This is a
first grade lesson that will follow my previous lesson on Lewis and
Clark/journaling. President Jefferson asked Lewis to be his
secretary. President Jefferson wanted to
train Lewis for an exploring mission.
Thomas Jefferson was very curious about the WEST. He wanted to learn about the land, plants and
animals and about the people (Indians) that lived there. William Clark was assigned to be Lewis’s
partner in command. Together they would
explore the unknown land of the United States that had just been bought from
France—it was known as the territory of Louisiana. The two men took soldiers, scouts, and boatmen with them
on their journey. One of the most valued members of the group was Sacagawea, a
Native American woman, married to one of the scouts. Without her help, Lewis
and Clark's mission would have been far more difficult for she knew which nuts
and berries to eat, and how to cook and stew meat. She also knew how to
communicate with the Native Americans they encountered on their travels. Lewis
and Clark created maps, explored rivers, collected and documented plants,
captured and drew animals such as buffalo, bears, and jack rabbits. Jefferson
wanted Lewis and Clark to establish relationships with the Indians and prepare
for trade with them.
(Content)
Read the story “Seaman’s Journal: On the Trail with Lewis and Clark” by Patricia Reeder Eubank, (Standards 8.3.1A, 8.2.1A) Have the students recall facts from the story and answer questions. (DOK 1) (CC 1.2.2.B, 8.5.6.B) Provide students with a map of the United States depicting the route of Lewis and Clark's expedition. Ask them questions about the direction Lewis and Clark were traveling (which was previously learned). The students will summarize the role bad weather, illness and rough terrain may have played a role on the long expedition(Standards 1.1.1.D). (DOK 2) Have students compare/differentiate with details and examples how traveling through the West at that time might have been difficult for Lewis and Clark compared to how it would be now for travelers(Standards 7.4.1.A, 8.3.1A). (DOK 3) Lewis and Clark made lots of maps while on their expedition. Let the kids create their own maps of more familiar territory, such as the school, their home or the neighborhood. Focus on adding the important landmarks in the area. Let each child make his own map or have the children work in small groups to create the maps. (Standards 7.1.1A)(DOK 4) (CREATIVE ACTIVITY)
(Content)
Read the story “Seaman’s Journal: On the Trail with Lewis and Clark” by Patricia Reeder Eubank, (Standards 8.3.1A, 8.2.1A) Have the students recall facts from the story and answer questions. (DOK 1) (CC 1.2.2.B, 8.5.6.B) Provide students with a map of the United States depicting the route of Lewis and Clark's expedition. Ask them questions about the direction Lewis and Clark were traveling (which was previously learned). The students will summarize the role bad weather, illness and rough terrain may have played a role on the long expedition(Standards 1.1.1.D). (DOK 2) Have students compare/differentiate with details and examples how traveling through the West at that time might have been difficult for Lewis and Clark compared to how it would be now for travelers(Standards 7.4.1.A, 8.3.1A). (DOK 3) Lewis and Clark made lots of maps while on their expedition. Let the kids create their own maps of more familiar territory, such as the school, their home or the neighborhood. Focus on adding the important landmarks in the area. Let each child make his own map or have the children work in small groups to create the maps. (Standards 7.1.1A)(DOK 4) (CREATIVE ACTIVITY)
Domains: 1a, 1b,
I like the idea of taking a map of the Lewis & Clark expedition and connecting to a map of your neighborhood and town. You might think about using two different maps of Lewis & Clark - one contemporary to the period and one from today that uses our current state boundaries.
ReplyDeleteRead the story “Seaman’s Journal: On the Trail with Lewis and Clark” by Patricia Reeder Eubank, (Standards 8.3.1A, 8.2.1A) Have the students recall facts from the story and answer questions. (DOK 1) (CC 1.2.2.B, 8.5.6.B) Provide students with a map of the United States depicting the route of Lewis and Clark's expedition. Ask them questions about the direction Lewis and Clark were traveling (which was previously learned). The students will summarize and use picture clues about the role bad weather, illness and rough terrain may have played a role on the long expedition(Standards 1.1.1.D). (DOK 2) Have students compare with details and examples how traveling through the West at that time might have been difficult for Lewis and Clark compared to how it would be now for travelers(Standards 7.4.1.A, 8.3.1A). (DOK 3) In their journal, students will draw a line done the middle of the drawling section and label now and then. Students will illustrate means of traveling then and means of traveling now. Under their illustrations, students will write in complete sentences telling how it has changed and why traveling has changed over time. (DOK 1 & 3) Lewis and Clark made lots of maps while on their expedition. Let the kids create their own maps of more familiar territory, such as the school, their home or the neighborhood. Focus on adding the important landmarks in the area. Let each child make his own map or have the children work in small groups to create the maps. (Standards 7.1.1A)(DOK 4) (CREATIVE ACTIVITY)
ReplyDeleteDomains: 1a, 1b, 1c, 1d, 2b, 2c, 2d, 3a, 3b, 3c