WAR OF 1812-TERRITORIAL EXPANSION Lessons 41-50/100 American History Curriculum

WAR OF 1812-TERRITORIAL EXPANSION Lessons 41-50/100 American History Curriculum
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Supplement the textbook and eliminate prep time with these 10 ready-to-use reproducible American history lessons covering U.S. history from the War of 1812 through territorial expansion.

Your 5th or 6th graders will enjoy a wide variety of high-interest activities for individuals, small groups, or the entire class. Among other fun things to do, class members will have a great time racing to California during The Gold Rush Game!

Most lessons have four or five activity sheets and can be finished in one or two class periods. Easy-to-follow Teacher Instructions and answer key provided for each lesson. A majority of the lessons include a 20-question follow-up quiz. The quizzes can also be given as homework assignments or review exercises. Most of the information-filled lessons are able to be used without a textbook.

LESSON/ACTIVITY TITLES (41-50 of 100)
41. The War of 1812
42. Andrew Jackson
43. Reform Movements
44. Routes to the West
45. The Oregon Country
46. The Lone Star Republic
47. The Mexican War
48. The Gold Rush Game
49. Reading: The Far West
50. Territorial Expansion

Detailed descriptions of these lessons are provided below.


LESSON 41. The War of 1812

OBJECTIVE:
To review the causes, major events, and results of the War of 1812.

TIME:
1 class period

This lesson includes one of the most popular and fun games I have ever written for my students. The kids love it and I really enjoy playing it with them. Expect excitement!

Start by giving each student a copy of pages 41A - 41C only. Page 41D will be handed out later in the period.

Allow class members time to underline or highlight key words, names, terms, and ideas on the outline. There are three sections in the outline:

• Causes of the War of 1812
• Major Events of the War of 1812
• Results of the War of 1812

After the kids have finished reading the outline, go over the Game Rules and begin.

Students will put the numbers 1 through 9 inside of the nine small corner spaces on the Game 1 form on page 41C. They will be instructed to scramble the numbers, not put them in order.

Play begins when the teacher announces a number between 1 and 9, then reads a True/False statement about the War of 1812. Students will have 1 minute to look for the answer on the outline. Once they believe they have the answer, they will find the announced number on the game form and write True or False in the large space next to it. Play continues in this way until five numbers have been announced and five questions have been asked.

Following Game 1, papers will be exchanged and correct answers read. Points will be scored as follows: 10 points for each correct answer; 10-point bonus for three correct answers in a row –– either across, down, or diagonally. (Note: It is possible to earn two 10-point bonuses by having three right answers in a row in two different directions.)

Play continues in the same way for Games 2-4.

After all four games have been played, give each student a copy of page 41D to do as a review exercise.

Easy-to-follow Teacher Instructions and answer key included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.


LESSON 42. Andrew Jackson

OBJECTIVE:
To study the life of Andrew Jackson and the times in which he lived.

TIME:
1 class period

My students have enjoyed learning about Andrew Jackson and other famous people by playing the MATCH GAME.

I divide the class into four teams, go over the rules, and begin. By the end of the period, the students have learned that Andrew Jackson grew up as a rough and tumble individual who later became a national war hero and President.

Easy-to-follow MATCH GAME rules are provided.

Teacher Instructions are included, along with a 20-question follow up quiz to assess student progress. The quiz can also be given as a homework assignment.


LESSON 43. Reform Movements

OBJECTIVE:
To summarize political, economic, and social reforms which were made during the Age of Jackson.

TIME:
1 class period

This lesson begins with students learning about political democracy, abolition of slavery, women's rights, working conditions, temperance, and care for the less fortunate by finding and circling key words, names, and terms in three word search puzzles. These words, names, and terms are then used to complete sentences about the previously mentioned reform movements.

Once class members have finished the puzzles, assign the primary source reading selection on Dorothea Dix and the Thought Questions which follow. The Thought Questions help students develop critical thinking skills.

Easy-to-follow Teacher Instructions and answer key included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.


LESSON 44. Routes to the West

OBJECTIVE:
To become familiar with the western trails used by pioneers in the mid-1800s to cross the Great Plains and Rocky Mountains.

TIME:
1 class period

In this lesson, students enjoy a competitive Contest to rearrange scrambled letters to form key words which complete 30 sentences.

After going over the Contest Rules with the class, have students begin. Collect papers from the first ten students who unscramble all 30 key words. Put the numbers 1 through 10 at the top of their papers. Return the papers and have the students exchange answer sheets. Read the answers to the class. If any of the ten students with numbers at the top miss a question, they are eliminated from the contest. Determine the order of finish of those class members who have all 30 answers right.

Once the Contest is done, there are two sections that you can then do with the class. The first involves a fun Map Exercise pertaining to the main trails followed by people traveling to the Southwest, Oregon, and California during the early and mid-1800s. The second is about Territorial Expansion between 1783 and 1853.

Easy-to-follow Teacher Instructions and answer key included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.


LESSON 45. The Oregon Country

OBJECTIVE:
To review the events which led to the acquisition of the Oregon Country in 1846.

TIME:
1 class period

In this activity, you can read with the class the story about the Oregon Country. At the end of each paragraph, have students do the mapwork

After the Map Exercise, give class members 10-15 minutes to do the follow-up questions, which help develop critical thinking skills. Discuss answers later in the period.

Teacher Instructions and answer key included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.


LESSON 46. The Lone Star Republic

OBJECTIVE:
To understand how the United States acquired the Texas Annexation.

TIME:
30 minutes

Read with the class the story about events which led to the Texas Annexation. At the end of each paragraph, have students do the mapwork

I recommend providing class members with colored pencils, if available. My students have always liked doing Map Exercises, and using colored pencils adds to their enjoyment.

Teacher Instructions are included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.


LESSON 47. The Mexican War

OBJECTIVE:
To study the causes, major events, and results of the Mexican War.

TIME:
1 class period

Read with the students the story about the Mexican War. At the end of each paragraph, have class members do the mapwork.

I recommend providing colored pencils, if available. My students have always liked doing map exercises and using colored pencils adds to their enjoyment.

Teacher Instructions and answer key included, along with a 20-question follow up quiz. The quiz can also be given as a homework assignment.


LESSON 48. The Gold Rush Game

OBJECTIVE:
To re-create one of the most exciting events in American history.

TIME:
30 minutes

The activity begins by giving each student a copy of pages 48A - 48C only. These pages include background information pertaining to the gold rush, directions for the GOLD RUSH GAME, and the Incidents and Events list that is used to play the game.

Read with the class the background information and game rules.

Divide the class into groups of three or preferably four students. Give each group a die, markers, and gameboard (the map). Markers can be made by cutting small squares from a sheet of construction paper. The markers should be small enough to fit inside of the spaces along the map routes. Each group member will need one marker. Prepare the gameboards ahead of time. Remove the right-hand margin from page 48D, and fasten it to page 48E with a piece of tape. Print and make enough gameboards so that each group will have one.

SPECIAL NOTE:
In my experience, kids find this game so exciting that they always ask me to play it again before class ends!

Teacher Instructions included.


LESSON 49. Reading: The Far West

OBJECTIVE:
To use primary source accounts to study notable events in the history of the western United States.

TIME:
1 and 1/2 class periods

This lesson includes five primary source reading selections that provide students with a first-hand look at some of the people and events that shaped the history of the western United States. The readings are condensed versions of longer primary source accounts written by persons who took part in the events being described.

Go over the directions for the activity with the class. Ask for volunteers to read aloud the paragraphs of the first primary source account. At the end of each reading selection, class members will answer the true/false questions.

The reading selections are entitled:

READING #1:
Alexander Ross describes the fur trade in the Pacific Northwest.

READING #2:
William G. Johnston accompanies the first wagon train into California.

READING #3:
Virginia Reed Murphy recalls the terrible experiences of the Donner Party, a group of 87 settlers who became trapped by snows in the Sierras on their way to California.

READING #4:
Walter Colton tells how the people of Monterey, California, reacted to the news of the discovery of gold at Sutter’s Mill.

READING #5:
Mark Twain describes the Pony Express in Roughing It.

Have the students continue individually with primary source readings 2-5.

To conclude the lesson, students will complete a writing assignment of at least 125 words where they pretend to be living in the far west of the United States during the mid-1800s. For example, they might pretend to be a Pony Express rider and would then use facts mentioned in Reading #5 to help write their story. Other examples of who students can pretend to be are provided the directions for the story, and each one has something to do with one of the previously provided primary source readings.

Easy-to-follow Teachers Instructions and answer key included.


LESSON 50. Territorial Expansion

OBJECTIVE:
To understand how the United States acquired territories stretching to the Pacific coast.

TIME:
1 class period

This lesson begins with a fun, information-filled Map Exercise showing territorial expansion in the United States. Students will complete mapwork pertaining to the Louisiana Purchase, Land Above the Louisiana Purchase, Spanish Cession, Texas Annexation, Oregon Country, Mexican Cession, and Gadsden Purchase

Once the Map Exercise is completed, class members will be divided into two teams and compete in the playing of a JEOPARDY game.

Each time my students have walked into class and seen JEOPARDY categories on the board, they get excited. The competition in these games makes social studies class a lot of fun!

Easy-to-follow Teacher Instructions and answer key included, along with a 20-question follow up quiz to measure student progress. The quiz can also be given as a homework assignment.
Total Pages
59 pages
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