LESSON 8.3.13 A Growing Sense of Nationhood
Learning targets
(clear, understandable versions of
standards in student friendly language)
Explain how cultural and national
identities impacted the development of
the United States.
Language objectives
(identified cognitive functions correlated to
the learning targets, such as sequence,
compare/contrast, cause/effect, infer, and
argue, as well as the signal words to be
deliberately taught/used in discussion and
writing; sentence frames in support section)
In oral discussion and in writing:
 Describe and explain elements of
national pride in the arts
 Elaborate on the concept of
national pride during the 1800s.
History Alive! Preview activity
(builds background; links to student
experience)
Play the national anthem and have
students identify feelings the music
evokes.
Pre-assessment
activities/documents
(serves as self-assessment for students;
informs instruction for teachers; charts or
documents may be used as a place to
gather concepts/information throughout
lesson through debriefing; may include
visuals, lesson questions, lesson
vocabulary, language objectives, and/or
learning targets)
Think-Pair-Share
Ask questions regarding the flag p.
174).
Ask students what they know about the
national anthem.
Ask students to describe national pride.
Purpose: to open discussion about
national pride.
SUMMARY OVERVIEW
History Alive! lesson plan
A growing sense of national identity developed after
the War of 1812 and was reflected in both politics and
culture. Congress and the Supreme Court took action
to strengthen the National Economy. Distinctly
American themes developed in the arts.
 Studentsl examine placards and respond to them
individually and in pairs.
 Students read and respond to the chapter in the
ISN.
Recommended changes to HA! lesson plan
 Do not write new lyrics to the tune of “Oh!
Susanna!” It’s hokey and a waste of time.
 Review knowledge of War of 1812 and the results
so that students remember that it built American
pride. Americans believed that they won that war.
 Use this chapter to describe the differences
between the United States of the 1800’s and the
United States of today. (See graphic organizer
and refer to page 176).
 This chapter lends itself to elaboration on what it
means to have national pride. Use the suggested
material using YouTube videos of American music
and the attached graphic organizer, or choose
another area of the arts to build on this concept.
See suggested resources attached.
Square dance caller information (for those teachers
who can arrange some activity time in the gym):
http://www.squaredancefever.com/contact/
Flexible grouping pattern of the lesson
Whole class -- Introduction
Reading
Partners – as suggested in HA for placards
Independent – work in ISN
Lesson questions
Modified from History Alive! June 2010
1
(drive instruction; may create links to
previous learning; may be included in preassessment)
 What event(s) prompted a growth in
national unity and pride?
How was national pride
demonstrated in the arts?
 What was the Era of Good
Feelings?
Additional background building

(streaming video segments, DVD, map
review, read aloud of a related piece of
fiction, etc.)
Literature from EMC
Key content vocabulary (assessed)
Capitalism
National Bank
the arts
READING SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Suggested strategies for
Focus pages/paragraphs for Thinking or process-related
introduction interactive read
guided reading group
words
aloud
(ex. Bloom’s)
Look at the American flag on
Introduction.
Describe
p. 174 and answer the
p. 176 – The American
questions orally in pairs or as
Landscape in the Early
Produce =
a whole class.
1800’s.
Divise=Design=Construct
p. 177 , paragraph 3: Uncle
Sam
Explain
p. 178 Economic Nationalism
p. 180 -182 the arts
WRITING SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Sentence frames
for parts of the lesson
During the review of the
placards have the students
respond in writing to these:
1. _____can be described
as ____.
2. _____ has ____ and is
known for ________.
3. _______ seems to
suggest that ____.
DISCUSSION SUPPORT
Modified from History Alive! June 2010
2
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Sentence frames
for parts of the lesson
For students who have
difficulty with writing, or to
expedite the lesson, use the
following for oral discussion
when analyzing the
placards:
1. _____can be described
as ____.
2. _____ has ____ and is
known for ________.
3. _______ seems to
suggest that ____.
FORMATIVE ASSESSMENTS (for student and teacher use)
“Check for understanding”
Checkpoints in Student
Questions for
points during activities
Interactive Notebook
exit and entrance slips

Ask students to name
three elements of culture
that enhance national
pride.
This is a shortest chapter in
the notebook. The student
work could be reviewed and
assessed in one lesson.



.
Processing Assignment
REVIEW
Games
Which piece of literature
and/or author illustrated
the excitement of the new
American west?
What is a national bank?
Ask students to describe
what made President
Monroe a popular
president
Other
(also serves as a formative
assessment)
Preparing for assessment:
The HA material does not
contain a processing
assignment, so this is left to
the discretion of the teacher.
Alternate assessment:
Have students create a
patriotic artistic piece of their
own and have them describe
its value. Some examples:
 a song
 a rap
 a new version of the flag
 using “graffiti” (an
American art form) to
create a visual
LESSON ASSESSMENT AND KEY
The assessment and key can be used as found in HA.
Modified from History Alive! June 2010
3