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LESSON PLAN 2Name: Carrie FellTopic: Lewis and Clark Expedition: Journey Day 1Grade: 3MISSOURI GRADE LEVEL EXPECTATIONSHistory 3.F.3.b – Sequence and describe the importance of the Lewis and Clark ExpeditionGeography 5.A.3 – Read and construct maps (historical and current)Social Science Inquiry 7.A.3.a – Identify primary and secondary sources to determine importance withguidance and support.LESSON OUTCOMESEach student will begin to sequence the importance of the Lewis and Clark expedition by reading andconstructing maps and identifying primary and secondary sources.LESSON SUMMARYStudents will begin learning about the Expedition and fill out a timeline sheet throughout the lesson. As a class,we will complete a clothesline timeline in our classroom. The students will then complete a portion of a mapmodeled by a topographic map. The students will then write a journal entry.MATERIALS/RESOURCESDay – Lesson 2 flipchart, clothesline, clothes pins (yellow); main events for clothesline timeline, studentjournals, topographic map for route, zoomed in map worksheet 1, checklists, Books (See resources).PROCEDURESReadiness (3 minutes):16.Have students sit on carpet or table. Have the students get a clipboard, a pencil, and a yellowmarker or highlighter and bring their journal with them.17.Pass out the zoomed-in map worksheet 1.18.Open flipchart Day 1- Lesson 2.19.Read the quote from Clark to start off the day.Focus (17 minutes):20.Begin teaching about Expedition using the flipchart as a guide.21.Instruct the students to copy down the main event on their map worksheet, when the page withblue writing and a star appears. (Tell the students when they need to write this on their paper.)While students are writing down the main event on their paper, hang up the main event on theclass timeline.22.Instruct the students to have a page in the back of their journal for Native American tribes.Anytime they see a Native American tribe in the flipchart they can write it in the back of theirjournal. Tell the students the tribe names will always be in red.23.When we come to the end of the flipchart there will be a map. Tell the students to have anotherpage in the back of their journal for types of maps. Write down the name of today’s map(topographic map).24.Have the students open up to the map in the front of their journal. In the key have the studentsput a yellow line and then write day 1. Highlight the portion of the route that we covered todayon the map. Have the students copy what you highlighted on their own maps in the yellowmarker or highlighter.25.Instruct students to return to their desks with all of their material when they are finishedhighlighting the route on their maps.Closure (15 minutes):26.When all students are at their desks, instruct the students that they will be writing a journal entryabout one of today’s main events from their worksheet. The students must write about the eventfrom the perspective of someone on the Expedition.

27.28.29.Show the students the checklist for their journals. Tell the students these are the things you willbe looking for when you are checking their journal entries.Give the students time to write. If they have questions about the main event they are writingabout they can look up with event in one of the books we will have in the classroom.When they are finished writing their journal entry, instruct the students to turn in their zoomedin map worksheet in the turn-in basket. Also have the students turn-in their journals in a crateon my desk.ASSESSMENT:30.Check student maps for accuracy and completion of the route. Check the student worksheetsfor completion and accuracy of all main events. Check the student journal entries by using thechecklist. Make sure the students have all elements listed in the journal checklist. Whenreading the journal entries, check for the students’ understanding of the main events thatoccurred on the Expedition that day.DIFFERENTIATION:Students will be supported while filling out worksheet by giving students extra time or by having the worksheetcompleted for the students. For struggling writers there will be sentence starters for the struggling writers aswell as individual help to sort through ideas. For an extension during journal writing, students may be asked towrite about more than one event that took place. Students may also interject during the lesson if they have a factto share.TECHNOLOGY:ActivInspire FlipchartSOURCE: Carrie Fell, als.unl.edu/

Day 1Before Expeditiono Jan. 1803- Thomas Jefferson asks for congress’ approval of an expeditiono Spring 1803- Lewis is selected as leader of the expedition and sent to Philadelphia to studyfor the expedition (botany, zoology, celestial navigation, medicine).o June 1803- Lewis asks Clark to co-lead. Jefferson sends his instructions to Lewis.o July 1803- News of Louisiana Purchase is spread. Louisiana Purchase: 15 million, 3 centsper acre, more than doubles size of US- 820,000 sq. miles.o Summer 1803- Lewis leaves Washington, oversees construction of a large keelboat, picksup supplies and equipment, picks up Clark and other recruits. Lewis has dog,Newfoundland, Seaman. Clark brings slave, York.o Fall/Winter 1803- stay at Camp Wood/ DuBois.May 14, 1804o The Corps of Discovery leaves Camp Wood and begins its journey up the Missouri River“under a gentle breeze.” (NG)o The Corps of Volunteers or North West Discovery” sets off and heads up the Missouri inthe big keelboat and 2 smaller pirogues. (M)o Expedition sets off from Camp Dubois “under a jentle brease,” Clark writes. (Lewis is inSt. Louis and joins group a few days later.) Nearly 4 dozen men involved (the precisenumber is unknown). Members hail from every corner of the young nation. Reuben andJoseph Field are brothers. George Drouillard, Pierre Cruzathe, Francois Labiche are sons ofFrench-Canadian fathers and Indian mothers. Besides the captains, other diarists are JohnOrdway, a young solider from New Hampshire; Patrick Gass, a carpenter of Irish stockfrom Pennsylvania; Joseph Whitehouse, a tailor from Virginia; and Charles Floyd ofKentucky, a “young man of much mint,” Lewis writes. They travel in big keelboat (55long, 8 feet wide, capable of carrying 10 tons of supplies) and two smaller boats calledpirogues. Proceeding up Missouri River involves sailing, rowing, using setting poles, andsometimes wadding along the bank to pull the boats with cordelling ropes. 14 miles is agood day’s progress. (P)o Expedition begins. (L)Councils with Native Americans begino 1st council, present day Omaha/Council Bluffs, Iowa with the chiefs of the Oto andMissouri tribes. Establish a routine for meeting with new tribes; hand out peace medals,15-star flags, and gifts, parade men and show off technology (magnets, compasses,telescopes, Lewis’s air gun), (Moreover, the Corps members would perform a kind ofparade, marching in uniform and shooting their guns) give speech saying Native Americanshave a new ‘great father” for to the east and promising a future of peace and prosperity iftribes don’t make war on whites or other tribes.o Friendly council with Yankton Sioux, near present-day Yankton, South Dakota. Have moved onto the Great Plains. Amazed by the vast amount of wildlife.Attempt to catch a prairie dog to send to the east. (IN all the captains would record

in their journals 178 plants and 122 animals that previously had not been recordedfor science.)o Tense encounter with Teton Sioux (Lakota) near present-day Pierre, South Dakota. Tribedemanded one of the expedition’s boats as a toll for going upriver but a fight was avertedwhen the chief Black Buffalo waved his men off.October 24, 1804o Near today’s Bismarck, North Dakota, the Corps arrives at the villages of the Mandan andHidatsa, buffalo hunting tribes that live along the Missouri River. (NG)o North of what is now Bismarck, North Dakota, the Corps of Discovery reaches the earthlodge villages of the Mandan and Hidatsas. Some 4,500 people live there-more than live inSt. Louis or even Washington D.C. at the time. The captains decide to build Fort Mandanacross the river from the main village. (P)o Expedition discovers earth lodge villages of the Mandan and Hidatsas Indians. The captainsdecide to build Fort Mandan across the river from the main village. (L)Build Fort Mandan where they stay for the winter.November 4, 1804o Lewis and Clark hire French-Canadian fur-trader Toussaint Charbonneau and his Shoshonewife, Sacagawea, to act as interpreters on the journey ahead. (NG)o Toussaint Charbonneau, a French- Canadian trapper living with the Hidatsas, is hired to bean interpreter for the Expedition. (M)o The captains hire Toussaint Charbonneau, a French-Canadian fur trader living among theHidatsas as an interpreter. His young Shoshone wife, Sacagawea, had been captured by theHitasas several years earlier and then sold to Charbonneau along with another Shoshonegirl. Having been told that the Shoshones live at the headwaters of the Missouri and havemany horses, the captains believed the two till be helpful when the expedition reaches themountains. (P)Sacagawea gives birth to son Jean Baptiste Charbonneau, nicknamed Pompy or Pomp by Clark.Lewis was there for the birth. (February 11, 1805)

Checklist for Journal EntryStudent Name:Date:Correct Date of EventTells Where Event Took PlaceDescribes Three Correct Details from the Event ()Uses Proper Names and PlacesWritten from the Perspective of Someone on the ExpeditionChecklist for Journal EntryStudent Name:Date:Correct Date of EventTells Where Event Took PlaceDescribes Three Correct Details from the Event ()Uses Proper Names and PlacesWritten from the Perspective of Someone on the Expedition

LESSON PLAN 3Name: Carrie FellTopic: Lewis and Clark Expedition- Journey Day 2Grade: 3MISSOURI GRADE LEVEL EXPECTATIONSHistory 3.F.3.b – Sequence and describe the importance of the Lewis and Clark ExpeditionGeography 5.A.3 – Read and construct maps (historical and current)Social Science Inquiry 7.A.3.a – Identify primary and secondary sources to determine importance withguidance and supportLESSON OUTCOMESEach student will continue to sequence the importance of the Lewis and Clark Expedition by reading andconstructing maps and identifying primary and secondary sources.LESSON SUMMARYStudents will continue learning about the Expedition and fill out a timeline sheet throughout the lesson. As aclass, we will complete a clothesline timeline in our classroom. The students will then complete a portion of amap modeled by a political map. The students will then write a journal entry. When the journal entry iscompleted, the students will complete a web about Lewis and Clark.MATERIALS/RESOURCESDay 2- Lesson 3 Flipchart, main events for clothesline timeline, clothespins (green), student journals, politicalmap for route, zoomed in map worksheet 2, web, checklists, Books (see resources).PROCEDURESReadiness (3 minutes):31.Have students sit on carpet or table. Have the students get a clipboard, a pencil, and a greenmarker or highlighter and bring their journal with them.32.Pass out the zoomed-in map worksheet 2.33.Open flipchart Day 2- Lesson 2.34.Read the quote from Clark to start off the day.Focus (15 minutes):35.Begin teaching about Expedition using the flipchart as a guide.36.Instruct the students to copy down the main event on their map worksheet, when the page withblue writing and a star appears. (Tell the students when they need to write this on their paper.)While students are writing down the main event on their paper, hang up the main event on theclass timeline.37.Instruct the students to continue writing down Native American tribe names that appear in redin the flipcharts on the back page of their journals.38.Have the students write down the name of today’s map (political map) on the page in the backof their journal.39.Have the students open up to the map in the front of their journal. In the key have the studentsput a green line and then write day 2. Highlight the portion of the route that we covered todayon the map. Have the students copy what you highlighted on their own maps in the greenmarker or highlighter.40.Instruct students to return to their desks with all of their material when they are finishedhighlighting the route on their maps.Closure (17 minutes):41.When all students are at their desks, instruct the students that they will be writing anotherjournal entry about one of today’s main events from their worksheet. The students must writeabout the event from the perspective of someone on the Expedition.42.Show the students the checklist for their journals again.

43.44.45.Tell the students when they are finished with their journal entries to fill out a Lewis and ClarkExpedition Web. Tell them to write in the bubbles anything they know about the Lewis andClark Expedition. Place these webs beside the turn-in basket and instruct the students to pick upthe web when they turn in their worksheet for the day.Give the students time to write. If they have questions about the main event they are writingabout they can look up with event in one of the books we will have in the classroom.When they are finished writing their journal entry, instruct the students to turn in their zoomedin map worksheet in the turn-in basket and pick up the Lewis and Clark Web. Also have thestudents turn-in their journals in a crate on my desk.ASSESSMENT:46.Check student maps for accuracy and completion of the route. Check the student worksheetsfor completion and accuracy of all main events. Check the student journal entries by using thechecklist. Make sure the students have all elements listed in the journal checklist. Whenreading the journal entries, check for the students’ understanding of the main events thatoccurred on the Expedition that day. The webs will be a formative assessment to see if thestudents understand everything being taught so far. Look for the completion of the web.DIFFERENTIATION:Students will be supported while filling out worksheet by giving students extra time or by having the worksheetcompleted for the students. For struggling writers there will be sentence starters for the struggling writers aswell as individual help to sort through ideas. For an extension during journal writing, students may be asked towrite about more than one event that took place. Students may also interject during the lesson if they have a factto share. The web activity will be supported, by having the students orally tell me things about the Lewis andClark Expedition and I will write them down. I will use this accommodation when necessary.TECHNOLOGY:ActivInspire FlipchartSOURCE: Carrie Fell, nals.unl.edu/

Day 2 April 7, 1805o Lewis and Clark send a shipment of artifacts and specimens to President Jefferson; the“Permanent Party” heads west. (NG)o Lewis and Clark send the keelboat down the Missouri River with a shipment for ThomasJefferson. The “permanent party” of the Expedition (Consisting of Lewis, Clark, 27soldiers, York, Charbonneau, Sacagawea, and her infant son) departs Fort Mandan. (M)o Lewis and Clark dispatch the big keelboat and roughly a dozen men back downriver alongwith maps, reports Indian artifacts, and boxes of scientific specimens for Thomas Jefferson.(Indian corn, animal skins and skeletons, mineral samples, and 5 live animals including aprairie dog) (P)Spring 1805 (April/May)o Amazed at all the wildlife near Yellowstone River in Montana. 10,000 buffalo see and killfirst grizzly bear.o One of the boats almost overturns, Sacagawea saves the artifacts.Summer 1805 (June/Late July/August)o Reach Great Falls of the Missouri, 5 massive waterfalls around which the men must carryall of their gear, including the canoes. 18 ½ miles portage aroundo Reach 3 Forks of the Missouri. Name rivers Jefferson, Gallatin, and Madison in honor ofthe President, Secretary of the Treasury, and Secretary of State. Travel Southwest up theJefferson.o Sacagawea recognizes Beaverhead Rock and knows they are getting close to the Shoshonevillages.o Thomas Jefferson receives the shipment in Washington D. C.o Lewis crosses the Lemhi Pass and the Continental Divide (present day border betweenMontana and Idaho) hoping to see a large waterway that leads to the Pacific Ocean butinstead discovers there is no northwest passage only more mountains.August 17, 1805o The main party arrives at the Shoshone camp, where Sacagawea recognizes the chief as herlong-lost brother, Cameahwait. (NG)o Sacagawea is reunited with her brother, the Shoshone chief Cameahwait, and helpsnegotiate for horses needed by the expedition to cross the Rocky Mountains. (M)o Having discovered a village of Shoshone, Lewis tries to negotiate for the horses he nowknows are all-important to cross the daunting mountains. On this day, Clark and the rest ofthe expedition arrive and Sacagawea is brought in to help translate. Remarkably, theShoshone chief, Cameahwait, turns out to be her brother. The captains name the spot CampFortunate. (P)Getting Ready to Cross the Mountainso gain 29 horse, 1 mule, and 1 Shoshone guide named Old Toby, leave Shoshone villages andhead toward the mountains.o Camp near spot they called Traveler’s Rest near present-day Missoula/Lolo, Montana.September 11, 1805-

o The Corps begins the steep ascent into the Bitterroot Range of the Rocky Mountains; thecrossing will over more than 160 miles. (NG)o The expedition ascends into the Bitterroot Mountains with Shoshone guild Old Tobyleading the way. (M)o The Corps of Discovery ascends into the Bitterroot Mountains which Sergeant Patrick Gasscalls “The most terrible mountains I ever beheld.” Old Toby loses the trail in the steep andheavily wooded mountains. They run short on provisions and butcher a horse for food;snow begins to fall; worst of all John Ordway writes on September 18th “the mountainscontinue as far as our eyes could extend. They extend much further than we expected.”Clark names a stream Hungry Creek to describe their condition. 11 days later, on the brinkof starvation, the entire expedition staggers out of the Bitterroots near modern-day Weippe,Idaho. (P)

Checklist for Journal EntryStudent Name:Date:Correct Date of EventTells Where Event Took PlaceDescribes Three Correct Details from the Event ( )Uses Proper Names and PlacesWritten from the Perspective of Someone on the ExpeditionChecklist for Journal EntryStudent Name:Date:Correct Date of EventTells Where Event Took PlaceDescribes Three Correct Details from the Event ( )Uses Proper Names and PlacesWritten from the Perspective of Someone on the Expedition

LESSON PLAN 4Name: Carrie FellTopic: Lewis and Clark Expedition- Journey Day 3Grade: 3MISSOURI GRADE LEVEL EXPECTATIONSHistory 3.F.3.b – Sequence and describe the importance of the Lewis and Clark ExpeditionGeography 5.A.3 – Read and construct maps (historical and current)Social Science Inquiry 7.A.3.a – Identify primary and secondary sources to determine importance withguidance and supportLESSON OUTCOMESEach student will continue to sequence the importance of the Lewis and Clark Expedition by reading andconstructing maps and identifying primary and secondary sources.LESSON SUMMARYStudents will begin learning about the Expedition and fill out a timeline sheet throughout the lesson. As a class,we will complete a clothesline timeline in our classroom. The students will then complete a portion of a mapmodeled by a road map. The students will then write a journal entry.Day 3- Lesson 4 Flipchart, main events for clothesline timeline, clothespins (red), student journals, road map forroute, zoomed in map worksheet 3, checklists, books (See resources).PROCEDURESReadiness (3 minutes):47.Have students sit on carpet or table. Have the students get a clipboard, a pencil, and a redmarker or highlighter and bring their journal with them.48.Pass out the zoomed-in map worksheet 3.49.Open flipchart Day 3- Lesson 4.50.Read the quote from Lewis to start off the day.Focus (17 minutes):51.Begin teaching about Expedition using the flipchart as a guide.52.Instruct the students to copy down the main event on their map wor

LESSON PLAN 1 . Name: Carrie Fell Grade: 3 Topic: Lewis and Clark Expedition: Introduction MISSOURI GRADE LEVEL EXPECTATIONS. History 3.F.3.b – Sequence and describe the importance of the Lewis and Clark Expedition . Social Science Inquiry 7.E.3.a – Generate questions and find answe