LEWIS & CLARK CONTINUED
This is a first grade lesson that will follow my previous lesson on Lewis and Clark/journaling. President Jefferson asked Lewis to be his secretary. President Jefferson wanted to train Lewis for an exploring mission. Thomas Jefferson was very curious about the WEST. He wanted to learn about the land, plants and animals and about the people (Indians) that lived there. William Clark was assigned to be Lewis’s partner in command. Together they would explore the unknown land of the United States that had just been bought from France—it was known as the territory of Louisiana. The two men took soldiers, scouts, and boatmen with them on their journey. One of the most valued members of the group was Sacagawea, a Native American woman, married to one of the scouts. Without her help, Lewis and Clark's mission would have been far more difficult for she knew which nuts and berries to eat, and how to cook and stew meat. She also knew how to communicate with the Native Americans they encountered on their travels. Lewis and Clark created maps, explored rivers, collected and documented plants captured and drew animals such as buffalo, bears, and jack rabbits. Jefferson wanted Lewis and Clark to establish relationships with the Indians and prepare for trade with them. (Content)
Build a classroom timeline of the Lewis and Clark expedition. We will string a clothesline across the room. Use clothespins to clip cards onto the clothesline; each card should include the date and the event you're adding to the timeline. Add events to the timeline as you learn about them. Recalling, listing and labeling events from the expedition. (DOK 1) Combine the timeline with a map to document the travels of the expedition. Collecting and displaying this info on the map. (DOK 2) Place pins in the map at the locations of significant events. Draw in the path of the expedition as you learn about it. These two activities give the first graders a visual reference for the facts they learn about Lewis and Clark (DOK 1 & 2). As an extension of this activity I will ask students to design a timeline of important events in their lives with the help of their families. (DOK 4) (Standards 8.1.2.a)
Neat ideas in these 3 posts around a central story....where the students are "simulating" the events of the story (journaling, map making). The clothesline is cool because you can use it as a formative assessment --if a student places an event in the wrong sequence it can be corrected easily.The family timeline could also be used at the beginning of the lesson to connect something familiar (their life)--background knowledge--to the new concept that life events have a time order to them.Either way--beginning or end--- it is a flexible activity you can choose based on the ability of your students.
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