Overview+of+Instructional+Progression+of+the+Unit

=//Overview of the Instructional Progression of the Unit//= = = Lesson 1: The Louisiana Purchase

Day 1 This is a two day lesson. The students will start this lesson by answering a “bell-ringer” question progressing to a PowerPoint presentation to deliver the content of the lesson. After guided notes and a PowerPoint, the students will be divided into small groups of three students and they will discuss the primary sources given to them. Using these documents, the students will complete a homework reading assignment for the next day.

Day 2 The following day consists of a large group discussion about the documents and a project. Students will be required to complete the project in class and therefore ample time will be allotted for project completion.

HOME

Lesson 2: The Lewis and Clark Expedition

Day 1 This lesson will be covered during four days, as this is a crucial part of understanding westward expansion and an important part of history in South Dakota. On the first day of the lesson, the students will start the day with a bell-ringer question to formulate and stimulate ideas about Lewis and Clark. After completing the warm-up activity, the students will be given two maps, one blank and one called the Arrowsmith map. The Arrowsmith map that British fur trappers created of the Louisiana Territory. Students will examine the Arrowsmith map and make a list of what is known about America before the Lewis and Clark Expedition. They will transfer this information onto the blank map to create their own map. After this exercise, students will be given a reading assignment. Upon completing the reading, the class will discuss what Jefferson thought was “out there” and the students will add these reasons to their created map.

Day 2 The second part of the lesson covers who are Lewis and Clark, their exploration party, and the beginning stages of their expedition. Instead of doing a “bell ringer” question to start class, the students will discuss what they know about Lewis and Clark. After a short while, I will start the lecture and PowerPoint with guided notes. The information presented in the PowerPoint will cover biographies of Lewis and Clark, the expeditionary party in general, and where they started their journey. At the end of the lecture, the students will be given an assignment in which they are to create a list of materials that they would take on an expedition like the Lewis and Clark Expedition.

Day 3 At the beginning of class, the student will discuss what they would bring on an expedition. This will lead into the lecture and PowerPoint discussing the expedition itself. Information covered will include leaving Saint Louis, traveling up the Missouri, meeting Native Americans, Sacagawea, Oregon, and the return trip home. After finishing up with the lecture, I will give the students a study guide for their quiz the next day. Also, the students will need to write a one page summary of the trip. Included in with the summary, the students need to make a list of the successes and failures of the expedition.

Day 4 The students will take a quiz over the Lewis and Clark Expedition. After the quiz, the class will discuss what were the successes and failures of the expedition. There is no assignment for the next lesson at the end of this class day, but I will prompt the students with a question to simulate ideas.

HOME
Lesson 3: Moving West Day 1 This lesson will take three days to complete. On day one, the students will be prompted to answer a “bell-ringer” question to test their prior knowledge. After completing the warm-up activity, the students will take guided notes as I lecture and use a PowerPoint presentation to deliver the content. This will take the remainder of the time on day one. Day 2 The students will take a quiz over the information presented during the lecture on the previous day to test their retention of the content. After the quiz, the students will start a webquest activity about the Oregon Trail. The students will work on this activity for the remaineder of the time. Day 3 The students will work on their Oregon Trail webquest activities for the majority of the period. While they are following along on the computer, the students will be answering questions based on their discoveries. These questions will be handed in at the end of the period.

HOME
Lesson 4: Dakota Territory

Day 1 This will be a two day lesson. The students will complete a “bell-ringer” question at the beginning of day one. They will be prompted to begin thinking about why people settled in Dakota Territory. The students will start an internet based assignment. The students will be assigned a writing exercise for homework.

Day 2 The students will continue with their assignment from the previous day. After, the students will discuss their own cultural backgrounds. This will be a “popcorn” discussion, which means I will call on a student to share, then that student calls on another student to share, and so on until everyone has had a chance to speak. If time remains, we will discuss how culture is important to each individual and the importance of respecting other cultures.

HOME

Lesson 5: Reaction to Action

Day 1 This lesson will be completed in two class periods. The students will enter the room and be prompted to complete a “bell-ringer” question. This question desires the students to think about why western expansion occurred and why it was important. After completing the bell ringer question, the students will begin researching topics for a 5 page research paper.

Day 2 The students will have a debate over the topics that we discussed in class. The research paper will be due one week from today.

HOME