Submitted by: Kristin Buholtz

Grade Level(s): 2
nd


Johnny Appleseed: Westward Expansion
Rationale:
Using the story of Johnny
Appleseed students will understand
why and how pioneers moved across
the country in westward expansion,
and what barriers they encountered
along the way.
Materials/Equipment:
Johnny Appleseed by Stephen
Kellogg, relief map of the United
States without states or cities on
it, individual blank maps, markers,
crayons, US map on smartboard,
Johnny Appleseed YouTube video

TEKS Achieved: Social Studies
6(A) identify major landforms and
bodies of water, including each of
the continents and each of the
oceans, on maps and globes;
13(C) identify other individuals who
exemplify good citizenship
19(B) create written and visual
material such as stories, poems,
maps, and graphic organizers to
express ideas.
Blooms Taxonomy:
Knowledge Analysis
Comprehension Synthesis
Application Evaluation
Differentiated Learning:
Auditory Visual/Spatial
Kinesthetic Logical/Math
Verbal/Linguistic Musical
Interpersonal
Classroom Strategies:
Cooperative Groups Hands-On
Technology
Independent Simulation
Charts/Graphs/Maps
Problem Solving Whole-group

Objectives:
TSW locate natural barriers to westward expansion, and find the best route and the route taken by Johnny
Appleseed.
TSW discuss how and why Johnny Appleseed exemplified good citizenship.
TSW create and find alternative routes for the same destination on maps using symbols to locate places of
significance.

Lesson Plan:
Introduction:
I will discuss briefly with the class how we have been discussing, learning about, and doing activities with apples,
and tell them that there is one man who is part of our heritage that had a lot to do with how apples became so
abundant across the United States; and he is known as Johnny Appleseed. I will tell students we are going to learn
about his journey in planting apple seeds across the country and how that helped and affected the settlement of
pioneers in discovering more parts of our country as they moved west across the United States. I will then show
this short and fun YouTube viedo: https://www.youtube.com/watch?v=sfyvL_HV2rw

After the video I will read Johnny Appleseed by Steven Kellogg (which is shown in the video).

Process: (Information Giving, Modeling, Check for Understanding, Guided Practice, Independent Practice,
Closure/Culminating Activity)
Information Giving:
Discuss why the people wanted to move west; i.e., they needed more room, they wanted more land, adventure, etc.
In 1700 there were around 250,000 colonists living in the American colonies. By 1775, this number had grown to
over 2.5 million and they were getting a little crowded. Many people wanted new land to farm and hunt, so they
began to move west of the Appalachians.

Modeling:
Using a relief map we will have a whole-group discussion as I point out what natural barriers would be in regards of
pioneers attempting to travel westward.





Submitted by: Kristin Buholtz
Grade Level(s): 2
nd


Check for Understanding:
I will have half of the students get in a line on their hands and knees and have the other half of students explain
how the students act as a barrier in their path, and decide whether it would be easier to go around them or over
them.

Guided Practice:
Using a relief map we will have a whole-group discussion of Johnny Appleseeds route of planting apple seeds and
how/which certain natural barriers like mountains and bodies of water would halt the settlers movement westward.
We would discuss how they could overcome those barriers and types of things settlers brought with them to make
their journey westward.

Independent Practice:
In groups, students will use a blank map of the United States to plot Johnny Appleseed's trip, and also discuss and
decide if there could have or would have been an easier way to get from Massachusetts to Ohio.

Closure / Culminating Activity:
On a large map on the smartboard, I will have each group plot their chosen route on the map and tell why they
chose that route.

Extension:
I will have students use a Venn Diagram to compare and contrast the items Johnny took with him on his journey and
what a family would need to make the same trip during westward expansion.

Accommodations:
1. For a students with a visual impairment I will bring in a raised relief map so that student will be able to
determine the difference of flat land versus raised land.
2. By using multiple ways of presenting material (visual, hands-on, small groups, and whole-group) accommodations
for ELLs will be integrated in lesson.

Assessment/Evaluation:
1. Students will be able to show they understand what the trip for westward expansion pioneers would entail
including overcoming natural barriers on the relief map.
2. Using their groups route and reasons for their chosen route I will be able to assess their understanding of maps
and routes.

Reteach:
1. To understand and identify major landforms such as mountains and bodies of water I will have students work in
small groups to discuss, plan, and explain how they would get from McKinney, TX to Juneau, Alaska. They would
identify what major landforms they would encounter along their journey, and how they would cross/get over those
natural occurring barriers.
2. For students to identify major landforms such as mountains and bodies of water I will have them work in small
groups and assign each group a major landform (Rocky Mountains, Appalachian Mountains, Mississippi River, and
Great Lakes)