Students will explore the role of women from various cultures in the Westward Expansion of the United States. By comparing and contrasting the experiences of different groups, students will learn to appreciate the many contributions of the diverse groups of American women in the American West, as they gain increased confidence in their research abilities.

LIBRARY MEDIA SKILLS OBJECTIVES
The student will:
-locate materials that discuss the topic of women who shaped the American West.
-locate diaries, journals, memoirs, letters, and other personal accounts which depict the contributions of culturally diverse women to the American West.
-gather and organize information about the important accomplishments of individuals and groups of women in the American West.

CURRICULUM OBJECTIVES:

Social Studies Objectives
The student will:
-understand the roots of American culture, including its development from many traditions.
-recognize how tradtitions and practices were passed from one generation to another.
-describe how the changing roles of women and the westward migration led to new social patterns and conflicts.
-examine the effects of immigration on various Native American groups.
-compare and contrast the experiences of different groups of women in the American West, explaining their contributions to American society and culture.
-appreciate the contributions of the diverse women of the American West.

Language Arts Objectives:
The student will:
-understand how women long ago used journals, diaries, letters, recipes, and oral histories to express and transmit their beliefs and traditions.
-compare the characters and events described in historical fiction with primary sources such as journals, diaries, period photographes, etc. to determine historical accuracy and the perspectives included in the story.
-identify different interpretations of key events in the development of the American West, understand the differences in these accounts, identify the perspective from which the interpretation was created, and discuss how perspectives develop and change as new information is learned.
-draw upon literary selections, historical documents, and personal accounts to analyze the role of culturally diverse women in the development of the American West.

MOTIVATIONAL OBJECTIVES:
The student will:
-become interested in the research process.
-understand the importance of information skills.
-experience increased confidence in research ability
-understand the value of information skills.
-achieve satisfaction in research accomplishments.

Resource List

 

Credits:

Adapted for SOS by Kori Gerbig School of Information Studies Syracuse University

Sources:

School Library Media Activities Monthly http://www.schoollibrarymedia.com

 

INSTRUCTIONAL ROLES:
-The library media specialist, social studies teacher, and language arts teacher work cooperatively to help students locate and use diaries, journals, letters, autobiographies, period photographs, and other primary and secondary sources to chronicle the role that women played in the development of the American West. By using an interdisciplinary approach, they help students view the history of the American West through the eyes of the culturally diverse women who were there.

ACTIVITIES AND PROCEDURES FOR COMPLETION:
-After the social studies teacher provides an overview of the role of women in the Westward Movement and the language arts teacher explains how diaries, journals, memoirs, letters, and other personal narratives can provide a first-hand look at a turning point in American history (such as the development of the American West), students form cooperative learning groups. Each cooperative learning group selects an aspect of the history of women in the American West, such as 'Native American Women,' 'Army Wives,' or 'Women Homesteaders' and researches the topic. The library media specialist helps students use print and nonprint resources to locate information on the selected topic.
-Students are encouraged to use personal narratives to study the impact of the frontier on women's lives and the role women played in the American West. By using letters, journals, diaries, recipes, memoirs, and photographs, students look at the American West as it was actually lived, not as it was later romanticized. Students also use the experiences of the culturally diverse women of the American West to examine our country's history from an often overlooked perspective and to confront stereotypical images.
-The library media specialist promotes a multimedia approach to collecting, analyzing, and present information about the activities and accomplishments of women of Native American, Hispanic, Asian, African American, and Europen American heritage. He/She shows students how to use the Internet to access information about the women of the West. She also helps them locate web sites which provide information about the contributions of Western women. Students 'bookmark' appropriate sites.
-To learn about the trek across the American Frontier, students use CD-ROMs such as the popular simulations 'Oregon Trail' and 'Oregon Trail II' (MECC).Tthey also view videos such as 'Women of the American West' to obtain information.
-After researching the topics, each cooperative learning group completes either a written or oral report about the contributions of women to the American West. Students may also demonstrate their understanding of the topic through artwork, displays, re-enactments, multimedia presentations, or other hands-on activities.

FOLLOW-UP:
-To extend this activity, students may read historical novels that focus on the American West in order to determine how accurately the role of pioneer women is portrayed. They may also read Ann Warren Turner's 'Grass Songs' (Harcourt Brace Jovanovich, 1993), a collection of seventeen poems describing the westward journey through the eyes of pioneer women.

EVALUATION:
-The social studies and language arts teacher evaluate each student's achievement and assign both individual and group assessment.

School Library Media Activities Monthly

http://www.schoollibrarymedia.com