Lesson+5+Reaction+to+Action


 * NAME OF COURSE / CLASS:** 11th Grade American History


 * UNIT TITLE:** U.S. Western Expansion and the role of Dakota Territory


 * Lesson 5:** Reaction to Action. (Lesson 5 of 5)


 * ANTICIPATED INSTRUCTIONAL TIME:** This lesson will take two 50 minute periods of time and therefore it will take two days to complete.


 * RATIONALE:** This lesson is important to teach because it is a culmination of the previous four lessons. Students are given a chance to reflect upon the unit and discuss what they feel.


 * GOALS OF THE LESSON:**


 * G.5.1 || To explain the causes and effects of western expansion ||
 * G.5.2 || To determine the role western expansion played in creating the modern America ||
 * G.5.3 || To create a timeline that spans from the Louisiana Purchase to 1889 ||


 * SOCIAL SCIENCE OBJECTIVES OF THE LESSON:**


 * O.5.1 || The student will be able to explain the causes and effects of western expansion. ||
 * O.5.2 || The student will be able to explain how western expansion changed the course of the United States. ||
 * O.5.3 || The student will create a timeline that spans from the Louisiana Purchase to 1889. ||


 * MULTIPLE REPRESENTATIONS (TOOLS):**
 * This lesson plan will deliver information via PowerPoint. Primary source material will be delivered through handouts to each student.


 * SD K-12 CONTENT STANDARDS:**
 * 9-12.US.1.1A. Students are able to relate the causes and consequences of historical events to subsequent events and their legacy in current conditions
 * 9-12.US.1.2. Students are able to relate previously learned information of these time periods to the context of succeeding time periods.
 * 9-12.C.1.6. Students are able to describe the elements of how U.S. foreign policy is created.


 * NCHS EXPECTATIONS:**
 * STANDARD 1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.
 * 1A: The student understands the international background and consequences of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.


 * SESSION-RELATED QUESTIONS:**
 * Why is it important that we know?
 * How does this connect to today?


 * INSTRUCTOR MATERIALS:**
 * Assignment(s)


 * PARTICIPANT MATERIALS:**


 * TEACHING NOTES / LESSON SCRIPT / PROCEDURES:**
 * Follow the Overview of the Instructional Progression of the Unit: Lesson 2


 * ASSESSMENT / HOMEWORK:**
 * Project: research paper.


 * REFLECTION / REVISION:** This section will be completed upon finishing the lesson.


 * REFERENCES:**
 * Aoki, Ted T (1991). Layered Understandings of Orientations in Social Studies Program Evaluation. //Handbook of Research on Social Studies Teaching and Learning,// 1, 98- 105.
 * Lybarger, Michael B (1991). The Historiography of Social Studies: Retrospect, Circumspect, and Prospect. //Handbook of Research on Social Studies Teaching and Learning,// 1, 3-15.
 * National Center for History in the Schools (nd). //Era 4: Expansion and Reform, 1801-1860//. Retrieved from [].

Appendix C: Assignment/Homework

Research Paper Directions