

http://www.sascurriculumpathways.com SAS Curriculum Pathways

http://www.discoveryeducation.com/ Discovery Education Videos (paid by some school districts)

http://www.studyisland.com/ CSO aligned Study Island contracts with districts to provide academic practice (Paid by some school districts.

Depending on how deep the teacher plans to go with the research on the timelines and encyclopedia entry, a rule of thumb is to allow a couple of days at the very least to compile research and write. Some teachers may wish to have students do peer reviews of student work using the writing rubric.

Student Self Assessment handout can be given or you can build authentic self assessment tools online at Survey Monkey http://www.surveymonkey.com/  or Zoomerang http://www.zoomerang.com/.

The Frayer Model Handout allows students to use formative assessment in learning and conceptualizing vocabulary and related terms. In my authentic model, students even do artistic renditions of the vocabulary term.

Following handouts such as Coaching Student Questioning and formative assessment strategies like the KWHL Chart helps monitor student progress interactively.

Links, assessments, diagrams, and will be helpful in guiding student investigation and culminating activities rubrics help students perform self and peer reviews. Assessment can be made with the Expansion to Reform Essay Writing Rubric handout.

Student Self Assessment and Student Online Surveys are utilized for this module.

Students will complete a Student Self Assessment form in the form of reflection and grade. Shared assessment for student learning will take place throughout the project so that students will be able to do self assessments before, during and after the project.

Certain degrees of action research and reflection will take place through student assessment.