Lewis & Clark Site Map

CONNECTION TO LEWIS AND CLARK
Like many other people of his time, Thomas Jefferson had his own ideas of what the West was like, but he wanted to know the facts. Even before he became president, he launched (or tried to launch) expeditions into the West at three different times. None of them had worked out, however.

After becoming president, Jefferson at last had the authority and financial means to try again. This time, he intended to leave no stone unturned. In a letter to Captain Lewis on June 20, 1803, President Jefferson instructed him to observe and record everything about the West including its geography, plants, animals, minerals, and native inhabitants. His curiosity about the West was partly scientific and partly political. The United States now owned the Louisiana Territory, but ownership of the Oregon Territory was still undecided. (For a copy of Jefferson's letter, click on: http://www.mt.net/~rojomo/landc.htm.)

Captains Lewis and Clark followed Jefferson's instructions to the letter. As the Corps moved through at least seven ecological zones, they found 122 species of animals and 178 kinds of plants---most of them
new to science. At every opportunity, they closely observed the native tribal societies, finding that most of them were living in close harmony with the environment. All of the journal keepers wrote valuable observations and descriptions, but it was Captain Lewis from whom the most in-depth, scientific descriptions came.

OVERVIEW
Students form groups to study the ecological zones through which the Corps of Discovery passed on their way west. Students select and research plants, animals, and tribal societies described in the expedition journals (in their assigned zones). They also sketch pictures of their subjects and write short descriptions
of them.

PURPOSE(S):
To help students visualize the western United States as it was two hundred years ago; to emphasize the interconnectedness of all living things within an ecological zone and among ecological zones; to augment students' research skills; to promote the Internet as a valuable research tool; and to encourage creativity
in the presentation of information.

MATERIALS NEEDED
Copies of reproducible pages (See ADVANCE PREPARATION section below.)

TOOLS NEEDED

• Computer printer
• Copier
• Paper cutter or scissors

ADVANCE PREPARATIONS

1. Download:
2. ASSIGNMENT CARDS (one sheet per group) Cut apart and hand out to the appropriate research groups.
   

   Eastern Woodlands	Tall Grass Prairie
   High Plains	Rocky Mountains
   Columbia/Snake River Basins	Pacific Sea Coast
   Temperate Rainforest

   
   · WORKSHEET FOR FLORA AND FAUNA
   · WORKSHEET FOR AMERICAN INDIAN TRIBES.
3. Select a place to carry out the research where there is access to various types of resource materials and tools. If you intend to use either a school or public library, notify the librarian well ahead of time.
4. Review sources of information prior to beginning the activity.
   · Animals and Plants of the Expedition:
   http://www.nps.gov/jeff/LewisClark2/TheJourney/ScienceofExpedition.htm
   · Indian tribes discovered by the Corps of Discovery
   http://www.nps.gov/jeff/LewisClark2/TheJourney/NativePeoples.htm
   

IMPLEMENTATION
Research Phase
1. Divide the class into groups as follows:

2. Hand out Assignment Cards and have students meet with their groups. Each group elects a leader to coordinate the work. (NOTE: There are six assignment cards for each of the seven ecological groups, providing for the participation of forty-two students. For fewer students, teachers may assign more than one ecological zone to a group, or more than one assignment card per person to make sure that all the zones are represented.)

3. Go over directions for the project with students:

a. Working together, group members search in books or on the Internet for a list of animals, plants, and Indian tribes described in the expedition journals. Once the list has been found, group members narrow it down to the ecological zone and time frame assigned to it.
b. From that list, group members follow the directions on their assignment cards. For instance, a student's card may read "High Plains: April 29-August 10, 1805: Bird and Plant." That student then chooses a specific bird and plant observed on the High Plains during that time frame.
c. After group members make their selections, they conduct research on their subjects following the guidelines on the worksheets. Complete the worksheet as instructed.

Presentation Phase: Sharing the Information
Curriculum writers are aware that most history and social studies teachers cannot spend weeks studying the Lewis and Clark Expedition alone. However, this unit is designed to fulfill educational standards in many other subjects as well. Standards for language arts, visual arts, logic, drama, writing, music, cooperative learning, and many more areas are addressed. For a complete listing, click on STANDARDS and M-I CHARTS H, I, J, K.

In addition, the lessons and activities in this unit may be used singly or as a whole. Whether you go the entire route with a Lewis and Clark festival (outlined in Lesson Plan 4), or just do a single activity, click on PUTTING IT ALL TOGETHER: A LEWIS AND CLARK FESTIVAL for follow up activities in which students share the information they have collected.