S+Whitney,+Christopher

**Office:Ed Center Lobby**
 * Teacher: Mr. Whitney**

**Office Hours:Tues and Thurs 2-3:30** ** email: christopher.whitney1@maine.edu **

=Summary of Unit= During this unit students will learn about the expanding U.S. nation during the 1820-1850’s. We will explore the paradigm shift that helped America double in size over the course of these years. Students will study events such as the Mexican American War, the Trail of Tears, and the Monroe Doctrine. By the end of this unit students will have a deeper understanding of the United States during this time period and how the expanding nation contributed to a new national identity.

=Establish Goals=

Maine Learning Results Content Area: Social Studies Standard Label:E History Standard:E1 Historical Knowledge, concepts themes and patterns. Students understand major eras, themes and historical influences in U.S and World History. Performance Indicators: A, D = = =Students will understand that= •westward expansion contributed to a new American identity. • there were many influential people who contributed to the paradigm shift •the act of westward expansion was dangerous and hard.

= = =Essential Questions= •How did the implications of the Mexican American War effect this paradigm shift? •How did events during the 1815-1850's explain the shift? •Why was Santa Anna so important to the Mexicans in the war?

= = =Students will know= Terms: Monroe Doctrine,Missouri Compromise,God Wills it,expansion, Manifest Destiny •events: Mexican American War, John Brown raids, Trail of Tears, Presidency of Andrew Jackson people: James Monroe, Andrew Jackson, Santa Ana, Indian Tribes

= = =Students will be able to= •explain that Americans moving west created a new national identity • interpret migration patterns taken by Americans moving west. •design a plan showing a way to get to the west coast safely. •analyze migration patterns •role Play important events with reasonable accuracy. • be Aware of important people and dates that contributed to the paradigm shift.

**Performance Task Overview** You are an aspiring cartographer who is trying to leave their mark in the cartography field. One day you stumble upon a contest in a magazine sponsored by the Museum of the Americas in Madrid, Spain. The contest includes making a map of the expanding U.S. Nation (1820-1850) for a new exhibit. The judges will pick the top three maps and those participants get flown out to Spain for the opening of the exhibit and a summer internship in Spain with the Museum of the Americas.

=Expectations= Absences: It is impossible for me to teach a student who is not in class. For this reason, attendance is mandatory. If for some reason a student is not in class then it is their responsibility to check what they missed in class on my class website that lists each class I teach.


 * Assignments and Late Work:** Students will be assigned a work buddy who will be responsibile for helping their parnter when he/she is absent or not in class for some reason. Students should meet with their work buddy to get any notes, and talk with their partner about what they missed in class. The student then will come see me where we will meet up a time for the student to get any handouts related to the class and papers passed back. A date will be arranged for the student to turn in assignments that were missed during their absence.


 * Classroom Expectations:** It is expected that students come to class with all the necessary materials for class. Students must always try to show a positive attitude in class and be kind to other students as this will create a better learning environment for all students to learn in.


 * Plagiarism:** Plagiarism is unacceptable in the classroom and will not be tolerated. Students who are caught using someone elses work will get an automatic zero on the assignment and must meet with the principal regarding the issue.

=Benchmarks (Possible 375 points)= Imovie: Students will use Imovie to create either a Imovie, or digital story based on Americas new identity during the 1820's-1850. Students will be separated into groups of 3-4 for this project. Topics that should be included are Manifest Destiny, Monroe Doctrine and the Missouri Compromise. Imovies should be 2-3 minutes long and any text should be written correctly. (spelling and grammar) **40 points**

Zee Maps: Students will use Google Maps to plot the route the Donner Party took from Springfield Illinois to California. They will work on this assignment alone so that they will have plenty of time to use the technology as it will be used for another project later in the unit. **20 points**

Online Magazine: Students will work with a partner to create a online magazine about one of the Five Civilized Tribes. Each student is expected to have a 300 word article that talks about different features of that tribe (Hunting habits, traditions region they occupy, relationship with white settlers.) **40 points** Blog Entries: Over the course of the semester, students will pick an identity, and blog about that certain person how hardships they would face migrating to the west coast. For instance one character could be Joe Smith who is a crop farmer in Maryland who is trying to strike it big planting oranges and bananas in California. Students should outline a path for The Smiths to get from Maryland to California and things they are likely to face during their journey. **10 blog entries 5 points apiece**

•Fakebook: During this unit we will also be covering the Mexican American War as it is a prime example of Manifest Destiny in the United States. Students will create fake facebook accounts to portray the different battles and conflicts associated with the Mexican American War. Students will work with a partner and present their project to the class upon completion. **30 points**

•Google Maps: During the course of the unit we will be talking about migrations to the west coast and the hardships people moving west faced. We will be using Zee maps to create maps of migration trails to the west coast. Students will be able to choose from serveral different routes to map including the trails taken by Brigham Young to Utah. After students have completed their maps, they will give a 1-2 minute presentation explaining the trail they picked. Students will also write a 1 page reflection about the two technologies they used for the two map projects during this unit **Product 100 points Presentation 40 Reflection 10**

Comic Life: Students will make Comic Lifes about the events prior to the Civil War. Students will work individually to create a comic life that represents an event during this unit **25 points**

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).