ࡱ> FHE5@ Lbjbj22 ,4XX36668nT  RM#" @At&6"0 # ##L D"TEKS Lesson Plan/Unit Plan Texarkana Independent School District Teacher: Sarah A. Huett Subject/Course: U.S. History Grade(s): Grade 11 Time frame: 45 minutes  Lesson Plan Number: 39 Topic/Process: United States Map: Westward Expansion Textbook: The Americans: Reconstruction to the Present, McDougall Littell Ch. 6 Texas Essential Knowledge and Skills (TEKS): US8 A-B, US10 A (8)Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (A)create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and (B)pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. (10)Geography. The student understands the effects of migration and immigration on American society. The student is expected to: (A)analyze the effects of changing demographic patterns resulting from migration within the United States; and TAKS: US8 A, US10 A (8)Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (A)create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and (10)Geography. The student understands the effects of migration and immigration on American society. The student is expected to: (A)analyze the effects of changing demographic patterns resulting from migration within the United States; and ConceptsEnduring Understandings/Generalizations/Principles The student will understand thatSettlementSettlement leads to changes in demographics.RegionRegions are defined by social, political, economic or geographical features. Sequence of Activities (Instructional Strategies): 1. Activity: Have students construct a map of the United States that shows the western states and the development of the transcontinental railroad. Assessment of Activities: Classroom Observation Map Test (later date) Prerequisite Skills: 1. Basic Map Construction Skills from previous social studies classes. Key Vocabulary: Map, key, compass, title, symbols Materials/Resources Needed: Outline maps of the United States, textbook, atlases, map pencils, pens Modifications: Allow students to have extended time to complete activities. Follow all modifications on students IEP. Differentiated Instruction: Have students use various materials to create a 3-D map of Westward expansion. Teacher Notes: The following is the list of states that you may have students include on their map. States: WA, OR, CA, ID, NV, UT, AZ, MT, WY, CO, NM, ND, SD, NE, KS, OK, TX, MN, IA, MO, AR, LA, HI, AK Cities: Chicago, Omaha, San Francisco, Sacramento, Promontory Point, Fort Worth, Topeka Physical Features: Sierra Nevada, Rocky Mountains, Great Salt Lake, Mississippi River, Pacific Ocean RR Lines: Central Pacific, Union Pacific, Southern Pacific, Northern Pacific Sample Test Questions: 1. ____________ was the belief that Americans should expand westward across the continent. A. Manifest Destiny B. Divine Nature C. Universal Expansion D. Survival of the Fittest 2. What natural barrier would a pioneer traveling west to California encounter that a pioneer traveling to Oregon would not? A. Great Plains B. Mississippi River C. Rocky Mountains D. Sierra Nevada Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents Initiative. Sarah A. 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