Understanding by Design UnitReading Enrichment Lesson Plan Cowboys and The Chilsom Trail Amanda Porter FRIT 7737:

Practicum in School Library Media Fall 2012

Pathfinder address: http://www.cowboysandtrails.weebly.com Linoit initial K-W-L discussion website: http://linoit.com/users/aporter0617/canvases/KWL Linoit cowboys discussion website: http://linoit.com/users/aporter0617/canvases/Who%20were%20the%20Cowboys%3F Linoit trails discussion website: http://linoit.com/users/aporter0617/canvases/Trails Blabberize: http://blabberize.com

Lesson Plans
Title of Unit Curriculum Area Social Studies, Cattle Trails, Cowboys Social Studies/Literature Grade Level Time Frame 5 5 days (45 minute sessions)

Stage 1 Identify Desired Results

Standards (state or national standards using with lesson): Georgia Performance Standards SS5H3 The student will describe how life changed in America at the turn of the century. a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.

Information Literacy Standards Standard 1. The student who is information literate accesses information efficiently and effectively. Indicator 3. Formulates questions based on information needs. Indicator 4. Identifies a variety of potential sources of information. Indicator 5. Develops and uses successful strategies for locating information. Standard 2. The student who is information literate evaluates information critically and competently. Indicator 2. Distinguishes among fact, point of view, and opinion.

Technology Standards Standard 5. Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results.

National Educational Technology Standards Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media 3. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Collect and analyze data to identify solutions and/or make informed decisions

Essential Questions
Overarching Question: 1. What was the significance of the Chisholm Trail? 2. What events led to the great cattle drive? 3. What were day-today- living conditions cowboys faced? 4. How did black cowboys come to be an importance in cattle drives? 5. Describe common misconceptions of cowboys in contrast to historical facts. Topical Questions? 1. What is a cattle drive? 2. What was significant about cattle drives? 3. Why were cowboys important? 4. What did cowboys do? 5. Who were the black cowboys?

Knowledge and Skills

List some general goals for the content area and grade level selected. The Chisholm Trail is one of the most famous of all the cattle trails. There are songs, stories and movies relating to the Chisholm Trail. It was the

Skills:
Students will be able to (What thinking skills will be required of the students?) Examine the lives and lifestyles of 19th

trail that carried the majority of cattle north from Texas. Define cattle trails. A cattle trail is a trail over which cattle were driven to market. The Black Cowboys Addison Jones Addison Jones was one of the many cowboys who rode the Goodnight Loving Trail in New Mexico. He was one of the few who did not get into range feuds or get his name in the newspaper. Being a range boss of the LFD outfit, he usually led a crew of south Texas black cowboys. Bill Pickett Pickett rode his horse, Spradley, alongside a Longhorn steer, dropped to the steer's head, twisted its head toward the sky, and bit its upper lip to get full control of the wild beast. Cowdogs were known to bite the lips of cattle to control them. Pickett's technique became known as "bulldogging." This event became very popular among the rodeo cowboys. Bill Pickett became immortal with his bulldogging technique. Bronco Sam Bronco Sam could ride any horse and was not afraid of anything. After roping the biggest longhorn in the herd, Sams crew saddled it and had the Black bronco-buster ride it through the town of Cheyenne. He rode it down the main street with the crew cheering him on. Bose Ikard Born into slavery in Tennessee, Boses slave holder took him to Texas to work on a cattle Ranch. He learned to ride, rope and right while in Texas. Once he was freed he became his own man and hired out his service to Oliver Loving. After the death of Loving, Bose went to work for Charles Goodnight. Loving and Goodnight are the namesakes for the "Goodnight Loving Cattle Trail." Daily living- The daily life of a cowboy was difficult. They were up early preparing food over an open fire, rolling up their bed, and saddling up for another long day on the trail. Some days they traveled for up to 15 hours driving cattle to the next destination.

century cowboys. Explain the role of a cowboy. Understand the danger and difficulty faced during cattle drives and life on the trail. Explain events and facts that led to the great cattle drives of 19th century. Identify common misconceptions associated with cowboys. Explain the significance of the black cowboys. Apply previous instruction on historical topics. Apply technology and research skills. Have perspective of the cowboys roles and how they were significant in history as well as the cattle trails to society.

Rank the goals generated, listing the most important goal first.

Informal assessment may be performed through discussion, notetaking, illustrations, and journaling. Student Self-Assessment and Reflection Students may also reflect upon the lesson and their life experiences within the discussion. Stage 2- Evidence
Goal: The goal of this unit is that students will be able to successfully research the roles of cowboys in the 19th century, the significance of cowboys, the influence of black cowboys and what they did, and the impact of the cattle trails on society (consumer, producer). government. Students will collaborate with peer(s) in order to develop a K-W-L diagram representing their growing knowledge throughout the lesson. Role: The role of the student is that of a researcher, collaborator, and designer. Audience: The target audience of students final product will be classmates, teachers, and peers within the school. Students will also use their final product as a study guide for the government test and the Social Studies CRCT. Situation: The challenge students will face challenges that involve understanding stereotypical roles of a cowboy as compared to the historical facts of the role of the cowboy had in the 19th century. Also, students will face challenges understanding slavery and the need for cattle drive in the 19th century. In addition, students must collaborate with peers and utilize Internet resources ethically and effectively. Product Performance and Purpose: Students will develop an organized visual representation of what they learned (student choice). Their final product will be creative and expressive, while containing the factual roles of each branch. Students will also collaborate and effectively work with a partner during research and design. Standards and Criteria for Success: The overall performance will be judged by a rubric, and must be organized and research-based.

Performance Task Rubric Rubric

Exceeds Expectations Meets Expectations Approaching Expectations Expectations Not Met

4 Cowboys Includes more than 3 roles for cowboys. Correctly identifies more than three trails and their significance. Consistently uses appropriate spelling, capitalization, and punctuation. Consistently displays ethical behavior when using the Internet and other resources. Always uses own words when giving information. Works exceptionally well with partner. Work is distributed evenly and performed efficiently.

3 Includes 2-3 roles for cowboys. Correctly identifies three trails and their significance. Generally correct with some errors in spelling, capitalization, and punctuation. Generally displays ethical behavior when using the Internet and other resources. Uses own words when giving information. Works well with partner. Work is distributed evenly.

2 Includes 1-2 roles for cowboys. Correctly identifies two trails and their significance.

1 Includes only 1 or no roles for cowboys. Does not identify one trails and their significance.

Trails

Conventions

Frequent errors Frequent and in spelling, severe errors in capitalization, spelling, and capitalization, punctuation. and punctuation. Occasionally shows ethical behavior when using the Internet and other resources. Copies some phrases from the source. Occasionally works well with partner. Work may be distributed unevenly. Does not show ethical behavior when using the Internet and other resources. Majority of the work is copied straight from the source. Does not work well with partner. Work is not evenly distributed between partners.

Ethical Use of Information

Collaboration Skills

Other Evidence
(e.g. tests, quizzes, work samples, observations)

Class discussions via Web 2.0 tool Linoit. Students will post informal comments in order to encourage discussion and foster critical thinking.

http://www.makeuseof.com/dir/linoit-create-share-collaborate-stickynotes/ Teacher observation of ethical use of information and effective collaboration skills.

Student Self-Assessment and Reflection

Students will utilize the scoring rubric to self-assess throughout the course of this project. At each stage, they will decide where they feel their Kidspiration poster falls in the scoring guide. They will utilize this self-scoring to add or improve elements within their project. Students will also evaluate their peers throughout the project to determine if they collaborated effectively and contributed equally. Students will reflect on this project through when finished with Kidspiration project in order to answer the following questions: 1. What is the strongest portion of my project? 2. Which area could use improvement? 3. Did I contribute my fair share to the project? 4. Did I utilize the Internet and resources in an ethical way? 5. What did I learn from this project? 6. Can I make a connection to this project for it to be more meaningful? (texttext, text-self, text-world).

Stage 3: Plan Learning Experiences Day 1

1. Once students are successfully logged into each laptop with their partner, direct them to the links to the Linoit.com opening discussion, listed on instructors Teacher Page. With little opening reminders, encourage them to post at least one sticky note to the discussion board by answering the Essential Question, What do you know about the cowboys in the 19th century or Cattle Trails? Did you know there were black cowboys? How? Students may discuss this with their partner in order to post a statement. W, H 2. Once students have had ample time to reply, go over responses given. (Remind students they may need to refresh the page in order to see new sticky notes.) While this question is very open-ended in order to foster critical thinking, focus the discussion on the roles of the three branches of government. W, H 3. Review basic roles of cowboys and what cattle trails were in history. Explain overall

expectations of upcoming project: to go in more depth through research, determine the importance of cowboys and cattle trials, and present findings in a visual diagram on Kidspiration. Present students with a copy of the scoring rubric to keep in their notebooks. Discuss each column of the rubric, reminding students of how the rubric works. Discuss each domain and corresponding point values. Discuss expectations as stated on rubric. E-2, O 4. In groups of two, students will practice navigating through pages of the research pathfinder. Allow students to use the remainder of this 30 minutes to familiarize themselves with the website and explore links provided. E-1 5. Close this days lessons by asking students to repeat one role of a cowboy and explain that we will spend time exploring cowboys and cattle trails in more depth in order to find thorough information for their research displays. W

Day 2
Focus: Cowboys 1. Ask students what they remember about the roles of a cowboy. Briefly discuss day-today life and conditions cowboys faced in the 19th century. (The daily life of a cowboy was difficult. They were up early preparing food over an open fire, rolling up their bed, and saddling up for another long day on the trail. Some days they traveled for up to 15 hours driving cattle to the next destination. Trying to survive in harsh weather conditions, stampedes, and illness was all part of being a cowboy on a cattle drive. Finding water for themselves and the cattle was a priority. Keeping away the predatory animals, crossing rivers, and avoiding prairie fires were also dangers cowboys sometimes faced. Along the way cowboys enjoyed the open air and wrote and sang songs about their adventures on the trail.) W, H 2. Redirect students to pathfinder link. Have them check out the significance of black cowboys. (Many of the slaves came from African countries like Ghana and Gambia where they had herded cattle. Plantation owners with large herds of cattle often preferred the slaves because they already possessed skills in herding animals. Slaves worked cattle in the tall grass, Pine Barrens and marshes of South Carolina, Florida, Louisiana and other parts of the South into southeastern Texas. A few of these slaves worked on horseback, but most used dogs, bullwhips and salt to control the cattle.When the Texas ranchers went off to fight in the American Civil War they left their slaves to run the ranches. The slaves learned every aspect of the cattle ranching business. Since barbed wire hadn't been invented yet, they had a hard time keeping the cattle on their land. So they became excellent riders and ropers in an effort to round up the cattle. ) E, 1 3. Present Ethical Use Glog Poster brieflyhave students watch video about plagiarism and explore links throughout the week as necessary. Remind students that throughout this project they are responsible for proper use of the Internet and the intellectual property of others. Briefly discuss why plagiarism is wrong and the consequences when they are caught. E-1, E-2

4. In closing, have students share websites they found particularly useful and encourage the class to continue working on this branch as the week progresses. R, O

Differentiation What will I differentiate? Content, Process, Product 1. Content: Adapting selection for authors for a variety of reading and comprehension levels; graphic organizers provided for comparison and contrast 2. Process: Small groups for optimal experience; increase scaffolding during writing process as needed, and use level appropriate questions during discussions. 3. Product: Guide students in selections of text, provide one-on-one assistance for digital media, and modify writing requirements. How will I differentiate? Readiness, Interest, Learning Profile, Affect/Learning Environment, Combination A variety of texts will be chosen, and writing assignments will be leveled as seen appropriate by the teacher. Assignments may vary among students in the same class to include visual, written, and spoken expression of ideas.

Day 3
Focus: Trails 1. Begin lesson by discussing the great events that lead up to the great cattle drive. (After the Civil War, Texas was overrun with cattle while the rest of the country was crying out for beef. When the town of Abilene, Kansas was founded in 1867 at the end of the Kansas Pacific Railroad, transporting cattle all over the United States became a reality. After the Civil War, urban populations in the north and east grew and railroads spread across the mid-west. The emergence of "cow towns," accessible cities with railroad service across the Great Plains, gave ranchers the opportunity to ship cattle where the demand for beef was surging and prices were high. Runaways and homeless drifters, displaced Civil War veterans, and fugitives from justice all sought sanctuary on the ranching frontier after the Civil War. ) W, E-1 2. Then, talk about the Chilsolm Trail (Abilene, Kansas was the largest cow town on the Chisholm Trail. When Joseph McCoy arrived in 1867 it had twelve Red Roofed cabins. A Chicago cattle dealer named McCoy thought that the town would be a great cattle center. He negotiated with the Hannibal & St. Joseph RR for better rates, cars and service and built cattle holding pens. He advertised in Texas that the Chisholm Trail was the best route for them to follow north. He promised more prairie, more grass, more water and less timber and Indians. This convinced enough cattlemen to head their herds north on the Chisholm Trail to Abilene. Approximately 75,000 cattle were led on the Chisholm Trail to Abilene in 1868. By 1869 that increased to 350,000.The Chisholm Trail is one of the most famous of all the cattle trails. There are songs, stories and movies relating to the Chisholm Trail. It was the trail that carried the majority of cattle north from Texas.)

Day 5

Focus: Kidspiration/Finalize projects 1. Give basic overview of Kidspiration program. (Students have learned how the programs work in the Computer Skills Lab prior to this.) Explain that they are to create a visual representation of the role and significance of cowboys in society, including the roles, the trails, and the need for cattle drives. E-1, R, E-2, O 2.Give students time to explore resources with partner and begin working on their Kidspiration poster. Encourage them to self-assess using the rubric for the assignment. E1, E-2, T, O Conclude by discussing most beneficial websites and reasons why they were helpful. Also, have students discuss new information they learned about the Legislative Branch. E-2 List the resources to be used by the teacher and media specialist/ technology specialist in the development of the instructional unit. These are the resources you use for planning not materials students would use. Social Studies Textbook United Streaming The Real American Cowboy Books The Old West: The Good, the Bad, and the Goofy by Jon Scieszka Trail Fever: The Life of a Texas Cowboy by D.J. Lightfoot and John Bobbish Cowboys and Longhorns, A Portrait of the Long Drive by Jerry Stanley Into the West: From Reconstruction to the Final Days of the American Frontier by James M. McPherson Journal of Joshua Loper: A Black Cowboy: The Chisholm Trail 1871 by Walter Dean Myers The Chisholm Trail (Cornerstones of Freedom) by Andrew Santella Get Along, Little Dogies: The Chisholm Trail Diary of Hallie Lou Wells: South Texas, 1878 by Lisa Waller Rogers Teddy's Cattle Drive: A Story from History (Children of the West) by Marc Simmons and Ronald Kil Websites http://www.blackcowboys.com/blackcowboys.htm http://www.thc.state.tx.us/publications/brochures/Chisholm_Trail.pdf http://www.mckendricwhiskey.com/Longhorn_Creek/famoustrails.htm http://www.blantonmuseum.org/elearning/aac/student.html http://www.epcc.edu/nwlibrary/borderlands/21_black_cowboys.htm http://www.readinga-z.com

http://www/timewarptrio.com/teachers-parents/lessons http://pbs.org The Texas Ranch House: Cattle Drives http://www.over-land.com/west.html Diaries and Letters from the Trails West and Following the Trails http://www.lessonplanet.com Up the Trail without a Lasso Cattle Drive Simulation Game The Texas Cattle Kingdom Cattle Drives How did the Cattle Industry Influence Life in the West? Settlers? 3.Students will utilize research pathfinder to continue to develop their Kidspiration graphic organizer/visual display. Encourage them to add roles that are not as commonly known and to include the way the Judicial branch checks other branches and is checked by those branches. E-1, T 4.Students will continue to utilize the scoring rubric to determine if they are meeting all requirements. R, O, E-1, E-2

Day 5
1. Begin the lesson by allowing students to quickly share some information they remember about cowboys and trails. E-1, R, E-2 2. The majority of this day should be spent giving students time to work on finalizing their product. Remind them to refer to their copy of the rubric in order to selfassess prior to printing final work. R, T, O 3. If time allows, have students present final work on the projection screen and explain the roles of cowboys in the 19th century, how they influenced America after the War (trails), and how the black cowboys were influential. E-2, T 4. Conclude the unit with the Linoit discussion link. Each pair of students will contribute to the sticky-note discussion by adding a comment about each cowboys and trails on the L-What I Learned sticky note. E-2, R Students may print final Kidspiration products for assessment and to use as study guides. E-2 Notes to the Instructor

**If Kidspiration is not available, students can create a powerpoint or graphic organizer/poster with school supplies. This is a collaborative unit, designed to be completed with a classroom teacher and a school library media specialist. All students will receive additional support from both teachers. Encourage your students to see both teachers as equals and respect

the requests of each instructor. This unit is designed to go into a good deal of depth of topic through the research process. Students should have some prior knowledge about the basic roles of the 19th century after the War, coming of new types of transpiration/technology, consumer/producer, and the Mid-West. Adaptations for Special Needs and Learning Styles: This lesson is written to focus on the needs of Visual, Interpersonal and Kinesthetic Learners. It is hands-on in a virtual sense, however. Students will be creating a product online rather than with other materials. Auditory learners may be allowed to use a separate program to present their findings. Audacity is wonderful for recording audio. Additional Web 2.0 programs like Blabberize can be used to allow more vocal learners to develop a product. Students with learning disabilities or other special needs may be given additional time and support during the research process. Printed material may need to be provided rather than allowing them to find information on their own. With the coteaching model for which this unit was designed, these students may receive one-onone remediation with one of the instructors.

References Google Siteshttps://www.sites.google.com/ LinoItOnline Stickies, http://en.linoit.com/