UCLA Center X Teacher Education Program

Secondary Learning Segment Lesson Plan Template

Unit Title: Manifest Destiny Learning Segment: The
Acquisition of Louisiana and Florida: The Conquest Begins
PLANNING FOR THE LEARNING SEGMENT
Key Content Standard(s)- Content, Common Core & ELD: List the complete text of only the
relevant parts of each standard. TPE 1

8.5.2: Know the changing boundaries of the United States and describe the relationships the country
had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe
Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.

Learning Objective: What do you want students to know and be able to do at the end of this lesson?
TPE 1
Students will be able to compare and contrast the Louisiana Purchase and the
Conquest of Florida.
Students will realize that Native Americans were not included in the debate over
Louisiana or Florida.
Students will see how certain groups have the privilege of deciding the status of
others.

Assessments- Formal and Informal: How will you assess if and what students are learning? TPE 2

Processing Assignment: Compare and contrast paragraph.

Receptive Modality: Fingers

Prerequisite Skills and Knowledge and Experiential Backgrounds. TPE 8

How will you access and activate students prior knowledge and connect to students lived
experiences?
Students have learned about the conquest of Native lands before in previous unit last semester, so,
they know whites have been trying to acquire land for as long as theyve been on North America. I will
connect the Louisiana Purchase to something that is on sale, where the price is so good you have to
buy it, even if you do not need.

Academic Language
Vocabulary:
Unit-Specific General Academic
Manifest Destiny Compare and Contrast
Conquest
Diplomacy
Territory
Federalist
Democratic Republican
Treaty

Other text structures, organizational, stylistic, or grammatical features that will be explicitly taught:
Compare and Contrast

Daily Lesson Plans

 UCLA Center X Teacher Education Program
Day
Instructional Learning Strategies to Support Student Learning. TPEs1,4,5,6,9,10
How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning,
2)identify learning outcomes 3)present material, guide practice, and build independent learning, 4)monitor student learning during
instruction, 5) build metacognitive understanding.
List what the students will be doing and what the teacher will be doing.
Time Students
Students will respond to the
following question in their
journal. Show American journal.
Progress image.
gagementOpening/En
What do you see? Who do you
see? What are the people
doing?
15 min
Magic Paper
Students will keep their journals
out and paste their notes into
10 min
their notes side.
Students will read the bullet
points when they are called on.
25 min Students will take worksheets
and primary sources.
Instructional Activities
Students will analyze
Students will analyze Document
A Alexander Hamilton Con side
Students will write down why
Alexander Hamilton was against
the Purchase
5 min Students will respond to the exit
slip
Exit Slip: In your opinion, did the Receptive Modality: Did the US
US have the right to buy
Closing
territory?
1 of 2
Lesson
Resources/
Teacher Moves
Materials
TPE4
Ask students to respond to the Journal
warm-up question in their
Computer
Think-Pair-Share (5 min) LCD
Projector
Talk Moves:
What do you see?
Does anyone see something
else?
Can anyone add to?
Introduce Essential Questions:
What does progress look like?
Who does it benefit?
Teacher will present one slide- Journals
detailing the context of the
Louisiana Purchase. Students Completed
will do popcorn reading. Notes
Teacher will pass out primary
sources and worksheets
Teacher will read Document A Primary
with students. Sources
Teacher will ask students to get Worksheets
into groups and read the
document as a group. LCD
Projector
Working together, teacher will
ask students to help one another
in interpreting the source.
Teacher will ask students to
answer guiding questions
Teacher will pass out index Index Cards
cards.
have the right to buy the
Louisiana territory? Fingers- 1:
Yes 2: No
Excuse students by who is ready.
Collect exit slips as students
exit.
 UCLA Center X Teacher Education Program

Day 2 of 2
Instructional Learning Strategies to Support Student Learning. TPEs1,4,5,6,9,10
How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning,
2)identify learning outcomes 3)present material, guide practice, and build independent learning, 4)monitor student learning during
instruction, 5) build metacognitive understanding.

List what the students will be doing and what the teacher will be doing.
Lesson
Resources/
Time Students Teacher Moves
Materials
TPE4
Students will respond to the Ask students to respond to the Journals
following journal question. question in their journal (8 min)
EngagementOpening/

LCD
Use your Notes or Read Section: Think-Pair-Share ( 7 min) Projector
15 Min

Should the United States Talk moves Computer

purchase the Louisiana
Territory? Why or why not?
Please respond with at least 5
sentences.
What you are saying is?
Do you agree or disagree..?
Does anyone have a different
opinion..?

Class will vote on whether or not Teacher will ask students to Journals
to go ahead with the purchase. vote.
Notes
5 min

After vote, discuss who was left
out of the conversation.
Native Americans
Free Blacks in Louisiana
10 Students will take notes on the
min. Conquest of Florida.
Instructional Activities
After vote, teacher will bring up worksheet
groups who were not included.
History of Inclusion/Exclusion
Teacher will show short Journals
presentation on the conquest of
Florida LCD
Projector
Teacher will provide backdrop of

invasion. Computer

Teacher will then introduce

Andrew Jackson and what he did
in Florida, and how that
contributed to his aura
 UCLA Center X Teacher Education Program

20 min Students will write a paragraph Teacher will show problem on Worksheet
(7 sentences) comparing and board:
contrasting the Louisiana LCD
Purchase to the Conquest of Teacher will start venn diagram Projector
Florida. Students must find 2 with class to help students get
similarities and 3 differences. started. Computer

Compare and contrast the

Louisiana Purchase and the
acquisition of Florida. What are
two similarities and three
differences? (7 min)

Class Share (3 min)

5 min Students will respond to the exit Teacher will pass out index Index Cards
slip. cards.
Closing

In your opinion, is the US Teacher will excuse students by

rightfully acquiring land? Or are who is ready.
they stealing it?
Collect exit slips at the door.

Core Practices Implemented in this Learning Segment

Core Practice 1: Designing Cognitively Demanding Tasks and Content

_____Backwards Design of Social Justice-Oriented Curriculum
_____High-Level Tasks
Core Practice 2: Engaging Students in Content Discourse
_____Questioning Levels and Learning
_____Think-Pair Share
_____Talk Moves
Core Practice 3: Scaffolding and Differentiation for Equitable Access
_____Word Bank/Wall
_____Formative Assessments (esp Receptive)
_____Activating Prior Knowledge
Core Practice 4: Developing and Maintaining a Classroom Ecology for Learning
_____Opening and Closing Routines
_____Community Circles