CONTENT STANDARDS MET in Lieutenant Ronald Reagan and the U.S. Cavalry: History and Hollywood
Teacher’s Activity Book

A. History-Social Science Content Standards
Students in grade five study the development of the nation up to 1850, with an emphasis on the people who were already here, when and from where others arrived, and why they came. Students learn about the colonial government founded on Judeo-Christian principles, the ideals of the Enlightenment, and the English traditions of self-government. They recognize that ours is a nation that has a constitution that derives its power from the people, that had been forged in a revolution, that once sanctioned slavery, that experienced conflict over land with the original inhabitants, and that experienced a westward movement that took its people across the continent. Studying the cause, course, and consequences of the early explorations through the War for Independence and western expansion is central to students’ fundamental understanding of how the principles of the American republic form the basis of a pluralistic society in which individual rights are secured.
5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples of the Mississippi River.
1. Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools and utensils.
5.2 Student trace the routes of early explorers and describe the early explorations of the Americas.
3. Trace the routes of the major land explorers of the United States, the distances traveled by explorers and the trade routes that linked Africa, the West Indies, the British colonies and Europe.
5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
4. Discuss the role of broken treaties and massacres and the factors that led to the Indians’ defeat, including the resistance of Indian nations to encroachments and assimilation (e.g. the story of the Trail of Tears).
6. Explain the influence and achievements of significant leaders of the time (e.g. John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).
5.6 Students understand the course and consequences of the American Revolution.
1. Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the role of American and British leaders, and the Indian leaders’ alliances on both sides.
3. Identify the different roles women played during the Revolution (e.g. Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).
5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
6. Know the songs that express American ideals (e.g. America the Beautiful, The Star Spangled Banner).
5.8 Students trace the colonization, immigration and settlement patters of the American people from 1789 to the mid 1800s, with emphasis on the role of the economic incentives, effects of the physical and political geography, and the transportation systems.
1. Discuss the wares of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g. overland wagons, canals, flatboats, steamboats).
2. Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g. mountain ranges, principal rivers, dominant plant regions).
3. Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g. Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).
4. Discuss the experiences of settlers on the overland trails to the West (e.g. location of the routes; purpose of the journeys; influence of the terrain, rivers, vegetation and climate; life in the territories at the end of these trails).

B. English Language Arts Academic Content Standards

1.0 Writing Strategies
Students write clear, coherent and focused essays. The writing exhibits the students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
1.1 Create multiple-paragraph narrative compositions.
a. Establish and develop a situation or plot.
b. Describe the setting.
c. Present an ending
1.3 Use organizational features of the printed text (e.g. citations, endnotes, bibliographic references) to locate relevant information.
1.5 Use the thesaurus to identify alternative word choices and meanings.
1.6 Edit and revise manuscripts to improve the meaning and focus of writing by deleting, consolidating, clarifying and rearranging words and sentences.

2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational and drafting strategies outlined in Writing Standards 1.0.
2.1 Write narratives:
a. Establish a plot, point of view, setting and conflict.
b. Show, rather than tell, the events of the story.
2.3 Write research reports about important ideas, issues, or events by using the following guidelines:
a. Frame questions that direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.
2.4 Write persuasive letters or compositions:
a. State a clear position in support of a proposal.
b. Support a position with relevant evidence.
c. Follow a simple organizational pattern.
d. Address reader concerns.

1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentation that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.
1.1 Ask questions that seek information not already discussed.
1.2 Interpret a speaker’s verbal and nonverbal messages, purposes and perspectives.
1.3 Make inferences or draw conclusions based on an oral report.
1.4 Select a focus, organizational structure, and point of view for an oral presentation.
1.5 Clarify and support spoken ideas with evidence and examples.
1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.
1.7 Identify, analyze, and critique persuasive techniques (e.g. promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages.
1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

C. Visual Arts Academic Content Standards

2.0 Creative Expression
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
2.6 Use perspective in an original work of art to create a real or imaginary scene.
2.7 Communicate values, opinions, or personal insights through an original work of art.
4.0 Aesthetic Valuing
Student analyze, assess and derive meaning from works including their own, according to the elements of art, the principles of design, and aesthetic qualities.
4.3 Develop and use specific criteria as individuals and in groups to assess works of art.

D. Mathematics Academic Content Standards

1.0 Mathematical Reasoning
Student make decision about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.