A Pioneer’S Adventure Traveling West In A Covered Wagon

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

Teaching with Primary Sources Illinois State University  A Covered Wagon Girl: The Diary of Sallie Hester 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.

Teaching with Primary Sources Illinois State University  16.A.2c Ask questions and seek answers by 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+@band(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(codha wp+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? a field at Fort collection, Chicago ammem/cdn:@fiel Sheridan, Illinois]. Historical Society. d(NUMBER+@ba nd(ichicdn+n06490 8))

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? in the far Digital ID: ammem/cwnyhs:@ background, nhnycw/ad ad03020 field(DOCID+@lit Camp Winfield (ad03020)) 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? 12377 ammem/psbib:@fi eld(DOCID+@lit(p 12377))

Covered wagon Western http://memory.loc. History/Genealogy gov/cgi- Department, Denver bin/query/r? Public Library ammem/hawp:@fi eld(NUMBER+@b and(codhawp+001 71014))

Family in covered Western http://memory.loc. wagon History/Genealogy gov/cgi- Department, Denver bin/query/r? Public Library ammem/hawp:@fi eld(NUMBER+@b and(codhawp+100 21871))

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? Western. Division ammem/gmd:@fiel d(NUMBER+@ba nd(g4061p+rr0012 50))

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 of Student jumps logical logical, Organization ____ information. around. sequence interesting which sequence which audience can audience can follow. follow. Student Student does Student is demonstrates not have grasp uncomfortable Student is at full knowledge of information; with information ease with (more than Content student cannot and is able to content, but required)with ____ Knowledge answer answer only fails to explanations questions rudimentary elaborate. and about subject. questions. elaboration.

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 mumbles, Student incorrectly incorrectly Student's Student used a pronounces pronounces voice is clear. clear voice and terms, and terms. Audience Student Delivery correct, precise ____ speaks too members have pronounces pronunciation quietly for difficulty most words of terms. students in the hearing correctly. back of class presentation. to hear.

Teaching with Primary Sources Illinois State University 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 %20Covered%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