Ms. Sabrina Rocha and Mr.

Michael Liegey

Learning Experience Plan 1

Subject: American History Unit: est!ard "#$ansion Grade level: 7th %ay&$eriods: '&(

)o$ic: Louisiana *urchase Content Standards: Standard +: History o, the United States and -e! .or/ Students !ill use a variety o, intellectual s/ills to demonstrate their understanding o, major ideas0 eras0 themes0 develo$ments0 and turning $oints in the history o, the United States and -e! .or/. *o!er0 Authority0 and Governance: *ur$oses0 characteristics0 and ,unctions o, various governance systems as they are $racticed 1ndividual rights and res$onsibilities as $rotected and challenged !ithin the conte#t o, majority rule 2undamental $rinci$les and values o, constitutional democracy 3rigins0 uses0 and abuses o, $o!er 4on,lict0 di$lomacy0 and !ar "#$ansion and Re,orm 5'6778'69': 7.; Guided by various ideological values and $olitical and economic needs0 the United States e#$anded its $hysical boundaries to the *aci,ic 3cean bet!een '677 and '697. 7.;a 4on,lict and com$romise !ith ,oreign nations occurred regarding the $hysical e#$ansion o, the United States during the ';th century. 7.;b American values and belie,s resulted in increased !est!ard e#$ansion and settlement. 7.''e )he $o!er o, the $resident e#$anded through decisions and actions related to national ,inance and ban/ing0 e#$ansion0 and international treaties and relations. Literacy Standards: Reading: %etermine central ideas or themes o, a te#t and analy<e their develo$ment= summari<e the /ey su$$orting details and ideas. Analy<e ho! and !hy individuals0 events0 or ideas develo$ and interact over the course o, a te#t. riting: *roduce clear and coherent !riting in !hich the develo$ment0 organi<ation0 and style are a$$ro$riate to tas/0 $ur$ose0 and audience. 4onduct short as !ell as more sustained research $rojects based on ,ocused >uestions0 demonstrating understanding o, the subject under investigation. Listening and S$ea/ing: 44SS."LA8Literacy.SL.7.' "ngage e,,ectively in a range o, collaborative discussions !ith diverse $artners on grade 7 to$ics0 te#ts0 and issues0 building on others? ideas and e#$ressing their o!n clearly. 44SS."LA8Literacy.SL.7.@ Analy<e the main ideas and su$$orting details $resented in diverse media and ,ormats and e#$lain ho! the ideas clari,y a to$ic0 te#t0 or issue under study.
SMA Jacobs, 2002 1

Ms. Sabrina Rocha and Mr. Michael Liegey

Learning Experience Students !ill:

!tco"es

Learning Experience Assess"ents

Students !ill identi,y ( as$ects o, the Louisiana 1denti,y the causes ,or the Louisiana *urchase *urchase 5 ho0 !hat0 !here0 !hen and ho!: in an e#it sli$ to be later used to create a historiogra$hical essay #i$$erentiation Approac%ing: Students !ill n&le'el: Students !ill be be $rovided !ith a ma$ o, the directed instructed to identi,y United States to rea,,irm the the identi,iers o, the students /no!ledge o, United Louisiana *urchase ,or their States Geogra$hy. )his ma$ e#it sli$ body $aragra$h !ill include the sections o, !est!ard e#$ansion covered in this lesson segment. (eyond: Students !ill identi,y in more de$th the ,actors o, the Louisiana *urchase such as the motivations and contradictions o, the Ae,,erson administration

C!rric!l!" )ntegration: )heme o, Mani,est %estiny0 est!ard e#$ansion0 Geogra$hy o, the United States. *residential and ,ederal constitutional $o!ers.

Materials* +eso!rces

Proced!res*Strategies #ay 1: Sponge Acti'ity 5Activity that !ill be done as students enter the room to get them into the mindset o, the conce$t to be learned: Students !ill !rite in their noteboo/&journal8 %o -o!: hat the term Bsea to shining seaB means. Anticipatory Set 52ocus >uestion&s that !ill be used to get students thin/ing about the dayCs lesson: hat does the term BSea to shining seaB im$lyD Acti'ating Prior ,no-ledge 5 hat in,ormation !ill be shared !ith&among students to connect to $rior /no!ledge&e#$erience: Students !ill revie! the geogra$hical boundaries o, the United States $rior to '67+ and the state o, the $olitical scene in America during the Ae,,erson Administration.

SMA Jacobs, 2002 2

Ms. Sabrina Rocha and Mr. Michael Liegey #irect )nstr!ction 51n$ut0 modeling0 chec/ ,or understanding: ra$ u$ by identi,ying the ,actors o, the Louisiana *urchase 5!ho0 !hat0 !here0 !hen0 ho!:. Eegin assessment !here students !rite a $aragra$h including those ,ive ,actors. Ans!er the antici$atory set to de,ine Bsea to shining seaB as ho! American geogra$hy stretches ,rom the Atlantic 3cean to the *aci,ic 3cean. 1nclude the de,inition o, Fim$lyG to clear u$ the >uestion and e#$and vocabulary. )hen connect the antici$atory >uestion to the idea o, Mani,est %estiny and ho! it sha$ed America literally. )e#tboo/ 4onnect Bsea to shining seaB to the de,inition o, Aohn L. 3?Sullivan?s coined term BMani,est %estinyB Segue into the Ae,,erson administration and )homas Ae,,erson?s ideals and $hiloso$hies. "#$lain ho! and !hy Ae,,erson ac>uired the Louisiana *urchase ,rom the 2rench and -a$oleon. %irect instruction on ho! the Louisiana *urchase became $art o, the United States 1denti,y the ,actors o, the Louisiana *urchase 5!ho0 !hat0 !hen0 !here and Ma$ ho!: or/sheet 4om$lete the e#it sli$ essay body $aragra$h 1nde# card .!ided Practice 5Ho! students !ill demonstrate their gras$ o, ne! learning: Students conclude class by identi,ying the ,actors o, the Louisiana *urchase and the reasons behind it to create their e#it sli$ $aragra$hs Clos!re 5Action&statement by teacher designed to bring lesson $resentation to an a$$ro$riate close: 4onnect ho! the Louisiana *urchase attributed to Mani,est %estiny and ho! it sha$ed America and lead into the ne#t lesson o, )he )e#as Anne#ation )ndependent Practice 5 hat students !ill do to rein,orce learning o, the lesson: "ven !ith all the contradictions o, )homas Ae,,erson0 !as ma/ing the Louisiana *urchase good ,or AmericaD hy or hy not in H89 sentences.

Learning Experience Plan 2

Subject: American History Grade level: 7th
SMA Jacobs, 2002 /

Ms. Sabrina Rocha and Mr. Michael Liegey

Unit:

est!ard "#$ansion

%ay&$eriods: @&(

)o$ic: )e#as Anne#ation Content Standards: Standard +: History o, the United States and -e! .or/ Students !ill use a variety o, intellectual s/ills to demonstrate their understanding o, major ideas0 eras0 themes0 develo$ments0 and turning $oints in the history o, the United States and -e! .or/. *o!er0 Authority0 and Governance: *ur$oses0 characteristics0 and ,unctions o, various governance systems as they are $racticed 1ndividual rights and res$onsibilities as $rotected and challenged !ithin the conte#t o, majority rule 2undamental $rinci$les and values o, constitutional democracy 3rigins0 uses0 and abuses o, $o!er 4on,lict0 di$lomacy0 and !ar "#$ansion and Re,orm 5'6778'69': 7.; Guided by various ideological values and $olitical and economic needs0 the United States e#$anded its $hysical boundaries to the *aci,ic 3cean bet!een '677 and '697. 7.;a 4on,lict and com$romise !ith ,oreign nations occurred regarding the $hysical e#$ansion o, the United States during the ';th century. 7.''e )he $o!er o, the $resident e#$anded through decisions and actions related to national ,inance and ban/ing0 e#$ansion0 and international treaties and relations. Literacy Standards: Reading: %etermine central ideas or themes o, a te#t and analy<e their develo$ment= summari<e the /ey su$$orting details and ideas. Analy<e ho! and !hy individuals0 events0 or ideas develo$ and interact over the course o, a te#t. riting: *roduce clear and coherent !riting in !hich the develo$ment0 organi<ation0 and style are a$$ro$riate to tas/0 $ur$ose0 and audience. 4onduct short as !ell as more sustained research $rojects based on ,ocused >uestions0 demonstrating understanding o, the subject under investigation. Listening and S$ea/ing: 44SS."LA8Literacy.SL.7.@ Analy<e the main ideas and su$$orting details $resented in diverse media and ,ormats and e#$lain ho! the ideas clari,y a to$ic0 te#t0 or issue under study. 44SS."LA8Literacy.SL.7.H 1nclude multimedia com$onents and visual dis$lays in $resentations to clari,y claims and ,indings and em$hasi<e salient $oints.

SMA Jacobs, 2002 0

Ms. Sabrina Rocha and Mr. Michael Liegey Learning Experience Students !ill: !tco"es Learning Experience Assess"ents

1denti,y the causes ,or the Anne#ation o, )e#as Students !ill identi,y ( as$ects o, the )e#as Anne#ation 5 ho0 !hat0 !here0 !hen and ho!D: in an e#it sli$ to be later used to create a historiogra$hical essay #i$$erentiation Approac%ing: Students !ill n&le'el: Students !ill be be $rovided !ith a ma$ o, the directed instructed to identi,y United States to rea,,irm the the ,actors o, the )e#as students /no!ledge o, United Anne#ation ,or their e#it sli$ States Geogra$hy. )his ma$ body $aragra$h !ill include the sections o, !est!ard e#$ansion covered in this lesson segment. (eyond: Students !ill identi,y in more de$th the ,actors o, the )e#as Anne#ation and identi,y the im$lications )e#as Anne#ation had on the ,uture o, the Union

C!rric!l!" )ntegration: )heme o, Mani,est %estiny0 est!ard e#$ansion0 Geogra$hy o, the United States. *residential and ,ederal constitutional $o!ers.

Materials* +eso!rces

Proced!res*Strategies #ay 2: Sponge Acti'ity 5Activity that !ill be done as students enter the room to get them into the mindset o, the conce$t to be learned: Students !ill !rite in their noteboo/&journal8 %o -o!: 1denti,y symbols o, Mani,est %estiny in the $olitical cartoon called0 FAmerican *rogressG Anticipatory Set 52ocus >uestion&s that !ill be used to get students thin/ing about the dayCs lesson: hy is )e#as /no!n as0 F)he Lone Star stateDG Ho! is it connected to Mani,est %estinyD Acti'ating Prior ,no-ledge 5 hat in,ormation !ill be shared !ith&among students to connect to $rior /no!ledge&e#$erience: Students !ill revie! the geogra$hical boundaries o, the United States and the Louisiana *urchase as !ell as the slave state and ,ree state balance.

SMA Jacobs, 2002 1

Ms. Sabrina Rocha and Mr. Michael Liegey #irect )nstr!ction 51n$ut0 modeling0 chec/ ,or understanding: *re<i 4lass !ill begin !ith a brie, %o -o! assessment: A $olitical $ainting ,rom Aohn Gast !hich de$icts many symbols ,or students to identi,y !hat re$resents Mani,est %estiny. Students !ill s$end ( minutes identi,ying these symbols. )hen revie! o, the Louisiana *urchase. A,ter0 !e move on to the )e#as ar ,or 1nde$endence and the im$ortant $layer o, )e#an inde$endence including the Alamo. -e#t0 !e e#amine the )e#an ar ,or 1nde$endence.

)he roadbloc/s o, )e#an statehood including ,ree states and slave states balance. e !ill then e#amine the e,,ect o, )e#as statehood as a cause o, the 4ivil ar.

1denti,y the ,actors o, the Louisiana *urchase 5!ho0 !hat0 !hen0 !here and ho!: Ma$ 4om$lete the e#it sli$ essay body $aragra$h or/sheets Erie, interlude into the ne#t lesson: Me#ican8American 1nde# card

ar

.!ided Practice 5Ho! students !ill demonstrate their gras$ o, ne! learning: Students conclude class by identi,ying the ,actors o, )e#as Anne#ation and the reasons behind it to create their e#it sli$ $aragra$hs Clos!re 5Action&statement by teacher designed to bring lesson $resentation to an a$$ro$riate close: Ans!er the >uestion: hy is )e#as /no!n as the Lone Star StateD Ho! did )e#as Anne#ation a,,ect relations !ith Me#icoD )ndependent Practice 5 hat students !ill do to rein,orce learning o, the lesson: Anne#ation o, )e#as good ,or AmericaD hy or !hy notD as the

SMA Jacobs, 2002 2

Ms. Sabrina Rocha and Mr. Michael Liegey

Learning Experience Plan /

Subject: American History Unit: est!ard "#$ansion ar Grade level: 7th %ay&$eriods: +&(

)o$ic: Me#ican8American

Content Standards: Standard +: History o, the United States and -e! .or/ Students !ill use a variety o, intellectual s/ills to demonstrate their understanding o, major ideas0 eras0 themes0 develo$ments0 and turning $oints in the history o, the United States and -e! .or/. *o!er0 Authority0 and Governance: *ur$oses0 characteristics0 and ,unctions o, various governance systems as they are $racticed 1ndividual rights and res$onsibilities as $rotected and challenged !ithin the conte#t o, majority rule 2undamental $rinci$les and values o, constitutional democracy 3rigins0 uses0 and abuses o, $o!er 4on,lict0 di$lomacy0 and !ar Sectionalism0 %ivision0 and Reunion 5'6(7s8'677: 7.; Guided by various ideological values and $olitical and economic needs0 the United States e#$anded its $hysical boundaries to the *aci,ic 3cean bet!een '677 and '697. 7.;a 4on,lict and com$romise !ith ,oreign nations occurred regarding the $hysical e#$ansion o, the United States during the ';th century. 7.;b American values and belie,s resulted in increased !est!ard e#$ansion and settlement. 7.''e )he $o!er o, the $resident e#$anded through decisions and actions related to national ,inance and ban/ing0 e#$ansion0 and international treaties and relations. Literacy Standards: Reading: %etermine central ideas or themes o, a te#t and analy<e their develo$ment= summari<e the /ey su$$orting details and ideas. Analy<e ho! and !hy individuals0 events0 or ideas develo$ and interact over the course o, a te#t. riting: *roduce clear and coherent !riting in !hich the develo$ment0 organi<ation0 and style are a$$ro$riate to tas/0 $ur$ose0 and audience. 4onduct short as !ell as more sustained research $rojects based on ,ocused >uestions0 demonstrating understanding o, the subject under investigation. Listening and S$ea/ing: 44SS."LA8Literacy.SL.7.' "ngage e,,ectively in a range o, collaborative discussions !ith diverse $artners on grade 7 to$ics0 te#ts0 and issues0 building on others? ideas and e#$ressing their o!n clearly. 44SS."LA8Literacy.SL.7.@ Analy<e the main ideas and su$$orting details $resented in diverse media and ,ormats and e#$lain ho! the ideas clari,y a to$ic0 te#t0 or issue under study.
SMA Jacobs, 2002 3

Ms. Sabrina Rocha and Mr. Michael Liegey

Learning Experience !tco"es Learning Experience Assess"ents Students !ill: "#$lain the e#tent o, !hich racism !as involved in the idea o, Mani,est %estiny and the Me#ican Students !ill identi,y ( as$ects o, the Me#ican8 American ar 5 ho0 !hat0 !here0 !hen and arD ho!D: in an e#it sli$ to be later used to create a 1denti,y the causes and e,,ects o, the Me#ican8 historiogra$hical essay American ar #i$$erentiation Approac%ing: Students !ill n&le'el: Students !ill be (eyond: Students !ill identi,y in be $rovided !ith a ma$ o, the directed instructed to identi,y more de$th the ,actors o, the United States to rea,,irm the the ,actors o, the Me#ican8 Me#ican8American ar and students /no!ledge o, United American ar ,or their e#it identi,y the im$lications )e#as States Geogra$hy. )his ma$ sli$ body $aragra$h Anne#ation had on the ,uture o, the !ill include the sections o, Union !est!ard e#$ansion covered in this lesson segment. C!rric!l!" )ntegration: )heme o, Mani,est %estiny0 est!ard e#$ansion0 Geogra$hy o, the United States. *residential and ,ederal constitutional $o!ers. A$$roaching students !ill have the o$$ortunity to use notes0 te#tboo/0 and U.S. geogra$hical ma$ at their dis$osal. 3n8level students !ill !ill be allo!ed notes and beyond students 5to give them some sort o, challenge to the assessment:.

Materials* +eso!rces

Proced!res*Strategies #ay /: Sponge Acti'ity 5Activity that !ill be done as students enter the room to get them into the mindset o, the conce$t to be learned: Students !ill !rite in their noteboo/&journal8 %o -o!: %e,ine FnationalismG 5list !ords0 $hrases0 antonyms or synonyms that relate to this conce$t.: Anticipatory Set 52ocus >uestion&s that !ill be used to get students thin/ing about the dayCs lesson: hat !ere the causes o, the !ar !ith Me#icoD )o !hat e#tent did the U.S. assume it !as doing a ,avor to Me#ico by invading them and ac>uiring their landD Acti'ating Prior ,no-ledge 5 hat in,ormation !ill be shared !ith&among students to connect to $rior /no!ledge&e#$erience: Students !ill revie! the geogra$hical boundaries o, Me#ican territory $rior to '6+9 and distinguish the di,,erent areas and land lost and !on in the !ar.

SMA Jacobs, 2002 4

Ms. Sabrina Rocha and Mr. Michael Liegey #irect )nstr!ction 51n$ut0 modeling0 chec/ ,or understanding: )e#tboo/ 4lass !ill begin !ith a brie, %o -o! assessment: %e,ine Fnationalism.G )his brie, assessment !ill allo! students to activate $rior /no!ledge to hel$ them !ith de,ining and analy<ing this term. Students !ill use a gra$hic organi<er to com$artmentali<e their notes to better lin/ /ey conce$ts and ,acts to the main idea o, the lesson. )hen revie! o, both the Louisiana *urchase and Anne#ation o, )e#as !ill be discussed in the beginning o, class. )his revie! !ill0 again0 activate $rior /no!ledge as !ell as /ey ,actors that !ill hel$ them $iece together the entirety o, this lesson 5Mani,est %estiny:. -e#t0 !e e#amine the Eattle o, the Alamo. 1ts signi,icance to the !ar !ith Me#ico and and the major ,igures !ho $layed a $art in it. -e#t0 as $art o, discussion&lecture !e !ill e#amine the )reaty o, Guadelou$e Hidalgo e !ill then e#amine the causes and e,,ects o, the Me#ican8American !ar as a !hole. )he sole bene,actors to the !ar0 the American $resident5s: that had contributed to the !ar e,,orts as !ell as major Me#ican leader ,igureheads. hat !ere the social or $olitical com$onents attributed to the !ar?s e,,ortsD Ma$ 1denti,y the ,actors o, the Me#ican8American !ar 5!ho0 !hat0 !hen0 !here and or/sheets ho!D: 1nde# card 4om$lete the e#it sli$ essay body $aragra$h Erie, interlude into the ne#t lesson on the H;th *arallel

Gra$hic 3rgani<er

.!ided Practice 5Ho! students !ill demonstrate their gras$ o, ne! learning: Students conclude class by identi,ying the ,actors o, the Me#ican8American !ar and the reasons behind it to ans!er the >uestions on the /no!ledge ma$ !or/sheets. Clos!re 5Action&statement by teacher designed to bring lesson $resentation to an a$$ro$riate close: Ans!er the >uestion: )o !hat e#tent did the U.S. assume it !as doing a ,avor to Me#ico by invading them and ac>uiring their landD )ndependent Practice 5 hat students !ill do to rein,orce learning o, the lesson: Students !ill create a H89 $aragra$h summary on a e#it sli$ inde# card based o,, their /no!ledge ma$ !or/sheets. )hese !ill be later used ,or the summative assessment.

Learning Experience Plan 0

Subject: American History Grade level: 7th
SMA Jacobs, 2002 5

Ms. Sabrina Rocha and Mr. Michael Liegey

Unit:

est!ard "#$ansion

%ay&$eriods: H&(

)o$ic: H;th *arallel Content Standards: Standard +: History o, the United States and -e! .or/ Students !ill use a variety o, intellectual s/ills to demonstrate their understanding o, major ideas0 eras0 themes0 develo$ments0 and turning $oints in the history o, the United States and -e! .or/. *o!er0 Authority0 and Governance: *ur$oses0 characteristics0 and ,unctions o, various governance systems as they are $racticed 1ndividual rights and res$onsibilities as $rotected and challenged !ithin the conte#t o, majority rule 2undamental $rinci$les and values o, constitutional democracy 3rigins0 uses0 and abuses o, $o!er 4on,lict0 di$lomacy0 and !ar Sectionalism0 %ivision0 and Reunion 5'6(7s8'677: 7.; Guided by various ideological values and $olitical and economic needs0 the United States e#$anded its $hysical boundaries to the *aci,ic 3cean bet!een '677 and '697. 7.;a 4on,lict and com$romise !ith ,oreign nations occurred regarding the $hysical e#$ansion o, the United States during the ';th century. 7.;b American values and belie,s resulted in increased !est!ard e#$ansion and settlement. 7.''e )he $o!er o, the $resident e#$anded through decisions and actions related to national ,inance and ban/ing0 e#$ansion0 and international treaties and relations. Literacy Standards: Reading: %etermine central ideas or themes o, a te#t and analy<e their develo$ment= summari<e the /ey su$$orting details and ideas. Analy<e ho! and !hy individuals0 events0 or ideas develo$ and interact over the course o, a te#t. riting: *roduce clear and coherent !riting in !hich the develo$ment0 organi<ation0 and style are a$$ro$riate to tas/0 $ur$ose0 and audience. 4onduct short as !ell as more sustained research $rojects based on ,ocused >uestions0 demonstrating understanding o, the subject under investigation. Listening and S$ea/ing: 44SS."LA8Literacy.SL.7.' "ngage e,,ectively in a range o, collaborative discussions !ith diverse $artners on grade 7 to$ics0 te#ts0 and issues0 building on others? ideas and e#$ressing their o!n clearly. 44SS."LA8Literacy.SL.7.@ Analy<e the main ideas and su$$orting details $resented in diverse media and ,ormats and e#$lain ho! the ideas clari,y a to$ic0 te#t0 or issue under study.

SMA Jacobs, 2002 10

Ms. Sabrina Rocha and Mr. Michael Liegey Learning Experience Students !ill: !tco"es Learning Experience Assess"ents Students !ill identi,y ( as$ects o, the H;th *arallel 5 ho0 !hat0 !here0 !hen and ho!D: in an e#it sli$ to be later used to create a historiogra$hical essay (eyond: Students !ill identi,y in more de$th the ,actors o, the Me#ican8American ar and identi,y the im$lications )e#as Anne#ation had on the ,uture o, the Union

1denti,y the causes and e,,ects o, the H;th *arallel and its signi,icance to the Mani,est %estiny

#i$$erentiation Approac%ing: Students !ill n&le'el: Students !ill be be $rovided !ith a ma$ o, the directed instructed to identi,y United States to rea,,irm the the ,actors o, the Me#ican8 students /no!ledge o, United American ar ,or their e#it States Geogra$hy. )his ma$ sli$ body $aragra$h !ill include the sections o, !est!ard e#$ansion covered in this lesson segment.

C!rric!l!" )ntegration: )heme o, Mani,est %estiny0 est!ard e#$ansion0 Geogra$hy o, the United States. *residential and ,ederal constitutional $o!ers. A$$roaching students !ill have the o$$ortunity to use notes0 te#tboo/0 and U.S. geogra$hical ma$ at their dis$osal. 3n8level students !ill !ill be allo!ed notes and beyond students 5to give them some sort o, challenge to the assessment:.

Materials* +eso!rces

Proced!res*Strategies #ay 0: Sponge Acti'ity 5Activity that !ill be done as students enter the room to get them into the mindset o, the conce$t to be learned: Students !ill !rite in their noteboo/&journal8 %o -o!: hat is a $arallelD 5Use !ords or $hrases to ans!er: here do you thin/ the H;th *arallel liesD Anticipatory Set 52ocus >uestion&s that !ill be used to get students thin/ing about the dayCs lesson: here does this $arallel line lieD ho other than Eritain and the United States su,,ered ,rom this geogra$hical dis$uteD Acti'ating Prior ,no-ledge 5 hat in,ormation !ill be shared !ith&among students to connect to $rior /no!ledge&e#$erience: Students !ill revie! the geogra$hical boundaries o, H;th *arallel $rior to '6H9 and distinguish the di,,erent areas and land lost and !on in the dis$ute. )his is bet!een both Eritain0 United States and the -ative Americans.

SMA Jacobs, 2002 11

Ms. Sabrina Rocha and Mr. Michael Liegey #irect )nstr!ction 51n$ut0 modeling0 chec/ ,or understanding: )e#tboo/ 4lass !ill begin !ith a brie, %o -o! assessment: Students !ill !rite in their noteboo/&journal8 %o -o!: hat is a $arallelD 5Use !ords or $hrases to ans!er: here do you thin/ the H;th *arallel liesD %iscussion o, these t!o >uestions !ill occur a,ter this + minute assessment. )hen a revie! o, the Louisiana *urchase0 the Anne#ation o, )e#as0 and the Me#ican8American !ar !ill be held. Students are allo!ed to as/ >uestions and ans!er >uestions about this revie! o, $rior /no!ledge. )his !ill allo! students to revie! as !ell as ,ill in missing in,ormation that they misheard or ,orgot to !rite do!n. Gra$hic 3rgani<er Students !ill use a gra$hic organi<er to com$artmentali<e their notes to better lin/ /ey conce$ts and ,acts to the main idea o, the lesson. -e#t0 !e e#amine the H;th *arallel. )he disadvantages and advantages it has to the United States. ho !ere the major $layers o, this dis$uteD 4anada?s role in this geogra$hical dis$ute. )he com$romise o, 3regon )reaty and *resident *ol/?s attribution to this historical event. e !ill then e#amine the e,,ects o, this dis$ute and treaty had over various grou$ o, $eo$le. e !ill also e#amine the various $olitical and social vie!s on Ma$ the situation. or/sheets 1nde# card 1denti,y the ,actors o, the H;th *arallel 5!ho0 !hat0 !hen0 !here and ho!D: 4om$lete the e#it sli$ essay body $aragra$h Erie, interlude into the ne#t lesson: Revie! o, all ,our lessons0 a discussion on Mani,est %estiny and the summative assessment.

.!ided Practice 5Ho! students !ill demonstrate their gras$ o, ne! learning: Students conclude class by identi,ying the ,actors o, H;th *arallel and the reasons behind it to create their e#it sli$ $aragra$hs Clos!re 5Action&statement by teacher designed to bring lesson $resentation to an a$$ro$riate close: Ans!er the >uestion: Ho! !as the H;th *arallel o, such great signi,icance to the Mani,est %estinyD 5)his >uestion !ill be more clear in the ,inal lesson o, the unit: )ndependent Practice 5 hat students !ill do to rein,orce learning o, the lesson: Students !ill create a H89 $aragra$h summary on a e#it sli$ inde# card based o,, their /no!ledge ma$ !or/sheets. )hese !ill be later used ,or the summative assessment.

Learning Experience Plan 1

Subject: American History Grade level: 7th
SMA Jacobs, 2002 12

Ms. Sabrina Rocha and Mr. Michael Liegey Unit: )o$ic: est!ard "#$ansion riting or/sho$ %ay&$eriods: (&(

Content Standards: Standard +: History o, the United States and -e! .or/ Students !ill use a variety o, intellectual s/ills to demonstrate their understanding o, major ideas0 eras0 themes0 develo$ments0 and turning $oints in the history o, the United States and -e! .or/. Sectionalism0 %ivision0 and Reunion 5'6(7s8'677: 7.; Guided by various ideological values and $olitical and economic needs0 the United States e#$anded its $hysical boundaries to the *aci,ic 3cean bet!een '677 and '697. 7.;a 4on,lict and com$romise !ith ,oreign nations occurred regarding the $hysical e#$ansion o, the United States during the ';th century. 7.;b American values and belie,s resulted in increased !est!ard e#$ansion and settlement. 7.''e )he $o!er o, the $resident e#$anded through decisions and actions related to national ,inance and ban/ing0 e#$ansion0 and international treaties and relations. Literacy Standards: Reading: %escribe ho! a te#t $resents in,ormation 5e.g.0 se>uentially0 com$aratively0 casually.: 1ntegrate visual in,ormation 5e.g.0 in charts0 gra$hs0 $hotogra$hs0 videos0 or ma$s: !ith other in,ormation in $rint and digital te#ts. riting: *roduce clear and coherent !riting in !hich the develo$ment0 organi<ation0 and style o, a$$ro$riate to tas/0 $ur$ose0 and audience. ith some guidance and su$$ort ,rom $eers and adults0 develo$ and strengthen !riting as needed by $lanning0 revising0 editing0 re!riting0 or trying a ne! a$$roach0 ,ocusing on ho! !ell $ur$ose and audience have been addressed. Listening and S$ea/ing: 44SS."LA8Literacy.SL.7.' "ngage e,,ectively in a range o, collaborative discussions !ith diverse $artners on grade 7 to$ics0 te#ts0 and issues0 building on others? ideas and e#$ressing their o!n clearly. 44SS."LA8Literacy.SL.7.'c *ose >uestions that elicit elaboration and res$ond to others? >uestions and comments !ith relevant observations and ideas that bring the discussion bac/ on to$ic as needed. 44SS."LA8Literacy.SL.7.@ Analy<e the main ideas and su$$orting details $resented in diverse media and ,ormats and e#$lain ho! the ideas clari,y a to$ic0 te#t0 or issue under study.

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Ms. Sabrina Rocha and Mr. Michael Liegey Learning Experience Students !ill: !tco"es Learning Experience Assess"ents

Students !ill utili<e e#it sli$s com$leted during Use $rior notes on est!ard "#$ansion to the $revious ,our lessons to com$lete a create an essay on Mani,est %estiny and ho! summative assessment= an essay about American gre! ,rom the Atlantic to the *aci,ic. Mani,est %estiny. #i$$erentiation Approac%ing: Students !ill n&le'el: Students !ill be be $rovided !ith a ma$ o, the receiving $ortions o, missing United States to rea,,irm the in,ormation on e#it sli$ students /no!ledge o, United ,eedbac/. )hey !ill be States Geogra$hy. )his ma$ instructed to loo/ bac/ at !ill include the sections o, class notes ,or remaining !est!ard e#$ansion covered missing in,ormation. )hese in this lesson segment. As students !ill be identi,ied by !ell as more direct ,eedbac/ receiving + to H?s on e#it sli$ on the e#it sli$s to com$lete ,ormative assessments missing in,ormation. )hese students !ill be identi,ied by receiving 78+?s on e#it sli$ ,ormative assessments (eyond: Students !ill only be given their notes and e#it sli$s to com$lete the essay. )hese students are identi,ied by receiving H to (?s on e#it sli$ ,ormative assessments

C!rric!l!" )ntegration: )heme o, Mani,est %estiny0 est!ard e#$ansion0 Geogra$hy o, the United States. *residential and ,ederal constitutional $o!ers.

Materials* +eso!rces

Proced!res*Strategies #ay 1: Sponge Acti'ity 5Activity that !ill be done as students enter the room to get them into the mindset o, the conce$t to be learned: Students !ill identi,y the $arts o, an e,,ective essay including an introduction0 body $aragra$hs0 and conclusion. Anticipatory Set 52ocus >uestion&s that !ill be used to get students thin/ing about the dayCs lesson: Ho! or !hy did America e#$and !est!ardD Acti'ating Prior ,no-ledge 5 hat in,ormation !ill be shared !ith&among students to connect to $rior /no!ledge&e#$erience: Students !ill revie! the $arts o, an e,,ective essay.

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Ms. Sabrina Rocha and Mr. Michael Liegey #irect )nstr!ction 51n$ut0 modeling0 chec/ ,or understanding: 1denti,y ,or students the chronological order ,or the ,ormative assessment e#it sli$s. )hese e#it sli$s must be arranged ,or the com$letion o, the summative assessment essay. Eegin !ith s$onge activity to brea/ do!n essay $arts. Hand out e#it sli$s !ith ,eedbac/. "#it sli$ 5inde# cards: 1nstruct students to order the e#it sli$s as body $aragra$hs o, an essay. Lined $a$er )a$e or sta$le e#it sli$s in chronological order. Guided $ractice: Students !ill come u$ !ith an introduction to their essay. Students !ill then !rite out each e#it sli$ 5chronologically:. )his is considered the body o, their $a$er. Guided $ractice: Students !ill !rite their conclusion 5this connects to their introduction:.

.!ided Practice 5Ho! students !ill demonstrate their gras$ o, ne! learning: Students !ill !rite an introduction and conclusion ,or the summative assessment essay Clos!re 5Action&statement by teacher designed to bring lesson $resentation to an a$$ro$riate close: 4onnect the introduction and conclusion to the body $aragra$hs made ,rom the e#it sli$s )ndependent Practice 5 hat students !ill do to rein,orce learning o, the lesson: Students !ill use the outlines in class to !rite a si# $aragra$h summative assessment essay about Mani,est %estiny and American est!ard "#$ansion.

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