Intent

This activity is designed to enhance students’ engagement in the unit. Groups consider what supplies might be needed during westward travels of that era and then make selections from a list of supplies to outfit their families.

Mathematics

In compiling their purchase lists, students must work with rates, which are important for the development of the concept of linear relationships. They also engage in planning, which includes such skills as organizing information and examining various arithmetic combinations.

Progression

Students work in their groups to make decisions about what their families should take on the trip. Groups work on Part I, briefly share ideas as a class, and then move on to Part II. The mathematical activity of determining costs and budgeting is followed up in the activity Shoelaces.

Approximate Time

25 minutes

Classroom Organization

Groups

Doing the Activity

Tell the class that they will now outfit their Overland Trail families for the journey. Point out on the map that the first leg of the westward journey took travelers from Westport, Missouri, to Fort Laramie, Wyoming. Wagon trains traveled about 20 miles per day during this part of the journey. Then ask students to consider this question: What supply items might the travelers have needed for this leg of the journey?

Part I: Generating Ideas

Verbally give students the instructions for Questions 1 and 2; they don’t need their books for this work. Emphasize that brainstorm means that they are simply to offer as many suggestions as possible for consideration.

When groups are ready, bring the class together and have them report. You might compile a master list of possible supply items on chart paper and comment on any ingenious suggestions.

Part II: Making Decisions

Tell groups that they will now make decisions about certain supplies from a predetermined list. Have them examine the Overland Trail Price List, pointing out that this is not a complete list of the supplies that actual travelers would have needed.

You may want to suggest that groups work together on the purchases for all four of their families, but that each student has the final decision for his or her own family.

Observe groups to support organization and record keeping. In addition, listen for reasoning about how students are determining costs. This is an important opportunity to identify students who may not be fluid working with simple rates, such as 2¢/lb.

Discussing and Debriefing the Activity

You may want to have a class discussion comparing the list of brainstormed items for Part I to the Overland Trail Price List used in Part II. You may also want to have groups report out on the amount of gunpowder, sugar, and beans they decided to purchase for the trip.