Pioneers

Laura Lee
CSE 624
10/20/09 All updates are in RED.

In these lesson plans I used the ISTE standards for Technology. There are six goals to be achieved:

1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizen
6. Technology Operations and Concept

I used www.literacymatters.org to evaluate the quality of each web site. There criteria is:

1. Navigation, Appearances, and Accessibility
2. Accuracy and Currency
3. Authority, Objectivity, and Credibility
4. Content Appropriateness
5. Interactivity
6. Easy Classroom Management
7. Minimal Commercialism

Pioneers!

Pioneer Venn Diagrams
Grade Level: Fifth
Objectives:

IST Standards:1, 2, 3, and 4

English Language Arts
EL.05.RE.03 Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.
EL.05WR.25 Write responses to literature:
Demonstrate an understanding of a literary work.
Support interpretations through references to the text and to prior knowledge
Develop interpretations that exhibit careful reading and understanding.
SS.05.GE.05 Identify patterns of migration and cultural interaction in the United States.
Teacher Materials Needed:
On The Banks of Plum Creek
Sarah Plain and Tall
Wagon Wheels
Large sheets of blank paper to draw the Venn diagrams
Student Materials Needed:
Their book that they used for Literature Circles
Notebook paper and pencil
Computer
Pre-Activities:
Students will have already read the books in advance as part of literature circles. A social studies unit on the Westward movement would be in place and students would be in the stage of learning about pioneers. Students would have been introduced to some word processing skills, writing for clarification, and Venn diagrams.

Launch:
As a class make a huge Venn diagram on the sheets of blank paper. Have the students give examples of how life in the 1800’s was and how life is, in present time. Then have the students see what things are the same. Examples can be of the culture, the lifestyle, food, and clothing. Anything that students can pick out of their books and share as examples of a pioneers life. After the children suggest the more obvious answers, encourage them to try for some more advanced comparisons and contrasts (how do family relationships compare to theirs, what methods did they have for recreations compared to today; etc.).

Web Resources:

The following links are all through thinkquest. It meets all six criteria for being a good web site.

Pioneers: http://library.thinkquest.org/6400/default.htm

Who were the Pioneers?
http://library.thinkquest.org/6400/who.htm

Why did they travel to the frontier?
http://library.thinkquest.org/6400/where.htm

Where did the pioneers go?
http://library.thinkquest.org/6400/trails.htm

What did they take with them?
http://library.thinkquest.org/6400/supplies.htm

How did they travel?
http://library.thinkquest.org/6400/travel.htm

What were their wagons like?
http://library.thinkquest.org/6400/travel.htm#

What was a Wagon Train?
http://library.thinkquest.org/6400/travel.htm

#What was a Wagon Train

Who led the Wagon Train?
http://library.thinkquest.org/6400/travel.htm#Captains

What were their lives like on the trail?
http://library.thinkquest.org/6400/lives.htm

What did they do after reaching their new homes?
http://library.thinkquest.org/6400/new%20home.htm

Explore:
First students will choose a smaller subject around the pioneer life to do a compare/contrast diagram. They can choose topics such as setting, food, friendships, problems, chores, entertainment, or transportation. After students finish the diagram they are to write a clarification such as “Which is better- to live in the 1800’s or today? Why?” Why is life today easier than in the 1800’s?” The students should use the class Venn diagram and the compare/contrast diagram for ideas of the details they can use in their writing. When students are done, they should have a peer edit their paper. Then the teacher will do a quick review of the processes for revising, editing, saving, retrieving, printing, and have students type their clarification. Students should use spell check, proofread again, and print.
Assessment:
Observe students during class discussion for evidence of understanding the changes in life during the 1800’s and today. Evaluate the diagrams for accuracy and thoroughness of contrasts and comparisons. As children are working, use interviewing and observation to evaluate understanding of the topic, use of graphic organizer, ability to write clarification and computer skills.


GradeLevel: 5th
Teacher Materials Needed:
Life on the Frontier
KWL chart transparency or use Document Camera
KWL chart handout for each student
Letter format transparency (master attached)
Quilt Story by Tony Johnston

Student Materials Needed:
KWL chart handout (master attached)
Paper
pencil

My Social Studies Goal for This Lesson: To engage and excite students in an exploration of the westward expansion time period of American history.
Objectives:

ISTE Standards: 1, 2, 3, and 4

Social Studies
EL.05.RE.05 Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.
EL.05.LI.01 Listen to text and read text to make connections and respond to a wide variety of significant works of literature, including poetry, fiction, non-fiction, and drama, from a variety of cultures and time periods that enhance the study of other subjects.
EL.05.WR.10 Write for different purposes and to a specific audience or person, adjusting tone and style as appropriate.
EL.05.WR.09 Edit and proofread one’s writing, as well as that of others, using the writing conventions, and for example, an editing checklist or list of rules with specific examples of corrections of specific errors.
SS.05.HS.02 Identify cause and effect relationships in a sequence of events.
SS.05.SA.01 Examine an event, issue or problem through inquiry and research.



Launch:
Students will watch internet video: American Pioneers (appr. 20 min)
http://www.archive.org/details/american_pioneer

This web site met all the criteria for being a good web site.

Give students Supply List where they must choose what they are going to take on their journey west. This will be done again in the closure so students can change their supply list. (appr. 20 minutes)



Supply List
Below are the supplies that a Pioneer family traveling west might take on their five-month journey by covered wagon. Pretend you are a pioneer and about to make a long journey to the frontier. Make a list of what you would take on the journey, keeping in mind that the wagon will carry 2,000 pounds. Compare your list with a friends.
TOOLS POUNDS
ax 15
shovel 12
hatchet 9
hammer 7
hoe 3
anvil 150
grinding stone 75
animal trap 15
rope 4


Personal Items Pounds
doll 2
jump rope 1
marbles 1
family Bible 2
books 2
hunting knife 1
bag of clothes 40
fiddle 2
snowshoes 8
rifle 10
pistol 7
first aid kit 3


Food Pounds
flour 150
tea 10
salt 50
sugar 50
coffee 100
bacon 40
dried fruit 100
dried beans 100
cornmeal 10
spit peas 100
oatmeal 8
vinegar 25
pickles 50
dried beef 25
salt pork 5
assorted spices 5
barrel of water 350
vegetables 5


Household Goods Pounds
coffee grinder 5
rug 40
bedding 20
mirror 40
dutch oven 70
butter churn 40
table and 4 chairs 200
piano 900
organ 2000
baby cradle 75
wooden bucket 10
bedpan 2
butter mold 1
rocking chair 50
pitcher and bowl 5
cooking stove 700
cooling utensils 2
stool 10
spinning wheel 80
lantern 4
clock 1
10 candles 1
set of dishes 40




Explore:
Have students close their eyes while you read Life on the Frontier out loud. Ask students to imagine that the story is about their family. After reading the story, ask students to discuss in small groups how the story made them feel. Ask one person from each group to tell the class about the feelings that were discussed in their group.

Life on the Frontier
By: LeAnne Carroll
Imagine you live in a mountain cabin in North Carolina. Your family works very hard each day to grow and preserve food and make provisions for winter by gathering wood, weaving fabric and sewing clothes. You are only 12 years old, but you are expected to help your parents with the daily chores. Right now it is the end of July and you have heard your father talk about the harsh winter your family must survive.
Just the other day you overheard your mother talking to your father about a better opportunity for the family in a territory about a three-month journey from your North Carolina cabin. Your mother seems reluctant to move, but your father is a very wise man and he makes very informed decisions. In the western territory, land is plentiful and there is no persecution for your beliefs. Your family will have the opportunity to be more prosperous in the unsettled western territory. However, leaving behind the life your family has established can be risky.
A couple of weeks have passed since you heard your mother and father discussing the possibility of moving west. Your father comes in for dinner tonight and says your family must pack up. You, your mother, father, and two brothers will be leaving in two weeks with the next wagon train headed west. You start to think about everything your family will need. In your mind a list forms; food for a family of five for three months, including meat, flour, vegetables and cornmeal. Pots and pans for cooking and clothes and blankets to keep your family warm while sleeping in the covered wagon. Supplies will also be needed for the wagon in case something breaks, such as an extra wagon wheel, axles and boards. Some extra items that would also come in handy are candles to use for light and your favorite toy for comfort.
That night you fall asleep wondering how your family can possibly prepare to leave their cabin forever and take all of their belonging in just two short weeks. You also wonder about the harsh winter ahead; will the weather be milder once you get into the Tennessee territory and if it snows while you are moving west, will there be enough supplies to get through. Your mind spins on and on…until finally you fall asleep, on the hay, in the loft of your cabin with two blankets to keep you warm.


Using the KWL Chart transparency, demonstrate on the overhead projector or smart board, how to use a KWL Chart. Allow students to contribute the information for the “K” and “W” sections of the chart. Explain to students that the “L” section will be completed later in the unit. Each student will have his or her own KWL Chart to complete. Students will use the information they put in their “K” and “W” sections to compose a letter in the accepted letter format. Place the letter format transparency on the overhead to reference as needed during the activity.
Give each student a KWL Chart handout. Instruct students to complete the “K” and “W” sections independently. Using the information in these two sections students will write a letter to a man, woman or child on the frontier. Students are to pretend they are writing to the frontier person and not actually research frontier people in detail. In the letter students will express what they know about westward expansion and life on the prairie and frontier and also include what they want to learn on this topic. Use the accepted writing process to compose, edit, revise and publish the letters.
Summarize:
Read Quilt Story to the class using predictions when possible throughout the book.
Possible Questions to ask:
What did the mother make for Abigail? Why was it so special? Has your parent or guardian ever made you some thing special? How did the quilt make the little girl feel safe? How did you feel when you pretended to wrap the quilt around you? Did the quilt make the little girl feel safe? What makes you feel safe? Do you have a special item similar to Abigail's quilt? What is it? What do you like to do with it? Was Abigail happy with the quilt? What did she do with the quilt? Did you have fun pretending you had the quilt? Where does Abigail play? Does she feel safe? Where do you play? How do you feel there? What was on the quilt? Were the symbols on the quilt happy symbols? Why? What was the story about? Was the story about peace? What is peace? When do you feel peaceful? Where do you feel peaceful? With whom do you feel peaceful?

Assessment/Evidence of Learning:
After reading Quilt Story, ask students to give supporting comments about the predictions that were made while reading the book. Give each student the opportunity to comment on the book and previous class discussion. From the comments made, the teacher can assess students understanding of obvious differences in frontier life during westward expansion and life today.
Collect and evaluate the students’ letters for further understanding of the information about westward expansion that was covered in this lesson.



KWL Chart
What you Know

about the topic. What you Want to learn
What you Learned





Grade Level: 5
Teacher Materials Needed: List of different places that will be visited while the class moves west. The students will use these locations to write in their diaries. A bulletin board with the western trails marked on it. Also, each day a picture of a covered wagon will be moved from location to location on the map.
Student Materials Needed:
Any material on the Oregon Trail.
2 pieces of construction Paper, 7” x 8 ½” each (for the covers of their journals)
24 Sheet of Legal- Sized paper, 8 ½” x 14”
Ruler
Pencil
8 Large paper clips
Corkboard
5 pushpins
Light-colored heavy thread
Embroidery floss or heavy thread, app. 25” - 30”
Scissors
Tea or Coffee for staining

ISTE Goals: 1, 2, 3, and 4

Goals for this lesson:
• To get the students to write creatively and gain empathy with early pioneers.
• To expand the students knowledge about the settlement of the American west.
• To make the students appreciate the hardships their ancestors endured as they traveled to settle the west.
Objectives:
English Language Arts Grade 5
EL.05.RE.09 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.
EL.05.WR.10 Write for different purposes and to a specific audience or person, adjusting tone and style as appropriate.
Social Studies Grade 5
SS.05.GE.05 Identify patterns of migration and cultural interaction in the United States.
SS.05.GE.05.02 Explain how migrations affect the culture of emigrants and native populations.

Launch
Students will watch internet video on the Oregon Trail: http://videos.howstuffworks.com/hsw/18259-america-from-1837-to-1844-the-oregon-trail-video.htm (4 minutes)

A good resource for learning about the Oregon Trail. It has a lot more information on other areas too. It meets all 5 criterias for a good web site.

The students have already begun their literature circles unit on the Westward Movement. Now, the students will create a new identity for themselves. They will have an old fashioned name, a new age if they choose, an occupation that will be chosen out of a hat, a spouse and a family. This family will be an important part of their travels. They will each have a minimum of 2 children and possibly some extended family traveling with them. Explain that most adults were married at this time of history so everyone will have a spouse. To begin the diary activity, have the students make an old fashioned cover for their diaries. “Aging” paper is possible by wadding it up and dipping it in tea or coffee. Once it is dry, it can be bound.
Directions for making a Reading Journal: http://www.littlehousebooks.com/pdf/LittleHouseReadingJournal.pdf

This site is pretty limited. It just is basically directions on how to make a journal. It meets criteria 1, 2, 4, 5, and 6

Explore
The students will have a longer first diary entry than the rest. In their first entry they must explain about all of the above conditions. Their family, occupation, etc. Next write on the board the diary entry for the day. It is about the decision to move. The husband has decided to move to Oregon (with or without the wife’s advice). There are no excuses good enough to postpone the trip. They will leave as soon as possible. Have the students spend about 15-20 minutes writing in their diaries. The students can use this time to look up information in their Social Studies textbooks, or any other resources in the class. The facts that they find out each day may be included in their entries or in a list. As the diary entries continue, the students will be moving from destination to destination. For example, on the first day they meet in Independence, Missouri to form the wagon train. They will travel from here and go across rivers, encounter troubles and so on. This will help the students develop an understanding of how it felt to be traveling west in a wagon train. Diaries are due at the end of the unit.
Summarize
Ask the students if there are any questions about the diaries they will be keeping? Make sure the students understand that they must think in the mindset of a pioneer. They do not have all of the modern accommodations that we have now. Tell the students for homework to make a visual on their new identities. These will be put up around the Westward Movement bulletin board. This board will be very important to them. They can track the wagon train daily and see pictures of the places they are traveling to. Also, tell the students to look forward to actually starting on the wagon train the next day.
Assessment/Evidence of Learning
The teacher can assess their students understanding by listening to the questions that they ask. The best way will be to keep track of the diary entries. They do not have to be read daily but will be turned in at the end of the unit for a grade. A spot check could be used as a daily grade. Also, having the students read from their diaries and sharing the facts they have found will be a way to assess their understanding of the material.

Overall Reflection: .

The use of the internet has enriched this unit on pioneers. First of all, I was able to go to the net to get the list of Curriculum goals for the grade this unit is geared for - 5th grade and update it from when I taught this 15 years ago. This is important to be able to do for gearing the lesson to whatever grade I am teaching. Currently I am substitute teaching.
The second thing I think was important was that I was able to navigate through many different websites on Pioneers and gather additional resources that I felt and assessed would be good resources for the students. They in turn can use the computer themselves to research information on pioneers. It is an additional resource besides just looking up information in text books and encyclopedias.
Next, I was able to preview the videos and choose ones to inspire the students as launches for the lessons. It is amazing to me how now at the click of a mouse the students are able to watch these educational videos. Before I would have to order VCR tapes or overhead projector films in order for the students to see supportive materials.
Finally, I was able to see what other people have done as far as lesson plans on this subject and pick and choose what might enhance my own lesson plans. Both me as the teacher and the students too have benefited from the addition of Web resources in these three lessons.