Explore Oklahoma Art and History through the Chisholm Trail

Students will use various interactive field trip websites to understand what is included in a virtual field trip. Students will work with Canva, Edutopia, or similar program available to create an informative virtual “trip” to show others to learn about themselves. Students will use complete sentences with correct capitalization and punctuation.

Students will choose a piece of artwork at the Chisholm Trail Heritage Center to use as inspiration to create an Acrostic poem.

Students will use precise language to effectively and creatively describe the details and images they want readers to picture.

Students will create a biography of gallery artists in groups of two and/or three. They will conduct research on their artist using the writing process and be published by presenting to the class and showcasing to the school.

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Students will use the I Am writing template to create multiple pieces of writing and will publish them by sharing with the class. Students will use a variety of sentence types with proper capitalization and punctuation.

As with most Native American songs, there is a story that goes with it. The Kiowa Tribe has a character that is responsible for a lot of their stories and songs. This character is Saynday, a trickster and shape-shifter.

Students will write about a dish that they could possibly eat at home for any meal if they were children on the prairie. All items for their dish will come from the Duncan Store General Merchandise.

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Students will be able to compare and contrast their own lives and experiences to those of men and women who traversed the Chisholm Trail.

What's funner than taking selfies with friends? Photobombing people
taking selfies with friends! Well, today we're going to do our own version of photobombing when
we visit the Chisholm Trail Heritage Center and explore one of Oklahoma's most amazing art
galleries.

Students will analyze and evaluate works of art and write a short narrative (2-3 paragraphs) based on a specific piece that best defines the Old West. Students will consider artistic expression and its relation to its cultural context while revealing their perspective of the piece.

Students will learn how and why ranchers create and brand their livestock in order to protect, preserve and promote their livelihoods. Students will design and create their own branding iron using heavy gauge wire.

Students will create a character sketch for a narrative piece of writing using a T-chart for
character traits and anecdotes in the character sketch that illustrates or reveals that trait.

Students will analyze how and why western images are used in commercials and propaganda. Students will use selected images from the museum and in small groups determine a possible product/service it could represent.

Students will create a Facebook profile poster about a person that traveled on the Chisholm Trail. This person does not have to be featured in the center, students

can make up their own, but they will have to be historically accurate.

Students will complete an ABC scavenger hunt to make inferences and research items found in the General Store. Students will write and present/publish an informative piece comparing what they originally thought to what they found in their research.

Students will be able to synthesize information about Land Rushes of the Indian Territory from opposing perspectives in order to formulate an argument on the so-called
“unassigned lands.”

Students will use diagramming and compare/contrast structure to create an informative, multimodal presentation about life on the Chisholm Trail. Students will
obtain prior knowledge, refine understanding, and synthesize information to show deeper understanding of the content.

Students will observe multiple pieces of art, selecting one piece with multiple subjects (People,
creatures, or nature). Students will then form groups based on the number of subjects in the piece of art. Students will write a skit that will last for 3-5 minutes that correlates to the events or message that the artwork portrays.

Students will observe and evaluate several pieces of artwork depicting how the pieces represent how bison hunting and population changed as Westward Expansion occurred. Students will write an informative piece in the genre of their choice, summarizing the near demise of the bison.

Students will analyze and evaluate pieces of art and create an imaginative and descriptive piece of poetry to complement the piece they choose to work with.

Students will write at least three quatrains (four-line stanzas) in response to a student chosen piece of artwork at the Chisholm Trail Heritage Center.

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