TEACHER:
CLASS: 5th Grade
DATE: January 25
M T W TH F
FRAME THE LESSON
Making Predictions
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Pearson’s 5th Grade
Building Our Nation
TE
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
(p. 436-437)
Objective/Key Understanding:



Understand that predictions are
made by combining reading
clues with past experience.
Recognize how making
predictions before, during, and
after reading enhances
understanding
Analyze information by making
predictions.
Closing Product/ Question/ Informal
Assessment:
Apply the Skill (p. 437)
Rigor & Relevance: (Real World
Connection)
Stop & Check for Understanding—High Level Questions
Preview the Sill (p. 436)
 What is a prediction?
 Why is it important to make predictions while reading?
 Based on these questions, what do you predict you are going to learn about?
Practice the Skill (p. 436)
 How do you decide whether you want to read a book of fiction?
Apply the Skill (p. 437)
Read the passage on page 437. Using information from that passage, answer the following questions:



Vocabulary:
What
clues can you use to predict what might happen as more settlers move west?
Vocabulary:
What experience or prior knowledge can you use to make a prediction?
Based on the clues and your experience, predict what might happen as the number of settlers
moving west increases.
Engage
Explore
Explain
Preview the Skill (p. 436)
Before students read page 436, ask them to explain what a prediction is.

What is a prediction?

Why is it important to make predictions while reading?

Based on these questions, what do you predict you are going to learn about?
Making Predictions (p.436)
Build background knowledge on making predictions. Use the following ideas to differentiate instruction for students when discussing how to make a prediction.
Special Needs:

On the board, draw a graphic organizer like the one on page 436. Fill in the “Clues” oval: Iron plows didn’t work well in the Midwest. Fill in the “Experience” oval: People
invent new things, when old things don’t work well. Leave the “Prediction” oval blank. Review the graphic organizer with students and tell them this is an example of a
prediction they might make during reading. Ask them to fill in the last oval.
Extra Support:

Give students extra practice making predictions. Organize students into pairs. Have the students read together the lesson title and look at the pictures in the next lesson. Have
them predict what they will be learning about next.
On-Level:

Organize students into pairs. Have the students read together the lesson title, lesson heads, and look at the pictures and dread the captions in the next lesson. Have them make
several predictions about what they will be learning next.
Challenge/Gifted:

Have students participate in the On-level activity. Then ask them to create graphic organizers like the one on page 436, using the information they gathered as they previewed
the next lesson to make their predictions.
Practice the Skill (p. 437). Ask students to read the information on page 437 to learn how to make predictions. Predicting involves making a guess about what will happen in the future.
When you make predictions, you analyze the information by combining reading clues with past experiences. Then you try to figure out what might happen next.
For example, the title of Lesson 2 is Sodbusters and Homesteaders. The pictures on the first page are clues to what the lesson is about. Past experience tells you that people who settled
the West had lots of challenges. You might predict that the lesson will be about challenges faced by early settlers.

Make predictions before, during, and after reading.

Making predictions before reading accesses what you already know about the topic.

Making predictions during reading lets you make connections between what you already know and new information. Predicting helps you set expectations about what you will
read next.

Making predictions after reading connects and extends what you learned to a larger setting.
After students learn about making predictions, use the ELPS support note on page 430b to help the English Language Learners.
Elaborate
Evaluate
Ask students to discuss making predictions using a variety of sentence types. Write the four sentence types on the board; declarative, imperative, exclamatory, and interrogative.
Beginning

Have students read pages 4336 and 437. Tell students they will be speaking about making predictions using the four sentence types. Define each sentence type. Have students
repeat after you as you give examples. Say: A prediction is guess based on clues and experience. (Declarative) Make a prediction! (Imperative) Predictions are fun!
(Exclamatory) Have I made a prediction yet? (Interrogative) Ask students to make up their own short sentences for each sentence type.
Intermediate

Continuing the strategy, ask students to speak about making predictions using longer examples of each sentenced type.
Advanced

Pair student of similar abilities. Continuing the strategy, ask students to take turns discussing prediction. Have one student name the sentence type to use and the other speak a
sentence about prediction using that type.
Advanced High

Pair student of similar abilities. Have students take turns talking about making predictions. While one speaks, the other should identify what sentence type is being used.
Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
Apply the Skill (p. 437)

What clues can you use to predict what might happen as more settlers move west?

What experience or prior knowledge can you use to make the prediction?

Based on the clues and your experience, predict what might happen as the number of settlers moving west continues.
TEACHER:
CLASS: 5th Grade
DATE: January 26-27
M T W TH F
FRAME THE LESSON
American Indians Struggle to Survive
Student Expectations Bundled in Lesson
Resources/Materials
Noun=Underline
Pearson’s 5th Grade
Building Our Nation
TE
Verb=Italicize
4G: identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups
(p. 438-445)
9A: describe how and why people have adapted to and modified their environment in the United States, past and present, such
as the use of human resources to meet basic needs
13C: analyze the effects of immigration, migration, and limited resources on the economic development and growth of the
United States
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:





Describe how American Indians adapted to the environment of the Great Plains, depending on buffalo to meet their
needs.
Identify the challenges American Indians faced because of settlers.
Analyze the effect of the Indian Removal Act on American Indians.
Describe the reservation system and life on the reservations.
Summarize the contributions of American Indian leaders in the late nineteenth century.
Rigor & Relevance: (Real World Connection)
Vocabulary
Tepee
Reservation
Got it Questions
1-12 (p. 438-445)
Stop and Check for Understanding- High Level Questions
Who Owns the Land (p. 438)

How was the American Indian view of land ownership different from that of the settlers?

How did the United States government support the settler’s view that they could own land?

What is a tepee and what were tepees made of?

Why do you think the tepee has open flaps at the top?
The End of the Buffalo (p. 439)

Did American Indians make better use of the buffalo than settlers? Explain.

About how many buffalo were killed between 1865 and 1889?

What effect did the destruction of the buffalo have on American Indians?
A Growing Conflict (p. 440)

What change in 1828 caused settlers to challenge American Indians’ right to live where they did?

How did the settlers get control of American Indian land?

Why was it a problem that the Indian Removal Act gave American Indians east of the Mississippi unsettled prairie land called Indian Territory?

What choices did American Indians have when the Indian Removal Act was passed in 1830?

How many American Indians were forced to move between 1830 and 1840?

What was the Trail of Tears?
The Reservation System (p. 441)

What is a reservation?

What were American Indians promised in exchange for the loss of their land?

What problems were faced by American Indians who were forced from their land?

How would you feel if you were forced to move hundreds of miles away from the place you had lived all your life?

Why do you think American Indian children were taken from their parents and sent to boarding schools?

In what state did the Cheyenne have a large reservation in1890?

Which American Indians were among those who lived on reservations in Oklahoma?
Thirty Years of War (p. 442)

Why were the Sioux upset when miners rushed into the Black Hills in search of gold?

Who fought during the battle of Little Big Horn in 1876?

Why was the battle of the Little Big Horn significant?

Why did the United States Government tried to take most of the Nez Perce’s reservation land away from them?

What was a main reason that the United States government repeatedly took land from American Indians?

Why did Chief Joseph surrender?

What does the picture suggest about the number of Sioux warriors at the Battle of the Little Big Horn?

Why do you think the soldiers were fighting in a circle instead of behind cover?
Other American Indian Leaders (p. 443)

What were two of Sitting Bull’s achievements?

Where did Sitting Bull and his people go after his victory at the Battle of the Little Big Horn?

What might you ask Sitting Bull?

Why did Crazy Horse fight United States soldiers?

What did Sitting Bull and Crazy Horse have in common?

Who was Geronimo?

Did the Apache Wars end before or after the Battle of the Little Big Horn?

Is it a fact or an opinion that Geronimo was a great Apache leader?
The Armed Conflict Ends (p.444-445)

What happened at the Battle of Wounded Knee? What was the result of the Battle of Wounded Knee?

What happened to the way of life of American Indians on reservations?

Why do you think the United States government, in 1885, offered American Indian families 160 acres of farmland and citizenship at the end of 25 years?

What does this photograph (p.444) show about how this Sioux family was adapting to reservation life?

Why did many American Indian leaders oppose an 1885 law that gave 160 acres of land to American Indian families?

Which American Indian groups lived in your area in the 1800s? Do American Indians still live here today?

In one sentence, summarize how American Indians were affected by the growth of the nation in the last half of the nineteenth century?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 438)

Read to the class the Key Idea: “I will know why there were conflicts between settlers and American Indians in the West.” Tell students in this lesson they will be learning about this
quote and what it means to American History.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 438).

Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know why there were conflicts between settlers and American Indians in the West.

Who Owns the Land (p. 438)

The End of the Buffalo (p. 439)

A Growing Conflict (p. 440)

The Reservation System (p. 441)

Thirty Years of War (p. 442)

Other American Indian Leaders (p. 443)

The Armed Conflict Ends (p.444-445)
Remind students that they will know why there were conflicts between settlers and American Indians in the West.
Who Owns the Land? (p. 438)

American Indians and settlers viewed land ownership differently. LaKota Sioux Chief Crazy Horse said, “One does not sell the land people walk on.” American Indians did not
believe they owned the land. Instead, they respected the natural world and used its resources to provide for their families. For example, American Indians living on the Great
Plains hunted and gathered food. Their homes, called tepees, were constructed of wood poles, bark and animal skins. A National Railroad System (p. 424)
The End of the Buffalo (p.439)

For centuries, American Indians on the Great Plains had depended on buffalo for food, clothing and shelter. No part of a buffalo went to waste. Even the horns became spoons
and bowls. The Plains Indians hunted buffalo without destroying the large herds. In 1865, around 15 million buffalo still roamed the West.
A Growing Conflict (p.440)

In the early 1800s American Indians’ rights to large areas of land were unchallenged. American Indians did what they could to live peacefully with the settlers. Then in 1828,
gold was discovered on Cherokee land in Georgia. Suddenly, this American Indian land was very valuable. How could settlers take possession of it?
The Reservation System (p.441)

After the end of the Civil War, the United States government began to pay close attention to western settlement. Leaders wanted American Indians to relocate to areas of land
called reservations. To move there, American Indian groups had to give up their own land. In exchange, the government said they would pay them in cash, livestock, and
supplies. But the government was not always true to its work. And reservation land was usually different from traditional lands. A reservation was often much smaller. Also, it
was far away from the group’s original home. It might also have completely different resources.
Thirty Years of War (p. 442)

From the end of the Civil War to the 1890s, battles raged between American Indians and the United States Army. In 1864, Army troops attacked Cheyenne people living in
Sandy Creek, Colorado. Soldiers killed about 400 Cheyenne.
Other American Indian Leaders (p. 443)

Sitting Bull had become the principal Sioux chief in 1867. He helped his people by extending their hunting grounds to the west. At the Battle of the Little Big Horn, Sitting Bull
led his warriors to victory. After the battle, he and his followers escaped to Canada, but he later returned to the United States. In December 1890, Sitting Bull was killed when
reservation police tried to arrest him.
The Armed Conflict Ends (p.444-445)

On December 29, 1890, soldiers attacked a group of Sioux warriors and their families at Wounded Knee, South Dakota. At the time, the warriors were trying to give up their
weapons, but United States soldiers killed more than 150 of them, including women, children, and the elderly. The battle at Wounded Knee brought the wars between American
Indians and the United States government to a sad and bloody end.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student mastery).
1. American Indians carried their tepees with them as they traveled the plains. Explain how these were similar to a pioneer’s covered wagon? (p.438) (Both carried their homes and
everything they owned with them as they traveled.)
2. The buffalo hide shows the importance of the buffalo to American Indians. Analyze the consequences of the destruction of the buffalo by the settlers. (p.439) (Possible answer: It
angered American Indians and reduced the resources they needed to survive.)
3. In this photo (p.440), Navajo Chief Black Horse, right and a white missionary are shaking hands. Identify a challenge that American Indians might face because of the missionaries.
(Possible answer: The missionaries wanted the American Indians to change their religious beliefs.)
4. Analyze and explain the effects of limited resources, such as fertile land and gold, on the growth of the United States.(p.440) (Possible answer: Settlers who wanted the land forced
American Indians to move west to Indian Territory.)
5. Based on the map on page 441 and your knowledge of pioneer settlements, what generalization can you make about the location of reservations? (p.441) (Possible answer: They
were located on lands the settlers didn’t want, so there probably weren’t many resources.)
6. Analyze the negative consequences of gold mining in the Black Hills. (p.442) (It angered the Sioux and led to war.)
7. How were the results of war for Chief Joseph and Geronimo similar? (p.443) (They both surrendered after being chased by U. S. troops.
8. Fill in this chart to identify American Indian leader from these two pages. (p.443)
9. A Sioux family poses at the Pine Ridge Reservation in South Dakota. Identify and circle three items that show traditional American Indian culture. Explain the challenges American
Indian faced in maintaining their culture on reservations. (Possible answer: They were far from their ancestors’ land. They had to live and dress differently to survive.
10. Identify the opportunities offered to American Indians in the 1885 law. (p.445) (Each family received 160 acres of land. If they stayed on the land for 25 years, they would become
FRAME THE LESSON
Expanding Overseas
TEACHER:
CLASS: 5th Grade
DATE: January 28
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
13E: explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the
United States
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Pearson’s 5th Grade
Building Our Nation
TE
(p. 446-451)
24D: identify different points of view about an issue, topic, or current event
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:




Understand that by the early twentieth century, the United States had become a major economic power in the world.
Describe the importance of the Monroe Doctrine and identify the causes and effects of the Spanish-American War.
Explain the impact of American ideas about progress and equality of opportunity on the expansion of trade worldwide
and the construction of the Panama Canal.
Identify different points of view about Hawaii and Alaska as they became parts of the United States.
Rigor & Relevance: (Real World Connection)
Got it Questions
1-8 (p. 446-451)
Vocabulary
Raw material
Isthmus
Monroe Doctrine
Annex
Yellow journalism
folly
Stop and Check for Understanding- High Level Questions
Becoming an Economic Power (p.446-447)
 What do you think Americans’ reactions were to the sinking of the Maine?
 What do you think Americans’ reactions were to the sinking of the Maine?
 What made the United States want to expand its overseas trade?
 What is raw material?
 Why do you think the number of American factories doubled between 1880 and 1900?
 How were major economic activities in the Midwest and the South similar and different?
 In what year did the value of United States foreign trade first reach about $10 billion?
 What were major United States exports by 1890?
United States Trades Around the World (p.447)
 Why did representatives of the United States visit Japan in 1853?
 Why do you think the United States wanted to show the world its powerful navy?
 Why do you think the Japanese print shows most of Commodore Perry’s crew talking, drinking, or pointing, while most of the Japanese leaders appear to be sitting
quite still?
The Spanish-American War (p. 448-449)
 What does it mean to interfere with a nation?
 What was the Monroe Doctrine?
 Why did President McKinley send the battleship USS Maine to Cuba?
 What happened to the Maine?
 What is yellow journalism?
 American newspapers implied that Spain had sunk the USS Maine. Why is that an example of yellow journalism?
 Why did Congress declare war on Spain?
 Why did American battleship sail to the Philippine islands instead of Cuba?
 What territories did the United States gain as a result of the Spanish-American War?
 Based on this illustration (page 448), what powered American battleship?
 Who was Theodore Roosevelt and What did he do?
Building the Panama Canal (p.449)
 Why did Americans want a faster way to move people and goods between the Atlantic and the Pacific oceans?
 What is an isthmus?
 What two landmasses does the Isthmus of Panama connect?
 Which country originally governed the Isthmus of Panama?
 Why do you think the United States supported Panama when it declared independence from Colombia?
 What effect did the Panama Canal have on travel?
 What did the United States do to build the Panama Canal?
 Once the Panama Canal was built, what do you think happened to shipping in South America?
Alaska and Hawaii (p. 450)
 How did Alaska become part of the United States
 What is a folly?
 What made American begin to value owning Alaska?
 What businesses did Americans own in the Hawaiian Islands
 Why were Americans in Hawaii a problem for Queen Liliuokalani?
 How did the planters gain control of Hawaii
 What does annex mean
 What was different about the United States’ reasons for acquiring Alaska and Hawaii?
 How was Hawaii affected by the American desire to expand its boundaries?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 446)
 Read to the class the Key Idea: “I will know that, in the late 1800s, the United States became a major world power.” Tell students in this lesson
they will be learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 446).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know that, in the late 1800s, the United States became a major world power. Each group is to read a section and be
prepared to discuss and share findings with the class. Students are to read assigned sections and be prepared to share findings with class.
 Becoming an Economic Power (p.446-447)
 United States Trades Around the World (p.447)
 The Spanish-American War (p. 448-449)
 Building the Panama Canal (p.449)
 Alaska and Hawaii (p. 450)
Remind students that they will know that, in the late 1800s, the United States became a major world power.
Becoming an Economic Power (p.446-447)
 Between 1880 and 1900, the number of American factories doubled. The United States was rich in raw materials, or natural products used in
manufacturing. These included lumber, silver, gold, and oil. New technology helped to create better and cheaper products. New inventions,
such as the electric light bulb, the telephone, and the automobile, helped create new industries.
United States Trades Around the World (p.447)
 The United States wanted to trade with Japan. But Japanese ports were closed to foreigners and had been for centuries. How could a trade
partnership begin?
The Spanish-American War (p. 448-449)
 In the 1890s, the United States became involved in Latin America, the region that includes Mexico and Central and South America. In1823,
President James Monroe had warned European countries not to interfere with nations in the Western Hemisphere. This policy was known as the
Monroe Doctrine.
Building the Panama Canal (p.449)
 In 1900, sailing from the Atlantic to the Pacific coast of the United States took months. Ships had to travel around the southern tip of South
America. The journey was 12, 000 miles long. Americans wanted a faster way to move people and goods from the Atlantic to the Pacific.
Alaska and Hawaii (p. 450)
 In 1866, Russia offered to sell its territory of Alaska to the United States. This huge region is twice the size of modern Texas. The price was
$7.2 million in gold, or about two cents per acre. United States Secretary of State William Seward worked out the treaty with Russia. On April
9, 1867, the Senate approved the agreement.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student
mastery).
1. How did the value of U.S. exports in 1870 compare with exports in 1910? (p.446)
2. The U.S. Navy destroyed the Spanish fleet at Manila Bay. Explain how the press influenced the Spanish-American War.(p. 448)
3. Explain how building the Panama Canal impacted economic growth in the U.S. during this time of expansion. (p.449)
4. Identify reasons why Queen Liliuokalani’s point of view might have differed from Sanford Dole’s regarding annexation. (p. 450)
5. Write two newspaper headlines. In the box on the left, write a headline about the United States acquiring Alaska in1867.
6. Identify one economic effect of the Spanish-American War. (p451)
7. After a train stop, people onboard hear the news about a gold strike in Alaska. Write your reaction to the news. Explain why other people might
see things differently.
8. Explain how American ideas about progress and expansion affected the economic growth of the United States.
FRAME THE LESSON
TEKS Assessment and Practice
TEACHER:
CLASS: 5th Grade
DATE: January 29
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Resources/Materials
Verb=Italicize
4G: identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups
9A: describe how and why people have adapted to and modified their environment in the United States, past and present, such as the use
of human resources to meet basic needs
U.S. History Textbook
Colonization through
Reconstruction
pp. 452-455
13C: analyze the effects of immigration, migration, and limited resources on the economic development and growth of the United States
13E: explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the
United States
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
24B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
24D: identify different points of view about an issue, topic, or current event
:
Objective/Key Understanding:
~ After studying this topic, students will demonstrate the following enduring understandings:
 United States expansion in the second half of the nineteenth century brought the West’s resources into a national economy.
 American farmers opened large areas in the West, seeking to build homes, communities, and a prosperous future.
 While the United States was growing through western expansion, Native Americans were struggling to survive and maintain their own ways.
 Once the United States had developed a strong economy, it began to expand overseas and assume a role as the world power.
~Students will answer questions about every TEKS on the TEKS Practice pages 452-455.