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Enhanced Educator Version
Teacher’s Guide
TH
EDITION
Credits
Editorial Manager
Gabriele Rennie
Editor
Elizabeth Robinson
Teacher’s Guide Writer
Corbi Wright
Desktop Publisher
Claudia Bussi
Director of School Product Marketing
Peter Weinstein
School Marketing Manager
Christina Panza
© 2001-2004 Riverdeep Interactive Learning Limited, and its licensors. Developed by ZEMNOTT, Inc. All rights reserved by their respective
parties. The Learning Company, The Oregon Trail and Adventures Along the Oregon Trail are trademarks or registered trademarks of Riverdeep
Interactive Learning Limited. Microsoft and Windows trademarks or registered trademarks of Microsoft Corporation in the United States and/or
other countries. QuickTime and the QuickTime Logo are trademarks used under license. The QuickTime logo is registered in the U.S. and other
countries. All other trademarks are the property of their respective owners. All companies, names, and data used in sample screens and output are
fictitious and any resemblance to any person, trademark, company name or landmark of any kind is purely coincidental.
USE OF THIS PRODUCT IS SUBJECT TO CERTAIN RESTRICTIONS AND LIMITATIONS OF WARRANTY UNDER THE LICENSE
AGREEMENT CONTAINED HEREIN.
Riverdeep grants limited permission to classroom teachers to duplicate the reproducible portions of this publication for classroom use only and for
no other purpose.
In the interest of product improvement, information and specifications represented herein are subject to change without notice.
2
© 2001- 2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
TABLE OF CONTENTS
I.
Introduction
Welcome....................................................................................................................4
Curriculum Matrix.....................................................................................................5
Enhanced Educator Version .......................................................................................6
Background Historical Information ...........................................................................7
Resources ..................................................................................................................8
II.
Let’s Head West
Soapbox Burnett? ....................................................................................................12
Jumping Off at Independence!.................................................................................16
Emigration Society Application...............................................................................19
Make a Journal ........................................................................................................22
Which Route is Best? ..............................................................................................26
Map Your Route.......................................................................................................28
III.
Preparation
Prairie Guidebook....................................................................................................30
Choosing a Wagon ..................................................................................................34
How Big is Our Wagon? ..........................................................................................36
Packing the Wagon ..................................................................................................37
Wagon Train Organizations .....................................................................................40
When Should We Leave?.........................................................................................42
IV.
On the Trail
Overcoming Obstacles.............................................................................................44
Landmarks...............................................................................................................47
Leave a Message......................................................................................................50
Buffalo.....................................................................................................................52
Pictographs ..............................................................................................................54
Gathering Plants ......................................................................................................56
Pioneer Breakfast.....................................................................................................58
Campfire Tales.........................................................................................................61
Key Figures .............................................................................................................63
V.
Starting a New Life
Arrival .....................................................................................................................70
Claiming Land.........................................................................................................71
Quilting Bee ............................................................................................................73
VI.
Assessments
Overview .................................................................................................................75
Emigrants’ Quiz.......................................................................................................76
Crossword Puzzle ....................................................................................................78
West Quest...............................................................................................................80
Pioneers’ Drama ......................................................................................................82
Rubrics ....................................................................................................................83
Teacher’s Guide
3
INTRODUCTION
Welcome to the Oregon Trail!
Since 1974, the Oregon Trail simulations have
engaged both teachers and students in
experiencing the westward migration as it was
during the mid-1800s. Students strengthen
their understanding of that era in United
States history as they experience and
participate in some of the decision-making
skills necessary to survive the trek west. The
Oregon Trail 5th Edition, Adventures Along
the Oregon Trail, offers students the option of
traveling in any year between 1840 and 1860,
from several jumping off towns to a variety of
destinations. Students today can walk in the
footsteps of the pioneers, meeting other
emigrants, fishing, hunting, trading, and
gathering plants as they travel. The Oregon
Trail simulation also introduces four new
compelling characters, Captain Jed Freedman
and the Montgomery children: Parker (age
15), Cassie (age 13), and Jimmy (age 10).
Their parallel story, based on historical
journals from that time period, is told through
intriguing vignettes to help students connect
emotionally with the real adventures of early
pioneers. The Montgomery Family Journal
can also be printed for students to read.
Included in The Oregon Trail 5th Edition
Teacher’s Guide are extension activities and
worksheets created to help students continue
the simulated experience of traveling west in a
classroom setting. Since few people survived
the westward journey alone, many of the
activities are designed to be done in groups.
Also included with the Enhanced Educator
Version is a student performance report that
teachers can generate in order to better follow
the progress of their students.
emigrating west, students also strengthen
skills in math, language arts, and geography.
Both the game simulation and activities offer
challenges that will help students strengthen
math skills as they manage their finances and
buy or barter for necessary supplies in the
jumping-off cities of Independence, St.
Joseph’s, Kanesville/Council Bluff, or
Nauvoo. Players use logic and deductive
reasoning as they continue their journey and
make choices to help them reach Oregon, the
Salt Lake Valley, or California. Players must
carefully track their health, food; and financial
resources; hunt and fish to replenish depleting
inventories of food; and learn to recognize
edible and poisonous plants along the way.
Reading and writing skills are important as
students research the guidebook for key
information to help them reach their desired
destination. Teachers can encourage students
to reflect on their experiences on the trail by
having them write in a journal. Students will
also follow maps and learn about landmarks
seen along the way. Similarly, reading the
Montgomery Family Journal can weave
historical facts and faces into the Oregon Trail
story to enhance learning and teach pertinent
social studies curriculum to children ages 8
and up, enhancing their understanding of
some of the diverse cultural issues prevalent
during the 19th century.
The National Standards for History for Grades
K-4 and United States History for Grades 512 have provided guidance in the development
of the simulation and extension classroom
activities developed for The Oregon Trail 5th
Edition. The following matrix delineates
specific content standards that apply to the
activities within this Teacher’s Guide.
Educational Focus
The Oregon Trail 5th Edition helps students
gain a comprehensive understanding of the
history of the United States, its people, and its
cultures as they experience the westward
migration of the mid 1800s. Through
simulating life and challenges involved in
4
THE OREGON TRAIL® 5TH EDITION
INTRODUCTION
ART
SCIENCE
MATH
Activity
LANGUAGE
Curriculum Matrix
Standard 1:
Chronologic
Thinking
(Timelines)
Standard 2:
Historical
Comprehension
Standard 3:
Historical
Analysis &
Interpretation
Standard 4:
Historical
Research
Standard 5:
Historical
Issues, Analysis
& Decision
Making
Let’s Head West
Soapbox Burnett
•
•
•
Jumping Off at Independence
•
•
•
Emigration Society Application
•
Make a Journal
•
Which Route is Best?
•
•
•
•
•
•
•
Map Your Route
•
•
Preparation
Prairie Guidebook
•
Choosing a Wagon
•
How Big is Our Wagon?
•
•
•
•
•
•
•
•
Packing
•
Wagon Train Rules
When Should We Leave?
•
•
•
•
•
On the Trail
•
Overcoming Obstacles
•
Landmarks
•
•
Leave a Message
•
•
•
Buffalo
•
Pictographs
•
•
•
•
Gathering Plants
Pioneer Breakfast
•
•
•
•
Campfire Tales
•
Key Figures
•
•
•
•
Starting a New Life
•
Arrival
Claiming Land
•
•
•
•
•
Quilting Bee
•
Assessments
Quizzes/Crossword Puzzle
•
Pioneers Drama
•
•
•
•
•
•
•
Rubric
http://sscnet.ucla.edu/nchs/
Teacher’s Guide
5
INTRODUCTION
Enhanced Educator Version Features
The Enhanced Educator Version (EEV) for
this product offers teachers a convenient way
to follow student progress through the
simulation game of The Oregon Trail 5th
Edition, Adventures Along the Oregon Trail.
Features found in the Teacher’s Area include a
class progress report, with individual student
information on a class list, and a printable
version of the User’s Guide for Oregon Trail
5th Edition.
CLASS PROGRESS REPORT
The class progress report offers a convenient
way to follow student progress through
Oregon Trail 5. The report allows the teacher
to identify areas where the student has excelled
and areas where more practice is needed.
too fast, or hasn’t taken time to hunt and
replenish supplies, or to talk to people along
the trail. Morale has a much greater effect on
Adventurers and Trail Guides. If morale gets
too low, a Trail Guide can be fired and the
game ends.
At the beginning of the game, each player is
given a certain amount of money based on his
or her chosen occupation. The money spent is
listed over the beginning total amount. As a
general rule, the more money a player has, the
easier the journey will be.
Tip: Use the Student Progress Report as a
postable chart in your classroom by having
students save their games using a fictitious
pioneer name. That way, only pioneer names
will appear on the chart that the students see.
To view the progress report:
1. Launch and log in to the RSM Teacher
Center.
2. Select a class by clicking the Change
Class button.
3. Click the Assignments tab.
4. Select an assignment for Oregon Trail 5
5. Choose Progress Report from the
Assignments menu.
The student progress reports are password
protected (password “admin”) and provide the
following “at a glance” information: The
Student Name in the table is the same name
the student uses to save the game. If students
choose a fictitious pioneer name to save the
game under, that name will appear in the
chart. The current date of most recent game
play is listed under Date. The Travel Date
should be a date between 1840 and 1860. The
Starting City/ Destination records the
jumping-off town and final destination that the
player selected at the start of the game. A
teacher can tell the number of Days on the
trail in the row. The Morale Setting is an
indicator that perhaps the player is traveling
6
THE OREGON TRAIL® 5TH EDITION
INTRODUCTION
BACKGROUND HISTORICAL
INFORMATION
In the mid 1800s, one of the largest voluntary
mass migrations in human history took place
in the United States. Between 1840 and 1860,
the peak years of westward migration,
hundreds of emigrants gathered at one of the
jumping-off towns, bought supplies they
would need, and set off. Wagon trains could
be a few wagons long or as large as a hundred.
They followed trails blazed by explorers such
as Meriwether Lewis and William Clark,
Robert Stuart, Jedediah Smith, Christopher
“Kit” Carson, Nathaniel Wyeth, Jim Bridger,
James Beckwourth, and John C. Fremont. As
Americans began to view the territory west of
the Mississippi with increased interest, the
hope arose that the Oregon Country (which
included the present day states of Oregon,
Washington, and Idaho, plus parts of
Wyoming, Montana, and British Columbia)
would be claimed by the United States.
California was part of Mexico until 1848.
desirable destination. Between 1849
approximately 25,000 settlers headed to
California. The next year that number
doubled. From 1840 to 1860, the total number
of people who traveled the Oregon, California,
and Mormon Trails in wagon trains is
estimated to have been between 315,000 and
320,000—over one quarter of a million
people.
Although most pioneers survived, there was
roughly one grave for every 200 yards of the
trail. The four most common causes of death
were cholera, wagon accidents, drownings, or
accidental gunshots. The most common
deficiency disease on the trails was scurvy,
caused from a lack of vitamin C. Contrary to
popular belief, few pioneers were killed in
Indian attacks. Fewer than 350 died at the
hand of Native Americans between the period
of 1840 to 1860. It wasn’t until the Native
Americans lost their land and buffalo, and
became ill with new diseases shared by white
settlers, that things changed.
Although some groups headed out earlier,
1843 is often recognized as the start of the
Oregon Trail. This was the year of the “Great
Migration,” when John Grant and Dr. Marcus
Whitman led 875 people out of Independence,
Missouri. The following year more than one
thousand people traveled west in covered
wagons, primarily toward the Willamette
Valley in Oregon. In 1846, a new trail sprang
up called the Mormon Trail. It began in
Nauvoo, Illinois, and ended in the Great Salt
Lake Valley. Few emigrants actually rode in
wagons. The wagons were usually loaded with
valuable supplies, and few wagon trains
traveled in single file. They would spread out
as much as possible to avoid “eating the dust”
from the wagons ahead. The wagons were
formed into a circle at night primarily to corral
animals, making them less likely to stray.
Before 1849, relatively few pioneers were
bound for California. But with the discovery
of gold in 1848, California became a very
Teacher’s Guide
7
RESOURCES
Indians
Joanna Cohan Scherer. New York: Crown
Publishers, 1973.
This is an amazing photographic
documentation of Native Americans from
1847 to 1929. The photographs, from the
Smithsonian Archives, document the
transformation in Native American culture as
emigrants moved West and forced them off
the land they had lived on for hundreds of
years. The photographs also portray the
striking differences in costume, shelter, and
culture between tribes of different
geographical regions.
Indians of the United States
Clark Wissler. New York: Anchor Books,
1986.
This book traces the history of the American
Indian from prehistoric times to the present
and provides a broad survey of the tribes and
cultures of all the great Indian language
families.
Oregon Trail
Ingvard Henry Eide. Chicago: Rand McNally,
1972.
This is the story of the Oregon Trail told
exclusively through emigrants’ journal entries,
letters, and other primary sources. This
compilation of first-hand accounts is
accompanied by trail landscapes
photographed by the author.
In this book you’ll read about going west
through the eyes of pioneer women. Many
interesting facts and narrative photographs are
included.
The Prairie Traveler: A Handbook for
Overland Explorations
Randolph B. Marcy. Reprint (original 1859).
Cambridge, Massachussets: Applewood
Books, 1988.
Emigrants used this book to prepare
themselves for the overland journey. Often it
was their only source of information on the
basics—everything from food, routes, and
treatment of animals to communicate with
Native Americans. It reflects the knowledge
and prejudices of the era.
Red-flannel Hash and Shoo-Fly Pie
Lila Perl. Ohio: World Publishing Company,
1965.
This is an informative history of regional food
and cooking in the United States. Some
recipes are included.
Sagas of Old Western Travel and Transport
H. Wilbur Hoffman. San Diego: Howell-North
Books, 1980.
A good resource for specifics on transport
methods people used to get West including:
wagons, handcarts, stagecoaches, ships, the
Pony Express, and early western trains.
Includes many photographs and illustrations.
The Oregon Trail Cookbook
Tamara Ontvedt and Kirsten Bespalec, editors.
Kearny, Nebraska: Morris Publishing, 1993.
Seven Trails West
Arthur King Peters. New York: Abbeville
Press Publishers, 1996.
Here you’ll find authentic history, recipes, and
home remedies.
A thought-provoking history of westward
migration covering: the trails blazed by Lewis
and Clark, the Santa Fe Trail, the OregonCalifornia Trail, the Mormon Trail, the Pony
Express, the Transcontinental Telegraph, and
the Transcontinental Railroad. The history is
made even more vivid with many period
Pioneer Women, The Lives of Women on the
Frontier
Linda Peavy and Ursula Smith. Smithmark
Publishers, 1996.
8
THE OREGON TRAIL® 5TH EDITION
RESOURCES
photographs, paintings, and historical
documents.
A Pioneer Sampler
Barbara Greenwood. Boston: Houghton
Mifflin Company, 1994.
Women’s Diaries of the Westward Journey
Lillian Schlissel. New York: Schocken Books,
1982.
A Pioneer Sampler is the story of the
Robertsons, a fictional family living on a
backwoods farm in 1840. Through the telling
of their story, students learn about the daily
life of pioneers. This book covers everything
from the first tasks of clearing land and
building a house to the daily tasks of cooking,
weaving, gathering food, and going to school.
Besides being well written and nicely
illustrated, this book has lots of fun
experiential activities to give students a taste
of pioneer life.
An and informative documentation of
women’s experiences traveling and settling
West. Diary accounts, letters, and pictures are
interwoven with historical facts and
commentary to create a realistic picture of the
trials of this journey. Four women’s complete
diaries are included in the book.
ESPECIALLY FOR STUDENTS:
Daily Life in a Plains Indian Village in 1868
Michael Bad Hand Terry. New York: Clarion
Books, 1999.
This book is an introduction to the culture of
Plains Indians. Included are traditional
costumes (worn by present day Native
Americans), tools, crafts, food, and scenes of
village life.
If You Traveled West in a Covered Wagon
Ellen Levine. New York: Scholastic, Inc.
1986.
This book is an excellent starting point for
studying westward migration. The author
divides the information into sections by
posing key questions and then answering
them.
The Oregon Trail In American History.
Rebecca Stefoff. New Jersey: Enslow
Publishers, Inc. 1997.
This is a short overview of the Oregon Trail.
Source documents, featured throughout the
book, add a historical perspective that helps
the reader empathize with the hardships and
adventure of those who travelled west.
Teacher’s Guide
A Thematic Unit About Plains Indians
Mari Lu Robbins. Evan-Moor Educational
Publishers, 1996.
This activity book for grades 3-6 is a great
supplement to the study of the Plains Indians.
It’s full of creative worksheets and activities
exploring their culture and history.
The West. An Illustrated History for Children
Dayton Duncan. New York: Little, Brown and
Company, 1996.
The companion volume to the Public
Television series, “The West.” An honest
overview of many aspects of the westward
migration, including the often tense
interaction between Native Americans and
emigrants. Period photographs support the
text on almost every page.
Westward Ho! An Activity Guide to the Wild
West
Laurie Carlson. Chicago: Chicago Review
Press, 1996.
This is a wonderful collection of simple
recipes, crafts, songs, games, patterns for
clothing, and useful information that bring
9
RESOURCES
Western history to life. Most of the activities
need little or no adult supervision.
What Do We Know About The Plains
Indians?
Dr. Colin Taylor. New York: Peter Bedrick
Books, 1998.
This book uses color photographs and detailed
illustrations to tell the story of the Plains
Indians. Topics are divided into small
sections, making the large amount of
information much easier to read and
understand.
Wild West
Mike Stotter. New York: Kingfisher, 1999.
This colorful book covers a broad range of
topics from the early days on the frontier, to
the building of the railroad. Realistic
illustrations provide additional information.
10
THE OREGON TRAIL® 5TH EDITION
RESOURCES
Web Sites
The Learning Company provides these Web addresses of third-party sites as a convenience to you.
The Learning Company does not control third party sites and is not responsible for the content of
the sites.
Kathy Schrock’s Guide for Educators
http://school.discovery.com/schrockguide/
Oregon Trail
http://www.americanwest.com/trails/pages/oretrail.htm
Oregon Trail: The Trail West
http://www.ukans.edu/kansas/seneca/oregon/mainpage.html
The Oregon Trail
http://www.isu.edu/~trinmich/Oregontrail.html
The Oregon-California Trail
http://octa-trails.org
End of the Trail
http://www.endoftheoregontrail.org
Women’s Experiences on the Trail
http://www.end of theoregontrail.org/women.html
Journals on the Trail
http://www.over-land.com/diaries.html
Videos
The West
This nine-part series was produced by Insignia
Files and WETA, Washington, D.C., in
association with Florentine Films and Time
Life Video, 1996.
The Way West
A four-part program produced by Lisa Ades
and Ric Burns, 1994.
Teacher’s Guide
11
LET’S HEAD WEST
Soapbox Burnett!
Reader’s Theater #1
Description:
Student Reader’s Theater — Melodrama
about heading west in the early 1840s.
Objectives:
• Simulate cultural issues surrounding the
decision to head west.
• Introduce a U.S. westward expansion
historical unit.
• Increase communication and listening skills.
Materials:
• Copy of Soapbox Burnett! play for student.
• Optional Cue Cards:
Clap!/Ahhh!/Boo, Hiss!
Follow up:
Steps:
1. Assign readers (or ask for volunteers to
read script): Narrator 1, Narrator 2,
Narrator 3, Narrator 4, Narrator 5, Wilbur
NoGo (villain), Mrs. Edward Lenox,
Molly Burnett (heroine), Peter Burnett
(hero), Daniel Waldo, James Nesmith,
Jesse Applegate, Charles Applegate, Mrs.
Charles Applegate, Lindsay Applegate,
and Sign Holders: Ahhh!, Clap!, Boo,
Hiss!
2. Introductory explanation: In the mid
1800s people began gathering in
"jumping off" towns along the
Mississippi and Missouri Rivers, and
preparing to head west. These towns
were alive with activity, and it wasn’t
uncommon to see someone standing on a
soapbox in the street trying to convince
travelers to join their company and head
west. This melodrama is based on the
real account of Peter Burnett, who in
1843 would stand on a soapbox in front
12
of his store in Weston, Missouri and talk
to anyone who would listen and share
exaggerated tales of the Oregon territory.
Explain that in the mid 1800s, there were
no television sets or telephones.
Frequently folks would gather in a home
or barn and put on plays to entertain each
other. Inform those who aren’t reading
that when presenting a play, the audience
plays a very important role. If they like
something, they should clap and cheer.
When the villain appears, they typically
boo and hiss! The readers in this
melodrama should use a lot of expression
and over-exaggerate the parts they are
reading.
3. Present melodrama.
1. At the end of the presentation, the
narrator asks the question, "As citizens of
Weston, what will you do?" Let this lead
into a discussion about life in the mid
1800s. If they had been living in Weston,
what were some of the reasons given to
convince them to head west? Which
ones were true? Which were false?
2. This can also lead into a KWL lesson.
List on the board everything the students
know about western expansion. List
what they would like to learn from this
activity, and later what they learned.
Software Extension:
Introduce The Oregon Trail 5th Edition game.
Show the opening movie of the Montgomery
children arriving in Independence, Missouri, a
jumping-off town for the West. Explain that
the Oregon Trail simulation helps others walk
in the shoes of the pioneers and helps us to
understand the challenges of heading west.
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
LET’S HEAD WEST
Reader’s Theater: SOAPBOX BURNETT!
(A Western Melodrama)
Narrator #1: Welcome friends and neighbors!
I’d like to welcome you to the Weston Theater!
Of course you know that we’re in a barn in
Weston, Missouri. And the year is 1843.
Narrator #2: Now there are some rules you
must abide by in this theater. You must remain
orderly and in your seats at all times. As an
audience, you are expected to participate too.
When the heroine speaks, you must sigh:
"Ahhhhh!" Try it: Everyone say: "Ahhhh!"
Our heroine today is the one and only Molly
Burnett. (Ahhhh!)
Narrator #3: She is the beautiful daughter of
the owner of our General Store, and everyone’s
hero, Mr. Peter Burnett. Go ahead and clap!
Whenever you hear the name, Mr. Peter
Burnett, please applaud!
Narrator #4: Of course, there is also a villain
in our story. His name is Wilbur Nogo! When
he speaks, you may hiss and boo! (let the
audience practice hissing and booing) Now
Wilbur isn’t really a bad person. He just
doesn’t think people should believe in
everything Peter Burnett (clap) says. No matter
how much sense Wilbur makes, he just can’t
seem to convince anyone in Weston that
heading west could be dangerous!
Narrator #5: And now, ladies and gentleman,
our play begins.
Teacher’s Guide
Wilbur NoGo: Yes! That’s right. I’m Wilbur
NoGo! (hiss, boo). You can hiss and boo all
you want, but I’m warning you. You’ll be sorry
if you head west with that smooth talking Peter
Burnett! (clap)
Mrs. Edward Lenox: Here comes Peter
Burnett now! (clap) He's moving his soapbox
in front of his store!
Molly Burnett: Oh my! I am the heroine of
this story because Peter Burnett (clap) is my
Papa! My name is Molly Burnett (ahh), and I
just love it when my papa, Peter Burnett, (clap)
stands on his soapbox and tells stories about
Oregon!
Peter Burnett: Gather round neighbors. It
won’t be long and we’ll be organizing a
company to head to a land o'plenty real soon—
that’s right, I’m talking about Oregon—just as
sure as my name is Peter Burnett! (clap)
Daniel Waldo: I'm with you, Burnett. (clap) I...
Peter Burnett: Now I can’t say I’ve been
there, but I hear tell it flows with milk and
honey out there on the shores of the Pacific
Ocean. In Oregon the pigs are running about
under great acorn trees! They’re round and fat,
and already cooked, with knives and forks
sticking in them, so that you can just cut off a
slice whenever you are hungry.
© 2001-2004 Riverdeep Interactive
13
Name __________________________________
Date __________________________________
LET’S HEAD WEST
Reader’s Theater: SOAPBOX BURNETT!
(A Western Melodrama)
Molly Burnett: Oh Papa! My hero! (clap)
Wilbur NoGo: You can’t believe him! The
trek west is dangerous! It takes months to get
there! And I bet if you leave here, you’ll
never make it alive! (boo, hiss)
James Nesmith: Did you read in the St.
Louis Missouri Reporter that the United States
Government has already sent Lieutenant John
C. Fremont to map out the route west?
Jesse Applegate: Heard he hired trapper Kit
Carson. Nobody finer. They’ll map out a safe
route for us to follow.
Charles Applegate: And Joseph Walker went
with him too. I hear they’re writing a
guidebook for pioneers to use.
Lindsay Applegate: I can speak for the
Applegate brothers. We’re ready for free land
in Oregon.
Peter Burnett: Glad to have you join us!
Your crops’ll grow higher than a tree!
Charles Applegate: Out in Oregon, like
Burnett says, I bet I can git me a square mile
of free land!
Jesse Applegate: Yessir! I am done with
Missouri. In winter there's frost and snow to
freeze a body. In summer the overflow from
the old muddy Mississippi drowns half my
acres. Mrs. Charles Applegate: And taxes
takes the yields of them that's left.
Charles Applegate: I hear tell in Oregon the
sun shines every day! What say you Ma?
Shall we join Burnett's company?
Mrs. Charles Applegate: Please Charles,
let's talk it over at supper tonight. Daniel
Webster writes that the West is a region of
savages and wild beasts!
Narrator 6: So, ladies and gentlemen! As
citizens of Weston, what will you do? Will
you head to Oregon with Peter Burnett?
(clap) Or will you listen to Mr. Nogo (boo,
hiss) and stay here in Weston?
Mrs. Charles Applegate: Oh my, I do believe
Charles is intending to uproot us and head
west with Peter Burnett. I don't think it is any
place for a lady to go.
Wilbur NoGo: At last! Someone with some
common sense! The West is no place for
ladies, or gentlemen, for that matter!
Peter Burnett: Have no fear!
Molly Burnett: Tell them about the great
crops of wheat, Papa! (clap) You said they
grow tall as sunflowers in Oregon.
Peter Burnett: The soil is richer than rich!
The Willamette Valley is paradise!
14
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
LET’S HEAD WEST
Date __________________________________
Reader’s Theater: SOAPBOX BURNETT!
CLAP!
Boo, Hiss!
Ahhh!
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
15
LET’S HEAD WEST
Jumping Off at Independence!
Reader’s Theater Option #2
Description:
Reader’s Theater about heading west to
Oregon in the mid 1800s.
Objectives:
• Introduce a Westward Expansion Unit.
• Simulate the experience of deciding whether
to head west.
• Increase communication and listening skills.
Materials:
• Copy of Jumping Off at Independence! play,
one per student
• Chalkboard/Chalk (or Butcher
Paper/Colored Markers)
Follow up:
Steps:
1. Explain to students that when they begin
The Oregon Trail 5th Edition simulation,
they will be introduced to the
Montgomery children. In 1848 Parker
(age 15), Cassie (age 13), and Jimmy
Montgomery (age 10) meet a trail guide,
Captain Jed Freedman, whom their father
has arranged to bring them West from the
jumping-off town of Independence. Their
story is fictional, but based on pioneer
journals and historical events from the
mid 1800s. This reader’s theater is about
some additional experiences the
Montgomery children might have had in
Independence, Missouri. Through this
Reader’s Theater, students can begin to
imagine they are leaving Independence
and beginning to experience some of the
same decisions the pioneers faced as they
decided whether or not to head west.
2. Assign readers (or ask for volunteers to
read script): Narrator, Parker
Montgomery, Cassie Montgomery,
16
Jimmy Montgomery, Peter Burnett,
Josephine Applegate, Charles Applegate,
Mildred Longbottom, Molly Burnett,
James Nesmith, and Captain Jed
Freedman, and townspeople.
3. Explain that in the mid 1800s people
began gathering in "jumping-off" towns
along the Mississippi and Missouri
Rivers, in preparation for heading west.
These towns were alive with activity, and
it wasn’t uncommon to see someone
standing on a soapbox in the street,
trying to convince travelers to join their
company and head west.
4. Present Play.
1. At the end of the presentation, the
narrator asks the question, "What will
you do?" Let this lead into a discussion
about life in the mid 1800s. If they had
been living in Independence, what were
some of the reasons given to convince
them to head west? Which ones were
true? Which were false?
2. This can also lead into a KWL lesson.
List on the board everything the students
know about U.S. western expansion. List
what they would like to learn from this
activity, and later, what they have
learned.
Software Extension:
Introduce The Oregon Trail 5th Edition game.
Show the opening movie of the Montgomery
children arriving in Independence, Missouri, a
jumping-off town for the West.
Explain that the Oregon Trail simulation helps
others walk in the shoes of our pioneer
forefathers and begin to understand the
challenges of heading west.
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
LET’S HEAD WEST
Jumping Off at Independence!
(Reader’s Theater)
Narrator: Independence, Missouri is an
exciting place to be in 1848. It is a jumpingoff town for folks heading west, and people
are busy buying supplies and getting ready to
head into a land they’ve heard many stories
about—some good, some bad. It’s quite
common for store owners to stand on a
soapbox and tell all kinds of tales about the
West. Just listen for yourself.
Peter Burnett (store owner): Welcome to
Independence, Missouri, friends and
neighbors! I’m Peter Burnett, the owner of
this store. How can I help you?
Parker: Pleased to meet you sir. I’m Parker
Montgomery, and this is my sister, Cassie, and
younger brother….
Cassie: Jimmy! Where’s Jimmy? He keeps
wandering off.
Jimmy: I’m over here, Cassie! Look at this
wagon! It’s a lot different from the
Conestogas I’ve seen. It looks to be about 10
feet long, 4 feet wide, and has 2 feet deep. Are
we going to build a prairie schooner like this
one?
Cassie: We’re here to buy supplies from Mr.
Burnett, Jimmy. Please stay close.
Parker: Mr. Burnett, we met our trail guide,
Captain Jed Smith, and we’re planning to head
west with him in a few days.
Peter Burnett: On your own? Well stand
right here. I’ll give you the best bargain in
town! But first let me introduce you to a few
folk. Gather round folks. (Mr. Burnett pulls
out his soapbox and starts drawing a larger
crowd.) I want to introduce you to the
Montgomery family! They’ll be heading west
the day after tomorrow—to that land of milk
and honey I’ve been telling you about—out
Teacher’s Guide
there on the shores of the Pacific Ocean. Their
pa is already in Oregon. I’m sure he has seen
the pigs are running about under great acorn
trees! They’re round and fat, and already
cooked, with knives and forks sticking in
them, so that you can just cut off a slice
whenever you are hungry.
Cassie: Excuse me, Mr. Burnett, I never told
you…
James Nesmith: Hey Burnett, do you have
any of those guidebooks written by Lieutenant
John C. Fremont and trapper Kit Carson?
Josephine Applegate: I can’t imagine
children heading west on their own! It’s a
dangerous journey!
Matilda Longbottom: There are grizzly
bears and wild beasts! The West is no place
for ladies and gentlemen, and especially no
place for children!
© 2001-2004 Riverdeep Interactive
17
Name __________________________________
Date __________________________________
LET’S HEAD WEST
Jumping Off at Independence!
(Reader’s Theater)
Peter Burnett: Hush, Mrs. Longbottom.
What kind of talk is that? Why there’s free
land in Oregon!
Molly Burnett: Tell them about the great
crops of wheat, Papa! You said wheat grows as
tall as sunflowers in Oregon.
Charles Applegate: I am done with
Missouri! In winter there's frost and snow to
freeze a body. In spring the overflow from the
Missouri drowns half my acres. And expenses
takes the yields of them that's left.
Peter Burnett: In Oregon the sun shines
every day! What say you? I’ll be heading
there myself this April—that’s the best time
go. Would you like to join my company?
Josephine Applegate: Please Charles, let's
talk it over at supper tonight. Daniel Webster
writes that the West is a region of savages!
Captain Jed Freedman: For the record,
ma’am, Indians are not savages! I’ve met
many during my trapping days. Now that
beaver are getting scarce, I promised Will
Montgomery I’d bring his children and a
wagon train west. If any of you folks would
like to join our company, we’ll be leaving the
day after tomorrow.
Narrator: What will you do? Will you
choose Captain Jed Smith as your trail guide?
Or will you go with Peter Burnett? And who
should you believe? What kind of dangers
does the West hold? Where are you planning
to settle? And what do you expect to find
when you get there?
18
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
LET’S HEAD WEST
Emigration Society Application
Description:
Students will review pioneer occupations and
choose a pioneer identity.
3. Have students read the instructions on the
application and complete it.
Banker . . . . . .$2,000
Trapper . . . . .$1,050
Objective:
Doctor . . . . . . $1,900
Surveyor . . . .$1,000
Write and understand reasons for going west.
Merchant . . . .$1,800
Shoemaker . . . .$950
Pharmacist . . .$1,750
Journalist . . . . .$900
Wainwright . .$1,700
Printer . . . . . . .$850
Gunsmith . . . .$1,600
Butcher . . . . . .$800
• Reader’s Theater activity sheet ("Soapbox
Burnett!" or "Jumping off at
Independence!")
Mason . . . . . .$1,500
Baker . . . . . . . .$750
Blacksmith . . .$1,400
Tailor . . . . . . . .$600
Wheelwright .$1,300
Farmer . . . . . . .$650
Steps:
Carpenter . . . .$1,250
Pastor . . . . . . . .$600
Saddlemaker .$1,200
Artist . . . . . . . .$550
Brickmaker . .$1,150
Teacher . . . . . .$500
Materials:
• Emigration Society Application student
activity sheet, one per student
1. Explain to students that wagon trains were
often made up of relatives and neighbors
who decided to go west together. Some
trains were formed at starting cities like
Independence where people would agree to
travel together. Others would join an
emigration society. emigration societies
began forming throughout the country in
the late 1830s as news spread of the rich
land and opportunity in Oregon and
California.
2. Distribute the Emigration Society
Application student activity to each student.
Ask students to imagine they have decided
to head west via an overland route. In order
to "live" the adventure of heading west,
every student in the class will need to join
an Emigration Society. The application
involves writing a letter to the Society,
listing your name, occupation, reasons for
going west, and including a sketch of
yourself. Students may refer to the
Reader’s Theater script to research reasons
for going west.
Teacher’s Guide
Prospector . . .$1,100
Follow up:
Using the following chart, give each student a
slip of paper showing the amount of money
associated with his or her chosen occupation.
Extension:
Some students in the class may know of
pioneer ancestors. Invite them to share who
their pioneer ancestors were, what
occupations they may have had, and other
information of interest.
Software Connection:
Students can begin the Oregon Trail
simulation by signing in, choosing their name,
occupation, jumping-off town and destination,
and year of travel. Discuss the probable
finances of the Montgomery children.
© 2001-2004 Riverdeep Interactive
19
Name __________________________________
Date __________________________________
LET’S HEAD WEST
Emigration Society Application
Use these salaries to help you decide what you want to be, but remember, some skills are more
important on the trail then money and salary is only one part of the many considerations when
choosing an occupation. Choose the best balance you can for the journey west.
Occupation
Salary
Pro/Cons
Occupation
Salary
Banker $ ___________
Trapper $ __________
Doctor $ ___________
Surveyor $ _________
Merchant $ _________
Shoemaker $ _______
Pharmacist $ ________
Journalist $ ________
Wainwright $ _______
Printer $ ___________
Gunsmith $ _________
Butcher $ __________
Mason $ ___________
Baker $ ___________
Blacksmith $ _______
Tailor $ ___________
Wheelwrigh $ _______
Farmer $ __________
Carpenter $ _________
Pastor $ ___________
Saddlemaker $ ______
Artist $____________
Brickmaker $ _______
Teacher $ __________
Pro/Cons
Prospector $ ________
20
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
LET’S HEAD WEST
Emigration Society Application
The Independence Emigration Society is forming new wagon trains to head West. Please
complete the following letter that will describe yourself and your reasons for going. Deliver it to
the General Storekeeper in Independence and we’ll help you find a wagon party to join.
Occupations:
Date: ____________________
banker
doctor
Dear Emigration Society:
I have decided to head west and am
looking for a wagon train to join. I am
a (an) __________________________.
(occupation)
merchant
pharmacist
wainwright
gunsmith
mason
These are some of my skills:
blacksmith
wheelwright
carpenter
saddlemaker
brickmaker
prospector
trapper
I want to go west because:
surveyor
shoemaker
journalist
printer
butcher
I look forward to hearing back from you.
baker
tailor
Sincerely,
farmer
pastor
artist
______________________
(name)
Teacher’s Guide
teacher
© 2001-2004 Riverdeep Interactive
21
LET’S HEAD WEST
Make a Journal
Description:
5. Pass out materials.
Students will create a pioneer journal, sewing
a binding as pioneers would have done.
Objectives:
• Follow step by step directions to create
journal.
• Students will learn about historical
significance of journals.
Materials:
• Make a Journal activity sheet, one per
student
• 18-inch piece of string, yarn or shoelace
• 3-8 sheets of white paper per student
• Scissors
Follow up:
Explain to students that as the play the Oregon
Trail game they can type their daily
experiences in game’s the journal and print
them out, then paste them in their Pioneer
Journals. If they prefer, they can write in their
Pioneer journals just as the pioneers did, and
include sketches of people they meet or
landmarks they see while traveling west.
Software Connection:
Show students how to access Montgomery
Journal in the game, or print a class copy of
the Montgomery journal found on the opening
menu for students to share and read. Discuss
famous travelers ands the journals they wrote.
• Holepunch
Steps:
1. Hand out Journal Activity Sheet.
2. Read the April 6, 1848, entry from
Cassie’s journal the activity sheet.
3. Explain that many emigrant's journals
were published in newspapers or sent
home and read by for those preparing to
make the trip west. These journals were
mostly impersonal and, like a guidebook,
provided information about the trail.
Journals might suggest good places to
camp, places to water your draft animals
and descriptions of landmarks along the
way. Journals could also include
personal stories and experiences. Discuss
the importance of journals; their
contents.
4. Have students review the steps for
making pioneer journals detailed on
student journal activity sheet.
Demonstrate critical steps.
22
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
LET’S HEAD WEST
Make a Journal
Cassie Montgomery kept a journal of her
family’s experiences as they headed west in
1848. Many emigrants' journals, like Cassie’s,
were published in newspapers or sent home
and read by others preparing to make the trip
west. These journals were like a guidebook,
providing information about the trail, places to
camp, places to water draft animals, and
descriptions of landmarks along the way.
You will want to record your experiences on
the trail. You can make your own journal by
following the instructions below. Remember,
paper is scarce, so you’ll want to use every
square inch of the page.
Materials you’ll need:
• Journal cover activity sheet
• 2 strings (or shoe laces) 18 inches long
• 1 piece of colored, heavy construction
paper
• 1 hole punch
• 6-8 sheets of plain white paper (8 1/2˝ x 11˝)
1. Fold the journal cover in half. (Use the
journal cover activity sheet provided or
decorate your own cover with a sketch.)
2. Most books have a binding that helps
keep the pages together. You’ll bind your
journal with a piece of colored heavy
construction paper. Cut out a 2˝ x 6 1/2˝
inch rectangle. Fold it lengthwise. Glue
this to the journal cover. Make sure the
fold of the binding matches the fold of
the journal cover. Run your pencil along
the fold to make a sharp crease.
3. Now you’ll need two signatures to go
inside of your journal. Signatures are
sections of stacked, then folded paper
Teacher’s Guide
inside a book. To make your first
signature stack three to four sheets of
8˝ 1/2 ˝x 11˝ paper, then carefully fold
them together in half. Run your pencil
along the fold so it’s a sharp fold. Cut to
6˝1/2 x 8˝. Repeat the process to make
your second signature.
4. To sew your
signatures to the
binding, punch
two holes along
the folds of each
part. Lay the
journal cover flat
and punch one
hole 1 inch from
the top on the
fold, and the
second hole 1
inch from the
bottom on the
fold. Repeat the
process with each
signature.
5. Put one signature
inside the cover.
Sew the string
through the hole, and tie on the outside.
Add additional signatures to the journal
in the same way.
© 2001-2004 Riverdeep Interactive
23
Name __________________________________
LET’S HEAD WEST
Date __________________________________
Make a Journal
Template for book binding.
24
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
LET’S HEAD WEST
Date __________________________________
Template for journal cover.
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
25
LET’S HEAD WEST
Let’s Go West: Which Route is Best?
Description:
Extension:
Students will read ads for alternative routes
through Panama and around Cape Horn, and
then evaluate the risks and benefits of taking
each route.
Write a letter to a relative in the East,
encouraging them to head west. Suggest a
route to take. Remember that paper is scarce.
Sometimes pioneers used cross-hatching
(writing horizontally, and then turning the
paper 90 degrees and writing across the
previously written lines) to save paper.
Objective:
Read and interpret historical data.
Materials:
Which Route is Best? activity sheet, one per
student
Steps:
1. Explain that some emigrants living in the
East chose to sail west rather than go
overland. Students are to prepare to head
west. Each student has received a letter
from a relative back east. The relative
has attached two newspaper clippings
advertising the two routes west. Students
need to review the clippings, and then
make a recommendation to their relative
on which route would be best to take.
2. Pass out the Which Route is Best?
activity sheet.
Follow up:
Review with students some of their
recommendations and discuss the reasons why
people would choose to sail west rather than
go overland. Explain that sailing became
especially important after gold was discovered
in California. In the winter of 1848, these
ships were full of people rushing to California
for gold.
26
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
LET’S HEAD WEST
Which Route is Best
Your favorite aunt and uncle live in Boston. You want to persuade them to meet your family in
Oregon.
Your family will go overland, but you’ve heard that some people on the East Coast are sailing
west. In today’s newspaper are two advertisements for ships leaving from Boston Harbor. Use the
ads to compare the benefits and drawbacks of each sailing route. Compare these routes to the
overland route you’ll be taking. Once you’ve compared the routes decide which you’ll
recommend to your Aunt and Uncle.
Take a sailing vessel around Cape Horn
Take a steamship through Panama
• Our sailing vessels and crews are available all winter long!
• Join the 1000’s of Argonauts leaving this winter and get to the
West Coast before the overlanders get there. (Remember,
overlanders must start their journey in the spring!)
• 17,000 miles around the cape, that’s three to six months of
traveling time—just enough time to read and reread that
encyclopedia you’ve been meaning to get through for years.
• $150 per person—but think of all the land and riches waiting for
you out West!
• We’ll travel through some of the hottest and coldest weather
you’ve ever been in. Please bring adequate clothes for the journey.
• A lovely menu of salt beef, salt pork, beans, rice, salted codfish,
bread, pudding, pies, and canned fruit for dessert. (We’re almost
positive we won’t run out of food on this journey.)
• The fastest way west— just three short months!
• Itinerary:
o One month steamship journey to Panama,
o 35 days to cross the Isthmus by small river boats and by foot
(be prepared to walk miles on steep, muddy trails),
o And finally, one month of easy sailing up to California or
Oregon territory.
• $200 per person cabin class, or $100 per person steerage—you
can’t beat these prices!
• The government will soon be building steamships to deliver mail
out west. If this passage is safe enough for the mail, it’s safe
enough for you!
• Steamship passages available all winter long! Don’t miss the boat!
Note (in smaller print):
• Safer mail steamers will not be finished for a few years.
• Cholera epidemics are common and malaria spreading mosquitos
are abundant on this route.
• We can not be held responsible for delays due to running out of
fuel, or engine failure.
Note: This journey is not recommended for those prone to
seasickness.
Cost
Travel Time
When can you leave?
Other Considerations
Overland Route
Cape Horn Route
Panama Route
Which route will you recommend for your Aunt and Uncle? Why?
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
27
LET’S HEAD WEST
Map Your Route
Description:
Students will map the Oregon Trail and
topographical features of the west.
Objectives:
• Practice map reading.
• Develop research skills.
2. Pass out the Map Your Route activity
sheet. Ask students to use classroom
reference materials to label the map of
the Oregon Trail, coloring the
topographical features (rivers blue,
mountains brown, and plains/valleys
green. Have them label the following
locations on the map.
Materials:
Independence, Missouri
St. Joseph, Missouri
Map Your Route activity sheet
Nauvoo, Illinois
Council Bluffs, Iowa
Mississippi River
Missouri River
• History text book
Platte River
Snake River
• A current U.S. map
Columbia River
Cascade Mountains
• Encyclopedia or atlas, or map from the
Oregon Trail Game
Rocky Mountains
Sierra Nevada Mountains
Oregon City, Oregon
Salt Lake City, Utah
Sacramento, California
Fort Laramie, Wyoming
Materials:
Steps:
1. Show students a current map of the
United States. Explain that much of the
West was considered a separate country
from the United States when early
emigrants began their westward treks.
Oregon belonged jointly to Great Britain
and the United States until 1846, and
California belonged to Mexico until
1848. In 1843 the government sent John
C. Fremont out with a military
expedition to map the Oregon Territory.
This convinced many people that the
government was planning to make the
Oregon Territory part of the United
States. If Oregon became part of the
U.S., people had a better chance of
keeping the land they settled on.
28
For extra credit, students can show the five
major environments or landforms that the
Oregon Trail passes through: Prairie (green),
Great Plains (yellow), Mountains (brown),
and Pacific Coast (blue).
Follow up:
Have students compare their routes with the
map detailing the routes west in The Oregon
Trail 5th Edition game.
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
LET’S HEAD WEST
Map Your Route
You've decided to go west. You've joined a wagon train so you won't have to find your way alone.
You'd like to have a small map to carry with you as you make the journey.
Use your history text book, a map in your classroom, an encyclopedia or atlas, or the Oregon Trail
Game to label the following locations on your map:
Mountain Ranges:
Rivers:
Jump-off Cities:
Destination Cities:
Cascade Mountains
Platte River
Oregon City, Oregon
Rocky Mountains
Snake River
Independence,
Missouri
Sierra Nevada
Mountains
Columbia River
St. Joseph, Missouri
Sacramento,
California
Humboldt River
Council Bluffs, Iowa
Salt Lake City, Utah
Nauvoo, Illinois
For extra credit, mark four major environments or landforms that the Oregon Trail passes
through: Prairie (green), Great Plains (yellow), Mountains (brown), and Pacific Coast (blue).
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
29
PREPARATION
Prairie Guidebook
Description:
Students will create a guidebook to use for
research and reference in other activity sheets.
Objectives:
3. This guidebook was written for the
Oregon Trail game. Have students look
through it and write three facts in their
journals that may be of help as they
prepare to travel west.
• Develop research skills.
Follow up:
• Read and comprehend written materials.
Discuss famous journals or diaries from
several historical time periods to show
students the importance of observation and
writitng.
Materials:
• Prairie Guidebook Activity Sheet, one per
student
• Scissors
• Glue
Steps:
1. Ask students how they think pioneers
knew how to prepare for their journey
west. Describe different ways (emigrants'
letters and journals, trapper and
missionary accounts and guidebooks).
Guidebooks and handbooks for
emigrants began to appear in bookstores.
Some of the most popular guidebooks
that emigrants used include: Lansford W.
Hasting's Emigrants’ Guide to Oregon
and California, The Latter-day Saints’
Emigrants’ Guide by William Clayton,
and Horn’s Overland Guide. Some
guidebooks were written by people who
had traveled the Oregon Trail. Others
were written by authors who had never
traveled the routes they wrote about.
2. Pass out the guidebook handout. Follow
the instructions for cutting and folding.
30
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Let the would-be emigrant be aware of the fact
that overland westward journey is not to be
undertaken lightly. Depending on the starting
point and destination, as well as other
considerations, wagon trains generally complete
the journey in four to five months. A walking
pace is the usual speed of travel. If at all
possible, take sufficient food for the entire
journey. Carry nothing but provisions and
articles necessary for travel. Any excess weight
will be an undue burden.
The Wagon:
The large bulky Conestoga wagons, which are
well suited for short excursions in the East, are
generally not best for the long overland journey.
The best wagon for the western journey is
known as a "farm wagon," modified with a
cover. Its sides should be at least two feet high,
with front and rear boards as high as the sides.
The wagon should be around ten feet long and
1
1. Cut each Guidebook activity sheet in half
lengthwise. Cut along the dotted lines.
2. Now you should have five strips. Fold
each strip into thirds along the solid black
lines. Fold each page like a Z (the top
third will be folded back, and the bottom
third will be folded up).
3. Glue the strips together by following the
directions on each strip.
4. Carefully fold your Prairie Guidebook
up.
cut along the dotted line
You're going to need a guidebook to know
how to prepare to go west. Fold and cut this
into an accordion book that will be easy to
carry as you travel.
Materials you’ll need:
• Prairie Guidebook activity sheets (3 pages)
• Scissors
four feet wide. The bows should be low rather
than high. The cover ought to be made of
twilled cotton cloth, be water-proofed and able
to be fastened securely against the heavy wind
and rain. The wagon wheels should be made of
the finest seasoned wood, made by a superior
craftsman, and ironed in the driest weather.
Loading the Wagon:
Between 1000 and 1500 pounds is a good
starting load so as not to be a great burden on
the draft animals. Under normal circumstances,
four draft animals would be sufficient to pull
such a wagon, but for a longer journey, a larger
number is highly recommended. Six or eight
would be best, particularly if you are carrying
upwards of 2000 pounds. If you must carry
2
31
© 2001-2004 Riverdeep Interactive
Teacher’s Guide
Date __________________________________
PREPARATION
(fold this section up)
Name __________________________________
Prairie Guidebook
Prairie Guidebook
• Glue
Name __________________________________
fold this section back
paste back of page two here.
fold this section back
paste back of page four here.
more weight, it would be wise to take two
separate wagons, rather than one that is too
heavily laden. You would also be wise to pack
some spare wagon parts, such as wagon wheels
or axles and tongues.
Draft Animals:
There is much debate over which is the best
draft animal: oxen, mules or horses. At the start
of the journey, oxen are the cheapest of the
three, generally costing between $10 and $20
per animal. Mules go for $50 to $150 apiece,
and horses fetch up to $300 each. Oxen are the
strongest and have the most endurance. A
wagonload that requires from 8-10 mules or
horses will probably require only six oxen.
Oxen are also less susceptible to cold than
horses or mules, and do not require any special
feed along the trail, but rather subsist on the
grass and other forage they find along the way.
They are the least likely to stray or be stolen.
3
bet. If you are going to California or to the
Rogue River Valley of southern Oregon, mules
may be a better choice.
You might also choose to take a milk cow to
provide fresh milk, cheese and butter. Chickens
supply eggs for some emigrants. Others have
brought pigs or sheep for food and wool. Some
travelers choose to take dogs, and according to a
story circulating on the plains a few years back,
some Indian children were so enamored of a cat
that they saw within a wagon party that their
father offered to trade two horses for the "little
puma."
Food :
Take plenty of breadstuff (flour, crackers, or
biscuits), about 200 pounds per person. Other
5
But mules also have the advantage of being less
susceptible to disease than either oxen or horses.
They also fare better in extreme heat and require
less water to drink than horses or oxen.
Mules tend to be faster than oxen, but slower
than horses, and are less prone to sore feet than
either of the other animals. While they can
subsist on forage along the trail, they do best
with oats.
Horses, by contrast, are the fastest, but also the
weakest of the animals. They do require that
you carry feed, for they cannot survive long on
the trail forage alone. They are the most prone
to theft and straying, and are highly susceptible
to the cold, but they are also the most desirable
when bartering for supplies or trading with the
Indians along the way. If you are going to the
Willamette Valley or the Great Salt Lake, oxen
are probably your best
4
important foodstuffs are pickles (25 pounds),
100-200 pounds of bacon or salt pork per
person, 50 pounds of cornmeal and dried beans,
10-20 pounds of dried fruit, 10-20 pounds of
lard and rice, 2-4 pounds of baking soda, 10
pounds of salt, 25-50 pounds of sugar, and 1-3
pounds of tea, 50 pounds of potatoes, 10 pounds
of onions, olive oil, spices and other medicinal
herbs.
Prairie rifles are best for hunting large game.
For smaller birds, squirrels and rabbits, you
should probably bring a shotgun. A pistol won’t
be of much use in hunting. Buffalo meat,
particularly from the cows (females), is sweet
and wholesome. Cutting it into thin strips and
drying it in the sun can easily preserve it. Fish
and numerous plants can be caught or gathered
along the way.
6
THE OREGON TRAIL® 5TH EDITION
© 2001-2004 Riverdeep Interactive
32
Date __________________________________
PREPARATION
Prairie Guidebook
Name __________________________________
fold this section back
paste back of page six here.
fold this section back
paste back of page eight here.
Clothing and Supplies:
7
Each person should have at least three full
sets of clothing. A heavy winter coat for
each person is essential, even in the summer.
Wear good strong boots, and bring extra
cotton socks, for they wear out quickly. It is
also very important to bring candles and
soap. Friction matches are an extremely
valuable commodity on the trail. Other items
that might be helpful would be mending
yarn, muslin cloth, a sheath-knife, ax,
hatchet, pick ax, sickle, shovel, saw,
hammer, nails, needles, thread, rope, chain,
stool, tin lantern, kettle, baking pan, frying
pan, skillet, coffee pot, water keg, eating
utensils, fishing equipment, butter churn,
butcher knife, compass, pocket watch, and a
water pail. Most emigrants bring a diary or
journal along for keeping a record.
Medicine:
An ounce of prevention is worth a pound of
cure. It is probably wise to bring a few
medical supplies with you. Aloe vera is
helpful on burns or skin irritations. Alum is
handy for wounds. Lecithin, derived from
corn or egg yolks, is useful in alleviating the
symptoms of respiratory ailments or the
grippe. A little peppermint or spearmint can
calm an upset stomach.
9
Wagon Trains:
Before starting your journey, join up with a
wagon train of at least five wagons,
preferably ten or more. Try to go with folks
who are quiet and peaceable. Avoid
braggarts. They seldom perform as well as
they talk. Most wagon trains elect captains
or hire trail guides, and have a council form
of government for making rules and solving
disagreements. Begin your journey in April
if at all possible, and no later than the first
half of May.
8
Name of Captain ___________________
Names of Wagon Party Members
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Route Chosen ______________________
Money to Start _____________________
10
33
© 2001-2004 Riverdeep Interactive
Teacher’s Guide
Date __________________________________
PREPARATION
Prairie Guidebook
PREPARATION
Choosing a Wagon
Description:
Students will use their guidebooks to research
which wagon and draft animal choices will be
best for their journey west.
Objectives:
• Develop research skills.
• Reading and comprehension of guidebook
content.
• Practice historical analysis and
interpretation.
Materials:
• Choosing a Wagon and Animals activity
sheet, one per student
2. Pass out Choosing a Wagon Activity
Sheet. The goal is to purchase the best
wagons and draft animals for the wagon
company. Students can refer to the
information in their guidebooks to
research the pros and cons of which
wagon and draft animals to buy,
depending on their destinations.
Follow up:
Using chalk and yard sticks, students should
draw the dimensions of their wagons on the
pavement. (Students can also use masking
tape on a floor, draw their full-size wagons on
butcher paper, or use graph paper, with each
square inch representing a square foot of the
wagon dimensions.)
• Prairie Guidebook
Draft animals
Steps:
1. Divide the class into companies of four
or five students. If students are already
playing the Oregon Trail computer
simulation, it might be best to divide the
students according to the destinations
they have chosen. Those students
heading to California could be in one
group, others heading to Oregon or Utah
could be in separate groups. (Note: The
final destination can have a bearing on
which draft animal is the best choice for
the journey. If students are going to the
Willamette Valley or the Great Salt Lake,
oxen are probably best. Mules may be a
better choice when going to California or
to the Rogue River Valley of southern
Oregon.)
34
Cost
Reasons to buy
Reasons not to buy
Oxen
You’ll purchase oxen
by the yoke. A yoke is
a pair of oxen.
($10-20)
(slow)
Mules
You’ll purchase mules
by the span. A span is
a pair of mules.
($50-100)
(strongest, most
endurance, less
susceptible to cold, do
not require any special
feed, least likely to
stray or be stolen)
(less susceptible to
disease than oxen or
horses, fare better in
extreme heat, require
less water, faster than
oxen, less prone to
sore feet)
Horses
You’ll purchase
horses by the yoke. A
yoke is two horses.
($300)
© 2001-2004 Riverdeep Interactive
(fastest, desirable
when bartering for
supplies or trading
with the Indians along
the way)
(slower than horses,
though they can
subsist on forage they
do better on oats)
(weakest, you must
carry feed for your
horse, most prone to
theft and straying,
highly susceptible to
cold)
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
PREPARATION
Choosing a Wagon and Draft Animals
One of the first things the Montgomery children did to prepare for their journey was to purchase
draft animals and a wagon for their supplies. As a company, use your guidebook to determine
what size wagon you will need and what kind of draft animals would be best for your journey. If
you can‘t find the answer in the guidebook, you can ask a friend in a different company, but be
careful whose answers you trust!
Which wagon will you ask the wainwright to build for you? Why?
Fill out this chart to help you decide which types of draft animals to bring with you. Circle the
draft animal you’ve chosen.
Draft animals
Cost
Reasons to buy
Reasons not to buy
Oxen
You’ll purchase oxen
by the yoke. A yoke is
a pair of oxen.
Mules
You’ll purchase mules
by the span. A span is
a pair of mules.
Horses
You’ll purchase
horses by the yoke. A
yoke is two horses.
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
35
Name __________________________________
Date __________________________________
PREPARATION
Choosing a Wagon: How Big is Our Wagon?
The wainwright and wheelwright are finishing
your wagon. You need to know today how
much room you'll have for supplies and the
heirloom chest of drawers you're bringing out
west. You figure the best way to understand
how much room will be inside your wagon is
to map out its actual dimensions. You'll need
the help of others traveling with you.
Directions:
1. Find a place to make measurements. Your
teacher may have some good
suggestions.
2. Using a tape measure or ruler, draw out a
typical wagon's dimensions.
3. Use tape or chalk to mark out your
wagon bed.
Which type wagon will you be taking west?
What is the length, width, and height of your
wagon?
Work as a company to map out the actual
dimensions of your wagon. Show a sketch
with the dimensions here.
36
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
PREPARATION
Packing the Wagon
Description:
Software Connection:
Students will research and order necessary
supplies, keeping in mind weight and budget
restrictions.
Packing the Wagon activity sheet:
Objectives:
• Research supplies needed for four people for
the journey.
Students will go to the General Store in one of
the Jumping-Off Towns, record the prices for
the items they need, and calculate the total
cost necessary to purchase the items on the
handout.
• Calculate supply weights and costs.
Materials:
• Packing the Wagon activity sheet, one per
student
Order Sheet
Order Sheet
• Prairie Guidebook
Steps:
1. Divide students into “wagon train
company” according to destination.
2. Using the guidebook, list some of the
necessary supplies students need to travel
west.
3. Pass out the "Packing the Wagon"
student activity sheet. Read opening
instructions. In each wagon, students
should pack enough supplies for four
people. Remind students that wagons
loaded with over 1500 pounds of
supplies would require extra draft
animals to pull them.
4. In wagon train companies, complete the
activity sheet to determine what supplies
should be purchased.
Supply
Quantity (lbs.)
breadstuff (flour, crackers, or biscuits)
(200 lbs)
pickles
(25 lbs)
bacon or salt pork
(100-200 lbs)
cornmeal
(50 lbs)
dried beans
(50 lbs)
dried fruit
(10-20 lbs)
lard and rice
(10-20 lbs)
baking soda
(2-4 lbs)
salt
(10 lbs)
sugar
(25-50 lbs)
tea
(1-3 lbs)
potatoes
(50 lbs)
onions
(10 lbs)
total weight per person
(545 to 692 lbs)
Follow up:
Draw pictures of some of the supplies, and
using the outlines from the prior "Choosing a
Wagon" activities, pack the supplies in the
wagon.
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
37
Name __________________________________
Date __________________________________
PREPARATION
Packing the Wagon
Your wagon and draft animals are ready to go. Now it's time to buy the food supplies you'll need
on your journey west. Fill out this order sheet using your guidebook so that the shopkeeper can
deliver your goods quickly. You’ll have four people needing food in your wagon.
Order Sheet
Supply
Quantity (lbs.)
breadstuff (flour, crackers, or biscuits)
(200 lbs) _______________________ lbs.
pickles
(25 lbs) ________________________ lbs
bacon or salt pork
(100-200 lbs) ___________________ lbs.
cornmeal
(50 lbs) ________________________ lbs.
dried beans
(50 lbs) ________________________ lbs.
dried fruit
(10-20 lbs) _____________________ lbs.
lard and rice
(10-20 lbs) _____________________ lbs.
baking soda
(2-4 lbs) _______________________ lbs.
salt
(10 lbs) ________________________ lbs.
sugar
(25-50 lbs) _____________________ lbs.
tea
(1-3 lbs) _______________________ lbs.
potatoes
(50 lbs) ________________________ lbs.
onions
(10 lbs) _______________________ lbs.
total weight per person
(545 to 692 lbs) __________________ lbs.
.
You will need enough supplies for four people. How many pounds of supplies will you have to
carry? (692 lbs x 4 people =2768 lbs.)
You have a small farm wagon and will only be able to carry 1500 lbs. of supplies. Specifically,
how will you meet your weight requirement? (Take minimum quantities. Don’t bring as much of
things you can get on the trail, like bacon. Total should be 375 lbs. of supplies per person.)
38
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
PREPARATION
Packing the Wagon: Software Connection
Now that you’ve figured out the amount you’ll bring of each item, figure out the cost of supplies
per person. You’ll need to use the Oregon Trail Game to research the prices. Fill in the chart
below.
Order Sheet
Supply
Quantity (lbs.)
General store price Total cost per item
(breadstuff) flour
(.22 per 10 lbs.)
(breadstuff) crackers
(.10 per 5 lbs.)
(breadstuff) biscuits
(.99 per 5 lbs.)
pickles
(1.10 per 25 lbs.)
bacon
(.05 per lb.)
salt pork
(.11 per lb.
cornmeal
(.99 per 10 lbs)
dried beans
(.33 per 10 lbs.)
dried fruit
(.33 per 5 lbs.)
lard
(.33 per 5 lbs.)
rice
(1.08 per 20 lbs.)
baking soda (saleratus)
(.31 per 3 lbs)
salt
(.53 per 10 lbs.)
sugar
(4.82 per 10 lbs)
tea
(.60 per lb.)
potatoes
(.42 per 20 lbs.)
onions
(.99 per 10 lbs.)
Total
How much would it cost to fill your wagon today? Research prices at your local grocery store.
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
39
PREPARATION
Wagon Train Organization
Description:
Students will choose leaders and write rules
for their wagon train.
Follow up:
Objectives:
• Understand historical wagon train
organization.
• Create rules to govern company.
Materials:
• Wagon Train Organization activity sheet, one
per student
• Prairie Guidebook
Have students volunteer to read some of their
rules. Talk about the process of making laws.
How many Greenhorns are in each company?
Who is the Trail Guide? Did any of the
companies include punishments for broken
laws? Who would carry out the punishments?
What are the benefits of agreeing to rules
before a company heads west?
Software Connection:
Steps:
1. Explain to students that going west
sometimes meant leaving U.S. laws
behind. Each wagon train developed its
own governing process. Sometimes the
process was not easy. Apparently one
wagon train spent four days arguing over
who would be the leader. Another wagon
train developed a complicated system of
government with a written constitution
and elected officials. Usually wagon
trains elected a leader or captain and
created a set of rules that all members
agreed to follow. The leader enforced the
wagon's rules. Wagon trains might also
have scouts. Scouts would ride ahead of
the company, looking for landmarks and
potential problems on the trail.
2. Divide students into wagon groups, 4 or
5 students per group. Tell students that
they will be leaving U.S. laws behind.
Explain that each wagon train must make
up their own system of government.
Refer to the guidebook for information.
40
3. Pass out the handout. Give students
about a half hour to discuss, write out,
and vote on their system of rules.
In The Oregon Trail 5th Edition, students can
play at more challenging levels by agreeing to
be an Adventurer or a Trail Guide.
Greenhorns don’t make decisions at trail splits
and aren’t responsible for the wagon train.
Adventurers and Trail Guides must help guide
the entire wagon train to its chosen
destination. Trail Guides also receive
payment for their work. They receive $500 at
the start of the journey and $1,000 at its end.
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
PREPARATION
Date __________________________________
Wagon Train Organization
You wake up before the sun rises. There's a nervous feeling in your stomach and you know it's
because you're starting your journey west today. Wagon wheels start rolling, oxen start kicking up
dust, and soon you're at your first stop. Here your wagon train will choose the wagonmaster, a
scout, and pilots. Your task is to put together a set of rules for your wagon train.
Wagon Train Rules
1.
2.
3.
4.
5.
6.
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
41
PREPARATION
When Should We Leave?
Description:
Students will calculate the amount of time it
takes to walk 2,000 miles.
Objectives:
• Understand conditions that affected emigrant
travel.
• Learn to calculate distances.
Materials:
• When Should We Leave? activity sheet, one
per student
• A watch or timer for each group of four to
five students
• A calendar for each group of four to five
students
• A distance of 1/4 mile measured for students
to walk
• Ahead of time, determine a path students can
walk (1/4-mile or one mile) in the
schoolyard (around the track, across the
playground).
Steps:
1. Explain to students that most emigrants
walked the entire 2000 miles from
Missouri to Oregon or California. The
wagons had no shock absorbers and were
not very comfortable to ride in. Only the
sick, old, and very young emigrants road
in the wagons. On many days, the wagon
train would travel fifteen miles or more.
In contrast, on rainy days the train might
only make one mile. The journey covered
many different terrains, from hot dusty
plains to mountain landscapes. These
conditions affected the number of miles a
party could travel per day. The emigrants
encountered all sorts of weather. Pioneer
journals tell of huge, frightening
thunderstorms. Some describe showers
42
of hail the size of snowballs and
torturous days of breathing in dust stirred
up from the wagons ahead.
2. Pass out the When Should We Leave?
activity sheet. Make sure each group
designates someone with a watch or
timer to keep track of time. In this
activity, student pioneers will need to
estimate approximately how much time it
will take to walk the 2,000 miles to
Oregon City. They will then determine
how many days it will take to get there if
they walk 15 miles a day. They should
also determine when they should leave in
order to reach their destination before the
snow falls (by the middle of October).
Review the handout with students, and
then show them where they will walk to
cover the quarter-mile distance.
3. On return from the walking activity,
students will complete the activity sheets
to determine how long the trip would
take them under ideal conditions. They
can then use a calendar to determine the
number of days it will take to travel, and
decide the ideal time to leave.
Follow up:
Compare and discuss the group results. What
was the average time needed for the trip?
What were some reasons why the journey
would take longer than they calculated (for
example walking conditions, weather,
mountainous terrains, illness). Review how
that emigrants gathered in jumping-off cities
during the winter to make preparations and
wait for others to arrive. The journey west
would often begin in the spring.
Extension:
Challenge students to estimate how long
would it take to travel the same distance in
a car.
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
PREPARATION
Date __________________________________
When Should We Leave?
You know that it's important to get to Oregon before the winter snow falls. The guidebook
recommends you try to arrive by the middle of October. You and members from your wagon team
will work together to figure out when to start your journey west.
One of the members of your wagon train has come up with a list of measurements you'll need to
gather in order to figure out when to leave:
1. How many minutes does it take to walk one mile?
2. How many hours would it take to walk 2000 miles?
3. Your wagon train plans to walk eight hours a day, seven days a week. How many days will it
take to get to Oregon?
4. What month should you leave by to get to Oregon by October 15?
Many wagon groups left in April or May. Give three reasons why they might have left earlier or
later than your calculations show.
1. ___________________________________________________________________________________
___________________________________________________________________________________
2. ___________________________________________________________________________________
___________________________________________________________________________________
3. ___________________________________________________________________________________
___________________________________________________________________________________
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
43
ON THE TRAIL
On the Trail: Overcoming Obstacles
Description:
Follow up:
Students will discuss obstacles that pioneers
might have faced on the trail, and come up
with a plan of action.
• Read the scenarios out loud and have each
group report on their decision for action.
Objectives:
• Students can write a short drama to illustrate
the obstales and the wagon party’s solutions.
• Practice historical analysis.
Software Connection:
• Develop communication skills.
• The Montgomery movies and Captain Jed’s
tales show some of the dangers pioneers
faced on the trail. You may choose to play
the "snake bite" or "wagon rescue" movies to
help introduce this activity and encourage
group discussion.
• Encourage group collaboration.
Materials:
• Obstacle Strips
• Overcoming Obstacles activity sheet, one
per student
• Discuss the Donner Party obstacles and
solutions. (Mentioned by Captain Jed and
also mentioned in Cassie’s Journal.)
Steps:
1. Ask students to describe difficult
situations the Montgomery children
faced on their way west, or that they have
encountered while playing the Oregon
Trail game. Did they forget to caulk or
make their wagons watertight before
crossing a river? Did they run out of
food? Ask what helped them continue.
Did they get advice from someone?
Explain that they will be given a scenario
to solve as a group. None of the scenarios
have a right or wrong answer, but the
group must figure out together what
action they will take.
2. Divide students into groups of four or
five students. Distribute an "Obstacle" to
each group to read and list possible
solutions.
44
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
ON THE TRAIL
Date __________________________________
Obstacles
Obstacle 1:
Your wagon train is just leaving Fort Hall. It's late in the season and people are anxious to get to
Oregon. There were rumors circling at the fort of a "cutoff" or shortcut nearby. Many members of
your wagon train are tempted to try the cutoff hoping it will shorten the journey. You've heard that
some cutoffs are more dangerous than the regular route, but you're worried about getting to
Oregon before the snow falls. Discuss reasons for and against taking the cutoff with members of
your wagon train.
Obstacle 2:
You've traveled three days without finding grass or water for your oxen. Your animals are
exhausted. Many in your wagon train are tense, tired, and starting to panic. One family in the train
has decided to leave their oxen and wagons behind. They'll pack a few necessary belongings onto
mules and hope for the best. If you were the trail guide, what would you do? Why?
Obstacle 3:
Mr. Brown's six year old son, Joel, fell from the wagon and the wheels ran over him, killing him
instantly. The Browns want to stop for a day to bury their son. You are a close friend of the Brown
family and want to stay with them. Other members in the wagon train have voted to continue on.
Supplies are low and a good water source needs to be found for the animals. Do you stay with the
Browns or forge ahead to look for water? List reasons for staying and reasons for moving on.
How would you vote?
Obstacle 4:
Your wagon train has just reached a ferry stop on the Sweetwater River. You don't have much cash
left and decide to cross your cattle and wagons yourself, without the help of the ferry. Other
wagons ahead of you are already crossing the river. You watch as some men and boys in their
party swim their wagons across. Suddenly a swift current comes through, catching one of the boys
by surprise. It all happens so fast that before anyone can help him, you see that it's too late. The
boy has drowned right before your eyes. How will you cross the river? Why?
Obstacle 5:
The scout for your wagon train has reported a group of Native Americans coming toward you.
You don’t know anything about them. When the Native Americans approach you they are
especially interested in your family’s pet cat. They are willing to trade two horses for the cat.
What will you do?
Obstacle 6:
You are close to Independence Rock, and would like to celebrate the Fourth of July with some of
the other pioneers. Unfortunately, you hear that one of the companies here has many who are
sick. You are afraid they might have cholera. Will you stop and take time to celebrate the Fourth
of July, or will you hurry on past. Why?
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
45
Name __________________________________
Date __________________________________
ON THE TRAIL
Overcoming Obstacles
Obstacle #____
Write a brief summary of what your group
decided to do and why.
46
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
ON THE TRAIL
Landmarks
Description:
Students will research the order of landmarks
along the Oregon Trail.
Students can research what these
landmarks looked like by doing a search
on the Internet, using encyclopedias or
their history books.
Objectives:
• Identify historical landmarks along the
Oregon Trail.
• Do historical research.
• Map key locations along the Oregon Trail.
Materials:
Follow up:
Ask students if they found any additional
landmarks that may not have been attached as
pictures. Make a list of additional landmarks
and locate where they can be found on the
map.
• Landmarks activity sheet (one per student)
Software Connection:
• Scissors
Landmarks Software Connection activity
sheet:
• Glue
Steps:
1. Explain to students that the earliest
emigrants and trail guides traveling west
relied on landmarks to help guide their
way. Later emigrants eagerly looked for
the landmarks they had heard about.
Distinctive landmarks might be rock
formations standing tall in the middle of
a vast plain, falls created as water
tumbled down a steep incline, hot soda
springs, a rock with distinct coloring, or
a tall mountain that a traveler could spot
from miles away. As the trail grew, other
landmarks included old trapper’s forts or
military posts, ferry crossings and even
small trading posts.
2. Pass out Landmark activity sheet,
scissors, and glue. Read the scenario and
instructions aloud.
3. The names of each of the landmarks are
included in the opening paragraph.
Teacher’s Guide
While students are playing the Oregon Trail
game, have them list the landmarks they
encounter, and note which State they are in.
© 2001-2004 Riverdeep Interactive
47
Name __________________________________
ON THE TRAIL
Date __________________________________
Landmarks
A friend who left in a wagon train before yours sketched out some of the landmarks he passed on
his way west: Devil’s Gate, Courthouse Rock, Fort Laramie, Soda Springs, Shoshone Falls,
Courthouse Rock, and Three Island Crossing. Cut out these sketches and paste them on the map.
Write the name of the landmark next to the sketch.
You may need to do some research to find the right order. Use your history textbook, a map in
your classroom, an encyclopedia or atlas, or the Oregon Trail game for your research.
48
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
ON THE TRAIL
Date __________________________________
Landmarks: Software Connection
List and draw pictures of the landmarks that you pass in each state as you travel west in the
Oregon Trail game.
Kansas
Utah
Nebraska
Nevada
Wyoming
California
Idaho
Oregon
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
49
ON THE TRAIL
Leave a Message
Description:
Follow up:
Students will use vocabulary from the 1840s
to write a letter to a friend.
Draw names and have students send their
letters to other classroom pioneers.
Objectives:
Extension:
• Develop vocabulary.
• Have students cut out and antique their letter.
Fill one cake pan with water and another
cake pan with coffee or tea. Soak the letter
first in the water for 5 minutes. Then soak it
in the coffee or tea for 5 minutes. Hang up
carefully to dry.
• Practice historical comprehension, analysis
and interpretation.
Materials:
Leave a Message activity sheet, one per
student
Steps:
• Students can act out their letters, using the
new vocabulary. The results can be quite
amusing!
1. Explain to students that emigrants started
crossing the plains before the Pony
Express or any organized mail service.
They left messages for people coming
on the trail behind them at forts along the
way, or by writing on stones or
landmarks as they passed by. Some
pioneers called the Oregon Trail "Bone
Trail," because of the messages left on
cattle skulls and bones along the way.
2. Pass out Leave a Message student
activity sheet.
3. Give students 30 minutes to write a short
letter which uses 8-10 of the pioneer
phrases and vocabulary.
50
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
ON THE TRAIL
Date __________________________________
Leave a Message
Your wagon train has stopped for the day at a fort to repair wagons and buy supplies. You decide
to spend part of the day writing a letter to a friend coming in a wagon train behind yours. Describe
your experiences on the trail. You'll want to include a few pioneer phrases so your friend will
understand you. Leave your letter with the postmaster at the fort before heading off on the trail.
Use eight to ten words or phrases from the list.
absquatulate: to disappear or leave.
__________
(date)
Dear______________
acknowledge the corn: admit the truth, confess
balderdash: nonsense, foolishness; empty babble
bee: gathering of friends to carry out a task
b'hoy: a rowdy young man
big bugs: important people
biggest toad in the puddle: most important person
in a group
boodle: a crowd of people
bub and sis: brother and sister
candle-lighting: dusk
cap the climax: to beat all
carryings-on: partying
catawamptiously chawed up: utterly defeated!
chirk: cheerful
cold as a wagon wheel: dead
cotton to: take a liking to
critter: varmint, contemptible person
deef: deaf
diggings: one's home, lodgings
doings: "fixins" for a meal
gallnipper: a large mosquito
hang up one's fiddle: to give up
hornwoggle: to cheat
hoss: horse
humbug: an imposter
no-account: worthless
not by a jugful: not at all
peaked: thin or sickly in appearance
peart: fresh, happy
reckon: to think or guess
skeery (skeerd): scary; afraid or cautious
tuckered out: tired!
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
51
ON THE TRAIL
Buffalo
Description:
Students invent ways to use parts of the
buffalo in order to better understand the
importance of buffalo to the Native Americans
of the plains.
Objectives:
• Enhance cultural understanding of Native
Americans.
• Nurture ecologic understanding of using
resources wisely.
Materials:
Buffalo activity sheet (one per student)
Steps:
1. Explain to students that Native American
tribes had inhabited the West for
hundreds of years before the emigrants
began their westward migration. Many
different tribes with different traditions
and unique languages, customs, shelter,
clothing, and food resources lived in the
western United States in the early 19th
century. They were frequently very
helpful to the emigrant settlers. Despite
their differences, most Native Americans
shared a great reverence for nature,
showing respect and resourcefulness in
using the plants and animals in their
particular environment. One example of
this is the Plains Indians’ use of buffalo.
It is said that when a brave killed a
buffalo, he would give thanks and eat the
buffalo’s heart as a way to share the
animal’s courage. Subsequently, each
part of the buffalo was used for food,
clothing, and shelter. Nothing was
wasted.
52
2. Pass out the Buffalo activity sheet, and
tell students that they are going to walk
in the steps of the Native Americans.
What are some of the uses for buffalo
that they can invent or think of?
3. Review instructions together, then allow
20 minutes for students to fill in the
requested information.
Follow up:
Tell students how Native Americans used the
different parts of a buffalo. Compare these
uses with the ideas of the class.
• skin: (clothing, bedding, tepee covers,
drums, )
• organs: (bags, containers)
• hair: (paintbrush, ornaments, embroidery)
• sinews (the tendons): (thread, bowstrings)
• bones and horns: (arrowheads, spoons,
knives, tools)
Extension: Journal Activity
As more emigrants came west, the buffalo
faced extinction. White hunters shot many
buffalo, took skins to sell for fur coats and
carriage robes, and left thousands of carcasses
to rot. Buffalo had been a staple in the Native
American’s diet and were a valuable resource
for clothing and shelter. They grew
increasingly more concerned about this waste.
Without this precious resource, their people
faced starvation and could no longer live the
way they had for hundreds of years. Further,
the buffalo helped the prairies to grow. In your
journal, tell what you would have done to
solve this problem.
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
ON THE TRAIL
Buffalo
You’ve been on the trail a while and still haven’t seen an Indian. Captain Jed says that where there
are buffalos, there are usually Indians. The Indians are experts at hunting buffalos, and they use
every little piece of the buffalos they hunt. They never kill more buffalos than they need. They use
the buffalos for food, shelter, and clothing.
On your way west you’ve learned how to use some parts of the buffalo. In the wide open plains
there are few trees so you collect buffalo dung for cooking fires. Some people on your wagon train
make jerky by cutting buffalo meat into thin strips and hanging the strips in the sun to dry.
(From Cassie’s journal June 4: “In the buffalo dance, some Indian men wore skins and buffalo
horns on their heads. They shook their heads and bellowed like buffaloes. They looked a lot like
the buffaloes we saw on the prairie, and I wondered if that disguise helped them hunt buffalos
sometimes.”)
How could you use these different parts?
skin:
horns:
sinews (tendons):
bones:
hair:
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
53
ON THE TRAIL
Pictographs
Description:
Students will write a story using Native
American pictographs.
Objectives:
• Communicating with pictographs.
• Researching Plains Indian historical
contributions to art and communication.
2. Pass out the "Pictographs" activity sheet.
Discuss meanings, having students guess
before you write the meanings on the
board. Read the instructions and give
students approximately 20 minutes to
draw their own stories using Native
American pictograph symbols.
Follow up:
Pictographs activity sheet (one per student)
Once the stories are complete, trade stories
with another class member and have them see
if they can read the tale you meant to describe.
Steps:
Extension:
Materials:
1. Explain to students that the Native
Americans of the Great Plains did not have a
written language. They often used hand sign
language and pictographs, or picture writing,
to communicate. Pictures on their tepees, rugs,
and clothing told stories of buffalo hunts,
battles, family celebrations, and important
historical events. When Jimmy Montgomery
met Native Americans he was intrigued with
this beautiful language. He used pictographs
to tell about being bitten by a snake.
Pictograph meanings:
• Cut brown paper bags in the shape of
buffalo skins, Crumple them up to add
texture, and soak them in water. When dry,
transfer the stories onto the brown "skins"
for display.
• Other cultures used picture writing. Discuss
these forms of writitng.
Software connection:
Locate Jimmy’s pictographs in the
Montgomery Journal. Try to read his story
using only the pictographs.
line 1: tipi, hill, meet, feast, three days, lake,
bear
line 2: rain, stormy weather, war, council fire,
hunt, summer, catch
line 3: dance, friends, surprise attack, coming
together in friendship, pow wow, flood,
rabbit
line 4: buffalo country, camp under the stars,
deer, forest, chief, leaving or returning,
lightning speed
54
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
ON THE TRAIL
Date __________________________________
Pictographs
Today you saw Indians for the first time. You felt a little afraid at first, but these Indians came up
to your wagon train to trade. They seemed friendly and you learned some new words..
Write a story using pictographs to tell about your experience. Translate the story into words on the
back of your activity sheet.
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
55
ON THE TRAIL
Gathering Plants
Description:
Students will find and sketch leaves from four
plants or trees.
Objectives:
• Practice observation skills.
• Learn how pioneers and Native Americans
used herbs and plants.
Materials:
• Gathering Plants activity sheet, one per
student
• Four found leaves
• Plant guidebook
2. Pass out the Gathering Plants activity. Ask
students to collect or draw four leaves. This
can be a homework assignment or a good
group activity if there is a place in your
schoolyard with diverse plant life.
3. Identify plants using a plant guidebook,
using both botanical and common names.
Follow up:
Suggest resources students can use to identify
leaves. Challenge students to identify their
leaves and find out more about their leaves.
Are they used as food, drink or medicine? Are
they poisonous?
Extension:
• Sharpened pencil
Using the Internet or other resource materials
have students research other local plants that
were used by pioneers or Native Americans.
Steps:
1. Ask students to describe terrains that
emigrants walked through on the Oregon
Trail (prairies, plains, dry lands, hills,
mountains, meadows). Different plants and
animals live in each of these different areas.
Native Americans inhabited all of these
terrains before the emigrants began their
westward migration, and they survived by
using the natural resources available to
them. The Nez Perces, Yakima and
Wallawalla tribes lived inhabited the area
east of the Cascade Mountains. They ate
fish, wild berries, nuts, and roots that grew
in abundance throughout this part of the
United States.
Software Connection:
As students travel along the Oregon Trail, ask
them to list at least two edible plants and two
poisonous plants in their journals, sketching
each of them and noting particularly their
uses. Sketches should be as accurate as
possible and labeled clearly.
Early pioneers also learned to gather
indigenous plants important to their
survival. They learned which plants were
edible, which were poisonous, and which
could be used for medicinal purposes.
56
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
ON THE TRAIL
Gathering Plants
Gathering Plants
As you walk along the Oregon Trail, you
notice many plants and animals that you’ve
never seen before. When Lewis and Clark set
out on their exploration thirty years before
you, Meriwether Lewis observed, then drew
and wrote about the unfamiliar plants and
animals he encountered. President Thomas
Jefferson chose Meriwether Lewis to lead the
expedition especially because of his incredible
observation skills.
You will be using plants along the trail for
food, drink, and medicine. It is important that
you learn the detailed differences of one plant
from another, especially because some edible
plants look almost the same as poisonous
plants. Drawing is one way to learn the
differences. Drawing can help you see and
remember things better. When you draw, you
really have to notice what you’re looking at.
Practice your observation skills along a trail
that you take often (from home to school, in
your neighborhood or schoolyard).
Remember to be like Lewis and Clark,
practicing good observation skills and making
accurate sketches.
Teacher’s Guide
1. Find four leaves. It’s best to find leaves
that have already fallen off a tree or
plant. You may also use a really good
guidebook and draw your leaf pictures
from here.
2. Draw a sketch of each leaf.
Tips on leaf drawing:
a) Draw the center vein first.
b) Draw one side of the leaf.
c) Draw the second side symmetrical to
the first.
d) Fill in the rest of the veins.
3. Make some notes about your drawing:
Where did you find the leaf? What does
the tree or plant look like that the leaf
comes from? What color(s) are in the
leaf? What is the plant’s name?
Like a real naturalist, know the name of the
plant your leaf comes from. Is the leaf edible,
poisonous, or used as medicine? Does the leaf
have different uses depending on what parts of
the tree or plant it comes from?
To research your leaves you can 1) Ask
people who you think might know, such as
botanists or horticulturalists 2) Use a plant
field guide, or 3) Use other research tools like
guidebooks, encyclopedias, textbooks, or the
Internet.
© 2001-2004 Riverdeep Interactive
57
ON THE TRAIL
Pioneer Breakfast
Description:
Students will learn how pioneers cooked and
what sorts of foods they ate on the trail.
Objectives:
• Multiplying with fractions.
• Reading recipes.
• Experience daily life of the pioneers.
Materials:
Pioneer Breakfast activity sheet , one per
student
Steps:
1. Explain to students that pioneers had to
cook their meals over campfires even
when the weather was rainy, very windy,
or scorching hot. They generally cooked
in a kettle. The kettle was hung on a
cross stick supported by two Y-like sticks
driven into the ground beside a fire pit.
Some pioneers used a spider pan, a
skillet with three legs that held the pan
above the fire pit. Typical breakfast foods
were fried or boiled bacon, biscuits,
cornmeal mush, johnnycakes, coffee, and
maybe some fresh milk from the family
cow. Stopping for lunch was called
"nooning." This would usually be a fast
meal. A stew of dried apples, fried bacon,
and pilot bread were common for lunch
(dinner) and supper. Pioneers would
often pick berries or wild greens to add
variety to the meal. Point out that recipes
were frequently called "receipts" by
settlers.
58
2. Ask students to recall some of supplies
they purchased before heading out on the
trail. Are any of these ingredients in their
kitchens at home? Point out that though
occasionally they hunted, fished, or
gathered greens and berries for food,
most of the time pioneer meals were
prepared with the simple ingredients they
had brought along, such as flour, corn
meal, sugar, dried beans, rice, and bacon.
3. Pass out the Pioneer Breakfast activity
sheet. Compare the recipes listed with
foods the students know (johnnycakes
are sort of like pancakes, cornmeal mush
is sort of like oatmeal).
Follow up:
Go through the answers together.
Extension:
Have a class pioneer breakfast. Ask students
to bring in johnnycake, cornmeal mush or
homemade butter ingredients to prepare a
pioneer breakfast.
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
ON THE TRAIL
Pioneer Breakfast
As usual, you are up before dawn preparing for the day ahead. The camp is buzzing with activity.
Some people are starting morning fires to cook breakfast. Others are gathering the livestock, rehitching the oxen and mules and reloading the wagons. There is so much to do before starting the
day’s trek. Your task is to help make breakfast. A normal breakfast is johnnycakes or corn-meal
mush. Sometimes you’ll have a little fresh milk from your cow.
You get out the spider pan and start a fire with the buffalo chips you gathered earlier. You look
through your wagon for food. You have flour, corn meal, sugar, coffee, dried beans, rice and
bacon. Look through these recipes. You’ll be cooking breakfast for six people. You won’t want to
waste anything so figure out how to convert the recipe to six servings before you start cooking.
Johnnycakes (Makes 4 servings)
Mix 1/2 cup yellow cornmeal, 1/2 cup flour,
1/2 cup sugar, 1/2 teaspoon of saleratus
(baking soda), and 1/2 teaspoon of salt
thoroughly together. Add 1 1/2 cups of sour
milk (buttermilk). Beat thoroughly, pour
into cake pan and bake in a hot skillet.
Converted Cornmeal Mush
Recipe:
__cups cornmeal
__cup water
__teaspon salt
Converted Johnnycakes Recipe:
Cornmeal Mush (Makes 8 servings)
Put 1 1/4 cups cornmeal; 2 1/2 cups water;
1/2 teaspoon salt together in a medium
saucepan. Mix the ingredients together and
cook over medium heat, stirring frequently,
until mixture thickens, about 5 to 7 minutes.
Spoon mush into bowls and serve with milk
and sugar.
__cup yellow cornmeal
__cup flour
__cup sugar
__teaspoon saleratus (baking soda)
__teaspoon salt
__cups sour milk
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
59
Name __________________________________
Date __________________________________
ON THE TRAIL
Pioneer Breakfast
Hard Tack (Makes 12 servings
2 cups flour, 1 cup water. Combine the flour
and water and knead until the mixture is
smooth. Roll the dough out on a floured
surface. The dough should be about 1/2 inch
thick. Cut biscuits out of the dough with a
can or a glass. Poke holes into each biscuit
with a fork. Place on a floured cookie sheet.
They should come out hard and dry. Cook
in a 400 degree oven for 35-45 minutes.
Converted Hard Tack
Recipe:
__cups flour
__cup water
Try making butter at home! Place remaining evening milk in a covered pail under the wagon. In
the morning skim the cream off the top of the milk. Put a tight lid on the pail. The jolting of the
wagon will churn the butter. At noon you’ll have fresh butter for your biscuits. (Today’s version: 1
pint whipping cream; 1 clean quart jar with lid. Place the cream in the jar. Roll or shake the jar
between you and a friend until butter forms. Use a wooden spoon to remove the buttermilk from
the butter. Salt lightly if desired.
60
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
ON THE TRAIL
Campfire Tales
Description:
Students will create a story as a group, write
down the story they heard and compare
perspectives.
Objectives:
• Develop and practice oral story telling skills.
4. Divide the class into small groups of 4-5
students.
5. Read the story-starter to the class.
6. When students are finished telling their
story within their small groups, pass out
the Campfire activity sheet. Ask students
to write down the story they heard.
• Develop group cooperation skills.
Follow up:
• Develop listening skills.
Let the students meet again in their small
groups to read the stories from other members
of their group. Were they all the same? How
were they different? Ask students if they’re
surprised at the differences in the written
stories between members of the same group.
Have students from different groups read their
stories out loud. Point out how different
groups told entirely different stories, despite
starting with the same opening. Students can
illustrate and label their stories.
• Understand different perspectives.
Materials:
Campfire activity sheet (one per student)
Steps:
1. Ask students if they’ve ever sat around a
campfire. Explain that pioneers on the
Oregon Trail would sometimes sit around
fires at the end of the day to sing songs
and tell stories. Play one of Captain Jed’s
tales from the Oregon Trail game to
illustrate.
2. Tell students that they are going to work
together to create a campfire story. It can
be silly or serious. Jed’s tales were about
real events from his life. Help students to
identify and describe parts of a story:
beginning, middle, end, problems,
characters, setting.
3. Explain that you will give the class a
story prompt and it is up to the group to
create a tale. Each person in the group
will have two minutes to add make up his
part of the story. Have the group decide
which person will go first. Then continue
around the circle. Make it clear that the
last person must end the story. Remind
students that they need to listen carefully
to the story because they will be writing
it down later.
Teacher’s Guide
Extension:
Many historical accounts of events are taken
from journals and other written accounts.
Two people may write about the same event
very differently. Have students listen to two
different news programs. How did the stories
differ? How were they the same?
Software Connection:
Review Capitan Jed’s tales with the class.
What were some of Jed’s stories around the
campfire? How have other historians told
these same stories?
© 2001-2004 Riverdeep Interactive
61
Name __________________________________
ON THE TRAIL
Date __________________________________
Campfire Tales
You’re in charge of collecting buffalo chips for the campfire
tonight. Suddenly you look down and see a snake. (Write the
story that your group wrote together.)
62
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
ON THE TRAIL
Key Figures
Description:
Follow up:
Students get acquainted with historical
characters who played key roles in the
westward expansion of the United States.
Students can pretend they are newspaper
reporters. They will write about meeting a
historical character in the West. Along with
the article, students should add a
daguerreotype image or sketch of the person.
This may require additional research on the
Internet, at a photographer’s shop, or in
classroom encyclopedias. These stories
should be short, clear descriptions about one
of the people they met during the West game,
or they could be about a character of their own
choice.
Objective:
Recognize historical figures who influenced
the 19th century, their challenges, and their
contributions.
Materials:
• Key Figures strips
• West Bingo activity sheets (enough for each
student to have one)
Steps:
1. Cut the list of key figures into strips and
assign one per student. The students will
read the descriptions and become that
key figure in the game.
2. Hand out the West Bingo cards. (There
are three different bingo cards.) The
purpose of this activity is for students to
get acquainted with some of the key
figures in Western history. Each square
on the West Bingo card contains a
description of a historical character who
lived in the 19th century. The students
must talk to other students in the class to
find out who they are. If they meet
someone who fits a description on their
West Bingo card, they need to ask for an
autograph in the appropriate blank. The
first student with all the autographs filled
in gets West first.
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
63
Name __________________________________
Date __________________________________
ON THE TRAIL
Key Figure Strips
Samuel Barlow
Established the Barlow Toll Road
James Bridger
I am a mountain man. I remember how exciting it was when I first set eyes on the Great Salt
Lake. I built Fort Bridger with my partner, Louis Vasquez.
Black Kettle
I am a Cheyenne Chief. I would like to make a treaty with the United States government. My
village was massacred at San Creek, Colorado.
John C. Fremont
I am an explorer and the leader of five western expeditions. I have mapped a trail to Oregon. I
also have served in the United States military during the Mexican War.
Chief Joseph
I am an orator, diplomat, and statesman. I am Chief of the Nez Perce Indians.
Dr. John McLoughlin
I am sometimes called "The Father of Oregon." I work at Fort Vancouver and have helped many
settlers.
Red Cloud
I am the Chief of the Oglala tribe. I am named Red Cloud because a meteor turned the sky red at
the time of my birth. I have visited Washington D.C. four times on behalf of my people.
Sacajawea
I was the Native American guide to Lewis and Clark as they traveled west in 1805.
Sitting Bull
I am a great warrior and chief of the Hunkpapa Sioux. I was born in South Dakota. I fought
bravely in the Battle of the Little Big Horn and have appeared with Buffalo Bill Cody’s Wild West
Show.
Chief Tilokaikt
I am chief of the Cayuse. Dr. Marcus Whitman and his family gave my people the measles.
Many died.
64
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
ON THE TRAIL
Date __________________________________
Key Figure Strips (continued)
Chief Washakie
I am the Chief of the Shoshones. We help settlers across rivers and find their lost livestock. We
want to live in peace.
Dr. Marcus Whitman
I am a Methodist missionary who built a mission in Walla Walla, Washington.
Narcissa Whitman
I traveled west with my husband and Henry and Eliza Spalding. We built a Methodist mission for
the Indians.
Lindsay Applegate
My brothers are Jesse and Charles. We opened a southern route to Oregon in 1846.
James K. Polk
I am the 11th President of the United States. During my presidency the United States won the
Mexican War. The Oregon, California, and Texas territories became part of the Union during my
tenure—our manifest destiny.
Brigham Young
After Joseph Smith was killed I became the President of the Church of Jesus Christ of Latter-day
Saints. I led the Mormons west to the Great Salt Lake Valley.
Lansford Hastings
I wrote a book called, The Emigrants’ Guide to Oregon and California. The Donner Party tried the
shortcut I recommended in my book.
Alfred Jacob Miller
I am an artist known for being the first to paint pictures of many trappers, Native Americans, and
western landmarks like Chimney Rock and Independence Rock in 1837.
John Augustus Sutter
I am a Swiss immigrant who established a colony in California. It was at my mill that gold was
discovered in 1848.
James (Jim) Beckworth
I’m an African-American fur trapper, trader, scout and fontier businessman. I’ve lived among the
Crow Indians and worked as a scout for John Fremont.
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
65
Name __________________________________
Date __________________________________
ON THE TRAIL
Key Figure Bingo #1
How to Play:
Find the student in the class with the name that matches the description on your bingo card. Have
the student autograph his or her key figure name below the description. You win when you spell
the word WEST.
W
66
E
S
T
Who led the Mormons
west to the Great Salt
Lake Valley?
Who established the
Barlow Toll Road?
Who was the trapper
who discovered the
Great Salt Lake?
Find a Chief of the
Cheyenne.
Who is the explorer
who first mapped
the trail to Oregon?
Who is the Chief of
the Nez Perce
Indians? He is a
great diplomat.
Who wrote a book called
The Emigrants’ Guide to
Oregon and California?
Who is "The Father
of Oregon"?
Who is the Chief of
the Oglala tribe who
visited Washington
D.C. four times?
Who was chief of
the Sioux, and
fought in the Battle
of the Little Big
Horn?
Who, along with his two
brothers, Jesse and
Charles, opened a
southern route to Oregon
in 1846?
Who was the Native
American guide to
Lewis and Clark?
James Marshall
discovered gold at
this man’s mill in
1848.
Who is an AfricanAmerican trapper,
trader, and scout for
John Fremont?
Who is one of the first
painters to travel west
and paint western
scenes?
© 2001-2004 Riverdeep Interactive
Who is the wife of a
Methodist missionary
who helped build a
Methodist mission for
the Indians?
THE OREGON TRAIL® 5TH EDITION
Name __________________________________
Date __________________________________
ON THE TRAIL
Key Figure Bingo #2
How to Play:
Find the student in the class with the name that matches the description on your bingo card. Have
the student autograph their key figure name below the description. You win when you spell the
word WEST.
W
E
S
T
Who was the 11th
President of the
United States?
Who was the trapper
who discovered the
Great Salt Lake?
Who, along with his two
brothers, Jesse and
Charles, opened a
southern route to Oregon
in 1846?
Who was the
Native American
guide to Lewis and
Clark?
Who is the explorer
who first mapped
the trail to Oregon?
James Marshall
discovered gold at
this man’s mill in
1848.
Who wrote a book
called The Emigrants’
Guide to Oregon and
California?
Who was the Chief
of the Shoshones
who helped many
white settlers in the
mid 1800s?
Find a Chief of the
Cheyenne.
Who is the Chief of
the Oglala tribe who
visited Washington
D.C. four times?
Who is a Methodist
missionary who built a
mission in Walla Walla,
Washington?
Who led the Mormons
west to the Great Salt
Lake Valley?
Who established
the Barlow Toll
Road?
Who is "The Father
of Oregon"?
Who is an AfricanAmerican trapper,
trader, and scout for
John Fremont?
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
Who was Chief of the
Cayuse, who believed Dr.
Marcus Whitman was
responsible for the deaths
of Cayuse children from
the measles?
67
Name __________________________________
Date __________________________________
ON THE TRAIL
Key Figure Bingo #3
How to Play:
Find the student in the class with the name that matches the description on your bingo card. Have
the student autograph his or her key figure name below the description. You win when you spell
the word WEST.
68
W
E
Who is "The Father
of Oregon?"
Who was the trapper
who discovered the
Great Salt Lake?
Who, along with his two
brothers, Jesse and
Charles, opened a
southern route to Oregon
in 1846?
Who was chief of the
Sioux, and fought in
the Battle of the Little
Big Horn?
Who is the explorer
who first mapped
the trail to Oregon?
James Marshall
discovered gold at
this man’s mill in
1848.
Who wrote a book
called The Emigrants’
Guide to Oregon and
California?
Who is the wife of a
Methodist missionary
who helped built a
Methodist mission for
the Indians?
S
T
Find a Chief of the
Cheyenne.
Who is one of the first
painters to travel west
and paint western
scenes?
Who is the Chief of the
Nez Perce Indians? He
is a great diplomat.
Who was the Chief of
the Shoshones who
helped many white
settlers in the mid
1800s?
Who established the
Barlow Toll Road?
Who is a Methodist
missionary who built
a mission in Walla
Walla, Washington?
Who was the 11th
President of the United
States?
Who was Chief of the
Cayuse, who believed Dr.
Marcus Whitman was
responsible for the deaths
of Cayuse children from
the measles?
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
STARTING A NEW LIFE
Starting a new life: Arrival
Description:
Students will fill in a paragraph to describe
their arrival out West.
Objectives:
• Understand pioneer life in western
settlements.
• Identify parts of speech: nouns, verbs,
adverbs, adjectives.
Materials:
Arrival activity sheet (one per student)
Steps:
1. Explain to students that once settlers
arrived at their destinations out West, one
of the first things they needed to do was
stake a claim. The Homestead Act of
1862 allowed settlers 160 acres of land
for just $10, as long as the settler stayed
and improved the land for at least five
years.
2. Distribute the Arrival activity sheet. In
this activity students will complete "madlib" type letters to families at home. In
the main part of the letter, students will
need to complete information using
appropriate nouns, verbs, adverbs or
adjectives.
Follow-up:
Encourage students to write an additional
paragraph, using a more serious tone,
explaining what life is like, their occupational
goals, and plans for their future lives in this
new home town or location.
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
69
Name __________________________________
Date __________________________________
STARTING A NEW LIFE
Arrival
You’ll want to tell the folks back home that you’ve arrived. Fill in this letter to tell them what it’s
like in the West.
__________________(date)
Dear _____________________
(proper noun)
We’ve finally arrived out west! It’s_____________ to be _____________ down the
(verb)
(adjective)
streets of ___________________. And what a(n) _____________________day. As I walk
(proper noun)
(adjective)
along the wooden plank walkways, I see____________ and _____________
(noun)
(adjective)
_________________. It’s downright _________________to be able to walk into the General
(plural noun)
(adjective)
Store and ______________as much _____________ as I want after so many months on the trail.
(verb)
(noun)
The people here are _______________, almost as ____________
(adjective)
(same adjective)
as the people back home. They’ve welcomed us _______________ with warm food and shelter.
(adverb)
Tomorrow a ______________ fellow is going to help us newcomers find some land to claim. Once
(adjective)
we make a claim, then we’ll start building a cabin. For the moment, we’re staying in a small cabin
near town. It was built to house newcomers like us until we build a home of our own.
Please write soon. We look forward to any news!
________________________(name)
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© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
STARTING A NEW LIFE
Claiming Land
Description:
• Map the claim.
and another group would raise the cabin by
stacking the logs. The roof was built by
"riving the clapboards" (splitting off
thicknesses of logs). Building a cabin could be
finished by nightfall with so many hands
helping. Everyone looked forward to the
house-warming party, which was full of music
and dancing at the end of the day.
Materials:
Extension:
• Claiming Land activity sheet (one per
student)
Research some of the types of homes pioneers
erected at the end of the journey. Sod, log
cabin, brick, or mud homes were all types of
buildings constructed. How are their uses and
benefits different?
Students read through an original land claim
text and make a map of it.
Objectives:
• Read and interpret original claim documents.
Steps:
1. Explain to students that buying land was
one of the first things pioneers did when
arriving in their new home. Land costs
were about $2 an acre. Settlers needed to
file land claims so that new settlers
would not settle on their land. After
buying the land, they had to clear trees
and rocks to build a house and to plant
crops. The claim included for this
activity is an actual land claim made by
David E. Pease on November 22nd,
1849, in Oregon County.
See Oregon State Archives Web site:
http://arcweb.sos.state.or.us/echoes/link0
9.html
2. Pass out the Claiming Land activity
sheet. Give students approximately 20
minutes to read the claim and draw maps
of their new homestead.
Follow up:
After emigrants claimed their land, many of
the neighbors would come help build their
cabin. One group would cut down the trees
and square up the logs, another would haul the
logs to the site of the cabin with their oxen,
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
71
Name __________________________________
STARTING A NEW LIFE
Date __________________________________
Claiming Land
The first thing you need after arriving is to file a land claim. Below is the land claim (based on an
actual land claim of the time) you’ve written.
Lying on Lewis and Clark river about six miles from the mouth commensing at the
northwest corner on a large spruse tree three feet or more through there is another tree
close to the spruse with your name cut in the bark and the above date all in eligible
letters the line running from the above spruse tree east 1 mile then south 1 mile then
west 1 mile to the bank of the river following all of the meanderings of the same to the
place of starting the above described claim is the firest one below the one on which
Harrell and Judson are now building a sawmill on the east side of the river.
• Draw a map of the claim for the county office.
• Rewrite the claim using modern terms and spelling.
• Draw and label all of the landmarks mentioned in the claim. Make sure you draw your land
claim using the scale of the given map.
72
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
STARTING A NEW LIFE
Quilting Bee
Description:
Students will make a quilt that reflects some
of the highlights of their journey west.
Objectives:
• Review experiences on the Oregon Trail.
• Learn about pioneer arts and crafts.
Materials:
• Quilting Bee homework activity sheet (one
per student)
• Hole punch
• Yarn
• At home students will need: ruler, scissors,
glue, drawing and coloring pens, a cereal
box (or other lightweight cardboard) big
enough to cut out a 6" x 6" block
Steps:
1. Explain to students that after arriving out
west, most pioneers had to build and
furnish a home for themselves. "Bees"
were helpful in these first settling tasks.
Bees were social gatherings where work
was done collectively. Working together
made the task easier and more fun. There
were house-building bees, barn-raising
bees, and cornhusking bees. Another
popular type of bee was a quilting bee,
where neighbors would come together
and work on a quilt. One type of quilt
that pioneers made was a patchwork
quilt. A patchwork quilt is made by
sewing blocks of fabric together. One
person would collect the blocks of fabric
from old clothes or scraps then sew them
together. At the quilting bee the
patchwork top was fastened together
with a warm filling and a cloth bottom.
Everyone would sit around a wooden
Teacher’s Guide
quilting frame and tie the three layers of
quilt together.
2. As a class, brainstorm some of the
memorable experiences that happened on
the Oregon Trail. The experiences can be
from the software game, worksheets,
journals, or research students have done
on their own. The experiences may
around a landmark or landscape they
passed, a person they met, or something
that happened on the trail.
3. Pass out the Quilting Bee activity sheet.
Have students follow the instructions on
the activity sheet and design their
squares. Tell them that they have been
invited to a quilting bee tomorrow and it
is important that they have their squares
finished so the quilt can be sewn
together.
4. Assign each student a space for his or her
quilt square on the quilt grid. Let them
tie his/her square to the quilt. How many
rows and columns your quilt has will
depend on the number of students in the
class. Some students may wish to create
more than one square in order to
complete the quilt. Ask students to punch
holes on the sides of each quilt block.
Follow up:
Display the quilt in your class.
© 2001-2004 Riverdeep Interactive
73
Name __________________________________
STARTING A NEW LIFE
Date __________________________________
Quilting Bee Homework
Your mother has decided to make a patchwork quilt. She has asked all of her friends and their
children to add one block to the quilt. Make a quilting block with a picture of something you
remember seeing on the trail.
Instructions for making your block:
1. Cut out this 6˝ x 6˝ quilting block.
2. Trace the square on a piece of light cardboard, then cut it out. Glue your two squares
together.
3. Draw a picture on your quilting block of an experience you had on the Oregon Trail.
4. Punch three holes on each side where the hole marks are indicated.
74
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
ASSESSMENTS
Overview
Pre-Assessment:
A true/false quiz is included in this Teacher’s
Guide to help teachers assess how much their
students know about the Oregon Trail. It can
also serve as a teaching tool, as students can
take the test and then start to discuss why or
why not each of the answers is true.
Crossword Puzzle:
This Who’s Who in the West Crossword
Puzzle is intended to help teachers assess if
students are acquainted with some of the
historical figures who lived in the 1800s.
Again this can be used as a teaching tool or as
a substitute activity for West Bingo game.
Post-Assessment:
A multiple choice questionnaire is included
for teachers who prefer this type of feedback.
It may be used as a post-assessment exam,
following the unit of study, to determine how
much students have learned and if there is still
information that needs to be taught.
Rubric:
A completed rubric has been developed as a
template for classroom use. A blank form is
also attached for classes to create their own
rubrics, to offer flexibility in selecting the
number of activities to complete, time spent
on the Oregon Trail CD-ROM, journal
writing, and extra credit research/extension
activities teachers may wish to include as time
permits in this Oregon Trail unit.
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
75
Name __________________________________
ASSESSMENTS
Date __________________________________
EMIGRANT SOCIETY TRUE/FALSE QUESTIONNAIRE
We understand you would like to join one of our Emigrant Society Wagon Trains and head west.
Before we assign you to a wagon company, we would like to know exactly how much you already
know about the Oregon Trail and the West. Read the statement, and then circle whether you think
it is true or false.
1. Meriwether Lewis and William Clark blazed the Oregon Trail.
True False
2. The term “Manifest Destiny” was thought up by President Polk as a
way to encourage U.S. expansion to the West.
True False
3. In the 1830s, the Oregon territory included all of the present states of
Oregon, Washington, and Idaho, plus parts of Wyoming, Montana, and
British Columbia. It was controlled by both Great Britain and the
United States.
True False
4. The Louisiana Territory included all the land west of the Mississippi
River.
True False
5. The Mexican-American War was formally ended on February 2, 1848,
with the Treaty of Guadalupe Hidalgo. With this treaty the present
states of Texas and California became part of the United States.
True False
6. Even though James Marshall is credited with finding gold at Sutter’s
Mill in 1848, it was really Sam Brannan who started the Gold Rush!
True False
7. Between 1840 and 1860, over one quarter of a million people traveled
the Oregon, California, and Mormon Trails in Conestoga wagon trains.
Most rode in Conestoga wagons.
True False
8. Many people died on the Oregon Trail between 1840 and 1860 from
Indian attacks.
True False
9. Wagon trains usually traveled in single file, and then formed a circle at
night for protection.
True False
10. After the Civil War, most people travel west by stagecoach, railroad, or
by a ship.
True False
76
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
ASSESSMENTS
Assessment
Answer Key
Emigrant Society Questionnaire:
1. False. Lewis and Clark did blaze a trail
west between 1804 and 1806, but it
wasn’t the Oregon Trail.
2. False. President Polk did refer to
Manifest Destiny to encourage westward
expansion, but he did not think up the
saying. It was originated by John L.
O’Sullivan.
3. True.
4. False. The Louisiana Territory included
875,000 square acres west of the
Mississippi River to the Rocky
Mountains. The U.S. was almost
doubled by the addition of this land.
5. True. Also added were parts of Arizona,
New Mexico, Nevada, and Utah.
6. True. Marshall and Sutter wanted to keep
the gold find a secret, but Sam Brannan,
a businessman and newspaperman, found
out, stocked his store with supplies, and
then spread the word that started the rush
for gold.
7. False. Most did not ride in any wagon,
let alone Conestoga. Conestoga were
generally too heavy to pull over the
rugged land in the West, and most
pioneers did not ride in their wagons.
They walked alongside.
8. False. During the entire period between
1840 and 1860, fewer than 350 died at
the hands of Native Americans. In fact,
Indian attacks were extremely rare, and
often the Indians were very helpful to the
settlers. It wasn’t until the Native
Americans lost their land and buffalo,
and became ill with new diseases that
there were confrontations. Most settlers
Teacher’s Guide
died of cholera, wagon accidents,
drownings, and accidental gunshots.
9. False. Wagon trains frequently spread
out and traveled side by side so they
wouldn’t have to “eat the dust” of the
wagons in front of them. At night they
circled the wagons, but not for
protection. The circled wagons helped
coral their animals.
10. True. After the Civil War, fewer and
fewer people traveled the Oregon Trail
by wagon.
© 2001-2004 Riverdeep Interactive
77
Name __________________________________
Date __________________________________
ASSESSMENTS
2
1
4
3
5
6
7
8
9
10
11
12
13
15
14
18
17
Across
2. I was probably the first non-Native
American to see the Great Salt Lake
3. My partner, Lewis, and I blazed a trail west
from 1804-1806.
6. I am an artist who painted many western
scenes. My name is Alfred Jacob ______.
8. I was a Cheyenne Chief named Black
_______.
9. I led the Mormons west to the Great Salt
Lake Valley. My name is Brigham ____.
10. I was a Shoshone chief who tried to help
the settlers in the mid 1800s.
13. We built a Methodist mission in Walla
Walla, Washington.
10. Folks call me Kit. I was a scout for
Fremont.
17. I am an African-American trapper, scout,
and businessman.
78
Down
1. I was the 11th President of the United
States.
2. Folks didn’t have to raft down the
Columbia River if they used my toll road.
4. We opened a southern route to Oregon in
1846.
5. My wagon party took the Hastings shortcut
and got caught in a blizzard in 1846.
6. I was a doctor, and some folks called me
the Father of Oregon.
7. I led five western expeditions and mapped
a trail to Oregon.
11. Gold was discovered at my mill in 1848.
12. I was a Native American guide to Lewis
and Clark.
14. I wrote the Emigrants’ Guide to Oregon
and California.
15. I was an Oglala chief, named because a
meteor turned the sky red when I was
born.
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
ASSESSMENTS
Who’s Who in the West?
Answer Key
Across
2. Bridger (Jim Bridger)
3. Clark (William Clark)
6. Miller (Alfred Jacob Miller)
8. Kettle (Black Kettle)
9. Young (Brigham Young)
10. Washakie
13. Whitmans (Dr. Marcus and Narcissa)
16. Carson (Kit)
17. Beckwourth (Jim)
Teacher’s Guide
Down
1. Polk (James K)
2. Barlow (Samuel)
4. Applegates (three brothers)
5. Donner
6. McLaughlin
7. Fremont
11. Sutter
12. Sacajawea
14. Hastings
15. Red Cloud
© 2001-2004 Riverdeep Interactive
79
Name __________________________________
Date __________________________________
ASSESSMENTS
WEST QUEST
Circle the correct answer.
1. In the 1800s, what route to the western
United States required crossing an Isthmus?
a. Cape Horn
b. Panama
c. Overland Route
d. None of the above
6. Approximately how many miles was it to
Oregon from most jumping-off towns?
a. 3,000 miles
b. 1,000 miles
c. 2,000 miles
d. 5,000 miles
2. Which type of wagon was used to take
supplies to Santa Fe, but not recommended
for traveling west?
a. Conestoga
b. Prairie Schooner
c. Farm Wagon
d. Handcart
7. What was NOT one of the most common
causes of death on the Oregon Trail
between 1840 and 1860?
a. Cholera
b. Indian attacks
c. Drowning
d. Wagon accidents
3. After the Louisiana Purchase in 1803,
which Native American helped Meriwether
Lewis and William Clark blaze a trail west?
a. Sacajawea
b. Pocahontas
c. Winnemucca
d. Washakie
8. What famous trapper and fur trader is
credited for being the first white man to
discover the Great Salt Lake?
a. Jedediah Smith
b. James Bridger
c. Jim Beckwourth
d. John Fremont
4. Which draft animals would pioneers buy if
they needed to move fast and didn’t have
much to carry but feed for the trip?
a. A yoke of oxen
b. A span of mules
c. A team of horses
d. A pair of cows
9. Which is NOT a natural landmark pioneers
would have seen along the Oregon Trail?
a. Chimney Rock
b. Soda Springs
c. Council Bluffs
d. Independence Rock
5. Where did James Marshall discover gold in
1848?
a. Los Angeles
b. Yerba Buena
c. Sutter’s Mill
d. San Francisco
80
10. Which river did most pioneers follow
across northern Nevada to California?
a. Platte
b. Snake
c. Humboldt
d. Columbia
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
ASSESSMENTS
WEST QUEST
Answer Key
1)
2)
3)
4)
5)
b. Panama
a. Conestoga
a. Sacajawea
c. A team of horses
c. Sutter’s Mill
7)
8)
9)
10)
b. Indian attacks
b. James (Jim) Bridger
c. Council Bluffs
c. Humboldt
6) c. 2,000 miles
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
81
Name __________________________________
ASSESSMENTS
Date __________________________________
Software Connection Assessment
Write a narrative story or a play involving the characters from The Oregon Trail 5th Edition. Using
Cassie’s journal, choose one of the dates below as a starter for your story or play. Be sure to
include at least four characters in your story or play, and at least two obstacles or tough moments
from the game. You can have as many happy things as you want in it, but be sure to stick to what
really might have happened on the trail. You may wish to solve the obstacles in a different manner
than did the characters in the game if you feel you have a different solution.
Journal dates:
Sunday, April 23
Tuesday, May 2
Saturday, September 2
Monday, September 18
Wednesday, October 11
Friday, October 20
Wednesday, October 26
If you write a story, illustrate it with descriptive images from your game experience. Make a
poster as though you were advertising your new travel book for sale.
If you write a play, act it out with other “characters” from the game. Make a poster advertising the
play to the townspeople.
82
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
ASSESSMENTS
OREGON TRAIL RUBRIC
Activity 1
The following is a sample rubric to help teachers assess participation and learning as students
complete the Oregon Trail simulation; also included are along with Teacher Guide student
activities and collaborative projects/research.
Score Levels
Settler
(Wow!)
Wagon Master
(Lead the way!)
Trail Guide
(Excellent Work)
Scout
(Good Job)
Greenhorn
(Keep trying!)
Content
Collaboration
Multimedia
Based on number of
worksheets completed,
number of journal entries,
and extra credit work
research.
Based on the activities
done as a team, and what
each team member
contributed to help the
team succeed.
Based on play of the
Oregon Trail CD-ROM
(Student Progress Report)
Internet research.
Reached your goal!
Turned in all worksheets
and journal entries
assigned. Went the extra
mile, including art and
illustrations. All work was
neat, well organized, and
complete.
Excellent teamwork!
Divided responsibilities
based on skills/talents of
team members. Worked to
help all team members
succeed and deliver on
time.
Reached destination in the
Oregon Trail game by
researching guidebook and
preparing successfully.
Extra credit work included
researching the Oregon
Trail today on the Internet.
Reached your goal!
Turned in all worksheets
and journal entries
assigned. Went the extra
mile, including art and
illustrations. All work was
neat, well organized, and
complete.
Excellent teamwork!
Divided responsibilities
based on skills/talents of
team members. Worked to
help all team members
succeed and deliver on
time.
Reached destination in the
Oregon Trail game by
researching guidebook and
preparing successfully.
Extra credit work included
researching the Oregon
Trail today on the Internet.
Turned in 90% of
worksheets and journal
entries assigned.
Worked together as a team.
Most students on the team
completed assigned work.
Disagreements were
resolved effectively.
Consistent effort playing
the Oregon Trail game.
Made it halfway to
destination.
Turned in 80% of
worksheets and journal
entries assigned.
Worked together as a team.
Half of team completed
assigned work.
Good effort playing the
game. Reached Ft.
Laramie.
Turned in 75% or less of
worksheets and journal
entries assigned.
Assigned team activities
were completed by one
team member.
Keep trying on the game.
Made it out of the jump-off
town.
Additional Comments:
______________________________________________________________________________
______________________________________________________________________________
Teacher’s Guide
© 2001-2004 Riverdeep Interactive
83
ASSESSMENTS
OREGON TRAIL RUBRIC
Score Levels
Content
Collaboration
Multimedia
Based on number of
worksheets completed,
number of journal entries,
artwork included, and extra
credit work or research.
Based on the activities done
as a team; how well work
was divided based on skills
of team members, and what
each student contributed to
help the team succeed.
Based on play of the
Oregon Trail CD-ROM
(Student Progress Report)
Following the guidebook,
journal entries and
extra credit Internet
research.
Settler
(Wow!)
Wagon Master
(Lead the way!)
Trail Guide
(Excellent Work)
Scout
(Good Job)
Greenhorn
(Keep trying!)
Additional Comments:
_____________________________________________________________________________
_____________________________________________________________________________
84
© 2001-2004 Riverdeep Interactive
THE OREGON TRAIL® 5TH EDITION
480599-TG1