American Westward Expansion
Instructional Framework
Teresa Hayes and Carl Lund
General Description
We are using web-based instruction to supplement existing social studies curricula on American Westward Expansion of the nineteenth century. Each day of this two-week unit will include one or more activities which revolve around internet use. It provides students with the opportunity to immerse themselves more fully into the study of the era by exploring sites on the internet and completing a sort of internet-based role-playing activities where they must visualize themselves as American pioneers of the era.
Goal of instruction
Intermediate grade students will become familiar with the causes and consequences of America's Westward Expansion of the nineteenth century.
History of course of instruction
This is a modificaiton of existing intermediate grade (i.e., 4-6) American history curricula. At both C-EB Upper Elementary and Most Pure Heart of Mary, American history is a fifth-grade topic. At other institutions, it may be a year earlier or later. Currently, all social studies curricula is classroom-based. Westward expansion is considered a vital part of the social studies curriculum. Although teachers use some instructional technology (CD-ROMS (i.e., The Oregon Trail) and/or videos) at teachers' discretion, there is no systematic or curriculum-mandated use of instructional technology.
Need for instruction
We feel the use of the web for this period will enable children to more fully experience the aspects of the period. It will enable them to realize what it was like to live in the era better than traditional textbook methods, while providing diverse points of view as befitting multicultural education.
Learners' Age
9 to 12 year olds
Characteristics
At Cheyenne-Eagle Butte, around 95% of the learners are Native American. Almost all of those are Lakota Sioux. Reading levels vary from non-readers to ninth-grade reading level. Interest in history and the other social studies varies, but, in general, most students have some difficulty making the leaps to thinking about differences in time and space. This is especially true at Cheyenne-Eagle Butte where most children of this chronological age are more-or-less firmly in the concrete or formal operational Piagetian developmental stage. Technology use and the internet are both exciting for students, especially at Cheyenne-Eagle Butte where these resources seldom exist at home.
At Most Pure Heart of Mary, the population is nearly 100% Catholic. The school is supported and overseen by the parish of Most Pure Heart of Mary. The school currently requires no tuition for practicing member of the parish. This allows MPH to educate a wider range of economic and ethnic backgrounds than normally associated with a private education. However, a majority of our student body would be considered to be middle class with atleast one if not both parents working. A large percentage of our students have use of both a computer and the Internet at home. Our students and parents rely on the teachers to find ways to use the Internet in a meaningful way.
Required knowledge base
Students are assumed to have been in a United States history focused social studies class since the beginning of the school year (depending on whether the curriculum extends through Reconstruction or through the twentieth century, the exact time of year of this unit may vary.) They are expected to be familiar with United States history from early European contact through the War of 1812, and the general cultures of the native peoples (in broad categories: Plains, Southwestern, Pacific, Woodland, etc. groups of Native Americans).
Required social skills
Students need to know how to work in cooperative groups, how to follow directions, and how to communicate appropriately with others over the internet.
Required technical skills
Students need the ability to use Macintoshes, Internet Explorer or Netscape Communicator/Navigator, and the internet (i.e., be able to follow links).
Required technology access
Students need access to Internet-connected computers in groups of two (preferably) to four. The computers need an internet browser, either Netscape or IE, and a player for RealAudio files (e.g. Real Player). Other software required isOregon Trail (any version, preferably I or II) and a word processor (Word, Microsoft Works, Apple Works, WordPerfect,etc.)
Benefit of course of instruction
Students will be exposed to information in non-traditional means. It will engage visual learning and learners who do not learn well from traditional methods of instruction. It will enable students to work together towards a common goal, hone communication skills, and learn of an important period of the history of their country. Students will receive information related to the social studies curriculum through a different means of instruction which will assist their diverse learning styles. They will also become more competent on the use of technology.
Background - professional
The instructor(s) of this web course should be professionally qualified intermediate level teachers. They need to have knowledge of the
required upper elementary grades Social Studies curriculum with an emphasis on westward expansion.
Background - skills
The instructor(s) are going to have to have a working knowledge of the Internet and its capabilities. They need to be able to navigate
the web with ease.
Interest related to the project
These web based lessons are best suited for instructor(s) who posses an interest and understanding of the pioneers including the
hardship, attitude, and spirit of this group of people. They need to be able to locate and discuss the locations, weather conditions, and
terrain that the pioneers encountered.
Role in course instruction design/development/delivery
This web course is designed for the teacher(s) to be facilitators. Their main objective is to motivate and keep the class on track,
however, it would best be approached in a hands off manner.
Resources secured
Web space has been secured. For the purposes of this project, it will be hosted on Geocities. For the purposes of instruction, Most
Pure Heart of Mary has a web space which can be used. Cheyenne-Eagle Butte is in the process of receiving web space from the state
of South Dakota which can be used starting Fall 2000.
Resources needed
This course would work best in a lab situation when every student has their own Internet access. It could be done in a classroom with
one internet connection (particularly if working in groups of 2 or, if needed, 3 at a computer). Again, though, it would work best in a
computer lab.
Identified limitations/constraints
Lab time at Cheyenne-Eagle Butte is limited due to twenty classes (likely twenty-two in the 2000-2001 school year) being scheduled for one lab in forty minute periods twice every six days. Lab times would need to be traded from fifth grade to other grades if this unit were to be completed on consecutive days.
Most Pure Heart of Mary has similar restraints on their computer lab. The computer lab runs on a 50 minute schedule that matches the middle level daily time schedule. MPH has the possibility of 28 classrooms wanted to use the computer lab every day. The computer lab is set aside for project based learning and is available on a first come, first served basis. This requires teachers to plan ahead and sign up early.
Description
Located in Eagle Butte, South Dakota on the Cheyenne River Indian Reservation, Cheyenne-Eagle Butte Upper Elementary School (C-EB) contains grades three through six in self-contained classrooms and is operated jointly by the public school district and the Bureau of Indian Affairs. Aware of the benefits of technology in reaching its underprivileged students, it is dedicated to the integration of technology into education and the continual acquisition of new and updating of existing technologies.
Most Pure Heart of Mary is one of eight Catholic elementary schools serving Topeka, Kansas. MPH educates students in K-8 and sponsors a full day/half day preschool program. The K-5 classrooms are self contained and grades 6-8 uses the traditional middle school rotation of classes and teachers. This school is the only one in their district that employs a full time technology coordinator. The parents, students, parish members, and teachers of MPH are strong supporters of technology-based learning.
Resources available
At C-EB, a T1 line for Internet access, one primary computer lab of 24 Power Macs/iMacs, one secondary computer lab of Power Macs and Mac LC's, 1 Internet-accessible Power Mac G3 in each classroom, videoconferencing capabilities (at the high school), two scanners, and three digital cameras. Assorted software including Microsoft Office 98, Inspiration, HyperStudio, Internet Explorer, and Netscape Communicator. Title I funding may be available for additional resources; the Title I Director actively uses funds for these .
Most Pure Heart of Mary uses the server of a local Internet provider, CJ Networks. However, they are currently considering joining a TI line at Hayden High School, a Catholic high school located near the elementary school. MPH has one lab which consist of iMacs and Power Macs. All computers are Internet accessible and carry a variety of software which includes Inspiration, HyperStudio, Internet Explorer, Netscape Communicator, and Claris Works. The lab also has a scanner, three digital cameras, and some students have just begun learning to create movies with new video editing software. Every teacher has at least one computer in her room that is connected to the Internet; it is a;sp connected to a school server so that each teacher may send/receive in-house e-mail, post grades, and take attendance. MPH became a Title I site this year and they have received funds to help continue the computer program.
Support for project
Benefits received from support of course of instruction
At C-EB, this enables technology to be integrated into the curriculum, which is in the consolidated school reform plan. It also shows to the community, the school board, and funding agencies (state, federal, and tribal) that the money being spent on technology helps students and allows more diverse learning opportunities.
MPH is currently using their computer lab and software to help prepare their students for Kansas State Writing Assessment. The usage of our computer lab is included in our goal for QPA and continuing accreditation. The parents and supporters of MPH often look to the computer program as a way to better prepare the students for high school, college, and life.
Identified limitations/constraints
At C-EB, computer lab time is limited to two 40-minute scheduled sessions per six days. Additional lab times are possible, but time and space is limited. The internet connection speed is somewhat dependant upon usage statewide as well as other school projects (such as videoconferencing).
Most Pure Heart of Mary has similar restraints on their computer lab. The computer lab runs on a 50 minute schedule that matches the middle level daily time schedule. MPH has the possibility of 28 classrooms wanted to use the computer lab every day. The computer lab is set aside for project based learning and is available on a first come, first served basis. This requires teachers to plan ahead and sign up early.
None
Instructional objectives for the overall course
The fifth grade student will be able to identify reasons people moved west in 19th century America.
The fifth grade student will be able to describe key elements of a native culture.
Introductory information/activities
This is being done as the conclusion activity for the study of westward expansion in fifth grade American history. As such, the
preceding two weeks serve as an introduction to this.
Procedure for Instruction
Description:
Each day will provide 55 minutes of instruction and hands-on time. The hour
will be segmented in the following way:
postings.
Sequence of Lessons:
The unit is divided into 10 days of activities and 1 day for conclusion:
Development/Establishment of community
The classroom community will be further developed by the interaction students have with one another via their Hotmail journaling and responding.
DAY ONE
Instructional objective
The fifth grade student will be able to set-up a group name in Hotmail
Tasks involved and Assignments
Students will get on the computer, will get online, will go to Hotmail, and will create a new account if they don't already have a school one. They will then create a new group consisting of all students and the teacher. (All account names will be written down for this step.) (If a school has student-accessible inner-school mail or a student-accessible mail server, this may be used instead of Hotmail.)
Internet links
Evaluation
Yes=completed, No=not.
DAY TWO
Instructional objective
The fifth grade student will be able to list three reasons people moved west.
The fifth grade student will be able to define a pioneer.
Tasks involved and Assignments
Students will get on the computer, will get online, will go to Hotmail, and will check their e-mail for any new information about the class.
Students will go to the class' website to read the instructions for the day. The instructions will set up the role-playing activity for the course. "Pretend that you live in the 19th century. You and your family are moving West. As you go through the sites for this class, keep that in mind."
Students will visit http://genxtvland.simplenet.com/SchoolHouseRock/song.hts?hi+elbow and listen to the song Elbow Room using RealPlayer .
Students will visit http://tqjunior.thinkquest.org/6400 and will explore the site, especially noting why pioneers moved west and who pioneers were.
Students will go to Hotmail and complete the following journaling question:
Using 2 or more paragraphs, explain why you and your family have chosen to move west.
Students will send the e-mail to the group.
Students will log out of the computers.
Internet links
http://genxtvland.simplenet.com/SchoolHouseRock/song.hts?hi+elbow
http://tqjunior.thinkquest.org/6400
Evaluation
The teacher will read and comment on the journal entries.
DAY THREE
Students will locate and research where the pioneers re-located to in the
west. They will use a pre-selected website for their research. After they
have selected a location, they will complete a journaling activity and
e-mail their answers to the class and the teacher.
Instructional Objective
The fifth grade student will be able to analyze and select the best location
for their family of pioneers.
The fifth grade student will be able to list three reasons why they choose
their location.
Tasks Involved and Assignments
Students will get on the computer; they will get on-line, will go to
Hotmail, and will check their e-mail for any new information about the
class. Students will go to the class' website to read the instructions for
the day.
Students will visit www.amiericanwest.com/pages/towns.html
They will browse the towns listed and select a town. They will need to note
three reasons why their town is a good selection.
Students will go to Hotmail and complete the following journaling question:
Using 2 or more paragraphs, explain why you and your family have decided to
move to the town you selected.
Students will send the e-mail to the group including the teacher.
Students will log out of the computer.
Internet Links
http://www.americanwest.com/pages.towns.html
Evaluation
The teacher will read and comment on the journal entries
DAY FOUR
Students will figure out the distance between their current address and
their proposed pioneer town. They will use a miles estimating site to
assist them. Assuming they will travel 25 miles a day, they will estimate
how many days their trip will last. When both have been completed, they
will complete a journnaling activity and e-mail their answers to the class
and teacher.
Instructional Objective
The fifth grade student will be able to figure out how many miles they are
from their proposed pioneer town.
The fifth grade student will be able to estimate how many days it will take
to travel to their town using the teacher's guidelines.
Tasks Involved and Assignments
Students will get on the computer, will get online, will go to Hotmail,
and will check their e-mail for any new information about the class.
Students will go to the class' website to read the instructions for the
day.
Students will visit www.mapquest.com and figure out distance between their current hometown and their proposed town.
After determining the mileage, the students will estimate how many travel days
they will need if they travel 25 miles a day.
Students will go to Hotmail and complete the following journaling question:
Using 2 or more paragraphs, tell us how many miles it is to your destination
and explain how many days it will take you to travel there.
Students will send the e-mail to the group and teacher.
Students will log out of the computers.
Internet Links
Evaluation
The teacher will read and comment on the journal entries.
DAY FIVE
Students will learn about the Native peoples of the West, primarily Plains Indians.
Instructional objective
The fifth grade student will be able to identify key traits of Plains Indians.
Tasks involved and Assignments
Students will get on the computer, will get online, will go to Hotmail, and will check their e-mail for feedback from yesterday's assignment.
Students will go to the class' website to read the instructions for the day.
Students will go to http://www.yahooligans.com/School_Bell/Social_Studies/Cultures/Native_Americans/Tribes/
Each pair of students needs to find a tribe that was relatively close to the trail their family is taking and go to the appropriate link on the page. The pair then needs to explore the related links.
Students will go to Hotmail and complete the following journaling question:
Using at least two paragraphs, describe the culture of the Native peoples you may encounter on your trip.
Students will send the e-mail to the group.
Students will log out of the computers.
Internet links
http://www.yahooligans.com/School_Bell/Social_Studies/Cultures/
Native_Americans/Tribes/
Evaluation
The teacher will read and comment on the journal entries.
DAY SIX
Students will compare their current location to the their new pioneer town.
They will explore the natural resources, climate, and terrain differences.
They will complete a journaling activity and e-mail their answers to the
class and teacher.
Instructional Objective
The fifth grade students will be able to compare and contrast two locations
in the United States.
Tasks Involved and Assignments
Students will get on the computer, will get online, will go to Hotmail,
and will check their e-mail for any new information about the class.
Students will go to the class' website to read the instructions for the
day.
Students will visit http://www.ipl.org/youth/stateknow
and compare their current state to the state where their pioneer family is
traveling.
Students will go to Hotmail and complete the following journaling question:
Using 2 or more paragraphs, describe the differences and similarities
between your home state and your new region "out west."
Students will send the e-mail to the group and teacher.
Students will log out of the computers.
Internet Links
http://www.ipl.org/youth/stateknow
Evaluation
The teacher will read and comment on the journal entries.
DAY SEVEN
Students will use the web to find out information about historical figures of this era of American history. They will then write a brief
biographical sketch and will e-mail it to their classmates.
Instructional objectives
The fifth grade student will be able to describe notable achievements and/or failings of a historical figure of westward expansion.
Tasks Involved and Assignments
Students will get on the computer, will get online, will go to Hotmail,
and will check their e-mail for any new information about the class.
Students will go to the class' website to read the instructions for the
day.
Students will go to http://www.americanwest.com
Students will pick one person from the links
Western Pioneers, Frontiermen, Mountain Men and Fur Traders,
Gunslingers and Outlaws, or Women of the West and life on the Plains.
Students will look at the information and follow the links in the site.
Students will go to Hotmail and complete the following journaling question:
In three or more paragraphs, describe the person you have chosen to someone who has never heard of him or her before. Be sure to include not just physical characteristics but their personality traits. You may also include a paragraph on their accomplishments or failures.
Students will send the e-mail to the group and teacher.
Students will log out of the computers.
Internet links
Evaluation
The teacher will read and comment on the journal entries.
DAY EIGHT
Students will experience traveling the trail by participating in the
software The Oregon Trail. After they have traveled the trail, the students
will complete a journaling activity and e-mail their answers to the class
and teacher.
Instructional Objectives
The fifth grade students will be able to use their knowledge of westward
expansion to travel the trail successfully.
The fifth grade student will be able to identify common decisions that pioneers traveling a westward trial had to make.
Tasks involved and Assignments
Students will get on the computer, will get online, will go to Hotmail,
and will check their e-mail for any new information about the class.
Students will go to the class' website to read the instructions for the
day.
Students will use the software program Oregon Trail to experience moving westward.
Students will go to Hotmail and complete the following journaling question:
Using 2 or more paragraphs, describe what surprised you about traveling on
the trail. Explain any illnesses, deaths, or mishaps that happened.
Student will send the e-mail to the group.
Student will log out of the computers.
Internet Links
Evaluation
The teacher will read and comment on journal entries.
DAYS NINE AND TEN
The students will be given two full class periods to complete this
assignment. They view there past journal entries and use those as the base
for their stories of traveling the trail. They will be given regular
classtime to complete this story. After they have completed the story, they
will publish it on the web. This will be their final journal activity.
They will be able to read all of their classmates' stories on-line.
Instructional Objective
The fifth grade student will be able to create a realistic story of the
westward expansion and life on the trail.
Tasks involved and Assignment
Students will get on the computer, will get online, will go to Hotmail,
and will check their e-mail for any new information about the class.
Students will go to the class' website to read the instructions for the
day.
After the students have completed their story on word processing software,
they will visit http://www.kidpub.com and publish their story on the web.
Students will go to Hotmail and send out a completion notice when they are
done.
Internet Links
Evaluation
The teacher will read the on-line story and send comments to their hotmail
accounts.
CONCLUSION
The designers suggest that you wait several days to do your final and
concluding day. Generally, it takes 3 days to get stories posted to the
web. On the final day, the students will read each other's stories and
complete the course evaluation.
Instructional Objective
The fifth grade student will be able to evaluate one other person's story.
The fifth grade student will be able to analyze what they have learned
throughout this course.
Tasks Involved and Assignments
Students will get on the computer, will get online, will go to Hotmail,
and will check their e-mail for any new information about the class.
Students will go to the class' website to read the instructions for the
day.
Students will visit http://www.kidpub.com and read/comment on their classmates' stories.
Students will go to Hotmail and complete the Course Evaluation:
1) Give this web class a grade and explain why it got that grade. Tell what you liked and didn't like about it.
2) List what you learned doing this web class.
This will be sent only to the teacher, not the whole class.
Students will log out of the computers.
Internet Links
Evaluation
The teacher will read the Hotmail assignment for the day to check that each part of the assignment was completed.
General description of appearance
Each page will have a peach background and black text with blue hyperlinks. Each day's lesson will be a separate page. Frames will not be used. Appropriate clip-art which relates to the topic will be included.
Background color and/or image
Background color will be peach; background images will not be used.
Text color
Black
Unvisited link color
Blue
Visited link color
Red
Navigation
The main page will feature the course introduction and links to each day. Each day's page will have link(s) to the required website(s) and a link back to the main page.
Graphics/Images
Horizontal bars will be made using Publisher. Clip art to be used will reflect a western theme: covered wagon, cowboy, pioneers, buffalo, tipi.
Audio/Video clips and/or presentations
No original ones; however, students will access a site's audio clip in Day Two.
Plug-ins
None
Scripts/Applets
None