Science and Language Arts Teacher       Ms. Gallego

 

"In teaching others we teach ourselves"  - Proverb

 

laughWeek # 1 August 22-26

  • Classroom Policies and Procedures.
  • Diagnostic Assessment/Baseline. Assessment
  • Activities:
  • Create a map to demonstrate the migration of the first Americans.
  • Create a map to show the United States Regions, states, and capitals.
  • Mini assessment/ States and Capitals of the North West Regions, South West Regions, and Central Region

Week # 2 August 29-September 01

Monday 29

  • Target Learning Goal Diagnostic Assessment
  • Vocabulary

environment
culture

decade

century

BC/AD

HOMEWORK

Create a family timeline

Target Learning Goal to analyze the effects of migration in US History.
Tuesday 30
 
Target Learning Goal to analyze the effects of migration in US History.
  • Vocabulary

environment
culture

decade

century

BC/AD

Wednesday 31

Target Learning Goal The student will be able to describe the role that regions play in migration patterns.

Thursday September 01

Target Learning Goal illustrate events in US History through the use of graphic representations/ Construct a chart distinguishing the characteristics of the first migration of the Americans and Early Meso-Americans and South American People.

Friday September 02

Target Learning Goal /Assessment section chapter 1 section

Week # 3 /September 06-09

Tuesday 06

Target Learning Goal Power-point Native American Culture/locate and describe the major ecosystems of the US.

Vocabulary

pueblos
kivas
totems
teepees
matrilineal

Homework

How did the environment in which people lived change during the last ice age?

Wednesday 07-Thursday 08

Target Learning goal be able to identify the native groups that lived in each region and compare how each group adapted to their environment.

Friday 09

Target Learning goal The student will be able to compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization in North America.

Week # 4 September 12-16

Monday 12 and Tuesday 13

Target Learning Goal The student will be able to provide an accurate summary of information distinct from prior information.

  • VOCABULARY
  • READING APPLICATION:

Main Idea, Relevant Details, Cause and Effect, Compare, Contrast, Summary Statements, Predictions.

Homework

What values and personality do leaders require in order to govern well? Write a short essay, three paragraphs.

Complete section 1 assessment page 41.

Wednesday 14 

Target Learning Goal The student will be able to view historic events through the eyes of those who were there.

Vocabulary

Protestant Reformation
Spanish Armada
Northwest Passage
Jacques Cartier
charter

Assessment page 45

Thursday 15, and Friday 16

Taking notes /Spain Builds an Empire

Chapter 2 section 2/ pages 46-51/using a graphic organizer

WEEK # 5

Monday September 18 and Tuesday September 19

Homework/DUE 09/23

Complete the explorers chart,  regarding the WHO, WHEN, WHERE, and WHAT…but it left out a crucial W..the why. Why did the explorers want to come, what was the rush. They will be answering that question today, using the SQ3R.

Power-point chapter 2 Section 1 and 2.

Taking notes /Spain Builds an Empire/using a graphic organizer

Wednesday September 20 and Thursday September 21

Power-point chapter 2 section 3 and 4

Friday 22

Target Learning Goal chapters compare the French, British, Spanish, and Dutch in their struggle for colonization of North America.

-Complete Assessment page 57

WEEK # 6

Homework/DUE September 30

Compare and contrast Indentured Servants and Slave Labor.

Monday September 26

coolTest Chapter 1 sections 1,and 2, Chapter 2 sections 1-5 

Tuesday September 27, and Wednesday September 28 

· The student will be able to read from the text and put their notes in chart formation.

· The student will be able to identify significant people from the colonial era.

· The student will be able to compare the characteristics of the New England, Middle and Southern Colonies.

· The student will be able to use graphic organizers to take notes.

· The student will be able to analyze a political cartoon.

· The student will be able to see how the New England colonies differ from the Southern colonies.

WEEK # 7

Tuesday October 4- October 7 

Homework/DUE October 7

Evaluate and explain:  Why was the geography of the southern colonies suitable for farming?

Tuesday October 4/ Wednesday October 5

Chapter 3 section 2

  • Vocabulary/Puritans, Pilgrims, Mayflower Compact, Immigrants.
  • Direct Teaching
  • Use graphic organizer/ in the central circle write New England Colonies. In circles radiating out from the central circle write the labels Pilgrims, Puritans, Religion and Government, Economy and Education.

WEEK # 8

Homework/DUE October 14

Analyze and explain: Why was education important to the New England Colonies?

October 10

  • Vocabulary/

    Squanto

  • John Winthrop

  • Anne Hutchinson
  • Direct Teaching/section 3 chapter 3
  • Reading check
  • Direct Teaching/
  • Summarize how women contributed to the middle colonies’ economy.Vocabulary

October 11-12

  •  Complete assessments pages  87
  • Complete chart
  • Complete chart/ Southern Colonies, Middle, and New England.
  • Religion and Government
  • Economy and Education

October 13, and 14

Target Learning Explain American colonial reaction to British policy, and the consequences of the French and Indian War in British policies for the American colonies/ section 5 chapter 3.

Summarize how women contributed to the middle colonies’ economy.

WEEK # 9

Homework/DUE October 17

Analyzing information: Why were colonial assemblies and colonial courts created, and what did they do?

October 17-18

 Goal to evaluate domestic and international inter-dependency by identifying points of view, making inferences, and analyzing (Colonial Governments, English Trade Laws) pages 90-94.

Apply assign each group one of the following subsections 1.Colonial Governors and Legislatures.

1.Political Change in England

2. English Bill of Rights

Each group is going to develop a detailed outline of the given section, and write two questions about the information in that outline.

Vocabulary

Assembly

Establish

Monarch

October 21

Define, Explain and identify points of view:

1. Colonial Courts, English Trade Laws

2. Triangular Trade

3. Middle Passage.

WEEK # 10/ October 24-27

HOMEWORK/ DUE 26

Identify Cause and Effect: What factors caused the slave trade to grow?

Explain: How did the Navigation Acts limit colonial trade?

MONDAY /OCTOBER 24

Target Learning Goal students will examine the causes, and consequences of the French and Indian War, and discuss Great Awakening and Enlightenment.

  1. Finding main Idea.
  2. Discuss with students the significance of the Great Awakening and Enlightenment.

Create a chart with two columns, and students will write definitions of Great Awakening and Enlightenment, and one or more of the key figures.

VOCABULARY

Plantation

Town Meeting

Staple Crops

Navigation Act

Plantation

Town Meeting

Staple Crops

Navigation Act

TUESDAY 25

  1. Critical thinking: Identify Point of View.
  2. Students will describe how Native Americans, English colonists, and French traders and settlers interacted in North America.

Students will describe how Native Americans and settlers in the English colonies viewed each other.

WEDNESDAY 26

Target Learning Goal Chapter test review/ Chapter 3

THURSDAY 27

CHAPTER TEST/ THE ENGLISH COLONIES/ SECTIONS: 1, 2, 3, and 4.

WEEK # 11/ October 31- November 04

HOMEWORK/ November 04

Identify Cause and Effect: Why did the delegates attend the First Continental Congress? What were the results of the First Continental Congress? HOMEWORK DUE FRIDAY.

Vocabulary

  • Patriots
  • minutemen
  • Redcoats

Continental Army

October 31

Target Learning Goal: The student will be able to complete Enrichment/Remediation.

November 01

Target Learning Goal Examine the contributions of influential groups to both the American and the British war efforts during the American revolutionary war and their effects on the outcome of the war.

Agenda

1. Consider pros and cons war:

Students will be guided in a discussion about of the pros and cons of a nation going to war. The students will consider the financial and the human costs of war, and how war might affect a country’s relationship with other countries.

Students will be reminded of the problems between the American colonies  and Great Britain in the early 1700's. The students will imagine that they are colonial leaders debating whether to go to war against Great Britain

November 02-04

Create a mini-book about the American Revolution Main Battles:

The Battle of Bunker Hill page 115.

The Battle of Trenton Page 129-130

The Battle of Yorktown.

Guidelines:

1. Create a title,

For each battle answer the following questions: Why, where, when, and final outcome.

  1. Provide illustrations.

Create a mini-book about the American Revolution Main Battles:

The Battle of Bunker Hill page 115.

The Battle of Trenton Page 129-130

The Battle of Yorktown.

Guidelines:

1. Create a title,

For each battle answer the following questions: Why, where, when, and final outcome.

Provide illustrations.

WEEK # 12/ November 07

Target Learning Goal examine the structure, content and consequences of the Declaration of Independence.

  • Declaring Independence
  • Teach/main idea in section 2

Apply/ Have students create their own version of the Declaration of Independence, students will write the main ideas stated in the document, and illustrate the ideas.

Target Learning Goal examine the structure, content and consequences of the Declaration of Independence/Word Choice Project

HOMEWORK

  • What was the Significance of the Declaration of Independence?
  • Why do you think the Declaration of Independence did not address the rights of women , enslaved Africans, and Native Americans.

HOMEWORK DUE/11/10

November 09, and November 10

Target Learning Goal examine the structure, content and consequences of the Declaration of Independence/Word Choice Project/

  • impel
  • endowed
  • usurpation
  • evinces
  • despotism
  • tyranny
  • candid
  • relinquish
  • inestimable
  • formidable
  • annihilation
  • convulsions
  • Naturalization of Foreigners
  • Appropriation of Lands
  • tenure
  • quartering

WEEK # 13/NOVEMBER 14-18

MONDAY 13 AND TUESDAY 14

Target Learning Goal examine the structure, content and consequences of the Declaration of Independence/Word Choice Project.

HOMEWORK

Explain: Why did the continental Army begin allowing free African Americans to serve?

Summarize: In what ways did women help the patriots cause?

WEDNESDAY 16

Students will create their own version of the Declaration of Independence: students will write some main ideas stated in the document, and they will explain the ideas.

Create a classroom poster with students ideas.

THURSDAY 17

Struggle for Liberty:

  • Teach main idea

Apply: Create two column chart and label the columns

  • Major Battles and Challenges.

Review: students share information from their charts

THURSDAY 18

Write summary about the Revolutionary War utilizing notes from video shown in the classroom ( THE REVOLUTIONARY WAR)

WEEK # 14/NOVEMBER 2

  1. Video /The first American president

Write to explain why was he so important

HOMEWORK

How might Washington’s leadership in the Revolutionary War have prepare him for his role as president?

VOCABULARY

Ammunition

Command

Legacy

NOVEMBER 22

Target Learning Goal/ Chapter # 4 section 3 assessment page 124

WEEK # 15/NOVEMBER 28-DECEMBER 02

HOMEWORK

Draw conclusions: How would you describe the main British strategies in the South?

NOVEMBER 28-29

1. Discuss major events leading to the Patriot victory at the battle of Saratoga page 129.

2. Students will understand how foreign nations and individuals aided the Patriots: France and Spain, Marquis and Lafayette, Bernardo de Galvez, Baron Friedrich Von Steuben.

Level 2 Question

Recall: Why did the British Army move to Yorktown, Virginia?

Level 3 Question

Finding Main Idea:

How did Washington and the Patriots defeat the British at Yorktown?

NOVEMBER 30

. Discuss major events leading to the Patriot victory at the battle of Saratoga page 129.

2. Students will understand how foreign nations and individuals aided the Patriots: France and Spain, Marquis and Lafayette, Bernardo de Galvez, Baron Friedrich Von Steuben.

DECEMBER 01

1.Teach: Main Idea

2. Apply: students will identify the main events in the section.

3. Review: Section’s main idea

4. Chapter 4 review

DECEMBER 02

Chapter 4 test

WEEK # 16/DECEMBER 05-09

HOMEWORK

Recall: What documents did Americans look to when creating a new government?

DECEMBER 05

 students will be able to comprehend that the ideals of revolution still had to be transformed.

SS.8.A.3.9/ evaluate the structure, strengths, and weaknesses of the Article of Confederation and its aspects that led to the constitutional convention. Chapter preview

  1. Introduce essential questions.
  2. Explore the picture: Congress in section

Analyzing visuals

DECEMBER 06

VOCABULARY

Controversial

Ordinance

Creditors

Debtors

inflation

Power-point/ Students will take notes

1.The Articles of Confederation

2 .Main Idea 1: The American people examined many ideas about government.

3 .American Models of Government

DECEMBER 07

Power-point/ Students will take notes

  1. Main Idea 2: The Articles of Confederation laid the base for the first national government of the United States.
  2. Main Idea 3: The Confederation Congress established the Northwest Territory

DECEMBER 08

Power-point/ Students will take notes

1. The New Nation Faces Challenges.

2. Main Idea 1: The United States had difficulties with other nations.

3. Impact of Closed Markets

Main Idea 2: Internal economic problems plagued the new nation

DECEMBER 09

Power-point/ Students will take notes

1. Main Idea 3: Shays’s Rebellion pointed out weaknesses in the Articles of Confederation.

2. Main Idea 4: Many Americans called for changes in the national government.

WEEK # 17/DECEMBER 12-16

VOCABULARY

Creditors

Debtors

Inflation

Ordinance

DECEMBER 12

HOMEWORK

Recall: What problems did the United States have with Great Britain?

Taking Notes/Power-point

  1. Article of Confederation/page 154

2.The Confederation Congress established the Northwest Territory/page 155.

DECEMBER 13

Taking Notes/Power-point

  1. The United States had difficulties with other nations.

DECEMBER 14

Taking Notes/Power-point

Internal economic problems plague the new nation

DECEMBER 15

Taking Notes/Power-point

Shays’s Rebellion pointed out weaknesses in the Article of Confederation

DECEMBER 16

Taking Notes/Power-point

Many Americans called for changes in the National Government.

WEEK # 18/DECEMBER 19-23

HOMEWORK

Comparing and Contrasting: Explain the similarities and the differences between the Antifederalists and the Federalists.

DECEMBER 19

Power-point/ Hints/Students use graphic organizer

  1. The constitutional Government met to improve the government of the Unite States. ( pg 163)
  2. . The Issue of Representation led to the Great Compromise.(pg 164-165)

VOCABULARY

Inflation

Ordinance

Advocate

Federalist

Anti-federalists

DECEMBER 20

Power-point/ Hints/Students use graphic organizer

  1. Three-Fifths Compromise. (pg 166-)
  2. The Living Constitution ( 167-168)

DECEMBER 21

Power-point/ Hints/Students use graphic organizer

The Living Constitution

DECEMBER 22

Power-point/ Hints/Students use graphic organizer

  1. Federalists  and Anti-federalists
  2. Federalist Papers

DECEMBER 23

Power-point/ Hints/Students use graphic organizer

  1. Bill of Rights

WEEK  # 19 JANUARY 09

HOMEWORK

Summarize: How did the great compromise combine elements of the Virginia and New Jersey?Summarize: How did the great compromise combine elements of the Virginia and New Jersey?

Target Learning Goal The student will be able to elaborate an essay based on the essential question: What events and ideas affected the writing of the Article of Confederation and the Constitution.

Complete a plan for a writing prompt.

JANUARY 10

Create a writing prompt first draft.

JANUARY 11

Writing prompt final draft.

JANUARY 12

Chapter 5 test.

WEEK  # 20 JANUARY 17-20

HOMEWORK

Summit an essay planning/based on the essential question: What events and ideas affected the writing of the Articles of Confederation and the Constitution?

JANUARY 17

Target Learning Goal The student will be able to elaborate an essay based on the essential question: What events and ideas affected the writing of the Article of Confederation and the Constitution.

Complete a plan for a writing prompt.

JANUARY 18

Create a writing prompt first draft/ introduction, and first body paragraph.

JANUARY 19

Create a writing prompt first draft/ second , third body paragraphs.

JANUARY 20

Target Learning Goal The student will be able to analyze charts, graphs, maps, and timelines; analyze political cartoons; determine cause and effect.

  1. Elaborate a timeline chart
  2. Ask students the concept of citizenship and what it means to them.
  3. Ask students if they can identify any rights and responsibilities associated with American citizenship.

WEEK  # 21 JANUARY 23-27

JANUARY 23-23

Target Learning Goal students will learn

The framers of the Constitution devised the federal system.

  • The legislative branch makes the nation's laws.

The executive branch enforces the nation’s laws

Target Learning Goal students will learn

The framers of the Constitution devised the federal system.

  • The legislative branch makes the nation's laws.

The executive branch enforces the nation’s laws.

HOMEWORK

Have each student create a mobile illustrating the division of power between the federal government and among the three branches of the federal government.

VOCABULARY

Federal system

Impeach

Veto

Executive orders

Pardons

Distinct

Petition

Search warrant

Due process

Indict

Eminent domain

JANUARY 25-26

Main Idea 3: The executive branch enforces the nation’s laws

Some Presidential Powers

Main Idea 4: The judicial branch determines whether or not laws are constitutional

JANUARY 27

target Learning Goal The student will be able to learn Main Ideas

  • The First Amendment guarantees basic freedoms to individuals.
  • Other amendments focus on protecting citizens from certain abuses.
  • The rights of the accused are an important part of the Bill of Rights.
  • The rights of states and citizens are protected by the Bill of Rights.
  • POWER-POINT

WEEK  # 22 JANUARY 30-FEBRUARY 03

JANUARY 30

HOMEWORK

Making Inferences; Why does citizenship carry with it certain responsibilities?

VOCABULARY

Naturalized citizens

Deport

Draft

Political action committees

Interest group

influence

Generate a pamphet

Rights and Responsibilities of Citizenship

JANUARY 31

Chapter 6 Review page 227, and 228

FEBRUARY 01

Chapter 6 Review page 227, and 228

FEBRUARY 02

Chapter 6 test

FEBRUARY 03

Target Learning Goal students will examine the influences of George Washington’s presidency in the formation of the new nation.

  1. Teach main ideas.
  2. Apply: each student gets a note card. Students will write the actions that Washington and Congress took to organize the national government.

Record Americans’ expectations for the new government.

WEEK  # 23 FEBRUARY 06-10

FEBRUARY 06

HOMEWORK

Analyze: Why was the election of 1796 different from the previous election?

VOCABULARY

Electoral college

Precedent

Judiciary act

Political

Parties

Federalist parry

Democratic republic party

Alien and Sedation Act

Target Learning Goal students will examine the influence of George Washington’s presidency in the formation of the new nation.

  1. Video? George Washington’s Accomplishments.
  2. Main Ideas

Take Notes

FEBRUARY 07-08

Target Learning Goal students will examine the influence of George Washington’s presidency in the formation of the new nation, and John Adams Presidency.

1. Video/John Adams Accomplishments.

2.Main Ideas

3.Take Notes

FEBRUARY 09-10

Target Learning Goal students will learn students will compare and contrast George Washington, and John Adams Presidency.

1. elaborate planning

2. First draft

3. Final Draft

WEEK  # 24 FEBRUARY 13-17

FEBRUARY 13

Target Learning Goal students will learn students will compare and contrast George Washington, and John Adams Presidency.

Write a planning.

VOCABULARY

Dignity

Rivalry

Tribute

Speculators

monopoly

FEBRUARY 14-15

Write a five paragraph essay

Introduction

3 body paragraphs

Conclusion.

FEBRUARY 16

Target Learning Goal students will be able to analyze Treasure secretary Alexander Hamilton developed a financial plan for the national government.

  • 1. Hamilton tackled the problem of settling national and state debt.
  • Thomas Jefferson opposed Hamilton’s views of government and the economy.

FEBRUARY 17

Target Learning Goal Students will analyze the challenges the New Nation had to face. Chapter 7 section 3.

  • Main Ideas
  • The United States tried to remain neutral regarding events in Europe
  • The Whiskey Rebellion tested Washington’s Administration.

Hamilton created a national bank to strengthen the USA economy.

WEEK  # 25 FEBRUARY21-24

FEBRUARY 21

Target Learning Goal The student will be able to complete chapter 7 test review.

  1. Review notes.
  2. Reading check.

3. Interactive chapter review.

FEBRUARY 22

Chapter # 7 test

FEBRUARY 23-24

Target Learning Goal The student will be able to understand and analyze Thomas Jefferson’s presidency.

Classroom project/ Thomas Jefferson’s presidency.

WEEK  # 26 

FEBRUARY 27-28

Classroom project/ Thomas Jefferson’s presidency.

MARCH 01-02

Target Learning Goal The student will be able to understand major domestic and international events of Thomas Jefferson’s presidency.

Teach the big idea and the main ideas./Under President Jefferson’s leadership, the United States added the Louisiana Territory./ Chapter 8 section 2.

Complete assessment page 277/ assessment 2

MARCH 03

Lecture: The Coming of War chapter 8 section # 3

Complete assessment 3 page 283.

WEEK  # 27

 MARCH 06-07

Target Learning Goal The student will be able to analyze and discuss the impact of westward expansion on cultural practices and migration patterns of Native Americans and African American slave populations.

The Louisiana Purchase:

American Settlers Move west.

1. Illustrate map.

2. Describe

3. Identify

4. Summarize

MARCH 08-09

Explorers Head West:

Main Ideas

1. Identify

2. Summarize

3. Identify Points of View

4. Recall

5. Describe

6. Illustrate The Journey West Time Line.

MARCH 10

  1. Class reading and discussion/pages 284-285

Each student is going to create a commemorative stamp depicting a significant event of the war.

WEEK  # 28

MARCH 13-14

Chapter review: 1. Review vocabulary terms.

Comprehension and Critical Thinking. Pages 291-292.

2.Apply: students will divide a sheet of paper into six sections and label sections as follow: War at Sea, Battles along the Canadian Border, The Creek War, British Attack in the East, The Battle of New Orleans, and the Effects of War.

MARCH 15

Chapter 8th assessment

MARCH 16-17

Enrichment/ Remediation/page 293

Target Learning Goal use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.

  1. Teach main idea: The United States and Great Britain settle their disputes over boundaries and control over waterways.
  2. The united States gained Florida with an agreement

With the Monroe Doctrine, The United States strengthened its relationship with Latin America.

WEEK  # 29 

MARCH 20-21

Target Learning Goal The student will be Use maps and other graphic representations to analyze geographic problems and changes over time throughout American history.

  1. Analyze main ideas:

The United States peacefully settle dispute with foreign powers./pages 298-30.

MARCH 22

Students will be able to identify elaborate, identify cause and effect, Draw conclusions, and make judgement on the given topics: Settling Dispute with Great Britain, The United States Gain Florida, and Monroe Doctrine.

MARCH 23

Section assessment 1 page 301

WEEK  # 30 

MARCH 27-28   

Target Learning Goal The student will be able to examine the causes, course, and consequences of the United States Westward expansion and its growing diplomatic assertiveness. Chapter 9 section 2.

  1. Group Reading and Discussion. Nationalism and Sectionalism, Growing Nationalism, and Missouri Compromise
  2. Summarize.

Answer comprehension questions.

MARCH 29

CHAPTER 9 TEST /SECTION 1 AND 2

MARCH 30-31

Target Learning Goal The student will be able to examine and identify key ideas and influences of Jacksonian democracy. Chapter 10 section 1.

Main Ideas

  • Democracy expanded in the 1820's as more Americans held the right to vote.

Jackson’s victory in the election of 1828 marked a change in American politics

POWER-POINT/TAKE NOTES

WEEK  # 31

APRIL 3

Elaborate a speech/Andrew Jackson Inauguration speech.

APRIL 4-5

Target Learning Goal explain the economy impact on government policies.

Analyze and summarize:

_Sectional Differences Increase

_States’ Rights Debate

_Jackson Attacks The Banks

_Panic of 1837

APRIL 6

  1. Recall
  2. Contrast
  3. Describe
  4. Identify Cause and Effect
  5. Evaluate
  6. Define
  7. Explain Analyze/ Comprehension questions from chapter 10 section 1
  8. APRIL 7 Complete assessment page 331 chapter 10 section 2

WEEK  # 32

17-19

Target Learning Goal The student will be able to examine the causes, course, and consequences of the United States westward expansion and its growing diplomatic assertiveness./SS.8A.4.1

  1. Teach main Ideas, The Indian Removal Act authorized the relocation of Native Americans to the West.
  2. Organize students into groups.
  3. Assign each group one of the following, Choctaw, Greek and Chickasaw, Cherokee, Fox, Sauk and Seminole.
  4. Each group is going to create a storyboard that uses images and captions to narrate how the policy of Indian removal affected its assigned Native American Group.

APRIL 20-21

Classroom project/Jackson’s Indian Policy. Follow the three steps:

  1. Essential Vocabulary.
  2. Private Journal.

Sketch a Scene.

WEEK # 33

APRIL 24-28

Target Learning Goal The student will be able to examine the causes, course, and consequences of the United States westward expansion and its growing diplomatic assertiveness./SS.8A.4.1

Write journal from President Jackson or a Native American prospective.

WEEK # 34

MAY 01-04

TESTING/FSA

Target Learning Goal The student will be able to examine the main idea, The American West attracted a variety of settlers. Chapter 11 section 1/Trails to the West, page 346-349.

WEEK # 35

Target Learning Goal students will use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination./POWERE-POINT

SS.8.G.4.2

MAY 08-09

Main Ideas

    • During the early 1800s, many Americans moved west of the Rocky Mountains to settle and trade.
    • The Mormons traveled west in search of religious freedom.

MAY 10-11

Main Ideas

    • Some of the first Americans in the West were mountain men: fur traders and trappers.
    • Many settlers traveled west over the Oregon Trail.
    • The Santa Fe Trail was another important path west.

MAY 12

Main Ideas

    • Joseph Smith founded the Church of Jesus Christ of Latter-day Saints in western New York in 1830.
    • Their book of religious teachings is called the Book of Mormon.

Church members were persecuted because of beliefs, including polygamy.

 

WEEK # 35

Target Learning Goal The student will be able to use political maps to describe changes in boundaries and governance throughout American history/SS.8.G.4.6

MAY 15-16

Main Idea:

    • Many American settlers moved to Texas after Mexico achieved independence from Spain.

Texans revolted against Mexican rule and established an independent nation

Answer Comprehension Questions: Identify, Analyze, Make Judgement

MAY 17-18

Main Ideas

    • Many Americans believed that the nation had a manifest destiny to claim new lands in the West.

MAY 19

Complete Assessment # 3 Chapter 11