Patty Reed's Doll: A Teacher's Guide

2015-03-03T14:03:00.000-08:00

This teacher's guide includes a collection of chapter overviews, themes, standards-based activities, historical overviews, and additional resources relating to each chapter of Patty Reed's Doll: The Story of the Donner Party by Rachel K. Laurgaard and published by Tomato Enterprises. Narrated by the doll Patty Reed carried along the trail in her pocket, this book tells the stories of the Donner Party's westward migration and fateful experiences in the Sierra-Nevada mountains. The guides were designed by third, fourth, and fifth grade teachers as part of the Clark County School District's Teaching American History Grant module on westward migration. During the module, teacher participants were provided with picture and chapter books relating to nineteenth century exploration of the United States. Each module participant selected one picture book or several chapters of a chapter book for which they would prepare a teacher's guide. These guides are accessible via the links on the left.

If you have any questions about this guide, please contact Christy G. Keeler, Ph.D., this blog's designer and the pedagogy scholar for the module. You may also enjoy visiting other grant module blogs. Each module was five weeks long with a focus on an historical era (taught by Drs. Michael Green and DeAnna Beachley) and pedagogical technique (taught by Dr. Keeler). The modules include:

Patty Reed's Doll
Housed in the Sutter's Fort State Historical Park Museum in Sacramento, California

Chapter 19: Sutter's Fort

2008-04-05T20:15:00.004-07:00

Teacher's Guide Chapter Author: Robert Mitchell and Christine Anderson, 5th grade teacher, Thompson Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview:

The Reed family arrives in Sacramento at Fort Sutter. Their entire family is reunited. Mrs. Reed discovers Patty’s doll and is happy that Patty had a “friend” with her. The doll discusses how she stayed with Patty for the rest of her days and looks back at all they have gone through.

Chapter Themes:

Acceptance
Friendship
Remembrance

Chapter Activities

Language Arts

Activity Idea 1 Biography

Students will research and write a biography about one of the people from the story. Students will present the biography as the character they researched.
Standards Addressed

5.4.1 Write informative papers with clear focus using a variety of sources.
9.4.3 Give organized presentations that demonstrate a clear viewpoint.

Activity Idea 2 Foldable

Students will create a 3-part foldable where they choose and defend the most heroic person in the story, the biggest mistake made by the family, and the best decision made by the family.
Standards Addressed

3.4.2 Make inferences about character trains; make predictions about conflicts and resolutions.
2.4.3 Apply strategies of summarizing, paraphrasing, and drawing conclusions to aid comprehension.

Mathematics

Activity Idea 1 Packing the Wagons

Students will be given a list of supplies available to pioneers traveling West as well as a weight limit for the wagon. Students must decide which items and how many of each to take to ensure their survival on the journey. Wagons should come as close as possible to the maximum weight limit without going over.
Standards Addressed

1.4.8 Generate and solve addition, subtraction, multiplication, and division problems using whole numbers in practical situations.
1.4.7 Multiply and divide multi-digit numbers by one-digit whole numbers with regrouping, including monetary amounts as decimals.

Activity Idea 2 Title

Given a budget, students must determine the cost of the items they packed into their wagon.
Standards Addressed

3.4.4 Determine totals for monetary amounts in practical situations.
3.4.4 Use money notations to add and subtract given monetary amounts.

Social Studies

Activity Idea 1 Timeline

Students will create a timeline of the major events from the story Patty Reed’s Doll.
Standards Addressed

4.4.1 Record events on a graphic organizer, such as a calendar or timeline.
3.4.14 Create timelines that show people and events in sequence using days, weeks, months, years, decades, and centuries.

Activity Idea 2 Publishing the Timelines

Students will publish their timelines, adding appropriate clip-art for the events listed, using Inspirations software
Standards Addressed

4.4.1 Record events on a graphic organizer, such as a calendar or timeline.
3.4.14 Create timelines that show people and events in sequence using days, weeks, months, years, decades, and centuries.

Science

Activity Idea 1 Pioneer Journal

In a science journal, students will sketch the plants and animals they saw on their journey West and describe them in detail.
Standards Addressed

N.5.A.1 Explain how science notebook entries can be used to develop, communicate, and justify explanations and predictions.
4.1.3 Create and use labeled illustrations, graphs, and charts to convey ideas, record observations, and make predictions.

Activity Idea 2 1800's Technology

Students will choose what they considered to be the most important piece of technology from the 1800s. After researching the technology, students will create an advertisement for that piece of technology, including a description and an illustration.
Standards Addressed

4.1.9 Compare the advantages and disadvantages of using technology.
4.4.4 Draw conclusions about text and support them with evidence.

Historical Overview of Chapter Themes

As the surviving members of the Donner Party were rescued, news of the tragedy spread like wildfire through the entire country. Every diary entry and interview with anyone who seemed to know anything about the ordeal was published for eager audiences to read. Despite the gruesome details that arose, most of the survivors were accepted into the population of California and went on to have long, successful lives. Out of the 87 members of the Donner Party only 46 of them survived.

Patty Reed's entire family survived the Donner Party disaster. Patty's father, James, settled his family in the town of San Jose where he made his money from real estate and gold. Patty went on to share her memories with many different writers. She managed to save many family documents and artifacts, among which was her doll. Later, in 1946, these items were donated to Sutter's Fort. On Christmas Day 1856, Patty married a man named Frank Lewis. Mr. Lewis died in 1876, leaving Patty with several children to raise. She was able to support her family by running a boarding house in Santa Cruz. She was 93 years old when she died.

After news of the Donner Party spread, Hastings cut-off was abandoned. Emigration to California decreased until gold was discovered in Sutter's Creek. By 1849 people were flocking to California to find their fortune in gold. Many of these "forty-niners" dug through dirt and sifted through the streams very near where the Donners, Reeds, Breens and Graves had suffered that fateful winter. As time went on, more and more people used the Donner Pass and the lake eventually became a tourist attraction. Gradually the Donner Party story became just another part of history.

Additional Resources

The Perilous Journey of the Donner Party by Marian Calabro
http://www.pbs.org/wgbh/amex/donner/filmmore/pt.html
http://www.utahcrossroads.org/DonnerParty/Reed.htm

Chapter 18: The Rescue

2008-04-05T20:15:00.003-07:00

Teacher's Guide Chapter Author: Robert Mitchell and Christine Anderson, 5th Grade, Thompson Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview:

One day the Reeds hear voices. A group of men from California, sent by the banished Mr. Reed, have formed a rescue party and come looking for them. They brought with them some food. Some people stayed in the cabin while others went for the Donners. Twenty three people were able to leave with the first relief party, Mrs. Reed included. Mr. Glover promises to come back for the rest of those who are left behind, including Patty and her brother Tommy. They are gone for a week. The weather begins to turn warmer. The second relief party shows up with Mr. Reed. At first they do not recognize their father. They brought with them some food. The Donners were too weak to leave with the second party. The Breens refuse to go with the second rescue party because Patrick Breen is too weak. Both the Breens and the Graves stay behind. Patty almost dies, but her father is able to revive her with a small piece of bread. With frostbitten feet, barely able to walk, the second group runs into Mr. Eddy and another relief party who had horses. They are able to ride the rest of the way into Bear Valley.

Chapter Themes:
Bravery
Hope
Faith (religion)
Family
Survival

Chapter Activities

Language Arts

Activity Idea 1 Dramatization of the Rescue

Students will write and perform (in pairs) a dramatization between Patty and her father when he arrives in the second rescue party to retrieve his family.
Standards Addressed

9.4.3 Give organized presentations that demonstrate a clear viewpoint.
3.4.2 Make inferences about character traits; make predictions about conflicts and resolutions.

Activity Idea 2 Create an Illustration

Students will create an illustration, not already represented in the story, which shows one or more scenes from the rescue. Students will frame their illustration with key words or phrases from that chapter.
Standards Addressed

3.4.4 Identify themes in a variety of reading selections.
5.4.4 Write responses to literature, using supporting details from the selection.

Mathematics

Activity Idea 1 Story Problems

The teacher will create a variety of elapsed-time story problems using the context of the rescue.
Standards Addressed

3.4.6 Use elapsed time in quarter-hour increments beginning on the quarter hour to determine start, end, and elapsed time.
C Students will develop their ability to reason mathematically by solving problems where there is a need to investigate mathematical ideas and construct their own learning in all content areas. Students will do this n order to draw logical conclusions, discuss the logical conclusions, discuss the steps used to solve a mathematical problem, and justify and explain the solutions to problems using physical models.

Activity Idea 2 Conversions

Students will convert 5 months to days. Students will brainstorm typical activities that they could accomplish in that time period.
Standards Addressed

3.4.6 Recognize the number of weeks in a year, days in a year, and days in a month.
Students will develop the ability to make mathematical connections by solving problems where there is a need to view mathematics as an integrated whole. Students will do this in order to apply mathematical thinking and modeling to solve problems that arise in other disciplines and view mathematics as an integrated whole in order to identify mathematics used in everyday life.

Social Studies

Activity Idea 1 The Trail Home

Students will create a map that displays the path the rescuers would have used to reach the Donner party and to return to Bear Valley.
Standards Addressed

4.3.1 Identify and use intermediate directions on a compass rose to locate places on a map.
4.3.9 Locate and name major mountains, rivers, and lakes on a map of the United States.

Activity Idea 2 Fort Sumter

Students will create a diagram of the layout of the fort, labeling specific features and write short paragraphs describing the importance of the feature.
Standards Addressed

4.3.26 Compile a list of where goods and services are produced.
6.4.3 Create one-paragraph composition with main idea and supporting details.

Science

Activity Idea 1 Lunchroom Lessons

Students will come up with a menu describing how they could use the contents of a typical sack lunch to "feed" a family of 4, much like the Reed family had to stretch their supplies.
Standards Addressed

4.3.1 Plan healthy meals and snacks including the importance of serving size.
4.3.3 Explain the importance of water in relation to diet.

Activity Idea 2 Winter Hibernation

Hold a class discussion on why the Reed children slept so much during the winter and why they were forced to turn back when the rescuers came for them. The discussion should focus on how their bodies deteriorated due to lack of food and why they were unable to complete daily tasks that most 10 year olds could perform. The idea being that they were weak because their bodies had adapted to the lack of nutrition and the body was conserving energy to carry out basic functions.
Standards Addressed

4.3.3 Explain that the human body is composed of systems of structures that work together so the body can grow and survive.
4.4.1 Compare learned and inherited behaviors in animals.

Historical Overview of Chapter Themes

In this chapter the party of seven that was sent to rescue the Reeds told of a war in California and how it was no longer a foreign country but one of the United States. The movement of Americans into western North America, as well as the concept of a Manifest Destiny were both causes of the Mexican-American War, mentioned in the story.

President Polk made promises to the voters to gain California at all costs. Yet as settlers moved west, they were moving into a foreign country. They were drawn by economics. Many were hoping to buy land before prices for land went up. Many hoped that they could turn around and sell the land for a profit when California became a state. There were also many opportunities for trade, and of course in 1848 gold was discovered. These forward thinking settlers simply presumed that America would eventually include the land that made up California.

Polk promised California and Oregon to the voters because there were already Americans living there and there was much money to be made in those areas.

Before California became a state it was governed by American military leaders. Because of the number of settlers coming in, these military leaders urged Congress to establish a civilian government as quickly as possible. President Taylor agreed with the need and pushed for immediate statehood, without going through the usual period of territorial government.

A constitutional convention was called in Monterey, California in September of 1848 asking for immediate statehood, free of slavery. Congress had a hard time because there was also the issue of what to do with the land that was ceded from Mexico in the south. Slave states wanted slavery allowed, while others argued that slavery shouldn't be introduced to an area that had been free from slavery.

President Taylor died before the issue was settled and was succeeded by his vice president, Millard Fillmore. On August 1, 1850, the Senate passed the Utah bill, the first of a series of bills that addressed all of the major issues at hand. California's admission was one of the most hotly debated. On August 13, 1850, it passed the Senate. The new Fugitive Slave Bill was the last to pass the Senate on August 19. The House of Representatives took up the first of the bills, the Texas-New Mexico Boundary Bill, on August 28 and passed it on September 6. the other bills, including the California Statehood Bill passed soon thereafter. By the efforts of Clay, Fillmore, Webster and Douglas, California became the 31st state (free of slavery) on September 9, 1850.

http://www.sos.ca.gov/archives/archives.htm
http://www.cde.ca.gov/ci/cr/lb/documents/statehoodandbeyond.pdf
California History for Children, By Harr Wagner and James Stevenson

Chapter 17: The Sierra Nevada

2008-04-05T20:15:00.001-07:00

Teacher's Guide Chapter Author: Robert Mitchell and Christine Anderson, 5th grade teachers, Thompson Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview:

This chapter starts out just as the Reeds pass Truckee Lake and run into snow. They had found the cabin by the lake, but passed it at this point. The Indians let Mr. Stanton know that they have lost the trail. Mrs. Breen takes possession of the earlier discovered cabin by the lake. The next day the party tries again to get through the snow, this time without the wagons. Again, they are unable to do so. By November 4^th they have decided to settle down in the cabin and wait for the snow to melt. The Graves try again to get through on the trail, but the snow is now 10 feet deep. Many cattle wander off and are not seen again. People begin boiling hides to make a pasty substance to use for nourishment. The children cry because of terrible stomach aches caused by hunger. Many of them stay in bed and sleep much of the day. Some tell stories to pass the time. On Christmas they celebrate with some beans, small pieces of bacon and an apple that Mrs. Reed had hidden away for Christmas dinner. Again, some of the Reeds try to get through the pass, but have to turn back. They spend a lot of time praying together for their survival.

Chapter Themes:

Determination
Optimism
Acceptance (coming to terms with a grave situation)
Feeling of defeat
Creativity (improvising to survive)
Family
Letting go
Bravery
Survival

Chapter Activities

Language Arts

Activity Idea 1 Venn-Diagram

Create a Venn-diagram to compare and contrast the the Reed family Christmas with a typical Christmas the students would experience.
Standards Addressed

2.4.3 Apply strategies of summarizing, paraphrasing, and drawing conclusions to aid comprehension.
4.4.2 Identify and compare main ideas and important concepts of texts.

Activity Idea 2 Diary Entry

Students will create a diary entry in which they recount the experiences, as Patty Reed, during the time in the Sierra Nevada Mountains. Students should use details from the chapter to support their entry.
Standards Addressed

5.4.4 Write responses to literature using supporting details from the selection.
5.4.5 Write compositions with a main idea and supporting details.

Mathematics

Activity Idea 1 Estimating measurement

Determine how tall 10 feet of snow actually is. Determine how many times the students could stack themselves to reach 10 feet. How much snow would be over their heads in feet.
Standards Addressed

3.4.1 Estimate and convert units of measure for length, area, and width within the same measurement system.
3.4.2 Measure length, area, temperature, and weight to a required degree of accuracy in customary and metric systems.

Activity Idea 2 Feet to inches

Convert 10 feet of snow into inches.
Standards Addressed

3.4.1 Estimate and convert units of measure for length, area, and width within the same measurement system.
3.4.2 Measure length, area, temperature, and weight to a required degree of accuracy in customary and metric systems.

Social Studies

Activity Idea 1

Students will create a map of the state of Nevada displaying major physical features as well as trails people used at the time of Westward expansion.
Standards Addressed

4.3.5 Construct a map of Nevada displaying its human and physical features.
4.3.1 Identify and use intermediate directions on a compass rose to locate places on a map.

Activity Idea 2 Foldable

Create a 2-part foldable which shows what the area in which they were stranded would look like in Patty Reed's day and what it would look like today.
Standards Addressed

4.3.15 Give an example of how a place where they have lived has changed in their lifetime.
4.3.23 List reasons why people move to or from a particular place.

Science

Activity Idea 1 Stages of Water

Students will create 3-column notes headed "Water", "Steam", and "Ice". They will show pictures of water in each stage and discuss the similarities and differences. Students will list traits of each stage in the appropriate column of their notes.
Standards Addressed

P.5.A.2 Explain that water can be a liquid, a gas, or a solid and can go back and forth from one form to another.
4.3.1 Investigate and describe the properties of water.

Activity Idea 2 Water Cycle

Students will create a flow chart of the water cycle using pictures to represent each stage.
Standards Addressed

E.5.A.2 Describe the water cycle, including the role of the sun.
4.3.1 Investigate and describe the properties of water.

Historical Overview of Chapter Themes

Starvation led to the deaths of many members of the Donner Party. While not necessarily historical it is interesting to understand what happens to the human body when it is deprived of food. By definition, starvation is the result of a severe or total lack of nutrients needed for the maintenance of life. Adequate nutrition has two parts, nutrients and energy (calories). The human body can survive without the necessary nutrients if it has enough calories. However, eventually various conditions eventually set in, many of which will eventually result in death.

The human body will combat malnutrition by breaking down its own fat and eventually its own tissue. The body's structure and functions are both affected. Starving adults may lose as much as 50% of their normal body weight before death. Symptoms of starvation include:
shrinkage of vital organs and gradual loss of their function
chronic diarrhea
anemia
loss of muscle mass and muscle weakness
lowered body temperature and sensitivity to cold
decreased ability to digest food (due to lack of digestive acid production)
irritability
diminished mental concentration
immune deficiency
swelling

Complete starvation in adults leads to death within eight to twelve weeks. In children, malnutrition is marked by slow growth.

People can recover from severe starvation. Children, however, may suffer from permanent mental retardation or growth defects if their deprivation was long and extreme.

Additional Resources

http://www.davidrumsey.com/detail?id=1-1-32287-1151643&name=Topography+(Truckee-Donner+Pass+Region,+California)
http://kidshealth.org/kid
The Water Cycle, by Don L. Curry and Gail Saunders-Smith

Chapter 16: The Truckee

2008-04-05T20:14:00.001-07:00

Teacher's Guide Chapter Author: Lindsay Warneka, 4th grade teacher, Sheila Tarr Elementary, Clark County School District

Note: This content is also available on Miss Warneka's blog.
__________________________________________________________________

Chapter Overview: Donner Party continues to travel on the California trail and they receive help from Mr. McCutcheon and Mr. Stanton who brought supplies from Ft. Sutter. With them came two Indian Vaqueros, this meant that the Reeds no longer had to walk (they were able to ride). There is rain on the trail which means there is snow in the mountains. Bad luck continues to plague the wagon train.

Chapter Themes: Survival, Struggle, Persistence

Chapter Activities

Language Arts

Activity Idea 1: Write a play

Write a script and role-play the party receiving help and news from Ft. Sutter.
Standards Addressed

3.4.7 - Identify structure of stories, plays, poetry, and non-fiction selection
6.4.2 - Organize ideas through activities that require sequencing and classifying skills

Activity Idea 2: Journal entry

keep a journal as a member of the Donner party and make an entry for reaching the Truckee River and receiving aid from Ft. Sutter and hearing about snow in the mountains.
Standards Addressed

5.4.4 - Write responses to literature, using supporting details from the selection
5.4.5 - Write compositions with a main idea and supporting details

Mathematics

Activity Idea 1: Divide the provisions

Given an amount of supplies, students must divide them equally between the families left on the wagon train.
Standards Addressed

(4) 1.24 - Generate and solve +, -, x, /, using whole numbers in practical situations
(4) A.2 - Apply previous experiences and knowledge to new problem solving situations

Activity Idea 2: Are we there yet?

Students will use a map and the scale to determine how much further it is from the Truckee River and Ft. Sutter (the final destination).
Standards Addressed

(4)1.23 describe and use algorithms for addition, subtraction, multiplication, and division
(4) 3.3 measure, compare, and convert length in inches, feet, yards, and miles to the nearest fractional part

Social Studies

Activity Idea 1: Native American perspective

Justify why Native Americans might have been shooting arrows to kill the wagon trains' oxen.
Standards Addressed

Geography 4.0 Human Systems - Students understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, and conflict and cooperation.
History (4) 4.3 - Identify Nevada's Native American cultures including Northern and Southern Paiute, Washoe, and Shoshone

Activity Idea 2: Map it out

Make a map to guide the Donner party through the last leg of their journey.
Standards Addressed

Geography (4) 3.9 - Locate and name major mountains and rivers on the map of the United States
Geography 6.0 Geographic Applications - Students apply geographic knowledge of people, places and environments and environments to interpret the past, understand the present, and plan for

Science

Activity Idea 1: Design a tool to improve mountain travel

Students will create a model of a better wagon or tool to help the pioneers to get through the mountains before winter sets in.
Standards Addressed

N5A6 - Compare a model with what it represents
N5B2 - Describe the advantages and disadvantages of using technology

Activity Idea 2: Hypothesize weather conditions using an almanac

Students will use a farmer's almanac to predict the weather in the Sierra Nevada mountains in late October
Standards Addressed

N5A3 - Draw conclusions from scientific evidence (the farmer's almanac)
N5A7 - Use observable patterns to organize information

Historical Overview of Chapter Themes

Many pioneers traveling west had to make difficult decisions in order to stay alive and keep their families together. In many instances families ended up with next to nothing when they arrived at their final destination whether it was in Oregon, California or somewhere along the way. One way a family could lose all their possessions was in one of the many river crossings. A fatal tip could see a family's only belongings washed down the river. The same could happen when crossing a mountain. Ropes could fray and break, and an entire wagon would be lost down a steep grade never to be recovered. In the Reed families case, they were forced to leave everything behind in the salt desert or die of thirst and the animals with them. These kinds of choices had to be made. The only way to survive on a journey such as this is to travel in groups and be willing to help a fellow member. The Breen family helped carry some items for the Reeds once their wagons were lost.
Not all families lost their items in one fell swoop. Some left items behind one at a time, when their animals were tired or a family member was ill and needed the space in the wagon. This was less drastic, but still necessary for the well being of the family unit. The families in the wagon trains depended on one another to make it through the long journey not just physically but also emotionally and spiritually.
Many who traveled depended on their faith for comfort and guidance. They also relied on each other to help when someone fell ill or was injured. In the unfortunate case of a death, the members of the train would pitch in and do their best to console those left behind. Travelers on the wagon trains also did their best to entertain each other and boost each others spirits when needed. The long days and difficult travel took their toll on many.
Despite the weather, terrain and travel difficulties the hopeful pioneers persevered through it all clinging to each other and the hope of a better life in the West.

Additional Resources

Nevada: Our Home, Chapter 5 (pp.82-97)
http://www.faith-works.cc/wagon_train_story.htm
http://www.coggonharvesthome.com/prairie_schooners.htm

Chapter 15: Along the Mary's River

2008-04-04T11:11:00.005-07:00

Teacher's Guide Chapter Author: Lindsay Warneka, 4th grade teacher, Sheila Tarr Elementary, Clark County School District

Note: This content is also available on Miss Warneka's blog.
__________________________________________________________________

Chapter Overview: The wagon train has made it through the salt desert and reached the Mary's River. The Donner party has finally made it back to the main California Trail, though they are behind schedule and pasturage is scarce. One day tempers flare and in the heat of the moment, Mr. Reed stabs a man who raised a whip to him. The man dies and Mr. Reed is banished from the wagon train.

Chapter Themes: Survival, struggle, justice

Chapter Activities

Language Arts

Activity Idea 1 Board Game

Design and write the rules to a board game about the Donner Party and their journey

Students will create a board and all the pieces necessary to play the game, they must also write the directions and rules to the game.
Standards Addressed

P.S. 9.4.5 give clear concise directions to complete a task
6.4.2 Organize ideas through activities the require sequencing and classifying skills

Activity Idea 2 Persuasive Essay

Write an essay to persuade the Donner Party to stay on the main trail and not take the shortcut
Standards Addressed

8.4.1 distinguish fact from opinion

5.4.5 write compositions with a main idea and supporting details

Mathematics

Activity Idea 1 Map the Donner Party's Progress

to draw the parties progress on a map and measure the distance using the scale, finding the total miles crossed since their starting point to the Mary's River.
Standards Addressed

(4)1.23 describe and use algorithms for addition, subtraction, multiplication, and division
(4) 3.3 measure, compare, and convert length in inches, feet, yards, and miles to the nearest fractional part

Activity Idea 2 Counting the Days

Students will calculate how many days the wagon train has been traveling up to the day of the incident on October 5th.
Standards Addressed

(4)3.10 recognize the number of weeks in a year, and days in a month
(4)1.24 generate and solve addition, subtraction, multiplication, and division problems using whole numbers in practical situations

Social Studies

Activity Idea 1 Debate

Students will take a positive or negative stance for punishing Mr. Reed and argue their decision with evidence from the book. Make a recommendation for punishment that can allow everyone involved to feel that justice was done.
Standards Addressed

(4) 1.15 evaluate the causes of issues and problems
(4) 1.16 recognize the role of mediation in problem resolution

Activity Idea 2 Time line

Build a time line on the Donner Party, marking important locations and events
Standards Addressed

History 1.0 Students use chronology to organize and understand the sequence and relationship of events
Geography 6.0 Students apply geographic knowledge of people, places, and environments to interpret the past, understand the present, and plan for the future.

Science

Activity Idea 1 The Rain is Coming

Students will research to explain the water cycle and how it can snow in the mountains when it rains in the valley
Standards Addressed

E5A2 describe the water cycle including the role of the sun
N5A3 Draw conclusions from scientific evidence (data)

Activity Idea 2 Pacify your Thirst

Students will work in small groups to design and conduct an investigation to measure how well sugar can satisfy thirst
Standards Addressed

N5A5 describe how to plan and conduct a simple investigation
N5B3 Explain the benefits of conduction an investigation with a partner or small group

Historical Overview of Chapter Themes

Struggle to survive:
Many pioneers traveling west had to make difficult decisions in order to stay alive and keep their families together. In many instances families ended up with next to nothing when they arrived at their final destination whether it was in Oregon, California or somewhere along the way. One way a family could lose all their possessions was in one of the many river crossings. A fatal tip could see a family's only belongings washed down the river. The same could happen when crossing a mountain. Ropes could fray and break, and an entire wagon would be lost down a steep grade never to be recovered. In the Reed families case, they were forced to leave everything behind in the salt desert or die of thirst and the animals with them. These kinds of choices had to be made. The only way to survive on a journey such as this is to travel in groups and be willing to help a fellow member. The Breen family helped carry some items for the Reeds once their wagons were lost.
Not all families lost their items in one fell swoop. Some left items behind one at a time, when their animals were tired or a family member was ill and needed the space in the wagon. This was less drastic, but still necessary for the well being of the family unit. The families in the wagon trains depended on one another to make it through the long journey not just physically but also emotionally and spiritually.
Many who traveled depended on their faith for comfort and guidance. They also relied on each other to help when someone fell ill or was injured. In the unfortunate case of a death, the members of the train would pitch in and do their best to console those left behind. Travelers on the wagon trains also did their best to entertain each other and boost each others spirits when needed. The long days and difficult travel took their toll on many.
Despite the weather, terrain and travel difficulties the hopeful pioneers persevered through it all clinging to each other and the hope of a better life in the West.

Additional Resources

Nevada: Our Home, Chapter 5 (pp.82-97)
http://www.faith-works.cc/wagon_train_story.htm
http://www.coggonharvesthome.com/prairie_schooners.htm

Chapter 14: The Salt Desert

2008-04-04T11:11:00.003-07:00

Teacher's Guide Chapter Author: Jessica Parker, 4th grade teacher, Steve Cozine School Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview: The Donner party climbs over a pass in the Salt Desert expecting only another 40 miles to find an expanse of desert that is extensive and beyond what they had anticipated. Once the reach the bottom of the mountain, they rest for a night. The nights are very cold and there is no water or resources. As the families cross the desert they begin to each go at their own pace and soon the Reed family finds themselves miles behind the others. Due to heat exhaustion, the oxen begin to be pushed passed their breaking point and the family has to leave the wagons behind. They traveled at night on foot, carrying what food and what they could. When they finally reconnected with the Donners, they gave the Reed family a ride to the spring. Only one oxen and one cow had survived, the rest had been lost during the night to dehydration (and some suspected possible Indian theft). Mr. Donner pulled their wagons in from the desert with his team, but there were no animals to pull the Reed’s wagons. They transferred their provisions to other family’s wagons and they left the rest in wagon they buried. The party set off once again towards California with much less than they started with.

Chapter Themes: Desert passages takes an extreme toll on the party. The Reed family successfully crosses the desert but loses majority of their animals and are forced to leave their wagons and some provisions behind.

Chapter Activities

Language Arts

Activity Idea 1 Writing Home.

Have the students work in groups to discuss how they would be feeling after reaching the springs. The students would then choose one character and write a letter home describing the ordeal in detail to family member back home. They are to have to major details about the experience and use a friendly letter format.
Standards Addressed

Write organized friendly letters, formal letters, thank you letters and invitations in an appropriate format for a specific audience and purpose. (4) 5.
Identify and use pre-reading, during, and post-reading strategies to improve comprehension (e. make connections to personal experiences and knowledge). (4) 2.1

Activity Idea 2 Outlining

The students should work in groups of four to go back through the text and create an outline of events and major details in the story. Mention the use of numerals in the chapter numbering (they will need to have some introduction if it is there first time exploring or using numerals). To take this a step further, have the student create a comic strip with nine major events of the story up to chapter 14.
Standards Addressed

Organize and record information from print and non-print resources using (note-taking, graphic organizers, outlining, paraphrasing). (4) 11.4
Identify the text structures of a variety of selections. (4) 3.6

Mathematics

Activity Idea 1 Timely Chore

Have the students create a chart listing all the chores that pioneer children would have to do on the trail. Based on what they’ve read in the children’s literature and textbook along with the text for this project, have them create a circle map to create map that lists the number of chores the children had to help with. Have them create a chart of what type of chore they had to complete and how much time it would take to do that chore. Have them predict and write down what time of day they think these chores would be completed. They should take into account traveling time and what it’s like to take down and set up camp. To extend this lesson have them predict down to the hour or half hour or quarter hour, the exact time of day the children needed to complete these chores. Maybe have them create word problems using these times and create a quiz for their classmates.
Standards Addressed

Use A.M. and P.M. appropriately in describing time. (4) 3.11
Use elapsed time in quarter-hour increments, beginning on the quarter-hour, to determine start, end and elapsed time. (4) 3.9

Activity Idea 2 How much did they need?

Have the students make a list of food items they may have needed on the trip based on what has been mentioned in the book. Have the students decide in fraction and percentages some predictions on how much of the previsions the party has used at the point when they reach the desert. Use this time to discuss how decimals and fractions are related. Have them account for when the may have stopped for more provisions. Have them research and decide how much water one person, one ox and one horse needs in extreme desert climate. Have them also find out how many gallons the wagons could carry and how much they needed to get through the 80 mile desert. Use conversion tables to have the student go between standard units of volume and metric units. Have them write how much water the Donner-Reed party may have needed to carry and how much it would have weighed to make it through the desert (which was 80 miles and it took them 6 days to cross.

Standard Addressed

Rename benchmark fractions as decimals and vice versa (e.g. ¼ = .25, ½ =.50). (4 )1.8
Estimate and convert units of measure for length, area and weight within the same measurement system (customary and metric). (4) 3.1

Social Studies

Activity Idea 1 Life as a Pioneer

To understand what life was like as a pioneer, instruct student to think about what it would be like to go one night without modern conveniences such as electricity, pens, etc. Student should make a list to share with the class of things they could give up and what they would really miss. Have them create a thinking map (double bubble map) to compare what conveniences they have now and what the life of a pioneer was like. For an extension they could possibly try to go without these items for one night. Another extension could be to bring in items that could be a "trail meal". (This would be at the teacher's discretion but the students could contribute the food or the money. If money is an issue the teacher could ask administration for any possible funding or use their own money to purchase food items for the activity). The class could prepare a "trail meal" of dried bacon, bread and cold beans. Then the students would write about what it would be like to eat this meal for breakfast, lunch and dinner for weeks.
Standards Addressed

Read historical passages and interpret details. (4) 4.12
Discuss how and why people from various cultures immigrated and migrated to the American West. (4) 4.11

Activity Idea 2 Pioneer Travel

Instruct students to imagine they are going on a four-month trip in their family car or van. They will be traveling through a remote wilderness with no place to stop for food or supplies. What would they take along? Have students make lists. How are their lists similar to or different from the things pioneers took with them? Compare to travel today. Have student share any experience they have had moving.
To take this a little further, the teacher (especially for 4^th grade), could use their social studies text for further information. Fourth grade studies Nevada and the text book Nevada Our Home has a chapter that describes the westward movement and a short description of the Donner Party’s experience.
Standards Addressed
- Describe changes in how people move from one place to another. (4) 3.24
- Read historical passages and interpret details. (4) 4.12

Science

Activity Idea 1 The Salt Desert

The students will use their science notebooks and work in groups to research the Great Salt Desert. They will research what might make the desert white and how and why the sand has so much salt in the soil. They will create an experiment with salt, water and soil. Have them make their own prediction and justify their thoughts in their science notebooks. The teacher should be available for suggestions and give the students a list of materials they can use but allow them to create their experiments themselves. (Please see the history section of this project to see how the desert was created in Utah). Basically have them set up an experiment where they create salt water and allow it to evaporate, leaving behind the sand and salt. I have used Grolier Encyclopedia online (http://go.grolier.comm) for multiple research projects online. I also recommend the teacher use any reference from the library. It would also be a great technology lesson opportunity to teach the students about using the internet for research.
Standards Addressed

Use science notebook entries to develop, communicate, and justify descriptions, explanations and predictions (4) 1.2
Conduct safe investigations with a partner and with a small group. (4) 1.4

Activity Idea 2 Water!

This activity relates to the previous activity in that the teacher will begin a discussion/lesson on the water cycle. Hopefully the students have done some research about Lake Bonneville and how the Great Salt Desert was created. The teacher will have the students work together to create a diagram of the water cycle using the Salt Lake as a reference. For an extension the students can use graphs to represent how much water is on earth, in the ground and in the atmosphere.
Standards Addressed

Investigate and describe the water cycle, including the role of the sun. (4) 3.3
Create and use labeled illustrations, graphs (number lines, pictographs, bar graphs, frequency tables), and charts to convey ideas, record observations, and make predictions. (4) 1.3

Historical Overview of Chapter Themes

In chapter 14 of Patty Reed’s Doll, all the members of the party are pushed to an extreme. They have to cross the Great Salt Desert in what is now Utah. They all suffer hardships and the loss of many animals, forcing them to leave wagons and belongings behind. The desert that they had not really known was coming took a significant toll on all members of the party. Since they had been misinformed about the length of the desert, it was 80 miles and not 40; it took them over six days to reach the springs on the other side. They came into the desert on August 30^th and it took 6 days of continuous traveling to make it across. The majority of the people were forced to walk and the animals dispersed due to hunger and thirst (other sources say the winds that kicked up the sand, may have suffocated the animals). (McGill, 2005). Due to these extreme conditions, when the caravan finally arrived on the other side of the desert, they not only arrived separately but the laws and rules had begun to break down. Due to the 80 miles of desert that the Donner-Reed Party had to face because of the decision to take the Hastings cutoff the families faced having to spend the winter in the Sierra-Nevada Mountains.

The Salt Desert in Utah was created when the ancient Lake Bonneville which, due to climate changes and overflowing down the Red Rock Pass, receded and with a few more climate changes became what is now the Great Salt Lake. The lake covered an area of over 19,000 square miles, which is most of Utah and parts of Idaho and Nevada. The desert is white due to the high level of salt and minerals in the soil from the evaporation of the lake.

Additional Resources

Grolier Encyclopedia online (http://go.grolier.com)
Nevada Our Home. (2006) Cibbs Smith, Publisher
Really great site for general information about Utah's Salt Lake area. http://www.americansouthwest.net/utah/salt_lake_desert/

Chapter 13: The Valley of the Great Salt Lake

2008-04-04T11:11:00.001-07:00

Teacher's Guide Chapter Author: Jessica Parker, 4th grade teacher, Steve Cozine School Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview: The family learns that they still have mountains to climb and treacherous roads ahead. The group was becoming more admitted that the Hastings cut-off had proven to be an extremely difficult route and cursed the decision made by the team leaders. They forged ahead over the mountains until they came into the Great Salt Lake valley.
Soon after arriving in the valley, the party found a tattered note from Mr. Hastings warning of the difficulties ahead. Once they had put the note back together, they learned that it would be at least two days until they reached water and grass from that point forward. The party had been told that it would be only 40 miles of “dry drive” (meaning desert) from Fort Bridger. The group loaded as much water and grass as they could carry over 36 hours and then set out. The note mentioned an additional two days of driving through the desert but it did not mention the mountains that they would have to climb in the middle of that “dry drive”.
Chapter Themes:

1. Tension beginning to build about deciding to take the Hastings cut-off
2. Coming down into the Great Salt Lake Valley and loading up on supplies (i.e. water, grass, cooking)
3. Beginning the journey across the desert.
Chapter Activities

Language Arts

Activity Idea 1 Writing a script and acting out a scene

Have the students work in groups to create a short script from this chapter. This chapter is filled with a lot of anxiety at the trip taking longer than expected and then the shock of finding a warning letter. The students will create the script and perform the short “skit” in front of the class. I personally would have the students grouped in multiple ability groups of about 5 students and give each group a focus. Maybe one group creates and demonstrates a scene where the party finds the note, while another group focuses on the party’s reaction to the note.
Standards Addressed
Identify the text structures of a variety of selections (stories, plays, etc). (4)3.6
Select and use appropriate public speaking techniques. (4) 9.2

Activity Idea 2 Interview a Character

The students will create a list of about 5 questions. They will use these questions to “interview” two different members of the party (specifically two different characters that are described in the book). They are to ask questions about the party might be feeling at this point in the journey. Then they are to answer their own questions from the perspective of that character. The students should be encouraged to ask one question that reflects, one that predicts what will happen and at least one about how the character may be feeling. If they want to add something extra they could write a news story and describe how people are feeling and what they are thinking after they received the note that they have more difficult trail ahead. They should refer to the research and previous events in the book. I would encourage the students to work together in discussion groups after developing a few questions. This would be a good activity for the teacher to help scaffold for the lower level reading groups.
Standards Addressed

Identify and use pre-reading, during, and post-reading strategies to improve comprehension (access prior knowledge, make predictions, preview text, set a purpose, make connections to personal experiences and knowledge, connect, compare and contrast the story elements in text). (4) 2.1
Ask and answer questions with relevant details to clarify ideas

Mathematics

Activity Idea 1 How far have they come?

At this point in the story the Donner Party has come a significant distance. I would have the students map their traveled distance on a current map of the United States. They would design their own maps and they would be required to create a distance key. They would have done research throughout the reading of this text, so they would be required to mark significant locations of stops along the trail. I would teach them how to make a conversion table and have them measure in miles how far the party had traveled at this point in the story. I would also have them make a conversion table in metric units (kilometers). Once they finished their maps, we would use string on a large classroom map together and create conversion tables as a class.
Standards Addressed

Measure compare, and convert length in metric units. (4) 3.4
Collect, organize, display, describe, and interpret simple data to solve problems. (4) 5.

Activity Idea 2 Time to turn back?

I would have the students create a chart of how far the party could travel in a day. We would create a chart of the number of miles between each stop and how long it took the party to reach each major stop. They would create this chart up to the Great Salt Lake and then continue to fill it in as the party continued to their destination. We would also discuss whether or not it would have been advantages to turn back and take the other trail at any point. After a probability discussion, we would measure in mileage and time the difference. Using the mileage and time for both trails in their argument, I would have the students write about what they would do if they were in charge of the party.
Standards Addressed

Represent the results of simple probability experiments as fractions to make predictions about future events. (4) 5.9

Select, modify, develop, apply and justify strategies to solve a variety of mathematical practical problems and to investigate and understand mathematical concepts. (4) A.1

Social Studies

Activity Idea 1 Trail Museum

I would start this lesson with a motivational introduction like the class has been nominated as the staff of a new museum devoted to the Oregon Trail. The teacher and students would work together to develop museum exhibits and interpretive activities to present the viewpoints of both Native Americans and pioneers. Students may create interactive exhibits, papier-mâché artifacts, models, scenes with costumes, written activities for visitors to complete at the museum, and so on. When the museum is finished, invite other classes to come through the museum. A few students could even volunteer to be in pioneer Native American costumes could act as guides to help visitors learn at the classroom museum.
Of course this activity would require a significant amount of time and research. I would have them use websites such as Oregon-California Trails Association: http://www.octa-trails.org/ ; Oregon Trail: Http://oregontrail.blm.gov/Kids/trailkids.htm ; Pioneer Life: http://www.redmond.k12.or.us/patrick/renz/studentwork/abcpioneerbook.htm ; Westward Expansion, National Park Service: www.nps.gov/jeff/LewisClark2/Circa1804/WestwardExpansion/WestwardExpansion.htm. I would also use encyclopedias or Grolier online. I would have books available also:
This is the Place: the Story of the Mormon Trail by William E. Hill, Jan C. Hill
Children of the Westward Trail by Rebecca Steffof
If You Traveled West in a Covered Wagon by Ellen Levine
Standards Addressed

Describe experiences of pioneers moving west, including: Donner Party, Oregon/California Trails. (4) 4.4
Use technologies as an educational tool in all content areas. (4) 4.1

Activity Idea 2 Travel Then and Now

Discuss the use of a Venn diagram and how it helps organize information so you can learn from it. Have the student create a diagram and on one side put “Travel Then” and on the other side put “Travel Now”. In the center, title it “both”. Discuss and have the students brainstorm what it’s like to travel. Unfortunately it’s common in CCSD to have students who haven’t been further than the grocery so it might take a UnitedSteaming video and a lot of discussion on what you might need on a road trip. Then have the students brainstorm what “Travel Then” and have them describe details. After filling in the Venn diagram have the students fill in what is similar in traveling for both time periods. When they are finished, have the students write about or draw which “kind” of traveling they prefer.
For a technology component, have the students create their Venn diagram on Kidsperation.
Standards Addressed

Record events on a graphic organizer, such as a calendar or time line. (4) 4.1
Discuss how and why people from various cultures immigrated and migrated to the American West. (4) 4.11

Science

Activity Idea 1 Animals on the trail

Have the students research what animals would be useful on the trail. I would use much of the resources I listed in the Social Studies section. They would use a science journal and record their findings. They would create charts that would list and describe the uses of animals on the trail and how they were utilized during that time period. They would create pictures or diagrams of how the animals may have been harnessed and how they would do work. They would also describe in their chart how these animals would act without human interaction.
I have used Grolier Encyclopedia online (http://go.grolier.com/) for multiple research projects online. It has a wealth of information on animals and historical information. I would recommend that the teacher go to this site first and check out books from the library on horses, oxen, mules, burrows and even possibly dogs.
Standards Addressed

Compare learned and inherited behaviors in animals. (4) 4.1
Generate investigable questions based on observations and interactions with objects organisms and phenomena. (4) 1.1

Activity Idea 2 Cooking with fire

Throughout Patty Reed’s Doll there are multiple mentions of how they cook. The students also have some idea of how cooking requires some kind of heat. I would find pictures online (Google images is a great place to start) of the cook pots and utensils the pioneers may have used. I would also discuss what modern cooking materials are made of. I would then have the students begin to discuss what kind of cooking material would be best. We would discuss what types of materials the pioneers would have had available to make their cooking pots and then I would start teaching about heat conduction. Once they understood heat conduction, we would discuss what materials conduct heat the best. We would also compare cooking on a fire, to a wood fire stove and an actual stove and which type of heat would cook best. The students could create different diagrams that would show how different cooking methods and materials (past and present) would work.
An additional suggestion for management of this lesson could be having the students decide or be assigned a specific type of cooking material and heat source combination. The students would create a diagram of how well that material conducts heat and how well it works with that heat source. They could present their findings to the class.
Standards Addressed

Describe how heat can move from one object to another by condition, and some materials conduct heat better than others. (4) 2.5
Compare a model with what it represents. (4) 1.6

Historical Overview of Chapter Themes

In chapter 13 of Patty Reed’s Doll, the Donner Party came upon the Great Salt Lake valley. After crossing over the Wasatch Mountains they had wasted much of their time, food and energy, they came upon this desert. When they came through in 1846, Utah had not yet been settled by the white pioneers. The Mormon settlers, who were escaping religious persecution, began to establish this area of Utah a year after the party passed through in 1847. Although the Donner Party did not encounter any Native Americans there were a few tribes. These tribes had no doubt begun to move on since the hunting had been greatly diminished with the number of trappers and white settlers passing through the Great Salt Lake valley.

The main theme in chapter 13 was about how the Donner Party, who were told by a wagon train that they were essentially following(whom Hastings was leading), that they had 2 days and 2 nights of traveling through a desert. This came as a shock since that been informed that the section of the journey would be significantly less. They had already come through a dense forest and over mountains. Utah has very significant about of fresh water springs and the families were fortunate enough to have been able to camp and replenish supplies that would aid them in their journey through the desert. Though the party loaded as many provisions as possible it still would not be enough since they truly had no idea how long their journey would be.

The Great Salt Lake and the surrounding desert were formed by the ancient Lake Bonneville. As the ancient lake receded some 18,000 years ago, it left behind a desert of salt and minerals. The Great Salt Lake itself is one of the largest lakes in North America. Summers in this region of Utah have been long, dry and hot, while winters are fairly short. The high levels of now and precipitation in the mountains, but Salt Lake City usually only receives only about five inches of rain a year.

Additional Resources

Oregon-California Trails Association: http://www.octa-trails.org/
Oregon Trail: Http://oregontrail.blm.gov/Kids/trailkids.htm
This is the Place: the Story of the Mormon Trail by William E. Hill, Jan C. Hill
Children of the Westward Trail by Rebecca Steffof
If You Traveled West in a Covered Wagon by Ellen Levine

Chapter 12: The Hastings Cut-Off

2008-04-04T11:10:00.009-07:00

Teacher's Guide Chapter Author: Richard Ishman, 4^th Grade Teacher, Paradise Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview: The party takes off along Mr. Hastings route only to find that the going is much harder than Mr. Bridger led them to believe. Some of the families complain of supplies running short. A small group of men decide to scout ahead and look for Mr. Hastings. Mr. Reed is the first to return with directions for the group to take. The new path required the trail to be cleared and more time was lost. Eventually the group makes it through the canyons and look out upon the Great Salt Lake Valley.

Chapter Themes: Possible betrayal by both Hastings and Bridger, losing precious time, and dwindling supplies.

Chapter Activities

Language Arts

Activity Idea 1: Title: The Hastings Debate
Description: Classroom Debate about whether or not to take the Hastings Cut-Off

Standards Addressed

Standard (4)9.3 Speaking. Students will give organized presentations that demonstrate a clear viewpoint [NS/PS 9.4.3].
Standard (4)10.4 Discussion. Students identify and express opinions and state facts [NS/PS10.4.4].

Activity Idea 2: Presentation on the various overland routes

Description Presentation of the various options that the settlers had for reaching California. Then each student will pick their own route.
Standards Addressed

Standard (4)11.1 Research and Study Skills. Students will formulate research questions and establish a focus and purpose for inquiry [NS11.4.1].
Standard (4)6.3 Writing Processes. Students will generate ideas for writing through discussions and individual activities such as brainstorming and clustering [NS6.4.1].

Mathematics

Activity Idea 1: Title- Plotting Your Overland Route

Description Students will plot and give coordinates for their chosen overland route to California.
Standards Addressed

Standard (4)4.5 Spatial Relationships. Students will identify coordinates for a given point on a grid. [NS4.4.3].
Standard (4)A.2 Problem Solving. Students will apply previous experience and knowledge to new problem solving situations [NS/PS A.3-5].

Activity Idea 2: Title- Time to lighten the load.

Description Students will choose which items to take and which items to leave behind, when the trail gets rough.
Standards Addressed

Standard (4)5.2 Data Analysis. Students will organize and represent data using a variety of graphical representations.
Standard (4)5.7 Data Analysis. Students will collect, organize and display items to solve a problem.

Social Studies

Activity Idea 1: Title- Arguments About the Route

Description- Extension of the Language Arts activity (see above), debate about the route.
Standards Addressed

Standard 1.0 Civics. Rules Law, and Government- Students know why society needs rules, laws, and governments.
Standard 4.0 Human Systems. Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement.

Activity Idea 2: Title- Native Americans Along the Route

Description- Students will research and discuss the roles of Native Americans along the route through Nevada and their interactions with the settlers.
Standards Addressed

Standard (4)4.2 History. Students will locate Nevada’s Native American inhabitants that lived along the overland routes.
Standard (4)4.4 History. Students will describe the experiences of pioneers moving West.

Science

Activity Idea 1: Title- Why Did Bully and George Die?

Description The Reed family’s two oxen died from drinking bad water. What could have poisoned them? Did the other ox drink after the first one did? Was the water stagnant? The teacher will lead a discussion about herd animal behavior. There will be a discussion about the safety of drinking water out of a pond or lake.
Standards Addressed

Standard (4)4.1 Life Science. Students will compare learned and inherited behaviors in animals. [L5A1].
Standard (4)3.1 Earth Science. Students will investigate and describe the properties of water.

Activity Idea 2: Title- Describe the Animals and Plants Seen Along the Trail.

Description-Describe the flora and fauna seen along the trail
Standards Addressed

Standard L2C Organisms and Their Environment- Students understand that living things live in different places.
Standard L2D Diversity of Life- Students understand that there are many kinds of living things on Earth.

Historical Overview of Chapter Themes

The issue of lost time becomes incredibly important, and the settlers had no way of knowing just how precious each day was. The settlers were clearly aware of the impending winter, but without good guidance, they were extremely vulnerable. Additional research of entire journey shows that the group missed making it through the Sierra Nevada mountain pass by as little as one day. Therefore the time lost due to bad information from Hastings becomes an issue of life and death. Since none in their party had any idea how far the distances were, they had no way of knowing what was ahead.
Additional Resources

http://www.route40.net/history/hastings.shtml Great map of Hastings route, and a great picture of a guide book- primary source.
http://en.wikipedia.org/wiki/Hastings_Cutoff Additional information about Hastings and his route.
http://www.pbs.org/wgbh/amex/donner/maps/index.html Index of maps showing the entire route taken by the Donner and Reed families.

Chapter 11: Fort Bridger

2008-04-04T11:10:00.007-07:00

Teacher's Guide Chapter Author: Richard Ishman, 4^th Grade Teacher, Paradise Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview: The entire group arrived at Fort Bridger on July 28, 1846, expecting to find Mr. Hastings. Mr. Hastings was supposed to show them a new route over the area that would cut off approximately 300 miles from their journey. The families discuss their next step and decide to move out in the direction that Mr. Hastings had gone, as directed by Mr. Bridger-the owner of the fort. They replace two of their oxen, Bully and George, who had died along the trail. The families discuss the Indians living in the area. Everyone is outfitted with new moccasins and buckskin clothing. They all worry about the lack of water along the trail.

Chapter Themes: Disorganization, confusion, desperation.

Chapter Activities

Language Arts

Activity Idea 1 Title-The Donner Party

Description- Students will conduct research and prepare group presentations about an assigned element of the Donner Party.
Standards Addressed

Standard 1.0 Students know and use word analysis skills and strategies to comprehend new words encountered in text.
Standard 2.0 Students use reading process skills and strategies to build comprehension.

Activity Idea 2 Title-Reading Patty Reed’s Doll.

Description- The class will read assigned sections of the text and then respond in their writer’s notebooks about what they have read.
Standards Addressed

Standard (4)1.1 Students will knowledge of vocabulary and context clues to determine meanings of unknown words [NS/PS 1.4.5]
Standard (4)3.1 Students will use knowledge of character, setting, plot, conflict, and resolution to comprehend a variety of works [NS/PS 3.4.1]

Mathematics

Activity Idea 1 Title-Shopping Day At Fort Bridger

Description-buying goods at Ft Bridger. What to buy?
Standards Addressed

Standard (4)3.8 Students will determine totals for monetary amounts in practical situations.
Standard (4)1.19 Students will multiply, divide multi-digit numbers by one digit numbers with regrouping, including monetary amounts as decimals [NS 1.4.7].

Activity Idea 2 Title-Calculate the Distance of the Trip

Description- Students will calculate the distance of the trip.
Standards Addressed

Standard (4)3.3 Students will measure, compare, and convert length in metric units (kilometers).

Social Studies

Activity Idea 1 Title-Map Reading and Map Making

Description- Find the location on the map
Standards Addressed

Standard 2.0 Geography, Places and Regions- Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of change.
Standard 7.0 Geographic Skills- Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.

Activity Idea 2 Title-Time To Play The Game

Description-Play the Oregon Trail Game
Standards Addressed

Standard 4.0 Human Systems- Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.
Standard 6.0 The US Economy as a Whole- Students will demonstrate an understanding of the US economic system as a whole.

Science

Activity Idea 1 Title-Who’s Stronger?

Description- Science activity about energy, and differences between horses and oxen when pulling a heavy load.
Standards Addressed

Standard PB2 Forces and Motion- Students understand that position and motion of objects can be described.
Standard P5A Forces ad Motion- Students understand that forces can change the position and motion of an object.

Activity Idea 2 Title-Describe The Animals and Plants Seen at Fort Bridger.

Description-Describe the flora and fauna seen along the trail
Standards Addressed

Standard L2C Organisms and Their Environment- Students understand that living things live in different places.
Standard L2D Diversity of Life- Students understand that there are many kinds of living things on Earth.

Historical Overview of Chapter Themes
The earlier identified themes of disorganization and possible betrayal set the tone for chapter 11. Once again the reader is reminded of just how hard and perilous the journey was. The settlers had entrusted their lives to the scantest of maps and at times, hearsay. The routes were never clearly marked, and as the group moved out from Fort Bridger, they only had the wheel marks in the grass to guide them. However, I believe the greater issue for the group was that of betrayal. It is clear that the Hastings Cutoff was at best barely a game trail, and at worst a figment of both Hastings and Jim Bridger. It is entirely possible that the story of the path was concocted to lure desperate travelers into spending money at the fort and paying Hastings to guide them. This theory is given credibility when you consider that Hastings was not where he was supposed to be. Bridger was the only one with any supplies in the area, and the fact that Bridger encouraged the party to press on towards Hastings. Perhaps these men were motivated by reports of several new shortcuts that would soon put Fort Bridger over 100 miles out of the way, so they decided to take advantage of any settlers passing by. Later when Hastings refused to accompany Mr. Reed back to the wagons to guide the group, further adds to this possibility.

Additional Resources

http://www.isu.edu/~trinmich/FtBridger.html History of Bridger and his fort
http://www.wyomingtalesandtrails.com/bridger.html Illustrated history of Bridger and his fort. Site includes links to other locations along the route taken by the Donner Party.
http://en.wikipedia.org/wiki/Fort_Bridger additional information about Jim Bridger and his fort.

Chapter 10: The Rocky Mountains

2008-04-04T11:10:00.005-07:00

Teacher's Guide Chapter Author: Donelle Stevens, 4th grade teacher, MJ Christensen Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview: This chapter has the party going over the continental divide and choosing whether to stay on the Oregon Trail or to take the Hasting's cutoff.

Chapter Themes: Continental Divide, measurement, writing letters home

Chapter Activities

Language Arts

Write a letter home

Students will be writing a letter home to their best friends that they left behind.
SW write organized friendly letters, formal letters, thank you letters, and invitations in an appropriate format for a specific audience and purpose.; SW use the analytic writing traits: ideas, organization, voice, word choice, sentence fluency, and conventions

(4) 5.3
(4) 6.2

Flip books

Students will make a flip book to compare and contrast the Hastings cutoff with the Oregon Trail
SW use information to comprehend text: titles, table of contents, chapter headings, glossaries, indexes, appendixes, diagrams, charts, maps. SW use the writing process: pre-writing, drafting, revising, editing, publishing

(4) 4.1
(4) 5.8

Mathematics

Just how far is it?

Students will take their findings from the Social Studies (ie: being the distances of the Hasting's cutoff and the Oregon trail from their current point in the story) and figure out how long it would be in miles, feet, inches, meters, kilometers, and yards.
SW measure, compare, and convert length in inches, feet, yards, and miles to the nearest fractional part. SW measure compare and convert length in metric units.

(4) 3.3
(4) 3.4

How long does it take?

Using their distance information, students will go out and run/walk a mile and time themselves. Students will need to stay in their teams. Students will then calculate how long it would take to walk certain distances along the trail or how long the same trip would have taken them.
SW use elapsed time in quarter-hour increments, beginning on the quarter-hour, to determine start, end, and elapsed time. SW recognize the number of weeks in a year, days in a year , and days in a month.

(4) 3.9
(4) 3.10

Social Studies

What's that Landmark?

Students will make a game about the different landmarks that the party encountered on their journey.
SW incorporate a visual display into a report about a geographic topic. SW locate and summarize geographic information from a variety of geographic sources.

(4) 3.43
(4) 3.42

How far?

Students will use a map and string to figure out the difference between the two routes.
SW evaluate geographic information and select a method for display. SW use scales on maps to determine distances portrayed.

(4) 3.41
(4) 3.45

Science

Where does it lead?

Students will look at maps of the US and discover which way rivers would flow.
SW identify observable patterns to organize items and ideas and make predictions. SW understand that features on the Earth's surface are constantly changed by a combination of slow and rapid processes.

(4) 1.7
E5C

Physical maps of clay

Students will chose which trail they would take and design a physical map with clay marking the route with string.
SW understand the relationship between the Earth's atmosphere, topography, weather, and climate. SW compare their model with what it represents.

E8A
(4) 1.7

Historical Overview of Chapter Themes

The Continental Divide is the major crest of our continent that divides the way the water flows also known as a 'watershed'. This crest runs along the top of the Rocky Mountains from Alaska clear down to the Mexican border in New Mexico. Any rivers on the west side of the Rocky Mountains flows to the Pacific Ocean. Any rivers to the east side of the Rocky Mountains flows to the Hudson River, Atlantic Ocean, or the Mississippi River. The Rocky Mountains made westward expansion nearly impossible for the weary pioneers. Glacier, Yellowstone, and the Rocky Mountain National parks are all located within the Continental Divide.

Additional Resources

http://www.over-land.com/trore.html
http://woz.commtechlab.msu.edu/courses/447sp04/oregontrail/play.html
http://www.factmonster.com/ce6/us/A0813369.html

Chapter 9: Fourth of July at Fort Laramie

2008-04-04T11:10:00.003-07:00

Teacher's Guide Chapter Author: Donelle Stevens, 4th grade teacher, MJ Christensen Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview: This chapter describes the activities that the traveling party participated in on the 4th of July at Fort Laramie as well as their encounters with the Sioux tribe.

Chapter Themes: 4th of July customs, Pioneer and Indian relationships

Chapter Activities

Language Arts

4th of July

Students will write a short paper about how their family celebrates their Independence Day.
SW write informative papers with a clear focus using a variety of sources. SW use expanded vocabulary in writing: action verbs, adjectives conjunctions, figurative language, and transition words.

(4) 5.2
(4) 5.8

If you traveled west in a covered wagon

Students will write a list of items that they would bring with them as they traveled west. Make sure that they explain why these items would be necessary.
SW write compositions of at least one paragraph with a main idea and supporting details. SW produce writing with a voice that shows awareness of an intended audience and purpose.

(4) 6.5
(4) 6.8

Mathematics

Mapping the Way

Have students figure the distance they have traveled thus far. Map how much farther they have to go. Have students figure the party's pacing marking and allowing for days stopped.
SW measure, compare, and convert length in inches, feet, yards and miles to the nearest fractional party. SW measure length, area, temperature, and weight to a required degree of accuracy i customary and metric systems.

(4) 3.3
(4) 3.5

Baking Powder Biscuits

Students will be using measurement to make, bake, and eat their own baking powder biscuits. Similar to what the Pioneers may have eaten
SW compare and describe fractions and/or decimals, as nearer one whole number than another. SW describe the need for fractions and their relationship to whole numbers and decimals.

(4) 1.4

(4) 1.5

Social Studies

What is the 4th of July?

Students will read the Declaration of Independence and put it into "kid friendly" writing.
SW understand the people, events, ideas, and conflicts that led to the creation of new nations and distinctive cultures

Get to know your Sioux

Students will study the traditions and lifestyle of the Sioux Indians through Pioneer encounters
SW describe experiences of pioneers moving west. SW read historical passages and interpret details

(4) 4.4

(4) 4.12

Science

Wildlife along the trail

Students will research wildlife then and now along the Oregon trail using the website: http://oregonstate.edu/dept/ODFW/trail/index.html
SW understand that living things live in different places. SW understand that life forms change over time, contributing to the variety of organisms found on the earth.

Time Zones

Students will study the rotation of the earth in relation to time zones.
SW investigate and describe how the earth is nearly spherical. SW understand the interactions of science and society in an ever-changing world.

(4) 3.5
N8B

Historical Overview of Chapter Themes

Although these travels encountered many Indian tribes, the Sioux were eventually pushed away due to the westward expansion to Oregon. As the pioneers moved through, the buffalo also were driven away. Ultimately causing the Sioux people to leave if they wanted to survive. The Sioux people were the largest tribe north of Mexico. People don't know why this tribe moved from the east to the north central part of the country. This tribe of people resisted the temptations of the white man but eventually ended up acquiring horses and guns for hunting purposes. You can only imagine how scared they must have been when seeing the mirror in the wagon or the young girl with the looking glass. Although the girls thought it was funny, I am sure the Indians didn't feel the same way.

Additional Resources

http://www.geocities.com/cbmshistory/Oregontrail/OregonTrailProject.html
http://oregonstate.edu/dept/ODFW/trail/index.html
http://www.american.edu/heintze/children.htm

Chapter 8: The Valley of the Platte

2008-04-04T11:10:00.001-07:00

Teacher's Guide Chapter Author: Eva Brown, 4 grade teacher, MJ Christensen Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview: By entering the Valley of the Platte, it severed as a turning point for the many pioneers traveling west. It was in this valley that they discovered the mountain men and the trappers, where they learned of landmarks and their meanings, where they discovered a valley so desolate and bare that many began to wonder what they got themselves into. It was also a time when many of the pioneers saw different kinds of animals for the first time, like the excitment of the children to see prairie dogs, or the men killing their first buffalo. There is also a mention of building boats to cross the Platte River, and of how the women came together to help after the death of the grandmother. This is the chapter that is the beginning of many problems they are about to face especially since they see the cliffs in front of them and the dry weather they have to travel through. It is also at this time when many families will begin to have problems with others on the trail, this is when the party is over and real life living begins.

lChapter Themes: Boat Making, Animals on the Prarie, Women on the Trail, Scott’s Bluff, Mountain Men and Trappers

Chapter Activities

Language Arts

Activity Idea 1: Write and illustrate favorite part

Description: This chapter has many different themes, after reading this chapter SW choose their favorite part, create a picture then rewrite this theme in their own words
Standards Addressed

Standard 1: 4.4.2 Identify and compare main ideas and important concepts of text
Standard 2: 5.4.4 Write responses to literature, using supporting details from the selection

Activity Idea 2: Create a crossword puzzle

Description: SW create a crossword puzzle using 10 important terms or vocabulary words in the chapter
Standards Addressed

Standard 1: 1.4.5 Use knowledge of vocabulary and context clues to determine meaning of unknown words
Standard 2: 1.4.3 use knowledge of common Greek- and Latin-derived roots and affixes to determine the meaning of words in context

Mathematics

Activity Idea 1: Money-buying supplies

Description: In this chapter, the Mountain men have certain supplies the families need, if a price tag was attached to each item (buffalo robe $1.00) and you only have $5.00 to spend, what would you get, and how much money would it cost. SWBT create word problems using the supplies need to purchase from the Mountain men in order to continue their journey. In this chapter, the Mountain men have certain supplies the families need, if a price tag was attached to each item (buffalo robe $1.00) and you only have $5.00 to spend, what would you get, and how much money would it cost.
Standards Addressed

Standard 1: 1.4.8 Generate and solve, addition, subtraction, multiplication, and division problems using whole numbers in practical situations.
Standard 2: 3.4.4 Use monetary amounts in practical situations

Activity Idea 2: Measurement

Description: SW have to use computer to research different rivers the pioneers crossed and create a line graph comparing these rivers, including the Platte. (http://www.oregon.com/history/oregon_trail.cfm)
Standards Addressed

Standard 1: 3.4.2 Measure length, area, temperature, and weight to a required degree of accuracy in customary units
Standard 2: (4) 2.13 Search a database to locate specific information (e.g. encyclopedia, library catalogs…)

Social Studies

Activity Idea 1: Trails used to travel westward

Description: SW research and label on a map, different trails pioneers used when traveling west. http://www.trailsandgrasslands.org/otrail.html
Standards Addressed

Standard 1: (4) 3.3 gather geographic information from electronic sources
Standard 2: (4) 4.4 describe experiences of pioneers moving west, including Donner Party, Oregon/California trails

Activity Idea 2: Writing a letter

Description: TW share historical documents showing the different roles all different types of women played in the movement west, using resources from "A Place to Grow" by Glenda Riley. SW choose a women from the Riley book and write a letter back to a friend in Independence telling of the different women and their adventures
Standards Addressed

Standard 1: (4) 4.11 Discuss how and why people from various cultures immigrated and migrated to the American West.
Standard 2: (4) 4.4 describe experiences of pioneers moving west, including Donner Party, Oregon/California trails

Science

Activity Idea 1: Animals/Buffalo

Description: In this chapter, the men hunted and killed their first buffalo, SW learn that the Indians used buffalo skin to write on and the S will also use the skin (brown paper, crumbled up) to write a letter to the pioneers behind them about the Valley of the Platte and what they can expect to seeStandards Addressed

Standard 1: (4) 1.6 compare a model with what it represents
Standard 2: L2D understand that there are many kinds of living things on earth

Activity Idea 2: Prairie Dog Town

Description: Teacher will read "Prairie Dog Town" by Anne O’Brien and SW take notes. SW create a Tri-foldable on Prairie Dogs
Standards Addressed

Standard 1: L.5.A1 Describe inherited behaviors in animals
Standard 2: L2C Understand that living things live in different places

Historical Overview of Chapter Themes

The Platte River has played an important role in the westward movement by providing the route for several trails, including the Oregon and Mormon trail. The Platte River is part of a system that drains a large portion into the Great Plains in Nebraska and the Rocky Mountains in Colorado and Wyoming. It starts as a tributary from the Mississippi River. The Platte River was obtained by the United States when we purchased the Louisiana Territory, and it is even mentioned in some writings by Meriwether Lewis. Not only was the Platte important because it supplied a route west, it was also popular to the many trappers who explored the area around it. Not only did the pioneers use it to get fresh water and game, it also served as a path for them to follow westward. This river laid in an area that consisted of flat land as far as the eye can see. On this land were hundreds of burrows, each one like a big whole in the ground filled with hundreds of prairie dogs. These dogs were sought by the trappers as well as the other animals that lived in the area, such as: owls, rattlesnakes, and sometimes a coyote or to.
Additional Resources

Prairie Dog Town by Anne O’Brien
A Place to grow by Glenda Riley
http://memory.loc.gov/ammem/ndlpedu/features/timeline/expref/oregtral/oregont.html
http://www.peak.org/~mransom/pioneers.html

Chapter 7: On the Banks of the Big Blue

2008-04-04T11:09:00.009-07:00

Teacher's Guide Chapter Author: Eva Brown, 4 grade teacher, M.J. Christensen Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview: Even though this is an extremely short chapter, there are lots of themes you can choose from. One theme that was quite common in the westward movement, but not often talked about is tragedy and death. In this chapter we see that the grandmother dies and the family most learn to accept this and continue on with their plan. We also learn of other hardships such as the weather and crossing rivers. We learn that the weather played an important role for the pioneers, it often made a difference on when and how far they could travel. And, if the weather was not a problem, they had to cross a few rivers to get to their destination. The major problem with the rivers was not always being able to take all of your stuff with you because of the weight, therefore, it was not uncommon to see supplies and household goods left on the banks. The Reed family was lucky, they were able to get most of their things across the Platte River that would have helped them when they reached Orgeon.

Chapter Themes: Tragedy, Weather, Crossing Rivers

Chapter Activities

Language Arts

Activity Idea 1 Predictions

Description: Students will use title and previous knowledge of story to make a prediction about this chapter. Students will record prediction in jounal and visit at the end of the chapter to confirm prediction
Standards Addressed

Standard 1: 3.4.2- Make inferences about character traits; make predictions about conflict and resolutions
Standard 2 : 4.4.2- Identify and compare main ideas and important concepts of text.

Activity Idea 2: Haiku Poem

Description: After reading chapter, CW discuss feelings and any knowledge of death as well as people they know they may have died. T/SW create a circle map based on feelings about death and dying. TW review what a Haiku is and students will use words from circle map to create a Haiku poem to express their feelings about the grandmother in the story (or someone they know) who has died
Standards Addressed

Standard 1: 6.4.3- create one-paragraph composition with main idea and supporting details.
Standard 2: 5.4.1- write informative papers with a clear focus using a variety of sources

Mathematics

Activity Idea 1: Elapsed time

Description: Students will determine how much time has passed since the beginning of the trip to the time grandmother died. SW begin at the beginning of the book to find out when the trip started; create a word problem that ask how much time has passed. SW then exchange their word problems with other class members for them to solve.
Standards Addressed

Standard 1: 1.4.8- generate and solve addition, subtraction, multiplication, and division problems using whole numbers in practical situations
Standard 2: 3.4.6- use elapsed time

Activity Idea 2: Mode, median, mean

Description: SW have to research prior chapters to determine how many miles the wagon trains traveled up to reaching the Valley of the Platte and record information, the they will take the information to figure out the mode (number of miles that occurred the most) mean (average number of miles travel over that period of time) median (number of miles in a set of data)
Standards Addressed

Standard 1: 1.4.8- generate and solve addition, subtraction, multiplication, and division problems using whole numbers in practical situations
Standard 2: 1.4.3read, write, compare, and order whole numbers

Social Studies

Activity Idea 1: The women’s role

Description: Women played an important role in the movement west, after reading this chapter and the previous chapters, the students will be able to determine the role of women on the trail. The teacher will display historical documents of women on the trail and SW tell what they think each picture means. TW read parts of "A Place to Grow" so that students can actually hear the role women played in the movement. Then they will compare and contrast the role of women back then to the role of women today
Standards Addressed

Standard 1: 4.4 describe experiences of pioneers moving west
Standard 2: 4.12 read historical passages and interpret details

Activity Idea 2: Make a model of rivers along the different trails, including Big Blue

Description: SW research on the internet different rivers in the US that pioneers had to cross and create and label a physical map using clay, they can access http://www.googleearth.com/ , http://www.maps.com/
Standards Addressed

Standard 1: (4) 3.3 gather geographic information from electronic sources
Standard 2: (4) 3.9 locate and name major rivers on a map of the United States

Science

Activity Idea 1: Graphing sickness and diseases on the trail

Description: TW read If you Traveled West in a Covered Wagon, and Across the Plains With the Donner Party SW research the most common diseases people traveling on the trails may have gotten and create an excel graph listing diseases and number of cases http://www.endoftheoregontrail.org/joomlaeotic/index.php?option=com_content&task=view&id=18&Itemid=30
Standards Addressed

Standard 1: (4) 4.13 Identify important resources for historical information
Standard 2: (4) 2.5 use a variety of media and technology resources for directed and independent learning

Activity Idea 2: Weather/Clouds

Description: Weather played an important role in the movement. Often times, the rain would slow down the trip and the wagon trails would have to stop. In this chapter it talks about how the weather slowed down the party, students will learn that rain comes from different types of clouds, using this information and researching clouds SWBT make a flip book on the different types of clouds, after researching clouds. Students should then be able to determine which types of clouds must have caused the amount of rain the Reed’s encountered that prevented them from traveling and the river levels to rise.
Standards Addressed

Standard 1: (4) 3.1 investigate and describe the water cycle, including the role of clouds
Standard 2: (4) 3.4 investigate and explain that water can be a liquid, a gas, or a solid and can go back and forth from one form to another

Historical Overview of Chapter Themes

Families usually began their journey at Independence, Missouri near the Missouri River. The journey in a covered wagon took six months, following a winding 2,000 mile trail through prairies, deserts, and across mountains to the Pacific Northwest. The journey was a severe test of strength and endurance. Settlers often had to cross flooded rivers. Indians attacked the wagon trains; however, an issue that is rarely discussed in most stories of the westward expansion is "death". It has been written that there were about 10,000 deaths that occurred from this movement, of which, only 4 percent resulted from Indian attacks. The most common causes of death were Cholera, smallpox, and firearms that went off accidentally. The Donner and Reed parties witnessed their share of death from the beginning when the grandmother died. Little did they know many more deaths were to follow, especially since they went on a different trail that would lead to the end of the Donner Party. There is so much that can be discussed in this book that the Donner party and many other pioneers went through, on the movement towards the west, such as: poor judgment, sacrifice, struggle for survival, listening to the advice of others and simply back luck. The pioneers ran into many problems as they traveled west, and death was just one of them
Additional Resources

If You Traveled West in a Covered Wagon by Ellen Levine
Across the Plains With the Donner Party by Karen Zeinert
A Place To Grow by Glenda Riley
http://www.endoftheoregontrail.org/joomlaeotic/index.php?option=com_content&task=view&id=18&Itemid=30
http://www.geocities.com/cbmshistory/Oregontrail/OregonTrailProject.html
http://www.googleearth.com/
www.maps.com

Chapter 6: Colonel Russell's Company

2008-04-04T11:09:00.007-07:00

Teacher's Guide Chapter Author: Ashley Winston , 4th grade teacher, Goldfarb School Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview: In chapter 5, the Reed family and Colonel Russel's family join forces. They new party is traveling much slower and more cautiously then the other families. But, Patty's father believes that they should be traveling at least 10 miles a day to keep up with other families. Patty's grandmother believes that it is safer to travel slower so the animals will not become tired. The party encounters Native Americans again. The Native Americans they encounter are starving and poor. Patty's father explains that the settlers are driving away all of the Native American's food.

Chapter Themes: Collaboration, Divergent Paths, Native American Stereotypes, Donner Party

Chapter Activities

Language Arts

Writing a letter.

The Reed family encounters Native Americans again and have many negative stereotypes about them. Students will pretend like they are one of the Native American's that the Reed's encountered on their trip. Students will write a letter to a member of the the Reed family attempting to demystify the Native American culture.
Standards Addressed

(4)5.3 write organized friendly letters, formal letters, thank you letters, and invitations in an
appropriate format for a specific audience and purpose
(4)5.3 write organized friendly letters, formal letters, thank you letters, and invitations in an
appropriate format for a specific audience and purpose

Vocabulary Activity

The student will pick at least six words that are unfamiliar to them. The students will be divided into groups. Students must discuss and find the definition, part of speech, synonym and use the words in a sentence.
Standards Addressed

(4)4.1 use information to comprehend text
(4) 2.10 understand and demonstrate use of word processing reference tools (spell check, grammar check, dictionary, thesaurus, etc.)

Mathematics

Creating a budget

The students must go "shopping" for items to take on their trip. Students will have a $300 budget. There items must last the duration of the trip. After ,
Standards Addressed

(4)1.18 add and subtract multi-digit numbers

Conversion

Patty Reeds father believed that the party should be traveling at least 10 miles a day. Students will learn how to convert miles, inches, and feet.
Standards Addressed

(4)3.3 measure, compare, and convert length in inches, feet, yards, and miles to the nearest fractional part.
(4)3.1 estimate and convert units of measure for length, area, and weight within the samemeasurement system (customary and metric) [NS 3.4.1]

Social Studies

Bartering.

During their journey, the Reeds were forced to barter for items they needed. The classroom will discuss items that they recently bartered for. (I.E. lunches, toys, games etc) The students will attempt to buy items from the store without classroom money. After the activity, the class will discuss the benefits and disadvantages of bartering.
Standards Addressed

(4)1.15 evaluate the causes of issues and problems
4)1.12 complete tasks independently

Creating a time line

Students will create a time line based upon the events that have occurred in Patty Rees Doll
Standards Addressed

(4)4.9 Create time lines that show people and events in sequence using months, years, decades,
and centuries
(4)4.11 discuss how and why people from various cultures immigrated and migrated to the
American West

Science

Endangered Species

The Reed's had mentioned that many of the animals and food were scarce because they were being trapped and driven away by gamers. The teacher will play the United Streaming video titled "Where Have All the Animals Gone". The teacher will discuss the terms extinct and endangered. The students will brainstorm a list of things they can do to help animals.
Standards

(4)4.2 observe and describe variations among individuals within the human population
1.2 use science notebook entries to develop, communicate, and justify descriptions, explanations, and predictions

Structure

The wagons that were used carried a large amount of equipment. As a group, the students will use straws to create a structure that can bare the most weight. The students will record there observations in there science journal.
Standards Addressed

(4)4.2 observe and describe variations among individuals within the human population
(4)1.7 identify observable patterns to organize items and ideas and make predictions

Historical Overview of Chapter Themes

The Donner Party left Springfield Illinois in 1846. There were originally a total of 33 members of their party , including James Reed. After traveling for approximately two months, the party reached 87 people.

When the Party reached Sierra Nevada they were blocked by a snowstorm. There supplies ran quickly. Many of the members starved to death. If one member was too sick to travel, the remaining people would leave them to die. Eventually, the members resorted to cannibalism .

In 1847, 14 members of the Donner Party reached California. Of the original 87 pioneers, 39 died and 48 survived.

Additional Resources

http://brownvboard.org/brwnqurt/04-3/04-3a.htm
http://library.thinkquest.org/6400/
http://edujourney.net/Webquests/Pioneer/Introduction.htm

Chapter 5: Out on the Prairie

2008-04-04T11:09:00.005-07:00

Teacher's Guide Chapter Author: Ashley Winston , 4th grade teacher, Goldfarb School Elementary School, Clark County School District
__________________________________________________________________

Chapter Overview: The traveling party has finally crossed the Missouri River. They are impressed by the bountiful lands. Soon after the Reed family started to embrace the beauty, a terrible storm occurred. The rain made it hard for the wagons to move in the muddy prairie. For the first time, the family encounter "Native Americans." Grandma was afraid of the Native American's and believed that they would scalp her. They later learned that the "tame Indians" were from Colonel Russel's camp. After trading for wagons the Reed's were on their way.

Chapter Themes: Native America encounters, A glimpse into hard times, Stereotypes

Chapter Activities

Language Arts

Writing a poem

On page 40 of Patty Reed's Doll Grandma recites the poem
"Red, yellow, and Irish green, The King can't touch it, No more can the queen" This poem is a poem that that Grandma says when she sees a rainbow. Kids are to create their own A-B-A poem about any event in Patty's Reed's Doll. After going through the entire writing process, students will type their poems in the computer lab and share them with the class.
Standards Addressed

Read aloud and recite literary, dramatic, and original works. (9.4.4)
produce writing with a voice that shows awareness of an intended audience and purpose

Diary

Students will imagine that they are Patty Reed. Students will construct a Diary using one of Dinah Zikes folding method. The students must write two diary entries from the perspective of Patty Reed. After writing a one paragraph entry, students will draw two pictures summarizing their day.
Standards Addressed

(4)3.1 Use knowledge of character, plot, setting, and resolution to comprehend a variety of works.
(4)3.3 Identify historical event or cultural influence as portrayed in literature

Mathematics

Elapsed Time

Because of the harsh storm, the muddy trail caused the Party to travel slower. The teacher will create elapsed time word problems about the Donner Party’s travel time. After the teacher has successfully modeled the creation of word problems, students will create 5 of there own
Standards Addressed

(4)3.9 use elapsed time in quarter-hour increments, beginning on the quarter-hour, to determine
(4)3.11 use A.M. and P.M. appropriately in describing time [NS 3.4.6]

Perimeter and Area

In Patty Reed’s Doll there are many different animals including cows and oxen. Some of these animals live in barns. The teacher will create different “barnyards” using chalk and the blacktop. In groups, the students will measure the barnyard and find the perimeter and area of the squares and rectangles.

Standards Addressed

(4)3.6 define and determine the perimeter of polygons and the area of rectangles, including
squares
(4)3.5 measure length, area, temperature, and weight to a required degree of accuracy in
customary and metric systems

Social Studies

Map It !

In the beginning of the story, the teacher created an interactive bulletin board map. The teacher will discuss the journey of the Donner Party. The students will continue to chart the progress of the Reed family.
Standards Addressed

(4)3.1 Identify and use a compass rose to locate places on a map.
(4).4 Describe experiences of moving west, including: Donner Party, Oregon/California Trails

Covered Wagon

The Reed family travels in a covered wagon for long periods of a time. The teacher will read If You Traveled West in a Covered Wagon. The teacher will explain the different parts of a covered wagon. Students will use construction paper to create a replica of a covered wagon. The students must correctly label all parts of the covered wagon.
Standards Addressed

(4).4 Describe experiences of moving west, including: Donner Party, Oregon/California Trails
*3)3.6 Describe the physical setting of a historical event.

Science

Rain and Rainbows. What happens?

After experiencing beautiful weather, a sudden storm hits the Reed Family. The Reed family is shocked by the harsh prairie weather. The class will learn about the important aspects of th water cycle.
Before beginning the activity, the students and teachers will complete a K-W-L on the water cycle. The teacher will pass out necessary materials to each science group ( ice cubes, plastic bag , and cups). The students will calculate the mass of the ice cub, cup, and plastic bag. After cutting holes in the plastic bag, students will place the bag in a sunny window. Students will record their results in their science journal.
After the experiment is complete, the students and teachers will construct a water cycle poster that shows the condensation.
Standards Addressed

(4)3.2 investigate and describe the water cycle, including the role of the sun
(4)1.2 use science notebook entries to develop, communicate, and justify descriptions,
explanations, and predictions.

Lightning.

The teacher will ask the students "What do you do if you here lightening". The teacher will discuss the safety precautions we must take if we here lightening. The class will create a K-W-L using Kidpix on lightning. The teacher will explain that static electricity is the cause of lightening. The teacher will perform various demonstrations on lightening.

Demonstration 1:

Spread grains of ground pepper on a small area of a desktop.
Vigorously rub a plastic utensil with a wool or nylon cloth to produce a negative charge.
Hold the utensil about 1 inch over the mixture and observe what happens. (The utensil will pick up the pepper.)

Demonstration 2:

Darken the room as much as possible.
Rub a plastic comb with a piece of wool or fur.
Hold the comb near a metal doorknob.
Observe what happens. (Students will see tiny sparks.)

Demonstration 3:

Blow up two balloons and rub them on your sleeve.
Darken the room as much as possible.
Rub the two balloons together.
Observe what happens. (Students will see tiny sparks.)

Demonstration 4:

Run a comb through your hair (only one student should use each comb).
Put the comb into a bowl of dry puffed rice.
Observe what happens. (Grains of rice will stick to the comb; after they lose their charge, they will fall off.)

. Standards Addressed

(4)1.7 identify observable patterns to organize items and ideas and make predictions
(4)1.8 explain that many people have contributed to scientific knowledge and invention
[N5B1

Historical Overview of Chapter Themes

During the Westward movement, Native Americans faced a considerable amount of racism and stereotypes. Travelers believed that Native Americans were violent, disgusting “animals.”

Prior to American Expansion Native American’s roamed freely with little interaction with Americans. When white settlers first encountered Native Americans they were afraid of what they are capable of doing. White settlers saw Native Americans as beasts that needed to be tamed. White settlers attempted to Americanize Native Americans by introducing them to religion, alcohol and other white customs. Settlers had even created schools where Native American children could become “Americanized”.

This situation proves the beliefs of many white settlers. They believed that they were the dominant culture and it was their destiny to make Native Americans into better people. The assimilation, as many say proved to be harmful to Native Americans.
Additional Resources

Going West By Jean Van Leeuwen
Dear America, Across the Wide and Lonesome Prairie By Kristiana Gregory
eThemes' Westward Expansion: Pioneers of the Frontier

Chapter 4: Independence, Missouri

2008-04-04T11:09:00.003-07:00

Teacher's Guide Chapter Author: Denber Cruz, 4th Grade Teacher, Rose Warren Empowerment School, Clark County School District
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Chapter Overview: Independence, MO. The chapter discusses what the party did and experienced while they were in Independence. One of the points that interested me is that there was a discussion about how a party member saw an Indian that did not look like one of "Grandma's Indians".

It seemed as if the party members were surprised to hears about more than one Indian. This can be an interesting point to bring up with students as students might have a stereotype in mind for most things and this could be a starting point into some conversations about expectations.

Chapter Themes: Indians; Misconceptions; Independence, MO

Chapter Activities

Language Arts

Last Chance for a Mail Call

Independence is the last town on the frontier. This means that this would be their last chance for sending mail back to Springfield for a good while. The students will write a friendly letter to friends back home telling them about their trip so far and what they expect now that they are about start their trip on the prairie.
Standards Addressed

(4)5.3 write organized friendly letters, formal letters, thank you letters, and invitations in an appropriate format for a specific audience and purpose
(4)4.3 develop hypotheses based upon prior knowledge and information from text

Road Trip with Friends

You and your friend are going on a road trip. Your road trip will not be nearly as long as the trip that the Donner Party is going on, but it will be a long and significant trip. As a group, decide on 20 items you will need to bring. After your group has decided, it will then be up to you to decide the 10 most important items from the list that your group decided on. Write a a paragraph explaining why you chose the items on your list.
Standards Addressed

(4)5.6 write compositions with a main idea and supporting details
(4)6.3 generate ideas for writing through discussions and individual activities such as brainstorming and clustering

Mathematics

Time to Trade

Chapter IV talks about how some Indian and Mexican traders were there at Independence being outfitted. We are going to take a break from being westward travelers for a brief moment and become Indian traders. We are going into town with our catch and see what we can fetch for our wares. Students will be given a list of items that the have to trade as well as a list of what items are worth to the stores in town. Students will have to calculate what their wares are worth.
Standards Addressed

(4)3.7 determine totals for monetary amounts in practical situations
(4)3.8 use money notation to add and subtract given monetary amounts

Bulging at the Seams

There were only so much room in the wagons. Also, if the wagons got too heavy, they would not be able to easily make their way up the mountains that they party would have to cross. In this exercise, students are separated into groups. The groups are given random items. Each group must guess the weight each item and decide which items they can carry without going over a predetermined weight limit. After each group has estimated what their cargo weighs, they them weigh each item and total the weights to see how close they got to getting it right. (Can also be used with volume.)
Standards Addressed

(4)3.1 estimate and convert units of measure for length, area, and weight within the same measurement system (customary and metric)
(4)3.5 measure length, area, temperature, and weight to a required degree of accuracy in customary and metric systems

Social Studies

7,000 Wagons

The people at Independence, MO believed that "nigh onto seven thousand wagons" were going west in 1846. That is a lot of people and things that are making their way to another part of the country. Earlier in the book study, reasons why settlers were moving west was discussed by the class. In this activity, students are asked if their family has ever moved, the farthest they have moved, and how they moved their belongings. Students can also be asked the reason for their family moving (although I would caution when asking this question because in my experience, some students gave an all too honest answer (e.g.; lost their and moved in with grandparents, divorce, parent went to jail, etc ...) and found themselves embarrassed.)
Standards Addressed

(4)3.23 list reasons why people move to or from a particular place
(4)3.24 describe changes in how people move from place to another

Google Earth, Day

April 22nd is Earth Day. Granted, the first Earth Day wasn't until 1970, but if Earth Day would have been around in 1846, then the Donner Party would have been on the road to Independence on Earth Day. In this activity, students will use Google Earth (a free download for both Mac and PC) to locate key locations that were mentioned in the chapter as well as some of the other locations that are required by Nevada Standards.
Standards Addressed

(4)3.3 gather geographic information from electronic sources
(4)3.9 locate and name the major mountains, rivers, and lakes on a map of the United States (e.g., Sierras, Rockies, Appalachians; the Columbia, Colorado, Missouri, Rio Grande, Mississippi, and Ohio rivers; and the Great Salt Lake and Great Lakes)

Science

Horsepower on the Trail

In an earlier assignment, we tried to estimate the amount of items that we can bring with us on the trail. The reason that we have a weight limit is because our oxen can only carry so much. In this activity, students will need adjustable inclined planes, flat carts on wheels, and weights and a spring scale. Students will measure the weight of the carts on the incline at different angles of the incline as well as with different weights on the carts. Students will be provided with the information about gravity as a force and asked to calculate the amount of "oxenpower" that will be required to pull the wagon over the mountains at different angles and different weights.
Standards Addressed

P8A Students understand that position and motion of an object result from the net effect of the different forces acting on it.
P12A Students understand the interactions between force and motion

A Rose By Any Other Name is Still a Rose

Whether we are called Indians or Whites, we are still people. Indeed, not all people look the same. But the differences between people make each of us unique. The chapter talks about how even the Indians have distinct appearances. In this activity, students will be randomly separated into groups of 3. Each group will create a three-circle Venn Diagram that describes the group that they are in. The Venn Diagrams will include where they were born (works pretty well in Vegas), their appearances (neutral descriptions only, "ugly" and "smelly" is not allowed), and preferences.
Standards Addressed

L2C Students understand that living things live in different places
(4)4.2 observe and describe variations among individuals within the human population

Historical Overview of Chapter Themes

Independence, MO is of great significance to the pioneers that headed west into Oregon and California. At the time of the Donner Party, Independence was the last town on the frontier. This meant that this was the last good chance for those heading west to get supplies that they needed for their trip.

Independence, MO was also a major stop on the Santa Fe Trail, a trail that was used in the invasion of Mexico, as well as a major commercial route connecting Santa Fe (then a part of Mexico) and the United States.

All of Chapter IV in Patty Reed's Doll takes place in Independence, MO while the Donner Party is picking up supplies and information.

Additional Resources

Chapter 3: From Springfield to Independence

2008-04-04T11:09:00.001-07:00

Teacher's Guide Chapter Author: Denber Cruz, 4th Grade Teacher, Rose Warren Empowerment School, Clark County School District
__________________________________________________________________

Chapter Overview: Chapter III of Patty Reed's Doll talked about the the part of the trip from Springfield to Independence. Independence, MO is the last town on the frontier and the last chance for the part to stock up on items that they will need for their trip out to California. The chapter talked about the morning preparations that the part went through before heading out every morning. Everyone getting cleaned up, breakfast, getting the animals ready, the wagon lines being inspected, is a daily routine that the party went through. The chapter also talked about some of the things that they did to keep themselves entertained while they were out on the trail.

Chapter Themes: Life on the Trail, Preparation, Documentation

Chapter Activities

Language Arts

Mr. Reed's Diary

Mr. Reed kept a daily record of the trip. Students will do the same with their reading. Students will keep a record of their reading as well as summarizing the important parts of what they have read and will write down questions that they have about the chapter that they feel the story has not answered. They will check back with their journals as they go through the story and see if the book does answer an of their prior questions.
Standards Addressed

(4)5.1 participate in daily writing activties (e.g journals, learning logs, reports
(4)10.2 ask and answer questions with relevant details to clarify ideas

Plodding Down the Muddy Roads

The picture on page 29 and reading the text on page 30 describe the reaction that people had to the travelers going west as well as some of the things that the travelers saw. Students will write what they think that they would see today if they made that same trip using the examples on page 30. The students will also draw a picture similar to page 29 that will match their composition.
Standards Addressed

(4)5.5 write responses to literary selections using supporting details from the selection to support their responses
(4)5.6 write compositions with a main idea and supporting details

Mathematics

How long will it take by ...

The road from Springfield to Independence is less than 350 miles, or about 5 and half hours by car. It took the Donner Party almost a month. The students will make approximations of how long the trip will take based on different modes of transportation and how fast they are going using these different modes.
Standards Addressed

(4)2.2 identify, describe, represent, and explain patterns and relationships in the number system including arithmetic and geometric sequences
(4)1.24 generate and solve addition, subtraction, multiplication, and division problems using whole numbers in practical situations

There was no such thing as Miles per Hour

Travel was measured in a different way then that it is now. For this activity, students will convert distances from Miles to Yards, to Feet to Inches and Kilometers, to Meters, to Millimeters.
Standards Addressed

(4)3.3 measure, compare, and convert length in inches, feet, yards, and miles to the nearest fractional part (1/4, 1/2)
(4)3.4 measure, compare, and convert length in metric units (millimeter, centimeter, meter, kilometer)

Social Studies

A Day in the Life

Chapter three discusses the regular routines that the travelers went through while preparing for their trip and things that they did while on the trail. After reading the passages, students will write down things that was not discussed in the chapter that the travelers more than likely had to do as well.
Standards Addressed

(4)4.12 read historical passages and interpret details
(4)4.4 describe experiences of pioneers moving west, including: Donner Party, Oregon/California Trails

24 on the Trail

The TV Show 24 happen is "real" time where a one hour episode is one hour in the life of the shows main person. Students will create a 24 hour timeline from one day in the life of a person on the trail. The student will also write a narrative describing in great detail an hour of their choice.
Standards Addressed

(4)4.1 record events on a graphic organizer, such as a calendar or a time line
(4)4.4 describe experiences of pioneers moving west, including (Donner Party, Oregon/California Trails

Science

Botanize like Mrs. Donner (pg. 31)

Mrs. Donner showed the children her artwork and her botany. Children could bring in their own leaves and flowers from home and botanize like Mrs. Donner.
Standards Addressed

L2D Students understand that there are many kinds of living things on Earth
L2B Students understand that living things have identifiable characteristics

Let's Make an "Oregon Trail"

Let's make an "Oregon Trail" is about showing students how mud is made and how the trails are made. Students will make "mud" and using pencils, will make a trail that they will allow to dry.
Standards Addressed

E2C Students understand that Earth materials include rocks, soils, and water.
E5C Students understand that features on the Earth's surface are constantly changed by a combination of slow and rapid processes.

Historical Overview of Chapter Themes

It's interesting to note that some historians believe that the story James Reed is the story that dominates the entire story of the Donner Party. The theme that I chose for this overview is the one on preparation. James Reed spent over a year planning and preparing for his trip out west. Although he originally planned to go to Oregon, he later changed his mind and opted for a trip out to Californian instead.

Part of his planning is making sure that his wife and mother-in-law is comfortable. He had a wagon specially made which he wanted to make sure will shield the passengers inside from the harshness of the trail. Many believe that it is because of this larger, slower wagon that that they got stuck in the Sierras.

Additional Resources

Chapter 2: The First Night

2008-04-04T11:08:00.001-07:00

Teacher's Guide Chapter Author: Rich Foster, 4th Grade Teacher, Rose Warren Empowerment School, Clark County School District

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Chapter Overview: The first night out begins on the trail westward. The family talks of how they made Grandma "cozy" in her palace car. A newspaper editor is going to write about the happenings along the way. When they stop just outside of Springfield, they make a huge campfire and sing songs and tell stories about California and all its beauty. The atmosphere is full of excitement about their journey.

Chapter Activities

Language Arts

Role Playing

On the first night out the family camped just a few miles outside of Springfield. The students will form circles and make a pretend campfire. They will make up stories about what they think they will encounter on their journey.

Standards Addressed

-10.4.2 Ask and answer questions with relevant details to clarify ideas

-9.4.3 Give organized presentations that demonstrate and clarify

Different Perspective Activity

TSW write a paper taking on the perspective of an object in the covered wagon. This object will take on a life just like Patty Reed's doll. It must show emotion and response to all the happeningson the journey.

Standards Addressed

-3.4.2 Make inferences about character traits; make prediictions about conflicts and resolutions

-6.4.2 Organize ideas through activities that require sequencing and classifying skills

Mathematics

Tracking Distances

Students will use a map of the journey with mile markers on the trail provided to them by the teacher. They must predict how far they will go traveling through different terrain. TSW be given a key that explains the correlation of terrain to miles travelled. Example: Plains-10 miles a day, mountains -2 miles a day, river crossing- 3 miles a day, mud-4 miles a day.

Standards Addressed

-3.4.2 Measure length

-1.4.7 Add and subtract multi-digit numbers

Elapsed Time

TSW use a clock to calculate the elapsed time per 1/4 mile, 1/2 mile, and full mile. An enrichment activity would be to calculate speed over the differnt terrains. TSW would be teacher guided through this activity. They would create a bar graph representing the data collected.

Standards Addressed

-5.4.3 Interpret data

-3.4.6 Use elapsed time

Social Studies

Geographical mapping

Students will map out a route westward using the map in the book. They will use a compass rose and label major topographical features. Then, they will hold discussions describing lush grasses, rivers, mountains.

Standards Addressed

-4.3.1 Idenify and use a compass rose to locate places on a map

-4.3.9 Locate major rivers and mountains in the US

Indian Tribes

TSW use a historical map of the US around 1800-1860 locating and researching Indian tribes. They'll use library books and the internet finding facts about the Cheerokee, Choctaw, Chickasaw, and Seminole communities in the early to mid 1800's.

Standards Addressed

-(4) 4.4 Desribing experiences of pioneers moving west

- 4.3.3 Gather geographic information from electronic sources

Science

Climate

Using the map from the social studies lesson, students will explain why climate played such an important role to the journey. TSW describe the differnet weather and differnt elevations explaining the weather cycle. They will the internet, farmer's almanc and books to research climate in the differnet ares of the country.

Standards Addressed

-4.3.2 Investigate and desribe the water cycle, including the role of the sun

-N5A3 Draw conclusions from scientific evidence( the Farmer's Almanac)

Plants and Food

They will identify which plants will grow in different regions. TSW research the plats to find out which types are edible and which types to avoid. Students must keep in mind the time of year the journey began and how long they traveled because certain plants grow at different times of the year.
StandardsAddressed

-11.4.4:Organize and record information

-4.1.2 Use science notebooks to justify descriptions and explanations

Historical Overview of Chapter Themes

Using books from the library and those provided by the module, students will read to understand different pioneers of that time. Students can play the computer game: Oregon Trail to see what it was like to take the journey. Students can use the Little House series, Sarah, Plain and Tall, Sally Fox: Story of a Pioneer Girl, Lewis and Clark Expedition, The Coast Mappers, and If You Traveled West in a Covered Wagon .
The historical content of this time is from the end of the American Revolution to the Civil War in 1860. Some of the content the teacher can cover: the government land sales policy, acquiring territory in the Southwest and Northwest, government policy of removing the Indians from the east to the west of the Mississippi, and the Louisiana Purchase. All the events encountered through expansion was difficult and demanding. Through the will and determination of the American Pioneer, they were successful in forging a path to making the most powerful nation in the world.

Chapter 1: Springfield, Illinois 1846

2008-04-04T11:02:00.000-07:00

Teacher's Guide Author: Rich Foster, 4th grade teacher, Rose Warren Elementary School, Clark County School District
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Chapter Overview: The book begins in the year 1846 in Springfield, Illinois. Patty has a wooden doll that she carries everywhere she goes, in her apron pocket. Patty is eight years old and loves to listen to Grandma's stories of her early pioneer days. Her stories tell of how "she crossed creeks with ugly steep banks." They were always on the lookout for Indians in the brush. When they finally arrived in Springfield, they took up claims and cleared the land. After hearing all the stories, Patty was very excited because she was going to be a pioneer and cross the plains herself to California. Patty Reed's doll felt very fortunate to be Patty's doll because Patty's older sister Puss, fourteen years old, forgot her doll family. Grandma insisted on taking the trip, but the adults were not for it. They went on to pack up the wagons with all the family's necessities. They made a palace car for Grandma. Her car had two stories with a smokestack through the canvas.

Chapter Themes:Excitement, storytelling, and preparation

Chapter Activities

*Language Arts
- Grama's Stories
- Students will make stories about pioneering. They will research books such as Lewis and Clark, Covered Wagons and Daniel Boone. They will write these stories in a journal and share with class.
-Standards Addressed
-5.4.4 Response to literature
-4.5.1 Participate in daily writing activities
- Vocabulary Web
-Students will create a vocabulary web to identify new words they encounter when researching the books. The web will include a synonym, the word used in a sentence, and a dictionary meaning.
-Standards Addressed
-1.4.5 Use knowlege of vocabulary and context clues
-1.4.4 Use of dictionary
* Mathematics
-Inventory list
- Students will make a list objects that they want to take on their journey. They have to limit the weight to 500 lbs. Students will estimate the weight of each object and within the weight limit.
- Standards Addressed
-3.4.1 Estimation
-1.4.7 Add and subtract multi-digit numbers
-Budget activity
-Students will be provided $200 to buy their items. The teacher will determine the cost of items. This will also teach them to prioritize.
-Standards Addressed
-3.4.4 (3.7) Determine totals for monetary amounts
-3.4.4 (3.8) Use money notation to add and subtract
*Social Studies
-Research westward expansion
-TSW create a KWL whole group. Students will write and discuss what they know about pioneering. They will list what they want to find out. Next, students will research and investigate westward expansion during the early 1800's.
- Standards Addressed
-6.5.17 US and Nevada pioneers moving west
-6.6.0 Organize research findings
-Moment in time
-TSW draw or paint an event that they experienced or observed on their journey. They can use pictures from the internet or books. To organize their findings, students will complete a timeline of major events.
-Standards Addressed
-6.0 Organize research
-11.4.4 Record information from nonprint resources
*Science
-Botany
-TSW research using the internet and science books on plants from the library plants. They must dtermine if the plants are edible or poisonous. They will name and label the different parts of the plants and illustrate by drawing or painting. TSW share their findings with an oral presentation
-Standards Addressed
-6.4.2 Classifying skills
-9.4.3 Give organized presentations
- Making a covered wagon
-TSW make covered wagon from materials such as card board, paper, straws, and cloth. They are identify the different parts of the wagon and determine their function. Making their covered wagon with correct demensions and right angles are to be stressed to be functional and durable.
-Standards Addressed
-4.4.4 Identfy and describe two and three dimensional objects
- 4.4.6 label and identify lines, rays and angles

Historical Overview of Chapter Themes

Students will be asked to research why the pioneer headed west. They will find out who forged the trails before the pioneers. They will learn about some of the historical events that occurred along the way. Some of these will include: Oregon trial, Indian conflicts, foreign countries, Monroe Doctrine, and the annexation of large lands such as Texas and Oregon.