Lewis and Clark A 19th Century Historical Expedition

An Integrated Mini-Unit for the 5th Grade

By
Camille Bess
ELE 302.501
Fall 2014

NCSS Themes: Time, Continuity and Change

I.

Abstract:
This unit is for students to learn about two important 19th century explorers and
the importance of their expedition. This unit provides several social studies
aspects such as time, continuity and change. There is a connection to a broader
idea that history is made up of individuals experiences, people they meet, and
the encounters they experience along their journey both good and bad. These
events hold meaning not only to the individuals of the past but also bear fruit on
our future. The map, geography and science skills students will use in this lesson
will attempt to build on the foundation of previous grade levels and will continue
to be utilized in their academic careers. For the language arts content area the
students will participate in a Readers Theater entitled, The Corps Discovery.
Also included in this unit are various online resources where students will read
about the biographies of explorers, journal entries, their uniforms and their team
members. The goals of the unit are to first review schema from previous grade
level knowledge regarding the Louisiana Purchase and the expedition of Lewis
and Clark. We will map the route of their expedition as well as study some of the
plant and animal life they may have encountered along their journey. As
students venture from one aspect of the unit to the other they will be expected to
think critically, work effectively and resourcefully with their student peers.
Cooperative learning promotes teamwork and adds value to the students
learning experience. During lessons 3-5, connections are made with either
science or language arts content for both an integrated and challenging learning
experience. Finally, the students will be actively engaged during whole-group as
well as small-group and individual activities that will require a various critical
thinking exercises.

II.

Social Studies Content:

The substance and content of this lesson is Lewis and Clark and the Corps of
Discovery. Students will practice their reading comprehension, visual literacy,
writing, and map skills throughout the activity. They will also have the opportunity
to systematically examine geographic and scientific discoveries made by the
expedition. Students will learn why this expedition is considered one of the most
successful expeditions in the history of the United States.
Social studies is an integrative topic alone. However, this lesson incorporate
technology, science, history, and geography. When children pursue a project or
investigation, they encounter many problems and questions based in civics,
economics, geography, and history. (NCSS, 2009). During their research and
virtual field trips, students will also improve their knowledge and skills for using
multimedia resources as a learning tool. The integrated content objectives here
are those that will allow the student to progress in their geographical abilities,
scientific investigations, and provide a deeper understanding of the social studies
theme: Time, Continuity and Change.

In the final two lessons students are more engaged in their learning of the
explorers and their team. The goal of this is to allow students to develop a
deeper understanding and appreciation for differences in perspectives on
historical events and developments, recognizing that interpretations are
influenced by individual experiences, sources selected, societal values, and
cultural traditions (NCSS, 2009). Students have to be able to relate, understand
and appreciate others contributions to our world and society.
In fifth grade students apply critical-thinking skills to organize and use
information acquired from a variety of valid sources (TEA, 2010). This lesson
allows students to use the acquired information to write journals, news articles
and participate in Readers Theater so that they may see the world through
anothers viewpoint. The lessons incorporated in this unit provide adequate
practice in learning how to locate, understand, evaluate, and use written and
visual information. These are essential practices for citizens in a democratic,
multicultural society according to Reidel and Draper (2011).
III.

Unit Student Learning Outcomes (SLOs):

1. Students will use the internet to access information on the explorations of
Lewis and Clark and the Corps of Discovery.
2. Sequence and describe the events and describe the importance of: The
Louisiana Purchase and Lewis & Clarks expedition
3. Students will make decisions on what skills, tools, and supplies would be
needed to go on an expedition such as Lewis and Clark's.
4. Participate in active writing activities and peer review.
5. Write a first person journal as if they were in the Corps of Discovery.
6. Students will know the location of places, geographic features, patterns of the
environment, and plant and animal life encountered in the Corps of Discovery.

IV.

Unit Scope and Sequence:

Lesson
Engage-

Instructional Strategy
Group Discussion
Students will discuss the
Louisiana Purchase, Lewis
and Clark, their expedition
and its significance.

Time
~ 60 minutes

Explore Explain -

Virtual Field trip

A Science Venture - Lewis
and Clark as Naturalists
Breaking Story! Students
will act as news reporters
covering the expedition
Readers Theater The
Corps of Discovery

~ 90 minutes/1 day
~ 90 minutes

Elaborate -

Evaluate -

~ 90 minutes

~ 90 minutes/1 day

Lesson 1 (ENGAGE): The Corps of Discovery

TEKS:
113.16 Social Studies, Grade 5 (4) History. The student understands political,
economic, and social changes that occurred in the United States during the 19th
century. The student is expected to:
(D) identify significant events and concepts associated with U.S. territorial
expansion, including the Louisiana Purchase, the expedition of Lewis and Clark,
and Manifest Destiny;
Formal Objectives: Students will research a member of Lewis and Clarks expedition
team. Write a first-person journal entry as if they were that person and share that
information with their classmates.
Lesson Keywords
Lewis and Clark, expedition, Corps of Discovery, discover, expansion, Jefferson,
Missouri, Louisiana Purchase
Language Objective:
Student will be listening and speaking to others during the activities; writing and reading
during the whole group activity and partner activity.
Materials:
Internet access
Writing materials
Lewis and Clark: In Their Own Words by George Sullivan
Suggested activity links:
http://www.lewisandclark.org/?p=exp_history&n=landcexp
http://www.pbs.org/lewisandclark/index.html
www.nps.gov
http://www.history.army.mil/LC/the_people.htm
Teacher will:
Lesson introduction: I would begin a class discussion with questions about what an
explorer is and what characteristics one should have to be an explorer. Other questions
could be: Would you make a good explorer? Why or why not? What kind of person
might make a good explorer? Who would you take on an expedition with you? What
would you take? Chart paper would be used to make a list of some of the characteristics
students mention. Other critical thinking questions might be:
Think about a place that no one has ever been before. Do we know anything
about these places? Is there information or resources about these places?
Why was it important to pick the right people to go on the journey with Lewis and
Clark?
What would you pack to travel to a new place?

What were some of the events and people who came together to make the Lewis
and Clark journey happen?
Why was it important that all these events happened? How is the American
landscape different today than it was in the early 1800s?
What are some of the changes in the lives of Native Americans?
Do you think Lewis and Clark could have imagined some of these changes?
Why?
What are some of the differences between traveling 200 years ago and today?
What would be a comparable journey today and how would you prepare for it?
In 1806, Lewis and Clark came back to the United States to very little fanfare.
Why do we celebrate their accomplishments today?
How are people still exploring today?
How would you feel if you were put in Lewis and Clark's shoes?
In reading the journals written by Lewis, Clark, and the members of their team,
how can we, as historians, figure out the differences between fact and opinion in
their experiences?

Students will:
Participate in class discussion by assessing prior knowledge through answering
various questions pertaining to Lewis and Clark.
Students will spend the rest of the time researching a member of Lewis and
Clarks expedition team for presentation.
Discussion and Sharing:
As a group we will discuss some of the answers the students have written to the
questions listed above.
Students will share their journal entries with classmates.

Lesson 2 (EXPLORE): Exploring We Will Go!

A Virtual Field Trip
TEKS:
113.16 Social Studies, Grade 5 (4) History. The student understands political,
economic, and social changes that occurred in the United States during the 19th
century. The student is expected to:
(D) identify significant events and concepts associated with U.S. territorial
expansion, including the Louisiana Purchase, the expedition of Lewis and Clark,
and Manifest Destiny;
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology.
The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources
such as computer software; interviews; biographies; oral, print, and visual
material; documents; and artifacts to acquire information about the United States;
(C) organize and interpret information in outlines, reports, databases, and
visuals, including graphs, charts, timelines, and maps;
Formal Objective:
Students will participate in a virtual field trip of Lewis and Clarks expedition and will
demonstrate their understanding by completing a timeline chronicling the journey.
Language Objective:
Students will have the opportunity to read, write, listen and speak in English during
whole group and individual activity. They will list important facts about the expedition.
Materials:
Computer with internet access
Pencil, makers and/or crayons
Notebook and 9x12 manila paper
Introduction to lesson: Today the class is going to go on an important journey with
Lewis and Clark. However, before begin our journey, we will need to learn a little more
about the land and the people before we explore.
Virtual fieldtrip link: (http://www.lewis-clark.org/content/contentchannel.asp?ChannelID=62.)

Students will view the following items:

Visit the American Nation link Louisiana Purchase
Read through the Journal link
Visit The Corps link
Visit the So Vast the Land link details about the land we will soon explore

View the Camera Obscura, Dugout Canoe Model, Flagship-Barge-Keelboat, and

William Clarks compass.
William Clarks Dress Uniform Coat, Lewiss Dress Uniform, and Enlisted Mans
Dress Uniform.
Make notes in their Expedition Journal from the virtual field trip.

Teacher will: assess student learning from discussions, student journal entries and
timeline.
Discussion questions will be (but are not limited to):
Why was it important to find a water route from the Mississippi River to the
Pacific Ocean?
Why would President Jefferson want the explorers to observe, measure, and
record what and whom they saw along the way?
What American habit did President Jefferson seek to control?
How much money did congress approve for the expedition to the Northwest?
What was the primary task of the explorers?
What were the principle tasks of the explorers?
When did the expedition reach the Big Bend?
What was the name of Sacagaweas Brother?
What month and year did the expedition reach the coast?
Small group discussions:
Students will discuss various obstacles the expedition faced and how they were
handled. This information will be derived from their research and from the virtual field
trip. This information can then be shared during whole group discussion.
The teacher will be looking for responses such as:
grizzly bears, buffalo, mosquitoes, difficult terrain, prickly pear, weather
Native American groups Teton Sioux, Lakota, and Blackfeet

Lesson 3 (EXPLAIN): Lewis and Clark as Naturalists

TEKS:
113.16 Social Studies, Grade 5 (4) History. The student understands political,
economic, and social changes that occurred in the United States during the 19th
century. The student is expected to:
(D) identify significant events and concepts associated with U.S. territorial
expansion, including the Louisiana Purchase, the expedition of Lewis and Clark,
and Manifest Destiny;
112.16. Science, Grade 5 (9) Organisms and environments. The student knows that
there are relationships, systems, and cycles within environments. The student is
expected to:
(A) observe the way organisms live and survive in their ecosystem by interacting
with the living and non-living elements
Formal Objective:
Students will participate in researching the rivers, plant and animal life on the expedition
of Lewis and Clark and will demonstrate their understanding by finding 10 informational
facts on plants and animals.
Language Objective:
Students will have the opportunity to read, write, listen and speak in English during
whole group and individual activity. They will list important facts about plants and animal
life encountered during the expedition.
Materials:
Computer with internet access
Pencil, notebook and data sheet
Activity link:
http://www.mnh.si.edu/lewisandclark/index.html?loc=/lewisandclark/home.html
Students will:
Make notes in their Expedition Journal from the virtual field trip.
Find 5 plants and 5 animals and list important facts about each for a presentation
to the class. Students will be required to list the following information on the
datasheet:
o --scientific name for the plant and animal
o natural habitat (where it lives or where it grows best)
o --what it eats (i.e. soil type, plant, animal)
o --predators that feed on it or cause damage to it
o additional interesting information
Place plant and animal facts on the Naturalists data sheet for presentation to
class.

Lesson 4 (EXTEND/ELABORATE): Expedition News Reporters

TEKS:
113.16 Social Studies, Grade 5 (4) History. The student understands political,
economic, and social changes that occurred in the United States during the 19th
century. The student is expected to:
(D) identify significant events and concepts associated with U.S. territorial
expansion, including the Louisiana Purchase, the expedition of Lewis and Clark,
and Manifest Destiny;
Formal Objective:
Students will participate in an exercise as news reporters interviewing and gathering
information to write a newspaper article about the explorers and/or their team members.
Learning Objective:
Depict events from the Lewis and Clark expedition
Practice recording notes from both primary and secondary sources
Language Objective:
Students will have the opportunity to read, write, listen and speak in English during
whole group and individual activity. They will list important facts about the expedition.
Materials:
Computer with internet access
Pencil, notebook and data sheet
Research links:
http://www.lewisandclark1803.com/pages/ky_history_index.htm
http://www.pbs.org/lewisandclark/inside/idx_equ.html
http://www.pbs.org/lewisandclark/inside/idx_cir.html
Students will:
Imagine they are reporters sent on an assignment to interview Lewis and Clark
and their team as they prepare for their expedition.
Write a newspaper article about the two explorers and/or two of their team
members.
Present their one page article to the class. Students will draft their thoughts on
the Breaking News! data sheet.

Lesson 5 (EVALUATE): The Corps of Discovery Play

TEKS:
113.16 Social Studies, Grade 5 (4) History. The student understands political,
economic, and social changes that occurred in the United States during the 19th
century. The student is expected to:
(D) identify significant events and concepts associated with U.S. territorial
expansion, including the Louisiana Purchase, the expedition of Lewis and Clark,
and Manifest Destiny;
Formal Objective:
Students will participate in a virtual field trip of Lewis and Clarks expedition.
Language Objective:
Students will have the opportunity to read, write, listen and speak in English during
whole group and individual activity. They will list important facts about the expedition.
Materials:
Computer with internet access
Pencil, notebook
Readers Theater script link:
http://www.teacherspayteachers.com/Product/Readers-Theater-The-Corps-ofDiscovery-The-Lewis-Clark-Tale-1332048

Appendices
Appendix A
The Corps of Discovery Readers Theater was created by Jake Miller of Jake Millers
Creative Social Studies and is intended for individual classroom use. Product
Description is as such:
PRODUCT DESCRIPTION
Written for the Gilder Lehrman Institute and shared with all my fellow teachers,
this 11-page play is a fun take on the great westward expedition and appropriate
for all late elementary and secondary age groups.
Link to product: http://www.teacherspayteachers.com/Product/Readers-TheaterThe-Corps-of-Discovery-The-Lewis-Clark-Tale-1332048

Appendix B
Rubric to be used with lessons 1 and 2

Appendix C
Data sheet to be used with lesson 3

Appendix D
Rubric to be used with Lesson 4 news article

Appendix E
Data sheet to be used with Lesson 4

Resources
Lewis and Clark Boat House and Nature Center. (n.d.). The Discovery Expedition of St.
Charles, Missouri. Retrieved from Lewis and Clark Boat House and Nature
Center: http://www.lewisandclarkcenter.org/
NCSS (2009) Powerful and purposeful teaching and learning in elementary school
social studies. National Council for the Social Studies. Retrieved November 26 th,
2014 from: http://www.socialstudies.org/positions/powerfulandpurposeful
Reidel, Michelle, Draper, Christine A. (2011) Reading for Democracy: Preparing middlegrades social studies teachers to teach critical literacy. The Social Studies.
Volume 102, pages 124-131. Retrieved January 19th, 2013 from: DOI:
10.1080/00377996.2010.538758
Scholastic. (2014). Lewis and Clark. Retrieved from Scholastic:
http://teacher.scholastic.com/activities/lewis_clark/
The Lewis and Clark Fort Mandan Foundation. (2014). Discovering Lewis and Clark.
Retrieved from Lewis and Clark: http://www.lewis-clark.org/content/contentchannel.asp?ChannelID=62