Welcome to our Journey


Hello, and welcome to our hands on interactive approach to introducing our 4th grade class to the Oregon Trail. The overall goal for this unit is that you begin to understand what life was like for the Pioneers and Native Americans during the Oregon Trail excursion. We will achieve this through a number of exciting activities, shown to our left under the title "Destinations on the Trail." To introduce you to the vast journey of the Oregon Trail, an awesome 3-D map of the actual Trail route will be displayed on our projector thanks to Google Earth, which should visually give the students an idea of the immense travel the Pioneers experienced. Following this activity, you will hear and interact via the computer program “Skype” with a Professor from the Univeristy of Oregon who will be presenting the Pioneers perspective of the Trail. Next, a Native American Professor from the University of Oregon will come to our class to presnt the Native American's perspective of the Trail, and how it affected local Tribes.

Once you have an overall understanding of the Trail, you will then read, react, and discuss a number of historical fiction and nonfiction materials that reflect both the Pioneer and Native American views of the Trail, which should give you a more in depth and personal view of the experience. The final step in our journey culminates at the ending of the Trail, Oregon City! As a class, we will travel to Oregon City and visit their Oregon Trail Interpretive Center. After each of the previously mentioned activities, you will reflect upon your experience, and for your final assignment you will be asked to create two essay's in which you reflect what the Oregon Trail would have been like as both a Pioneer and as a Native American. These essay's will be loaded onto Google Doc’s, and will be accessible under the link “The Students' Say…” Please enjoy, and remember: The Trail is what you make it.

The Oregon Trail Interpretive Center

For our final activity, we will be taking a field trip to Oregon City! Oregon City is the ending point for the Trail, and has a great hands on exhibit of the Trail and its many facets. Our activities at the Interpretive Center will include:
  • Bound for Oregon is a 30 minute film that recounts the diaries of four actual emigrants. It is narrated by Dr. John McLoughlin and gives a good personal view of the journey through the eyes of the pioneers and Native Americans.
  • Our History Talks cover a variety of 19th century topics. The Interpretive Staff offers these live 10-20 minute programs feature topics that relate to the history of Oregon, the Oregon Trail and general topics of the time.
  • The Missouri Provisioners' Depot Presentation lasts approximately 45 minutes. This is our main live presentation and the Interpreter covers why people chose to travel to Oregon, what they took with them and some of the challenges they encountered. There are a variety of props in the Depot, including some things that came across the Oregon Trail.
  • The Oregon City galleries host changing exhibits drawn from our collection of artifacts. The Oregon City gallery is at the End of the Oregon Trail Interpretive Center.
Questions to think about and address after returning from the Oregon City Interpretive Center:
  • What was your favorite aspect of the field trip? Why?
  • How have your beliefs changed over the course of this entire two week unit?
Students' Blog:
Alex Dunder-Mifflin

Addtional Resources

1. The National Historic Oregon Trail Interpretive Center: This website is the home of the Oregon Interpretive Center, which offers living history demonstrations, interpretive programs, exhibits, multi-media presentations, special events, and more than four miles of interpretive trails. http://www.blm.gov/or/oregontrail/

2. The site of our field trip, The Oregon Trail Interpretive Center's official website. http://www.endoftheoregontrail.org

Students' opportunities to become a Pioneer and Native

Here is where you have the opportunity to become a Native American and a Pioneer. You are no longer a student at Eugene Elementary, you must become your character. This narrative piece should tie in aspects from every lesson so that it is as authentic as possible. Here are a few keys to writing a solid narrative:
  • is told from a particular point of view
  • makes and supports a point
  • is filled with precise detail
  • uses vivid verbs and modifiers
  • uses conflict and sequence as does any story
  • may use dialogue
Please think long and hard about how you want to portray your characters, and remember to respect both the Natives and Pioneers tradition and heritage.

Alex Dunder-Mifflin:
Pioneer
Native American

Indians Along the Oregon Trail The Tribes of Nebraska, Wyoming, Idaho, Oregon and Washington Identified

During this activity you will be given the opportunity to read about the Native Americans point of view of the Trail and the affects it had on numerous Tribes in the Western states. In the book Indians along the Oregon Trail, every tribe in Nebraska, Wyoming, Idaho, Oregon and Washington that was effected by the Oregon Trail is listed with their village locations, language groups, and the populations of the tribes dating up to 1989. Each Tribal section is also filled with an abundance of Historical essays depicting the Natives' view of the Trail situation.


Questions to think about and address while writing your reflection following selected readings from Indians along the Oregon Trail:
  • Have your feelings changed concerning the treatment of the Native Americans? How and why/ why not?
  • How would you feel if outsiders came in and tried taking your house over? What would you do and why?
Students' Blog:
Alex Dunder-Mifflin

Diaries of Pioneers traveling the Trail

Below are two journal entries from people on the Oregon Trail. These entries talk about the hardship and the relationship the pioneers had with the Native Americans along the trail. Read these entries and then answer the questions below.

Excerpt from the Diary of Catherine Sager Pringle in 1844:
“Starting one the plains we waited several days at the Missouri River. Many friends came that far to see the emigrants start on their long journey, and there was much sadness at the parting, and a sorrowful company crossed the Missouri that bright spring morning. The motion of the wagon made us all sick, and it was weeks before we got used to the seasick motion. Rain came down and required us to tie down the wagon covers, and so increased our sickness by confining the air we breathed. Our cattle recrossed in the night and went back to their winter quarters. This caused delay in recovering them and a weary, forced march to rejoin the train. This was divided into companies, and we were in that commanded by William Shaw. Soon after starting Indians raided our camp one night and drove off a number of cattle. They were pursued, but never recovered….After Laramie we entered the great American desert, which was hard on the teams. Sickness became common. Father and the boys were all sick, and we were dependent for a driver on the Dutch doctor who set my leg. He offered his services and was employed, but though an excellent surgeon, he knew little about driving oxen. Some of them often had to rise from their sick beds to wade streams and get the oxen safely across. One day four buffalo ran between our wagon and the one behind. Though feeble, father seized his gun and gave chase to them. This imprudent act prostrated him again, and it soon became apparent that his days were numbered. He was fully conscious of the fact, but could not be reconciled to the thought of leaving his large and helpless family in such precarious circumstances. The evening before his death we crossed Green River and camped on the bank. Looking where I lay helpless, he said: "Poor child! What will become of you?" Captain Shaw found him weeping bitterly. He said his last hour had come, and his heart was filled with anguish for his family. His wife was ill, the children small, and one likely to be a cripple. They had no relatives near, and a long journey lay before them. In piteous tones he begged the Captain to take charge of them and see them through. This he stoutly promised. Father was buried the next day on the banks of Green River. His coffin was made of two troughs dug out of the body of a tree, but next year emigrants found his bleaching bones, as the Indians had disinterred the remains.”



Excerpt of the Diary of Narcissa Whitman in 1836:
"Here I must tell you how much good Richard, John and Samuel - Pacific coast Indian boys whom Dr. Whitman had taken to New York with him the year before - did us. They do the most of driving the cattle and loose horses. Occasionally husband and myself would ride with them as company and encouragement. They came up to the river before us, and seeing a skin canoe on the opposite side, they stripped themselves, wound their shirts around their heads, and swam over and back again with the canoe by the time we came up. We stretched a rope across the river and pulled the goods over in the canoe without much difficulty.
Monday and Tuesday we made hard drives - Tuesday especially. We attempted to reach the Loup Fork that night, and a part of us succeeded. Those in the wagons drove there by 11 o'clock, but it was too much for the cattle. There was not water or feed short of this. We rode with Richard and John until 9 o'clock, and were all very much fatigued. Richard proposed to us to go on and he and John would stay on the prairie with the cattle, and drive them in in the morning. We did not like to leave them, and so we concluded to stay. Husband had a cup tied to his saddle, in which he milked what we wanted to drink; this was our supper. Our saddle blankets, with our India rubber cloaks, were our beds. Having offered up our thanksgiving for the blessings of the day and seeking protection for the night, we committed ourselves to rest. We awoke in the morning much refreshed and rode into camp before breakfast - five miles. The Fur Company was on the opposite side of the river, which we forded, and, without unloading our wagon much, were ready to move again about noon. We wished to be with the company when they passed the Pawnee village. This obliged us to make a day's drive to the camp in half a day, which was too bad for our horses. We did not reach them until 1 o'clock at night.
The next day we passed all their villages. We, especially, were visited by them both at noon and at night; we ladies were such a curiosity to them. They would come and stand around our tent, peep in, and grin in their astonishment to see such looking objects.


Questions to think about and address after reading the diary entries of Catherine Sager Pringle and Narcissa Whitman:
  • What did you learn about the Pioneers trip along the trail from reading the diary entries?
  • What were the Pioneers encounters with the Native Americans like during their time on the trail?
  • What information stood out to you most while reading these two diary entries?
Students' Blog:
Alex Dunder-Mifflin

The Story of the Oregon Trail

Now, for the first time on video, the complete story of the hardy pioneers who changed the course of American history. Great care was taken to ensure historical accuracy. Every rut you'll see is the actual Oregon Trail; every still image is from the Trail's glory years. The producers spent three years just doing research--sifting through archives, reading old diaries--because they wanted it to be done right.Also, interspersed throughout the film are fascinating comments from the Trail's most renowned historians--Merrill Mattes, William Hill, Larry Jones and Charlie Martin Sr. Woven into the film are hundreds of rare paintings, photos and sketches from the mid-1800s. The filmmakers relentlessly searched archives from coast to coast to compile an incredible collection of the Trail's most fascinating historic images. Every facet of the great western journey is covered:

  • Lewis and Clark
  • Reasons behind the journey
  • Political overtones
  • Preparations for the trek
  • Daily life on the Trail
  • Death and Hardship
  • Encounters with Native American tribes
Questions to think about and address while writing your reflections following the viewing of the film:
  • Which images really stuck out in your mind?
  • Do you think you could have managed this journey?
  • Have your thoughts about the Pioneers and/or Natives changed? How?
Students' Blog:
Alex Dunder-Mifflin

An Experts Take

Jeffrey Ostler, a Professor at the University of Oregon (History 466: American West), has agreed to Skype with us. Skype is a program that allows people all over the world to interact with each other face to face by using a camera connected to their computer, and logging on to the internet. Jeff will provide us with a brief overview of the struggles and successes the Pioneers experienced while traveling to Oregon. He will use some first hand accounts (primary sources), as well as historical essays to round out his presentation. You will then have opportunities to ask Jeff questions concerning the things he covered as well as any other burning questions you may have.

Jeff is currently working on his third book, which will be due out in 2009. Here is a list of his works:

Prairie Populism: The Fate of Agrarian Radicalism in Kansas, Nebraska, and Iowa, 1880-1892 (University Press of Kansas, 1993)

The Plains Sioux and U.S. Colonialism from Lewis and Clark to Wounded Knee (Cambridge University Press, 2004)

The Lakotas and The Black Hills (Viking, forthcoming 2009)


Questions to think about and address while writing your reflection following Jeff's presentation:
  • How did the Pioneers lives change during the course of the Trail?
  • Did the Oregon Trail impact the Pioneers in a positive or negative manner? How?
  • What information stood out to you most during Professor Ostler's presentation.

Students' Blog:

Alex Dunder-Mifflin

Mapping the Trail

Google Maps is a Google service offering powerful, user-friendly mapping technology and local business information -- including business locations, contact information, and driving directions. With Google Maps, you'll enjoy the following unique features:
  • Draggable maps - Click and drag maps to view adjacent sections immediately (no long waits for new areas to download).
  • Satellite imagery - View a satellite image (or a satellite image with superimposed map data) of your desired location that you can zoom and pan.
  • Terrain maps - View physical features, such as mountains and vegetation, with elevation shading.
  • Street View - View and navigate within street-level imagery.
We will use this technology to map the route taken to arrive in Oregon. This should give the students a good idea of just how difficult this trip truly was.

Questions to think about and address while writing your reflection following the Google Maps presentation:
  • What's the longest trip you and your family have gone on?
  • What are some things you could use Google Maps for?
  • How can technology like this help when traveling?
Students' Blog:
Alex Dunder-Mifflin

The perspective of the Natives


Brain Klopotek is an Assistant Professor of Ethnic Studies at the University of Oregon. He has his PhD in American Studies and focuses on race and indigeneity in ethnic studies and Native American studies, federal recognition of Indian tribes, and indigenous educational histories. He also has a strong interest in The Oregon Trail and the effect it had on the Native American tribes that occupied the land during this time. He will be coming into class to talk to us about the Oregon Trail from the perspective of the Native Americans.



Questions to think about and address while writing your reflection following Dr. Klopotek's presentation...
  • How did Native American's lives change because of the Oregon Trail?
  • Did the Oregon Trail impact the Native Americans in a positive or negative manner? How?
  • What information stood out to you in Dr. Klopotek's presentation that you think is worth sharing with the rest of the class?
Students' Blog:

Alex Dunder-Mifflin