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Igniting the Pioneer Spirit

Telementor Project by
Cheryl Vitali
1994-95
This was the first Internet Project that I developed.
View selected stories from project.
View 1996 Cyberfair Project.
Join History, Heritage, Legends, the Land.
Join 1998-99 Projects "Patty Reed's Doll,"
"Wildflowers of the World"
View additional lesson plans.

Schools wishing to add to collection can use following lesson plan as a base for exploration. Current developments in technology make the ability to add on many other dimensions that were not readily available when this project was first done.

During this project, we were always comparing ourselves to pioneers. Connections were often balky, the line was struck by lightening and it was at least 6 weeks before communications at school were restored. Netscape was just being developed (I was introduced to it in December 1994 and remember it well). My connections still were balky (called them buffalo stampedes), Telis was undergoing birth pangs. Keith Vogt had some real tales over this. We have come a long ways in two years, and we still have a long ways to go. The adventure is the process of getting there and watching your vision grow. Pioneering on (October 7, 1996), and forming a wagon train for others to join. Cheryl Vitali


I. Introduction:

A. The spirit of exploration is inherent in every person. The desire to discover new territories has been a driving force in mankind's history and development. Telecommunications brings new frontiers into the classroom, and gives students an opportunity to pioneer ideas and new ways of communications with people around the world.

This year my K-6 students are studying the concept of pioneering in a cross-curriculum thematic unit that incorporates history, science, literature, writing, telecommunications, and personal awareness. They are learning to view themselves as pioneers in learning to utilize telecommunications. As part of our exploration, we are participating in a writing project with classrooms or individuals who are pioneers in their fields.

An introductory activity to introduce concepts and build a knowledge base is needed. I planned an initial lesson using a story and discussion for this. Further development is done over a period of several weeks. I wove these objectives into subject matter and needs that I planned to cover in each groups time period. The time varies from as little as 10 minutes to an entire hour. Literature and exploration that support the pioneering concept are selected. Viewing CD's, videos, accessing information on the Internet, and other activities can also facilitate this. The time for the actual writing project is approximately one to two weeks. In addition, about a month is needed to find keypals (or classes) to participate with. Responses from keypals takes about a week. Time is allocated at least twice a week to share stories, discuss results, and collaborate on follow-up activities.

B. The main objective of the project will be for each student to explore their pioneer heritage. How were they like pioneers or explorers? Each student is encouraged to find one interesting, true story from their family history to share. These stories will be compiled and distributed to all participants. What similarities emerge, differences, themes? How is this meaningful to them? What advantages could come from their developing a 'pioneer spirit'?

My hope is that by connecting with the ideals, perserverance, determination, and courage that pioneers often exhibit despite hardships, that they will find purpose and direction in learning new skills and challenges that will equip them for future endeavors. The main vehicle used for this will be writing, literature studies, collaboration with others. Using telecommunications enlarges the students' sense of community awareness and exploration to a global scale.

Compiling, discussing, and sharing of the stories incorporates many goals of the history-social science curriculum. It incorporates learning from other histories, geographies, and cultures. Students gain an understanding of the development of our country and citenship. In addition, they learn basic study skills and how to participate collaboratively in a way that focuses on concepts and thinking rather than facts, incorporates primary sources, and encourages global connections. English-Language Arts is also supported by encouraging a strong literature base for exploration with an intensive writing and oral language program that integrates activities with higher thinking skills, diverse subject matter, and integrated curriculum.

II. Student Outcomes

1. By the end of this project students should have discovered more about the world, history, other people and themselves. Since many of my students have little previous knowledge of world history or geography, they will establish a diverse base of knowledge for futher studies. This will make social sciences more meaningful, interesting, and pertinent to them.
2. They will find out more about their own heritage which may promote future exploration.
3. They will develop writing, reading, and communications skills that will benefit them in future studies and jobs. 4. They will have a basic working knowledge of how to utilize telecommunications to share concepts and ideas.

III. Activites:

1. What does Igniting the Pioneer Spirit Mean?
Establish a foundation of shared knowledge, concepts, and vocabulary with students. Most of my students had little understanding of what a pioneer was or how people today could do things that might classify them as visionaries. This initial activity was done with all students. I used a wide variety of activities including history, literature, space exploration, technology and more.

2. Hitching up the Wagon Train!
Each student wrote initial letters of introduction and corresponded with an assigned keypal using GINA. These letters included information about themselves and the project we were working on. Letters used the writing process and students collaborate for editing process. As much as possible, keypals are individuals who are pioneers in some capacity in their own fields. Contact was established in a variety of ways, many keypals have initiated exchange at this point.


3. Exploring Your Family Tree
Each student was given about two weeks for the following assignment:

After I receive this, the students do more writing with the information they gathered. How is this information meaningful to them? How does it make them feel to learn these things about their family? What new ventures might they decide to pursue now or in the future?

4. Sharing Round the Modem Fire
Students share their stories and receive stories from keypals. These are shared, discussed, and used for futher explorations. What themes emerged in the stories? What did they learn about other cultures? How did people grow from the events that took place? How have the students changed in their awareness from this exploration?

Individual and collaborative responses can be sent to keypals. Students can chart stories and origins on world map. Stories can be used for multi-media projects or class video. Stories received are compliled and distributed among participants. The Internet, books, CD's, and other media can be used to explore certain parts of history in greater depth.

IV. Assessment
Review stories and letters that students have written and compiled over exploration.

Group projects will be developed to share stories in a multi-media fashion. These can serve as visual and oral portfolios of information students have learned. Collaborative stories, essays, and letters that develop can also be used to assess activity.

Stories will be sent home in a book that can be shared with parents. This will also be mailed to keypals. A collaborative classroom video of stories will also be compiled by students.


Lani M. Martin, Curriculum Developer · Telemation Project, California Technology Project
Return to Alta's 1996 Cyberfair entry.

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