“Lewis and Clark Corps of Discovery”
GLAD Unit
4th grade
Karen Harger
Jeanne Harmon
Cynthia Norcross
Christy Wilson
Project GLAD
Beaverton School District
THE LEWIS AND CLARK “CORPS OF DISCOVERY”
IDEA PAGES
I.
UNIT THEME: Exploring the continent
• Mapping and exploring the land toward the Pacific Ocean opened North
America to settlement and expansion of the United States.
• The Louisiana Purchase doubled the land belonging to the US.
• The corps had a mission to record new species of plants and animals to return
to President Jefferson.
• The Corps was to meet the Native American tribes and establish positive
relations.
• The Corps was to find a water route to the Pacific Ocean for economic
reasons.
II.
FOCUS/MOTIVATION
• Big Book
• Watch sections of the Ken Burns movie “Lewis and Clark”
• Poetry; chants
• Realia- compass, magnifying glass, moccasins, pocket watch, Sacajewea coin
• Read aloud- journal entries
• Observation and Inquiry Charts
III.
CLOSURE
• Process charts/learnings
• Add to living wall
• Personal exploration
• Evaluation of week; letter home
• Present expert information in multiple intelligences
• On-going assessment- logs/journals
IV.
CONCEPTS:
HISTORY/SOCIAL SCIENCE
• Individual explorers can significantly change the course of US history.
• The Lewis and Clark expedition opened the west to settlement and expansion
from coast to coast.
• Various groups were affected by events and developments in US history.
• Nations interact with each other through trade, diplomacy, cultural contacts,
treaties and agreements.
• Natural hazards and the physical environment affect the routes, flow and
destinations of migrations.
SCIENCE
• There are both living and non-living resources unique to a specific habitat.
• Organisms adapt to the habitat in which they live.
LITERATURE
• Overcoming obstacles
V.
VOCABULARY
expedition
wilderness
wildlife
continent
pirogue
specimen
flora
shallow
hazard/obstacle
pass
grouse
Nez Perce
Chief Cameahwait
Corps of Discovery
journey
Louisiana Purchase
keelboat
journal
cradle board
fauna
sandbar
current
peak
moccasins
Lakota
Chinook
Bitterroots
bison
warren
Great Plains
prairie
pronghorn
tallow
to pole
rapids
ridge
Shoshone
Mandan
Clatsop
VI.
ORAL LANGUAGE/READING/WRITING /LITERATURE SKILLS
See attached Oregon benchmarks
VII.
MATH/SCIENCE/SOCIAL STUDIES SKILLS
See attached Oregon benchmarks
VIII.
RESOURCES AND MATERIALS- Non-Fiction
Ambrose, Stephen- Lewis and Clark Voyage of Discovery
Keisling, Sanna Porte- The Lewis and Clark Expedition
Kid’s Discover- “Lewis and Clark” Volume 6
Moreley, Jacqueline- Across America; the Story of Lewis and Clark
Muench, David and Dan Murphy- Lewis and Clark; Voyage of Discovery; The
Story Behind the Scenery
Sabin, Francene- Lewis and Clark
Schmidt, Thomas and Jeremy Schmidt- The Saga of Lewis and Clark; Into the
Uncharted West
Steber, Rick- Oregon Trail
Biography
Bruchac, Joseph- Sacajawea.
Gleiter, Jan and Kathleen Thompson- First Biographies; Sacagawea
Rowland, Della- Sacajawea, Guide to Lewis and Clark
Schanzer, Rosalyn- How We Crossed the West; the Adventures of Lewis &
Clark
Shaughnessy, Diane and Jack Carpenter- Sacajawea; Shoshone Trailblazer
Seymour, Warren- Sacagawea; American Pathfinder
RESOURCES AND MATERIALS- Fiction
Fraggalosch, Audrey- Great grizzly Wilderness; A Story of the Pacific Rain
Forest
Lee, Evelyn- Bluestem Horizon; A Story of a Tallgrass Prairie
Smith, Roland- The Captain’s Dog
POETRY
Silverstien, Shel- Where the Sidewalk Ends
Seasons
Hughes, Langston
JUVENILE LITERATURE
Sullivan, George- Lewis and Clark; In Their Own Words
Stein, R. Conrad- Cornerstones of Freedom; Lewis and Clark
TEACHER RESOURCES
Sachatello-Sawyer- Lewis and Clark; Background Information and Activities
Hampton Brown : “Discovery”
COMMUNITY RESOURCES
Fort Clatsop National Monument, Astoria, OR (503) 861-2471
Sacajawea Interpretive Center, Pasco, WA (509) 545-2361
Lewis & Clark Trail Heritage Foundation, P.O. Box 3434 Great Falls, MT 59403
Oregon Historical Society
Oregon Trail Interpretive Center- Oregon City
www.coast-trails.org-hiking & L&Ctrail
REALIA
magnifying glass
Hudson Bay blanket
glass beads
canoe paddle
mirrors
powder horn
Sacagawea coin
tallow candle
flower press
oil cloth
dried soup
scissors
beads
Jefferson peace medal
1870’s journal
moccasins
compass
animal tracks stamps
calico
beadwork
Web Resources
Corps of Discovery: The Lewis and Clark Expedition (1804-1806)
http://www.nps.gov/focl/journey.htm
From Fort Clatsop National Memorial.
Discovering Lewis and Clark
http://www.lewis-clark.org/index.htm
Interactive workshop providing an overview of the journey of Lewis and
Clark, including journal excerpts.
Lewis and Clark
http://www.pbs.org/lewisandclark/
Companion site to the film by Ken Burn.
Lewis & Clark Bicentennial in Oregon
http://www.lcbo.net
Includes self-guided tours, links to sites along the route, and Oregon
events.
Lewis and Clark Educator's Resource Guide
http://www.teachlewis-clark.org/
Annotated lists of books, videos, websites, trunks and other resources
The Lewis & Clark Expedition Bicentennial in Vancouver/Clack Co.,
Washington.
http://www.lewisandclark-clark.org/
Includes a bibliography of books for young readers and links to local,
regional, Native American and national resources.
The Lewis and Clark Expedition (1803-1806)
http://www.indiana.ed./%7Esssdc/lewisandclark.htm
Links to teaching and information sources
Lewis & Clark Expedition Collections (Lewis and Clark College)
http://www.lclark.edu/~archives/specialcollections/expcollections.html
Lewis & Clark College has the most complete collection of printed
materials on the Lewis & Clark Expedition ever assembled, including
books, newspapers, maps, scholarly journals, magazines, pamphlets, and
manuscript materials related to the Expedition.
Lewis and Clark on the Information Superhighway
http://www.lcarchive.org/
Comprehensive list of web sites that are related in some manner to the
Lewis & Clark expedition
Lewis and Clark Trail Heritage Foundation
http://www.lewisandclark.org/
Contains several informative articles, with a particularly interesting
article about Sacagewea.
Lewis and Clark's Expedition : Curriculum Ideas and Education
Resources
http://www.nwrel.org/teachlewisandclark/home.html
Includes a list of books and articles, a listserv for teachers, and
links to curriculum ideas.
Navigating Lewis and Clark
http://www.nwrac.org/lewis-clark/resources.html
Annotated list of useful resources
The National Council of the Lewis & Clark Bicentennial
www.lewisandclark200.org/
National clearinghouse for news, events listings, resources and
promotions.
GLAD UNIT
“Lewis & Clark- Corps of Discovery”
Oregon State Standards
READING
CCG
Recognize, pronounce & know meaning of words in text.
Content Standards
Recognize, pronounce, and know the meaning of works in text by using phonics,
language structure, contextual clues and visual clues.
Benchmarks
2: Determine meaning of works using contextual and structural clues,
illustrations,
and other reading strategies.
Students will:
• use context clues to choose the correct meaning for identified words in the reading passage
• use illustrations such as pictures, charts, graphs, or diagrams to determine the meaning of
words
in the passage.
CCG
Use a variety of reading strategies to increase comprehension and learning.
Content Standards
Locate information and clarify meaning by skimming, scanning, close reading
and
other reading strategies.
Benchmarks
2. Locate information and clarify meaning by using illustrations, table of
contents,
glossaries, indexes, headings, graphs, charts, diagrams and/or tables.
Students will:
• use tables of contents and indexes to locate specific information.
• use information in illustrations, graphs, charts, diagrams and tables to help understand a
reading passage.
• use a glossary to locate words to help clarify meaning.
• use headings to locate where needed information is likely to be found.
CCG
Increase word knowledge through systematic vocabulary development.
Content Standards
Demonstrate literal comprehension of a variety of printed materials.
Benchmarks
2. Identify sequence of events, main ideas, facts, supporting details and opinions
in literary, informative and practical selections.
Students will identify or summarize:
• the order of events.
• a statement or sentence that indicates the main idea of the selection.
• directly stated facts; information from charts/graphs.
• details such as key words, phrases or sentences that explicitly state important characteristics,
times or places.
CCG
Demonstrate inferential comprehension of a variety of printed material.
Benchmarks
2. Identify relationships, images, patterns or symbols and draw conclusions
about
their meanings in printed material.
Students will:
• identify relationships such as cause and effect, sequence-time relationships, comparison,
classifications and generalizations.
• predict possible future outcomes or actions.
• infer main idea when it is not explicitly stated.
CCG
Demonstrate evaluative comprehension of a variety of printed materials.
Benchmarks
2. Analyze and evaluate information and form conclusions.
Students will draw conclusions about:
• author’s motivation or purpose.
• whether portions of the text are facts or opinions.
LITERATURE
CCG
Read a variety of literary forms of varying complexity from a variety of cultures
and time periods.
Content Standards
Read selections from a variety of cultures and time periods and recognize
distinguishing characteristics of various literary forms.
Benchmarks
2. Read a variety of literary selections, including novels, short stories, poetry,
plays, and nonfiction and identify characteristics of each.
Students will:
• identify which definition of a literary form fits the passage read.
CCG
Evaluate how the form of a literary work and the use of literary elements and
devices (setting, plot, theme, character, work choice, point of view, tone, language)
contribute to the work’s message and impact. Analyze the development and treatment
of themes in a literary work.
Content Standards
Analyze the author’s ideas, techniques and methods and make supported
interpretations of the selection.
Benchmarks
2. Identify character, plot, setting, and theme and describe how the contribute to
the meaning of a literary selection,
Recognize how structure and word choice contribute to the effect of a literary
selection.
Students will:
• identify a theme of a selection.
• identify how devices are used to develop characters, setting or mood in a selection.
WRITING
CCG
Communicate knowledge of the topic, including relevant examples, facts,
anecdotes and details appropriate to topic, audience and purpose.
Content Standards
Communicate knowledge of the topic, including relevant examples, facts,
anecdotes and details.
Benchmarks
2. Convey clear main ideas and supporting details in ways appropriate to topic,
audience and purpose.
Students will:
• include an identifiable purpose and main idea in their writing.
• provide relevant supporting details.
• provide content and selected details that consider audience and purpose.
CCG
Structure information in clear sequence, making connections and transitions
among ideas, sentences and paragraphs.
Benchmark
2. Structure writing by developing a beginning, middle and end with clear
sequencing of ideas and transitions.
Students will:
• develop a recognizable beginning that conveys a clearly stated topic to the audience.
• develop a clearly sequenced body that contains identification of main topics and supporting
details about the topic.
• develop a conclusion.
• use some transitional words: some, first, then, finally, also.
CCG
Express ideas in an engaging and credible way appropriate to audience and
purpose.
Use a variety of modes: narrative, imaginative and expository.
Content Standards
Use a variety of modes and written forms to express ideas.
Benchmarks
2. Write in a variety of modes (narrative, imaginative and expository) and forms
(essays, stories, poems, reports) appropriate to audience and purpose.
SCIENCE
CCG
Understand the relationships among living things and between living things and
their
environments.
Content Standards
Explain the interdependence of organisms in their natural environments.
Benchmarks
1. Describe a habitat ad the organisms that live there.
2. Describe the relationships between characteristics of specific organisms that
live
there.
Students will:
• draw a series of food chains for specific habitats.
• identify the living and non-living resources unique to a specific habitat and the adaptations of
organisms to that habitat.
SOCIAL SCIENCES
US History
CCG
Understand and interpret events, issues, and developments within and across
the
eras of US History: Era 4: Expansion ad Reform (1801-1861)
Content Standards
Understand the importance and lasting influence of issues, events, people, and
developments in U.S. History.
Benchmarks
2. Understand how individuals changed or significantly influenced the course of
US
history.
The student will understand: How individuals significantly changed ideas, ways of live, the course
of events, or the stream of history. Explorers: Lewis and Clark
CCG
Interpret and reconstruct chronological relationships.
Content Standards
Understand and interpret relationships in history, including chronology, cause
and effect, change, and continuity over time.
Benchmarks
2. Interpret data and chronological relationships presented in timelines and
narratives.
The student will:
• order events found in historical narratives
• know how to calculate time and infer information from timelines.
US Geography
CCG
Understand the spatial concepts of location, distance, direction, scale, movement
and
region.
Content Standards
Locate places and explain geographic information or relationships by reading,
interpreting, and preparing maps and other geographic representations.
Benchmarks
2. Examine and prepare maps, charts, and other visual representations to locate
places and interpret geographic information.
The student will:
• Know and use basic map elements to answer geographic questions or display geographic
information.
• Use maps and charts to interpret geographic information.
CCG
Compare physical aspects (land forms, vegetation, wildlife, climate and natural
hazards) of places and regions.
Benchmarks
2. Identify physical characteristics of regions in the US.
Students will identify:
• major land forms, bodies of water, vegetation and climate found in regions of the US.
CCG
Analyze the causes of human migration and its effects.
Content Standards
Understand the distribution and movement of people, ideas and products.
Benchmarks
2. Identify patterns of migration and cultural interaction in the US.
The students will understand:
• How physical geography affects the routes, flow and destinations of migrations.
• How migrations affect the culture of emigrants and native populations.
CCG
Describe how physical characteristics of places and regions affect human
activity.
Content Standards
Explain how humans and the physical environment impact and influence each
other.
Benchmarks
Explain how physical environments are affected by human activities and present
opportunities, constraints, and hazards for people.
The student will understand:
• How the physical environment presents opportunities for economic activity.
• Constraints to human activity caused by the physical environment and the effect on human
activity of natural hazards.
Project GLAD
Beaverton School District
THE LEWIS AND CLARK CORPS OF DISCOVERY
UNIT PLANNING PAGES
I.
FOCUS/MOTIVATION
• Corps of Discovery Exploration awards, trading items
• Read aloud excerpt from the Lewis and Clark journal “Encounter with the
grizzly bear”
• Inquiry chart- “What do you know about the explorers, Lewis and Clark? What
are you interested in finding out?”
• Big Book- “Fortunately, Unfortunately” about the Corps of Discovery
• Poetry chants
• Picture file cards- discovering obstacles in the exploration of the continent
• Realia- trading articles (beads, mirrors, blankets, medals), pocket watch,
telescope, moccasins
• Observation charts- picture file cards about terrain, Native American tribes,
animals discovered, obstacles encountered
• Personal interaction- “What do you think would be the most difficult thing the
Corps faced?”
• Science: flora and fauna; compasses and lenses
• Video- sections of Ken Burns’ Lewis and Clark Expedition - PBS
II.
INPUT
• Narrative Input chart- “The Story of the Expedition” on the USA map
• Timeline of events of the Corps and significant world events at the time
• Pictorial input on the 3 main characters of the Corps: Meriwether Lewis,
William Clark and Sacagawea
• Cause and effect organizer- hardships/obstacles and how they were
overcome
• Personal interaction- “Share an obstacle a member of your family experienced
in their life and how they overcame it.”
• Newspaper interest stories about the anniversary of the Corps in the Pacific
NW
• Read aloud- journal entries
III.
GUIDED ORAL PRACTICE
• T-graph on cooperation
• Cooperative learning for cross-cultural respect, decision making, problem
solving and language acquisition
• Picture file cards- obstacles
• Poetry- chanting :Trailblazer” “Discoveries Here, Discoveries There” “I Know
an Explorer”
• Sentence Patterning Chart- “Explorers”
• Process Grid
• Variety of discussion/exploration groups, primary language and
heterogeneous
• On-going oral processing of charts
IV.
READING/WRITING
A. Total class modeling
• Total class modeling of reading and writing
• Done in primary language/English
• Used as reading/writing practice- all genre
B. Small Group- Cooperative Tasks- Variety of Groupings: Flexible;
Heterogeneous; Need and Choice
• Focused reading
• Shared, guided and flexible group reading
• Interactive reading
• Cooperative group strip paragraphs
• Expert groups
• Flexible groupings for ESL reinforcement; reading instruction; skill
reinforcement
• Oral book sharing
• Flip chants
• Ear to ear reading
• Mind-mapping
• Big Books
• Reader’s Theater
• Timeline
• Graphic organizers
C. Individual Practice and Choice
Reading/Writing using Student’s Own Language
• Silent Sustained reading
• Silent Sustained Writing
• Reading/writing to all genre/domains
• Journals, logs, Mind-mapping
• Home school connections
• International library
- fiction and non-fiction
- variety of languages
• Read aloud by teacher and students of a variety of literature, including
students’ work
D. Writer’s Workshop
• Choice
• Metacognition- Mini-lesson and conferencing
• Author’s chair
V.
EXTENDED ACTIVITIES FOR INTEGRATION
• studying flora and fauna and their biomes
• animal life cycles
• wild animal tracks
• classification of plants/animals
• plan for a trip into the unknown- forced choices
• brainstorm uses for all parts of bison
• herbal remedies
• astrology- how to get directions using the stars
• mapping skills
• specimen gathering- pressing plants/identification
• Math- calculating distance
• Native American basketry; beading
• design clothing/equipment using only natural products- no plastic or artificial
products
• creating a dried soup
• writing directions for tanning leather; making candles; making a quill pen
• researching Newfoundland dogs and why it was beneficial to the Corps
VI.
CLOSURE/EVALUATION
• Personal exploration
• Team exploration
• Process charts and learnings
• On-going assessment
• Alternative assessment strategies
- plays, presentations, demonstrations
- build projects
- Big books
- portfolios
• teaching of study skills and test-taking skills
• teaching how to use reference resources
Project GLAD unit- BSD 6/01
Project GLAD
Beaverton School District
THE LEWIS AND CLARK CORPS OF DISCOVERY
SAMPLE DAILY LESSON PLAN
Day 1
FOCUS/MOTIVATION
• Explorer awards- reinforcements
• Big Book- The Corps of Discovery
• Read Aloud- journal entries
• Inquiry chart- what we know and want to know about the Corps of Discovery
• Observation charts- comments, predictions and questions
• Personal interaction- What obstacles/problems has a member of your family
faced? Did they find a solution?
INPUT
• Narrative input chart- The story of Lewis and Clark; map
• 10-2
• Input chart- timeline of the Corps of Discovery and world events
GUIDED ORAL PRACTICE
• T-graph for cooperation
• Picture file cards- numbered heads team activity to look for obstacles
chart the team responses on butcher paper
• Poetry chant- “trailblazer”
• Team interaction- map Lewis and Clark route; sketch a verse of Trailblazer
chant
READING/WRITING
• Learning log- How would you feel as a Corps member heading into the
unknown? Sketch the scariest part.
• Learning log- what have you learned today? What NEW questions do you
have?
CLOSURE
• Process charts
• Home/School connection. Talk to your family about an obstacle they faced in
their life. How did they deal with it?
Day 2
FOCUS/MOTIVATION
• Check home/school connection
• Explorer awards
• Review Trailblazer chant- highlight key words
• Review narrative input chart
• Revisit Big Book
INPUT
• Pictorial input chart- 3 members of the expedition/clothing and equipment
GUIDED ORAL PRACTICE
• Expert groups
- plains
- Rocky Mountains
• Team Tasks
- timeline
- map
- mind map of Corps of Discovery
- team Big Book
- pictorial input of corps characters
• Individual tasks
- interactive journal
- learning log- sketch a verse of the Trailblazer chant
- learning log- add to what you have learned about the Corps; inquiries
• Poetry chant- “Discoveries here, discoveries there...”
• Process Grid
READING/WRITING
• Expert group reading
• Writing in journal/learning log
CLOSURE
• Home/school connection
• Journals
Day 3
FOCUS/MOTIVATION
• Share home/school connection
• Review Pictorial input chart with cards
• Explorer awards
GUIDED ORAL PRACTICE
• Poetry chant- “Here, there” “I know an explorer...”
• Sentence patterning chart- noun= “explorers”
• Team Tasks
- pictorial; of corps members
- sentence strip chant
- sketch/write a verse
- sentence patterning chart
READING/WRITING
• Shared reading- Lewis and Clark journal entry- grizzly bear
• Sketch in learning log after shared reading
• Coop strip paragraph
• Flex reading
• Interactive journal
CLOSURE
• Process charts
• Home/school connection
Day 4
FOCUS/MOTIVATION
• Home/school connection
• Interactive journals
• Team points
GUIDED ORAL PRACTICE
• Poetry chant- “Yes, Ma’am!”
• Team tasks
- sentence strip flip book- comparisons
- read the walls- add team information
READING/WRITING
• Ear-to-ear reading of poetry book
• Writer’s workshop
- mini lesson of genres
- author’s chair
• Flex group reading
CLOSURE
• Process Inquiry chart/ all charts
• Reflect on unit
Lewis and Clark
Big Book Text
Page 1
Unfortunately, in 1803, the United States consisted of only the Eastern states.
President Jefferson wanted to explore the rest of the continent.
Fortunately, right at that time, Jefferson bought the Louisiana Purchase from
France, doubling the US land to the Rocky Mountains.
Page 2
Unfortunately, this was uncharted land. President Jefferson thought there were
mountains of salt and great mastodons out West.
Fortunately, Congress gave the president money and he asked Meriwether
Lewis and William Clark to lead an expedition to find a water route to the Pacific Ocean.
Page 3
Unfortunately, as the explorers crossed the Great Plains they encountered dust
storms and swarms of mosquitoes.
Fortunately, the Corps used their bandanas to keep the dust and bugs out of
their eyes, nose and mouth.
Page 4
Unfortunately, the explorers met many Native American tribes who spoke
languages unknown to the expedition.
Fortunately, the Corps found translators who spoke the languages or helped
communicate using sign language.
Page 5
Unfortunately, as the explorers navigated the rivers, there were many
dangerous waterfalls and rapids that stopped their progress.
Fortunately, the Corps was able to carry their boats around these river
obstacles.
Page 6
Unfortunately, the explorers almost lost all their goods and instruments when
the boats capsized in the fast current.
Fortunately, Sacajewea, their Shoshone guide, grabbed the equipment and
pulled it back into the boat.
Page 7
Unfortunately, the explorers faced steep, slippery trails in the mountains.
Fortunately, the Corps walked on foot and led their horses through the
mountains.
Page 8
Unfortunately, the explorers got caught in deep, freezing snow with very little to
eat.
Fortunately, the Corps saved themselves by killing and eating one of their
horses.
Page 9
Unfortunately, when the explorers reached the Pacific Ocean, they did not find a
ship to carry them back East.
Fortunately, the Corps built Fort Clatsop to shelter them for the winter.
Page 10
Unfortunately, the explorers’ days in the Fort were cold, wet and boring.
Fortunately, the Corps spent the winter sketching specimens and describing
their discoveries in the journals that we can still read today.
Lewis, Clark, Sacagawea & Seaman Input Chart Notes
Lewis and Clark
• Started out in 1804 in bright officer’s uniforms- loose linen shirts with
collars and ruffles, wool coats with braided epaulets and brass buttons and
wool pants and knee-high boots
• By May 1805, the clothing had worn out and they began to make leather
coats, pants and moccasins out of deer and elk hide. As they portaged the
canoes along the Great Falls heading into the Rockies, the prickly pear
cactus cut the men’s feet through the moccasins. In winter and on rocky
ground, the Corps used tough buffalo leather and added another layer of
hide inside.
• buckskin pants were a particular problem when wet, then dried- shrunk
tight as a vise and stiff as a board! OK for N. Americans in the dry prairies
• Beaver hats.
• made a knapsack out of a blanket- copied from Native Americans- good
to carry collected specimens while keeping hands free
• carried rifles for hunting, knives, a combination ax and hammer
(sometimes with a peace pipe attached)
• powder horn and bullets
• compass and telescope
Seaman
• newfoundland dog Lewis bought for $20 back east.
• thick hair and webbed feet
• became a valued member by hunting and keeping guard
-retrieved geese; hunted squirrels (yum!) and beaver (tails-yum!) ran
down a shot deer; caught an antelope in the river
-barked a wild buffalo out of camp and notified the Corps when a
grizzly was near camp at night
• was bothered greatly by prickly pear cactus and mosquitoes
• many NA wanted to trade for him (impressed by his intelligence) and once
some tried to steal him!
Sacagawea
• 16 yrs old; Shoshone; married to a French fur trapper named Touissant
Charbonneau
• her name means “Birdwoman” in Shoshone
• she wore leather clothing decorated with beads that she sewed on the
leather for decoration
• During the expedition she gave birth to a baby her husband named Jean
Batiste, (nicknamed “Pompy”)
• She walked the entire trip as the men did, carrying this infant on her back
in a traditional decorated “cradleboard”
• Sacagawea was excellent at finding edible fruits and roots, adding to the
Corps almost all-meat diet
Narrative Input
Sacagawea’s Life Story
1
Sacagawea raced her brother Cameahwait across the flat plain in front of the
long row of teepees.
“Faster, Arrow, Faster!” she cried to her horse.
“Move, Eagle!” Cameahwait shouted. “Don’t let her catch us!”
They rode for a mile. Sometimes Sacagawea darted ahead of her brother. Then
his horse charged into the lead.
They were both fast riders. They had the swiftest horses because their father
was the Chief of the Shoshone tribe.
2
One day, while out riding, Cameahwait and Sacagawea heard the crack of
gunfire! Sacagawea’s horse reared up and threw her to the ground. Cameahwait
wanted to help her, but he had to race into battle with the rest of the warriors to defend
the Shoshones and their horses from the attack by Minnetaree horse thieves.
After the battle, Cameahwait found that his father, the chief, had been killed and
his sister, Sacagawea was missing and presumed dead.
But she was not dead. During the fighting, Sacagawea had tried to hide behind
some large stones by the river but had been picked up by a Minnetaree warrior on his
stolen horse.
3
Now Sacagawea was a prisoner of the Minnetarees. They traveled quickly for
many days across the flat plains. Looking back, she could no longer see the great
mountains where her people lived. Her heart was filled with sadness.
She was a slave.
4
Her new life was strange. Her own people had been wanderers, living in
teepees. Now, year after year, she lived in a round mud house of the Minnetaree.
Even though she was warm and there was plenty of buffalo and corn to eat, Sacagawea
was lonely as she sat by the fire sewing clothing for the wives of the tribe warriors. She
missed her family and her peoples’ way of life.
5
Then, one day, something happened that made Sacagawea sure that she would
never see her people again.
“Sacagawea,” said the Minnetaree warrior, “you have grown too old to stay with
us. I have sold you to this man. You will be his wife.” Sacagawea said nothing. “His
name is Charbonneau. You will go with him.”
Charbonneau, a trapper from Canada, took her to live near the Mandan tribe on
the Missouri River.
6
One day, as Sacagawea was fishing, she saw three strange boats approaching.
From their boats, the men brought gifts for the tribe. Charbonneau talked first to the
strangers and then to the warriors.
“Who are these men?” asked the Mandan chief.
“This is Captains Meriwether Lewis and William Clark,” replied Charbonneau.
“They come in peace from a tribe of white men to the east. They would like to stay
here with the Mandan for the winter. When spring comes, they will travel on.”
The chief welcomed the men for the winter. Charbonneau decided that, come
spring, he and Sacagawea would join the men known as “The Corps of Discovery.”
7
One snowy day in February, Sacagawea and Charbonneau had a son. His
name was Jean Baptiste, but Sacagawea called him “Pompey” -- the Shoshone word
for “first-born.”
8
That April, the Corps of Discovery sailed up the Missouri River. Sacagawea sat
in the front boat with Pompey on her lap. With a woman on the boat, other Native
Americans would know that the Corps came in peace, as women and children never
went into battle.
Sacagawea was glad that she was heading the the direction of her people. It was slow,
hard work going up the river, but the travelers did not know that it would get much
harder.
9
One day while the captains were ashore hunting, a great gust of wind whipped
the boat sideways. Charbonneau panicked because he did not know how to swim.
Sacagawea begged him to sit down, but as he stood up, the boat began filling with
water. Charbonneau was of no help, but even with Pompey on her back, Sacagawea
was able to save many of the supplies, like medicine and maps, that would be needed
for the days ahead.
10
Along the route, there were many more dangers. At one point, they narrowly
escaped drowning in a narrow canyon as it filled with rain; they faced grizzly bears and
rattlesnakes; and it was so cold! Many of the group became very sick, including
Sacagawea. As she lay near death, Lewis gave her a drink of water containing 2
crushed rings of a rattlesnake rattle and she began getting well immediately. Another in
the group was not so lucky, and died.
11
After many long days on the water, Sacagawea pointed to some round rocks on
the shore. This is where she had tried to hide from the Minnetaree when she was a
girl!! But where were her people? For many days she looked for her family. They saw
old fire circles and footprints, but no Shoshones.
12
At last the day came! The Corps found the Shoshone camp. Sacagawea looked
from face to face, but did not see her family. Sadly, she followed the captains into the
Shoshone chief’s tent so that she could interpret.
“Cameahwait!” Sacagawea cried. “I have found you!” She threw her arms
around her long lost brother, who was now the Shoshone chief. Sacagawea and
Cameahwait spoke of their family and Sacagawea’s long trip with the white men.
Cameahwait agreed to help the Corps and gave them 12 horses.
13
Soon it was time for the Corps to continue on their journey.
Sacagawea had to leave her people once again
“My heart is heavy, but I know you must go,” said Cameahwait.
Sacagawea then left her people to continue on the exploration.
But this time, she rode proudly on a fine Shoshone horse.
14
A Shoshone warrior led the group into the Rocky Mountains. The snows had
already arrived and the cold and wind were fierce; trees blocked their way, so they
traveled very slowly. At times, Sacagawea did not think that they would make it over
the mountains alive. Finally though, tired, cold , and hungry, the Corps crossed over the
high passes and began their decent into the Columbia River Valley.
15
For three long months the Corps, with Sacagawea paddled down the great
western rivers. Many native Americans were unsure about the white men. But then
they saw Sacagawea and Pompey and let the Corps pass.
16
One rainy, November day, the long Columbia River got wider and wider.
Suddenly, in front of them, as far as the eye could see, stretched a huge body of water.
“The ocean!” cried the travelers. “We have reached the Pacific Ocean.”
Sacagawea thought quietly about the words that her brother had spoken months earlier:
“You will come back someday, Sacagawea. You will tell us about the great water
of which we have heard stories.” Sacagawea smiled.
17
That winter, the Corps built a fort near the Pacific Ocean. Even though the winter
was cold, wet, and boring, Sacagawea was happy. She had seen sights and met
friends that she would remember for the rest of her life. And she had found her people.
18
When spring came, Sacagawea and the others traveled back up the rivers and
over the mountains. Sadly, she did not see Cameahwait again that spring and we do
not know if she ever did. She returned to the Mandan village with Charbonneau and
Pompey.
Although we do not know what happened to her after her return to the village,
Sacagawea will always be remembered for the contributions that she made to the
exploration of the west.
Timeline- World and USA events
1762- Amadeus Mozart played for the Imperial Court in Vienna- 6 yrs old!
1768- James Cook “discovers” Australia
1700’s- Slavery prevalent in USA
1700’s- Eliza Luca Pinckney developed techniques for growing indigo for blue dyes on
plantations in the Carolinas
18th century- Sybilla Masters invented a method for curing Indian corn, but her
husband received the British patent! He became rich on the invention and became
mayor of Philadelphia
1770- Ludwig von Beethoven born
1776- David Bushnell invents a “turtle” sub - used in attack against GB Flagship
“Eagle”
1776- Signing of the U.S. Constitution
1781- William Herschel discovers the existence of planet Uranus
1782- Deborah Sampson disguised as a man, joins the 4th Massachusetts Regiment
and fights in the American Revolution
1790- John Greenwood invents 1st dental foot engine drill for teeth
1793- Eli Whitney Cotton Gin
1795- NJ Conte invents a graphite pencil- no lead!
1795- Metric System adopted in France
1800- Thomas Jefferson named US president
1803-1806 Lewis & Clark Corps of Discovery
1804- Napoleon named Emperor of France and King of Italy
1811- Mary Anning, British geologist found the first complete icthyosaurus skeleton
and pterodactyl in 1828
1815- Humphry Davy invents miner’s safety lamp.
1817- 1st coffee planted on Kona Coast in Hawaii
1819- Child Labor Laws in England (only 10 hrs a day vs. 14!)
Expert groups
Rivers
The Corps of Discovery encountered many obstacles as they traveled by
river. The Missouri River was a never-ending challenge. There were dangers at
every turn. For example, it was difficult to pole when the current was moving
quickly. One time, one of the boats overturned and the explorers almost lost all
of their goods and instruments. But Sacajewea was able to gather the
equipment back into the boat.
When the river was shallow, some men had to walk beside the boat while
others pulled it by ropes from the land. Still other men had to push from the
back. Sometimes the river was freezing cold while the sun burned the men’s
backs. Mosquitoes, flies and gnats were a constant irritation.
At one point the men heard a raging noise. Over the next 12 miles, they
passed 5 waterfalls where the boats had to be carried overland. They had to
build crude wooden wagons to pull the boats up steep cliffs. The men raised
the sails so the wind would help them pull the boats. It took one month to pass
the five waterfalls!
Rapids were very shallow areas where rocks were exposed in the river.
The boats had to be carried past these, as well.
Another obstacle in the river was sandbars. Sandbars were ridges of sand
on the river floor that snared the boats. The men had to push to free the boats.
Floating and sunken logs were also a problem. Sometimes the men had to
work for hours to get through the debris.
The explorers learned that the grizzly bear was a dangerous animal and
not just an exaggeration of the Native Americans. A 600 pound grizzly bear
charged at the explorers. The men fired off 10 shots, but the bear crossed the
river and continued to roar at them for 20 minutes before finally dying. They
had never seen anything like it before.
One benefit of traveling on the rivers was the abundance of fish to eat.
The men stopped frequently to fish for trout, catfish and salmon.
Once the Corps got to the Columbia River, the Nez Perce tribe showed
them how to build new dugout canoes by burning out the insides of trees. The
Columbia River had many rapids and waterfalls as well, but their desire to reach
the Pacific Ocean kept them going.
Expert Groups
Rocky Mountains
Once the expedition made it to the Rocky Mountains, or Bitterroots, they
could no longer travel by boat. They planned to obtain horses from the
Shoshones and cross the mountains before the first snowfall.
Travel was very difficult. The men had bleeding feet, torn by prickly pear,
a sharp, spiny plant that covered the ground. Homemade moccasin were no
protection. The mountains were steep. Fallen trees blocked the way.
Sometimes the trees grew so close together that the horses could not squeeze
between them. The horses slipped and skidded over loose stones. Freezing
rain turned to snow. At times the snow became so deep that the Corps could
not go on. The party had nothing to eat but dried berries, an occasional grouse
and tallow candles. They finally had to kill and eat one of the horses.
In places there was no trail, so their Shoshone guide sometimes got lost.
The weather was bitterly cold. Clark wrote in his journal that he was as “wet and
cold in every part as I ever was in my life.”
The Corps followed the Lolo Trail, which crossed a narrow, jagged ridge
that plunged seven thousand feet to a river below. They struggled to get over
one high peak only to see many more in the distance.
President Jefferson had predicted that it would take a half a day to cross
the Rockies. In fact, it took almost a month.
Crossing the Great Plains
The Great Plains were filled with both beauty and danger. The area was
abundant with wildlife. As the men traveled they saw beaver in the streams,
coyotes weaving through the grass and large herds of bison roaming the
expansive prairies. The men also saw animals that they had never seen before,
such as the goat-like pronghorn and jackrabbits with very long ears. One of the
most interesting new species was the prairie dog. The men were so excited
about this perky animal that they filled one of the cone-shaped holes with water
in order to catch a live specimen.
Even though the men enjoyed their discoveries, daily life for them was
difficult. The treeless prairies did not have many resources that could be used
as shelter. At times, the weather was very bad, but the men had few places to
hide. During dust storms, the men used their bandanas to keep the flying dirt
out of their eyes, nose and mouth. There was no protection from the constant
attack of mosquitos and gnats.
Hunting was always easy on the Great Plains. The men did not need to
look far to find rattlesnake, jackrabbit or bison to eat. However, they usually did
not have much else. The explorers did not know about the few edible plants.
Finally, the men met many Native American tribes, such as the Otoes,
Sioux, Mandans and the Hidatsa. Because these people spoke languages that
were unknown to the explorers, communication was difficult. They used sign
language or they found a tribe member that spoke a language common to one
of the men.
The journey across the Great Plains was hard. But the men continued on
as they worked toward their goal - an overland route to the Pacific Ocean.
Expert Groups
Pacific Ocean
The expedition got their first clues that they were close to the ocean: the
river began to rise and fall like a tide, and the Chinook villagers were seen
wearing European-style clothing. This was a sure sign that there was trading
with the British by sea.
One foggy morning, the men awoke to find the camp flooded. Lewis tasted
the water and it was salty! As the sun cleared the fog, they saw the Pacific
Ocean. They had done it! They had crossed the continent to the Pacific Ocean.
But the expedition was not over. The Corps had to return to St. Louis.
President Jefferson had given them a letter of credit for payment to any ship
captain that would take the explorers to the east coast. The expedition kept
watch for ships, but none came by. They had to build a fort and cabins to
survive the winter. They named it Fort Clatsop after a local tribe.
The days were cold, windy and wet with little change. News came that a
great fish had washed up down the beach. The expedition got to see their first
whale. Other animals they observed were the sea otter and the harbor seal.
They boiled sea water to get salt that they craved. They ate fish and elk and
wapato roots that Sacajewea dug. They passed the winter writing in their
journals and making new clothes from elk hide.
Home-School Connection # 1
Today we learned about obstacles. Obstacles are things that get in your way and
keep you from doing something. Meriwether Lewis and William Clark faced many
obstacles while exploring. Interview a family member about an obstacle that they
faced in their life.
Person interviewed __________________________________________________
Obstacle faced:
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How did the person you interviewed overcome the obstacle?
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__On the back of this sheet, draw a picture of what you have talked about.
Conección entre Hogar y Escuela # 1
Hoy apredimos sobre obstáculos. Los obstáculos son cosas que se ponen en
tu camino y te impiden que hagas algo. Meriwether Lewis y William Clark enfrentaron
muchos obstáculos cuando estaban explorando. Entrevista a un miembro de tu familia acerca de un
obstáculo que enfrentaron en su vida.
Persona entrevistada__________________________________________________
Obstáculo enfrentado:
__________________________________________________________________
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¿Cómo superó el obstáculo la persona que entrevistaste?
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Al reverso de esta hoja, haz un dibujo sobre lo que hablaste.
Home-School Connection # 2
Today we talked about some of the things that Meriwether Lewis and William
Clark saw while exploring. Talk to your family about a time you and/or your family
traveled to a new place. Fill in the information below:
What was the geography ( land) like?
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What was the weather like?
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What plants and animals were unique to that area?
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On the back of this sheet, draw a picture of one of these plants or animals.
Conección entre Hogar y Escuela # 2
Hoy hablamos sobre algunas cosas que Meriwether Lewis y William Clark vieron cuando
estaban explorando. Habla con tu familia cuando tú o tu familia viajaron a un
nuevo lugar. Contesta las preguntas a continuación:
¿Cómo era el lugar (la tierra)?
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¿Cómo era el clima?
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¿Qué plantas y animales eran exclusivamente de esa región?
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Al reverso de esta hoja, haz un dibujo de una de estas plantas o animales.
Conección entre Hogar y Escuela #3
Los exploradores Lewis y Clark encontraron muchos animales salvajes y
miedosos en su jornada. Intreviste a un miembro de su familia (o amigo)
acerca de un encuentro con un animal salvaje. Decribe lo que occurrió. Dónde
pasó? Qué animal fue? Tuvo miedo la persona? Cómo escapó?
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Home School Connection #3
The Lewis and Clark expedition encountered many wild and frightening
animals on their journey. Interview a family member (or friend) about an
experience they had with a wild animal. Describe what happened. Where did
this happen? What animal was it? Were they afraid? How did they get away?
_______________________________________________________________
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Discovery of Freedom
Discoveries here,
Freedom there,
Discoveries and freedom, everywhere!
Plants growing freely,
Animals roaming freely,
Waterfalls thundering freely,
And rapids rushing freely!
Discoveries here,
Freedom there,
Discoveries and freedom everywhere!
Discoveries of flora,
Discoveries of fauna,
Freedom all around me,
Yet I am still a slave.
Discoveries here,
Freedom there,
Discoveries and freedom most everywhere!
Freedom! Freedom! Freedom!
We’ve Met Some
Explorers
We’ve met some explorers
Some peculiar, friendly explorers
Some peculiar, friendly explorers from very
far away.
With messages of friendship,
A white “father” to the east,
Bringing interesting gifts,
And asking for our help.
We’ve met some explorers,
Some peculiar, friendly explorers,
Some peculiar, friendly explorers,
Who will be back someday.......
By Karen Harger
The Trailblazer Boogaloo
I’m a trailblazer and I’m here to say,
I find new paths everyday.
Through the forest and coastline and mountains too,
I do the trailblazer boogaloo!
There was Meriwether Lewis and William Clark,
They took long walks from dawn till dark.
They trudged through forests, staking out land,
And blazed new trails with a musket in hand.
Sacajawea was brave and strong,
She helped Lewis and Clark as they moved along.
Over mountains, through forests, and canyons too,
They did the trailblazer boogaloo!
They washed in rivers and used fire to cook,
They explored land regions and they wrote a book.
It rained and rained and it soaked them through,
They had soggy clothes and mildewed shoes.
There were many trailblazers and I bet they’d say,
“It’s mighty tough work to blaze trails all day!”
In the morning and evening and nighttime too,
They did the trailblazer boogaloo!
By: Christy Wilson - 2001
YES MA’AM Chant
LEWIS & CLARK
Are these the Great Plains?
Are these the Great Plains?
(orange)
(orange)
Yes, Ma’am.
Yes, Ma’am.
How do you know?
How do you know?
(orange)
(orange)
They have expansive, flat land.
They are covered in prairie
grass.
Are these the Rocky Mountains?
Are these the Rocky Mountains?
(brown)
(brown)
Yes, Ma’am.
Yes, Ma’am.
How do you know?
How do you know?
(brown)
(brown)
There are 10,000 foot passes.
There are extremely steep
trails.
Is this the Columbia River?
Is this the Columbia River?
(blue)
(blue)
Yes, Ma’am.
Yes, Ma’am.
How do you know?
How do you know?
(blue)
(blue)
It has dangerous rapids.
It leads to the Pacific Ocean.
Is this the Pacific Ocean?
Is this the Pacific Ocean?
(green)
(green)
Yes, Ma’am.
Yes, Ma’am.
How do you know?
How do you know?
(green)
(green)
It has thundering waves.
The water is salty.
Is this Fort Clatsop?
Is this Fort Clatsop?
(red)
(red)
Yes, Ma’am.
Yes, Ma’am.
How do you know?
How do you know?
(red)
(red)
It is built of logs.
It was their winter home.
Jeanne Harmon
2001
Discoveries
Discoveries here,
Discoveries there,
Discoveries, discoveries, everywhere!
Unusual plants growing,
Unique animals roaming,
Waterfalls thundering,
And river rapids rushing!
Discoveries here,
Discoveries there,
Discoveries, discoveries, everywhere!
Discoveries of flora,
Discoveries of fauna,
Meeting new people,
And discovering new land!
Discoveries here,
Discoveries there,
Discoveries, discoveries, everywhere!
Discoveries! Discoveries! Discoveries!
By : Jeanne Harmon--2001
Process Grid
Flora & Fauna
Great
Plains
Rivers
Rocky
Mountains
Pacific
Ocean
Geography
Obstacles
Overcoming
Obstacles