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Technical Services Support Center (TSSC)
Eccles Broadcast Center
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Background For Teachers:
Intended Learning Outcomes:
a) use the internet to find examples of pioneer challenges
b) compare and contrast the challenges and attitudes of the 1800's pioneer with today's reenactment pioneers
c) apply group dynamics and cooperative learning roles to successfully search and report information.
The Mormon trail is a good symbol of the cycles of growth and change any problem-solving situation presents. When the Mormon Wagon Train Re-enactment group had to travel over twenty miles in the dust and mosquitoes of Wyoming, for instance, or walk through the rain for days on end, or go to bed with their shoes on for fear of finding bloody socks, how are their attitudes and reactions different from the original pioneers?
Refer to the list of essential questions and themes for the Heritage Gateways project.
Give direct instruction to the entire group about how the trek itself created attitude changes. Just like any long trip, we plan, anticipate, begin with enthusiasm, then learn to adjust, endure, and finally look forward to the journey's end. What attitudes and expectations did the pioneers have? What same feelings did the re-enactment participants feel? Have the students brainstorm these attitudes and feelings they are likely to find in the pioneer journals.
Give some background of the trek if the students may not know the places and chronology, the challenges and happenings along the trek. Then model how to read and infer a journal entry. Use a specific story of a place or incident along the trail, then have the students label the feelings and attitudes they may hear. Then get them on the Internet comparing journal entries. Note the other sites for journal entries besides the Heritage Gateway Re-enactment section. Refer to the links in the General Information section.
Make a compare/contrast chart to compare the 1847 trek with the 1997 re-enactment trek.
In cooperative groups, have students find examples using specific places or incidents along the trail of the differences and similarities between the 1847 and 1997 treks. Look for cycles of growth and change in both. Have each group report the information they have found. Compile this on a large classwide chart.
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