Mountain Men Research Project
Overview
This project is to get fourth graders familiar with the mountain men and their impact on western expansion.
Mountain Men
Mountain Men Project
Subject: 4th Grade Social Studies/ELA/Library
Duration: Multiple Class Periods of 40 minutes
Objectives:
The students will be able to identify the main role mountain men had in western expansion.
The students will be able to identify the locations mountain men explored.
The students will be able to explain what mountain men did.
The students will be able to identify several mountain men.
Key Questions:
What was a mountain man?
Why did the mountain men come to the western states?
What happened to the mountain men with western expansion?
Vocabulary: Mountain Man, Beaver, Trap, Pelt, Rendezvous, Fort, Trails,
Materials: Britannica, World Book, Websites, Mountain Man video clip, ipads/computers, paper, pencils, projector
Procedures:
Ask anyone if they can tell you a mountain man or what a mountain man did?
Introduce topic with Mountain Man video clip.
Discuss what they did and where they went. Problems they encountered, what they traded, hunted, etc.
Show examples of infographics.
Explain to the students that they will be making their own infographic about Mountain Men.
Show students databases: Britannica and World Book and websites they can use.
Show students their options for creating the infographic ( Google Slides, Pic Collage, Google Drawing)
Give students requirement checklist (10 facts, 7 images, 2 works cited)
Let the students begin their research.
Students create their infographics.
Share their infographics.
Conclusion: Students will get to view a mountain man trunk of artifacts cultivated by the state museum. Students will view videos from the museum curator at the state museum.
Standards: Language Arts: R.I.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. R.I. 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. R.I.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Library: 1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. 4. Pursue personal and aesthetic growth.
Technology: 1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. 3. Knowledge Constructor- Students critically curate a variety of resources using digital tools to construct knowledge, produced creative artifacts and make meaningful learning experiences for themselves and others. 6. Creative Communicator- Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Social Studies: SS4.4.3 Students describe the chronology of exploration, immigration and settlement of Wyoming. SS4.5.1 Students use physical maps, political maps, and globes to identify locations using scale, cardinal and intermediate directions, legends, keys, and symbols. SS4.5.3 Students locate major landmarks, landforms, and areas/regions in the community and in Wyoming