Follow the Wagons West!

Teaching American History Project Lesson
Tami Price

A Glimpse into the Lives of the American Pioneers

Tami Price
5th Grade – Roy Gomm Elementary School

Portfolio Cover Sheet

Author: Tami Price

Title: Follow the Wagons West!

Historical Topic: Western Movement 1840-1865

Nevada State Standards:
History Standards:

H1.5.2 Identify and describe the attributes of Native American nations in the local region and North America.
H1.5.3 Discuss the interactions of early explorers with native cultures.
H3.5.1 Compare and/or contrast the daily lives of children throughout the United States, both past and present.
H3.5.2 Recognize that communities include people who have diverse ethnic origins, customs, and traditions, and who make contributions to the United States.

Language Arts Standards:

1.5.2 Use context clues such as restatement, definitions, and examples to determine the meaning of unknown words.
3.5.3 Identify historical events as portrayed in a variety of genres in literature.
4.5.2 Clarify and connect main ideas and concepts and identify their relationship to other sources and related topics.
10.5.1 Participate in conversations and group discussions as a contributor and leader.
10.5.3 Share ideas, opinions, and information with a group, choosing language that communicates messages clearly and effectively
10.5.4 Compare and contrast ideas and viewpoints of several different speakers.
11.5.2 Select information from multiple resources to answer questions.
11.5.3 Give credit for others ideas, images, and information by listing sources used in research.
11.5.4 Record information using given note-taking and organizational formats.

Background:

In the early 1840s, people in the eastern part of the US began to get the itch to go West. This has largely to do with the belief of Manifest Destiny, or the 19th-century doctrine that the United States had the right and duty to expand throughout the North American continent. Because of Manifest Destiny, men, women and children uprooted their families, left their homes and friends, and began a journey that would lead them to free land and property in the West. It was the beginning of an era that would change how people thought and lived forever. Beginning in the 1840s and continuing through the 1860s, over 200,000 people traveled west to get a piece of their “destiny”.

Throughout this unit, I have included many engaging activities that help students understand what frontier life may have looked and felt like. Students have a chance to compare different wagons, explore the roles of women and Native Americans, listen to a story through the eyes of a little doll, and become a Great American. All of these activities can be adapted for any group of children, school or ethnic background.

Table of Contents

Activity 1: Primary Source – Interactive Writing with Primary Source Pictures
Learning Goal: In groups of four, each student will be given a primary source picture that depicts an aspect of life on the frontier. Students will take turns writing about the different pictures. Students will read the stories in their group and choose the one that they would like to share with the class.

Activity 2: Wordle Activity – Indian Territory
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 then write a paragraph describing the information found in the Wordles. Copies of the original primary source will be shared and discussed.

Activity 3: Literature Connection – Patty Reed’s Doll, by Rachel K. Laurgaard
Learning Goal: Teacher will read Patty Reed’s Doll, by Rachel K. Laurgaard. After each chapter, students will write an entry in their pioneer journal about the westward trek of the Donner Party.

Activity 4: Foldable – Wagon Loads and Uses
Learning Goal: Students will create a foldable with three different uses for three different wagons from the 1800s. Students will be able to distinguish between the three different types of wagons and what they might be able to carry.

Activity 5: Art Piece/Writing – Madonna of the Trail
Learning Goal: At the beginning of the historical unit, students will create an art piece by creating a puzzle from an image. Once the puzzle is complete and the image can be seen, the students will write about the image and share their writing with the class. At the end of the unit, students will write a second piece that they will compare with the writing piece they wrote at the beginning of the unit and share their findings with the class.

Activity 6: Student Project - Chautauqua Performance/Great American Day
Learning Goal: Students will choose a “Great American” to study. The student will research, write a report, and create a memorized piece. The student will be able to answer questions about his/her character during a classroom rehearsal. The memorized piece will be performed in costume in front of the school, fellow classmates, and parents.

Activity 1: Interactive Writing with Primary Source Pictures

Learning Goal: In groups of four, each student will be given a primary source picture that depicts an aspect of the Donner Party. Students will take turns writing about the different pictures. Students will read the stories in their group and choose the one that they would like to share with the class.

Procedure: Find primary source images (google images are great) that work well with your unit. I have included 16 pictures of the Donner Party (Themes: Wagon Train, Crossing the Summit , Snow Height/Dig, and Family Photos of Survivors). Laminate the photos so that you may use them each year.

Have students break into groups of four. Give each group a pile of four different images and two pieces of lined paper. Tell students that they will be given 4 minutes to write about their image. Tell them that the writing can be factual or fictional.

After 4 minutes, have students trade papers and images. Give students 5 minutes to read the previous writing and continue the story. Continue until each student in each group has had a chance to write about the images in their group. Add one minute for each rotation so that students have time to read the previous writing and add their own part of the story.

After all students have had a chance to write about all of the images, have students read the stories to their small groups. Small groups will choose one story to share with the rest of the class.

Evaluation: Students will be graded on their cooperation in their group, ability to follow directions and overall writing contribution – See Rubric.

Story Writing : Donner Party Interactive Writing with Primary Sources Rubric

CATEGORY	4	3	2	1
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.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his/her imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his/her imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Setting	Many vivid, descriptive words are used to tell when and where the story took place.	Some vivid, descriptive words are used to tell the audience when and where the story took place.	The reader can figure out when and where the story took place, but the author didn't supply much detail.	The reader has trouble figuring out when and where the story took place.
Action	Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting!	Several action verbs are used to describe what is happening in the story, but the word choice doesn't make the story as exciting as it could be.	A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way.	Little variety seen in the verbs that are used. The story seems a little boring.
Group Cooperation	Entire group listens to, shares with, and supports the efforts of others. People working well together.	Most of group listens to, shares with, and supports the efforts of others. No one causes "waves" in the group.	Most of group often listens to, shares with, and supports the efforts of others, but sometimes team does not work together.	Rarely do members of the group listen to, share with, and support the efforts of others. Often team is not working together.
Follows Directions	Routinely uses time well throughout the project to ensure things get done and follows directions precisely.	Usually uses time well throughout the project, but may have procrastinated on one thing and usually follows dirctions.	Tends to procrastinate, but always gets things done by the deadlines. Tries to follow directions.	Rarely gets things done by the deadlines and does NOT follow directions.

Group 1: Wagon Train Interactive Writing Pictures

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Wagon Train - Frontier.jpg$

Fort Bridger

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Wagon Train - Fort Bridger.jpg$

Moving West

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Wagon Train - Line of wagons on the Prairie.jpg$

Wagon Train

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Wagon Train - Title Page of Hasting's Emigrant Guidebook, 1845.jpg$

Hastings Emigrant Guide Title Page

Group 2: Crossing the Pass Interactive Writing Pictures

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Crossing the Pass.jpg$

Donner Party Crossing the Sierra Nevada Mountains

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Crossing the Pass DonnerPartyMap.jpg$

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Crossing the Pass Rescue Party.jpg$

Rescue Party

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Crossing the Pass Summit_climb.jpg$

Donner Party Crossing the Sierra Nevada Mountains

Group 3: Survivors of the Donner Party Interactive Writing Pictures

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Family Photos - Mary Brunner, Georgia and Eliza Donner, photographed about 1850.jpg$

Georgia Donner, Mary Brunner, Eliza Donner - about 1850

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Family Photos James and Margaret Reed.bmp$

James and Margret Reed

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Family Photos - Louis Keseburg.jpg$ $E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Family Photos - Patty Reed.jpg$

Left: Louis Keseberg, Right: Patty Reed

Group 4: Snow Height/Dig Interactive Writing Pictures

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Snow Height - Donner Party Memorial.jpg$ $E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Snow Height - Stumps cut by the Donner Party 1860-1870.jpg$

$E:\Western Movement Summer Institute\US History Movement Pics\Interactive Writing-Donner Party\Snow Height 1 - Archaeological Dig Site-Donner Family Alder Creek Dig.jpg$

Activity 2: Wordle Activity: Indian Territory

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 then write a paragraph describing the information found in the Wordles. Copies of the original primary source will be shared and discussed.

Procedure: Find some text that works for the unit you are going to cover. For my first Wordle, I used parts of Chief Joseph’s surrender speech written to General Howard in 1877. This is the website I used for the information: http://www.nezperce.com/npedu11.html. For my second Wordle, I used an 1879 poster telling people to go west for free Indian land found in The Westward Movement – Primary Sources Teaching Kit from Scholastic Professional Books.

Have students break into groups of 3-4. Pass out one copy of both Wordles to each group. Pass out a copy of the Compare/Contrast Graphic Organizer. Students will look at and discuss the words on both Wordles. They will fill out their Graphic Organizer.

Students will share what they discussed with the whole group. Teacher will pass out copies of the original primary source (laminated for future use!). Students discuss the primary sources and the Wordles. Students write a paragraph about what they learned about the Indians and the US Government.

Evaluation: Students will be graded on their cooperation in their group, ability to follow directions and overall writing contribution – See Rubric.

Story Writing : Wordle Rubric

CATEGORY	4	3	2	1
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.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his/her imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his/her imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Setting	Many vivid, descriptive words are used to tell when and where the story took place.	Some vivid, descriptive words are used to tell the audience when and where the story took place.	The reader can figure out when and where the story took place, but the author didn't supply much detail.	The reader has trouble figuring out when and where the story took place.
Action	Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting!	Several action verbs are used to describe what is happening in the story, but the word choice doesn't make the story as exciting as it could be.	A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way.	Little variety seen in the verbs that are used. The story seems a little boring.
Group Cooperation	Entire group listens to, shares with, and supports the efforts of others. People working well together.	Most of group listens to, shares with, and supports the efforts of others. No one causes "waves" in the group.	Most of group often listens to, shares with, and supports the efforts of others, but sometimes team does not work together.	Rarely do members of the group listen to, share with, and support the efforts of others. Often team is not working together.
Follows Directions	Routinely uses time well throughout the project to ensure things get done and follows directions precisely.	Usually uses time well throughout the project, but may have procrastinated on one thing and usually follows dirctions.	Tends to procrastinate, but always gets things done by the deadlines. Tries to follow directions.	Rarely gets things done by the deadlines and does NOT follow directions.

Activity 3: Lit. Connection – Patty Reed’s Doll, by Rachel K. Laurgaard

Learning Goal: Teacher will read Patty Reed’s Doll, by Rachel K. Laurgaard. After each chapter, students will write an entry in their pioneer journal about the westward trek of the Donner Party.

Procedure: Get a copy of the Chapter Book, Patty Reed’s Doll, by Rachel K. Laurgaard. There is a great Teacher’s Guide that goes along with this book. The guide has many activities, so I would suggest picking and choosing the activities that work for your style of teaching.

Make a copy of the map the Donner Party used to go west. You may blow it up poster size at Kinko’s or use an overhead to enlarge. I have a small clothespin doll I use to represent Patty’s doll, Dolly. As I read the book, Dolly moves across the map (Blue Tac works well). This way, students can monitor the party’s movement across the US and its territories.

Using brown construction paper for a cover and lined paper for the inside, make a journal (about 4.5X6 if you cut 9X12 in half) for students to write. Have students write their name on the outside and put an appropriate title. Teacher reads one chapter every day. Since each chapter has a date and starting point, put this on the board so students can write this information at the top of each new entry in their pioneer journal.

On this kind of writing assignment, I would not grade grammar or spelling. Of course I have some level of expectation on certain everyday words, but I would discuss with the children that the most important part of this assignment is to get their “pioneer” thoughts on paper, not whether or not it is grammatically correct. We would also talk about how the pioneers diaries were just that – diaries and recollections , not CRT or writing tests!

Students then pretend that they are members of the Donner Party. They write down how they are feeling, thinking, anything about their surroundings, wagon problems, squabbles with other members and/or family, etc. After about 10 minutes of writing, students may share their journal entries with a partner or neighbor.

At the end of Patty Reed’s Doll, students will share an entry with the class. Teacher will collect the journals and give a grade (see rubric). Journals can then be displayed.

Evaluation: Students will be graded on their ability to follow directions, overall writing contribution, and understanding of pioneer life – See Rubric.

Story Writing : Patty Reed’s Doll Journal Rubric

	4	3	2	1
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.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his/her imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his/her imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Setting	Many vivid, descriptive words are used to tell when and where the story took place.	Some vivid, descriptive words are used to tell the audience when and where the story took place.	The reader can figure out when and where the story took place, but the author didn't supply much detail.	The reader has trouble figuring out when and where the story took place.
Follows Directions	Routinely uses time well throughout the project to ensure things get done and follows directions precisely.	Usually uses time well throughout the project, but may have procrastinated on one thing and usually follows directions.	Tends to procrastinate, but always gets things done by the deadlines. Tries to follow directions.	Rarely gets things done by the deadlines and does NOT follow directions.

Activity 4: Foldable

Learning Goal: Students will create a foldable with three different uses for three different wagons from the 1800s. Students will be able to distinguish between the three different types of wagons and what they might be able to carry.

Procedure: Teacher will pass out a copy of Foldable for Wagons and What They Carried. Tell students to cut on HEAVY, OUTER, DOTTED LINES ONLY. Then fold on solid line on left side. Place a small amount of glue onto the thin strip that students folded on the left side. Glue into Composition Notebook. THEN CUT ON LIGHTER, INNER, DOTTED LINES making the three flaps for the three wagons AFTER GLUING!

Write down (under each flap) at least 10 items that might be found on each of the different wagons. This activity should be done after students have some background on the western movement and what wagons are all about. Research can be done on the internet, in the social studies text or through primary source books and documents. Some interesting websites with wagon information are:
            http://ourworld.compuserve.com/homepages/trailofthe49ers/life.htm#wagon
            http://nevadaculture.org/museums/index.php?option=com_content&task=view&id=1290&Itemid=122
            http://score.rims.k12.ca.us/score_lessons/westward_ho/

Scholastic also puts out a great book on Western Movement Simulations.

Evaluation: Students will be graded on their ability to follow directions, understanding of wagons and how they were used – See Rubric.

Pioneers : Foldable Wagon Train Rubric

CATEGORY	4	3	2	1

Foldable	Class time was used wisely. Much time and effort went into the student's individual contribution.	Class time was used wisely, but it did not appear that much effort went into the student's individual contribution.	Class time was not always used wisely, but much effort went into the student's individual contribution.	Class time was not used wisely and no additional effort went into the student's individual contribution.
Setting	Many vivid, descriptive words are used to tell what the wagons carried.	Some vivid, descriptive words are used to tell what the wagons carried.	The reader can figure out some information, but the author didn't supply much detail.	The reader has trouble figuring out what the wagons carried.
Follows Directions	Follows directions precisely.	Usually follows directions.	Tries to follow directions.	Rarely follows directions.

Foldable for Wagons and What They Carried

Student directions: Cut on HEAVY, OUTER, DOTTED LINES ONLY. Fold on solid line on left side. Place a small amount of glue onto the thin strip you folded on left side. Glue into Composition Notebook. THEN CUT ON LIGHTER, INNER, DOTTED LINES.

Write down (under each flap) at least 10 items that might be found on each of the different wagons.

Activity 5: Art Piece/Writing: Mosaic Poster

Procedure: Find an image that works well with your unit. I have included six pictures for the six units I use during the course of my fifth grade year; Sarah Winnemucca (representing the Paiute Tribes of Northern Nevada), Early Explorers (Viking Group), Colonies (Dutch Women), Revolutionary War (Molly Pitcher, woman of war), Western Movement (Madonna of the Trail), and Civil War (Francis Ellen Watkins Harper, female black poet and abolitionist). I plan on doing this activity at the beginning of each of my US History Units throughout the year.

Enlarge the image to poster size. Make 2 copies and laminate. Cut up one of the posters so that each student has a piece (I would cut enough pieces to cover 30-35 students, depending on how many students could be in your class. This way you can use the same pieces year after year. Students who finish first may enjoy doing a second piece!)

Cut up black paper either the same size as the poster pieces or larger. Put baggies together that include chalk, Q-tips and cotton balls. Give the students a poster piece, a black piece of paper and a baggie. Students will recreate the image they have received with the chalk. The teacher will then call the students up in order to glue their recreated image on butcher paper. Students will discuss what the image is. Have students discusshow the image relates to the unit of study. Place the second poster next to the recreated one to compare.

Students now write about the image. It can be factual or fictional. The image can be placed on a bulletin board surrounded by the student’s writing.

At the end of the unit of study, students will write about the image AGAIN. In small groups, students will discuss what they have learned over the course of the unit and how their thoughts, feelings and knowledge may have changed.

Evaluation: Students will be graded on their ability to follow directions, comparing and contrasting their learning through writing , and having a better understanding of pioneer life – See Rubric.

Story Writing : Mosaic Poster/Writing Before and After Rubric

CATEGORY	4	3	2	1
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
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.
Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.	The story is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged.
Compare	Student's second writing piece shows a significant amount of learning has taken place compared to the first writing piece.	Student's second writing piece shows learning has taken place compared to the first writing piece.	Student's second writing piece shows little learning has taken place compared to the first writing piece.	Student's second writing piece shows no amount of learning has taken place compared to the first writing piece.
Art Piece	Class time was used wisely. Much time and effort went into the student's individual contribution.	Class time was used wisely, but it did not appear that much effort went into the student's individual contribution.	Class time was not always used wisely, but much effort went into the student's individual contribution.	Class time was not used wisely and no additional effort went into the student's individual contribution.
Overall Completion	Student completed all three components of the activity.	Student completed 2 out of 3 components of the activity.	Student completed 1 out of 3 components of the activity.	Student completed 1 out of 3 components of the activity with little effort.

Sarah Winnemucca-Paiute Tribe Viking-Early Explorer

Dutch Women-Colonists Molly Pitcher-Revolutionary War

Madonna of the Trail-Western Movement Francis Ellen Watkins Harper-Civil War

Activity 6: Student Project: Chautauqua Performance-Great American Day

Learning Goal: Students will choose a “Great American” to study. The student will research, write a report, and create a memorized piece. The student will be able to answer questions about his/her character during a classroom rehearsal. The memorized piece will be performed in costume in front of the school, fellow classmates, and parents.

Activity: Pass out the following handouts. Staple the “speech” information on the left side of a manila folder and then staple the “written” information on the right side. Under the informational handouts, staple one envelope on each side of the manila folder for students to keep notecards, pictures, etc.

Send home the first page (see below) and make sure parents sign it so that they know what they are getting into. This is a very big project. It helps if there is some parental support, but can be modified for any classroom or school.

Basically, everything the student needs is included on the following pages that are put into the student’s manila folder. Guide them through the following process:

choose a Great American
read a biography of that person(at their independent reading level)
complete a “Character Cube” as their final book report requirement
take notes on notecards
create a rough draft report
edit, revising, and completing a final draft report
create a speech
perform that speech in front of the class and answering questions
perform that speech in front of the school and parents

Dear Parents,

The annual fifth grade GREAT AMERICAN DAY is quickly approaching. Each student will select a Great American to research and to report about on FRIDAY, MAY ___, 2010. During the next five weeks your child will be writing a comprehensive study.

We know that your child has had some previous experiences with report writing. We will always explain each aspect of the study, but we do expect each fifth grader to display more independent reading and writing skills. However, most students will still need assistance for these varied components of the Great American Study. We would greatly appreciate your help reading and editing your child’s note cards, rough draft, and speech throughout this project.

Please review your child’s Great American Folder. The TIMELINE page is a very important organizational tool. Please help your child comply with the due dates. Your child’s grade will be reduced one full grade if any deadline is missed, whether it be “the dog ate my homework” or “my printer ran out of ink”. There is a request for a parent signature for several dates on the timeline. There are also several rubrics in the folder that students need to follow if they expect to earn a good grade.

Each child needs to follow the requirements explained today. The Great American Folder should not be left at home as there may be class time to work.

Finally, we invite all of the fifth grade families to the Great American Day Potluck on FRIDAY, MAY ___, 2010. We will send home a separate information letter by the end of the month.

Thank you for your ongoing help and support,
The Fifth Grade Teachers

-- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

___ I have read the above letter and discussed the Great American Folder with my child.
___ I have reviewed the Great American Study requirements and Timeline with my child.
___ I agree to read and edit my child’s note cards, rough draft, and speech according to the
Timeline due dates.
___ I have marked my calendar for the Great American Day Potluck on Friday, May ___, 2010.

Child Signature Date Parent Signature Date

Written Report Information
1. NOTECARDS FOR YOUR WRITTEN REPORT

As you read and research information about your great American, you should be taking notes on notecards.

Try to use as many sources of information as possible, but the minimum is three. One of those sources needs to be a biography of your great American that you will read cover to cover. This biography needs to be at your independent reading level and will be used for your May book report (Character Cube).

Each section should have its own set of notecards and should include the following information gathered to the best of your ability:

I. Introduction
This section should give background information – a personal history of your great American. Include the following:

Full name and any nicknames
Birth date and location
Parents and their backgrounds
Region(s) of the country in which raised
Early education, schooling, etc.
Physical description
Personality traits/description
Family; siblings, husband/wife, children, etc.
Hobbies, pets, anything else unusual or noteworthy
Place, date AND circumstances of death

II. Achievements
This is the major section for your research notes.
Include the following:

Events
Accomplishments
Awards
Deeds
Keep events and dates in chronological order
List the what, where, when, why, and how about your person
If applicable, describe the career of this person.
You may list these “events” on your notecards, but must be written in sentence form for the final report.

III. Conclusion
This section should sum up why your person is a great American and should include the following:

Reasons WHY you feel this person is noteworthy
What you learned about this person while researching
Something that you or others may not have known before
Describe unusual or especially interesting facts about your great American
Tell why you chose to report on this person
How you feel about this person now

IV. Bibliography
This section needs to include all of the resources you used for your research and needs to include the following:

Three or more sources of information
Written according to your Bibliography Guideline page

PLEASE REMEMBER THAT THE INTERNET IS A FANTASTIC RESOURCE, BUT THERE ARE MANY SITES THAT HAVE INFORMATION THAT MAY NOT BE TRUE. MAKE SURE THAT INFORMATION YOU FIND ON THE INTERNET COMES FROM A RELIABLE SOURCE! For example, did you know that ANYONE can write, add or replace information on the Wikipedia website? A little scary if you want the facts and not just opinion!

Research Report Rubric: Great American Study Notecards

Teacher Name: Mrs. Price
Student Name: ________________________________________
CATEGORY	4	3	2	1
Notes	Notes are recorded and organized in an extremely neat and orderly fashion.	Notes are recorded legibly and are somewhat organized.	Notes are recorded.	Notes are not legible and student needed multiple reminders.
Introduction	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Achievement	All events, accomplishments, awards and deeds are discussed and in chronological order.	Most events, accomplishments, awards and deeds are discussed and mostly in chronological order.	Some events, accomplishments, awards and deeds are discussed, but may not be in chronological order.	Needs more events, accomplishments, awards and deeds discussed and in chronological order.
Conclusion	All topics are addressed with at least 2 sentences about each.	2 out of 3 topics are addressed with at least 2 sentences about each.	2 out of 3 topics are addressed with 1 sentence about each.	One topic was addressed with minimal effort.
Sources	All sources are accurately documented according to the Bibliography Guidelines.	All sources are accurately documented, but a few are not in the desired format.	All sources are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
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.

2. WRITTEN REPORT: ROUGH DRAFT
Your rough draft should include the following four sections you wrote about on your notecards:

Introduction
Achievements
Conclusion
Bibliography.

These sections should be clearly titled. You should include at least one picture in each section. You are responsible for organizing and ordering each section from the notes you took on your notecards. Basically, you are taking your notecards and changing them from “notes” to complete sentences with proper grammar and punctuation.

Please remember the following as you write your rough draft:

You may type OR handwrite your rough draft
Must be double spaced (you can set this up automatically if you use a computer, or skip lines if you use binder paper)
If you handwrite, it must be NEAT – if I can’t read it, I can’t give you credit for your hard work
If using a computer, please use Arial or Times New Roman font, size 12 or 14
Use complete sentences with capitals and punctuation
Make sure to indent paragraphs
Use proper grammar and spelling

Research Report Rubric: Great American Study Rough Draft

Teacher Name: Mrs. Price
Student Name: ________________________________________
CATEGORY	4	3	2	1
Notes	Notes are recorded and organized in an extremely neat and orderly fashion.	Notes are recorded legibly and are somewhat organized.	Notes are recorded.	Notes are not legible and student needed multiple reminders.
Introduction	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Achievement	All events, accomplishments, awards and deeds are discussed and in chronological order.	Most events, accomplishments, awards and deeds are discussed and mostly in chronological order.	Some events, accomplishments, awards and deeds are discussed, but may not be in chronological order.	Needs more events, accomplishments, awards and deeds discussed and in chronological order.
Conclusion	All topics are addressed with at least 2 sentences about each.	2 out of 3 topics are addressed with at least 2 sentences about each.	2 out of 3 topics are addressed with 1 sentence about each.	One topic was addressed with minimal effort.
Sources	All sources are accurately documented according to the Bibliography Guidelines.	All sources are accurately documented, but a few are not in the desired format.	All sources are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
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.

3. WRITTEN REPORT: FINAL DRAFT

ORGANIZING YOUR FINAL REPORT
Your report should be organized in this order and include the following:

COVER: Title, name of your great American, your name, and picture (do not number).
TITLE PAGE: Title, your name, teacher’s name, date (do not number this page).
TABLE OF CONTENTS (do not number this page):
Introduction page #
Achievements page #
Conclusion page #
Bibliography page #
Rough Draft page #
BODY OF YOUR REPORT: All written sections (sections I-III) including pictures to go with each section – number these pages. *DO NOT USE PLASTIC PAGE “SLEEVES”*
BIBLIOGRAPHY: Follow the attached Bibliography Guidelines – number this page.
ROUGH DRAFT: This should be the very last section of your report – include your edited rough draft and number these pages.
Use the Final Report Rubric and you can’t go wrong!

Research Report Rubric: Great American Study Final Evaluation

Teacher Name: Mrs. Price
Student Name: ________________________________________
CATEGORY	4	3	2	1
Mechanics	No grammatical, spelling or punctuation errors. All sentences are complete and paragraphs indented.	Almost no grammatical, spelling or punctuation errors. Most sentences are complete and paragraphs indented.	A few grammatical spelling, or punctuation errors. Some sentences are complete and paragraphs indented.	Many grammatical, spelling, or punctuation errors. Many sentences are incomplete and paragraphs are not indented.
Final Draft	Detailed draft is neatly presented and includes all required information.	Fianl draft includes all required information and is legible.	Final draft includes most required information and is legible.	Final draft is missing required information and is difficult to read.
Bibliography	Bibliography included 4 or more resources and the Guidelines were followed.	Bibliography included 3 resources and the Guidelines were somewhat followed.	Bibliography included 2 resources and the Guidelines were somewhat followed.	Bibliography included 1 resource and the Guidelines were not followed.
Deadlines	Notecards, rough draft, speech, and final draft were all completed and turned in by the due date.	3 of 4 items were completed and turned in by the due date.	2 of 4 items were completed and turned in by the due date.	1 of 4 items was completed and turned in by the due date.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Overall Report	Outstanding.	Very Good.	Adequate.	Very poor.

Character Cube

After reading a biography of your Great American, follow these directions to complete your May book report:

Cut out the cube along the solid lines.
On one face of the cube, write:

Your name
Book title (underlined)
Author
Publisher
Copyright date

On the remaining five faces of the cube, illustrate scenes from your book. Choose important events in the life of your Great American. Make sure you write 1-2 short sentences describing what you drew. Feel free to use clip art or stickers.
AFTER all of the sides on your cube are completed, fold your cube and glue the sides together. LEAVE THE TOP OPEN!!
Make or find a character clue to put inside your cube. This can be anything that represents your Great American. Keep it a secret from your classmates. Be clever about your choice.
Fasten the top of your cube with TAPE so that you can share the item with classmates after your presentation.
Don’t forget to be ready to present your book and character cube to the class. Check the Timeline for due date.

Hints:

Cut carefully
Make your folds crisp and even
Use markers, crayons, colored pencils or pens for the drawings
Make sure your clue will fit inside your cube!

SPEECH

Your speech should be no less than 1 minute (60 seconds) and no more than 1¼ minutes (75 seconds) long. It will need to be memorized (no notes) and will be delivered as clearly and distinctly as possible in front of our class and then to the fifth grade families and school.

*Your speech must be written in the first person (I, my, mine, myself, etc.)*
Introduce yourself in the following manner:
“My name is      (name of your Great American)        . I was born            (date)           ,
         (number)        years ago. I died on            (date)           , when I was
             (number)           years old due to            (cause)           .

Continue with the following information:

“Your” early years
“Your” education
“Your” career, achievements, and/or deeds that made you well known in American history - need to be in chronological order
Your closing statement should be your most interesting and memorable – may be something that others may not have known before, and/or some unusual, interesting facts and events.

Some things to think about while you write and practice your speech:

Make a list of important points that will appeal to your audience.
Back up your opinions with facts.
Practice what you are going to say in front of a mirror, your cat, a chair, AND a family member. Do you look and sound convincing?
Is your voice clear?
Have a prop to hold during the speech.
Make sure you are ready to answer possible questions the audience might ask.
Your speech should be like a story. Try to pretend you are the great American and you are actually telling your story to a group of people. How would you tell your story? What would you want people to remember about you after your death?

Historical Role Play Rubric: Great American Speech

Teacher Name: Mrs. Price
Student Name:
CATEGORY	4	3	2	1
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.

Great American Day

Dear Parents, April 24, 2010

We would like to invite you to join us Friday, May 15, 2009, for our annual fifth grade Great American Day. You are invited to the student presentations and to lunch. Our fifth graders, in costume, will present characterizations of their great Americans to parents and other classes by means of one-minute speeches during which they will recall the highlights of their research. Following our morning presentations at 9:40-10:45 and 10:45-11:45, we will provide a Great American Luncheon. We will enjoy hot dogs and a potluck lunch in the multipurpose room from about 12:00 to about 1:00. Our luncheon will include other “All-American” foods such as apple pie, potato salad, chili, etc.

Concerning costumes: The students are to arrive at school that morning in the costumes of their great Americans. We have asked the students to use their imagination and available resources to create a costume to represent the times and customs of the great American they are depicting. Please do not feel the need to go out and purchase or to make an entire costume. We’ve mentioned thrift stores, garage sales, etc. to the students and just “making do” with what is available. Guns, knives, weapons, etc. are NOT allowed at school; only replicas made of plastic, wood, etc. are acceptable, and upon the approval of the student’s teacher. Students should bring comfortable clothes to change into for the rest of the day.

For the luncheon: The students will “pot-luck” it, but we will purchase the paper goods, eating utensils, and condiments. We have listed what is needed on the attached sheet. Our classes have gone over this list to make sure it is balanced. Please go over this list with your child and select what you would like to bring. Please sign and return the next page by this coming Tuesday, April 28, 2009, by hard copy OR email. After you have agreed to provide an item, please make sure that item gets to school early Friday morning, May 15, 2009. We have very limited refrigerated space; however, we will have ice chests available for some perishable items. Please label any containers, crock pots, utensils, bowls, etc., so we can be sure everything is returned to you.

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We greatly appreciate all that our parents have done for us throughout the school year, and even though we want this last event to be created and carried out by the students themselves as much as possible, we do need some “parent power” to set up, “man” the cooking of the hot dogs, serve, and clean up. On the next sheet, please indicate if you will be in attendance and if you will be able to help us out in any of the ways indicated. AGAIN, PLEASE RETURN THE NEXT PAGE SIGNED NO LATER THAN THIS COMING TUESDAY, April 28, 2009. You will receive confirmation of all of the above arrangements before the end of next week. That confirmation will also inform you of your child’s presentation time.

Thank you very much for all of your help and support!

The Fifth Grade Teachers

Great American Luncheon Pot-Luck Items Needed

Each student in class is expected to contribute one of the following items. Please make a first, second, and third choice from this list of something you and your child would like to bring.
RETURN THIS FORM BY TUESDAY, APRIL 28TH, 2009 via hard copy OR email.

________ Hot dogs and buns, 2 packages of eight each
________ Chili, enough for 12 servings
________ Salad, (green, jello, macaroni, potato, pasta, rice, etc.)
enough for 12 servings (kind: _______________________________________)
________ Dessert, enough to serve 12 (kind: ______________________________________)
________ 2 – 6 packs (or 1 – 12 pack) drinks AND ice
________ One case of bottled water

Please read, initial, and sign the following information:

________ I have read the letter regarding fifth grade Great American Day
________ I (we) will be able to attend EITHER the first or second presentation
                        (9:45-10:45 or 10:45-11:45)
________ I (we) will be able to attend ONLY the following presentation:
                        ________ 9:45-10:45
                        ________ 10:45-11:45
________ I (we) will be able to attend the luncheon
                        Number of adults attending: ________
________I can come at 9:00 to set up
________I can help serve during lunch from about 12:00-12:30
________ I can stay to clean up from about 12:45 on
________ I can “man” the cooking of hot dogs (11:30)

My child’s name is _________________________________________________________________
My name is (please print) ____________________________________________________________
My phone number is ________________________________________________________________