Title III Technology Literacy Challenge Grant

Learning Experience

LE Title: Wanted: Trail Boss	Author(s): Bonnie Trainham and Martha Munk
Grade Level: 4	School : H. T. Wiley School; Watertown City School District
Topic/Subject Area: Life Creating an advertisement	Address: 1351 Washington Street; Watertown, NY 13601
Email: btrainham@watertown-wiley.moric.org and mmunk@watertown-wiley.moric.org	Phone/Fax: (315)785-3780 / (315)785-3769 (Fax)

Purpose

This project will help the students realize the requirements needed for a trail boss in the 1800’s. To demonstrate this knowledge they will create a job wanted advertisement for a trail boss. This activity is part of a complete unit on westward expansion called "GO WEST YOUNG MAN".

Connection to Learning Standards

English and Language Arts

Standard 1 - Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding.

Elementary - Listening and Reading

1.Listening and reading to acquire information and understanding involves collecting data, facts, and ideas, discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Students:

gather and interpret information from children's reference books, magazines, textbooks,

electronic bulletin boards, audio and media presentations, oral interviews, and from such

forms as charts, graphs, maps, and diagrams.

select information appropriate to the purpose of their investigation and relate ideas from one

text to another

support inferences about information and ideas with reference to text features, such as

vocabulary and organizational patterns.

Elementary - Speaking and Writing

2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely and comprehensibly.

Students:

present information clearly in a variety of oral and written forms such as summaries,

paraphrases, brief reports, stories, posters, and charts

select a focus, organization, and point of view for oral and written presentations
use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts
observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structure appropriate to written forms.

Standard 3-Language for Critical Analysis and Evaluation

Students will read, write, listen, and speak for critical analysis and evaluation.

Elementary - Listening and Reading

1. Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

Students:

read and form opinions about a variety of literary and informational texts and presentations, as well as persuasive texts such as advertisements, commercials, and letters to the editor
make decisions about the quality and dependability of texts and experiences based on some

criteria, such as the attractiveness of the illustrations and appeal of the characters in a

picture book, or logic and believability of the claims made in an advertisement

Social Studies

Standard 1 - History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

1. The study of New York and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

Students:

know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it

Essential Question

What attributes and skills make a good trail boss?

Content Knowledge

Declarative Knowledge

Identify occupational skills essential to wagon trains moving west.

Procedural Knowledge

Create an advertisement.

Procedure

The students will work in groups of two to four.
Each student will bring in a newspaper or magazine advertisement for a current job.
Each group will examine their advertisements, classify the pertinent skills and attributes essential in an employee, and rank this information as to it’s importance.
As a class, each group will share their list as the instructor records the information on the overhead.
The class will then discuss which of the information would be essential for a trail boss in the 1800’s. They will then, with the guidance of the instructor, offer other suggestions for skills and attributes essential to a trail boss.
A final list will be developed as a guide for the advertisement for a trail boss.
Each group will design a rough draft of their poster. After the rough draft has been developed the group will create their poster, on the computer, using the "Wanted: Trail Boss" template.

Note: For a more authentic looking product, print out the poster on parchment

paper.

Rubric for Trail Boss Advertisement

	Organization	Detail	Mechanics
4	Organized in a logical manner Very neat	All of the information is clear All of the information is appropriate for the time period	No errors
3	Ideas slightly disorganized Neat	Most of the information is clear Most of the information is appropriate for the time period	Few errors
2	Ideas slightly disorganized Cluttered	Some of the information is clear Some of the information is appropriate for the time period	Some errors that do not interfere with understanding
1	Ideas very disorganized cluttered	Information is confusing Information is not appropriate for the time period	Errors interfere with understanding

Zero paper = Incomplete or illegible

WANTED

TRAIL BOSS FOR A WAGONTRAIN

DESTINATION: OREGON

Template

WANTED

TRAIL BOSS FOR A WAGONTRAIN

DESTINATION: OREGON

Skills Needed

Map reading

Know how to follow a trail

Riding a horse

Able to shoot a gun

Talk to the Native Americans

Know which snakes are poisonous

Know where to find drinking water

Where to hunt for food

We Will Supply

Food

Ammunition

Shelter

$300 if we are delivered safely

You Need To Supply

Gun

Horse

If interested see Jim at the telegraph office.

Sample 1

WANTED

TRAIL BOSS FOR A WAGONTRAIN

DESTINATION: OREGON

We need a healthy man between the ages of 18-35.

We will offer to pay him a sum of $300 if we are delivered safely.
He needs to know the trails from Missouri to Oregon , which snakes are poisonous , and how to ride a horse.
His map should show where fresh water is and he needs to know how to trade with other Native American tribes.
He should keep an even pace everyday.
We will supply food, shelter, and ammunition.
He will need to supply his own horse and gun.

IF INTERESTED CONTACT:

JOE AT THE GENERAL STORE

BILL AT THE LIVERY STABLE

Sample 2

WANTED

TRAIL BOSS FOR A WAGONTRAIN

DESTINATION: OREGON

We are looking for a trail boss to take us from Missouri to Oregon. He needs to be able to read a map, know which snakes are poisonous, and which trail to follow. He needs to know where there is fresh water to drink. He needs riding skills, and skills to talk to the Native Americans. The trail boss needs to know how to use a gun and how to get food. We will make sure you have shelter, food, and ammunition. We will pay $350 if delivered safely. Ages 17-38 need apply. Needs to be very healthy!

See Jakob at the Blacksmith Shop to apply.

Sample 3

Instructional / Environmental Modifications

Students will have the opportunity to work with the Remedial and/or Resource teacher if they need extra help completing the assignment. Modifications that are on student’s IEP’s will be provided for.

Materials Needed

paper

pencils