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1. Louisiana Purchase Lesson Plan

Universal Design for Learning Lesson Plan

Teacher(s): Lawrence L. Peacock III Date: _______________ Subject: 8th Grade United States History

Materials Needed:
  1. SMARTboard
    1.  Map
    2.  Primary Source Documents
  2. Internet access for class blog/website
  3. Graphic Organizer
  4. Textbook
  5. Handouts
Lesson Objective(s):

  1. Students will be able to state the history of ownership for the area acquired by the United States in the Louisiana Purchase and the prior growth of the nation using an unlabeled map. 
  2. Students will be able to explain why France was will willing to part with the territory by filling out their graphic organizers.
  3. Paying attention to the youth of the nation and the different interpretations of the Constitution, students will be able to explain why President Jefferson was hesitant to make the purchase; what President Jefferson initially intended to purchase; the cost, by filling out their graphic organizers
  4. Students will be able to explain the long term significance (in terms of the relationship with Britain and the Native and African Americans) of  the Louisiana Purchase by filling out their graphic organizers and participating in the online class forum. 


Standard/Benchmark/Indicator: 

VUS.6 The student will demonstrate knowledge of the major events from the last decade of the eighteenth
century through the first half of the nineteenth century by:

a) explaining the principles and issues that prompted Thomas Jefferson to organize the first opposition
political party;
b) identifying the economic, political, and geographic factors that led to territorial expansion and its
impact on the American Indians *and African Americans*;
c) examining the reasons why James Madison asked Congress to declare war on Great Britain in 1812
and how this divided the nation;
d) relating the changing character of American political life in “the age of the common man”
(Jacksonian Era) to increasing popular participation in state and national politics;
e) describing the cultural, economic, and political issues that divided the nation, including tariffs,
slavery, the abolitionist and women’s suffrage movements, and the role of the states in the Union.


Anticipatory Set: Arrange the class to have all of the students desks crammed together on one side of the room.  Use tape to create a boarder that all of the desks are behind and tell them that this is the way the class must be.  Ask what act by the British this reminds them of.  Hopefully someone will remember the Proc. of 1763.  After a brief discussion about whether or not they like the new configuration of the class, introduce the lessons and expansionism.


http://4.bp.blogspot.com/_XSPuBdnNkrg/Sl_aMUfl4jI/AAAAAAAAABk/wuHkC6cBdI0/s1600-R/usa_blank.jpg

Multiple Means of Representation:
  1. Students will have of the United States in their binders that have been filled out since beginning of the course.  Students will have shaded what areas were currently controlled by the United States.  Each area will be color coded to differentiate when land acquisition occurred.  The website will be shown on the SMARTboard so that the maps can be updated.  Student groups (class arranged in groups of four) will try to determine which present day states were covered in the purchase.
  2. Direct Instruction/Lecture will be used to give students the background on the reasons for France's/Napoleon's sale of the territory.
    1. Significance of Haiti
    2. Price
  3. Students have copies of annotated Constitutions in their notebooks.  Try to activate students prior knowledge of Jefferson's view of the power of the Federal Government.  Have a class discussion about Jefferson's reservations to make the purchase.
  4. More prior knowledge - Slavery abolished in many Northern states, and much of the world.  What issues could arise?  Who already lives in the areas purchased?  These issues will be covered in a teacher moderated class discussion on the implications of the purchase to non-whites.
Multiple Means of Engagement:
  1. The hook gives students the idea of the need to expand in a hands-on, engaging activity.
  2. Groups will be used during the map coloring/labeling excerise
  3. Whole group instruction will be used to teach reasons for the France's willingness to part the territory.
  4. While students are revisiting their copies of the Constitution individually, the teacher will move around the room to assist students who may struggle with the exercise.


Multiple Means of Expression:
  1. Students will be required to participate in the online historical fiction site.
  2. Maps will be reviewed during the coloring/labeling activity.
  3. Small group and whole class discussions will also serve as formative assessments.


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