Language Arts
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WRITING
Writing ideas
are abundant regarding Native Americans, the Whitmans, and Oregon
Trail emigrants. The ideas below are just a sample of what can be
done to generate ideas in order to get students started writing
on this general theme.
- Narcissa constantly
wrote to her family and friends. Either read aloud to students
or have students read some of the letters that Narcissa wrote
herself. This will enable students to understand the basic ideas
of regarding what Narcissa wrote about to others, how she felt
about events in her life, etc. Have students pretend that they
themselves are Narcissa or Marcus Whitman and encourage students
to write their own personal letters home. When letters are completed,
they could be exchanged with another student and responses could
also be generated. A continuous dialogue could develop throughout
the school year.
- During the winter months,
read from the book, Coyote Was Going There, by Jarold Ramsey.
Have students make up and write down their own stories and legends.
(Coyote is the name of a particular character in Indian legends.
These stories should be told only during the winter. It is said
that, "a snake will crawl up your leg" if told during other seasons.)
- Have students write short
stories (individually or as a group project) and then substitute
sign language for written words. Students can make up the sign
language and perform stories in front of the class (using sign
language only). See if other students can figure out the story
line.
- Perform a skit or a play
about pioneer or Indian life. Props could be designed and constructed
as an art activity and music could be taught during music class
(if possible to incorporate with other staff).
- Have students write reports
on occupations of yesterday. Obviously, historical occupations
were different than today, due in part, to advances in technology.
A brainstorming session, followed by a library research activity
session could begin this assignment. A variation would be to discuss
and develop papers dealing with occupations of today that possibly
will not be necessary in another hundred years.
- Discuss necessary ingredients
and steps involved in the preparation of traditional pioneer and
Indian foods. Have students write about cooking techniques, create
recipes and design steps for preparation and cooking of their
dishes.
- Read the poem PIONEER
by Beulah Hastings Wilson. Have students look up any words which
they are not familiar with in the dictionary. Then in groups of
two or three have them write down the meaning of the poem.
PIONEER
His beard was grizzled,
his coat was frayed
And his wagon's cloth had long been grayed.
His cumbersome oxen bawled their disdain,
And terror awaited him on the next plain.
Loved ones died and he mourned near the ground
As he buried his dead in their lonely mounds,
And hearing the children wail at night
He read his bible by the fire's pale light.
He left me this rich heritage:
His faith in God, his enduring grace,
His rusty gun and his oxen bell
And these words he shouted, I cherish still:
"Westward, Ho! --on and on,
Safely home to Washington!"
Belulah
Hastings Wilson
- "Spring
On the Prairie":
Read the passage describing Spring on the Prairie from "Little
House on the Prairie" to the students. Identify adjectives and
the nouns that are described. Brainstorm adjectives for the other
seasons on a large sheet of butcher paper. Using the adjectives
on the butcher paper, have students complete the paragraph (bottom
of page) to describe another season such as Fall, Winter, or Summer.
Spring On the Prairie
by
Laura Ingalls Wilder
Spring had come. The warm winds smelled exciting, and
all outdoors was large and bright and sweet. Big white shining clouds
floated high up in the clear space. Their shadows floated over the
prairie. Their shadows were thin and brown, and all the rest of
the prairie was the pale, soft colors of dead grasses.
_______________________on
the Prairie
by _______________________________
______________________
had come. The __________________ winds smelled ___________________,
and all outdoors was _______________ and ____________ and ___________________.
_________________________________________clouds ______________________
floated high up in the________________ space. Their shadows floated
_______________________________________________. Their shadows were
______________________________________________________, and all
the rest of the prairie was ___________________________________________________
___________________________________________________.
11. Have
students create and keep a diary. Remind students that a diary is
very personal. Diaries may include special events with which students
are involved, news about friends and family, how they feel about
important world happenings, original songs or poems, and dreams
or plans about the future. Above all, stress that they should enjoy
what they write in their diary. Review the importance of diaries
that the pioneers placed upon them to preserve family history. They
can do the same. Some things to do with diaries would be:
Have each
student decorate a cover for their diary. Have them make precise
measurements when they create the cover. Measure not only in standard
measurement but also in metric measurement and then compare.
With the help
of parents or other relatives, students can complete a simple
family tree.
Students can
follow written or oral directions, and complete tasks in a sequence.
They can then write entries in their diaries based on these instructions.
Borrow copies
of actual overland diaries from the library. Have students read
passages from these diaries to understand the overall idea of
what was written and included in the diaries. They can then tell
stories to younger children based on these diaries or possibly
make up stories inspired by what they read in the diary.
Discuss the
vast changes in information processing since the days of the Oregon
Trail when information was recorded in notebooks with pen and
pencil. Some students can do research on when the first typewriter
was invented. Who invented the first machine to record sound?
When did the first computers come into general use? When did the
first camera become available to take pictures of ordinary people?
Relate all of these to the Oregon Trail and the lack of these
products at that time. Show the progress that we have made in
preserving and recording history. Ask students what events or
important discoveries of today will standout and be rediscovered
100-150 years from now. Why?
Set up a learning
center where you have placed copies of pioneer diaries. At the
same time, have a blank book or notebook where students can write
down their thoughts throughout the day. Inform them that they
can either write about classroom events or something personal.
As a letter
writing activity, have students establish pen pals with students
in cities along the Oregon Trail. Have a class map with everyone
locating and marking their city and pen pal along the trail.
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LITERATURE
There is an
abundant supply of literature available that is related to the Oregon
Trail theme. Several books are about children's experiences on the
Oregon Trail. Check your local library.
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Last modified on:
February 1, 2004
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