"You may have heard of the Oregon Trail. In the 1840s, more than 5,000 people traveled the Oregon Trail, hoping for a better life. But did you know that science played a big role in this epic journey? Learn how covered wagons were engineered. Find out how food was preserved and diseases were treated along the trail. And discover how modern technology is helping us learn even more about this time in history"--
You may have heard of the Oregon Trail. In the 1840s, more than 5,000 people traveled the Oregon Trail, hoping for a better life. But did you know that science played a big role in this epic journey? Learn how covered wagons were engineered. Find out how food was preserved and diseases were treated along the trail. And discover how modern technology is helping us learn even more about this time in history.
Meet Ranger! He's a time-traveling golden retriever who has a nose for trouble . . . and always saves the day! Ranger has been trained as a search-and-rescue dog, but can't officially pass the test because he's always getting distracted by squirrels during exercises. One day, he finds a mysterious first aid kit in the garden and is transported to the year 1850, where he meets a young boy named Sam Abbott. Sam's family is migrating west on the Oregon Trail, and soon after Ranger arrives he helps the boy save his little sister. Ranger thinks his job is done, but the Oregon Trail can be dangerous, and the Abbotts need Ranger's help more than they realize!
A major one-volume history of the Oregon Trail from its earliest beginnings to the present, by a prize-winning historian of the American West. Starting with an overview of Oregon Country in the early 1800s, a vast area then the object of international rivalry among Spain, Britain, Russia, and the United States, David Dary gives us the whole sweeping story of those who came to explore, to exploit, and, finally, to settle there. Using diaries, journals, company and expedition reports, and newspaper accounts, David Dary takes us inside the experience of the continuing waves of people who traveled the Oregon Trail or took its cutoffs to Utah, Nevada, Montana, Idaho, and California. He introduces us to the fur traders who set up the first “forts” as centers to ply their trade; the missionaries bent on converting the Indians to Christianity; the mountain men and voyageurs who settled down at last in the fertile Willamette Valley; the farmers and their families propelled west by economic bad times in the East; and, of course, the gold-seekers, Pony Express riders, journalists, artists, and entrepreneurs who all added their unique presence to the land they traversed. We meet well-known figures–John Jacob Astor, Marcus and Narcissa Whitman, John Frémont, the Donners, and Red Cloud, among others–as well as dozens of little-known men, women, and children who jotted down what they were seeing and feeling in journals, letters, or perhaps even on a rock or a gravestone. Throughout, Dary keeps us informed of developments in the East and their influence on events in the West, among them the building of the transcontinental railroad and the efforts of the far western settlements to become U.S. territories and eventually states. Above all, The Oregon Trail offers a panoramic look at the romance, colorful stories, hardships, and joys of the pioneers who made up this tremendous and historic migration.
This 8-week interdisciplinary unit for fourth- and fifth-grade students helps children address the U.S. westward expansion in the 1840's using the interactive software program, The Oregon Trail. The unit provides connections to literature, geography, computer/mathematics skills, language arts, and research skills. The work is done in cooperative groups over the course of the unit with a variety of assessment strategies suggested. Worksheets, handouts, and student materials are included. Upon completion of the unit students will be able to: (1) locate and identify the states along the Oregon Trail; (2) identify reasons for westward expansion; (3) gain a basic understanding of some of the native North American culture; (4) participate in collaborative group activities; and (5) demonstrate knowledge of life in the 1840s--food, clothing, families, etc. Selected bibliography contains 32 items. (EH)
