Westward Ho for Nevada

Teaching American History Project Lesson
Stacie Bolton

Westward Ho for Nevada

A Portfolio by Stacie Bolton

Smithridge Elementary School

4th Grade

Portfolio Cover Sheet

Author: Stacie Bolton
Title: Westward Ho for Nevada
Historical Topic: The Westward Movement 1840-1869

Nevada Standards
Social Studies Standards:
H1.4.4 Discuss the interactions of pioneers with the Great Basin Indians.
H1.4.5 Identify the contributions of immigrants in Nevada.
H1.5.3 Discuss the interactions of early explorers with native cultures.
H2.4.2 Describe the experiences of pioneers moving west.
H2.4.3 Identify explorers and settlers in pre-territorial Nevada.
H2.4.4 Identify the diverse population of Nevada’s early settlers and discuss their unique experiences.
H3.4.2 Recognize that communities include people who have diverse ethnic origins, customs, and traditions, and who make contributions to Nevada.

Language Arts Standards:
4.4.3 With assistance, analyze a cause and its effect on events and/or relationships in a text.
4.4.4 With assistance, explain the influence of historical events and cultures.
4.4.5 With assistance, develop hypotheses based on information.
4.4.7 Prepare a legible final draft to display or share
6.4.5 Write responses that use specific details from text.

Background
The movement westward is the time period when America was fulfilling its legacy of Manifest Destiny. Pioneers in wagon trains continued the expansion of the United States over the Rocky Mountains and into areas reaching the west coast. Settlements began to spring up in California, Oregon, and Washington. Nevada settlements began during this time.

The discovery of gold was one factor that led many people to move west. Religious freedom was another reason for westward movement. Regardless of the reason for movement, travel during those times was dangerous. Dangers along the trail included Native Americans, disease, weather, and even the wagons themselves.

Table of Contents: Activities and Learning Goals

Activity One: Primary Source – Interactive Writing
Learning Goal: In groups of four, students will analyze primary sources related to pioneers moving west.

Activity Two: Wordle Activity – Overland Trail
Learning Goal: In pairs, students will compare and contrast two Wordles. A graphic organizer will be provided for students to record their findings. The pairs will then write a paragraph describing the information found in their discoveries.

Activity Three: Foldable Activity
Learning Goal: As a group, students will compare and contrast three emigrant parties – the Stevens-Murphy-Townsend Party, the Bidwell-Bartleson Party, and the Donner Party. Students will understand the significance of each of these parties in Nevada history. The students will then individually write a five paragraph essay describing the information found in their discoveries.

Activity Four: Photo Story
Learning Goal: Students will view a Photo Story about the Westward Movements made from primary sources. This will be the opening for a discussion about the three major emigrant parties that we are studying: Bidwell-Bartleson Party, Stevens-Townsend-Murphy Party, and Donner Party.

Activity Five: Art Piece/Writing
Learning Goal: Students will create an art piece by creating a mosaic piece from an image. Once the piece is complete, students will write about the image and share their writing with the class.

Activity Six: Student Project - Chautauqua Performance
Learning Goal: Students choose a person that was studied in the Westward Movement and Nevada Unit. Students will research and develop the character and present a performance of that person in full costume. Students will be able to answer questions about their character.

Activity One: Primary Source – Interactive Writing

Learning Goal: In groups of four, students will analyze primary sources related to pioneers moving west.

Primary Sources: List of primary sources can be found with their URLs on last page of project.

Procedure: All groups will be given the same sets of primary sources. Students will view these sources as individuals and begin writing a story about their individual source. After four minutes of writing, students will then pass their sources and writing piece clockwise. They will then read what has been written about the source previously and continue the writing on the paper. This will continue adding one minute per turn until all students was written on all pieces within their groups. Each group will then pick which story they would like to present and read it to the other groups.

After all groups have shared their stories, the whole class will participate in a discussion where the stories are compared and contrasted using a Venn Diagram.

This piece will lead into a discussion and study of the westward movement of the pioneers.

Evaluation: Students will be evaluated on their participation in the writing activity and group cooperativeness. Students will also be assessed based on attitude during the whole class discussion. They will be evaluated with a rubric.

CATEGORY	4	3	2	1
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Venn Diagram

Activity Two: Wordle Activity – Overland Trail

Learning Goal: In pairs, students will compare and contrast two Wordles. A graphic organizer will be provided for students to record their findings. The pairs will then write a paragraph describing the information found in their discoveries.

Primary Sources: List of primary sources can be found with their URLs on last page of project.

Procedure: In pairs, students will be given two Wordles with vocabulary from Overland Trail readings. Students will fill out a graphic organizer listing similarities and differences between the two Wordles.

After they have filled out their graphic organizers, students will write a paragraph discussing their findings using words from the Wordles.

Students will share their findings (paragraphs) in a whole class discussion. This discussion will open the door to vocabulary used in the unit.

Evaluation: Student will be evaluated on their participation in the writing activity and group cooperativeness. Students will also be assessed based on their paragraph grammar and use of terms. Finally they will be evaluated on their participation in the whole class discussions. They will be evaluated with a rubric.

CATEGORY	4	3	2	1
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Spelling and Punctuation	There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.	There is one spelling or punctuation error in the final draft.	There are 2-3 spelling and punctuation errors in the final draft.	The final draft has more than 3 spelling and punctuation errors.
Neatness	The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.	The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.	The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.	The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

Wordle 1

Wordle 2

Activity Three: Foldable Activity

Learning Goal: As a group, students will compare and contrast three emigrant parties – the Stevens-Murphy-Townsend Party, the Bidwell-Bartleson Party, and the Donner Party. Students will understand the significance of each of these parties in Nevada history. The students will then individually write a five paragraph essay describing the information found in their discoveries.

Procedure: In groups, students will be compare and contrast their knowledge of the three emigrant parties. Students will fill out the information on their own foldable. On each of the foldable sections, the name of each party will appear along with a sketch and under each flap, students will write their findings for each party.

After they have filled out their foldables, students will write a five paragraph essay discussing their findings from the foldables. This essay will include an introduction, a paragraph discussing each of the parties, and a concluding paragraph.

Evaluation: Student will be evaluated on their participation in the comparison and contrast activity and group cooperativeness. Students will also be assessed based on their essay grammar and use of terms. They will be evaluated with a rubric.

CATEGORY	4	3	2	1
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Spelling and Punctuation	There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.	There is one spelling or punctuation error in the final draft.	There are 2-3 spelling and punctuation errors in the final draft.	The final draft has more than 3 spelling and punctuation errors.
Neatness	The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.	The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.	The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.	The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.
Accuracy of Facts	All facts presented in the story are accurate.	Almost all facts presented in the story are accurate.	Most facts presented in the story are accurate (at least 70%).	There are several factual errors in the story.
Focus on Assigned Topic	The entire story is related to the assigned topic and allows the reader to understand much more about the topic.	Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.	Some of the story is related to the assigned topic, but a reader does not learn much about the topic.	No attempt has been made to relate the story to the assigned topic.

Activity Four: Photo Story

Learning Goal: Students will view a Photo Story about the Westward Movements made from primary sources. This will be the opening for a discussion about the three major emigrant parties that we are studying: Bidwell-Bartleson Party, Stevens-Townsend-Murphy Party, and Donner Party.

Procedure: The Photo Story will be shown first with no introduction. Discuss will begin at conclusion of viewing. After discussion, students will view Photo Story again.

Evaluation: Student will be evaluated on their ability to stay on task and participate in class discussion. Students will receive either a plus or minus. No rubric for this activity.

Activity Five: Art Piece/Writing

Learning Goal: Students will create an art piece by creating a mosaic piece from an image. Once the piece is complete, students will write about the image and share their writing with the class.

Primary Sources: A picture of the art piece poster can be found with the URL on last page of project.

Procedure: Students will receive a piece of the poster, a black piece of construction paper, and a bag of supplies (chalk, cotton balls, and Q-Tips). Students are to then recreate the image they are given with the chalk. Students will then be called up in order and the images will be placed on a large piece of butcher paper. Then the teacher will lead a class discussion how the image relates to the westward movement. Students will then write a factual paragraph about the image (the Donner Party statue).

Evaluation: Student will be evaluated on their contribution to the activity and their writing. They will be evaluated on a rubric.

CATEGORY	4	3	2	1
Description/ Paragraph	Makes a complete and detailed description of the subject matter and/or elements seen in a work.	Makes a detailed description of most of the subject matter and/or elements seen in a work.	Makes a detailed description of some of the subject matter and/or elements seen in a work.	Descriptions are not detailed or complete.
Time-management of Art Piece	Routinely uses time well throughout the project to ensure things get done on time.	Usually uses time well throughout the project, but may have procrastinated on one thing.	Tends to procrastinate, but always gets things done by the deadlines.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Activity Six: Student Project - Chautauqua Performance

Learning Goal: Students choose a person that was studied in the Westward Movement and Nevada Unit. Students will research and develop the character and present a performance of that person in full costume. Students will be able to answer questions about their character.

Procedure: Students will pick a person that lived during the Westward Movement and had an impact on Nevada history. Students will be given guideline handout along with rubric (following pages). Students will be given time to study and research their person during computer time and in class. Students are to come up with AT LEAST ten facts about their character. They will then create a 3-5 minute presentation of that character based on their fact finding. Students are to create an appropriate costume for their character. Time and ideas for the costume and presentation will be provided in class and teacher will aid in development. Students will be responsible for the facts and presentation. Students will also be responsible for creating their costumes, however, teacher can aid in supplying materials/ideas for costume design.

Evaluation: Students will be evaluated on their presentation of character as well as bibliography. Rubric included on following pages.

Chautauqua Performance

You will choose a historical figure from the Westward Movement to report on.
You will find 10-15 facts from 3-5 sources, only two being from the internet. Examples are magazines and books.
These facts will be put into YOUR OWN WORDS and included in the Chautauqua performance.
You will be required to turn in your notes and a bibliography along with you final report.
You will be required to present your report to the class.
Have fun!

Chautauqua Performance

Name: ________________________

Presentation:_________________________________

Clear speaking voice (5 points) ______
Voice expression (5 points) ______
Good eye contact (5 points) ______
Effective message (5 points) ______

Time:____________________________________________

3 - 5 minutes required (5 points) ______

Costume:_________________________________________

Original (5 points) ______
Neat (5 points) ______
Appropriate (5 points) ______

Facts:______________________________________________

10 – 15 Facts (10 points)

Bibliography:________________________________________

Neat (5 points) ______
Format (5 points) ______

Notes:______________________________________________

Included Notes (5 points) ______

Total points (65 points available) ______
A = 60 – 59 points
B = 58 – 52 points
C = 51 – 46 points
D = 45 – 39 points
F = 38 - 0 points