A Helping Hand: The Role of Guides during Western Expansion
| Title: | A Helping Hand: The Role of Guides during Western Expansion |
| Authors: | J. Piper Gallucci |
| Contact: | piper.gallucci@wsd.wa.gov |
| District / School: | Washington School for the Deaf Northrup Elementary School |
| Plan Created: | Wednesday, July 14, 2004 |
| Description: |
Members of the Oregon Trail, the Whitman Party, Lewis & Clark, and other travelers enlisted the expertise of mountain men and women to guide them safely to the west. Students will research and examine the lives of western mountain guides during the early to mid 1800?s. |
| Audience: | Elementary |
| Category: | Engaging the American Past |
| Subject: |
Using the Inquiry method students will research the lives and culture of the Mountain Man (or Mountain Guides). This unit will be within the larger context of Westward Expansion where students will learn about local Pacific Northwest Indian tribes, animal trapping for fur, economic demand, mountain life, and the perils of guiding people westward. Students will study a specific guide, write a report about that guide, do a simulation of the guide including, keeping a journal, managing money and resources, and recreate a Mountain Rendezvous. |
| Standards: |
History US1.2.1 Describe and compare patterns of life over time in the following historical periods Civics 1.1 Understand that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice. 1.2 Understand that the availability and use of resources influences the production of goods and services in the economy. Geography1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information Social Studies Skills: The student will: 1.1a Define central question 1.1b Search for relevant information 1.1c Determine the source 1.1d Evaluate information 1.1. e Organize information Understand and use interpersonal and group process skills required by citizens in a democratic society 3.1.1a Define and clarify a problem 3.1.1c Solve problems and draw conclusions 3.1.1d Analyze cause and effect relationships 3.1.1. e Think chronologically 3.1.1f Take perspective Writing: 1.1 develop concept and design develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively 1.3 apply writing conventions know and apply correct spelling, grammar, sentence structure, punctuation, and capitalization 2.3 write in a variety of forms including narratives, journals, poems, essays, stories, research reports, and technical writing 3. The student understands and uses the steps of the writing process. To meet this standard, the student will: 3.1 prewrite generate ideas and gather information 3.2 draft elaborate on a topic and supporting ideas 3.3 revise collect input and enhance text and style 3.4 edit use resources to correct spelling, punctuation, grammar, and usage 3.5 publish select a publishing form and produce a completed writing project to share with chosen audience Reading: The student understands and uses different skills and strategies to read. 1.1 Use word recognition skills and strategies to read and comprehend text. 1.2 Use vocabulary (word meaning) strategies to comprehend text. 1.3 Build vocabulary through wide reading. 1.4 Apply word recognition skills and strategies to read fluently 2.2 Understand and apply knowledge of text components to comprehend text. 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. |
| Lesson: |
PURPOSE: Intellectual Goals: Students will determine the economic and social changes of the "Mountain Man" era based on primary and secondary documents. Looking at specific mountain guides, students will analyze traits of a variety of guides and determine which characteristics guides had, and determine what attracted, or led, those people to the "occupation" of "guide." Students will form questions and analyze data in order to seek answers to their questions. From gathering and analyzing data students will construct a timeline of events for the mountain man era and connect world events to the effects on the Mountain Man. Students will analyze the affects westward movement had on local Indian tribes and nations. Students will determine and describe the contributions mountain men/guides made to history and determine how our society is affected today. Students will compare and contrast the vocabulary used to describe Mountain Men, Indian Guides, and Women guides/interpreters. Academic Goals: Students will study the geography of the western states, particularly Washington and the Pacific Northwest. Students will gather and analyze primary and secondary documents. Students will read to gain information. Students will write a journal/diary Students will write a narrative essay using the writing process and 6 trait writing skills Students will identify tribes of specific western states and areas and identify the economic, social and cultural aspects of those tribes. Students will use Boolean logic to locate resources on the Internet and World Wide Web. Students will identify the life style, rigors and demands of the Mountain Guide. RESOURCES: Resources: Fort Clatsop National Memorial End of the Oregon Trail Oregon Historical Society CEE Watercourse Council for Environmental Eduation Whitman Mission Museum Lelooska Foundation websites: www.endoftheoregontrail.org www.xmission.com/~drudy/amm.html www.xroads.virginia.edu/~HYPER/HNS/Mtmen/home/html www.42explore2.com/mtnmen.htm www.beckwourth.org/Lings/MountainMen.html www.ohs.org www.psmfc.org/habitat/salmondam.html. www.museumofthemountainman.com www.5bearstradingpost.com/MountainMan.htm www.whiteoak.og/index.shtml www.thefurtrapper.com/westpers31.html www.coax.net/people/wf/furtraide/htm www.isu.edu/~trinmich/Discoveres.html www.nps.gov/jeff/mountain.htm www.members.aol.com/MrDonnHistory/American..html#NATIVE texts: Interact-Simulations: The Lewis and Clark Trail Cobblestone Magazine: Joseph, a Chief of the Nez Perce; The California Trail; The Oregon Trail; Lewis and Clark; The Beaver Fur Trade The Oregon Trail: Education Resource Guide Bureau of Land Management National Historic Oregon Trail Interpretive Center: Baker City, Oregon Northwest Indians (1996) Evan-Moor Publishing. Books On the Trail with Sacagawea, (2003). Lourie, P. Kit Carson: Mountain Man. (Boraas, T.) Kit Carson: Frontier Scout. (William, R.) Kit Carson: American Lives (Burke, R.). A Picture Book of Sacagawea (Brown, D.) Mountain Men and Fur Traders of the West: 18 biographies (Hafen, L.) Bill Sublette: Mountain Man (Severn, W.) Confessions of William Morrison: Fur Trader and his Wife (Morrison, W.) Jim Beckwourth: Black Mountain Man and Chief of the Crow (Wilson, E.) The Magnificent Mountain Women: Adventures in the Colorado Rockies (Women of the West) by Janet Robertson materials: Students will have a resource notebook prepared for them with information on local tribes, and various Mountain Guides including: Sacagawea, Moses "Black" Smith, Kit Carson, Jim Beckwourth and William Morrison (and his wife). PROCEDURES: Using the Inquiry Method students will generate questions about mountain men/women and mountain society. Students will create answers or hypotheses to their questions Students will be provided with primary and secondary sources as well as a resource book, text books, non-fiction texts and the Internet Students will research answers to their questions using the primary/secondary sources, texts, and Internet research Each study/class period will end with a discussion regarding the students? research and by generating more questions. Students will assume an identity of a specific Mountain Guide Students will write in a diary in the role of their chosen identity. Every day the students will be presented with a variety of situations for which they need to problem solve. (A situation can be purchasing necessary materials and tools to survive in the wilderness, running into a bear, dealing with an ill client, and so forth) (Students can also create situations and contribute them to this exercise). They will write about each situation in their diary/journal. Students will create rubrics for the Mountain Rendezvous, and the Class Web page Using the Writing Process, students will write a narrative report about their Mountain Guide and post it to the website. Students will recreate a Mountain Rendezvous which will include: games, meeting other Mountain Guides, Trading materials and bartering, and more. CLOSURE: The project will close with the recreation of the Mountain Rendezvous Students will turn in their journals and make sure they have contributed information about their chosen Mountain Guide on the class web page. PRODUCT: Students will create/write in journals Student will recreate a Mountain Rendezvous Student will role-play specific characters at the Mountain Rendezvous Student will write a narrative report based on their Mountain Guide Students will contribute to a class webpage with information about their Mountain Guide STUDENT ASSESSMENT: Student generated rubrics for the Mountain Rendezvous, role-play and web page 6-Trait writing assessment for the Narrative Paper Teacher check for student work performance on the diary/journal TEACHER ASSESSMENT: Based on student questions (for clarification) Based on student involvement during class discussions-observation Based on historical accuracy of Mountain Rendezvous-(see rubric) Observation based on student motivation/engagement in activity Based on rubric assessments RESULTS: Students will learn to ask themselves (and others), questions and create personal learning goals. |