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Fourth Grade DBQ #3 – Hastings Cutoff and the Donner Party - Teacher’S Guide

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Fourth Grade DBQ #3 – Hastings Cutoff and the Donner Party - Teacher’S Guide Fourth Grade DBQ #3 – Hastings Cutoff and the Donner Party - Teacher’s Guide A document based question (DBQ) is an authentic assessment where students interact with historical and scientific related texts. A DBQ asks students to analyze documents, gather information, and fill in short scaffolded responses. Then students assimilate and synthesize the information from the documents, and write to an overarching prompt, by using information from the documents as well as integrating background knowledge they may have brought to the topic. In this version of a DBQ, the documents link to both science and social studies concepts and include text, visual models, diagrams, illustrations, videos, etc., all examples of resources a scientist or engineer might use in research and/or in the field. This DBQ is aligned with the fourth grade NGSS standards about Human Impact (4-ESS1-1, 4- ESS2-1, 4-ESS2-2, 4-ESS3-2), physical science (4-PS3-1), and the Nevada social studies standards regarding Disciplinary Skills (SS.4.1, SS.4.2, SS.4.3, SS.4.4, SS.4.5, SS.4.6, SS.4.7, SS.4.8) , and pioneers moving west (SS.4.13, SS.4.24). With prompting and support, the students will review the series of documents to write to a final prompt. Helpful vocabulary: human impact route personally environment terrain explain emigrant energy interact pioneer momentum affect cutoff leader Writing Task: Answer the following question: In what ways did our world change during this time? Use at least four of the vocabulary words in your writing. Use evidence from each document. Use your background knowledge about these topics. Developed by Jillian Welch, Kate Smith Elementary School, 2018 Fourth Grade DBQ #3 – Hastings Cutoff and the Donner Party - Teacher’s Guide A DBQ is a very structured activity, it cannot be independent or used as a worksheet, it must be directed. Most of the time, a DBQ combines prior knowledge and inferences with the documents students are exposed to. When directing students though this DBQ, these are the suggested steps in the process for each document: 1. Review the final writing prompt. Throughout the document, you might want to reference this question as the objective for what students are expected to understand. 2. Have students look at, read, watch, or listen to the document. 3. Have the students discuss their general observations of the document. 4. Talk through the first question, or have groups of students talk through the question. You could also have students jot down their individual ideas prior to having this discussion. 5. Have students write their answers to the question, either independently or together. As the students get comfortable with the process, they should do the writing independently after their discussions. 6. Move on to the next question, discuss, and then write. *Note: If students have prior experience with DBQs, you could reverse the order of how you complete this by having the students independently answer the question to a document and then discuss it as a whole class or in groups. Whichever format you choose, both the discussion and writing are essential to students processing each document. 4th Grade DBQs also have optional Multiple Choice/Response questions as an extra practice in preparing students for state testing. These questions are optional and do not affect the scaffolding or order of the written responses. You will notice that the questions in each document build on one another, leading students to higher levels of thinking and deeper into the content. It is important to do each document and the questions in the order they are listed as part of the scaffolding process. The vocabulary words should be posted, as they come about in the DBQ, in a highly visible area of your classroom and should be referred to often. When completing the final writing, the length and specific details of writing is dependent on purpose, timing, and your expectations. Depending on your students writing ability, you might also choose to scaffold this writing and/or model how to cite from the documents. *Note: When printing this DBQ for students, you will NOT need to include the first page, however students should know the final writing prompt throughout the process so they understand and make connections to the final writing task. Developed by Jillian Welch, Kate Smith Elementary School, 2018 Document A “… The most direct route, for the California emigrants, would be to leave the Oregon route, about two hundred miles east from Fort Hall; then bearing west southwest, to the Salt Lake; and thence continuing down to the bay of San Francisco…” (Excerpt from The Emigrants’ Guide to Oregon and California, L. Hastings, 1842) “…Virginia’s father played his winning card: an “open letter” from Hastings himself, delivered about a week earlier by a passing traveler. The guidebook author, who was leading other emigrants to California, was ahead of the Donner Party by a few days. In his letter, Hastings promised to backtrack toward Fort Bridger and personally escort the rest of the travelers through the shortcut…” (Excerpt from The Perilous Journey of The Donner Party, Calabro, 1999) 1. What leadership qualities did Lansford Hastings show that encouraged people to follow his ideas? Explain each trait that you choose. (Check off the traits you choose, then explain your thinking.) Students should choose and explain at least 2 qualities. (SEL Relationship Skills 4A, 4B, and 4C) a. role model (lead by example, c. enabler (empower others, build teams demonstrate integrity, support others) and collaborate) Sample response: Hastings Sample response: Hastings seemed to be a role model empowered others to follow his trail by writing his book, because he supported people by saying he would lead this shows authority and makes people want to follow. them through his cutoff. b. inspirer (create an inspiring vision, d. achiever (focus on results, be persistent, inspire risk taking) Sample response: Hastings lead change) Sample response: Hastings was leading seemed to be an inspirer, by writing his book he showed change by encouraging others to take a new route. his vision and set directions for the pioneers, inspiring them to follow a new trail. Developed by Jillian Welch, Kate Smith Elementary School, 2018 2. Use the map to explain the interaction between emigrants and their environment. Sample response: As emigrants traveled west they had to cross many landforms, interacting with their environment. When the Donner Party crossed the mountains, they would have to go uphill which takes more energy than the flats or the downhills. The mountains made the trek more difficult, therefore affecting the travelers. When they crossed a river, the Donner Party had to plan how to get the wagons across, depending on how deep and how wide the river was, so the interaction required a lot of planning. Also, when the pioneers were in the desert, they would have to plan their water supply very carefully, the desert land impacted the people because there are less supplies that they can use along the way. Make sure to include the vocabulary words “environment” and “interact” in this discussion. (SS.4.24) Possible leading questions if students are struggling: What are some ways people interact with their environment? How is this similar to the pioneers traveling across the country? How did the pioneers interact differently than we do today? 3. As a leader, based on the map and information, would you take the cutoff or not? Why? Include how the land and landforms would affect your decision? Answers vary. Students should explain how at least two landforms affect their decision in their answers. Possible leading questions if students are struggling: Think about the advantages and disadvantages to taking a cutoff. Look at the map to see what landforms you might encounter or avoid, how does this affect your decision? 4. Which direction is Lansford Hastings suggesting that they travel to save time? a. Northwest b. Southwest c. Northeast d. Southeast 5. According to the map, what landform(s) would the Hastings Cutoff go by or through? Choose all that apply. a. Mountains b. Desert c. River d. Lake e. Earthquake Developed by Jillian Welch, Kate Smith Elementary School, 2018 Document B Within a few days they knew Hastings Cutoff was a fraud. There was no road, no trail, only the barest path through wilderness. Most maddening of all, there was no Lansford Hastings. Some of the hills were so steep that the wagons threatened to somersault. Then the Donner Party would lock the wagon wheels, slide straight downhill, and pray. Other times they would have to yoke all the oxen to one wagon, pull it uphill, and return for the next; or they used chains and pulleys to winch themselves upward. Some of the land was so rocky that the clatter of their wheels resounded for miles. And they wondered if Indians, hostile ones, were listening and watching… The Donner Party was barely advancing two miles a day. Some days were spent cutting through thickets of thorn bushes that slapped them in the face. Some mornings they spent hours rolling a single boulder from a narrow creek bed in order to go forward. Energy plummeted. Food supplies dwindled. Anger simmered… …Like her father, like everyone, Virginia [Reed] had taken a keen sense of what Hastings’s empty promises had cost them. So far the shortcut “had taken us an entire month, instead of a week, and our cattle were not fit to cross the desert.” (Excerpt from The Perilous Journey of The Donner Party, Calabro, 1999) 1. How did the terrain affect the energy of the wagons? Sample responses: The terrain affected the energy of the wagons because they had to go uphill which takes more effort than going downhill or on a flat.
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