Westward Expansion Collaborative Unit-4th grade

1. I will upload this Google Slide in Google Classroom for all students. TW select the option to
make a copy for each student. Within the Google Slides all technology is integrated.
K.Smith 4th Grade Lesson Westward Expansion: Trail of Tears
Web
Tools
Google Classroom, Google Slides, Google Docs, Jamboard, Google Form
Search Engines: GALILEO, Brainpop, resourced from Listly
Digital
Info
Fluency
1. LOCATING INFORMATION EFFICIENTLY: SW use the infographic to learn how to find
information using GALILEO
1.A Learners identify key concepts in a research question 1.B Learners create effective and efficient search
queries 1.E Learners select and apply appropriate search strategies to effectively and efficiently locate
reliable digital information related to their academic learning goal(s)
EVALUATING INFORMATION EFFECTIVELY: In collaborative groups SW evaluate the quality of the
information as they research the topic, at the end SW discuss how using GALILEO was different
than just typing westward expansion into Google
2.A Learners evaluate the quality of a search result to determine its usefulness in the search process
USING INFORMATION ETHICALLY: SW use the listly curation tool to learn about plagiarism and
copyright, then they will apply what they learned in their reflections
3.A Learners ethically use digital information
*These were pulled from the Digital Information Fluency Model:
https://21cif.com/resources/difcore/index.php
Inquiry Authenticity: The inquiry study originates with a generative topic, problem, or exploration that engages the
students emotionally and intellectually while rooted in the program of studies.
Deep Understanding: The inquiry study leads students to build deep knowledge structured around clearly
stated ‘big ideas’ or controversies central to the topic.
Assessment: Ongoing assessment is woven into the design of the inquiry study providing timely, descriptive
feedback and utilizes a range of methods, including peer and self- evaluation. Assessment guides student
learning and teacher’s instructional planning.
Appropriate Use of Technology: Technology is used in a purposeful manner rooted in disciplined ways of
thinking and doing. The nature of the work determines the appropriate technology being used.
Performances of Learning: The study creates a knowledge-building environment where students support,
challenge, and improve each other’s ideas with the goal of deepening the collective understanding of the topic
Learner Success: accommodations for different learning needs. The design of the study allows for all
learners to find success through the three elements of the Universal Design for Learning framework: students
are provided with multiple means of representation, expression and engagement.
Ethical Citizenship:The study provides opportunities for students to interact with and care about the impact
of their understanding and actions on people in their local and global communities and/or the natural world.
Students are also offered the opportunities to change the own behaviors or impact the behaviors of others.

2. Digital citizenship habits are embedded into the study, including the critical and ethical use of images, text,
information, sounds and video as well as encouraging students to consider their own digital footprint.
*I used the principles of Inquiry Based Learning Rubric:
https://go.view.usg.edu/content/enforced/2494832-CO.390.FRIT7234.50570.20231/Implementing%20Inq
uiry.pdf
Standard
s
GSE:
SS4H3 Explain westward expansion in America
Describe the impact of westward expansion on American Indians; include the Trail of Tears, and the forced
relocation of American Indians to reservations.
AASL Standards:
Think
~Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a
curricular topic.
~Learners identify collaborative opportunities by: . Developing new understandings through engagement in a
learning group.
Create
~Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate
questions.
~Learners participate in personal, social, and intellectual networks by:. Establishing connections with other
learners to build on their own prior knowledge and create new knowledge
Share
~Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 2.
Providing constructive feedback. 3. Acting on feedback to improve.
~Learners exhibit empathy with and tolerance for diverse ideas by: 1. Engaging in informed conversation and
active debate. 2. Contributing to discussions in which multiple viewpoints on a topic are expressed.
Grow
~Learners participate in an ongoing inquiry-based process by:. Using reflection to guide informed decisions
Learners actively participate with others in learning situations by: 1. Actively contributing to group
discussions.
Learning
Targets
Learning Targets:
*I can explain how the westward expansion impacted American Indians.
*I can write an inquiry question and explore my answer by using valid search engines.
*I can apply my research in writing using what I learned about ethical use of information.
Success
Criteria
I will know I have it when:
I have successfully explained how the Trail of Tears impacted American Indians on the google form..
I have answered my inquiry in an ethical manner.
Mini Lesson 1 Mini Lesson 2 Mini Lesson 3
Lesson Trail of Tears Picture
Quadrant Analysis
Directions: Teacher will
(TW) assign the picture
quadrant analysis in
Google Classroom. She
SW use their iWonder
question as a guiding
question for their research
SW watch the brainpop
video to activate their
knowledge
CLOSE Read:
Students read Manifest
Destiny, I Do Believe (a
first-hand account, a letter, of
a lady traveling West on the
Oregon Trail) Their
background knowledge

3. will make a copy for each
student. Students will
(SW) work with their
table group to analyze.
Provide students with the
picture of “The Trail of
Tears” oil painting by
Max D. Stanley (found
via google images).
SW look at Quadrant #1
and jot down what they
see.
SW repeat the process
for the other quadrants.
SW follow the infographic to
find valid, relevant research
using GALILEO to answer
their inquiry question about
the Trail of Tears.
SW use the Jamboard in
google to jot down facts they
learned about the Trail of
Tears
After completing the
Jamboard SW will discuss
how using GALILEO was
different than just typing
westward expansion into
Google: TW scaffold the
students to understand the
validity of GALILEO
Before writing a constructed
response SW review the
curated content on Listly to
learn how to ethically apply
their research without
copyright infringement or
plagiarism.
https://list.ly/l/7HcT
Class discussion/Reflection:
What is plagiarism? Why do
we use quotation marks
when we copy someone’s
exact work?
*Groups will write their
answer on a sticky note, TW
add sticky notes to an
anchor chart.
allows students to connect
with Cordelia and her family
as they prepare for their
journey west.
1st
Read-Teacher Reads
aloud (click on play button
in the Google Slide)
Students circle unknown
words from the text as the
teacher reads aloud
Teacher will read aloud the
following confusing words,
students will knock on the
table if they chose the same
words
-Manifest Destiny
-ambition
-Christianity
-advanced
-missionary
-civilization
Next SW each get a word to
complete a digital frayer
model for in their small
groups
SW can use my attached
digital frayer model or take 5
minutes to create one
SW use the linked Listly
https://list.ly/l/7JBd
to find search engines
appropriate to find definitions
and synonyms for the words
(SW either find an illustration
to represent their word or
they will draw a picture, take
a picture of it with their
chromebook and upload it to
their frayer model)

4. Summari
zer
SW share the doc with
an assigned group, and
compare/contrast their
observations.
As a class, discuss the
picture and what the
students observed.
SW write a reflection in
google classroom reflecting
on their answer to their
inquiry statement. SW share
this reflection with an
assigned partner. They will
give the partner 2 glows and
1 grow
SW present their frayer
model to the class
Assessm
ent
SW come up with an
inquiry question
(iWonder) based on their
observations.
SW complete the google
form to assess if they met
the learning targets for the
lesson
https://forms.gle/RK8nbDiGE
ASMDmgZ9
SW complete a graphic
organizer for the word, as
students present