learning objectives a o dsovr students will source activity (page 91) ... describing the...

AGE

OF D

ISCO

VERY

2UNIT

TaskDuring Reading (page 93)

Summary of Student Learning Activities

Summarize the main ideas of one section of text, and create brochures about exploration.

TaskBefore Reading (page 92)


Summarize a story with a partner.

TaskPrimary Source Activity (page 91)


Examine and annotate the Waldseemüller world map.

TaskAfter Reading (page 94)


Summarize the main idea of the text.

TaskPrimary Source Activity Revisit, Activities from the Book, and Assessments (page 95)


Revisit the Primary Source Activity, write a letter to describe an island, and take the assessments.

Students will: • determine two or more main ideas of a text and explain how they are

supported by key details; summarize the text. • write informative/explanatory texts to examine a topic and convey ideas

and information clearly. • investigate early explorations of the Americas, describing the

entrepreneurial characteristics, aims, obstacles, and technological developments that were involved.

Learning Objectives

Materials • Early Explorers books • copies of student activity sheets

(pages 96–101) • World Map primary source

(map.jpg)

• modern‑day world map • index cards • construction paper and art supplies

25085—Primary Source Readers: America’s Early Years © Teacher Created Materials90

AGE OF DISCOVERY2UNIT

Primary Source ActivityHistorical BackgroundHundreds of years ago, European explorers set out to find faster trade routes by sea. As they explored, they mapped lands that were previously unknown to them. They better understood Earth’s geography. Though crude by today’s standards, European explorers used cutting‑edge technology of the day. As time passed, explorers traveled longer distances, developed better technologies, and left evidence of their work for others to use.

Christopher Columbus believed there must be a western water route from Europe to Asia. He believed this because the maps available at the time did not include North and South America. Columbus famously set foot in the New World, believing it to be Asia. In the early 1500s, Italian explorer Amerigo Vespucci realized what Columbus had really found—a new world! In 1507, a German cartographer named the present‑day South America America after Vespucci. North America was called Parias but would later adopt the name America as well.

About the Primary SourceThis world map was made in 1507 by German cartographer Waldseemüller. It was the first map to identify the New World as separate continents named America. Some historians call this map the first map of the modern age.

Procedures 1. Display the electronic file World Map. A

copy of the primary source is provided in the Digital Resources (map.jpg).

2. Ask students to carefully observe the primary source.

• How would you describe the image? What does it show?

• How is land depicted? • How is water depicted?

3. Encourage students to analyze the primary source.

• Compare the map to a modern‑day world map. How is it accurate? How is it inaccurate?

• Based on your analysis, where might this cartographer have lived? Why do you think so?

4. Distribute copies of the World Map Analysis activity sheet (page 96) to students. Ask students to think about the observations they have made. Have them use those observations to write questions they have about the primary source. Have students annotate the primary source by writing their questions on their activity sheets for future reference.

5. Share the historical background information with students. Tell them they will read a book to learn more about early explorers.

SummaryExamine and annotate the Waldseemüller world map.

© Teacher Created Materials 25085—Primary Source Readers: America’s Early Years 91

UNITAG

E OF

DIS

COVE

RY2

SummarySummarize a story with a partner.

Before Reading 1. Distribute the Early Explorers books to

students. Write the vocabulary words on the board. Distribute six index cards to each student. Help students find the words in the books and read them in context. As a class, use the text to determine the meaning of each word and create student‑friendly definitions for each term. Have students make flashcards for each vocabulary word with the word and a picture that represents the word on one side and the definition on the other side.

2. Have pairs of students share their flashcards with a partner and explain the images they drew. Have students keep their flashcards to reference throughout the lesson.

3. Have students tell a partner what they did over the weekend. Ask students to include the main ideas and details of their weekends. Allow time for students to talk with their partners.

4. Tell students that they will summarize what their partners said in their own words. Explain that a summary should only include the main ideas. Allow time for students to summarize each other’s weekends, then allow them to share their summaries with the class.

5. Display the Early Explorers book for the class. Tell students that they will practice identifying main ideas and summarizing as they read the book.

• circumnavigate • expeditions • fleet

• horizon • mutinied • sponsor

Vocabulary Word Bank


UNITAGE OF DISCOVERY

2

During Reading 1. Distribute the Early Explorers books to

students. Have students read the text in pairs. Have students stop after reading each section of text and discuss the main ideas of that section. After students have finished reading, distribute copies of the Section Summary activity sheet (page 97) to students. Have students summarize the main ideas of one section of the text.

• You may choose to display the Interactiv‑eBook for a more digitally enhanced reading experience.

• For below-level learners and English language learners, you may choose to play the audio recording as students follow along to serve as a model of fluent reading. This may be done in small groups or at a listening station. The recording will help struggling readers practice fluency and build comprehension.

2. Ask students to imagine that they are living in Europe in the 1500s. Tell them that their job is to create a brochure to tell people about exploration and to encourage more people to explore. Tell them that their brochures should attract adventurous people to embark on journeys to unknown lands. Discuss other reasons people wanted to explore around this time.

3. Distribute copies of the Brochure Planner activity sheet (page 98) to students. Have them use the book to complete their activity sheets. Then, have students create brochures with construction paper and art supplies. Ask them to use facts from the book and persuasive language in their brochures.

• Share examples of brochures with below-level learners and English language learners to help them understand persuasive writing.

• Challenge above-level learners to include fictional testimonials from explorers in their brochures.

SummarySummarize the main ideas of one section of text, and create brochures about exploration.


UNITAG

E OF

DIS

COVE

RY2

After Reading 1. Review the vocabulary words and their

definitions with students. Place students in small groups and assign each group a vocabulary word. Have groups create a movement or gesture to represent their words. Allow time for students to practice their gesture. Then, have groups perform it for the class. Have the rest of the class guess which word is being represented.

2. Remind students that a summary includes only the main ideas, not the details of a text. Have students discuss the summaries they wrote for the During Reading activity. Have students summarize any sections that were not covered in your discussion.

3. Distribute the Early Explorers books and copies of the Early Explorers Summary activity sheet (page 99) to students. Tell them they will write a summary of the book. Explain that because they should only include main ideas, the summary should not be longer than one to two paragraphs.

• You may wish to have students digitally annotate the PDF of the text or write the main ideas of each section on sticky notes before beginning their summaries.

4. Have volunteers share their summaries with the class.

SummarySummarize the main idea of the text.



2

Primary Source Activity Revisit 1. Display the World Map primary source.

Have students review their annotated World Map Analysis activity sheets from Day 1. Ask students what they learned about early explorers. Discuss any unanswered questions about the primary source that students may have.

2. Ask students the following reflection questions:

• How was the Waldseemüller map different from previous world maps?

• Why was this an important change? • How did this map change Europeans’

understanding of the world? • In 1507, this was the most accurate

world map available. How might it have helped explorers? How might it have hindered them?

Activities from the Book • Map It! Activity—Read the Map It!

prompt aloud from page 28 of the Early Explorers book. Have students draw maps of their new islands and write letters to family members describing what they discovered.

• Your Turn! Activity—Read the Your Turn! activity aloud from page 32 of the Early Explorers book. As a class, compare and contrast a modern world map to the world map from 1321. You may wish to discuss compare‑and‑contrast signal words with students to facilitate the discussion.

Assessments 1. A short posttest, Early Explorers Quiz

(page 100), is provided to assess student learning from the book.

2. A document‑based assessment is also provided on page 101. This can be used to assess students’ ability to analyze a primary source, or it can be used as another opportunity for analysis instruction.

3. The Interactiv‑eBook activities in the Digital Resources may also be used for assessment purposes (optional).

SummaryRevisit the Primary Source Activity, write a letter to describe an island, and take the assessments.


UNITAG

E OF

DIS

COVE

RY2

Name: _____________________________________________________________ Date: ______________________

World Map AnalysisDirections: Carefully observe the map. Write questions you have in the space around it.



2Name: _____________________________________________________________ Date: ______________________

Section SummaryDirections: Choose one section of the text. Write the section heading below. Then, summarize the main ideas of that section in your own words.

Heading: ______________________________________________________

Main idea: Main idea:


UNITAG

E OF

DIS

COVE

RY2

Name: _____________________________________________________________ Date: ______________________

Brochure PlannerDirections: Use the graphic organizer below to plan your brochure.

Facts about exploration

Images for the brochure Persuasive language



2Name: _____________________________________________________________ Date: ______________________

Early Explorers SummaryDirections: Write a summary of the book in one to two paragraphs. Be sure to leave out specific details and only include the main ideas.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


UNITAG

E OF

DIS

COVE

RY22

Name: _____________________________________________________________ Date: ______________________

Early Explorers QuizDirections: Read each question. Choose the best answer. Fill in the bubble for the answer you have chosen.

1. Some of the earliest European explorers came from Scandinavia. Who were they?

A Dutch

B Vikings

C English

D French

4. Which two European countries were the first to build empires in the New World?

A Russia and Italy

B Spain and Portugal

C England and France

D the Netherlands and Portugal

2. Which sentence is the best summary of the section titled “Trial, Error, and Accomplishment”?

A Spain’s rulers wanted gold and spices from India.

B Columbus thought he had sailed to India.

C Vespucci went to the new continent and called it the New World.

D Europeans realized there was a New World, which sparked more exploration.

5. Which is true about early explorations?

A They led to new knowledge about the world.

B They always ended well.

C They were mostly unsuccessful.

D They were guided by accurate maps.

3. Magellan’s men circumnavigated the globe. What does that mean?

A They sailed around Africa.

B They sailed from the Old World to the New World.

C They sailed to the North Pole and the South Pole.

D They sailed all the way around the world.

6. Christopher Columbus believed that he had _______.

A found a westward passage to India.

B discovered a New World.

C found a water route around South America.

D sailed in the wrong direction.



2Name: _____________________________________________________________ Date: ______________________

Landing in the New WorldDirections: Look at the image closely. Then, answer the questions about the image.

1. What two groups of people do you see in the image?

_____________________________________________________________________

_____________________________________________________________________

2. What might have been the interaction between the two groups of people?

_____________________________________________________________________

_____________________________________________________________________

3. Some people in the image have their arms outstretched. Why might they be doing this? What might they be communicating with their arms?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

This engraving shows Christopher Columbus landing in the New World.


AMER

ICAN

REV

OLUT

ION

4UNIT



Analyze cause‑and‑effect relationships in the text.



Identify cause‑and‑effect relationships in everyday situations.



Examine and annotate the primary source Liberty or Death.

Students will: • explain the relationships or interactions between two or more

individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

• write opinion pieces on topics or texts, supporting a point of view with reasons and information.

• understand how political and economic ideas and interests brought about the American Revolution.



Revisit the Primary Source Activity, write social media posts as colonists, and take the assessments.



Write speeches that support an opinion with reasons and examples.

Learning Objectives

Materials • Reasons for a Revolution books • copies of student activity sheets

(pages 168–173)

• Liberty or Death primary source (liberty.jpg)

• sticky notes


AMERICAN REVOLUTION

4UNIT

excerpt from Patrick Henry’s speech, March 23, 1775

Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut

our eyes against a painful truth, and listen to the song of that siren till she transforms us into

beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are

we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not,

the things which so nearly concern their temporal salvation? For my part, whatever anguish

of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide

for it.

I have but one lamp by which my feet are guided, and that is the lamp of experience. I know

of no way of judging of the future but by the past. And judging by the past, I wish to know

what there has been in the conduct of the British ministry for the last ten years to justify those

hopes with which gentlemen have been pleased to solace themselves and the House.…Let us

not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done to

avert the storm which is now coming on. We have petitioned; we have remonstrated; we have

supplicated; we have prostrated ourselves before the throne, and have implored its interposition

to arrest the tyrannical hands of the ministry and Parliament.…There is no longer any room for

hope.…An appeal to arms and to the God of hosts is all that is left us!

It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace-- but there is no

peace. The war is actually begun! The next gale that sweeps from the north will bring to our

ears the clash of resounding arms! Our brethren are already in the � eld! Why stand we here idle?

What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as

to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what

course others may take; but as for me, give me liberty or give me death!

Primary Source ActivityHistorical BackgroundBy March 1765, some colonists were talking about revolution. Others hoped tensions with the mother country would cool. A boycott of British goods was underway. In Massachusetts, the Intolerable Acts had closed Boston Harbor. American leaders had already met in Philadelphia to discuss how to proceed. Most knew they would need to work together to win their rights. By 1774, most of Great Britain considered the colonists lawbreakers. It was under these circumstances that Virginia leaders met in Richmond in the Second Virginia Convention to discuss what position they should take. Lawyer and statesman Patrick Henry was at this convention. Though he had not prepared a speech, he addressed the delegates. One month later, the battles of Lexington and Concord took place.

About the Primary SourceThis is a transcript of the passionate speech Patrick Henry gave in support of war against the British. He believed that war was inevitable. He wanted colonists to raise a militia to defend themselves against the British.

Procedures 1. Display the electronic file Liberty or

Death. A copy of the primary source is provided in the Digital Resources (liberty.jpg). Read the text aloud. Note: This is an excerpt from a longer speech.

2. Ask students to carefully observe the primary source.

• What does Patrick Henry believe about the British?

• How would you describe Henry’s tone? • What does Henry want Virginia’s leaders

to do?


• What evidence does Henry use to support his beliefs?

• What specific language does Henry use to persuade his listeners?

• How do you think Henry’s listeners reacted? Why do you think so?

4. Distribute copies of the Liberty or Death Analysis activity sheet (page 168) to students. Ask students to think about the observations they have made. Have them use those observations to write questions they have about the primary source. Have students annotate the primary source by writing their questions on their activity sheets for future reference.

5. Share the historical background information with students. Tell them they will read a book to learn more about the events that led to the American Revolution.

SummaryExamine and annotate the primary source Liberty or Death.


UNITAM

ERIC

AN R

EVOL

UTIO

N4

SummaryIdentify cause‑and‑effect relationships in everyday situations.

Before Reading 1. Write the vocabulary words on the board,

and have students read each word. Write sentences on the board that provide context clues for the vocabulary words. Use the following sentences or create your own:

• They were in debt because they borrowed too much money.

• He felt that the animals were living in terrible conditions. He could not stand for the intolerable environment.

• The business had a monopoly because they were the only one that sold rice in the area.

• If the government didn’t listen to people’s demands, there might be a rebellion.

• Colonists were unhappy about the taxes they had to pay to the British government.

• He told the men who betrayed their country that they were traitors.

2. Have students use context clues to determine the meaning of each word. Have students work in small groups, and assign a word to each group. Ask students to provide a rationale as to what they think the word means and why. Allow time for students to share their ideas with the class. Then, discuss the definitions of the words and how the context clues helped students determine their meanings.

3. Tell students that it is important to pay attention to cause‑and‑effect relationships in a text. Explain that an event can cause something to happen. Explain to students that a series of events between 1754 and 1775 led to the American Revolution. Those events caused other events (effects).

4. Model how to find cause‑and‑effect relationships in everyday situations. For example, tell students that if someone does not study for a test, he or she may not get a good grade. The choice to not study is the cause, and the bad grade is the effect.

5. Have students work with partners to create other scenarios that show cause‑and‑effect relationships. Have students share them with the class. Tell students they will learn more about the causes of the American Revolution as they read the book.

• debt • intolerable • monopoly

• rebellion • taxes • traitors



UNITAM

ERICAN REVOLUTION4

During Reading 1. Distribute sticky notes, the Reasons for

a Revolution books, and copies of the What Did the Colonists Do? activity sheet (page 169) to students. Have students read the book in pairs. As students read, have them use the sticky notes to identify pages that discuss each of the events listed on the activity sheet. Then, have students revisit the pages they marked to complete the activity sheet. As a class, discuss the cause‑and‑effect relationships students recorded on their activity sheets.

• You may wish to have students digitally annotate the PDF of the text to flag pages.


2. Distribute copies of the In the News activity sheet (page 170) to students. Explain that students will use the book to write a series of newspaper headlines about the events leading up the American Revolution. Explain that newspaper headlines are short and to the point. Challenge students to write headlines that explain the effects of each event. Discuss students’ headlines as a class.

• Challenge above-level learners to write longer headlines that include both the causes and the effects of the event.

SummaryAnalyze cause‑and‑effect relationships in the text.


UNITAM

ERIC

AN R

EVOL

UTIO

N4

After Reading 1. Place students into six groups, and assign

each group a vocabulary word. Have each group create a short skit for their word. Allow time for groups to create and practice their skits. Then, have groups perform their skits for the class. Have the rest of the class guess which word the skit represents.

2. Distribute the Reasons for a Revolution books to students. Review the “Timely Taxes” section in the text. Discuss the pros and cons of taxing goods colonists used. Ask students to think about how colonists felt about the taxes and the reasons why they may have felt this way.

3. Ask students to imagine they are colonists. Distribute copies of the My Opinion About Taxes activity sheet (page 171) to students. Explain that students will use the graphic organizer to plan a speech that states their opinion about the taxes imposed by Great Britain. Remind students that an opinion always needs to be supported with reasons and examples. Encourage students to support their opinions with reasons and examples from the text.

• You may wish to have students write from a specific point of view, such as a Patriot, a Loyalist, King George, George Washington, or an enslaved African American.

4. Have students write their speeches on separate sheets of paper. Allow time for students to share their speeches with the class.

• Support below-level learners and English language learners by having them first explain their opinions verbally. Have them point out examples in the text that support their opinions.

SummaryWrite speeches that support an opinion with reasons and examples.


UNITAM

ERICAN REVOUTION4

Primary Source Activity Revisit 1. Display the Liberty or Death primary

source. Have students review their annotated Liberty or Death Analysis activity sheets from Day 1. Ask students what they learned about the events that led to the American Revolution. Discuss any unanswered questions about the primary source that students may have.


• Do you think the sentiments Patrick Henry expressed in his speech are justified? Why or why not?

• Why do you think Henry felt compelled to speak so passionately?

• How did the events in the years prior to this speech influence Henry?

Activities from the Book • Post It! Activity—Read the Post It!

prompt aloud from page 28 of the Reasons for a Revolution book. Explain to students that social media posts often express people’s reactions to current events. Have students write social media posts as colonists.

• Your Turn! Activity—Read the Your Turn! activity aloud from page 32 of the Reasons for a Revolution book. Have students use sticky notes to annotate Paul Revere’s engraving of the Boston Massacre.

Assessments 1. A short posttest, Reasons for a Revolution

Quiz (page 172), is provided to assess student learning from the book.

2. A document‑based assessment is also provided on page 173. This can be used to assess students’ ability to analyze a primary source, or it can be used as another opportunity for analysis instruction.

3. The Interactiv‑eBook activities in the Digital Resources may also be used for assessment purposes (optional).

SummaryRevisit the Primary Source Activity, write social media posts as colonists, and take the assessments.


UNITAM

ERIC

AN R

EVOL

UTIO

N4

Name: _____________________________________________________________ Date: ______________________

Liberty or Death AnalysisDirections: Carefully read the speech. Write questions you have in the space around it.

excerpt from Patrick Henry’s speech, March 23, 1775

Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it.

I have but one lamp by which my feet are guided, and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years to justify those hopes with which gentlemen have been pleased to solace themselves and the House.…Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament.…There is no longer any room for hope.…An appeal to arms and to the God of hosts is all that is left us!

It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace-- but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the � eld! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!


UNITAM

ERICAN REVOLUTION4

Name: _____________________________________________________________ Date: ______________________

What Did the Colonists Do?Directions: For each of the events below, determine how the American colonists reacted.

Event

Reaction

The French and Indian War cost Great Britain a lot of money.

In 1765, the British passed the Stamp Act.

The British taxed paint, lead, glass, paper, and tea.

In 1773, the British created a monopoly on tea.

Parliament passed the Coercive Acts to punish Boston.

1.

2.

4.

3.

5.


UNITAM

ERIC

AN R

EVOL

UTIO

N4

Name: _____________________________________________________________ Date: ______________________

In the NewsDirections: Write a headline to explain the effect of each event.

Event: The British win the French and Indian War in 1763.

Headline: _____________________

______________________________

______________________________

Event: The Sons of Liberty dumped 45 tons of tea into Boston Harbor in 1773.

Headline: _____________________

______________________________

______________________________

Event: The Sons of Liberty threatened to attack a man who gave out stamps in Boston.

Headline: _____________________

______________________________

______________________________

Event: In 1776, Thomas Jefferson wrote the Declaration of Independence.

Headline: ____________________

_____________________________

_____________________________

1.

2.

3.

4.


UNITAM

ERICAN REVOLUTION4

Name: _____________________________________________________________ Date: ______________________

My Opinion About TaxesDirections: Use the graphic organizer below to plan a speech about whether the British should tax the colonists. Be sure to include reasons and examples from the text to support your opinion.

Opinion

Reason/example

Reason/example

Reason/example

Restate opinion


UNITAM

ERIC

AN R

EVOL

UTIO

N44

Name: _____________________________________________________________ Date: ______________________

Reasons for a Revolution QuizDirections: Read each question. Choose the best answer. Fill in the bubble for the answer you have chosen.

1. Which of the following is an effect of the Boston Tea Party?

A The British wrote the Declaration of Independence.

B The British passed the Coercive Acts.

C The British put a tax on tea.

D The British killed colonists in the Boston Massacre.

4. What was an effect of the taxes Great Britain imposed to pay off debt?

A Some colonists got angry and spoke out against the taxes.

B Colonists happily paid taxes to support the mother country.

C Colonists decided to tax the British.

D Colonists sent soldiers to London.

2. Which was NOT a purpose of the Townshend Acts?

A to help Great Britain build more ships

B to punish New York for not following the Quartering Act

C to impose taxes on imports, such as paint, lead, glass, paper, and tea

D for Great Britain to further control the colonies

5. Why was the Declaration of Independence written?

A to declare Virginia’s independence

B to say that the colonies were no longer ruled by the British

C to ask the British to support the colonies

D to say that the colonists were traitors

3. What did the Sons of Liberty do?

A They fought in the French and Indian War.

B They wrote the “Give Me Liberty, or Give Me Death” speech.

C They organized the Continental Congress in Philadelphia.

D They organized actions against the British in Boston.

6. “No Taxation without Representation” was _______.

A a request by the British.

B a popular phrase in the colonies.

C a plea made by Patrick Henry in his speech.

D the war cry of the French during the French and Indian War.


UNITAM

ERICAN REVOLUTION4

Name: _____________________________________________________________ Date: ______________________

Join or DieDirections: Look at the political cartoon closely. Then, answer the questions about it.

1. What do you see in the political cartoon?

_____________________________________________________________________

_____________________________________________________________________

2. What do the segments of the snake represent?

_____________________________________________________________________

_____________________________________________________________________

3. What does Franklin want the colonists to do? Why?

_____________________________________________________________________

_____________________________________________________________________

This political cartoon was created by Benjamin Franklin during the French and Indian War. Later, it was used to promote unity in the American Revolution.


INTO

THE W

EST

2UNIT



Examine and annotate a song about moving west.



Begin a KWL chart about the text.



Describe the relationships between push and pull factors and the settlement of the West, and complete the KWL chart.



Write a blog post about which western trail students would take.



Revisit the Primary Source Activity, create an advertisement for a frontier store, and take the assessments.

Students will: • explain the relationships or interactions between two or more

individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

• write opinion pieces on topics or texts, supporting a point of view with reasons and information.

• identify reasons people moved west, and discuss the experiences and hardships of settlers on the overland trails to the West.

Lesson Timeline

Learning Objectives

Settling and Unsettling the West

Materials • Settling and Unsettling the West

books • copies of student activity sheets

(pages 132–137)

• I Will Go West primary source (gowest.jpg)

• sticky notes • chart paper

25841—Primary Source Readers: America in the 1800s © Teacher Created Materials126

INTO THE WEST

2UNIT

Primary Source Activity Historical Background From the early 1800s, westward expansion was on many people’s minds. During the mid to late 1800s, there was much propaganda to encourage people to head west. The West was still largely unknown, and people believed there were opportunities in the West that were not available in crowded Eastern cities. When gold was discovered in California in 1848, many more people headed west to seek fortune, land, and a better life.

About the Primary Source “I Will Go West” was published by J.A. Butler in Boston in 1875. The song summarizes many reasons that people felt the West had better opportunities than where they lived.

Procedures 1. Display the electronic file I Will Go West.

A copy of the primary source is provided in the Digital Resources (gowest.jpg). Read the text aloud.

2. Ask students to carefully examine the primary source.

• What type of document is this? • How many verses does the song have? • What is the image at the bottom of

the page?


• Which words in the song suggest the narrator has faced difficulties?

• How do you think the writer felt as he or she wrote these words? How do you know?

• Why does the narrator feel that life will be better in the West?

4. Distribute copies of the I Will Go West Analysis activity sheet (page 132) to students. Ask students to think about the observations they made. Have them use those observations to formulate questions about the primary source. Have students annotate the primary source by writing their questions on their activity sheets for future reference.

5. Share the historical background information with students. Tell them they will read a book to learn more about why settlers headed west in the 1800s.

SummaryExamine and annotate a song about moving west.

© Teacher Created Materials 25841—Primary Source Readers: America in the 1800s 127

UNITIN

TO TH

E WES

T2

SummaryBegin a KWL chart about the text. • emigrants • frontier • homestead

• pioneers • pull factors • push factors


Before Reading 1. Write the vocabulary words on the board,

and discuss their meanings. Then, write each vocabulary word on a sticky note. Place one sticky note on each student’s back. Have students walk around the room asking their classmates “yes or no” questions about the words on their backs. For example, students may ask, “Am I a person?” or “Do I make people want to move?” Have students sit down once they have guessed their words correctly.

2. If time permits, redistribute the sticky notes so that each student has a different word. Repeat the process in Step 1 until all students have correctly guessed their words.

3. Distribute the Settling and Unsettling the West books and copies of the KWL Chart activity sheet (page 133) to students. On chart paper, create a class KWL chart. Model how to consider what you already know about the text and the topic of settling the West. Then, have students complete the first section of their activity sheets. Record student responses on the class KWL chart.

4. Preview the text with students. Have them discuss the pictures and text features they observe. Model how to ask questions about the text. Then, have students complete the second section of their activity sheets. Record student responses on the class KWL chart. Tell students they will read the text to answer their questions. Have students save their activity sheets for later use.

Settling and Unsettling the West (cont.)


UNITINTO THE W

EST2

During Reading 1. Distribute the Settling and Unsettling the

West books to students. Have students read the text in pairs. Distribute copies of the Push and Pull Factors activity sheet (page 134) to students. As students read, have them discuss the relationships between push and pull factors and the settlement of the West. Then, have students complete their activity sheets.

• You may choose to display the Interactiv-eBook for a more digitally enhanced reading experience.


2. Discuss student responses as a class. Ask them to describe the relationship between push and pull factors and the settlement of the West. Discuss individual push and pull factors without saying which they are. Have students decide if each is a push or a pull factor and respond by doing a pushing or a pulling gesture. If there is disagreement in the class, have students explain their reasoning until there is a consensus.

3. Ask students to revisit their KWL Chart activity sheets from the Before Reading activity. Have students complete the remaining section with information they learned from the text. Record student responses on the class KWL chart.

SummaryDescribe the relationships between push and pull factors and the settlement of the West, and complete the KWL chart.


UNITIN

TO TH

E WES

T2

After Reading 1. Review the vocabulary words and their

definitions with the class. Have students work in small groups to create songs or raps that use one of the vocabulary words. Provide time for students to create and practice their songs. Then, have groups share their songs with the class.

2. Distribute the Settling and Unsettling the West books to students. Review the different trails that settlers took to reach various destinations in the West. Ask students to compare and contrast these trails. Organize student responses on a chart on the board. Ask students to think about which trail they would have taken if they were emigrants in the 1800s and why. List reasons students provide in the chart. Tell students they will write a blog post that explains which trail they think is best and why.

3. Distribute copies of the My Opinion activity sheet (page 135) to students. Have students use the book and the chart on the board to complete their activity sheets. Then, have students write their blog posts on separate sheets of paper. Remind students to clearly state their opinions and support them with reasons and details. You may wish to have students type their blog posts and publish them on a class or school website.

• Challenge above-level learners to include persuasive language to convince other emigrants to take their chosen trails.

4. Explain to students that readers often comment on people’s blog posts. Have students read at least three of their classmates’ blog posts. Have them add comments at the bottom about the author’s opinions, evidence, or how they felt about the writing.

• Support below-level learners and English language learners with this task by providing them with sentence frames, such as: I agree/disagree with _______ because _______.

SummaryUse text features in the book to find examples of responsibilities, and write a n

SummaryWrite a blog post about which western trail students would take.

Settling and Unsettling the West (cont.)


UNITINTO THE W

EST2

Primary Source Activity Revisit 1. Display the I Will Go West primary

source. Have students review their annotated I Will Go West Analysis activity sheets from Day 1. Ask students what they learned about why settlers headed west in the 1800s. Discuss any unanswered questions about the primary source that students may have.


• Do you think the author of this song lived in the West? Why or why not?

• Does this song reflect push or pull factors? Explain your reasoning.

• How does the illustration at the bottom of the page support the themes of the song?

Activities from the Book • Advertise It! Activity—Read the

Advertise It! prompt aloud from page 28 of the Settling and Unsettling the West book. Have students work in small groups to create advertisements for frontier stores.

• Your Turn! Activity—Read the Your Turn! activity aloud from page 32 of the Settling and Unsettling the West book. Have students write lists of pros and cons for settlers deciding to move west.

Assessment 1. A short posttest, Settling and Unsettling

the West Quiz (page 136), is provided to assess student learning from the book.

2. A document-based assessment is also provided on page 137. This can be used to assess students’ abilities to analyze a primary source, or it can be used as another opportunity for analysis instruction.

3. The Interactiv-eBook activities in the Digital Resources may also be used for assessment purposes (optional).

SummaryRevisit the Primary Source Activity, write a rule for a classroom, and take the assessments.

SummaryRevisit the Primary Source Activity, create an advertisement for a frontier store, and take the assessments.


UNITIN

TO TH

E WES

T2

Name: _____________________________________________________________ Date: ______________________

I Will Go West AnalysisDirections: Carefully read the document. Write questions you have in the space around it.


UNITINTO THE W

EST2Name: _____________________________________________________________ Date: ______________________

KWL ChartDirections: Write what you know and what you want to know about the text. Then, write what you learned after you have read the book.

Know

Want to Know

Learned


UNITIN

TO TH

E WES

T2

Name: _____________________________________________________________ Date: ______________________

Push and Pull FactorsDirections: List four reasons people moved west in the 1800s. Circle whether each reason was a push or a pull factor and why it made people want to move.

1. ___________________________ was a (circle one)

factor.

Why did this make people want to move west? _______________________________

_____________________________________________________________________

2. ___________________________ was a (circle one)

factor.


_____________________________________________________________________

3. ___________________________ was a (circle one)

factor.


_____________________________________________________________________

4. ___________________________ was a (circle one)

factor.


_____________________________________________________________________


UNITINTO THE W

EST2Name: _____________________________________________________________ Date: ______________________

My OpinionDirections: Use the graphic organizer to plan your blog post about which trail you would take and why.


UNITIN

TO TH

E WES

T2

Name: _____________________________________________________________ Date: ______________________

Settling and Unsettling the West QuizDirections: Read each question. Choose the best answer. Fill in the bubble for the answer you have chosen.

1. Which sentence does NOT show the relationship between push and pull factors?

A Both made people want to move.

B Push factors made people want to leave a place, while pull factors attracted them to a new place.

C Both made people move west.

D They both had little effect on people in the 1800s.

4. What was the relationship between gold and the California Trail?

A People found gold along the California Trail.

B People traveled the California Trail to reach areas where gold had been found.

C People left California to find gold in Salt Lake City.

D Settlers left a trail of gold for people to follow.

2. Which of the following was a pull factor?

A Eastern cities were crowded.

B Gold was discovered in California.

C People worked long hours for little pay in factories.

D The South was destroyed after the Civil War.

5. What forced American Indians to settle in reservations?

A the Oregon Trail

B the Battle of the Little Bighorn

C the California Trail

D the Indian Removal Act

3. Why did Mormons want to move west in the 1840s?

A They wanted to find gold.

B They wanted to claim large amounts of land on the frontier.

C They wanted to practice their religion in peace.

D They wanted revenge for the killing of Joseph Smith.

6. Many people wanted to escape busy cities filled with factories. This is an example of a _______.

A push factor

B pull factor

C Trail of Tears

D homestead


UNITINTO THE W

EST2Name: _____________________________________________________________ Date: ______________________

Gold DiscoveredDirections: Look at the document closely. Then, answer the questions.

newspaper headline from March 15, 1848

1. What is the newspaper announcing?

_____________________________________________________________________

_____________________________________________________________________

2. Is this an example of a push factor or a pull factor? How do you know?

_____________________________________________________________________

_____________________________________________________________________

3. How do you think people felt when they read this? Why?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


learning objectives a o dsovr students will source activity (page 91) ... describing the...

Documents