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Oregon 2009 Sesquicentennial Celebration
Westward Expansion- Fur Trade
Author: Kurt Cox, KurtC@mckenzie.k12.or.us
McKenzie Jr. High School
McKenzie School District
Courtesy of Lane Education Service District's
Teaching American History project
Target Grade Level(s): 5 6 7 8 9
Approximate Time Needed: 4-6 weeks
Prerequisites:
Brief Overview: This unit examines the importance of trade throughout American
history. Although linked together, prior lessons are not necessarily prerequisites
for the individual lessons.
By starting out on the personal level, students will see how transportation
technology has increased our access to a wider variety of goods in approximately
2-90 minute sessions. They will research the paths taken by familiar produce from
farm to market, keying in on the geographical region and characteristics of the
zone grown and identifying transportation modes used. Assessment will be through
an individual keyed map and a group sketch performance.
The second series of lessons deals with the effects of the fur trade on the
peoples of North America during the 18th and 19th centuries. This lesson uses
period art as a communication tool to record items traded,cultural interaction
between Native Americans and non-Native Americans and the effects of that
trade in changing the lives of the people of North America. Internet access is
necessary for students and the lesson will run approximately 4- 90 minute sessions.
Assessment will be through an activity and a student art piece demonstrating
cross-culture trade.
The third lesson centers on the national debate as to where to place the
transcontinental railroad during the mid-1800s. Each of the regions of the nation
was looking to benefit themselves economically and further their regional power
and culture.
Additional Information
CCGs, Standards and Benchmarks
Objectives and Procedures
Modifications and Assessment
Required Materials and Preparation
Resources: Handouts, web sites and other helpful teacher materials
Objectives: L1 Students will identify the importance of transportation modes in
their daily life.
L1 Students will describe through mapping two routes taken for food
reach their table.
L1 Students will compare the variety of transportation modes possible
and determine which is best suited to a given situation
L1 Students will analyze how technology has impacted our access to
global markets
L2 Students will analyze pieces of 19th century art and writings to
determine the effects of trade and cultural interaction between Native
Americans and American trappers.
L2 Students will discuss trade influenced your life?
L2 Students will identify how trade with European-Americans has
influenced the lives of Native-Americans?
L3 Students will identify the economic role of fur trappers in the early
19th century L3 Students will analyze the risks taken by fur trappers
L3 Students will analyze the writings of fur trappers to understand
their relationship to the natural world and the people that they
encountered
*L3 Students will define a natural disaster
*L3 Students will list 5 natural disasters
*L3 Students will define the environment impact of a specific disaster
*L3 Students will compare the problems associated with natural
disasters of the past and present
*L3 Students will apply information from Maslow’s
Hierarchy of Needs to the after effects of a natural disaster
*L3 Students will define infectious disease
*L3 Students will describe symptoms, mode of transmission, and
causes of cholera
*L3 Students will explain the destruction that cholera had on the
people living and traveling through the west during the 1800s
*L3 Students will compare the cholera epidemics of the
1800’s and 1900’s
*L3 Students will describe symptoms, mode of transmission, and
causes of modern infectious diseases
(* objectives developed by PBS for their series, The West)
L3 Students will use a variety of research mediums to locate
information on a pathogen
L3 Students will hand draw a range map of an infectious organism
L3 Students will draw and label an infectious organism
L3 Students will identify modern treatments for a pathogen
L3 Students will identify methods of disease transmission
L3 Students will prepare and accurate and organized report according
to a universal template
L3 Students will cite sources in a bibliography
L3 Students will give a brief oral report on their researched organism
L4 Students will develop a biographical understanding of a United
States Senator during the 31st Congress (1850-52)
L4 Students will develop a comparative timeline of a senator’s
life achievements and the technological development of a railroad
system
L4 Students will identify regional interests in the development of a
national railroad system
L4 Students will Debate the merits of the transcontinental railroad and
how its placement within their region would benefit the nation at large
L4 Students will conduct themselves properly in a meeting operating
under Robert’s
Rules of Order
Instruction/Procedur Lesson 1: "How'd that Get Here? 3-4, 60 minute periods
e: Daily Journal Prompt: Think of all of the food that you've eaten in the
past 24 hours. Reflecting on all of the ingredients that went into the
food, what came from the furthest away and how did it get here?
A. The teacher will present some easily identified food items:
avocado, banana, kiwi, Brazil nut, pineapple and chocolate bar. Ask:
"Can we identify these?" "Where do these originate from?"
B. In a classroom discussion list as many forms of transportation as
possible: trains, semis, donkey carts, ocean liners, rowboats, canoes,
laborer's backs....
Discuss differences in the transportation infrastructure from country
depending on geography and economy. The ability to ship quantities
of goods to domestic and international markets is important to a
national economy.
C. Depending upon time available, assign small teams of 4-5 students
to use reference materials to locate the growing zones of each item, or
have the teacher disseminate the information.
Banana: South/Cent America; Kiwi: US, New Zealand, Mexico;
Brazil nuts: Amazon Rain Forest; Pineapple: Hawaii, South Asia;
Chocolate: Cocoa: South/Cent.America, Africa
D. Students prepare an oral presentation that will have one student
narrate as the other students pantomime the movement of the food.
Students 1) find the harvest methods used for their food, 2) how
produce is prepared for shipping, and 3) how it is shipped from farm
to grocery using different modes of transportation.
E. Each student will create a shipping map from source to store for his
or her produce. The key will reflect the different transportation modes.
Lesson 2 "Examining the Effects of the Fur Trade Through Art" 4, 60
minute periods
Daily Journal Prompt: Think of a painting or photograph that you
really like. Describe that image and the story that it tells.
A. Write on the board the following questions:
1. How has trade influenced your life?
2. How would trade with European-Americans have influenced the
lives of Native-Americans?
Give about five minutes to have students write down ideas and then
survey student responses.
(20 minutes)
B. Project Edward Curtis' photograph "A Blackfoot Travois", on
screen from the Internet address in the Other Technology section. In
this photo, a simple travois is pulled by a horse as the people guide the
pack animal to new grounds. Examine the "traditional" and "trade"
items they are shown in the photo. Discuss how the trade items would
have changed the lives of these nomadic people.
Then show the photo of "Slow Bull's Wife" from net address above
and discuss what items were traded. The items traded here were the
shells from the Pacific Northwest that were traditional trade items.
These show the importance of trade over the centuries prior to the
arrival of the Europeans.
If available, use the photo "Wishram Girl" from Curtis' Portraits from
North American Indian Life. This photo shows shell trade, bead
brought in by the Hudson's Bay Company and Chinese Coins.
(20 minutes)
Journal Prompt: What similarities do you see between Curtis'
photographs and a modern trip to the mall?
C. Have students complete the Activity Sheet 2.1 "Examining the
Effects of the Fur Trade Through Art", using the Internet. This activity
will take them to the Yale University collection of art of the 18th and
19th century. Students will analyze these photos to assess the
prevalence and importance of trade, and the ideals that the whites
attached, to their interaction with Native Americans. (60 minutes)
D. After having examined primary and secondary source materials the
students will locate a specific tribe and create a sketch, painting or
pencil drawing the items traded by their tribe and how it affects life
within the tribal community. They will then describe the interaction in
a paragraph to accompany their pictures in an art museum showing
(90 minutes)
Lesson 3: The Fur Traders (10 days)
Student will have been given a background of the fur-trading era from
the activity in lesson 4, Examining the Effects of the Fur Industry
Through Art. Lesson 4 is suggested, but not integral to this lesson.
Day 1: Introductory Activity: On the board print the following quote:
"Hats. Hats was the name of the game. The carriage trade was the
thing that set the standard of fashions. The carriage trade was nothing
more than the rich driving around in their carriages in Boston or
London or Paris... and whatever they wore, everybody else wanted to
wear. Well, they were wearing beaver hats. And thus it made a
demand for beaver."
Fred Gowans, PBS
This economic market for stylish fur created a strong demand and
brought good prices.
It was out of this demand for style that the Fur Trader was possible.
Ask the question, "Why would a person want to become a fur trading
mountain man?"
On an overhead have a timeline showing the several main events that
occurred between 1800 and 1840 (Worksheet 3.1).
Have students either individually or in pairs come up with reasons that
someone would choose that particular life style. Bring this to a
classroom discussion. On the overhead or board, write down student
responses. How were these individuals like the astronauts and
oceanographers of today? How did they, in the early 1800's, impact
the life of the nation in the later mid and later 1800s? What did they
miss out on that was going on back east. (30 minutes)
Activity: Design a fur hat, or faux fur, that would be marketable today.
After designing the hat create an advertisement for your piece. Scoring
will include originality, practicality, design sense and material use.
Journal Prompt: If given the chance to go back in time to be a
mountain man for a week, would you do it? Why or why not?
Day 2: (From PBS-The West, Lesson Plans)
A. Journal Prompt: Write a paragraph that defines and describes
natural disaster. Share entries with the class.
B. Brainstorm as a class a list if natural disasters and write the
responses on the board or overhead.
C. Divide the class into groups of three or four. Assign each team one
of the natural disasters from the board or overhead. In their teams,
they are to discuss and write down as many outcomes and
consequences of their disaster as they can. They will remain in these
groups until they complete their final product.
D. Show the video clip; Geography of Hope, {14:35-22:22}, from
Empire Upon the Trail, PBS, The West, directed by Ken Burns.
Secure this video from your school district's film distributor or local
video store. (The complete series is also available through PBS.ORG
for $99.) This segment shows how people encountered a variety of
natural disasters while moving across the Great Plains and how they
dealt with them.
E. After watching the video, discuss with the class the reasons why so
many people ventured west, how they undertook the hardships and
how these hardships drove so many people back off of their new
lands. What caused these disasters and were they all natural? How did
over harvesting and over population affect the land?
F. Each group will then share their ideas about the problems and
consequences of natural disasters from their notes prior to watching
the video. They should then add information from the video and
discussion to their list.
G. Using the information from Maslow's Hierarchy of Needs,
http://snycorva.cortland.edu/~ANDERSMD/MASLOW/EXPLAIN.H
TML, have the students compare the information that they wrote down
in their journals to that of the hierarchy. Have them place the number
of the need next to each item they wrote in their journal. Discuss the
significance of these findings. What forms of motivation did people
have?
H. Conclude this day's lesson with a preview of their final product- a
newspaper, In their natural disaster teams, they will research, write,
edit and produce a newspaper dedicated to their natural disaster.
Day 3 and 4
A. Working in their original team, students will begin data collection
and start building their articles. Go over in class the newspaper rubric;
(Students should utilize the web in order to generate a variety of
articles for their newspaper. Below is a list of possible topics that the
articles should cover:
· Conditions that cause or leads to their natural disaster occurring
· Popular locations for the natural disaster to strike
· Historical incidences
· Most significant occurrences
· Historical explanation for their natural disaster
· Recent occurrences
· Current technology that can help predict their natural disaster
· Health hazards associated with the disaster
· Dietary impacts of the disaster
· Economic impact of their natural disaster striking
· World wide impact
· Humanitarian services that help people in need following the natural
disaster
B. Students are to work these two days on their newspaper articles.
Days 5 Trapper Correspondence
Journal Prompt: Would you personally like to have more Easterners in
your trapping zone or less? Put your thoughts in a paragraph
expressing how your needs would be meet by having more people, or
keeping the population lower.
A. The teacher will either assign students, or have the students choose,
a mountain man to research from the site
http://www.xmission.com/~drudy/mtman/mmarch.html. Students will
read a copy a journal entry and then respond to it in letterform to
another student, who also has taken the persona of a trapper. They will
describe the fur abundance, interaction with native people and other
trappers and the natural word around them. A hand drawn map of the
area being trapped is to accompany the letter. Through this activity
students will gain a better understanding of the life and motivations of
the mountain men, as well as their importance in opening up the west
to expansion. (60-90 minutes)
Day 6 Loading up at the Trading Post
Journal Prompt: Explain what five items you would definitely take
with you if you were informed right now that you were going off on a
one-week survival TV show.
A. Discuss the items that the students would take with them. On the
board, or overhead, separate into columns as to whether they were
needed for survival or were they items for comfort.
B. In the lesson students will examine three different sources of
information to determine what types of goods were traded during the
fur-trading era. Instruct the students to log on to the emission.com
web-site- see the address in the Other Technology section. From the
listings of source material the students will search the business records
archives for inventories and records for three separate businesses.
While at the site they will divide a piece of notebook paper into three
columns. The first column will be headed with the sources name, date
of entry and location. The second column will be for inventorying the
trapper's personal items. The third is to be for those items that will be
used in trade.
C. After entering the information above students, will explain in a
short essay how the trader/trappers would use the goods to ensure their
survival during the next year, how trade goods may change from year
to year and what benefits and problems were brought with westward
expansion. They are to reference the source material in their
paragraph.
Day 7 Spreading More than Trade Goods: Infectious Disease Along
the Fur Trade
Routes
This lesson is broadly based upon, and uses material from, the PBS
series The West. This lesson worked well in conjunction with
simultaneous lessons on bacteria and viruses in Life Science classes.
Journal Prompt: Describe in a paragraph what an infectious disease is.
A. Students will take about 5 minutes to answer the journal prompt.
When completed students will pair up and come up with a definition
of what an infectious disease is. Bring this in to a classroom
discussion, writing student responses on the board or overhead. Come
up with a common definition and discuss what common diseases do
we have that trouble the planet today.
B. Show The West, Episode 3, My Share of the Rocks[13:25- 24:05].
This episode shows William Swain traveling across the country from
New York to California along a wagon train route. Prior to viewing,
cue the students to pay particular attention to how Swain deals with
diseases encountered along the way and that they will be creating
some period dialogue, much like Swain's, later in the lesson.
After viewing the video segment have a class discussion on cholera.
Have students meet in small groups of three-to-four and come up with
answers to the following questions:
· Is cholera an infectious disease? How do you know?
· What are the common symptoms of cholera?
· Can cholera be fatal? How often?
· What social conditions existed on wagon trains that made cholera a
common occurrence?
· How was cholera treated along the trail?
Handout the cholera resource sheet from the Center for Disease
Control, if available. Add new information from sheet to the
information that students have gathered.
C. Share with the class What are re-emerging infectious diseases?
Share the specific
selection of cholera from the World Health Organization's website.
Have students brainstorm why a disease may re-emerge after a period
of low incidence. Put information on the board as students add
information.
D. If time allows pass out the Bacteria and Virus Research Project
overview sheet. Give a brief overview of the project and explanations
if the research possibilities. Students should come prepared to have a
virus or bacteria selected for their next session.
Days 8-12 Researching Infectious Diseases
A. Teacher records which diseases the individual students are
researching. It is recommended that no more than 4 students research
the same disease within a classroom to ensure that resources are
available to all.
B. Teacher to go over the expectations for the report and takes student
questions.
· Information needed for the cover page and that not too much time
should be spent on its creation.
· Drawing of the organism should be of appropriate size, clearly
labeled
· Needs of the organism should be accurate, complete and referenced
· Map of the organisms active range needs to be neat, accurate and
clearly referenced
· Current treatments are complete. Historical treatments can be added.
· Need for print and non-print sources
· Plagiarism is not an option
· A short bibliographic reference page is needed for sources used
· Brief oral presentation will be shared with the class at the conclusion
of the research
· Taxonomy, glossary and history of the organisms discovery are extra
credit
Students will be given a minimum of four days for research and
compilation of the research. Students should use web sites,
encyclopedias, health care professional interviews, magazine articles
and text books for information.
Lesson 4- "Where Goes the Railroad?" 5-8, 60 minute periods
A. From the site,
http://www.senate.gov/artandhistory/history/resources/pdf/chronlist.pd
f, the teacher will develop a list of senators during the session of 1850-
31st Congress. Students will be assigned a role of one senator to take
on the persona of.
B. Students will develop a biographical understanding of their senator
by accessing information through
http://politicalgraveyard.com/index.html or through a search engine.
Students will produce an illustrated life timeline of their senator either
through the software TIMELINER, or through their own drawing. The
timeline must show 15 events during the senator's lifetime. With the
timeline running in the middle of the paper, students will place the
senator's life events on the upper portion. (Later the students will be
adding railroad information in the lower portion to compare the
railroad development during the Senator's lifetime.) (2 or 3 90-minute
periods)
C. Students will then research the history of the Transcontinental
Railroad by accessing the Library of Congress' American Memory
collection. Site access is- http://memory.loc.gov/ammem/gmdhtml, go
to "Transportation and Communication" icon, go to Railroad Map
Collection" icon, go to "History of Railroads and Maps" icon.
Students will read the selection on the History of Railroads and Maps.
From this reading they will find the problems encountered in the
building of railroads in the United States. They are then to add a
minimum of five events in the development of railroads to their
Senator's timeline. Conduct a classroom discussion on the Senator's
lives, development of the railroad system, and the importance of
railroad development, especially the transcontinental railroad, to their
state.
D. The final activity in this lesson is a Senatorial debate on the
placement of the New Transcontinental Railroad. Students will then be
divided into three regional groups: South, East and West. Each group
will develop a platform to present to whole Senate on the railroad's
placement. Their plan must benefit their constituents as well as be
palatable to the Senate. (1 day)
If students are unfamiliar with the rules governing debates have them
utilize Robert' s Rules of Order. A web site link has been provided in
the Other Technology section. Addressing fellow members should be
addressed as to the Honored Representative/Senator of (state), or Mr.
_________ or Senator _________.
Modifications for reduction/refinement in quantity of work contingent on IEP
special needs
students:
Assessment: Lesson 1
1. Oral Presentation to be scored as to state benchmarks (Worksheet
1.1)
2. Shipping map from source to grocery (Worksheet 1.2)
Lesson 2
1. Examining the Effects of the Fur Trade Through Art- worksheet
Lesson 3 The Fur Trade
1. Journal entries
2. Fur hat advertisement
3. Group work on their newspaper article
4. Newspaper rubric
5. Fur Trapper correspondence
6. Inventory sheets from 3 sources and referenced paragraph on
changes brought to the west by trade
7. Bacteria/Virus report
Lesson 4
1. Senator/Railroad Comparative Timeline
2. Regional Senate debate as to where to place the railroads
Academic Geography
Standards/Skills to Understand and use spatial concepts of geography.
Support the CCGs: Locate places and understand and use geographic information or
relationships by reading, interpreting, and preparing maps, and other
geographic representations
Locate major physical and human features of the Earth.
Locate major physical and human features of the Earth.
Understand the distribution and movement of people, ideas, and
products.
Understand, analyze and evaluate the consequences of population
changes resulting from economic, cultural, or environmental factors.
Understand how humans affect the physical environment.
Understand how physical characteristics in the environment and
changes in the environment affect human activities
Identify and compare physical and human characteristics of major
regions and significant places in the world.
Identify and understand worldwide patterns of population distribution,
migration, and cultural diffusion and interactions.
Identify economic, cultural, and environmental factors that affect
population, and predict how the population would change as a result
Understand how human modification of the physical environment in a
place affects both that place and other places.
History
Understand, represent, and interpret chronological relationships in
history.
Interpret and represent chronological Understand how human
modification of the physical environment in a place affects both that
place and other places.
relationships and patterns of change and continuity over time.
Distinguish between cause and effect relationships and events that
happen or occur concurrently or sequentially.
Identify and give examples of chronological patterns and recognize
them in related events over time.
Evaluate data within the context it was created, testing its reliability,
credibility, and bias.
Understand the political, economic, and cultural impact, and lasting
influence of early civilizations and eras on world development.
Understand the importance and lasting influence of issues, events,
people, and developments in world history.
Identify and analyze cause and effect relationships in history
Identify and analyze various perspectives and interpretations of
historical issues and events
US History
Understand the importance and lasting influence of individuals, issues,
events, people, and developments in U.S. history.
Understand how individuals, issues and events changed or
significantly influenced the course of U.S. history post American
Revolution through 1900.
State and Local History
Understand and interpret events, issues, and developments in Oregon
history.
Social Studies Analysis
Identify, research, and clarify an event, issue, problem, or
phenomenon of significance to society
Gather, use, and evaluate researched information to support analysis
and conclusions
Understand an event, issue, problem, or phenomenon from multiple
perspectives.
Identify and analyze characteristics, causes, and consequences of an
event, issue, problem, or phenomenon.
Identify, compare, and evaluate outcomes, responses, or solutions,
then reach a supported conclusion.
Civics and Government
Understand the purposes of government and the basic constitutional
principles of the United States republican form of government
Understand the participatory obligations of U.S. citizens
Understand the responsibilities and interrelationships of local state,
and national government in the U.S.
Understand how individuals, groups, and international organizations
influence government
Identify and give examples of how groups and organizations can
influence the actions of government
Economics
Understand how tradeoffs and opportunity costs are decisions that can
be measured in terms of costs and benefits
Understand the role of government and institutions in an economy
Understand incentives in a market economy that influence individuals
and businesses in allocating resources (time, money, labor, natural
resources).
Understand fundamental geography vocabulary such as concepts of
distance, latitude, longitude, interdependence, accessibility, and
connections.
Read, interpret, and understand how to construct geographic
representations to analyze information, understand spatial
relationships, and compare places
Reading
Locate information and clarify meaning by skimming, scanning, close
reading, and other reading strategies.
Demonstrate literal comprehension of a variety of printed materials.
Demonstrate inferential comprehension of a variety of printed
materials.
Draw connections and explain relationships between reading
selections and other texts, experiences, issues, and events.
Extend and deepen comprehension by relating text to other texts,
experiences, issues, and events.
State and Local History
Understand how various groups of people were affected by events and
developments in Oregon state history.
Understand the lasting influence of events and developments in local
history
Social Science Analysis
Clarify key aspects of an event, issue, or problem through inquiry and
research
Writing
Communicate knowledge of the topic, including relevant examples,
facts, anecdotes, and details.
Communication
Communicate knowledge of the topic, including relevant examples,
facts, anecdotes, and details.
Structure information in clear sequence, making connections and
transitions among ideas, sentences, and paragraphs
Technology:
Local District Defined: Demonstrate proficiency in the use of a variety
of technological tools.
Benchmarks (Does History
not apply to all Read, interpret, and understand how to construct geographic
lessons.): representations to analyze information, understand spatial
relationships, and compare places
Locate and identify on maps and globes the regions of the world and
their prominent physical features
Locate and identify on maps and globes the regions of the world and
their prominent physical features
Identify and compare physical and human characteristics of major
regions and significant places in the world.
Identify and understand worldwide patterns of population distribution,
migration, and cultural diffusion and interactions.
Identify economic, cultural, and environmental factors that affect
population, and predict how the population would change as a result
Understand how human modification of the physical environment in a
place affects both that place and other places.
Civics and Government
Understand the purposes of government as stated in the Constitution
and specific provisions that limit the power of government in order to
protect the rights of individuals
Identify and distinguish how powers and responsibilities are
distributed and balanced among the federal, state, and local levels
Reading
Locate information and clarify meaning by using tables of contents,
glossaries, indexes, headings, graphs, charts, diagrams, and/or tables.
Demonstrate literal comprehension of a variety of printed materials.
Identify sequence of events, main ideas, facts, supporting details, and
opinions in literary, informative, and practical selections.
Demonstrate literal comprehension of a variety of printed materials.
Extend and deepen comprehension by relating text to other texts,
experiences, issues, and events.
Writing
Convey clear, focused main ideas supported by details and examples
in ways appropriate to topic, audience, and purpose. †
‡
Communication
Convey clear, focused main ideas with accurate, relevant supporting
details, including documentation of sources, appropriate to audience
and purpose. ‡ Classroom Work Samples
Demonstrate organization by developing a beginning, middle, and end
and by providing clear sequencing of ideas and transitions.‡
Classroom Work Samples
Social Science Analysis
Examine a controversial event, issue, or problem from more than one
perspective
Examine the various characteristics, causes, and effects of an event,
issue, or problem
Consider two or more outcomes, identify their strengths and
weaknesses, then conclude and justify which is best.
Required Hardware: Teacher- computer with Internet access (L2, L2, L3, L4)
computer screen projector (L2, L3)
overhead projector (L1, L2, L3)
Video projector (L3)
students- computer with internet access (L2, L3, L4)
Required Software: Timeliner by Tom Snyder
The Oregon Trail Education Resource Guide available from the
National Historic Oregon Interpretive Center, Baker City, Oregon
Web Sites and Other Lesson 1: How’d That Get Here
Technology: (FOOD INFORMATION SITES- Lesson 1
www.nass.usda.gov/fl/citrus/tfpv02.txt
Lesson 2: Examining the Fur Trade Through Art
(BLACKFOOT TRAVOIS-Lesson 2
http://memory.loc.gov
Once on this main access page, insert Blackfoot Travois in the Search
box
(SLOW BULLS WIFE)- Lesson 2
http://memory.loc.gov
Once on this main access page, insert Slow Bull’s Wife in the
Search box
(Examining the Effects of the Fur Trade Through Art- student activity
sheet)
Lesson 3: Fur Trade
Day 1
Empire Upon the Trail, video, “The West”, PBS Series
Video Episode 7: “Geography of Home”
Video Episode 3: “Speck of the Future”. “My
Share of the Rocks”
Maslow’s Hierarchy of Needs
http://snycorva.cortland.edu/~ANDERSMD/MASLOW/EXPLAIN.H
TML
Day 2 and 3
Natural Disasters: Destructive Forces of Nature
http://www.library.thinkquest.org/16132/html
Natural hazards database
http://www.ngdc.noaa.gov
Federal Emergency Management Agency
http://www.fema.gov
Day 5
The Mountain Men: Pathfinders of the West
http://xroads.virginia.edu/~HYPER/HNS/Mtmen/home.html
Recollections of John B. Wyeth, member of the Corps of Discovery
http://www.xmission.com/~drudy/mtman/html/jwyeth.html
Excellent primary and secondary sources on mountain men.
http://www.xmission.com/~drudy/mtman/mmarch.html
Day 6
Mountain Men and the Fur Trade, records of Fur trade business
records
http://www.xmission.com/~drudy/mtman/bizrecs.html
Day 7
Empire Upon the Trail, video, “The West”, PBS Series
Video Episode 3: “Speck of the Future”. “My
Share of the Rocks
Cholera Resource Sheet
http://www.cdc.gov/ncido/dbmd/diseaseinfo/cholera
Emerging and re-emerging infectious disease resource sheet: World
Health Organization
http://www.who.int/inf-fs/en/fact097.html
Oregon School Library Information Service (OSLIS) Search engine
for middle school students
www.oslis.k12.or.us
Lesson 4: Where Goes the Railroad
Library Of Congress Map Collection site
http://memory.loc.gov/ammem/gmdhtml
Chronological list of Federal Senators and Representatives of 1789-
2003
http://www.senate.gov/artandhistory/history/resources/pdf/chronlist.pd
f
Information on past political leaders:
http://politicalgraveyard.com/index.html
Robert’s Rules of Order: http://www.constitution.org/rror/rror-
-00.htm
Lesson 5: Diaries of the Oregon Trail
General overview of crossing the Oregon Trail
http://www.americanwest.com/trails/pages/oretrail.htm
Diaries of the Oregon Trail: End of the Oregon Trail Website Diaries
http://www.endoftheoregontrail.org/piofam/fambak.html
Life and Death on the Oregon Trail
http://www.endoftheoregontrail.org/road2oregon/sa18death.html
Oregon Trail student level book site
http://www.isu.edu/~trinmich/00.n.kidsboooks.html
African-Americans on the Oregon Trail- Moses Harris
http://www.suite101.com/article.cfm/caring_soul/89606
National Endowment for the Arts Oregon Trail Lesson Plan Website.
http://edsitement.neh.gov/view_lesson_plan.asp?ID=277
Other Materials: pencils (L1,2)
paper (L1,)
blank world political maps (L1)
food: avocado, banana,kiwi,Brazil nut,pineapple,chocolate bar (L1)
Worksheet 2.1 (L2)
If available: "Portraits from North American Indian Life", by Edward
S. Curtis (L2,)
Journals (L 1,2,3,4,5)
News Print (L3)
Maslow’s Hierarchy of Needs (L3)- See technology for
address
Rubric for Newspaper (L3)
Infectious Disease Data Collection Sheet (L3)
Infectious Disease Rubric (L3)
Encyclopedia (L3)
Robert’s Rules of Order (L4)
Set of Oregon Trail Diaries, edited by Bert Webber. Published by
Webb Research Group (L5)
