TIME ALLOTMENT: Six 60 minute classes
SUBJECT MATTER: Idaho History and Social Studies
Understand the importance/significance
of journal writing on the Oregon Trail.
Hardships Students will:
Landmarks Students will:
Part One: Culminating Event - Television Spot Students will:
Part Two: Culminating
Event - Television Spot
PREP FOR TEACHER
Prior to teaching have students create "aged" journal covers. Prepare the journal worksheets to insert into the student-made journal covers. Cue the videotapes to the appropriate starting point. Make transparencies of the worksheets.
From the Idaho Social
Studies Achievement Standards Grade 4 (Sections 651 - 663). http://www.sde.state.id.us/
Ask students how they feel about the move. Explain to the students that like a space pioneer, the Oregon Trail pioneers probably shared many of the same feelings. Explain that for the next few days, each student will step back in time and become a pioneer of the 1840’s setting off for a new life in Oregon. Like many pioneers, each student will keep a record of their journey.
Step 1: Spider Graph (pre-assessment) Estimated time: 10 min Hand out journals to students. Ask students if they know how to make a spider graph. Students should turn to the spider graph (wagon wheel) outline in their journal. Have the class brainstorm what they already know of the Oregon Trail. Record information on the wagon wheel graph using an overhead projector. Have students record information on their graph. The graph will be revised as students learn more about the Trail.
Step 2: Map
Estimated Time: 5 min Have students turn to the map of the Oregon
Trail in their journal. Ask students to circle Independence, Missouri
and trace the trail to Oregon with a crayon. Have students color the state
of Idaho. Model activity on overhead.
Step 3: FOCUS FOR
MEDIA INTERACTION (Video) - Introduction Have students turn to the
Introduction fill-in-the-blank fact sheet in journal. Using the overhead,
read the fact sheet out loud. Have students follow along. Have students
watch a video clip from In Search of the Oregon Trail (Introduction
to Part I) in order to fill in missing blanks on the fact sheet. Ask
students to volunteer to read answers found in video.
Step 4: Journal
Entry Read two journal entries from A Rendezvous With Idaho History
(p. 107– journal entries : Jan. 25, Feb. 10) written by a young pioneer
girl then explain the importance of journal writing as a way of recording
events. Have students write an entry in their Oregon Trail journal. Topic:
Descriptive paragraph about leaving home to travel the Oregon Trail. Remind
students to write a first person account using complete sentences. Collect
journals and tells students to think about one modern item they would
bring on the Oregon Trail trip. The item must be small enough to fit in
their pocket. The class will discuss the choices during the next lesson.
Step 5: Supplies
and Cost Introductory Activity: (10 min) Ask students what modern-day
item they each chose to pack for the trip. Have the class discuss the
item they chose. Ask students what supplies they believe pioneers packed
for their Oregon Trail trip. Have the class discuss the supplies they
Step 6: FOCUS FOR
MEDIA INTERACTION (Video) Have students turn to the Supplies
and Cost fill-in-the-blank fact sheet in the journal. Using the overhead,
read the worksheet out loud. Students should follow along. Have students
watch a video clip from In Search of the Oregon Trail (Jumping
off 10:50) in order to fill in 3 blanks on the worksheet. Ask students
to volunteer to read answers found in the video. Explain that many pioneers
over packed and had to discard many supplies.
Step 7: Supply
List Activity In small groups, have the students use a 2001 newspaper
advertisement to compare prices of supplies in 1849. Have students record
comparisons on the supply list worksheet in the journal.
Step 8: Journal
Entry Read three journal entries from A Rendezvous With Idaho History
(p. 107 - journal entries: Mar. 1, April 9, April 20) written by a
young pioneer girl about supplies, oxen and time of year to begin the
journey. Have students write an entry in their Oregon Trail journal. Topic:
Modern day item that I would pack. Collect journals and challenge students
to go an evening without a modern convenience. Examples may include TV,
Nintendo, ball point pen, electric lights, etc. Have students discuss
the challenge the following day.
Step 9: Hardships
Introductory Activity: (10 min) Ask the students what hardships they
think the pioneers faced on the trail. Have students discuss hardships.
Ask students what modern convenience they each gave up last night. Have
students share experiences.
Step 10: Journal
Reading Read three journal entries from A Rendezvous With Idaho History
(p. 107 - journal entries: May 16, May 24, July 8) written by a young
pioneer girl about long days, harsh weather and cholera. Hand out journals.
Have students turn to Hardships fill-in-the-blank fact sheet in the journal.Using
the overhead, read the fact sheet out loud. Students should follow along.
Have students watch a video clip from In Search of the Oregon Trail
(Bodily Knowledge 27:43 and To Hunt the Buffalo 34:58) in order to fill
in the 5 blanks on the fact sheet. Ask students to volunteer to read answers
found in video. Class discussion.
Step 11: How Many Steps? Have students compute how many steps it would take to walk 2000 miles. Have students measure their step and record the answer on the How Many Steps journal page. Collect journals and asks students to think how they would convince a friend to travel the Oregon Trail or to not travel the trail. Tell them that they are going to use the facts accumulated in the journal to produce a television spot. The project will begin later in the unit.
Step 12: Landmarks
Introductory Activity: (5 min) Ask students if they know of any landmarks
along the trail. Explain the significance of inscription rocks along the
Oregon Trail and tell students that they will use an Idaho map to identify
landmarks. Hand out journals. Have students turn to the Landmarks fill-in-the-blank
fact sheet in the journal. Using the overhead, read the fact sheet out
loud. Students should follow along. Divide the class into six groups of
four students. Have each group find landmarks on the map in order to fill
in the blanks on the fact sheet. Ask students to volunteer to read answers
found on the map.
Step 13: Inscription Rock Art Activity Demonstrate art activity by forming the clay around a Styrofoam ball. Using a toothpick, the carve in the clay. Distribute art materials to the class. Have students create an inscription rock. Collect journals and tells students they will share their rocks the following day. Remind students that they will also write the script for the television spot the following day. Ask students to watch three commercials on television to get ideas to share with the class.
POST VIEWING ACTIVITIES
Step 2: FOCUS FOR
MEDIA INTERACTION (Internet) - Fantastic Facts
Have the students turn to the Fantastic Facts fill-in-the- blank fact
sheet in the journal. Divide the class into six groups of four students.
Have each group look up information on the Web site in order to record
three fantastic facts on the fact sheet.
Step 3: Television
Spot Pre-production Have each of the six groups turn to television
spot worksheet in the journal. Using information accumulated in the journal,
have students compile a list of 10 facts about the Oregon Trail journey.
Have three groups write a rough draft script of a 30 second television
spot persuading people to not travel the Oregon Trail. Have the other
three groups write a rough draft script of a 30 second television spot
persuading people to travel the Oregon Trail. Students should use a stop
watch to assure their spot is about 30 seconds. Have students make a list
of props to be used in the spot and decide how to dramatize the message.
Step 4: Television
Spot Introductory Activity: (5 min) Explain to students that they
will spend 30 minutes to finalize script and rehearse spot. The remaining
30 minutewill be spent videotaping the spot. Hand out journals. Have students
finalize the script, prepare the props, and the costumes and rehearse
television spots. Videotape each groups 30 second spots.
Step 5: Television
Advertisement Production Collect journals and tell students they will
watch the television spots the following day.
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