LESSON PLAN 1 Name: Grade: 3 Topic: Lewis and Clark

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 answers using resources LESSON OUTCOMES Each student will generate questions and find answers using resources to begin to understand the importance of the Lewis and Clark Expedition. LESSON SUMMARY After students take a pre-test, they will be given a KWL chart and fill out the “K” and “W” columns. The class will come together to discuss the “W” column. The students will then research, using books provided, the purpose of the expedition. They will write their findings in the “L” column and will share these with the class. The students will then create their journals. MATERIALS/RESOURCES KWL charts, Books (see resources), white and brown paper for journals, hole punch, string/yarn for journals, route maps, pre-assessment tests. PROCEDURES Readiness (10 minutes):

1. With students seated at their desks, give the instructions. 2. Show the students the pre-test. Tell them that this is a “no worries” test and that it is just for me

to see how much they already know about what we will learn. 3. Show the students the KWL chart. Tell the students that when they are finished with their test

they should fill out the “K” column, writing down everything they know about the Lewis and Clark Expedition. They should also fill out the “W” column, writing down any questions they want to learn about the Lewis and Clark Expedition.

4. Pass out the Pre-test and place the KWL chart next to the turn-in basket. Tell the students to pick up a KWL chart when they turn in their pre-test.

Focus (17 minutes): 5. Gather the students on the carpet and have them bring their KWL charts. 6. Ask the students to share some of their questions from the wondering “W” column of their

KWL charts. Highlight questions that pertain to the reasons there was an expedition. (Ex: Why was there an expedition?)

7. Tell the students that they are going to research the answer to the questions, Why was there an expedition? and What were the purposes of the expedition?. Show the students the books that they will have available for the research. Tell the students to write the answers they find in the “L” column of their KWL chart. Leave the questions the students are researching on the board for their reference.

8. When students are finished, instruct them to come back to the carpet. 9. Ask the students to share out the answers they found and go over the correct answers. 10. Show students the letter from Thomas Jefferson and the Louisiana Purchase document.

Closure (8 minutes): 11. Instruct students to turn in their KWL chart in the turn in basket and return to their desk. 12. Show students the sample of the journal they will be creating. Tell the students that Lewis and

Clark kept journals on their trip to document their findings to report back to Thomas Jefferson. The students will be keeping journals over the next week so we can remember what we learned just like Lewis and Clark.

13. Step by step, pass out materials and instruct students in making their own journals. a. Get a piece of brown construction paper and crumple it up. Smooth it back out.

Then fold it in half, hamburger style. b. Pass out five pieces of white paper to each student. Tell the students to fold all

of these in half, hamburger style. c. Tell the students when they are finished to put the white pages into the brown

construction paper like a book. I will come around and hole punch the pages when the students are finished.

d. Hand out a piece of string. Have the students string it through all the hole punched pages to bind the journal together.

e. Pass out the maps. Instruct the students to fold the map in half, hamburger style. f. Tell the students to glue the left half of the map onto the very first white page so

it can fold out.

14. When all steps are complete and the journals are finished, have the students write their name on the cover and decorate it until it is time for dismissal.

ASSESSMENT:

15. Gather data from the pre-test to see what students already know about the unit. Check KWL charts for completion. Look specifically at what students already know in the “K” column, questions the students have in the “W” column, and if they were able to research the correct answers to the questions listed above and write them in the “L” column.

DIFFERENTIATION: There will be books on various reading levels to match the reading levels in the classroom. This way all students can be successful in their research. Some students will need more guidance in picking the appropriate book. They may also need guidance in where to look for the correct answer in the text. This will be provided by me during this portion of the lesson. Students who are finished researching the answers to the questions provided early, may research answers to questions they wrote in the “W” column and write the answers on the back of the KWL chart. TECHNOLOGY: ActivInspire Flipcharts SOURCE: Carrie Fell, https://www.archives.gov/education/lessons/lewis-clark/, http://www.monticello.org/site/jefferson/lewis-and-clark-expedition Books

https://www.archives.gov/education/lessons/lewis-clark/

http://www.monticello.org/site/jefferson/lewis-and-clark-expedition

Lewis and Clark Expedition Pre-Test

Matching Match the name of the map to the picture of the map.

1. _______________ 2. _______________

3. __________________ 4. _______________ A. Topographic Map B. Population Map C. Political Map D. Road Map

Short Answer Answer each question. Make sure to read each question carefully. 5. What were the three reasons Thomas Jefferson had for sending Lewis and Clark on the Expedition?

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6. Name at least three Native American tribes the expedition encountered along their journey. •

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7. How could the Native Americans tell Lewis and Clark were peaceful? Essay Questions Answer each question in complete sentences. Make sure to read each question carefully. 8. Describe one main event that happened on the expedition in detail. Tell the story. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9. Why were maps important on the expedition? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10. What were some of the hardships the explorers faced on the Expedition? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________

May 14, 1804

Set off on Expedition

October 24, 1804

Arrive at Hidatsa

and Mandan Villages

November 4, 1804

Hire Toussaint

Charbonneau and Sacagawea

April 7, 1805

Send Shipment of

Artifacts to Thomas Jefferson

August 17, 1805

Arrive at Shoshone Camp, Sacagawea reunited with

her brother, Chief Cameahwait

September 11, 1805

Begin into Bitterroot Mountains

September 22, 1805

Nearly starved,

Explorers emerge from the mountains

November 7, 1805

Explorers think they see the Pacific Ocean for the first

time

November 24, 1805

Reach Pacific Ocean

March 23, 1806

Leave Fort Clatsop

June 24, 1806

Cross back over Bitterroot Mountains with three Nez

Perce guides

July 3, 1806

Men are divided into two groups to explore more of

the land

August 14, 1806

Reach Mandan and Hidatsa villages, Toussaint Charbonneau and Sacagawea leave Expedition

September 23, 1806

Arrive back in St. Louis

Book References Bertozzi, N. (2011). Lewis & Clark. New York: First Second. Burrows, J. (2008). Lewis & Clark: Blazing a trail west. New York: Sterling. Crompton, S. (2009). Lewis and Clark. New York: Chelsea House. George, J., & Foley, T. (2014). What was the Lewis and Clark Expedition? New York: Grosset & Dunlap, an imprint of Penguin Group. Kroll, S., & Williams, R. (1994). Lewis and Clark: Explorers of the American West. New York: Holiday House. McCormick, L. (2006). Lewis and Clark. New York: Children's Press. Morley, J., & Bergin, M. (2013). You wouldn't want to explore with Lewis and Clark! : An epic journey you'd rather not make. New York: Franklin Watts, An Imprint of Scholastic. Myers, L., & Dooling, M. (2002). Lewis and Clark and me: A dog's tale. New York: Henry Holt &. Perritano, J. (2010). The Lewis and Clark Expedition. New York: Children's Press. Quiri, P. (2001). The Lewis and Clark Expedition. Minneapolis, Minn.: Compass Point Books. Robinson, K. (2010). Lewis and Clark: Exploring the American West. Berkeley Heights, New Jersey: Enslow. Streissguth, T. (1998). Lewis and Clark: Explorers of the Northwest. Springfield, New Jersey: Enslow. Sullivan, G. (1999). Lewis and Clark. New York: Scholastic Reference. Webster, C. (2003). The Lewis and Clark Expedition. New York: Children's Press. Woodger, E., & Toropov, B. (2004). Encyclopedia of the Lewis and Clark Expedition. New York: Facts On File.

Books • Lewis and Clark : explorers of the American West / by Steven Kroll ; illustrated by

Richard Williams • Lewis & Clark / Nick Bertozzi • Lewis & Clark : blazing a trail west / John Burrows • Lewis and Clark / by Lisa Wade McCormick • Lewis and Clark : exploring the American West / Kate Robinson • Lewis and Clark / Samuel Willard Crompton • Lewis and Clark / by George Sullivan • Lewis and Clark / Candice Ransom ; [illustrations by Tim Parlin] • Lewis and Clark : explorers of the Northwest / Tom Streissguth • What was the Lewis and Clark Expedition? / by Judith St. George ; illustrated by Tim

Foley • The Lewis and Clark Expedition / John Perritano • You wouldn't want to explore with Lewis and Clark! : an epic journey you'd rather not

make / written by Jacqueline Morley ; illustrated by Mark Bergin • Encyclopedia of the Lewis and Clark Expedition / Elin Woodger and Brandon Toropov

; foreword by Ned Blackhawk • The Lewis and Clark Expedition / Christine Webster • Lewis and Clark and me : a dog's tale / Laurie Myers ; illustrations by Michael Dooling • The Lewis and Clark Expedition / by Patricia Ryon Quiri

http://encore.slcl.org/iii/encore/record/C__Rb2283665__SLewis+and+Clark__Ff%3Afacetmediatype%3Aa%3Aa%3APRINTED%25252BMATL%3A%3A__Orightresult__X5?lang=eng&suite=cobalt

http://encore.slcl.org/iii/encore/record/C__Rb2315298__SLewis+and+Clark__Ff%3Afacetmediatype%3Aa%3Aa%3APRINTED%25252BMATL%3A%3A__P0%2C2__Orightresult__X5?lang=eng&suite=cobalt
















LESSON PLAN 2 Name: Carrie Fell Grade: 3 Topic: Lewis and Clark Expedition: Journey Day 1 MISSOURI GRADE LEVEL EXPECTATIONS History 3.F.3.b – Sequence and describe the importance of the Lewis and Clark Expedition Geography 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 with guidance and support. LESSON OUTCOMES Each student will begin to sequence the importance of the Lewis and Clark expedition by reading and constructing maps and identifying primary and secondary sources. LESSON SUMMARY Students 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 map modeled by a topographic map. The students will then write a journal entry. MATERIALS/RESOURCES Day – Lesson 2 flipchart, clothesline, clothes pins (yellow); main events for clothesline timeline, student journals, topographic map for route, zoomed in map worksheet 1, checklists, Books (See resources). PROCEDURES Readiness (3 minutes):

16. Have students sit on carpet or table. Have the students get a clipboard, a pencil, and a yellow marker 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 with

blue 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 the class 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 their journal. 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 another page 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 students put a yellow line and then write day 1. Highlight the portion of the route that we covered today on the map. Have the students copy what you highlighted on their own maps in the yellow marker or highlighter.

25. Instruct students to return to their desks with all of their material when they are finished highlighting 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 entry

about one of today’s main events from their worksheet. The students must write about the event from the perspective of someone on the Expedition.

27. Show the students the checklist for their journals. Tell the students these are the things you will be looking for when you are checking their journal entries.

28. Give the students time to write. If they have questions about the main event they are writing about they can look up with event in one of the books we will have in the classroom.

29. When they are finished writing their journal entry, instruct the students to turn in their zoomed-in map worksheet in the turn-in basket. Also have the students turn-in their journals in a crate on my desk.

ASSESSMENT:

30. Check student maps for accuracy and completion of the route. Check the student worksheets for completion and accuracy of all main events. Check the student journal entries by using the checklist. Make sure the students have all elements listed in the journal checklist. When reading the journal entries, check for the students’ understanding of the main events that occurred on the Expedition that day.

DIFFERENTIATION: Students will be supported while filling out worksheet by giving students extra time or by having the worksheet completed for the students. For struggling writers there will be sentence starters for the struggling writers as well as individual help to sort through ideas. For an extension during journal writing, students may be asked to write about more than one event that took place. Students may also interject during the lesson if they have a fact to share. TECHNOLOGY: ActivInspire Flipchart SOURCE: Carrie Fell, Books http://www.nationalgeographic.com/lewisandclark/ http://www.monticello.org/site/jefferson/lewis-and-clark-expedition http://lewisclark.net/ http://www.pbs.org/lewisandclark/ http://lewisandclarkjournals.unl.edu/

http://www.nationalgeographic.com/lewisandclark/


http://lewisclark.net/

http://www.pbs.org/lewisandclark/

http://lewisandclarkjournals.unl.edu/

Day 1 • Before Expedition

o Jan. 1803- Thomas Jefferson asks for congress’ approval of an expedition o Spring 1803- Lewis is selected as leader of the expedition and sent to Philadelphia to study

for 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 cents

per acre, more than doubles size of US- 820,000 sq. miles. o Summer 1803- Lewis leaves Washington, oversees construction of a large keelboat, picks

up 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, 1804-

o 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 in the big keelboat and 2 smaller pirogues. (M)

o Expedition sets off from Camp Dubois “under a jentle brease,” Clark writes. (Lewis is in St. Louis and joins group a few days later.) Nearly 4 dozen men involved (the precise number is unknown). Members hail from every corner of the young nation. Reuben and Joseph Field are brothers. George Drouillard, Pierre Cruzathe, Francois Labiche are sons of French-Canadian fathers and Indian mothers. Besides the captains, other diarists are John Ordway, a young solider from New Hampshire; Patrick Gass, a carpenter of Irish stock from Pennsylvania; Joseph Whitehouse, a tailor from Virginia; and Charles Floyd of Kentucky, a “young man of much mint,” Lewis writes. They travel in big keelboat (55 long, 8 feet wide, capable of carrying 10 tons of supplies) and two smaller boats called pirogues. Proceeding up Missouri River involves sailing, rowing, using setting poles, and sometimes wadding along the bank to pull the boats with cordelling ropes. 14 miles is a good day’s progress. (P)

o Expedition begins. (L) • Councils with Native Americans begin

o 1st council, present day Omaha/Council Bluffs, Iowa with the chiefs of the Oto and Missouri 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 of parade, marching in uniform and shooting their guns) give speech saying Native Americans have a new ‘great father” for to the east and promising a future of peace and prosperity if tribes 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 recorded for science.)

o Tense encounter with Teton Sioux (Lakota) near present-day Pierre, South Dakota. Tribe demanded one of the expedition’s boats as a toll for going upriver but a fight was averted when the chief Black Buffalo waved his men off.

• October 24, 1804- o Near today’s Bismarck, North Dakota, the Corps arrives at the villages of the Mandan and

Hidatsa, 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 earth-

lodge villages of the Mandan and Hidatsas. Some 4,500 people live there-more than live in St. Louis or even Washington D.C. at the time. The captains decide to build Fort Mandan across the river from the main village. (P)

o Expedition discovers earth lodge villages of the Mandan and Hidatsas Indians. The captains decide to build Fort Mandan across the river from the main village. (L)

• Build Fort Mandan where they stay for the winter. • November 4, 1804-

o Lewis and Clark hire French-Canadian fur-trader Toussaint Charbonneau and his Shoshone wife, Sacagawea, to act as interpreters on the journey ahead. (NG)

o Toussaint Charbonneau, a French- Canadian trapper living with the Hidatsas, is hired to be an interpreter for the Expedition. (M)

o The captains hire Toussaint Charbonneau, a French-Canadian fur trader living among the Hidatsas as an interpreter. His young Shoshone wife, Sacagawea, had been captured by the Hitasas several years earlier and then sold to Charbonneau along with another Shoshone girl. Having been told that the Shoshones live at the headwaters of the Missouri and have many horses, the captains believed the two till be helpful when the expedition reaches the mountains. (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 Entry _____ Student Name: ____________________________ Date: _________________ _____ Correct Date of Event _____ Tells Where Event Took Place _____ Describes Three Correct Details from the Event (_____ ______ _____) _____ Uses Proper Names and Places _____ Written from the Perspective of Someone on the Expedition

Checklist for Journal Entry _____

Student Name: ____________________________ Date: _________________ _____ Correct Date of Event _____ Tells Where Event Took Place _____ Describes Three Correct Details from the Event (_____ ______ _____) _____ Uses Proper Names and Places _____ Written from the Perspective of Someone on the Expedition

LESSON PLAN 3 Name: Carrie Fell Grade: 3 Topic: Lewis and Clark Expedition- Journey Day 2 MISSOURI GRADE LEVEL EXPECTATIONS History 3.F.3.b – Sequence and describe the importance of the Lewis and Clark Expedition Geography 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 with guidance and support LESSON OUTCOMES Each student will continue to sequence the importance of the Lewis and Clark Expedition by reading and constructing maps and identifying primary and secondary sources. LESSON SUMMARY Students will continue 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 map modeled by a political map. The students will then write a journal entry. When the journal entry is completed, the students will complete a web about Lewis and Clark. MATERIALS/RESOURCES Day 2- Lesson 3 Flipchart, main events for clothesline timeline, clothespins (green), student journals, political map for route, zoomed in map worksheet 2, web, checklists, Books (see resources). PROCEDURES Readiness (3 minutes):

31. Have students sit on carpet or table. Have the students get a clipboard, a pencil, and a green marker 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.



37. Instruct the students to continue writing down Native American tribe names that appear in red in 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 back of their journal.

39. Have the students open up to the map in the front of their journal. In the key have the students put a green line and then write day 2. Highlight the portion of the route that we covered today on the map. Have the students copy what you highlighted on their own maps in the green marker or highlighter.


Closure (17 minutes): 41. When all students are at their desks, instruct the students that they will be writing another

journal entry about one of today’s main events from their worksheet. The students must write about the event from the perspective of someone on the Expedition.

42. Show the students the checklist for their journals again.

43. Tell the students when they are finished with their journal entries to fill out a Lewis and Clark Expedition Web. Tell them to write in the bubbles anything they know about the Lewis and Clark Expedition. Place these webs beside the turn-in basket and instruct the students to pick up the web when they turn in their worksheet for the day.


45. When they are finished writing their journal entry, instruct the students to turn in their zoomed-in map worksheet in the turn-in basket and pick up the Lewis and Clark Web. Also have the students 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 worksheets for completion and accuracy of all main events. Check the student journal entries by using the checklist. Make sure the students have all elements listed in the journal checklist. When reading the journal entries, check for the students’ understanding of the main events that occurred on the Expedition that day. The webs will be a formative assessment to see if the students 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 worksheet completed for the students. For struggling writers there will be sentence starters for the struggling writers as well as individual help to sort through ideas. For an extension during journal writing, students may be asked to write about more than one event that took place. Students may also interject during the lesson if they have a fact to share. The web activity will be supported, by having the students orally tell me things about the Lewis and Clark Expedition and I will write them down. I will use this accommodation when necessary. TECHNOLOGY: ActivInspire Flipchart SOURCE: Carrie Fell, Books, http://www.nationalgeographic.com/lewisandclark/ http://www.monticello.org/site/jefferson/lewis-and-clark-expedition http://lewisclark.net/ http://www.pbs.org/lewisandclark/ http://lewisandclarkjournals.unl.edu/






Day 2 • April 7, 1805-

o 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 Thomas Jefferson. The “permanent party” of the Expedition (Consisting of Lewis, Clark, 27 soldiers, 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 along with 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 a prairie dog) (P)

• Spring 1805 (April/May) o Amazed at all the wildlife near Yellowstone River in Montana. 10,000 buffalo see and kill

first 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 carry

all of their gear, including the canoes. 18 ½ miles portage around o Reach 3 Forks of the Missouri. Name rivers Jefferson, Gallatin, and Madison in honor of

the President, Secretary of the Treasury, and Secretary of State. Travel Southwest up the Jefferson.

o Sacagawea recognizes Beaverhead Rock and knows they are getting close to the Shoshone villages.

o Thomas Jefferson receives the shipment in Washington D. C. o Lewis crosses the Lemhi Pass and the Continental Divide (present day border between

Montana and Idaho) hoping to see a large waterway that leads to the Pacific Ocean but instead discovers there is no northwest passage only more mountains.

• August 17, 1805- o The main party arrives at the Shoshone camp, where Sacagawea recognizes the chief as her

long-lost brother, Cameahwait. (NG) o Sacagawea is reunited with her brother, the Shoshone chief Cameahwait, and helps

negotiate 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 now

knows are all-important to cross the daunting mountains. On this day, Clark and the rest of the expedition arrive and Sacagawea is brought in to help translate. Remarkably, the Shoshone chief, Cameahwait, turns out to be her brother. The captains name the spot Camp Fortunate. (P)

• Getting Ready to Cross the Mountains o gain 29 horse, 1 mule, and 1 Shoshone guide named Old Toby, leave Shoshone villages and

head 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; the crossing will over more than 160 miles. (NG)

o The expedition ascends into the Bitterroot Mountains with Shoshone guild Old Toby leading the way. (M)

o The Corps of Discovery ascends into the Bitterroot Mountains which Sergeant Patrick Gass calls “The most terrible mountains I ever beheld.” Old Toby loses the trail in the steep and heavily 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 mountains continue 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 brink of starvation, the entire expedition staggers out of the Bitterroots near modern-day Weippe, Idaho. (P)




LESSON PLAN 4 Name: Carrie Fell Grade: 3 Topic: Lewis and Clark Expedition- Journey Day 3 MISSOURI GRADE LEVEL EXPECTATIONS History 3.F.3.b – Sequence and describe the importance of the Lewis and Clark Expedition Geography 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 with guidance and support LESSON OUTCOMES Each student will continue to sequence the importance of the Lewis and Clark Expedition by reading and constructing maps and identifying primary and secondary sources. LESSON SUMMARY Students 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 map modeled 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 for route, zoomed in map worksheet 3, checklists, books (See resources). PROCEDURES Readiness (3 minutes):

47. Have students sit on carpet or table. Have the students get a clipboard, a pencil, and a red marker 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.




54. Have the students write down the name of today’s map (road map) on the page in the back of their journal.

55. Have the students open up to the map in the front of their journal. In the key have the students put a red line and then write day 3. Highlight the portion of the route that we covered today on the map. Have the students copy what you highlighted on their own maps in the red marker or highlighter.




58. Show the students the checklist for their journals again. 59. Give the students time to write. If they have questions about the main event they are writing

about they can look up with event in one of the books we will have in the classroom. 60. When they are finished writing their journal entry, instruct the students to turn in their zoomed-

in map worksheet in the turn-in basket. Also have the students turn-in their journals in a crate on my desk

ASSESSMENT: Check student maps for accuracy and completion of the route. Check the student worksheets for completion and accuracy of all main events. Check the student journal entries by using the checklist. Make sure the students have all elements listed in the journal checklist. When reading the journal entries, check for the students’ understanding of the main events that occurred on the Expedition that day. DIFFERENTIATION: Students will be supported while filling out worksheet by giving students extra time or by having the worksheet completed for the students. For struggling writers there will be sentence starters for the struggling writers as well as individual help to sort through ideas. For an extension during journal writing, students may be asked to write about more than one event that took place. Students may also interject during the lesson if they have a fact to share. TECHNOLOGY: ActivInspire Flipcharts SOURCE: Carrie Fell, Books, http://www.nationalgeographic.com/lewisandclark/ http://www.monticello.org/site/jefferson/lewis-and-clark-expedition http://lewisclark.net/ http://www.pbs.org/lewisandclark/ http://lewisandclarkjournals.unl.edu/






Day 3 • September 22, 1805-

o After nearly starving in the mountains, the expedition emerges near present-day Weippe, Idaho. (L)

o Starving, the men emerge from the mountains near present-day Weippe, Idaho, at the villages of the Nez Perce Indians. (NG) (9/23)

• Nez Perce o Befriend the expeditioners. Chief named Twisted Hair shows them how to use fire to hollow

out pine trees and make new canoes. Gorge themselves on salmon and camas roots. • Rivers

o Head down Clearwater River (near Orofino, Idaho). First time in almost two years, they are traveling with current at their backs.

o Reach Columbia River, last waterway before Pacific Ocean. The river teems with Salmon, Clark estimates 10,000 pounds of Salmon drying in one village.

• November 7, 1805- o Believing he sees the Pacific, Clark writes, “Ocian in View! O the joy.” In reality, they are

seeing only the widening estuary of the Columbia River. (NG) o Clark writes in his journal that the expedition is within sight of the ocean. Actually, the

explorers are still 20 miles from the Pacific coast. (M) o Thinking he sees the end of the land in the distance, Clark writes in his most famous journal

entry: “Ocian in view! O the joy.” But they’re actually only at the eastern end of Gray’s Bay, still 20 miles from sea. Fierce Pacific storms, rolling waters, and high winds pin them down for nearly three weeks, “the most disagreeable time I have experienced,” according to Clark. Later, Clark estimates they have traveled 4,162 miles from the mouth of the Missouri to the Pacific. His estimate based on dead reckoning, will turn out to be within 40 miles of the actual distance. (P)

• November 24, 1805- o Having reached the Pacific, the entire expedition- including Sacagawea and Clark’s slave,

York- take a vote on where to build their winter quarters. They chose the Clatsop Indian side of the Columbia, and the encampment came to be named Fort Clatsop. (NG)

o To make the crucial decision of where to spend the winter, the captains decide to put the matter to a vote. Significantly in addition to the others, Clark’s slave, York, is allowed to vote- nearly 60 years before slaves in the US would be emancipated and enfranchised. Sacagawea, the Indian woman, votes too more than a century before either women or Indians are granted the full rights of citizenship. The majority decides to cross the south side of the Columbia, near modern-day Astoria, Oregon, to build winter quarters. (P)

• January 1806 o Lewis writes of homesickness. o In Washington, Thomas Jefferson welcomes a delegation of Missouri, Oto, Arikara, and

Yankton Sioux chiefs who had met Lewis and Clark more than a year earlier. • March 23, 1806-

o After a winter of only 12 days without rain, the men present their fort to the Clatsop Indians and set out for home. (NG)

o The expedition leaves Fort Clatsop and begins its homeward journey. They give the fort to Coboway, a Clatsop chief. (M)

o Fort Clatsop is presented to the Clatsops and the expedition sets off for home. (P) o Fort Clatsop is presented to the Clatsop Indian, for which it was named, and the expedition

begins the journey home. (L) • May/June 1806

o Return to the Nez Perce. They Nez Perce return 21 horses to the expedition that they had cared for during the winter. The expedition waits until the snow melts on the Bitterroots before they cross them. Even though it is spring on the prairie it is still winter in the mountains.

o During this time the expedition again stays with the Nez Perce, Lewis describes them as “the most hospitable, honest, and sincere people that we have met with in our voyage.” (L)

• June 24, 1806- o The expedition sets out to cross the Bitterroots with three Nez Perce guides. (M)




LESSON PLAN 5 Name: Carrie Fell Grade: 3 Topic: Lewis and Clark Expedition- Journey Day 4 MISSOURI GRADE LEVEL EXPECTATIONS History 3.F.3.b – Sequence and describe the importance of the Lewis and Clark Expedition Geography 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 with guidance and support LESSON OUTCOMES Each student will continue to sequence the importance of the Lewis and Clark Expedition by reading and constructing maps and identifying primary and secondary sources. LESSON SUMMARY Students will continue 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 map modeled by a population map. The students will then write a journal entry. When the journal entry is completed, the students will complete a web about Lewis and Clark. MATERIALS/RESOURCES Day 4- Lesson 5 Flipchart, main events for clothesline timeline, clothespins (blue), population map for route, student journals, zoomed in map worksheets 4, webs, checklists, Books (See resources). PROCEDURES Readiness (3 minutes):

61. Have students sit on carpet or table. Have the students get a clipboard, a pencil, and a blue marker or highlighter and bring their journal with them.

62. Pass out the zoomed-in map worksheet 4. 63. Open flipchart Day 4- Lesson 5. 64. Read the quote from Lewis to start off the day.




68. Have the students write down the name of today’s map (population map) on the page in the back of their journal.

69. Have the students open up to the map in the front of their journal. In the key have the students put a blue line and then write day 4. Highlight the portion of the route that we covered today on the map. Have the students copy what you highlighted on their own maps in the blue marker or highlighter.




72. Show the students the checklist for their journals again. 73. Tell the students when they are finished with their journal entries to fill out another Lewis and

Clark Expedition Web. Tell them to write in the bubbles everything they know about the Lewis and Clark Expedition. Place these webs beside the turn-in basket and instruct the students to pick up the web when they turn in their worksheet for the day.


75. When they are finished writing their journal entry, instruct the students to turn in their zoomed-in map worksheet in the turn-in basket and pick up the Lewis and Clark Web. Also have the students turn-in their journals in a crate on my desk.

ASSESSMENT:

76. Check student maps for accuracy and completion of the route. Check the student worksheets for completion and accuracy of all main events. Check the student journal entries by using the checklist. Make sure the students have all elements listed in the journal checklist. When reading the journal entries, check for the students’ understanding of the main events that occurred on the Expedition that day. The webs will be a formative assessment to see if the students understand everything being taught and have continued to learn over the past few day. Look for more completion of the web than the first web.

DIFFERENTIATION: Students will be supported while filling out worksheet by giving students extra time or by having the worksheet completed for the students. For struggling writers there will be sentence starters for the struggling writers as well as individual help to sort through ideas. For an extension during journal writing, students may be asked to write about more than one event that took place. Students may also interject during the lesson if they have a fact to share. The web activity will be supported, by having the students orally tell me things about the Lewis and Clark Expedition and I will write them down. I will use this accommodation when necessary. TECHNOLOGY: ActivInspire Flipchart SOURCE: Carrie Fell, Books, http://www.nationalgeographic.com/lewisandclark/ http://www.monticello.org/site/jefferson/lewis-and-clark-expedition http://lewisclark.net/ http://www.pbs.org/lewisandclark/ http://lewisandclarkjournals.unl.edu/






Day 4 • July 3, 1806-

o Lewis and Clark divide the men in order to explore more of the territory and to look for an easier pass over the Rockies. Lewis follows the Missouri River and Clark follows the Yellowstone River. (M)

o After re-crossing the Bitterroots, the expedition splits into smaller units in order to explore more of the Louisiana Territory. Clark takes a group down the Yellowstone River; Lewis heads across the shortcut to the Great Falls and then explores the northernmost reaches of the Marias River (and therefore the Louisiana Territory). It will mean they will be split at one point into four separate groups. (P)

o Having crossed the Bitterroots again, the expedition breaks into smaller groups in order to explore more of the Louisiana Territory. Clark and his group head down the Yellowstone River, while Lewis takes the shortcut to the Great Falls, and then heads north along the Maris River. (L)

• Summer 1806 o Clark names a large rock pillar on the Yellowstone River, Pompy’s Tower. He carves his

name and the date into the rock. It is the only physical evidence of the Expedition’s journey. (July)

o The explorers are all reunited near the junction of the Missouri and Yellowstone Rivers, downstream from the mouth of the Yellowstone. (August)

• August 14, 1806- o The party reaches the Mandan villages, Charbonneau, Sacagawea, and Jean Baptiste leave

the Expedition. (M) o They arrive back at the Mandan Villages. John Colter is given permission to leave the

expedition and return to Yellowstone to trap beaver and become one of the first American “mountain men”. The captains say good-bye to Charbonneau, Sacagawea, and Baptiste. (P)

o The expedition returns to the Mandan village. Charbonneau, Sacagawea, and Jean Baptiste stay, while John Colter is granted permission to return to the Yellowstone to trap beaver. (L)

• September 1806 o Speeding home down the Missouri, traveling as much as 70 miles a day, sometimes not

even stopping to hunt in order to get back sooner. • September 23, 1806

o Having found an easier route across the country, the men reach St. Louis nearly 2 ½ years after their journey began and are acclaimed as national heroes. (NG)

o The Expedition arrives in St. Louis. Lewis writes to Thomas Jefferson that the corps has “penetrated the continent of North America to the Pacific Ocean.” (M)

o Their last day as the Corps of Discovery. They reach St. Louis. Having been gone for nearly 2 ½ years, they had been given up for dead by the citizens who great the explorers enthusiastically. “Now” young John Ordway writes, “we intend to return to our native homes to see our parents once more as we have been so long from them.” (P)

o Lewis and Clark reach St. Louis (L)

• Fall 1806- After returning o The Captains are national heroes; as they travel to Washington D.C., balls and galas are

held in towns they pass through. In the capitol, one senator tells Lewis it’s as if he had just returned from the moon. The men get double pat and 320 acres of land as rewards; the captains get 1,600 acres. Lewis is named governor of the Louisiana Territory; Clark is made Indian agent for the west and brigadier general of the territory’s militia. (P)




LESSON PLAN 6 Name: Carrie Fell Grade: 3 Topic: Lewis and Clark- Review of Sequence MISSOURI GRADE LEVEL EXPECTATIONS History 3.F.3.b – Sequence and describe the importance of the Lewis and Clark Expedition Social Science Inquiry 7.A.3.a – Identify primary and secondary sources to determine importance with guidance and support LESSON OUTCOMES Each student will review the sequence of the Lewis and Clark Expedition by identifying primary and secondary sources. LESSON SUMMARY Students will be given time to explore websites provided to review the sequence of the main events of the Expedition. They will then watch a video on Sacagawea and take a timeline sequencing quiz. MATERIALS/RESOURCES Student iPads, links to websites, Sacagawea video, timeline sequencing quiz. PROCEDURES Readiness (5 minutes):

77. Gather students on the carpet to go over the websites they will be visiting. 78. Show the National Geographic website and tell the students they may look at the interactive

journey map. 79. Show the PBS website and tell the students they may look at the Interactive Trail Map or play

the Into the Unknown game. Focus (20 minutes):

80. Give students time to explore these websites on their iPads and review the sequence of events that occurred during the Lewis and Clark Expedition.

81. When 8 minutes are left, stop the students and gather them back to the carpet. 82. Show the Sacagawea video and tell the students to pay close attention to the sequence of the

main events and the importance of Sacagawea. Closure (10 minutes):

83. Show the Timeline Sequencing Quiz to the students. Tell the students that they need to correctly order the events on the timeline.

84. Have the students return to their desks and pass out the quiz. 85. When the students are finished with their quizzes they may get back on their iPad and continue

explore the websites. ASSESSMENT:

86. I will be assessing the students’ understanding of the sequence of the main events of the Lewis and Clark Expedition that we studied by their completion of the quiz. I will check the quizzes to see if they correctly ordered the main events on the timeline.

DIFFERENTIATION: Some of the students will be given a modified quiz, with more events already on the timeline. Or some students will be given support when taking the quiz. I will orally ask the students which of two events happened first. The students will then glue those down. By completing the quiz together the students will be more successful, yet they are still working on sequencing events. An extension for the quiz will be if the students can describe 1-2 of the events on the back of the quiz. TECHNOLOGY: iPads, Lewis and Clark websites SOURCE: Carrie Fell http://www.pbs.org/lewisandclark/ http://www.nationalgeographic.com/lewisandclark/



Timeline Sequencing Quiz

May 14, 1804

October 24, 1804

November 4, 1804

April 7, 1805

August 17, 1805

September 11, 1805

September 22, 1805

November 7, 1805

November 24, 1805

March 23, 1806

June 24, 1806

July 3, 1806

Arrive at Hidatsa and Mandan Villages

Arrive at Shoshone Camp, Sacagawea reunited with her brother, Chief Cameahwait

Nearly starved, explorers emerge from the mountains

Leave Fort Clatsop

Men are divided into two groups to explore more of the land

__________

Timeline Sequencing Quiz

A. Begin into Bitterroot Mountains

B. Arrive back in St. Louis

C. Cross back over Bitterroot Mountains with three Nez Perce guides

D. Send shipment of artifacts to Thomas Jefferson

E. Reach Pacific Ocean

F. Hire Toussaint Charbonneau and Sacagawea

G. Set off on Expedition

H. Explorers think they see the Pacific Ocean for the first time

LESSON PLAN 7 Name: Carrie Fell Grade: 3 Topic: Lewis and Clark Expedition- Review of Importance of Expedition 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 answers using sources LESSON OUTCOMES Each student will describe the importance of the Lewis and Clark Expedition by generating questions and finding answers using sources. LESSON SUMMARY As a class, we will review the importance of the expedition. Each student will be given post-it notes to write their answers to questions posted around the room. The class will then discuss the answers to these questions. The students will then take the post-assessment, which is the same test as the pre-assessment. MATERIALS/RESOURCES Chart paper, markers, post-it notes, post-tests (same as pre-tests). PROCEDURES Readiness (5 minutes):

87. Gather students to the carpet. 88. Review with the students the importance of the Expedition. Ask the students: Why was the

Expedition important? How did it impact the country? Focus (18 minutes):

89. Show the students the four questions posted around the room on chart paper. (What was the purpose of the Expedition? What are some important discoveries that were made on the Expedition? How did the Native Americans help the Expedition? Why was Sacagawea important? What did she do? How did she help?)

90. Tell the students that they need to answer each of these questions by writing them on post-it notes you will give them. The students should write the answer on the post-it note, fold it up it half, write their name on the back, and then put the post-it note on the proper chart paper.

91. Pass out the post-it notes and give the students time to answer the questions. 92. When all the students have answered all of the questions, have the students come back together

on the carpet. 93. Go over each question and read the answers on the post-it notes. Have a class discussion on

each of these questions. Do this with all four questions. 94. When we are finished with this, ask the students if they have any more questions before they

take their post-test. Review if necessary. Closure (12 minutes):

95. Show the students the post-test. It is the same as the pre-test. Tell the students that we have learned all of this information now and that you want to see what they have learned.

96. Have the students return to their desks. Pass out the tests. ASSESSMENT:

97. I will be collecting the post-it notes from the students to serve as assessment data. They’re answers will let me know if they understand the important aspects of the Expedition. I will also be using the post-test as an assessment. The students will show me what they learned because I can compare their answers from the pre-test to the post-test.

DIFFERENTIATION: During the question activity, have struggling students focus just on the essential question, what was the purpose of the Expedition? This way they can complete one question well rather than rush through four. I can also provide paper for students if that is easier for them to write than on post-it notes. I will also have extra post-it notes for students whose answers are longer. During the post-test, I will provide support by going over the test with specific students. TECHNOLOGY: Not included unless ActivInspire flipcharts are needed for review. SOURCE: Carrie Fell

Things You Need to Know! : Lewis and Clark Study Guide Test will have: Matching, Short Answer, and Essay Questions

• The types of maps we talked about o Topographic o Population o Political o Road

• The reasons Thomas Jefferson had for sending Lewis and Clark on the

Expedition. (The purposes of the Expedition) o To find an easy waterway from the Missouri River to the Pacific Ocean. o To make friends with the Native Americans and learn about them. o To find out about the land, plants/animals/soil o Make maps of the land

• Name at least three Native American Tribes that the Expedition encountered

o Oto, Missouri, Yankton Sioux, Teton Sioux, Hidatsa, Mandan, Shoshone, Nez Perce, Clatsop

• How could the Native Americans tell Lewis and Clark were peaceful?

o Traveled with Sacagawea and Pomp

• Be able to describe one of the main events on our timeline in detail.

• Be able to tell why maps were so important on the Expedition.

• Be able to tell what some of the hardships were that the Expedition faced.

Lewis and Clark Expedition Post-Test

Matching Match the name of the map to the picture of the map.

1. _______________ 2. _______________

3. __________________ 4. _______________ A. Topographic Map B. Population Map C. Political Map D. Road Map Short Answer

Answer each question. Make sure to read each question carefully. 5. What were the three reasons Thomas Jefferson had for sending Lewis and Clark on the Expedition?

•

•

•

6. Name at least three Native American tribes the expedition encountered along their journey. •

•

•

7. How could the Native Americans tell Lewis and Clark were peaceful? Essay Questions Answer each question in complete sentences. Make sure to read each question carefully. 8. Describe one main event that happened on the expedition in detail. Tell the story. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9. Why were maps important on the expedition? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10. What were some of the hardships the explorers faced on the Expedition? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LESSON PLAN 8 Name: Carrie Fell Grade: 3 Topic: Lewis and Clark- Summative Assessment MISSOURI GRADE LEVEL EXPECTATIONS

History 3.F.3.b – Sequence and describe the importance of the Lewis and Clark Expedition LESSON OUTCOMES Each student will be able to sequence and describe the importance of the Lewis and Clark Expedition. LESSON SUMMARY The students will be given instructions to write a letter to Thomas Jefferson reporting back their findings on the Expedition. They will be shown the rubric and then given time to write the letter. MATERIALS/RESOURCES Paper to write letter, Lewis and Clark journals to Thomas Jefferson, rubric for letter, checklists, Lesson 8 Flipchart, Books (see resources) PROCEDURES Readiness (7 minutes):

98. Gather the students to the carpet and describe how Lewis and Clark had to write up a summary of what they discovered and report back to Thomas Jefferson.

99. Show the students the images of the letter Thomas Jefferson wrote. (Lesson 8 Flipchart) 100. Tell the students that they will be doing just that! They will be writing a letter to Thomas

Jefferson “reporting back” everything they have learned about the Expedition. 101. Show the rubric to the students and go over what will be expected of them. 102. Have the students return to their desks.

Focus (25 minutes): 103. Pass out the letter writing paper and the checklists to help the students. 104. Give the students time to write, assisting any students as they need help. (They may use their

notes, journals, and books as references). Closure (3 minutes):

105. Give the students a warning to finish up their letters. Have the students turn in their letters to the turn-in basket. If any student finishes early, have them first edit their letters then have them sketch a picture of an animal or plant or a map that Lewis and Clark would have seen on their Expedition.

ASSESSMENT: 106. Check the students’ letters for accuracy and make sure they include all elements of the

checklist. Grade the letters with the rubrics. Look for student understanding, these letters should show me what the students learned about the Lewis and Clark Expedition.

DIFFERENTIATION: I will provide a brainstorming sheet for students who are struggling with writing the letter. I will work with them on getting their ideas down. For students who finish early, I will have them include a sketch of a plant or animal or draw a map. TECHNOLOGY: ActivInspire Flipchart SOURCE: Carrie Fell, Books, http://www.monticello.org/site/jefferson/jeffersons-instructions-to-meriwether-lewis

Thomas Jefferson Letter Brainstorming Sheet

http://www.monticello.org/site/jefferson/jeffersons-instructions-to-meriwether-lewis

Purposes Discoveries Native Americans

Hardships Main Event 1 Main Event 2

Were the Purposes

Met?

Yes or No

Name one discovery that was

made on the Expedition.

Name one Native

American tribe.

Name one hardship the Expedition

faced.

Name one main event from the

Expedition.

Name another main event from

the Expedition.

Why? Give me your reason.

What happened?

How did they help the

Expedition?

Tell me about it.

What happened?

What happened?

Thomas Jefferson Letter Checklist _____ I wrote the letter in the proper letter format. (Date,

greeting, closure, signature)

_____ I wrote if the purposes of the Expedition were OR were

not met.

_____ I wrote at least one important discovery that was made

on the Expedition.

_____ I wrote about at least one Native American tribe and

how they helped the Expedition.

_____ I wrote about at least one hardship the explorers faced

on the Expedition.

_____ I wrote about at least two main events that happened

while on the Expedition.

_____ I wrote the letter from the perspective of someone who

was on the Expedition.

Websites: http://www.nationalgeographic.com/lewisandclark/ http://www.pbs.org/lewisandclark/ http://www.pbs.org/lewisandclark/into/index.html http://www.pbs.org/lewisandclark/trailmap/index.html https://www.youtube.com/watch?v=aawWD3dIujM https://www.archives.gov/education/lessons/lewis-clark/ http://www.nationalgeographic.com/lewisandclark/ http://www.monticello.org/site/jefferson/lewis-and-clark-expedition http://www.pbs.org/lewisandclark/ http://www.history.com/topics/lewis-and-clark http://lewisandclarkjournals.unl.edu/ http://lewisclark.net/



http://www.pbs.org/lewisandclark/into/index.html

http://www.pbs.org/lewisandclark/trailmap/index.html

https://www.youtube.com/watch?v=aawWD3dIujM

https://www.archives.gov/education/lessons/lewis-clark/




http://www.history.com/topics/lewis-and-clark



Documents

LESSON PLAN 1 Name: Grade: 3 Topic: Lewis and Clark