Overview and Background: Unit: Trails Across America

Laurie Thisius : Cheney USD 268

History. Social Studies. : History. Social Studies. : History. Social Studies.

Cheney : Grades 1 - 1

Title:	Trails Across America
Topics:	Westward Expansion
Time Frame:
Start Date:	-
Status:	Draft
Date Revised:

Other Designers:

Summary:
Students will look at the effect that the Oregon and Santa Fe Trails had on western development in Ameria and in Kansas.

Print Materials Needed:
"If You Traveled by Covered Wagon" by Ellen Levine.
"The Cabin Faced West" by Jean Fritz.
"Wagon Wheels" by Barbara Brenner.
"The Great Turkey Walk" by Kathleen Karr.
"Prairie Songs" by Pam Conrad.
"Caddie Woodlawn" by Carol Ryrie Brink.
The Little House books by Laura Ingalls Wilder
"Jimmy Spoon & the Pony Express" by Kristiana Gregory.
"Kate Shelley & the Midnight Express" by Margaret Wetterer.
"The Chickenhouse House" by Ellen Howard.
"Skylark" by Patricia MacLachlan.
"Animal Adventures" by Laura Ingalls Wilder.
"I Have Heard of a Land" by Joyce Carol Thomas.
"Lewis and Papa on the Santa Fe Trail" by Barbara Joosse.
"Westward to Home :Joshua's Diary" by Patricia Hermes.
"Hattie's Diary" by Kristiana Gregory.

Resources:

Resource Attachments:

http://surf.to/sft http://www.isu.edu/~trinmich/Discoverers.html http://www.isu.edu/~trinmich/Discoverers.html#Lewisanchor http://www.isu.edu/~trinmich/Discoverers.html#Pikeanchor http://history.cc.ukans.edu/heritage/research/sft/ http://webpages.marshall.edu/~irby1/laura.htmlx http://users.snowcrest.net/jmike/westexp.html http://www.americanwest.com/pages/wexpansi.htm http://www.kidinfo.com/American_History/Pioneers.html http://www.ukans.edu/heritage/owk/128/forts.html http://www.americanwest.com/pages/dodge.htm http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/reform/oregon_1 http://edtech.kennesaw.edu/web/westward.html http://www.isu.edu/~trinmich/Allabout.html http://www.sover.net/~barback/ot/wagons.html http://www.endoftheoregontrail.org/wagons.html http://flag.blackened.net/daver/1sthand/atp/atp.html http://www.nps.gov/whmi/educate/ortrtg/12or5.htm http://www.mcps.k12.md.us/curriculum/socialstd/grade5/Grandma_Essie.html http://www.nps.gov/whmi/educate/ortrtg/ortrtg4.htm http://library.thinkquest.org/6400/ http://www.libsci.sc.edu/miller/Westward.htm http://www.isu.edu/~trinmich/Oregontrail.html http://monhome.sw2.k12.wy.us/ot/trail.html. http://www.auburn.wednet.edu/homepages/ilalko/westweb.htm http://www.auburn.wednet.edu/homepages/ilalko/WWQoption1.htm http://www.tesd.k12.pa.us/new_eagle/staffpgs/Walt%20T/WEB_QUESTS/westward_expansion.htm

Stage 1: Identify Desired Results

State:	KS
Title:	Social Studies
Standard(s):	KH4.2 Students compare and contrast the purposes of Santa Fe and California-Oregon Trails (i.e. commercial, immigration) KH4.4 Students list hardships that travelers encounter on Santa Fe and California-Oregon Trails (i.e. lack of water, mountains and rivers to cross, weather, need for medical care, size of wagon) KH4.3 Students describe the interaction between cultural groups and development of trails and railroads (e.g. Mexican, American, American Indian)

Understandings:
user	Our country and Kansas was influenced by Westward Movement in the late 19th and 20th century

Essential Questions:
User	Why do people move to another place? How did travelers overcome their hardships and experiences that they endured traveling West? What effects did Santa Fe and California-Oregon Trails have on the development of the United States? Who were the winners and losers of Westward expansion?

Knowledge and Skills:

K
Key vocabulary (pioneers, expansion)
Hardships & experiences of pioneers traveling west.
The experiences and hardships of explorers and pioneers who came to Kansas.

S
Compare & contrast the purposes of the Santa Fe & California-Oregon Trails.
Analyze & explain U.S. westward expansion from the various perspectives.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
There will be a group project and an individual project required. For the group project, the class will divide into groups of five. Each group will be a family traveling west on the Oregon Trail. Each group will be required to make a list of supplies that their family will be taking on the trip. They will be required to justify why they need each item.
As an individual, they will be required to write five journal entries detailing their life on this trip west.

Task/Prompt: Packing the Wagon

Type: Performance Task

Topics: Westward Expansion

Summary:
There will be a group project and an individual project required. For the group project, the class will divide into groups of five. Each group will be a family traveling west on the Oregon Trail. Each group will be required to make a list of supplies that their family will be taking on the trip. They will be required to justify why they need each item.
As an individual, they will be required to write five journal entries detailing their life on this trip west.

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links:
Link 1: http://
Link 2: http://
Link 3: http://
Link 4: http://
Link 5: http://

Notes:

Student Directions:
Your family of five will be traveling west on the Oregon Trail. You need to make a written list of supplies that your family will be taking on the trip. You also need to write a justification of why your family needs each item.

As an individual, you need to write five journal entries detailing your life on this trip west. The first should be as you are leaving for the trip, three along the trail explaining the hardships and one when you reach your new home.

Key criteria:
Accurate, Insightful, Informative, Organized, Thorough.

Other assessment evidence to be collected:

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

W
Students brainstorm hardships and lifestyle categories for settlers (homes, modes of transportation, food, clothing, areas traveled, weather).

H
Read aloud the book "If You Traveled by Covered Wagon" (or similar book) and then discuss the following characteristics of westward expansion:
a. people
b. reasons for moving Westward
c. jobs (farmers, laborers, miners, ranchers, etc.)
d. transportation (covered wagons, stagecoaches, horses, etc.)
e. food (vegetables, wild game, fruit, etc.)
f. clothing (types)
g. homes (log homes, homemade furniture)
h. communication (letters by stagecoaches, pony express)
i. landmarks along the way

E
Read books in literature circles, guided reading groups, and whole class (titles include The Cabin Faced West, Wagon Wheels, The Great Turkey Walk, Prairie Songs, Caddie Woodlawn, Little House books, Jimmy Spoon & the Pony Express, Kate Shelley & the Midnight Express, The Chickenhouse House, Skylark, Animal Adventures, I Have Heard of a Land)
Santa Fe Trail Week Read aloud: Lewis and Papa on the Santa Fe Trail.

Students create a project folder that displays work for the week.
Students complete a Fact/Fiction Center Activity for Santa Fe Trail.
Read, discuss, and question for articles: "Commerce on the Santa Fe Trail" and "Life on the Trail".
Students complete "Connection" activity after "Life on the Trail" article.
Finally, students map the trail on maps of Missouri, Kansas, Colorado, and New Mexico.
Oregon Trail Week - Students create a project folder that displays work for the week.
Students complete a Fact/Fiction Center Activity for Oregon Trail.
Students participate in "Pack Your Wagons" activity.
Read, discuss, and question for articles: "Life Along the Oregon Trail" (create a Venn diagram to compare and contrast Santa Fe and Oregon Trails).
Read, discuss, and question for articles: "Cultural Differences" (create visual point of view organizer).

R
Read aloud: "Joshua's Diary" and "Hattie's Diary". Reflective pioneer journals as we study the trails that reflect on hardships and experiences endured by pioneer children and their families.
Students will write a letter to a friend or relative back East about their new life out West and their journey. This letter will also persuade the relative/friend to come or not come to Oregon. Students need to include lots of descriptions of their homes, surroundings, and feelings about their new lives (When would you leave? How would you go? What would you find? Where would you live? What would you do? How would you find out information about the area? How would you make a living?)

E
There will be a group project and an individual project required. For the group project, the class will divide into groups of five. Each group will be a family traveling west on the Oregon Trail. Each group will be required to make a list of supplies that their family will be taking on the trip. They will be required to justify why they need each item.
As an individual, they will be required to write five journal entries detailing their life on this trip west.

Notes: