Title of Unit: The West Title of Lesson: People of the West Submitted By: Jessica Solomon

A. Summary of the Lesson Plan: This lesson describes the different groups of people that settled the West. This lesson uses the 4th Grade Houghton Mifflin Social Studies textbook States and Regions (p. 262-269). B. Target Population: Grade Level: 4th Skill Level: students at all learning levels Grouping: Whole group discussion and reading, small group discussion and activity, individual assessment. C. Materials: Paper and pencils Reading Skill and Strategy (Unit Resources p. 74) for each student see last page of lesson plan for sample Vocabulary and Study Guide (Unit Resources p. 75) for each student see last page of lesson plan for sample Houghton Mifflin 4th Grade Social Studies Book: States and Regions (p. 262-269) D. Objectives: o NV State Social Studies Standards o G7.4.2 List examples of movements of people goods, and ideas into and across Nevada.

Student-Friendly Standards G7.4.2 I can explain why and how people migrated to the West.

E. Procedure: 1. Refer to notes on TE 262 Get Set to Read. o o Explain the Study Guide students will complete as we read. Call students attention to the headings in the lesson. o o Ask, What do you know about the people that discovered the West?

Complete the Reading Skill Strategy worksheet as a class as we read. Identify & Discuss what students would do if they moved to a place they knew nothing about. Create a word web of students responses.

Introduce vocabulary (mission, wagon train, transcontinental railroad).

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: The West Title of Lesson: People of the West Submitted By: Jessica Solomon

2. As a class, read p. 262-267, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about the early peoples of the West: o o o o o o o o o o o o o o o o (TE 263) How did some of the first people come to the West? (TE 263) What did the Pueblo do to grow crops in the arid land? (TE 263) How were the Tlingit different from the Pueblo? (TE 264) What did the Spanish soldiers name the land they conquered in 1519? (TE 264) What happened as the Spanish conquered more land? (TE 264) Why did the Spanish set up missions? (TE 265) What did the American Indians and the Spanish learn from each other? (TE 265) How did the Southwest region and California become part of the United States? (TE 265) How can the influence of the Spanish be seen in the West today? (TE 266) Why did people go west in the mid-1800s? (TE 266) Why did problems develop between the settlers and the American Indians? (TE 266) Why was the building of the transcontinental railroad important to the West? (TE 266) When could a territory become a state? (TE 266) What does the map show about the Oregon Trail? (After paragraph 3 on p. 267) How did the transcontinental railroad affect population in the West? (Review question #3) Compare the ways in which the Pueblo and the Tlingit got their food.

5. CLOSURE: Discuss the five statements in the Review and Assess sections of TE 267. F. Assessment: What will you use to measure student understanding?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: The West Title of Lesson: People of the West Submitted By: Jessica Solomon

Write a Persuasive Letter (TE 266) Students will imagine they live in the East in the 1800s. They will think about reasons they would move West. Students will write a letter to persuade their family members to move West. Students will gather in small groups to discuss their letters. Explain how you will know students understand the concepts from the lesson. Students will be able to explain why and how people migrated to the West through their persuasive letters to their families. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson to teach will be the group discussion. The group discussion will allow the students to share perspectives and learn from each others experiences. Some students may have been to some of the Spanish missions in California so it will be interesting to hear about their experiences. 2. Which part will be most challenging for you to teach? I think the most difficult part of the lesson will be explaining the wagon trains. Many students may not understand what a wagon is. Some students will have seen wagons on TV shows or movies, but many kids may not have seen what a wagon is. 3. How will you follow up or extend this lesson? In order to extend the lesson, we will as a class do the Extend Lesson 3 Western Heroes on p. 268-269. 4. What will you do for students who dont grasp the concepts? I would pull any students that did not grasp the concepts aside and we would work on the Reteach Mini Lesson described at the bottom of TE 267. We would work together to fill out a graphic organizer to reteach Spanish influences in the West. 5. Which part of the lesson, if any, do you think might need to change? I think if anything needs to be changed, it would be that this may need to be a two-day lesson. I think I would also add in the Oregon Trail computer game to help students understand the concepts. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of the lesson was determining a standard. I had a hard time narrowing down the standards to just one.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: The West Title of Lesson: People of the West Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: The West Title of Lesson: People of the West Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5