Title III Technology Literacy Challenge Grant

Learning Unit

Overview

          This learning unit is designed to take students on a journey from the eastern United States to the west, during the age of expansion.  Students will, through written expression, research of the Internet, and use of graphic organizers, work cooperatively to compile information to create a final presentation of their learning experiences using many different genres.

Content Knowledge

Declarative Knowledge

Home life of a pioneer child

Determine occupations essential to westward expansion

Identify reasons for the westward movement

List reasons why cities developed in different areas during the westward movement

Procedural Knowledge

Write a compare/contrast essay

Create an advertisement

Give an oral presentation

Construct a table display

Search the web

Essential Questions

How did the geography of the west affect the westward movement?

What type of person chose to move west?

What issues forced people to move west?

Connections to NYS Learning Standards

English 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

select and use strategies they have been taught for note taking, organizing, and categorizing information

ask specific questions to clarify and extend meaning

make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about subject,

structural and context clues, and an understanding of letter-sound relationships to decode difficult words

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 a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and

difference

use details, examples, anecdotes, or personal experiences to explain or clarify information

include relevant information and exclude extraneous material

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 2 - Language for Literary Response and Expression

Students will read, write, listen, and speak for literary response and expression.

Elementary - Listening and Reading

1. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

Students:

read a variety of literature of different genres: picture books; poems; articles and stories from children's magazines; fables,

myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers

recognize some features that distinguish the genres and use those features to aid comprehension

understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other

works and to their own lives

use inference and deduction to understand the text

read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning

evaluate literary meaning

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

recognize that the criteria that one uses to analyze and evaluate anything depend on one's point of view and purpose for the

analysis

evaluate their own strategies for reading and listening critically (such as recognizing bias or false claims, and understanding

the differences between fact and opinion) and adjust those strategies to understand the experience more fully.

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.

Elementary

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

understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution

and other important documents

explain those values, practices, and traditions that unite all Americans

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

Students:

gather and organize information about the traditions transmitted by various groups living in their neighborhood and

community

recognize how traditions and practices were passed from one generation to the next

distinguish between near and distant past and interpret simple timelines.

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Students:

gather and organize information about the important accomplishments of individuals and groups, including Native American

Indians, living in their neighborhoods and communities

classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious

identify individuals who have helped top strengthen democracy on the United States and throughout the world.

4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

Students:

consider different interpretations of key events and/or issues in history and understand the differences in these accounts

explore different experiences, beliefs motives, and traditions of people living in their neighborhoods, communities, and State

view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

Technology

Standard 2 - Information Systems

Students will access, generate, process, and transfer information using appropriate

technologies.

Elementary -

Information Systems

1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Students:

use a variety of equipment and software packages to enter, process, display, and communicate information on different

forma, using text, tables, pictures, and sound

telecommunicate a message to a distant location with teacher help.

access needed information from printed media, electronic data bases, and community resources.

Initiating Activity

Using Think-Pair-Share, the students will complete a treasure hunt with pioneer artifacts.  Each group will then share their findings with the class.

Create cooperative groups of two, then give each student an object from the past. 

Examples:

          sock stretchers                egg separator                  candle mold

          button hook                    sock darner                     lollipop mold

          maple syrup tap               butter paddle                   butter mold

          butter knife                      sugar tongs                     ice tongs

Make it clear that their answers do not have to be correct just reasonable.  As each pair examines their object the must complete a task sheet to be shared with the class.

Task Sheet Questions:

Write a description of your object, be sure to include any writing that is on the object, size, color, and materials that make up the object.

Who do you think might use this object?

How do you think this object was used?

Draw a picture of your object being used.

When the task sheet is completed the pairs will share their findings with the class.

Learning Experiences

Lesson 1 – Introduction

Laura Ingalls Wilder

Read excerpts from Little House on the Prairie, Houghton Mifflin Reading Series.

Show the video The Little House on the Prairie.  Using information from the excerpt and the movie, during a three minute pause, have students share traits of travel then and now.  Model Venn diagram use as a review. Have the students create a compare and contrast Venn diagram detailing travel of the 1800’s and travel today.  Using information from the Venn diagram, write an essay to be included in the culminating activity.

For background knowledge enlist the aid of your local historical society for presentations such as:

Age of Homespun

Toys and Past times

School Days

Visit a historical village such as Upper Canada Village.

Instruct the students, using the Earthwalk large screen computer system, how to use web sites, bookmarks, and web searches.  Post an instructional poster with  step by step instructions.

Create cooperative groups to complete the remaining portion of this unit.

Lesson 1 Rubric for Essay

Zero Paper

Totally unrelated topic or totally illegible

Lesson 2 – Pack your wagon

With a partner have the students create a KWL graphic organizer on occupations of an early western village.  As a class share the “what I know” and “what I want to know” sections to create a classroom graphic organizer.

Have each group select an occupation from the accompanying occupation list. Each group will research their chosen occupation by using encyclopedias, web site searches, school and local libraries, CD-ROM - Oregon Trail.  Look for reasons why each occupation would travel west.  Analyze the information and deduce where or why they might settle in specific areas.  Notes may be taken on an Alphasmart, if available.  The groups will discuss and complete the “what I learned” section of the KWL.  Each group will submit information for the classroom graphic organizer.

Advertise for a trail boss.  Students will submit an advertisement, from a newspaper or magazine, for a current job.  Each group will examine the advertisements and decide what information is pertinent in searching for an employee that fits the job needed.  As a class the job requirements will be shared and analyzed.  A final list of requirements will be developed as a guide for the advertisement for a trail boss.

Complete a “Pack Your Wagon” activity for a family of 4, using the CD-Rom  Oregon Trail list or a list of goods with prices from the 1800’s.  Each group will give an oral presentation explaining why an item was selected, the cost of the item, and the quantity chosen.  The class will then have an opportunity to question or comment on the supply list.

Lesson 2
KWL Example:

Lesson 2

Occupation List

Blacksmith – makes kettles, horseshoes, nails, tools, and other items out of iron

Carpenter – builds structures and makes plain furniture out of wood

Circuit Judge – a legal judge that goes from town to town conducting trials

Cobbler – makes and repairs shoes and boots

Cooper - makes wooden barrels, tubs, and buckets out of wood

Doctor – helps injured and sick people

Farmer – grows crops for food

Gunsmith – makes and repairs guns

Lawyer – represents criminals at a trial

Merchant – operates a store that sells a variety of goods

Preacher – attends to the religious need of a community

Seamstress or Tailor – designs and makes clothes for men and women

Sheriff – arrests criminals and keeps peace in a specific area

Teacher – teaches children in a schoolhouse

Telegraph Operator – sends and receives messages by morse code

Wheelwright – makes wheels for carriages, coaches, and buggies;

makes runners for pods and pungs; made spinning wheels

Whitesmith – makes pots, pans, candleholders, and other items out of tin

Lesson 3 – On the trail

Review the components of diary writing.  The students will keep a diary of the reasons for their trip and the dangers and adventures that they might encounter on their journey.  You may use any resource to get supplemental information; examples: Internet, Dear America Books, and actual diaries.  Recording the diary may be done in any manner, such as inspiration software, pencil and paper, Alphasmart, etc.

Using a route map of the Oregon Trail compare the path followed with the geographics of a United States political/physical map.  By examining the physical attributes of the land, determine the reasons for the growth of settlements along the trail.  Findings should be recorded through the use of inspiration software, graphic organizers of your own design, an essay or an oral report.

Culminating Activity

Create a table display to showcase the information and the deductions made during the unit.

  The display will include:

Occupation compare and contrast Venn diagram and essay

A diary entry explaining their need to move west

A political/physical map of The Oregon Trail and the product of their recorded findings

An inspiration software piece

Any other works completed during this unit may be included for extra credit, but are not mandatory.

Rubric for the table display:

Celebration of the Unit – Visiting the 1800’s

Set up the classroom to resemble a schoolroom of the 1800’s.  Both the students and teachers will dress in appropriate period costume.  Using the web site hoover.nara.gov/education/liw/index.html the students will be able to find instructions on making hats of this period.

Suggested activities are as follows:

Lessons in period math, use terminology from the 1800’s

Manuscript writing lessons

Recitations

Cats cradle

Button & string buzz toy

Apple & clove pomanders

Bread and butter making

Candle making

Have students bring their homemade lunches in a basket or pail.

Enrichment Questions (extra credit)

Explain the impact the westward movement had on the Native Americans.

Explain the effect slavery had on the development of western states.

Pre-requisite Skills

Students should have knowledge of the following skills prior to the starting of this unit.

Cooperative Learning Techniques

Internet Research

Note Taking on an Alphasmart

Use of Inspiration software (graphic organizers)

Diary writing

Map Skills

Oregon Trail CD-Rom

Modifications

Students with IEP’s will have their modifications met during this unit.

Unit Schedule and Time Plan

This unit is designed to take approximately a month.  The lessons vary in length, therefore it will be up to the instructor’s discretion and the student’s abilities as to how long should be spent on each lesson.

Technology Use

Alphasmart

Word Processing

Inspiration Software

Oregon Trail

Internet

Earthwalk large screen computer

Bibliography of Useful Materials

The Oregon Trail by Linda Hatch, (Carthage, IL, Good Apple Books, 1994)

Daily Life in a Covered Wagon   by Paul Erickson, (New York, NY, Penguin Books 1994)

Oregon Trail, CD-Rom,  by MECC, (Version 1.2, 1993-1994, 1996)

Dinosauring (Boston, MA, Houghton Mifflin Company, 1991)  pg. 194-262

Little House on the Prairie by Laura Ingalls Wilder, (New York, NY, Harper & Row  Publishers, 1953)

Dear America: West to a Land of Plenty by Jim Murphy, (New York, NY, Scholastic Books, 1998)