Teacher Education Lesson Plan Template

Teacher Candidate Marvaye Payton Date and Time of Lesson Thursday 27, 14 @ 8:10 School Merrywood Elementary Subject/Grade Level Social Studies 4th grade Description of Lesson: I will discuss with the students the ways the Government expanded the United States westward. With this topic I will also discuss the Louisiana Purchase, Florida Purchase, Northwest Territory, and the Annexation of Texas. Lesson Title: Acquiring New Territories Curriculum Standards Addressed: National Standard(s): 4th grade, Standard 4-5, South Carolina Social Studies Academic Standards SC Curriculum Standard(s): Standard 4-5: The student will demonstrate an understanding of westward expansion of the United States and its impact on the institution of slavery. 1. SC Academic Indicator(s): Explain the purpose, location, and impact of key United States acquisitions in the first half of the nineteenth century, including the Louisiana Purchase, the Florida Purchase, the Oregon Treaty, the annexation of Texas, and the Mexican Cession. Cross Curricular Connections: This is integrated with English because students will be reading more than one text. Writing is also integrated because students will construct written responses on the different topics. Instructional Objective(s) Criteria:
Antecedent: After discussing how the United States acquired the new territories, Behavior: students will be able to identify Content: each territory on a map and employ how and why the United States obtained those territories Degree: correctly at 80% of the time.

Assessment(s) of the Objectives: Im going to observe students to see if they highlighting/ underling the correct information about the buying of the new territories. While observing, I will be looking for the use of different text/websites to find more information on the topics. At the end, I will also be listening for the correct answers to the questions I will ask students about the topics. See if the correct information is within each box on the chart. Materials/Resources: paper, pencils, highlighters, worksheets, books, USA Studies Weekly, computers, Smart Board, and Video from TEDEd. The video will be shown at the beginning of the lesson, to get students actively and visually engaged in the lesson. Prerequisites (Prior Knowledge):

Socially, students will need to be able to work corruptively with other classmates.

Cognitively, students must know about the major expeditions westward made by Lewis and Clark, Zebulon Pike, and Daniel Boone. Students also need to know the motivations behind those explorations taken. Lastly, students will need to convert and infer manifest destiny.

References: Walton, J. (2013, February 7). The historical audacity of the Louisiana Purchase [Video file]. Retrieved from http://ed.ted.com/lessons/the-audacity-behind-the-louisiana-purchasejudy-walton Scroggie, B. (2007). Acquiring New Territories [Class handout]. Triumph Learning, A Haights Cross Communications, New York, New York. Procedures:
Grouping: This will first start off as a whole group discuss with all student on the carpet in front of me. After the lesson is taught, students will then be able to, if they choose to, work with one other peer. In closing up the lesson, students will then be brought back to whole group. Motivation:

Students will watch the video that is animated in cartoon format, at the beginning of the lesson.

Instructional Strategies: Connection:

All this week, we have discussed what exactly the Louisiana Purchas consists of, the meaning of manifest destiny, and the explorations from Lewis and Clark, Daniel Boone, Zebulon Pike. We all so have discussed the migration of the pioneers and the new things they discovered as they migrated west. All In hopes of understand western expansion a lot better than before. Today, we all are going to learn more about the process of buying the new territories, why the territories were bought, and how they all were used.

Teaching:

Class, I have a scenario for you. Lets go back in time around the year, lets say, around the year of 1800. And lets say I was the president of America and you were the leader of France, Spain, Great Britain, and Mexico. And I came to you wanting buy your land. All in hopes of expanding my country and making it bigger. Would you do it yes or no? (yes) And if so for how much would you sell it to me for? (no) are you willing to go to war over it? Dont tell them if they are right or wrong. Tell them hmm I dont know we will see?!? Okay, today class we are going to talk about the GREATEST REAL ESTATE DEAL IN THE HISTORY OF THE UNITED STATES CALLED THE LOUISIANA PURCHASE!!! Watch the video

Now provide the actual purpose of the Louisiana Purchase. Thomas Jefferson through conflicting fights and purchases of different pieces of land from Mexico, Great Britain, and Spain The United States grew twice its size. I will ask student to get out a sheet of paper And label it Acquiring New Territories On the first line I want them to put Louisiana Purchase. Skip to the middle and put Florida Purchase Flip the paper over and but Oregon Territory Then the middle of the back side put Annexation of Texas I will instruct them not to write on this paper until the very end of the lesson And we are going to learn how Thomas Jefferson and others made this happen. On the Smart Board I will draw a chart with the first column labeled Acquisition, the next column would be labeled Year Purchased, next one will be labeled Purpose, the following Impact, following How control was gained, and lastly Geographic Features. Student will be working in groups of two or individually if they choose. While working in the, students goal will be to become good researchers finding the appropriate information from the social studies book, website, or worksheet packet. In result, not finish the whole work sheet but accomplish all topics we discussed today. While working with there partners, students will be finding information about The acquisition, year purchased, purpose, impact, how control was gained, and the geographic features of Florida Purchase, and Louisiana Purchase. They will also be responsible for knowing the information of about the Oregon Territory, and the Annexation of Texas.

Active Engagement:

While working with their partners I will walk around the class and help all of the groups If they do not need help I will just use this time to lesson to them and listen to there answers When students are all about done I will call them back whole group Then whole group, we will all go over it together For Louisiana Purchase what did you all find about its Purpose, Impact, How Control was gained, and Geographic Features For Florida Purchase what did you all find about its Purpose, Impact, How Control was gained, and Geographic Features . For Oregon Territory what did you all find about its Purpose, Impact, How Control was gained, and Geographic Features . For Annexation of Texas what did you all find about its Purpose, Impact, How Control was gained, and Geographic Features .

Link: When you were working with you partner researching evidence on the Louisiana Purchase, how did researching help you learn more about the Louisiana Purchase?

Closure:

Students and I can feel out information about the Louisiana Purchase, Florida Purchase, Oregon Territory, and Annexation of Texas. Students can also turn in charts to make sure children completed them correctly.

Accommodations:

Provide small group instruction for those that need it. Allow students to receive help form follow.