Introduction
Welcome: US Acquisitions
Description: Students: You will go in a time machine to the time of acquisition. You will acquire information about the locations, purposes, and impacts.
Grade Level: 4th
Curriculum: History
Keywords: History, Acquisitions, Louisianna Purchase, Expansion, Florida Purchase, Annexation of Texas, Oregon Treaty, Mexican Cession
Author: Myia Hatchett
Task
Students will be able to explain the purpose, location, and impact of key United States acquisitions in the first half of the nineteenth century, including the Louisiana Purchase, the Florida Purchase, the Oregon Treaty, the annexation of Texas, and the Mexican Cession.
Each group must have a leader, an editor, a researcher, and a recorder. Each group member will be responsible for their work!
Each team will be assigned an acquisition. Each group should have a specific topic for their presentation, after that; each member has to write a summary of their findings. Then they will turn in their essays to the recorder and she/he will report to me.
*If there is a group member that is not working, or does not bring his/her research; these individuals will start doing individual work from the book*
Process
Students will do research on their topics using credible sites down below. They will need to have the following information.
When:
Where:
Purpose:
Impact:
Websites:
You are to use the search bar on one of the following websites to pull up the information you need. I will demonstrate this in class as well.
https://www.ducksters.com/
Project Presentation
After you finish your research, you need to write a report with your information, then you need to give the information to the recorder of your group.
After finishing your summary then you will start working in the next section of this project.
The recorder will show me your work. The editor will start working in the final essay putting everything together. The essay must have an introduction, 4 body paragraphs, and a conclusion.
Every person in the group must participate in the process and in the presentation, you can use index cards to help you while presenting.
Evaluation
| Beginning 10 | Developing 15 | Very Good 20 | Exemplary 25 | Score | |
|---|---|---|---|---|---|
| Teamwork | Does not do much to help group members | Helps group members, but lets everyone else do more work. | Helps group members during the whole process | Goes above and beyond. Helps group members with their sections as well as their own. | %25 |
| Presentation | Reads from essay majority of the time | Looks at essay less than 3 times, stumbles and sort of knows the material | Looks at essay once, uses flashcards whole time. | Uses flashcards but not as a crutch. Knows material | %25 |
| Essay | Does not have all essay materials | Has all essay materials, but is not concise | It has materials but does not mesh them well. | Meshes materials perfectly and has all the required materials. | %25 |
| Individual | Doesn't do research | Does research with no sources | Does research with sources | Does research with sources and gets material to recorder on time | %25 |
|
Total Score: %100 |
Conclusion
STUDENTS HAVE MASTERED THE KNOWLEDGE OF US ACQUISITIONS
STUDENTS WILL HAVE ACCOMPLISHED THE GOAL OF USING TECHNOLOGY TO ACHIEVE A GOAL IN COOPERATIVE LEARNING
STUDENTS WILL KNOW THE IMPORTANCE OF GROUP WORK AND DELIVER A GREAT FINAL PRODUCT!
Teacher Page
This is a great way to help students succeed! They do better in collaborative and online situations!