U.S. Department of the Interior St. Louis, MO 63102 Lewis ... · Golden Spike National Historic...

National Park ServiceU.S. Department of the Interior

Jefferson National Expansion Memorial11 North Fourth StreetSt. Louis, MO 63102

Lewis and Clark ExpeditionTeacher Activity GuideGrades 3-5

E X P E R I E N C E Y O U R A M E R I C A

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Program Description .............................................................................................. 5

Curriculum Objectives ............................................................................................ 5

Pre-Visit Activity #1: Follow the River Upstream (REQUIRED) ................................ 6

Pre-Visit Activity #2: Dugouts, Keelboats, and Horses (suggested) ...................... 8

Pre-Visit Activity #3: My Family Camping Trip (REQUIRED) .................................. 10

Museum Experience: Traveling with Lewis and Clark .......................................... 12

Post-Visit Activity #1: Follow the River Downstream (suggested) ....................... 14

Post-Visit Activity #2: Flatboats, Steamboats, and Wagons (suggested) ............ 16

Post-Visit Activity #3: My Family Follows the Corps of Discovery (suggested) .. 18

Careers................................................................................................................... 20

Character Education ............................................................................................. 24

Multiple Intelligences .......................................................................................... 25

Appendix ............................................................................................................... 26

Reading List .......................................................................................................... 42

Additional Resources ........................................................................................... 43

TABLE OF CONTENTS

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PROGRAM DESCRIPTION

This forty-five minute museum program focuses on the different aspects of the “Corps ofDiscovery,” commonly referred to as The Lewis and Clark Expedition. Occurring during thebeginning of the nineteenth century, from 1804-1806, the expedition was sent out by PresidentThomas Jefferson to explore the Missouri River and find a suitable commerce and transportationroute to the Pacific Ocean. This well known trip was the first exploration by the United States of thenewly purchased Louisiana Territory and began the busy period of our country’s westwardexpansion.

Upon arrival at Jefferson National Expansion Memorial, the park ranger assigned to your programwill divide your group into task groups and randomly assign each student a name of one of theactual expedition members—as described in “The Museum Experience” section of this TeacherActivity Guide (TAG). This will prepare them for the program in the museum in which each “taskgroup” will make decisions based on the experiences of the Corps of Discovery.

In addition to the cooperative learning activity, the park ranger will use museum exhibits, includingphotomurals, the beaver pond, the bison, replica items from the living history collection, andmounted pictures to present a more thorough picture of the Corps of Discovery and their missionof exploration. Teachers and students are then encouraged to use POST-VISIT ACTIVITIESsuggested in this guide to complete the program package.

CURRICULUM OBJECTIVES

The following tested objectives for the states of Missouri and Illinois, as well as National Standardsfor History and Social Studies, are addressed in this program and guide.

Communicate effectively and work with others. (ILS 4, 21; MAP 2.3, 4.6; NCSS IVh)Construct and analyze timelines. (ILS 16.A; MAP 1.8; NCSS IIb; NSH 1E, 1F)Construct basic maps and locate specific features. (ILS 4.B, 17.A; MAP 1.8, 2.1; NCSSIIIb)Explore career opportunities in national parks. (ILS 18.B; MAP 4.8; NCSS Vg)Identify and analyze responsibilities of given occupations. (ILS 18.B; MAP 1.10; 4.8;NCSS VIIe)Identify a cause of the westward expansion of the United States. (ILS 16.A; MAP 1.6;NCSS IIb; NSH 3H)Identify and analyze changes in transportation. (ILS 16.A; MAP 1.8, 2.7; NCSS IIc;NSH 2G)Interpret basic needs. (ILS 16.A; MAP 2.3; NCSS Ia; NSH 3C)Understand and analyze events shaping the history of the United States. (ILS 16.A;MAP 1.6; NCSS IIb; NSH 3H)

ILS: Illinois Learning StandardsMAP: Missouri Assessment ProgramNCSS: National Council for the Social StudiesNSH: National Standards for History

LEWIS AND CLARK EXPEDITION

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PRE-VISIT ACTIVITY #1 (REQUIRED)

ART AND MUSICUsing the little available knowledge of the West at that time and the advice of the American Indians,Lewis and Clark were able to successfully make it to the Pacific Coast. Their expedition through theAmerican West took them across grasslands, over mountains, down rivers, and finally to the PacificOcean. Make a mobile of the different terrains the Corps crossed and might have encounteredduring their expedition. Have the students write a brief description of the area on the back of eachpicture.

FOLLOW THE RIVER UPSTREAM

Many explorers of the nineteenth century, like those before, sometimeslacked even the simplest maps. If someone else had traveled into anarea before them, they could talk to that person, or read notes, journals,or maps they made during their trip. Lewis and Clark consulted earlymaps and notes of previous explorers, but they had to use other sourcestoo, to make it to their destination. As they traveled on the rivers, theyinteracted with American Indians who advised them to look for certainlandmarks which could guide them along the way.

WORD WEB ACTIVITY

The visit to the Museum of Westward Expansion will focus on differentaspects of the Lewis and Clark Expedition. Maps and landmarks wereimportant to the group and made it possible for them to get to thePacific Ocean. Divide students into pairs. Using a word web, havestudents brainstorm “Neighborhood Landmarks.”

Did you know...Clark’s completed mapof the expedition’sroute was accurate towithin 40 miles?

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On the Corps ofDiscovery return trip,John Colter, anexpedition member,asked to leave thegroup and become amountain man. As hereturned westward, heencountered somestrange natural featuresin an area which laterbecame YellowstoneNational Park. Haveyour class look at a mapof Wyoming andMontana in an atlas.Locate Yellowstone andidentify differences inthe landscape therefrom where you live(plants, animals,terrain, etc.). See page38 in the Appendix forcontact information.

COOPERATIVE LEARNING MAP ACTIVITY

Using this information, have one student in each pair draw a basic map(including a map legend) of their neighborhood on an 8 1/2" x 11" pieceof paper indicating where their house is and special landmarks aroundit, such as churches, schools, gas stations, and banks. The secondstudent should draw a grid on the map to indicate blocks andimportant city or county streets and roads. See the example below. Inround robin fashion, have each pair present their maps to the class.

LANGUAGE ARTSTelling yarns or stories was a way to passwinter evenings around the fire. Havestudents choose one member of theexpedition from the nametags listed in theAppendix beginning on page 26. Then ask thestudents to tell a story as if they were thatcharacter, or tell a story about that character.Remember that many stories start with a factbefore expanding to fiction.

EXPLORATION ANDENRICHMENT

NPS Photos

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PRE-VISIT ACTIVITY #2 (suggested)DUGOUTS, KEELBOATS, AND HORSES

To the Corps of Discovery the rivers were often like highways, ameans of getting to the next day’s destination. The keelboat,pirogues, dugouts, and later horses were the vehicles they used totransport themselves and their supplies to the Pacific Ocean.

CRITICAL THINKING

During your visit to the Museum of Westward Expansion, you willsee pictures of the types of transportation used by the expedition andwill learn how they were used. Before steam or gasoline engines wereinvented, how did people get from one place to the next? How arethese ways better or worse than transportation today? Discuss withthe class how transportation has changed from the 1800s to the 1900sto the 2000s. What are the pros and cons of river travel versus landtravel?

COLLABORATIVE K-W-L-S STRATEGY

Arrange students into three groups. Using the three picturedexamples on the adjoining page, assign a picture to each group. Haveeach group member complete a K-W-L-S analysis of the picture on apiece of paper. They should write what they already KNOW aboutthe mode of transportation and what they WANT to know about it.Each member should then share this information with their group.Next, have each member write what they LEARNED about the modeof transportation and what they STILL want to know. Using theoverhead projector or chalkboard, conduct a K-W-L-S analysis of allthree modes of transportation with the entire class. Follow with adiscussion. Which mode is easiest to use? How much and what kindsof things can each carry? How do they move from one place toanother? What are the good and bad points? (Note: The first steampowered boat to come to St. Louis was the “Pike” in 1817.)

Did you know...Lewis and Clark sentback live animals toPresident Jefferson fromFort Mandan? Fourmagpies, a prairie dog,and a prairie sharp-tailed grouse were sentback with CorporalWarfington.Unfortunately, only theprairie dog and onemagpie survived thearduous journey.

SCIENCELewis often preserved plant specimens he sent back to Washington, D.C.Try this preservation experiment. Take three leaves from the same plant.Write a description of each leaf. Place one leaf between two pieces of waxpaper and then between two books. With the second leaf, dip it in rubbingalcohol and set it on wax paper. Leave the last leaf out to dry. The next day observe the threeleaves. Record your observations. Which method of preserving plants preserves the specimen thebest? How important is the initial description that goes along with the specimen?

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Golden Spike NationalHistoric Site in Utahand SteamtownNational Historic Sitein Pennsylvania tell thestory of the railroadindustry. SalemMaritime NationalHistoric Site inMassachusetts andChesapeake & OhioCanal NationalHistorical Park inMaryland focus on thehistory of water intrade and commerce.See the Appendix, page38 for contactinformation. Havestudents draw picturesand write about theirfavorite type oftransportation.


HORSE

DUGOUT

KEELBOAT

ART AND MUSICThe methods used for preserving animalspecimens during that period involved toxicsubstances like arsenic. Create your ownsymbol that would warn people of the poisonin the specimen.

MATHThe keelboat that the expedition used fromWood River, Illinois (Camp DuBois) to FortMandan in North Dakota was 55 feet long.Using the metric system, have studentscalculate how many meters long the boat was.

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PRE-VISIT ACTIVITY #3

Did you know...Lewis had intensescientific trainingbefore going on theexpedition, and tookalong botany books tohelp identify plants.

(REQUIRED)MY FAMILY CAMPING TRIP

The Corps of Discovery had to do much planning prior to theirdeparture from Wood River, Illinois on May 14, 1804. Men had to berecruited, the boats had to be built, food and supplies purchased, andsome basic parts of the trip had to be planned ahead of time, so thejourney would run smoothly as they made their way west.

CRITICAL THINKING AND COOPERATIVE LEARNING ACTIVITY

Divide your class into groups of six students equipped with pencil andpaper. Have each student number off within groups, so that eachstudent is a 1, 2, 3, 4, or 5 and a secretary. Have each group pretend theyare a family preparing to take a camping trip. The secretary will be incharge of writing for the family. Make copies of the word web on theadjoining page for the secretary to use. Each “family” should think ofthe different types of things they will need for the camping trip.Corresponding to the numbered students, assign each member of the“family” one of the following questions to answer:

Where will they sleep?What will they eat?How will the food be cooked?If cooking is done around a fire, what will be needed to make itand get it started?How will they travel to their camping location?

The secretary should write the ideas and answers on the word web.When all the “families” are finished planning their trip, they must makesure that every member of the family knows all of the details of theirtrip. Call out a number from 1 through 5 in each group and only that“family” member can present their “family” camping trip to the class.

MATHIf one person ate 8 lbs. of meat per day, howmuch meat (in lbs.) would the Corps (groupof 33) have eaten in one (1) month? in 6months? in 12 months? in 28 months?

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Before MeriwetherLewis was chosen asone of the leaders forthe expedition, heserved as PresidentThomas Jefferson’spersonal secretary. Formore information onLewis’ journals andhow the Corps ofDiscovery campedduring the winter of1805-1806, contact FortClatsop NationalMemorial See theAppendix, page 39.Have students comparetheir “family” campingtrip to the Corps ofDiscovery.

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SCIENCELewis and Clark had no refrigerators orfreezers to preserve their food. They driedfruits and meats or packed the meat in salt topreserve it for future use. When they ran outof salt, where could they get more? (Hint: Itcovers about two-thirds of the Earth’ssurface.) How would they obtain it?

OurCamping

Trip

INTERVIEWING ACTIVITY

Have each student in the class conduct an interview with a parent orgrandparent about a vacation they took in the past. Find out and writedown where the person traveled, how they traveled there, why theywere going on a trip, and whether any unexpected problems happenedduring their trip. Remember these three bits of advice when taking atrip anywhere:

(1) Be Prepared! (Boy Scout Motto)(2) “Better to have it and NOT need it, than NEED it and not have it.”(3) “Expect the unexpected.”

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TRAVELING WITH LEWIS AND CLARK

Upon arrival, register your group at the Information Desk, reviewMuseum Manners with your students, and proceed to the entrance ofthe Museum of Westward Expansion. There you will meet the parkranger assigned to your program.

COOPERATIVE LEARNING ACTIVITY

Each student will randomly choose a name that will identify them asone of the members of the expedition. After each student takes a name,they will be placed into one of four groups. The ranger will thenrandomly choose a work task for each group, such as: hunting,transportation, shelter, clothing, and tribal relations. Each group willdiscuss their task and what they will need to do during the journey tomake it a success. What are some of the “tools” they will need toaccomplish their task, and how easy or difficult will their task be?

DEBRIEFING

The park ranger will further discuss and explain the importance of thework tasks.

INTERPRETIVE PROGRAM

Using the museum exhibits and photomurals, the park ranger willpresent an interpretive program focusing on the challenges, difficulties,and adventures that the expedition faced on their journey to the PacificOcean.

THE MUSEUM EXPERIENCE

Did you know...Pierre Cruzatte andGeorge Gibson broughttheir fiddles along thejourney? Their musicentertained the groupon many evenings.

SCIENCE & LANGUAGE ARTSSeveral members of the Corps of Discovery kept journals along the way. They recorded suchinformation as the landforms, the latitude and longitude, and the weather. On the bus/car ride tothe Museum of Westward Expansion, have your students write theirobservations. Have them describe the weather, streets traveled, andnotable landmarks. What can your classroom explorers tell about theirjourney?

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HANDS-ON OBJECTS

The park ranger will provide objects for your students to touch andsmell.

VISUALS

Mounted photographs, maps, and the museum photomurals willprovide further multisensory exploration.

VOCABULARY WORDS

buckskin - the skin or hide from the male deercordelling - a way of moving a boat upriver by pulling it with a ropeexpedition - an important journey or trip made for a specific purposeflintlock - a type of musket or rifle that uses flint and steel to make aspark which makes it fire the bulletfort - a place where soldiers live and workmoccasins - shoes made out of animal skin, usually from a buffalo, elkor deernative - that which is or has to do with the place where one was bornpeace medal - a small minted medal given to the American Indians as asign of alliance, token of friendship, or rewardpirogue - a dugout canoe


SCIENCEThe Native Americans of the Great Plains hadlittle wood for their campfires, so theydepended on “fuel” from a source known as“Tatanka.” Research and discover the Englishname of this source and the fuel it provided.(Hint: This animal was important to theAmerican Indians.)

The year 2004 is the200th anniversary of thestart of the Lewis andClark Expedition.People are planningevents along the route.Some events havealready begun. See ifyour community ishaving an event. Plan aschool Lewis and ClarkDay. Have studentsresearch the musicalinstruments played onthe journey and planmusic. Investigate typesof food they may havefound and eaten alongthe trail. Have a tastingparty. How else couldyou commemorate theexpedition?

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LANGUAGE ARTSPretend you are a person who is really on theLewis and Clark Expedition. Write a letter toyour family back home. Describe yourexperiences with the new plants, animals orpeople you might encounter during theexpedition. How do you feel emotionally andphysically? What do you miss?

POST-VISIT ACTIVITY #1 (suggested)FOLLOW THE RIVER DOWNSTREAM

As the Corps of Discovery began their journey back to St. Louis, mostof the trip took them back down the Missouri River, this time flowingwith the current. The maps they made on their way to the Pacific wereused to lead them back across the mountains, over the Great Plains, andtoward the source of the Missouri River, which was their “waterhighway” back home.

COOPERATIVE LEARNING ACTIVITY AND VENN DIAGRAM

William Clark was the expedition’s cartographer, the producer of themaps. This was an important job since these maps would be used toguide others across the west. Clark mapped the trip using coordinatesalong the rivers and through the mountains.

Have students regroup into the SAME pairs from PRE-VISITACTIVITY #1 and review their neighborhood landmark maps. Join twogroups of pairs to form groups of four students. Within each group,exchange maps, and with the help of an adult have students travel toeach other’s neighborhoods locating each other’s homes, streets, andnearby landmarks. Compare the map to the actual landscape.

Copy and cut the Venn diagram on the following page and have thegroups cooperatively work together to compare and contrast theirneighborhoods. Make sure each member of the group is prepared topresent their findings to the class. Randomly appoint a spokespersonfrom each group to share with the class.

SCIENCEThe detailed descriptions of the people andthings Lewis and Clark encountered werecritical to the success of the expedition. Writea detailed description of an animal familar toyou. Now switch your description with apartner and see if he/she can guess the animalyou described. How important was a detaileddescription of new plants/people/animals?

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Many historical sites inthe United States areconnected with theLewis and ClarkExpedition. Here are afew sites along the trail: Jefferson National

Expansion Memorial,MO Knife River Indian

Villages NationalHistoric Site, ND Nez Perce National

Historical Park, ID Fort Clatsop

National Memorial, OR.Have students plan animaginary vacation tothese four sites along theLewis and ClarkNational Historic Trail.For more information,see page 39 in theAppendix.


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ART AND MUSICCreate a diorama of a typical riverside campthat the expedition might have set up as theymoved along the river. Include the boats,river, camp, and what the land and terrainmight have looked like. Also include theanimals that would live there that mightprovide food for the group.

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FLATBOATS, STEAMBOATS, AND WAGONS

After the Corps of Discovery traveled to the Pacific Ocean and back,they brought with them news of the sights they had seen and of theAmerican Indians they met. Soon news spread about the large amountof beaver that were living in the mountains out west and people wereeager to discover for themselves what “riches” they could find. The rushto settle the west was beginning, and the rivers and land could leadpeople there.

CONFLICT RESOLUTION ACTIVITY

Imagine yourself living back at the time when the Corps of Discoverytook their trip. When they returned, you began hearing about all thenew things they discovered on their journey. You are eager to head outwest, but what opportunities would be open to you once you arrived?How might you travel to your destination? Divide the class into sixdifferent groups and assign one of the students of your class to be themoderator. Assign each group to one of the settlers on the followingpage. Each group should discuss their role, how it might affect the othersettlers, and cooperatively work together to find a way to settle the westpeacefully. As a result of your work, decide what effect each groupwould have on the land and on the American Indians already livingthere.

POST-VISIT ACTIVITY #2 (suggested)

SCIENCE & LANGUAGE ARTSThe scientific success of the expeditiondepended on the journals Lewis and Clarkkept during their two year, four monthjourney. Encourage students to keep a journalor diary of their daily activities and life athome and at school. Stress the importance ofwritten records in learning more about historyand what it might mean to us later in life.

Did you know...Sign language was vitalto the expedition forcommunicating with theAmerican Indians? Andthat Indian signlanguage was differentthan American SignLanguage that iscommonly used todayto communicate withthe hearing impairedand deaf? Learn somebasic sign language andhave each student spellout his or her name bysigning it.

MATHThe Lewis and Clark National Historic Trailis 7,200 kilometers long one way. Havestudents calculate its distance in miles if one(1) kilometer equals 0.62137 miles.

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ART AND MUSICCreate a song where you describe anencounter with a new animal, for instance agrizzly bear.

CONFLICT RESOLUTION: WESTERN SETTLEMENT

FARMERI want to build a farm onthe Great Plains. They saythere is plenty of “elbowroom” out there. The soil istough, but the land is cheapand there’s a lot of it.

GOLD MINERI want to travel to theDakota Territory or toCalifornia where I can minefor gold and hopefully findmy fortune. They say there’sgold in them there hills!

MOUNTAINMANSince those beaver top hatsare in such demand thesedays, I want to become atrapper. I’ll be able to live inthe mountains, where I can bemy own boss.

SOLDIERMy job is to protect peoplein the west where there isno police force. I’ll bestationed at a fort on theGreat Plains out in themiddle of nowhere.

PIONEERMy family and I are loadingeverything we own into ourprairie schooner wagon andplanning to follow theOregon Trail. Reports arethat Oregon has plenty offertile farm ground. They callit the land flowing with milkand honey.

COWBOYMeat is scarce back eastand up north. There arelots of jobs herdinglonghorns from Texas toKansas, Nebraska,Wyoming and Missouriwhere they can be put onrailroads and shipped.

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LANGUAGE ARTSThere are many different places or things inthe western part of the United States namedby the members of the Lewis and ClarkExpedition. Have students find some of therivers, creeks, and towns that were named byor for the expedition. Have the schoollibrarian help students find a variety of books.

During their journey,the Corps of Discoveryencountered the animal“Ursus arctoshorribilus” or grizzlybear. In 1804, grizzlybears were plentiful overthe western half ofNorth America. Today,the numbers of grizzlybears is much lower.Glacier National Park,Denali National Parkand Preserve andWrangell-St. EliasNational Park andPreserve provide habitatfor this endangeredspecies. Contact theseparks using theinformation found in theAppendix on page 40.


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POST-VISIT ACTIVITY #3 (suggested)MY FAMILY FOLLOWS THE CORPS OF DISCOVERY

As the Corps of Discovery slowly traveled across the Great Plains,through the Rocky Mountains, and down the rivers to the PacificOcean, they stopped to pick a spot to make camp at the end of each day.It was a continual camping trip from beginning to end over a two and ahalf year period, except when they stopped for the winter and built fortsfor shelter.

COOPERATIVE LEARNING MAPPING ACTIVITY

Divide your class into the same “family” groups they were in for MYFAMILY CAMPING TRIP in PRE-VISIT ACTIVITY #3. Make copiesof the map of the United States provided in the Appendix, page 41 andgive each “family” a copy. With the help of state maps in an atlas or witha classroom “pull-down” map, have each of the “families” locate thefollowing important Corps of Discovery stops and camping spots. Each“family” member should locate two of the sites and the secretary shouldmark each location with the corresponding number that is next to it. Asin PRE-VISIT ACTIVITY #3, use the “Numbered-Heads Approach” tocall a number from each group and share their findings with the entireclass.

1. Camp DuBois (Wood River, Illinois-near the confluence of the Mississippi and Missouri Rivers)2. St. Charles, Missouri3. Floyd’s Bluff (Sioux City, Iowa)4. Fort Mandan (NW of Bismarck, North Dakota) at Stanton5. Great Falls, Montana6. Three Forks, Montana7. Rocky Mountains-Bitterroot Range (Idaho-Montana)8. Clearwater River (near Orofino, Idaho)9. Columbia River (between Washington and Oregon)10. Fort Clatsop (near Astoria, Oregon)

Did you know...On September 10, 1804on Cedar Island, inSouth Dakota, WilliamClark discovered thefossilized remains of theribs, backbone andteeth of a plesiosaur.Plesiosaurs wereanimals who lived at thesame time as thedinosaurs, but swamrather than walking onland. Clark thought hehad found the 45 footbackbone of a giant fish!

SCIENCECreate a fossil cast! Set a turkey leg bone outovernight to dry. Press the bone into someclay; discard the bone. Then pour someplaster of Paris into the mold and let set todry overnight. The next day remove the clayfrom around the mold. You will discoveryour new fossil!

Photo used with permission.British Journal for theHistory of Science, vol. 28,page 268, 1995.

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TIMELINE ACTIVITY

We know where the members of the expedition traveled and what theydid on a daily basis by reading the daily entries in their journals. Justabout every evening after they had stopped for the day and madecamp, Meriwether Lewis and William Clark wrote down informationabout the day’s trip and activities. Have each group create a timeline ofthe journey using the places and dates in the boxes below. Copy andcut the graphic below (one for each group). Each group may then usethe boxes and information to create their own timeline. Encouragestudents to include drawings, magazine or catalog clippings whichrepresent those places and/or events that would have happened there.Consult a relief map of the United States to get an idea of thetopography and locations that you will include with your timeline.

Camp DuBoisMay 14, 1804

Clearwater RiverOctober 10, 1805

MATHThe dinosaur bones that Clark found were 45feet long. If one (1) meter is equal to 3.3 feet,how many meters long would the dinosaurhave been?

Dinosaur NationalMonument in Utahprovides theopportunity to view andstudy dinosaur bones.The fossils here werefirst discovered in 1909by paleontologist EarlDouglass. Todayvisitors can view the1,500 fossil bones foundin the rock wall withinthe visitors center.Contact information isfound on page 40 in theAppendix.


Floyd’s BluffAugust 20,

1804

Great Falls,Montana

June 14, 1805

Three Forks,Montana

July 27, 1805

Rocky MountainsSeptember-October

1805

Fort ClatsopWinter, 1806

St. Charles,Missouri

May 17-20, 1804

Columbia RiverNovember 3,

1805

Fort MandanOctober 28,1804-

April 7, 1805

A plesiosaur

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CAREERSSecretary - a person who is in charge of records and correspondence for an organization orcompany. Many different types of places, such as doctor’s offices, stores, corporations, andcompanies have secretaries to handle a lot of the business, paperwork and office information. Talkwith your school secretary and find out what types of duties he or she performs every day to keepyour school running smoothly.

ON THE EXPEDITIONCaptain Lewis was Thomas Jefferson’s personalsecretary before the journey! He also keptmeticulous notes to send to Thomas Jefferson whileon the expedition. What types of information wasrecorded and then sent to Thomas Jefferson?

AT JEFFERSON NATIONAL EXPANSION MEMORIALThe secretaries at the Old Courthouse work hard to make sure that business and visitorpaperwork are completed on time and efficiently. They also type, file, makeinventories, and record information that has been sent to the park or will be sent toother places of business.

NATIONAL PARK CAREERSA career as a National Park Service secretarycan be challenging. A National Park Servicesecretary is not always visible to the publicbut plays an important role within theorganization. He/she works to keep the parkorganized by preparing letters concerningpark business, responding to visitor inquiries,filing information, and keeping recordsaccurate and up to date.

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Maintenance worker - a person who builds, repairs, and maintains a building, a lawn, a heatingsystem, etc.

CAREERS

AT JEFFERSON NATIONAL EXPANSION MEMORIALThe maintenance people who work at the Gateway Arch and the OldCourthouse are responsible for many different types of things, including:the heating and air conditioning systems so everyone will stay comfortableinside; keeping the grounds (trees and grass) looking good; and keeping therestrooms in working order for the three million (or more) visitors we havein the park each year.

ON THE EXPEDITIONWorkers were needed on the expedition tomaintain the structures at both Fort Mandanand Fort Clatsop. Have students name fivetypes of tools a maintenance worker wouldneed to do his or her job. Have each studentdraw their five choices and then explain howeach tool is used or what it is used for.

NATIONAL PARK CAREERSOne of the most visible roles in the nationalparks is that of a maintenance worker. Thesepeople are responsible for keeping the parklooking nice by mowing the grass, fixing theroads, and making sure the buildings arecomfortable, clean and safe. They must beable to work outside in all types of weather,and be able to do carpentry, painting,electrical and plumbing work.

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CAREERS

ON THE EXPEDITIONThe word mechanic in the 18th century referred to ablacksmith, a person who makes or fixes iron things, or acarpenter, someone who builds and repairs wooden items.Privates John Shields and Private Alexander Willard wereblacksmiths for the Corps, repairing various items along theway. Sergeant Gass served as carpenter, using his skills withwood to produce useful items.

Tram mechanic - a person who fixes, maintains, and repairs the transportation system (tram) thattakes visitors to the top of the Gateway Arch.

NATIONAL PARK CAREERSIn the National Park Service, mechanicsmaintain elevators in historic buildings andmonuments, keep vehicles running atoptimum efficiency, and assist withenvironmental fuel usage. Mechanics domuch to keep all forms of transportationmoving across the country.

AT JEFFERSON NATIONAL EXPANSION MEMORIALOur park tram mechanics are also skilled electricians who haveknowledge of elevators, escalators, and other people-movingdevices. Before the trams take people up and down theGateway Arch each morning, the tram mechanics inspectthe rails, cables, and tram cars to make sure they are safeand in proper working order. These trams were designedspecifically for the Gateway Arch so there are only two(north tram and south tram) in the world.

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Landscape architect - a person who creates landscape plans for natural areas around buildings,homes, communities, and parks. Many places, including national parks, use landscape architects tohelp them plan how different areas will look. Golf courses, amusement parks, and individualhomeowners might hire landscape architects to plan surrounding layouts for their special needs.Good landscaping can make some places more attractive, help cut down on “noise pollution,” andprovide good water drainage when it rains. What is the landscape like around your school and howcould it be improved?

NATIONAL PARK CAREERSOne of the many careers available with theNational Park Service is a landscape architect.This person is artistic, good with maps, andknowledgeable in botany (the study ofplants), so they can recommend suitableplants for different types of landscapes. Acareer as a National Park Service landscapearchitect is challenging work for those wholike planning, details, art, plants and mapping.

AT JEFFERSON NATIONAL EXPANSION MEMORIALDan Kiley was the landscape architect for the original design of the Archgrounds, complimenting the work of Eero Saarinen. The landscape hastrees to represent the forests of the west and open spaces representingthe prairies. In the 1990s, a landscape architect researched the history ofthe landscape of the park and provided direction for future needs,cooperating with our grounds maintenance crew.

ON THE EXPEDITIONPeople who were creative and had an eye fordetail were needed to map out the areas(landscape) that the expedition traversed. Asa class, create a map layout of your school.Draw the arrangement of various size treesand shrubs around the school.

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CHARACTER EDUCATIONCHARACTER COUNTS

While traveling together over twenty-eight months, the members of the Corps of Discovery haddifferences that had to be resolved for the Expedition to be successful. The disagreements amongcommunity members may have seemed large or small, depending on the person or persons affected.

Knowing how to discuss differences before they become problems is an important ability. Itinvolves active listening and thinking before speaking. These talents are not limited todisagreements. They can also benefit friendships and enrich classroom discussion.

In the following exercise, students will practice these skills. Divide students into groups of three.For each scenario, each student will have a different role. One student is the observer, a secondstudent is the describer of the action, and the third is the doer of the action. The observer writeswhen he/she sees active listening and clear speaking. The describer will be the one who has aproblem with what is happening. The doer will be the person who causes the action.

The students will read the scene, and then the describer will begin. After they discuss theissue, the observer tells the other two students what was done well. Then the roles change.The describer becomes the doer, the doer becomes the observer, and the observer becomesthe describer. At the end, have students brainstorm about where this process may be useful intheir lives.

Sergeant Gass left things lying around the camp area that everyone shares. It bothers SergeantOrdway that Gass’ stuff seems to be invading the group space.

Toussaint Charbonneau’s voice is loud. Pierre Cruzatte notices that when Charbonneau startstalking, it becomes very hard to hear others.

Joseph Field was careful about using his bullet supply since he knew resources were limited onthe Expedition. His brother Reubin seemed to shoot randomly, so that his shot would miss andhe would lose the bullet.

25

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26

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags-Tribal Friends Team

APPENDIX

After the expedition, I was the governor ofthe Upper Louisiana Territory. I died astrange death in 1809. Some say I was killed.Some say I shot myself.

Meriwether Lewis

I was born in Virginia in 1774. I was apersonal secretary to President ThomasJefferson. He chose me to lead theexpedition to the Pacific Ocean and back. Iwill bring peace medals, beads, and othergifts of friendship to the American Indians.

Tribal Friends Team

Nathaniel Hale Pryor

I was born in Virginia in 1772. I moved toKentucky in 1783 with my parents. My cousinCharles Floyd is also on the expedition. Weare both sergeants and will lead the men onthe expedition and make friends with theAmerican Indians.

Tribal Friends Team

After the expedition, I joined the army andfought in the War of 1812. I then went westto what is now Oklahoma and became anIndian trader. I married an Osage womanand died in 1831.

Pierre Cruzatte

I don’t know the year I was born. I am half-French and half-Omaha Indian, and speakFrench and Omaha. I am blind in one eye andplay the fiddle. My music will make everyonehappy, including the Indians, and we willdance to it at Christmas and New Year’s.

Tribal Friends Team

After the expedition, I became a fur trader,and was killed by Indians before 1828.

(copy/cut on solid lines/fold on dotted line)

27

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags - Tribal Friends Team(continued)

APPENDIX

George Drouillard

I was born in Canada about 1773. My fatherwas French and my mother was ShawneeIndian. I speak French, Shawnee, and Indiansign language. I will be helpful in makingfriends with the Indian people. I am alsogood at hunting.

Tribal Friends Team

Francois Labiche

I am French, Omaha Indian, and AfricanAmerican. I am an Indian trader and speakFrench and Omaha. I will be helpful inmaking friends with the American Indians. Ijoined the expedition in St. Charles, nearSt. Louis.

Tribal Friends Team

Sacagawea

I am a Shoshone Indian girl. I was kidnappedby Hidatsa Indians. Then I married a Frenchtrader named Toussaint Charbonneau. Wejoined the expedition because we speakFrench, Shoshone, and Hidatsa. We willhelp make tribal friends. I will also help tradefor horses and find food and medicine.

Tribal Friends Team

After the expedition, I worked for ManuelLisa, a fur trader in St. Louis. I was killed byBlackfeet Indians in 1810.

After the expedition, I went to Washington,D.C. with Captain Lewis and the MandanChief Big White. Later I lived near St. Louisand raised seven children.

After the expedition, we took our four yearold son, Jean Baptiste, to St. Louis. We hadhim baptized at the Old Cathedral and lefthim with William Clark to attend school. Imissed my baby boy, but schooling will givehim a good life. I caught a fever and diedin 1812.


28

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags - Tribal Friends Team(continued)

APPENDIX

Toussaint CharbonneauI was born in Canada about 1758. I lived withthe Hidatsa Indian people and learned theirlanguage. I married a Shoshone girl namedSacagawea. We joined the expedition,because we speak languages that will helpmake tribal friends.

Tribal Friends Team

Jean Baptiste Charbonneau

I will be born on the expedition on February11, 1805. I am American Indian and FrenchCanadian. My parents are Sacagawea andToussaint Charbonneau. Seeing a motherwith a little baby like me will help makefriends with American Indian people.

Tribal Friends

After the expedition, I worked for the IndianBureau. I died sometime after 1839, stillliving on the upper Missouri River.

After the expedition, I went to school inSt. Louis, lived in Germany with a prince,and became a mountainman, guide andgold miner. Thanks to a good education, Ilived a very good life. I died in 1866 inOregon.

intentionally left blankintentionally left blank


29

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags - Food Team

APPENDIX

William Clark

I was born in Virginia in 1770. MeriwetherLewis and I are good friends. He asked me tolead the expedition with him. On the trip, wewill celebrate my birthday and eat venison,elk, beavertail, cherries, plums, raspberries,currants, and grapes. At Christmas, we willeat dried apples.

Food Team

John Colter

I was born in Virginia in 1774. As a boy myfamily moved to Kentucky. I joined theexpedition because I am good at huntinganimals. I will also hunt for wild berries andnuts to eat.

Food Team

Joseph Field

I was born in Virginia in 1772. My familymoved to Kentucky when I was very young.My brother and I joined the expeditionbecause we are good hunters and we willneed lots of meat to eat. We will eatbuffalo, deer, elk, rabbit, horse, and dog.

Food Team

After the expedition I was governor of theMissouri Territory. I watched over JeanBaptiste Charbonneau while he went toschool in St. Louis. I died in 1838 and wasburied in Bellefontaine Cemetery in St. Louis

Near the end of the expedition I left tobecome a fur trapper. I worked for ManuelLisa, a fur trader from St. Louis. I was thefirst non-Indian to see what is nowYellowstone National Park. I died inMissouri in 1813.

After the expedition, I settled in Kentuckyand got married. I died in 1823.


30

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags - Food Team(continued)

APPENDIX

Reubin Field

I was born in 1771 and am one year olderthan my brother Joseph. We joined theexpedition in Kentucky. We are two of thebest hunters on the expedition, but when wecross the mountains no food will be found.Captain Lewis will want us to eat portablesoup, but we’d rather eat a horse.

Food Team

George Gibson

I was born in Pennsylvania. I joined theexpedition in Kentucky. I am a good hunter. Ialso play the fiddle, but not as good as PierreCruzatte. I also know Indian sign languageand will trade with the Indians for vegetables.The Mandan people will give us corn.

Food Team

Silas Goodrich

I am a soldier from Massachusetts. One thingthat I like to do, and one thing I am good at,is fishing. I love flat fish, scaly fish, crawfish,trout, perch, pike, bass, codfish—any kind offish you can name. I love to eat them and Ilove to fish for them. The Missouri River haslots of fish. In just one day, we will catch 709fish!

Food Team

I died less than a year after the expeditionended.

After the expedition, I died in St. Louis in1809.

After the expedition I stayed in the army. Idied sometime before 1828.


31

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags - Food Team(continued)

APPENDIX

John Potts

I was born in Germany in 1776. I was a miller,which means I ground grain to make flour. Ijoined the expedition in Tennessee. TheShoshone Indians will give us bread madefrom ground lambsquarter, sunflower seedsand berries. The Nez Perce Indians will giveus bread made from camas roots, which looklike onions, but are sweet.

Food Team

George Shannon

I was born in 1785 in Pennsylvania. I joinedthe expedition for adventure. The ChinookIndians will give us dog meat to eat. Theywill also give us wapato roots and driedsalmon. Most of us will prefer to eat roasteddog.

Food Team

Seaman

I was born about 1802 in Pennsylvania.Meriwether Lewis paid $20 for me. I will helpthe expedition as a hunter and watchdog. Iwill bring in many squirrels and rabbits. Themen will love me. When the men arestarving, they will eat dog meat from theIndians, but won’t eat me. I will travel all theway to the Pacific Ocean and back.

Food Team

After the expedition, I worked as a fur traderand was killed by Blackfeet Indians in 1808.

After the expedition I lost a leg in abattle with Indians. Later I studied hardand worked as a lawyer. I died in Missouriin 1836.

When my master died in 1809, I refused toeat and died lying on top of his grave.


32

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags - Transportation Team

APPENDIX

Sergeant John Ordway

I was born in New Hampshire in 1775. I wasthe only sergeant to come from the regulararmy. I will help lead the men. I joined theexpedition at Fort Kaskaskia, Illinois. I willkeep a journal of each day of the expedition.

Transportation Team

Robert Frazer

I am a soldier from Virginia. I will keep ajournal of the expedition, but it will get lost!One of my maps will be found. I am strongand can row a boat.

Transportation Team

Hugh Hall

I was born about 1772 in Pennsylvania. Ijoined the army in 1798. I am strong and canrow a boat. The expedition needs strongmen. On the expedition I will drink too muchwhiskey and get into trouble. There was noD.A.R.E. program back then. I wish I’d knownto “Just say no”.

Transportation Team

After the expedition, I went with CaptainLewis and a party of Indians to Washington,D.C. Later, I returned to Missouri and gotmarried. My wife and I both died by 1817.

After the expedition, I lived in Missouri anddied in 1837.

After the expedition, I lived in the St. Louisarea, but after that no one knows whathappened to me.


33

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags - Transportation Team(continued)

APPENDIX

Thomas Proctor Howard

I was born in Massachusetts in 1779. I joinedthe army in 1801. I am very strong and willclimb the wall of Fort Mandan. Theexpedition will need strong men to pull theboats around the waterfalls.

Transportation Team

Hugh McNeal

I was born and raised in Pennsylvania. I wasin the army when I joined the expedition. Iam strong and can row a boat. I am alsogood at walking a long way and ridinghorses.

Transportation Team

John B. Thompson

I am from Indiana. I work as a surveyor. I amreally good at measuring the size and shapeof the land and rivers. I will be helpful inmaking maps.

Transportation Team

After the expedition I died about 1818.

After the expedition, not much is knownabout me. I died sometime before 1828.

After the expedition, Captain Clark listed meas “killed” by 1828.


34

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags - Transportation Team(continued)

APPENDIX

Peter Weiser

I was born in Pennsylvania. I became a soldierand joined the expedition. I am really strong,can walk a long way and ride horses. I amalso good at rowing boats.

Transportation Team

Richard Windsor

I am a soldier and can walk a long way. Onthe expedition we will walk through thornycactus, snow, and mountains.

Transportation Team


After the expedition, I went to the far westwith the St. Louis fur trader Manuel Lisa. Iwas killed before 1828, most likely in a fightwith Indians.

After the expedition, I settled in Missouri. Irejoined the army until 1819, then lived inIllinois.


35

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags - Clothing and Shelter Team

APPENDIX

Patrick Gass

I was born in Pennsylvania in 1771. My fathertaught me to be a carpenter. I will be veryhelpful to the expedition. I will build ourboats and our forts. I will also keep a dailyjournal of our travels.

Clothing and Shelter Team

William Bratton

I was born in Virginia in 1777. I moved toKentucky. On the expedition, I will help as ablacksmith, making parts for our boats andforts. I will also make shoes for our horses.


John Collins

I was born in Maryland. I joined the army,then the expedition. I’m not a very goodcharacter. On the expedition, I stole a hogand whiskey. I also did not always obeyorders. I wish that I’d been honest, drug free,and obeyed the captains. I’d be a betterperson today. They would not have whippedme so much.


After the expedition, I published my journalso everyone could read about our trip. Imarried at the age of 60 and had sevenchildren. I was the last known survivor ofthe expedition when I died in 1870.

After the expedition, I married in 1819 andlived in Indiana. I died in 1841 at the ageof 63.

After the expedition, I signed up to trap furswith St. Louis trader William Ashley. ArikaraIndians attacked us and I died in what is nowSouth Dakota.


36

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags - Clothing and Shelter Team(continued)

APPENDIX

John Shields

I was born in Virginia in 1768, then my familymoved to Tennessee. I joined the expeditionin Kentucky. I am a blacksmith, gunsmith,and carpenter. I work hard and do goodwork. On the expedition, I will be veryhelpful in building our forts, repairing ourguns, and making shoes for our horses.


William Werner

I joined the expedition in Kentucky. I willhelp build our forts. Our boots and clotheswill wear out. We will make moccasins andclothes out of animal skins. The cactus willstick right through them. To save our feet,we will sew double soles on our moccasins.


Joseph Whitehouse

I was born in Virginia in 1775. When I was alittle boy, my family moved to Kentucky.Then I joined the army. At Fort Kaskaskia inIllinois, I joined the expedition. I am reallygood at tailoring clothes and will help theother men sew their clothes. I will keep ajournal on most of our trip.


After the expedition, Captain Lewis askedCongress to pay me a bonus for the goodwork I did. I died in Indiana in 1809.

After the expedition, William Clark believedthat I returned to the east to live in Virginia.Nothing more is known about me.

After the expedition, I rejoined the army,served in the War of 1812, and deserted in1817. Nothing else is known about me.


37

PRE-VISIT ACTIVITY #1 (REQUIRED)Nametags - Clothing and Shelter Team(continued)

APPENDIX

Alexander Hamilton Willard

I was born in New Hampshire in 1778. Imoved to Kentucky by 1800. I joined thearmy and then the expedition. I am ablacksmith and will help make parts for ourforts and guns.


York

I was born in Virginia about 1770. I amWilliam Clark’s slave and will serve him well. Iam very strong and will help build our forts.The Indians will like me and try to rub my skinto see if the black comes off.



After the expedition, I married and had 12children. In 1852 I took my family in acovered wagon to California. I died in 1865at the age of 87.

After the expedition, I asked my master formy freedom. In 1811, I was freed and joinedmy wife and family in Kentucky. I started myown business. I died sometime before 1832.


38

PRE-VISIT ACTIVITY #1Exploration and Enrichment

For more information on this park, contact:


For more information on these parks, contact:

Yellowstone National ParkP.O. Box 168Yellowstone National Park, WY 82190(307) 344-7381Fax (307) 344-2005www.nps.gov/yell

Golden Spike National Historic SiteP.O. Box 897Brigham City, UT 84302-0897(485) 471-2209Fax (435) 471-2341www.nps.gov/gosp

Steamtown National Historic Site150 South Washington Ave.Scranton, PA 18503-2018(570) 340-5200Fax (570)340-5235www.nps.gov/stea

Salem Maritime National Historic Site174 Derby StreetSalem, MA 01970(978) 740-1650Fax (978) 740-1685www.nps.gov/sama

Chesapeake and Ohio Canal National Historical ParkC & O Canal NHP HeadquartersP.O. Box 4Sharpsburg, MD 21782(301) 739-4200Fax (301) 739-5275www.nps.gov/choh

APPENDIX

39



Fort Clatsop National Memorial92343 Fort Clatsop Rd.Astoria, OR 97103-9197(503) 861-2471Fax (503) 861-2585www.nps.gov/focl

APPENDIX

POST-VISIT ACTIVITY #1Exploration and Enrichment


Jefferson National Expansion Memorial11 North 4th StreetSt. Louis, MO 63102(314) 655-1700Fax (314) 655-1735www.nps.gov/jeff

Knife River Indian Villages National Historic SiteP.O. Box 9Stanton, ND 58571-0009(701) 745-3300Fax (701) 745-3708www.nps.gov/knri

Nez Perce National Historical ParkRoute 1, Box 100Highway 95 SouthSpalding, ID 83540-9715(208) 843-2261Fax (208) 843-2001www.nps.gov/nepe

Lewis and Clark National Historic Trail1709 Jackson StreetOmaha, NE 68102(402) 514-9311Fax (402) 827-9108www.nps.gov/lecl

40



Denali Park and PreserveSuperintendent’s OfficeP.O. Box 9Denali Park, AK 99755 (907) 683-2294Fax (907) 683-9617www.nps.gov/dena

Wrangell–St. Elias National Park and Preserve105.5 Old Richardson HighwayP.O. Box 439Copper Center, AK 99573(907) 822-5234Fax (907) 822-7216www.nps.gov/wrst

Glacier National ParkPark HeadquartersWest Glacier, MT 59936(406) 888-7800Fax (406) 888-7808(TDD) (406) 888-7806www. nps.gov/glac

APPENDIX


Dinosaur National Monument4545 Highway 40Dinosaur CO 81610-9724(970) 374-3000Fax (970) 374-3003www.nps.gov/dino


41

APPENDIXPOST-VISIT ACTIVITY #3CRITICAL THINKING/COOPERATIVE LEARNING

(copy/cut)

42

PARK RANGERS RECOMMEND THESE BOOKS:

For Younger Readers:Blumberg, Rhoda. The Incredible Journey of Lewis and Clark. New York: Lathrop, Lee and

Shepard Books, 1987.

Cobblestone Magazine - The History Magazine for Young People. The Lewis and Clark Expedition1804-1806. September 1980, Volumes #1 - #9.

McGrath, Patrick. The Lewis and Clark Expedition, Turning Points in American History.Morristown, New Jersey: Silver Burdett Company, 1985.

Murphy, Dan. Lewis and Clark: Voyage of Discovery. Las Vegas, Nevada: KC Publications, 1977.

For the Teacher:Betts, Robert B. In Search of York: The Slave Who Went to the Pacific Ocean with Lewis and

Clark. Boulder: Colorado Associated University Press, 1985.

Cutright, Paul R. Lewis and Clark: Pioneering Naturalists. Urbana: University of Illinois Press,1969.

DeVoto, Bernard. The Course of Empire. Boston: Houghton Mifflin, 1952.

Lavender, David. The Way to the Western Sea. New York: Harper and Row, 1988.

Moulton, Gary E. ed. The Journals of the Lewis and Clark Expedition. Lincoln: University ofNebraska Press, 1983.

READING LIST

43

ADDITIONAL RESOURCES

Museum Gazettes

Site Bulletins

Internet

Traveling Trunk Lewis and ClarkJefferson National Expansion Memorial11 North Fourth StreetSt. Louis, MO 63102-1810(314) 655-1635

“The Louisiana Purchase”“William Clark: The Red-Headed Chief”“Exploration with a Microscope:

The Great Western Geological Surveys”“Sacagawea and Her Prismatic Story”Jefferson National Expansion Memorial11 North Fourth StreetSt. Louis, MO 63102-1810(314) 655-1635

“Lewis and Clark Expedition”Jefferson National Expansion Memorial11 North Fourth StreetSt. Louis, MO 63102-1810(314) 655-1635

See our special web pages on Lewis andClark and an online Curriculum Guide.Our address on the World Wide Web is:www.nps.gov/jeffJefferson National Expansion Memorial11 North Fourth StreetSt. Louis, MO 63102-1810(314) 655-1635

For more information on the National ParkService, visit their home page at:www.nps.gov

U.S. Department of the Interior St. Louis, MO 63102 Lewis ... · Golden Spike National Historic...

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