DAY 2

Casey Gavalla
Unit: People Move from Place to Place
Lesson: Gateway to the West
Grade: Third
Background Information
Concepts and content
St. Louis Location (Map)-what states are around St. Louis.
What was bought and sold during this time period and location.
How people transported goods in St. Louis to other people.
.
Skills
Collaboration
Mapping
Applying what was learned in the reading
Descriptive writing
Applying vocabulary appropriately
Duration
45-50 minutes
Vocabulary:
Goods- noun, things that people buy or sell
Service- noun, work that someone does for other people
Entrepreneur noun, a person who takes a risk or chance and starts a business
and invests money in it
Profit noun, the amount of money a business earns after its costs are paid
Gateway to the West- St. Louis and its surrounding area is called Gateway to the
west because many settlers bound for the West began their journey there
Port- a town or city with a harbor where ships load or unload
Newcomer- a person or thing that has recently arrived in a place or joined a
group
Private Property- something that belongs to a person and not to the government

Integration of Learning Outcomes

Students will work cooperatively in groups to produce an ad for a company in St.
Louis.
Students will identify the importance of trade and what items were traded.
Standards

D2.Eco.4.3-5. Explain why individuals and businesses specialize and trade.

D2.Geo.3.3-5. Use maps of different scales to describe the locations of cultural and
environmental characteristics.
D3.3.3-5. Identify evidence that draws information from multiple sources in response to
compelling questions.

CC.1.2.3.G Use information gained from text features to demonstrate

understanding of a text.
NCSS.1.3.a ...enable learners to construct, use and refine mental maps of
locales, regions, and the world that demonstrates their understanding of relative
location, direction, size, and shape
NCSS.1.3.d ...help learners to locate, distinguish, and describe the relationships
among varying regional and global patterns of geographic phenomena such as
landforms, climate, and natural resources;
Anticipatory Set
Recall Activity (5 min total)
Think pair share: What Where is St. Louis located, and how did its location help
it grow? and What is one thing that stuck with you yesterday about trade?

Allow students a minute or two to discuss and recall from yesterdays

activity.
Pull the class back together and have five random groups share out loud.

Procedures
Directions:
1. Split students into groups of 5 by having students count off by fives out loud.
Handout 1 hard copy of the article (Link below) and 1 tablet with the article ready
to read so that each group has two copies.
http://www.socialstudiesforkids.com/articles/economics/theimportanceoftrade1.ht
m
2. Allow students 10-15 minutes to read the article together and talk about trade.
Recall the anticipatory set activity from the previous day.
3. Walk around the room and scaffold students as needed. Explain difficult words
from the article when asked and ask the students questions to further their
thinking. For example: Why do people trade? Why is St. Louis a perfect
location for trading?
4. Once each group has finished reading the article, bring the class back together
and pose the questions Why do we trade? How do you trade? What kinds of
objects were traded in St. Louis
5. Call on 4 random students to share ideas and lead the class into the discussion
of their task.

6. Explain the task- students will be creating an ad for their business in St. Louis to
advertize the goods they sell.
7. Students need to include:
a. An illustration of their location on the map (must be in St. Louis or close
to)
b. What kind of goods they are selling
c. What goods they are interested in trading for or the price of their goods
d. A short (1-2 Paragraphs) informational summary of what their business is
about, how long they have been in business, how their business began,
why they picked their location and any other important information that
people should know about their business
e. Include 3 vocabulary words from chapter 5
f. Different kinds of transportation that can be used to access their
businesss location
g. Persuade people to come to St. Louis
Teacher should be traveling to each group to check for understanding,
cooperating group members, and to support students learning. Answer questions
the students have and ask questions to stimulate their thinking and reasoning.
Example: Why did you decide to sell saddles at your business? This will show if
the students made connections from the text.
To conclude the task, have each group share their business, what goods they
sell, where they are located, what kind of transportation people need to access
their business, and one thing they learned about St. Louis. The groups will be
numbered 1-5, so students will present in chronological order. ( 1,2,3,4,5)

Differentiation
For students who learn visually, there will be a virtual tour of St. Louis that they
can explore when they finish their task with their group. This will be a great tool
so they can actually see and explore the area they are learning about as if they
we were actually in Missouri.
For students who may be struggling, you could ask the class to come up with different
businesses they could have in St. Louis and list them on the board for reference. You
could also scaffold the student by discussing the main idea from the chapter with them
and check for understanding. This would be a good time to clear up any confusion or
answer questions the student may have.
For students who are moving at a quick pace, extend their knowledge by asking them
why they chose a certain area, or why they chose to sell a certain good. This way you
can check their understanding and see if they grasped what they should while reading
the chapter.

Closure

To close out this lesson I will have students complete an exit slip that will show
me if students grasped the concept I wanted them to learn.
Questions on the exit slip:
1. Why was St. Louis a key location for trade?
2. Name two items that were commonly traded in St. Louis.
Formative / Summative Assessment
Formative- I will be assessing students formatively by walking around the room and
listening to the students understanding of the article. I will also be asking groups
questions as I walk around the room to extend their knowledge and see what they have
grasped from the text. This is where I will asses if the groups are working in a
cooperative manner.

Summative- I will be grading the students ad projects to make sure they have
included all of the key information that I wanted them to hit. I will be scoring them
accordingly to the information they cover in their ad based on the rubric. I will
also be checking for the correct placement of St. Louis on the map.
Materials / Equipment

Poster board (enough for each group)

Markers, crayons, pencils
Scissors, glue, tape
Computer with printer (if students would like to print pictures)
Tablets
Hard copy of article ( 1 per group)

Teacher Materials for more content knowledge:

enchantedlearning.com/history/us/monuments/stlouisarch
http://americanhistory.mrdonn.org/ponyexpress.html
http://www.42explore2.com/pony.htm
http://history.howstuffworks.com/american-history/railroad-expansion1.htm
http://www.ducksters.com/geography/us_states/missouri_history.php

Technology

A teacher can project a map of St. Louis or Missouri onto the interactive
whiteboard (SMARTBoard) for students to reference while they create their ad.
Students can print pictures from the computer for their ad rather than illustrate all

of them.

Reflection on Planning

Be sure to have materials readily available to save a lot of prep time during the
45-50 minutes we have.
Have questions prepared when walking around to the different groups to check
for understanding.
Be sure to visit the extra websites to further my background knowledge.
Give students access to a computer to go on a virtual field trip of St. Louis today
if they finish early
Create rubric for the project and hand out to students ahead of time.

Content Outline
Summary Lesson 1
USA growing in 1800s
Thousands move west
St. Louis was a main place people relocated to
St. Louis began as a trading post along the Mississippi river
Where the Mississippi and Missouri rivers join, is where St. Louis is located
and thats how it helped grow
People used rivers to travel on boats to carry goods
Town served as a starting point for settlers moving west
Supplies wanted: saddles, plows, wagons, and other supplies
1860 steamboats filled docks and trains connected from St. Louis to the east.
More people came to St. Louis causing the economy to grow
St. Louis Today
Changed over the years
Many people used to live in cabins, now they live in tall buildings
Ships still haul goods
Second largest city in Missouri
Background lesson 1
St. Louis
Has been governed by three different countries during its history
Founded by a French fur trader in 1764, it was transferred to Spain in
1770. Later it was returned to France
After the Louisiana Purchase in 1803, St. Louis became part of the United
States.
Image of River Boat- a steamboat travels the Mississippi River during the
1830s.
Vocabulary and definitions lesson 1

Goods- noun, things that people buy or sell

Service- noun, work that someone does for other people
Entrepreneur noun, a person who takes a risk or chance and starts a
business and invests money in it
Profit noun, the amount of money a business earns after its costs are paid
Gateway to the West- St. Louis and its surrounding area is called Gateway to
the west because many settlers bound for the West began their journey
there.
Port- a town or city with a harbor where ships load or unload
Newcomer- a person or thing that has recently arrived in a place or joined a
group
Private Property- something that belongs to a person and not to the
government
Important questions lesson 1
In what ways did the rivers help St. Louis Grow?
Answer: Boats traveled easily on the Mississippi and Missouri rivers,
bringing people and goods to St. Louis
Why is the Mississippi River so important to St. Louis?
Answer: The River helps to bring people and goods to and from the city?
What is an entrepreneur?
A: a person who takes a chance and starts a business
What is a profit?
A: money a business earns after paying its costs
How is St. Louis in the 1800s alike and different from St. Louis today?
A: ships still haul goods on the rivers. But most people dont live in
cabins, and they use trucks instead of wagons
What might have happened to St. Louis if settlers moving west had been able
to bring what they needed from the east?
A: they would not have needed to buy them in St. Louis. Some
businesses might have closed, if people moved away, St. Louis might not
have grown into a large busy city.
What made the economy grow?
Newcomers wanted services; entrepreneurs started business to provide
those services and then earned a profit.
Is St. Louis Located in Missouri or Mississippi?
Missouri
Where on the map is St. Louis near?
It borders Illinois and Mississippi, in the Midwest of the United States
Why did St. Louis become such a busy place in the 1800s?
Many people were using the river for travel and trade
What newcomers from other countries came to the U.S. to work?
People from Germany and Ireland
Why would St. Louis be a good place to start a business?
There were a lot of people traveling in and out selling and trading goods.
It is also right along the busy Mississippi river where a lot of jobs are
needed.
How do you make a profit?

Ex: a wagon cost $90 to build but a person sells it for $100. That person
has made a profit of $10.

Rubric for the students ad:

6points
An
illustration of
their location
in or near St.
Louis

4 points

Neatly
drawn
Colorful
Located
in or
near St.
Louis
key

What kind of
goods are
being sold

Goods
are
explaine
d,
labeled,
easily
identified

What goods
they are
interested in
trading for or
the price of
their goods

Goods/
prices
are
explaine
d,
labeled,
easily
identified

Informational
summary of
the business

1-2
paragrap
hs
Very
descripti
ve

3
vocabula
ry words
used

3 vocabulary
words
included

Fairly
neat
Some
color
Located
a little
far from
St.
Louis
Goods
are
describ
ed,
labeled,
relativel
y easy
to
identify
Goods/
prices
are
describ
ed,
labeled,
relativel
y easy
to
identify
1-2
paragra
phs
Some
descript
ion of
busines
s
2
vocabul
ary
words

2 points

0 points

Hard to
understand
Few colors
Located a
great
distance
from St.
Louis

Illegible
One color
Not
located in
Missouri

Goods are
not
explained
clearly,
unclear
labels and
organizatio
n

Goods are
not
mentioned
or
described

Goods/
prices are
not
explained
clearly,
unclear
labels and
organizatio
n

Goods/pric
es are not
mentioned
or
described

Less than
1
paragraph
Poor
description
of business

Less than
1
paragraph
Little to no
descriptio
n of
business

1
vocabulary
word used

No
vocabulary
words
used

used