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.
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Build a classroom timeline of the Lewis and Clark expedition. We will string a clothesline across the room. Using clothespins to clip cards onto the clothesline, each card should include the date and the event you're adding to the timeline. Add events to the timeline as you learn about them. Combine the timeline with a map to document the travels of the expedition. Place pins in the map at the locations of significant events. Draw in the path of the expedition as you learn about it. These two activities give the first graders a visual reference for the facts they learn about Lewis and Clark (DOK 1 & 2). As an extension to this activity I will have students create a timeline of important events in their lives with the help/support of their family (DOK 4). (Standards 8.1.2.A)
Domains: 1a, 1b, 1c, 1d, 2b, 2c, 2d, 3a,
3b, 3c
I like that you are linking the timeline and a map. I know younger children (and some older!) struggle with the concept of the past and how long ago something is. This should help visual learners. Can you add other events to the timeline as references, like the American Revolution or important people that you discuss with the students?
ReplyDeleteBuild a classroom timeline of the Lewis and Clark expedition. We will string a clothesline across the room. Using clothespins to clip cards onto the clothesline, each card should include the date and the event you're adding to the timeline. Add events to the timeline as you learn about them. Combine the timeline with a map to document the travels of the expedition. Place pins in the map at the locations of significant events. Draw in the path of the expedition as you learn about it. These two activities give the first graders a visual reference for the facts they learn about Lewis and Clark (DOK 1 & 2). As an extension to this activity I will have students create a timeline of important events in their lives with the help/support of their family (DOK 4). Cross curricular activity to act as our writing sample will be having students create/write their LIFE JOURNEY. (DOK 4) Students will tell in complete sentences most memorable times in their life. Starting at the beginning of their life (all 6 years) and following sequential order to the most recent (DOK 1 & 3). (Standards 8.1.2.A, 1.5.3A)
ReplyDeleteDomains: 1a, 1b, 1c, 1d, 2b, 2c, 2d, 3a, 3b, 3c