HANGING OUR WITH LEWIS AND CLARK

8th Grade - U.S. History

Ann Willard

June 15, 2006

Patrick Gass.
A Journal of the Voyages and Travels
of a Corps of Discovery,
Under the Command of Capt. Lewis
and Capt. Clarke

#7 Introduction for Teachers

Designed by Ann Willard, awillard@cgsd.org
Last updated June 20, 2006.

This lesson was developed as part of An Adventure of the American Mind at Waynesburg College, a federally funded professional development program to assist educators in using Library of Congress primary resources to support student learning.

This lesson will take place over a five day span and will be used as an introduction to a unit.

School District and State: Central Greene School District, Waynesburg, Pennsylvania

Textbook Publisher/Title/Date/Level: McDougal Littell Inc., America's Past and Promise, 1995, Grade 8.

Unit or Chapter Number and Title: Unit 4 Building a Nation

This lesson is designed for eighth grade social studies and addresses several language arts objectives as well. It can easily be extended to additional grades and subjects.

Before students start this lesson they should know:

1. Basic computer skills.
2. A basic understanding of Colonial America.
3. An understanding of basic letter writing and grammar.

This lesson is designed for cooperative learning groups. The special needs student in a group can be assigned a task appropriate to his or her ability level. The rubric can be adjusted to meet an individual student's ability level.

#9 Pennsylvania Academic Standards

(History 8.1.6)

The students will:

A. Understand chronological thinking and
distinguish between past, present and
future time.
• Calendar time
• Time lines
• People and events in time
• Patterns of continuity and change
• Sequential order
• Context for events

B. Explain and analyze historical sources.
• Literal meaning of a historical
passage
• Data in historical and
contemporary maps, graphs and
tables
• Author or historical source
• Multiple historical perspectives
• Visual evidence
• Mathematical data from graphs
and tables

C. Explain the fundamentals of historical
interpretation.
• Difference between fact and
opinion
• Multiple points of view
• Illustrations in historical stories
• Causes and results
• Author or source of historical
narratives

Reading, Writing and Speaking (1.4.3.)

The students will:

1. Write informational pieces (e.g.,
   descriptions, letters, reports,
   instructions) using illustrations when
   relevant.

#10 Process for Teachers

The teaching of this lesson can be flexible. Ideally, it is taught over a span of 4-7 days one period a day. Although, it is meant to be a single disciplinary it works wells as a multidisciplinary project.

For the initial group work, the students will be assigned to a heterogeneous group that includes a mix of gender and ability.

A novice teacher should not have difficulty in using this lesson.

This lesson would be best taught in a multi-computer lab.

1. You will be assigned to a team with two other students.
2. You will first explore the background information as to how the Lewis and Clark expedition came about by going to the Library of Congress site.
3. Next you will examine journal entries, artifacts, and maps by again using a Library of Congress site .
4. While exploring the second site, read text on screen only. Do not click link to, "Full journal entry".
5. Working alone, you will compose a letter to a friend detailing in your own words three important experiences. These should be imaginary experiences based on information you appraised while on the sites.
6. You should focus on your perspective of how difficult or enjoyable you feel the first official journey across our continent was.

#11 Resources for Teachers

Library of Congress site. Background and History

Library of Congress site Actual journey

#12 Evaluation for Teachers

An individual grade and a group grade could possibly be given for this assignment. Since I used the group work purely for a vehicle to gain knowledge to be used in composing each student's individual letter, each student will receive an individual grade only. The grade will be derived by using the evaluation rubric.

One copy of this rubric page should be printed for each student in your class.

#13 Conclusion for Teachers

Now it is time to compare and discuss our views on this great historical event. The Lewis & Clark Expedition opened our American West which led to the expansion of our country. In your perspective was it an easy journey across our country? Was the expansion of our country from sea to shining sea the next logical step?

You are to keep in mind the knowledge you have obtained about the Lewis & Clark Expedition and relate it to the world of today. We will engage in a class discussion relating the past to the present by pondering the question of where President Bush would send Lewis & Clark in today's world. Are there new frontiers to be explored? Is expansion of our country still possible? Do we still send people on journeys of inquiry? Would such a journey be hard or easy at this time in history? Explain. Would you be up to the challenge? Why or why not?

By visiting the Library of Congress. students may continue to explore this topic and many other interesting and important topics at their convenience. A world of knowledge is a valuable thing.

#14 Credits and References

Designed by Ann Willard, 2006, an eighth grade teacher at Margaret Bell Miller Middle School in partnership with An Adventure of the American Mind at Waynesburg College. Last updated June 20, 2006.

Template created April 2006 by Amy Martin, An Adventure of the American Mind at Waynesburg based on a template designed by Lisa Bradshaw, An Adventure of the American Mind - Colorado.

Many ideas for webquest content and worksheets were adapted by permission from An Adventure of the American Mind - Northern Virginia Partnership, Dr. Rhonda Clevenson, Director.