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Integrated unit plan

8 th Grade Social Studies: Westward Expansion. Integrated unit plan. Theme: Developing Destiny. Overview:

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Integrated unit plan

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  1. 8th Grade Social Studies: Westward Expansion Integrated unit plan

  2. Theme: Developing Destiny Overview: • will cover the period in U.S. history of our nation’s early growth: westward expansion, political and economic shaping, and Jacksonian democracy, all within the framework of Manifest Destiny. • from the perspectives of settlers, politicians, and natives through the textbook, a variety of literature, and research. • Students will explore the motives of different groups in light of Scriptural principals and examine the results of actions taken within the context of wars, compromise, and development of the nation • from an ethical standpoint which they will be challenged to apply to their own intentions and decisions.

  3. Essential Questions • How was the rise of industry and the strengthening of the economy beneficial to the U.S.? Was it in any way detrimental as well? • What were some positive and/or negative repercussions of the philosophy of Manifest Destiny that many Americans held to? • How would you defend the point of view of the natives in their resistance against relocation?

  4. Essential Questions cont’ • What were Andrew Jackson’s strengths and weakness as the leader of America during his presidency? • Do you think that overall, exploring and settling the West was a wise and essential action in making America nation it is today? • To what extent do “the ends justify the means”? Can you suggest alternate ways the U.S. could have capitalized on its resources and expanded its settled lands?

  5. Essential Questions cont’ • Would you evaluate the various motives of settlers who moved westward as justifiable – can it be supported Biblically? • As Christians, what standards should when considering actions that will cause benefits for some but will cost others or cause them to sacrifice something?

  6. Intended Learning Outcomes • compare the point of view of natives and settlers on westward expansion and that it entailed. • understand Presidents Jackson’s strengths and weaknesses as a leader. • analyze the philosophy of Manifest Destiny and understand its effects on American mindsets and behaviors. • justify a position on the whether the U.S.’s avenues for growth and capitalization of resources was ethical.

  7. ILOs cont’ • describe the benefits of industrial and economic growth in the early 19th century and weigh them against the negative results. • create alternative solutions for how Americans could have capitalized on their country’s resources. • synthesize their views on westward expansion with decision-making processes they face in the 21st century.

  8. Social Studies Standards • 8.4.3. Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson’s opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law). • 8.8.1 Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).

  9. Social Studies Stands cont’ • 8.8.2 Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.

  10. ISTE Educational Tech Standards • 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: • b. create original works as a means of personal or group expression

  11. ISTE Standards cont’ • 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: • a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

  12. ISTE Standards cont’ • 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students: • b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

  13. ISTE Standards cont’ • 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: • b. plan and manage activities to develop a solution or complete a project. • c. collect and analyze data to identify solutions and/or make informed decisions.

  14. Learning Activities: Week One • Literature circles on 4 books, two from settlers’ perspective and two from natives’ perspective: • The Story-telling Stone by Susan Feldmann • The Long Winter by Laura Ingalls Wilder • Ishi: Last of His Tribe by Theodora Kroeber • Caddie Woodlawn by Carol Ryrie Brink

  15. Learning Activities Week One • There will be a class blog for this unit, which they will use in the first week to answer questions for a K-W-L chart, to respond to EQs, and to discuss learning with classmates. • They will also be creating a Word Wall with new vocabulary words from their reading.

  16. Learning Activities Week Two • Students will be grouped in threes and explore a webquest found at http://zunal.com/webquest.php?w=55779 • They will take personal notes on their online research and videos using word processors, and email these notes to group members.

  17. Learning Activities Week Two • They will also begin reading and lectures from textbook: The American Journey: Building a New Nation – by Appleby, Brink, and McPherson • They will be introduced to the textbook section on Andrew Jackson with this brief bio video: http://www.youtube.com/watch?v=nyFhnZi8eUA&feature=related

  18. Learning Activities Week Two • They will create a class timeline of events from the period 1812-1850 • Students will continue to respond to EQs on blog about every other day for homework. • They will take a reading quiz during this week on the textbook chapters (can be done through power-point or sites like survey monkey).

  19. Learning Activities Week Three • Students write final papers responding to webquest exploration, using word processors. • Class will collaboratively create an inspiration mind map on the unit. • Students have three options for final project which they create with their webquest groups: power-point, prezi presentation, or video production.

  20. Assessment • K-W-L questions at the beginning of the unit through blogging will give the teacher some diagnostic knowledge. • Formative assessment will occur through class discussions, blog entries, quiz, and group folders from the literature circles, as well as teacher observation. • Summative assessment will be based on the final papers and group projects.

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