Title: Oregon Trail
Author:
Annie Miers
Library Media Specialist
Riser Middle School
West Monroe, LA 71292
In collaboration with:
Peggy Wheelis
Library Media Specialist
West Monroe High School
West Monroe, LA 71291
Curriculum Area: American History
Curriculum Connections: Social
Studies, Geography
Standards/Benchmarks:
H-1B-M9: describing the territorial
expansion of the United States and analyzing the effects on
relations with Native Americans and external powers
H-1B-M10: analyzing the changes and regional tensions created by
Jacksonian democracy, the industrial revolution, increasing
immigration, the rapid expansion of slavery, and the westward
movement
H-1A-M4: analyzing historical data using primary and secondary
sources
G-1B-M2: identifying and describing significant physical features
that have influenced historical events
(Louisiana) Information Literacy Model
for Lifelong Learning: All 7 steps
Big6 Information Literacy Model: All
6 steps
Information Literacy Standards for
Student Learning
Introduction: The purpose of this
activity is to help students become aware of a time period in
American history, geography of the area, and it’s impact on
the development of America. The study of the settlement of Oregon
can show how groups of Americans survived and that each segment
of the population faced choices that required dedication and
stamina to achieve their goals.
Overview: Students will work in
cooperative learning groups.
Materials:
Print sources and electronic reference sources
Individual notebook for diary
Computer with Internet access
Map making materials
Prerequisite:
1. Basic knowledge of American history
2. Basic knowledge of survival skills
3. Basic knowledge in map making and reading
Time Required: 4 - 8 class periods
Learning Expectations/Outcomes:
(Louisiana) Information Literacy Model
for Lifelong Learning:
1. Defining/Focusing
Recognize that an information need exists.
Make preliminary decisions about the type of information needed.
2. Selecting Tools and Resources
Develop search strategies for locating and accessing
appropriate, relevant sources in the school library media center,
community libraries and agencies, resource people, and others as
appropriate
3. Extracting and Recording
Examine resources for readability, currency, usefulness, and
bias.
Skimming or listening for key words, "chunking"
reading, finding main ideas and taking notes.
4. Processing Information
Examine and evaluate the data in order to utilize the
information retrieved.
Interact with the information by categorizing, analyzing,
evaluating, and comparing for bias, inadequacies, omissions,
errors, and value judgments.
Either move on to the next step or do additional research
5. Organizing Information
Sort, manipulate, and organize the information.
Make decisions on how to use and communicate their findings.
6. Presenting Findings
Apply and communicate what they have learned (e.g., research
report, project, illustration, dramatization, portfolio, book,
book report, map, oral/audio/visual presentation, game,
bibliography, hyper stack)
7. Evaluating Efforts
Students evaluate their efforts
Big6 Information Literacy Model:
1. Task Definition
Define the problem.
Identify the information needed.
2. Information Seeking Strategies
Brainstorm all possible sources.
Select the best source.
3. Location & Access
Locate sources.
Find information within sources.
4. Use of Information
Engage (e.g., read, hear, view).
Extract relevant information.
5. Synthesis
Organize information from multiple sources.
Present the result
6. Evaluation
Judge the result (effectiveness).
Judge the process (efficiency).
Information Literacy Standards for
Student Learning:
Standard 1: The student who is
information literate accesses information efficiently and
effectively.
Indicator 1: Recognizes the need for information.
Indicator 2: Recognizes that accurate and comprehensive
information is the basis for intelligent decision making.
Indicator 3: Formulates questions based on information needs.
Indicator 4: Identifies a variety of potential sources of
information.
Indicator 5: Develops and uses successful strategies for locating
information.
Suggested Activities:
Students research Internet, Bell & Howell (online reference
materials), and the on-line card catalog for information on that
period of American history. Each group will research a specific
topic - history of the time period, overview of the trip, food
and cooking, maps, information about specific historical sites,
other information. Students will locate pictures and/or
photographs depicting this era.
Standard 2: The student who is
information literate evaluates information critically and
competently.
Indicator 1: Determines accuracy, relevance, and
comprehensiveness.
Indicator 2: Distinguishes among fact, point of view, and
opinion.
Indicator 3: Identifies inaccurate and misleading information.
Indicator 4: Selects information appropriate to the problem or
question at hand.
Suggested Activities:
Students will compare/contrast information from different sources
and evaluate the credibility of each source.
Standard 3: The student who is
information literate uses information accurately and creatively.
Indicator 1: Organizes information for practical application.
Indicator 2: Integrates new information into one's own knowledge.
Indicator 3: Applies information in critical thinking and problem
solving.
Indicator 4: Produces and communicates information and ideas in
appropriate formats.
Suggested Activities:
Some students will create a map of the Oregon Trail.
Each group will create a presentation describing the journey to
Oregon.
Standard 4: The student who is an
independent learner is information literate and pursues
information related to personal interests.
Indicator 1: Seeks information related to various dimensions
of personal well-being, such as career interests, community
involvement, health matters, and recreational pursuits.
Indicator 2: Designs, develops, and evaluates information
products and solutions related to personal interests.
Suggested Activities:
Students will research information about other world events
during this time period. Historical sites on the Oregon Trail and
significant people involved in the development of the Oregon
Trail will be identified.
Standard 5: The student who is an
independent learner is information literate and appreciates
literature and other creative expressions of information.
Indicator 1: Is a competent and self-motivated reader.
Indicator 2: Derives meaning from information presented
creatively in a variety of formats.
Indicator 3: Develops creative products in a variety of formats.
Suggested Activities:
Each family group will create a diary of their daily adventures
on the Oregon Trail.
Standard 6: The student who is an
independent learner is information literate and strives for
excellence in information seeking and knowledge generation.
Indicator 1: Assesses the quality of the process and products
of personal information seeking.
Indicator 2: Devises strategies for revising, improving, and
updating self-generated knowledge.
Suggested Activities:
Students will keep a journal of all sources consulted and rate
them according to credibility and readability. Each person will
maintain a working bibliography.
Standard 7: The student who contributes
positively to the learning community and to society is
information literate and recognizes the importance of information
to a democratic society.
Indicator 1: Seeks information from diverse sources,
contexts, disciplines, and cultures.
Indicator 2: Respects the principle of equitable access to
information.
Suggested Activities:
Students will evaluate world events and their impact on the
decision of American citizens to move to Oregon.
Standard 8: The student who contributes
positively to the learning community and to society is
information literate and practices ethical behavior in regard to
information and information technology.
Indicator 1: Respects the principles of intellectual freedom.
Indicator 2: Respects intellectual property rights.
Indicator 3: Uses information technology responsibly.
Suggested Activities:
All print and nonprint sources will be cited using proper MLA
form. All materials will be summarized.
Standard 9: The student who contributes
positively to the learning community and to society is
information literate and participates effectively in groups to
pursue and generate information.
Indicator 1: Shares knowledge and information with others.
Indicator 2: Respects others' ideas and backgrounds and
acknowledges their contribution.
Indicator 3: Collaborates with others, both in person and through
technologies, to identify information problems and to seek their
solutions.
Indicator 4: Collaborates with others, both in person and through
technologies, to design, develop, and evaluate information
products and solutions.
Suggested Activities:
Students will seek participation of members of their group with
other groups and expect a high level of performance from each
member.
Strategies:
This lesson was developed through collaborative planning
between the LMS and the American history teacher. This lesson can
be taught as one lesson or as two lessons.
Prior to class visitation to the LMC,
the LMS will:
Compile a webliography and bookmark required Internet sites.
Acquire both fiction and nonfiction books and nonprint materials
related to the Oregon Trail.
Identify and inform both the teacher and students of appropriate
subject heading for effective searching of the online catalog and
magazine databases.
On the first library day, the LMS
will introduce the LM resources. The LMS will review the lesson
with the class and develop the Task Definition and Information
Seeking Strategies.
Model questions for Oregon Trail:
What was the purpose of the Oregon Trail?
What was the impact of the Oregon Trail on the development of the
United States?
Who was president during this time?
What important legislation occurred in Congress during this time
period?
Why did people want to go to Oregon?
What important events were happening in other countries?
What was the date of the first trail trip?
What types of wagons were used on the trip?
What was the length of the trip?
What possible obstacles were encountered on the trip?
What basic supplies were taken on the trip?
What was the price of the supplies taken on the trip?
What were some typical meals and food treats?
What rivers, mountains, landforms, forts, towns, and Indian
tribes could be found on the Oregon Trail?
Are the forts, towns, and landforms still in existence today?
What type of amusements and entertainment would typical on the
long trip?
What were major causes of death on the trail?
Describe a typical mountain man.
Career Research:
Research an occupation needed today that corresponds
to those required for successful completion of the Oregon Trail
(cartographer, automobile mechanic, travel guide, veterinarian,
and explorer).
Include a job description, working
conditions, salary, hours, education and training,
certifications, professional associations/societies,
qualification, employment outlook, advancement, related
occupations, advancement, related occupations.
Related topics/searches:
Read the biographies of early American
explorers.
Evaluation/Critique:
The teacher and the school LMS will determine:
criteria and standards were met;
information process model was followed;
accuracy of information;
use of high level critical thinking;
appropriate writing techniques;
all sources cited in proper format;
all questions answered;
finished product presented in creative manner
Suggested Reading List:
Along the Trail with Lewis and Clark – Barbara Fifer
Beyond the Mississippi; Early Westward Expansion of the United
States – Angela Herb
Laura Ingalls Wilder books
Across the Wide and Lonesome Prairie: The Oregon Trail Diary of
Hattie Campbell- Kristiana Gregory
Facing West: A Story of the Oregon Trail (Once Upon America
Series) – Kathleen Kudlinski
How the Settlers Lived – Laycock
Of Courage Undaunted – Daugherty
Man of the Mountains – Luce
Oregon Trail - Parkman |