grade 05 social studies unit 07 exemplar lesson 01 ... · social studies unit: 07 ... grade 05...

Grade 5

Social Studies

Unit: 07

Lesson: 01

Suggested Duration: 5 days

Grade 05 Social Studies Unit 07 Exemplar Lesson 01: Explore to ExpandGrade 05 Social Studies Unit 07 Exemplar Lesson 01: Explore to Expand

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this

lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration

for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand howyour district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linkedthe TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted

Instructional Materials.)

Lesson Synopsis

Students learn about the Louisiana Purchase and the expedition led by Lewis and Clark called the Corps of Discovery. Students

learn the importance of decision making and problem solving in leadership, as they learn the valuable contributions made by the

Corps of Discovery.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which

are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is

taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at

http://www.tea.state.tx.us/index2.aspx?id=6148.

5.4 History. The student understands political, economic, and social changes that occurred in the United

States during the 19th century. The student is expected to:

5.4C Identify reasons people moved west.

5.4D Identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the

expedition of Lewis and Clark, and Manifest Destiny.

5.7 Geography. The student understands the concept of regions in the United States. The student is

expected to:

5.7B Describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from

physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains.

5.7C Locate on a map important political features such as the ten largest urban areas in the United States, the 50 states and

their capitals, and regions such as the Northeast, the Midwest, and the Southwest.

5.7D Locate on a map important physical features such as the Rocky Mountains, Mississippi River, and

Great Plains.

5.19 Citizenship. The student understands the importance of effective leadership in a constitutional

republic. The student is expected to:

5.19C Identify and compare leadership qualities of national leaders, past and present.

Social Studies Skills TEKS

5.24 Social studies skills. The student applies critical-thinking skills to organize and use information

acquired from a variety of valid sources, including electronic technology. The student is expected to:

5.24C Organize and interpret information in outlines, reports, databases, and visuals, including graphs,

charts, timelines, and maps.

5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is

expected to:

5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines,

and bibliographies.

5.25E Use standard grammar, spelling, sentence structure, and punctuation.

5.26 Social studies skills. The student uses problem-solving and decision-making skills, working

Last Updated 05/17/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 42

http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512039

http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512040

http://www.tea.state.tx.us/index2.aspx?id=6148

about:/module/standards/Tools/Browse?StandardId=111643















independently and with others, in a variety of settings. The student is expected to:

5.26A Use a problem-solving process to identify a problem, gather information, list and consider

options, consider advantages and disadvantages, choose and implement a solution, and evaluate

the effectiveness of the solution.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 05 Social Studies Unit 07 PI 01

Write the transcript of an interview with a key member from the Lewis and Clark expedition. Provide information on the expedition in terms of

challenges, opportunities, and contributions to the expansion of the United States. Also include details of the route taken and describe decision-

making process for a choice made en route.

Standard(s): 5.4C , 5.4D , 5.25D , 5.25E , 5.26A

ELPS ELPS.c.1G , ELPS.c.5F

Key Understandings

Governments often support territorial expansion to protect self-interests and insure self-sufficiency.

— Why do governments support territorial expansion?— Why did the U.S. government support expansion into the West?— How did the U.S. government support expansion into the West?

Vocabulary of Instruction

transcript

excerpt

physical characteristics

expansion

territory

expansion

landforms

expedition

influence

Materials

Chart/butcher paper

clipboards

colored pencil

Information on the Physical Geography of the U.S.

List of leadership qualities

Outline map of the United States with states (1 per student)

paper for drawing

Primary documents for List of Supplies and Gifts for the Indians

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student

assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site

and are not accessible on the public website.

Handout: Timeline Cards (1 per student or pair, cut apart)

Handout: Map of the United States (optional choice)

Teacher Resource: PowerPoint: Geography of the United States

Handout: President Thomas Jefferson: A Man of the People (1 per student)

Teacher Resource: Background Information Journey of Discovery

Handout: Excerpt from Confidential Letter from Jefferson to Congress (1 per student)

Handout: The Louisiana Purchase Map (1 per student)

Handout: Instructions to Meriwether Lewis (1 per student)

Handout: Supplies for the Corps of Discovery (1 per group)

Grade 5

Social Studies

Unit: 07

Lesson: 01





about:/module/standards/0/111650/standard.ashx







http://files5.mycscope.us/145002091238051214040067237120065095111016243066/Download.ashx?hash=2.2









Handout: Corps of Discovery People (1 per group)

Teacher Resource: PowerPoint: Corps of Discovery

Handout: Excerpts from Lewis and Clark Journals (1 per student/group)

Handout: Sacagawea a Woman of Leadership (1 per student/group)

Handout: Difficulties and Triumphs for the Corps of Discovery (1 per student/group)

Teacher Resource: Difficulties and Triumphs KEY

Handout: Problem Solving Chart (1 per student)

Handout: Interview Transcript PI (optional)

Resources

Advance Preparation

1. Become familiar with content and procedures for the lesson, including the history of the Louisiana Purchase, the Corps of

Discovery with Lewis and Clark, the concept of westward expansion, and the idea of national identity.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview materials and websites according to district guidelines.

5. Cut apart the cards in the Handout: Timeline Cards (1 set per student or pair)

6. Print outline map of the United States (with state boundaries) from the National Atlas or classroom resources.

7. Prepare materials and handouts as necessary.

Background Information

There are many online resources available to support student learning about the journey of Lewis and Clark.

Students have studied the development of the United States of America from exploration and colonization through the road to revolution through

revolution and separation from Great Britain. At this point in history the new nation is working to find its way in the world including developing its own

culture and identity to become recognized as the “land of the free” and as a trusted world trading partner. The acquisition of the Louisiana Purchase is a

big step in that process.

In 1801, Spain and France signed a secret treaty ceding Louisiana to France. France suddenly posed a potential threat to America. When France

regained control of Louisiana, Napoleon, now the French leader after the French Revolution, threatened to block American access to the important port of

New Orleans on the Mississippi River. New American settlements west of the Appalachian Mountains depended upon river transport to get their goods to

market since overland trade to the east was expensive and impractical.

Jefferson sent a strongly worded message to Napoleon, indicating that the United States would side with the British (a perennial enemy of France) to

maintain control of New Orleans and the Mississippi River.

Behind the scenes, Jefferson sent a secret message to Congress requesting funding for an expedition to explore the areas west of the Mississippi River

to the Pacific Ocean. Jefferson’s message was secret because at that time France owned the territory. Jefferson also sent envoys to France to try and

secure the purchase of New Orleans and Louisiana. In a surprise move, France offered the entire Louisiana Territory to the United States for

$15,000,000. The United States accepted the offer. America did not have the money to pay the $15 million outright so they instead borrowed the money

from Great Britain at 6% interest. With the purchase, the United States essentially doubled its size. The United States added land from the Mississippi

River to the Rocky Mountains and from the Gulf of Mexico to Canada.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These

lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each

unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can

be saved in the “My CSCOPE” Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Grade 5

Social Studies

Unit: 07

Lesson: 01












Instructional Procedures

ENGAGE – Review of U.S. History

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 ‒ 5 minutes

1. Question students to see if they know what the word bargain means. Use

a sentence completion such as:

To me ______ is a bargain when I can buy it for _____

cents/dollars. (Example: “To me a pair of new shoes is a bargain

if I can buy them for one dollar.”)

2. Students take a minute to think and then pair with another student and

share their completed sentence.

3. Conclude the discussion about bargains.

In this lesson we are going to learn about a great bargain in

American history.

TEKS: 5.4C; 5.4D; 5.25E

EXPLORE – Review American History Suggested Day 1 (continued) ‒ 15 minutes

4. Distribute the Handout: Timeline Cards (cut apart) to individual students

or to student pairs.

5. Students sort the cards on their desks to the best of their ability, recalling

what they have learned about American History so far and creating a

timeline with century, year, and event(s). Students can talk to each other

to create their timelines.

6. Create a class timeline on the wall or board using the cards from the

Handout: Timeline Cards. Encourage students to contribute to the

discussion by sharing information they know about the times and events of

the timeline. Add additional information as needed.

7. Students adjust their timeline cards as needed to match the class timeline.

Attachments

Handout: Timeline Cards (1 per student or

pair, cut apart)

Purpose

Review learning of American history.

TEKS: 5.4C; 5.4D; 5.25E

Instructional Note:

Spend some time helping students understand how

centuries are named (because the first century would be

years 1-99, that would be the first century; therefore, years

1400-1499 would be the 15th century rather than the 14th.

The American Revolution (1776-1783) was the 18th

century.

EXPLAIN Suggested Day 1 (continued) ‒ 5 minutes

1. Students take turns using the Timeline Cards to tell each other the story

of American history to this point. (Example: In the 15th century,

Christopher Columbus’s 1492 journeys sparked interest in theNew World of North America, opening the way for further

exploration and trade. In the 17th century English colonization of

North America began with the settlement of Jamestown in 1609.)

Materials

Handout: Timeline Cards (from Explore)

EXPLORE – U.S. Growth over time Suggested Day 1 (continued) ‒ 15 minutes

1. Distribute a blank outline map of the United States (see the Handout: Map

of the United States, or use one from classroom resources or print from

the National Atlas).

2. Share the Teacher Resource: PowerPoint: Geography of the United

States, slides 1-9. Use the slides to again trace American history, this

time with maps, to help students build visual understanding of the nation

and its growth. (The references to states will help students build skills

related to 5.7C. Slides 10-13 will be used later in the lesson.)

3. Students add information to their blank maps as described in the

PowerPoint. (Keep the maps as they will be used throughout the lesson.)

Materials

Outline map of the United States with states

(1 per student)

Attachments:

Handout: Map of the United States

(optional choice)

Teacher Resource: PowerPoint:

Geography of the United States (slides

1-9)

TEKS: 5.4C, 5.4D, 5.7B, 5.7C, 5.7D

Grade 5

Social Studies

Unit: 07

Lesson: 01




Instructional Note:

Remind students to include the map elements TODAL

(title, orientation, date, author, legend and labels)


1. Student pairs review their learning from Day 1 using their maps to trace

the history of the United States to this point. (Students can also use the

Timeline Cards, if desired.)

2. Circulate, probing with questions, clarifying and correcting misinformation,

and adding additional information as needed.

Materials

Handout: Timeline Cards (from Explore)

Completed student maps of the United

States (from Explore)

EXPLORE –Historical Context and Primary Source Documents Suggested Day 2 ‒ 15 minutes

1. Display and/or distribute the Handout: President Thomas

Jefferson: A Man of the People.

2. Students follow along and listen as teacher reads aloud. Students

listen for President Jefferson’s bargain.

3. Provide additional background to help students understand the

political and historical context of the purchase.

4. Display Handout: Excerpt from Confidential Letter from

Jefferson to Congress from the National Archives explaining that it

is an important primary document from our history and is stored in the

National Archives.

5. Share excerpts from the transcript, which is much easier for us to

read than the original using the Handout: Excerpt from

Confidential Letter from Jefferson to Congress.

Materials

Transcript of confidential letter from Jefferson to

Congress

http://www.monticello.org/site/jefferson/jeffersons-

confidential-letter-to-congress

Attachments:

Handout: President Thomas Jefferson: A Man

of the People (1 copy for the teacher, and/or 1

copy per student)

Teacher Resource: Background Information

of Journey of Discovery

Handout: Excerpt from Confidential Letter

from Jefferson to Congress (1 for display, or

1 per student)

Instructional Note

President Jefferson did not want Napoleon ruling

land in North America. He felt the French

presence was a threat to peace in the United

States.”One excerpt from the confidential letter is

included; choose others as desired.

Transcript: a written or printed version of

material originally presented in another medium

Excerpt: A short extract from a film, broadcast,

or piece of music or writing.


1. Students answer the following questions:

Why did President Jefferson want to buy the Louisiana Territory

from France?

Why did Napoleon agree to sell it?

EXPLORE - The Corps of Discovery Expedition Suggested Day 2 (continued) ‒ 15 minutes

1. Return to the Teacher Resource: PowerPoint: Geography of the United

States. Share Slides 10-13, discussing the territory acquired, the size of

the territory, the importance of acquiring the territory, the geographic

features (Rocky Mountains, great plains, the Mississippi and Missouri

rivers), and the current states included. Provide the students with the

Handout: The Louisiana Purchase Map.

2. Students use their maps from Day 1, adding new information they have,

including significant landforms across the continental United States.

Materials

Teacher Resource: PowerPoint:

Geography of the United States from Day

1 (slides 10-13)

Student maps of the United States from Day

1.

Chart/butcher paper

Grade 5

Social Studies

Unit: 07

Lesson: 01




http://www.monticello.org/site/jefferson/jeffersons-confidential-letter-to-congress

Students label: Appalachian Mountains, Rocky Mountains, and Cascade

Mountains, Great Plains, Mississippi River, and Missouri River.

3. Divide the class into small groups or pairs.

4. Distribute the letter of instruction from President Jefferson to Captain

Meriwether Lewis. (Handout: Instructions to Meriwether Lewis)

5. Lead students through the letter, paraphrasing where needed and

focusing on the excerpts in the boxes.

6. Students follow along to understand the job of leading the Corps of

Discovery and what great detail President Jefferson expected of Captain

Lewis’s expedition.

7. Student pairs discuss how the landforms will be barriers for the Corps of

Discovery. Knowing the barrier information, students consider what the

journey will be like. (Help students predict barriers and difficulties the

Corps of Discovery may run into. Consider such things as: Will there be

cities? Roads? Restaurants?)

8. Create a class list of possible difficulties.

9. Continue looking at the maps. Review geographical information about the

regions of the United States and through which the Corps of Discovery will

be passing.

Attachments:

Handout: The Louisiana Purchase Map (1

copy per student)

Handout: Instructions to Meriwether

Lewis (1 per pair/small group)

TEKS: 5.4C; 5.4D; 5.7B; 5.7D; 5.24C; 5.25E


1. Students discuss with a partner the following questions and then share in

a brief general discussion.

Why was there a need for exploration of the newly acquired

territory? (No one really knew how big the territory was or what it

contained.)

What was the purpose of the Lewis and Clark Expedition? (1.

Find a trade route to the Pacific Ocean. 2. Record landmarks,

distances, plants, animals, and native peoples.)

EXPLORE - The Corps of Discovery Expedition Suggested Day 2 (continued) ‒ 10 minutes

1. Place students in groups of four.

2. Facilitate a discussion where students think about the process their family

may take in preparing for a big trip. (Planning lists, routes, packing,

discussing procedures, etc.)

3. Remind students that President Jefferson chose Captain Meriwether Lewis

to lead the Corps of Discovery on an expedition trying to follow the

Missouri River to the Pacific Ocean. Guide students in a discussion to

realize that Captain Lewis would have to have other people to help him.

Ask students questions such as

How do you think Captain Lewis made decisions about who to

take on the journey?

President Jefferson chose Captain Lewis. Jefferson showed

the leadership quality of decision making. What qualities would

Captain Lewis look for in his crew? (Answers should include but

are not limited to: ability to work with others, determination, sense of

adventure, patriotism/loyalty – Lewis had been Jefferson’s personalassistant)

4. Students create a class list of leadership qualities that would make a good

member of the Corps of Discovery to explore the Louisiana Purchase.

5. After the list is completed, display an Anchor Chart of Leadership Qualities

Attachments:

Handout: Corps of Discovery People (1

for display and 1 per student)

TEKS: 5.7B; 5.7D; 5.24C; 5.25 D; 5.25E

Instructional Note

List of leadership qualities could include (to be used in

Unit 7, Lesson 2, as well):

Honesty, integrity

Forward-looking, visionary

Dedicated

Competent

Courageous

Decision-making abilities

Influence

Grade 5

Social Studies

Unit: 07

Lesson: 01




and encourage students to make comparisons for more ideas.

6. Display and distribute the Handout: Corps of Discovery People.

7. With 4 students per group and 15 people listed; assign 3-4 corps

members to each student. Students read about the people they are

assigned. The groups discuss how the people chosen to make the journey

with the Corps of Discovery might plan for their discovery journey.

EXPLAIN Suggested Day 3 ‒ 10 minutes

8. Students choose either Captain Lewis or Captain Clark and one other

person from the list. Create a Venn diagram or a T-chart to compare the

leadership qualities of the two people.

9. Students write a journal entry in the voice of either Captain Lewis or

Captain Clark, summarizing the choices they made to hire certain people

to be a part of the Corps of Discovery and explore the Louisiana

Purchase.

EXPLORE/EXPLAIN - Supplies Suggested Day 3 (continued) ‒ 15 minutes

1. In their groups of four, students make a list of things they would take on

the journey. Also list how you think they will travel. Remind students to

think of the different regions the Corps of Discovery will be crossing. What

will they need?

2. Students share their lists of what they think the Corps of Discovery should

take on their journey. Refer back to President Jefferson’s instructions andinclude things that President Jefferson suggested.

3. Display and discuss the real list of supplies the Corps of Discovery. (see

the Handout: Supplies for the Corps of Discovery)

4. Facilitate a discussion where students share what they have learned

about the supply process and the supplies taken on the trip. Emphasize

why such care and thought was given to acquiring the supplies.

Attachments:

Handout: Supplies for the Corps of

Discovery (l per group)

TEKS: 5.4C; 5.4D; 5.7B; 5.7D; 5.19C; 5.24C; 5.25 D; 5.25E

EXPLORE – The Journey Suggested Day 3 (continued) and 4‒ 35 minutes

1. Use the Teacher Resource: PowerPoint: Corps of Discovery to

introduce Lewis and Clark’s journey.

The Corps of Discovery set out from St. Louis, Missouri, on May

14, 1804.

Why did they leave from there? (confluence of the Mississippi and

Missouri; they were going to explore the Missouri River.)

Why do you think they set out in May? (so they could travel during

the good weather of the spring and summer)

2. Provide students with access to the Lewis and Clark journals (or provide

copies of selected sections. See the Handout: Excerpts from Lewis and

Clark Journals and slides 5-13 of the Teacher Resource: PowerPoint:

Corps of Discovery).

3. Provide students with an opportunity to read from the journals to see how

they worked to accomplish the goals set for them by President Jefferson.

Students also learn of experiences during the journey.

4. Students may continue to read from the fascinating journals as homework

to expand their understanding of the journey of the Corps of Discovery

and the experiences the Corps had. Appropriate selections from the

textbook and other resources can also be used.

Attachments

Teacher Resource: PowerPoint: Corps of

Discovery

Handout: Excerpts from Lewis and Clark

Journals (optional, 1 per student/group)

Instructional Note

The PowerPoint includes some of the

excerpts from the handout (and some of the

pictures of the journal pages) for use in

modeling reading, thinking, questioning,

etc., about the entries and the journey.


1. Show again the journal pages (slides 11-13 of the Teacher Resource: Materials

Grade 5

Social Studies

Unit: 07

Lesson: 01




PowerPoint: Corps of Discovery).

2. Students pretend they have received instructions such as those given by

President Jefferson to Lewis and Clark.

3. Lead students on a short nature walk around the school.

4. Students create a journal page for a class book about the area

surrounding the school, noting events, climate, and of a plant or animal

that they observe. Around the drawing they write descriptive sentences

and explanations of what they see and hear.

5. Combine the drawings to create a class book. Display the book in the

library or allow students to check it out and take it home to talk about the

physical characteristics of the local community and how Lewis and Clark

explored the Louisiana Purchase and brought back information about the

western part of the United States.

paper for drawing

clipboards

colored pencils

EXPLORE Suggested Day 4 ‒ 15 minutes

1. Distribute the Handout: Sacagawea A Woman of Leadership

2. Read aloud the story and information about Sacagawea (pronounced

“Sahcah' gahweah,” according to Captain Clark’s journals) and herleadership qualities while students follow along.

3. Distribute the Handout: Difficulties and Triumphs

4. Read aloud the Handout: Difficulties and Triumphs as students follow

along on their own copy. Remind students to consider and be aware of all

the decisions the Corps was making.

5. Students divide into groups of four to discuss the difficulties and triumphs

of the Corps of Discovery and the decisions that they made. Encourage

students to consider how many of the difficulties were related to physical

regional differences such as landforms and climate.

6. Facilitate a discussion where students share their learning.

7. Create a T-chart style organizer to list the difficulties and triumphs of the

Corps of Discovery along the way. Encourage students to consider how

many of the difficulties were related to regional differences such as

landforms and climate and to think about the leadership provided during

the events.

Materials

Teacher Resource: PowerPoint: Corps of

Discovery (slide 14)

Chart/butcher paper

Attachments:

Handout: Sacagawea A Woman of

Leadership

Handout: Difficulties and Triumphs for

the corps of Discovery (1 copy per

student)

Teacher Resource: Difficulties and

Triumphs for the Corps of Discovery

KEY

TEKS: 5.4C; 5.4D; 5.7B; 5.7D; 5.19C; 5.25 D; 5.25E

EXPLAIN – Problems Solved Suggested Day 4 (continued) ‒ 10 minutes

1. Students use the Handout: Problem Solving Process to consider and

chart the thinking behind solving a problem that the Corps of Discovery

faced and solved.

2. Students can revisit their Venn diagrams about leadership skills created

on Day 3, adjusting those diagrams as needed.

3. Students discuss their products with a partner.

Materials

Student-created Venn diagrams from Day 3

Attachments:

Handout: Problem Solving Process (1 per

student)

TEKS: 5.4C; 5.4D; 5.7B; 5.7D; 5.19C; 5.25 D; 5.25E; 5.26A

Instructional Note:

Students can use folded paper for a graphic

organizer.

ELABORATE Suggested Day 5 ‒ 10 minutes

1. Help students reach the conclusion that is the Key Understanding by Materials

Grade 5

Social Studies

Unit: 07

Lesson: 01




guiding them to look at the Louisiana Purchase as an example of how

governments support territorial expansion to protect self-interests and

insure self-sufficiency. Use the Guiding Questions to lead students to the

conclusion, referring back to the chronology and historical context of the

events leading to the Corps of Discovery journey and helping students

realize that this is one example and that there will be other examples of

territorial acquisition in the country’s expansion westward to the PacificOcean. If desired, show the map of territorial acquisitions (slide 14 of the

Teacher Resource: PowerPoint Corps of Discovery)

Governments often support territorial expansion to protect

self-interests and insure self-sufficiency.

— Why do governments support territorial expansion?

— Why did the U.S. government support expansion into the

West?

— How did the U.S. government support expansion into the

West?

Slide 15 of the Teacher Resource:

PowerPoint Corps of Discovery

TEKS: 5.4D; 5.24C; 5.25 D; 5.25E

EVALUATE Suggested Day 5 ‒ 40 minutes

Grade 5 Social Studies Unit07 PI01

Write the transcript of an interview with a key member from the Lewis and Clark

expedition. Provide information on the expedition in terms of challenges, opportunities,

and contributions to the expansion of the United States. Also include details of the route

taken and describe decision-making process for a choice made en route.

Standard(s): 5.4C , 5.4D , 5.25D , 5.25E , 5.26A

ELPS ELPS.c.1G , ELPS.c.5F

1. Introduce the task using words such as:

We have just learned a great deal about an important event in

the history of the United States.

Pretend you are a reporter greeting the Corps of Discovery as

they return from their expedition.

Interview one of the Corps members and provide a transcript of

that interview to your publisher.

If you wish, you can use the Handout: Interview Transcript to

help guide your interview.

TEKS: 5.4C, 5.4D; 5.25DE; 5.26A

Attachments

Handout: Interview Transcript PI

(optional, 1 per student)

Grade 5

Social Studies

Unit: 07

Lesson: 01











Grade 5 Social Studies

Unit: 07 Lesson: 01

©2012, TESCCC 10/05/12 page 1 of 2

Timeline Cards

Centuries

14th

Century 15th

Century

16th

Century 17th

Century

18th

Century 19th

Century

20th

Century 21st

Century

Dates

1492 1609

1620 1763

1773 1776

1783 1789

1803


Unit: 07 Lesson: 01

©2012, TESCCC 10/05/12 page 2 of 2

Events

Columbus journey “opens” the New World

Jamestown settled (first permanent English settlement)

Mayflower Compact End of the French and Indian War

Boston Tea Party Declaration of Independence

American Revolution begins

End of the American Revolution

Treaty of Paris U.S. Constitution takes effect

Louisiana Purchase


Unit: 07 Lesson: 01

©2012, TESCCC 10/05/12 page 1 of 1

The United States

(2007). United states outline. (2007). [Web Map]. Retrieved from http://www.worldatlas.com/webimage/countrys/namerica/usstates/usashape.gif


Unit: 07 Lesson: 01

©2012, TESCCC 10/05/12 page 1 of 2

President Thomas Jefferson: A Man of the People

Let us unite with one heart and one mind.

Every difference of opinion is not a difference of principle.

–President Thomas Jefferson

President Thomas Jefferson’s appeal for unity and goodwill set the tone for his presidency. He looked

for the good in people. He believed in a government that would interfere as little as possible in

people’s lives. He wanted to cut taxes, reduce the military, and balance the budget. One of his first

and most significant acts as President was to acquire new land for the United States toward the west.

Long before he was president, Thomas Jefferson was sent from the 13 colonies to France as an

envoy or ambassador. During the American Revolution he and Benjamin Franklin were able to

persuade the French to help the United States.

When President Jefferson was contacted by France about the possibility of buying a large piece of

land that France claimed in North America, Jefferson was very enthusiastic. Jefferson knew this was

an excellent bargain and an excellent chance to expand the territory of the United States of America.

President Jefferson sent a message to Congress to ask for permission to buy the land. Called the

Louisiana Purchase, the final offer to France for buying the land was $15 million dollars, or about 3 or

4 cents an acre. What a bargain! So Congress and the President bought the land, nearly doubling the

size of the United States.

Then the problem became finding out exactly what the United States had bought. President Jefferson

needed someone who could find out exactly how big the territory was. He knew it practically doubled

the size of the United States, but questions remained. What was the territory like? What was the

geography? The climate? What plants and animals and minerals did it have? Where did it end? Was

there a waterway on it that would make it possible to travel all the way to the Pacific Ocean?

President Jefferson knew just the person he could send to do the job: Captain Meriwether Lewis.

Captain Lewis had been a soldier during the American Revolution serving under General Washington

at Valley Forge. And he knew how to survive in the wilderness; he loved the land and was a careful

observer of birds, plants and animals.

Jefferson trained Lewis further in the scientific methods of the day. He learned to gather seeds and

identify bones and how to preserve animal specimens. Lewis had learned medical skills from his

mother, so he knew how to take care of himself and others. Captain Lewis would make a good leader

for the group who would explore the Louisiana Purchase. The group would be called Corps of

Discovery.


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Yes, President Thomas Jefferson was able to get an amazing bargain when he bought the Louisiana

Purchase for only 4 cents an acre. He spent $15 million dollars, but he almost doubled the size of the

United States. It was a bargain!


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Background Information of Journey of Discovery

In 1803 President Thomas Jefferson spearheaded the purchase of Louisiana territory from France.

After the Louisiana Purchase Treaty was made, Jefferson initiated an exploration of the newly

purchased land and the territory beyond the "great rock mountains" in the West.

Jefferson chose his personal secretary, Meriwether Lewis, an intelligent and literate man who also

possessed skills as a frontiersman. Lewis in turn solicited the help of William Clark, whose abilities as

draftsman and frontiersman were even stronger. Lewis so respected Clark that he made him a co-

commanding captain of the Expedition, even though Clark was never recognized as such by the

government. Together they collected a diverse military Corps of Discovery that would be able to

undertake a two-year journey to the great ocean.

Jefferson hoped that Lewis and Clark would find a water route linking the Columbia and Missouri

rivers. This water link would connect the Pacific Ocean with the Mississippi River system, thus giving

the new western land access to port markets out of the Gulf of Mexico and to eastern cities along the

Ohio River and its minor tributaries. At the time, American and European explorers had only

penetrated what would become each end of the Lewis and Clark Trail up the Missouri several miles to

the trapper headquarters at Fort Mandan and up the Columbia just a bit over a hundred miles to a

point a little beyond present-day Portland, Oregon.

The Lewis and Clark Expedition paddled its way down the Ohio as it prepared the Expedition to be

launched officially from Camp Wood, just outside St. Louis, in the summer of 1804. That summer and

fall the company of explorers paddled and pulled themselves upstream, northwest on the Missouri

River to Fort Mandan, a trading post, where Corps of Discovery set up camp, wintered, and prepared

for the journey to the Pacific.

When the spring of 1805 brought high water and favorable weather, the Lewis and Clark Expedition

set out on the next leg of its journey. They traveled up the Missouri to present-day Three Forks,

Montana, wisely choosing to follow the western-most tributary, the Jefferson River. This route

delivered the explorers to the doorstep of the Shoshone Indians, who were skilled at traversing the

great rock mountains with horses. Once over the Bitterroot Mountains, the Corps of Discovery shaped

canoe-like vessels that transported them swiftly downriver to the mouth of the Columbia, where they

wintered (1805-1806) at Fort Clatsop, on the present-day Oregon side of the river.

With journals in hand, Lewis, Clark, and the other members of the Expedition returned to St. Louis by

September 1806 to report their findings to Jefferson. Along the way, they continued to trade what few

goods they still had with the Indians and set up diplomatic relations with the Indians. Additionally, they

recorded their contact with Indians and described (and at times drew) the shape of the landscape and

the creatures of this western world, new to the white man. In doing so, they fulfilled many of

Jefferson's wishes for the Expedition. Along the way, William Clark drew a series of maps that were

remarkably detailed, noting and naming rivers and creeks, significant points in the landscape, the

shape of river shore, and spots where the Corps spent each night or camped or portaged for longer

periods of time. Later explorers used these maps to further probe the western portion of the continent.


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The Expedition of the Corps of Discovery shaped a crude route to the waters of the Pacific and

marked an initial pathway for the new nation to spread westward from ocean to ocean, fulfilling what

would become to many Americans an obvious destiny.

Over the next two centuries the new Americans and many immigrants would wash across the central

and western portions of what would eventually become the contiguous 48 United States. This wave of

development would significantly transform virgin forests and grasslands into a landscape of cities,

farms, and harvested forests, displacing fauna such as the buffalo and squeezing the Indians who

survived onto reservations.

Perry, D. (2013). Teaching with documents: The lewis and clark expedition. Retrieved from

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


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Excerpt from Confidential Letter from Jefferson to Congress

This letter lays out Jefferson’s theory of where the country should go, his philosophy on

expansion and Indian policy, and where Congress fits into it. He speaks of growing unrest of the

Indians from whom they have been purchasing land and who do not want to continue selling

their land. He speaks of trying to encourage the Indians to give up their hunting ways and

change to a more agricultural and a more (American) lifestyle. He speaks of “the common good”

and, at the very end of the letter, in the excerpt included here, Jefferson asks for funding

($2500.00) to conduct a study of the continent for the purpose of extending commerce (trade) of

the United States with the Indians. He asks for secrecy because, although he contends that

France would not object to the “literary pursuit” to “advance geographical knowledge of our own

continent,” at this time Louisiana Territory was still owned by France.

Excerpt:

The interests of commerce place the principal object within the constitutional powers

and care of Congress, and that it should incidentally advance the geographical

knowledge of our own continent, cannot be but an additional gratification. The nation

claiming the territory, regarding this as a literary pursuit, which is in the habit of

permitting within its dominions, would not be disposed to view it with jealousy, even if

the expiring state of its interests there did not render it a matter of indifference. The

appropriation of two thousand five hundred dollars "for the purpose of extending the

external commerce of the United States," while understood and considered by the

Executive as giving the legislative sanction, would cover the undertaking from notice,

and prevent the obstructions which interested individuals might otherwise previously

prepare in its way.

TH: JEFFERSON

Jan. 18. 1803

Text courtesy of the Library of Congress: Library of Congress. (2013). Transcription of jefferson's secret message to congress regarding the lewis & clark expedition. Retrieved from http://www.ourdocuments.gov/doc.php?flash=true&doc=17&page=transcript


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The Louisiana Purchase


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Instructions to Meriwether Lewis

Thomas Jefferson and Early Western Explorers, Transcribed and Edited by Gerard W.

Gawalt, Manuscript Division, Library of Congress

Thomas Jefferson to Meriwether Lewis, June 20, 1803, Instructions

June 20 1803]

To <Captain> Meriwether Lewis esq. Capt. of the 1st. regimt, of Infantry of the US. of A.

Your situation as Secretary of the President of the US. has made you acquainted with the objects of

my confidential message of Jan. 18. 1803 to the legislature; you have seen the act they passed,

which they expressed in general terms, was meant to sanction these objects, and you are appointed

to carry them into execution.

Instruments for ascertaining by celestial observations, the geography of the country through which

you will pass, have been already provided. Light articles for barter and presents among the Indians,

arms for your attendants, say from 10. to 12. men, boats, tents, & other travelling apparatus with

ammunition, medicine, surgical instruments and provisions you will have prepared with such aids as

the Secretary at War can yield in his department; & from him also you will recieve authority to engage

among our troops, by voluntary agreement, the number of attendants above mentioned, over whom

you, as their commanding officer, are invested with all the powers the laws give in such a case.

As your movements while within the limits of the US. will be better directed by occasional

communications, adapted to circumstances as they arise, they will not be noticed here. What follows

will respect your proceedings after your departure from the United States.

Your mission has been communicated to the ministers here from France, Spain & Great Britain, and

through them to their governments; & such assurances given them as to its objects as we trust will

satisfy them. The country <of Lousiana> having been ceded by Spain to France, <and possession by

this time probably given,> the passport you have from the minister of France, the representative of

the present sovereign of the country, will be a protection <against> with all its subjects, & that from

the minister of England will entitle you to the friendly aid of any traders of that allegiance with whom

you may happen to meet.

The object of your mission is to explore the Missouri river, & such principal stream of it as by it's

course and communication with the waters of the Pacific ocean whether the Columbia, Oregon,

Colorado or any other river may offer the most direct & practicable water communication across this

continent for the purposes of commerce.

Beginning at the mouth of the Missouri, you will take <careful> observations of latitude & longitude at

all remarkable points on the river, & especially at the mouth of rivers, at rapids, at islands, & other

places & objects distinguished by such <durable> natural marks & characters of a durable <nature>

kind as that they may with certainty be recognized hereafter. The course of the river between these


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points of observation ma be supplied by the compass, the log-line & by time, corrected by the

observations themselves. The variations of the compass too, in different places should be noticed.

The interesting points of the portage between the heads of the Missouri, & of the water offering the

best communication with the Pacific ocean, should also be fixed by observation, & the course of that

water to the ocean, in the same manner as that of the Missouri.

Your observations are to be taken with great pains & accuracy, to be entered distinctly & intelligibly

for others, as well as yourself, to comprehend all the elements necessary, with the aid of the usual

tables, to fix the latitude and longitude of the places at which they were taken, and are to be rendered

to the war office for the purpose of having the calculations made concurrently by proper persons

within the US. several copies of these as well as of your other notes should be made at leisure times,

& put into the care of the most trust-worthy of your attendants, to guard by multiplying them against

the accidental losses to which they will be exposed. A further guard would be that one these copies

be on the paper of the birch, as less liable to injury from damp than common paper.

The commerce which may be carried on with the people inhabiting the line your will pursue, renders a

knolege of those people important. You will therefore endeavour to make yourself acquainted <with>

as far as a diligent pursuit of your journey shall admit, with the names of the nations & their numbers;

the extent & limits of their possessions;

their relations with other tribes of nations;

their language, traditions, monuments;

their ordinary occupations in agriculture, fishing, hunting, war, arts & the implements for these;

their food, clothing, & domestic accomodations;

the diseases prevalent among them, & the remedies they use;

moral & physical circumstances which distinguish them from the tribes we know;

peculiarities in their laws, customs & dispositions;

and articles of commerce they may need or furnish & to what extent.

And considering the interest which every nation has in extending & strengthening the authority of

reason & justice among the people around them, it will be useful to acquire what knolege you can of

the state of morality, religion, & information among them; as it may better enable those who may

endeavor to civilize & instruct them, to adapt their measures to the existing notions & practices of

those on whom they are to operate.

Other objects worthy of notice will be

the soil & face of the country it's growth & vegetable productions, especially those not of the

US.

the animals of the country generally, & especially those not known in the US.

the remains & accounts of any which may be deemed rare or extinct;

the mineral productions of every kind; but more particularly metals; limestone, pit-coal, & salt-

petre; salines & mineral waters, noting the temperature of the last & such circumstances as

may indicate their character;


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volcanic appearances;

climate, as characterized by the thermometer, by the proportion of rainy, cloudy, & clear days,

by lightening, hail, snow, ice, by the access & recess of frost, by the winds prevailing at

different seasons, the dates at which particular plants put forth or lose their flower, or leaf,

times of appearance of particular birds, reptiles or insects.

Altho' your route will be along the channel of the Missouri, yet you will endeavor to inform yourself, by

enquiry, of the character & extent of the country watered by it's branches & especially on it's Southern

side, the North river or Rio Bravo which runs into the gulph of Mexico, and the North river, or Rio

colorado which runs into the gulph of California, are understood to be the principal streams heading

opposite to the waters of the Missouri, and running Southwardly. Whether the dividing grounds

between the Missouri & them are mountains or flat lands, what are their distance from the Missouri,

the character of the intermediate country, & the people inhabiting it, are worthy of particular enquiry.

The Northern waters of the Missouri are less to be enquired after, because they have been

ascertained to a considerable degree, & are still in a course of ascertainment by English traders, and

travellers. But if you can learn any thing certain of the most Northern source of the Missisipi, & of its

position relatively to the lake of the woods, it will be interesting to us.

<Two copies of your notes at least & as many more as leisure will admit, should be made & confided

to the care of the most trusty individuals of your attendants.> Some account too of the path of the

Canadian traders from the Missisipi, at the mouth of the Ouisconsing to where it strikes the Missouri,

& of the soil and rivers in its <traverses> course, is desirable.

In all your intercourse with the natives, treat them in the most friendly & conciliatory manner which

their own conduct will admit; allay all jealousies as to the object of your journey, satisfy them of it's

innocence, make them acquainted with the position, extent character, peaceable & commercial

dispositions of the US. of our wish to be neighborly, friendly, & useful to them, & of our dispositions to

a commercial intercourse with them; confer with them on the points most convenient as mutual

emporiums, and the articles of most desireable interchange for them & us. If a few of their influential

chiefs within practicable distance, wish to visit us, arrange such a visit with them, and furnish them

with authority to call on our officers, on their entering the US. to have them conveyed to this place at

the public expence. If any of them should wish to have some of their young people brought up with

us, & taught such arts as may be useful to them, we will recieve, instruct & take care of them. Such a

mission whether of influential chiefs or of young people would give some security to your own party.

Carry with you some matter of the kinepox; inform those of them with whom you may be, of it's

efficacy as a preservative from the smallpox; & instruct & encourage them in the use of it. This may

be especially done wherever you winter.

As it is impossible for us to foresee in what manner you will be recieved by those people, whether

with hospitality or hostility, so is it impossible to prescribe th exact degree of preserverance with

which you are to pursue your journey. We value too much the lives of citizens to offer them to

probable destruction. Your numbers will be sufficient to secure you against the unauthorised

opposition of individuals or of small parties: but if a superior force authorised, or not authorised by a


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nation, should be arrayed against your further passage, and inflexibly determined to arrest it, you

must decline it's farther pursuit, and return.In the loss of yourselves, we should lose also the

information you will have acquired. By returning safely with that, you may enable us to renew the

essay with better calculated means. To your own discretion therefore must be left the degree of

danger you risk, and the point at which you should decline, only saying we wish you to err on the side

of your safety, and to bring back your party safe even if it be with less information.

As far up the Missouri as the white settlements extend, an intercourse will probably be found to exist

between them & the Spanish posts of St. Louis opposite Cahokia, or Ste. Genevieve opposite

Kaskaskia. From still further up the river, the traders may furnish a conveyance for letters. Beyond

that, you may perhaps be able to engage Indians to bring letters for the government to Cahokia or

Kaskaskia, on promising that they shall there recieve such special compensation as you shall have

stipulated with them. Avail yourself of these means to communicate to us, at seasonable intervals, a

copy of your journal, notes & observations, of every kind, putting into cypher whatever might do injury

if betrayed.

Should you reach the Pacific ocean inform yourself of the circumstances which may decide whether

the furs of those parts may not be collected as advantageously at the head of the Missouri

(convenient as is supposed to the waters of the Colorado & Oregan or Columbia) as at Nootka sound,

or any other point of that coast; and that trade be consequently conducted through the Missouri &

U.S. more beneficially than by the circumnavigation now practised.

On your arrival on that coast endeavor to learn if there by any port within your reach frequented by

the sea-vessels of any nation, & to send two of your trusty people back by sea, in such way as <they

shall judge> shall appear practicable, with a copy of your notes: and should you be of opinion that the

return of your party by the way they went will be eminently dangerous, then ship the whole, & return

by sea, by the way either of cape Horn, or the cape of good Hope, as you shall be able. As you will be

without money, clothes or provisions, you must endeavor to use the credit of the U.S. to obtain them,

for which purpose open letters of credit shall be furnished you, authorising you to draw upon the

Executive of the U.S. or any of it's officers, in any part of the world, on which draughts can be

disposed of, & to apply with our recommendations to the Consuls, agents, merchants, or citizens of

any nation with which we have intercourse, assuring them, in our name, that any aids they may

furnish you, shall be honorably repaid, and on demand. Our consuls Thomas Hewes at Batavia in

Java, Wm. Buchanan in the Isles of France & Bourbon & John Elmslie at the Cape of good Hope will

be able to supply your necessities by draughts on us.

Should you find it safe to return by the way you go, after sending two of your party round by sea, or

with your whole party, if no conveyance by sea can be found, do so; making such observations on

your return, as may serve to supply, correct or confirm those made on your outward journey.

On re-entering the U.S. and reaching a place of safety, discharge any of your attendants who may

desire & deserve it, procuring for them immediate paiment of all arrears of pay & cloathing which may

have incurred since their departure, and assure them that they shall be recommended to the liberality

of the legislature for the grant of a souldier's portion of land each, as proposed in my message to


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Congress; & repair yourself with your papers to the seat of government <to which I have only to add

my sincere prayer for your safe return>.

To provide, on the accident of your death, against anarchy, dispersion, & the consequent danger to

your party, and total failure of the enterprize, you are hereby authorized, by any instrument signed &

written in your own hand, to name the person among them who shall succeed to the command on

your decease, and by like instruments to change the nomination from time to time as further

experience of the characters accompanying you shall point out superior fitness: and all the powers

and authorities given to yourself are, in the event of your death, transferred to, & vested in the

successor so named, with further power to him, and his successors in like manner to name each his

successor, who, on the death of his predecessor, shall be invested with all the powers & authorities

given to yourself.

Given under my hand at the city of Washington this 20th day of June 1803.* ... Th. J. Pr. U.S. of A.

MS in the hand of Thomas Jefferson. Thomas Jefferson Papers, Library of Congress.

*Dateline and signature were written on a later date and with a different pen and ink, than the body of

the document, which had been sent to Lewis, James Madison, Levi Lincoln, and Albert Gallatin for

their comments in April.

Text courtesy of the Library of Congress: Library of Congress. (n.d.). Transcript: Jefferson's instructions for meriwether lewis. Retrieved from http://www.loc.gov/exhibits/lewisandclark/transcript57.html


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Supplies for the Corps of Discovery

Mathematical Instruments:

surveyor’s compass

hand compass

quadrants

telescope

thermometers

2 sextants

set of plotting instruments

chronometer (needed to calculate longitude)

Camp supplies:

pliers

chisels

30 steels for striking to make fire

handsaws

hatchets

whetstones

iron corn mill

two dozen tablespoons

mosquito curtains

10 1/2 pounds of fishing hooks and fishing lines

12 pounds of soap

193 pounds of "portable soup" (a thick paste concocted by boiling down beef, eggs and

vegetables)

three bushels of salt

writing paper, ink and crayons

150 yards of cloth to be oiled and sewn into tents

and sheets

Presents for Indians:

12 dozen pocket mirrors

4,600 sewing needles

144 small scissors

10 pounds of sewing thread

silk ribbons

ivory combs

handkerchiefs

yards of bright-colored cloth

130 rolls of tobacco

tomahawks that doubled as pipes

288 knives

8 brass kettles

vermilion face paint

(2013). A memorandum of articles in readiness. (2013). [Print Photo]. Retrieved from http://www.pbs.org/lewisandclark/images/memo_s.gif

(2009). Lewis supply list. (2009). [Print Photo]. Retrieved from http://www.awesomestories.com/images/user/45d45537d1.gif


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33 pounds of tiny beads of assorted colors

Clothing:

45 flannel shirts

coats

frocks

shoes

woolen pants

blankets

knapsacks

stockings

Arms and Ammunition:

15 prototype Model 1803 muzzle-loading .54 caliber rifles

knives

500 rifle flints

420 pounds of sheet lead for bullets

176 pounds of gunpowder packed in 52 lead canisters

1 long-barreled rifle that fired its bullet with compressed air, rather than by flint, spark and

powder

Medicine and Medical Supplies:

50 dozen Dr. Rush’s patented "Rush’s pills"

lancets

forceps

syringes

tourniquets

1,300 doses of physic

1,100 hundred doses of emetic

3,500 doses of diaphoretic (sweat inducer)

other drugs for blistering, salivation and increased kidney output

Traveling Library:

Barton’s Elements of Botany

Antoine Simon Le Page du Pratz’s History of Louisiana

Richard Kirwan’s Elements of Mineralogy

A Practical Introduction to Spherics and Nautical Astronomy

The Nautical Almanac and Astronomical Ephemeris

a four-volume dictionary

a two-volume edition of Linnaeus (the founder of the Latin classification of plants)

tables for finding longitude and latitude

map of the Great Bend of the Missouri River


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Corps of Discovery People

Leader: Captain Meriwether Lewis

Jefferson’s personal secretary. Intelligent, literate man with skills

as a frontiersman. Knew how to record and draw accurately the

plants, animals, and birds of the frontier. Quiet, shy, dependable,

a planner, a leader, writer, trustworthy, recorded artifacts and

customs of western Indian nations, established peaceful

relationships with almost all of them. Knew how to keep people

healthy.

Co-Leader: Captain William Clark

Draftsman and strong skills as a frontiersman. Made Co-

commanding Captain of the expedition. Outgoing and friendly

leader, dependable, writer, detailed, explored and claimed the

Oregon Territory in addition to the Louisiana Purchase. Could

follow instructions, or could lead boldly. Trustworthy.

Sergeant Charles Floyd (1782-1804) Kentucky

One of the "Nine Young Men from Kentucky," The only member of the Corps of Discovery lost on the journey. He died on August 20, 1804, near present-day Sioux City, Iowa, probably from what modern medical experts believed was a ruptured appendix. Floyd kept a journal until a few days before his death.

Sergeant Patrick Gass (1771-1870) Pennsylvania First Infantry

Soldier. His skill as a carpenter was of great value to the expedition. In 1807, Gass was the first to publish his journal. He stayed in the Army and served in the War of 1812. Last known survivor of the expedition.

Corporal Richard Warfington (1777 - ?) North Carolina Second Infantry

The captains believed Warfington was the only trustworthy member of the return party, and wanted to ensure the safety of their dispatches, journals, and specimens sent to President Jefferson. Warfington accepted command of the return party and completed his mission so successfully that he even managed to keep alive a prairie dog and four magpies Lewis had sent to Jefferson. Lewis later recommended Warfington receive a bonus beyond his regular pay.

York (1770 - ?) Virginia

.

York was Clark's companion from childhood, in the fashion of the slaveholding South. Journals indicated that he was large, strong, and perhaps overweight. He carried a rifle during the expedition and performed his full share of duties like the other members of the Corps of Discovery. York received his freedom in 1811.

Private William Bratton (1778-1841) Virginia / Kentucky

One of the "Nine Young Men from Kentucky," Bratton served the expedition as a hunter, blacksmith, and gunsmith. In the spring of 1806, he was incapacitated for several weeks by a mysterious back ailment, perhaps the longest period of serious illness experienced by any member of the Corps of Discovery. An


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Indiana sweat bath finally cured Bratton. After the expedition he served in the War of 1812.

Private Pierre Cruzatte (Dates Unknown)

Master boatman and fiddle player. Blind in one eye and nearsighted in the other, Cruzatte accidentally shot Lewis while the two were hunting in August 1806. Lewis later paid tribute to Cruzatte's experience as a riverman and to his integrity. His fiddle playing often entertained the Corps of Discovery.

Private Silas Goodrich (Dates Unknown) Massachusetts

One of the finest fishermen of the Corps of Discovery. After the expedition, Goodrich re-enlisted in the Army.

Private François Labiche (Dates Unknown)

An experienced boatman and Indian trader. He spoke English, French, and several Indian languages. Lewis noted his services as an interpreter, recommending that he receive a bonus. Labiche accompanied Lewis to Washington after the expedition to interpret for the Indian chiefs.

Private John Shields (1769-1809) Virginia / Tennessee

The oldest member of the Corps of Discovery, and one of the few who were married. Skilled as a blacksmith, gunsmith, and carpenter. "Nothing was more peculiarly useful to us, in various situations," wrote Lewis, "than the skill of this man as an artist, in repairing our guns, accoutrements, &c." Lewis recommended that Congress give Shields a bonus for his services.

Sacagawea Charbonneau

Daughter of a Shoshone chief. As a child she was kidnapped and sold or given to Toussaint Charbonneau, who made her his wife. On February 11, 1805, she gave birth to a son - John Baptiste. Both captains recognized the indispensable service Sacagawea provided the Corps of Discovery. As Clark wrote, "a woman with a party of men is a token of peace."

Toussaint Charbonneau Lewis described Toussaint as a man "of no particular merit,"

Interpreter George Drouillard (? - 1810) Canada

Drouillard was known for his general skill as a scout, hunter, woodsman, and interpreter. Indeed, he was one of the best hunters of the expedition and often accompanied the captains on special reconnaissance missions.

Private Joseph Field (1772-1807) Private Reubin Field (1771-1823?) Virginia / Kentucky

The Field brothers were two of the "Nine Young Men from Kentucky," They were among the best shots and hunters in the Corps of Discovery and, with George Drouillard, accompanied the captains on special reconnaissance missions. Both were with Lewis in the fight with the Blackfeet on July 17, 1806. Also, skilled at salt making, applied the skills of ingenuity and resourcefulness they learned in civilian life toward the accomplishment of their unit’s mission.

United States Military. (2011). Corps of discovery: Members of the expedition. Retrieved from http://www.history.army.mil/LC/The People/privates.htm


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Excerpts from Lewis and Clark Journals Note: The words and phrases in brackets did not appear in the original journals. They represent additions or corrections made by several people between 1806 and the present, including Clark himself, who edited the journals before the first publication. Words and phrases in parentheses were in parentheses in the journals as originally written.

I dispatched an express this morning to Captain Lewis at St. Louis. All our provisions, goods, and equipage on board of a boat of 22 oars [party], a large pirogue of 71 oars [in which 8 French], a second pirogue of 6 oars [soldiers], complete with sails, &c. Men completed with powder cartridges and 100 balls each, all in health and readiness to set out. Boats and everything complete, with the necessary stores of provisions and such articles of merchandise as we thought ourselves authorized to procure-though not as much as I think necessary for the multitude of Indians through which we must pass on our road across the continent.

Captain Clark, River Dubois opposite the mouth of the Missouri River, 13 May 1804

Here, the man who left us with the horses, 22 [16] days ago, George Shannon-he started 26th August, and has been ahead ever since-joined us, nearly starved to death. He had been twelve days without anything to eat but grapes and one rabbit, which he killed by shooting a piece of hard stick in place of a ball. This man, supposing the boat to be ahead, pushed on as long as he could. When he became weak and feeble, determined to lay by and wait for a trading boat, which is expected, keeping one horse for the last recourse. Thus a man had like to have starved to death in a land of plenty for the want of bullets or something to kill his meat.

We camped on the L.S., above the mouth of a run. A hard rain all the afternoon, and most of the night, with hard wind from the N.W. I saw several foxes, and killed an elk and 2 deer, and squirrels. The men with me killed an elk, 2 deer, and a pelican.

Captain Clark, 11 September 1804

The leaf of this oak is small, pale green, and deeply indented. It seldom rises higher than thirty feet, is much branched; the bark is rough and thick, and of a light color. The cup which contains the acorn is fringed on its edges, and embraces the nut about one-half. The acorns were now falling, and we concluded that the number of deer which we saw here had been induced thither by the acorns, of which they are remarkably fond. Almost every species of wild game is fond of the acorn-the buffalo, elk, deer, bear, turkeys, ducks, pigeons, and even the wolves feed on them.

Captain Lewis, 16 September 1804

All excerpts courtesy of: Excerpts of the lewis and clark journals. (n.d.). Retrieved from http://xroads.virginia.edu/~hyper/journals/lewis.html


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At half-past one o'clock this morning the sand bar on which we camped began to undermine and give way, which alarmed the sergeant on guard. The motion of the boat awakened me. I got up and by the light of the moon observed that the sand had given way both above and below our camp, and was falling in fast. I ordered all hands on, as quick as possible, and pushed off. We had pushed off but a few minutes before the bank, under which the boat and pirogues lay, gave way, which would certainly have sunk both pirogues. By the time we made the opposite shore, our camp fell in.

We made a second camp for the remainder of the night, and at daylight proceeded on to the gorge of this great bend, and breakfast. We sent a man to measure (step off) the distance across the gorge. He made it 2,000 yards. The distance around is 30 miles. The hills extend through the gorge and are about 200 feet above the water. In the bend as also the opposite sides, both above and below the bend, is a beautiful inclined plain, in which there are great numbers of buffalo, elk, and goats in view, feeding and sipping on those plains. Grouse, larks, and the prairie bird are common in those plains.

The prairies in this quarter contain great quantities of prickly pears.

Captain Lewis, 21 September 1804

A very cold day. Wind from the N.W. The Big White, grand chief of the first village, came and informed us that a large drove of buffalo was near, and his people were waiting for us to join them in a chase. Captain Lewis took 15 men and went out and joined the Indians who were, at the time he got up, killing the buffalo, on horseback with arrows, which they did with great dexterity. His party killed 10 buffalo, five of which we got to the fort by the assistance of a horse, in addition to what the men packed on their backs. One cow was killed on the ice. After drawing her out of a vacancy in the ice in which she had fallen, we butchered her at the fort. Those we did not get in were taken by the Indians under a custom which is established among them, i.e., any person seeing a buffalo lying, without an arrow sticking in him or some particular mark, takes possession. Many times, as I am told, a hunter who kills many buffalo in a chase only gets a part of one. All meat which is left out all night falls to the wolves, which are in great numbers, always in the neighborhood of the buffaloes. The river closed, opposite the Fort, last night - 1 1/2 inches thick. The thermometer stood this morning at 1 degree below zero. Three men were frostbitten badly today.

Captain

A very cold day. The thermometer today at 10 and 11 degrees below zero. Captain Lewis returned today at 12 o'clock, leaving 6 men at the camp to prepare the meat for to pack. Four horse loads came in. Captain Lewis had a cold. Disagreeable last night in the snow, on a cold point with one small blanket. The buffalo crossed the river below in immense herds without breaking in. Only 2 buffalo killed today, one of which was too poor to skin. The men who were frostbitten are getting better. The river rose 11/2 inch. Wind north.

Captain Clark, 10th December, 1804. Fort Mandan


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A clear cold morning. The thermometer at sunrise stood at 22 degrees below zero. A very singular appearance of the moon last night, as she appeared through the frosty atmosphere. Mr. Heney from the establishment on the river Assiniboine, with a letter from Mr. Charles Chaboillez, one of the Company, arrived in six days. Mr. C., in his letter, expressed a great anxiety to serve us in anything in his power. A root described by Mr. Heney for the cure of a mad dog. Mr. Larocque, a clerk of the N.W. Company, and Mr. George Bunch, a clerk of the Hudson's Bay Company, accompanied Mr. Heney from the village.

Captain Clark, 16 December 180/P>

A very cold morning. The thermometer stood at 45 degrees below zero. We found Mr. Heney a very intelligent man, from whom we obtained some sketches of the country between the Mississippi and Missouri, and some sketches from him which he had obtained from the Indians to the west of this place, also the names and characters of the Sioux, &c. About 8 o'clock P.M., the thermometer fell to 74 degrees below the freezing point. The Indian chiefs sent word that buffalo were in our neighborhood, and if we would join them in the morning, they would go and kill them.

Captain Clark

A very cold morning. At 2 1/2 miles passed a remarkable rock, very large and resembling the hull of a ship. Passed rapids at 6 and 9 miles. At 12 miles we came to at the head of a rapid which the Indians told me was very bad. We viewed the rapid, found it bad in descending. Three stern canoes stuck fast for some time on the head of the rapid, and one struck a rock in the worst part. Fortunately, all landed safe below the rapid, which was nearly 3 miles in length. Here we dined, and for the first time for three weeks past, I had a good dinner of blue-winged teal.

Captain Clark, 14 October 1805

I observed a great number of lodges on the opposite side at some distance below, and several Indians on the opposite bank passing up to where Captain Lewis was with the canoes. Others I saw on a knob nearly opposite to me, at which place they delayed but a short time before they returned to their lodges as fast as they could run. I was fearful that those people might not be informed of us. I determined to take the little canoe which was with me, and proceed with the three men in it, to the lodges. On my approach, not one person was to be seen except three men off in the plains, and they sheered off as I approached near the shore.

I landed in front of five lodges which were at no great distance from each other. Saw no person. The entrances or doors of the lodges were shut, with the same materials of which they were built-a mat. I approached one, with a pipe in my hand, entered a lodge which was the nearest to me. Found 32 persons-men, women, and a few children-sitting promiscuously in the lodge, in the greatest agitation,


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some crying and wringing their hands, others hanging their heads. I gave my hand to them all, and made signs of my friendly disposition, and offered the men my pipe to smoke, and distributed a few small articles which I had in my pockets. This measure pacified those distressed people very much. I then sent one man into each lodge, and entered a second myself, the inhabitants of which I found more frightened than those of the first lodge. I distributed sundry small articles among them, and smoked with the men.

I then entered the third, fourth, and fifth lodges, which I found somewhat pacified, the three men, Drouilliard, Joe and R. Fields, having used every means in their power to convince them of our friendly disposition to them. I then sat myself on a rock and made signs to the men to come and smoke with me. Not one came out until the canoes arrived with the two chiefs, one of whom spoke aloud and as was their custom to all we had passed. The Indians came out and sat by me, and smoked. They said we came from the clouds, &c., &c., and were not men, &c., &c.

Captain Clark, 19 October 1805

Great joy in camp. We are in view of the ocean, this great Pacific Ocean which we have been so long anxious to see, and the roaring or noise made by the waves breaking on the rocky shores (as I suppose) may be heard distinctly.

Captain Clark, 7 November 1805

I attempted to purchase a small sea-otter skin for red beads which I had in my pockets. They would not trade for those beads, not prizing any other color than blue or white. I purchased a little of the berry bread and a few of their roots for which I gave small fishhooks, which they appeared fond of.

Captain Clark, 10 December 1805

About 8 A.M. this morning, a bear of the large vicious species, being on a sand bar, raised himself up on his hind feet and looked at us as we passed down near the middle of the river. He plunged into the water and swam toward us, either from a disposition to attack or from the scent of the meat which was in the canoes. We shot him with three balls, and he returned to shore badly wounded. In the evening I saw a very large bear take the water above us. I ordered the boat to land on the opposite side with a view to attack him when he came within shot of the shore. When the bear was in a few paces of the shore, I shot it in the head. The men hauled it on shore, and it proved to be an old she, which was so old that her tusks had worn smooth, and much the largest female bear I ever saw.

Captain Clark, 2 August 1806

Mosquitoes excessively troublesome-so much so that the men complained that they could not work at their skins for those troublesome insects. And I find it entirely impossible to hunt in the bottoms, those insects being so numerous and tormenting as to render it impossible for a man to continue in the timbered lands, and our best retreat from those insects is on the sand bars in the river, and even


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those situations are only clear of them when the wind should happen to blow, which it did today for a few hours in the middle of the day. The evenings, nights, and mornings they are almost unen durable, particularly by the party with me, who have no biers, to keep them off at night, and nothing to screen them but their blankets, which are worn and have many holes.

The torments of those mosquitoes and the want of a sufficiency of buffalo meat to dry-those animals not to be found in this neighborhood-induce me to determine to proceed on to a more eligible spot on the Missouri below, at which place the mosquitoes will be less troublesome and buffalo more plenty. Wrote a note to Captain Lewis, informing him of my intentions, and tied it to a pole which I had stuck up in the point. At 5 P.M., set out and proceeded on down to the second point, which appeared to be an eke situation for my purpose. [Killed a porcupine.] On this point the mosquitoes were so abundant that we were tormented much worse than at the point. The child of Charbonneau has been so much bitten by the mosquitoes that his face is much puffed up and swollen.


The mosquitoes were so troublesome to the men last night that they slept but very little. Indeed, they were excessively troublesome to me. My mosquito bier has a number of small holes worn, through which they pass in. I set out at an early hour intending to proceed to some other situation. I had not proceeded on far before I saw a ram of the bighorn animal near the top of a larboard bluff. I ascended the hill with a view to kill the ram. The mosquitoes were so numerous that l I could not keep them off my gun long enough to take sight, and by that means missed.


This morning a very large bear of the white species discovered us floating in the water and taking us, as I presume, to be buffalo, immediately plunged into the river and pursued us. I directed the men to be still. This animal came within about 40 yards of us and tacked about. We all fired into him without killing him, and the wind so high that we could not pursue him, by which means he made his escape to the shore, badly wounded. I have observed buffalo floating down, which I suppose must have been drowned in crossing above. More or less of those animals drown or mire in passing this river. I observed several floating buffalo on the river Yellowstone immediately below where large gangs had crossed.



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All images courtesy: American Philosophical Society. (Photographer). (2010). Journal Pages from the Lewis and Clark Journal [Web Photo]. Retrieved from http://www.amphilsoc.org/


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Sacagawea: A Woman with Leadership

As you read this story, think of what qualities of leadership the Shoshone woman named

Sacagawea displayed.

In the winter of 1804–05 the Captains Lewis and Clark began looking for guides to help guide

the Corps of Discovery up the Missouri River. They also needed someone who could interpret

the Native American languages. Sacajawea was the wife of one of the guides. A captured

Native American, she was able to speak Snake and Shoshone like one of the tribes that would

be at the headwaters of the Missouri River.

Lewis recorded in his journal on November 4, 1804 that they hired the French man and his

wife Sacajawea. He also noted that when Sacajawea had her baby, other Shoshones gave her

crushed rattlesnake rattles to speed the delivery. They named the new baby Pomp or

“Pompy.”

Several days into the expedition up the Missouri, their flat bottomed canoe was caught in a

strong river current and the boat started turning topsy-turvy. Mr. Charbonneau dropped the

rudder, and began crying to God for help. Sacagawea was quick-thinking so she caught and

saved most of the light articles which were washed over-board, including the journals and

records of Lewis and Clark. For her quick thinking and action, the corps commanders named

that river in her honor, Sacagawea River.

During the long summer, the corps collected many more specimens, describing them in writing

and sketching accurate drawings in their journals of the new plants and animals they observed.

They drew careful maps, took longitude and latitude measurements, and recorded weather

observations including temperature, sunrise and sunsets.

By early fall, the corps realized that there was a major mountain range that they called the

Stone Mountains (now called the Rocky Mountains) that would need to be crossed before

winter came, or the corps might starve or freeze to death. They needed horses. The Shoshone

were known to have horses, but what could they trade to get horses from the tribe? They used

Sacagawea to interpret to tell the tribal members what they needed, and as Sacagawea spoke,

the Chief of the tribe, Cameahwait, cried out. He recognized Sacagewea as his long-lost sister

who had been kidnapped so many years ago.

Clark wrote in his journal:

"The Interpreter & Square (squaw) who were before me at Some distance danced for

the joyful Sight, and She made signs to me that they were her nation.”


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In his journal, this is exactly what Captain Meriwether Lewis wrote:

"Shortly after Capt. Clark arrived with the Interpreter Charbono, and the Indian woman,

who proved to be a sister of the Chief Cameahwait. The meeting of those people was

really affecting, particularly between Sah cah-gar-we-ah and an Indian woman, who had

been taken prisoner at the same time with her, and who had afterwards escaped from

the Minnetares and rejoined her nation."

Because of Sacagawea, the Shoshone agreed to barter horses to the corps and to provide

guides to lead them over the cold and barren Rocky Mountains. The trip was very hard through

the steep, wide mountains and the corps almost starved. They even ate candles, or tallow to

survive. Finally, when they descended to the warmer climate, Sacagawea helped them gain

strength by finding and cooking camas roots.

Another time Sacagawea was helpful when she sacrificed her beautiful blue beaded belt to

trade for a fur robe Lewis and Clark wanted to give to President Thomas Jefferson.

(Remember as you read Captain Clark’s description that his spelling was not the best.) He also

used a word we do not use today…squaw.

Clark's journal entry for November 20, 1805 reads:

"one of the Indians had on a roab made of 2 Sea Otter Skins the fur of them were more

butifull than any fur I had ever Seen. both Capt. Lewis & my Self endeavored to

purchase the roab with different articles at length we precured it for a belt of blue beeds

which the Squar—wife of our interpreter Shabono wore around her waste...."

Finally, on November 24th, the brave people of the Corps of Discovery actually did reach the

Pacific Ocean. All members of the expedition were allowed to vote on the location for building

a winter fort, Fort Clatsop. Unlike most women of the day, Sacagawea was given the equality

of being allowed to vote. It showed that she had become a respected member of the Corps of

Discovery.

When planning the return trip home, as they approached the Rocky Mountains once again, On

July 6, 1806, Clark recorded:

"The Indian woman informed me that she had been in this plain frequently and knew it

well.... She said we would discover a gap in the mountains in our direction..."

That was Gibbons Pass, and then Sacagawea advised Clark to cross into the Yellowstone

River basin, or Bozeman Pass. This later became the best and famous route for the Northern

Pacific Railway to cross the Continental Divide.


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Besides providing excellent guidance now and then and negotiating well with Native American

tribes, her most important contribution might have been that her presence with the group

showed the tribes they encountered that the reason for their journey was peaceful.

Captain Clark noted in his journal:

"The Indian woman confirmed those people of our friendly intentions, as no woman ever

accompanies a war party of Indians in this quarter," and, "the wife of Shabono our

interpeter we find reconsiles all the Indians, as to our friendly intentions a woman with a

party of men is a token of peace.”

All excerpts courtesy of:

University of Nebraska-Lincoln (n.d.). The journals of lewis and clark. Retrieved from http://lewisandclarkjournals.unl.edu/


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Difficulties and Triumphs for the Corps of Discovery

Journeying from St. Louis, Missouri, to the Pacific Ocean, both Captain Lewis and Captain Clark

wrote of the amazing and beautiful sights along the way. They saw plants, animals and birds they had

never imagined, such as bright woodpeckers and bison, as well as tall trees, prairie grasses blowing

in the wind, and huge falling waters. They saw very large catfish, turkeys, geese, beaver and great

numbers of deer, antelope and Bighorn sheep. They also discovered along the way some creatures

that were not as friendly and beautiful such as the rattlesnake and the porcupine. But, they got to eat

delicious fresh salmon and elk meat. They even discovered cranberries and delicious sage grouse. It

was most important to people that they map the places such as the rivers, mountains and plains that

they discovered so that other people could follow there one day.

All was not beautiful along the way. Some things the Corps encountered were very difficult and

dangerous. In their journals they told about being chased by a huge angry grizzly bear and found that

shooting it did not stop it. They had to think quickly and climb a tree. Another time they wrote about

running out of food. They were cold and starving. They ate their tallow candles, made from beef

byproducts, to survive.

Some of the most interesting things they wrote about were the people they met from the different

Indian nations. Often, they would trade gifts and eat a meal together with the tribe. Sometimes,

though, the natives were not so glad to see them. For instance, the Teton Sioux felt they had not

received enough gifts from the Corps so they seized their boat and would not give it up. The Sioux

even drew their bows and arrows. The quick thinking Corps of Discovery soldiers swung the mounted

guns on the boat around and threatened to fire the little cannons at the Sioux. This impressed the

Sioux and they gave up the boat. It turned out well.

Lewis wrote that his favorite tribe was the Arikaras. He reported that they were tall, clean and

beautiful, and the women were hard working. They raised corn, beans, and squash. These people

were especially fond of York, who was African American. They admired him for his beautiful dark skin

and his height.

At one point the Corps of Discovery had a narrow escape when a sudden storm nearly capsized their

boat. It was Sacagawea whose quick thinking saved the day that time. She saved all the important

things that had tumbled out of the boat while the men bailed water out of the boat so it wouldn’t sink.

When the Corps needed horses to pack their supplies through the tall mountains, they thought of

trading for horses from the Shoshone or Snake nation. They also hired one of the Shoshone to guide

them across the mountains so they wouldn’t lose their way in the cold of winter. Even the horse would

have a hard time on the narrow, rocky slopes of the mountains.

Later when they needed to cross through very serious rapids, they learned from the Nez Perce nation

how to carve small canoes by chopping down large trees, splitting them in half and carving out a


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place to kneel and row the canoes. The dugout canoes took them safely through the many bad rapids

between sharp rocks in the steep canyons. On the rapids they lost a canoe and many supplies, so

they had to eat roots to stay alive.

Finally, after many days of hunger, 11 days of rain, and even fleas pestering them, they found the

vast Pacific Ocean. There they rested and planned the return journey.

Think of all the triumphs of the Corps of Discovery: They traveled safely over 7,500 miles of

wilderness. They were the first United States citizens to see the beautiful new lands President

Jefferson bought from France. And, they were the first to make contact and record the customs,

languages, and artifacts of the native peoples who had been living there for hundreds of years. In the

National Archives in Washington, D.C. people can still read their notes, maps, and sketches. We can

know today what the United States was like before we built roads, farms and cities. The Corps

opened the West to fur traders, mountain men, and families who wanted to move and settle west of

the Mississippi River.

Many say as the Corps of Discovery carried out every one of President Jefferson’s wishes, they also

carried out the most organized and successful expedition of exploration in the history of the United

States. Do you agree?


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Difficulties and Triumphs KEY

Expect student answers such as…

Difficulties Triumphs Encountered a grizzly bear and had to shoot it.

Almost starved several times, not enough food

Had to eat weird things like roots and candles.

Had fleas and ticks

Had fights and conflicts with Indian peoples

Almost froze to death

Lost valuable supplies

Felt lonesome for home and easy living

One person died of appendicitis

Steep, rocky slopes of mountains

Rattlesnakes

Diseases

Rapids on the rivers

Weather like too much rain, or cold

Saw beautiful birds, animals, flowers, and trees

Saw prairie grasses, mountains, rushing waters

Met and made friends with Native American tribes

Gathered artifacts, customs, and languages from the Indian Americans

Blazed trails across the new lands west

Found plants and trees

Discovered and mapped rivers and mountains

Found new foods to eat

Had a chance to be creative

Had the chance to show courage

Became braver and developed leadership

Only lost one person

Traveled more than 7500 miles safely

Carried out all of President Jefferson’s wishes

Recorded for all time what they saw (stored in the National Archives)


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Problem-Solving Process Chart

The Problem

Information Gathered about the Problem:

Options:

Option 1

Option 2

Option 1 advantages Option 1 disadvantages

Option 2 advantages Option 2 disadvantages

Option chosen

Implementation plan

Effectiveness of the solution


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Interview Transcript

You are interviewing a member of the Corps of Discovery upon his return. Record your interview below. Use

the back of the sheet if needed.

Interviewee’s name:

Interviewee’s job on the Corps of Discovery Expedition:

Interviewee’s experience for the job:

Why did you want to be a part of this expedition?

What did you hope to accomplish?

What challenges, opportunities did you run into during the expedition?

How do you feel the expedition contributed to the expansion of the United States?

Can you tell us something about the route taken on the expedition?

I am sure that along the route many decisions had to be made. Please describe a decision

made and the decision-making process followed for a choice made on the expedition.