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Lewis & Clark
A Fifth Grade Expedition
Lewis and Clark Lessons
You can download the Word version of this file here.
This unit incorporates integrated thematic instruction. A
great way to justify an art program is to integrate the
arts into other subjects- especially subjects that are
in your state's state standardized test.
Fifth Grade
Visual Arts Standards addressed:
5.1.1 Identify the relationship between
a work of art and the geography and characteristics of
the culture, and identify where, when, why, and by whom
the work was made (Focus: North America).
5.2.1 Identify and be familiar with a range
of selected works of art identifying artists, culture,
style, and period.
5.2.3 Begin to identify works of art and
artifacts from major periods or movements of Western
art and place on a chronological time line.
5.13.1 Compare characteristics of a theme, historical period,
or event through the multiple perspectives of different disciplines.
Fifth Grade
Social Studies Standards addressed:
5.3.10 Read fiction and nonfiction stories about how
American Indians and European settlers lived in early
America and find examples of the various ways people
adapted to and changed the environment.
5.4.2 Summarize a market economy and give
examples of how the colonial and early American economy
exhibited these characteristics.
Example: Private ownership, markets, competition, rule of
law, consumer sovereignty.
5.5.1 Describe basic needs that individuals
have in order to survive — such as the need for
food, water, shelter, and safety — and give examples
of how people in early America adapted* to meet basic
needs.
Example: American Indian groups and early European settlers
developed housing, clothing styles, and materials depending
upon what was available in the local environment. Living
and working in groups made it easier to build houses, hunt,
and grow food for crops. People also live in groups today
to meet basic and other needs.
5.5.5 Analyze traditional arts, including
folk tales and narratives that depict the experiences
of ethnic, racial, and religious groups in different
regions of the United States.
5.5.4 Compare significant examples of visual
arts, crafts, music, architecture, and literature from
early United States history and illustrate how each reflects
the times and cultural background of the historical period.
Example: The silver work and furniture of Paul Revere indicated
an appreciation of both simplicity and elegance. The poetry
of Phyllis Wheatley and popular songs, such as “Yankee
Doodle,” reflected the patriotic spirit of the time.
Fifth Grade Language Arts Standards addressed:
5.6.6 Use correct capitalization.
5.1.1 Read aloud grade-level-appropriate
narrative text (stories) and expository text (information)
fluently and accurately and with appropriate timing, changes
in voice, and expression.
5.2.1 Use the features of informational
texts, such as formats, graphics, diagrams, illustrations,
charts, maps, and organization, to find information and support
understanding.
5.2.2 Analyze text that is organized in
sequential or chronological order.
5.4.9 Proofread one’s own writing,
as well as that of others, using an editing checklist or
set of rules, with specific examples of corrections of specific
errors.
Summation of Unit
Students will first examine original documents and transcripts
relating to the Lewis & Clark expedition. The focus
will be on the changing relationship with Native American
Nations and settlers, early American trade and business,
art, geography, exploration and survival techniques of
early Americans. Students will proofread the text and
write grammatical corrections on lined paper.
The Unit will begin with Thomas Jefferson’s message
to Congress regarding the Lewis & Clark expedition.
A student or students will dress up like Thomas Jefferson
and other people of the early 1800’s. The student(s)
will read the transcript as given to Congress. Students
in the classroom will play characters both of notoriety
and of Congress. A few students will dress in traditional
Chickasaws tribal clothing.
Students will estimate the number and types of supplies and
rations that were carried on the journey. Their list
will be compared to the actual list of supplies and rations.
Rations that were given the expedition team would be
available to students to sample.
Students will role play Lewis & Clark approaching the
Chickasaws, Shoshonis, Kansas, Mandan, Minitari the Sioux,
Gross Vaunter and the Omaha Indian Nations, and attempt
to convince the natives to give up hunting and to get
into agriculture, “domestic manufacture” and
trading. The purpose of course was to convince them to
give up large portions of their land for settlers in
a peaceful way.
A market economy including private ownership, markets, competition,
rule of law, and consumer sovereignty will be examined.
How did the Indians transition from hunting to agriculture
and trade.
A lesson on the many Indiana Nations that were encountered
during the expedition will be given. Differences in culture
and dress will be examined.
American geography would be explored along the route that the expedition
followed. Students will choose books to read from or about
the period.
Lesson 1
Thomas Jefferson orders the
expedition to begin.
Anticipatory Sets
Optional Set #1
Prior to the beginning of the day, arrange student desks on
one side of the room allowing very little room to navigate.
In the middle of the classroom, place a toy house (Barbie
house, for example- you can also make one from the instructions
found at http://www.ehow.com/how_9101_build-barbie-house.html).
As students come in, they will no doubt be confused and/or
disturbed by the lack of space around the desks. Tell
the students as they walk in the door in the morning
that this will be the arrangement through the remainder
of the year. Shortly after you take attendance and the
lunch count, ask the following questions:
1) So what do you think of the room arrangement?
2) Why don't you like it?
3) Don't I have a right to put that house anywhere I want?
After a class discussion, you can introduce the lesson like
this:
"You will be happy to know that we aren't really moving our
desks here for the rest of the year. I did this so you
might know what it was like for Native Americans when
settlers cleared out trees and built homes on their land
without permission. Most of the early settlers built
their homes on Indian land without asking permission.
They also cut down trees and built roads through Indian
hunting grounds. The Indians were angry for a very good
reason."
For the next week or two we will be explorers, settlers and
Indians. We will learn what it was like in the early
days of our country. We will go on an expedition and
eat the same food the early settlers ate. We will role
play real characters from the Lewis & Clark expedition
in the early 1800's.
Optional Set #2
At the beginning of the unit ask:
"What would it be like to be the first settlers in America?
Where would you live if you were one of the first settlers?
What would you do when you encountered Native Americans?
Would you ask permission from the local Indians before
you built your home? What if they told you can't build
on their land? How would you survive? For the next few
weeks we will be exploring America as early Americans
such as Lewis & Clark did in the early 1800's. We
will be tasting their food, becoming characters of the
period, reading documents written by the original people,
writing diaries of our own expeditions, and work in trades
that were common in the early 1800's."
Student Research
Students will choose books or visit web sites of Lewis & Clark
(at the end of this document). Students will read the
text of Thomas Jefferson’s speech to Congress and
the diaries of Lewis & Clark. Students will record
grammatical errors from these documents on a blank sheet
of lined paper. Students may create their own diaries
from either their daily lives or create fictional diaries
by putting themselves in the character’s places.
Resources listed at the end of this document may be used
for additional facts and knowledge.
Skit
Students may choose (or be chosen for) roles in a classroom-wide
play. Roles may include:
Thomas Jefferson
Members of Congress
Captains
Meriwether
Lewis
William Clark
Sergeants
Charles Floyd
Patrick Gass
John Ordway
Nathaniel Pryor
Privates
William Bratton
John Collins
John Colter
Pierre Cruzatte
Joseph Field
Reuben Field
Robert Frazer
George Gibson
Silas Goodrich
Hugh Hall
Thomas Proctor Howard
Francois LaBiche
Jean Baptiste LePage
Hugh McNeal
John Potts
George Shannon
John Shields
John B. Thompson
Peter M. Weiser
William Werner
Joseph Whitehouse
Alexander Hamilton
Willard
Richard Windsor
Non-Military Members
Toussaint Charbonneau
Sacagawea –interpreter
and wife of Jean LePage
Jean Baptiste Charbonneau
Baptiste Deschamps
Pierre Dorion
George Drouillard
York
At least one student will read directly from Jefferson's Message
to Congress to the class dressed in clothing from the period. The
speech is long so you may want to shorten the message
or have students take turns with each pragraph.
Collaborative learning groups may be formed and each group appoints a
writer, two actors and a student to keep the group on
task. This student will also visit other collaborative
groups and then report back to the original group. Each
collaborative group is assigned a segment of the expedition.
The groups will write their own scripts for a classroom
play. The group will rehearse the skits. Scripts may
be turned in as an assignment.
Following the
creation of the scripts, students may begin practicing
for their plays. Costumes can be made and/or created
with clothes at home. You can find examples of women's and men's clothing on the
internet. Student groups may take turns performing one
day. Skits may also be performed from the diary documents.
Vocabulary
There are many
words in the address and diaries that may be unfamiliar
to students. Following is a possible list of vocabulary
words to include prior to reading the documents.
Residing- Living at a certain location
Diminution- the act of decreasing or reducing something
Insomuch- to such an extent or degree
Perturbations- an unhappy and worried mental
state
Obstinately- stubbornly persistent in wrongdoing
Disposition- One's usual mood; temperament
Expedient- Something that is a means to an end
Domestic- Produced
in or indigenous to one’s own country
Soliciting- Seeking to obtain by persuasion, entreaty, or formal application
Alienation- The act of transferring property or title to it to another
Disclosure- The act or process of revealing or uncovering
Enterprise- Willingness to undertake new ventures or business
Peltry- Undressed pelts (furs) in a group
Latitude- A range of values or conditions
Portages- The carrying of boats and supplies overland between two waterways
or around an obstacle to navigation
Accoutrements- Military equipment other than uniforms and weapons
Apparatus- A group of materials or devices used for a particular purpose
Traversing- To move to and fro over; cross and recross
Incidentally- Apart from the main subject
Gratification- Reward
Dominions- A territory or sphere of influence
Sanction- Authoritative permission or approval that makes a course of
action valid
Hulled- Removing the dry outer covering of a fruit, seed, husk or nut
Natchies (Natchez)- The Natchez Indians were successful farmers, growing corn, beans, and squash
Parchmeal- A kind of flour
Perogue (pirogue)- A canoe made from a hollowed tree trunk
Lyed Corn- Corn that has been softened by the acid produced from
wood ash. See a Lyed Corn recipe
Deassentary (Dysentery)- A
disease involving the inflammation of the lining of the
large intestines. The inflammation
causes stomach pains and diarrhea.
Osage Plumb (orange)- Osage Orange
trees planted as living fences or hedges along
the boundaries of farms. Indians
used the wood for war-clubs and bows, a custom that
gave rise to one of its common names "Bow-Wood."
Hasel (Hazel) Grapes- The fruit from a Hazel Tree.
Bloodletting- A harmful practice by physicians in the
1800's that led to many deaths.
Transcript
of Jefferson's Secret Message to Congress Regarding the
Lewis & Clark
Expedition (1803)
Gentlemen of the Senate, and of
the House of Representatives:
 As the continuance of the act
for establishing trading houses with the Indian tribes
will be under the consideration of the Legislature
at its present session, I think it my duty to communicate
the views which have guided me in the execution of
that act, in order that you may decide on the policy
of continuing it, in the present or any other form,
or discontinue it altogether, if that shall, on the
whole, seem most for the public good.
The Indian tribes residing within
the limits of the United States, have, for a considerable
time, been growing more and more uneasy at the constant
diminution of the territory they occupy, although effected
by their own voluntary sales: and the policy has long
been gaining strength with them, of refusing absolutely
all further sale, on any conditions; insomuch that, at
this time, it hazards their friendship, and excites dangerous
jealousies and perturbations in their minds to make any
overture for the purchase of the smallest portions of
their land. A very few tribes only are not yet obstinately
in these dispositions. In order peaceably to counteract
this policy of theirs, and to provide an extension of
territory which the rapid increase of our numbers will
call for, two measures are deemed expedient. First: to
encourage them to abandon hunting, to apply to the raising
stock, to agriculture and domestic manufacture, and thereby
prove to themselves that less land and labor will maintain
them in this, better than in their former mode of living.
The extensive forests necessary in the hunting life,
will then become useless, and they will see advantage
in exchanging them for the means of improving their farms,
and of increasing their domestic comforts. Secondly:
to multiply trading houses among them, and place within
their reach those things which will contribute more to
their domestic comfort, than the possession of extensive, but
uncultivated wilds. Experience and reflection will develop
to them the wisdom of exchanging what they can spare
and we want, for what we can spare and they want. In
leading them to agriculture, to manufactures, and civilization;
in bringing together their and our settlements, and in
preparing them ultimately to participate in the benefits
of our governments, I trust and believe we are acting
for their greatest good. At these trading houses we have
pursued the principles of the act of Congress, which
directs that the commerce shall be carried on liberally,
and requires only that the capital stock shall not be
diminished. We consequently undersell private traders,
foreign and domestic, drive them from the competition;
and thus, with the good will of the Indians, rid ourselves
of a description of men who are constantly endeavoring
to excite in the Indian mind suspicions, fears, and irritations
towards us. A letter now enclosed, shows the effect of
our competition on the operations of the traders, while
the Indians, perceiving the advantage of purchasing from
us, are soliciting generally, our establishment of trading
houses among them. In one quarter this is particularly
interesting. The Legislature, reflecting on the late
occurrences on the Mississippi, must be sensible how
desirable it is to possess a respectable breadth of country
on that river, from our Southern limit to the Illinois
at least; so that we may present as firm a front on that
as on our Eastern border. We possess what is below the
Yazoo, and can probably acquire a certain breadth from
the Illinois and Wabash to the Ohio; but between the
Ohio and Yazoo, the country all belongs to the Chickasaws,
the most friendly tribe within our limits, but the most
decided against the alienation of lands. The portion
of their country most important for us is exactly that
which they do not inhabit. Their settlements are not
on the Mississippi, but in the interior country. They
have lately shown a desire to become agricultural; and
this leads to the desire of buying implements and comforts.
In the strengthening and gratifying of these wants, I
see the only prospect of planting on the Mississippi
itself, the means of its own safety. Duty has required
me to submit these views to the judgment of the Legislature;
but as their disclosure might embarrass and defeat their
effect, they are committed to the special confidence
of the two Houses.
 While the extension of
the public commerce among the Indian tribes, may deprive
of that source of profit such of our citizens as are
engaged in it, it might be worthy the attention of Congress,
in their care of individual as well as of the general
interest, to point, in another direction, the enterprise
of these citizens, as profitably for themselves, and
more usefully for the public. The river Missouri, and
the Indians inhabiting it, are not as well known as is
rendered desirable by their connexion with the Mississippi,
and consequently with us. It is, however, understood,
that the country on that river is inhabited by numerous
tribes, who furnish great supplies of furs and peltry
to the trade of another nation, carried on in a high
latitude, through an infinite number of portages and
lakes, shut up by ice through a long season. The commerce
on that line could bear no competition with that of the
Missouri, traversing a moderate climate, offering according
to the best accounts, a continued navigation from its
source, and possibly with a single portage, from the
Western Ocean, and finding to the Atlantic a choice of
channels through the Illinois or Wabash, the lakes and
Hudson, through the Ohio and Susquehanna, or Potomac
or James rivers, and through the Tennessee and Savannah,
rivers. An intelligent officer, with ten or twelve chosen
men, fit for the enterprise, and willing to undertake
it, taken from our posts, where they may be spared without
inconvenience, might explore the whole line, even to
the Western Ocean, have conferences with the natives
on the subject of commercial intercourse, get admission
among them for our traders, as others are admitted, agree
on convenient deposits for an interchange of articles,
and return with the information acquired, in the course
of two summers. Their arms and accoutrements, some instruments
of observation, and light and cheap presents for the
Indians, would be all the apparatus they could carry,
and with an expectation of a soldier's portion of land
on their return, would constitute the whole expense.
Their pay would be going on, whether here or there. While
other civilized nations have encountered great expense
to enlarge the boundaries of knowledge by undertaking
voyages of discovery, and for other literary purposes,
in various parts and directions, our nation seems to
owe to the same object, as well as to its own interests,
to explore this, the only line of easy communication
across the continent, and so directly traversing our
own part of it. 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.
Additional lessons for this document
The National Archives Documents
Lewis & Clark Diary
March 09, 1804
Meriwether Lewis
(Louisiana was
officially transferred from Spain to France at St. Louis,
with Lewis as the chief witness)
March 10, 1804
Meriwether Lewis
(Louisiana was
officially transferred from France to the United States
at St. Louis.)
April 01, 1804
William Clark
(Orderly book
lists the permanent detachment "destined for the Expedition
through the interior of the Continent of North America")
(Three squads formed, each headed
by a sergeant who was elected by the men: Pryor, Floyd,
Ordway)
May 04, 1804
William Clark
("Memorandum of
Articles in readiness for the Voyage" lists what the
food they're taking, how much they weigh, etc.)
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Viz:
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14
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Bags of Parchmeal of 2 bus: each about
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1200
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9
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do Common Do
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800
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11
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do Corn Hulled do do
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1000
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30
3
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half Barrels of flour (Gross 3900 w) do
Bags of do (Gross 3900 w) do
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3400
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7
4
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do of Biscuit (Gross 650 w) do
Barrels do (Gross 650 w) do
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560
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7
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Barrels of Salt of 2 bus: each " (870) do
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750
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50
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Kegs of Pork (gross 4500) do
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3705
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2
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Boxes of Candles 70 lb and about 50 lb
(one of which has 50 lb of soap [)] do
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170
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1
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Bag of Candle-wick do
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8
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1
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do Coffee
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50
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1
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do Beens & 1 of Pees
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100
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2
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do Sugar do
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112
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1
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Keg of Hogs Lard do
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100
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4
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Barrels of Corn hulled (650) do
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600
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1
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do of meal (170) do
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150
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600
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lb Grees (grease)
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50
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bushels meal
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24
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do Natchies Corn Huled
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21
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Bales of Indian goods
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Our party
2 Capts. 4 Sergeants, 3 Intptrs., 22 Amns. 9 or 10 French, & York also
1 Corpl. & Six in a perogue with 40 Days provisions
for the party as far as the provisions last
August 31st
1803
Meriwether Lewis
Left Pittsburgh
this day at 11 ock with a party of 11 hands 7 of which are soldiers, a pilot and three
young men on trial they having proposed to go with me
throughout the voyage. Arrived at Bruno's Island 3
miles below halted a few minutes. Went on shore and being
invited on by some  of the gentlemen present to try my airgun (at left) which I had purchased brought it on shore charged it
and fired myself seven times fifty five yards with pretty
good success; after which a Mr. Blaze Cenas being unacquainted
with the management of the gun suffered her to discharge
herself accedentaly the ball passed through the hat of
a woman about 40 yards distanc cuting her temple about
the fourth of the diameter of the ball; shee fell instantly
and the blood gusing from her temple we were all in the
greatest consternation supposed she was dead by [but]
in a minute she revived to our enespressable satisfaction,
and by examination we found the wound by no means mortal
or even dangerous; called the hands aboard and proceeded
to a ripple of McKee's rock*
where we were obleged to get out all hands and lift the
boat over about thirty yards; the river is extreemly
low; said to be more so than it has been known for four
years; about [blank] we passed another ripple near [erasure]
Past another bear or ripple with more dificulty than
either of the others halted for the night much fatiegued
after labouring with my men all day-- the water being
sufficiently temperate was much in our favor; gave my
men some whiskey and retired to rest at 8 OClock--
*a discription of this place to [follow?]
May 23, 1804
William Clark
We Set out early
ran on a Log and detain one hour... Sent out two hunters,
one Killed a deer.
(They went 9 miles this day; passed the mouth of the Femme Osage River, where Daniel Boone
was living at the time; he had taken a Spanish land grant
in 1798. He died along the Femme Osage on Sept. 26, 1820.)
May 26, 1804
Meriwether Lewis
Detachment Orders.
May 26th 1804.
...The day after tomorrow lyed corn and grece will
be issued to the party, the next day Poark and flour,
and the day following indian meal and poark;
and in conformity to that rotiene provisions will continue
to be issued to the party untill further orders. shouled
any of the messes prefer indian meal to flour they
may receive it accordingly -- no poarch is to be issued
when we have fresh meat on hand...
May 30, 1804
William Clark
Rained all last night. Set out at 6 oClock after a heavy shower, and proceeded on... a
heavy wind accompanied with rain & hail we made 14
miles to day, the river Continud to rise, the Country
on each Side appear full of Water.
June 07, 1804
William Clark
(They find more Indian paintings and a den of rattlesnakes;
the hunters bring in three bears this evening)
June 08, 1804
William Clark
(They meet three more men, from the River of the Sioux above
the Omahas who have been hunting 12 months, have about $900 in pelts and furs, but were out of provisions and powder.)
June 10, 1804
William Clark
... Those Praries are not like those, or a number of those E. of the Mississippi void of every
thing except grass, they aboud with Hasel Grapes & a
wild plumb of
a Supeior [size &] quallity, Called the Osages
Plumb Grows on a bush the hight of a Hasel... and hang in great quantities on the bushes I saw great numbers of Deer
in the Praries, the evening is Cloudy, our party in high
Spirits.
June 12, 1804
William Clark
(They meet two boats, one loaded with pelts and
the other with grease; Mr. Dorion is in one, and they convince him to head back upriver with them. They purchase 300
pounds of grease.
Dorion gives them information about the Indian tribes.)
June 13, 1804
William Clark
... Capt. Lewis and myself walked to the hill, from the top of which we had a butifull
prospect of Serounding countrey, in the open Prairie we
caught a raccoon, our hunter brought in a Bear & Deer, we took some Lunar observations
this evening.
June 17, 1804
William Clark
... The party is much aflicted with Boils,
and Several have the Deassentary, which I contribute to the water [which is muddy ] ... The Ticks & Musquiters are verry troublesome.
 June 26, 1804
William Clark
... We Killed a large rattle Snake, Sunning himself in the bank, passed a bad Sand bar, where our tow rope broke twice, & with
great exertions, we rowed round it and came to & camped,
in the Point above the Kansas River I observed a great
number of Parrot queets this evening, our Party killed Several [7] Deer to
day
June 28, 1804
William Clark
(They repair the perogue, clean out the boat, sun their powder and woolens, examine their
goods, weigh the specific gravity of the two rivers,
speculate on the headwaters of the Kansas, and write
about the decline of the Kansas Indians)
... I am told they are a fierce & warlike people,
being badly Supplied with fire arms, become easily
conquered by the Aiauway & Saukees who are better
furnished with those materials of War, This Nation
is now out in the Plains hunting the Buffalow...the high lands come to the river Kansas on the upper Side at about a mile, full in views,
and a butifull place for a fort, good landing-place,
the waters of the Kansas is verry disigreeably tasted
to me.
July 04, 1804
William Clark
ussered in the day by a discharge of one shot from our Bow piece, proceeded on... Jos.
Fields got bit by a Snake, which was quickly doctered
with Bark by Cap Lewis... Passed a Creek
12 yds wide... as this Creek has no name, and this being
the 4th of July the day of the independance of the U.S.
call it 4th of July 1804 Creek... we closed the [day]
by a Descharge from our bow piece, an extra Gill of whiskey.
July 07, 1804
William Clark
... those Praries on the river has verry much the appearance of farms from the river Divided
by narrow Strips of woodland... ... one man verry sick,
Struck with the Sun, Capt. Lewis bled him* & gave
Niter which has revived him much
*See vocabulary
July 08, 1804
Meriwether Lewis
(Orderly Book) Detachment Orders. Nadawa Island July 8th 1804
(Thompson, Warner, Collins named as cooks for the three messes, exempted from guard duty
and pitching tents, collecting firewood, etc.)
July 12, 1804
William Clark
The Commanding officers, Capts. M. Lewis & W. Clark constituted themselves a Court
Martial for the trial of such prisoners as are Guilty
of Capatal Crimes, and under the rules and articles of
War punishable by DEATH.
Alexander Willard was brought forward Charged with "Lying down and Sleeping on his post" whilst
a Sentinal...
To this Charge the prisoner pleads Guilty of Lying Down, and Not Guilty, of Going to Sleep
The Court after Duly Considering the evidence aduced, are of oppinion that the Prisoner
Alexdr. Willard is guilty of every part of the Charge
exhibited against him. it being a breach of the rules
and articles of War do Sentience him to receive One
hundred lashes, on his bear back, at four different times
in equal proportion. and
Order that the punishment Commence this evening at Sunset,
and Continue to be inflicted every evening untill Completed
Wm Clark
M. Lewis
July 21, 1804
William Clark
(They reach the Platte River's mouth)
...This Great river being much more rapid than the Missourie forces its Current against the
opposit Shore. The Current of this river comes with great
velosity roleing its Sands into the Missouri, filling
up its Bead & Compelling it to incroach on the S
[North} Shore. we found great dificuelty in passing around
the Sand at the Mouth of this River. Capt. Lewis and
Myself with 6 men in a perogue went up this Great river
Platt about 2 Miles, found the Current verry rapid roleing
over Sands, passing through different Channels none of
them more than five or Six feet deep, about 900 yards
Wide at the Mouth... The Indians pass this river in
Skin Boats which is flat and will not turn
over...
July 22, 1804
William Clark
(they move upstream
about 10 miles)
... This being a good Situation and much nearer the Otteaus town than the Mouth of the
Platt, we Concluded to delay at this place a fiew days
and Send for Some of the Chiefs of that nation, to let
them know of the Change of Government the wishes of our
government to Cultivate friendship with them, the Objects
of our journy and to present them with a flag and Some
Small presents.
Saturday October
27th We had pleasant weather, and we set out early, and proceeded on our Voyage. At 7 o'Clock
A. M. we came to the first Village of the Mandan
nation of Indians,
This Village contain'd between 50 & 60 lodges,
built in the same form that the Rick A Ree (Arikara) Indian lodges were built, and is situated on a high
plain, which lay on the South side of the Mesouri River,-- The
Mandan Indians are in general Stout, well made Men;
and they are the lighest coulour'd Indians I ever saw,
We stopped at this Village about 2 hours, and then
proceeded on, about one Mile above the 2nd Village
of the Mandans, and encamped on a lage Sand beach,
near a bottom covered with Timber, The officers had
encamped here in Order to hold a Council with the Mandan
nation & the Gross Vaunter & Water Soix nation of Indians who all reside near each other, and are
friendly to one another, These Indians do not bury
their deceas'd as the other nations living on the Mesouri
do, The manner in which they treat them, is by placing
them on a high Scaffold, wrapped up in Buffalo Robes,
we saw Several of their deceased placed on Scaffolds,
and was inform'd of it being their custom by the Interpreters
among us.-- It was about 11 o'Clock A. M., when
we arrived at this place, the distance from where we
enter'd the Mouth of the Mesouri River being 1,610
Miles.--
September 23,
1806
The tattered Corps
of Discovery arrived at St. Louis and "received a harty
welcom from it's inhabitants."
It had been a
great expedition. Jefferson's explorers had covered 8,000
miles of territory over a period of 2 years, 4 months,
and 9 days. Its records contributed important new information
concerning the land, its natural resources, and its native
peoples. Lewis and Clark learned that the surprising
width of the Rocky Mountain chain effectively destroyed
Jefferson's hoped-for easy connection between the Missouri
and Columbia River systems. This finding was the expedition's
single most important geographical discovery, resulting
in a route over South Pass (Wyoming) during later follow-up
trips westward by fur traders and other explorers. There
had been plenty of difficulties, but Lewis and Clark
were as firm friends as when they started. Congress rewarded
the officers and men of the military enterprise, including
Toussaint Charbonneau, with grants of land.
Lesson 2
The Expedition
leaves for the Pacific coast
This lesson will
focus on preparing and gathering supplies for the trip.
Note the provisions supplied in the May 4, 1804 entry
of the Lewis & Clark diary. Students will once again
meet in their cooperative groups and together will create
a list of what they feel is necessary for the trip. Once
they have their list completed, they compare their own
list to the real one mentioned above. Students may adjust
their list as they see fit after viewing the real list.
Questions for the class could be “What items did
you feel were very important to bring on your journey?
Why or why not?” “What items were you surprised
to see on the list? Why do you think they needed grease
and hog lard?”
Most, if not all
these items will be brought in the classroom. Prepare
dishes using these items. You may also prepare other
dishes from that period.
Log onto:
1800s recipes
http://www.foodfunandfacts.com/recipesfromthe1800s.html
Drawings and food
from the 1800s (PDF)
http://www.blm.gov/or/oregontrail/files/ED_GUIDE_FINAL.pdf
BBQ was invented
in the 1800’s!
http://inventors.about.com/od/inventionsalphabet/a/barbecue.htm
1800’s Recipes
(Some districts will block this site, so you may want
to save it to your hard drive or e-mail it to yourself
from home)
http://www.fortunecity.com/millennium/balloons/1035/1800recp.htm
Vintage California
Cuisine
http://www.seasonalchef.com/historybook.htm
 Lesson 3
The expedition
meets up with Indiana Nations
Lewis & Clark
met up with the Chickasaws, Shoshonis, Kansas,
Mandan, Minitari, the Sioux, and the Omahas and others during their journey. In this lesson, students will learn Indian customs
and art. The Indian Removal
Act will also be examined. Using the Native American Clothing link, students can create clothing out of art materials or, if they are good at sewing, make their own clothing.
Background on the various Nations:
The Chickasaw
Nation home page
http://www.chickasaw.net/
“In ancient
times, Chickasaws placed great importance and meaning
on those locations defined as important by history
and tribal religion. The great migration legend describing
how the tribe moved from the "place of the setting
sun" to the east as ordained by Ababinili (God) was
central in explaining the importance of the homelands.
One can only imagine the sorrow experienced by our
ancestors when it was determined that they would have
to be "removed" from their sacred home.”
The Lemhi-Shoshone
Tribes home page
http://www.lemhi-shoshone.com/
“The years from 1803 to 1860 were critical to the survival of the Shoshoni (Snake) Nation. During this period, trappers,
emigrants, and Mormon settlers came into southwestern
Wyoming. The Shoshoni traded successfully with all
three groups. More importantly, largely because of
the Shoshoni's successful foreign policies, none would
remain permanently. With the dual goal of enriching
themselves economically and saving their homelands,
the Shoshoni became shrewd negotiators in an international
competition designed to deprive them of their lands.
Ultimately they retained at least part of their traditional
land and today proudly claim they were never removed
from their homes in the "Shining Mountains." [http://www.wwcc.cc.wy.us/wyo_hist/shoshoni.htm]
The Fallon Paiute-Shoshone
Tribe
http://www.fpst.org/
The Arikara (Rick-a-Ree) Nation
http://www.mnsu.edu/emuseum/cultural/northamerica/arikara.html
“Their original name was the “Arickaree,” but they were also known as the Sahnish. They are descended
from the Caddoan and are closely related to the Pawnee
and the Skidi band.”
The Kansas/Kaw
Nation web site
http://www.kawnation.com/
“The men wore a blue or red breechcloth with a belt, deerskin leggings, moccasins with no ornamentation, and sometimes
a blanket over the upper part of the body. Shells,
beads, or metal ornaments were attached to the rim
of the ear, sometimes to great profusion, and long
slender hair pipes were common. Kaw men shaved their
heads, leaving only the scalp lock uncut. Sometimes
the edge of the lock was colored with vermilion, or
an eagle feather was inserted. On top of the head a
roach (headdress) might be worn, made of deer tail,
dyed red and parted longitudinally by a silver spreader.”
Kansas Nation
Treaty document
http://digital.library.okstate.edu/kappler/Vol2/treaties/kan0248.htm
The Mandan Nation
web site
http://www.mhanation.com/main/main.html
“The Mandan had created a focal point of trade on the Missouri River. All of
the plains tribes came to barter for agricultural
good and products. Called the "Marketplace
of the Central Plains", the Mandan established what
was to be the forerunner of trading posts that came
later to the area.”
Omaha Indian Music
http://memory.loc.gov/ammem/omhhtml/
This site has
downloadable MP3s that you can play in class while the
students are working on projects. Students may also dance
to the music in their Indian garb.
Cheyenne River
Sioux Tribe
http://www.sioux.org/index.html
Oglala Sioux Tribe
http://www.lakotamall.com/oglalasiouxtribe/
The Lakhota Sioux
Heritage Site
http://www.lakhota.com/home.htm
"Sioux, important confederacy of North American tribes of the
Siouan language family and of the Plains culture
area. The Ojibwa word for the group, rendered into
French by early explorers and traders as Nadouessioux,
was shortened to Sioux and passed into English. The
Sioux generally call themselves Lakota or Dakota,
meaning "allies." The seven tribes fall into three
major divisions: the sedentary and agricultural Santee;
the Nakota; and the warrior and buffalo-hunter Teton."
Hidatsa /Minitari Indians
“After their separation from the Crow , with whom they
were united before the historic period, they occupied
several agricultural villages on the upper Missouri
River in North Dakota and were in close alliance with
the occupants of other villages, the Arikara and the Mandan . The Hidatsa
villages, with circular earth lodges, were enclosed
by an earthen wall. Among other Hidatsa traits were
the cultivation of corn and an annual organized buffalo
hunt. They had a complex social organization and elaborate
ceremonies, including the sun dance.”
Hidatsa
http://www.mnsu.edu/emuseum/cultural/northamerica/hidatsa.html
Hidatsa Authors
http://www.ipl.org/div/natam/bin/browse.pl/t162
The Indian Removal Act
This horrible
act was enacted by President Andrew
Jackson.
http://www.historicaldocuments.com/indianremovalact.htm
"Be it enacted by the Senate and House of Representatives of the United
States of America, in Congress assembled, That it shall
and may be lawful for the President of the United States
to cause so much of any territory belonging to the
United States, west of the river Mississippi, not included
in any state or organized territory, and to which the
Indian title has been extinguished, as he may judge
necessary, to be divided into a suitable number of
districts, for the reception of such tribes or nations
of Indians as may choose to exchange the lands where
they now reside, and remove there; and to cause each
of said districts to be so described by natural or
artificial marks, as to be easily distinguished from
every other."
This proclamation lead to the "Trail of Tears" where thousands of Native
Americans lost their lives while walking hundreds of
miles through a rough winter.
Study Indian and Western art:
Native American Art Links
Eiteljorg Museum,
Indianapolis
http://www.eiteljorg.org/
FREE Teacher's
Preview Pass
When you call and schedule a visit for your class, their
Education Dept. will ask if you would like to come and preview
the museum. Teachers enjoy seeing the new changes in the
galleries before bringing the entire class. You can pick
the day and time to fit your schedule and use the pass for
free admission. (317) 636-9378, ext. 150
Wild West Art
http://www.wildwestart.com/
Tribal Art and
Books
http://www.tribalartbooks.com/
Trail Tribes-
Culture and History
http://www.trailtribes.org/
Lakota Indian
Art
http://www.kevinpourier.com/
Medicine Man Art
http://medicinemangallery.com/
Powersource Native
American Art and Education
http://www.powersource.com/gallery/default.html
Real Native American
Art
http://www.nativeart.net/
Art of the Americas-
Native American Art
http://www.princetonol.com/groups/iad/lessons/middle/diversit.htm#Native
Southwest Native
Americans
http://www.princetonol.com/groups/iad/lessons/middle/swest.htm
Northwest Coast
Native Americans
http://www.princetonol.com/groups/iad/lessons/middle/nwcoast.htm
Native American Art Lessons
Native American
Rock Art
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