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Lickety-Split

The Exciting Story of the Pony Express

Pony express route April 3, 1860 - October 24, 1861 / W.H. Jackson ;

issued by the Union Pacific Railroad Company in commemoration of the

Pony Express Centennial, April 3, 1960 - October 24, 1961.

Library of Congress Geography and Map Division

The crowd cheered excitedly and a small band played as the mochila containing the mail was flopped onto the dusty saddle. With a quick salute to the gathering, the wiry young rider hopped onto the skittish little bay mare and in a plume of dust, they were gone! Such began the story of the Pony Express, a short-lived brainchild of two business partners who wanted a faster way to get communication from the East Coast to the booming West and to get rich doing it. This set of lessons will familiarize students with this engaging slice of American history by asking them to use primary sources from the time period; photos, paintings, and transcribed interviews from the men who lived the adventure.

Compelling personalities, brilliant ideas, and fascinating stories make the study of American history an adventure for students. By choosing this small but interesting segment of the history of the Old West, students can gain an insight into the kind of people who carved an existence out of the wilderness and faced challenges and hardships unheard of today. The first lesson asks students to examine why the need for communication was important to our new country in the 1860’s by analyzing a map showing how freight and mail arrived in the West by boat. The second lesson asks students to examine a painting of a Pony Express rider leaving the station and analyze how it captures the spirit of the event. In the third lesson, students read a transcript of an interview with George Stiers, a former Pony Express rider. Then, they must compose a story about a Pony Express ride, in first person, using the name of an actual rider and actual station names.

Overview/State Standards/Resources/Procedures/Evaluation

Overview Back to Navigation Bar
Objectives / Students will be able to:
  • Explain how new ideas often solve problems; specifically how the development of the Pony Express solved the problem of sluggish communication.
  • Interpret a primary source for meaning and then to write an original creative story integrating those concepts.
  • Assess and evaluate an artwork and discuss its relevance to the subject and time period.

Recommended time frame / 3 – 60 minute lessons
Grade level / 5th-6th
Curriculum fit / Social Science, Language Arts, and Fine Arts
Resources / Clipper Ship Maps and Information
Analysis Sheet
Image Table
Writing Template
Illinois Learning Standards Back to Navigation Bar
Social Studies:
GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
  • 16.A. The learner will apply the skills of historical analysis and interpretation.
Language Arts:
GOAL 3: Write to communicate for a variety of purposes.
  • 3.B. The learner will compose well-organized and coherent writing for specific purposes and audiences.
Fine Arts:
GOAL 27: Understand the role of the arts in civilizations, past and present.
  • 27.B.The learner will understand how the arts shape and reflect history, society, and everyday life.

Procedures Back to Navigation Bar
Day One:
Introduction to Pony Express. Say, “Now that we know something about the Pony Express, we are going to answer the following question in our discussion groups- Why was the Pony Express such a good idea for the country in 1860?” Print the clipper ship maps that are here:
  • Distribute the clipper ship maps and ask the group to answer the questions. For additional help, go to the website below to view a more detailed map… Scroll down to “Map Challenges” to see the map. Pull the class together for discussion about their work.
Day Two:
  • Ask students to get into their groups and go to Resources to find the image table.
  • Click on the painting of the Pony Express rider leaving the station.
  • Remind the students that art often reflects history and the everyday lives of people.
  • Ask, “How can a painting express the excitement and danger of a Pony Express ride?”
  • Print the analysis sheet so that students can use the table to document their ideas and answer the questions about the painting. Bring the class together to discuss their ideas and answer the essential question.

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Day Three:
  • The weather, the geography, and relations with the Indians made the job of Pony Express Rider a tough one for only a select few.
  • Why did people take on these daunting challenges and what hardships did they face? Ask students to go to Resources and the image table and click on the typewritten memoirs of George Stiers.
  • Ask them to read his true-life narrative about being a young Pony Express rider.
  • Then, instruct students to visit the image table again and view three sites containing “quick facts”, “Pony Express stations”, and “riders’ names”. Ask them to choose a real rider’s name for themselves from the list.
  • Their task is to write a first-person story about riding their fast little horse from one station to another on the Pony Express.
  • The students are asked to create situations like the ones they have read about and use real station names in their story, in the manner of historic fiction.
  • Use the writing template for their stories.
  • The students may illustrate their stories with photos located in the image table and copied to the template.
  • Publish and share stories with the class.

Evaluation Back to Navigation Bar
Evaluation and Rubric

An Adventure of the American Mind

IllinoisStateUniversity