Fourth Grade DBQ #4 – Ruts/Long Term Effects of Wagon Trains and Mining

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-ESS3-1), 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 Nevada’s change over time (SS.4.12, SS.4.13, SS.4.24, SS.4.25, SS.4.27, SS.4.28).

With prompting and support, the students will review the series of documents to write to a final prompt.

Helpful vocabulary:

human impact technology impact

environment ancestor protect

emigrant effect similar

energy affect compare

lode interact influence

mine notice rut

Writing Task:

In one paragraph, answer the following question: In what ways did our world change during this time?

 Use four of the vocabulary words in your paragraph.  Use evidence from each document.  Use your background knowledge from the unit.

Developed by Jillian Welch, Kate Smith Elementary School, 2017 Document A

On the old Oregon Trail, there’s a special place about one half mile south of Guernsey, Wyoming. As if the 1800s were yesterday, you can still see the Oregon Trail ruts. Knowing how far back in history they date – as the real first Lincoln Highway – you have to wonder how the ruts have stayed preserved to this day. We know they were carved by thousands of steel wagon wheels, but have you ever thought about how those wheels were cutting ruts out of solid rock? Let’s think about it in terms of 19th century culture. In Wyoming in general, there was so much wagon traffic that wagon wheel ruts were all Notice the ruts from the wagons have still over the state, and they too, still exist to this day. not grown in, over 150 years later. We think of I-80 in the winter as tough sledding. Do you ever look at the terrain on either side of the interstate, and think of how our ancestors came through here? Do you think, “How did they do it!” The first thing that always comes to my mind is, “Very slowly.”

From: Oregon Trail Ruts’ of Wyoming are Still so Clear to See, http://1063cowboycountry.com/oregon-trail-ruts-of-wyoming-are-still-so-clear-to- see/?trackback=tsmclip

1. Look at the pictures taken in the 21st century. What impacts did the wagon trains have on the Earth?

2. How did the environment affect the travelers?

Developed by Jillian Welch, Kate Smith Elementary School, 2017 3. What state is referenced in the passage as having wagon wheel ruts all over the state? a. Oregon b. Wyoming c. Guernsey

4. Use context clues to define the word “ancestors.” a. an early type of animal or plant from which others have evolved b. an early version of a machine or system c. a person from whom you are descended

Developed by Jillian Welch, Kate Smith Elementary School, 2017 Document B

https://kidsforsavingearth.org/Miningtruth/miningfinal.pdf

Developed by Jillian Welch, Kate Smith Elementary School, 2017

1. Why do people mine?

2. What are some effects of mining on the Earth?

3. Compare the effects of mining to the effects of wagon trains on the Earth using the Box and T chart below.

Similarities:

Mining Wagon Trains

4. How does studying how people interact with the environment help us understand current issues?

Developed by Jillian Welch, Kate Smith Elementary School, 2017 5. What are some materials that are mined? Choose all that apply? a. Pollution b. Water c. Gas d. Metals e. Drilling f. Stone g. Oil h. Fracking i. Earth j. Coal k. Minerals

6. Define “poisons” as it is used in the passage. a. Destroys b. Pollutes c. A substance that is capable of causing illness

Developed by Jillian Welch, Kate Smith Elementary School, 2017 Document C

Read pages 118-119 in your Nevada, Our Home book

1. How did the mining environment affect people?

2. Explain how the environment influences the development of a culture’s lifestyle, traditions, and beliefs with 3 or more examples.

3. According to the Square-Set Timbering section, what were some effects of the square-set timbering? Choose all that apply. a. Square-set timbering became used around the world. b. Mines continued to collapse. c. It helped make underground mines safer. d. All Comstock mines used square-set timbering. e. Philipp Deidesheimer was hired to make mines safer.

4. How many total mining accidents were in one year? a. 6 b. 15 c. 26 d. 21

Developed by Jillian Welch, Kate Smith Elementary School, 2017 Name: ______

Writing Task: In one paragraph, answer the following question: In what ways did our world change during this time?

 Use at least one piece of evidence from each document. After a piece of evidence from a document, put the document letter in parentheses. For example, “Mining causes many environmental problems (Doc. B).”  Correctly use at least four of the vocabulary terms from this DBQ in your paragraph. human impact technology impact