Determine your standard of FOCUS for the unit. (cut and
paste it here. ) Then highlight nouns and verbs (remember
you do not have to address the entire unit)
Describe how individuals, groups, (e.g. socioeconomic differences, ethnic groups, and social
groups including individuals who are American Indian/Alaska Native/Native Hawaiian or
Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent), religious
groups, and other traditionally marginalized groups (women, people with disabilities,
immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender), events and
developments have shaped the local community and region.
Define the nouns and verbs, and start your vocabulary list
NOUNS (Content)
Groups: Mormons (religious), Nez Perce (Native American), Mexicans (ethnic group), Forty
Niners, Chinese (ethnic group), Pioneers (immigrants).
VERBS (Skills)
Describe how: students can share/tell/write the perspective of each group through the lens of
Westward Expansion
Student can articulate how each group affected the Northwest (cause and effects
Academic Vocabulary:
Mormon
Nez Perce
Mexican
Forty Niner
Chinese
Pioneer
Resources:
https://www.pinterest.com/pin/423127327476109803/
https://www.pinterest.com/pin/375346950184222586/
https://www.teacherspayteachers.com/Browse/Search:westward%20expansion
Level
1–
remembering – they know what the concept is by the repetition of a definition
2–
AND understanding – they have a beginning understand how to use the
skill or a have a partial understanding
3–
AND applying/analyzing – the can understand how to use the skill AND
can justify their reasoning
4–
AND evaluating/creating – they can create a visual representation
1–
Students can name Mormon as a group who was impacted by Western Expansion
by explaining 3-5 attributes of the Mormon people.
2–
AND are able to describe reasons the Mormon moved west.
3–
AND are able to explain with 3 to 5 cause and effect relationships how the
Mormons impacted peoples and communities alive during Westward Expansion
4–
AND are able to write a letter from the perspective of a Mormon.
1–
Students can name Nez Perce as a group who was impacted by Western
Expansion by explaining 3-5 attributes of the Nez Perce people.
2–
AND are able to describe impacts the immigrants had on the the Nez Perce
people.
3–
AND are able to explain with 3 to 5 cause and effect relationships about how the
other settlers impacted the Nez Perce people during Westward Expansion.
4–
AND are able to write a letter from the perspective of a Nez Perce.
1–
Students can name Forty Niners as a group who was impacted by Western
Expansion by explaining 3-5 attributes of the Forty Niners.
2–
AND are able to describe reasons the Forty Niners moved west.
3–
AND are able to explain with 3 to 5 cause and effect relationships how the Forty
Niners impacted peoples and communities alive during Westward Expansion.
4–
AND are able to write a letter from the perspective of a Forty Niner.
1–
Students can name Chinese immigrants as a group who was impacted by Western
Expansion by explaining 3-5 attributes of the Chinese immigrants.
2–
AND are able to describe reasons the Chinese immigrants moved west.
3–
AND are able to explain with 3 to 5 cause and effect relationships how the Chinese
immigrants impacted peoples and communities alive during Westward Expansion.
4–
AND are able to write a letter from the perspective of a Chinese immigrant.
1–
Students can name pioneers as a group who was impacted by Western Expansion
by explaining 3-5 attributes of the pioneers.
2–
AND are able to describe reasons the pioneers moved west.
3–
AND are able to explain with 3 to 5 cause and effect relationships how the
pioneers impacted peoples and communities alive during Westward Expansion.
4–
AND are able to write a letter from the perspective of a pioneer.