EXPLORING THE WEST WITH DANIEL BOONE, LEWIS, AND CLARK Grade Level: First grade Written by: Amanda Hunter, Iles Elementary School Length of Unit: 6 lessons, 6-8 days

I.

ABSTRACT This unit adds to the story of the United States expansion as found in the Core Knowledge Sequence for first grade. The Students will develop an understanding of the risks that were taken in order to explore and the important reasons these brave frontiersmen went on their expeditions. This unit incorporates geography and American history as well as the concept of how important it is to get along and respect others when working together to reach a goal. Students will also obtain an awareness of modern day explorers, such as astronauts, and how their journeys compare to those of Daniel Boone, Lewis, and Clark in reasons of risk and importance.

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OVERVIEW Concept Objectives A. 1. The students will appreciate the risks that are taken to advance the progress of the United States of America. 2. The students will understand the benefits and importance of explorations. 3. The students will develop an awareness of how working together and getting along can allow one to reach their goal. Content from the Core Knowledge Sequence B. 1. Daniel Boone and the Wilderness Road 2. The Louisiana Purchase –Exploration of Lewis and Clark; Sacagawea 3. Geography: Locate the Appalachian Mountains, the Rocky Mountains, and the Mississippi River Skill Objectives C. 1. Listen to stories and talk about experiences, customs, and cultures (TEKS ELA 1.2) 2. Use vocabulary to request, retell, and describe stories and experiences (TEKS ELA 1.3) 3. Make and explain inferences from texts such as determining important ideas, cause and effect, making predictions, and drawing conclusions (TEKS R1.6) 4. Analyze characters, including their traits, feelings, relationships, and changes (TEKS R 1.10) 5. Differentiate between fact and fantasy, fiction and non-fiction (TEKS R1.13) 6. Order events by length of time (TEKS M1.8c) 7. Locate places using cardinal directions (TEKS SS1.4A) 8. Identify contributions of individuals (TEKS SS1.1A adapted) 9. Identify characteristics of good citizenship and identify historical figures and ordinary people who exemplify good citizenship (TEKS SS1.12A, B and C) 10. Describe how technology has changed how families live and how people work (TEKS SS1.16B)

III.

BACKGROUND KNOWLEDGE For Teachers A. 1. Pearson Learning Core Knowledge History and Geography Teachers Guide, Grade 1, Exploring the West 2. < http://www.nationalgeographic.com/lewisandclark/resources.html >

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3. How We Crossed the West-The Adventures of Lewis and Clark by Rosalyn Schanzer For Students 1. The student will be familiar with the people and ways of life of one Native American tribe or nation 2. The student will locate North America and the United States on a map 3. The student will understand that the United States consists of thirteen settled colonies at this point in history. RESOURCES A. Blumberg, Rhoda. The Incredible Journey of Lewis and Clark. (pictures on pages 33 and 35 as well as specific information from chapter four broken down by categories.) B. Hirsch, Jr. E.D. What Your First Grader Needs To Know. (pages 171 to 174) C. < http://www.nationalgeographic.com//lewisandclark/resources.html > D. Pearson Learning Core Knowledge History and Geography Teachers Guide, Grade 1, Exploring the West E. Schanzer, Rosalyn. How We Crossed the West-The Adventures of Lewis and Clark

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LESSONS Lesson One: Moving West A. Daily Objectives 1. Concept Objective(s) a. The student will understand the benefits and importance of exploration. 2. Lesson Content a. Geography: Locate the Appalachian Mountains, the Rocky Mountains, and the Mississippi River (page 30) 3. Skill Objective(s) a. Use vocabulary to request, retell, and describe stories and experiences (TEKS ELA1.2) b. Differentiate between fact and fantasy, fiction and non-fiction (TEKS R1.13) c. Locate places using cardinal directions (TEKS SS1.4A) d. Describe how technology has changed how families live and how people work (TEKS SS1.16B) B. Materials 1. map of the United States with the Thirteen Colonies labeled 2. markers for marking Appalachian Mountains, Rocky Mountains, and Mississippi River on the map 3. chart paper 4. chart markers 5. Americans Move West, Pearson Learning Core Knowledge History and Geography, pages 2, 3, 6, 7, 8 C. Key Vocabulary 1. explore-to go to an unknown place and make discoveries 2. Appalachian Mountains-mountain range located in the Eastern part of the United States; Daniel Boone created the Wilderness Road to go through them 3. Rocky Mountains-the mountain range located in the Western part of the United States; visited by Lewis and Clark 4. Mississippi River-the river that settlers used to float on rafts and move to new parts of the country D. Procedures/Activities 1. Teacher will direct student’s attention to the map of the United States. 2. Students will locate the Thirteen Colonies on the map and the teacher will outline them.

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3. Students will identify the cardinal directions and the teacher will mark them on the map. 4. Teacher will list student’s reasons for Americans to move west. 5. Teacher will point out Appalachian Mountains and Rocky Mountains and mark them on the map. 6. Teacher will lead discussion emphasizing the ways mountains would affect travel in those days. 7. Teacher will point out the Mississippi River on the map and discuss ways to travel on the river. 8. Students will express orally their choice for mode of transportation for moving West. (river or wagon or on foot) E. Assessment/Evaluation 1. Teacher will observe students oral answers to questions about maps, directions, rivers, and ways to travel west. 2. Teacher will observe students understanding of the concept of expansion when listing reasons for moving West. Lesson Two: Daniel Boone Daily Objectives A. Concept Objective(s) 1. a. The student will appreciate the risks that are taken to advance the progress of the United States of America. Lesson Content 2. a. Daniel Boone and the Wilderness Road (page 30) Skill Objective(s) 3. a. Listen to stories and talk about experiences, customs, and cultures (TEKS ELA1.2) b. Analyze characters, including their traits, feelings, relationships, and changes (TEKS R1.10) c. Differentiate between fact and fantasy, fiction and non-fiction (TEKS R1.13) d. Identify contributions of individuals (TEKS SS1.1A adapted) Materials B. 1. Pearson Learning Core Knowledge Teacher Guide page 4 2. What Your First Grader Needs to Know page 172 3. white butcher paper (as long as a student) 4. brown, black, red, blue construction paper 5. scissors 6. glue 7. markers 8. pencils 9. chart paper 10. chart markers 11. coon skin cap Key Vocabulary C. 1. moccasins-shoes made of animal hide and often worn by Indians 2. adventurous-seeking excitement in an unknown territory 3. coon-skin cap-a hat made out of a raccoon skin and tale; worn by Daniel Boone 4. fort-a structure built by explorers to protect them from hostile Indians and treacherous weather Procedures/Activities D.

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1. The teacher will introduce Daniel Boone to the students by reading aloud Daniel Boone on page 4 of the Pearson Learning Core Knowledge Teacher Guide while wearing a coon-skin cap. 2. The teacher will lead a discussion on Daniel Boone’s job and its importance. 3. The teacher will show students the picture of Daniel Boone on page 172 of What Your First Grader Needs to Know. The students will discuss his dress and gun and reasons for both. 4. The teacher will direct student’s attention to the map and discuss need for the Wilderness Road. 5. The teacher will ask students what they think “blazing a trail” means. Discuss the origin of the phrase. 6. The students will discuss the Indians contributions to Daniel Boone’s abilities. 7. The teacher will trace the body of a student on the white butcher paper and cut it out. 8. The teacher will assign each student a part of Daniel Boone to create. For example, one student will make the shirt and another student will make the eyes and nose. Another student will create his coon-skin cap and pants. 9. Glue Daniel Boone’s clothes and accessories onto the cut out person. 10. The students will interactively write a short biography on Daniel Boone to display with the life size Daniel Boone that they created. Assessment/Evaluation E. 1. The teacher will observe students making Daniel Boone’s clothes and things he will need. 2. The teacher will observe students orally stating biographical facts about Daniel Boone as they interactively write a short biography. 3. The students will complete Learning Master: Daniel Boone page 19 of the Pearson Learning Core Knowledge Teacher Guide, Grade1, Exploring the West. Lesson Three: Lewis and Clark A Daily Objectives Concept Objective(s) 1. a. The student will understand the benefits and importance of explorations. Lesson Content 2. a. The Louisiana Purchase-Exploration of Lewis and Clark; Sacagawea (page 30) Skill Objective(s) 3. a. Locate places using cardinal directions (TEKS SS1.4A) b. Identify contributions of individuals (TEKS SS1.1A adapted) c. Analyze characters, including their traits, feelings, relationships, and changes (TEKS R1.10) d. Listen to stories and talk about experiences, customs, and cultures (TEKS ELA 1.2) Materials B. 1. map of the United States with the Thirteen Colonies marked 2. markers to identify places on map 3. How We Cross the West-The Adventures of Lewis and Clark by Rosalyn Schanzer 4. Lewis and Clark Expedition Supplies http://naionalgeographic.com/lewisandclark/resources.html 5. writing paper 6. pencils Key Vocabulary C. 1. Thomas Jefferson-third President of the United States, asked Lewis and Clark to explore the newly obtained territory 2004 Core Knowledge® National Conference, First Grade, Exploring the West With Daniel Boone, Lewis, and Clark 4

2. Corps of Discovery-men who were chosen to accompany Lewis and Clark on their journey 3. journey-a long trip 4. Meriwether Lewis-one of the leaders of the journey to explore the newly acquired land 5. William Clark-the other leader of the journey to explore the newly acquired land Procedures/Activities D. 1. The teacher will direct student’s attention to the map of the United States of America. 2. The students will identify the Thirteen Colonies. 3. The teacher will identify and explain the Louisiana Purchase and mark it on the map. 4. The teacher will identify the Missouri River. 5. Introduce Thomas Jefferson, Lewis, and Clark by reading pages 1-3 of How We Crossed the West-The Adventures of Lewis and Clark by Rosalyn Schanzer. 6. The teacher will lead a discussion on the amount of time two years covers 7. The teacher will ask students what supplies they think they would need to take with them. 8. The teacher will share some items from Lewis and Clark’s original list. 9. The students will make a list of the things they would want to take with them if they were to go on a journey through an unknown land E. Assessment/Evaluation 1. The teacher will observe students oral answers to questions about Thomas Jefferson, the Louisiana Purchase, Lewis, and Clark. 2. The teacher will assess student’s knowledge of concepts by observing the lists of what they would want to take with them. Lesson Four: Working Together to Explore Daily Objectives A. Concept Objective(s) 1. a. The students will appreciate the risks that are taken to advance the progress of the United States of America. b. The student will develop an awareness of how working together and getting along can allow one to reach their goal. Lesson Content 2. a. The Louisiana Purchase-Exploration of Lewis and Clark; Sacagawea (page 30) Skill Objective(s) 3. a. Analyze characters, including their traits, feelings, relationships, and changes (TEKS ELA1.2) b. Order events by length of time (TEKS M1.8c) c. Identify contributions of individuals (TEKS SS1.1A adapted) d. Identify characteristics of good citizenship and identify historical figures who and ordinary people who exemplify good citizenship (TEKS SS1.12A,B,C) Materials B. markers 2. glue 3. popsicle sticks 4. pipe cleaner 5. macaroni, beads, small foam shapes 6. construction paper (assorted colors) 7. cardboard 8. drawing paper 9. pencils 10. chart paper 2004 Core Knowledge® National Conference, First Grade, Exploring the West With Daniel Boone, Lewis, and Clark 5

11. How We Crossed the West-The Adventures of Lewis and Clark by Rosalyn Schanzer 12. The Incredible Journey of Lewis and Clark by Rhoda Blumberg pages 32 and 35 Key Vocabulary C. 1. Keelboat-a boat with many oars that is useful for moving up a river 2. game-usually small animals hunted and used for food 3. cooperation-more than one person working together to reach a goal Procedures/Activities D. 1. The teacher will show students pictures and sketches of a keelboat on pages 32 and 35 of The Incredible Journey of Lewis and Clark by Rhoda Blumberg. 2. The teacher will lead a discussion on what would make the modes of transportation successful and what kind of transportation the children would take given choices from the modern world and the 19th century. 3. Allow students to get in groups of three members each. 4. The teacher will introduce students to the supplies they will be allowed to use and discuss the project of making a mode of transportation for Lewis and Clark 5. The teacher will point out the benefits of cooperating with those in ones group. 6. The students will work in their groups to create a mode of transportation for Lewis and Clark. 7. The students will come to a gathering spot and the groups will share their creations. The teacher will lead a discussion on working together and the outcomes. 8. The teacher will record student’s observations on chart paper as they discuss the benefits of cooperating and helping. The teacher will allow students to dwell on the way the outcome of Lewis and Clark’s expedition would have been different if they would have chosen not to work together E. Assessment/Evaluation 1. The teacher will observe the students working together and will assess the mode of transportation the students created by using a rubric of expectations. (Appendix A) 2. The teacher will observe students oral answers to questions about cooperation and record them for the class. Lesson Five: Sacagawea Daily Objective A. Concept Objective(s) 1. a. The students will appreciate the risks that are taken to advance the progress of the United States of America. b. The students will understand the benefits and importance of explorations. c. The students will develop an awareness of how working together and getting along can allow one to reach their goal. Lesson Content 2. a. The Louisiana Purchase-Explorations of Lewis and Clark; Sacagawea Skill Objective(s) 3. a. Identify characteristics of good citizenship and identify historical figures and ordinary people who exemplify good citizenship (TEKS SS1.12A,B,C) b. Describe how technology has changed how families live and how people work (TEKS SS1.16B) c. Differentiate between fact and fantasy, fiction and non-fiction (TEKS R1.13) d. Make and explain inferences from text such as determining important ideas, cause and effect, making predictions, and drawing conclusions (TEKS R1.6) Materials B. 1. How We Crossed the West-The Adventures of Lewis and Clark by Rosalyn Schanzer 2. chart paper 2004 Core Knowledge® National Conference, First Grade, Exploring the West With Daniel Boone, Lewis, and Clark 6

3. markers Key Vocabulary 1. Sacagawea-the Shoshone Indian girl that helped guide Lewis and Clark’s expedition 2. Shoshone Indians-the tribe of Indians Sacagawea belonged to 3. Mandan Indians-friendly Indians that lived on the East bank of the Missouri River where the expedition built Fort Mandan and stayed the first winter 4. grizzly bear-a ferocious bear that chased some men from the expedition and almost caught them 5. papoose-an Indian baby Procedures/Activities D. 1. The teacher will explain that Lewis and Clark kept journals about the things they did and saw on their journey. 2. The students will list things they think that the expedition might have seen and the teacher will record them on chart paper. 3. The teacher will read aloud and discuss portions of How We Crossed the West-The Adventures of Lewis and Clark by Rosalyn Schanzer. 4. The students will compare their guesses to the findings in the book. 5. The teacher will introduce Sacagawea and discuss her important contributions to the expedition. Assessment/Evaluation E. 1. The teacher will observe the list of ideas the children made and their ideas that are expressed orally after reading the book. 2. The teacher will observe students oral answers to questions about facts on Sacagawea and other encounters that were had by the expedition. Lesson Six: Explorers Today Concept Objective(s) 1. a. The students will appreciate the risks that are taken to advance the progress of the United States of America. b. The students will understand the benefits and importance of exploration. c. The students will develop an awareness of how working together and getting along can allow one to reach their goal. Lesson Content 2. a. Daniel Boone and the Wilderness Road (page 30) b. The Louisiana Purchase-Exploration of Lewis and Clark; Sacagawea (page 30) c. Geography: Locate the Appalachian Mountains, the Rocky Mountains, and the Mississippi River (page 30) Skill Objective(s) 3. a. Use vocabulary to request, retell, an describe stories and experiences (TEKS ELA1.3) b. Analyze characters, including their traits, feelings, relationships, and changes (TEKS R1.10) c. Locate places using cardinal directions (TEKS SS1.4A) d. Identify characteristics of good citizenship and identify historical figures and ordinary people who exemplify good citizenship (TEKS SS1.12A,B,C) e. Describe how technology has has changed how families live and how people work (TEKS SS1.16B) Materials A. 1. markers 2. a big piece of chart paper with three columns labeled explorers then, explorers now, things that are the same

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3. writing paper 4. pencils Key Vocabulary 1. astronauts-space explorers 2. frontiersmen-men who explored the new lands 3. hero-a person who accomplishes great things and has good character Procedures/Activities 1. The teacher will gather oral information from students about their ideas of who the explorers today are. 2. The teacher will lead a discussion based on children’s answers and compare the differences between explorers today and from days past. 3. The teacher will record the findings on a chart that compares the different groups. 4. The teacher will ask the question “What would our life be like if there were no people willing to explore new places?” 5. The students will go to their own space and write an answer to the question “If you could explore anywhere, where would you go?” Assessment/Evaluation 1. The teacher will assess answers from the charts that were made together. 2. The teacher will observe the oral answers and ideas that are expressed by the students during discussion. 3. The teacher will read and assess the student’s papers that contain the answer to the question, “If you could explore anywhere, where would you go?”

VI.

CULMINATING ACTIVITY A. To end the unit the students will create a poster that invites others to join with them on this adventure to explore the new land. The students will include information that they have gathered throughout the unit such as supplies needed and people and things that might be encountered by those who choose to join them. The posters should be persuasive and allow students to display their knowledge of the journey and risks. To create an authentic look the teacher may burn the edges of the poster to make it look older. A rubric can be used to evaluate the students’ work and give grades. (Appendix B)

VII.

HANDOUTS/WORKSHEETS Appendices A and B

Learning Master: Daniel Boone-from Pearson Learning Core Knowledge History and Geography Teacher Guide, Grade 1, page 19 VIII. BIBLIOGRAPHY A. Blumberg, Rhoda. The Incredible Journey of Lewis and Clark. New York, New York: Beech Tree Publishing, 1987, ISBN 0-688-14421-7 B. Hirsch, Jr. E.D. Americans Move West. Parsippany, New Jersey: Pearson Learning Group, 2002, ISBN 0-7690-5019-0 C. Hirsch, Jr. E.D. Pearson Learning Core Knowledge History and Geography Teacher Guide, Grade 1, Exploring the West. Parsippany, New Jersey: Pearson Learning Group, 2002, ISBN 07690-5043-3 D. Hirsch, Jr. E.D. What Your First Grader Needs To Know. New York, New York: Dell Publishing, 1997, ISBN 0-385-31987-8 2004 Core Knowledge® National Conference, First Grade, Exploring the West With Daniel Boone, Lewis, and Clark 8

E. < http://www.nationalgeographic.com/lewisandclark/ > F. < http://www.pbs.org/ktca/liberty/chronicle/expandfrontier-dboone.html > G. Schanzer, Rosalyn. How We Crossed the West-The Adventures of Lewis and Clark. Washington D.C.: National Geographic Society, 1997, ISBN 0-7922-6726-5

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Appendix A

A Rubric for Lesson Four: Working Together to Build a Mode of Transportation for Lewis and Clark’s Expedition 1. We used many different supplies.

____points (out of 20)

2. Our idea is original.

____points (out of 20)

3. I helped create the design.

____points (out of 20)

4. I did my share of the work.

____points (out of 20)

5. I was respectful and cooperated with the other people in my group. ____points (out of 20)

Total points: _____out of 100 points

Teacher comments:

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Appendix B

The Rubric for Culminating Activity: Making a Poster Persuading People to Join Lewis and Clark’s Expedition 1. My ideas are stated clearly.

___points (out of 20)

2. My poster is original.

___points (out of 20)

3. I did my best work.

___points (out of 20)

4. I worked independently.

___points (out of 20)

5. I applied what I learned.

___points (out of 20)

Total points ____ out of 100 Teacher comments:

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