California+Here+We+Come!

**Unit Title:** California Here We Come!

**Grade Level(s):** Fifth Grade

**Time Frame:** 3 weeks

**Themes:** Courage, Cooperation, Opportunity, Respect, Responsibility, Patriotism

**Subject/Topic Area(s):** Westward Expansion, Manifest Destiny, Growth and Change in California

**Key Words:** Manifest Destiny California Trail, Oregon Trail, Santa Fe Trail, Mormon Trail, gold,

**Designed By:** Nilce Johnson, Erin Takeuchi

The purpose of this unit is to introduce Westward Expansion and its effects on the young American nation. The first portion of the unit will comprise of research. What is Manifest Destiny? Who moved westward and why? How did the pioneers plan for this six month journey? Which trail did they choose and why? What were some of the rich stories that came from life on the trail? These are just some of the many questions that the students will ask and research.

The second portion of the unit will comprise of a webquest where the students will go on a virtual journey to the West. The information gathered on their journey will be recorded and complied into a scrapbook which will include a series of journal entries, photographs, climate information, calculations, and even student created memorabilia of the journey. Along the way, the students will create a campfire song and dance, role play their happiest moment along the trail, and create a campfire game to occupy the children around the campfire.

The final portion of the unit will be the presentation their scrapbooks. The students will have the opportunity to share portions of thier journey with their peers, as well as state whether or not they would remain in California.

This unit will include each tier of Bloom's Taxonomy as well as be built around Gardner's Multiple Intelligences. How well the scrapbook is complied, how well the song and dance is completed, how well the game is constructed, and the content of the skit will be evidence of whether or not the student was able to grasp the concepts of the unit.

History-Social Science Content Standards for California Public Schools:
5.8- Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems 4. Discuss the experiences of settlers on the overland trails to the West.

**English Language Arts Content Standards for California Public Schools: **
<span style="font-family: Arial,Helvetica,sans-serif;">READING <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Reading Comprehension (Focus on Informational Materials) <span style="font-family: Arial,Helvetica,sans-serif;"> 2.1Understand how text features (e.g., format, graphics, sequence, diagrams, charts, maps) make information accessible and usable. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.2 Analyze text that is organized in sequential or chronological order. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.5 Distinguish facts, supported inferences, and opinions in text. <span style="font-family: Arial,Helvetica,sans-serif;">WRITING <span style="font-family: Arial,Helvetica,sans-serif;">1.0 Writing Strategies <span style="font-family: Arial,Helvetica,sans-serif;"> 1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information. <span style="font-family: Arial,Helvetica,sans-serif;"> 1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks). <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Writing Applications <span style="font-family: Arial,Helvetica,sans-serif;"> 2.4 Write persuasive letters or compositions: <span style="font-family: Arial,Helvetica,sans-serif;"> a. State a clear position in support of a proposal. <span style="font-family: Arial,Helvetica,sans-serif;"> b. Support a position with relevant evidence. <span style="font-family: Arial,Helvetica,sans-serif;"> c. Follow a simple organizational pattern.

**<span style="font-family: Arial,Helvetica,sans-serif;">Visual Arts Content Standards for California Public Schools: **
<span style="font-family: Arial,Helvetica,sans-serif;">Theatre <span style="font-family: Arial,Helvetica,sans-serif;">2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Theatre <span style="font-family: Arial,Helvetica,sans-serif;"> 2.1Participate in improvisational activities to explore complex ideas and literature and life. <span style="font-family: Arial,Helvetica,sans-serif;">5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS <span style="font-family: Arial,Helvetica,sans-serif;">Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers <span style="font-family: Arial,Helvetica,sans-serif;"> 5.1Use theatrical skills to dramatize events and concepts from other as reenacting the signing of the Declaration of Independence in history–social science. <span style="font-family: Arial,Helvetica,sans-serif;">Visual Arts <span style="font-family: Arial,Helvetica,sans-serif;">2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts <span style="font-family: Arial,Helvetica,sans-serif;"> 2.1Use one-point perspective to create the illusion of space. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.3 Demonstrate beginning skill in the manipulation of digital imagery (e.g., computer-generated art, digital photography, or videography). <span style="font-family: Arial,Helvetica,sans-serif;"> 2.4 Create an expressive abstract composition based on real objects. <span style="font-family: Arial,Helvetica,sans-serif;">4.0 AESTHETIC VALUING <span style="font-family: Arial,Helvetica,sans-serif;">Responding to, Analyzing, and Making Judgments About Works in the Visual Arts <span style="font-family: Arial,Helvetica,sans-serif;"> 4.3 Develop and use specific criteria as individuals and in groups to assess works of art <span style="font-family: Arial,Helvetica,sans-serif;"> 4.4 Assess their own works of art, using specific criteria, and describe what changes they would make for improvement.

=Technology Standards= 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media d. Process data and report results 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

What enduring understandings are desired (and what misunderstandings will be addressed)?
By the end of the unit, the students will have foundational understanding about Manifest Destiny and how it effected Western Expansion. The students will understand the growth and change that occurred in California over a very brief time in its history. The students will be able to describe the purpose of moving westward. The students will be able to identify the challenges faced while moving Westward. Students will be able to synthesize information about daily life along the many trails that headed West. Finally, the students will be able to discern between fact and fiction when reading about the adventures of California's early pioneers.

<span style="font-family: Arial,Helvetica,sans-serif;">Essential Questions:
<span style="font-family: Arial,Helvetica,sans-serif;">What is the meaning of Manifest Destiny and how did this new philosophy begin? <span style="font-family: Arial,Helvetica,sans-serif;">What prompted more and more settlers to begin the dangerous travel to California; leaving behind their families and ways of life? <span style="font-family: Arial,Helvetica,sans-serif;">How did the lives of the early settlers change because of the movement West? <span style="font-family: Arial,Helvetica,sans-serif;">What was the draw to the different settlements, and why were the settlements established in those locations? <span style="font-family: Arial,Helvetica,sans-serif;">Did these families realize their goals and dreams? Where they satisfied with life in California?

**<span style="font-family: Arial,Helvetica,sans-serif;">What key knowledge and skills will the students acquire as a result of this unit? **

 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will know: **<span style="font-family: Arial,Helvetica,sans-serif;"> The definition of Manifest Destiny. They will understand how California grew and changed because of Western Expansion. They will understand what life was like for pioneers and their families who traveled West.

<span style="font-family: Arial,Helvetica,sans-serif;">**Students will be able to:**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Research about California's rich history
 * <span style="font-family: Arial,Helvetica,sans-serif;">Learn the difference between primary and secondary sources
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create a campfire song and dance
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create a campfire game
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create a skit
 * <span style="font-family: Arial,Helvetica,sans-serif;">Complete a webquest
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create and organize a scrapbook which will encompass what they have learned,.

**<span style="font-family: Arial,Helvetica,sans-serif;">Performance Tasks **
**Performance Task Blueprint #1** ==

==
 * Task Title: Campfire Games**


 * Approximate time frame: 2 class sessions at 60 minutes each**


 * What desired understandings/content standards will be assessed through this task?**

<span style="font-family: Arial,Helvetica,sans-serif;">The first lesson:


 * <span style="font-family: Arial,Helvetica,sans-serif;">Design a group game that would have been played while on the trail during the 1840s so that they better understand the experiences of settlers on the overland trails
 * <span style="font-family: Arial,Helvetica,sans-serif;">Proceed to [], and read about the games that children played while traveling along the Overland Trail
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gather information from [] on how these games were made
 * <span style="font-family: Arial,Helvetica,sans-serif;">Illustrate a blueprint of the perfect campfire game on Kidpix
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create Clear directions on how to play the game in a Word Document.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write a two paragraph reflection on what life might be like for the children while on the Overland trails based on what was researched.

<span style="font-family: Arial,Helvetica,sans-serif;">The second lesson:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Construct a group game based on the blueprint created that would have been played while on the trail during the 1840s so that they better understand the experiences of settlers on the overland trails
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Critique the group game versus the games of others in the class.

<span style="font-family: Arial,Helvetica,sans-serif;">This activity will assess the following standards:

<span style="font-family: Arial,Helvetica,sans-serif;">History- Social Science Content Standards <span style="font-family: Arial,Helvetica,sans-serif;">5.8- Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems <span style="font-family: Arial,Helvetica,sans-serif;">4. Discuss the experiences of settlers on the overland trails to the West. <span style="font-family: Arial,Helvetica,sans-serif;">English Language Arts Content Standards

<span style="font-family: Arial,Helvetica,sans-serif;">READING <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Reading Comprehension (Focus on Informational Materials) <span style="font-family: Arial,Helvetica,sans-serif;"> 2.1Understand how text features (e.g., format, graphics, sequence, diagrams, charts, maps) make information accessible and usable. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.2 Analyze text that is organized in sequential or chronological order. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.5 Distinguish facts, supported inferences, and opinions in text.

<span style="font-family: Arial,Helvetica,sans-serif;">WRITING <span style="font-family: Arial,Helvetica,sans-serif;">1.0 Writing Strategies <span style="font-family: Arial,Helvetica,sans-serif;"> 1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information. <span style="font-family: Arial,Helvetica,sans-serif;"> 1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, <span style="font-family: Arial,Helvetica,sans-serif;"> spell checks). <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Writing Applications <span style="font-family: Arial,Helvetica,sans-serif;"> 2.4 Write persuasive letters or compositions: <span style="font-family: Arial,Helvetica,sans-serif;"> a. State a clear position in support of a proposal. <span style="font-family: Arial,Helvetica,sans-serif;"> b. Support a position with relevant evidence. <span style="font-family: Arial,Helvetica,sans-serif;"> c. Follow a simple organizational pattern.

<span style="font-family: Arial,Helvetica,sans-serif;">Visual and Performing Arts Content Standards <span style="font-family: Arial,Helvetica,sans-serif;">Visual Arts <span style="font-family: Arial,Helvetica,sans-serif;">2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts <span style="font-family: Arial,Helvetica,sans-serif;"> 2.1Use one-point perspective to create the illusion of space. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.3 Demonstrate beginning skill in the manipulation of digital imagery (e.g., computer-generated art, digital photography, or videography). <span style="font-family: Arial,Helvetica,sans-serif;"> 2.4 Create an expressive abstract composition based on real objects. <span style="font-family: Arial,Helvetica,sans-serif;">4.0 AESTHETIC VALUING <span style="font-family: Arial,Helvetica,sans-serif;">Responding to, Analyzing, and Making Judgments About Works in the Visual Arts <span style="font-family: Arial,Helvetica,sans-serif;"> 4.3 Develop and use specific criteria as individuals and in groups to assess works of art <span style="font-family: Arial,Helvetica,sans-serif;"> 4.4 Assess their own works of art, using specific criteria, and describe what changes they would make for improvement.

<span style="font-family: Arial,Helvetica,sans-serif;">Technology Standards <span style="font-family: Arial,Helvetica,sans-serif;">1. Creativity and Innovation <span style="font-family: Arial,Helvetica,sans-serif;">Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. <span style="font-family: Arial,Helvetica,sans-serif;">a. Apply existing knowledge to generate new ideas, products, or processes <span style="font-family: Arial,Helvetica,sans-serif;">b. Create original works as a means of personal or group expression <span style="font-family: Arial,Helvetica,sans-serif;">2. Communication and Collaboration <span style="font-family: Arial,Helvetica,sans-serif;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and <span style="font-family: Arial,Helvetica,sans-serif;">contribute to the learning of others. <span style="font-family: Arial,Helvetica,sans-serif;">3. Research and Information Fluency <span style="font-family: Arial,Helvetica,sans-serif;">Students apply digital tools to gather, evaluate, and use information. <span style="font-family: Arial,Helvetica,sans-serif;">a. Plan strategies to guide inquiry <span style="font-family: Arial,Helvetica,sans-serif;">b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media <span style="font-family: Arial,Helvetica,sans-serif;">d. Process data and report results <span style="font-family: Arial,Helvetica,sans-serif;">4. Critical Thinking, Problem Solving, and Decision Making <span style="font-family: Arial,Helvetica,sans-serif;">Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. <span style="font-family: Arial,Helvetica,sans-serif;">a. Identify and define authentic problems and significant questions for investigation <span style="font-family: Arial,Helvetica,sans-serif;">b. Plan and manage activities to develop a solution or complete a project <span style="font-family: Arial,Helvetica,sans-serif;">c. Collect and analyze data to identify solutions and/or make informed decisions <span style="font-family: Arial,Helvetica,sans-serif;">d. Use multiple processes and diverse perspectives to explore alternative solutions


 * Through what authentic performance task will students demonstrate understanding?**

The goal of this task is to read about the games that children played while traveling along the overland trails. The students are to gather information from a website on how these games were made, and then illustrate a blueprint of the perfect campfire game to play. The students are then to construct a game that would have been played by pioneer children who traveled West along the trails. The purpose of this task is to assist the students in understanding the experiences of the settlers on the overland trails to the West. The standards coved in this task are:

History- Social Science Content Standards for California Public Schools Grade 5 5.8- Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems 4. Discuss the experiences of settlers on the overland trails to the West.


 * What student product s/performances will provide evidence of desired understanding?**

<span style="font-family: Arial,Helvetica,sans-serif;">1. Within their cooperative learning groups, the students will illustrate what they imagine to be the perfect group game to play on the trail on KidPix software. <span style="font-family: Arial,Helvetica,sans-serif;">2. The students will then construct the game using the blueprint. <span style="font-family: Arial,Helvetica,sans-serif;">3. The students will record themselves playing one round of their game on an iPod Touch. <span style="font-family: Arial,Helvetica,sans-serif;">4. The students will then critique the games of other groups and place their evaluation on their personal Wiki page.


 * By What criteria will student product performances be evaluated?**


 * <span style="font-family: Arial,Helvetica,sans-serif;">The illustration of the group game will be assessed; it will be noted that the materials used would be consistent with the materials that would have been used in the 1840s.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The student’s personal Wiki page will be assessed for a clear understanding of the experiences that the settler’s had while on the overland trails.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The game create by the groups will be assessed. It will be noted if the game corresponds to the blueprint.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The recording of the game will be assessed to assure that everyone had a hand in participation.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The student’s personal Wiki page will be assessed for constructive critique of other classmate’s work

**Performance Task Blueprint #2**


 * Task Title: The Perfect Day on the Trail Role Play**


 * Approximate time frame: 1 class session of 60 minutes**


 * What desired understandings/content standards will be assessed through this task?**


 * <span style="font-family: Arial,Helvetica,sans-serif;">View the diaries of those who traveled West from []. Help others in your group to find diary entries that were happy. Collaborate with others in your group to decide which entries were the happiest moments. Give examples of what made the day special in 3 of the diary entries on a group Word Document.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Compromise within your group and create what you believe to be your perfect day on the trail to be. Role-play within your group and create a 4 minute skit of that joyous moment in time along the trail. Record the skit with a Digital Camera.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write about everyone’s individual happy moment in the group. Persuade the teacher that your idea of the perfect day is ideal. Record your two paragraphs in your personal Wiki page.

This activity will assess the following standards:

History- Social Science Content Standards 5.8- Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems 4. Discuss the experiences of settlers on the overland trails to the West.

<span style="font-family: Arial,Helvetica,sans-serif;">English Language Arts Content Standards <span style="font-family: Arial,Helvetica,sans-serif;">READING <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Reading Comprehension (Focus on Informational Materials) <span style="font-family: Arial,Helvetica,sans-serif;"> 2.1Understand how text features (e.g., format, graphics, sequence, diagrams, charts, maps) make information accessible and usable. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.2 Analyze text that is organized in sequential or chronological order. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. <span style="font-family: Arial,Helvetica,sans-serif;"> 2.5 Distinguish facts, supported inferences, and opinions in text. <span style="font-family: Arial,Helvetica,sans-serif;">WRITING <span style="font-family: Arial,Helvetica,sans-serif;">1.0 Writing Strategies <span style="font-family: Arial,Helvetica,sans-serif;"> 1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information. <span style="font-family: Arial,Helvetica,sans-serif;"> 1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, <span style="font-family: Arial,Helvetica,sans-serif;"> spell checks). <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Writing Applications <span style="font-family: Arial,Helvetica,sans-serif;"> 2.4 Write persuasive letters or compositions: <span style="font-family: Arial,Helvetica,sans-serif;"> a. State a clear position in support of a proposal. <span style="font-family: Arial,Helvetica,sans-serif;"> b. Support a position with relevant evidence. <span style="font-family: Arial,Helvetica,sans-serif;"> c. Follow a simple organizational pattern. <span style="font-family: Arial,Helvetica,sans-serif;">Visual and Performing Arts Content Standards <span style="font-family: Arial,Helvetica,sans-serif;">Theatre <span style="font-family: Arial,Helvetica,sans-serif;">2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Theatre <span style="font-family: Arial,Helvetica,sans-serif;"> 2.1Participate in improvisational activities to explore complex ideas and literature and life. <span style="font-family: Arial,Helvetica,sans-serif;">5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS <span style="font-family: Arial,Helvetica,sans-serif;">Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers <span style="font-family: Arial,Helvetica,sans-serif;"> 5.1Use theatrical skills to dramatize events and concepts from other as reenacting the signing of the Declaration of Independence in history–social science.

<span style="font-family: Arial,Helvetica,sans-serif;">Technology Standards <span style="font-family: Arial,Helvetica,sans-serif;">1. Creativity and Innovation <span style="font-family: Arial,Helvetica,sans-serif;">Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. <span style="font-family: Arial,Helvetica,sans-serif;">a. Apply existing knowledge to generate new ideas, products, or processes <span style="font-family: Arial,Helvetica,sans-serif;">b. Create original works as a means of personal or group expression <span style="font-family: Arial,Helvetica,sans-serif;">2. Communication and Collaboration <span style="font-family: Arial,Helvetica,sans-serif;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and <span style="font-family: Arial,Helvetica,sans-serif;">contribute to the learning of others. <span style="font-family: Arial,Helvetica,sans-serif;">3. Research and Information Fluency <span style="font-family: Arial,Helvetica,sans-serif;">Students apply digital tools to gather, evaluate, and use information. <span style="font-family: Arial,Helvetica,sans-serif;">a. Plan strategies to guide inquiry <span style="font-family: Arial,Helvetica,sans-serif;">b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media <span style="font-family: Arial,Helvetica,sans-serif;">d. Process data and report results <span style="font-family: Arial,Helvetica,sans-serif;">4. Critical Thinking, Problem Solving, and Decision Making <span style="font-family: Arial,Helvetica,sans-serif;">Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. <span style="font-family: Arial,Helvetica,sans-serif;">a. Identify and define authentic problems and significant questions for investigation <span style="font-family: Arial,Helvetica,sans-serif;">b. Plan and manage activities to develop a solution or complete a project <span style="font-family: Arial,Helvetica,sans-serif;">c. Collect and analyze data to identify solutions and/or make informed decisions <span style="font-family: Arial,Helvetica,sans-serif;">d. Use multiple processes and diverse perspectives to explore alternative solutions

The goal of this task is for students to read primary accounts of life along the overland trails. The students are to collaborate and compromise within their cooperative learning groups and create a 4 minute skit. In this skit, they are to role-play what they imagine is the perfect day on the trail. The skit is to be recorded via iPod Touch or digital camera. Finally, the students are to then write on their personal wiki page about everyone’s individual happy moment. They are to also persuade the teacher as to why their choice of happiest moment is preferable. The standards coved in this task are:
 * Through what authentic performance task will students demonstrate understanding?**

History- Social Science Content Standards for California Public Schools Grade 5 5.8- Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems 4. Discuss the experiences of settlers on the overland trails to the West.


 * What student product s/performances will provide evidence of desired understanding?**

<span style="font-family: Arial,Helvetica,sans-serif;">1 Students are to create a Word document where they are to list the happiest moments of at least 3 diary entries. <span style="font-family: Arial,Helvetica,sans-serif;">2. Students are to create a 4 minute skit in where they are to act out and record their vision of what a perfect day is. <span style="font-family: Arial,Helvetica,sans-serif;">3. Students are to write a 2 paragraph essay on their personal Wiki page about everyone’s individual happy moment in the group as well as persuade the teacher that their idea of the perfect day is ideal.


 * By what criteria will student product performances be evaluated?**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be assessed by whether their Word document contained thorough information from at least three differing diary accounts.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The recording of the role-playing will be assessed to assure that everyone had a hand in participation and that the information is accurate according to the time period.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The student’s personal Wiki page will be assessed by the amount of detail in describing each group member’s happiest moment. They will also be assessed by the persuasive writing and if they are able to support their stance that their happiest moment is superior to that of another group member.

**Performance Task Blueprint #3**


 * <span style="font-family: Arial,Helvetica,sans-serif;">Task Title: Campfire Song and Dance **


 * Approximate time frame: 1 class session of 60 minutes**


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">What desired understandings/content standards will be assessed through this task? **

<span style="font-family: Arial,Helvetica,sans-serif;">HISTORY AND SOCIAL SCIENCE <span style="font-family: Arial,Helvetica,sans-serif;">5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. <span style="font-family: Arial,Helvetica,sans-serif;">4. Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

<span style="font-family: Arial,Helvetica,sans-serif;">MUSIC <span style="font-family: Arial,Helvetica,sans-serif;">3.0 Historical and Cultural Context <span style="font-family: Arial,Helvetica,sans-serif;">3.3 Sing and play music from diverse cultures and time periods.

<span style="font-family: Arial,Helvetica,sans-serif;">DANCE <span style="font-family: Arial,Helvetica,sans-serif;">1.0 Artistic Perception <span style="font-family: Arial,Helvetica,sans-serif;">Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance. <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Creative Expression <span style="font-family: Arial,Helvetica,sans-serif;">Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance. <span style="font-family: Arial,Helvetica,sans-serif;">3.0 Historical and Cultural Context <span style="font-family: Arial,Helvetica,sans-serif;">Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers. <span style="font-family: Arial,Helvetica,sans-serif;">4.0 Aesthetic Valuing <span style="font-family: Arial,Helvetica,sans-serif;">Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities. <span style="font-family: Arial,Helvetica,sans-serif;">5.0 Connections, Relationships and Applications <span style="font-family: Arial,Helvetica,sans-serif;">Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

<span style="font-family: Arial,Helvetica,sans-serif;">TECHNOLOGY <span style="font-family: Arial,Helvetica,sans-serif;">1. Creativity and Innovation <span style="font-family: Arial,Helvetica,sans-serif;">Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. <span style="font-family: Arial,Helvetica,sans-serif;">b. Create original works as a means of personal or group expression <span style="font-family: Arial,Helvetica,sans-serif;">2. Communication and Collaboration <span style="font-family: Arial,Helvetica,sans-serif;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and <span style="font-family: Arial,Helvetica,sans-serif;">contribute to the learning of others. <span style="font-family: Arial,Helvetica,sans-serif;">b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats <span style="font-family: Arial,Helvetica,sans-serif;">3. Research and Information Fluency <span style="font-family: Arial,Helvetica,sans-serif;">Students apply digital tools to gather, evaluate, and use information. <span style="font-family: Arial,Helvetica,sans-serif;">b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media <span style="font-family: Arial,Helvetica,sans-serif;">c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks <span style="font-family: Arial,Helvetica,sans-serif;">4. Critical Thinking, Problem Solving, and Decision Making <span style="font-family: Arial,Helvetica,sans-serif;">Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. <span style="font-family: Arial,Helvetica,sans-serif;">b. Plan and manage activities to develop a solution or complete a project <span style="font-family: Arial,Helvetica,sans-serif;">c. Collect and analyze data to identify solutions and/or make informed decisions <span style="font-family: Arial,Helvetica,sans-serif;">5. Digital Citizenship <span style="font-family: Arial,Helvetica,sans-serif;">Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. <span style="font-family: Arial,Helvetica,sans-serif;">a. Advocate and practice safe, legal, and responsible use of information and technology <span style="font-family: Arial,Helvetica,sans-serif;">b. Exhibit a positive attitude toward using technology that supports collaboration,blearning, and productivity

<span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to understand and discuss experiences of settlers. <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to demonstrate movement skills, create and communicate meaning through dance.
 * <span style="font-family: Arial,Helvetica,sans-serif;">What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics? **

<span style="font-family: Arial,Helvetica,sans-serif;">Goal – Give students a deeper understanding of the mindset of settlers <span style="font-family: Arial,Helvetica,sans-serif;">Role – Research, devise perform and explain a song and dance <span style="font-family: Arial,Helvetica,sans-serif;">Audience – Peers who will listen to song and view dance, ask questions and provide feedback <span style="font-family: Arial,Helvetica,sans-serif;">Scenario – In class and outside research and collaboration <span style="font-family: Arial,Helvetica,sans-serif;">Purpose – Provide students with an opportunity to empathize with the settlers through the creation of an original song and dance <span style="font-family: Arial,Helvetica,sans-serif;">Standards – <span style="font-family: Arial,Helvetica,sans-serif;">HISTORY AND SOCIAL SCIENCE <span style="font-family: Arial,Helvetica,sans-serif;">5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. <span style="font-family: Arial,Helvetica,sans-serif;">4. Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Through what authentic performance task will students demonstrate understanding? **

<span style="font-family: Arial,Helvetica,sans-serif;">MUSIC <span style="font-family: Arial,Helvetica,sans-serif;">3.0 Historical and Cultural Context <span style="font-family: Arial,Helvetica,sans-serif;">3.3 Sing and play music from diverse cultures and time periods.

<span style="font-family: Arial,Helvetica,sans-serif;">DANCE <span style="font-family: Arial,Helvetica,sans-serif;">1.0 Artistic Perception <span style="font-family: Arial,Helvetica,sans-serif;">Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance. <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Creative Expression <span style="font-family: Arial,Helvetica,sans-serif;">Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance. <span style="font-family: Arial,Helvetica,sans-serif;">3.0 Historical and Cultural Context <span style="font-family: Arial,Helvetica,sans-serif;">Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers. <span style="font-family: Arial,Helvetica,sans-serif;">4.0 Aesthetic Valuing <span style="font-family: Arial,Helvetica,sans-serif;">Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities. <span style="font-family: Arial,Helvetica,sans-serif;">5.0 Connections, Relationships and Applications <span style="font-family: Arial,Helvetica,sans-serif;">Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

<span style="font-family: Arial,Helvetica,sans-serif;">TECHNOLOGY <span style="font-family: Arial,Helvetica,sans-serif;">1. Creativity and Innovation <span style="font-family: Arial,Helvetica,sans-serif;">Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. <span style="font-family: Arial,Helvetica,sans-serif;">b. Create original works as a means of personal or group expression <span style="font-family: Arial,Helvetica,sans-serif;">2. Communication and Collaboration <span style="font-family: Arial,Helvetica,sans-serif;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and <span style="font-family: Arial,Helvetica,sans-serif;">contribute to the learning of others. <span style="font-family: Arial,Helvetica,sans-serif;">b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats <span style="font-family: Arial,Helvetica,sans-serif;">3. Research and Information Fluency <span style="font-family: Arial,Helvetica,sans-serif;">Students apply digital tools to gather, evaluate, and use information. <span style="font-family: Arial,Helvetica,sans-serif;">b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media <span style="font-family: Arial,Helvetica,sans-serif;">c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks <span style="font-family: Arial,Helvetica,sans-serif;">4. Critical Thinking, Problem Solving, and Decision Making <span style="font-family: Arial,Helvetica,sans-serif;">Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. <span style="font-family: Arial,Helvetica,sans-serif;">b. Plan and manage activities to develop a solution or complete a project <span style="font-family: Arial,Helvetica,sans-serif;">c. Collect and analyze data to identify solutions and/or make informed decisions <span style="font-family: Arial,Helvetica,sans-serif;">5. Digital Citizenship <span style="font-family: Arial,Helvetica,sans-serif;">Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. <span style="font-family: Arial,Helvetica,sans-serif;">a. Advocate and practice safe, legal, and responsible use of information and technology <span style="font-family: Arial,Helvetica,sans-serif;">b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

<span style="font-family: Arial,Helvetica,sans-serif;">Poem – provide evidence that students comprehend the emotions in and meanings of the songs from the period and can create an original work that is parallel in nature <span style="font-family: Arial,Helvetica,sans-serif;">MP3 – demonstrate student’s understanding of how music can affect mood and vice versa <span style="font-family: Arial,Helvetica,sans-serif;">Wiki – blend the student’s writing skills while providing them a way to improve their technology and digital citizenship skills <span style="font-family: Arial,Helvetica,sans-serif;">Performance – will exhibit students’ understanding of the emotions and experiences of the people of the time
 * <span style="font-family: Arial,Helvetica,sans-serif;">What student products/performances will provide evidence of desired understands? **

<span style="font-family: Arial,Helvetica,sans-serif;">Poem – appropriately express the emotions of the time <span style="font-family: Arial,Helvetica,sans-serif;">MP3 – music is appropriate to the tone of the poem <span style="font-family: Arial,Helvetica,sans-serif;">Wiki – students can appropriately and adequately defend their choices <span style="font-family: Arial,Helvetica,sans-serif;">Performance – students appropriately and adequately portray the experiences of the people
 * <span style="font-family: Arial,Helvetica,sans-serif;">By what criteria will student products/performances be evaluated? **

**Performance Task Blueprint #4**
 * Task Title: Treasures of the Trail**


 * Approximate time frame: 1 class session of 60 minutes**


 * <span style="font-family: Arial,Helvetica,sans-serif;">What desired understandings/content standards will be assessed through this task? **

<span style="font-family: Arial,Helvetica,sans-serif;">HISTORY AND SOCIAL SCIENCE <span style="font-family: Arial,Helvetica,sans-serif;">5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. <span style="font-family: Arial,Helvetica,sans-serif;">4. Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

<span style="font-family: Arial,Helvetica,sans-serif;">WRITING <span style="font-family: Arial,Helvetica,sans-serif;">1.0 Writing Strategies <span style="font-family: Arial,Helvetica,sans-serif;">1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks). <span style="font-family: Arial,Helvetica,sans-serif;">1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

<span style="font-family: Arial,Helvetica,sans-serif;">WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS <span style="font-family: Arial,Helvetica,sans-serif;">Written and Oral English Language Conventions <span style="font-family: Arial,Helvetica,sans-serif;">1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas. <span style="font-family: Arial,Helvetica,sans-serif;">1.2 Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns.

<span style="font-family: Arial,Helvetica,sans-serif;">LISTENING AND SPEAKING <span style="font-family: Arial,Helvetica,sans-serif;">1.0 Listening and Speaking Strategies <span style="font-family: Arial,Helvetica,sans-serif;">1.4 Select a focus, organizational structure, and point of view for an oral presentation. <span style="font-family: Arial,Helvetica,sans-serif;">1.5 Clarify and support spoken ideas with evidence and examples. <span style="font-family: Arial,Helvetica,sans-serif;">1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures. <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Speaking Applications <span style="font-family: Arial,Helvetica,sans-serif;">2.2 Deliver informative presentations about an important idea, issue, or event by the following means: <span style="font-family: Arial,Helvetica,sans-serif;">b. Establish a controlling idea or topic. <span style="font-family: Arial,Helvetica,sans-serif;">c. Develop the topic with simple facts, details, examples, and explanations.

<span style="font-family: Arial,Helvetica,sans-serif;">VISUAL ARTS <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Creative Expression <span style="font-family: Arial,Helvetica,sans-serif;">2.3 Demonstrate beginning skill in the manipulation of digital imagery (e.g., computer-generated art, digital photography, or videography). <span style="font-family: Arial,Helvetica,sans-serif;">2.6 Use perspective in an original work of art to create a real or imaginary scene. <span style="font-family: Arial,Helvetica,sans-serif;">2.7 Communicate values, opinions, or personal insights through an original work of art. <span style="font-family: Arial,Helvetica,sans-serif;">4.0 Aesthetic Valuing <span style="font-family: Arial,Helvetica,sans-serif;">4.4 Assess their own works of art, using specific criteria, and describe what changes they would make for improvement.

<span style="font-family: Arial,Helvetica,sans-serif;">TECHNOLOGY <span style="font-family: Arial,Helvetica,sans-serif;">1. Creativity and Innovation <span style="font-family: Arial,Helvetica,sans-serif;">Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. <span style="font-family: Arial,Helvetica,sans-serif;">b. Create original works as a means of personal or group expression <span style="font-family: Arial,Helvetica,sans-serif;">2. Communication and Collaboration <span style="font-family: Arial,Helvetica,sans-serif;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and <span style="font-family: Arial,Helvetica,sans-serif;">contribute to the learning of others. <span style="font-family: Arial,Helvetica,sans-serif;">b. Communicate information and ideas effectively to multiple audiences using a variety <span style="font-family: Arial,Helvetica,sans-serif;"> of media and formats <span style="font-family: Arial,Helvetica,sans-serif;">3. Research and Information Fluency <span style="font-family: Arial,Helvetica,sans-serif;">Students apply digital tools to gather, evaluate, and use information. <span style="font-family: Arial,Helvetica,sans-serif;">b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media <span style="font-family: Arial,Helvetica,sans-serif;">c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks <span style="font-family: Arial,Helvetica,sans-serif;">4. Critical Thinking, Problem Solving, and Decision Making <span style="font-family: Arial,Helvetica,sans-serif;">Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. <span style="font-family: Arial,Helvetica,sans-serif;">b. Plan and manage activities to develop a solution or complete a project <span style="font-family: Arial,Helvetica,sans-serif;">5. Digital Citizenship <span style="font-family: Arial,Helvetica,sans-serif;">Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. <span style="font-family: Arial,Helvetica,sans-serif;">a. Advocate and practice safe, legal, and responsible use of information and technology <span style="font-family: Arial,Helvetica,sans-serif;">b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

<span style="font-family: Arial,Helvetica,sans-serif;">Students will be able organize information in a logical and meaningful way. <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to create a scrapbook that has a focus and is visually interesting. <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to present the information contained in their scrapbooks in a manner that is engaging, appropriate and comprehensible.
 * <span style="font-family: Arial,Helvetica,sans-serif;">What criteria are implied in the standard(s)/understanding(s) regardless of the task specifics? **

<span style="font-family: Arial,Helvetica,sans-serif;">Goal – Create a scrapbook of all of their work from the unit <span style="font-family: Arial,Helvetica,sans-serif;">Role – Collect, organize, design and create scrapbook pages <span style="font-family: Arial,Helvetica,sans-serif;">Audience – Peers and families who will listen to their presentations, ask questions and provide feedback <span style="font-family: Arial,Helvetica,sans-serif;">Scenario – Classroom preparation and presentation <span style="font-family: Arial,Helvetica,sans-serif;">Purpose – Provide students with an opportunity to share the totality of their work <span style="font-family: Arial,Helvetica,sans-serif;">Standards – <span style="font-family: Arial,Helvetica,sans-serif;">HISTORY AND SOCIAL SCIENCE <span style="font-family: Arial,Helvetica,sans-serif;">5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. <span style="font-family: Arial,Helvetica,sans-serif;">4. Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Through what authentic performance task will students demonstrate understanding? **

<span style="font-family: Arial,Helvetica,sans-serif;">WRITING <span style="font-family: Arial,Helvetica,sans-serif;">1.0 Writing Strategies <span style="font-family: Arial,Helvetica,sans-serif;">1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks). <span style="font-family: Arial,Helvetica,sans-serif;">1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

<span style="font-family: Arial,Helvetica,sans-serif;">WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS <span style="font-family: Arial,Helvetica,sans-serif;">Written and Oral English Language Conventions <span style="font-family: Arial,Helvetica,sans-serif;">1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas. <span style="font-family: Arial,Helvetica,sans-serif;">1.2 Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns.

<span style="font-family: Arial,Helvetica,sans-serif;">LISTENING AND SPEAKING <span style="font-family: Arial,Helvetica,sans-serif;">1.0 Listening and Speaking Strategies <span style="font-family: Arial,Helvetica,sans-serif;">1.4 Select a focus, organizational structure, and point of view for an oral presentation. <span style="font-family: Arial,Helvetica,sans-serif;">1.5 Clarify and support spoken ideas with evidence and examples. <span style="font-family: Arial,Helvetica,sans-serif;">1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures. <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Speaking Applications <span style="font-family: Arial,Helvetica,sans-serif;">2.2 Deliver informative presentations about an important idea, issue, or event by the following means: <span style="font-family: Arial,Helvetica,sans-serif;">b. Establish a controlling idea or topic. <span style="font-family: Arial,Helvetica,sans-serif;">c. Develop the topic with simple facts, details, examples, and explanations.

<span style="font-family: Arial,Helvetica,sans-serif;">VISUAL ARTS <span style="font-family: Arial,Helvetica,sans-serif;">2.0 Creative Expression <span style="font-family: Arial,Helvetica,sans-serif;">2.3 Demonstrate beginning skill in the manipulation of digital imagery (e.g., computer-generated art, digital photography, or videography). <span style="font-family: Arial,Helvetica,sans-serif;">2.6 Use perspective in an original work of art to create a real or imaginary scene. <span style="font-family: Arial,Helvetica,sans-serif;">2.7 Communicate values, opinions, or personal insights through an original work of art. <span style="font-family: Arial,Helvetica,sans-serif;">4.0 Aesthetic Valuing <span style="font-family: Arial,Helvetica,sans-serif;">4.4 Assess their own works of art, using specific criteria, and describe what changes they would make for improvement.

<span style="font-family: Arial,Helvetica,sans-serif;">TECHNOLOGY <span style="font-family: Arial,Helvetica,sans-serif;">1. Creativity and Innovation <span style="font-family: Arial,Helvetica,sans-serif;">Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. <span style="font-family: Arial,Helvetica,sans-serif;">b. Create original works as a means of personal or group expression <span style="font-family: Arial,Helvetica,sans-serif;">2. Communication and Collaboration <span style="font-family: Arial,Helvetica,sans-serif;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and <span style="font-family: Arial,Helvetica,sans-serif;">contribute to the learning of others. <span style="font-family: Arial,Helvetica,sans-serif;">b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats <span style="font-family: Arial,Helvetica,sans-serif;">3. Research and Information Fluency <span style="font-family: Arial,Helvetica,sans-serif;">Students apply digital tools to gather, evaluate, and use information. <span style="font-family: Arial,Helvetica,sans-serif;">b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media <span style="font-family: Arial,Helvetica,sans-serif;">c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks <span style="font-family: Arial,Helvetica,sans-serif;">4. Critical Thinking, Problem Solving, and Decision Making <span style="font-family: Arial,Helvetica,sans-serif;">Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. <span style="font-family: Arial,Helvetica,sans-serif;">b. Plan and manage activities to develop a solution or complete a project <span style="font-family: Arial,Helvetica,sans-serif;">5. Digital Citizenship <span style="font-family: Arial,Helvetica,sans-serif;">Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. <span style="font-family: Arial,Helvetica,sans-serif;">a. Advocate and practice safe, legal, and responsible use of information and technology <span style="font-family: Arial,Helvetica,sans-serif;">b. Exhibit a positive attitude toward using technology that supports collaboration, <span style="font-family: Arial,Helvetica,sans-serif;"> learning, and productivity <span style="font-family: Arial,Helvetica,sans-serif;">b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

<span style="font-family: Arial,Helvetica,sans-serif;">Students will create a scrapbook that is titled, organized, includes all assignments and is visually appealing. Students will present their work and design in their scrapbook appropriately and adequately.
 * <span style="font-family: Arial,Helvetica,sans-serif;">What student products/performances will provide evidence of desired understands? **

<span style="font-family: Arial,Helvetica,sans-serif;">The students will be assessed on how many assignments are included in their scrapbooks. <span style="font-family: Arial,Helvetica,sans-serif;">Students will be assessed on their organization of their scrapbooks. <span style="font-family: Arial,Helvetica,sans-serif;">The students will also be assessed on their oral presentations of their work.
 * <span style="font-family: Arial,Helvetica,sans-serif;">By what criteria will student products/performances be evaluated? **


 * Stage 3: Plan learning experiences and instruction**


 * What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings?**

Technology will not only be used to research and gather information, but to also share students' ideas and creates. By navigating websites to locate pertinent and appropriate information, students will hone their skills in 21st century research. Creating videos and mp3s will provide the students an engaging and relevant way to show what they have learned and help them become more experienced digital citizens.
 * In what ways will technology be used that will equip students to develop and demonstrate the desired understandings?**

At the beginning of the unit, the students and their families will be given a letter that explains the purpose, included tasks and expectations of the students' work for the unit. Families would be encouraged to discuss the students' progress and/or ask questions by participating in a threaded discussion on the class website. Finally, families will be welcomed to attend the students' final presentations.
 * What parental/family involvement <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">activities will equip students to develop and demonstrate the desired understandings? **

<span style="font-family: Arial,Helvetica,sans-serif;">The main objective of this unit is to help the students to understand the experiences that the settlers encountered while traveling along the overland trails towards California. For some it was an adventure, for others, it was a disastrous journey. If one was to peruse the many accounts left by the pioneers, it would be evident that the journey was worth it for some, while others chose to return to their previous homes. This bulletin board will be the final evidence collected from the students stating whether they felt that the journey was worth it. Their diary entries will contain at least three examples from actual primary sources to justify their conclusion.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Design a bulletin board (include a sketch) and tell in what ways it will be used to equip students to develop and demonstrate the desired understandings? **