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Pioneer Times with the McLean County History Museum

Dawn Rhoda

Chenoa Elementary

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Summer 2011

Nebraska State Historical Society,

Digital ID, nbhips 10604

Our third grade curriculum includes a field trip to the McLean County History Museum that develops student understanding of life in the prairie states during the pioneer days. In order to better prepare the students for this field trip, the students will use the Library of Congress primary sources to learn more about why people may have moved during the pioneer days and make a comparison to why people move in today’s time. After the field trip they will also use the Library of Congress primary sources to learn more about pioneer homes and make a comparison between these homes and today’s homes. The students will write about what they have learned choosing either Reasons Families Move, or Homes of Today & Pioneer Times. As an additional activity, I will read On the Banks of Plum Creek by Laura Ingalls Wilder to the students as a read aloud activity throughout the week. This series is typically beyond third grade reading levels, but done in context and as a read aloud activity it will be appropriate.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

|Overview Back to Navigation Bar |

|Objectives |Students will: |

| |use a KWL chart to record prior knowledge, desired knowledge, and learned knowledge of why people may |

| |have moved during pioneer days before the trip to the McLean County History Museum |

| |explore the Library of Congress webpage America’s Story from the America’s Library, Jump Back in Time, Go|

| |West, Young Farmer! “The Homestead Act Went into Effect” section. |

| |analyze the primary sources in “The Homestead Act Went Into Effect” using the Analyzing Primary Sources |

| |tool to observe and analyze them |

| |use this information to fill out more of the KWL chart |

| |visit the McLean County History Museum, use information gained to fill in more of the KWL chart |

| |use a Venn Diagram to compare why people move today with why they might have moved during the pioneer |

| |days |

| |use the Analyzing Primary Sources tool to observe and analyze photos of pioneer homes |

| |use a Venn diagram to compare pioneer homes to homes found today |

| |write an expository paper comparing either Reasons to Move, or Homes of Today and Pioneer Days |

| |learn more about pioneer life as they listen to On the Banks of Plum Creek by Laura Ingalls Wilder |

|Recommended time frame |12 days—average lesson length is 30 minutes. Unit can be shorter if you would like to double up on days. |

|Grade level |3rd |

|Curriculum fit |Social Studies, Language Arts, Technology |

|Materials |KWL Chart |

| |Student computers, enough for every 2 students |

| |Venn Diagram of Reasons Families Move, and Pioneer Homes & Today’s Homes |

| |Library of Congress webpage America’s Story from the America’s Library, Jump Back in Time, Go West, Young|

| |Farmer! “The Homestead Act Went Into Effect” (look under Civil War and then scroll down) |

| |Primary sources of pioneer homes (see resource table) |

| |Field Trip to McLean County Museum and accompanying workbook from the museum |

|Illinois State Learning Standards Back to Navigation Bar |

| |Language Arts |

| |Goal 1: Read with understanding and fluency. |

| |1.B. Apply reading strategies to improve understanding and fluency. |

| |1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to |

| |previous experiences and knowledge. |

| |Goal 2: Read and understand literature representative of various societies, eras and ideas. |

| |2.B. Read and interpret a variety of literary works |

| |2.B.1a Respond to literary materials by connecting them to their own experience and communicate those |

| |responses to others. |

| |Goal 3: Write to communicate for a variety of purposes. |

| |3A. Use correct grammar, spelling, punctuation, capitalization and structure. |

| |3.B. Compose well-organized and coherent writing for specific purposes and audiences. |

| |3.B.1a Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize |

| |writing to include a beginning, middle and end; use descriptive words when writing about people, places, |

| |things, events). |

| |3.B.1b Demonstrate focus, organization, elaboration and integration in written compositions (e.g., short |

| |stories, letters, essays, reports). |

| |3.C.1a Write for a variety of purposes including description, information, explanation, persuasion and |

| |narration. |

| |Goal 4: Listen and speak effectively in a variety of situations. |

| |4.A Listen effectively in formal and informal situations. |

| |4.A.1b Ask questions and respond to questions from the teacher (guide) and from group members to improve |

| |comprehension. |

| |4.A.1d Use visually oriented and auditory based media. |

| |4.B.1b Participate in discussions around a common topic. |

| |Goal 5: Use the language arts to acquire, assess and communicate information. |

| |5.C. Apply acquired information, concepts and ideas to communicate in a variety of formats. |

| |5.C.1a Write letters, reports and stories based on acquired information. |

| |5.C.1b Use print, nonprint, human and technological resources to acquire and use information. |

| | |

| |Social Studies |

| |Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United|

| |States and other nations. |

| |16.A. Apply the skills of historical analysis and interpretation. |

| |16.A.1a Explain the difference between past, present and future time; place themselves in time. |

| |16.A.1b Ask historical questions and seek out answers from historical sources |

| |16.A.1c Describe how people in different times and places viewed the world in different ways. |

| |16.E. Understand Illinois, United States and world environmental history. |

| |16.E.1 (US) Describe how the local environment has changed over time. |

| |GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the |

| |United States. |

| |17.C. Understand relationships between geographic factors and society. |

| |17.C.1a Identify ways people depend on and interact with the physical environment (e.g., farming, |

| |fishing, hydroelectric power). |

| |17.C.1b Identify opportunities and constraints of the physical environment. |

|Procedures Back to Navigation Bar |

| |Read On the Banks of Plum Creek by Laura Ingalls Wilder at appropriate times during the day out loud to |

| |the students. Read an average of 2-3 chapters each day. This will be done throughout the duration of this|

| |unit. |

| |Day One (about 30 minutes): |

| |Explain to students that we will be taking a field trip to the McLean County Museum soon. To get ready |

| |for this field trip we will be learning more about pioneer life—specifically why people moved to the |

| |frontier. Our first activity will be to fill out a KWL chart on what you already know about reasons why |

| |families may have moved to the Midwest during pioneer times. |

| |Pass out a KWL chart to each student. Fill out the K and W section of the KWL chart together as a class. |

| |Next have the students explore the Explore the Library of Congress webpage America’s Story from the |

| |America’s Library, , (click on Jump Back in Time, click on Civil War, and |

| |scroll down to Go West, Young Farmer! “The Homestead Act Went Into Effect”). |

| |Group the students in pairs and give each pair a student computer. Show the students how to get to the |

| |website on the smart board while they follow along on the student computers. Give the students about 10 |

| |minutes to explore the website. |

| |As a class, fill out as much of the L part of the chart as the students can (they will add even more |

| |after the field trip.) |

| |Day Two (about 45 minutes): |

| |The students will take a closer look at “The Homestead Act Went into Effect” on the LOC website. The |

| |students will go more in depth by analyzing the website using the Analyzing Primary Sources tool with the|

| |first 3 out of the 4 primary sources. |

| |Pass out three copies of the Analyzing Primary Sources tool to each group. Briefly explain to the |

| |students what the Analyzing Primary Sources tool is and how to use it. Do the first primary source as a |

| |“think aloud” with the students. The teacher will answer the sheet by thinking out loud and recording |

| |answers for the students to copy. This can be done on the smart board. |

| |Depending on student feedback during this process, you will either repeat the think aloud process, or |

| |have the students analyze the second primary source in pairs. |

| |The paired students will analyze the third primary source using the Analyzing Primary Sources tool. |

| |We will have a classroom discussion on what the students learn, sharing and comparing answers. We will |

| |then fill out more of the L section of the KWL chart. |

| |Day Three (all day): |

| |Go to the McLean County History Museum. Facilitate and observe the students as they do group projects as |

| |a part of the Encounter on the Prairie field trip. Make sure to bring the workbook and other materials |

| |back to classroom for future use. Enjoy! |

| |Day Four (about 30 minutes): |

| |Complete the KWL chart. Have the students add to the L section of the chart using information they |

| |learned at the McLean County History Museum. Give them a few minutes to complete on their own, then share|

| |answers with the class. |

| |Now compare these reasons to reasons why families move today in a classroom discussion. |

| |After the discussion, have the students complete the Reasons Families Move Venn diagram. Help with one or|

| |two answers, but then have the students finish independently. Collect to evaluate. |

| | |

| |Day Five-Six (about 30 minutes each): |

| |Analysis of Pioneer Homes: This will require some prep work. Before this lesson save the location of the |

| |seven primary sources being used for the Homes activity to laptop computers. These computers will be set |

| |out at various stations around the room with a different primary source on each computer. The students |

| |will rotate through the stations to complete the activity. |

| |Review what the students have already done/learned. Discuss what else they have learned. List some of |

| |these concepts on the board. |

| |Lead the discussion to point out that homes from today are different from the homes of pioneer times. |

| |Tell the students they are going to take a closer look at this concept. Explain they will be using the |

| |Primary Source Analysis Tool again. This time they will be taking a closer look at pioneer homes. |

| |Pass out three Primary Source Analysis Tool worksheets to each student. Show the students the computers |

| |around the room. Explain they will be working in pairs, rotating through the stations to learn more about|

| |three of the pioneer homes. |

| |Group the students in pairs and direct each group to a computer to start. Allow 10-15 minutes at each |

| |station. Circulate around the room checking progress with the students. Make sure they label their |

| |primary source. Encourage students to read the descriptions and any notes as well. Some of the photos |

| |have detailed, informative letters that go with them. Collect the worksheets as the students complete |

| |them to grade using the rubric. |

| | |

| |Day 7 (about 30 minutes): |

| |Today will be a sharing day. Each group of students only got to analyze 3 out of the 7 photos. The |

| |students will “jigsaw” what they have learned. Pass back the graded Primary Source Analysis Tool |

| |worksheets. Go through each primary source on the smart board. Have the students share with the rest of |

| |the class what they discovered about each photo. Encourage students to take notes, and fill in their |

| |Primary Source Analysis Tool worksheet where appropriate. |

| |Day 8 (about 20 minutes): |

| |Pass out the Homes of Today and Pioneer Homes Venn diagram. Students will complete these independently. |

| |We have not discussed homes of today, but this should not be necessary. The students should have plenty |

| |of personal experience and prior knowledge to complete the Venn diagram. Collect to evaluate. |

| |Day 9 (about 30 minutes): |

| |Pass back the Homes of Today and Pioneer Homes Venn diagram, and the Reasons Families Move Venn diagram. |

| |Explain to the students that they will write an expository comparison paper of their choice. They may |

| |compare Homes of Today and Pioneer Homes, or Reasons Families Move. Allow a few minutes for the students |

| |to choose. |

| |Have the students start their rough drafts. Conference with the students as they get done to revise, |

| |edit, and proofread as necessary. Use the rubric to record progress. |

| |While students are waiting for a conference, they may view primary sources they did not analyze with a |

| |Primary Source Analysis Tool on one of the computers around the room. |

| |Day 10-12 (about 30 minutes each): |

| |Have the students continue to work on their rough drafts. Conference with the students as they get done |

| |to revise, edit, and proofread as necessary. Use the rubric to record progress. |

| |When the rough draft has been proofread, have the students start the final copy. Use neat, cursive |

| |handwriting. These will be displayed in the hallway. |

| |While students are waiting for a conference, they may view primary sources they did not analyze with a |

| |Primary Source Analysis Tool on one of the computers around the room. |

|Evaluation Back to Navigation Bar |

| |Students’ use of the Primary Source Analysis Tool |

| |Venn diagrams for Reasons Families Move and Homes of Today & Pioneer Times |

| |Expository paper of their choice—either Reasons Families Move, or Homes of Today & Pioneer Times |

| |Observations of class participation |

| |Observations of group work at the Museum. |

|Extension Back to Navigation Bar |

| |Comparisons can be made between other areas of life such as children games & toys, education, food, |

| |children responsibilities, etc. |

| |Activities related to On the Banks of Plum Creek such as illustrations or concept maps for new vocabulary|

| |words. |

| |Collaborate with the art teacher to make drawings of pioneer homes. |

| |The students can also read any of the other Laura Ingalls Wilder Books, especially Little House on the |

| |Prairie. |

Primary Resources from the Library of Congress

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|Image |Description |Citation |URL |

|[pic] |This poster alerted many to |Library of Congress, Rare Book and Special | |

| |inexpensive land for sale in Iowa |Collections Division. | |

| |and Nebraska | | |

|[pic] |Many homesteaders built themselves |Fred Hultstrand History in Pictures Collection, |

| |sod houses, like this one, until |NDIRS-NDSU, Fargo. |m/ngp:@field(NUMBER+@band(ndfahult+c061)) |

| |the railroads brought in more | | |

| |lumber and house-building supplies | | |

|[pic] |Daniel Freeman was the first |Daniel Freeman Standing, Holding Gun, with |

| |homesteader who settled in |Hatchet Tucked in Belt, 1904. Prints and | |

| |Beatrice, Nebraska 1863 |Photographs Division, Library of Congress. | |

| | |Reproduction Number LC-USZ62-104167. | |

|[pic] |John Talcott and his brother Ernest|Fred Hultstrand History in Pictures Collection, |

| |breaking sod on the homestead, 1902|NDIRS-NDSU, Fargo. |m/ngp:@field(NUMBER+@band(ndfahult+b244)) |

|[pic] |Ole Aune and his homestead shack, |Fred Hultstrand History in Pictures Collection, |

| |Cappon, Alberta, Canada : reading a|NDIRS-NDSU, Fargo. |m/ngp:@field(NUMBER+@band(ndfahult+b262)) |

| |letter from back home. | | |

|[pic] |Joseph Burkholder family moving to |Fred Hultstrand History in Pictures Collection, |

| |their new house: leaving the sod |NDIRS-NDSU, Fargo. |m/ngp:@field(NUMBER+@band(ndfahult+b102)) |

| |house. | | |

|[pic] |The Chrisman Sisters on a claim in |Nebraska State Historical Society, Digital ID, |

| |Goheen settlement on Lieban |nbhips 10604 |m/psbib:@field(DOCID+@lit(p10604)) |

| |(Lillian) Creek, Custer County | | |

|[pic] |James Pierce Home [old Somerford |Nebraska State Historical Society, Digital ID, |

| |Post Office (Somerford)] on Sand |nbhips 10145 |m/psbib:@field(DOCID+@lit(p10145)) |

| |Creek. | | |

|[pic] |Anders Hultstrand sod house, Soper |Fred Hultstrand History in Pictures Collection, |

| |Post Office, Dakota Territory, |NDIRS-NDSU, Fargo. |m/ngp:@field(NUMBER+@band(ndfahult+c491)) |

| |1897. | | |

|[pic] |K.N. Syverud log house built in |Fred Hultstrand History in Pictures Collection, |

| |1886 near Osnabrock, North Dakota: |NDIRS-NDSU, Fargo. |m/ngp:@field(NUMBER+@band(ndfahult+b164)) |

| |Alice, Henry, and K.N. Syverud, Mr.| | |

| |& Mrs. Even Sneva and Cora, Elling | | |

| |Sonstegaard. | | |

Rubric

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|CATEGORY |4 |3 |2 |1 |

|Primary Source Analysis Tool |Each area of the Primary |All areas of the Primary |All areas of the Primary |One or more areas of the |

|(for each) |Source Analysis Tool has at |Source Analysis Tool are |Source Analysis Tool are |Primary Source Analysis tool |

| |least 3 answers (observations/|addressed and have 2 answers |addressed and have 1 answer |were not addressed. |

| |reflections/ |(observations/ |(observations/ | |

| |questions). |reflections/ |reflections/ | |

| | |questions). |questions). | |

|Venn Diagram |All areas of the Venn Diagram |All areas of the Venn Diagram |All areas of the Venn Diagram |One or more areas of the Venn |

|(Both: Reasons to Move, Homes |are answered and have at least|are answered, but some may |are answered, but have 1 |Diagram were not addressed. |

|of Today and Pioneer Homes) |2 sentences (examples) about |have 2 sentences about each. |sentence about each. | |

| |each. | | | |

|First Draft |Detailed draft is neatly |Draft includes most required |Draft includes some of the |Draft is missing required |

|(Either Reasons to Move, or |presented and includes all |information and is legible. |required information and is |information and is difficult |

|Homes of Today and Pioneer |required information. | |mostly legible. |to read. |

|Homes) | | | | |

|First Draft Introduction/ |Has an introduction including |Includes introduction and |May be missing an introduction|Missing an introduction and |

|Conclusion |a hook and a conclusion |conclusion but no hook |OR conclusion |conclusion |

|Finished Document |Detailed information presented|Mostly detailed and legible |Some information may be |Many errors in the facts and |

| |neatly in complete sentences |information with only two |missing, and may have more |mechanics. |

| |with no mechanical errors. |mechanical errors. |than three mechanical errors. | |

|Comments: |

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Handouts

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Name___________________________

|Reasons Families Moved in Pioneer Times |

|What I KNOW |What I WANT to Know |What I LEARNED |

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Name__________________

|Primary Source Analysis Tool |

|Observe |Reflect |Question |

|What do you notice first? |Where do you think this came from? |What do you wonder about... |

|Find something small but interesting.|Why do you think somebody made this? |Who? |

| |What do you think was |What? |

|What do you notice that you didn’t |happening when this was made? |When? |

|expect? |Who do you think was the audience for this item? |Where? |

|What do you notice that you can’t |What tool was used to create this? |Why? |

|explain? |Why do you think this item is important? |How? |

|What do you notice now that you |If someone made this today, what would be different? | |

|didn’t earlier? |What can you learn from examining this? | |

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Reasons Families Move

Venn Diagram

Name: ___________________________________________

Use information from class and the field trip. List what reasons families have in common to move today and during the pioneer days in the middle space. List reasons for families to move only found during pioneer times in the gray circle. List reasons to for families to move that are found only in today’s time in the dark circle.

[pic]

Homes of Today & Pioneer Times

Venn Diagram

Name: ___________________________________________

Use information from class and the field trip. List what homes have in common today and during the pioneer days in the middle space. List attributes found only in pioneer homes in the gray circle. List attributes found only in today’s homes in the dark circle.

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Reasons families may have moved during pioneer days

Reasons families may move today

Reasons families have in common to move today and in pioneer days

Attributes of Pioneer Homes

Attributes of Today’s Homes

Attributes of Pioneer Homes and Today’s Homes

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