The Myth and the Reality:
Pioneering in the Midwest
An American Memory Lesson by
David Barber and Margaret Bates
This lesson uses pictures, original writings and interviews to look
at the myths of settlement in the Upper Midwest during the late 19th and
early 20th centuries. Students will learn to analyze images and written
text, contrast objective and subjective observations, and draw inferences
based on an array of primary source materials. They will build upon and
extend this analysis by writing a feature article comparing the myths (expectations)
surrounding settlement with the realities of the pioneer experience.
Objectives
These objectives are taken from the Washington State Essential Learnings.
They almost certainly have cognates in your own state or district.
The sudents will:
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HISTORY - apply the methods of social science investigation to investigate,
compare
and contrast interpretations of historical events
-
use sources of information such as historical documents, eyewitness accounts,
photos, works of
art, letters, and artifacts to investigate and understand historic
occurrences
-
synthesize information and reflect on findings
-
COMMUNICATION - communicate ideas clearly and effectively to a range of
audiences for different purposes and effectively use action, sound, and/or
images to support presentations
-
develop a topic or theme; organize thoughts around a clear beginning, middle,
and end; speak coherently and compellingly
-
use language that is grammatically correct, precise, engaging and well-suited
to topic, audience, and purpose
-
READING - understand the meaning of what is read, thinking critically and
analyze authors' use of language, style, purpose, and perspective.
-
comprehend important ideas and details
-
expand comprehension by analyzing, interpreting, and synthesizing information
and ideas
-
WRITING - write in a variety of forms (captions, short exposition, and
feature article) for different audiences (peers, teachers, and newspaper
readers) and purposes (description, exposition, and possibly narration).
Time Required
Approximately one week of class time. Students may need more time for the
feature article writing process.
Recommended Grade Level
8-10
Curriculum Fit
This lesson is specifically designed for an integrated Language Arts/US
History class. It could be adapted for any expository writing class.
Prerequisites
Students should be:
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Able to navigate in the school's computer system and in a web browser
-
Able to work in a group
-
Familiar with the standard modes of written composition
Technical needs include:
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Computer with access to the web
-
Word processor and printer
Resources Used
Procedure
Teacher-led Discussion
-
What is historical myth and reality?
-
What is in an image? Use the attached Photo
Analysis Form developed by Amy Donnelly and Elizabeth Ridgway for their
American Memory Lesson, "The Mathew Brady Bunch: Civil War Newspapers"
to examine
this image from The Northern Great Plains, 1880-1920: Photographs
from the Fred Hultstrand and F.A. Pazandak Photograph Collections
Small Group Work
Small Group Discussions
Each small group will examine an image from the list below using the
same Photo
Analysis Form
Gallery Walk
Once each group has examined its image, each post its picture and analysis
on the wall for a gallery walk. Then bring the whole class together to
discuss these questions:
-
What questions are raised by this group of photographs as a collection?
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What do you already know about the people, places, and time period represented
by the collection?
-
What else would you now like to know about the people, places, and time
period represented by the collection?
These questions segue to the next part of the lesson:
-
Are they satisfied with their lives? What hopes do they have for the future?
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Are they leading a good life?
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Are they healthy?
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Are they happy?
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Where do you think they came from? What might have brought them to this
place and point in their lives?
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What is their life background?
Jigsaw with Written Text
Divide class into cooperative groups to read the following in a jigsaw
activity.
-
Coming
to our new home in Minnesota - Scroll down to page 15 or click below
-
Title Page
of Minnesota, the empire state of the new North-west, the commercial,
manufacturing and geographical centre of the American continent. Pub. by
the Board of immigration for the state of Minnesota by Secretary: John
W. Bond
-
Letter
XI: The True Pioneer - Read through the end of the first paragraph
of page 119. This is from, Minnesota and Dacotah: in letters descriptive
of a tour through the North-west, in the autumn of 1856. With information
relative to public lands, and a table of statistics: a
machine-readable transcription.
-
Mr. Will H. Berger's account
of his life in Dakota
-
Mrs. Will H. Berger's account
of her life in Dakota
-
Rose Wilder Lane's account
of her life in Dakota Territory
-
Iowa Rail Road Land Company Map
Individual Work
Each student will write an expository feature comparing the myths of
settlement with the realities of the pioneering experience. This could
be done as if the writer is remembering his or her own story or as if based
on a series of interviews with the pioneers and/or their descendents.
Evaluation and Extension
We will create a mode-specific writing assessment rubric for this lesson.
Look for companion images and writings from your locality.
Top of Page
Write to us with your comments
David
Barber
Margaret
Bates
This lesson was created during the week of July 18-23, 1999.
