Westward Expansion Preview - Splash! Publications · a Westward Expansion topic, and complete Reading exercises that will strengthen their comprehension of expository and informational

Westward Expansion © 2009-Revised 2016splashpublications.com i

On behalf of Splash! Publications, we would like to welcome you to Westward Expansion, one of several books in our American History series. Since this curriculum was designed by teachers, we are positive you will fi nd it to be a comprehensive program to teach students about Westward Expansion. We would like to take a few moments to familiarize you with the program.

THE FORMATWestward Expansion is a ten lesson program. Our goal is a curriculum that you can use the very fi rst day you purchase our materials. No lessons to plan, comprehension questions to write, activities to create, or vocabulary words to defi ne. Simply open the book and start teaching.

Each of the 10 lessons requires students to complete a vocabulary activity, read about a Westward Expansion topic, and complete Reading exercises that will strengthen their comprehension of expository and informational text. In addition, each lesson includes a balanced mix of engaging hands-on lower and higher level activities for students to complete. Vocabulary quizzes, thought provoking discussion questions about famous people in history, research projects utilizing primary and secondary sources, scale mapping activities, and graphic organizers for journaling, expository writing, and game creation are the types of activities that will guide students through their journey of Westward Expansion.

THE LESSON PLANSOn the next several pages, you will fi nd the Lesson Plans for Westward Expansion. The Lesson Plans clearly outline what students must do before, during, and after each lesson. Page numbers are listed so that you will immediately know what you need to photocopy before beginning each lesson. The answers to all activities, quizzes, and comprehension questions can be found at the end of the Unit.

INTERACTIVE HISTORY NOTEBOOKIn addition to other higher-level activities, we have included step-by-step directions, templates, and patterns for 20 Interactive Notebook assignments and activities that students will create and glue into a History notebook. When fi nished, the History notebook will provide students with a long lasting Westward Expansion reference. A composition book works well for keeping the Interactive Notebook activities.

NOTE: Printing the Interactive Notebook assignments and activities on colored paper or requiring students to add color to the Interactive Notebook templates and patterns will add variety to their History notebooks.

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THE VOCABULARYEach lesson features words in bold type. We have included a Glossary on pages 287-293 to help students pronounce and defi ne the words. Unlike a dictionary, the defi nitions in the Glossary are concise and written in context. Remember, we’re teachers! Students will be exposed to these vocabulary words in the comprehension activities. They will also be tested on the vocabulary words seven times throughout their study of Westward Expansion.

Students will be responsible for creating Interactive Organizers and Foldables to help them study the vocabulary words. We don’t have to tell you that incorporating these new words into your Reading and Spelling programs will save time and make the words more meaningful for students.

STANDARDS: THE “BIG IDEAS”Standards help teachers prioritize instruction and connect the “big ideas” students need to know in order to advance. As a reading-based unit, Westward Expansion fosters literacy in Social Studies. At the same time that students are learning important factual content about Westward Expansion, they are meeting the Standards for English Language Arts and making connections to the “big ideas” in American History. Alignment to the 3rd-5th Grade ELA Standards is clearly noted in the Lesson Plans. Below is the legend used to abbreviate the Strands: RL = READING-LITERATURE

RI = READING INFORMATIONAL TEXT RF = READING FOUNDATIONS SKILLS

W = WRITING

SL = SPEAKING LISTENING

L = LANGUAGE

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THE COPYRIGHTRevised Edition, 2016Text Copyright © 2009 by SPLASH! Publications, Glendale ArizonaIllustration Copyright © 2009 by SPLASH! Publications, Glendale ArizonaAll rights reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system without permission in written form from the authors. Pages in Westward Expansion may be reproduced by the original purchaser only for use in the original purchaser’s classroom and may not be sold or used for purposes other than those specifi cally permitted by the authors.

Illustrations and cover design by Victoria J. Smith

ISBN 978-1-935255-07-9

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WESTWARD EXPANSION

LESSON ONE: THE NEW WORLD

ONE-POCKET VOCABULARY ORGANIZER ................................................................................... 1

THE NEW WORLD LESSON ......................................................................................................11

THE NEW WORLD READING COMPREHENSION ........................................................................14

PRIMARY AND SECONDARY SOURCES: CONSIDER THE SOURCE ..................................................15

FOUR-FOLD ORGANIZER .........................................................................................................16

VOCABULARY QUIZ PART I .....................................................................................................19

LESSON TWO: THE LOUISIANA PURCHASE

VOCABULARY BOOKLETS .........................................................................................................21

THE LOUISIANA PURCHASE LESSON ........................................................................................29

THE LOUISIANA PURCHASE READING COMPREHENSION ...........................................................33

LETTER WRITING: BE PERSUASIVE! ..........................................................................................34

CAUSE AND EFFECT ORGANIZERS ............................................................................................47

VOCABULARY QUIZ PART II ....................................................................................................54

LESSON THREE: THE LEWIS AND CLARK EXPEDITION

VOCABULARY FOLDABLES ........................................................................................................56

THE LEWIS AND CLARK K•W•L•H CHART PART I ..............................................................65

THE LEWIS AND CLARK LESSON ..............................................................................................68

THE LEWIS AND CLARK EXPEDITION READING COMPREHENSION .............................................73

FAMOUS PEOPLE: ZEBULON MONTGOMERY PIKE .....................................................................74

ZEBULON PIKE JOURNAL PAGE AND BOOKLET .........................................................................78

LEWIS AND CLARK K•W•L•H CHART PARTS II AND III ......................................................82

LEWIS AND CLARK K•W•L•H CHART PART IV: EXPOSITORY PARAGRAPH ...........................83

VOCABULARY QUIZ PART III ..................................................................................................91

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WESTWARD EXPANSION (CONTINUED) LESSON FOUR: THE SANTA FE TRAIL

ONE-POCKET VOCABULARY ORGANIZER ................................................................................ 93

THE SANTA FE TRAIL LESSON ...............................................................................................101

THE SANTA FE TRAIL READING COMPREHENSION .................................................................103

FAMOUS PEOPLE: DANIEL BOONE .........................................................................................104

FIND THE FIB GAME ..............................................................................................................107

FIND THE FIB TWO-POCKET ORGANIZER ...............................................................................120

LESSON FIVE: THE PACIFIC NORTHWEST

VOCABULARY FOLDABLES ......................................................................................................124

THE PACIFIC NORTHWEST LESSON ........................................................................................139

THE PACIFIC NORTHWEST READING COMPREHENSION ...........................................................143

FAMOUS PEOPLE: THE MAKAH .............................................................................................144

FAMOUS PEOPLE: ROBERT GRAY ............................................................................................146

PACIFIC NORTHWEST EXPERT’S JOURNAL ...............................................................................149

VOCABULARY QUIZ PART IV ................................................................................................171

LESSON SIX: THE TEXAS REVOLUTION

VOCABULARY BOOKLETS .......................................................................................................173

THE TEXAS REVOLUTION LESSON ..........................................................................................181

THE TEXAS REVOLUTION READING COMPREHENSION ............................................................185

INTERACTIVE TIME LINE ........................................................................................................186

FAMOUS PEOPLE: ANDREW JACKSON .....................................................................................190

VOCABULARY QUIZ PART V ..................................................................................................193

LESSON SEVEN: THE OREGON TRAIL

ONE-POCKET VOCABULARY ORGANIZER ...............................................................................195

THE OREGON TRAIL LESSON .................................................................................................203

THE OREGON TRAIL READING COMPREHENSION ...................................................................207

FAMOUS PEOPLE: GEORGE WASHINGTON BUSH.....................................................................208

FAMOUS TRAILS FLIP BOOK ...................................................................................................211

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WESTWARD EXPANSION (CONTINUED) LESSON EIGHT: THE MEXICAN WAR

VOCABULARY FLAPS .............................................................................................................216

THE MEXICAN WAR LESSON ................................................................................................219

THE MEXICAN WAR READING COMPREHENSION ...................................................................221

FAMOUS PEOPLE: JOHN C. FRÉMONT AND KIT CARSON ........................................................222

INTERACTIVE VENN DIAGRAM ...............................................................................................224

COMPARE AND CONTRAST PARAGRAPH .................................................................................228

VOCABULARY QUIZ PART VI ................................................................................................236

LESSON NINE: THE GOLD RUSH

VOCABULARY FOLDABLES ......................................................................................................238

THE GOLD RUSH LESSON ......................................................................................................244

THE GOLD RUSH READING COMPREHENSION ........................................................................249

THE GOLD RUSH ACCORDION FOLDABLE ..............................................................................250

FAMOUS PEOPLE: GEORGE CUSTER AND SITTING BULL ..........................................................259

POCKET TIME LINE ...............................................................................................................262

LESSON TEN: WESTWARD TRANSPORTATION

VOCABULARY FLAPS .............................................................................................................269

WESTWARD TRANSPORTATION LESSON ...................................................................................273

WESTWARD TRANSPORTATION READING COMPREHENSION .....................................................279

MAKING A SCALE MAP: THE PONY EXPRESS .........................................................................280

VOCABULARY QUIZ PART VII ...............................................................................................285

GLOSSARY ...........................................................................................................................287

ANSWER PAGES ....................................................................................................................294

BIBLIOGRAPHY.......................................................................................................................317

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1. Before reading The New World, students will: • follow directions to create a One-Pocket Vocabulary Organizer to glue into their History notebooks for allies, autobiography, biographies, boundaries, coast, colonists, debt, defeated, disputed, England, European, expansion, Great Britain, Great Lakes, independence, island, kidnapped, military, missions, mother country, New World, profi t, Revolutionary War, surrendered, treaty. (pps. 1-10) After reading The New World (pps. 11-13), students will: • answer The New World Reading Comprehension Questions. (pg. 14) • differentiate between primary and secondary sources. (pg. 15) • follow written directions to create a New World Four-Fold Organizer to glue into their History notebooks. (pps. 16-18) • take a Vocabulary Quiz for Westward Expansion Part I. (pps. 19-20)

THE NEW WORLD LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

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2. Before reading The Louisiana Purchase, students will: • follow directions to create Vocabulary Booklets to glue into their History notebooks for advised, capital, Caribbean, citizens, Congress, Constitution, contributions, elected, empire, exported, federal, mansion, navigate, negotiate, plantations, port, ratify, retreat, rumors, surplus, transport, variety. (pps. 21-28) After reading The Louisiana Purchase (pps. 29-32), students will: • answer The Louisiana Purchase Reading Comprehension Questions. (pg. 33) • write a persuasive letter to President Jefferson asking him not to buy the Louisiana Territory. (pps. 34-46) • create two Louisiana Purchase Cause and Effect Organizers to glue into their History notebooks. (pps. 47-53) • take a Vocabulary Quiz for Westward Expansion Part II. (pps. 54-55)

THE LOUISIANA PURCHASE LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.7, W.8, L.4A, L.4C, L.6

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3. Before reading The Lewis and Clark Expedition, students will: • follow directions to create Vocabulary Foldables to glue into their History notebooks for appendix, astronomer, border, botanist, captive, convince, culture, currents, escorted, expedition, frontier, governor, headwaters, historians, hostile, interpreter, keelboat, prairie, priests, regiment, siblings, surveyor, tomahawks, tuberculosis. (pps. 56-64) • complete Lewis and Clark K•W•L•H Chart Part I. (pps. 65-67)

After reading The Lewis and Clark Expedition (pps. 68-72), students will: • answer The Lewis and Clark Expedition Reading Comprehension Questions. (pg. 73) • read about Zebulon Pike and answer thought provoking discussion questions. (pps. 74-77) • use the information about Zebulon Pike to complete a Journal Page and Zebulon Pike Booklet. (pps. 78-81) • complete Lewis and Clark K•W•L•H Chart Parts II and III. (pg. 82) • use the Lewis and Clark K•W•L•H Chart to write an Expository Paragraph. (pps. 83-90) • take a Vocabulary Quiz for Westward Expansion Part III. (pps. 91-92)

THE LEWIS AND CLARK LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.2A, W.2B, W.2C, W.2D, W.2E, W.4, W.5, W.7, W.8, W.9B, W.10, L.4A, L.4C, L.6Pre

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4. Before reading The Santa Fe Trail, students will: • follow directions to create a One-Pocket Vocabulary Organizer to glue into their History notebooks for addicted, centuries, ceremonies, companions, competition, fertile, Great Plains, illegally, immigrated, infectious, North America, Pacifi c Northwest, pelts, pioneers, pursuit, Quakers, small pox, tortured, typhoid fever. (pps. 93-100) After reading The Santa Fe Trail (pps. 101-102), students will: • answer The Santa Fe Trail Reading Comprehension Questions. (pg. 103) • read about Daniel Boone and answer thought provoking discussion questions. (pps. 104-106) • research to create a Daniel Boone Find the Fib Game. (pps. 107-119) • follow written directions to construct a Two-Pocket Organizer to store their Find the Fib Games in their History notebooks. (pps. 120-123)

THE SANTA FE TRAIL LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.5, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.9B, L.4A, L.4C, L.6

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5. Before reading The Pacifi c Northwest, students will: • follow directions to create Vocabulary Foldables to glue into their History notebooks for ammunition, annual, artifacts, Asia, baleen, barbed, canine, circumvent, climate, confl ict, Continental Army, defend, descendants, estuary, fasted, generosity, harbor, harpoon, headquarters, herbivores, hostile, inactive, infl uence, inhabited, mammals, mountainous, omnivores, peninsula, poverty, predators, preserved, prey, province, recognition, recreation, resources, respect, retiring, ritual, rodents, sandbars, sculptures, shallow, species, talons, tension, tides, voyage, waterfowl. (pps. 124-138) After reading The Pacifi c Northwest (pps. 139-142), students will: • answer The Pacifi c Northwest Reading Comprehension Questions. (pg. 143) • read about the Makah and answer thought provoking discussion questions. (pps. 144-145) • read about Robert Gray and answer thought provoking discussion questions. (pps. 146-148) • read about mammals and birds of the Pacifi c Northwest and then create an Interactive Expert’s Journal to glue into their History notebooks. (pps. 149-170) • take a Vocabulary Quiz for Westward Expansion Part IV. (pps. 171-172)

THE PACIFIC NORTHWEST LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.5, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.7, W.8, W.9B, L.4A, L.4C, L.6Pre

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6. Before reading The Texas Revolution, students will: • follow directions to create Vocabulary Booklets to glue into their History notebooks for adobe, adopted, appointed, attorney general, Catholic, chronic, convention, delegate, enforced, execution, fi nancial, harsh, interfere, invaded, loyal, outnumbered, outraged, promoted, raids, rebelled, republic, resigned, Supreme Court. (pps. 173-180) After reading The Texas Revolution (pps. 181-184), students will: • answer The Texas Revolution Reading Comprehension Questions. (pg. 185) • construct an Interactive Time Line to glue into their History notebooks. (pps. 186-189) • read about Andrew Jackson and answer thought provoking discussion questions. (pps. 190-192) • take a Vocabulary Quiz for Westward Expansion Part V. (pps. 193-194)

THE TEXAS REVOLUTION LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.5, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.9B, L.4A, L.4C, L.6

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7. Before reading The Oregon Trail, students will: • follow directions to create a One-Pocket Vocabulary Organizer to glue into their History notebooks for acquired, Continental Divide, Christianity, devoted, discrimination, epidemic, exclusion, founded, gristmill, legislature, merchant, missionaries, Mormon, reservation, sawmill, servants, Sierra Nevada, veteran. (pps. 195-202) After reading The Oregon Trail (pps. 203-206), students will: • answer The Oregon Trail Reading Comprehension Questions. (pg. 207) • read about George Washington Bush and answer thought provoking discussion questions. (pps. 208-210) • use the lesson to create a Famous Trails Flip Book to glue into their History notebooks. (pps. 211-215)

THE OREGON TRAIL LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.5, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.9B, L.4A, L.4C, L.6

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8. Before reading The Mexican War, students will: • follow directions to create Vocabulary Flaps to glue into their History notebooks for basin, Civil War, contrast, estate, formation, inland, repossessed, senator, superior, Union Army. (pps. 216-218) After reading The Mexican War (pps. 219-220), students will: • answer The Mexican War Reading Comprehension Questions. (pg. 221) • read about John C. Frémont and Kit Carson and create an Interactive Venn Diagram to glue into their History notebooks. (pps. 222-227) • use the Interactive Venn Diagram to write a paragraph comparing and contrasting Frémont and Carson. (pps. 228-235) • take a Vocabulary Quiz for Western Expansion Part VI. (pps. 236-237)

THE MEXICAN WAR LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.5, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.2A, W.2B, W.2C, W.2D, W.2E, W.4, W.5, W.7, W.8, W.9B, W.10, L.4A, L.4C, L.6

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9. Before reading The Gold Rush, students will: • follow directions to create Vocabulary Foldables to glue into their History notebooks for admired, blacksmith, carpenter, Confederate Army, construction, customs, donation, former, lieutenant, prospectors, sacred, shafts, threatened, tributaries. (pps. 238-243) After reading The Gold Rush (pps. 244-248), students will: • answer The Gold Rush Reading Comprehension Questions. (pg. 249) • use the lesson to create a Gold Rush Accordion Foldable to glue into their History notebooks. (pps. 250-258) • read about George Custer and Sitting Bull and create a Pocket Time Line about the pair to glue into their History notebooks. (pps. 259-268)

THE GOLD RUSH LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.7, W.8, L.4A, L.4C, L.6

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10. Before reading Westward Transportation, students will: • follow directions to create Vocabulary Flaps to glue into their History notebooks for gliders, granite, inventor, manufactured, monument, public transportation, quarry, steamboat, telegraph, transcontinental, vessel. (pps. 269-272) After reading Westward Transportation (pps. 273-278), students will: • answer Westward Transportation Reading Comprehension Questions. (pg. 279) • use a scale ruler to measure the distance traveled by the Pony Express. (pps. 280-283) • use puzzle pieces to construct a Pony Express map showing the famous route. (pg. 284) • take a Vocabulary Quiz for Western Expansion Part VII. (pps. 285-286)

THE GOLD RUSH LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

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Westward Expansion © 2009-Revised 2016splashpublications.com 1

SPANISHCOLONIES

FRENCHCOLONIES ENGLISH

COLONIES

UNCLAIMEDTERRITORY

GULF OF

MEXICO

ATLANTIC OCEAN

PACIFICOCEAN

CANADA

MISS

IPPI

ISS

RIVER

The United States is a large area of land divided into 50 states. You probably know that a little more than 200 years ago, the United States contained just 13 states crowded along the Atlantic Coast. Have you ever wondered how and when the 37 other states were added? Studying about the history of the United States and Westward Expansion will help you answer this and many other questions.

ENGLISH COLONIES In 1585, English colonists from the Island of Great Britain sailed across the Atlantic Ocean and claimed land in the New World. Although the fi rst two colonies failed, England made plans to try again. Less than 150 years later, England had successfully established 13 colonies along the Atlantic Coast of America.

FRENCH AND SPANISH COLONIES Of course, England wasn’t the only country claiming land in the New World. By the time England’s 13 colonies were established, France had claimed Canada, the Mississippi River Valley, and most of the land in the Great Lakes region. Spain had taken control of Florida and a large area of land west of the Mississippi River.

SPANISH MISSIONS Each country built permanent settlements guarded by soldiers for protection. West of the Mississippi River, Spain built missions. Spanish soldiers kidnapped Native Americans and forced them to live and work at the missions. The Spanish government hoped that a trained army of Native American soldiers would help protect the land if Spain was attacked by another country.

WESTWARD EXPANSION LESSON ONE

2


THE NEW WORLD

1 How many states are in the United States? A 52

B 13

C 50 D 37

2 What can you learn by studying the map of English, French, and Spanish colonies? F English colonies were south of the Gulf of Mexico.

G Spanish colonies were south of the French colonies.

H There were no colonies west of the Atlantic Ocean. J French colonies were east of the English colonies.

3 Which country built missions for protection and kidnapped Native Americans?

A Spain B England C Great Britain D France

4 After reading about beaver furs, you get the idea that –

F Spain controlled most of the beaver hunting territories G Native Americans did not participate in the fur trade

H beaver furs were very popular in France and England J very little money was made trapping and trading beaver furs

Name ___________________________________

5 The French and Indian War was fought for – A control over beaver hunting territories B control of Spanish missions C control of the Mississippi River D control over Great Britain’s soldiers

6 According to the French and Indian War map, which country took control of Florida after the war?

F Spain G Great Britain

H France J The United States

7 Which country took control of Florida after the Revolutionary War? A Spain B Great Britain C France D The United States

Directions: Read each question carefully. Darken the circle for the correct answer.

3


In this activity, you will use what you have learned about the New World to make a Four-Fold Organizer that will tuck securely into your History notebook.

Using the patterns on the next two pages, follow the directions below to create and assemble your Four-Fold Organizer.

1. Cut out along all bold lines of the Four-Fold Organizer Pattern, Title, and Questions.

2. Fold the Four-Fold Organizer Pattern along the dotted lines so that the lines for writing are on the inside.

3. Glue each of the four Questions on the front side of the folded flaps of the Four-Fold Organizer Pattern.

5. Glue the completed Four-Fold Organizer onto the next blank page in your History notebook. Glue the Title above the Organizer.

4. Fold back each flap and write the answer to each question. Use proper capitalization, spelling, grammar, and punctuation.

FOUR-FOLD ORGANIZER

4


There are many new vocabulary words to learn before beginning your study of the New World. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Part IDirections: Using the Glossary provided by your teacher and the Vocabulary Word and Defi nition patterns, follow the directions below to create 25 Vocabulary Cards.

ONE-POCKET VOCABULARY ORGANIZER

1. Cut out each Vocabulary Word Pattern and Vocabulary Definition Pattern along all bold lines.

2. Using the Glossary as your guide, glue the correct Vocabulary Definition in the blank space under its matching Vocabulary Word.

missionary

plains

journal

voyage

journalvoyage

plainsmissionary

wide treeless areas of land

a person sent to spread

a religious faith

a journey that is usually made by water

a written record of

daily events

chosen or selecteda long sandy island that runs next to a shore and provides protection from hurricanes and tidal waves

caves

a religion based on the life and teachings of Jesus Christ

talked someone into doing something your way

plants and animals in danger of disappearing forever

destruction by wind and rain

journey for the purpose of exploring

large group of ships

a person who was originally from Spain

took someone without permission

corn

steep hills with flat tops

building, stone, or statue created to remember a person or event

to feel and express deep sadness

carving or drawing in rocks usually made by people who lived a long time ago

wide treeless areas of land

supplies of food taken on a trip

things found in nature that are valuable to humans

a bluish green stone that turns bright blue when polished

mission

preserve

North America

petroglyph

species

coast

voyage

convinced

3. Fold each completed Vocabulary Card along the dotted lines so that the Vocabulary Words and Definitions are on the outside. Glue the blank sides together.

VOCABULARYDEFINITIONS VOCABULARY

WORDSPrevi

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In 1801, Thomas Jefferson became the third president of the United States. Our country was still very young. It had only been 25 years since the 13 original colonies signed the Declaration of Independence and formed the United States of America. During its fi rst 25 years as a nation, the United States worked hard to form a fair system of government and a strong military. Citizens were taxed to pay for everything that a new country with 13 states needed. The United States Constitution was written. The Constitution outlined the way federal and state governments would be run. The Bill of Rights was written, guaranteeing certain rights and freedoms to every citizen of the United States. Three presidents, George Washington, John Adams, and Thomas Jefferson had already been elected. The nation’s capital had been moved from New York City to Washington, D.C. The White House had been built and President Jefferson was living and working in the mansion.

OUR COUNTRY’S NEIGHBORS During our country’s fi rst 25 years, the boundaries of the United States were much different than what is shown on a map today. The Mississippi River formed the western boundary of the United States. To the west of the United States was the Louisiana Territory. Remember, after losing the French and Indian War, France gave its territory in Louisiana to Spain. This included the city of New Orleans, a very important shipping port to the Gulf of Mexico. To the south of the United States was Florida, also controlled by Spain.

MISSISSIPPI

RIV

ER

GULF OF MEXICO

NEW ORLEANS

UNITED STATES

LOUISIANA TERRITORY

SPANISH TERRITORY

DISPUTED TERRITORY

WESTWARD EXPANSION LESSON TWO

6


VOCABULARY BOOKLETS

There are many new vocabulary words to learn before beginning your study of the Louisiana Purchase. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Directions: Choose the next three blank pages in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Templates, follow the directions below to create and glue Vocabulary Booklets securely into your notebook.

1. Cut each Vocabulary Template along all bold lines.

2. Cut out each Vocabulary Word along the bold line and fold along the dotted line. Using your Glossary, open each Vocabulary Booklet and write the definition inside.

3. Glue each folded Vocabualry Booklet on top of a square on the Vocabulary Template.

4. Glue each completed Vocabulary Template onto the next three blank pages of your notebook.

stalactites

European

treaty

citizens

biographies

surplus

VO

CA

BU

LARY

WO

RDS

VOCABULARY

VOCABULARY

VOCABULARY

7


Use the answers to the six pre-writing questions to write your persuasive letter. We write formal letters to important people, like presidents and government offi cials; and to businesses or companies when we have a complaint, a compliment, or a question.

A formal letter includes a heading, an inside address, a salutation, a body, a closing, and a signature.

Create a heading for your formal letter. The heading lets the person you’re writing to know where and when the letter was written. The heading of a formal letter should line up on the left side of the page.

You will need to know your school’s street address, city, state, zip code, and a date before the Louisiana Purchase to create your three line heading.

In the example below, notice the commas between the city and state and the day and year. Also notice that the date is before the actual Louisiana Purchase.

Example: 5859 Bellifort Avenue Houston, Texas 77033 October 7, 1803

_____________________________________________

_____________________________________________

_____________________________________________

HEADING

LETTER WRITING: BE PERSUASIVE!

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1. Cut out two Cause and Effect Patterns, six Labels, two Titles, and 12 Effect Statements along the dark solid lines.

2. Fold each Cause and Effect Pattern along all the dotted lines so that the words are on the inside.

3. Glue one Title on the bottom flap of each Cause and Effect Pattern.

4. Glue the Labels in their proper places on the outside of the Cause and Effect Patterns.

In this activity, you will analyze the causes and effects of major events before, during, and after the Louisiana Purchase.

Part I Choose the next two blank face-to-face pages in your History notebook. Follow the directions below and on the next page to assemble and glue two Cause and Effect Organizers securely into your History notebook.

CAUSE AND EFFECT ORGANIZERS

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In 1802, almost a full year before the United States purchased the Louisiana Territory, President Thomas Jefferson made plans to explore the unknown land west of the United States. He had heard that British settlers in Canada had a profi table fur trading business with Native Americans along the northern border of the United States and into the West. President Jefferson asked Congress to approve an expedition to explore, trade with Native Americans, and make maps of the area. The president told Congress he needed $2,500 and a small group of men for the journey. United States Army offi cers Meriwether Lewis and William Clark were chosen to lead the expedition. They were expected to bring back information about the land, plants, animals, and Native Americans. More importantly, President Jefferson hoped that Lewis and Clark would return with news about a water route that connected the Mississippi River to the Pacifi c Ocean.

PREPARING FOR THE JOURNEY The journey West would be dangerous. The expedition would pass through Spanish territory with thousands of hostile Native Americans. During the year before the expedition, Lewis and Clark traveled to present-day West Virginia to purchase rifl es, knives, tomahawks, and other weapons from West Virginia’s military stores. They also traveled to Philadelphia and bought medicine, tents, tools, kettles, tobacco, gunpowder, and gifts for the Native Americans they planned to meet along their journey. In addition, Meriwether Lewis spent time with an astronomer, a botanist, a surveyor, and a doctor. The team needed to be completely prepared for everything they might see during the expedition.

LEWIS AND CLARK

WESTWARD EXPANSION LESSON THREE

10


VOCABULARY FOLDABLES

There are many new vocabulary words to learn before beginning your study of the Lewis and Clark Expedition. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Directions: Choose the next three blank pages in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Templates, follow the directions below and on the next page to create and glue three Vocabulary Foldables securely into your notebook.

VOCA

BULA

RY

1. Cut each Vocabulary Template along all bold lines and fold along the dotted line.

2. Glue one Vocabulary Template onto the blank notebook page on the left and one on the blank facing page on the right. Do the same on the next blank page of your notebook.

VOCABULARY

11


ZEBULON PIKE JOURNAL PAGE

Zebulon Montgomery Pike was born on

_______________________________________ .

He was the second oldest of eight children.

Zeb, as he was nicknamed, was the only child

in the Pike family to ____________________

_______________________________________ .

Zeb never went to school, but he enjoyed

_______________________ and learned to

speak ________________________________________________ . At the age of 15,

Zeb joined his father’s military regiment and helped _______________________

_________________________________________ . In the summer of 1805, Zebulon

was sent on an expedition to fi nd the source of the _________________________

River. He never found what he was looking for, and on April 30, 1806, Zeb and

his men returned to ______________________ . During his Southwest Expedition,

Zeb and his men followed the Arkansas River into _________________________ .

Zeb and a few soldiers split from the group and tried to climb the tallest peak of

a mountain they named ______________________________ . Though they never

reached the top of the 14,000 foot mountain, it was later named _____________

______________________ . Almost a year after his expedition started, Zeb Pike

returned to New Orleans. He brought detailed reports about his journey and

two ___________________________ that he gave to ________________________ .

12


Part IIIFollow the directions below to assemble and glue your Zebulon Pike Booklet onto the blank page on the right side of your History notebook, across from the Journal Page.

1. Cut out the Booklet Outline along the dark solid lines. Then cut out the rectangle with the questions.

2. Fold along the dotted line so the flap covers the answers to the questions.

3. Glue the rectangle with the questions on top of the folded flap as shown above.

4. Glue the completed Booklet onto the right side of your notebook.

ZEBULON PIKE BOOKLET

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FAMOUS PEOPLE: DANIEL BOONE

Daniel Boone was born on October 22, 1734. He was the sixth of eleven children in a family of Quakers. His father, Squire Boone, had immigrated to Pennsylvania from England in 1717. Squire and his wife Sarah built a log cabin in Pennsylvania where Daniel and his siblings were born.

DANIEL BOONE’S EARLY LIFE Daniel learned how to use a rifl e at a very young age. He hunted with boys from nearby Native American villages. Hunting took up most of Daniel’s time and left little opportunity for him to go to school. He was taught to read and write from his older family members. He often took the Bible and his favorite books with him on hunting trips. At night, Daniel would read aloud to his hunting companions around the light of the campfi re. At the age of 21, Daniel Boone fought in the French and Indian War. He and other colonists tried to drive the French and their Native American allies out of Ohio. After returning home, Daniel married Rebecca Bryan. The couple had 10 children.

THE LONG HUNTS Hunting kept Daniel Boone away from his family for long periods of time. Almost every autumn, Boone would go on “long hunts,” which took him deep into the wilderness for months. He hunted deer in the autumn and trapped beaver and otter during the winter. After returning from these hunting trips, Boone would sell the skins and pelts to fur traders. It was during one of Daniel Boone’s “long hunts” that he learned about present-day Kentucky. Fertile land and forests full of fur-bearing animals attracted Boone to the area. Unfortunately, Kentucky was beyond the border of the 13 original colonies and off limits to British colonists. Great Britain had set this land aside for Native Americans after the French and Indian War.

DANIEL BOONE

14


In this activity, you will use what you have learned about Daniel Boone to make a Find the Fib Game to add to your History notebook.

Part IDirections: 1. Use your scissors to cut apart twenty Find the Fib Cards, Answer Key, and two Answer Sheet Cards along the bold outside lines. 2. Neatly color the picture on the front of each card.

3. Use the information you have read about Daniel Boone, encyclopedias, books in the library, the Internet, and other primary and secondary sources to fi nd 15 true facts about Daniel Boone.

4. Write each fact on a separate card using correct capitalization, spelling, and punctuation. You must fi t the whole fact on one side of the card.

5. Make up 5 false facts, or “fi bs” about Daniel Boone. Make each fi b as believable as possible so that it can’t be easily seen as a fi b.

6. Write each fi b on a separate card, just like you did with the true facts. Again, use correct capitalization, spelling, and punctuation, and fi t the whole fi b on one side of the card. 7. Fold each Find the Fib Card in half along the dotted line so that the words are on the outside. Glue the blank sides together.

8. Mix and shuffl e all of the Find the Fib Cards together, so the true facts and fi bs are mixed. 9. Number the cards 1-20. 10. Use the Answer Key Card to make an answer key for yourself so you will know which cards contain the true facts and which cards contain the fi bs.

11. Fold and glue the Answer Key Card and two Answer Sheet Cards so the words are on the outside and the blank sides are glued together.

12. Give your Find the Fib Game and Answer Sheet Cards to two other students. Each student should write his or her name on one Answer Sheet Card and use it to list which cards are true and which cards are fi bs. Use your Answer Key to grade each student.

FIND THE FIB GAME

Find the FibAt the age of 21, Daniel

Boone fought in the

French and Indian War,

using colonists to drive

the French and their

Native American allies

out of Ohio.

Card Number 15

Daniel Boone

15


ELK

Elk are large deer-like herbivores. Herbivores are

Elk can be easily spotted by

In the Pacific Northwest, elk can be found

They eat mostly

Two interesting facts about elk are

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PACIFIC NORTHWEST EXPERT’S JOURNAL

Part IIUsing your completed Journal Pages and Cover, follow the directions below to assemble and glue your Pacifi c Northwest Expert’s Journal onto the next blank page of your History notebook.

1. Cut out each of the Journal Pages along the dark solid lines. Cut out the rectangle with the picture on it.

2. Fold each Journal Page along the dotted line so the flap covers the blank right side of each Journal Page.

3. Glue the rectangle with the picture on it on top of the folded flap as shown.

4. Fold each Journal Page in half as shown.

5. Organize the Journal Pages, standing them side by side and gluing them together to form a book.

7. The last page of your Expert’s Journal should be blank. Use it to glue the completed Expert’s Journal onto the next blank page of your notebook.

6. Cut out the Journal Cover that you colored along the bold lines and glue it to the blank space on the front of the Expert’s Journal.

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By 1820, news had reached the United States that there was plenty of land and adventure west of the Mississippi River. The United States had become too crowded. Families wanted to own huge areas of land where they could build houses and farms. Stories of brave mountain men and the creation of the Santa Fe Trail made Americans anxious to travel West.

STEPHEN FULLER AUSTIN Moses Austin, an American businessman, was granted permission from the Spanish government to bring Catholic settlers to Texas. Moses died before he could carry out his plans. His son, Stephen F. Austin, set out to complete his father’s task. A few months after his father’s death, Stephen Austin learned that Mexico had declared its independence from Spain. At fi rst, the Mexican government refused to honor Moses Austin’s agreement with the Spanish government. Stephen Austin traveled to Mexico City and convinced the Mexican government to honor the agreement between his father and Spain.

AMERICANS IN TEXAS In 1822, Stephen Austin arrived in Texas with 300 Catholic families. They established the Colony of Austin along the Brazos and Colorado rivers. Each Catholic family in the colony received 2,300 acres of free land. Other American families received the same offer of land from the Mexican government. Soon, thousands of Catholic pioneers traveled to Texas with their black slaves. The settlers planned to use their slaves to help them grow cotton in Texas. Other Americans pretended to be Catholic so they could also receive free land. By the end of the 1820s, there were more than 20,000 Americans living in Texas. Mexicans who lived in Texas were against slavery. They were angry with the Americans for bringing their slaves with them.

STEPHEN F. AUSTIN

WESTWARD EXPANSION LESSON SIX

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In this activity, you will use what you have learned about the Texas Revolution to make an Interactive Time Line that tucks securely into your History notebook.

Directions: Choose the next blank page in your History notebook. Using the Texas Revolution lesson and the Time Line Patterns, follow the directions below and on the next page to create an Interactive Time Line.

INTERACTIVE TIME LINE

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

1. Cut out the five Time Line Event Patterns along the outside bold lines.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

Glue andattach to

timeline

4. Again, fold each Time Line Event Pattern in half using the dotted line.

__________________________

__________________________

__________________________

__________________________

_____________

__________________________

__________________________

__________________________

__________________________

_____________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

Glue andattach to

timeline

Glue andattach totimeline Glue and

attach totimeline

3. Fold each Time Line Event Pattern in half using the center dotted line. Glue the blank sides together.

Glue and

attach to

timeline

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

2. Use the lesson to write two facts on the lines of each Time Line Event Pattern. Use correct capitalization, spelling, and punctuation. _____________

________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

19


By the 1840s, many things had changed in the United States. In less than 70 years as a nation, the United States had organized a strong government, more than doubled its size with the Louisiana Purchase, moved thousands of Native Americans to Indian Territory, and acquired the state of Texas. The profi table fur trade had been expanded into the Pacifi c Northwest. News of fertile land and wide open spaces in Oregon Country made Americans want to travel West.

AMERICAN MISSIONARIES Some of the fi rst Americans to travel to the Pacifi c Northwest were not families searching for fertile farm land. They were missionaries. The trip was dangerous, but missionaries were willing to risk their lives to help the area’s Native Americans. In March 1836, American doctor Marcus Whitman and missionary Henry Spalding loaded their supplies in two large wagons. They left St. Louis and headed toward Oregon Country. Dr. Whitman and Henry Spalding took their wives, Narcissa Whitman and Eliza Spalding, and a group of 70 fur traders. As they traveled, the Whitmans and Spaldings depended upon hunters in their party to supply them with buffalo meat. They used milk and beef from 15 cows they brought with them on their journey. The heavy wagons were not able to cross the Rocky Mountains. They were forced to leave their wagons and most of their supplies and cross the mountains on mules.

ARRIVING IN OREGON COUNTRY Six months after leaving St. Louis, the Whitmans and Spaldings reached Oregon Country. Narcissa and Eliza were the fi rst white women to cross the Continental Divide. The Whitmans built a mission in present-day Washington. They planned to teach the Cayuse (kie•YOOS) people about farming and Christianity. The Spaldings traveled on to Idaho. They founded a mission among the Nez Percé (nay•pair•SAY) people.

NARCISSA WHITMAN

WESTWARD EXPANSION LESSON SEVEN

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Beginning in the early 1800s, pioneers headed West traveled along one of fi ve famous trails. In this activity, you will make a Famous Trails Flip Book to add to your History notebook. Directions: Choose the next blank page in your History notebook. Using the Outside and Inside Tab Patterns, follow the directions below and on the next page to create and glue a Famous Trails Flip Book securely into your History notebook.

1. Cut out all three Tab Patterns, Title, and the Tab Labels along the dark solid lines.

2. Fold all three Tab Patterns inward along the dotted lines.

3. Starting with the Outside Tab Pattern, glue along the dotted lines.

4. With the folded Outside Tab Pattern on the bottom, place the folded edge of an Inside Tab Pattern on top of the glued dotted line as shown.

FAMOUS TRAILS FLIP BOOK

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There are only two ways for a country to gain new territory: buy it like the United States did with the Louisiana Purchase, or win it in a war. By 1846, Americans had been traveling along the Oregon and Santa Fe trails for more than 20 years. The United States became interested in taking control of Mexico’s land in the West. Remember, Americans came up with the phrase “Manifest Destiny.” They believed it was God’s will for the United States to extend from the Atlantic to the Pacifi c oceans. The United States was especially interested in California. The Mexican government refused to sell California to the United States. Mexico and the United States also argued over boundaries. The two countries could not agree on the southern boundary of Texas. It seemed the only way to gain more land and settle the boundary dispute was to go to war. In 1846, the United States declared war on Mexico. Though Mexico was better prepared for the war, the United States had stronger leaders and superior equipment. From 1846 to 1847, the United States won almost every battle fought. American armies were led by famous men Colonel Stephen Kearney, Kit Carson, John C. Frémont, Captain Philip Cooke, and Pauline Weaver. They marched in and easily took over Santa Fe, Los Angeles, Tucson, and other Mexican territories.

A PLAN FOR PEACE Within a short time, Mexico had lost four times as many men in battle than the United States. In the spring of 1847, President James Polk sent Nicholas P. Trist to discuss a peace treaty with Mexico. President Polk hoped this would end the war. The president of Mexico refused to talk about peace with the United States. The Mexican War continued. In August, the United States Army marched into Mexico City and captured Mexico’s capital. Mexico’s president stepped down from power, and a new government took control in Mexico. The new leaders feared if they didn’t sign a peace treaty with the United States, the war would continue. More Mexican land and lives would be lost.

WESTWARD EXPANSION LESSON EIGHT

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1. Cut out each Vocabulary Flap pattern along bold lines and fold along the dotted lines of each pattern.

2. Arrange five Vocabulary Flaps (one in front of the other) with the Cover Flap at the very back. Open up the Cover Flap so it can cover all the Vocabulary Flaps.

3. Staple all the Vocabulary Flaps together on the left side.

4. Glue the left side down over the staple, and fold over the Cover Flap.

6. Glue the completed Vocabulary Flap on the next blank page of your notebook.

5. Lift the flap of each word. Use the Glossary to write the word’s definition.

7. Follow the same six steps with the remaining Vocabulary Flap Patterns to create a second Vocabulary Flap. Glue the second Vocabulary Flap right below the first one in your notebook.

offshore

offshore

There are a few new vocabulary words to learn before beginning your study of theMexican War. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Directions: Choose the next blank page in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Flap Patterns, follow the directions below to create and glue two Vocabulary Flaps securely into your notebook.

VOCABULARY FLAPS

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Part IIUsing your completed Venn Diagram Outline and the Venn Diagram Pattern, follow the directions below to assemble and glue your Interactive Venn Diagram onto the next blank page of your History notebook.

1. Cut out along all bold lines of the Venn Diagram Outline and the Venn Diagram Pattern.

2. Fold along the dotted line.

3. Glue the Venn Diagram Outline under the folded flaps of the Venn Diagram Pattern.

4. Glue the completed Venn Diagram onto the next blank page of your notebook.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

INTERACTIVE VENN DIAGRAM

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COMPARE & CONTRAST PARAGRAPH

Use your Interactive Venn Diagram to write a paragraph comparing and contrasting John C. Frémont and Kit Carson. A good paragraph includes a topic sentence, four supporting sentences, and a closing sentence.

Write a topic sentence clearly stating that you will be comparing John C. Frémont and Kit Carson. A topic sentence starts a paragraph. Below is an example of a topic sentence for a paragraph comparing Abraham Lincoln and Jefferson Davis.

Example: Abraham Lincoln and Jefferson Davis were Civil War leaders with unique leadership styles and different goals for the outcome of the war.

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________ .

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In 1848, just a few months before the Treaty of Guadalupe-Hidalgo ended the Mexican War, something happened that changed the history of the United States forever. In California, John Sutter was having a sawmill built on his property. He hired a carpenter named James Marshall to be in charge of the construction. Mr. Marhsall and his crew were building the sawmill on the American River, near present-day Sacramento. It was there, in the muddy waters of the American River, that James Marshall found gold nuggets. John Sutter tried to keep James Marshall’s discovery quiet. He did not want people entering his property to search for gold. Within a few months, the secret was out. Most of Sutter’s workers left him in search of their own fortunes. Sutter was unable to keep hundreds of prospectors from trampling his land, destroying his crops, and killing his cattle. People all around him were “striking it rich,” but John Sutter lost everything and died a poor man.

THE FORTY NINERS Within a year of James Marshall’s discovery, thousands of people from the United States and other countries traveled to California to claim a piece of gold for themselves and hopefully become rich. Gold-seekers from Australia, New Zealand, Hawaii, and China traveled across the ocean by boat. Prospectors from the United States and Mexico arrived on horseback and in covered wagons. Nearly 100,000 people traveled to California during that fi rst year. Because the year was 1849, they became known as the “Forty Niners.”

WESTWARD EXPANSION LESSON NINE

26


Part IIIFollow the directions below to assemble the pages and glue your Accordion Foldable onto the blank page on the right side of your notebook.

1. Glue tab A to the back of the next page to make an accordion.

A

2. Glue tab A from the last page onto the right side of your notebook.

THE GOLD RUSH ACCORDION FOLDABLE

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FAMOUS PEOPLE: GEORGE CUSTER AND SITTING BULL

GEORGE ARMSTRONG CUSTER

George Armstrong Custer was born on December 5, 1839, in New Rumley, Ohio. His father was a farmer and a blacksmith. As a child, George was sent to live with his half-sister in Michigan where he attended school. After graduating from high school, Custer became a teacher. In 1861, Custer graduated last in his class from the United States Military Academy. Ordinarily, someone who graduated last in his class would not become a high ranking offi cer in the military. George was lucky. The Civil War had just started and the Union Army was in need of offi cers. He became a second lieutenant and led battles against the Confederate Army. Lieutenant Custer was admired by other soldiers for his bravery and fearless leadership. He was even made a temporary general during the war. After the Civil War, the United States Army reduced General Custer’s rank to captain. Custer planned to earn back his military rank of general by helping the United States government with its battle against hostile Native Americans in the West.

SITTING BULL Sitting Bull was born in 1831, near the Grand River in South Dakota. For the fi rst year of his life in the Lakota Sioux (SOO) tribe, he was known as Jumping Badger. He received the name “Slow” because of his careful speech and ability to take food and objects without being caught. As a young boy, Slow loved to run and ride horses. He learned to shoot a bow and arrow and killed his fi rst buffalo when he was just 10 years old. At the age of 14, Slow fought in his fi rst battle against enemies of the Crow tribe. He knocked a Crow warrior from his horse. His father was so proud, he changed Slow’s name to Sitting Bull. Sitting Bull grew up to be a fearless leader who had the ability to communicate with animals and the spiritual world. During the Civil War, he led his warriors in attacks against United States soldiers and white settlers who invaded Sioux hunting grounds and tried to push the Sioux from their land in the Dakotas. For his bravery and outstanding leadership abilities, Sitting Bull was chosen to be chief of the entire Sioux Nation.

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Part II: Using your fi nished Time Line Events, Envelope Template, and Time Line Title, follow the directions below and on the next page to assemble and glue your Pocket Time Line onto the next blank page of your History notebook.

1. Take out the Envelope Template that you cut out along the bold lines. Color the pictures on the front of the Envelope.

2. Fold the Envelope Template along all dotted lines so that the tabs are in the back.

3. Glue the tabs to the back of the Envelope Template so that the top is open.

TABTA

B

TAB

TAB

POCKET TIME LINE

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In 1860, the Pony Express successfully delivered the mail in 10 days. The journey stretched for almost 2,000 miles from Missouri to California. Riders required a fresh horse every 10 to 15 miles. A map helps us track the movement of the Pony Express by giving us a small view of a big place. It would be impossible to show nearly 2,000 miles on a map that sits on your desk or fi ts on this piece of paper. Map makers use scale rulers to measure the long distances from place to place.

The scale ruler below can be used to measure the miles traveled by the Pony Express as the riders made their way to California. Each line on the ruler represents 10 miles traveled by the Pony Express. Every ten lines on the ruler equals 100 miles. The 100-mile lines on the ruler have been clearly labeled. Laying the ruler along the Pony Express route drawn on a map will show you long distances traveled without ever leaving your classroom!

• Since the route is not perfectly straight, we will need to measure it in two parts.

• First, place the straightest part of the Pony Express route along the ruler as shown above.

• Make sure you line up the end of the ruler with the end of the horse hooves.

• Since we are measuring in miles, this part of the Pony Express route measures 130 miles.

THEN

• Rotate the route so you can fi nish measuring. Again, place the ruler as shown above.

• This part of the Pony Express route measures 170 miles.

• Add both measurements to get the entire length of the Pony Express route.

• 130 miles + 170 miles equals 300 miles.

MAKING A SCALE MAP: THE PONY EXPRESS

MEASURING USING A SCALE RULER:

This part of the Pony Express route is 300 miles long! This is just one example of a scale ruler. The map maker decides the distance that will be represented on the ruler. On some maps, for example, each line on a ruler might represent 10 feet, 50 miles, or 1,000 kilometers.

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1. Using your scale ruler, measure the distance the Pony Express traveled through Kansas.

WORK SPACE:

ANSWER:

120 50170

+

170 miles

3. Using your scale ruler, measure the distance the Pony Express traveled through Colorado.

WORK SPACE:

ANSWER:

PART ONE

In the fi rst part of this activity, you will measure distances using a scale ruler.

Directions: Cut out the scale ruler from the fi rst page. (Be careful when cutting out the ruler. Make sure you don’t cut off the front of the ruler because this will affect your measurements.) Measure the distance in miles that the Pony Express riders traveled on their way to California. Kansas has been done for you.

2. Using your scale ruler, measure the distance the Pony Express traveled through Missouri.

WORK SPACE:

ANSWER:KANSAS

MISSOURI

COLORADO

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PART TWO: PUT IT ALL TOGETHER

In the second part of this activity, you will piece together the route traveled by the Pony Express.

Directions: Cut out the scale maps below. Using a current map of the United States, arrange the maps in their proper order. When you are sure you have the maps in the correct order, glue them onto a separate piece of construction paper. Now you can clearly see the route traveled by the Pony Express riders from Missouri to California.

COLORADO

MISSOURINEBRASKA

NEVADA

UTAH

WYOMING

KANSAS

CALIFORNIA

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WESTWARD EXPANSION

PART VIIDirections: Match the vocabulary word on the left with its defi nition on the right. Put the letter for the defi nition on the blank next to the vocabulary word it matches. Use each word and defi nition only once.

Name ____________________________

VOCABULARY QUIZ

1. ______ admired

2. ______ transcontinental

3. ______ blacksmith

4. ______ telegraph

5. ______ steamboat

6. ______ quarry

7. ______ carpenter

8. ______ prospectors

9. ______ monument

10. ______ inventor

11. ______ construction

12. ______ manufactured

13. ______ shafts

14. ______ public transportation

A. people who explore areas for gold or other minerals. B. well liked. C. stretching across a continent. D. long, narrow openings dug into the Earth. E. building, stone, or statue created to remember a person or event. F. work that involves putting something together.

G. large boat.

H. open pit that provides stones for building. I. a boat that is powered by a steam engine. J. light aircraft without engines that fl oat through the air. K. a system that moves groups of people from one place to another. L. a machine used to send coded messages over a wire. M. a craftsman who heats and hammers iron into different shapes.

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ac•quired gained ownership of.

ad•dict•ed not able to stop participating in harmful activities like drinking alcohol or using drugs.

ad•mired well liked.

a•do•be a heavy clay used for making bricks.

a•dop•ted accepted and put into action.

ad•vised helped make a decision and gave advice.

al•lies groups of people who come together to help one another in times of trouble.

am•mu•ni•tion bullets and explosive items used in war.

an•nu•al an event that takes place once a year.

ap•pen•dix a small pouch located at the upper end of the large intestine.

ap•point•ed chosen or selected.

ar•ti•facts objects and tools used by early humans for eating, cooking, and hunting.

A•sia the world’s largest continent with more than half of the Earth’s population.

as•tron•o•mer a scientist who studies the stars and planets.

at•tor•ney gen•er•al the highest law offi cer of the state.

au•to•bi•og•ra•phy the story of your life written by you.

ba•leen the bendable substance taken from the upper jaw of certain whales.

barbed sharp pointed hooks.

ba•sin a low point in the Earth’s surface that is surrounded by higher land.

bi•og•ra•phies stories of a person’s life written by someone else.

black•smith a craftsman who heats and hammers iron into different shapes.

bor•der lie right next to something.

bot•a•nist a scientist who studies plants.

bound•a•ries dividing lines.

ca•nine pointed, cone-shaped teeth.

cap•i•tal the city that serves as the center of government for the state or nation.

cap•tive a prisoner who has been taken by force without permission.

34


THE TEXAS REVOLUTION TIME LINE

APRIL 21, 1836 DECEMBER 29, 18451822 MARCH 6, 18361832

THE BATTLE ATTHE ALAMO

STEPHEN AUSTIN ARRIVES IN TEXAS

THE END OF THETEXAS REVOLUTION

TEXAS BECOMESA STATE

STEPHEN AUSTIN ISSENT TO JAIL

THE TEXAS REVOLUTION TIME LINE GRADING CHART

3 2 1 0CRITERIA

TIME LINEEVENTS

SCORE

TOTAL

TIME LINEASSEMBLY

CONVENTIONScapitalization, spelling,

punctuation

Correctly cut, folded, and wrotetwo facts on the lines of each Time Line event.

Didn’t attempt to cut, fold, orwrite facts on the lines of anyof the Time Line events.

Followed directions correctly to assemble and glue an Interactive Time Line with 5 events into notebook.

Didn’t attempt to assemble or glue an Interactive Time Lineinto notebook.

Had less than 4 conventionerrors in Interactive Time Line.

Had 4 - 8 convention errors in Interactive Time Line.

Had 9-11 convention errors in Interactive Time Line.

Had more than 11 convention errors in Interactive Time Line.

Correctly cut, folded, and wroteone fact on the lines of eachTime Line event.

Correctly cut, folded, and wroteone fact on the lines of at leasthalf of the Time Line events.

Followed directions correctly to assemble and glue an Interactive Time Line with 4events into notebook.

Followed directions correctly to assemble and glue an Interactive Time Line with 1-3events into notebook.

35


FAMOUS TRAILS FLIP BOOK GRADING CHART

3 2

1 0

CRITERIA

FLIP B

OOKT

OPICS

SCORE

TOTAL

FLIP B

OOKA

SSEMBLY

CONVENTIONS

capitalization, spelling, punctuation, grammar

Wrote about 5 topics in

Flip Book using one factfrom

lesson and one factfrom

another source.

Didn’t attempt to write

about any topics in FlipBook.

Followed directions correctly to cut and assem

ble Flip Book in History notebook.

Followed directions correctly to cut OR assem

ble Flip Book in History notebook.

Cut and assembled Flip Book in History notebook but clearly did not follow directions.

Didn’t attempt to cut or

assemble Flip Book in

History notebook.

Had less than 5 conventionerrors in finished Flip Book.

Had 5 – 7 convention errors in finished Flip Book.

Had 8 –11 convention errors in finished Flip Book.

Had more than 11 errors in

finished Flip Book.

Wrote about 3-4 topics in



another source.

Wrote about 1-2 topics in



another source.

36


COMPARE AND CONTRAST PARAGRAPH GRADING CHART

TO

PICS

ENTENCE

CO

NVENTIONS

spelling, gramm

ar, capitalization, punctuation,

sentence structure

FINAL

DRAFT

CRITERIA

32

10

Wrote a topic sentence that

clearly introduced theparagraph.

Didn’t attempt to w

rite atopic sentence.

Made less than 6 convention

errors.M

ade 6 – 9 convention errors.M

ade 10 –15 convention errors.

Made m

ore than 15 convention errors.

Neatly wrote or typed final draft

indenting the topic sentence. Didn’t attem

pt to write or

type a final draft.

SCO

RE

TOTAL

Started, but didn’t finish w

riting a topic sentence.

SUPPO

RTINGS

ENTENCEScom

paring

Wrote tw

o supporting sentences com

paring howthe tw

o topics were alike.


rite anysupporting sentences tocom

pare how the tw

o topicsw

ere alike.

Wrote a final draft but w

as m

essy or topic sentence was not

indented OR typed a final draft but did not indent topic sentence.

Attempted but didn’t finish

writing or typing a final draft.

Wrote a topic sentence, but

did a poor job of introducing the paragraph.

Wrote one supporting

sentence comparing how

the tw

o topics were alike.

Wrote one or two supporting

sentences, but didn’t compare

how the two topics were alike.

SUPPO

RTINGS

ENTENCEScontrasting

Wrote tw

o supporting sentences contrasting howthe tw

o topics were different.


rite anysupporting sentences tocontrast how

the two topics

were different.

Wrote one supporting

sentence contrasting how

the two topics w

ere different.

Wrote one or two supporting

sentences, but didn’t contrast how the two topics were different.

CLO

SINGS

ENTENCE

Wrote a closing sentence

that clearly reminded the

reader what the paragraph

was about.


rite aclosing sentence.

Started, but didn’t finish w

riting a closing sentence.

Wrote a closing sentence

but did a poor job ofrem

inding the reader what

the paragraph was about.

Previ

ew

Copy

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