top

for 4th Grade

Terri Allen

Grangeville Elementary Middle School

On the morning of September 16, 1805, the Corps of Discovery members knew they were in trouble. They were deep in the rugged Bitterroot Mountains and awoke to eight inches of new snow and a bone-chilling cold. Winter was approaching and they were still far from the Pacific Ocean. Captain Clark was fearful that his feet would freeze in the thin moccasins he wore. It had been a grueling month, hiking through the roughest terrain of the expedition. The timber was so thick in places that they had been forced to chop their way through with axes. Rain, sleet, and snow had made the high, rocky trails even more dangerous. Some of their horses had tumbled down mountainsides. Game was so scarce that the Corps had begun eating their horses. Lewis and Clark knew that the expedition was imperiled, and split into two groups in the hopes that at least one group would make it.

Four days later, on September 20, Clark and his men, hungry, exhausted, and near death, emerged onto a grassy meadow where they encountered the Nez Perce tribe. The tribe proved to be friendly and most helpful to the Corps on both their outward and homeward treks.

Big Question: Would the Lewis and Clark expedition have succeeded without the help of the Nez Perce?

(Go to Top of Page)

The Task

The students will learn as much as possible about the role of the Nez Perce and their contributions to Lewis and Clark on their exploration of the West. Using Internet sites and library resources, students will complete an informational poster and present their information to the class.

students will research the role the Nez Perce played in the success of the Corps of Discovery
students will design an informational poster listing Nez Perce contributions to the Corps
students will determine, based on their information, if the Corps could have completed their journey without the aid of the Nez Perce (their response to the big question)

students will present their poster to the class
students will defend their response to the big question with facts
students will hypothesize the expedition's outcome without the aid of the Nez Perce

(Go to Top of Page)

The Process

Step 1
Objective:   The students will read background information about the Lewis and Clark expedition.
Materials:    A Rendezvous with Idaho History textbook
Procedure: The class will read orally and discuss chapter 4 in the textbook in order to gain a general
                    understanding of the Lewis & Clark expedition.
Time:         approximately three 30-minute sessions

Step 2
Objective: The students will research the contributions of the Nez Perce tribe to the Corps of Discovery.
Materials:   computers with online access, reference books
Procedure:  The class will be divided into groups of three. Each group will be responsible for completing
                    their own research. Students will be taken to the computer lab to complete online research,
                    and reference books will be available in the regular classroom.
Time:         approximately two or three 30-minute sessions

Step 3
Objective: The students will design an informational poster listing the contributions of the Nez Perce
                   tribe to the expedition and the importance of each contribution.
Materials:   poster paper, pencils, Sharpie markers, rulers
Procedure: Students will continue to work in groups of three. Each group will be responsible for designing
                   a poster with the necessary information. The teacher will display sample poster layouts for
                   the students. Students will be shown the scoring rubric for the project. Students will be told
                   to make their draft in pencil, edit for corrections, and to trace their final copy with Sharpies.
Time:        approximately three or four 30-minute sessions

Step 4
Objective: The students will use their information to determine their response to the big question.
Materials:   student research
Procedure: Student groups will use their findings to decide if the Corps could have completed their journey
                   without the aide of the Nez Perce. The group must reach a consensus. Prior to the discussions,
                   the teacher will review the proper procedures for group discussion and the possible need for
                   compromise.
Time:        one 30-minute session

Step 5
Objective: The students will present their findings to the class.
Materials:   student posters, seating arrangements in front of class
Procedure: Student groups will present their posters to the class. Individuals should explain each
                   contribution of the tribe and the importance of that contribution. Each group member
                   should have a chance to speak. After presenting their facts, the group will explain their
                   answer to the big question and the reasoning behind that answer. There will be time for
                   questions and discussion with classmates at the end of each presentation. The teacher
                   will remind students that there is no one right or wrong answer to the big question, but
                   that it is important to go through a critical thinking process in order to make informed
                   decisions.
Time:        approximately three-four 30-minute sessions

Step 6
Objective: The students will listen to presentations from the other fourth grade class about the
                   expedition's impact on the Nez Perce.
Materials: additional chairs to seat both classes
Procedure: The two classes will share their findings with each other in order to expose students to both
                   sides of the story.
Time:        one 45-minute session

Student Resources

Internet sites:

Books:

A Picture Book of Lewis and Clark, by David Adler
Lewis and Clark on the Trail of Discovery, by Rod Gragg
Lewis and Clark for Kids: Their Journey of Discovery, by Janis Herbert
Streams to the River, River to the Sea, by Scott O'Dell

Organization

Informational Poster Ideas

(Go to Top of Page)

Evaluation

Students will be graded for their informational poster based on the following rubric. The rubric includes how well their research supports their response to the big question.

	Basic 1	Developing 2	Proficient 3	Advanced 4
Content and Accuracy	Students identify at least 2 accurate contributions the Nez Perce made to the expedition.	Students identify at least 3 accurate contributions the Nez Perce made to the expedition.	Students identify at least 4 accurate contributions the Nez Perce made to the expedition.	Students identify at least 5 accurate contributions the Nez Perce made to the expedition.
Knowledge Gained	Students have insufficient knowledge about the facts used in the poster.	Students can accurately answer some questions related to facts in the poster.	Students can accurately answer most questions related to facts in the poster.	Students can accurately answer all questions related to facts in the poster.
Research Supports Response to Big Question	Students are unable to defend their response with their research.	Students use their rsearch to defend some parts of their response.	Students use their research to defend most of their response.	Students convincingly use their research to defend their response.
Mechanics	There are more than 5 errors in capitalization, spelling, or punctuation.	There are 3-4 errors in capitalization, spelling, or punctuation.	There are 1-2 errors in capitalization, spelling, or punctuation.	Capitalization, spelling, and punctuation are correct throughout the poster.
Use of Class Time	Students did not use class time well to focus on completing the project OR often distracted others.	Students used some class time well with some focus on completing the project, but occassionally distracted others.	Students used class time well, usually focused on completing the project, and rarely distracted others.	Students used class time well, focused on completing the project, and never distracted others.

Conclusion

The purpose of this unit is to give students an in-depth look at the contributions the Nez Perce Indians made to the Corps of Discovery. Students will develop the important critical thinking skills necessary to making informed decisions and in formulating their own opinions. In addition, by sharing information with the other fourth grade class, the students will gain a dual perspective about the impact the Nez Perce Indians and the Corps of Discovery had on each other.

(Go to Top of Page)

Teacher Information

Grade Level: fourth grade

Subject: Idaho History

Length of project: two-three weeks

Teaching models used: big question, (portions of cause & effect model)

Extensions to additional grades and subjects: language arts

Prior knowledge/critical skills needed: students must be familiar with using the Internet to complete research; students must have some background knowledge of the Lewis and Clark expedition.

Learning Outcomes/Curriculum Standards:

The students will learn to use resources to help them develop the critical thinking skills necessary to form their own opinions about an historical topic.
The student will use critical thinking skills, make inferences based on their research, work cooperatively with others, and recognize that other people may form differing opinions from their own.

Social Studies Standards
430.01.Acquire critical thinking and analytical skills.
e. Gather and use information on Idaho history from primary and secondary sources.

432.01. Understand the role of exploration and expansion in the development of the United States.
c. Explain the accomplishments, significance, and outcomes of the Lewis and Clark expedition.

433.01. Understand the role of migration and immigration of people in the development of the United States.
c. Identify the major groups and significant individuals and their motives in the western expansion and settlement in Idaho.

436.01. Understand the cultural and social development of the United States.
b. Describe ways that cultural groups learn from each other.

440.01. Understand basic economic concepts.
a. Explain how Native Americans and early settlers met their basic needs of food, water, and shelter.

      442.02. Understand the migration and settlement of human populations on the earth's surface.
              a. Explain past and present settlement patterns in Idaho.
              b. Identify the geographic features of Idaho in which people settled.

442.03. Understand that human actions modify the physical environment and how physical systems affect human activity and living conditions.
a. Identify ways the land in Idaho has been changed by people, technology, and natural forces.

Science Standards
      489.01. Understand scientific inquiry and develop critical thinking skills.
              c. Use appropriate tools and techniques to gather and display data.
              d. Use data to construct a reasonable explanation.
              e. Make simple predictions based on data.
              f. Explore alternative explanations.
              g. Communicate the results of tests to others.

      595.01. Understand the relationship between science and technology and develop the abilities of technological design and application.
              d. Use available and appropriate technology.

Language Arts Standards
      707.01. Read a variety of traditional and electronic materials for information and understanding.
            02. Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.
            03. Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.
            04. Read to locate information from a variety of traditional, technical, and electronic sources.
            05. Read for technical information.
            06. Read a variety of traditional and electronic materials for information and understanding.
            07. Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.
            08. Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.
            09. Read to locate information from a variety of traditional, technical, and electronic sources.
          10. Read for technical information.

      708.01. Understand and use the writing process.
           02. Write and edit for correctness and clarity.
            05. Write and edit for correctness and clarity.
      709.01. Listen for information and understanding.
            04. Listen for information and understanding.
            06. Listen for critical analysis and evaluation.
      710.01. Speak to share understanding of information.
            03. Speak for critical analysis and evaluation.
            04. Speak to share understanding of information.
            06. Speak for critical analysis and evaluation.
       711.01. View for information and understanding.
             04. Use a variety of resources to produce visuals that communicate through print and non-print media.

Variations

as an alternative, have students create Power Point presentations rather than informational posters

older students might find additional information about how the environment, natural resources, and people impact each other

as an extension to this unit, students could study the Nez Perce culture (tools, food, horse breeding, etc.)

students could study the impact on the expedition of each tribe encountered during the journey and vice versa

(Go to Top of Page)

Credits, References & Resources

Books

The Journals of Lewis and Clark, Stephen Ambrose
Undaunted Courage, Stephen Ambrose
Lewis and Clark and the Nez Perce Indians, Verne Ray
Lewis and Clark Among the Indians, James P. Ronda
Do Them No Harm: An Interpretation of the Lewis and Clark Expedition Among the Nez Perce Indians, Zoa Swayne

Photos

Lewis and Clark Meet the Nez Perce

(Go to Top of Page)

Based on a template from The WebQuest Page