Grade 5
Social Studies
Unit: 08
Lesson: 01
Suggested Duration: 10 days
Expansión hacia el Oeste
Lesson Synopsis:
Students learn about the political, economic, and geographic regional differences that led to conflict in the United States
through map sketches, primary sources, problem-solving and points of view.
TEKS:
5.4
History. The student understands political, economic, and social changes that occurred in the United States during
the 19th century. The student is expected to:
5.4A
Describe the causes and effects of the War of 1812.
5.4B
Identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the
United States.
5.4C
Identify reasons people moved west.
5.4D
Identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana
Purchase, the expedition of Lewis and Clark, and Manifest Destiny.
5.4F
Explain how industry and the mechanization of agriculture changed the American way of life.
5.6
Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
5.6A
Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and
interpret map.
5.6B
Translate geographic data into a variety of formats such as raw data to graphs and maps.
5.7
Geography. The student understands the concept of regions in the United States. The student is expected to:
5.7A
Describe a variety of regions in the United States such as political, population, and economic regions that result
from patterns of human activity.
5.7B
Describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from
physical characteristics, such as the Great Plains, Rocky Mountains, and Coastal Plains.
5.7C
Locate on a map important political features, such as ten of the largest urban areas in the United States, the fifty
states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest.
5.7D
Locate on a map important physical features, such as the Rocky Mountains, Mississippi River, and Great Plains.
5.9
Geography. The student understands how people adapt to and modify their environment.
5.9A
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.
5.9B
Analyze the positive and negative consequences of human modification of the environment in the United States,
past and present.
5.13
Economics. The student understands patterns of work and economic activities in the United States. The student is
expected to:
5.13A
Compare how people in different parts of the United States earn a living, past and present.
5.13B
Identify and explain how geographic factors have influenced the location of economic activities in the United States.
5.21
Culture. The student understands the relationship between the arts and the times during which they were created.
The student is expected to:
5.21A
Identify significant examples of art, music, and literature from various periods in U.S. history, such as the painting
American Progress, “Yankee Doodle,” and “Paul Revere’s Ride.”
Social Studies Skills TEKS:
5.24
5.24C
5.25
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of sources including electronic technology. The student is expected to:
Organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines,
and maps.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
5.25D
Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
5.25E
Use standard grammar, spelling, sentence structure, and punctuation.
5.26
5.26A
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with
others, in a variety of settings. The student is expected to:
Use a problem-solving process to identify a problem, gather information, list and consider options, consider
advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
GETTING READY FOR INSTRUCTION
©2012, TESCCC
01/07/13
page 1 of 11
Grade 5
Social Studies
Unit: 08 Lesson: 01
Performance Indicator(s):

Design a board game based on the settlement of the West. Include geographic factors; regions, states, and
territories; economic opportunities; political challenges; and interactions with American Indian groups. (5.4B; 5.7B;
5.13B; 5.25A; 5.26A)
1C, 1E
Key Understandings and Guiding Questions:

Factores políticos, económicos, sociales y geográficos motivan a la gente a emigrar.
— ¿De qué manera los cambios generados por la Revolución Industrial derivaron en un conflicto entre sectores
de los Estados Unidos?
— ¿Qué eventos y conceptos relevantes se relacionan con la expansión de Estados Unidos hacia el Oeste?
— ¿De qué manera la industria y la mecanización de la agricultura cambiaron el estilo de vida norteamericano?
— ¿Cómo y por qué la gente se ha adaptado y a la vez ha modificado, el medio ambiente en los Estados
Unidos, en el pasado y en el presente?
— ¿De qué manera los factores geográficos han influido en la ubicación de actividades económicas en los
Estados Unidos?
— ¿Cuáles son ejemplos de arte, música y literatura de varios periodos en la historia de Estados Unidos?
Vocabulary of Instruction: (no caps unless proper noun)


arancel
Destino manifiesto


expansión territorial
región

revolución
Materials:
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Refer to Notes for Teacher section for materials.
(appropriate materials may be substituted as needed to incorporate district resources and availability)
Attachments:
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Teacher Resource: Manifest Destiny (1 for projection)
Handout: Political, Economic, Geographic and Social Reasons for Migrating West (1 per student)
Teacher Resource: Political, Economic, Geographic and Social Reasons for Migrating West Key (1)
Handout: PEGS Chart (1 per student)
Teacher Resource: Regions of the United States Map (1 for projection, optional)
Handout: Regions and Characteristics Chart (1 per student)
Handout: The First Industrial Revolution (1 per student)
Handout: The Industrial Revolution: Causes and Effects (1 per student)
Handout: Steps in the Problem Solving Process (1 per group)
Handout: Farming Gets a Boost (1 per student)
Handout: Learning Station Questions (1 per student)
Handout: Learning Station 1 - Andrew Jackson The Hero (3 per folder)
Handout: Learning Station 2 - Compare Contrast the Inaugurations (3 per folder)
Handout: Learning Station 3 - Greedy for Gold (3 per folder)
Handout: Learning Station 4 - Spoils System (3 per folder)
Handout: Learning Station 5 - Cartoon President Jackson (3 per folder)
Handout: The Point of View of the North (1 per student)
Handout: The Point of View of the South (1 per student)
Handout: The Point of View of the West (1 per student)
Teacher Resource: Songs From the North, The Erie Canal Song
Teacher Resource: Songs From the South
Teacher Resource: Songs From the West
Handout: Research on American Indian Conflict (1 per group)
Resources and References:
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None indicated
©2012, TESCCC
05/09/13
page 2 of 11
Grade 5
Social Studies
Unit: 08 Lesson: 01
Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview materials and websites according to district guidelines.
5. Prepare materials and handouts as necessary
6. Locate and download a line map of the United States of America, write the regions on it from lesson 3 and make
one copy for each student.
Background Information:
Westward expansion affected the political, economic, and physical aspects of the United States as the American spirit
and concept of Manifest Destiny encouraged many to seek new opportunities in newly acquired territories. Along with the
rapid growth, old and new issues about the spread of slavery and sectionalism divided the country on many fronts. These
issues would cause a divide that eventually led to a conflict that tore the country apart. With the acquisition of the
Louisiana Purchase and the end of the War of 1812, worldwide politics changed. Britain and France were no longer at
war, the Americans had defeated the British at New Orleans, and there seemed to be no limits on America’s destiny.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Analyzing a painting
1. Project a copy of the painting American Progress by John Gast
from the Teacher Resource: Manifest Destiny (1 for
projection)
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
Materials:
 large map of the United States
2. Students observe the painting and write two to three inference
statements.
Attachments:
 Teacher Resource: Manifest Destiny (1 for
projection)
3. Use a large map of the United States to demonstrate and
explain that Americans wanted the land from the Atlantic to the
Pacific oceans.
Purpose:
 Students are introduced to the idea of
westward expansion.
4. Read the information found on the Teacher Resource:
Manifest Destiny orally to students.
TEKS: 5.4C; 5.4D; 5.21A; 5.24C
5. Facilitate a discussion about westward expansion using a T
chart to categorize possible benefits and challenges.
Benefits (to whom?)
Challenges (to whom?)
EXPLORE – Migration
©2012, TESCCC
Suggested Day 1 (continued) – 15 minutes
05/09/13
page 3 of 11
Grade 5
Social Studies
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
1. Organize students into groups of 4.
Materials:
 current rainfall map
 population map
2. Distribute to each group the Handout: Political, Economic,
Geographic and Social Reasons for Migrating West (1 per
student)
3. Discuss the “Push Pull” factors of migration.
 “Push” factors focus on the more negative elements of life
where people currently live. For example, industrialization
in the east led to overcrowding in the cities and fewer jobs
once the Civil War veterans returned home. This “pushed”
people in the east to head west for more room and more
economic opportunities.
 “Pull” factors focus on elements of life in another place that
are appealing. For example, the availability of cheap land
lured people from the eastern cities to go west.
4. Discuss settlement patterns by comparing today’s rainfall map
and a population map to demonstrate that people are most
likely to live by a water source or transportation routes such as
highways and airports.
Attachments:
 Handout: Political, Economic, Geographic
and Social Reasons for Migrating West (1
per student)
 Teacher Resource: Political, Economic,
Geographic and Social Reasons for
Migrating West KEY
TEKS: 5.4C; 5.4D; 5.24C
Instructional Note:
 Provide students with an explanation about
push and pull factors.
 Provide students with an explanation about
settlement patterns.
5. Continue the student discussion by asking questions such as:
 What significant events and concepts are associated
with U.S. westward expansion?
6. In their groups, students write a list of reasons for migration and
decide if they are push or pull factors.
7. Guide students with probing questions about why people were
migrating west: economic opportunities (land, gold) or the
adventure of living in the new territories, or to get away from
debt or problems where they live now, or because they believed
in manifest destiny. Did they have roads and highways to
follow?
8. Script reasons on the board.
9. Students complete the Handout: Political, Economic,
Geographic and Social Reasons for Migrating West (1 per
student).
10. The teacher may evaluate or provide feedback to student
responses using the Teacher Resource: Political, Economic,
Geographic and Social Reasons for Migrating West KEY.
EXPLAIN – Political, Economic, Geographic and Social
Suggested Day 1 (continued) – 20 minutes
Attachments:
 Handout: PEGS Chart (1 per student)
Factors
1. Distribute the Handout: PEGS Chart (1 per student)
2. In groups of four, students categorize reasons for migrating as
political, economic, geographic, or social and proceed to fill out
the Handout: PEGS Chart accordingly.
TEKS: 5.4C; 5.4D; 5.24C
3. Students discuss answers with group members and make
changes and additions to their chart if necessary.
©2012, TESCCC
05/09/13
page 4 of 11
Grade 5
Social Studies
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
EXPLORE – Identify, Locate, Sketch and Label
Suggested Day 2 – 35 minutes
Materials:
 map of the United States with geographic
regions, landforms, climate, vegetation,
significant cities, parks, neighboring countries,
etc.
 colored pencils
 pencils
 butcher paper or chart paper
1. Using a map of the United States that has a grid system, a
legend, symbols, and a compass rose, students locate the
following geographic regions on the map:
 Appalachian Mountains
 Rocky Mountains
 Cascades
 Great Plains
 Coastal Plains
 Mississippi River Valley
 Mississippi River
 Hudson River
 Columbia River
 Potomac River
 Missouri River
 The Great Lakes
TEKS: 5.6A; 5.7A; 5.7B; 5.7C; 5.7D; 5.24C
2. Using a large map of the United States, grid systems, legends,
symbols, and a compass rose, have students identify the
following on the map:
 Washington, D.C.
 Names of states
 State capitals
 5 National parks
 Neighboring countries and boundaries
3. Using a large map of the United States, grid systems, legends,
symbols, and compass rose, have students identify the
following population regions on the map:
 10 largest cities
 Metropolitan areas
 Rural regions
4. After students locate and identify the regions, places, and
physical features from numbers 1, 2, and 3, students sketch a
map of the United States on butcher paper or chart paper and
label the regions, places and physical features listed above.
EXPLAIN – Summarize
1. Students create a bar graph using information from a map and
other resources illustrating the 10 largest cities in the U.S.
based on their population.
2. Students write two to three sentences that summarize the many
features of the U.S.
Suggested Day 2 (continued) – 15 minutes
Purpose:
 Students translate geographic data into a
graph.
TEKS: 5.6B; 5.24C
Instructional Note:
 Summaries may be written as a homework
assignment if there is insufficient time to
complete the assignment.
 Maps may be sketched as a group activity
instead of individual students.
EXPLORE – Regions of the United States
Suggested Day 3 – 20 minutes
Materials:
1. Divide the class into 11 groups.
©2012, TESCCC
05/09/13
page 5 of 11
Grade 5
Social Studies
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
2. Assign each group a different territorial region of the United
States.
 Regions:
 Northeast
 Mideast
 Southeast
 Midwest
 Great Plains
 South
 Southwest
 West Coast
 Northwest
 Alaska
 Hawaii
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Chart paper or butcher paper
Markers
Attachments:
 Teacher Resource: Regions of the United
States Map (1 for projection, optional)
Purpose:
 Students learn about the regions of the U.S.
TEKS: 5.6A; 5.7A, 5.7B, 5.7C, 5.7D; 5.24C
Instructional Note
 Students may use the graphic organizer below
to display their discoveries, or they may create
a graphic organizer on their own.
3. Show the Teacher Resource: Regions of the United States
Map (1 for projection, optional) and point out the regions.
4. Student groups research their assigned region using maps,
textbooks, and district-approved websites to discover the
following:
 Climate
 Vegetation
 Economic activities
 Recreation
 Living standards
 Rivers, roads, landforms
 Landmarks and places of interest
5. Students record their information on graphic organizer poste
using char paper or butcher paper. Students record notes and
add quick illustrations for each category.
EXPLAIN – Regions of the United States
1. Teacher provides students with a copy of a line map of the
United States with the regions already marked on it.
2. Each group presents their graphic organizer poster to the class.
3. Before the presentation, students point out the region on the
map of the United States.
Suggested Day 3 (continued) – 25 minutes
Materials:
 U.S. map with regions
Attachments:
 Handout: Regions and Characteristics Chart
(1 per student)
TEKS: 5.6A; 5.7A; 5.7B; 5.7C; 5.7D; 5.24C
4. While each group presents their assigned region, the class
takes notes about each region by writing the information being
presented on the Handout: Regions and Characteristics
Chart (1 per student).
Instructional Note:
 Drawing pictures of the region onto the
Regions and Characteristics chart helps
students to remember details.
5. Display completed graphic organizer posters on a bulletin
board.
ELABORATE – Exit Card
1. When presentations are completed, ask students what they
remember about the War of 1812 from the previous unit.
Suggested Day 3 (continued) – 5 minutes
TEKS: 5.4A; 5.24C
2. Ask students to “turn and talk” to a neighbor to discuss which
©2012, TESCCC
05/09/13
page 6 of 11
Grade 5
Social Studies
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
areas of the map were most affected by this war.
3. Students write an “Exit Card” stating one or two predictions
about the areas that will likely encounter conflict during the next
era (1820-1850) especially with the American Indian tribes.
EXPLORE – Industrial Revolution
1. Assign each student a partner.
2. Distribute the following:
 Handout: The First Industrial Revolution (1 per student)
 Handout: The Industrial Revolution: Causes and Effects
(1 per student)
3. Students “buddy read” read the handout: The First Industrial
Revolution (1 per student).
Suggested Day 4 – 25 minutes
Attachments:
 Handout: The First Industrial Revolution (1
per student)
 Handout: The Industrial Revolution: Causes
and Effects (1 per student)
Purpose:
 Students learn about the industrial revolution.
TEKS: 5.4B, 5.4D, 5.4F
4. Pairs work collaboratively to complete the Handout: The
Industrial Revolution: Causes and Effects (1 per student)
noting three inventions and both the positive and negative
effects of that invention.
5. Ask:
 How did the changes resulting from the Industrial
Revolution lead to conflict among sections of the
United States?
EXPLAIN – Toss a Question X 3
1. Arrange students in a circle for Toss a Question X 3.
 Round One:
1. Toss the ball to a student and then ask a question.
(See questions below).
2. The first student catches the ball and says, “I think the
answer has something to do with ____________” and
then tosses the ball to another student in the circle.
This student sits down.
3. The second student catches the ball and repeats what
student #1 said and ADDS one more idea: “I think the
answer has something to do with
_____________________ and __________________.”
Then he tosses the ball to a third student. This student
sits down.
4. The third student must answer the question fully and
then toss the ball back to the teacher. If the student
does not know the answer, he may toss the ball back to
the teacher and say, “I would like to hear from our
teacher on this issue.” This student sits down.
5. Teacher clarifies/verifies responses.
 Round Two: Repeat step #1 – 5 above for each question
below, ensuring that all students are included in the ball
toss.
Instructional Note:
 When students “buddy read,” they partner with
another student, and using a quiet voice, take
turns reading to each other.
 The teacher may provide books about the
Industrial Revolution for students to read.
Suggested Day 4 (continued) – 10 minutes
Materials:
 Small ball or bean bag
TEKS: 5.4B; 5.4D; 5.4F; 5.24C; 5.25D
Instructional Note:
 Model for students what “tossing” a ball looks
like (soft, underhanded toss). Ensure that all
students are included in the ball toss and that
no one is left out. Once students answer a
question, they sit down, and students can no
longer throw to them. However, to ensure
everyone continues to be engaged, the
TEACHER may throw the ball to someone
sitting down, so everyone is still eligible to
answer a question.
 Many of the answers to the “Toss A Question”
questions may be found in the specificity on
the IFD.
2. Toss a Question – Questions:
 What political, economic, geographic, or social
reasons motivated people to move west?
 How did the Industrial Revolution lead to people
moving west?
©2012, TESCCC
05/09/13
page 7 of 11
Grade 5
Social Studies
Unit: 08 Lesson: 01
Instructional Procedures
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Notes for Teacher
How did the Industrial Revolution lead to conflict
between the north and the south?
How did inventions like the cotton gin and other
mechanical advances in agriculture change the
American way of life?
What did the Louisiana Purchase have to do with
people wanting to move west?
What is Manifest Destiny?
What can you tell me about main places people settled
as they moved west?
How does the geography of an area affect if people
settle there or not?
How do regions of the U.S. differ from one another?
What political, economic, geographic, or social
reasons motivated people to move west?
ELABORATE – Problem-Solve
1. Using the Handout: Steps in the Problem Solving Process (1
per group), students brainstorm, in groups of four, possible
solutions to the problems the Industrial Revolution created.
Suggested Day 4 (continued) – 15 minutes
Attachments:
 Handout: Steps in the Problem Solving
Process (1 per group)
TEKS: 5.26A
EXPLORE – Innovations and Inventions
1. Ask students to think of machines we have today that make a
difficult task much easier. (Suggestions might include the car,
dishwasher, vacuum cleaner, tractor, etc.)
 Ask: Did people have these machines in the early
1800s?
Suggested Day 5 – 25 minutes
Attachments:
 Handout: Farming Gets a Boost (1 per
student)
TEKS: 5.4B; 5.4D; 5.4F; 5.24C
2. Students read the Handout: Farming Gets a Boost (1 per
student) and discuss what they learned.
3. Start a class list of the innovations and inventions of the time.
EXPLAIN – Innovations and Inventions
Suggested Day 5 (continued) – 25 minutes
TEKS: 5.4B; 5.4D; 5.4F; 5.24C
1. Organize students into groups of 3 or 4.
2. Using the list of inventions created in the previous Explore
activity, assign each group one invention.
3. Groups draw a picture of the invention and write an explanation
of the value of the invention, as well as any negative effect the
invention may have had.
Instructional Note:
 Inventions studied: cotton gin, canals, steam
engine, railroads, steel plow, mechanical
reaper and others as added by the teacher.
4. Students create a class museum about the Industrial
Revolution.
EXPLORE/ EXPLAIN – Learning Stations – Indian Removal
Act
1. Distribute the Handout: Learning Station Questions (1 per
student)
2. Divide students into 5 groups.
Suggested Day 6 – 50 minutes
Attachments:
 Handout: Learning Station Questions (1 per
student)
 Handout: Learning Station 1 - Andrew
Jackson The Hero (3 per folder)
3. Set up 5 Learning Stations around the classroom.
©2012, TESCCC
05/09/13
page 8 of 11
Grade 5
Social Studies
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher

4. Each Learning Station should have a folder, with the
appropriate materials:
 Handout: Learning Station 1 - Andrew Jackson The
Hero (3 per folder)
 Handout: Learning Station 2 - Compare Contrast the
Inaugurations (3 per folder)
 Handout: Learning Station 3 - Greedy for Gold (3 per
folder)
 Handout: Learning Station 4 - Spoils System (3 per
folder)
 Handout: Learning Station 5 - Cartoon President
Jackson (3 per folder)
5. Send each group to a Learning Station.
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Handout: Learning Station 2 - Compare
Contrast the Inaugurations (3 per folder)
Handout: Learning Station 3 - Greedy for
Gold (3 per folder)
Handout: Learning Station 4 - Spoils System
(3 per folder)
Handout: Learning Station 5 - Cartoon
President Jackson (3 per folder)
TEKS: 5.4B, 5.4C; 5.7A; 5.9A; 5.21A; 5.24C;
5.25D
Instructional Note:
 The teacher should facilitate the Learning
Stations, answering questions, clarifying
expectations, and keeping students on task.
6. Explain that group members will share the materials in the
folder, read the content and study the pictures.
7. Students answer the reflection questions on the Handout:
Learning Station Questions.
8. The teacher will have a signal to indicate when groups should
rotate to the next station.
9. After each group has explored each station, groups collaborate
to answer the final Summary questions on the Handout:
Learning Station Questions.
10. At the end of the class, the teacher moves students back to the
big ideas associated with westward expansion and the removal
of the Indians.
Ask:
 How did westward expansion, the gold rush, and the
Industrial Revolution impact the American Indians?
EXPLORE/EXPLAIN – North, South, West Jigsaw
1. Initiate a discussion about “regional loyalty” with students.
(Choose relevant topics that students might relate to.)
2. Students number off 1-2-3.
 1’s: Distribute the Handout: Point of View of the North (1
per group member)
 2’s: Distribute the Handout: Point of View of the South (1
per group member)
 3’s: Distribute the Handout: Point of View of the West (1
per group member)
3. Students read their assigned handouts and summarize each the
passage by collaborating with their group to write down the 5
major points of the passage.
Suggested Day 7 – 20 minutes
Attachments:
 Handout: Point of View of the North (1 per
student)
 Handout: Point of View of the South (1 per
student)
 Handout: Point of View of the West (1 per
student)
TEKS: 5.4B; 5.4C; 5.4F; 5.7A; 5.9A; 5.13A; 5.13B;
5.24C
Instructional Note:
 Graphic organizer folded and cut. One space
for each geographic region.
4. The teacher mixes students so that a 1 – 2 – 3 form a group.
5. The 1’s teach the 2 and 3 in the group about the North, noting
the 5 big ideas or major points.
©2012, TESCCC
05/09/13
page 9 of 11
Grade 5
Social Studies
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
6. The 2’s teach the 1 and 3 in the group about the south, noting
the 5 big ideas or major points.
7. The 3’s teach the 1 and 2 in the group about the West, noting
the 5 big ideas or major points.
ELABORATE – Point of View
1. Students create a folded graphic organizer to capture the
information in the activity in the previous Explore/Explain.
 Distribute a sheet of unlined paper to each student
 Students fold the paper in half (hamburger style)
 Students make 2 cuts on the top half of the paper (see
illustration).
 On the 3 front flaps that have been created, label each with
one of the regions: North, South, and West
 On the inside flap, students write the 5 big ideas they
learned for each region, writing within the appropriate
“columns.”
Suggested Day 7 (continued) – 20 minutes
Materials:
 Paper (unlined) (1 sheet per student)
 Scissors
Regions
5 Big Ideas
TEKS: 5.4B, 5.4C, 5.4F; 5.7A; 5.9A; 5.13A, 5.13B;
5.24C
2. Students write a summary of their work explaining how regional
loyalty created tension between the north, south, and west.
ELABORATE – Modifications to a region
1. Students discuss and summarize the effects of geographic
modifications in each geographic area (North, South, and West)
and the effects of those modifications on those same areas of
the United States today.
Suggested Day 7 (continued) – 10 minutes
TEKS: 5.4B, 5.4C, 5.4F; 5.7A; 5.9A; 5.13A, 5.13B
2. Students decide if there could have been better ways, or
adaptations instead of modifications to the land that would have
caused less damage.
EXPLORE – Music and Inspiration
1. Discuss how people strengthen their regional loyalty, or
strengthen their spirits and find courage with music. Examples
may include school songs, national anthem, songs during time
of war, etc.
2. Display or project the Teacher Resource: Songs From the
North.
 Read the words of the song and ask the following
discussion questions:
 How does this song reflect the North?
 What is the purpose of this song?
Suggested Day 8 – 35 minutes
Attachments:
 Teacher Resource: Songs From the North,
 Teacher Resource: Songs From the South
 Teacher Resource: Songs From the West
TEKS: 5.4B; 5.21A
Instructional Note:
 Teachers may choose to sing the songs to the
students or play a recording of the song as
they students follow along with the words.
3. Display or project the Teacher Resource: Songs From the
South
 Read the words of the song and ask the following
discussion questions:
 How does this song reflect the South?
 What is the purpose of this song?
4. Display or project the Teacher Resource: Songs From the
West
 Read the words of the song and ask the following
discussion questions:
©2012, TESCCC
05/09/13
page 10 of 11
Grade 5
Social Studies
Unit: 08 Lesson: 01
Instructional Procedures


Notes for Teacher
How does this song reflect the West?
What is the purpose of this song?
EXPLAIN/ELABORATE – Summary
1. Students write a paragraph to explain the regional importance
of music.
Suggested Day 8 (continued) – 15 minutes
TEKS: 5.4B; 5.21A
2. Students participate in a pair-share activity by sharing their
summary with a partner.
EXPLORE – Conflict
1. Organize students into groups of 4.
Suggested Day 9 – 35 minutes
Materials:
 access to computer/internet and library
2. Groups choose a conflict situation with one particular American
Indian tribe and another group in the West during the mid1800s (Examples: farmers, ranchers, soldiers).
TEKS: 5.4C; 5.9B; 5.24C
3. Research the problem and the outcomes on the Internet using
district-approved websites and other resources from the library.
EXPLAIN/ELABORATE – Problem Solve
1. Using the Handout: Steps in the Problem Solving Process (1
per group), groups work to find a creative solution to the
conflict.
2. Groups complete the Handout: Research on American Indian
Conflicts (1 per group).
Instructional Note:
 Include in the discussion issues that were
important to American Indians such as:
 Not owning or enclosing land
 Using up natural resources (bison, trees,
clean air and water)
 Bringing in species not native to the land
(strange plants and animals, tumbleweeds)
Suggested Day 9 (continued) – 15 minutes
Attachments:
 Handout: Steps in the Problem Solving
Process (1 per group)
 Handout: Research on American Indian
Conflicts (1 per group)
TEKS: 5.4C; 5.9B; 5.24C
3. Students discuss, as a class, what other solutions to conflicts
might have been more supportive of the American Indian point
of view.
4. Students answer on an exit card: What problems introduced
then are still creating problems today?
Suggested Day 10 – 50 minutes
EVALUATE

Design a board game based on the settlement of the West.
Include geographic factors; regions, states, and territories;
economic opportunities; political challenges; and interactions
with American Indian groups. (5.4B; 5.7B; 5.13B; 5.25A; 5.26A)
1C, 1E
©2012, TESCCC
05/09/13
page 11 of 11