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Lewis and Clark Expedition Teacher Activity Guide Grades 7-8

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Lewis and Clark Expedition Teacher Activity Guide Grades 7-8 National Park Service U.S. Department of the Interior Jefferson National Expansion Memorial 11 North Fourth Street St. Louis, MO 63102 Lewis and Clark Expedition Teacher Activity Guide Grades 7-8 EXPERIENCE YOUR AMERICA 2 Lewis and Clark Expedition TAG TABLE OF CONTENTS Program Description .............................................................................................. 5 Curriculum Objectives ............................................................................................ 5 Pre-Visit Activity #1: Organizing the Expedition (REQUIRED) ............................... 6 Pre-Visit Activity #2: How Does the Land Shape Us? (suggested) ........................ 8 Pre-Visit Activity #3: An Invasion of Cultures (suggested) ................................. 10 Museum Experience: The Lewis and Clark Expedition ........................................ 12 Post-Visit Activity #1: Critical Thinking (suggested) ............................................. 14 Post-Visit Activity #2: Competing Goals (suggested) ........................................... 16 Post-Visit Activity #3: How Do We Shape the Land? (suggested) ....................... 18 Careers ................................................................................................................... 20 Character Education ............................................................................................. 24 Multiple Intelligences .......................................................................................... 25 Appendix ............................................................................................................... 26 Reading List .......................................................................................................... 55 Additional Resources ........................................................................................... 56 National Park Service 3 4 Lewis and Clark Expedition TAG THE LEWIS AND CLARK EXPEDITION PROGRAM DESCRIPTION This forty-five minute student centered program focuses on the importance and effects of the Lewis and Clark Expedition. President Jefferson instructed the expedition to explore the Missouri River and its primary tributaries to find a water route across the continent to the Pacific Ocean for the purpose of commerce. Was it considered successful and what were the long term effects? In searching for answers to these questions, students will: ☛examine the geography, climate, and resources of the land; ☛review the goals, objectives, and instructions given to the expedition; ☛evaluate the accomplishments of the expedition; ☛analyze changes which occurred to the people and cultures of the land, the uses of the land, and the environment as a result of the expedition; ☛consider the interests of Great Britain, France, Spain, and the United States in the lands west of the Mississippi River. Upon arrival at Jefferson National Expansion Memorial, a park ranger will take your group into the Museum of Westward Expansion. Students will use topographical maps, pictures, quotes from the Lewis and Clark journals, items from the living history collection, field guides, and museum exhibits to recreate the expedition. Teachers and students are then encouraged to use POST-VISIT ACTIVITIES suggested in this activity guide to complete the program package. CURRICULUM OBJECTIVES The following tested objectives for the states of Missouri and Illinois, as well as National Standards for History and Social Studies, are addressed in this program and guide. Communicate effectively and work with others. (ILS 4, 21; MAP 2.3, 4.6; NCSS IVh) Describe and compare major ideas, beliefs, values, and attitudes of people of different cultures. (ILS 16.D; MAP 1.9; NCSS Ia; NSH 3B) Describe the ways geography influences culture. (ILS 17.C; MAP 1.6) Examine issues from multiple perspectives. (ILS 16.A; MAP1.6; NCSS Ia, IIe, IIIh; NSH 3G, 5A) Explore career opportunities at national parks. (ILS 18.B; MAP 4.8) Identify causes of westward expansion. (ILS 16.A; MAP 1.6; NCSS IIb; NSH 3H) Identify causes, consequences, and sequences of historical events and developments in American history. (ILS 16.A; MAP 1.6; NCSS IIb; NSH 1A, 3E) Identify factors that have caused changes throughout the history of various cultures. (ILS 16.A, 18.C; MAP 1.6; NCSS IIb; NSH 3E) Identify ways people have adapted to and affected the environment. (ILS 16.E; MAP 1.6; NCSS Id, IIIi) Locate places and draw conclusions using maps. (ILS 17.A, 17.C; MAP 1.4; NCSS IIIb, NSH 2F) ILS: Illinois Learning Standards MAP: Missouri Assessment Program NCSS: National Council for the Social Studies NSH: National Standards for History National Park Service 5 PRE-VISIT ACTIVITY #1 (REQUIRED) ORGANIZING THE EXPEDITION (REQUIRED) President Jefferson appointed Lewis and Clark as co-captains of the Did you know... expedition to carry out his instructions. Lewis and Clark organized the expedition into squads. For the museum program, organize your that Meriwether students and adult chaperones into the following four squads. Assign Lewis took his each person to one of the names listed below. Newfoundland dog Seaman on the Squad #1: Squad #2: expedition? Seaman Sgt. Patrick Gass Sgt. John Ordway made the entire trip Hugh McNeal William Bratton with the Corps and is Reubin Field John Colter credited with waking John B. Thompson Moses B. Reed the members when a John Newman Alexander Willard bison entered the Richard Windsor William Werner camp and almost Joseph Field Silas Goodrich trampled them. Jean Baptiste LePage John Potts William Clark Hugh Hall Meriwether Lewis Squad #3: Squad #4: Sgt. Nathaniel Pryor Cpl. Richard Warfington George Gibson Robert Fraser George Shannon John Boley John Shields John Dame John Collins Ebenezer Tuttle Joseph Whitehouse Isaac White Peter Weiser Pierre Cruzatte Francis Labiche Yor k Sacagawea/Jean Baptiste/Toussaint Charbonneau George Droulliard Copy the Instruction Cards and Nametags from the Appendix, pages ART AND MUSIC 36-48. Have each squad review and discuss their instructions for the Many of our classes expedition (museum program). have a diverse cultural population. SOURCE DOCUMENT ANALYSIS (Optional Activity) Ask your students to bring a culturally Lewis and Clark did not merely decide one morning to explore the distinctive piece of Missouri River. For some time, President Thomas Jefferson and music to play to the others regarded a water route across North America as a means for class and let them acquiring political and commercial control of the continent. To find experience this that route would be the first step toward building a continental diversity. nation. To assure the expedition understood its purpose and objectives, President Jefferson gave Lewis and Clark written instructions. The letter of June 20, 1803, begins on page 28 in the Appendix. Advanced students might analyze and interpret its meaning in today’s language. 6 Lewis and Clark Expedition TAG CRITICAL THINKING AND COOPERATIVE LEARNING (Optional Activity) Assign each squad two of the following topics. They should research EXPLORATION AND these topics in relation to the Missouri River and as members of the ENRICHMENT Corps of Discovery. Using the “Numbered-Heads Approach” have each student number off within groups, so that each student is a 1, 2, Missouri National 3, 4, or 5 and a secretary. Have each squad share their information Recreational River with the class. preserves two free- flowing reaches of the navigation and observations of geography river as known to the documentation Corps of Discovery. study/knowledge of indigenous people To contact Missouri plants, animals, and physical resources National Recreational climate River for more expedition’s relationship with indigenous people information, see communication with home Appendix, page 26. method for returning home Missouri Department of Natural Resources Photo ART AND MUSIC Many popular songs, like “Ol’ Man River” and “This Land Is Your Land,” express feelings about a homeland. Divide your class into groups, have each group find a song with such sentiments, research the history behind the song, and explain its meaning to the class. National Park Service 7 PRE-VISIT ACTIVITY #2 (suggested) HOW DOES THE LAND SHAPE US? Geography - the study of the earth and its features and of the Did you know... distribution of life on the earth, including human life and the effects of human activity (American Heritage Dictionary, Second College many of the corps Edition). In essence, exploring and recording the geography of the members were paid in land was the objective of the Lewis and Clark Expedition. Geography land as well as money is the natural and/or physical shape of the land, and the role it plays in after the expedition? the development of people’s lifestyles, social customs, political events and the economy. HIERARCHICAL ORGANIZER Geographers have actually divided their field into two categories, physical geography and cultural geography. To begin to understand all the considerations of this field of study, have students consider the geography of the St. Louis metropolitan area (or their own community). Divide your class into groups and have each complete the hierarchical organizer on the opposite page. After they have completed their study of the St. Louis area, have the class compare their charts. Then encourage students to complete an organizer on the area west of the Mississippi. CRITICAL THINKING/MAPPING ACTIVITY Using a map of the United States, have each group trace the
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