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Core Map: Charles Preuss, "Section VI" of Topographical map of the road from Missouri to Oregon...From the field notes and journal of Capt. J.C. Frémont and from sketches and notes made on the ground by his assistant Charles Preuss (Baltimore 1846). Newberry Library call number: Graff 3360, sheet 6. (Printable PDF version of the Core Map)
Resources related to Map 5.
Curator's Notes for Map 5
Overview
Using the core map and supplemental images, students will create a description of the Oregon Trail as it passed through parts of what is today southern Idaho.
Objectives
By the end of this lesson students are expected to:
- identify the major geographical features shown on the core map.
- explain the map symbols used on the core map.
- create a picture of the condition of the trail in the 1840s.
- construct a chart of average temperatures and rainfall.
Key Terms
waterway,
bluff,
river,
camp,
trail,
mountain,
fort,
creek,
waterfall,
butte
Materials
Computer image or overhead of core map, modern map of the USA, paper, pencils, and coloring pencils or crayons, journal entries (see Resources), supplemental images of geographic features (see Resources or core map)
Time
One hour
Getting Started
- Display the core map and discuss with students its origin and maker (see Curator's Notes).
- On a modern map of the USA, show students where southern Idaho is.
- Identify the symbols Preuss used for the following geographic features: the trail, bluffs, rivers, and camping places.
- Point to a selection or all of the following place names: Three Buttes, Fort Hall, American Falls, Fishing Falls (now Twin Falls), and Fort Boise. To reveal images of these places, select "Show Sites" from the menu and click on the buttons that appear.
Developing the Lesson
- Have each student draw a picture of life on the Oregon Trail.
- Have the students explain their pictures orally to the class, if possible telling a story about what they have drawn.
- Divide the class into small groups. Let each group talk about what they think the trail looked like. Note that the trail is not everywhere the same.
- [This step is optional and is not reflected in the suggested evaluation] Have students work in small groups to create a table of average summer and average winter temperatures and precipitation roughly along a line from Missouri to Oregon. Most atlases of the U.S. contain this information.
- Each group should then discuss the information the map itself provides about the trail. The teacher could reiterate the pertinent map symbols (see Getting Started step 3) with the groups as necessary. In addition, information from the students charts made in [optional] step 4 could be added to the discussion.
Evaluation
Use a scale from one to four (4=Excellent, 3=Well Done, 2=Satisfactory, 1=Unsatisfactory) for evaluating the drawing and presentation to the class.
For 4 points, the student's picture is neatly executed and demonstrates comprehension of the map features and/or conditions of life on the trail. The oral presentation of the picture is articulate and well organized.
For 3 points, the student's picture is neat and demonstrates some comprehension of the map features and/or conditions of life on the trail. The oral presentation is articulate.
For 2 points, the student's picture demonstrates effort and some comprehension of the map features and/or conditions of life on the trail. The student completes the oral presentation.
For 1 point, the student's picture is poorly executed and/or demonstrates no comprehension of the map features or conditions of life on the trail.
Extensions
- Have students make a clay model of a portion of the trail or geographical feature(s)
depicted on the map.
- Pick some simple diary accounts (see Resources) of life on the Oregon Trail and read them to your students. You may include the excerpts from Frémont's notes relating to this portion of the trail. Frémont's notes are also available date-by date on the core map. Information about average temperatures and precipitation can be added.
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