Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days Grade 05 Social Studies Unit 07 Exemplar Lesson 01: Explore to Expand
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis Students learn about the Louisiana Purchase and the expedition led by Lewis and Clark called the Corps of Discovery. Students learn the importance of decision making and problem solving in leadership, as they learn the valuable contributions made by the Corps of Discovery. TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
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: 5.4C Identify reasons people moved west.
5.4D Identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny.
5.7 Geography. The student understands the concept of regions in the United States. The student is expected to:
5.7B Describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains.
5.7C Locate on a map important political features such as the ten largest urban areas in the United States, the 50 states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest.
5.7D Locate on a map important physical features such as the Rocky Mountains, Mississippi River, and Great Plains.
5.19 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: 5.19C Identify and compare leadership qualities of national leaders, past and present.
Social Studies Skills TEKS
5.24 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: 5.24C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. 5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. 5.25E Use standard grammar, spelling, sentence structure, and punctuation. 5.26 Social studies skills. The student uses problem-solving and decision-making skills, working
Last Updated 05/17/13 page 1 of 42 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days independently and with others, in a variety of settings. The student is expected to:
5.26A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Social Studies Unit 07 PI 01 Write the transcript of an interview with a key member from the Lewis and Clark expedition. Provide information on the expedition in terms of challenges, opportunities, and contributions to the expansion of the United States. Also include details of the route taken and describe decision- making process for a choice made en route. Standard(s): 5.4C , 5.4D , 5.25D , 5.25E , 5.26A ELPS ELPS.c.1G , ELPS.c.5F
Key Understandings
Governments often support territorial expansion to protect self-interests and insure self-sufficiency. — Why do governments support territorial expansion? — Why did the U.S. government support expansion into the West? — How did the U.S. government support expansion into the West?
Vocabulary of Instruction
transcript expansion landforms excerpt territory expedition physical characteristics expansion influence
Materials
Chart/butcher paper clipboards colored pencil Information on the Physical Geography of the U.S. List of leadership qualities Outline map of the United States with states (1 per student) paper for drawing Primary documents for List of Supplies and Gifts for the Indians
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
Handout: Timeline Cards (1 per student or pair, cut apart) Handout: Map of the United States (optional choice) Teacher Resource: PowerPoint: Geography of the United States Handout: President Thomas Jefferson: A Man of the People (1 per student) Teacher Resource: Background Information Journey of Discovery Handout: Excerpt from Confidential Letter from Jefferson to Congress (1 per student) Handout: The Louisiana Purchase Map (1 per student) Handout: Instructions to Meriwether Lewis (1 per student) Handout: Supplies for the Corps of Discovery (1 per group)
Last Updated 05/17/13 page 2 of 42 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days Handout: Corps of Discovery People (1 per group) Teacher Resource: PowerPoint: Corps of Discovery Handout: Excerpts from Lewis and Clark Journals (1 per student/group) Handout: Sacagawea a Woman of Leadership (1 per student/group) Handout: Difficulties and Triumphs for the Corps of Discovery (1 per student/group) Teacher Resource: Difficulties and Triumphs KEY Handout: Problem Solving Chart (1 per student) Handout: Interview Transcript PI (optional)
Resources Advance Preparation
1. Become familiar with content and procedures for the lesson, including the history of the Louisiana Purchase, the Corps of Discovery with Lewis and Clark, the concept of westward expansion, and the idea of national identity. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview materials and websites according to district guidelines. 5. Cut apart the cards in the Handout: Timeline Cards (1 set per student or pair) 6. Print outline map of the United States (with state boundaries) from the National Atlas or classroom resources. 7. Prepare materials and handouts as necessary.
Background Information
There are many online resources available to support student learning about the journey of Lewis and Clark.
Students have studied the development of the United States of America from exploration and colonization through the road to revolution through revolution and separation from Great Britain. At this point in history the new nation is working to find its way in the world including developing its own culture and identity to become recognized as the “land of the free” and as a trusted world trading partner. The acquisition of the Louisiana Purchase is a big step in that process.
In 1801, Spain and France signed a secret treaty ceding Louisiana to France. France suddenly posed a potential threat to America. When France regained control of Louisiana, Napoleon, now the French leader after the French Revolution, threatened to block American access to the important port of New Orleans on the Mississippi River. New American settlements west of the Appalachian Mountains depended upon river transport to get their goods to market since overland trade to the east was expensive and impractical.
Jefferson sent a strongly worded message to Napoleon, indicating that the United States would side with the British (a perennial enemy of France) to maintain control of New Orleans and the Mississippi River.
Behind the scenes, Jefferson sent a secret message to Congress requesting funding for an expedition to explore the areas west of the Mississippi River to the Pacific Ocean. Jefferson’s message was secret because at that time France owned the territory. Jefferson also sent envoys to France to try and secure the purchase of New Orleans and Louisiana. In a surprise move, France offered the entire Louisiana Territory to the United States for $15,000,000. The United States accepted the offer. America did not have the money to pay the $15 million outright so they instead borrowed the money from Great Britain at 6% interest. With the purchase, the United States essentially doubled its size. The United States added land from the Mississippi River to the Rocky Mountains and from the Gulf of Mexico to Canada.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Last Updated 05/17/13 page 3 of 42 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days Instructional Procedures Notes for Teacher ENGAGE – Review of U.S. History NOTE: 1 Day = 50 minutes Suggested Day 1 ‒ 5 minutes
1. Question students to see if they know what the word bargain means. Use TEKS: 5.4C; 5.4D; 5.25E a sentence completion such as:
To me ______is a bargain when I can buy it for _____ cents/dollars. (Example: “To me a pair of new shoes is a bargain if I can buy them for one dollar.”)
2. Students take a minute to think and then pair with another student and share their completed sentence. 3. Conclude the discussion about bargains.
In this lesson we are going to learn about a great bargain in American history.
EXPLORE – Review American History Suggested Day 1 (continued) ‒ 15 minutes
4. Distribute the Handout: Timeline Cards (cut apart) to individual students Attachments or to student pairs. Handout: Timeline Cards (1 per student or 5. Students sort the cards on their desks to the best of their ability, recalling pair, cut apart) what they have learned about American History so far and creating a timeline with century, year, and event(s). Students can talk to each other Purpose to create their timelines. Review learning of American history.
6. Create a class timeline on the wall or board using the cards from the TEKS: 5.4C; 5.4D; 5.25E Handout: Timeline Cards. Encourage students to contribute to the
discussion by sharing information they know about the times and events of Instructional Note: the timeline. Add additional information as needed. Spend some time helping students understand how 7. Students adjust their timeline cards as needed to match the class timeline. centuries are named (because the first century would be years 1-99, that would be the first century; therefore, years 1400-1499 would be the 15th century rather than the 14th. The American Revolution (1776-1783) was the 18th century.
EXPLAIN Suggested Day 1 (continued) ‒ 5 minutes
1. Students take turns using the Timeline Cards to tell each other the story Materials of American history to this point. (Example: In the 15th century, Handout: Timeline Cards (from Explore) Christopher Columbus’s 1492 journeys sparked interest in the New World of North America, opening the way for further exploration and trade. In the 17th century English colonization of North America began with the settlement of Jamestown in 1609.)
EXPLORE – U.S. Growth over time Suggested Day 1 (continued) ‒ 15 minutes
1. Distribute a blank outline map of the United States (see the Handout: Map Materials of the United States, or use one from classroom resources or print from the National Atlas). Outline map of the United States with states (1 per student) 2. Share the Teacher Resource: PowerPoint: Geography of the United States, slides 1-9. Use the slides to again trace American history, this Attachments: time with maps, to help students build visual understanding of the nation and its growth. (The references to states will help students build skills Handout: Map of the United States related to 5.7C. Slides 10-13 will be used later in the lesson.) (optional choice) Teacher Resource: PowerPoint: 3. Students add information to their blank maps as described in the Geography of the United States (slides PowerPoint. (Keep the maps as they will be used throughout the lesson.) 1-9)
TEKS: 5.4C, 5.4D, 5.7B, 5.7C, 5.7D
Last Updated 05/17/13 page 4 of 42 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days
Instructional Note: Remind students to include the map elements TODAL (title, orientation, date, author, legend and labels)
EXPLAIN Suggested Day 1 (continued) ‒ 10 minutes
1. Student pairs review their learning from Day 1 using their maps to trace Materials the history of the United States to this point. (Students can also use the Timeline Cards, if desired.) Handout: Timeline Cards (from Explore) Completed student maps of the United 2. Circulate, probing with questions, clarifying and correcting misinformation, States (from Explore) and adding additional information as needed.
EXPLORE –Historical Context and Primary Source Documents Suggested Day 2 ‒ 15 minutes
1. Display and/or distribute the Handout: President Thomas Materials Jefferson: A Man of the People. Transcript of confidential letter from Jefferson to 2. Students follow along and listen as teacher reads aloud. Students Congress listen for President Jefferson’s bargain. http://www.monticello.org/site/jefferson/jeffersons- 3. Provide additional background to help students understand the confidential-letter-to-congress political and historical context of the purchase. Attachments: 4. Display Handout: Excerpt from Confidential Letter from Jefferson to Congress from the National Archives explaining that it Handout: President Thomas Jefferson: A Man is an important primary document from our history and is stored in the of the People (1 copy for the teacher, and/or 1 National Archives. copy per student) Teacher Resource: Background Information 5. Share excerpts from the transcript, which is much easier for us to of Journey of Discovery read than the original using the Handout: Excerpt from Handout: Excerpt from Confidential Letter Confidential Letter from Jefferson to Congress. from Jefferson to Congress (1 for display, or 1 per student)
Instructional Note
President Jefferson did not want Napoleon ruling land in North America. He felt the French presence was a threat to peace in the United States.” One excerpt from the confidential letter is included; choose others as desired. Transcript: a written or printed version of material originally presented in another medium Excerpt: A short extract from a film, broadcast, or piece of music or writing.
EXPLAIN Suggested Day 2 (continued) ‒ 5 minutes
1. Students answer the following questions:
Why did President Jefferson want to buy the Louisiana Territory from France? Why did Napoleon agree to sell it?
EXPLORE - The Corps of Discovery Expedition Suggested Day 2 (continued) ‒ 15 minutes
1. Return to the Teacher Resource: PowerPoint: Geography of the United Materials States. Share Slides 10-13, discussing the territory acquired, the size of the territory, the importance of acquiring the territory, the geographic Teacher Resource: PowerPoint: features (Rocky Mountains, great plains, the Mississippi and Missouri Geography of the United States from Day rivers), and the current states included. Provide the students with the 1 (slides 10-13) Handout: The Louisiana Purchase Map. Student maps of the United States from Day 1. 2. Students use their maps from Day 1, adding new information they have, Chart/butcher paper including significant landforms across the continental United States.
Last Updated 05/17/13 page 5 of 42 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days Students label: Appalachian Mountains, Rocky Mountains, and Cascade Attachments: Mountains, Great Plains, Mississippi River, and Missouri River. Handout: The Louisiana Purchase Map (1 3. Divide the class into small groups or pairs. copy per student) 4. Distribute the letter of instruction from President Jefferson to Captain Handout: Instructions to Meriwether Meriwether Lewis. (Handout: Instructions to Meriwether Lewis) Lewis (1 per pair/small group) 5. Lead students through the letter, paraphrasing where needed and TEKS: 5.4C; 5.4D; 5.7B; 5.7D; 5.24C; 5.25E focusing on the excerpts in the boxes. 6. Students follow along to understand the job of leading the Corps of Discovery and what great detail President Jefferson expected of Captain Lewis’s expedition. 7. Student pairs discuss how the landforms will be barriers for the Corps of Discovery. Knowing the barrier information, students consider what the journey will be like. (Help students predict barriers and difficulties the Corps of Discovery may run into. Consider such things as: Will there be cities? Roads? Restaurants?) 8. Create a class list of possible difficulties.
9. Continue looking at the maps. Review geographical information about the regions of the United States and through which the Corps of Discovery will be passing.
EXPLAIN Suggested Day 2 (continued) ‒ 5 minutes
1. Students discuss with a partner the following questions and then share in a brief general discussion.
Why was there a need for exploration of the newly acquired territory? (No one really knew how big the territory was or what it contained.) What was the purpose of the Lewis and Clark Expedition? (1. Find a trade route to the Pacific Ocean. 2. Record landmarks, distances, plants, animals, and native peoples.)
EXPLORE - The Corps of Discovery Expedition Suggested Day 2 (continued) ‒ 10 minutes
1. Place students in groups of four. Attachments:
2. Facilitate a discussion where students think about the process their family Handout: Corps of Discovery People (1 may take in preparing for a big trip. (Planning lists, routes, packing, for display and 1 per student) discussing procedures, etc.) TEKS: 5.7B; 5.7D; 5.24C; 5.25 D; 5.25E 3. Remind students that President Jefferson chose Captain Meriwether Lewis
to lead the Corps of Discovery on an expedition trying to follow the Instructional Note Missouri River to the Pacific Ocean. Guide students in a discussion to List of leadership qualities could include (to be used in realize that Captain Lewis would have to have other people to help him. Unit 7, Lesson 2, as well): Ask students questions such as Honesty, integrity How do you think Captain Lewis made decisions about who to Forward-looking, visionary take on the journey? Dedicated President Jefferson chose Captain Lewis. Jefferson showed Competent the leadership quality of decision making. What qualities would Courageous Captain Lewis look for in his crew? (Answers should include but Decision-making abilities are not limited to: ability to work with others, determination, sense of Influence adventure, patriotism/loyalty – Lewis had been Jefferson’s personal assistant)
4. Students create a class list of leadership qualities that would make a good member of the Corps of Discovery to explore the Louisiana Purchase.
5. After the list is completed, display an Anchor Chart of Leadership Qualities
Last Updated 05/17/13 page 6 of 42 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days and encourage students to make comparisons for more ideas. 6. Display and distribute the Handout: Corps of Discovery People. 7. With 4 students per group and 15 people listed; assign 3-4 corps members to each student. Students read about the people they are assigned. The groups discuss how the people chosen to make the journey with the Corps of Discovery might plan for their discovery journey.
EXPLAIN Suggested Day 3 ‒ 10 minutes
8. Students choose either Captain Lewis or Captain Clark and one other person from the list. Create a Venn diagram or a T-chart to compare the leadership qualities of the two people. 9. Students write a journal entry in the voice of either Captain Lewis or Captain Clark, summarizing the choices they made to hire certain people to be a part of the Corps of Discovery and explore the Louisiana Purchase.
EXPLORE/EXPLAIN - Supplies Suggested Day 3 (continued) ‒ 15 minutes
1. In their groups of four, students make a list of things they would take on Attachments: the journey. Also list how you think they will travel. Remind students to think of the different regions the Corps of Discovery will be crossing. What Handout: Supplies for the Corps of will they need? Discovery (l per group)
2. Students share their lists of what they think the Corps of Discovery should TEKS: 5.4C; 5.4D; 5.7B; 5.7D; 5.19C; 5.24C; 5.25 D; 5.25E take on their journey. Refer back to President Jefferson’s instructions and include things that President Jefferson suggested. 3. Display and discuss the real list of supplies the Corps of Discovery. (see the Handout: Supplies for the Corps of Discovery) 4. Facilitate a discussion where students share what they have learned about the supply process and the supplies taken on the trip. Emphasize why such care and thought was given to acquiring the supplies.
EXPLORE – The Journey Suggested Day 3 (continued) and 4‒ 35 minutes
1. Use the Teacher Resource: PowerPoint: Corps of Discovery to Attachments introduce Lewis and Clark’s journey. Teacher Resource: PowerPoint: Corps of The Corps of Discovery set out from St. Louis, Missouri, on May Discovery 14, 1804. Handout: Excerpts from Lewis and Clark Why did they leave from there? (confluence of the Mississippi and Journals (optional, 1 per student/group) Missouri; they were going to explore the Missouri River.) Why do you think they set out in May? (so they could travel during Instructional Note the good weather of the spring and summer) The PowerPoint includes some of the excerpts from the handout (and some of the 2. Provide students with access to the Lewis and Clark journals (or provide pictures of the journal pages) for use in copies of selected sections. See the Handout: Excerpts from Lewis and modeling reading, thinking, questioning, Clark Journals and slides 5-13 of the Teacher Resource: PowerPoint: etc., about the entries and the journey. Corps of Discovery).
3. Provide students with an opportunity to read from the journals to see how they worked to accomplish the goals set for them by President Jefferson. Students also learn of experiences during the journey.
4. Students may continue to read from the fascinating journals as homework to expand their understanding of the journey of the Corps of Discovery and the experiences the Corps had. Appropriate selections from the textbook and other resources can also be used.
EXPLAIN Suggested Day 4 (continued) ‒ 15 minutes
1. Show again the journal pages (slides 11-13 of the Teacher Resource: Materials
Last Updated 05/17/13 page 7 of 42 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days PowerPoint: Corps of Discovery). paper for drawing 2. Students pretend they have received instructions such as those given by clipboards President Jefferson to Lewis and Clark. colored pencils 3. Lead students on a short nature walk around the school. 4. Students create a journal page for a class book about the area surrounding the school, noting events, climate, and of a plant or animal that they observe. Around the drawing they write descriptive sentences and explanations of what they see and hear. 5. Combine the drawings to create a class book. Display the book in the library or allow students to check it out and take it home to talk about the physical characteristics of the local community and how Lewis and Clark explored the Louisiana Purchase and brought back information about the western part of the United States.
EXPLORE Suggested Day 4 ‒ 15 minutes
1. Distribute the Handout: Sacagawea A Woman of Leadership Materials
2. Read aloud the story and information about Sacagawea (pronounced Teacher Resource: PowerPoint: Corps of “Sahcah' gahweah,” according to Captain Clark’s journals) and her Discovery (slide 14) leadership qualities while students follow along. Chart/butcher paper 3. Distribute the Handout: Difficulties and Triumphs Attachments: 4. Read aloud the Handout: Difficulties and Triumphs as students follow along on their own copy. Remind students to consider and be aware of all Handout: Sacagawea A Woman of the decisions the Corps was making. Leadership Handout: Difficulties and Triumphs for 5. Students divide into groups of four to discuss the difficulties and triumphs the corps of Discovery (1 copy per of the Corps of Discovery and the decisions that they made. Encourage student) students to consider how many of the difficulties were related to physical Teacher Resource: Difficulties and regional differences such as landforms and climate. Triumphs for the Corps of Discovery KEY 6. Facilitate a discussion where students share their learning. 7. Create a T-chart style organizer to list the difficulties and triumphs of the TEKS: 5.4C; 5.4D; 5.7B; 5.7D; 5.19C; 5.25 D; 5.25E Corps of Discovery along the way. Encourage students to consider how many of the difficulties were related to regional differences such as landforms and climate and to think about the leadership provided during the events.
EXPLAIN – Problems Solved Suggested Day 4 (continued) ‒ 10 minutes
1. Students use the Handout: Problem Solving Process to consider and Materials chart the thinking behind solving a problem that the Corps of Discovery faced and solved. Student-created Venn diagrams from Day 3
2. Students can revisit their Venn diagrams about leadership skills created Attachments: on Day 3, adjusting those diagrams as needed. Handout: Problem Solving Process (1 per 3. Students discuss their products with a partner. student)
TEKS: 5.4C; 5.4D; 5.7B; 5.7D; 5.19C; 5.25 D; 5.25E; 5.26A
Instructional Note:
Students can use folded paper for a graphic organizer.
ELABORATE Suggested Day 5 ‒ 10 minutes
1. Help students reach the conclusion that is the Key Understanding by Materials
Last Updated 05/17/13 page 8 of 42 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Grade 5 Social Studies Unit: 07 Lesson: 01 Suggested Duration: 5 days guiding them to look at the Louisiana Purchase as an example of how governments support territorial expansion to protect self-interests and Slide 15 of the Teacher Resource: insure self-sufficiency. Use the Guiding Questions to lead students to the PowerPoint Corps of Discovery conclusion, referring back to the chronology and historical context of the TEKS: 5.4D; 5.24C; 5.25 D; 5.25E events leading to the Corps of Discovery journey and helping students realize that this is one example and that there will be other examples of territorial acquisition in the country’s expansion westward to the Pacific Ocean. If desired, show the map of territorial acquisitions (slide 14 of the Teacher Resource: PowerPoint Corps of Discovery)
Governments often support territorial expansion to protect self-interests and insure self-sufficiency. — Why do governments support territorial expansion? — Why did the U.S. government support expansion into the West? — How did the U.S. government support expansion into the West?
EVALUATE Suggested Day 5 ‒ 40 minutes
Grade 5 Social Studies Unit07 PI01 TEKS: 5.4C, 5.4D; 5.25DE; 5.26A Write the transcript of an interview with a key member from the Lewis and Clark Attachments expedition. Provide information on the expedition in terms of challenges, opportunities, Handout: Interview Transcript PI and contributions to the expansion of the United States. Also include details of the route (optional, 1 per student) taken and describe decision-making process for a choice made en route. Standard(s): 5.4C , 5.4D , 5.25D , 5.25E , 5.26A ELPS ELPS.c.1G , ELPS.c.5F
1. Introduce the task using words such as:
We have just learned a great deal about an important event in the history of the United States. Pretend you are a reporter greeting the Corps of Discovery as they return from their expedition. Interview one of the Corps members and provide a transcript of that interview to your publisher. If you wish, you can use the Handout: Interview Transcript to help guide your interview.
Last Updated 05/17/13 page 9 of 42 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Grade 5 Social Studies Unit: 07 Lesson: 01 Timeline Cards
Centuries 14th Century 15th Century 16th Century 17th Century 18th Century 19th Century 20th Century 21st Century
Dates 1492 1609 1620 1763 1773 1776 1783 1789 1803
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Grade 5 Social Studies Unit: 07 Lesson: 01
Events Columbus journey Jamestown settled “opens” the New (first permanent World English settlement) End of the French Mayflower Compact and Indian War Declaration of Boston Tea Party Independence End of the American American Revolution begins Revolution U.S. Constitution Treaty of Paris takes effect
Louisiana Purchase
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Grade 5 Social Studies Unit: 07 Lesson: 01 The United States
(2007). United states outline. (2007). [Web Map]. Retrieved from http://www.worldatlas.com/webimage/countrys/namerica/usstates/usashape.gif
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Grade 5 Social Studies Unit: 07 Lesson: 01 President Thomas Jefferson: A Man of the People
Let us unite with one heart and one mind. Every difference of opinion is not a difference of principle. –President Thomas Jefferson
President Thomas Jefferson’s appeal for unity and goodwill set the tone for his presidency. He looked for the good in people. He believed in a government that would interfere as little as possible in people’s lives. He wanted to cut taxes, reduce the military, and balance the budget. One of his first and most significant acts as President was to acquire new land for the United States toward the west.
Long before he was president, Thomas Jefferson was sent from the 13 colonies to France as an envoy or ambassador. During the American Revolution he and Benjamin Franklin were able to persuade the French to help the United States.
When President Jefferson was contacted by France about the possibility of buying a large piece of land that France claimed in North America, Jefferson was very enthusiastic. Jefferson knew this was an excellent bargain and an excellent chance to expand the territory of the United States of America.
President Jefferson sent a message to Congress to ask for permission to buy the land. Called the Louisiana Purchase, the final offer to France for buying the land was $15 million dollars, or about 3 or 4 cents an acre. What a bargain! So Congress and the President bought the land, nearly doubling the size of the United States.
Then the problem became finding out exactly what the United States had bought. President Jefferson needed someone who could find out exactly how big the territory was. He knew it practically doubled the size of the United States, but questions remained. What was the territory like? What was the geography? The climate? What plants and animals and minerals did it have? Where did it end? Was there a waterway on it that would make it possible to travel all the way to the Pacific Ocean?
President Jefferson knew just the person he could send to do the job: Captain Meriwether Lewis. Captain Lewis had been a soldier during the American Revolution serving under General Washington at Valley Forge. And he knew how to survive in the wilderness; he loved the land and was a careful observer of birds, plants and animals.
Jefferson trained Lewis further in the scientific methods of the day. He learned to gather seeds and identify bones and how to preserve animal specimens. Lewis had learned medical skills from his mother, so he knew how to take care of himself and others. Captain Lewis would make a good leader for the group who would explore the Louisiana Purchase. The group would be called Corps of Discovery.
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Grade 5 Social Studies Unit: 07 Lesson: 01 Yes, President Thomas Jefferson was able to get an amazing bargain when he bought the Louisiana Purchase for only 4 cents an acre. He spent $15 million dollars, but he almost doubled the size of the United States. It was a bargain!
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Grade 5 Social Studies Unit: 07 Lesson: 01 Background Information of Journey of Discovery
In 1803 President Thomas Jefferson spearheaded the purchase of Louisiana territory from France.
After the Louisiana Purchase Treaty was made, Jefferson initiated an exploration of the newly purchased land and the territory beyond the "great rock mountains" in the West.
Jefferson chose his personal secretary, Meriwether Lewis, an intelligent and literate man who also possessed skills as a frontiersman. Lewis in turn solicited the help of William Clark, whose abilities as draftsman and frontiersman were even stronger. Lewis so respected Clark that he made him a co- commanding captain of the Expedition, even though Clark was never recognized as such by the government. Together they collected a diverse military Corps of Discovery that would be able to undertake a two-year journey to the great ocean.
Jefferson hoped that Lewis and Clark would find a water route linking the Columbia and Missouri rivers. This water link would connect the Pacific Ocean with the Mississippi River system, thus giving the new western land access to port markets out of the Gulf of Mexico and to eastern cities along the Ohio River and its minor tributaries. At the time, American and European explorers had only penetrated what would become each end of the Lewis and Clark Trail up the Missouri several miles to the trapper headquarters at Fort Mandan and up the Columbia just a bit over a hundred miles to a point a little beyond present-day Portland, Oregon.
The Lewis and Clark Expedition paddled its way down the Ohio as it prepared the Expedition to be launched officially from Camp Wood, just outside St. Louis, in the summer of 1804. That summer and fall the company of explorers paddled and pulled themselves upstream, northwest on the Missouri River to Fort Mandan, a trading post, where Corps of Discovery set up camp, wintered, and prepared for the journey to the Pacific.
When the spring of 1805 brought high water and favorable weather, the Lewis and Clark Expedition set out on the next leg of its journey. They traveled up the Missouri to present-day Three Forks, Montana, wisely choosing to follow the western-most tributary, the Jefferson River. This route delivered the explorers to the doorstep of the Shoshone Indians, who were skilled at traversing the great rock mountains with horses. Once over the Bitterroot Mountains, the Corps of Discovery shaped canoe-like vessels that transported them swiftly downriver to the mouth of the Columbia, where they wintered (1805-1806) at Fort Clatsop, on the present-day Oregon side of the river.
With journals in hand, Lewis, Clark, and the other members of the Expedition returned to St. Louis by September 1806 to report their findings to Jefferson. Along the way, they continued to trade what few goods they still had with the Indians and set up diplomatic relations with the Indians. Additionally, they recorded their contact with Indians and described (and at times drew) the shape of the landscape and the creatures of this western world, new to the white man. In doing so, they fulfilled many of Jefferson's wishes for the Expedition. Along the way, William Clark drew a series of maps that were remarkably detailed, noting and naming rivers and creeks, significant points in the landscape, the shape of river shore, and spots where the Corps spent each night or camped or portaged for longer periods of time. Later explorers used these maps to further probe the western portion of the continent.
©2012, TESCCC 04/17/13 page 1 of 2 Grade 5 Social Studies Unit: 07 Lesson: 01 The Expedition of the Corps of Discovery shaped a crude route to the waters of the Pacific and marked an initial pathway for the new nation to spread westward from ocean to ocean, fulfilling what would become to many Americans an obvious destiny.
Over the next two centuries the new Americans and many immigrants would wash across the central and western portions of what would eventually become the contiguous 48 United States. This wave of development would significantly transform virgin forests and grasslands into a landscape of cities, farms, and harvested forests, displacing fauna such as the buffalo and squeezing the Indians who survived onto reservations.
Perry, D. (2013). Teaching with documents: The lewis and clark expedition. Retrieved from http://www.archives.gov/education/lessons/lewis-clark/
©2012, TESCCC 04/17/13 page 2 of 2 Grade 5 Social Studies Unit: 07 Lesson: 01
Excerpt from Confidential Letter from Jefferson to Congress
This letter lays out Jefferson’s theory of where the country should go, his philosophy on expansion and Indian policy, and where Congress fits into it. He speaks of growing unrest of the Indians from whom they have been purchasing land and who do not want to continue selling their land. He speaks of trying to encourage the Indians to give up their hunting ways and change to a more agricultural and a more (American) lifestyle. He speaks of “the common good” and, at the very end of the letter, in the excerpt included here, Jefferson asks for funding ($2500.00) to conduct a study of the continent for the purpose of extending commerce (trade) of the United States with the Indians. He asks for secrecy because, although he contends that France would not object to the “literary pursuit” to “advance geographical knowledge of our own continent,” at this time Louisiana Territory was still owned by France.
Excerpt: The interests of commerce place the principal object within the constitutional powers and care of Congress, and that it should incidentally advance the geographical knowledge of our own continent, cannot be but an additional gratification. The nation claiming the territory, regarding this as a literary pursuit, which is in the habit of permitting within its dominions, would not be disposed to view it with jealousy, even if the expiring state of its interests there did not render it a matter of indifference. The appropriation of two thousand five hundred dollars "for the purpose of extending the external commerce of the United States," while understood and considered by the Executive as giving the legislative sanction, would cover the undertaking from notice, and prevent the obstructions which interested individuals might otherwise previously prepare in its way.
TH: JEFFERSON Jan. 18. 1803
Text courtesy of the Library of Congress: Library of Congress. (2013). Transcription of jefferson's secret message to congress regarding the lewis & clark expedition. Retrieved from http://www.ourdocuments.gov/doc.php?flash=true&doc=17&page=transcript
©2012, TESCCC 04/17/13 page 1 of 1 Grade 5 Social Studies Unit: 07 Lesson: 01
The Louisiana Purchase
©2012, TESCCC 10/05/12 page 1 of 1
Grade 5 Social Studies Unit: 07 Lesson: 01 Instructions to Meriwether Lewis
Thomas Jefferson and Early Western Explorers, Transcribed and Edited by Gerard W. Gawalt, Manuscript Division, Library of Congress Thomas Jefferson to Meriwether Lewis, June 20, 1803, Instructions
June 20 1803] To
Your situation as Secretary of the President of the US. has made you acquainted with the objects of my confidential message of Jan. 18. 1803 to the legislature; you have seen the act they passed, which they expressed in general terms, was meant to sanction these objects, and you are appointed to carry them into execution.
Instruments for ascertaining by celestial observations, the geography of the country through which you will pass, have been already provided. Light articles for barter and presents among the Indians, arms for your attendants, say from 10. to 12. men, boats, tents, & other travelling apparatus with ammunition, medicine, surgical instruments and provisions you will have prepared with such aids as the Secretary at War can yield in his department; & from him also you will recieve authority to engage among our troops, by voluntary agreement, the number of attendants above mentioned, over whom you, as their commanding officer, are invested with all the powers the laws give in such a case.
As your movements while within the limits of the US. will be better directed by occasional communications, adapted to circumstances as they arise, they will not be noticed here. What follows will respect your proceedings after your departure from the United States.
Your mission has been communicated to the ministers here from France, Spain & Great Britain, and through them to their governments; & such assurances given them as to its objects as we trust will satisfy them. The country
The object of your mission is to explore the Missouri river, & such principal stream of it as by it's course and communication with the waters of the Pacific ocean whether the Columbia, Oregon, Colorado or any other river may offer the most direct & practicable water communication across this continent for the purposes of commerce.
Beginning at the mouth of the Missouri, you will take
©2012, TESCCC 04/17/13 page 1 of 5 Grade 5 Social Studies Unit: 07 Lesson: 01 points of observation ma be supplied by the compass, the log-line & by time, corrected by the observations themselves. The variations of the compass too, in different places should be noticed.
The interesting points of the portage between the heads of the Missouri, & of the water offering the best communication with the Pacific ocean, should also be fixed by observation, & the course of that water to the ocean, in the same manner as that of the Missouri.
Your observations are to be taken with great pains & accuracy, to be entered distinctly & intelligibly for others, as well as yourself, to comprehend all the elements necessary, with the aid of the usual tables, to fix the latitude and longitude of the places at which they were taken, and are to be rendered to the war office for the purpose of having the calculations made concurrently by proper persons within the US. several copies of these as well as of your other notes should be made at leisure times, & put into the care of the most trust-worthy of your attendants, to guard by multiplying them against the accidental losses to which they will be exposed. A further guard would be that one these copies be on the paper of the birch, as less liable to injury from damp than common paper.
The commerce which may be carried on with the people inhabiting the line your will pursue, renders a knolege of those people important. You will therefore endeavour to make yourself acquainted
And considering the interest which every nation has in extending & strengthening the authority of reason & justice among the people around them, it will be useful to acquire what knolege you can of the state of morality, religion, & information among them; as it may better enable those who may endeavor to civilize & instruct them, to adapt their measures to the existing notions & practices of those on whom they are to operate.
Other objects worthy of notice will be the soil & face of the country it's growth & vegetable productions, especially those not of the US. the animals of the country generally, & especially those not known in the US. the remains & accounts of any which may be deemed rare or extinct; the mineral productions of every kind; but more particularly metals; limestone, pit-coal, & salt- petre; salines & mineral waters, noting the temperature of the last & such circumstances as may indicate their character; ©2012, TESCCC 04/17/13 page 2 of 5 Grade 5 Social Studies Unit: 07 Lesson: 01 volcanic appearances; climate, as characterized by the thermometer, by the proportion of rainy, cloudy, & clear days, by lightening, hail, snow, ice, by the access & recess of frost, by the winds prevailing at different seasons, the dates at which particular plants put forth or lose their flower, or leaf, times of appearance of particular birds, reptiles or insects.
Altho' your route will be along the channel of the Missouri, yet you will endeavor to inform yourself, by enquiry, of the character & extent of the country watered by it's branches & especially on it's Southern side, the North river or Rio Bravo which runs into the gulph of Mexico, and the North river, or Rio colorado which runs into the gulph of California, are understood to be the principal streams heading opposite to the waters of the Missouri, and running Southwardly. Whether the dividing grounds between the Missouri & them are mountains or flat lands, what are their distance from the Missouri, the character of the intermediate country, & the people inhabiting it, are worthy of particular enquiry. The Northern waters of the Missouri are less to be enquired after, because they have been ascertained to a considerable degree, & are still in a course of ascertainment by English traders, and travellers. But if you can learn any thing certain of the most Northern source of the Missisipi, & of its position relatively to the lake of the woods, it will be interesting to us.
In all your intercourse with the natives, treat them in the most friendly & conciliatory manner which their own conduct will admit; allay all jealousies as to the object of your journey, satisfy them of it's innocence, make them acquainted with the position, extent character, peaceable & commercial dispositions of the US. of our wish to be neighborly, friendly, & useful to them, & of our dispositions to a commercial intercourse with them; confer with them on the points most convenient as mutual emporiums, and the articles of most desireable interchange for them & us. If a few of their influential chiefs within practicable distance, wish to visit us, arrange such a visit with them, and furnish them with authority to call on our officers, on their entering the US. to have them conveyed to this place at the public expence. If any of them should wish to have some of their young people brought up with us, & taught such arts as may be useful to them, we will recieve, instruct & take care of them. Such a mission whether of influential chiefs or of young people would give some security to your own party. Carry with you some matter of the kinepox; inform those of them with whom you may be, of it's efficacy as a preservative from the smallpox; & instruct & encourage them in the use of it. This may be especially done wherever you winter.
As it is impossible for us to foresee in what manner you will be recieved by those people, whether with hospitality or hostility, so is it impossible to prescribe th exact degree of preserverance with which you are to pursue your journey. We value too much the lives of citizens to offer them to probable destruction. Your numbers will be sufficient to secure you against the unauthorised opposition of individuals or of small parties: but if a superior force authorised, or not authorised by a
©2012, TESCCC 04/17/13 page 3 of 5 Grade 5 Social Studies Unit: 07 Lesson: 01 nation, should be arrayed against your further passage, and inflexibly determined to arrest it, you must decline it's farther pursuit, and return.In the loss of yourselves, we should lose also the information you will have acquired. By returning safely with that, you may enable us to renew the essay with better calculated means. To your own discretion therefore must be left the degree of danger you risk, and the point at which you should decline, only saying we wish you to err on the side of your safety, and to bring back your party safe even if it be with less information.
As far up the Missouri as the white settlements extend, an intercourse will probably be found to exist between them & the Spanish posts of St. Louis opposite Cahokia, or Ste. Genevieve opposite Kaskaskia. From still further up the river, the traders may furnish a conveyance for letters. Beyond that, you may perhaps be able to engage Indians to bring letters for the government to Cahokia or Kaskaskia, on promising that they shall there recieve such special compensation as you shall have stipulated with them. Avail yourself of these means to communicate to us, at seasonable intervals, a copy of your journal, notes & observations, of every kind, putting into cypher whatever might do injury if betrayed.
Should you reach the Pacific ocean inform yourself of the circumstances which may decide whether the furs of those parts may not be collected as advantageously at the head of the Missouri (convenient as is supposed to the waters of the Colorado & Oregan or Columbia) as at Nootka sound, or any other point of that coast; and that trade be consequently conducted through the Missouri & U.S. more beneficially than by the circumnavigation now practised.
On your arrival on that coast endeavor to learn if there by any port within your reach frequented by the sea-vessels of any nation, & to send two of your trusty people back by sea, in such way as
Should you find it safe to return by the way you go, after sending two of your party round by sea, or with your whole party, if no conveyance by sea can be found, do so; making such observations on your return, as may serve to supply, correct or confirm those made on your outward journey. On re-entering the U.S. and reaching a place of safety, discharge any of your attendants who may desire & deserve it, procuring for them immediate paiment of all arrears of pay & cloathing which may have incurred since their departure, and assure them that they shall be recommended to the liberality of the legislature for the grant of a souldier's portion of land each, as proposed in my message to
©2012, TESCCC 04/17/13 page 4 of 5 Grade 5 Social Studies Unit: 07 Lesson: 01 Congress; & repair yourself with your papers to the seat of government
To provide, on the accident of your death, against anarchy, dispersion, & the consequent danger to your party, and total failure of the enterprize, you are hereby authorized, by any instrument signed & written in your own hand, to name the person among them who shall succeed to the command on your decease, and by like instruments to change the nomination from time to time as further experience of the characters accompanying you shall point out superior fitness: and all the powers and authorities given to yourself are, in the event of your death, transferred to, & vested in the successor so named, with further power to him, and his successors in like manner to name each his successor, who, on the death of his predecessor, shall be invested with all the powers & authorities given to yourself.
Given under my hand at the city of Washington this 20th day of June 1803.* ... Th. J. Pr. U.S. of A. MS in the hand of Thomas Jefferson. Thomas Jefferson Papers, Library of Congress. *Dateline and signature were written on a later date and with a different pen and ink, than the body of the document, which had been sent to Lewis, James Madison, Levi Lincoln, and Albert Gallatin for their comments in April.
Text courtesy of the Library of Congress: Library of Congress. (n.d.). Transcript: Jefferson's instructions for meriwether lewis. Retrieved from http://www.loc.gov/exhibits/lewisandclark/transcript57.html
©2012, TESCCC 04/17/13 page 5 of 5 Grade 5 Social Studies Unit: 07 Lesson: 01 Supplies for the Corps of Discovery
Mathematical Instruments: surveyor’s compass hand compass quadrants telescope thermometers 2 sextants set of plotting instruments chronometer (needed to calculate longitude)
Camp supplies: pliers chisels 30 steels for striking to make fire handsaws hatchets whetstones (2013). A memorandum of articles in readiness. (2013). iron corn mill [Print Photo]. Retrieved from http://www.pbs.org/lewisandclark/images/memo_s.gif two dozen tablespoons
mosquito curtains 10 1/2 pounds of fishing hooks and fishing lines 12 pounds of soap 193 pounds of "portable soup" (a thick paste concocted by boiling down beef, eggs and vegetables) three bushels of salt writing paper, ink and crayons 150 yards of cloth to be oiled and sewn into tents and sheets
Presents for Indians: 12 dozen pocket mirrors 4,600 sewing needles 144 small scissors 10 pounds of sewing thread silk ribbons ivory combs handkerchiefs yards of bright-colored cloth 130 rolls of tobacco tomahawks that doubled as pipes 288 knives
8 brass kettles (2009). Lewis supply list. (2009). [Print Photo]. Retrieved from vermilion face paint http://www.awesomestories.com/images/user/45d45537d1.gif
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Grade 5 Social Studies Unit: 07 Lesson: 01 33 pounds of tiny beads of assorted colors
Clothing: 45 flannel shirts coats frocks shoes woolen pants blankets knapsacks stockings
Arms and Ammunition: 15 prototype Model 1803 muzzle-loading .54 caliber rifles knives 500 rifle flints 420 pounds of sheet lead for bullets 176 pounds of gunpowder packed in 52 lead canisters 1 long-barreled rifle that fired its bullet with compressed air, rather than by flint, spark and powder
Medicine and Medical Supplies: 50 dozen Dr. Rush’s patented "Rush’s pills" lancets forceps syringes tourniquets 1,300 doses of physic 1,100 hundred doses of emetic 3,500 doses of diaphoretic (sweat inducer) other drugs for blistering, salivation and increased kidney output
Traveling Library: Barton’s Elements of Botany Antoine Simon Le Page du Pratz’s History of Louisiana Richard Kirwan’s Elements of Mineralogy A Practical Introduction to Spherics and Nautical Astronomy The Nautical Almanac and Astronomical Ephemeris a four-volume dictionary a two-volume edition of Linnaeus (the founder of the Latin classification of plants) tables for finding longitude and latitude map of the Great Bend of the Missouri River
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Grade 5 Social Studies Unit: 07 Lesson: 01 Corps of Discovery People
Leader: Captain Meriwether Jefferson’s personal secretary. Intelligent, literate man with skills Lewis as a frontiersman. Knew how to record and draw accurately the plants, animals, and birds of the frontier. Quiet, shy, dependable, a planner, a leader, writer, trustworthy, recorded artifacts and customs of western Indian nations, established peaceful relationships with almost all of them. Knew how to keep people healthy.
Co-Leader: Captain William Draftsman and strong skills as a frontiersman. Made Co- Clark commanding Captain of the expedition. Outgoing and friendly leader, dependable, writer, detailed, explored and claimed the Oregon Territory in addition to the Louisiana Purchase. Could follow instructions, or could lead boldly. Trustworthy.
Sergeant Charles Floyd One of the "Nine Young Men from Kentucky," The only member (1782-1804) of the Corps of Discovery lost on the journey. He died on August Kentucky 20, 1804, near present-day Sioux City, Iowa, probably from what modern medical experts believed was a ruptured appendix. Floyd kept a journal until a few days before his death.
Sergeant Patrick Gass Soldier. His skill as a carpenter was of great value to the (1771-1870) expedition. In 1807, Gass was the first to publish his journal. He Pennsylvania stayed in the Army and served in the War of 1812. Last known First Infantry survivor of the expedition.
Corporal Richard Warfington The captains believed Warfington was the only trustworthy (1777 - ?) member of the return party, and wanted to ensure the safety of North Carolina their dispatches, journals, and specimens sent to President Second Infantry Jefferson. Warfington accepted command of the return party and completed his mission so successfully that he even managed to keep alive a prairie dog and four magpies Lewis had sent to Jefferson. Lewis later recommended Warfington receive a bonus beyond his regular pay.
York York was Clark's companion from childhood, in the fashion of the (1770 - ?) slaveholding South. Journals indicated that he was large, strong, Virginia and perhaps overweight. He carried a rifle during the expedition . and performed his full share of duties like the other members of the Corps of Discovery. York received his freedom in 1811.
Private William Bratton One of the "Nine Young Men from Kentucky," Bratton served the (1778-1841) expedition as a hunter, blacksmith, and gunsmith. In the spring of Virginia / Kentucky 1806, he was incapacitated for several weeks by a mysterious back ailment, perhaps the longest period of serious illness experienced by any member of the Corps of Discovery. An
©2012, TESCCC 04/17/13 page 1 of 2 Grade 5 Social Studies Unit: 07 Lesson: 01 Indiana sweat bath finally cured Bratton. After the expedition he served in the War of 1812.
Private Pierre Cruzatte Master boatman and fiddle player. Blind in one eye and (Dates Unknown) nearsighted in the other, Cruzatte accidentally shot Lewis while the two were hunting in August 1806. Lewis later paid tribute to Cruzatte's experience as a riverman and to his integrity. His fiddle playing often entertained the Corps of Discovery.
Private Silas Goodrich One of the finest fishermen of the Corps of Discovery. After the (Dates Unknown) expedition, Goodrich re-enlisted in the Army. Massachusetts
Private François Labiche An experienced boatman and Indian trader. He spoke English, (Dates Unknown) French, and several Indian languages. Lewis noted his services as an interpreter, recommending that he receive a bonus. Labiche accompanied Lewis to Washington after the expedition to interpret for the Indian chiefs.
Private John Shields The oldest member of the Corps of Discovery, and one of the few (1769-1809) who were married. Skilled as a blacksmith, gunsmith, and Virginia / Tennessee carpenter. "Nothing was more peculiarly useful to us, in various situations," wrote Lewis, "than the skill of this man as an artist, in repairing our guns, accoutrements, &c." Lewis recommended that Congress give Shields a bonus for his services.
Sacagawea Charbonneau Daughter of a Shoshone chief. As a child she was kidnapped and sold or given to Toussaint Charbonneau, who made her his wife. On February 11, 1805, she gave birth to a son - John Baptiste. Both captains recognized the indispensable service Sacagawea provided the Corps of Discovery. As Clark wrote, "a woman with a party of men is a token of peace."
Toussaint Charbonneau Lewis described Toussaint as a man "of no particular merit,"
Interpreter George Drouillard Drouillard was known for his general skill as a scout, hunter, (? - 1810) woodsman, and interpreter. Indeed, he was one of the best Canada hunters of the expedition and often accompanied the captains on special reconnaissance missions.
Private Joseph Field The Field brothers were two of the "Nine Young Men from (1772-1807) Kentucky," They were among the best shots and hunters in the Private Reubin Field Corps of Discovery and, with George Drouillard, accompanied the (1771-1823?) captains on special reconnaissance missions. Both were with Virginia / Kentucky Lewis in the fight with the Blackfeet on July 17, 1806. Also, skilled at salt making, applied the skills of ingenuity and resourcefulness they learned in civilian life toward the accomplishment of their unit’s mission.
United States Military. (2011). Corps of discovery: Members of the expedition. Retrieved from http://www.history.army.mil/LC/The People/privates.htm
©2012, TESCCC 04/17/13 page 2 of 2 Grade 5 Social Studies Unit: 07 Lesson: 01
Excerpts from Lewis and Clark Journals
Note: The words and phrases in brackets did not appear in the original journals. They represent additions or corrections made by several people between 1806 and the present, including Clark himself, who edited the journals before the first publication. Words and phrases in parentheses were in parentheses in the journals as originally written.
I dispatched an express this morning to Captain Lewis at St. Louis. All our provisions, goods, and equipage on board of a boat of 22 oars [party], a large pirogue of 71 oars [in which 8 French], a second pirogue of 6 oars [soldiers], complete with sails, &c. Men completed with powder cartridges and 100 balls each, all in health and readiness to set out. Boats and everything complete, with the necessary stores of provisions and such articles of merchandise as we thought ourselves authorized to procure-though not as much as I think necessary for the multitude of Indians through which we must pass on our road across the continent. Captain Clark, River Dubois opposite the mouth of the Missouri River, 13 May 1804
Here, the man who left us with the horses, 22 [16] days ago, George Shannon-he started 26th August, and has been ahead ever since-joined us, nearly starved to death. He had been twelve days without anything to eat but grapes and one rabbit, which he killed by shooting a piece of hard stick in place of a ball. This man, supposing the boat to be ahead, pushed on as long as he could. When he became weak and feeble, determined to lay by and wait for a trading boat, which is expected, keeping one horse for the last recourse. Thus a man had like to have starved to death in a land of plenty for the want of bullets or something to kill his meat. We camped on the L.S., above the mouth of a run. A hard rain all the afternoon, and most of the night, with hard wind from the N.W. I saw several foxes, and killed an elk and 2 deer, and squirrels. The men with me killed an elk, 2 deer, and a pelican. Captain Clark, 11 September 1804
The leaf of this oak is small, pale green, and deeply indented. It seldom rises higher than thirty feet, is much branched; the bark is rough and thick, and of a light color. The cup which contains the acorn is fringed on its edges, and embraces the nut about one-half. The acorns were now falling, and we concluded that the number of deer which we saw here had been induced thither by the acorns, of which they are remarkably fond. Almost every species of wild game is fond of the acorn-the buffalo, elk, deer, bear, turkeys, ducks, pigeons, and even the wolves feed on them. Captain Lewis, 16 September 1804
All excerpts courtesy of: Excerpts of the lewis and clark journals. (n.d.). Retrieved from http://xroads.virginia.edu/~hyper/journals/lewis.html
©2012, TESCCC 4/23/13 page 1 of 7
Grade 5 Social Studies Unit: 07 Lesson: 01
At half-past one o'clock this morning the sand bar on which we camped began to undermine and give way, which alarmed the sergeant on guard. The motion of the boat awakened me. I got up and by the light of the moon observed that the sand had given way both above and below our camp, and was falling in fast. I ordered all hands on, as quick as possible, and pushed off. We had pushed off but a few minutes before the bank, under which the boat and pirogues lay, gave way, which would certainly have sunk both pirogues. By the time we made the opposite shore, our camp fell in. We made a second camp for the remainder of the night, and at daylight proceeded on to the gorge of this great bend, and breakfast. We sent a man to measure (step off) the distance across the gorge. He made it 2,000 yards. The distance around is 30 miles. The hills extend through the gorge and are about 200 feet above the water. In the bend as also the opposite sides, both above and below the bend, is a beautiful inclined plain, in which there are great numbers of buffalo, elk, and goats in view, feeding and sipping on those plains. Grouse, larks, and the prairie bird are common in those plains. The prairies in this quarter contain great quantities of prickly pears. Captain Lewis, 21 September 1804
A very cold day. Wind from the N.W. The Big White, grand chief of the first village, came and informed us that a large drove of buffalo was near, and his people were waiting for us to join them in a chase. Captain Lewis took 15 men and went out and joined the Indians who were, at the time he got up, killing the buffalo, on horseback with arrows, which they did with great dexterity. His party killed 10 buffalo, five of which we got to the fort by the assistance of a horse, in addition to what the men packed on their backs. One cow was killed on the ice. After drawing her out of a vacancy in the ice in which she had fallen, we butchered her at the fort. Those we did not get in were taken by the Indians under a custom which is established among them, i.e., any person seeing a buffalo lying, without an arrow sticking in him or some particular mark, takes possession. Many times, as I am told, a hunter who kills many buffalo in a chase only gets a part of one. All meat which is left out all night falls to the wolves, which are in great numbers, always in the neighborhood of the buffaloes. The river closed, opposite the Fort, last night - 1 1/2 inches thick. The thermometer stood this morning at 1 degree below zero. Three men were frostbitten badly today. Captain
A very cold day. The thermometer today at 10 and 11 degrees below zero. Captain Lewis returned today at 12 o'clock, leaving 6 men at the camp to prepare the meat for to pack. Four horse loads came in. Captain Lewis had a cold. Disagreeable last night in the snow, on a cold point with one small blanket. The buffalo crossed the river below in immense herds without breaking in. Only 2 buffalo killed today, one of which was too poor to skin. The men who were frostbitten are getting better. The river rose 11/2 inch. Wind north. Captain Clark, 10th December, 1804. Fort Mandan
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Grade 5 Social Studies Unit: 07 Lesson: 01
A clear cold morning. The thermometer at sunrise stood at 22 degrees below zero. A very singular appearance of the moon last night, as she appeared through the frosty atmosphere. Mr. Heney from the establishment on the river Assiniboine, with a letter from Mr. Charles Chaboillez, one of the Company, arrived in six days. Mr. C., in his letter, expressed a great anxiety to serve us in anything in his power. A root described by Mr. Heney for the cure of a mad dog. Mr. Larocque, a clerk of the N.W. Company, and Mr. George Bunch, a clerk of the Hudson's Bay Company, accompanied Mr. Heney from the village. Captain Clark, 16 December 180/P>
A very cold morning. The thermometer stood at 45 degrees below zero. We found Mr. Heney a very intelligent man, from whom we obtained some sketches of the country between the Mississippi and Missouri, and some sketches from him which he had obtained from the Indians to the west of this place, also the names and characters of the Sioux, &c. About 8 o'clock P.M., the thermometer fell to 74 degrees below the freezing point. The Indian chiefs sent word that buffalo were in our neighborhood, and if we would join them in the morning, they would go and kill them. Captain Clark
A very cold morning. At 2 1/2 miles passed a remarkable rock, very large and resembling the hull of a ship. Passed rapids at 6 and 9 miles. At 12 miles we came to at the head of a rapid which the Indians told me was very bad. We viewed the rapid, found it bad in descending. Three stern canoes stuck fast for some time on the head of the rapid, and one struck a rock in the worst part. Fortunately, all landed safe below the rapid, which was nearly 3 miles in length. Here we dined, and for the first time for three weeks past, I had a good dinner of blue-winged teal. Captain Clark, 14 October 1805
I observed a great number of lodges on the opposite side at some distance below, and several Indians on the opposite bank passing up to where Captain Lewis was with the canoes. Others I saw on a knob nearly opposite to me, at which place they delayed but a short time before they returned to their lodges as fast as they could run. I was fearful that those people might not be informed of us. I determined to take the little canoe which was with me, and proceed with the three men in it, to the lodges. On my approach, not one person was to be seen except three men off in the plains, and they sheered off as I approached near the shore. I landed in front of five lodges which were at no great distance from each other. Saw no person. The entrances or doors of the lodges were shut, with the same materials of which they were built-a mat. I approached one, with a pipe in my hand, entered a lodge which was the nearest to me. Found 32 persons-men, women, and a few children-sitting promiscuously in the lodge, in the greatest agitation,
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Grade 5 Social Studies Unit: 07 Lesson: 01 some crying and wringing their hands, others hanging their heads. I gave my hand to them all, and made signs of my friendly disposition, and offered the men my pipe to smoke, and distributed a few small articles which I had in my pockets. This measure pacified those distressed people very much. I then sent one man into each lodge, and entered a second myself, the inhabitants of which I found more frightened than those of the first lodge. I distributed sundry small articles among them, and smoked with the men. I then entered the third, fourth, and fifth lodges, which I found somewhat pacified, the three men, Drouilliard, Joe and R. Fields, having used every means in their power to convince them of our friendly disposition to them. I then sat myself on a rock and made signs to the men to come and smoke with me. Not one came out until the canoes arrived with the two chiefs, one of whom spoke aloud and as was their custom to all we had passed. The Indians came out and sat by me, and smoked. They said we came from the clouds, &c., &c., and were not men, &c., &c. Captain Clark, 19 October 1805
Great joy in camp. We are in view of the ocean, this great Pacific Ocean which we have been so long anxious to see, and the roaring or noise made by the waves breaking on the rocky shores (as I suppose) may be heard distinctly. Captain Clark, 7 November 1805
I attempted to purchase a small sea-otter skin for red beads which I had in my pockets. They would not trade for those beads, not prizing any other color than blue or white. I purchased a little of the berry bread and a few of their roots for which I gave small fishhooks, which they appeared fond of. Captain Clark, 10 December 1805
About 8 A.M. this morning, a bear of the large vicious species, being on a sand bar, raised himself up on his hind feet and looked at us as we passed down near the middle of the river. He plunged into the water and swam toward us, either from a disposition to attack or from the scent of the meat which was in the canoes. We shot him with three balls, and he returned to shore badly wounded. In the evening I saw a very large bear take the water above us. I ordered the boat to land on the opposite side with a view to attack him when he came within shot of the shore. When the bear was in a few paces of the shore, I shot it in the head. The men hauled it on shore, and it proved to be an old she, which was so old that her tusks had worn smooth, and much the largest female bear I ever saw. Captain Clark, 2 August 1806
Mosquitoes excessively troublesome-so much so that the men complained that they could not work at their skins for those troublesome insects. And I find it entirely impossible to hunt in the bottoms, those insects being so numerous and tormenting as to render it impossible for a man to continue in the timbered lands, and our best retreat from those insects is on the sand bars in the river, and even ©2012, TESCCC 4/23/13 page 4 of 7
Grade 5 Social Studies Unit: 07 Lesson: 01 those situations are only clear of them when the wind should happen to blow, which it did today for a few hours in the middle of the day. The evenings, nights, and mornings they are almost unen durable, particularly by the party with me, who have no biers, to keep them off at night, and nothing to screen them but their blankets, which are worn and have many holes. The torments of those mosquitoes and the want of a sufficiency of buffalo meat to dry-those animals not to be found in this neighborhood-induce me to determine to proceed on to a more eligible spot on the Missouri below, at which place the mosquitoes will be less troublesome and buffalo more plenty. Wrote a note to Captain Lewis, informing him of my intentions, and tied it to a pole which I had stuck up in the point. At 5 P.M., set out and proceeded on down to the second point, which appeared to be an eke situation for my purpose. [Killed a porcupine.] On this point the mosquitoes were so abundant that we were tormented much worse than at the point. The child of Charbonneau has been so much bitten by the mosquitoes that his face is much puffed up and swollen. Captain Clark, 4 August 1806
The mosquitoes were so troublesome to the men last night that they slept but very little. Indeed, they were excessively troublesome to me. My mosquito bier has a number of small holes worn, through which they pass in. I set out at an early hour intending to proceed to some other situation. I had not proceeded on far before I saw a ram of the bighorn animal near the top of a larboard bluff. I ascended the hill with a view to kill the ram. The mosquitoes were so numerous that l I could not keep them off my gun long enough to take sight, and by that means missed. Captain Clark, 5 August 1806
This morning a very large bear of the white species discovered us floating in the water and taking us, as I presume, to be buffalo, immediately plunged into the river and pursued us. I directed the men to be still. This animal came within about 40 yards of us and tacked about. We all fired into him without killing him, and the wind so high that we could not pursue him, by which means he made his escape to the shore, badly wounded. I have observed buffalo floating down, which I suppose must have been drowned in crossing above. More or less of those animals drown or mire in passing this river. I observed several floating buffalo on the river Yellowstone immediately below where large gangs had crossed. Captain Clark, 6 August 1806
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Grade 5 Social Studies Unit: 07 Lesson: 01
All images courtesy: American Philosophical Society. (Photographer). (2010). Journal Pages from the Lewis and Clark Journal [Web Photo]. Retrieved from http://www.amphilsoc.org/ ©2012, TESCCC 4/23/13 page 6 of 7
Grade 5 Social Studies Unit: 07 Lesson: 01
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Grade 5 Social Studies Unit: 07 Lesson: 01 Sacagawea: A Woman with Leadership
As you read this story, think of what qualities of leadership the Shoshone woman named Sacagawea displayed.
In the winter of 1804–05 the Captains Lewis and Clark began looking for guides to help guide the Corps of Discovery up the Missouri River. They also needed someone who could interpret the Native American languages. Sacajawea was the wife of one of the guides. A captured Native American, she was able to speak Snake and Shoshone like one of the tribes that would be at the headwaters of the Missouri River.
Lewis recorded in his journal on November 4, 1804 that they hired the French man and his wife Sacajawea. He also noted that when Sacajawea had her baby, other Shoshones gave her crushed rattlesnake rattles to speed the delivery. They named the new baby Pomp or “Pompy.”
Several days into the expedition up the Missouri, their flat bottomed canoe was caught in a strong river current and the boat started turning topsy-turvy. Mr. Charbonneau dropped the rudder, and began crying to God for help. Sacagawea was quick-thinking so she caught and saved most of the light articles which were washed over-board, including the journals and records of Lewis and Clark. For her quick thinking and action, the corps commanders named that river in her honor, Sacagawea River.
During the long summer, the corps collected many more specimens, describing them in writing and sketching accurate drawings in their journals of the new plants and animals they observed. They drew careful maps, took longitude and latitude measurements, and recorded weather observations including temperature, sunrise and sunsets.
By early fall, the corps realized that there was a major mountain range that they called the Stone Mountains (now called the Rocky Mountains) that would need to be crossed before winter came, or the corps might starve or freeze to death. They needed horses. The Shoshone were known to have horses, but what could they trade to get horses from the tribe? They used Sacagawea to interpret to tell the tribal members what they needed, and as Sacagawea spoke, the Chief of the tribe, Cameahwait, cried out. He recognized Sacagewea as his long-lost sister who had been kidnapped so many years ago.
Clark wrote in his journal: "The Interpreter & Square (squaw) who were before me at Some distance danced for the joyful Sight, and She made signs to me that they were her nation.”
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Grade 5 Social Studies Unit: 07 Lesson: 01 In his journal, this is exactly what Captain Meriwether Lewis wrote: "Shortly after Capt. Clark arrived with the Interpreter Charbono, and the Indian woman, who proved to be a sister of the Chief Cameahwait. The meeting of those people was really affecting, particularly between Sah cah-gar-we-ah and an Indian woman, who had been taken prisoner at the same time with her, and who had afterwards escaped from the Minnetares and rejoined her nation."
Because of Sacagawea, the Shoshone agreed to barter horses to the corps and to provide guides to lead them over the cold and barren Rocky Mountains. The trip was very hard through the steep, wide mountains and the corps almost starved. They even ate candles, or tallow to survive. Finally, when they descended to the warmer climate, Sacagawea helped them gain strength by finding and cooking camas roots.
Another time Sacagawea was helpful when she sacrificed her beautiful blue beaded belt to trade for a fur robe Lewis and Clark wanted to give to President Thomas Jefferson. (Remember as you read Captain Clark’s description that his spelling was not the best.) He also used a word we do not use today…squaw.
Clark's journal entry for November 20, 1805 reads: "one of the Indians had on a roab made of 2 Sea Otter Skins the fur of them were more butifull than any fur I had ever Seen. both Capt. Lewis & my Self endeavored to purchase the roab with different articles at length we precured it for a belt of blue beeds which the Squar—wife of our interpreter Shabono wore around her waste...."
Finally, on November 24th, the brave people of the Corps of Discovery actually did reach the Pacific Ocean. All members of the expedition were allowed to vote on the location for building a winter fort, Fort Clatsop. Unlike most women of the day, Sacagawea was given the equality of being allowed to vote. It showed that she had become a respected member of the Corps of Discovery.
When planning the return trip home, as they approached the Rocky Mountains once again, On July 6, 1806, Clark recorded: "The Indian woman informed me that she had been in this plain frequently and knew it well.... She said we would discover a gap in the mountains in our direction..."
That was Gibbons Pass, and then Sacagawea advised Clark to cross into the Yellowstone River basin, or Bozeman Pass. This later became the best and famous route for the Northern Pacific Railway to cross the Continental Divide.
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Grade 5 Social Studies Unit: 07 Lesson: 01 Besides providing excellent guidance now and then and negotiating well with Native American tribes, her most important contribution might have been that her presence with the group showed the tribes they encountered that the reason for their journey was peaceful.
Captain Clark noted in his journal: "The Indian woman confirmed those people of our friendly intentions, as no woman ever accompanies a war party of Indians in this quarter," and, "the wife of Shabono our interpeter we find reconsiles all the Indians, as to our friendly intentions a woman with a party of men is a token of peace.”
All excerpts courtesy of: University of Nebraska-Lincoln (n.d.). The journals of lewis and clark. Retrieved from http://lewisandclarkjournals.unl.edu/
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Grade 5 Social Studies Unit: 07 Lesson: 01 Difficulties and Triumphs for the Corps of Discovery
Journeying from St. Louis, Missouri, to the Pacific Ocean, both Captain Lewis and Captain Clark wrote of the amazing and beautiful sights along the way. They saw plants, animals and birds they had never imagined, such as bright woodpeckers and bison, as well as tall trees, prairie grasses blowing in the wind, and huge falling waters. They saw very large catfish, turkeys, geese, beaver and great numbers of deer, antelope and Bighorn sheep. They also discovered along the way some creatures that were not as friendly and beautiful such as the rattlesnake and the porcupine. But, they got to eat delicious fresh salmon and elk meat. They even discovered cranberries and delicious sage grouse. It was most important to people that they map the places such as the rivers, mountains and plains that they discovered so that other people could follow there one day.
All was not beautiful along the way. Some things the Corps encountered were very difficult and dangerous. In their journals they told about being chased by a huge angry grizzly bear and found that shooting it did not stop it. They had to think quickly and climb a tree. Another time they wrote about running out of food. They were cold and starving. They ate their tallow candles, made from beef byproducts, to survive.
Some of the most interesting things they wrote about were the people they met from the different Indian nations. Often, they would trade gifts and eat a meal together with the tribe. Sometimes, though, the natives were not so glad to see them. For instance, the Teton Sioux felt they had not received enough gifts from the Corps so they seized their boat and would not give it up. The Sioux even drew their bows and arrows. The quick thinking Corps of Discovery soldiers swung the mounted guns on the boat around and threatened to fire the little cannons at the Sioux. This impressed the Sioux and they gave up the boat. It turned out well.
Lewis wrote that his favorite tribe was the Arikaras. He reported that they were tall, clean and beautiful, and the women were hard working. They raised corn, beans, and squash. These people were especially fond of York, who was African American. They admired him for his beautiful dark skin and his height.
At one point the Corps of Discovery had a narrow escape when a sudden storm nearly capsized their boat. It was Sacagawea whose quick thinking saved the day that time. She saved all the important things that had tumbled out of the boat while the men bailed water out of the boat so it wouldn’t sink.
When the Corps needed horses to pack their supplies through the tall mountains, they thought of trading for horses from the Shoshone or Snake nation. They also hired one of the Shoshone to guide them across the mountains so they wouldn’t lose their way in the cold of winter. Even the horse would have a hard time on the narrow, rocky slopes of the mountains.
Later when they needed to cross through very serious rapids, they learned from the Nez Perce nation how to carve small canoes by chopping down large trees, splitting them in half and carving out a
©2012, TESCCC Editable Resource Document (ERD)–Content may be modified (DULA terms and conditions still apply)
Grade 5 Social Studies Unit: 07 Lesson: 01 place to kneel and row the canoes. The dugout canoes took them safely through the many bad rapids between sharp rocks in the steep canyons. On the rapids they lost a canoe and many supplies, so they had to eat roots to stay alive.
Finally, after many days of hunger, 11 days of rain, and even fleas pestering them, they found the vast Pacific Ocean. There they rested and planned the return journey.
Think of all the triumphs of the Corps of Discovery: They traveled safely over 7,500 miles of wilderness. They were the first United States citizens to see the beautiful new lands President Jefferson bought from France. And, they were the first to make contact and record the customs, languages, and artifacts of the native peoples who had been living there for hundreds of years. In the National Archives in Washington, D.C. people can still read their notes, maps, and sketches. We can know today what the United States was like before we built roads, farms and cities. The Corps opened the West to fur traders, mountain men, and families who wanted to move and settle west of the Mississippi River.
Many say as the Corps of Discovery carried out every one of President Jefferson’s wishes, they also carried out the most organized and successful expedition of exploration in the history of the United States. Do you agree?
©2012, TESCCC Editable Resource Document (ERD)–Content may be modified (DULA terms and conditions still apply)
Grade 5 Social Studies Unit: 07 Lesson: 01 Difficulties and Triumphs KEY
Expect student answers such as… Difficulties Triumphs Encountered a grizzly bear and had to Saw beautiful birds, animals, flowers, and shoot it. trees Almost starved several times, not enough Saw prairie grasses, mountains, rushing food waters Had to eat weird things like roots and Met and made friends with Native candles. American tribes Had fleas and ticks Gathered artifacts, customs, and Had fights and conflicts with Indian languages from the Indian Americans peoples Blazed trails across the new lands west Almost froze to death Found plants and trees Lost valuable supplies Discovered and mapped rivers and Felt lonesome for home and easy living mountains One person died of appendicitis Found new foods to eat Steep, rocky slopes of mountains Had a chance to be creative Rattlesnakes Had the chance to show courage Diseases Became braver and developed leadership Rapids on the rivers Only lost one person Weather like too much rain, or cold Traveled more than 7500 miles safely Carried out all of President Jefferson’s wishes Recorded for all time what they saw (stored in the National Archives)
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Grade 5 Social Studies Unit: 07 Lesson: 01 Problem-Solving Process Chart
The Problem
Information Gathered about the Problem:
Options: Option 1 Option 2
Option 1 advantages Option 1 disadvantages
Option 2 advantages Option 2 disadvantages
Option chosen
Implementation plan
Effectiveness of the solution
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Grade 5 Social Studies Unit: 07 Lesson: 01 Interview Transcript
You are interviewing a member of the Corps of Discovery upon his return. Record your interview below. Use the back of the sheet if needed.
Interviewee’s name:
Interviewee’s job on the Corps of Discovery Expedition:
Interviewee’s experience for the job:
Why did you want to be a part of this expedition?
What did you hope to accomplish?
What challenges, opportunities did you run into during the expedition?
How do you feel the expedition contributed to the expansion of the United States?
Can you tell us something about the route taken on the expedition?
I am sure that along the route many decisions had to be made. Please describe a decision made and the decision-making process followed for a choice made on the expedition.
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