Influences of Black Oregon Trail Settlers
| Title: | Influences of Black Oregon Trail Settlers |
| Authors: | Cindy Gallegos, Dan Freeman, Nancy Hemphill |
| Contact: | dfreeman@egreen.wednet.edu,cgallego@egreen.wednet.edu, nhemphill@egreen.wednet.edu |
| District / School: | Evergreen School District Mill Plain Elementary, Crestline Elementary |
| Plan Created: | Monday, July 12, 2004 |
| Description: |
Students discover the influences upon black settlers through primary documents and how those influences were important to the settlement of the Pacific Northwest. |
| Audience: | Elementary PNW History |
| Category: | Engaging the American Past |
| Subject: |
Oregon Trail settlers were influenced by many issues. The context of this lesson is to show the similarities and differences between the typical white settler and the black settler and the different issues that affected the black settler using primary documents. |
| Standards: |
1.1.1d Locate particular facts in social studies documents, identify the main idea 1.1.1f Create a product that demonstrates understanding of information and responds to central questions; present product to a meaningful audience 2.1 Understands and use interpersonal and group process skills required by citizens in a democratic society, 3.1 Understand and apply critical thinking and problem solving skills to make informed and reasoned decisions |
| Lesson: |
PURPOSE: Intellectual Goals: Understanding the impact of black settlement upon the Pacific Northwest. Group discussion to formuate decisions. Academic Goals: Understanding the influences that inspired black settlers to move to the northern region of the Oregon Territory Synthesizing and using gathered information to present to classmates. RESOURCES: The main resources are the following: 1843-Organic Law of Provisional Government-Oregon Territory, 1844-Amendment to the Organic Law, 1843-Rules of Great Wagon Train Going to Oregon, Black Bios: www.endoftheoregontrail.org/blakbios.html PROCEDURES: Introduction-Brainstorm: Influence on Settlers Brainstorm reasons that settlers settled in Oregon Territory. Then go back and brainstorm what students think the perspective of black settlers would include. Activity-look at three different primary documents-(see resources). Divide class into groups of 3-4 students with at least five groups and have each group take a portion of the larger document (2-3 sections)One group could report back on the two 1843 documents. Students lists phrases and words that help students understand black settlers' issues of settling in the Oregon Territory. All groups report back to the class and share what they discovered. Teacher and students will go back to the chart and list all additional reasons that influenced the black settlers decisions to move West. CLOSURE: Have students go into black bios and read about black settlers such as George Bush and George Washington. The purpose of this would be for students to come away with a deeper understanding of the challenges that people of color faced. PRODUCT: Students can pick from any three of the following products: 1)Students will write a description of their individual which illustrates person's character in dealing with issues surrounding their westward settlement. 2)Students can create a four quadrant poster that illustrates the individual:Titles of sections-Before settlement,two events that shaped their lives, and after settlement. Each section would show an indepth understanding of the individual. 3)Role-play:student will create a role-play of their individual as an older person telling about their journey in settling the West. All of these would include details from primary documents and biographies that show how individuals were influenced. STUDENT ASSESSMENT: Using whichever product the student chooses, a one to four rubic would be used to assess their indepth understanding of the influences from the primary source documents upon the black settlers.Also, working in groups and reporting back to the class with factual information and their discoveries will be expected. TEACHER ASSESSMENT: My self-assessment will be based upon students depth of understanding and their use of the content of primary documents. Also, how well the activities and transitions are organized to enhance the learning of the students will be assessed. I will be asking the questions, was there enough support for student readings and scoffolding for introspection and was the work appropriate for the students to reach the stated goals? RESULTS: The results are to develop a different prospective for our students. As students look at different perspectives and issues individuals faced, they will come away with the knowledge that there is more to the study of the past if they look more deeply into the issues of the time. |