Fur Trappers & Mountain Men lesson plans
Lesson Planner
Date: / Grade/Class/Subject:4th Idaho History Intro to Moving West and Fur Trappers and Traders.
Unit/Theme:
APK: What historical movements and factors contributed to the settlement of Idaho? (natural resources, missionaries, homesteading, Native Americans etc.) What motivated people to come to the West especially Idaho?
Big Question:
After Lewis and Clark and the Corp of Discovery made its trip of exploration from St. Louis to the Pacific Ocean, what was the next group of people to come west and why were they so anxious to come? What character attributes did this group have in common?
GO:See content and language objectives.
Content/Performance Indicators(s):
Select a group that came west in the 1800s; write a paragraph (with a main idea and supporting details) explaining why the group came west. (4.SS.1.2.1; 4.LA.3.1.2; 4.LA.3.1.3; 4.LA.3.2.1)
Simulate a Rendezvous by trading items with other participants. (4.SS.1.2.1)
Social Studies Objective(s):
Goal 1.1: Build an understanding of the cultural and social development of the United States.
4.SS.1.1.1 Describe ways that cultural groups influenced and impacted each other. (436.01b)
Goal 1.2: Trace the role of migration and immigration of people in the development of the United States.
4.SS.1.2.1 Identify the major groups and significant individuals and their motives in the western expansion and settlement in Idaho. (433.01c)
Language Objective(s):
Goal 1.2: Acquire Concepts About Text
4.LA.1.2.3 Identify and use graphic features that support text meaning (e.g., diagrams, maps, charts, illustrations). (707.05.b)
Goal 2.1: Acquire Strategies and Skills for Comprehending Text
4.LA.2.1.2 Identify cause and effect relationships in text by responding to “why”, “how”, and “what if” questions.
4.LA.2.1.3 Draw conclusions based on information gathered from text. (707.01.o)
Key Vocabulary
Pioneer descendants
Miner generations
Fur Trader resources
Rancher establish
Wilderness unchartered
Vast transcontinental
Territories frontier / Supplementary Materials
Pocketbooks
Glue
Scissors
Pocketbook p.5-10 for each student
Vocabulary words worksheet (matching)
Second Benchmark and Key
SIOP® Features
Preparation
___ Adaptation of Content
___ Links to Background
___ Links to Past Learning
___ Strategies Incorporated
Integration of Processes
___ Reading
___ Writing
___ Speaking
___ Listening / Scaffolding
___ Modeling
___ Guided Practice
___ Independent Practice
___ Comprehensible Input
Application
___ Hands-on
___ Meaningful
___ Linked to objectives
___ Promotes Engagement / Grouping Options
___ Whole Class
___ Small Groups
___ Partners
___ Independent
Assessment
___ Individual
___ Group
___ Written
___ Oral
Lesson Sequence
GO: See content and language objectives at top of lesson plan.
NI:
Students will color, cut, and paste“Moving West” picture on the front of their pocketbook.
Students will color, cut, and paste the title strip, page 5, “Introduction to Moving West” on their first pocket and be introduced to this section of events that helped settle the West.
Students will highlight important key words in the Fast Facts page 2 of pocket book. Students will round-robin read p. 6from the pocket book with a group of three and discuss interesting facts in each.
Vocabulary Activity: Teacher chooses which seven words to use in vocabulary game.
Definition Concentration
- Have students place the word cards and definition cards face down in rows on the table.
- Instruct students to take turns turning over two cards and looking for a matched pair. A matched pair is a word card and its definition card. When a student finds a matched pair, the student keeps the cards.
- Winner is the one with the most pairs.
From the pocket book materials, students will construct the Westward Movement timeline pgs. 9 & 10. Notice the dates of the different events and discuss.
Students will work on the Map of the Westward Movement following directions on pages 7 & 8. Discuss as you correct using an overhead with the whole group.
Students will keep all of their materials from this lesson in the first pocket.
GEN:
Ask the students which group of individuals they would choose to come out west with and why.
HW:
Students will write a paragraph about what would make them leave Idaho and why.
Formative Assessment: Assessment of content and language objectives using teacher’s own grading procedures on each of the activities to include: Student participation, contribution, products, and presentations.
Summative Assessment:
Students will be able to write a paragraph explaining what group they would come west with and why.
Students will be able to simulate a Rendezvous-like experience with items to trade that they bring from home.
Second Benchmark and Key
Reflections:
Fur Trappers & Mountain Men lesson plans
Lesson Planner
Date: / Grade/Class/Subject:4th Idaho History Intro to Moving West and Fur Trappers and Traders.
Unit/Theme:
What historical movements and factors contributed to the settlement of Idaho? (natural resources, missionaries, homesteading, Native Americans etc.) What motivated people to come to the West especially Idaho?
Big Question:After Lewis and Clark and the Corp of Discovery made the trip of exploration, what was the next group to come west? Why was this group so anxious to come west?
GO: See content and language objectives at top of lesson plan.
Content/Performance Indicators(s):
Create a foldable identifying the trapper group as settlers and their motives for coming west; evaluatewhether they accomplished their goal(s)? (4.SS.1.1.1; 4.SS.1.2.1; 4.LA.1.2.3; 4.LA.2.1.2; 4.LA.2.1.3)
Social Studies Objective(s):
Goal 1.1: Build an understanding of the cultural and social development of the United States.
4.SS.1.1.1 Describe ways that cultural groups influenced and impacted each other. (436.01b)
Goal 1.2: Trace the role of migration and immigration of people in the development of the United States.
4.SS.1.2.1 Identify the major groups and significant individuals and their motives in the western expansion and settlement in Idaho. (433.01c)
Language Objective(s):
Goal 1.2: Acquire Concepts About Text
4.LA.1.2.3 Identify and use graphic features that support text meaning (e.g., diagrams, maps, charts, illustrations). (707.05.b)
Goal 2.1:Acquire Strategies and Skills for Comprehending Text
4.LA.2.1.2 Identify cause and effect relationships in text by responding to “why”, “how”, and “what if” questions.
4.LA.2.1.3 Draw conclusions based on information gathered from text. (707.01.o)
Key Vocabulary
Mauled depicted
Loners expedition
Route relations
Formations / Supplementary Materials
Pocketbooks
Glue
Scissors
Pocketbook p.24--10 for each student
Vocabulary worksheet
Idaho Connections p.86-94
Second Benchmark and Key
SIOP® Features
Preparation
___ Adaptation of Content
___ Links to Background
___ Links to Past Learning
___ Strategies Incorporated
Integration of Processes
___ Reading
___ Writing
___ Speaking
___ Listening / Scaffolding
___ Modeling
___ Guided Practice
___ Independent Practice
___ Comprehensible Input
Application
___ Hands-on
___ Meaningful
___ Linked to objectives
___ Promotes Engagement / Grouping Options
___ Whole Class
___ Small Groups
___ Partners
___ Independent
Assessment
___ Individual
___ Group
___ Written
___ Oral
Lesson Sequence
GO: See content and language objectives at top of lesson plan.
APK: What historical movements and factors contributed to the settlement of Idaho? (natural resources, missionaries, homesteading, Native Americans etc.) What motivated people to come to the West especially Idaho?
NI:
Vocabulary activity of teacher’s choice
Students will make their second pocket in their pocket book. Students will color and paste the picture “Exploring the Wilderness” (p.24) onto the front of their pocketbook.
Students will learn new vocabulary by using the Vocabulary Words worksheets as the teacher models it on the overhead.
Students will highlight important key words in each of the fast facts.
Students will round-robin read p. 25 in groups of four, highlighting important facts.
They keep all their materials from this lesson in the second pocket.
APP:
Explain that many mountain men made their living by fur trapping. Ask the students what item of clothing is popular to wear today. Tell the students that Beaver Hats were very popular for many years in the 1500’s and the early 1800’s (show the picture of the beaver hats p. 72 from A Rendezvous with Idaho History).
- More information is available in Idaho Connections pgs. 86-94 or from reading the enclosed document on Fur Trapping.
Student groups will present skits to the class.
Students will fillout the Graphic Organizer for Settlers of the West in groups of three. Then class will share what they have learned as the teacher writes their ideas on a butcher paper size copy of the graphic organizer or on an overhead of the graphic organizer.
(The butcher paper graphic organizer or overhead will be used through Fur Trappers and Mountain Men, Missionaries, Oregon Trail, and The Gold Rush. The information from each unit should be recorded in a different color for comparison purposes. ( Have students keep each unit’s graphic organizers to use for a debate during the Indian Wars unit.)
Optional Activities:
List what you think a trapper would eat for a typical summer time evening meal.
Using a T chart graphic organizer for comparison, students will label one side Fur Trappers and the other side with their own name. Student will list all of the steps from start (gathering/hunting/trapping) to finish (clean-up) that the trapper would have to go through to have an evening meal. On the side with their own name, students will list all of the steps from start to finish that their mother would go through to feed the family the evening meal.
Students could make a diorama depicting a fur trapper’s camp, a fort, or a rendezvous.
Use this question as a discussion group question or panel discussion.
What if the fur trappers had done/not done ______? Would that have changed the settling of the west and the people who came?
GEN:
Students will have a “trading post” day where they bring items from home that they no longer want or need to trade with someone else.
HW:
Find items to trade from home.
Formative Assessment:
Assessment of content and language objectives using teacher’s own grading procedures on each of the activities to include: Student participation, contribution, products, and presentations.
Summative Assessment:
Students will create a foldable identifying the trapper group as settlers and identifying their motives for coming west; evaluate whether they accomplished their goal(s)?
Second Benchmark and Key
Reflections:
4.1.1