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1. TEKS: 113.20 6.

C
History. The student understands westward
expansion and its effects on the political,
economic, and social development of the
nation. Objective: The student will
analyze the relationship between the concept
of Manifest Destiny and the westward growth
of the nation;
2. Big Understanding: (C.) The student is expected to analyze
the relationship between the concept of Manifest Destiny and
the westward growth of the nation;
8. Ending, Summary/Reflection: The students will complete a 3-2-1 on a 3"x5" card: 3 things that they learned,
2 things they have questions about and 1 thing they want the teacher to know. They will turn in their 3-2-1 as
their Exit Pass to leave class. After reviewing the Exit Passes I will decide if the students adequately
understand what was taught, if further teaching is needed and if this lesson should be used again.
3. Assessment Evidence: The students will do a 3-2-1 as an exit ticket at the end of the lesson. The students
will be given an index card on which they will write 3 things they learned, 2 things they have a question about,
1 thing they want the teacher to know about the lesson.
4. Opening Hook: The teacher will have a question written on the white board for the students to take a few
minutes to answer on piece of paper. The questions will be: "Predict how the idea of Manifest Destiny and the
possibility of westward expansion would effect someone working in a factory in Boston? Would it make you
want to move yourself and your family west?"
5. Instructional Strategies/Student Activities: 1. The teacher will lecture for 10 minutes about Manifest Destiny
and westward expansion using a Prezie format for her presentation. 2. The students will be split into two
groups and given straws, scissors, and tape and will have to build a railroad from one side of the room to the
other without looking at the other team. 3. The teacher will lead the discussion with questions to look deeper
into the economic, social and political effects of Manifest Destiny and Westward Expansion when it comes to
the railroad. 4. If time permits, the students will be broken up into three groups each given either political,
social, or economic effects of Manifest Destiny and westward expansion. The students will discuss their topic
and share with the group. They can write their thoughts down as notes for their share or can make a poster.
6. Materials/Resources: Hook: White Board, Markers, Paper, and Pencil; Railroad activity: Straws, two pairs of
scissors and tape. Group Summary Activity: Markers and large paper so they can have them if they want to
use them. Prezie presentation, computer and projector.
7. Grouping Patterns: The grouping pattern used during the railroad activity will be that the students will be
divided into two even groups on each side of the classroom for the railroad activity. For the group activity in
which the discuss the political, economic, and social effects the students will be divided into three groups and
assigned one of the three effects.