fourth grade dbq #4 ruts/long term effects of wagon trains

Developed by Jillian Welch, Kate Smith Elementary School, 2017

Fourth Grade DBQ #4 – Ruts/Long Term Effects of Wagon Trains

and Mining - Teacher’s Guide

A document based question (DBQ) is an authentic assessment where students interact with historical

and scientific related texts. A DBQ asks students to analyze documents, gather information, and fill in

short scaffolded responses. Then students assimilate and synthesize the information from the

documents, and write to an overarching prompt, by using information from the documents as well as

integrating background knowledge they may have brought to the topic. In this version of a DBQ, the

documents link to both science and social studies concepts and include text, visual models, diagrams,

illustrations, videos, etc., all examples of resources a scientist or engineer might use in research

and/or in the field.

This DBQ is aligned with the fourth grade NGSS standards about Human Impact (4-ESS3-1), and the

Nevada social studies standards regarding Disciplinary Skills (SS.4.1, SS.4.2, SS.4.3, SS.4.4, SS.4.5,

SS.4.6, SS.4.7, SS.4.8), and Nevada’s change over time (SS.4.12, SS.4.13, SS.4.24, SS.4.25, SS.4.27,

SS.4.28).

With prompting and support, the students will review the series of documents to write to a final

prompt.

Helpful vocabulary:

human impact

environment

emigrant

energy

lode

mine

technology

ancestor

effect

affect

interact

notice

impact

protect

similar

compare

influence

rut

Writing Task:

In one paragraph, answer the following question: In what ways did our world

change during this time?

Use four of the vocabulary words in your paragraph.

Use evidence from each document.

Use your background knowledge from the unit.


Fourth Grade DBQ #3 – Hastings Cutoff and the Donner Party -

Teacher’s Guide

A DBQ is a very structured activity, it cannot be independent or used as a worksheet, it must be

directed. Most of the time, a DBQ combines prior knowledge and inferences with the documents

students are exposed to.

When directing students though this DBQ, these are the suggested steps in the process for each

document:

1. Review the final writing prompt. Throughout the document, you might want to reference this

question as the objective for what students are expected to understand.

2. Have students look at, read, watch, or listen to the document.

3. Have the students discuss their general observations of the document.

4. Talk through the first question, or have groups of students talk through the question. You

could also have students jot down their individual ideas prior to having this discussion.

5. Have students write their answers to the question, either independently or together. As the

students get comfortable with the process, they should do the writing independently after

their discussions.

6. Move on to the next question, discuss, and then write.

*Note: If students have prior experience with DBQs, you could reverse the order of how you

complete this by having the students independently answer the question to a document and then

discuss it as a whole class or in groups. Whichever format you choose, both the discussion and

writing are essential to students processing each document. 4th Grade DBQs also have optional

Multiple Choice/Response questions as an extra practice in preparing students for state testing.

These questions are optional and do not affect the scaffolding or order of the written responses.

You will notice that the questions in each document build on one another, leading students to higher

levels of thinking and deeper into the content. It is important to do each document and the

questions in the order they are listed as part of the scaffolding process.

The vocabulary words should be posted, as they come about in the DBQ, in a highly visible area of

your classroom and should be referred to often.

When completing the final writing, the length and specific details of writing is dependent on purpose,

timing, and your expectations. Depending on your students writing ability, you might also choose to

scaffold this writing and/or model how to cite from the documents.

*Note: When printing this DBQ for students, you will NOT need to include the first page, however

students should know the final writing prompt throughout the process so they understand and

make connections to the final writing task.


1. Look at the pictures taken in the 21st century. What impacts did the wagon trains

have on the Earth?Sample response: The wagons left ruts in the land that have prevented anything from growing.

They also dug deeply into the ground, leaving a ditch, which will affect the erosion on the land.

Be sure to include the vocabulary words “environment,” “effect,” “impact,” and “rut” in the

conversation. (4-ESS3-1, 4-ESS3-2, and SS.4.24)

2. How did the environment affect the travelers? Answers vary. Students might mention that the emigrants depended on resources from that land

and if the resources were killed by the wagon trains, the emigrants would need to find supplies in

other ways.

Document A

On the old Oregon Trail, there’s a special place about one half mile

south of Guernsey, Wyoming. As if the 1800s were yesterday, you can

still see the Oregon Trail ruts.

Knowing how far back in history they date – as the real first Lincoln

Highway – you have to wonder how the ruts have stayed preserved to this

day. We know they were carved by thousands of steel wagon wheels, but

have you ever thought about how those wheels were cutting ruts out of

solid rock?

Let’s think about it in terms of 19th century culture. In Wyoming in

general, there was so much wagon traffic that wagon wheel ruts were all

over the state, and they too, still exist to this day.

We think of I-80 in the winter as tough sledding. Do you ever look at

the terrain on either side of the interstate, and think of how our

ancestors came through here? Do you think, “How did they do it!”

The first thing that always comes to my mind is, “Very slowly.”

From: Oregon Trail Ruts’ of Wyoming are Still so Clear to See,

http://1063cowboycountry.com/oregon-trail-ruts-of-wyoming-are-still-so-clear-to-

see/?trackback=tsmclip

Notice the ruts from the wagons have still

not grown in, over 150 years later.


3. What state is referenced in the passage as having wagon wheel ruts all over the

state?

a. Oregon

b. Wyoming

c. Guernsey

4. Use context clues to define the word “ancestors.”

a. an early type of animal or plant from which others have evolved

b. an early version of a machine or system

c. a person from whom you are descended


Document B

https://kidsforsavingearth.org/Miningtruth/miningfinal.pdf


1. Why do people mine?

Sample response: People mine to get minerals, metals, oil, and coal which are used to create

products and things we use every day. (SS.4.27)

Possible leading questions if students are struggling: Look at the text features, which section

might I find this information in?

2. What are some effects of mining on the Earth?

Sample response: Mining can harm plants and animals living nearby, it can also pollute the land,

air, and water, possibly destroying habitats. Mining can also have positive effects by allowing

humans to create new technology.

Make sure to include the vocabulary word “effect,” “mine,” and “technology” in the discussion.

(4-ESS3-1, SS.4.24, SS.4.25, and SS.4.28)

3. Compare the effects of mining to the effects of wagon trains on the Earth using the

Box and T chart below.

Sample student responses: Make sure to include the vocabulary word “human impact,” “similar,”

and “compare” in the discussion. (SS.4.24, SS.4.25, and SS.4.28)

Mining Wagon Trains

Humans remove large amounts of minerals from the land to create new technology and products

Mining is specific to certain areas Some mines are hidden, making them

very dangerous

Humans might take a few resources from the land, but not to the extent of mining

4. How does studying how people interact with the environment help us understand

current issues?

Answers will vary. Guide students to understand that by studying people interactions with the

land, we can change our habits in order to protect the land and notice what is happening to the

land that we are impacting. (4-ESS3-1 and SS.4.19)

Similarities: Both are a form of human impact

Kills plants in the area Destroys habitats Long-term effects (once and area is mined, it takes a lot of time for the land to recover, just like the ruts in the land from wagon trains)


5. What are some materials that are mined? Choose all that apply?

a. Pollution

b. Water

c. Gas

d. Metals

e. Drilling

f. Stone

g. Oil

h. Fracking

i. Earth

j. Coal

k. Minerals

6. Define “poisons” as it is used in the passage.

a. Destroys

b. Pollutes

c. A substance that is capable of causing illness


1. How did the mining environment affect people? Sample response: The mining environment was very dangerous. It was very dark and hot inside

mining tunnels, this could affect people’s ability to work because it would be hard to breathe and

the extreme heat was bad for people’s lungs. The darkness could cause accidents. In addition,

mines often caved in, making them a very dangerous place to work. Dynamite and falling rocks

were also common causes of injury in a mine. (SS.4.13)

2. Explain how the environment influences the development of a culture’s lifestyle,

traditions, and beliefs with 3 or more examples.

Lead students to understand that people moved to mining areas, leading to the development of

towns. The people living in the mining towns often formed a lifestyle around the things they had

in common and based on what was needed at the time and the experiences they had, not only in

the area, but also in their travels west. As people traveled together, they formed their own

traditions, which often continued if they lived in the same area. (4-ESS3-1, SS.4.13, and SS.4.25)

3. According to the Square-Set Timbering section, what were some effects of the

square-set timbering? Choose all that apply.

a. Square-set timbering became used around the world.

b. Mines continued to collapse.

c. It helped make underground mines safer.

d. All Comstock mines used square-set timbering.

e. Philipp Deidesheimer was hired to make mines safer.

4. How many total mining accidents were in one year?

a. 6

b. 15

c. 26

d. 21

Document C

Read pages 118-119 in your Nevada, Our Home book


Name: _________________________________________________

Writing Task: In one paragraph, answer the following question: In what ways did our

world change during this time?

Use at least one piece of evidence from each document. After a piece of evidence from a

document, put the document letter in parentheses. For example, “Mining causes many

environmental problems (Doc. B).”

Correctly use at least four of the vocabulary terms from this DBQ in your paragraph.

human impact

environment

emigrant

energy

lode

mine

technology

ancestor

effect

affect

interact

notice

impact

protect

similar

compare

influence

rut

Students reference all documents in their answer, include an introduction that restates the

question, and a conclusion that restates the question.

Students use at least 4 vocabulary words in their answer.

Students identify that wagon ruts have left long-lasting damage to the land.

Students identify that mines change the land as well as the people.

Students identify that by mining, people were able to create new technology.

Students identify that pioneers changed the land and natural resources as they settled and if they

built mines.

fourth grade dbq #4 ruts/long term effects of wagon trains

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