MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C55D54.90AC63A0" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01C55D54.90AC63A0 Content-Location: file:///C:/5993C090/catteldriveMap.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" QUARTER 1

̶= 0;Universal” UNIT 4 Curriculum Map/Timeline

 

Course:  FLEX:  Enrichment - Eighth Grade – = Cattle Drive

 

QUARTER:  Fourth

 

        =            Depending on the content area, maps will include

        =             &nb= sp;      one or more of the three columns below:

 

Unit or General Topic, Theme, or Content Focus

 

 

Specific Topics, Themes, or Content Focus

 

 

Skills Focus

 

Essential Questions & Enduring Understandings

 

District/Building

Resources

(Textbook, Supplementary, Videos, etc.)

 

Possible Lessons, Projects, Assessments

 

Aligned Illinois Learning Standards, Performance Descriptors, & Assessment Frameworks<= o:p>

 

Interdisciplinary Connections

 

Differentiation Suggestions

3D"Text

Cattle Drive

 

(9 – 15 class periods)

 

Students will learn= about the Mexican Vaqueros, who were the first cowboys in American.  They will examine a map of the c= attle drive trails to determine why those particular trails were chosen.  Students will discuss the reason= s for branding cattle, and discover that the Illinois Department of Agriculture currently registers brands in the state.=   After viewing original photographs and reading the material provid= ed, students will describe the purpose of a cowboy’s equipment and atti= re, and describe how cowboys did their job of herding cattle.  Students will learn about the contributions of the African American cowboy, and read excerpts from a bo= ok by Nat Love.  Students will participate in a simulation of a cattle drive.  In addition, students will read excerpts from B. F. Harris’ notes on driving cattle through Illinois, including Champaign County<= /st1:PlaceType>.  Finally, students will evaluate = the cowboy mystic, and speculate whether we need this mystic cowboy in today’s world.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

“Cattle Drive” by Interaction Publisher.

 

Champaign Unit 4 “Cattle Dri= ve” Teacher’s Guide.

 

“Centennial” video.

 

“Real American Cowboy” video.

 

Notes from B.F. Harris.

 

Life and Adventures of Nat Love.

 

Cowboys of the Wild West book.

 

Livestock Brand Supplement.

 

Various Internet website resources as listed in the Teacher’s Guide.

 

Reading guides.<= /span>

 

Video guides.

 

Map interpretation

 

Simulation of a cattle drive.

 

Act –out incidents from the life of actual cowboys.

 

State Goal 1.C.3d

 

 

State Goal 5.B.3b

 

 

State Goal 16.E.3a & 3b

 

 

 

State Goal 18.C.3a

 

State Goal 29.D.3

 

 

 

 

 

 

 

 

 

 

 

 

Reading for understanding.

 

Use primary resource.

 

Impact of cattle drives on settlement patterns.

 

Cowboys as a diverse subgroup.

 

Mexican Vaqueros and their influence on cowboy culture.

 

Read the entire books on Harris and Love, and act-out other scenes from their = lives.

 

Find and perform cowboy songs and/or poems.

 

 

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