Deserts, Plains, and Mountains; oh my!

Teaching American History Project Lesson
Adrienne Conley

Deserts, Plains, and Mountains; oh my!
Westward Migration
1841-1849

Adrienne Conley
4th Grade
Roger Corbett Elementary School

Author: Adrienne Conley
Title: Deserts, Plains, and Mountains; oh my!
Topic: Westward Migration from 1841-1849

Nevada Standards:

History Standards:

H1.4.4 Discus the interactions of pioneers with the Great Basin Indians
H1.5.3 Discuss the interactions of early explorers with native culture.
H2.4.2 Describe the experiences of pioneers moving west.

Language Arts Standards:

1.4.5 Use knowledge of vocabulary, word substitutions, and context clues to determine meanings of unknown words.
2.4.1 Identify pre-reading strategies such as accessing prior knowledge, predicting, previewing, and setting a purpose to improve comprehension.
3.4.3 Identify cultural influences in literature.
5.4.1 Write informative papers with a clear focus using a variety of sources.
5.4.5 Write compositions with a main idea and supporting details.
8.4.1 Interpret speaker’s verbal and non-verbal messages and distinguish fact from opinion.

Math Standards:

4.4.3 Graph points using coordinate geometry with positive numbers

Background:
The years leading up to the Californian Gold Rush, saw many emigrants leaving their homes and families in the east and heading west, to new land and new opportunities. While hundreds of families packed up wagons and set out, there were a few parties that helped pave the way, for either good or ill, for those that followed.

In 1841 the Bartleson/Bidwell Party was the first to take wagons across Utah, six years before the Mormons. 1844 saw the Stephens/Townsend/Murphy Party head to California, showing that wagons could be taken over the Sierra Nevada Mountains. 1846/47 saw the ill fated Donner Party trapped in the Sierra Nevada Mountains, proving to coming emigrants just how harsh nature could be, and how time was of the essence when planning their crossings. In late 1847, Birmingham Young and his followers, settled at the Great Salt Lake, providing a resting and restocking place for later pioneers. It was these brave pioneers, believing in Manifest Destiny and their God given right to take new land, that paved the way for others to follow.

TABLE OF CONTENTS

Activities and Learning Goals:

Activity 1: Art Piece/Writing: Mosaic of Covered Wagon
Learning Goal: Students will be given a piece of a picture; they are to recreate their piece of the picture using chalk. All the completed pieces will be put together to form the original picture. Students will then write a piece about what they think is happening in the picture. After the unit is over and they know more about the picture, they will write another story about the picture. They will be able to compare their two stories since they will both be next to the picture.

Activity 2: Primary Source: Observation Charts/Inquiry Chart
Learning Goal: Students will walk around in teams looking at the different pictures hanging around the room. Taking turns, they will write down what they see and/or any questions they have concerning the pictures. After the teams have finished, everyone will return to the carpet and as a class fill in the Inquiry Chart. They will say what they think they know about Westward Migration and what they want to know about it, based on the pictures they saw and discussed with their team.

Activity 3: Literature Connection: Patty Reed’s Doll, The Story of the Donner Party
Learning Goal: The teacher will read Patty Reed’s Doll, The Story of the Donner Party, by Rachel R. Laurgaard. The class will follow along as “Dolly”, Patty’s doll, is moved along a map of The California Trail, just as the Donner Party moved. After each reading, the class will write down what their thoughts and questions in their “Pioneer” journals.

Activity 4: Foldable: Landscapes: Deserts, Plains, and Mountains, oh my!
Learning Goal: Students will create a foldable with the three types of landscapes the emigrants had to cross on their way to Oregon and California. They will concentrate on what the landscapes were like, how it affected the crossings and anything notable that happened there.

Activity 5: Internet/Technology:
Learning Goal: Using primary sources found on www.ikeepbookmarks.com. Students will create a Photo Story chronicling the story of one of the emigrant groups as they moved west.

Activity 6: Final Student Project: Chautauqua Performance
Learning Goal: Students will choose a person who was involved in moving west along the overland trails. They will research and create a piece based on a person from either the Bartleson/Bidwell, Townsend/Stephens/Murphy, 1st Mormon exodus, or Donner Parties. They will memorize and perform in front of the class. He or she will be able to answer questions based on the character chosen.

Activity 1: Art Piece/Writing: Mosaic of Covered Wagon

Learning Goal: Students will be given a piece of a picture; they are to recreate their piece of the picture using chalk. All the completed pieces will be put together to form the original picture. Students will then write a piece about what they think is happening in the picture. After the unit is over and they know more about the picture, they will write another story about the picture. They will be able to compare their two stories since they will both be next to the picture.

Materials: Baggies (enough for each student), Q-Tips, cotton balls, chalk, black butcher paper, 2 copies of image (1 color, 1 black and white) poster size.

Procedure:

Enlarge picture of wagon to poster size. Have 2 copies, 1 in the original color and the 2nd in black and white. Laminate them both.
Have black butcher paper with corresponding coordinates (to match black and white picture)
Cut up the black and white poster into even pieces so that each student will receive one.
On the back of each black and white piece, have an arrow pointing up and coordinates listed on the bottom.
Cut up black paper either the same size OR larger.
Pass out baggies with chalk, Q-Tips, and cotton balls.
Give students poster piece, black paper, and baggie.
The students will recreate the black and white image onto their piece of paper using the chalk.
On the back of their image, they will have the arrow pointing up to the top and the coordinates on the bottom.
When students are done, they are to match their coordinates with those on the black butcher paper. Teacher is there to help.
Teacher will ask the students what the image is. Have students discuss in their teams what it is and how it could relate to what they are going to start studying.
Place colored poster next to their recreation.
Have students write about the image. Their written piece can be fact or fiction.
Hang up both images with the student writing around them.

Rubric for Mosaic Poster and Written Story

Student Name:

CATEGORY

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Required Elements

The poster includes all required elements; the arrow and correct coordinates (in correct position).

All required elements are included on the poster. The arrow is pointing up and the coordinates are listed, may not be in correct position.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Mechanics

There is 1 error in capitalization and punctuation throughout their written piece.

There are 2 errors in capitalization or punctuation.

There are 3 errors in capitalization or punctuation.

There are more than 3 errors in capitalization or punctuation.

Grammar

There are 3 grammatical mistakes in their written piece.

There is 4 grammatical mistakes in their written piece.

There are 5 grammatical mistakes in their written piece.

There are more than 5 grammatical mistakes in their written piece.

Activity 2: Primary Source: Observation Charts/Inquiry Chart

Learning Goal: Students will walk around in teams looking at the different pictures hanging around the room. Taking turns, they will write down what they see and/or any questions they have concerning the pictures. After the teams have finished, everyone will return to the carpet and as a class fill in the Inquiry Chart. They will say what they think they know about Westward Migration and what they want to know about it, based on the pictures they saw and discussed with their team.

Materials: Primary pictures of wagons, pioneers, maps, trails, trail markers, towns, and terrain. Blank paper, colored pencils, blank butcher paper.

Procedure:

Have 4-5 pictures each laminated on 5-6 pieces of construction paper hanging around the room. Have blank paper under each piece of construction paper.
In teams, have students go around room and discuss the pictures. What are they? What time frame do they think it could be? Etc.
At each piece, students take turns writing down questions, in their team color, they may have or observations they made.
After an appropriate amount of time, students return to the carpet to fill out Inquiry chart.
On the carpet, whole class, students discuss what they saw.
Teacher fills out the Inquiry chart, based on what they think they know and what they want to know.

What we think we know about
Westward Migration

What we want to know about
Westward Migration

EXAMPLE

People moved west for gold.
People took land from the Indians.

EXAMPLE

How did people move their stuff?
What did they eat?

Evaluation: Students will be evaluated on their participation while discussing the observation charts and their participation in the inquiry chart.

Activity 3: Literature Connection: Patty Reed’s Doll, The Story of the Donner Party

Learning Goal: The teacher will read Patty Reed’s Doll, The Story of the Donner Party, by Rachel R. Laurgaard. The class will follow along as “Dolly”, Patty’s doll, is moved along a map of the California Trail, just as the Donner Party moved. After each reading, the class will write down their thoughts and questions in their “Pioneer” journals.

Procedure: Each student will make and write in their Pioneer journal. Each day the teacher will read a chapter from Patty Reed’s Doll. Three days a week, students will be given time after the reading to write in their journal. Each journal will include:

A pioneer cover
Thoughts or questions they had while listening to the story (separate section)
At least 12 journal entries based on what they heard/learned
Interesting facts and information

The journal will be worth a total of 100 points. See the following rubric:

100 Points Possible	Points Earned	Contents
10 points		Cover: Name, Date, Neatness, Picture
5 points per journal entry (possible 60 points)		*Detailed sentences* about what you learned, heard, or observations you made.
10 points possible		Thoughts or questions you had while listening or writing in your journal.
10 points possible		Interesting facts and information you found out.
10 points possible		Punctuation: Capitals, periods, commas, etc.

Activity 4: Foldable: Landscapes
Deserts, Plains, and Mountains, oh my!

Learning Goal: Students will create a foldable with the three types of landscapes the emigrants had to cross on their way to Oregon and California. They will concentrate on what the landscapes were like, how it affected the crossings and anything notable that happened there.

Materials: White construction paper, text books, and markers.

Procedure:

Students will be given the following directions to follow to create their foldable.
Students will research in their text books (page numbers will be given) what sort of land the emigrants passed through.
The paper will be folded in half and from the bottom cut into thirds.
Each 1/3 will be one landscape.
One the outside will be the name of the landscape with a drawn picture.
The inside top will be information about the place (environment, food sources, rivers, etc) and the bottom inside will be anything significant that happened there (lots of food for the emigrants, easy hunting, Indian battles, no water, etc).

Example of outside:

THE PLAINS

DESERTS

MOUNTAINS

Example of inside:

The Platte River was very important in western expansion, providing a route for both the Oregon and Mormon Trails.	The Nevada Deserts didn’t have any water so many oxen died of thirst	The Rocky Mountains are the largest mountain range in North America. The Continental Divide runs along the crest of the R. Mnts.
It was in the Midwest that the emigrants first saw buffalo. It was here that buffalo chips were collected and used for firewood.	Many emigrants had to leave their belongings in the 40 mile desert because they needed to lighten their loads for the oxen.	The Stephen/Townsend/Murphy Party was the first to successfully take wagons over the Sierra Nevada Mountains.

Deserts, Plains and Mountains, oh my!

Where the pioneers were at any given time had a great effect on how they lived. You are going to research three (3) of the landscapes that had the greatest impact on the pioneers and write about them.
For the inside top pick one (1) of the following:

What types of food sources were there? Were there plants to eat, buffalo, water, fish?
What were the major land forms? Rivers, deserts, mountains?
What type of environment was it? Hot and dry? Wet and humid? Trees for shade?

For the inside bottom tell of one significant thing that happened to the emigrants.

Were there any battles with the Native Americans?
Did anything happen when they crossed the rivers, mountains or deserts?
Was there a lot of food and water to be found? Or not enough?

Deserts: In your Nevada, Our Home textbook, pages 28, 88, 93, you will find the information you need.

Mountains: In the textbook Regions, pages 363, 365, 369, you will find information about the Rocky Mountains. In your textbook Nevada, Our Home, pages 78, 89, 91, 92, you will find information about the Sierra Nevada Mountains.

The Plains (or Midwest): In the textbook Regions, pages 12, 229, 271, will you find information about the Midwest or the Plains.
The Foldable will be worth 100 points. See the following rubric.

Foldable Rubric
Deserts, Plains and Mountains, oh my!

100 Points Possible	Points Earned	Contents
10 points		Name and Date
20 points possible		Name of landscapes and pictures
30 points possible (10 points each)		Inside top: Information about the landscapes
30 points possible (10 points each)		Inside bottom: Significant or interesting fact about emigrants and that landscape
10 points possible		Grammar: Capitals, periods, correct spelling

Activity 5: Internet/Technology: Photo Story

Learning Goal: Students will use primary sources found on www.ikeepbookmarks.com. They will create a Photo Story chronicling the journey of one of the emigrant groups as they moved west.

Procedure:

Students will go to www.ikeepbookmarks.com
They will pick pictures from the different files to chronicle the journey west.
Under each picture, will be two (2) sentences describing their picture.
The story they are telling may be either fictional or one based on one of the emigrant parties.
Photo Story is worth 70 points. See below for rubric.

CATEGORY	10-9	8-7	6-5	4 and below
Images	Images create a distinct atmosphere or tone that matches different parts of the story.	Images try to create an atmosphere or tone that matches some parts of the story	An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.	Little or no attempt to use images to create an appropriate atmosphere/tone.
Point of View - Purpose	Establishes a purpose early on and maintains a clear focus throughout.	Establishes a purpose early on and maintains focus for most of the presentation.	There are a few lapses in focus, but the purpose is fairly clear.	It is difficult to figure out the purpose of the presentation.
Grammar	Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development.	Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story.	Grammar and usage were typically correct but errors detracted from story.	Repeated errors in grammar and usage distracted greatly from the story.
Duration of Presentation	Length of presentation was 3 minutes.	Length of presentation was 2 minutes.	Length of presentation was 1minute.	Presentation was less than 1 minute long OR more than 4 minutes.
Voice - Consistency	Voice quality is clear and consistently audible throughout the presentation.	Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation.	Voice quality is clear and consistently audible through some (70-84%) of the presentation.	Voice quality needs more attention.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling or punctuation errors.	Many grammatical, spelling, or punctuation errors.

Activity 6: Final Student Project: Chautauqua Performance

Learning Goal: Students will choose a person involved in moving west along the overland trails. They will research and create a piece based on a person from either the Bartleson/Bidwell, Townsend/Stephens/Murphy, 1st Mormon exodus, or Donner Parties. They will memorize and perform in front of the class. He or she will be able to answer questions based on the character chosen.

Procedure:

Students will research a character based on The Bartleson/Bidwell, Townsend/Stephens/Murphy, Donner, or 1st Mormon exodus parties.
Students will memorize their part and perform in front of the class.
Students will dress in period costumes (or as close as possible).
They will pick on part of their journey west and tell about it.
They will be able to answer questions posed by the class.
See rubric.

CATEGORY	10	9	8	7 and below
Historical Accuracy	All historical information appeared to be accurate and in chronological order.	Almost all historical information appeared to be accurate and in chronological order.	Most of the historical information was accurate and in chronological order.	Very little of the historical information was accurate and/or in chronological order.
Role	Point-of-view, arguments, and solutions proposed were consistently in character.	Point-of-view, arguments, and solutions proposed were often in character.	Point-of-view, arguments, and solutions proposed were sometimes in character.	Point-of-view, arguments, and solutions proposed were rarely in character.
Knowledge Gained	Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.	Can clearly explain several ways in which his character "saw" things differently than other characters.	Can clearly explain one way in which his character "saw" things differently than other characters.	Cannot explain one way in which his character "saw" things differently than other characters.
Required Elements	Student included more information than was required.	Student included all information that was required.	Student included most information that was required.	Student included less information than was required.
Props/Costume	Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.	Student uses 1-2 props that accurately fit the period, and make the presentation better.	Student uses 1-2 props which make the presentation better.	The student uses no props OR the props chosen detract from the presentation.

EXAMPLES OF PICTURES FOR ACTIVITY 2

Part of James Reed’s map

United States Map 1840

Map of The United States In 1800