DAY 2Casey GavallaUnit: People Move from Place to PlaceLesson: Gateway to the WestGrade: Third

Background Information

Concepts and content St. Louis Location (Map)-what states are around St. Louis. What was bought and sold during this time period and location. How people transported goods in St. Louis to other people. .

Skills Collaboration Mapping Applying what was learned in the reading Descriptive writing Applying vocabulary appropriately

Duration 45-50 minutes

Vocabulary: Goods- noun, things that people buy or sell Service- noun, work that someone does for other people Entrepreneur noun, a person who takes a risk or chance and starts a

business and invests money in it Profit noun, the amount of money a business earns after its costs are paid Gateway to the West- St. Louis and its surrounding area is called Gateway

to the west because many settlers bound for the West began their journey there

Port- a town or city with a harbor where ships load or unload Newcomer- a person or thing that has recently arrived in a place or joined

a group Private Property- something that belongs to a person and not to the

government

Integration of Learning Outcomes

Students will work cooperatively in groups to produce an ad for a company in St. Louis.Students will identify the importance of trade and what items were traded.

Standards

D2.Eco.4.3-5. Explain why individuals and businesses specialize and trade.D2.Geo.3.3-5. Use maps of different scales to describe the locations of cultural and environmental characteristics.D3.3.3-5. Identify evidence that draws information from multiple sources in response to compelling questions.CC.1.2.3.G Use information gained from text features to demonstrate understanding of a text.NCSS.1.3.a ...enable learners to construct, use and refine mental maps of locales, regions, and the world that demonstrates their understanding of relative location, direction, size, and shapeNCSS.1.3.d ...help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of geographic phenomena such as landforms, climate, and natural resources;

Anticipatory Set

Recall Activity (5 min total)“Think pair share: What Where is St. Louis located, and how did its location help it grow? and What is one thing that stuck with you yesterday about trade?”

Allow students a minute or two to discuss and recall from yesterday’s activity.

Pull the class back together and have five random groups share out loud.

Procedures

Directions:1. Split students into groups of 5 by having students count off by fives out loud. Handout 1 hard copy of the article (Link below) and 1 tablet with the article

ready to read so that each group has two copies. http://www.socialstudiesforkids.com/articles/economics/theimportanceoftrade1.htm

2. Allow students 10-15 minutes to read the article together and talk about trade. Recall the anticipatory set activity from the previous day.

3. Walk around the room and scaffold students as needed. Explain difficult words from the article when asked and ask the students questions to further their thinking. For example: “Why do people trade?” “Why is St. Louis a perfect location for trading?”

4. Once each group has finished reading the article, bring the class back together

and pose the questions “Why do we trade?” “How do you trade?” “What kinds of objects were traded in St. Louis”

5. Call on 4 random students to share ideas and lead the class into the discussion of their task.

6. Explain the task- students will be creating an ad for their business in St. Louis to advertize the goods they sell.

7. Students need to include:a. An illustration of their location on the map (must be in St. Louis or close

to)b. What kind of goods they are sellingc. What goods they are interested in trading for or the price of their goodsd. A short (1-2 Paragraphs) informational summary of what their business

is about, how long they have been in business, how their business began, why they picked their location and any other important information that people should know about their business

e. Include 3 vocabulary words from chapter 5f. Different kinds of transportation that can be used to access their

business’s locationg. Persuade people to come to St. Louis

Teacher should be traveling to each group to check for understanding, cooperating group members, and to support student’s learning. Answer questions the students have and ask questions to stimulate their thinking and reasoning. Example: “Why did you decide to sell saddles at your business?” This will show if the students made connections from the text.

To conclude the task, have each group share their business, what goods they sell, where they are located, what kind of transportation people need to access their business, and one thing they learned about St. Louis. The groups will be numbered 1-5, so students will present in chronological order. ( 1,2,3,4,5)

Differentiation

For students who learn visually, there will be a virtual tour of St. Louis that they can explore when they finish their task with their group. This will be a great tool so they can actually see and explore the area they are learning about as if they we were actually in Missouri.

For students who may be struggling, you could ask the class to come up with different businesses they could have in St. Louis and list them on the board for reference. You could also scaffold the student by discussing the main idea from the chapter with them and check for understanding. This would be a good time to clear up any confusion or answer questions the student may have.

For students who are moving at a quick pace, extend their knowledge by asking

them why they chose a certain area, or why they chose to sell a certain good. This way you can check their understanding and see if they grasped what they should while reading the chapter.

Closure

To close out this lesson I will have students complete an exit slip that will show me if students grasped the concept I wanted them to learn.

Questions on the exit slip:1. Why was St. Louis a key location for trade?2. Name two items that were commonly traded in St. Louis.

Formative / Summative Assessment

Formative- I will be assessing students formatively by walking around the room and listening to the students understanding of the article. I will also be asking groups questions as I walk around the room to extend their knowledge and see what they have grasped from the text. This is where I will asses if the groups are working in a cooperative manner.

Summative- I will be grading the students’ ad projects to make sure they have included all of the key information that I wanted them to hit. I will be scoring them accordingly to the information they cover in their ad based on the rubric. I will also be checking for the correct placement of St. Louis on the map.

Materials / Equipment

Poster board (enough for each group) Markers, crayons, pencils Scissors, glue, tape Computer with printer (if students would like to print pictures) Tablets Hard copy of article ( 1 per group)

Teacher Materials for more content knowledge: enchantedlearning.com/history/us/monuments/stlouisarch http://americanhistory.mrdonn.org/ponyexpress.html http://www.42explore2.com/pony.htm http://history.howstuffworks.com/american-history/railroad-expansion1.htm http://www.ducksters.com/geography/us_states/missouri_history.php

Technology

A teacher can project a map of St. Louis or Missouri onto the interactive whiteboard (SMARTBoard) for students to reference while they create their ad.

Students can print pictures from the computer for their ad rather than illustrate all of them.

Reflection on Planning

Be sure to have materials readily available to save a lot of prep time during the 45-50 minutes we have.

Have questions prepared when walking around to the different groups to check for understanding.

Be sure to visit the extra websites to further my background knowledge. Give students access to a computer to go on a virtual field trip of St. Louis

today if they finish early Create rubric for the project and hand out to students ahead of time.

Content Outline

Summary Lesson 1 USA growing in 1800s Thousands move west St. Louis was a main place people relocated to St. Louis began as a trading post along the Mississippi river Where the Mississippi and Missouri rivers join, is where St. Louis is

located and that’s how it helped grow People used rivers to travel on boats to carry goods Town served as a starting point for settlers moving west Supplies wanted: saddles, plows, wagons, and other supplies 1860 steamboats filled docks and trains connected from St. Louis to

the east. More people came to St. Louis causing the economy to grow St. Louis Today

Changed over the years Many people used to live in cabins, now they live in tall buildings Ships still haul goods Second largest city in Missouri

Background lesson 1 St. Louis

Has been governed by three different countries during its history Founded by a French fur trader in 1764, it was transferred to Spain

in 1770. Later it was returned to France After the Louisiana Purchase in 1803, St. Louis became part of the

United States. Image of River Boat- a steamboat travels the Mississippi River

during the 1830s. Vocabulary and definitions lesson 1

Goods- noun, things that people buy or sell Service- noun, work that someone does for other people Entrepreneur noun, a person who takes a risk or chance and starts a

business and invests money in it Profit noun, the amount of money a business earns after its costs are

paid Gateway to the West- St. Louis and its surrounding area is called

Gateway to the west because many settlers bound for the West began their journey there.

Port- a town or city with a harbor where ships load or unload Newcomer- a person or thing that has recently arrived in a place or

joined a group Private Property- something that belongs to a person and not to the

government Important questions lesson 1

In what ways did the rivers help St. Louis Grow? Answer: Boats traveled easily on the Mississippi and Missouri

rivers, bringing people and goods to St. Louis Why is the Mississippi River so important to St. Louis?

Answer: The River helps to bring people and goods to and from the city?

What is an entrepreneur? A: a person who takes a chance and starts a business

What is a profit? A: money a business earns after paying its costs

How is St. Louis in the 1800s alike and different from St. Louis today? A: ships still haul goods on the rivers. But most people don’t live in

cabins, and they use trucks instead of wagons What might have happened to St. Louis if settlers moving west had

been able to bring what they needed from the east? A: they would not have needed to buy them in St. Louis. Some

businesses might have closed, if people moved away, St. Louis might not have grown into a large busy city.

What made the economy grow? Newcomers wanted services; entrepreneurs started business to

provide those services and then earned a profit.

Is St. Louis Located in Missouri or Mississippi? Missouri

Where on the map is St. Louis near? It borders Illinois and Mississippi, in the Midwest of the United

States Why did St. Louis become such a busy place in the 1800s?

Many people were using the river for travel and trade What newcomers from other countries came to the U.S. to work?

People from Germany and Ireland Why would St. Louis be a good place to start a business?

There were a lot of people traveling in and out selling and trading goods. It is also right along the busy Mississippi river where a lot of jobs are needed.

How do you make a profit? Ex: a wagon cost $90 to build but a person sells it for $100. That

person has made a profit of $10.

Rubric for the student’s ad:6points 4 points 2 points 0 points

An illustration of their location in or near St. Louis

Neatly drawn

Colorful Located in

or near St. Louis

key

Fairly neat

Some color

Located a little far from St. Louis

Hard to understand

Few colors Located a

great distance from St. Louis

Illegible One color Not located

in Missouri

What kind of goods are being sold

Goods are explained, labeled, easily identified

Goods are described, labeled, relatively easy to identify

Goods are not explained clearly, unclear labels and organization

Goods are not mentioned or described

What goods they are interested in trading for or the price of their goods

Goods/ prices are explained, labeled, easily identified

Goods/ prices are described, labeled, relatively easy to identify

Goods/ prices are not explained clearly, unclear labels and organization

Goods/prices are not mentioned or described

Informational summary of the business

1-2 paragraphs

Very

1-2 paragraphs

Less than 1 paragraph

Poor

Less than 1 paragraph

Little to no

descriptive Some description of business

description of business

description of business

3 vocabulary words included

3 vocabulary words used

2 vocabulary words used

1 vocabulary word used

No vocabulary words used