Lewis & Clark Site Map

CONNECTION TO LEWIS AND CLARK
The strong personalities and outstanding accomplishments of Lewis and Clark often overshadow the fact that the expedition was a group effort. Its success was due in large part to the diverse group of people who made up the Corps of Discovery.

The exact number of men who began the expedition in May, 1804 is uncertain because different sources provide slightly different rosters. The makeup of the Corps changed several times however, as personnel was added or removed. Several boatmen were hired to take the keelboat only as far as the Mandan villages after which they returned to St. Louis. Two soldiers were court martialed and sent back to St. Louis on the keelboat, one of the French boatmen deserted, one man died, and local guides and interpreters came and went from time to time. The "permanent party," the group that went all the way from the Mandan area to the Pacific Ocean and back, were thirty-three in number--thirty-four counting Seaman, Lewis' Newfoundland dog.

OVERVIEW OF THIS ACTIVITY
Working in pairs, students research the lives of Corps members. Partners present their information to the class alternately by interviewing each other. In the interviews, one partner plays the role of his or her Corps member while the other conducts the interview. Corps member impersonators wear clothing or use props appropriate for their Corps member.

PURPOSE(S)
To emphasize the cooperative nature of the Lewis and Clark Expedition; to inform students about the diverse backgrounds and skills of Corps members; to develop and expand students' research skills; and to encourage creativity in research presentations.

PROPS NEEDED

• An easel
• A folding screen
• Costumes and props as needed by individual performers

MATERIALS/TOOLS NEEDED

• Paper bag or other container from which to draw names
• A piece of light-colored poster board for each student, approximately 9" x 12" to serve as a placard for the Corps member's name.
• Artist's supplies for decorating placards--paints, felt markers, etc.

ADVANCE PREPARATIONS

1. Download CORPS OF DISCOVERY ROSTER and cut the names apart.
2. Download and make copies of CORPS OF DISCOVERY WORKSHEET, one for each class member.

IMPLEMENTATION
Choosing Research Partners: Separate class members into two groups. Have students in one group write their names on slips of paper and drop them into a paper bag. Students in the other group draw one of the names to be his or her partner.

Choosing Corps Members: After partners have been chosen, place the Corps of Discovery names in the bag and have each class member draw out one of the names to research and impersonate.

Conducting Research: Partners work together to find out as much as possible about the lives of their Corps members before, during, and after the expedition. To assist students in their research, hand out copies of CORPS OF DISCOVERY WORKSHEET.

Sources of Information: See the Corps of Discovery Worksheet.

Presenting the Results
Setting: Choose an area of the classroom to be used as a stage. Place two chairs at center stage. Place a folding screen on one side of the stage and an easel on the other. (Placards with Corps members' names will be placed on the easel before each performance.)

Costumes/props: In their roles as Corps members, students are encouraged to wear articles of clothing and use props appropriate for the person they represent. If partners wish to keep costumes and props secret, they may prepare for their performance behind the folding screen. (NOTE: Hats and props are a good way to represent the diverse Corps members. For more information, click on TEACHING AIDS "H" and scroll to Hats and Props.)

Action: Partners making the presentation go behind the screen to prepare. The student playing the role of the interviewer comes out and places the placard with the name of the Corps member on the easel. He/she then asks the audience to welcome the Corps member with a round of applause. The Corps member comes from behind the screen and shakes hands with the interviewer. They sit down and begin the interview.

The interviewer asks questions about the Corps member's life before, during, and after the expedition--right up to the time of his or her death. When the interview is finished, the Corps member goes back behind the screen. The interviewer turns to the audience and reports what eventually happened to that person. The Corps member then comes back on the stage and together the partners answer questions from the audience.

Partners alternate roles so that both get a chance to play the part of the Corps member they researched.

FOLLOW-UP SUGGESTIONS

• Since there will be a fairly large number of performances, schedule a few at a time over several days. Perhaps class could begin each day with one or two performances.
• Use the name placards as an art project. Have students decorate their placards with ideas from their research. After each performance, post the placards in the classroom where they may be seen and periodically reviewed.
• Take photos of each performance and post them with the placards.
• Video tape each performance and have a "grand showing" at the end.
• Invite other classes, friends, and parents to see performances.