Learn The Great Basin
Sam D. Macaluso
TITLE OF LESSON: Wagons West
OBJECTIVE(s): Students will demonstrate knowledge of the size of a wagon making several different predictions. Students will also demonstrate knowledge of pioneer needs by developing a list of items they would take if they were traveling on a wagon train.
MATERIALS: Taped off area 4 feet wide by 12 feet long. Homework assignment selecting items for a wagon. Handouts of a wagon and the cargo that was loaded on it, butcher paper, and markers.
MOTIVATION: This activity would be used after an introduction to pioneers and westward travel. One way is by reading pioneer stories such as: Bound for Oregon by Jean Van Leenwen, Patty Reed's Doll by Rachel K Laurgaard or …If You Traveled West in a Covered Wagon by Ellen Levine. Another way is by viewing videos such as Nevada Experience-40 Mile Desert or Donner Party. Pre-knowledge discussion could also be conducted.
(This activity would take at least two days to complete.)
Procedure: Day 1
1. Read over handout of "Wagon that Traveled West."
2. Tape out a 4 feet wide by 12 feet long rectangle on the floor to show students the actual size of the wagon. (You could ask for the area of the rectangle or perimeter; if the bed was 3 feet high you could ask for cubic footage the wagon would hold).
3. Using boys and girls predict how many students could sand or sit in the wagon.
a. How many girls can stand in the wagon?
b. How many boys can stand in the wagon?
c. How many girls can sit in the wagon?
d. How many boys can sit in the wagon?
e. How many desks (1high) could fit in the wagon?
f. How many students by weight (a wagon could handle 2,500 pounds) could fit in a wagon?
4. Have students write down their predictions, then try it out with the
boys and girls.
5. Compare predictions to actual findings.
HOMEWORK
1. Send students home with the enclosed letter and have students decide what supplies they would bring if they were going on a wagon train today.
2. Have the students write down their items and bring the item list in the next day for a group activity.
DAY 2
1. In small groups have students compare and discuss their lists of items and come up with a consensus of items to put on the wagon.
2. Hand out a piece of butcher paper and markers to each group and have one person write down that group's list of items.
3. Display all lists and from these lists make a master class list of items to put on the wagon. (Be sure students are aware that a television needs extension cords (2,000 miles long) and the TV is worthless without electricity. They may bring a generator but without gas it's worthless!)
4. Hand out the list of supplies taken by the settlers. Compare and discuss the differences and similarities from this list to the group's and class list.
5. Leave the lists displayed throughout the unit.
CULMINATION: Using the handouts of pioneer supplies actually used by the settlers, students will compare their list with the pioneers' lists.
ASSESSMENT: Satisfactory completion and turning in of the homework assignment and participation in group and class discussion.
HOMEWORK
Dear Pioneer Traveler,
CONGRATULATIONS! You have been chosen to go on the 150th anniversary of one of the first wagon trains. You will be limited as to what things you can bring to put on the wagon. You will need to go home and make a list of those things you will be bringing. You can only bring a certain number of items from each area of your house. On a separate piece of paper list the items you are bringing on the wagon train (you must bring the number you are allowed).
1. Cooking utensils-12 items allowed.
2. Bedding and tent supplies-8 items allowed.
3. Weaponry-5 items.
4. Tools and extra equipment-12 items allowed.
5. Clothing-15 items.
6. Handy Articles-12 items.
7. Luxuries-12 items.
