Going West - Trail Kids

Teaching American History Project Lesson
Michon McElroy

Going West
Trail Kids

1840’s – 1850’s

Michon McElroy
First and Second Grade
Mamie Towles

Portfolio Cover Sheet

Michon McElroy
Going West
Trail Kids
1840’s - 1850’s

Nevada History Standards Standards:

H1.1.1 Describe life long ago, including jobs, school, communication, transportation and recreation.
H1.1.2 Listen to stories that reflect the beliefs, customs, ceremonies, and traditions of the varied cultures in the neighborhood.
H1.1.3 Listen to histories of important local landmarks that create a sense of community among citizens.
H1.2.2 Use artifacts to understand how people lived their daily lives.
H1.2.4 Recognize similarities and differences of earlier generations in areas such as work, dress, manners, stories, games and festivals.
H1.1.4 Listen to stories that reflect the beliefs, customs, ceremonies, traditions, and social practices of cultures around the world.
H1.1.5 Identify landmarks around the world.
H1.2.7 Examine artifacts from around the world for important clues as to how people lived their daily lives.
H2.2.2 Explore the importance of both local and national landmarks, and how they create a sense of community among citizens.
H3.1.2 Compare and/or contrast their daily lives with those of their parents or guardians.
G5.1.2 Describe maps as representations of places
G5.1.3 Recognize the shape of North America on a world map.
G5.2.4 Give and follow simple oral directions to move from one location to another.

Background:
In the mid-1800’s people living in the eastern United States began moving farther and farther west. Exploring the land and expanding the United States in hopes for a better and more prosperous life for their families. The American government offered land in the west to anyone who would move their. This land was sold cheap and often given away for free. Those people who traveled west to begin a new life were called pioneers, emigrants and settlers. The pioneers packed their belongings and made a long hard journey west. Families traveled in wagon trains or large groups to provide protection and support on their journey. They traveled in covered wagons. The wagons moved across the rugged country in a long line, one after the other. Wagon trains left in early May. It was important to leave on time because the trails were full of setbacks and dangers. It was important to cross the Sierra Nevada’s before fierce mountain blizzards arrived.

It is estimated that 40,000 of the emigrants were children. Many children were sad to leave their family and friends. Wagons could hold food and supplies for the trip, but there was little room for toy’s, books, and clothes. It was about a 2,000 mile journey that took about 5-6 months. Most of the children walked. Pioneer kids saw a lot interesting things. For some it was an adventure. Others faced sickness or death of parents, starvation and accidents. The children on the trail had many chores to do to help their families. There was time for exploring, playing and visiting with their friends. In the evening they sang and danced around the campfire. They played games, many of which we play today. On the long journey they did not go to school. They kept diaries and read from the family bible.

Portfolio Table of Contents

Activity 1: Primary Source - Dear Levi
Student Learning Goal: In groups of two - four, students will analyze primary sources related to events of western movement and children on the trail. Students will determine how the primary sources relate. They will pretend to be back in the pioneer days and will write a letter to their family and/or friends back home describing their day on the trail. Each group will share their letter with the class. Every student will participate in the presentation.

Activity 2: Wordle Activity - The Wagon Train
Student Learning Goal: In pairs students will compare and contrast two Wordles. They will use a graphic organizer that will aid them in this activity. Students will illustrate a picture describing the information found in the Wordless.

Activity 3: Literature Connection - Life in the Old West
Student Learning Goal: The teacher will read The Wagon Train by Bobbie Kalman and Going West! By Carol A. Johmann. Together the students and the teacher will keep notes about the trek westward. The preparation, the trails, the hardships, the fun, etc… The students will come up with questions throughout the reading. As an extension they will participate in a game called Summary Ball. Students will answer the questions about the literature when the ball is thrown to them.

Activity 4: Foldable - Compare & Contrast
Student Learning Goal: The students will create a foldable comparing and contrasting life long ago to life today. They will focus on jobs, school, communication, transportation, and recreation.

Activity 5: Art Piece/Writing - Wagon’s HO!
Student Learning Goal: Each student will create a covered wagon out of a large rectangular box. Once the wagon is complete the students will write a poem using the format, The Important Book by Margaret Wise Brown. Students will display their covered wagons and recite their poems, “The Important Thing about Covered Wagons”, with the class.

Activity 6: Student Project - Games from Long Ago
Student Learning Goal: Students will get in groups of two and work with a sixth grade buddy. The students will research and make a game that children played long ago. They will gather the supplies needed for their game along with a set of instructions. Children will be prepared to present and play their game on Game Day.

Activity 1: Primary Source - Dear Levi

Student Learning Goal: In groups of two - four, students will analyze primary sources related to events of western movement and children on the trail. Students will determine how the primary sources relate. They will pretend to be back in the pioneer days and will write a letter to their family and/or friends back home describing their day on the trail. Each group will share their letter with the class. Every student will participate in the presentation.

Before doing this activity with your first and second graders please give them some background information on Westward Expansion. Here are some great books: The Wagon Train by Bobbie Kalman, Going West by Carol A. Johmann and Dear Levi Letters from the Overland Trail by Elvira Woodruff.

Distribute a packet of four pictures to each group. Have the children look and talk about the pictures. Pretending that they are actually taking part in these activities back in the mid -1840’s.
Write their ideas on the graphic organizer that is provided for this lesson (Sequence Circle).
Provide your students with direct instructions on how to write a proper letter (worksheet is provided). Students may choose to use their own sentence starters.
When the children have finished the letter on the worksheet, have them rewrite it on some authentic 1840’s look-a-like paper.
Each group will present their pictures and their letters to the class.

Students will be evaluated using the rubric provided:

Oral Presentation Rubric : Activity 1: Primary Source: Dear Levi
Teacher Name: Mrs. McElroy
Student Name: ________________________________________
CATEGORY	4	3	2	1
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Volume	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members.
- Please Choose -	undefined	undefined	undefined	undefined

__________________________________
(date)

Dear _________________________________,

I am writing you from _________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

We traveled ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

I spent a good part of the day _________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

I hope ____________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

I worry about ______________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

After supper ______________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Yours truly,
_________________________________

Activity 2: Wordle Activity - The Wagon Train

Student Learning Goal: In pairs students will compare and contrast two Wordles. They will use a graphic organizer that will aid them in this activity. Students will illustrate a picture describing the information found in the Wordles.

The Wordle activities came from two sources: The Wagon Train by Bobbie Kalman and Just for Kids – Trail Kids http://www.blm.gov/or/oregontrail/education-kids-trail.php

Students will get in groups of two.
They will receive 2 Wordles that are related to eachother.

The Covered Wagon
Getting Ready to leave
Helpful Animals
Moving West

Students will use the graphic organizer (Compare and Contrast) to find similar and different vocabulary to decide on the main idea of each wordle.
Students will expand their learning by illustrating a picture to go with each Wordle. Groups may work together or independently on their art.

Students will be evaluated on collaboration with their peer. Did they understand the vocabulary to come up with a prediction of the main idea, the conflict, or the theme?

Activity 3: Literature Connection – Life in the Old West

Student Learning Goal: The teacher will read The Wagon Train by Bobbie Kalman and Going West! by Carol A. Johmann. Together the students and the teacher will keep notes about the trek westward. The preparation, the trails, the hardships, the fun, etc… The students will come up with questions throughout the reading. As an extension they will participate in a game called Summary Ball. Students will answer the questions about the literature when the ball is thrown to them.

Read the above mentioned books simultaneously or independent of one another. Both books follow a similar progression and will work well together, with some planning. The Wagon Train is a wonderful factual book with colorful illustrations. Going West! is factual, although it will take the children on a wagon train journey. Children will be asked to make true-to-life choices with many of the fun activities throughout the book.
While reading the stories stop at each subheading and/or page and discuss the importance of that section. Together as a group come up with questions to be used later with Summary Ball.
Include some of these fun activities with your students from Going West! The following activities will strengthen your student’s knowledge and background and make learning fun!

Make a Buzz Saw – toy p.35
Dry It, You’ll Like It! – dried apples p.47
Outfitting our Wagon – p.49
Make a Trunk for Your Treasures – p.52
Bump-Along Butter – p.64
Tote Water – p.69

There are also many fun activities that are quick and easy called Think About It! They are found on many pages throughout the book. There are questions for your student that will encourage them to discuss true-to-life choices they would have made on the trail.
You will also find activities titled Try It! Students will be given ideas they can try at home or at school. For example: One morning, why not try doing similar chores? Make your bed, set the table, pour milk for everyone, help feed a younger brother or sister, take care of your pets…

Evaluate Students Learning: Summary Ball

1 beach ball with numbers written around the ball.
Numbered questions that your students came up with during story time and discussion.
Children will get in teams of four.
The ball will be thrown to one child on the team. The number that their right thumb is on is the question that will be read from either the teacher or a student.
The student with the ball will answer the question.
If the student does not know the answer he/she may consult with their team.
Points will be awarded to teams answering the questions correctly.
Throw the ball to the next player on a different team and continue playing.

Scoring Rubric

Teacher Name: Mrs. McElroy

Student Name: ________________________________________

CATEGORY	4	3	2	1
Knowledge Gained	All students in group could easily and correctly state several facts about the topic used for the game without looking at the game.	All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.	Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.	Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game.
Accuracy of Content	All information cards made for the game are correct.	All but one of the information cards made for the game are correct.	All but two of the information cards made for the game are correct.	Several information cards made for the game are not accurate.
Cooperative work	The group worked well together with all members contributing significant amounts of quality work.	The group generally worked well together with all members contributing some quality work.	The group worked fairly well together with all members contributing some work.	The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.

Activity 4: Foldable - Compare & Contrast

Student Learning Goal: The students will create a foldable comparing and contrasting life long ago to life today. They will focus on jobs, school, communication, transportation, and recreation.

Students will be given the foldable on p. 100 of Dinah Zike’s NOTEBOOK FOLDABLES for Spirals, Binders, & Composition Books.
They will choose one of the following categories: jobs, school, communication, transportation and recreation.
If they choose transportation. The student would decide on two forms of transportation from the mid 1800’s and two from the present (ex. horse, covered wagon, car, airplane).
Student’s will draw and label their forms of transportation.
They will glue it into their composition book. Turn up each flap and write a brief explanation.

The purpose of the foldable is to compare and contrast the daily life of today with daily life in the mid 1800’s. This will provide the opportunity for students identify events of past and present and their effects on the future.

Scoring Rubric

Teacher Name: Mrs. McElroy

Student Name: ________________________________________

CATEGORY	4	3	2	1
Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Pride	Work reflects this student's best efforts.	Work reflects a strong effort from this student.	Work reflects some effort from this student.	Work reflects very little effort on the part of this student.
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.
- Please Choose -	undefined	undefined	undefined	undefined

Activity 5: Art Piece/Writing - Wagon's HO!

POEM – THE IMPORTANT BOOK

Read The Important Book
Ask the children to find the pattern in the reading.
Using an object, model the pattern with the class (candy). Encourage descriptive words.
Using the covered wagons as inspiration, have students brainstorm ideas using the pattern. Encourage descriptive language.
Ask the children to make a list of important things about covered wagons. They must have at least 5 or more depending in the ability of the children.

WRITITNG - REVIEW THE PATTERN

     “The important thing about covered wagons is ___________________ .”
                                                                     (Most memorable detail goes on first and last line)
     “They _____________________.”
   “Covered wagons ___________________.” Etc…
     “But the important thing about covered wagons is _________________.”
                                                                                  (Repeat 1st line again)

Remind children to use their list.
Mount published copy of a piece of colored construction paper.
Display near child’s covered wagon.
Half the class will recite their poems around the room. The other half will walk around and listen to each child read their poem and show their covered wagon. Repeat the process until everyone has read and everyone has listened.

Students will be evaluated using the attached Rubric.

Scoring Rubric

Teacher Name: Mrs. McElroy

Student Name: ________________________________________

CATEGORY	4	3	2	1
Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Problem-solving	Actively looks for and suggests solutions to problems.	Refines solutions suggested by others.	Does not suggest or refine solutions, but is willing to try out solutions suggested by others.	Does not try to solve problems or help others solve problems. Lets others do the work.
Pride	Work reflects this student's best efforts.	Work reflects a strong effort from this student.	Work reflects some effort from this student.	Work reflects very little effort on the part of this student.
- Please Choose -	undefined	undefined	undefined	undefined

Activity 6: Student Project – Games from Long Ago

Student Learning Goal: Students will get in groups of two and work with a sixth grade buddy. The students will research and make a game that children played long ago. They will gather the supplies needed for their game along with a set of instructions. Children will be prepared to present and play their game on Game Day.

Read GAMES from long ago by Bobbie Kalman.
Share games from other resources as well.
Model choosing a game from the book. Gathering the supplies, and writing down the instructions. Contents of the game should be placed in a box with a lid. Play the game with your students.
Once the children feel comfortable with this process. Assign each student a partner and one sixth grade buddy.
Encourage the children to look through Kalman’s book to find the game they would like to create from long ago.
Provide an instruction page for the children to complete.
Gather supplies for their game from home and from the classroom.
Find a box that the student’s game will fit in, and decorate it.
Play the game with their sixth grade buddy.
Students must be prepared to explain their game and play it on Game Day with classmates.

Student will be evaluated using the attached Rubric.

Games from Long Ago

___________________________________
Name of game

Instructions:

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Add an Illustration

Scoring Rubric

Teacher Name: Mrs. McElroy

Student Name: ________________________________________

CATEGORY	4	3	2	1
Knowledge Gained	All students in group could easily and correctly state several facts about the topic used for the game without looking at the game.	All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.	Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.	Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game.
Rules	Rules were written clearly enough that all could easily participate.	Rules were written, but one part of the game needed slightly more explanation.	Rules were written, but people had some difficulty figuring out the game.	The rules were not written.
Cooperative work	The group worked well together with all members contributing significant amounts of quality work.	The group generally worked well together with all members contributing some quality work.	The group worked fairly well together with all members contributing some work.	The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.
Creativity	The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board.	The group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters.	The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.	Little thought was put into making the game interesting or fun.

Download the Word document of the Portfolio for additional pages with Primary Source pictures.

References

http://www.blm.gov/or/oregontrail/education-kids-trail.php

http://www.schoolweb.missouri.edu-poplarbluff.k12.us-lowe-wagondiagram.gif.url

http://www.geocities.com-mrsjacksonsclass-pioneerswest.gif.url

http://www.primaryteachers.org-westwa2.jpg.url

http://www.wagontrainwestward-bingimages.url

Kalman, Bobbie. Games from Long Ago. Crabtree Publishing Co., 1995.

Kalman, Bobbie. Life in the Old West The Wagon Train. Crabtree Publishing Co., 1999.

King, David C. Pioneer Days Discover the Past with Fun Projects, Games, Activities, and Recipes. Rountable Press Inc., 1997.

Richter, Patti. Open Magic Windows to Creative Writing K – 3. Patti Richter, 2002.

Johmann, Carol A. and Rieth, Elizabeth J. Going West! Journey on a Wagon Train to Settle a Frontier Town. Williamson Publishing Co., 2000.

Silver, Rhonda Graff. First Graphic Organizers: Reading. Scholastic Inc., 2003.

Stanley, Diane. Roughing It on the Oregon Trail. Library of Congress Cataloging-in-Publication Data., 2000.

Woodruff, Elvira. Dear Levi Letters From the Overland Trail. Alfred A. Knope, Inc., 1994.

Zike, Dinah M.Ed. Dinah Zike’s NOTEBOOK FOLDABLES For Spiral, Binders & Composition Books. Dinah-Might Adventures, 2008.