TCM 2659 Book Pt. 2

Table of Contents

Introduction ...... A-2 Interdisciplinary and Integrated Learning—Active Learning—Cooperative Learning— Inquiry-Based Learning—Assessment and Evaluation—Preparation for the Workplace—How This Affects Students’ Lives—Curriculum Standards—How the Book Is Organized

Correlation of Activities to NCSS Standards ...... B-1

Management and Resources ...... C-1 Background Information for the Time Period ...... C-2 Suggested Schedule for Using 45-Minute Periods ...... C-4 Young-Adult Literature ...... C-6 Suggested References for the Teacher ...... C-12

Simulations and Activities ...... D-1 Unit 1: The Oregon Trail ...... D-2 Unit 2: Life in the West ...... D-22 Unit 3: Lakota Lobbyist Hearing ...... D-30

Student Handbooks ...... E-i Student Handbook—Level A ...... EA-1 Student Handbook—Level B ...... EB-1

Overhead Transparencies ...... F-1

Online Connections ...... G-1

Appendices...... H-1 Appendix A: Reproducibles ...... H-3 Appendix B: Answer Key ...... H-43

Rubric Bank ...... I-1

Multimedia Resources ...... J-1

Assessments ...... K-1

Bonus Items ...... L-1

➢ Curriculum Standards All of the activities in this book have been developed and correlated to meet the recommendations contained in Expectations of Excellence, Curriculum Standards for Social Studies, developed by the National Council for the Social Studies, 1998. The standards that apply to specific activities in the book are listed in Section B. The numbers and letters represent the corresponding national standards. Each activity listed is annotated. In this way a teacher can see how the activities meet the national curriculum standards.

➢ How the Book Is Organized Each of the books in this series is organized in a user-friendly format. The books are divided into 12 sections. Section A introduces the teacher to the specific book and provides an overview of the A Exploring History series.

Section B outlines the ways in which specific activities meet the curriculum standards b published by the National Council for the Social Studies (NCSS).

Section C provides general background for the teacher and includes helpful material c about scheduling activities in the classroom. Relevant resources to enhance and supplement the unit are provided here. Among the resources that may be included in each book are topic-related books for teachers and students, videos, period art, music, dance, and Internet resources.

Section D gives necessary background information for each simulation and activity, as d well as directions for implementing the activities in the classroom and using the materials in the student handbooks. A list of applicable curriculum standards precedes each activity. For easy reference, page numbers follow each description.

Section E houses the student handbooks. Each handbook includes information pages e and reproducible activity sheets to be completed by students as they work through the simulations. The Level A (grades 5Ð8) and Level B (grades 8 and up) handbooks are ready to use and have been prepared so that the teacher can pull out and reproduce the appropriate units. Both levels essentially include the same materials and lessons, with variations in difficulty level of content, format, and vocabulary. The activities in the handbooks are used with the lessons in the Simulations and Activities teacher section, where they are listed as EA (refers to Level A handbook) and EB (refers to Level B handbook) and followed by the appropriate page numbers.

Section F provides the teacher and students with overhead transparencies of key work f sheets, charts, and other materials that might serve as focal points of a lesson, review, or presentation.

#2659 Westward Expansion A-4 © Teacher Created Materials, Inc. Introduction

➢ How the Book Is Organized (cont.) Section G connects the classroom with the Internet. The lessons and activities enrich g the unit and give students the opportunity to share their experiences with other students around the world.

Section H is divided into two parts. Appendix A contains reproducible pages for h implementing and managing the units in Section D. Appendix B is the answer key for objective activities.

Section I introduces teachers to a rubric bank. Included in this section are suggestions I for implementing and customizing the 100 plus criteria to create rubrics that serve the needs of students as they complete the activities. Teachers and students can use the supplementary guide to negotiate and develop criteria for the activities in the book. The rubric bank can also be used as an evaluation tool in other subjects or projects.

Section J contains the User’s Guide for the Multimedia Resources CD. The guide J includes information about using the viewer program, ideas on how to use the collection in the classroom, and thumbnail photo images, clip art, and documents for quick reference.

Section K was created to assist teachers with the assessment process. Included in this K section are multiple choice and essay quizzes as well as a final test. Schedule testing to meet your particular classroom needs.

Section L provides teachers and students with handy manipulatives to be used with L specific activities or as motivational tools throughout the unit. The bonus items may include maps, charts, activity cards, games, or information cards. Many of the bonus items can be adapted for use with extension activities you may wish to include. A B C D Management Simulations Table of Contents Correlation of Activities and and and to NCSS Standards Resources Activities Introduction

E F G H Student Overhead Online Handbooks Transparencies Connections Appendices

I J K L Rubric Multimedia Bank Resources Assessments Bonus Items

Standard II: Time, Continuity, and Change d. Identify and use processes important to reconstructing and reinterpreting the past, such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality. (cont.) 4. Writing Young-Adult Historical Fiction—Students employ their inquiry skills in writing their stories, and they can reconstruct and reinterpret what life was like in the West as the frontier was coming to an end. Placing themselves in that particular time and place, they will write about those waning days of the Wild West, when civilization and law and order impacted upon the western regions and made them a fit place for farmlands, towns, and industries. (D-26) 5. Lakota Lobbyist Hearing—All of the points of view reflect the tragedy of a people destroyed by progress and civilization. The Indians embraced the Ghost Dance and hoped their old way of life would be resurrected. Indians resisted the White Man for four hundred years, and Wounded Knee was the final tragedy. By the end of the nineteenth century, the Indian’s nomadic existence was finished. Students will explore the causes and effects of this failure to recognize cultural differences. (D-30) e. Develop critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts. 1. Independent Study Project List—This lesson illustrates that the adventures of the emigrants along the Oregon Trail were not unique. In the decades before the Civil War, it seemed as if a large portion of the American population was constantly on the move. Emigrants made their way into Texas. Others took the Oregon Trail but branched off for California. The Mormons, driven out of Nauvoo, Illinois, used the trail to reach the Great Salt Lake and their “Promised Land.” (D-11) 2. Emigrant Cards—In the nineteenth century, the United States had a policy of “Open Shores” regarding immigration. The potato blight in Ireland brought two million Irish to our shores. Immigration from England, Scotland, and Wales was steady. The revolutions of 1848 brought millions of immigrants from northern and western Europe to America. Many pushed into the West, and many made their way to Oregon. The emigrant cards illustrate this movement. (D-15) 3. Designing an Advertisement for People to Move Out West—It is evident from the poster activity that even in this period of America’s development, there were hustlers and sharpies who got a jump on the selling of public lands to make a fortune. Many settlers ended up purchasing their sections from the railroads and the land speculators who used the opportunity to turn a tidy profit. Although the image of a land rush, with a mad scramble breaking out at the firing of a pistol shot and each and every homesteader riding on horseback or wagon to stake his own claim, is popular, it really didn’t happen that way at all. (D-22) 4. Writing Young-Adult Historical Fiction—In applying their research skills to this writing activity, students can reconstruct and reinterpret the actions people took and the way they behaved in the closing days of the frontier. Their inquiries will make them more sensitive to the hardships endured by the people who went west and less critical of the more extreme measures employed by the settlers and homesteaders to make the Great Plains habitable and civilized. (D-26)

Young-Adult Literature

➢ Management Tips Here are a few pointers for helping your students:

1. If you plan on meeting in literature circles once a week, assign a certain number of pages to be read for that week. Give students a schedule for the month ahead of time. 2. Assign an open-ended question in advance and have students write their own responses before they meet in groups. Vary the question each week. 3. At the end of the period, have the groups report what they shared in their literature group with the rest of the class.

➢ Read Alouds and Suggested References Students of all ages enjoy listening to a story that the teacher reads aloud. If possible, read aloud to the class the book The Way West, Journal of a Pioneer Woman by Amelia Stewart Knight (Aladdin Paperbacks, 1999) before beginning this simulation.

Lists of print resources appropriate for the teacher and students contain a wider variety of literature and sources on the topic. These lists will be helpful for those who may need additional information about the Oregon Trail and westward expansion. A separate list of primary source materials is also provided. Choose your favorite selections and share them with the students.

➢ Young-Adult Literature List Before students begin the Oregon Trail simulation, they should be provided with a selection of young-adult historical fiction books. Students will be required to use the information from their independent or small group readings to answer the questions during the Oregon Trail simulation. By using many novels, students can share information and learn from each other. This in turn will provide for a wider perspective. As part of the Life in the West simulation, students become authors, writing their own historical fiction. Their reading and discussions lay the foundation for this task. Choose from the following list of young-adult literature that deals specifically with this period. Please feel free to add to the list any books that are appropriate for this time period, subject, or your student population.

#2659 Westward Expansion C-8 © Teacher Created Materials, Inc. Management and Resources

Young-Adult Literature

➢ Young-Adult Literature List (cont.)

Reading Level 4Ð5 Duey, Kathleen and Karen A. Bale. Survival! Death Valley (California, 1849). Aladdin, 1998. (168 pages) Jess and Will’s family travels across the American West in a wagon train bound for gold. The two boys rely on their own abilities to help their family survive in Death Valley when their father takes ill. Fleischman, Sid. By the Great Horn Spoon! Little, Brown and Company, 1988. (204 pages) Young Jack and his butler take the West by storm during the California gold rush. Karr, Kathleen. The Great Turkey Walk. Sunburst, 2000. (208 pages) In 1860, Simon trots 1,000 turkeys from Missouri to Denver, encountering supporters, villains, and even his hard-up father. Moeri, Louise. Save Queen of Sheba. Puffin, 1994. (116 pages) Twelve-year-old David regains consciousness after a Sioux massacre of his wagon train. With few provisions, he becomes responsible for the survival of his sister and for finding the other emigrants. Moss, Marissa. Rachel’s Journal: The Story of a Pioneer Girl. Silver Whistle, 1998. (48 pages) A young girl’s own handwritten journal chronicles every detail of her family’s adventurous trip on the Oregon Trail, from Illinois to California, and features cherished “pasted-in” mementos gathered along the way. O’Dell, Scott. Streams to the River, River to the Sea. Fawcett Books, 1988. (176 pages) Sacajawea describes her travels with Lewis and Clark. Her husband, a French trader named Charbonneau, accompanies her as she serves as an interpreter on this expedition up the Mississippi River. Paulsen, Gary. Mr. Tucket. Yearling Books, 1995. (166 pages) The story is about a young boy who was captured by Pawnee Indians on the Oregon Trail. Stefoff, Rebecca. Children of the Westward Trail. Millbrook Press, 1996. (96 pages) This is a description of what life was like for those children who were uprooted from their midwestern homes and transported by their families across the frontier in wagons and on horseback. Whelan, Gloria. Miranda’s Last Stand. HarperCollins, 2000. (144 pages) While her mother is part of the Buffalo Bill Cody show, Miranda meets up with Sioux children, whose relatives are responsible for her father’s death. Wilder, Laura Ingalls. Little House in the Big Woods. HarperTrophy, 1971. (238 pages) The first book in the series tells how the Ingalls family feels safe from blizzards, wolves, and the lonely forest in the Wisconsin log house. Wilder, Laura Ingalls. Little House on the Prairie. HarperTrophy, 1973. (335 pages) This is the original story of the Wilder family, their journey to the Indian territory by covered wagon, and the founding of their first home on the prairie.

Section Table of Contents

Unit 1: The Oregon Trail Goal of the Simulation ...... D-2 Acreage Points ...... D-2 Carousel Brainstorming Strategy...... D-3 Designing and Creating the Wagon ...... D-5 Provisions...... D-6 Choosing a Wagon Master ...... D-7 Family Profiles ...... D-8 Vocabulary ...... D-8 Map Activities ...... D-9 The Game Board Map...... D-10 Independent Study Project List ...... D-11 Whole-Group Discussion Questions ...... D-12 Emigrant Cards...... D-15 Journal Entries ...... D-18 Post-Simulation Reflection Sheet ...... D-18 Assessment Form ...... D-19 Playing the Simulation ...... D-19 Cooperative Roles...... D-19 Procedures for Play...... D-20

Unit 2: Life in the West Designing an Advertisement for People to Move Out West ...... D-22 Writing Young-Adult Historical Fiction...... D-26 Creating Young-Adult Historical Fiction ...... D-27

Unit 3: Lakota Lobbyist Hearing Background Information ...... D-30 Preparation: Native American Dilemmas Still Exist Today ...... D-35 Setting the Stage ...... D-35 Preparing the Lobbyists ...... D-36 The Hearing ...... D-38 The Decision...... D-39 Charting the Results ...... D-39 Analyzing the Government ...... D-39

Life in the West

Writing Young-Adult Historical Fiction II. Time, Continuity, and Change b. Identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity. c. Identify and describe selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others. d. Identify and use processes important to reconstructing and reinterpreting the past, such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality. e. Develop critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts. f. Use knowledge of facts and concepts drawn from history, along with methods of historical inquiry, to inform decision-making about and action-taking on public issues. IV. Individual Development and Identity a. Relate personal changes to social, cultural, and historical contexts. b. Describe personal connections to place—as associated with community, nation, and world. V. Individuals, Groups, and Institutions a. Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups. f. Describe the role of institutions in furthering both continuity and change. g. Apply knowledge of how groups and institutions work to meet individual needs and promote the common good. VI. Power, Authority, and Governance a. Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare. c. Analyze and explain ideas and governmental mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, and establish order and security. g. Describe and analyze the role of technology in communications, transportation, information processing, weapons development, or other areas as it contributes to or helps resolve conflicts. i. Give examples and explain how governments attempt to achieve their stated ideals at home and abroad. X. Civic Ideals and Practices c. Locate, access, analyze, organize, and apply information about selected public issues—recognizing and explaining multiple points of view.

#2659 Westward Expansion D-26 © Teacher Created Materials, Inc. Simulations and Activities

Life in the West

Writing Young-Adult Historical Fiction (cont.) Historical fiction is defined as “a bit of make believe” based on a factual historical event. As students study the Far West and related themes that deal with the post-Civil War period (1865Ð1890s), they will become young-adult historical fiction writers by drafting a three- to five-page short story. There is great value in this exercise. Historical fiction helps students experience the past and enter into the conflicts, the suffering, the delights, and the despair of those who lived before us. The best way for students to understand what it was like to live in the West is to place themselves in the role of a westerner and deal with the events of a vanishing frontier as they take imaginative journeys back in time. As students begin to write their pieces, they will find that every detail set in the past will invite them to make a comparison to their own lives. Writing young-adult historical fiction will also allow students to see and judge the mistakes of the past more clearly, quicken their sensibilities, and bring them to a fuller understanding of human problems and human relationships. Through their research and writing, they will learn not to repeat the mistakes of the past. Of course, by studying the past and understanding the lessons history offers, students can also learn to avoid repeating the mistakes they once made in their own lives. In this activity, students will dramatize the courage and the integrity of ordinary people, the “common folk,” who willingly faced the challenges of the frontier and took a chance to improve their lives.

Creating Young-Adult Historical Fiction The teacher may decide to have students work independently or in pairs to create a young-adult historical fiction piece. Start the activity by following the directions below. 1. To begin, ask students if they have ever read a young-adult historical fiction book. Chart

❑ students’ responses as to what makes a book It tells a story from a young adult’s point of view an example of “young-adult historical ❑ It is interesting in its own right. . fiction.” ❑ It balances fact with fiction.

❑ 2. Explain to the students that they will be It creates an environm feels as if he or she is walking undetected back in tim writing their own short stories, based on ent or setting where the reader ❑ It accurately reflects the spirit and values of the tim information about life in the West. period. In other words, present-day knowledge is not e. applied in term roles. Therefore,s theof equal characters rights, mact in accordance with e 3. Use a short story as a sample during the values and beliefs of the tim edicine, or wom en’s ❑ storytelling or read-aloud to set the stage and It poses som e. to show exemplary writing. different characters.e type of conflict or opposing views held by ❑ It reflects the language that was used rather than 4. Discuss in detail the criteria for writing a current sayings and form ❑ s of slang. piece of young-adult historical fiction. (See The story captivates the reader from beginning. the very student handbooks page EA-33 or EB-34.) ❑ The story is rich with details.

❑ The story is written using m for description. any adjectives and adverbs

Life in the West

Creating Young-Adult Historical Fiction (cont.) 5. Brainstorm a list of themes that reflect life in the West. Some samples follow:

Sample Themes Homesteaders/Pioneers Mining Frontier Scandinavians miners Irish Sutter’s Mill African Americans Virginia City (The Comstock Lode) Chinese the mining camps

Railroads The Indian Wars The Transcontinental Railroad Custer’s Last Stand Central Pacific and Union Pacific war against Red Cloud Great Northern Railroad Cheyenne Autumn Northern Pacific Railroad eviction of the Nez Perce hunt for Geronimo End of the Open Range ranchers Massacre at Wounded Knee

cowboys Lawmen/Outlaws effects of barbed wire/range wars Wyatt Earp Chisholm Trail (cattle drives) Wild Bill Hickock cowtowns (Abilene, Dodge) Billy the Kid Pat Garrett vigilantes Jesse James Gang

6. Students should sign up for the themes that are of interest to them.

#2659 Westward Expansion D-28 © Teacher Created Materials, Inc. Simulations and Activities

Life in the West

Creating Young-Adult Historical Fiction (cont.) 7. Help students locate information. They may use the library, read books, watch documentaries, search the Internet, use trade books, etc., to gather their information. As students conduct their research, they make a list of the facts on the Author’s Sheet in their student handbooks on page EA-34 or EB-35. 8. The teacher and students pose questions to think about while composing their stories. Some samples are the following: ¥ Does the story captivate the reader from the very beginning? ¥ Is the story rich with details? ¥ Is the story written using many adjectives and adverbs for description? 9. Students write their stories based on the facts. The stories should be rich in both plot and setting. Students should refer to the writing guide provided in their student handbooks (page EA-33 or EB-34). 10. Once the first draft is completed, each cooperative group should go through the process of peer editing. Each student is given two different tasks. He or she will check the story for a specific area of grammar, like mechanics (spelling, capitals, and punctuation) or composition (logical paragraph formation). In addition, each student will assess one aspect of the writing style used in the story. 11. Students now prepare their final copies and each design a cover that will entice readers to examine and enjoy their story. 12. On the due date, the teacher reads one story aloud. The students discuss the story and brainstorm a list of the facts that they heard. The teacher charts them. 13. Now, it is the students’ turn to read each other’s stories. 14. For each story, students are each asked to fill out the Reader’s Sheet (page EA-35 or EB-36) and the checklist for writing young-adult historical fiction (page EA-33 or EB-34) in their student handbooks. 15. Now the fun begins. Together the author and the reader compare their sheets to see how well the writer wrote and the reader read. The reader shares the other pages of the review with the writer as well. (Note: Use the evaluation sheet located on page H-40 to grade students’ work.)

Life in the West

Guide for Writing Young-Adult Historical Fiction Use the following list to help guide your writing. Once your first draft is completed, use this checklist to determine how well you did or to identify areas that need improvement.

❑ It tells a story from a young adult’s point of view. ❑ It is interesting in its own right. ❑ It balances fact with fiction. ❑ It creates an environment or setting where the reader feels as if he or she is walking undetected back in time. ❑ It accurately reflects the spirit and values of the time period. In other words, present-day knowledge is not applied in terms of equal rights, medicine, or women’s roles. Therefore, the characters act in accordance with the values and beliefs of the time. ❑ It poses some type of conflict or opposing views held by different characters. ❑ It reflects the language that was used rather than current sayings and forms of slang. ❑ The story captivates the reader from the very beginning. ❑ The story is rich with details. ❑ The story is written using many adjectives and adverbs for description.

Life in the West

Author’s Sheet Author’s Name: ______

Title of Story: ______

List the historical facts of the story.

1. ______

______

2. ______

______

3. ______

______

4. ______

______

5. ______

______

6. ______

______

If necessary, use a separate sheet of paper to continue.

#2659 Westward Expansion EA-34 © Teacher Created Materials, Inc. Student Handbook—Level A

Life in the West

Reader’s Sheet Author’s Name:______

Title of Story: ______

Reader’s Name: ______

List the historical facts of the story.

1. ______

2. ______

3. ______

4. ______

5. ______

6. ______

Describe what you liked about the story. ______

______

Describe what you liked about the style of writing. ______

______

What suggestions do you have for the writer?______

______

Other comments: ______

______

If necessary, use a separate sheet of paper to continue.

Evaluation for Writing Young-Adult Historical Fiction

Prior to writing, refer students to handbooks (page EA-33, Level A; page EB-34, Level B) for the following writing criteria.

Criteria Student Name

It tells a story from a young adult’s point of view.

It is interesting in its own right.

It balances fact with fiction.

It creates an environment or setting where the reader feels as if he or she is walking undetected back in time.

The story and characters accurately reflect the spirit, beliefs, and values of the time period.

It poses some type of conflict or opposing views held by different characters.

It reflects the simple language that was used rather than current sayings and forms of slang.

The story captivates the reader from the very beginning.

The story is rich with details.

The story uses many adjectives and adverbs for description.

Overall Grade

Life in the West Quiz

Part I 1. The miners, prospectors, and “gold-seekers” who crowded into California by the thousands, were called a. “mountain men.” b. “Forty-niners.” c. “abolitionists.” d. “vigilantes.” 2. If anything, the “mountain men” were durable, as this trapper could testify, surviving a grizzly attack that left him mangled and his face and body shredded by the claws and fangs, and that same year surviving three Indian attacks. a. Jedediah Strong Smith b. Christopher “Kit” Carson c. Hugh Glass d. James “Jim”Bridger 3. Which of these famous “mountain men,” who was a fur trapper and army scout, also charted the Bozeman Trail and later established a trading post on the Oregon Trail? a. Jedediah Strong Smith b. Jim Beckwourth c. Christopher “Kit” Carson d. James “Jim” Bridger 4. In 1869 the dream of a transcontinental railroad became a reality when the Union Pacific and Central Pacific tracks were joined at a. Promontory, Utah. b. the Great Salt Lake in Utah. c. Sacramento, in California. d. South Pass, high up in the Rocky Mountains. 5. In 1870 there was a rich gold strike on these sacred Indian lands in the Dakota territory called a. Sutter’s Mill. b. Monument Valley. c. the Little Big Horn. d. the Black Hills. 6. Which of the following was not considered a major requirement to make a claim for land under the provisions of the Homestead Act of 1862? a. have served in the United States army or navy b. be 21 years of age or the head of a family c. native born, or the intention of becoming a citizen d. be a male 7. The public lands that were being offered by the United States government to homesteaders were effectively advertised by what means in the mid- to late nineteenth century? a. radio commercials b. on nightly television broadcasts c. publicity on the Internet d. posters, broadsides, and newspapers

Life in the West Quiz

Part I (cont.) 8. The Chinese immigrants that came to America in the mid-nineteenth century worked mostly as cheap “coolie” laborers a. in the California gold mines. b. building the transcontinental railroad across the high Sierras. c. farming in California’s Imperial Valley. d. on the China railway. 9. The last of the western public lands opened to homesteaders in 1889 was in a. Oklahoma. b. California. c. the Kansas-Nebraska territory. d. Montana and Wyoming. 10. Vigilantes and “vigilante justice” gained notoriety maintaining law and order when marshals and sheriffs were either corrupt or not a presence in a. Abilene. b. Tombstone. c. Wichita. d. San Francisco. 11. Pat Garret, Wyatt Earp, and Wild Bill Hickock were all famous throughout the Far West as celebrated a. outlaws. b. rich and powerful ranchers and cattlemen. c. famous lawmen. d. explorers and mountain men. 12. The last Indian chief to fight the last war with the United States army in the Far West was a. Geronimo. b. Sitting Bull. c. Chief Joseph. d. Crazy Horse. 13. Which of the following inventions and innovations contributed greatly to the end of the “open range” in the Far West? a. the steel plow b. Colt’s Old Army “six-shooter” c. barbed wire d. the air-brake for the locomotive 14. The Ghost Dance brought about the final deadly confrontation between the Plains Indians and the United States army in the final massacre that took place at a. Wounded Knee. b. Sand Creek. c. the Little Big Horn. d. Lake Tahoe. 15. “Abilene,” “Dodge,” and “Wichita” were all a. California mining towns. b. Indian reservations in the Dakota Black Hills. c. three major “China trade” seaports. d. frontier cow-towns of the Far West.

Life in the West Quiz

Part II

The Homestead Act of 1862 Sec. 2.—That the person applying for the benefit of this act shall, upon application to the register of the land office in which he or she is about to make such entry, make affidavit before the said register or receiver that he or she is the head of a family, or is twenty-one or more years of age, or shall have performed service in the Army or Navy of the United States, and that he has never borne arms against the Government of the United States or given aid and comfort to its enemies, and that such application is made for his or her exclusive use and benefit, and that said entry is made for the purpose of actual settlement and cultivation, and not, either directly or indirectly, for the use or benefit of any other person or persons whomsoever; and upon filing the said affidavit with the register or receiver, and on payment of ten dol- lars, he or she shall thereupon be permitted to enter the quantity of land specified: Provided, however, That no certificate shall be given or patent issued therefore until the expiration of five years from the date of such entry; and if, at the expiration of such time, or at any time within two years thereafter, the person making such entry…shall prove by two credible witnesses that he, she, or they have resided upon or cultivated the same for the term of five years immediately succeeding the time of filing the affidavit aforesaid, and shall make affidavit that no part of said land has been alienated, and that he has borne true allegiance to the Government of the United States; then, in such case, he, she, or they, if at that time a citizen of the United States, shall be entitled to a patent, as in other cases provided for by law.

(The Homestead Act of 1862 is based on a primary source document. The spelling and grammar are exactly as they appear in the primary source.)

16. List the conditions to be met by an applicant for a homestead. ______17. Although many people rushed to file claims for land, not all of them were able to “prove” their claims. Generate two reasons why this may be so, and explain your answers. ______

Life in the West Quiz

Part III (title)

______

18. Create a bar graph using the following estimates of the numbers of pioneers headed for Oregon. Use increments of 1,000 to label the left side of the chart. Enter the years as labels on the bottom of the chart. Create a title for the graph. Remember that these are only estimates, representing destinations in Oregon alone.

1843 500 1847 4,000 1851 3,500 1844 1,250 1848 1,500 1852 11,500 1845 2,250 1849 250 1853 8,000 1846 1,000 1850 6,000 1854 6,500

19. Analyze the graph. What year had the fewest immigrants? Can you explain why this happened? ______

Section Table of Contents

Teacher’s Guide...... G-3 Lesson 1: Through the Eyes of the Pioneers Overview and Purpose ...... G-5 Time Required, Materials, and Objectives ...... G-5 Process and Procedures ...... G-6 Introduction ...... G-6 Activity A: Pioneer Diaries and Memoirs...... G-6 Activity B: Group Presentation and Critique ...... G-8 Lesson 2: Through the Eyes of the Mountain Men Overview and Purpose ...... G-9 Time Required, Materials, and Objectives ...... G-9 Process and Procedures ...... G-10 Activity A: The Mountain Men Journals...... G-10 Activity B: Journal Jigsaw ...... G-11 Activity C: Compare the Chronicles...... G-11 Lesson 3: Creating Your Own Journey West Overview and Purpose ...... G-12 Time Required, Materials, and Objectives ...... G-12 Process and Procedures ...... G-12 Activity A: Journal Composition ...... G-12 Activity B: Journal Design ...... G-13 Activity C: Journal Sharing ...... G-13 Follow-Up and Extensions...... G-14 Additional Resources for Teachers ...... G-15 Student Pages...... G-17 (Note: For student pages referenced in the teacher’s guide, use the student page numbers listed at the top of each student page.) Lesson 1: Pioneer Diaries and Memoirs Pioneer Diaries and Memoirs Web Sites...... G-19 Group Tasks Sheet ...... G-20 Peer Critique Form ...... G-21 Lesson 2: Mountain Men Journals Mountain Men Journal Web Sites...... G-22 Mountain Man Questionnaire...... G-23 Venn Diagram (Comparing the Chronicles) ...... G-24 Rubric ...... G-25 Recommended Web Sites...... G-26

Through the Eyes of the Pioneers

Overview and Purpose As a general introduction to the Westward Expansion unit, the following activities are intended to provide students insight into the thoughts, feelings, and experiences of those who bravely traveled west. Students will begin by reading a diary, letter, or narrative written by a person or family who had firsthand experience in this journey. This will enable the student to see the excursion through a pioneer’s perspective. After reading these accounts, the students will use the information to create a group presentation that will be given to the class. The group process of thoughtfully considering and discussing the information gathered from the passage will provide the students with a deeper understanding of the material. Presenting it to the class will further increase the students’ comprehension and grasp of the pioneers’ plight. The classmates who are watching the presentation will have the task of critiquing their peers.

Time Required approximately five class periods (45 minutes each)

Materials ¥ computers with full Internet access, preferably one per student

¥ ClarisWorks¨, Microsoft Word¨, or comparable word processing software (optional)

Objectives ¥ Students examine diaries, journals, letters, or memoirs written by those who traveled west between 1825 and 1848 as a way to view an experience through someone else’s perspective. ¥ Students analyze the chronicle and individually complete related tasks to be shared in a group discussion. ¥ Students, in groups of five or six, create a meaningful demonstration of their conclusions and present it to the class, who will critique the performance.

Through the Eyes of the Mountain Men

Overview and Purpose This next lesson will allow the students to see westward expansion from another point of view. In Lesson 1, the students learned about the feelings and experiences of the pioneers who made the journey west to start new homes in the great Oregon Territory. Now, students will witness the experiences of the mountain men who had quite a different agenda. The students will again start the lesson by reading and examining journals, but this time they were written by mountain men. The students will answer some questions on the Mountain Man Questionnaire (Student Page 5) and then meet in “jigsawed” groups to share what they have learned. The groups will compare and contrast their questionnaires, witnessing the ways in which mountain men were alike and ways in which they differed. This activity will enhance the students’ overall perception of the mountain men experience. Finally, the students will individually complete a Venn diagram which will serve as a visual organizer of the two perspectives studied—mountain men and pioneers.

Time Required approximately four class periods (45 minutes each)

Materials ¥ computers with full Internet access, preferably one per student

¥ SmartDraw¨ (available at www.smartdraw.com) or other Venn diagram software (optional)

Objectives ¥ Students thoroughly read journals written by mountain men. ¥ Students reflect on the journals and gather information from them to answer questions. ¥ Students “jigsaw” into several groups and discuss the similarities and differences among the various mountain men journals. ¥ Students compose a Venn diagram which compares and contrasts the mountain men journals with the pioneer diaries that were examined in Lesson 1.

Creating Your Own Journey West

Overview and Purpose After understanding the perspectives of the pioneers and the mountain men, students are ready to essentially take the journey themselves. Using their knowledge of the journey west, students will assume the role of a pioneer or mountain man and create their own diaries or journals, using Microsoft PowerPoint¨. This chronicle must be thoughtfully considered and realistic in nature. It should display the students’ understanding of what the travelers went through—their ambition, hardships, and ultimate reward.

Time Required approximately four class periods (45 minutes each)

Materials ¥ computers with full Internet access, preferably one per student ¥ Microsoft PowerPoint software on each computer

Objectives ¥ Students create their own diary of a fictional trip west, using Microsoft PowerPoint. ¥ Students gather pictures and clip art from the Internet in order to enhance the presentation. ¥ Students share their presentations with the class and/or other classes.

Process and Procedures Together, the class has experienced westward expansion with pioneers and mountain men. Now, the class will have witnessed the exciting and often hazardous journey through both perspectives. They will get to make the pilgrimage themselves. The next activity involves creating a virtual diary slide show of a fictional journey west.

Activity A: Journal Composition Before beginning this activity, provide the students with the rubric on Student Page 7. Take some time to go over this page with the students so that they are well aware of what will be expected of them. After examining and discussing the rubric, the students will compose the journal. Remind the students that the journal must contain realistic experiences, as if this journey truly happened. It should closely resemble the journals that were examined in Lessons 1 and 2. Encourage the students to also be creative and include situations that would be of interest to other readers. It should ultimately cover at least ten slides in PowerPoint.