First
Grade Lesson Plans for the Settlement of Southwest Virginia
Story Outline for "The Long Hunt"
Story: "The Long
Hunt"
First Grade Lesson
Plans
Settlement of Southwest Virginia
I. Map Skills [SOLs 1.5, 1.6, 1.8]
A. Show location of the USA on a world map
B. Show location of VA on a U S A map
C. Show Scott County on a map of VA
D. On an enlarged Scott County Map teacher finds and names the Clinch River, Holston River, Big Moccasin Creek, Copper Creek, Obey’s Creek, Powell River, Wallen Ridge, Powell Mountain, Stone Mountain, Purchase Ridge, Natural Tunnel. (Copper Creek, Obey’s Creek, Wallen Ridge, Powell Mountain, and Powell River may be introduced later.)
E. On Scott County map teacher draws or points out students’ school and community.
F. Teacher shows where students are then points out where the story takes place.
G. Optional: Teacher may give each student a map and have him/her find landmarks and color in land, water, mountains, etc.
H. Make and distribute maps showing Scott County and the surrounding area where the story takes place.
I. Show students approximately where on the south bank of the Clinch River caves can be found.
II. The stories " Dan’s Special Visitor" and "The Long Hunt" may be used to teach the following First Grade SOLs: 1.1, 1.2, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.1
A. Use the Kindergarten story "Dan's Special Visitor" to show how every day life on the frontier was different from today. Use First Grade story "The Long Hunt" to show one way of making money fast during pioneer days. (1.1)
B. Use story "The Long Hunt" and a time line to show how Scott County changed from a place where people did not live to how it is today.( 1.4)
C. Students will explain how climate, location, and physical surroundings affected the characters in "The Long Hunt." (1.7 )
D. Use story to explain the differences between human resources, natural resources, and capital resources used to produce different goods or services. ( 1.9 )
E. Use story to show how the characters were both buyers (consumers) and sellers (producers) of goods and services. (1.10 )
F. Have students pretend to be Tad and Tom (or other settlers, get the girls in on this) as they trade their furs for money and then use that money to buy goods and services. (SERVICES: hot bath for both; haircut for Tad; haircut and shave for Tom; blacksmith to shoe horses; eat at café, etc.) ( 1.12 )
III. Extended activities
A. Make or bring models of animals in S W Virginia during 1700s
B. Make or bring models of artifacts of that time period (axes, muskets, pots and pans, clothing, saddles, moccasins, quilts, etc.)
C. Develop a storyboard on planning a longhunter’s trip
hunting supplies (powder, shot, packing, powder horn, bullet mold, and anything else you can think of)
who will go
transportation
plans for shelter along the way
plans for shelter after they reach their destination
Don Carr - older brother of Tad
Will Carr - father of Tad and Don
Daniel Boone and his hunting party
When:
Fall and winter 1771-1772
Where:
Scott County, Virginia and the surrounding area especially the Clinch River area.
What:
Twelve-year-old Tad Carr follows a party of Long Hunters on their way to Kentucky from
the Yadkin River Valley. In Scott County, VA, Tad, his father, and brother split from
Daniel Boone’s main party in order to stay and hunt closer to home. After a very
successful winter of hunting, they return to the Yadkin. Tad continues east with his
brother-in-law to trade (barter) their furs for goods and supplies. Upon returning to the
Yadkin once again, Tad is thrilled to find his family planning to join John
Blackmore’s party to settle in Scott County the following year.
Why:
Tad loves to hunt and he is unhappy at home. He wants to join his father and brother
who are going on a long hunt with Daniel Boone and his friends. They want to explore new
country and bring back many skins and pelts to sell for a lot of money or trade for
valuable goods and supplies.
