ESE’s Model Curriculum Unit on Westward Expansion—High School Stage 1 – Desired Results ESTABLISHED GOALS G USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon Trails (H, E, G). A. the War of 1812 B. the purchase of Florida in 1819 C. the 1823 Monroe Doctrine D. the Cherokees’ Trail of Tears E. the annexation of Texas in 1845 F. the concept of Manifest Destiny and its relationship to westward expansion G. the acquisition of the Oregon Territory in 1846 H. the territorial acquisitions resulting from the Mexican War I. the search for gold in California J. the Gadsden Purchase of 1854 Transfer Students will be able to independently use their learning to… T1. Analyze conflicts to critically appraise historical claims and decisions. T2. Use learning to integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question, form an opinion, or solve a problem. T3. Write to inform and explain a topic, concept, or process to a variety of audiences. Meaning UNDERSTANDINGS U Students will understand that… U1. People move for a variety of new economic opportunities, greater freedoms, or to escape hardships. U2. Many Americans had naïve ideas about the opportunities and difficulties of moving west. U3. Geography and topography shaped the paths and impacted the journeys of Americans who moved to the West. U4. the U.S. has added land and territories throughout its history, it has often come with great costs. U5. The expansion of the U.S. has created and/or resulted in both diplomatic and armed conflict with other peoples and nations. U6. Specific individuals, even outside of elected officials, can have a profound impact on history. ESSENTIAL QUESTIONS Q Q1. Why do people move? Q2. How do geography and topography affect travel and settlement? Q3. Why did some survive and prosper in the West while others did not? Q4. Who were the winners and who were the losers in the settlement of the West? Q5. What happens when cultures collide? Q6. How have Americans’ perceptions of themselves and their role in world affairs changed over time? (Note to this overarching question now and students will build to it by the end.)
CEPA Rubric: Financial Literacy 4 Exceeds Expectations 3 Meets Expectations 2 Needs Improvement 1 Emerging The argument about the characters’ use of money Solid argument that demonstrates a deep understanding of the character’s motives and decisions, alternatives and consequences Argument about the character’s use of money acknowledges motives and provides alternatives and consequences Argument contains some reasons with some evidence and demonstrates some understanding Does not make an argument using evidences or consider alternatives or consequences The conclusion the character’s use of money includes evidence concerning earning, saving, spending, saving and/or sharing money. A nuanced understanding of character’s financial responsibility, synthesizing evidence from several sources. Conclusions are logical, and distinguish between needs and wants. Includes whether the character’s use of was responsible using evidence from more than one text. Conclusions are logical; and distinguish between a need and a want. Some understanding of the character’s responsibility in money, with some evidence; may distinguish between needs and wants, but not clearly. Does not an understanding or a conclusion about character’s use of money or reaches a conclusion with inadequate evidence. Format of textual evidence and citations Cites evidence in correct format from the informational texts and the novel read in class. Cites evidence from the informational texts read in class in the correct format some evidence correctly, which may or may not be in the correct format Evidence and/or citations are incomplete or absent Vocabulary relevant to financial literacy Uses academic and relevant domain-specific words and phrases correctly and creatively Uses academic and domain-specific words and phrases relevant to financial literacy correctly Uses a few relevant academic and and phrases correctly Uses few or no academic and domain-specific words and phrases Standard English conventions (sentence structure, grammar and and mechanics) Demonstrates control of standard English conventions Errors do not interfere with communication Errors somewhat interfere with communication of ideas Little control of sentence structure, grammar, mechanics specific