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					          A Pioneer’s Adventure Traveling West in a Covered Wagon
                                          Sherry Luhring
                                          Germantown Hills District # 69

                                          Summer 2008


Western History/Genealogy Department,
Denver Public Library

Students will learn how the Pioneers traveled using the covered wagon and the
adventures they encountered being out on the open prairie for days, weeks and months.
This is a supplemental activity to be used with an overall study of Pioneer life.
Students will be engaged in research with a partner, reading books, on-line activities, and
ending with a poster presentation.

    Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension


Overview                                                                   Back to Navigation Bar
Objectives                              Students will:
                                         understand the undertaking a pioneer family was
                                             about to embark upon
                                         research and gather facts pertaining to the decision
                                             to make a long trip on the open prairie
                                         research all aspects of how a wagon was built and
                                             what was necessary to take on the trip as well as
                                             other pertinent questions
                                         research how pioneers found their way without signs
                                         record how the pioneers spent daily life out on the
                                             prairie
                                         read books, navigate internet sites, answer questions
                                             on facts sheets, and put together a final project of a
                                             poster with a partner
                                         give an oral presentation of poster
Recommended time frame                  5 days – hour long segments. *Allow for additional days
                                        if needed
Grade level                             3rd --collaborative teaching in an inclusion setting
Curriculum fit                          Social Studies, supplemental project of a Pioneer Unit
Materials                               Books for project:
                                         Little House on the Prairie, by Laura Ingalls Wilder
                                             (read as a read-aloud in class)
                                         Daily Life in a Covered Wagon by Paul Erickson
                                         A Covered Wagon Girl: The Diary of Sallie Hester

                                                              Teaching with Primary Sources
                                                                     Illinois State University
                        1849-1850 (Diaries, Letters, and Memoirs) by Sallie
                        Hester, Christy Steele, and Ann Hodgson,
                       If You Traveled West in a Covered Wagon by Ellen
                        Levine and Elroy Free
                       You Wouldn’t Want to be an American Pioneer! by
                        Jacqueline Morley, David Salariya, and David
                        Antram
                       Pioneer Women: The Lives of Women on the
                        Frontier by Linda Peavy and Ursula Smith

                    Computer Lab:
                     Two segments of time in the computer lab with
                      partners for research on topic. Students will need to
                      find pictures, maps, and correspondences for their
                      poster project.
                    Websites:
                     www.loc.gov
                     www.unitedstreaming.com
                     http://library.thinkquest.org/6400/travel.htm#What%
                      20Was%20Covered%20Wagon

                    Worksheet/fact finders

                    Materials for poster project:
                     poster board, ruler, pencil, eraser, markers, crayons,
                      colored pencils

Illinois State Learning Standards                     Back to Navigation Bar
                    Social Science:
                    State Goal 16: Understands events, trends,
                    individuals and movements shaping the history of
                    Illinois, the United States and other nations.
                     16. A. Apply the skills of historical analysis and
                        interpretation.
                         16.A.1a Explain the difference between past,
                            present and future time; place themselves in
                            time.
                         16.A.1b Ask historical questions and seek out
                            answers from historical sources (e.g. myths,
                            biographies, stories, old photographs, artwork,
                            other visual or electronic sources.)
                         16.A.1c Describe how people in different times
                            and places viewed the world in different ways.
                         16.A.2c Ask questions and seek answers by

                                         Teaching with Primary Sources
                                                Illinois State University
                    collecting and analyzing data from historic
                    documents, images and other literary and non-
                    literary sources.
                   16.A.3b Make inferences about historical events
                    and eras using historical maps and other
                    historical sources.

             English Language Arts:
             State Goal 1: Read with understanding and fluency.
              1.A. Apply word analysis and vocabulary skills to
                comprehend selections.
                     1.A.1a Apply word analysis skills (e.g.,
                       phonics, word patterns) to recognize new
                       words.
                     1.A.1b Comprehend unfamiliar words using
                       context clues and prior knowledge; verify
                       meanings with resource materials.

Procedures                                     Back to Navigation Bar
             Prior to the lesson: read and discuss Little House in the
             Big Woods and Little house on the Prairie by Wilder

             Day One:
              Review aspects of the Pioneer life through the eyes
                of Laura Ingalls Wilder.
              Present books off of booklist for additional
                resources to be used throughout the project.
              Explain the project and the cooperative work with a
                partner. Draw names for partners to avoid hurt
                feelings.
              Show pictures of covered wagons using Primary
                Sources from the Library of Congress
                1. http://memory.loc.gov/cgi-
                    bin/query/r?ammem/cdn:@field(NUMBER+@b
                    and(ichicdn+n064908))
                2. http://memory.loc.gov/cgi-
                    bin/query/r?ammem/psbib:@field(DOCID+@lit
                    (p12377))
                3. http://memory.loc.gov/cgi-
                    bin/query/r?ammem/hawp:@field(NUMBER+@
                    band(codhawp+00171014))
                4. Watch video: “Pioneer Spirit: Wagon Trains
                    and the Oregon Trail”
                    www.unitedstreaming.com (16 minutes)

                                  Teaching with Primary Sources
                                         Illinois State University
             Day Two:
              Go to the computer lab for initial instruction for
                researching assignment.
              Explain step-by-step how to access the Library of
                Congress site so students can find their own pictures
                and maps for the poster project.
              Pass out fact sheet for recording information gather
                through partner research. See handout page.

             ** Return to the computer lab for continued research of
             facts. Some suggested sites are:
              http://www.americaslibrary.gov/cgi-
                 bin/page.cgi/es/or/trail
              http://www.americaslibrary.gov/cgi-
                 bin/page.cgi/jb/reform/oregon,

             Day Three:
              Continue with needed research. Use computers in
                classroom for those who have not completed the
                fact/research sheet.
              Others will use this day to download pictures,
                complete tasks assigned on the poster project.

             Day Four and Five:
              During these final days students will continue with
                fact finding reading available books and using
                reference books from library. Their efforts should
                also be to complete the poster project making sure
                all specific items are being accomplished from the
                initial handout.
              Take additional days to complete this project.

             Day six:
              On this final day, partners will present final project
                to the class.
              Each partner will be responsible to speak and share
                from the cooperatively completed poster.
Evaluation                                     Back to Navigation Bar
             This learning experience will be evaluated:
              Using Rubric Evaluation/Oral Presentation
              On completion of fact sheets
              Observed cooperative evaluation with partner



                                  Teaching with Primary Sources
                                         Illinois State University
Extension                                       Back to Navigation Bar
               An extension activity will be to write journal/diary
                entries as an example of narrative writing.




                                  Teaching with Primary Sources
                                         Illinois State University
    Primary Resources from the Library of Congress
                            Back to Navigation Bar




Primary Source   Description            Citation               URL
                 [First Cavalry's       DN-0064908,            http://memory.loc.
                 covered wagons,        Chicago Daily          gov/cgi-
                 tents, and horses in   News negatives         bin/query/r?amme
                 a field at Fort        collection, Chicago    m/cdn:@field(NU
                 Sheridan, Illinois].   Historical Society.    MBER+@band(ich
                                                               icdn+n064908))

                 Covered wagons         Civil War Treasures    http://memory.loc.
                 and horses on a        from the New-York      gov/cgi-
                 hill side with tents   Historical Society,    bin/query/r?amme
                 in the far             Digital ID:            m/cwnyhs:@field(
                 background,            nhnycw/ad ad03020      DOCID+@lit(ad03
                 Camp Winfield                                 020))
                 Scott, Va.]



                 Emigrants at the       Nebraska State         http://memory.loc.
                 Gates P.O., Custer     Historical Society,    gov/cgi-
                 County                 [Digital ID: nbhips    bin/query/r?amme
                                        12377                  m/psbib:@field(D
                                                               OCID+@lit(p1237
                                                               7))

                 Covered wagon          Western                http://memory.loc.
                                        History/Genealogy      gov/cgi-
                                        Department, Denver     bin/query/r?amme
                                        Public Library         m/hawp:@field(N
                                                               UMBER+@band(c
                                                               odhawp+00171014
                                                               ))

                 Family in covered      Western                http://memory.loc.
                 wagon                  History/Genealogy      gov/cgi-
                                        Department, Denver     bin/query/r?amme
                                        Public Library         m/hawp:@field(N
                                                               UMBER+@band(c
                                                               odhawp+10021871

                                                 Teaching with Primary Sources
                                                        Illinois State University
                                           ))

New & reliable rail   Library of           http://memory.loc.
road map,             Congress,            gov/cgi-
travelers edition,    Geography and Map    bin/query/r?amme
Western.              Division             m/gmd:@field(NU
                                           MBER+@band(g4
                                           061p+rr001250))




                             Teaching with Primary Sources
                                    Illinois State University
                                       Rubric
                                  Back to Navigation Bar


 Evaluation
This rubric will be used to assess student effort.

                        1                2            3              4      Score
                                                  Student         Student
                                                 presents        presents
                                              information in information in
               No sequence Student jumps           logical        logical,
 Organization                                                               ____
              of information.      around.       sequence       interesting
                                                    which        sequence
                                               audience can which audience
                                                  follow.       can follow.
                                                                  Student
                                 Student is
               Student does                                   demonstrates
                               uncomfortable
              not have grasp                   Student is at full knowledge
                                     with
              of information;                    ease with     (more than
   Content                    information and
              student cannot                   content, but required)with ____
  Knowledge                       is able to
                   answer                         fails to    explanations
                                answer only
                 questions                      elaborate.          and
                                rudimentary
              about subject.                                   elaboration.
                                 questions.
                                                 Student used Student used
                                 Student used 1
                                                   at least 2     more than 2
                  Student used     visual that
    Visuals                                     visuals related    visuals to    ____
                   no visuals.      supported
                                                       to          related to
                                  presentation.
                                                 presentation. presentation.
                    Student's                    Presentation
                                  Presentation
                  presentation                   has no more Presentation
                                    had three
                   had four or                     than two          has no
                                  misspellings
  Mechanics       more spelling                  misspellings misspellings or ____
                                      and/or
                  errors and/or                     and/or       grammatical
                                  grammatical
                  grammatical                    grammatical         errors.
                                      errors.
                      errors.                       errors.
                     Student
                                     Student
                    mumbles,
                                   incorrectly
                   incorrectly                     Student's
                                   pronounces                   Student used a
                   pronounces                   voice is clear.
                                      terms.                    clear voice and
                   terms, and                       Student
   Delivery                         Audience                    correct, precise ____
                   speaks too                     pronounces
                                 members have                    pronunciation
                    quietly for                   most words
                                     difficulty                    of terms.
                 students in the                   correctly.
                                     hearing
                  back of class
                                  presentation.
                     to hear.



                                                       Teaching with Primary Sources
                                                              Illinois State University
                                Handouts
                             Back to Navigation Bar




Covered Wagon Research Project
Directions: In this assignment you and a partner will research Pioneers and
their travels using covered wagons. You have approximately one week to
complete this task.

Your responsibilities are:
      1. Complete a fact finding sheet filling in the answers to questions.
           You must use complete sentences and cursive. Each student is
           required to turn in his/her own completed fact sheet. This will be
           graded for accuracy and neatness. You may use books, reference
           guides or the following sites: www.loc.gov and
           www.unitedstreaming.com or
           http://library.thinkquest.org/6400/travel.htm#What%20Was%20
           Covered%20Wagon
      2. Complete a poster which will include:
             - Title, partner’s names, and date
             - 2 downloaded pictures of covered wagons from the
                 following site- www.loc.gov
             - Draw your own picture of a covered wagon
             - List essential items needed for the trip/ include drawings
             - Draw and describe appropriate clothing for the trip/include
                 drawings
             - Draw your own map including the starting point and the end
                 point of your trip (must be accurate) You may download a
                 blank map of the United States
      3. Be prepared to present your final project to the class. Both
      partners will be responsible to speak and share their findings with the
      class.




                                                  Teaching with Primary Sources
                                                         Illinois State University
Covered Wagons/Pioneer Travels

Directions: Complete the following questions using cursive handwriting and complete
sentences where required.


   1. Who were the pioneers?

   ____________________________________________________________________

   ____________________________________________________________________

   ____________________________________________________________________

   2. Where did the pioneers travel to?

   ____________________________________________________________________

   ____________________________________________________________________

   3. What are some of the trails they used? (list)

   ____________________________________________________________________

   ____________________________________________________________________

   4. How did they travel?

   ____________________________________________________________________

   5. What were their wagons like?

   ____________________________________________________________________

   ____________________________________________________________________

   ____________________________________________________________________

   6. What is a wagon train?

   ____________________________________________________________________

   7. Who led the wagon train?

   ____________________________________________________________________

                                                      Teaching with Primary Sources
                                                             Illinois State University
8. What were their lives like?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

9. What did they do after reaching their new homes?

_____________________________________________________________________

10. When was the best time to start their trip?

_____________________________________________________________________

11. How many miles did they travel each day?

_____________________________________________________________________

12. Did most of the pioneers ride in the wagon?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

13. What would happen if the wagon broke down?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

14. What kind of clothing was best suited for traveling by wagon train?

_____________________________________________________________________

_____________________________________________________________________




                                                  Teaching with Primary Sources
                                                         Illinois State University
Teaching with Primary Sources
       Illinois State University

				
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