Names: Scott Ouellet



Download 9.16 Kb.
Date19.02.2016
Size9.16 Kb.
#797
Technology in the American History Classroom

Mini Lesson Submission
Names: Scott Ouellet

Dave Casey

Mike DeVincenzi
District: Lowell Public Schools

Subject: United States History

Grade Level: 10 College
Lesson Title: US Expansionism and Nationalism
Massachusetts History and Social Science Curriculum Frameworks Learning Standard Addressed:

USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon Trails.
Goal: Students will identify the newly acquired territories of the United States between the years 1783 – 1853 and examine how these acquisitions impacted US nationalism.
Essential Questions:

  1. How did the acquisition of new territories affect US relations with each of the following nations or groups: Native Americans, Spain, France, Great Britain, and Mexico?

  2. How did the acquisition of each new territory positively or negatively impact US nationalism?


Learning Objectives:

  1. Create a legend/key on map contained in Microsoft paint that will:

    1. Identify each new territory and date it was acquired.

    2. Color code the legend and corresponding territory(ies) on map.

  2. Students will complete the “Inspiration” flow chart that contains the following areas:

    1. Identify the acquired territories and dates of acquisition.

    2. Identify how territory was acquired and from which nation or group.

    3. List advantages and disadvantages of each acquisition.

    4. Answer essential questions on a writing assessment.


Materials Needed:




  • Internet:

Avalon Project for Primary Source documents http://www.yale.edu/lawweb/avalon/18th.htm

Eyewitness to History

http://www.eyewitnesstohistory.com/

Declaration of Independence, Treaty of Paris, Louisiana Purchase documents, Adams-Onis Treaty, Treaty of Guadalupe-Hidalgo, Missouri Compromise, Compromise of 1850, Mexican Cession, Indian Removal Act, Trail of Tears, etc.
Procedure:

This is an ongoing assessment activity that students will complete over the course of the school year. They will be scheduled periodically in the computer lab as each newly acquired territory is introduced in their classrooms.

1. Students will complete the “Inspiration” flow chart that contains the following areas:

    1. Identify the acquired territories and dates of acquisition.

    2. Identify how territory was acquired and from which nation or group.

    3. List advantages and disadvantages of each acquisition.

    4. Answer essential questions on a writing assessment.


2. Create a legend/key on map contained in Microsoft paint that will:

To edit the map with Microsoft paint right click on the map and select “Bitmap Image Object.” Select “Edit” and the map will open in Microsoft paint.

  1. Identify each new territory and date it was acquired

  2. Color code the legend and corresponding territory(ies) on map.


Assessment:

Formative:

  1. The formative assessment will be the completion of required sections of the Inspiration flow chart and the legend and map.

  2. Teachers will formatively assess students in computer lab by conferencing with them on a continuing basis.


Summative:

  1. The summative assessment will be the completion of the map and legend, and the inspiration flow chart.

  2. Students will also be graded on their answers to the two essential questions.





Directory: rtah -> lessons -> docs
docs -> Goal: The goal of this lesson is for students to apply information that they have learned about the daily life of colonial children in Massachusetts and use
docs -> Subject: Social Studies U. S. History Grade Level: 11
docs -> Through an Immigrant’s Eyes: Considering the Second Great Wave of American Immigration from the Perspective of a Young Jewish Girl
docs -> Global Perspectives on the Cuban Missile Crisis
docs -> Immigration Mini-Unit Lesson 1: The ‘Push and Pull’ of immigration
docs -> Dark Images of the Invisible Empire: a study of the Ku Klux Klan as View into the Heart of American Racism
docs -> Immigrants in Chains – Slave Narratives
docs -> Heading: From the Mills to the Sweatshops: Lives of Women in Industry, Lowell Public Schools, February 21, 2009, Grade 8 Social Studies/ela lesson Plan Created by: Barbara Fauvel and Kristen Sullivan Key Questions

Download 9.16 Kb.

Share with your friends:




The database is protected by copyright ©essaydocs.org 2022
send message

    Main page