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Use of Historical Documents in the Classroom |
Pioneer Life: A Girl and Her Story
Katrina Buffenbarger
Summer 2008
A four wheel covered wagon, with a team of
horses
Image provided by the
http://photoswest.org/cgi-bin/imager?00171014+P-1014
During this lesson
students will explore what life was like for a pioneer girl named Laura Ingalls
Wilder by reading and analyzing the book, Pioneer
Girl: The Story of Laura Ingalls Wilder written by William Anderson.
This reading will give them the background knowledge needed to create an
electronic primary source photo story.
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Objectives |
The students will be able to: ·
Read and analyze
historical fiction text ·
Demonstrate
comprehension of the text by participating in discussion and activities ·
Differentiate primary
and secondary sources ·
Produce a photo
story using technology resources |
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Recommended time frame |
10 days |
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Grade level |
5th |
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Curriculum fit |
Language Arts and Social Science
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·
Class set of Pioneer Girl: The Story of Laura Ingalls
Wilder ·
The use of a
computer lab ·
Photo story
software, free Microsoft download from http://www.microsoft.com/windowsxp/using/digitalphotography/
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Power Standard 1: Students will be
able to read, analyze, and understand a variety of literary and informational
texts for varied purposes Power Benchmark 2: Uses a variety
of comprehension processes. a. Uses the elements of reciprocal teaching (clarifying,
questioning, summarizing and predicting). b. Retells stories or parts of stories or books through oral or written
tasks. c. Responds to text in a variety of ways
(oral, written, artistic, movement) to show comprehension. Communication: Power Standard: Students will be
able to use speaking, writing, and listening strategies and technological
tools to support self-directed learning, and to share/receive information to
work with diverse groups in a variety of situations Power Benchmark 1: Communicates
effectively using speaking, listening, and technology skills a. Uses speaking skills to communicate effectively. b. Uses listening skills to communicate effectively. c. Uses technology skills to communicate
effectively. SOCIAL STUDIES Standard: Students will be
able to understand the development of civic responsibility and the influence
of economics, geography, history, political science, and behavioral science
on individuals and societies Power Benchmark - History: Students will be
able to understand the formation, development, and change of societies
through time. i. Understand how human needs, ideas, issues, and events
influence the past and present: • Exploration, colonization, and settlement • Conflict and revolution • Immigration • Growth and expansion |
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To build background knowledge,
students will read Pioneer Girl: The Story
of Laura Ingalls Wilder using the Shared Reading format. This will take
approximately five days. Day one:
Differentiate between primary and secondary sources and introduce The Library
of Congress website. Day two: Students
will explore www.loc.gov using the attached
“hot list.” They must locate at least
seven primary documents and focus on one individual story from American Life
Histories. http://memory.loc.gov/ammem/wpaintro/wpahome.html
. These primary documents will
be used later in their photo story. Day three: Introduce
Photo Story software and the attached example of a final product. Days four and five: Create
photo story using their primary documents and generalizing their knowledge of
pioneer life. |
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See attached rubric.
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Image |
Description |
Citation |
URL |
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Solomon D. Butcher in front of his dugout |
Nebraska State Historical Society, [Digital ID, e.g., nbhips
12036 |
http://memory.loc.gov/award/nbhips/lca/102/10216r.jpg |
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Log cabin with sod roof and additional log buildings with
five men and three children (girls) in front of cabin; barren slope behind
cabin; Premean[sic] Ranch penciled on glass plate |
Western History/Genealogy Department, |
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Weary pioneers
rest in front of two Conestoga wagons on a plain with mountains in the
background. Family includes an adult male and 3 adult females |
Western History/Genealogy Department, |
http://photoswest.org/cgi-bin/imager?10011929+X-11929 |
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Two men stand in front of a picket fence along the dirt |
Western History/Genealogy Department, |
http://photoswest.org/cgi-bin/imager?10011010+X-11010 |
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Photo of Laura Ingalls Wilder |
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NA |
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Visual of Laura Ingalls Wilder’s travels across the prairie |
Wilder home and museum |
http://www.lauraingallswilderhome.com/images/travelmap.jpg |
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A four-wheel covered
wagon with a team of horses crosses a desert landscape. Shows luggage tied to
the back and wheel ruts on the ground. |
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http://photoswest.org/cgi-bin/imager?00171014+P-1014
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Native American (Arapaho) men in leggings, beaded
gauntlets, and beaded feather headdresses pose near a group of tepees and a covered wagon near |
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http://photoswest.org/cgi-bin/imager?10032362+X-32362 |
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Photo of Almanzo Wilder |
Photo #225 |
NA |
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A fan letter written to Laura in 1947 by a student at |
Laura Ingalls Series Folder Mail from Fans 1933-1949 |
NA |
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A fan letter written to Laura in 1948 by a student at |
Laura Ingalls Series Folder Mail from Fans 1933-1949 |
NA |
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Original |
Laura Ingalls Wilder Series Folder Ingalls, Charles P. Homestead File 1880-86 |
NA |
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Original application for Charles Ingalls homestead |
Laura Ingalls Wilder Series Folder Ingalls, Charles P. Homestead File 1880-86 |
NA |
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Original detailed summary for Charles Ingalls’ homestead |
Laura Ingalls Wilder Series Folder Ingalls, Charles P. Homestead File 1880-86 |
NA |
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Photo of Laura Ingalls Wilder and Almanzo Wilder with
friends |
Photo #138 |
NA |
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Photo of Laura and Almanzo’s |
Photo #197 |
NA |
Music used:
Fiddle Tunes of the Old Frontier:
The Henry Reed Collection. Library of Congress, American Folklife Center http://memory.loc.gov/afc/afcreed/130/13037a19.wav
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10-6 |
5-0 |
Points earned |
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Primary sources used from “Hot List” |
Student used seven or more primary documents |
Student used less than the seven required primary
documents |
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Background knowledge |
Student used background knowledge from Pioneer
Girl: The Story of Laura Ingalls Wilder |
Little or no background knowledge was used |
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Organization of Photo Story |
A beginning, middle, and end is clearly identified |
A beginning, middle, and end are somewhat identified |
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Technology used in Photo Story |
Student used transitions |
Transition were used incorrectly or not at all |
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Music |
Student used music in their Photo Story |
Music was used incorrectly or not at all |
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Title |
Student created a unique title |
Title was not used |
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Total |
Primary Resource/Photo Story
Photo story software, free Microsoft download from http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx
Pioneer Hot List
http://memory.loc.gov/ammem/wpaintro/wpahome.html
In this site you must search using “pioneer” as your key word. You will then have the opportunity to read personal stories.
http://memory.loc.gov/ammem/award97/codhtml/hawphome.html
This site will provide a generous number of pictures. You will need to search using “pioneer” as your key word. You may also want to try other key words such as “covered wagon.”
http://docsouth.unc.edu/neh/arter/menu.html
This site provides an electronic copy with visuals
of the book Echoes from a Pioneer Life
Jared Maurice Arter, b. 1850
http://memory.loc.gov/ammem/award99/icuhtml//fawhome.html
In this site you will find visuals of pioneer life as well as historical documentation
Back to Use of Historical Documents in the Classroom
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