Pioneers Simulation

Learn Through Experience

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Copyright © 1974, 2001 Interact10200 Jefferson BoulevardP.O. Box 802Culver City, CA 90232800-359-0961 • www.teachinteract.comISBN# 978-1-57336-111-8

Project Editor: Kristen MuirGraphics Editor: Joelyn BricknerManaging Editor: Stacy Yount

All rights reserved. Only those pages of this simulationintended for student use as handouts may be reproduced bythe teacher who has purchased this teaching unit fromInteract. No part of this publication may be reproduced, storedin a retrieval system, or transmitted, in any form or by anymeans—electronic, mechanical, photocopying, recording—without prior written permission from the publisher.

PIONEERS

Product Code: INT68

A Simulation of Decision Making on a Wagon Train

Author JOHN WESLEY and his wife Diane currently liveand work in Spokane, WA. Since writing his first Interactsimulation, Discovery, John has authored or co-authoredmore than twenty additional Interact publications. Since1981 John has held a number of positions at SpokaneCommunity College, including Director of LearningResources, Web Master, Director of Continuing Education,Director of Distance Learning and his current position asDirector of Instructional Services. John also teaches avariety of classes and presents workshops related to variousaspects of educational technology and distance learning.Before moving to Spokane, John taught elementary andJunior High in the Cajon School District in southernCalifornia for ten years.

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DSThe nationwide movement for high standards has not only determined what

students should learn, but also has mandated that students demonstrate what theyknow. PIONEERS is a standards-based program addressing National History andEnglish Language Arts Standards. The content and skills presented in this unitare the targets of most state frameworks for language arts and American history.PIONEERS especially addresses Applied Learning Standards. In the simulationstudents, organized in wagon trains traveling in the mid-1800s, completeassignments and earn points that take them along a Westward Trail fromIndependence, Missouri to Oregon. Along the way students make trail decisionsthat affect their journey. Together they collect data about the problem, generate alist of solutions, and cooperatively decide their course of action.

National Standards for HistoryStandards in Historical Thinking

Standard 2: The student comprehends a variety of historical sourcesThe student is able to:• Read historical narratives imaginatively, taking into account what the

narrative reveals of the humanity of the individuals and groupsinvolved—their probable values, outlook, motives, hopes, fears,strengths, and weaknesses.

Standard 3: The student engages in historical issues analysis andinterpretationThe student is able to:• Consider multiple perspectives of various peoples in the past by

demonstrating their differing motives, beliefs, interests, hopes, and fears.

Standard 5: Historical issues analysis and decision makingThe student is able to:• Identify issues and problems in the past and analyze the interests, values,

perspectives, and points of view of those involved in the situation.

United States History StandardsEra 4 Expansion and Reform (1801–1861)

Standard 1: United States territorial expansion between 1801 and 1861, and howit affected relations with external powers and Native Americans.

STANDARDS

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DS NCSS Curriculum Standards for Social Studies

Strand 5: Individuals, Groups, & InstitutionsThe learner can:• Demonstrate an understanding of concepts such as role, status, and social

class in describing the interactions of individuals and social groups.• Identify and analyze examples of tensions between expressions of

individuality and group or institutional efforts to promote socialconformity.

Strand 6: Power, Authority, & GovernanceThe learner can:• Analyze and explain the ideas and mechanism to meet needs and wants

of citizens, regulate territory, manage conflict, establish order andsecurity, and balance competing concepts of a just society.

• Examine conditions, actions, and motivations that contribute to conflictand cooperation within and among nations.

NCTE Standards for the English Language ArtsStandard 7. Students conduct research on issues and interests by generating

ideas and questions, and by posing problems. They gather, evaluate, andsynthesize data from a variety of sources to communicate their discoveriesin ways that suit their purpose and audience.

Standard 8. Students use a variety of technological and informational resources(e.g., libraries, databases, computer networks, video) to gather andsynthesize information and to create and communicate knowledge.

California Applied Learning StandardsStandard 6. Students will understand how to apply communication skills and

techniques. Students will demonstrate ability to communicate orally and inwriting.

Standard 8. Students will understand the importance of teamwork. Students willwork on teams to achieve project objectives.

PIONEERS Teacher Guide ©2001 Interact | www.teachinteract.com | INTERACT

STANDARDS

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Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Setup Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Unit Time Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Daily Directions

Day 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Day 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Day 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Day 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Day 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Day 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Day 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Day 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Day 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Day 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Day 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Day 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Day 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Day 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Day 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Reproducible MastersPIONEER TRAVEL TRIVIA (Pretest/Posttest). . . . . . . . . . . . . . . . . . . . . 76CHALLENGE PROJECTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78COOPERATIVE GROUP WORK RUBRIC . . . . . . . . . . . . . . . . . . . . . . . 79AVAILABLE SUPPLIES LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80HACKER TRAIL MAP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81DIARY ENTRY RUBRIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82WAGON: Travel Markers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83WAGON MASTER’S LOG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84TRAIL DECISION RUBRIC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85TRAIL DECISIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86RESEARCH PAPER RUBRIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88WRITING CONVENTIONS RUBRIC . . . . . . . . . . . . . . . . . . . . . . . . . . . 89ORAL PRESENTATION RUBRIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

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TABLE OF CONTENTS

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In PIONEERS, students simulate situations and events similar to thoseexperienced by pioneers who headed west in early wagon trains. As settlersheading west during the mid-1800s (1840–1870) the students face challengessuch as floods, droughts, blocked trails, snakes, Native Americans, and lack offood. The would-be homesteaders must make numerous individual and small-group decisions (e.g., what to do about a lack of water, how to cross a floodedriver, how to deal with others on the trail, and which trail to take). Thesedecisions and the other events provide the students with a realistic view of whatpioneer life was like, why people went west, and what happened to them alongthe trail. While learning about wagon trains and pioneer life, students learn howto take notes, how to outline material, and how to write a brief research paper.

Specifically, your students will experience the following:

Knowledge• Supplies that early pioneers took west• Reasons people went west• The effect of nature on pioneer life• Obstacles that pioneers faced• Possible fates that awaited early homesteaders along the trail• The 5 Ws of writing: who, what, where, when, and why

Skills • Decision making• Outlining• Note taking• Developing a focus question• Writing a short research paper• Writing diary entries• Working with limited supervision

Attitudes • Understanding the importance of the great migration west• Valuing the impact of the human spirit• Appreciating the settlers’ rugged life• Valuing teamwork

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PURPOSE

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PIONEERS starts when students, role-playing family identities on wagon trains,select supplies to take west. The wagon trains then begin the long journey alongthe Hacker Trail—an imaginative trail patterned after the Oregon and Californiatrails. Along the trail students must make numerous decisions, write diary entries,research and write a paper, and experience various fates.

The speed with which wagons move along the trail depends upon the pointsstudents earn for their class work. Each student writes four diary entriesconcerning why they are going west, what happens to them along the way, andhow they cross a flooded river. In addition to these diary entries, students make aseries of individual and group decisions concerning water rights, which trail totake, and how to handle daily problems that arise along the trail. Once studentsbecome involved in moving west they write a short research paper on a topicrelated to westward expansion in America. Finally, students experience “Fate”during Days 5–14. The Frontier Fates simulate events that might have occurredalong the trail west. These fates also provide students with direct involvement intheir journey and give them some feeling of the helplessness that early pioneersmust have felt. The simulation concludes with the wagon trains either reaching orfailing to reach their destination in Oregon.

Like all Interact units, PIONEERS provides differentiated instruction through itsvarious learning opportunities. Students learn and experience the knowledge,skills, and attitudes through kinesthetic, hands-on activities. Adjust the level ofdifficulty as best fits your students when assessing their work, and encouragespecial needs students to select activities which utilize their strengths and allowthem to succeed. Work together with the Resource Specialist, Gifted and TalentedSpecialist, or other itinerant teacher to coordinate instruction.

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OVERVIEW

P I O N E E R S


SETUP DIRECTIONS

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1. Before You BeginCarefully read PIONEERS in its entirety to become familiarwith its elements, lessons, and procedures. Study the StudentGuide, which contains student materials and student directions.

2. Timing OptionsPIONEERS consists of 15 lessons. The Unit Time Chartsuggests that you work with each lesson for approximately 60minutes. This simulation is meant to be flexible. The lessonplans provide only one route to follow. The followingsuggestions are just a few ways this simulation can be modified. • Use only one or two of the trail decisions as a mini-unit or a

decision-making lesson on frontier life.• Use only the diary entries as part of a social

studies/language arts unit on frontier life.• Place the students in groups of three or four and use only

the selection of supplies activity. This would be anintroduction to frontier life and a very good exercise ingroup decision-making.

• Spend additional time on the research skills and writing theresearch paper. Include expanded lessons on note-taking andthe various requirements involved in writing a longerresearch paper.

• Add additional Frontier Fates to portray events andsituations you wish to emphasize.

• Add additional diary entries or trail decisions to stress facts,events, and situations you deem important for your class.

• Supplement the simulation with outside materials such asfilms, lectures, field trips, and internet resources.

3. Grouping StudentsDivide your students in advance into four heterogeneous groups(wagon trains). Strive to establish fair cooperative learninggroups by including equal distribution of students abilities andpersonalities between groups. Each wagon train is set up to havea maximum of nine members. The number of students in eachwagon train need not be equal, as the scoring procedure willeven out any differences (See Setup Directions #10, PioneerProgress on page 8 for more information). If you have morethan 36 students, make five wagon trains and reuse the WagonTrain 1 identities (see page 4 in the Student Guide).

15+ hoursTake time to carefully look at the

schedule and adapt the unit tomeet your students’ needs.

Take special notice of the shortresearch project during Days

7–10. Additionally, note that theresearch papers are due back to

students on Day 11. Scheduleenough time between days 10 and11 to read, correct, and score the

research papers.

See Interact’s FUNDAMENTALSTEPS or BASIC STEPS writingprograms for complete lessons onwriting skills.

Cooperative Groups

4. Assigning RolesWithin each group, students assume a particular identity. Oncethe students are members of a wagon train, assign them or allowthem to choose one of the family identities on that wagon train.If you have only eight members on a wagon train, allow them tochoose from only the first eight identities; if there are onlyseven on the wagon train, they choose from only the first sevenidentities. (This is because the identities in each wagon trainhave been balanced against those in other wagon trains andmany Frontier Fates are directed to particular identities.)

Each wagon train chooses a wagon master to lead them ontheir “journey” west. The wagon master is responsible for thefollowing:Wagon Master’s Tasks• Correctly complete the Wagon Master’s Log

— Enter all points earned by wagon train members— Keep track of the wagon train’s Energy Factor (EF)— Calculate Delay Points (DPs)— Tabulate Total Trail Points

• Move the wagon train marker the appropriate distance onthe Hacker Trail Map

Wagon Master’s Leadership Responsibilities• Coordinate Pioneer Paperwork Folder• Lead discussion of Trail Decisions; make final decision if

wagon train does not all agree• Help resolve any conflicts; encourage cooperation among

wagon train members

5. MaterialsThe following materials are needed for this unit, particularly forthe Frontier Fates. Gather materials in advance of the simulation.• Bulletin board (large; for Hacker Trail Map) — one• Construction paper (for diary covers; 9" x 12") — class set• File folder (for Pioneer Paperwork Folders; or construction

paper; 12" x 18") — one per wagon train• Index cards (3" x 5"; lined) — 10–15 per student• Overhead projector — one• Paper (lined) — four sheets per student (Diaries) + two

class sets (Pretest and Posttest)


SETUP DIRECTIONS

P I O N E E R S

Assist groups with choosing theirwagon masters as necessary.

Family identity information isfound on pages 4 and 5 of theStudent Guide.

• Paper (blank) — three class sets (Optional)• Resource Materials (Dictionaries, Encyclopedias, resources

related to research topics, and for various Frontier Fates) —several

• Stapler — severalFor Frontier Fates• Coins (for coin toss) — at least one per wagon train• Chair — one• Checkers — class set• Die — one per wagon train• Fabric (to make an arm sling) — two pieces per wagon train• Tape (masking) — roll• Trash can — one

6. Preparing Materialsa. Classroom Map

Make an overhead transparency of the HACKER TRAILMAP to track your students’ progress during the simulation.Project this map onto butcher paper on the wall to create alarge-scale version. The wagon master from each wagon trainwill move the group’s wagon marker each day. Other displayssuch as pictures, exhibits of homesteading supplies, models ofcovered wagons, or maps of the old West also increasestudent interest. Invite students to color/decorate the map.

b. Travel MarkersPioneers traveled in covered wagons during their journey west.Prepare small wagon markers for the wagon trains to charttheir travels. Use the template (WAGON: Travel Markers)provided on page 83 or make your own if the size does notmatch your Classroom Map.

c. Frontier FatesMany of the Frontier Fates require student participation indetermining the consequences. Students are asked to callcoin tosses and the roll of a die, pitch a coin or checker intoa chair, at a wall, and into a trash can. Due to thiscomponent of the simulation, there are several things youcan do to prepare your classroom. Below is a list of theFrontier Fate, day, and the preparation necessary.• Frontier Fate 10 (Day 6) — mark off 12 inches and 15

feet from wall with masking tape• Frontier Fate 23 (Day 9) — mark off 15 feet from chair

with masking tape


SETUP DIRECTIONS

P I O N E E R S

If your copying is limited, studentscan use blank paper for TrailDecisions 2–4.

The bigger and more colorful yourstudents make the map the moremotivation it provides.

• Frontier Fate 24 (Day 9) — mark off 10 inches and 20feet from wall with masking tape

• Frontier Fate 31 (Day 10) — mark off 10 feet from trashcan with masking tape

• Frontier Fate 33 (Day 10) — mark off 10 inches and 20feet from wall with masking tape




• Frontier Fate 53 (Day 13) — mark off 15 feet from wallwith masking tape




Additionally, many Frontier Fates require students tocomplete research and write a 50–100 word paragraph on aspecific topic. To prepare for this component of thesimulation, have resources available on the following topics.• Frontier Fate 12 (Day 6) — burns• Frontier Fate 15/17 (Days 7 and 8) — rattlesnake bite• Frontier Fate 19 (Day 8) — broken leg• Frontier Fate 25 (Day 9) — scorpion sting• Frontier Fate 48 (Day 9) — cholera• Frontier Fate 58 (Day 13) — dysentery• Frontier Fate 60 (Day 13) — rabies

7. Reproducible MastersFor your convenience, the Reproducible Masters are listed inthe order of use and are located at the end of the DailyDirections. You may duplicate them now or wait until you needthem. The quantity of each is indicated in Italics.• PIONEER TRAVEL TRIVIA (Pretest/Posttest) —

two class sets• CHALLENGE PROJECTS — class set or one per wagon

train, and/or one to post• COOPERATIVE GROUP WORK RUBRIC — class set or

transparency + one to post• AVAILABLE SUPPLIES LIST — class set• HACKER TRAIL MAP — one per wagon train +

transparency


SETUP DIRECTIONS

P I O N E E R S

• DIARY ENTRY RUBRIC — class set or transparency +one to post

• WAGON: Travel Markers — one per wagon train• WAGON MASTER’S LOG — four (one per wagon train)

+ four (Optional)• TRAIL DECISION RUBRIC — class set or transparency +

one to post• TRAIL DECISIONS — three class sets or transparency• WRITING RESEARCH PAPER RUBRIC — class set or

transparency + one to post (Optional)• CONVENTIONS RUBRIC — class set or transparency +

one to post (Optional)• ORAL PRESENTATION RUBRIC — class set or

transparency + one to post (Optional)

8. Pioneer Paperwork FoldersPrepare a folder for each group of students using file folders orconstruction paper. Inside the front cover of the folder, attach acopy of HACKER TRAIL MAP. During the simulation,students keep their Student Guides, Diaries, Trail Decisions, andthe WAGON MASTER’S LOG inside this folder.

9. Unit Elements a. Student Guide

Each student uses this 16-page document for backgroundinformation relevant to the unit, instructions related to thesimulation, and guidance in writing their research papers.

b. Travel DiaryWriting diary entries give students an opportunity tosynthesize and express their new knowledge andunderstanding.

c. Trail DecisionsAlong the trail to Oregon, there are four opportunities forstudents to make decisions given a specific situation.Students use note-taking skills to write down importantinformation related to the situation. Students individuallydecide the best action to take and then participate in a groupdiscussion leading to a group decision.

d. Frontier Fates Frontier Fates simulate events that might occur along thetrail (For more information see Setup Directions #12,Frontier Fates on page 10).


SETUP DIRECTIONS

P I O N E E R S

The second copy of the log canbe posted for examination by the class.

If copying is limited, use atransparency instead of the classset of TRAIL DECISIONS.Students use blank paper forthese assignments.

Rubrics are provided for the diaryentries, trail decisions, andresearch paper.

e. Research PaperStudents write a short research paper on a topic related toWestern history. Suggestions are provided on page 16 of theStudent Guide.

f. Challenge ProjectsChallenge projects offer more opportunities to enhance thelearning experience. Some students want or need additionalwork. Optional challenge projects are found onCHALLENGE PROJECTS (page 78). Those listed areintended to stimulate your students’ imagination. You andyour students can list additional projects, depending oninterests, skills, and available materials. Have your studentswork on these projects during free time inside or outsideclass. Grade these projects on a scale of 1–20 using one ofthe rubrics provided. These points are added to those earnedfrom other assignments and help move wagon trains west.

10. Pioneer Progressa. Earning Points

Using your own assessment criteria or the rubrics includedin this Teacher Guide, score the following studentassignments from 1–10 points:• Diary entries (four)• Trail decisions (four)• Note cards (assessed Day 8)

On Day 10, students work in their cooperative groups tocomplete an objective assessment of learning (earning 1–10points per student).

Using the RESEARCH PAPER RUBRIC included in thisTeacher Guide, score the research paper from 1–20 points.Additional points can be earned through the following:• Challenge Projects (scored 1–20 points)• Other classroom work (scored as appropriate to

assignment)

Normal progress of a wagon train is based on the averagestudent receiving a 6 or 7 on each assignment and severalstudents in each wagon train doing a Challenge Projectsometime during the simulation.


SETUP DIRECTIONS

P I O N E E R S

Students work on their researchpapers Days 7–10. Plan for timeoutside of class between thesesimulation days for studentresearch. Research papers arereturned to students on Day 11. Besure to allow enough time betweenDays 10 and 11 to read andcomplete the scoring for allresearch papers.

Adapt the specialized rubrics tothe Challenge Projects. Studentscan use these points to increasetheir wagon train’s movementwest.

To provide additional incentive forcooperation, use the CooperativeGroup Work Rubric. Providegroups with a daily score they addto their total points earned (line 1on the Wagon Master’s Log).

b. Moving Along the TrailStudents use the points they earn for each assignment to helpmove their trains along the trail. The daily points earned byeach student on the wagon train are added together and thenmultiplied by the wagon train’s Energy Factor (EF; seeSetup Directions #11, Energy Factor on page 10 for moreinformation). This number translates into the Total TrailPoints used to move the wagon train along the map.

Use the following schedule to determine the number of TotalTravel Points necessary to move any size wagon train onedot across the Hacker Trail Map. This schedule wasdeveloped to ensure equality among differing sized wagontrains.

c. Turning Back There may be a time when a wagon train finds it necessaryto turn around, go back to a junction, and take another trail.Going backward is permitted and requires the same numberof trail points to move each dot. Thus, if a wagon train weresix dots past the Prairie Crossing junction on the BurialGrounds Trail and decided to turn around, it would have toearn enough points to move the six dots back to the junctionbefore it started down the Cheyenne River Trail.


SETUP DIRECTIONS

P I O N E E R S

No. of members Points1-member train 1102-member train 1303-member train 1504-member train 1755-member train 2006-member train 2207-member train 2508-member train 2809-member train 310

11. Energy FactorAt the beginning of the simulation, each wagon train has anEnergy Factor (EF) of 50. This EF represents three things on thewagon train: • People’s enthusiasm and ability to work• Wagons and their supplies• Livestock the homesteaders are taking

At the beginning, the people are healthy, their spirits are high,their animals are well-fed and healthy, their wagons are in goodrepair, and the families have the maximum amount of supplies.As the trip progresses, however, supplies diminish, people andanimals get sick and some even die, wagons begin to fall apart,and the spirits of the people sometimes fall. The wagon train’sEF is intended to simulate all of these events.

Certain Frontier Fates that individuals and trains will experiencereduce the wagon train’s EF (e.g., if a man or woman dies, thetrain’s EF is reduced by 3; if an oxen is lost, the EF falls by 2).To see how the EF is used in the simulation, study the WAGONMASTER’S LOG. (Notice that the EF is multiplied by theactual number of points the train’s members earn to give thenumber of Total Trail Points that move the train along theHacker Trail.)

12. Frontier Fates Beginning Day 5, you will read Frontier Fates. These fatesincorporate events and facts that are not covered by one of thediary entries or one of the trail decisions. The Frontier Fates addan important element of realism to the simulation. Studentsenjoy them because of anticipation and excitement. Before eachday begins, review the Frontier Fates that will appear duringthat day. This will give you an idea of where things are goingand will allow you to be a step ahead of the students.a. Three categories of Frontier Fates

Each fate describes Who is involved, What actuallyhappens, Where the action takes place, and the Fate ofthose involved. • Some fates apply to everyone• Some fates apply only to those using certain trails• Some fates apply only to specific identities


SETUP DIRECTIONS

P I O N E E R S

Use EF for classroommanagement, awarding forappropriate behavior as well aswork completed.

The Frontier Fates are found atthe end of the Daily Directions forDays 5–14.

b. Chance FactorMany Frontier Fates include a chance factor, since thesethings did not happen to everyone or every wagon train. Forexample, not everyone was bitten by a rattlesnake, but it wasprobable that someone would be bitten before a trainreached its destination.

Once the who, what, and where of a Frontier Fate is read,the students involved either receive the fate or have a chanceto avoid the fate. To simulate chance, students may call acoin toss or the roll of a die or try to pitch a checker or coininto a trash can. Any student who “loses,” has the event andfate happen to him/her.

c. Adding your own FatesAs the simulation progresses, add additional Frontier Fatesas the need arises (for example, to meet unexpected needs,such as decisions not covered; to incorporate other eventsand material; to make a specific point, such as the cruelty ofthe desert or the importance of salt).

d. Assessing Responses to FatesSome Frontier Fates require a student to analyze a problem,work out a solution, and write a brief research paragraph.The fate of the student depends on whether he/she does anacceptable job on this assignment. Only you can fairly judgewhether a given student has done an acceptable job on anygiven assignment. No attempt has been made topredetermine types of responses or quality of individualstudent work. Use your own judgment of what a certainstudent is capable of doing.


SETUP DIRECTIONS

P I O N E E R S

You may invent other ways tosimulate fate. Be creative!

When assessing responses to fates,use a rubric when appropriate.

13. Dividing/Joining Wagon TrainsAt the beginning of the simulation, the class is divided into fourwagon trains. As the simulation progresses, one or more wagontrains may want/ask to divide or unite. If you allow a wagontrain to divide or two or more to unite, follow these rules toensure the smoothest operation. • Each new wagon train must have a wagon master. • Calculate a new EF.

— If dividing, divide each train’s current EF evenly amongall wagon train members. For example, if a wagontrain’s EF is 45 and has nine members, each memberwould take an EF of 5 to his/her new train.

— If two trains are joining together, simply add their EFstogether to get the EF for the new, larger train.

• Use the following schedule to determine the number of TotalTravel Points necessary to move larger wagon trains one dotacross the Hacker Trail Map.

14. Extensionsa. Research Presentations

Have students prepare a short oral presentation of theirresearch for whole class learning.

b. Campfire CircleConsider having a “campfire circle” if several studentscomplete imaginative Challenge Projects. Have the classform a large circle and allow students to present theirprojects (poems, songs, skits, etc.) to the whole class.


SETUP DIRECTIONS

P I O N E E R S

Consult Setup Directions #10,Pioneer Progress on page 8 forscoring information for wagontrains with 1 to 9 members.

Cooperative Groups

Dividing or uniting wagon trainsis possible, but not recommendedsince it complicates the simulationand detracts from the realism ofboth the Frontier Fates and theTrail Decisions.

No. of members Points10-member train 34011-member train 37012-member train 41013-member train 44014-member train 47015-member train 51016-member train 54017-member train 58018-member train 61019-member train 65020-member train 680


1. Determine Assessment StandardsPIONEERS is designed for students from elementary throughhigh school grades. Therefore, establish your own level of what“meets the standard” for your grade level.a. “Meeting the standard” on the diary entries requires that

students write creatively and incorporate requested material. b. “Meeting the standard” on the trail decisions requires note-

taking, analysis, and decision-making. Require more writtenelaboration of these skills for more capable students/grades.If a student has auditory processing difficulties, considerproviding a written version for Trail Decisions 2–4.

c. Clear instructions are provided in the Student Guidesregarding what “meets the standard” for the note cards (page16). “Meeting the standard” for upper grades may meanmore elaboration on these criteria.

d. “Meeting the standard” on the research paper has two parts,content and writing. Students are required to use at least twosources and to appropriately cite these sources in abibliography.

e. Student responses to the Posttest (Pioneer Travel Trivia)provide objective assessment of students’ mastery of thematerial covered in this unit.

f. Students who do not “meet the standard” on any part of theassessment must be required to redo that section. Sometimesstudents need a second chance to demonstrate what theyknow. Consider allowing students to rewrite their work afterreviewing with you. Also consider allowing them to providetheir responses orally.

2. Performance AssessmentsPIONEERS includes rubrics to assess student writing andcooperative group work. Individual students, regardless of howtheir wagon trains finish in the simulation, may strive to achievean “Exemplary” using each of these rubrics.

Always post rubrics before running the simulation. Complete theCooperative Group Work Rubric for all students at least twice:first, after three days of the simulation, and again at the end.After the first evaluation, students generally attend to their tasksbetter and work to improve their rubric scores by the end of thesimulation.

The assignments being assessedrequire a great deal of writing. If astudent has written-languagedifficulties, consider alternativemethods of assessment.

ASSESSMENT

P I O N E E R S


3. What do Rubric Scores Mean?When completing performance assessments, focus on “studentwork.” This work is not limited to written work. It includesdemonstrated skills, oral exchanges, individual and cooperativegroup behavior, processes, strategies, and any other evidencethat proves that the students have learned the targeted content orskill and can apply what they know.4 — Exemplary — Student work that exceeds the standard for

the activity. The descriptor includes words such as“consistently,” “complete,” “with detail,” “actively,” and“willingly.” Students who earn a “4” demonstrateleadership and knowledge during participation in thesimulation.

3 — Expected — Student work that meets the standard withquality. The descriptors lack some of the positiveadjectives of a “4,” but this student has mastered thecontent or skill and can demonstrate his/her understandingin an application setting.

2 — Nearly There — Student work that almost meets thestandard. Sometimes inconsistent effort or a misconceptionof the content will result in a “2” rating. This student needsa little reteaching, needs to try a little harder, or needs torevise his/her work in order to meet the standardsdescribed.

1 — Incomplete — Student work that has not yet met thestandard in content and/or skill. This student will requiremore instruction and another opportunity to demonstrate aknowledge or skill, or will require alternative instructionand assessment.

ASSESSMENT

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For more resources on the West and Westward Expantion, go to:

www.socialstudies.com/interact_resources


RESOURCES

P I O N E E R S


P I O N E E R S


UNIT TIME CHART

P I O N E E R S

DAY 5• Introduce Frontier

Fates• Explain WAGON

MASTER’S LOG• Discuss TRAIL

DECISIONRUBRIC

• Trail Decision 1;analyze possibleactions

DAY 10• Groups complete

“pop quiz”• Students complete

writing researchpapers

• Read Frontier Fates

DAY 15• Administer

PIONEER TRAVELTRIVIA (Posttest)

• Conduct evaluationand debriefing

DAY 4• Discuss Hacker Trail

Map • Make Travel Diaries• Discuss DIARY

ENTRY RUBRIC• Diary Entry 1:

Moving West

DAY 9• Students complete

research, organizenote cards, andbegin writing paper


DAY 14• Trail Decision 4:

Snow Pass• Read Frontier Fates• Complete simulation

DAY 3• Examine

AVAILABLESUPPLIES LIST

• Students selectsupplies to take west

DAY 8• Students continue

research• Read Frontier Fates

DAY 13• Diary Entry 4:

Devil’s Flat• Read Frontier Fates

DAY 2• Place students into

four wagon trains• Discuss

COOPERATIVEGROUP WORKRUBRIC

• Assign identities• Each wagon train

selects a wagonmaster

• Discuss the type ofpeople who settledthe West

DAY 7• Diary Entry 2:

Trail to CheyenneCrossing

• Introduce writing aresearch paper

• Students chooseresearch topics andbegin research



Trail to Devil’s Flat• Read Frontier Fates

DAY 1• Administer

PIONEER TRAVELTRIVIA (Pretest)

• Student Guide pages1, 2, and 3

• DiscussCHALLENGEPROJECTS

• Discuss westernmovement andoverview of thissimulation


Prairie Crossing• Read Frontier Fates

DAY 11• Discuss and evaluate

research papers• Diary Entry 3:

Flood at CheyenneCrossing


Day 1Objectives

• Gauge understanding of material to be covered during thesimulation with a Pretest

• Read Introduction and Student Directions in the Student Guide • Discuss Challenge Projects• Discuss the westward movement and the overview of this

simulation

Materials• Student Guides — class set• PIONEER TRAVEL TRIVIA (Pretest) — class set• CHALLENGE PROJECTS — class set, one per wagon train,

and/ or one to post• Paper (lined) — class set

Procedure 1. Distribute PIONEER TRAVEL TRIVIA and paper, and allow

students approximately 10–15 minutes to complete. Collectthe tests, correct later, and file for use during the finalevaluation period.

1. c 6. a2. c 7. c3. b 8. a4. a 9. d5. d 10. c

11. Who, What, Where, When, Why12. adventure, excitement, land, freedom, fresh start, lush/rich

prairies, wealth, etc.13. accidents, animals, weather, unknown factors, disease14. water, firewood, rope, rifle, Dutch oven, shovel, pick axe,

salt, extra wagon wheel, flour, pinto beans, etc.15. Advantages:

Safety in numbers, having a guide who knows the trails,sharing resources if necessary (when you do not havesomething), etc.

Disadvantages:Having to get along with others, having “hot heads” ingroup who bring on trouble, having to share resources(when you have something and others do not), diseasesfrom others, etc.


DAILY DIRECTIONSDAY 1

P I O N E E R S

2. Distribute the Student Guides and instruct students to write theirnames on them. Read the Background Information/Introduction(page 1) together as a class. Discuss the material covered in theIntroduction and related material you have available formotivation and background. Raise some of the followingconsiderations: • Unknown factors—broken wagon wheels, lost trails, prairie

fires, etc. • Problem of disease—small pox, measles—and other

maladies—fevers, broken bones (the fact that medicalknowledge and facilities at the time were nothing like today)

• Variety of land that these people crossed—prairie,mountains, valleys, deserts

• Contacts with Native Americans, both friendly and hostile — many early contacts were positive (there are stories of

Native Americans pulling out stuck wagons, rescuingdrowning pioneers, even rounding up lost cattle)

— contacts after the pioneers had overgrazed the prairiegrasses, burned all available firewood, and depleted thebuffalo were more hostile

• Importance of weather—floods, drought, blizzards, duststorms, avalanches, extreme heat

• Contact with wild animals—snakes, scorpions, buffalo, etc. • Fear factor—existence along the trail was tenuous and often

travelers acted/reacted violently to new/unknown situations

Note: In this unit the term Native American has been chosen inan effort to be respectful of the indigenous peoples. However,this term was not known to the Pioneers of the mid-1800s. Theyinstead used the term “Indian” when referring to these peoples.

3. Read the Student Directions (pages 2–3 in the Student Guide)together as a class. Answer any questions.

4. Display and discuss CHALLENGE PROJECTS (distribute ifappropriate). Inform students that normal progress on a wagontrain is based on several students in each wagon train doing aChallenge Project sometime during the simulation.



P I O N E E R S

During this discussion, you cannothope to cover the entire history ofwagon trains; nor can you answerall questions asked by students.Tell them that their questions willbe answered as the simulationprogresses.

Discuss terms and labels used nowversus the mid-1800s. In addition,share historical facts regarding theincreased hostility of NativeAmericans as “white men” passedthrough…and later took over theirland. Examples of hostilitiesbetween Native Americans and the“white man” include: GrattanMassacre, Massacre RocksIncident, and Bear RiverMassacre. Discuss feelings ofdistrust that remain today.

Day 2Objectives

• Form four wagon trains • Discuss Cooperative Group Work Rubric• Receive a pioneer identity • Select a wagon master for each wagon train group• Discuss the type of people who settled the West

Materials• Student Guides (pages 4–5) — class set• COOPERATIVE GROUP WORK RUBRIC — class set or

transparency + one to post

Procedure1. Divide your class into four wagon trains of equal size (see

Setup Directions #3, Grouping Students). Distribute ordisplay and discuss COOPERATIVE GROUP WORK RUBRIC.

2. Assign or allow students to select family identities (see SetupDirections #4, Assigning Roles).

3. Using the Student Guide, discuss the role of the wagon masteron a wagon train. The wagon master:• is the wagon train’s scorekeeper • is the wagon train’s leader and spokesperson • must see that all persons on his/her wagon train are doing

their fair share of the work (Work that is late, poorly done,or missing all delay the progress of the entire wagon train.)

• is in charge of wagon train meetings during the simulation • has the authority to delegate responsibilities, but must be

extremely careful to delegate them to persons who will carryout his/her wishes

4. Instruct each wagon train to select its wagon master.

5. Lead a discussion of the people who settled the West. Link thisdiscussion with content from class. Among possible topics are:• who actually went west• what type of person packed his/her family and all their

possessions into a wagon and traveled four to six monthsacross a wild, unknown continent looking for a new home

• what these people were looking for• what they actually found in the West• how they changed the West and how the West changed them



P I O N E E R S

To provide incentive forcooperation, use the CooperativeGroup Work Rubric. Providegroups with a daily score they addto their total points earned (line 1on the Wagon Master’s Log).

Based on the needs of yourstudents, groups may also selectan assistant wagon master.

PIONEERS covers the first threetopics. If students are interested inwhat was found in the West andhow pioneers changed the Westand how it changed them,additional research isrecommended.

Day 3Objectives

• Examine and discuss a list of supplies that early homesteaderstook west

• Select supplies and list them on their Wagon Supply List

Materials• Student Guides (pages 6–7) — class set• AVAILABLE SUPPLIES LIST — class set• Resource Materials (Dictionaries and Encyclopedias) — several

Procedure 1. Distribute AVAILABLE SUPPLIES LIST. Instruct students to

examine the list carefully and discuss the items in a wagon trainmeeting. Encourage students to discuss:• what the item is• how the item would be useful on the trail, at the homestead,

or both• the relative importance of each item• the bulk weight units (BWU) of each item

2. Go over the directions on the AVAILABLE SUPPLIES LISTand the Wagon Supply List in the Student Guide. Ensure thatall students understand what is expected from them.

3. Allow students to begin making their selections and filling outColumn A of their Wagon Supply List. As the students work,circulate around the class to make sure that all studentsunderstand what to do.

4. Instruct students to complete the Wagon Supply List at homebefore the next day. Encourage them to discuss the assignmentwith their parents, older brothers and sisters, and other adults.Not only will this provide them with necessary help inselecting their supplies, but it will also involve the parents inthe students’ work.



P I O N E E R S

Caution students to choose theirsupplies wisely as “fate” willpenalize unwise decisions. (Forexample, Frontier Fate 1 penalizesstudents who do not have enoughwater.) Students should alsocarefully consider the informationprovided in their family identity(i.e., the number of familymembers and animals) whenselecting supplies.

Have dictionaries andencyclopedias available forstudents to use if they need tolearn more about a particularsupply item.

Day 4Objectives

• Examine the map and its various routes• Make Travel Diaries• Discuss Diary Entry Rubric• Complete Diary Entry 1: Moving West

Materials• DIARY ENTRY RUBRIC — class set or transparency + one to post• Classroom Hacker Trail Map — one• Pioneer Paperwork Folder — one per wagon train• Student Guides (page 8) — class set• Travel Diaries — class set

— Construction paper (9" x 12") — class set— Paper (lined) — four sheets per student— Stapler — several

Setup1. Prepare a classroom map of the Hacker Trail. Make an overhead

transparency of HACKER TRAIL MAP on page 81 and create alarge-scale version. Invite students to color/decorate the map.

2. Prepare a Pioneer Paperwork Folder for each wagon train (SeeSetup Directions #8, Pioneer Paperwork Folders).

Procedure1. Discuss with students the classroom version of the Hacker Trail

Map you made earlier. Distribute the Pioneer Paperwork Folders(one to each wagon train). Instruct students to locate a copy ofthis map on the inside of the front cover. Among the topics fordiscussion: a. Who else beside guides might have made such early maps? b. How accurate is this map? (Tell students that for the

purposes of this simulation most of the guides seem toagree as to the general accuracy of Hacker’s map; however,there are some disagreements. Point out the Salt Flats Trail,which is incomplete on the map. Explain that two differentguides disagree violently as to where the trail goes and howsafe it is. One guide claims it is a safe shortcut aroundMassacre Canyon; the other guide says it is a death trapleading into a vast desert.)



P I O N E E R S

The bigger and more colorful yourstudents make the map the moremotivation it provides.

During the simulation, studentskeep their Student Guides, Diaries,Trail Decisions, and the WAGONMASTER’S LOG inside theirPioneer Paperwork Folders.

Inside the front cover of eachPioneer Paperwork Folder, attacha copy of HACKER TRAIL MAP.

c. Explain that the distances on the map are relative and onlycorrespond to the dots. The dots are related to the pointsthey earn.

d. Also explain that the map represents no actual route west;rather it is a combination of areas crossed by severalwestern trails.

2. Distribute the construction paper, lined paper, and staplers forstudents to make their Travel Diaries. Instruct students to writetheir names on the front cover.

3. Read together the Situation and Entry for Diary Entry 1:Moving West (page 8 in their Student Guides). Briefly answerany questions that arise.

4. Distribute the DIARY ENTRY RUBRIC and discuss.

5. Inform students that they have approximately 30 minutes towrite their diary entry on the first page of their Travel Diaries.Remind them that this is the first assignment that will earnpoints to move their wagons out of Fort Independence.

6. Collect and grade the diary entries on the basis of their originalityand how well students incorporated requested material. Use theDIARY ENTRY RUBRIC for grading purposes.



P I O N E E R S

Grade this assignment and allother student assignments in thesimulation on a scale of 1–10, with10 being the highest grade.Normal progress of a wagon trainis based on the average studentreceiving a 6 or 7 on eachassignment and several students ineach wagon train doing aChallenge Project sometimeduring the simulation.

Day 5Objectives

• Frontier Fates simulate events that might occur along the trail• Review the scoring procedure and examine the WAGON

MASTER’S LOG• Discuss Trail Decision Rubric• Read and Resolve Trail Decision 1

Materials• Student Guides (pages 10–11) — class set• WAGON: Travel Markers — one per wagon train• WAGON MASTER’S LOG — four (one per wagon train) +

four (Optional)• TRAIL DECISION RUBRIC — class set or transparency + one

to post• Overhead projector — one

Setup1. Prepare a WAGON: Travel Marker for each wagon train. Use

the template provided on page 83 or make your own if the sizedoes not match your Classroom Map.

2. Review the day’s Frontier Fates.

3. Write out the following point schedule on a transparency. Showto the students later in the class (Procedure #12.)



P I O N E E R S

Consider posting the second copyof the WAGON MASTER’S LOGfor examination by the class.

Reviewing the Frontier Fates willgive you an idea of where thingsare going and will allow you to bea step ahead of the students. Addadditional fates of your own tofurther increase your control ofevents and to simulate additionalhappenings along the trail.

No. of members Points1-member train 1102-member train 1303-member train 1504-member train 1755-member train 2006-member train 2207-member train 2508-member train 2809-member train 310

Procedure 1. Review scoring procedures with students. Each assignment gets

a numerical grade. The wagon master adds up all points earnedeach day and multiplies this total times the wagon train’s currentEnergy Factor (EF). The Delay Points (DPs) are then subtractedfrom this total, which then gives the wagon train’s actual pointsearned for the day.

2. Distribute WAGON MASTER’S LOG. Instruct wagon mastersto fill in the wagon train members’ names (the names of thestudents, not their identities). Return each student’s evaluatedDiary Entry 1 and have wagon masters fill out their logs.

3. Read Frontier Fates 1–2 (pages 26 and 27) and have wagonmasters write down the consequences on scratch paper.

4. Introduce Trail Decisions. They provide students with anopportunity to make creative decisions. They also teachlistening and note-taking skills. The situation and possibleactions for Trail Decision 1 are in the Student Guide. Theremainder of the Trail Decisions require that students take noteswhile you read the situation to them.

5. Have students read the Directions for Trail Decision 1 on page10 of their Student Guides. Emphasize the 5 Ws. Ask if studentsunderstand what they are to do. Read the Situation for TrailDecision 1. Briefly answer any questions.

6. Distribute or display and discuss the TRAIL DECISIONRUBRIC with students.

7. Instruct students to respond to Trail Decision 1:a. Fill in the 5 W’s chart. b. Read Analyze the Possible Actions on page 11.c. Complete the chart, following the directions.

8. After all members have filled out their Trail Decision 1 chart(pages 10–11), the wagon master calls a team meeting. a. The team chooses the best possible action to solve the problem

facing them. b. The wagon master writes—or assigns someone to write—a

short paragraph explaining what the wagon train decided to do.

9. Collect the Student Guides and grade Trail Decision 1.



P I O N E E R S

To provide additional incentive forcooperation, use the CooperativeGroup Work Rubric. Providegroups with a daily score they addto their total points earned (line 1on the Wagon Master’s Log) orprovide each student with points fortoday (to add to the points earnedfrom Dairy Entry 1) to boost theirwagon train’s initial travel.

Optional: Have each wagonmaster assign a wagon trainmember to post and maintain thesecond copy of the log on thebulletin board.

The wagon master keeps track ofhe EF and DPs for each fate onscratch paper before enteringthese on his/her WAGONMASTER’S LOG.

10. Read Frontier Fates 3–4 (page 27). Have wagon masters writethe consequences on scratch paper. Instruct wagon masters tocompute their consequences for the day (including Fates 1–4).

11. Instruct wagon train members to check their wagon master’scomputations. Instruct wagon masters to complete the WAGONMASTER’S LOG for today (filling in columns 1–7).

12. Display the transparency (see Day 5 Setup #3) and discuss thepoint structure for different-sized wagon trains. Explain that thispoint structure makes progress more equitable. Have eachwagon master note the points needed for his or her train basedon how many members in the train. Have the wagon masterswrite these points on line 8 of the WAGON MASTER’S LOG.

13. Instruct wagon masters to compute the number of dots theirwagon train is able to move for the day (line 9 of their Logs).Groups check these computations.

14. Distribute WAGON: Travel Markers to each wagon master. Thewagon masters place their markers on the classroom HackerTrail Map. Wagon masters record (or have another memberrecord) the location of the wagon train on the Hacker Trail Mapin their Pioneer Paperwork Folders.



P I O N E E R S

No. of members Points1-member train 1102-member train 1303-member train 1504-member train 1755-member train 200

No. of members Points6-member train 2207-member train 2508-member train 2809-member train 310

FRONTIER FATE 1• Who: Everyone

• What: You have already learned that water is vital forsurvival of you and your animals. Since this spring hasbeen extremely dry, the water you have brought with youhas become crucially important. Searching for andcollecting water along the trail is risky and time consuming.

• Where: Just west of Fort Independence

• Fate: For each wagon without any water barrels lose 1 EF.200 DPs for each wagon with only one barrel.

Stress that these are the number ofpoints they must earn to move thewagon train from one dot to thenext dot on the Hacker Trail Map.

Remind students that DPs areDelay Points and are subtractedfrom their total.



P I O N E E R S


• What: If you did not bring along firewood, you mustspend time during the day searching for wood, bushes, andbuffalo chips since the prairie has very few trees. Thistakes time and delays your wagon train.

• Where: West of Fort Independence

• Fate: 200 DPs for each wagon without firewood.


• What: Last night one of the members of your wagon trainfailed to make his family fire in a trench and embers blewout and started a prairie fire. You and the other membersof the wagon train spent all night and most of todayfighting the fire.

• Where: Just east of Prairie Wells

• Fate: Each wagon train calls a coin toss. 600 DPs, if yourcall is incorrect.

Each wagon master or anothermember calls the coin toss.

FRONTIER FATE 4• Who: Identity 9 on each wagon train

• What: Your oxen ate loco weed and are too sick to travelthis morning.

• Where: West of Prairie Wells

• Fate: Call a coin toss. 500 DPs, if your call is incorrect.

Day 6Objectives

• Frontier Fates simulate events that might occur along the trail• Read and Resolve Trail Decision 2

Materials• Student Guides (pages 12–13) — class set• TRAIL DECISIONS — class set or transparency• Paper (blank) — class set (Optional)• Resource Materials (related to burns) — several

Procedure1. Return each student’s evaluated Trail Decision 1 and have

wagon masters record the grades on their WAGON MASTER’SLOG.

2. Read Frontier Fates 5–9 (pages 31 and 32) and have wagonmasters write down the consequences on scratch paper.

3. Have students turn to Trail Decisions (in their Student Guides)and read the Directions at the top of page 12. Distribute TRAILDECISIONS or display the transparency and distribute blankpaper.

4. Slowly read Trail Decision 2 aloud to your students. Studentstake notes as you read. If you feel it is necessary, reread it. Readthe following:



P I O N E E R S

If copying is limited, use atransparency instead of a class setof TRAIL DECISIONS. Studentsuse blank paper for thisassignment.

Reviewing the Frontier Fates aheadof time will give you an idea ofwhere things are going and willallow you to be a step ahead of thestudents. Add additional fates of yourown to further increase your controlof events and to simulate additionalhappenings along the trail.

The wagon master keeps track ofthe EF and DPs for each fate onscratch paper before enteringthese on his/her WAGONMASTER’S LOG.

If using the transparency andblank paper, allow time forstudents to copy TRAILDECISIONS onto their papersbefore you begin reading.Review TRAIL DECISIONRUBRIC with students.

Trail Decision 2: Prairie Crossing

Situation: Tomorrow you will cross the Sand FlatsRiver and begin the second part of your trek west.Tonight, after a month on the trail, you are celebratingyour safe arrival at Prairie Crossing and making plansfor the next part of your journey. The guide hasinformed you that tonight the wagon train has a veryimportant decision to make. As soon as you cross theriver, the trail splits. As the map shows, both trails leadto Cheyenne Crossing.

The Burial Grounds Trail is shorter and leads almostdirectly from Prairie Crossing to Cheyenne Crossing.Since time is so important to you, this trail seems to bethe better choice. The guide, however, has told youthat it might not be safe. The trail crosses a sacredNative American burial ground and once on the trailthere is no way to get around these burial grounds. Theguide also informs you that several previous wagontrains have been attacked near these burial grounds.This trail is also very dry, and since there is a generallack of water this spring, finding water might becomea serious problem.

The Cheyenne River Trail heads south along the SandFlats River, cuts across to the Cheyenne River, andfollows it upstream to Cheyenne Crossing. This trail isalmost twice as long as the Burial Grounds Trail butthere is plenty of water and less chance of attack byNative Americans.

5. Once students have finished their notes, instruct them to readAnalyze the Possible Actions at the top of page 13 in theStudent Guide.



P I O N E E R S

readtellor

6. Read these possible actions: a. You can decide that time is very critical and you

will take a chance on the Burial Grounds Trail. b. You can decide to play it safe and take the

Cheyenne River Trail. c. You can split your wagon train in half and send half

on each trail. d. You can send several scouts ahead on the Burial

Grounds Trail to check on water supplies and NativeAmerican activity. While they are gone, you mustwait at Prairie Crossing.

7. Have students individually write their analysis of each possibleaction and what they consider to be the best possible action.

8. After all members have completed their Trail Decision 2, thewagon master calls a meeting and the members choose the bestpossible action to solve the problem facing them.

9. The wagon master writes a short paragraph—or assignssomeone to write the paragraph—explaining what the wagontrain has decided to do.

10. Collect and grade the Trail Decision 2 pages.

11. Read Frontier Fates 10–12 on page 33 and have wagon masterswrite down the consequences on scratch paper. Instruct wagonmasters to compute their consequences for the day (includingFates 5–12).


13. Instruct wagon masters to compute the number of dots theirwagon train is able to move for the day (columns 8–10). Groupscheck these computations.



P I O N E E R S

readtellor




P I O N E E R S


• What: You are now beginning to see the need for a rifle. Itis an all-purpose weapon to a settler. It is used for hunting,fighting, and protection.

• Where: Prairie Wells

• Fate: For each wagon without a rifle subtract 1 EF.

FRONTIER FATE 6• Who: Those wagon trains that decided to buy the water

and share it.

• What: No longer having the money that you spent onwater could become important later when supplies arerunning low, when you need to pay Native Americans forcrossing their land, or when you need other supplies.Buying water could also mean the difference betweenmaking it to Prairie Crossing and not making it.


• Fate: Wagon masters roll a die to determine your wagontrain’s fate: 1 = no change, 2 = add 1 EF, 3 = subtract 1 EF,4 = no change, 5 = subtract 3 EF, 6 = add 2 EF.

Frontier Fates 6–9 relate to TrailDecision 1.

14. Instruct wagon masters to place their travel markers on theclassroom Hacker Trail Map. Wagon masters record (or haveanother member record) progress on the Hacker Trail Map intheir Pioneer Paperwork Folders.

15. Collect identity 4’s paragraphs related to Frontier Fate 12prior to Day 7.



P I O N E E R S

FRONTIER FATE 8• Who: Those wagon trains that decided to continue

without water.

• What: Because of a lack of water on the trail betweenhere and Prairie Crossing, much of your livestock isweak, ill, and dying.


• Fate: Call seven coin tosses. Each time you fail to call itcorrectly you lose one head of livestock and 1 EF.

The wagon master or anothermember of the wagon train callseach coin toss.


FRONTIER FATE 9• Who: Those wagon trains that decided to fight.

• What: As you sneak up on the wells in the middle of thenight, the guards see you and a fight breaks out.


• Fate: You finally capture the wells and take the water, butat a cost. Call five coin tosses. Each time you fail to call itcorrectly one man is injured and you lose 1 EF.


FRONTIER FATE 7• Who: Those wagon trains that decided to buy water and

share it only with those who helped buy it.

• What: Because of a lack of water along the trail west ofPrairie Wells, much of your livestock becomes weak andsome die.


• Fate: Call four coin tosses. Each time you fail to call itcorrectly you lose one head of livestock and 1 EF.



P I O N E E R S

FRONTIER FATE 11• Who: Each wagon train

• What: Sagebrush three feet high and growing as thick ashair on a hog’s back has clogged up the trail and yourwagons cannot pass. You must stop and clear the trail.


• Fate: Each wagon master calls a coin toss. 200 DPs if thecall is incorrect.

FRONTIER FATE 12• Who: Identity 4 on each wagon train

• What: You fell over a stone and landed in the fire lastnight while cooking dinner. You burned both of yourhands. To recover you must write a research paragraph(50–100 words), with source indicated, on burns and howto treat them. Your wagon train’s fate is dependent on you.

• Where: Just east of Prairie Crossing

• Fate: 100 DPs for an acceptable paragraph; 200 DPs for anunacceptable paragraph; 200 DPs and call a coin toss forno paragraph turned in. If incorrectly called, your burnsbecome infected and the wagon train subtracts 2 EF.

Make note of who is responsiblefor these paragraphs. You mustcollect and examine/evaluate theparagraphs prior to the beginningof class on Day 7.


• What: The heat has shrunk the green wood in your wheels.Because of this, the iron rims on your wheels keep slippingoff. You must stop and repair them.


• Fate: Each person on the wagon train stands 15 feet fromthe wall and pitches a checker or coin as close to the wallas possible. 100 DPs for each wagon train member’schecker/coin that is within 12 inches of the wall. 200 DPsfor any checker/coin more than 12 inches from the wall.

Day 7Objectives

• Diary Entry 2: Trail to Cheyenne Crossing• Frontier Fates simulate events that might occur along the trail• Read about and discuss the writing of a research paper• Select a topic for a research paper• Begin research for the paper

Materials• Student Guides (page 8, pages 14–16) — class set• RESEARCH PAPER RUBRIC — class set or transparency +

one to post• WRITING CONVENTIONS RUBRIC — class set or

transparency + one to post (Optional)• Resource Materials (encyclopedias and other relevant sources

related to research topics and rattlesnake bites) — several• Index Cards (3" x 5"; lined) — 10–15 per student

Procedure 1. Return each student’s evaluated Trail Decision 2. Have wagon

masters record grades on their WAGON MASTER’S LOG.

2. Return identity 4’s paragraphs related to Frontier Fate 12 (withconsequences indicated on their papers). Read Frontier Fates13–16 (pages 35 and 36). Have wagon masters write down theconsequences on scratch paper. Instruct wagon masters tocompute their consequences for the day.



5. Wagon masters place their travel markers on the classroomHacker Trail Map. Wagon masters record (or have anothermember record) progress on the Hacker Trail Map in theirPioneer Paperwork Folders.

6. Read together the Situation and Entry for Diary Entry 2:Trail to Cheyenne Crossing (page 8 in their Student Guides).Briefly answer any questions that arise.



P I O N E E R S

Reviewing the Frontier Fatesahead of time will give you anidea of where things are goingand will allow you to be a stepahead of the students. Addadditional fates of your own tofurther increase your control ofevents and to simulate additionalhappenings along the trail.

The wagon master keeps track ofthe EF and DPs for each fate onscratch paper before enteringthese on his/her WAGONMASTER’S LOG. Remind studentsthat DPs are Delay Points and aresubtracted from their total.

Review DIARY ENTRY RUBRICwith students.

7. Inform students that they have approximately 20 minutes towrite their diary entry on the second page of their Travel Diaries.

8. Collect and grade the diary entries on the basis of their originalityand how well students incorporated requested material. Use theDIARY ENTRY RUBRIC for grading purposes.

9. Have students turn to Writing a Research Paper (page 14 intheir Student Guides). Read together as a class. a. Discuss research papers. Among the topics to cover:

• avoiding plagiarism • making the paper an original work • the 5 Ws—who, what, where, when, and why • how to take notes• how to make proper bibliographic citations

b. With the class read the George Washington article, notecards, and research paper on page 15. Answer questions.

10. Read Your Research Paper on page 16. Distribute or displayand discuss the RESEARCH PAPER RUBRIC. Depending onyour course objectives, introduce and review the WRITINGCONVENTIONS RUBRIC.

11. Help students select research topics and get started on projects. a. Distribute index cards and clarify any note-taking

questions.b. Point out resources available.c. They may begin immediately.

12. Collect identity 6’s (on the Cheyenne River Trail) paragraphsrelated to Frontier Fate 15 before Day 8.



P I O N E E R S

Be sure students are clear on howto make proper bibliographiccitations.

Work with individual students toselect a topic, locate researchmaterials, write note cards, etc.as necessary.

Inform students that their researchpapers are due at the end of Day10.

Frontier Fates 13–16 relate toTrail Decision 2. For FrontierFate 13, the wagon master writesa short paragraph—or assignssomeone to write the paragraph—explaining what the wagon trainhas decided to do.

FRONTIER FATE 13• Who: Those wagon trains that decided to send out scouts

on the Burial Grounds Trail

• What: The scouts traveled four days before reaching theburial grounds area. They found little water along the way.Once they arrived they were surprised by a small band ofNative Americans and they barely escaped with their lives.They warn against taking the trail.

• Where: Prairie Crossing

• Fate: 200 DPs for the time lost in sending out the scouts.You must now make a decision on which trail you aregoing to take.



P I O N E E R S

FRONTIER FATE 14• Who: Those wagon trains that decided to split their

wagon train.

• What: You must divide your group and form two wagontrains, each with its own wagon master.

• Where: Prairie Crossing

• Fate: Your EF must be divided between the two newwagon trains.

FRONTIER FATE 15• Who: Identity 6 on all wagon trains on the Cheyenne

River Trail

• What: Your spouse was bitten by a rattlesnake at noontoday. To ensure a prompt recovery write a researchparagraph (50–100 words), with source indicated, onrattlesnakes and how to treat bites. Your wagon train’s fateis dependent on you.

• Where: Cheyenne River Trail

• Fate: 100 DPs for an acceptable paragraph; 200 DPs for anunacceptable paragraph; 200 DPs and call a coin toss forno paragraph turned in. If incorrectly called, your spousedies and the wagon train subtracts 3 EF.

See Setup Directions # 13,Dividing/Joining Wagon Trainsfor more information on dividingwagon trains.

Make note of who is responsiblefor these paragraphs as you mustcollect and examine them beforeDay 8.

FRONTIER FATE 16• Who: All wagon trains on the Burial Grounds Trail

• What: When your wagon train arrives for overnightcamping, you find that grazing buffalo have clipped theprairie grass clean for miles around. If you are not carryingextra feed for your animals, they will become weak andunable to perform well.

• Where: Burial Grounds Trail

• Fate: 300 DPs for each wagon without extra animal feed.

Day 8Objectives

• Frontier Fates simulate events that might occur along the trail• Continue to do research

Materials• Resource Materials (encyclopedias and other relevant sources

related to research topics and rattlesnake bites) — several• Index Cards 3" x 5" (distributed Day 7) — 10–15 per student

Procedure 1. Return each student’s evaluated Diary Entry 2 and have wagon


2. Return identity 6’s (on the Cheyenne River Trail) paragraphsrelated to Frontier Fate 15 (with consequences indicated on theirpapers). Read Frontier Fates 17–21 on pages 39 and 40. Havewagon masters write down the consequences on scratch paper.Instruct wagon trains to meet and write down their decisions forFrontier Fates 18 and 20/21. Read fates accordingly.

3. Instruct wagon masters to compute their consequences for theday.





P I O N E E R S

Reviewing the Frontier Fatesahead of time will give you an ideaof where things are going and willallow you to be a step ahead of thestudents. Add additional fates ofyour own to further increase yourcontrol of events and to simulateadditional happenings along thetrail.



7. Each student should work on his/her individual research andshould take notes on the note cards. Inform students that theirnote cards will be collected and graded at the end of the day.

8. Assist students in finding materials and writing correct note cards.

9. Collect all completed note cards and grade them (1–10 pointsper student, for all note cards). Based on the instructions onYour Research Paper the note cards should include at least*the following:• a heading• one important fact or event• use of own words (not exact words of source)• the source—cited appropriately• neatly written*Based on your own classroom situation, add or substitute yourown criteria.

10. Collect identity 6’s (on Burial Grounds Trail) paragraphs relatedto Frontier Fate 17 and identity 2’s (on Cheyenne River Trail)paragraphs related to Frontier Fate 19 before Day 9.

11. Optional Allow additional research time at this point. Studentswho finish their research earlier or who wish to work outside ofclass can work on Challenge Projects.



P I O N E E R S

Award two points for each of thefive items or determine your ownscoring method.



P I O N E E R S

FRONTIER FATE 17• Who: Identity 6 on all wagon trains on the Burial

Grounds Trail

• What: Your spouse was bitten by a rattlesnake at noontoday. To ensure a prompt recovery write a researchparagraph (50–100 words), with source indicated, onrattlesnakes and how to treat bites. Your wagon train’s fateis dependent on you.


• Fate: 100 DPs for an acceptable paragraph; 200 DPs for anunacceptable paragraph; 200 DPs and call a coin toss forno paragraph turned in. If incorrectly called, your spousedies and the wagon train subtracts 3 EF.

FRONTIER FATE 18• Who: All wagon trains

• What: The wagon train’s dogs have been running wildover the prairie at night, howling and chasing coyotes andother animals. A number of people are complaining that thedogs are keeping them awake. Several people have saidthey will shoot the next dog that howls tonight. You musthave a brief wagon train meeting to decide what to do.Your fate will be read when you hand in your writtendecision.

• Where: Burial Grounds and Cheyenne River Trails

• Fate: (Read after you collect the written decisions.) If youchose to restrain the dogs to keep them closer to the wagontrain at night (or other solution to continue using the dogsas an important warning system) continue with no delay.100 DPs if you chose to ignore the concerns of thosemembers without dogs, allowing them to shoot the nexthowling dog. 400 DPs for no solution turned in.

Frontier Fates 17 and 19–21relate to Trail Decision 2.


Wagon masters lead the discussionand determine who writes thedecision.

FRONTIER FATE 21• Who: All wagon trains on the Burial Grounds Trail

• What: Native American warriors angrily demand that youturn back. They claim that previous wagon trains damagedtheir sacred burial grounds. They warn that if you go farthernorth you will be killed. Your wagon train must meetimmediately to decide whether to turn around or continueon. Hand in your written decision and then learn your fate.


• Fate: (Read after you collect the written decisions.) If youchose to turn back, call a coin toss. If you call it correctly,immediately return to the trail split and take the CheyenneRiver Trail. If you call it incorrectly, you must follow thedots back at a normal rate and then continue on theCheyenne River Trail. If you chose to continue, there areno immediate consequences.



P I O N E E R S


River Trail• What: Your daughter fell off the wagon seat; the wheel

rolled over her leg and broke it severely. It will be anumber of weeks before she will be of any use to you alongthe trail. You must write a research paragraph (50–100words), with source indicated, on how to treat her brokenleg.

• Where: Cheyenne River Trail• Fate: 100 DPs for an acceptable paragraph; 400 DPs for an

unacceptable paragraph. 400 DPs if no paragraph is turnedin and you call a coin toss. An additional 400 DPs andsubtract 1 EF if the call is incorrect.

FRONTIER FATE 20• Who: All wagon trains on the Cheyenne River Trail

• What: Native Americans have stopped your wagon trainasking to trade. They need clothing and rifles and arewilling to trade horses and food for these items. You musthave a wagon train meeting to decide what to do. Your fatewill be read when you hand in your written decision.


• Fate: (Read after you collect the written decisions.) 200DPs if you chose to stop and make the trade, but add 2 EFfor the positive interactions with the native tribe. If youchose to continue, you do so with no delay/consequences.



The wagon master or anothermember calls the coin toss. Wagonmasters lead the discussion anddetermine who writes the decision.

Day 9Objectives

• Frontier Fates simulate events that might occur along the trail• Complete research, organize note cards, and begin to write

research paper

Materials• Student Guides (page 16) — class set• RESEARCH PAPER RUBRIC (already distributed and/or

posted) — class set or transparency + one to post• Resource Materials (related to scorpions) — several

Procedure 1. Return each student’s evaluated note cards and have wagon


2. Hold a brief discussion on the note cards. Discuss strong pointsyou noticed on the note cards and address areas where studentsneed to focus.

3. Return identity 6’s (on the Burial Grounds Trail—Frontier Fate17) and identity 2’s (on the Cheyenne River Trail—Frontier Fate19) paragraphs with consequences indicated on their papers.Read Frontier Fates 22–25 (pages 42 and 43). Have wagonmasters write down the consequences on scratch paper. Instructwagon trains to meet and write down their decisions for FrontierFate 22 and hand in.

4. Review Step #8 on Your Research Paper in the Student Guide(page 16). Review the RESEARCH PAPER RUBRIC. Clarifyany remaining questions.

5. Instruct students to organize their material in the order it willappear in their final paper.

6. Optional Students outline their paper before they begin writing.

7. Once they are organized, students begin writing their research papers.

8. While students are working, read responses to Fate 22 anddetermine whether the decision is “acceptable.” Indicate fateson papers and return to wagon trains.



P I O N E E R S


Item Description BWUs x Numberof Items

= Total BWUs

Piano 100 1 100Hunting Knife 3 1 3Cooking Stove 75 1 7525 lbs. of Salt 25 502

✔

COLUMN A

9. Read Frontier Fates 26–28 (page 44). Have wagon masters writedown the consequences on scratch paper. Instruct wagon trainsto meet and write down their decisions for Frontier Fate 26 (allwagon trains of Burial Grounds Trail). Read fates accordingly.

10. Frontier Fate 28 requires that wagons on the Burial GroundsTrail lighten their loads to a maximum of 800 BWUs.a. Turn to the Wagon Supply List on pages 6 and 7 in the

Student Guides.b. To the left of the Item Description in Column A, make a

check mark next to each item that is being left behind.c. Fill in Column B by writing where you are on the trail when

you leave each item. Write the Total BWUs for each item.

11. Wagon masters compute their consequences for the day. Wagontrain members check their wagon master’s computations. Wagonmasters complete the WAGON MASTER’S LOG for today(filling in columns 1–7).

12. Wagon masters compute the number of dots their wagon train isable to move for the day (columns 8–10). Groups check thesecomputations.


14. Collect identity 7’s (on Burial Grounds Trail) paragraphs relatedto Frontier Fate 25 before Day 10.



P I O N E E R S

Advise students to select carefullythe supplies they leave behind.

Use Column B only while on the TrailTotal

BWUs

Left piano near burial grounds 100

COLUMN B

FRONTIER FATE 22• Who: All wagon trains

• What: Wagon train members who did not bring extralivestock are getting tired of standing night guard andcollecting strays. Immediately, you must have a wagontrain meeting and decide how to solve this problem.Turn in your written decision.

• Where: West of Prairie Crossing

• Fate: Continue with no delay for an acceptable decision. 400DPs for an unacceptable decision. 800 DPs for no decision.




P I O N E E R S


River Trail

• What: Your spouse and youngest child wandered off whilepicking wildflowers. It is noon time and you suddenlyrealize that they are missing. You and a number of othermembers must take the afternoon to go looking for them.


• Fate: Stand 15 feet from a chair and flip a coin or checkeronto the chair seat. If it stays, you avoid the fate; otherwise300 DPs for time lost.

FRONTIER FATE 24• Who: All wagons traveling the Burial Grounds Trail• What: Some of your livestock disappeared overnight.

There is no sign of their remains, they were probablystolen.

• Where: Burial Grounds Trail• Fate: Each person on the wagon train stands 20 feet from

the wall and pitches a checker or coin as close to the wallas possible. Each person whose checker/coin is more than10 inches from the wall loses one head of livestock—youchoose the livestock lost. For each animal lost subtract thefollowing:

oxen . . . . . . . . . . 2 EF mules . . . . . . . . . 1 EFcows. . . . . . . . . . 1 EF horses. . . . . . . . . 1 EFgoats . . . . . . . . . 1 EF

Frontier Fates 23–26 and 28 arerelated to Trail Decision 2.


Grounds Trail

• What: A scorpion gets into your shoe in the middle of thenight. When you put on your boot, the scorpion bites you.You must write a research paragraph on scorpions andwhat you should do about the bite (50–100 words), withsource indicated. Your wagon train’s fate depends on you.


• Fate: 200 DPs for an acceptable paragraph; 400 DPs foran unacceptable paragraph; 1000 DPs for no paragraphturned in.

Make note of who is responsiblefor these paragraphs. You mustcollect and examine/check thembefore Day 10.



P I O N E E R S

FRONTIER FATE 26• Who: All wagons trains on the Burial Grounds Trail

• What: Many wagons are running low on water and theonly water near tonight’s camp is dirty and stagnant. Youmust have a wagon train meeting and decide what to doabout this water problem. Turn in your written decision.


• Fate: No delay for a successful solution. 200 DPs forunsuccessful solution. 400 DPs for no solution.

FRONTIER FATE 27• Who: Identities 6 and 8 on all wagon trains

• What: You have been traveling for a number of weeks andthe shoes on your horses and/or mules have worn down tothe point that they must be shod before you continue. Thismeans stopping on the trail for a half day.

• Where: Both Cheyenne River Trail and Burial Grounds Trail

• Fate: Call a coin toss (each person—identity 6 and 8). 200DPs for each incorrect call.

Successful solutions to the waterproblem: boiling water or havingenough because there are at leasttwo water barrels per wagon.Examples of unsuccessfulsolutions: going on without anywater or drinking it the way it is.

FRONTIER FATE 28• Who: All wagons on Burial Grounds Trail

• What: As you are traveling near the sacred burial grounds,a large band of Native Americans begin to follow you.Your guide is worried that they may attack and has orderedall wagons lightened so you can make a run for it. Theguide hopes that you will get close enough to CheyenneCrossing that the Native Americans will be afraid to attack.


• Fate: Before day 10 all wagons must lighten their loads toa maximum of 800 BWUs. Due to the loss of supplies,subtract 1 EF for each wagon on your wagon train (e.g., ifeight wagons on wagon train, subtract 8 EF). Additionally,300 DPs for each wagon that has not lightened the load to800 BWUs by day 10.



P I O N E E R S

Day 10Objectives

• Groups complete “pop quiz”• Frontier Fates simulate events that might occur along the trail• Complete the writing of the research paper

MaterialsNo additional materials are needed for this day

Procedure1. Instruct wagon trains to get out one piece of paper per group for

a “pop quiz.” Groups discuss and respond to the following:1. List three difficulties or dangers pioneers faced in

their travels west.2. Describe advantages of traveling in wagon trains.3. Describe disadvantages of traveling in wagon trains.4. List three supplies that were important for pioneers

traveling west in the mid-1800s.5. What are the five Ws in writing?

2. Instruct wagon masters to “grade” their wagon trains’ papers.Use the following for guidance (Each team member earns 2points for each correct answer):1. Rattlesnakes, scorpions, accidents, broken wagon wheels,

lost trails, prairie fires, the weather—drought, blizzards, duststorms, avalanches, extreme heat, the problem of disease—small pox, measles—and other maladies—fevers, brokenbones (the fact that medical knowledge and facilities at thetime were nothing like today), etc.

2. Safety in numbers, having a guide who knows the trails,sharing resources if necessary (when you do not havesomething), etc.

3. Having to get along with others, having “hot heads” in groupwho bring on trouble, having to share resources (when youhave something and others do not), diseases from others, etc.

4. water, firewood, rope, rifle, Dutch oven, shovel, pick axe,salt, extra wagon wheel, flour, pinto beans, etc.

5. Who, What, Where, When, Why

readtellor

Choose other discussion promptsas appropriate for your classroomsituation.

Discuss the pop quiz as a class andagree to give credit for additionalresponses that are acceptable.

3. Have wagon masters record the grades on their WAGONMASTER’S LOG. Note: each student earns two points for eachcorrect answer (for a total of 10 points possible per student).

4. Inform wagon trains that in working together (to find theanswers to the “pop quiz”) they have found a spring (water) andlots of grass for their animals. Instruct each group to add 1 EF.

5. Return identity 7’s (on the Burial Grounds Trail) paragraphsrelated to Frontier Fate 25 (with consequences indicated on theirpapers). Read Frontier Fates 29–30 (pages 47 and 48). Havewagon masters write down the consequences on scratch paper.Instruct wagon trains to meet and write down their decisions forFrontier Fate 29 and hand in. Read fates accordingly.

6. While wagon trains on the Cheyenne Trail are meeting todiscuss Frontier Fate 29, check lightened loads from Day 9Frontier Fate 28 (for wagon trains on the Burial GroundsTrail). 300 DPs for each wagon that has not lightened the loadto 800 BWUs.

7. Students finish writing their research papers, which are due atthe end of the day.

8. Students who finish early should work on Challenge Projects.

9. Collect all the research papers and grade them using theRESEARCH PAPER RUBRIC.

10. Read Frontier Fates 31–37 (pages 48–50). Have wagon masterswrite down the consequences on scratch paper.

11. Instruct wagon masters to compute their consequences for the day.




P I O N E E R S

Award additional EF for groupsthat worked especially welltogether.


Research papers are due back tostudents on Day 11 of thesimulation. Plan accordingly.



14. Instruct wagon masters to place their travel markers on theappropriate place on the classroom version of the Hacker TrailMap. Additionally, instruct wagon masters to record (or haveanother member record) travel on the Hacker Trail Map on theinside front cover of their Pioneer Paperwork Folders.

15. Optional Students prepare a brief presentation to share theirresearch with the class on Day 11.



P I O N E E R S

FRONTIER FATE 29• Who: All wagon trains on the Cheyenne River Trail

• What: Despite choosing this trail in order to avoid thesacred burial grounds and potential Native Americanhostilities, the ultimate disaster took place today. Threeyoung men from your wagon train are known as “hotheads.” They are fast with guns, fists, and mouths. Latethis afternoon they rode into camp with the scalps of twoNative Americans. The three had spotted a small huntingparty from a nearby village. They tracked the NativeAmericans down, then killed and scalped two of thehunters. You must have a wagon train meeting to decidewhat to do about these men before hostilities break out.The written decision must be handed in.


• Fate: 400 DPs for an acceptable solution; 600 DPs for anunacceptable solution; 800 DPs for no solution turned inand subtract 6 EF due to two men being lost in the fightthat breaks out with the Native Americans.

Frontier Fates 29–36 relate toTrail Decision 2.


FRONTIER FATE 30• Who: All wagons on the Cheyenne River Trail

• What: You have been out for several months and you havebeen using a lot of your food and some of your othersupplies. Food is beginning to run short on many wagons.If you did not bring enough food to reach Fort Choicewhere there are some limited supplies, you will becomeweak and have a greater chance of getting sick andslowing down your wagon train.


• Fate: For each wagon not carrying the following supplies,reduce your EF as indicated.

sugar . . . . . . . . . 1 EF dried meat . . . . . 1 EFpinto beans . . . . 2 EF flour . . . . . . . . . . 1 EFsalt . . . . . . . . . . . 2 EF



P I O N E E R S

FRONTIER FATE 31• Who: Identities 1 and 9 on all wagon trains on the Burial

Grounds Trail

• What: Your wagon train has been attempting to outrun theNative Americans who have taken up the chase. It isalmost dusk and you all realize that you will not be closeenough to Cheyenne Crossing for help. So the decision hasbeen made to stop, circle the wagons, and hope you cansuccessfully defend yourselves against any attack thatmight occur. Suddenly the fight begins at dawn with morethan 30 warriors attacking your wagon train. During theensuing fight you are struck by an arrow in the right arm.For the next two days of the simulation you must wearyour right arm in a sling. (Yes, even if you are right-handedand that is your writing arm!)


• Fate: Stand 10 feet from a trash can with your back towardit. You have two chances to toss a coin or checker into thetrash can. If you fail to do so, this fate is yours—250 DPsbecause of the time spent helping you.



P I O N E E R S

FRONTIER FATE 32• Who: Identities 2 and 7 on all wagon trains on the Burial

Grounds Trail

• What: During the fight your spouse is shot and killed byan arrow.


• Fate: Call a coin toss (each person—identity 2 and 7).This fate is yours if the call is incorrect—subtract 1 EF.

FRONTIER FATE 33• Who: Everyone on the Burial Grounds Trail

• What: During the fight, three of your livestock were runoff and lost.


• Fate: From 20 feet members of each wagon train pitchcoins/checkers at a wall. Each person whose coin/checkeris more than 10 inches from the wall loses one head oflivestock. For each animal lost subtract the following:

oxen . . . . . . . . . . 2 EF mules . . . . . . . . . 1 EFcows. . . . . . . . . . 1 EF horses . . . . . . . . 1 EFgoats . . . . . . . . . 1 EF


Grounds Trail

• What: During the fight your daughter was shot and killed.


• Fate: Call a coin toss. This fate is yours if the call isincorrect—subtract 1 EF.



P I O N E E R S


Grounds Trail

• What: During the fight your wagon was struck by aflaming arrow and it burned. You lost your wagon and allof your supplies.


• Fate: Pick a number between 1–6. Roll a die. If yournumber does not come up, you escape this dire fate. Ifyour number comes up you must subtract 2 EF for the lossof your wagon and 1 EF for the loss of your supplies. Forthe remainder of the trip you must find another family thatwill allow your family to ride with them.


River Trail

• What: Heavy rains began falling several days ago and stillhave not let up. Your youngest child was soaked the othernight when your wagon leaked. He/she caught pneumoniaand died early this morning.

• Where: Just east of Cheyenne Crossing on the CheyenneRiver Trail

• Fate: From 15 feet flip a checker or coin into a trash can.The coin/checker must be placed on your thumbnail beforeyou flip it. If you fail, you receive this fate and your wagontrain loses 1 EF plus 400 DPs for the delay of the funeral.

FRONTIER FATE 37• Who: Identity 7 on all wagon trains

• What: Rain has fallen for seven days. The trail hasbecome an impassable, gummy mass. Your wagon isbogged down and must be pulled out before you and thewagons behind you can proceed.

• Where: East of Cheyenne Crossing on both trails

• Fate: Call a coin toss. 300 DPs for an incorrect call.

Day 11Objectives

• Frontier Fates simulate events that might occur along thetrail

• Discuss and evaluate the research paper assignment• Complete Diary Entry 3: Flood at Cheyenne Crossing

Materials• Student Guides (page 9) — class set

Procedure 1. Return each student’s evaluated research papers and have

wagon masters record grades on their WAGONMASTER’S LOG.

2. Discuss the research papers with the class.

3. Optional Students present their research to the class.

4. Read Frontier Fates 38–40 (pages 52 and 53). Have wagonmasters write down the consequences on scratch paper.

5. Frontier Fate 39 requires that everyone lighten their loadsto a maximum of 650 BWUs. a. Turn to the Wagon Supply List on pages 6 and 7 in the




6. Read together the Situation and Entry for Diary Entry 3:Flood at Cheyenne Crossing (page 9 in their StudentGuides). Briefly answer any questions that arise.

7. Instruct students that they have approximately 20 minutes towrite their diary entry on the third page of their Travel Diaries.



P I O N E E R S

If time permits, read one or twocapable examples. Discuss whatthe authors did and how theyworked through each step. Getstudent feedback concerning theirpapers—what they learned andwhat they found most interesting.

Review the Frontier Fates aheadof time. Add additional fates ofyour own to further increase yourcontrol of events and to simulateadditional happenings along thetrail.

Advise students to select carefullythe supplies they leave behind.Item Description BWUs x Number

of Items= Total BWUs


✔

COLUMN A


BWUs


COLUMN B

8. Collect and grade the diary entries on the basis of theiroriginality and how well students incorporated requestedmaterial. Use the DIARY ENTRY RUBRIC for gradingpurposes.








P I O N E E R S


Students receive 1–20 points fromtheir research papers today, thus thelarge number of delay points relatedto this fate. Make adjustments to theDPs as necessary.


• What: Because of the high rushing river, your guide hasdecided to delay the crossing for several days in hopes thatthe water level will fall. But three days pass, the rainscontinue and the river rushes on.

• Where: Cheyenne Crossing

• Fate: 1000 DPs for each wagon train for the time lostwaiting at Cheyenne Crossing.



P I O N E E R S


• What: Since the rains have not stopped and since the rivermay not be down for several weeks, the decision has beenmade that no more time can be wasted and you must crossthe river today. The guide has informed you that yourwagons are all too heavy and will sink unless they arelightened.


• Fate: Everyone must lighten their load to 650 BWUs. Fillin Column B on your Wagon Supply List. Show what youare leaving behind.


• What: As you prepare for the crossing, you suddenlyrealize the importance of rope. Without enough rope youcannot safely guide the wagons and pull them across theriver.


• Fate: If your wagon train is not carrying seven or moreropes, your wagon train loses 1 EF.


• What: Your oldest son fell off the wagon and drowned inthe fast-moving river while you attempted to cross.


• Fate: Pick two numbers between 1–6. Roll a die. If eithernumber comes up, this fate happens to you and yourwagon train loses 1 EF.



P I O N E E R S


• What: One of your draft animals drowns in the river whileyou cross. Your wagon is almost lost, but friends rush toyour aid and help you save it.


• Fate: Call a coin toss. If your call is incorrect this is yourfate and your wagon train loses 1 EF.


• What: Your wagon swamps in midstream. You manage toget it across, but you lose 60 BWUs of supplies, includingall your flour and salt.


• Fate: Call a coin toss. If you call it incorrectly, this is yourfate. Fill in Column B on your Wagon Supply List toshow lost supplies—including all flour and salt.


• What: A large tree, rushing down the river, smashes intoyour wagon and crushes it in the raging water. You manageto hold on to the lifeline but your wagon, your supplies,and your draft animals are all lost.


• Fate: Stand 25 feet from a trash can. You have threechances to toss a coin/checker into the trash can. If you failto do so (one of the three chances), this fate is yours andthe wagon train must subtract 3 EFs for the lost wagon,supplies, and animals. You must find another wagon onwhich to ride for the remainder of the trip.

Day 12Objectives

• Frontier Fates simulate events that might occur along the trail• Read and Resolve Trail Decision 3

Materials• Student Guides (pages 12–13) — class set• TRAIL DECISIONS — class set or transparency• Resource Materials (related to cholera) — several


masters record the grades on their WAGON MASTER’S LOG.

2. Read Frontier Fates 45–46 (page 58) and have wagon masterswrite down the consequences on scratch paper.

3. Have students turn to Trail Decisions (Student Guides). Readthe Directions on page 12. Distribute TRAIL DECISIONS ordisplay the transparency and distribute blank paper.

4. Slowly read Trail Decision 3 aloud to your students. Studentstake notes as you read. If you feel it is necessary, reread it.

Trail Decision 3: Trail to Devil’s FlatSituation: Last night you arrived at Fort Choice.Today you have been resting, purchasing a fewsupplies, and asking questions about the trail ahead.The map indicates that the trail divides into threeseparate trails just west of Fort Choice.

Massacre Canyon Trail is the shortest and fastestroute, but is rumored to be the most dangerous. Thecountry along the Massacre Canyon Trail is wild,rugged, and lonely. There are no settlements beforeyou reach Devil’s Flat. You have heard many storiesabout wagon trains who found only dry water holes,hostile Native Americans, or huge rocks blocking thetrail. One man you talked with reported that last yearthe commanding officer sent horse soldiers to punishthe tribes along the trail. In this fight, many NativeAmericans were killed, including women and children.



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If copying is limited, use atransparency instead of a class setof TRAIL DECISIONS. Students useblank paper for this assignment.


If using the transparency andblank paper, allow time forstudents to copy TRAILDECISIONS onto their papersbefore you begin reading.

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This cruel attack had angered the Native Americansand they were now fighting back. Last month a wagontrain on Massacre Canyon Trail was attacked byNative Americans. They came limping back to the fortwith half the people dead or severely wounded. Thecavalry at Fort Choice protects travelers only as farwest as the division in the trail. The soldiers adviseagainst taking the Massacre Canyon Trail.

Long Trail is much longer and also passes throughsome pretty rough country. However, water isgenerally no problem and the chance of attack is muchless. Wagon trains taking Long Trail almost always getthrough, though a man told you that last year a wagontrain was attacked by Native Americans and sufferedseveral casualties.

Finally there is the Salt Flats Trail. Reportsconcerning this trail are very confusing. One report isthat hostile Native Americans along the trail make thatroute as dangerous as Massacre Canyon. It would besuicide for anyone foolish enough to take it. A manwho claimed to have taken the trail just a few monthsago said the trail is a safe shortcut around MassacreCanyon. He said that he had seen no sign of NativeAmericans.

Hearing these stories about the different trails hasdone little to help you decide which trail to take. Yourwagon train still has to make that decision. Whateveryou decide you will need a lot of luck if your wholewagon train is to make it safely to Devil’s Flat.

5. Once students have finished their notes, instruct them to readAnalyze the Possible Actions at the top of page 13.



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6. Read these possible actions:a. Time is becoming a very critical problem for you and

your fellow travelers. It is mid-August and you stillface several more months on the trail. Because of thetime factor, you believe you must gamble and take theMassacre Canyon Trail.

b. Even though time is important, you feel taking theMassacre Canyon Trail is too risky. You want tomake sure that you reach Oregon and do not end updead beside the trail. For this reason you want toplay it safe and go on the Long Trail.

c. You are a gambler, always willing to take a chanceon the unknown. Since Massacre Canyon Trailseems too risky and Long Trail too long, you favorthe Salt Flats Trail. You have a gut feeling that theman who said it was a safe shortcut was right.

d. You are a very cautious person. You are in favor ofsending scouts ahead on the Massacre Canyon Trailto check the trail’s condition, if water is available,and if hostile Native Americans are in the area.



9. The wagon master writes a short paragraph—or assigns someoneto write the paragraph—explaining what the wagon train hasdecided to do. Collect and grade the Trail Decision 3 pages.

10. Read Frontier Fates 47–51 (pages 59 and 60) and have wagonmasters write down the consequences on scratch paper. Instructwagon trains to meet, make a decision for Frontier Fate 50, andturn in their decision. Read the consequences as appropriate.


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• What: A large mud slide has blocked the trail and it willtake you several days to clear the mud away so the wagonscan get through.

• Where: West of Cheyenne Crossing

• Fate: Each wagon master picks a different numberbetween 1–6. The teacher rolls the die. 500 DPs for thewagon train whose number comes up.


• What: Your wagon came down off of a rise and fell into aditch, breaking its front axle. Your wagon train must stopwhile your wagon is repaired.

• Where: East of Fort Choice

• Fate: Call a coin toss. 300 DPs if your call is incorrect.100 additional DPs if you are not carrying axle grease.




15. Collect identity 1’s (on Salt Flats Trail) paragraphs related toFrontier Fate 48 before Day 13.



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FRONTIER FATE 49• Who: All wagons on the Massacre Canyon Trial

• What: As your wagon train rounds a bend, you find that alandslide has blocked the canyon ahead. You must stop andclear the trail before you can continue. You find thatshovels and pick axes are very vital.

• Where: Massacre Canyon Trail

• Fate: 100 DPs for each wagon in your wagon train withouta shovel; 150 DPs for each wagon in your wagon trainwithout a pick axe.

FRONTIER FATE 48• Who: Identity 1 on all wagon trains on the Salt Flats Trail

• What: Your child has evidently contracted cholera. Peopleon your wagon train are very concerned that they will getthe disease. To help your child and your wagon train youmust write a research paragraph (50–100 words), on whatcholera is, what chances you think your child has tosurvive, and on what chances others have of catching thedisease, with source indicated.

• Where: Salt Flats Trail

• Fate: 100 DPs for an acceptable paragraph; 400 DPs for anunacceptable paragraph. 400 DPs if no paragraph is turnedin and you call a coin toss. An additional 400 DPs andsubtract 3 EF if the call is incorrect.

FRONTIER FATE 47• Who: Identity 9 on all wagon trains on the Salt Flats Trail

• What: You fell into a large cactus when your wagon hit ahuge rock. It takes you the rest of the day to extract thespines and you are very sore for several weeks.


• Fate: Call a coin toss. 300 DPs if your call is incorrect.Additionally, you must stand up for the remainder oftoday’s class (up to 20 minutes) because it is too painfulto sit down!


Make note of who is responsiblefor these paragraphs as they needto be collected and examined byyou before Day 13.

FRONTIER FATE 50• Who: All wagon trains on the Long Trail

• What: You are getting very low on food, particularly meat.Scouts have spotted a herd of buffalo about five milessouthwest of the trail. They also report that a small band ofNative Americans has been following your wagon train forthe last three days. You must make a decision whether toforget the buffalo, to take the whole wagon train after thebuffalo, or to send out a hunting party. Have a brief wagontrain meeting to decide what to do. Turn in your writtendecision.

• Where: Long Trail

• Fate: (Read after decisions are turned in.) If you decidedto forget the buffalo, subtract 2 EF for low rations; 500DPs if you decided to take the wagon train after thebuffalo, but add 2 EF for the meat obtained and 2 EF forcooperative hunting efforts with the Native Americans. Ifyou decided to send out a hunting party add 1 EF for themeat obtained in the hunt and choose a number between1–6. Roll a die. If your number comes up add 2 EF forpositive interactions with the Native Americans alsohunting the buffalo.



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FRONTIER FATE 51• Who: Identity 4 on all wagon trains on Long Trail

• What: Your youngest/only child suddenly got a fever anddied during the night. You insist on stopping the wagontrain for a day so you can have a decent burial and mournyour loss.


• Fate: Stand 10 feet from a trash can. Place a coin/checkeron the toe of your shoe. If you can flip it into the trash canon your first try, you avoid this fate. 400 DPs and subtract1 EF if you fail.


Day 13Objectives

• Frontier Fates simulate events that might occur along the trail• Complete Diary Entry 4: Devil’s Flat

Materials• Student Guides (page 9) — class set• Resource Materials (related to dysentery and rabies) — several

Procedure 1. Return each student’s evaluated Trail Decision 3 and have

wagon masters record grades on their WAGON MASTER’SLOG.

2. Return identity 1’s (on the Salt Flats Trail) paragraphs related toFrontier Fate 48 (with consequences indicated on their papers).Read Frontier Fates 52–58 (pages 63–65). Have wagon masterswrite down the consequences on scratch paper. Instruct identity2s on the Massacre Canyon Trail to lead a wagon train meeting,make a decision related to Frontier Fate 55, and turn in adecision. Read the fates accordingly.

3. Read together the Situation and Entry for Diary Entry 4:Crossing Devil’s Flat (page 9 in their Student Guides). Brieflyanswer any questions that arise.

4. Instruct students that they have approximately 20 minutes towrite their diary entry on the fourth page of their Travel Diaries.

5. Collect and grade the diary entries on their originality and howwell students incorporated requested material. Use the DIARYENTRY RUBRIC for grading purposes.

6. Read Frontier Fates 59–64 (pages 66 and 67). Have wagonmasters write down the consequences on scratch paper



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7. Frontier Fate 64 requires that everyone lighten their loads to amaximum of 500 BWUs. a. Turn to the Wagon Supply List on pages 6 and 7 in the






10. Wagon masters compute the number of dots their wagon train isable to move for the day (columns 8–10). Groups check thesecomputations.


12. Collect identity 5’s paragraphs related to Frontier Fate 58 andidentity 8’s paragraphs related to Frontier Fate 60 before Day 14.



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Item Description BWUs x Numberof Items

= Total BWUs


✔

COLUMN A


BWUs


COLUMN B


Advise students to select carefullythe supplies they leave behind.



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FRONTIER FATE 52• Who: All wagon trains on the Salt Flats Trail

• What: You took the Salt Flats Trail because you were agambler and you hoped it would be a safe shortcut toDevil’s Flat. Now you have found that the trail wandersthrough a vast, waterless desert and you must return to theplace where the trail divides and choose another trail.


• Fate: You must turn around and earn your way back to theplace where the trail forked. Once there, choose eitherLong Trail or Massacre Canyon Trail.

FRONTIER FATE 54• Who: All wagon trains on Massacre Canyon Trail

• What: As you reached the halfway point through thecanyon, a large band of Native Americans began firing onyou from the surrounding hills. You circled your wagons asquickly as possible but you lost several animals.


• Fate: Each wagon master picks a different numberbetween 1–6. The teacher rolls the die. If a wagon master’snumber comes up, his/her wagon train subtracts 3 EF dueto dead animals.

FRONTIER FATE 53• Who: All wagons on the Salt Flats Trail

• What: Animals start falling dead due to the extreme heatand the absence of water.


• Fate: From 15 feet members of each wagon train pitchcoins/checkers at a wall. Three-fourths of thecoins/checkers tossed represent dead animals—the 3/4thsthat are the farthest distance from the wall. Each personwhose coin/checker is in this group (the 3/4ths farthestfrom the wall) loses one head of livestock. For each animallost subtract the following:



You need enough checkers/coinsfor each member of all wagontrains on the Salt Flats Trail. To beclear on which checker/coinbelongs to which student, attachmasking tape with student’s initialsto each before pitching.



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FRONTIER FATE 56• Who: Identity 1 on all wagon trains on the Massacre

Canyon Trail

• What: During the Native American attack on your wagontrain you were wounded by an arrow in your side, althoughthe wound is very painful and you will be unable to doyour share of the work for a week or more, you willsurvive.


• Fate: Call a coin toss. 400 DPs due to you being unable towork if your call is incorrect.

FRONTIER FATE 55• Who: Identity 2 on all wagon trains on the Massacre

Canyon Trail

• What: Earlier this evening your spouse went looking forthe water that your family and animals need and neverreturned. When you and several others went to investigate,you found signs of a struggle indicating that your spousewas carried off by a small band of Native Americans. Leada wagon train meeting to decide what to do. Should youcontinue without your spouse or should members of thewagon train go out after him/her? Your fate will be readonce your written decision is turned in.


• Fate: (Read after decisions are turned in) If you decide togo on without your spouse, your wagon train loses 3 EF.800 DPs if you decide to go after your spouse, and you calla coin toss. If you call it correctly, you get your spouseback; if you call it incorrectly, the search was in vain andyou must subtract 3 EF for the loss as well as the 800 DPs.



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FRONTIER FATE 57• Who: Identity 5 on all wagon trains on Long Trail

• What: As you are passing through a very narrow gorge, ahuge boulder comes crashing down. It crushes your rightfront wagon wheel and overturns your wagon. No otherwagons can proceed until your wagon is turned upright andthe wheel is repaired.


• Fate: Call a coin toss. 300 DPs if your call is incorrect.


• What: You have come down with a very high fever and abad case of dysentery. Since you are too sick and too weakto drive your wagon, someone must do your work untilyou are well. Write a research paragraph (50–100 words),with source indicated, on what dysentery is, its cause, andits treatment.

• Where: On all trails

• Fate: 100 DPs for an acceptable paragraph; 200 DPs for anunacceptable paragraph. 200 DPs if no paragraph is turnedin and you call a coin toss. An additional 200 DPs if thecall is incorrect.

Make note of who is responsiblefor these paragraphs you mustcollect and examine/check thembefore Day 14.



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• What: While out looking for firewood you and your dogencounter a coyote that is acting strangely. The coyoteattacks your dog. You think the coyote is rabid. Write aresearch paragraph (50–100 words) on rabies and how totreat the bite, with source indicated. Your wagon train’sfate is dependent on you.

• Where: West of Devil’s Flat

• Fate: 200 DPs for an acceptable paragraph; 400 DPs foran unacceptable paragraph; 1000 DPs for no paragraphturned in.


• What: There is very little food along the trail for theanimals and those who are not carrying feed for theiranimals find them growing weak, unable to work, and inneed of special care.


• Fate: 100 DPs for each animal without feed.

Students check their Wagon SupplyLists for “feed for 1 pair ofanimals” to determine if anyanimals are without feed.


• What: Your water barrel jarred loose while going across avery rocky stretch of the trail. It fell on the rocks, splitopen, and you lost all the water you had in it.


• Fate: If this was your only water barrel, subtract 1 EF; 400DPs if you have only one additional barrel; 100 DPs if youhave two additional barrels.

Rabies was a fatal disease in themid-19th century.

Make note of who is responsiblefor these paragraphs as you mustcollect and examine/check thembefore Day 14.



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• What: Animals are dying because of continuing lack ofwater, lack of feed, and the extreme heat.

• Where: Out in the Hades Desert

• Fate: A member of the wagon train flips a coin twice,trying to get heads up on the first flip and tails up on thesecond flip. If you cannot, you lose an animal. Choose ananimal and subtract the following:



• What: After finally making it across the Hades Desert,you have reached the small settlement of Paradise. Thereis plenty of fresh water from melting snow high in themountains, lush green grass for your animals, and a fewsupplies to replenish those used and lost crossing HadesDesert.

• Where: Just east of Sunrise Pass

• Fate: After five days at Paradise you are rested, the animalsare strong, and your spirits are high. Add 10 EF and go!


• What: You are just two days out of Paradise and the climbhas begun to take its toll on your animals. The altitude isnow 7,000 feet and you still have to climb 2,000 feet to getover the pass. The guide and scouts have just returnedfrom checking the trail ahead and they have informedeveryone on the wagon train that the trail is going tobecome very steep and narrow. Oxen, mules, and horseswill have to be hitched eight or 10 to each wagon to pull itover the top. This will mean repeated trips for all of thelivestock.

• Where: Just below Sunrise Pass

• Fate: To make the final climb a little easier everyone mustreduce their wagon loads to a maximum of 500 BWUs. Fillin Column B of your Wagon Supply List accordingly.

Day 14Objectives

• Frontier Fates simulate events that might occur along the trail• Read and Resolve Trail Decision 4• Complete simulation

Materials • Student Guides (pages 12–13) — class set• TRAIL DECISIONS — class set or transparency


masters record the grades on their WAGON MASTER’S LOG.

2. Return identity 5’s paragraphs related to Frontier Fate 58 andidentity 8’s paragraphs related to Frontier Fate 60 (withconsequences indicated on their papers). Read Frontier Fates65–67 (page 71). Have wagon masters write down theconsequences on scratch paper. Instruct wagon trains to meet,make a decision for Frontier Fate 66, and turn in their decision.Read the consequences as appropriate.

3. Have students turn to Trail Decisions (Student Guides) Readthe Directions on page 12. Distribute TRAIL DECISIONS ordisplay the transparency and distribute blank paper.

4. Slowly read Trail Decision 4 aloud to your students. Studentstake notes as you read. If you feel it is necessary, reread it.

Trail Decision 4: Snow PassSituation: Your long journey west is almost over. Thereis only one more mountain pass to scale. Then you willdescend into the rich valley you have been dreaming offor many months. Unfortunately it is already earlyNovember. It is snowing in the mountains.

A Native American guide has been with your wagontrain since you left Paradise. He tells you that this isthe fourth snow of the season. The snow has nearlyblocked Snow Pass. He believes that the pass is stillopen but, with the snow now coming down, it willsoon be closed for the rest of the winter. What shouldyou do?



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If copying is limited, use atransparency instead of a class setof TRAIL DECISIONS. Studentsuse blank paper for thisassignment.


The wagon master keeps track ofthe EF and DPs for each fate onscratch paper before enteringthese on his/her WAGONMASTER’S LOG.

If using the transparency andblank paper, allow time forstudents to copy TRAILDECISIONS onto their papersbefore you begin reading.

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Everyone in the wagon train is talking and arguing.You realize that you must waste no time; your wagontrain must make a decision soon!

5. Once students have finished their notes, instruct them to readAnalyze the Possible Actions at the top of page 13.

6. Read these possible actions: a. Your wagon train can head directly for Snow Pass

and hope it is still open when you get there. If thepass is open, you will soon reach Hacker’s Valley.You will spend the winter in a warm shelter youcan construct on your own property. If the snowcloses the pass while you are there, you will betrapped and unable to move either forward orbackward. This will undoubtedly mean death foralmost everyone and everything on the wagon train.

b. You can send scouts ahead to see if Snow Pass isopen. This might waste valuable time and allow thepass to close before you can reach it, or it might bethe action that saves your life.

c. You can spend the winter in High Valley. However,staying in the valley could present many problemssince there are no shelters, you have few suppliesleft, and the winter will be very severe. If you stay,you must immediately begin building shelters,sending out hunting parties, and preparing for avery rough time for the next five months.

d. You can turn the wagon train around and head backto Paradise. This is probably the safest action.Sunrise Pass is a very rugged climb, but it is not ashigh as Snow Pass. It should still be open. Paradiseoffers grazing for your animals, food and shelter foryou, and your children can go to school for sixmonths. However, you will undoubtedly not be thefirst people into Hacker’s Valley and thereforemuch of the better land will be gone when youarrive.

Whatever you decide to do, good luck!



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9. The wagon master writes a short paragraph—or assignssomeone to write the paragraph—explaining what the wagontrain has decided to do.

10. Collect and grade the Trail Decision 4 pages.








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• What: The tongue on your wagon snapped when youturned it too sharply. You must stop and repair the tonguebefore you continue.

• Where: West of Sunrise Pass

• Fate: Call a coin toss. 200 DPs if your call is incorrect.


• What: Someone in your wagon train stole all your flourand dried meat last night. Your wagon train must have abrief meeting to decide what to do. Write your solution andhand it in.

• Where: West of Sunrise Pass

• Fate: Acceptable solution turned in, continue with nodelay; 400 DPs for an unacceptable solution; 800 DPs forno solution turned in.


• What: Last night a pack of hungry wolves attacked thewagon train’s herd of cattle. Two cows were killed and youhad to destroy two others because of the wounds theyreceived.

• Where: High Valley

• Fate: The wagon master picks two numbers between 1–6.Roll a die. If either number chosen comes up subtract 4 EFfor this loss.

Decide what is acceptable for thissituation. Read decisions andprovide consequences today.



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FRONTIER FATE 68• Who: All wagon trains that decided to go over Snow Pass

• What: The heavy snow continues to fall, making yourprogress slow and difficult. As you near the top, one of thelead wagons slides halfway off the trail and overturns. Youare trapped and the cruel winter has you at its mercy. Thesnow continues to fall for nearly a week and your wagonsare snowed in for the winter. Several men manage to walkover the pass and reach safety, but the rest of your wagontrain dies of starvation and exposure.

• Where: Snow Pass

• Fate: Each wagon master stands 20 feet from a trash can.He/she has three tosses of a coin/checker to save yourlives. If he/she fails, you die. If he/she succeeds, somehowyou all manage to struggle over the pass and reachHacker’s Valley.

FRONTIER FATE 69• Who: All wagon trains that decided to send scouts ahead

to check the trail

• What: The scouts take several hours to make it up to thepass and then return. Valuable time is lost. They report thatthe pass was still open, but the hard snow will close itwithin the next few hours. You now have one minute todecide as a wagon train what you are going to do. Yourfate will be read as soon as your decision has beenreached.

• Where: Snow Pass

• Fate: Same as Frontier Fate #68 except wagon masterstands 25 feet from the trash can.




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FRONTIER FATE 71• Who: Those wagon trains that elected to return to Paradise

• What: Going back is rough; the snows clog the trail andSunrise Pass is full of deep snow.


• Fate: Your wagon master stands 20 feet from a trash can.He/she has three tosses of a coin/checker to get you tosafety. If he/she fails, your wagon train is trapped atSunrise Pass and wiped out by the savage winter. If he/shesucceeds, you make it back to Paradise and spend thewinter there. When spring arrives, you have only a fewsupplies left, your money is gone, and the best land inHacker’s Valley is gone. At least, however, you still haveyour life and your family.

FRONTIER FATE 70• Who: All wagon trains that elected to stay in High Valley

for the winter

• What: The winter came quickly. You managed to build afew shelters and collect some additional supplies beforethe earth was buried for the long winter. During the winterthe game was scarce and the weather extremely cold.


• Fate: When spring arrives and you can move again, youfind that you have lost three-fourths of your livestock;most of your supplies; and a number of men, women, andchildren. The wagon train weakly makes its way toHacker’s Valley, a mere skeleton of the enthusiastic groupthat left Fort Independence.

Day 15Objectives

• Gauge understanding of material covered during the simulationwith the Posttest

• Discuss the decisions that were made during the simulation• Evaluate the simulation

Materials• PIONEER TRAVEL TRIVIA (Posttest) — class set• Paper (lined) — class set

Procedure 1. Distribute PIONEER TRAVEL TRIVIA (Posttest) and paper,

and allow students approximately 20 minutes to complete.Collect tests, correct later, and examine student learning (Pretestversus Posttest; see Day 1 for answers to test).

2. As a class, discuss the knowledge gained during PIONEERS.Among the topics to cover:a. Pretest/Posttest

• How did the second answers compare with the firstanswers? Why are there differences?

b. The supplies that were taken• Would you choose supplies differently if you did this

simulation again? c. Other knowledge

• Are you more aware now than you were previously ofthe dangers that homesteaders faced along the trail west?

• Did you gain any new appreciation of the importance ofmaps during the Westward movement?

• What other knowledge would have helped you makeyour diary entries more realistic?

3. Ask students to evaluate their trail decisions: • Which were good decisions? • Which were bad decisions?• Why in each instance? • Did individual or group decisions tend to be wiser?



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4. Ask wagon masters to comment on the following: • Did your members cooperate when cooperation was

essential or did they bicker and fight? • How did their cooperation or lack of cooperation affect your

wagon train? • Did each student work as hard as possible both as an

individual and as a member of a team working toward acommon goal?

5. Ask students if they believe that they grew in the following skill areas:• Note taking • Listening • Decision making• Writing a research paper • Analyzing alternative solutions to a problem

6. Solicit students’ opinions about this simulation as a learning environment. • How does a simulation compare with other ways of learning

(texts, lectures, films, etc.)? • What were the strengths of PIONEERS? • What were its weaknesses? • Should next year’s students do this simulation? If no, ask

their reasons why not? If yes, why? Also if yes, what wouldimprove the simulation?



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P IONEER TRAVEL TRIVIA (1 )Pretest/Posttest

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Name:__________________________________________________

Directions: Circle the letter before the best answer for questions 1–10.

1. Most settlers traveled to the West by way ofa. boat around the tip of South Americab. boat to Panama; then by land across the Isthmus; then by boat to the West coastc. wagon traind. steam locomotive (train)

2. The Westward movement and the settling of California and Oregon took place duringa. 1780–1810b. 1810–1840c. 1840–1870d. 1870–1900

3. Most wagons were pulled bya. mulesb. oxenc. cowsd. horses

4. A bellows isa. a device for making a hot fireb. an old-fashioned pair of shoesc. the metal with which the blacksmith formed horse shoesd. an old-fashioned skirt worn by pioneer women

5. A prairie schooner was aa. boat used by pioneers to cross large riversb. small animal related to the prairie dogc. sod house pioneers lived ind. covered wagon

6. Which one of the following was not a major trail west?a. Highland Trailb. Santa Fe Trailc. Oregon Traild. Mormon Trail


PIONEER TRAVEL TRIVIA (2 )Pretest/Posttest

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7. Which of the following supplies would be the most important to a settler moving west?a. saddleb. cooking stovec. seeds for plantingd. piano

8. Most people who went west as homesteaders werea. farmersb. minersc. storekeepersd. doctors

9. Which of the following would have been most important to members of a wagon train?a. spicesb. extra pair of bootsc. family heirloomsd. Dutch oven

10. Which of the following was not a problem for most wagon trains?a. weatherb. accidentsc. Native Americansd. disease

Respond to the following on a separate piece of paper.

11. Explain the five Ws of writing.

12. List at least three reasons why the West was a magnet in the mid-1800s.

13. List at least three difficulties faced by pioneers as they traveled west. Consider whether you would have taken this trip. Explain why or why not?

14. List at least five supplies necessary if you were traveling west by land in the mid-1800s.

15. Summarize the advantages and disadvantages of traveling in a wagon train.


CHALLENGE PROJECTS

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The following extra credit assignments earn you additional points to speed your wagon train’s progresson the Hacker Trail. Work on one of these Challenge Projects during your spare time inside or outsideof class. If you dream up some project other than those listed below, make sure it is related towestward movement or wagon trains. Clear the project with your teacher before beginning.

Speaking• Read a Western novel, biography, or autobiography and then ask another wagon train member to

interview you as you role-play the main character. Try to explain how the West shaped yourcharacter.

• Read some Western tall tales. Then tell one or two to the class. Also consider making up anoriginal tale to tell the class.

• Bring actual artifacts to class that someone took West during frontier days. Explain each to theclass.

Film Making• Make a three- to four-minute movie. Keep it simple. Your story does not have to be too elaborate.

You could show one thing that happened to a family on a wagon train. For example, at twilight afamily preparing for the evening meal suddenly finds out that its littlest child is missing…

Writing• Write an original story taking place on a wagon train or a Western homestead.• Research and write a second paper on Western history.• Compose an original Western poem.• Write a book report based upon a Western novel, biography, or autobiography.

Singing• Research songs of the Westward movement. Then bring in a guitar (or have a fellow wagon train

member bring his/her guitar), sing several songs, and explain what they meant to Americans onthe frontier.

• After studying songs of the Westward movement, compose an original Western song and sing itto the class with guitar accompaniment.

Model Making• Make a three-dimensional model of either a Conestoga or the smaller prairie schooner wagon.• Make a diorama of a group of miners digging into a hillside and panning for gold.

Dancing• Five students research Western dancing. One explains the dancing that the other four perform for

the class.

Illustrating• Illustrate a family in trouble on their way West when…• Research one of the Western trails, draw it on a large map, and then place it on a bulletin board.• Make a perspective drawing of the interior of a wagon and how a family packed all its goods for

safe travel on the trail.


COOPERATIVE GROUP WORK RUBRIC

P I O N E E R S

Cooperative Group-Work RubricLevel 4 — Exemplary (9–10 points)

• You consistently and actively help your group achieve its goals.• You consistently communicate with other group members.• You consistently encourage the group to work together.• You willingly accept and complete the necessary daily work.

Level 3 — Expected (6–8 points)• You help your group achieve its goals.• You communicate with other group members.• You encourage the group to work together.• You accept and complete the necessary daily work.

Level 2 — Nearly There (3–5 points)• You sometimes help your group achieve its goals.• You sometimes communicate with or encourage other group members.• You do not always accept and complete the necessary daily work.

Level 1 — Incomplete (0–2 points)• You do very little to help your group achieve its goals.

Cooperative Group-Work RubricLevel 4 — Exemplary (9–10 points)

• You consistently and actively help your group achieve its goals.• You consistently communicate with other group members.• You consistently encourage the group to work together.• You willingly accept and complete the necessary daily work.

Level 3 — Expected (6–8 points)• You help your group achieve its goals.• You communicate with other group members.• You encourage the group to work together.• You accept and complete the necessary daily work.

Level 2 — Nearly There (3–5 points)• You sometimes help your group achieve its goals.• You sometimes communicate with or encourage other group members.• You do not always accept and complete the necessary daily work.

Level 1 — Incomplete (0–2 points)• You do very little to help your group achieve its goals.


AVAILABLE SUPPLIES LIST

P I O N E E R S

Survival in the wilderness depended on careful planning. Stocking and packing a wagon was seriouswork. In the mid-1800s covered wagon pioneers took with them some or all of the following 90supplies. Your covered wagon cannot hold every item on the list. Select your supplies carefully.Consider the usefulness and importance of each item both on the trail and once you get to Oregon.Your fate—even your survival—may depend on how wisely you select your supplies.

Each item on the supplies list has a Bulk Weight Unit (BWU) listed in parentheses. A BWU representsa combination of the item’s size and weight. As you select supplies, notice that heavy or large itemssoon fill your wagon. Small, light items take less room.

The capacity of your covered wagon is 1000 Bulk Weight Units.

Household Itemsbaby cradle (15) bed frame — one (30)bedding — for one bed (2) Bible — family heirloom (5)blanket — one (3)butter churn (10)butter mold (2)candle sticks — one pair (2) candles — five (1) chest for clothing (35)clock (5) coal oil — one gallon (12)coffee grinder (3)coffee pot (3)cooking/serving utensils (6)cooking stove (75)dishes — family set (20) Dutch oven (6)fabric — 15 yards (12) family heirlooms (20)flint and steel (2)frying pan (6)lantern (3) loom (35)mirror (10)needle, thread, sewing kit (2)piano or small organ (100)pitcher and bowl (10)plants (10)rocking chair (15)rug (25)

spinning wheel (25)stool (8) table and four chairs (50)trunk for storage (20)wooden bucket (5)woven basket (4) Personal Itemsboots — one extra pair (4)clothing — one person (20) children’s toys (8) eating utensils — one person (1) fiddle (5) first aid kit — family (10) guitar (6) hunting knife (3) pistol (4) powder horn (4) rifle (10) snow shoes (4)Toolsanvil (40) axe (7) axle grease (13) bellows for fire (10) corn sheller (25) cross-cut saw — two-man (7) grain cradle (10) grind stone — large (20) hammer (2) hatchet (4) hoe (4)metal plow (40)

oxen yoke repair kit (15) pick axe (5)pitch fork — three-prong (6) rope — 100 feet (6) scythe (7)shovel (7) steel animal traps — four (20)tool assortment (10) twine — 100 feet (1)vise (5) Foodbacon — 25 pounds (25) coffee — 10 pounds (10)dried beef — 25 pounds (25)dried fruit — 10 pounds (10)dried pinto beans — 25 pounds (25)flour — 50 pounds (50)salt — 25 pounds (25)spices — assorted (1)sugar — 20 pounds (20)vegetables — 25 pounds (25)vinegar — 3 gallons (24)Miscellaneous Suppliesanimal feed — two animals (30)chicken coop (12)gun powder — keg (20)olive press (25)saddle (25)seeds — 50 pound bag (50)water barrel — 20 gallons (160)wood box — full of wood (25)


HACKER TRAIL MAP

P I O N E E R S


D IARY ENTRY RUBRIC

P I O N E E R S

Diary Entry RubricLevel 4 — Exemplary (9–10 points)

• You clearly express many creative or original ideas.• You include many adjectives and descriptive phrases. • You include all requested material.• You consistently use correct grammar, punctuation, and spelling.

Level 3 — Expected (6–8 points)• You express some creative or original ideas.• You include some adjectives and descriptive phrases. • You include most requested material.• You use correct grammar, punctuation, and spelling.

Level 2 — Nearly There (3–5 points)• You express few creative ideas.• You include few adjectives and descriptive phrases. • You include some requested material.• You do not always use correct grammar, punctuation, and spelling.

Level 1 — Incomplete (0–2 points)• You express few ideas. • You include little requested material.• You seldom use descriptive phrases or correct grammar, punctuation, or spelling.

Diary Entry RubricLevel 4 — Exemplary (9–10 points)

• You clearly express many creative or original ideas.• You include many adjectives and descriptive phrases. • You include all requested material.• You consistently use correct grammar, punctuation, and spelling.

Level 3 — Expected (6–8 points)• You express some creative or original ideas.• You include some adjectives and descriptive phrases. • You include most requested material.• You use correct grammar, punctuation, and spelling.

Level 2 — Nearly There (3–5 points)• You express few creative ideas.• You include few adjectives and descriptive phrases. • You include some requested material.• You do not always use correct grammar, punctuation, and spelling.

Level 1 — Incomplete (0–2 points)• You express few ideas. • You include little requested material.• You seldom use descriptive phrases or correct grammar, punctuation, or spelling.


WAGONTRAVEL MARKERS

P I O N E E R S

1

2

3

4

5

6

7

8

9

1 Total points earned by yourmembers today

2 Your wagon train’s current EF(Energy Factor)

3 Multiply line 1 x line 2; putthe product here

4 Your wagon train’s DPs(Delay Points) today

5 Subtract line 4 from line 3= today’s total

6 Enter yesterday’s Total TrailPoints (line 7 of yesterday)

7 Add line 5 to line 6= today’s Total Trail Points*

8 Enter number of pointsneeded to move one dot

9 Divide line 7 by line 8= Total Trail Dots*

10 Subtract yesterday’s TotalTrail Dots (line 9) from today’sTotal Trail Dots= movement for today

WAGON MASTER’S LOG

WAGON TRAINMEMBERS

C L A S S D A T E S

*Since leaving Fort Independence


TRAIL DECISION RUBRIC

P I O N E E R S

Trail Decision RubricLevel 4 — Exemplary (9–10 points)

• Your note taking includes all of the relevant and important information.• Your analysis is exceptionally thoughtful and concise. • You clearly express your decision using many adjectives and descriptive phrases.• You consistently use correct grammar, punctuation, and spelling.

Level 3 — Expected (6–8 points)• Your note taking includes some of the relevant and important information.• Your analysis is thoughtful and concise.• You clearly express your decision using some adjectives and descriptive phrases.• You use correct grammar, punctuation, and spelling.

Level 2 — Nearly There (3–5 points)• Your note taking includes little of the relevant and important information.• Your analysis is not clear and/or lacks evidence of thoughtful reflection. • You express your decision using few adjectives and/or descriptive phrases.• You do not always use correct grammar, punctuation, and spelling.

Level 1 — Incomplete (0–2 points)• Your note taking misses most of the relevant and important information.• Your analysis is disorganized and/or off topic.• Your decision is not clear.• You seldom use correct grammar, punctuation, or spelling.

Trail Decision RubricLevel 4 — Exemplary (9–10 points)

• Your note taking includes all of the relevant and important information.• Your analysis is exceptionally thoughtful and concise. • You clearly express your decision using many adjectives and descriptive phrases.• You consistently use correct grammar, punctuation, and spelling.

Level 3 — Expected (6–8 points)• Your note taking includes some of the relevant and important information.• Your analysis is thoughtful and concise.• You clearly express your decision using some adjectives and descriptive phrases.• You use correct grammar, punctuation, and spelling.

Level 2 — Nearly There (3–5 points)• Your note taking includes little of the relevant and important information.• Your analysis is not clear and/or lacks evidence of thoughtful reflection. • You express your decision using few adjectives and/or descriptive phrases.• You do not always use correct grammar, punctuation, and spelling.

Level 1 — Incomplete (0–2 points)• Your note taking misses most of the relevant and important information.• Your analysis is disorganized and/or off topic.• Your decision is not clear.• You seldom use correct grammar, punctuation, or spelling.

TRAIL DECISIONS (1 )

Directions for Trail Decisions 2, 3, and 41. As your teacher reads, listen carefully for the 5 Ws: Who, What, Where, When, Why. 2. As you recognize each, write down the appropriate information on your paper. 3. Write any other important information you feel you should remember in the Notes box. 4. Follow the steps outlined in Analyze the Possible Actions.

The 5 Ws

Who

What

Where

When

Why

Notes

TRAIL DECISIONS (2 )Analyze the Possible Actions

1. Listen carefully as your teacher reads thefour Possible Actions.

2. Write down the main points outlined in theaction. Remember the 5 Ws.

3. If you can think of a better action to take,write it in the Another Action box.

4. Analyze every possible action.

5. Write the strengths and weaknesses of each.Explain why you do or do not favor it.

6. Write your best solution of all in the BestAction box. This might be an action read toyou, one you thought up, or a combination.

7. After everyone is finished, meet with othermembers of your wagon train. Decidetogether what action your train will take.

Another Action

Best Action

Possible Actions Analysis of Possible Actions


RESEARCH PAPER RUBRIC

P I O N E E R S

Research Paper RubricLevel 4 — Exemplary (18–20 points)

• Your research paper demonstrates a thorough, well-developed understanding of conceptsaddressed. — Your introductory paragraph clearly tells why you chose the topic and identifies your

focus question.— Your body paragraphs clearly answer the focus question.— The ending paragraph clearly mentions your main ideas and your conclusions.

• You use ample details to clearly support statements and/or positions. • You consistently use proper mechanics—paragraph form, sentence structure, grammar,

punctuation, spelling, and capitalization. • You appropriately cite at least two sources.

Level 3 — Expected (14–17 points)• Your research paper demonstrates a general, adequately developed understanding of

concepts addressed. — Your introductory paragraph tells why you chose the topic and identifies your focus

question.— Your body paragraphs answer the focus question.— The ending paragraph mentions your main ideas and your conclusions.

• You use some details to support statements and/or positions. • You use proper mechanics—paragraph form, sentence structure, grammar, punctuation,

spelling, and capitalization.Level 2 — Nearly There (11–13 points)

• Your research paper demonstrates a limited, partially developed understanding ofconcepts addressed. — Your introductory paragraph does not tell why you chose the topic and/or identify

your focus question.— Your body paragraphs stray from the topic.— The ending paragraph is incomplete/missing your main ideas and conclusions.

• You used few details to support statements and/or positions. • You sometimes use proper mechanics—paragraph form, sentence structure, grammar,

punctuation, spelling, and capitalization.Level 1 — Incomplete (0–10 points)

• Your research paper demonstrates a minimal, undeveloped understanding of conceptsaddressed. — Your paper fails to include an introduction, body paragraphs, and/or ending

paragraph.— Your paper lacks organization and clarity.

• You used no details to support statements and/or positions. • You do not use proper mechanics—paragraph form, sentence structure, grammar,

punctuation, spelling, and capitalization.


WRITING CONVENTIONS RUBRIC

P I O N E E R S

Writing Conventions RubricLevel 4 — Exemplary (18–20 points)

• You consistently use proper paragraph form.• You effectively use proper punctuation and capitalization.• You effectively use correct grammar, spelling, sentence structure, and word variety.

Level 3 — Expected (14–17 points)• You use proper paragraph form.• You usually use proper punctuation and capitalization.• You use correct grammar, spelling, sentence structure, and word variety.

Level 2 — Nearly There (11–13 points)• You occasionally use proper paragraph form.• You do not always use proper punctuation and capitalization.• You inconsistently use correct grammar, spelling, sentence structure, and word variety.

Level 1 — Incomplete (0–10 points)• You do not use proper paragraph form (do not indent; do not include five paragraphs).• You include many errors in punctuation and capitalization.• You include many errors in grammar, spelling, or sentence structure.

Writing Conventions RubricLevel 4 — Exemplary (18–20 points)

• You consistently use proper paragraph form.• You effectively use proper punctuation and capitalization.• You effectively use correct grammar, spelling, sentence structure, and word variety.

Level 3 — Expected (14–17 points)• You use proper paragraph form.• You usually use proper punctuation and capitalization.• You use correct grammar, spelling, sentence structure, and word variety.

Level 2 — Nearly There (11–13 points)• You occasionally use proper paragraph form.• You do not always use proper punctuation and capitalization.• You inconsistently use correct grammar, spelling, sentence structure, and word variety.

Level 1 — Incomplete (0–10 points)• You do not use proper paragraph form (do not indent; do not include five paragraphs).• You include many errors in punctuation and capitalization.• You include many errors in grammar, spelling, or sentence structure.


ORAL PRESENTATION RUBRIC

P I O N E E R S

Oral Presentation Rubric:Volume, clarity, eye contact, and visual aids

Level 4 — Exemplary (9–10 points)• Your voice was loud and very clear. • You maintained eye contact with your audience. • You effectively used visual aids and your model.

Level 3 — Expected (6–8 points)• Your voice was loud and clear. • You made eye contact with your audience. • You used visual aids and your model.

Level 2 — Nearly There (3–5 points)• Your voice was not loud enough or you did not speak clearly.• You seldom made eye contact with your audience. • You did not effectively use visual aids and/or your model.

Level 1 — Incomplete (0–2 points)• The audience could not understand your presentation.

Oral Presentation Rubric:Preparation, organization, and detail

Level 4 — Exemplary (9–10 points)• You provided an excellent explanation of your project. • The information was very well organized and you provided more information than expected. • You consistently provided detailed descriptions.

Level 3 — Expected (6–8 points)• You provided an accurate and appropriate explanation of your project. • You provided some detailed descriptions.

Level 2 — Nearly There (3–5 points)• You offered only some information about your project and/or were somewhat disorganized.• You seldom provided detailed descriptions.

Level 1 — Incomplete (0–2 points)• You offered too little information or were disorganized.

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To help illustrate to others the experiential activities involved and to promote the use of simulations,we like to get photographs and videos of classes participating in the simulation. Please send photosof students actively engaged so we can publish them in our promotional material. Be aware that wecan only use images of students for whom a release form has been submitted.

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R E L E A S E F O R M F O R P H O T O G R A P H I C I M A G E S

©2001 Interact | www.teachinteract.com | Order Direct: 800-359-0961

PIONEERSName:______________________________________

The West as a Magnet Adventure! Excitement! Land! Freedom! Wealth beyond belief! These dreams defined “the West” for most Americans in the mid-1800s. The West stretched from the Mississippi River to the Pacific Ocean. The explorations of Lewis and Clark and the fur traders introduced that vast expanse of land to a restless and ambitious nation. Stories of rich prairies, fast horses, majestic mountains, rushing rivers, and Native Americans excited the imagination. Tales of the richness of the Oregon Territory were especially tempting.

Leaving Home Farmers in Ohio, shopkeepers in Indiana, and blacksmiths in New York heard the stories and dreamed. When farmers had a bad year, they became discouraged. They were eager to move on. Some people were restless, always seeking new lands and new places. They moved every time a new frontier opened. Some people were dreamers. They were convinced that this time they would strike it rich. Whatever their motivation, Americans began to move west. Throughout the 1830s and 1840s courageous families packed, left their friends and families, and set off to seek a better life in “the West.”

Traveling West by SeaSome settlers went by sea. Ships would leave a port on the East Coast and sail south around the tip of South America. From there the ships headed north for a West Coast port. This was a lengthy, dangerous, and expensive trip. Few pioneers traveled this route. For a while, pioneers tried a shorter sea route. They boarded ships that sailed south to the Isthmus of Panama. A guide would take them to the Pacific Ocean side. They then waited for a ship to take them further north. This was also dangerous, unhealthy, and expensive.

The Overland Trail Most pioneers packed everything into a covered wagon and set out across the plains. Trails were narrow, steep, and poorly marked. Sometimes there was no water. Rain, lightning, and windstorms were dangerous. They experienced terrible heat or brutal cold. Travelers were victims of disease, snakes, hunger, accidents, and death. They never knew what would happen from day to day, or if they would survive until tomorrow. But wagons were the cheapest way to travel.

Wagon Trains Pioneers felt safer if they traveled with other wagons. Several families would form a train of wagons. They hired a guide and guards to protect them on their trip into the unknown. Sometimes guides organized wagon trains. The families elected a wagon master to set and enforce the rules for the trip. The wagon master could punish or banish those who violated the rules. In 1843 more than one thousand men, women, and children left Independence, Missouri, in one wagon train—the largest ever to set out for Oregon.

PIONEERS

A Simulation of Decision-making on a Wagon Train

ST

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Product Code: INT68SG

S T U D E N T D I R E C T I O N S

Your Westward JourneyYou are about to become a member of a simulated wagon train heading for Oregon. You will begin to understand many aspects of frontier life. For example, why did people leave their relatively comfortable homes, pack all their worldly possessions into small wagons, and face the uncertainties of life on the trail? What did these adventurous people take with them? What problems did they face when they were far from civilization? When they had problems, how did they solve them? Your experiences in PIONEERS will answer these questions and many more.

Your Wagon TrainFor the next three weeks you will be a pioneer traveling west on a wagon train. Each member of the wagon train will have a separate identity and family history. Your backgrounds and occupations will resemble those of travelers on actual wagon trains headed for Oregon between 1840 and 1870. Every member of your wagon train needs to work together to ensure that your train reaches Oregon as quickly and safely as possible.

Choose a Wagon MasterBefore your wagon train leaves Fort Independence, you will choose a wagon master. The wagon master manages the wagon train and helps wagon train members solve problems. The wagon master completes tasks and provides leadership every day throughout the journey.

SuppliesAfter receiving your identity, you will decide what supplies your family will take. This will not be easy because the number and variety of supplies is far greater than your small wagon can hold. Once you have made your supplies decision, you are ready to start west.

Traveling Along the Trail Each day you earn points by completing assignments, making decisions, solving problems, or completing Challenge Projects. Good work by every member of your wagon train will speed you on your way. During your trip you will write diary entries about your experiences, make trail decisions (both as individuals and as a group), and complete a short research paper related to western history.

Completing a Challenge Project will certainly speed the progress of your wagon train.

2 PIONEERS Student Guide ©2001 Interact | www.teachinteract.com | Order Direct: 800-359-0961 | INTERACT

Wagon Master’s Tasks • CorrectlycompletetheWagon Master’s Log — Enter all points earned by wagon train members — Keep track of the wagon train’s Energy Factor (EF) — Calculate Delay Points (DPs) — Tabulate Total Trail Points • MoveyourwagontrainmarkeralongtheHacker Trail MapWagon Master’s Leadership Responsibilities • CoordinatePioneerPaperworkFolder • LeaddiscussionsofTrailDecisions;makefinaldecisionif

wagon train does not all agree • Helpresolveanyconflicts;encouragecooperationamong

wagon train members

PIONEERS ScoresDiary Entry . . . . . . . . . . . . . . . . . . .10 points Research Paper . . . . . . . . . . . . . . . .20 points

Trail Decision . . . . . . . . . . . . . . . . .10 points Challenge Project (extra credit) . . .20 points

S T U D E N T D I R E C T I O N S

Energy Factor When leaving Fort Independence, your train is at its strongest. The people and animals are healthy and strong, your wagon is full of supplies, and your spirit of adventure is high. Your wagon train begins the journey with an Energy Factor of 50. As you travel, you will use up or lose supplies, animals and people may get sick (some may die), wagons will break down, and people will become discouraged. To simulate this change in the condition of your wagon train, any misfortunes decrease your Energy Factor. Every day you will multiply your daily Energy Factor by any points your members earn for work accomplished. The resulting Travel Points move you along the trail each day.

Frontier FatesAs your wagon train moves west, your teacher reads Frontier Fates representing events along the trail. Some of these Frontier Fates tell of good fortune while others relate disasters that have struck you. In either case your train’s progress is affected. A Frontier Fate might present disease, death, washed-outtrails,orfloods;burdenedbysuchadisaster, your wagon train moves more slowly. A Frontier Fate might instead help you across the desert to a cool, greenvalleywithplentyofwater;yourspirits will be lifted and your wagon train moves faster.

Delay PointsSomeone on your train may fail to complete an assignment, or your group may fail to solve a problem that arises along the trail. Not completing assignments and careless problem solving results in your train being given Delay Points. Remember, when you are miles from civilization any delay can be fatal! Every member of the wagon train must work hard to ensure that everyone reaches the end of the trail as quickly and as safely as possible.

You will face many hazards during your perilous trip to Oregon. Cooperate with your wagon master and your fellow travelers. Get ready for your new life. GOOD LUCK!

INTERACT | Order Direct: 800-359-0961 | www.teachinteract.com | ©2001 Interact PIONEERS Student Guide 3

Moving Along the Hacker TrailEnergy Factor x Points earned = Travel Points

F A M I L Y I D E N T I T I E S

WAGON TRAIN 1

1 NAME: Dr. Albert and Beryl Smith FAMILY:daughter,10;son,6 HOME: Pennsylvania OCCUPATION: doctor LIVESTOCK: 2 oxen

2 NAME: Joseph and Amanda Black FAMILY:son,16;daughter,13;son,11;grandmother,66 HOME: England OCCUPATION: farmer LIVESTOCK: 4 oxen, 4 cows

3 NAME: Roger and Mary Eller FAMILY:daughter,8;son,3;daughter,1 HOME: Missouri OCCUPATION: farmer LIVESTOCK: 2 oxen, 5 cows, 1 horse, 8 chickens

4 NAME: John and Katherine Adams FAMILY:son,6;son,4;daughter,2;expectingachild in 4–5 months HOME: Ohio OCCUPATION: farmer LIVESTOCK: 3 oxen, 3 cows, 3 goats

5 NAME: Pat Richards FAMILY: none HOME: Iowa OCCUPATION: blacksmith LIVESTOCK: 2 oxen, 2 horses, 1 cow

6 NAME: Allen and Martha Long FAMILY: daughter, 12 HOME: Minnesota OCCUPATION: farmer LIVESTOCK: 1 ox, 2 cows, 2 mules

7 NAME: Fred and Jeanne Cox FAMILY:son,16;daughter,11;son,4 HOME: Illinois OCCUPATION: lawyer LIVESTOCK: 2 oxen

8 NAME: Sam Fleming FAMILY: none HOME: New York OCCUPATION: storekeeper LIVESTOCK: 2 mules

9 NAME: George and Rachel Dodge FAMILY:son,7;daughter,6;son,4 HOME: Iowa OCCUPATION: farmer LIVESTOCK: 2 oxen, 3 cows

WAGON TRAIN 2

1 NAME: Sam and Francie Conrad FAMILY:daughter,6;son,4;son,3;grandmother,77 HOME: Iowa OCCUPATION: farmer LIVESTOCK: 2 oxen, 4 cows, 1 horse, 2 goats

2 NAME: James and Lavina Wright FAMILY:daughter,3;son,1 HOME: Illinois OCCUPATION: farmer LIVESTOCK: 2 oxen, 2 cows, 8 chickens

3 NAME: Nate Page FAMILY: son, 15 HOME: Ohio OCCUPATION: blacksmith LIVESTOCK: 2 oxen, 2 mules, 1 horse

4 NAME: Paul and Ruby Bryant FAMILY:son,12;son,6;daughter,2;grandfather,67;maleslave,22;femaleslave,19 HOME: Virginia OCCUPATION: farmer LIVESTOCK:4oxen,6cows

5 NAME: Walter and Kathleen Sanders FAMILY:daughter,14;son,6;daughter,3;expecting a child in 5 months HOME: Indiana OCCUPATION: storekeeper LIVESTOCK: 2 oxen, 1 goat

6 NAME: Dr. Dan and Esther Cotton FAMILY: daughter, 12 HOME: Massachusetts OCCUPATION: doctor LIVESTOCK: 2 oxen, 1 horse

7 NAME:JuanHernandez FAMILY: none HOME: Texas OCCUPATION: farmer LIVESTOCK: 2 oxen, 3 cows

8 NAME: Robert and Clara Rise FAMILY: none HOME: Kentucky OCCUPATION: minister LIVESTOCK: 2 mules

9 NAME:JohnandHelenGrant FAMILY:son,15;son,13;daughter,4 HOME: Missouri OCCUPATION: farmer LIVESTOCK: 2 oxen, 3 cows


F A M I L Y I D E N T I T I E S

WAGON TRAIN 3

1 NAME: Caleb and Pearl Butler FAMILY:son,6;daughter,1;grandmother,70;grandfather, 74 HOME: Missouri OCCUPATION: farmer LIVESTOCK: 2 oxen, 3 cows, 2 mules, 2 goats

2 NAME: Larry and Sarah Morris FAMILY:daughter,3;son1 HOME: Tennessee OCCUPATION: blacksmith LIVESTOCK: 3 oxen, 1 horse

3 NAME: Tony Wilson FAMILY: none HOME: New York OCCUPATION: farmer LIVESTOCK:2oxen,6cows,8chickens

4 NAME: Marvin and Anna Ives FAMILY:son,20;daughter,18 HOME: England OCCUPATION: farmer LIVESTOCK: 2 oxen

5 NAME: Paul and Irene Brown FAMILY:daughter,19;daughter,4 HOME: Ohio OCCUPATION: cabinetmaker LIVESTOCK: 2 oxen, 1 horse

6 NAME: Robert and Florence Conners FAMILY:son,17;son,12;daughter,3;expectingachild in 4 months HOME: Iowa OCCUPATION: farmer LIVESTOCK: 3 oxen, 3 cows, 1 horse, 1 goat

7 NAME: Dr. Kenneth and Mabel Moore FAMILY: daughter, 10 HOME: Ohio OCCUPATION: doctor LIVESTOCK: 2 oxen

8 NAME: Mike Smith FAMILY: none HOME: Indiana OCCUPATION: farmer LIVESTOCK: 3 cows, 2 mules

9 NAME: Alan and Abigail Shepard FAMILY:son,13;daughter,12;son,1 HOME: Illinois OCCUPATION: farmer LIVESTOCK: 2 oxen, 3 cows

WAGON TRAIN 4

1 NAME: Dr. Joseph and Elizabeth Mingo FAMILY:daughter,16;son,13;grandfather,59 HOME: Virginia OCCUPATION: doctor LIVESTOCK: 2 oxen

2 NAME: Kenneth and Minnie Flag FAMILY:son,4;daughter,1 HOME: Iowa OCCUPATION: farmer LIVESTOCK: 2 oxen, 4 cows, 2 mules,1 goat

3 NAME: Mick and Marie Colloni FAMILY:son,11;son,9;son,6;expectingachildin 4 months HOME: Italy OCCUPATION: blacksmith LIVESTOCK: 2 oxen, 1 horse, 8 chickens

4 NAME: Norm and Sophie Cline FAMILY:daughter,6;grandmother,59 HOME: Indiana OCCUPATION: farmer LIVESTOCK:4oxen,6cows,1horse

5 NAME: James Seiple FAMILY:none;femaleslave,18;maleslave,16 HOME: Kentucky OCCUPATION: farmer LIVESTOCK: 2 oxen, 5 cows, 2 goats

6 NAME: Albert and Laura Swanson FAMILY:son,14;son,10;daughter,6 HOME: Sweden OCCUPATION: farmer LIVESTOCK: 2 oxen, 1 horse

7 NAME: Fred and Leah James FAMILY:daughter,13;son,3 HOME: Delaware OCCUPATION: cabinetmaker LIVESTOCK: 2 oxen, 1 horse

8 NAME: Clarence Jones FAMILY: none HOME: Indiana OCCUPATION: retired army soldier LIVESTOCK: 2 mules

9 NAME:GaryandHannahWeaver FAMILY:daughter,12;son,4;son,1 HOME: Ohio OCCUPATION: farmer LIVESTOCK: 2 oxen, 3 cows


W A G O N S U P P L Y L I S T ( 1 )

Directions: Select your wagon supplies from the Available Supply List and fill in Column A. Remember that your wagon holds only 1000 Bulk Weight Units (BWUs). • Under Item Description write the name of the supply (hoe, rifle, etc.) • UnderBWUs write the Bulk Weight Units for each item. • IntheNumber of Items column write the number of those items you plan to take (you may take up to

three of any item). • TofindtheTotal BWUs, multiply the BWUs for each item times the Number of Items.

Final NoteLeave Column B blank until your teacher instructs you to fill it in while you are on the trail.


Item Description BWUs x Number = Total of items =BWUs

Wagon Supply List (1) Column A, Total BWUs

COLUMN A

Use Column B only while on the trail. TOTAL BWUs

Wagon Supply List (1) Column B, Total BWUs

COLUMN B

W A G O N S U P P L Y L I S T ( 2 )


Item Description BWUs x Number = Total of items =BWUs



Total BWUs

COLUMN A

Use Column B only while on the trail. TOTAL BWUs



Total BWUs

COLUMN B

D I A R Y E N T R I E S

DIARY ENTRY 1: MOVING WEST

Situation You have made the decision to leave your home, pack everything you own into a small prairie schooner and head west. This was a big decision on your part because you have no real idea of what is going to happen to you before you get to Oregon. You have heard many stories about thelong,arduousHackerTrail—NativeAmericans,disease,snakes,toolittlewater,toomuchwater, raging rivers, narrow mountain passes. On the other hand, you have also heard about Oregon’s rich, green valleys and its vast, uncrowded land. The many opportunities out there have stimulated your imagination.

Entry Begin a diary about your experiences since leaving home. Include the following in your diary entry: • Describeyourself,yourfamily,andyour

animals. • ExplainwhyyouaregoingtoOregonontheHackerTrail. • Tellaboutyourlasthomeandyourfamily’sfeelingsaboutgoingwest. • MentionyourlastjobandwhatyouexpecttodoonceyoureachOregon. • DescribeyourtriptoFortIndependence. • DescribewhatyouexpecttohappenduringyourtriptoOregon.

DIARY ENTRY 2: TRAIL TO CHEYENNE CROSSING

Situation At Prairie Crossing, your wagon train had to decide which trail to take to reach Cheyenne Crossing—the Burial Grounds Trail or the Cheyenne River Trail. This was a big decision for your wagon train. Your wagon train members may have disagreed about which trail to take. This was an opportunity for your wagon train to band together or split apart.

Entry Write a diary entry about your wagon train’s discussion and decision on which trail to take. Include the following:

• Describeyourthoughtsandfeelingsaboutthediscussionandthefinaldecision. • Ifyoudidnotagreewiththewagontrain’sdecision,explainyourreasonsfordisagreeing. • Describewhatyourwagontrainhasexperiencedsincetakingthattrail. • Respondtothefollowingquestions:

— What do you expect to find along the rest of the trail?— Hasyourattitudeconcerningtravelbywagontrainchanged?


D I A R Y E N T R I E S

DIARY ENTRY 3: FLOOD AT CHEYENNE CROSSING

Situation You have been on the trail for nearly three months and have faced many challenges. After previous water problems such as dried-up water holes and armed guards denying you water, now the summer rains have finally come. It has rained steadily for the last three days. The mud makes the trail almost impassable at times. Your wagons have been bogging down in deep mud holes, small streams have grown wide, and now you have reached the Cheyenne Crossing. As you look across the river through falling rain, you see a normally small, peaceful river that has been swollen by the heavy rains to a width of one-quarter mile. Its current seems to be running dangerously fast.

Entry Write a diary entry about your travels since you left Fort Independence. Include the following: • Relaterecenteventsthathappenedtoyouandothermembersofyourwagontrain. • Tellabouttherainsandhowtheychangedyourtrip. • Respondtothefollowingquestions:

— As you look across the raging Cheyenne River, do you believe you can cross it safely? — What do you expect to find along the rest of the trail?

DIARY ENTRY 4: DEVIL’S FLAT

Situation Five months have passed since you left Fort Independence. The trip has taken its toll on you and the other members of your wagon train. There have been broken wagons, sickness, lack of water, and other terrible problems. Since you left Fort Choice, the trip has become even more difficult and dangerous. The trail has been much narrower, the threat of attack has been almost constant, and now you are in the middle of Devil’s Flat. Ten days ago you filled your water barrels at the last water hole on the trail. Now those water barrels are almost empty, the livestock are thin and sickly, and a few cattle have even died. Your wagon train’s scouts report that there is little chance of water for six or seven days. Daytime temperatures have hovered between 95 and 100 degrees, making travel by day almost impossible.

Entry Write a diary entry concerning your trip since you crossed the Cheyenne River. Include the following: • Relaterecenteventsthathappenedtoyou

and other members of your wagon train. • DescribeDevil’sFlat;usevividdescriptivewordssothatyourreadercanfeeltheheatand

see the oven-like desert, the dry water holes, the empty water barrels, and the dying stock. • ExplainhowyouexpecttogetthroughDevil’sFlat. • WriteaboutwhatyouexpecttoencounterbetweenDevil’sFlatandOregon.


T R A I L D E C I S I O N 1

Directions 1. Read the Situation.

2. Fill out The 5 Ws chart. (List who is involved, what the problem is, where the action took place, when the action took place, and why it is a problem.)

3. Follow the steps outlined in Analyze the Possible Actions.

SituationTwo weeks ago your wagon train left Fort Independence and traveled west toward Prairie Wells. Normally wagon trains stop at that small community to water the stock and fill water barrels. Since there has been little rain this spring, most streams have been dry and water has been scarce. You and the rest of the members of your train have been looking forward to the fresh well water from Prairie Wells.

Even though you are all tired when you finally reach Prairie Wells, you go directly to the wells to fill your water barrels and water your stock. You are shocked to find four armed men guarding the wells. These residents of Prairie Wells inform you and the others that the water level is low. With water so scarce the once-free water is now going to cost you $10 a barrel.

Several people on the train say they cannot afford $10 for even one barrel, but most people need four barrels (two for themselves and two for their stock). Tired and discouraged, you return to your encampment just outside Prairie Wells to decide what to do.


The 5 Ws

Who

What

Where

When

Why

T R A I L D E C I S I O N 1

Analyze the Possible Actions 1. Study the Possible Actions your wagon train

can take to solve the problem. 2. After each action analyze what may happen if

you take that action. Tell whether or not you favor the action. Explain why.

3. If you can think of a better action to take, write it in the Another Action box. Then analyze it as you did the other four.

4. Write the Best Action of all in the box at the bottom of the page. This action might be one of the four given you, the one you thought up, or a combination of several different actions.

5. After everyone is finished, meet with the other members of your wagon train. Decide together what action your train will take.

Another Action

1 You need water desperately. You will not likely find water between here and Prairie Crossing. You should pay the $10 a barrel. Those who have the money should share the water with those who cannot afford the $10.

2 Since you need the water and can afford to pay the $10 per barrel, you want to pay. Those who cannot afford it will have to try to find their own water along the trail.

3 You should not pay the ridiculously high price for the water. You should plan to move on first thing in the morning and hope to find enough water along the trail to get you safely to Prairie Crossing.

4 You need water but should not have to pay $10 a barrel. You and the others should wait until dark, attack the guards and take the water.

Best Action


T R A I L D E C I S I O N S

Directions for Trail Decisions 2, 3, and 4 1. As your teacher reads, listen carefully for the 5 Ws: Who, What, Where, When, Why. 2. As you recognize each, write down the appropriate information on your paper. 3. Write any other important information you feel you should remember in the Notes box. 4. Follow the steps outlined in Analyze the Possible Actions.


The 5 Ws

Who

What

Where

When

Why

Notes

T R A I L D E C I S I O N S

Analyze the Possible Actions 1. Listen carefully as your teacher reads the four

Possible Actions. 2. Write down the main points outlined in the

action. Remember the 5 Ws. 3. If you can think of a better action to take, write

it in the Another Action box. 4. Analyze every possible action.

5. Write the strengths and weaknesses of each. Explain why you do or do not favor it.

6. WriteyourbestsolutionofallintheBest Action box. This might be an action read to you, one you thought up, or a combination.

7. After everyone is finished, meet with other members of your wagon train. Decide together what action your train will take.

Another Action

Best Action


W R I T I N G A R E S E A R C H P A P E R

As long as you are in school, you will need to do research. One key to success in school is the ability to take brief notes and then write a short, organized research report. If you learn how to do simple research, you will have an easier, more satisfying time while you are in school. Even after you leave school, you will find the skills developed while writing research papers useful in organizing and presenting facts and ideas.

Put It in Your WordsAs in any type of work or study, the key to writing a good research report is being organized. First of all, you must take clear, simple notes while you are studying your research materials. If you learn to take notes in your own words, and under clear headings, you will find it much easier to write your paper. You will also have the satisfaction of knowing that you wrote the report—you did not copy it out of an encyclopedia. Anyone can copy, but copying is not what is expected of you when you are assigned to write a research paper. You are expected to take notes in your own words from several sources such as books, newspapers, magazines, and encyclopedias.

Who, What, Where, When, WhyAs you read your research materials, remember the 5 Ws— Who, What, Where, When, Why. Almost all important information falls into one of these areas. • Who is involved? • What important things are going on? • Where are the people and the events taking place? • When are these events happening? • Why did these events happen, and why are they important?

If you include this information in your notes, you will be able to actually use many of your notes in your actual paper.

Note TakingAs you read and think about the 5 Ws, it is best to organize your thinking and your note taking in a systematic way. There are several ways to take notes. The note card example below represents only one acceptable method. Study it carefully and ask your teacher any questions you have about what is there and why it is there. Do this before you begin making your own note cards.

Organize your note cards like this example: 1. Place a heading at the top. Limit your notes on

the card to one subject. 2. Take notes only about the heading (in this case

George Washington’s birth). 3. Do not take notes in the exact words that appear

in the encyclopedia. Take notes in your own words. 4. At the bottom of the card write the name of the

source and the page where you found the information.

Taking NotesWhen you do research, you are looking for answers to a question you want to answer. Imagine, for example, that you have asked this question: What did George Washington do for his country before he became President? Study the Sample Encyclopedia Article, Sample Note Cards, and Sample Short Research Paper. Study the words in the note cards and compare them to the words in the encyclopedia article.


BirthBorn 2/22/1732 in Westmoreland County, Virginia

American Encyclopedia, Vol. 15, p. 64

W R I T I N G A R E S E A R C H P A P E R

George Washington, the man who was “first in war, first in peace, and first in the hearts of his countrymen,” was born in Westmoreland County, Virginia on February 22, 1732. George’s father Augustine and his mother Mary were both descendants of English families who came to Virginiainthe1650s.

In 1753, Virginia’s Governor Robert Dinwiddie sent Major George Washington, then 21 years old, to warn the French that they had intruded into the British territory west of the Allegheny Mountains. After a long, hard march, Washington finally found the French at Fort Le Boeuf, nearLakeErie.Hedeliveredhismessage,whichtheFrench ignored. Unable to do anything more, Washington began the long march back to Virginia. The cold eastern winter was hard on Washington and his companions.

Upon returning to Virginia in 1754, Washington was promoted to Lt. Colonel by Governor Dinwiddie. Washington’s next assignment was to go to the area where Pittsburgh stands today and build a fort to protect the British frontier. With a force of 150 men, Washington set off.

HefoundtheFrenchhadalreadybuiltFortDuquesnenear the site. After defeating a small French force, Washington met a much larger French force and he and his men were forced to surrender. The French allowed Washington and his men to return to Virginia, where he retired and became a farmer. Later during the French and Indian War, Washington participated in several other expeditions before finally retiring in 1759.

Henowsettleddown,marriedayoungwidow,Martha Custis, and became a gentleman farmer. For the next 15 years he divided his time between farming, politics, and personal interests. During this period the relations between the American colonies and Great Britain were deteriorating.

Washington was a delegate to the First Continental Congress in Philadelphia in 1774. The following year he returned to the Second Continental Congress where, on June 15, 1775, he was unanimously elected to command American colonial forces during the War for Independence.


Sample Encyclopedia Article, George Washington (1732–1799)

Sample Note Cards

Sample Short Research PaperThemanwhowastobecomeourfirstpresidentwasGeorgeWashington.HewasbornonFebruary22,1732,in

WestmorelandCounty,Virginia.HisparentswereAugustineandMaryWashington.BothofhisparentswerechildrenofEnglishsettlerswhocametoVirginiaduringthe1650s.GeorgeWashingtondidmuchforourcountrybeforehebecame our first president.

TheGovernorofVirginiasentMajorGeorgeWashingtononamilitarymissionin1753.HewarnedtheFrenchthatthey should leave British land. The next year he and his soldiers went to the Pittsburgh area to build a fort. The French were already there. The two sides began to fight. George Washington was captured and later released.

Washingtonretiredfromthearmyin1759.HemarriedawidownamedMarthaCustis.Formanyyearshemanagedhis farm in Virginia. The American colonists were unhappy with the British government. Men from many colonies agreed to meet. They thought that together they could persuade the British to change. The First Continental Congress metin1774.GeorgeWashingtonattended.HewasadelegatefromVirginia.HealsoattendedtheSecondContinentalCongressin1775.Theotherdelegatesrespectedhim.TheyelectedhimtoleadourarmyagainsttheBritish.Heledourarmy throughout our Revolutionary War.

Bibliography*____________, “George Washington,” American Encyclopedia,Vol.15,pp.64–68.

Birth

Born 2/22/1732 in Virginia’sWestmoreland County

American Encyclopedia,Vol. 15, p. 64

Parents

Parents–Augustine and Mary,

children of English families who

arrived in 1650sAmerican Encyclopedia,Vol. 15, p. 64

Captured and Released

In 1754 sent by VA governor tobuild fort at Pittsburgh. Capturedby French and released.


Married

Married widow Martha Custis andsettled down to be a farmer. Worked as a farmer and statesman.

American Encyclopedia,Vol. 15, p. 65Sent by Governor

In 1753 GW was sent by VirginiaGovernor to warn French abouttrespassing on British land.


Delegate and Soldier

In 1774-75 a delegate to the First

and Second Continental Congresses

With Revolutionary War about

to start, unanimously elected

commander of all colonial forces

in 1775.American Encyclopedia,

Vol. 15, p. 65

Retired from Army

Retired from army to his farm in VA in 1759.


The student who made the sample note cards used them

to write a research paper.

* (A bibliography tells your reader where you did your research.)

Y O U R R E S E A R C H P A P E R

Steps for Writing a Research Paper 1. Choose a topic that interests you and that you feel is an important part of our Western history. You may

want to choose one of the 50 topics listed below. 2. Find at least two sources for your research. One should probably be an encyclopedia article that gives

you an overview in a few hundred words. 3. Read the encyclopedia overview on your topic to see if the topic still interests you. If it does, go on to

Step 4. If it no longer interests you, go back to Step 1 and start over. 4. Narrow down your topic by creating a focus question that you wish to answer. For example, if you

choose the topic The Mormon Trail, you might ask: “What were the biggest hardships people faced on The Mormon Trail?”

5. Clear your focus question with your teacher. 6. Takenotesonnotecards.Writeneatly.Eachnotecardshouldcontain:

• aheading • oneimportantfactorevent(inyourownwords) • thesourcewhereyoufoundtheinformation

7. Once you have enough notes to write a paper of 300 or more words, clear your note cards with your teacher.

8. Write your paper. An introductory paragraph should tell why you chose the topic and introduce your focus question. The body paragraphs should contain information that answers your focus question. An ending paragraph should once again mention the main ideas of your paper and any conclusions you reached.

9. Write a Bibliography under your final paragraph. List your two or more sources in alphabetical order based upon their authors’ last names.


1. Apache

2. Arapaho

3. Bridget “Biddy” Mason

4. Buffalo Soldiers

5. California Gold Rush

6. Cattledrives

7. Cheyenne

8. Chief Joseph

9. Cochise

10. Colonel John Fremont

11. Conestoga wagons and prairie schooners

12. Daniel Boone

13. Davey Crockett

14. Desert Trail

15. Donation Land Act (Oregon)

16. DonnerParty

17. Forts along the trails

18. George Caleb Bingham, painter

19. Hopi

20. Indian Territory / Five Civilized Tribes

21. Indian Wars

22. Jean Baptist Pointe Du Sable

23. Jedediah Smith

24. Jim Bridger

25. Kit Carson

26. LewisandClark

27. Louisiana Purchase

28. Maps of trails and purchases in the West

29. Mexican War

30. Mormon Battalion

31. Mormon Trail

32. Nez Perce

33. Northwest Territory

34. Old Spanish Trail

35. Oregon Territory Treaty with Britain,1846

36. OregonTrail

37. Paiute

38. Pony Express

39. Pueblo

40. Santa Fe Trail

41. Shoshone

42. Sioux

43. Sitting Bull

44. Songs of the Westward Movement

45. Tecumseh

46. Telegraph

47. Texas / Mexico / Alamo

48. Trail food

49. Transportation in the West

50. Value of the Oregon Territory

50 Possible Topics

Pioneers Simulation

Documents

Transcript of Pioneers Simulation