Unit Title: “Lewis & Clark: A Simulation of the Corps of Discovery"
Course/Grade: Grade 4 Social StudiesTime Frame: One Trimester
Performance Indicators or Learning Targets
4.SS.1(A)When given a list of significant individuals and groups (diverse cultural, racial, and religious groups from other parts of the world)involved in the western expansion and settlement in Idaho, students willcategorize/rate the importance of these individuals (in their own opinion) by creating a ranked list and provide justification for the ranking. Students will dramatize/presentan individual of their choice person (think “Night at the Museum”). 4.SS.1.2.1; 4.SS.1.3.3
4.SS.1(B)Illustrate on a blank mapthe boundaries of Idaho’s five federally recognized tribes (Coeur d’Alene, Kootenai, Shoshone-Bannock, Nez Perce, and Shoshone-Paiute), drawpictures of unique items(tool, symbol, animal, etc.) of that tribeon the map, and verbally acknowledge that there are other tribes that live in Idaho but are not federally recognized.4.SS.1.3.1; 4.SS.1.3.2
4.SS.1(C)Use a graphic organizer to comparehousing, food, religion, culture, and the social/governmental organization of Idaho Native American tribes. (Coeur d’Alene, Kootenai, Shoshone-Bannock, Nez Perce, and Shoshone-Paiute) and write a summary identifyingthe similarities and differences among these tribes. 4.SS.1.3.4
4.SS.2(A)When given scenarios based on information from the Journals of Lewis and Clark students will ploton a map of the United States(collect, analyze, interpret, and communicate) the progress of the Corps of Discovery. Students will verbally evaluate (debate) decisions made by the Corps of Discovery. 4.SS.2.1.3
4.SS.2(B)Show/identifyon a blank world map, the 7 continents, 5 ocean (Atlantic, Pacific, Indian, Arctic, Southern), the 4 hemispheres, the Equator and the Prime Meridian. 4.SS.2.1.2
4.SS.2(C)Identify, on a map of Idaho using a number/letter grid, specific locations and geographic features (cities; geographic features such as Hells Canyon, FrankChurchRiver of No Return Wilderness, Lakes, mountains, etc.). 4.SS.2.1.3
1. Motivation
Teachers, you probably already introduced Thomas Jefferson’s instructions to the Corps of Discovery as a lead-in to the Native American Unit. It would be a good idea to remind them of this. You may also show the following Power Point as an introduction. Lewis and Clark Power Point.
These team-building exercises should pay rich dividends as the simulation progresses.
  1. Phase 1: Day 1: Introduce the concept of a simulation;possibly refer to computer game experience. Read or tell page 28 (a brief introduction of the Lewis and Clark expedition). Introduce the concept of groups called corps that students will form for the simulation.
  2. To discover what the students already know, give them the PRE-TEST
  3. Conduct the VOCABULARY VOYAGE activity (clarify unknown words).
  4. Divide students into Corps. Corps will decide on their own names and mottos.
  5. Phase 1: Day 2: Go over this simulation’s rules and procedures.
  6. Students read guides, generate questions for classmates, and play the game, KNOW BEFORE YOU GO!
  7. Award Expedition Cards to groups that generated thoughtful procedural questions.
  1. Phase 1: Day 3: Map Skills and Expedition Readiness (p34), Continent, hemisphere, and equator, cartographers, latitude, and longitude. Practice writing in a CAPTAIN’S LOG. Review with an LEWIS AND CLARK MAP. Then hold LATITUDE AND LONGITUDE CHALLENGE. which covers Performance Indicator 4.SS.2(B)
  2. Students decorate their group’s PIROGUE.

2. Information
Students are members of a cooperative groups (CORPS), which move across the United States Map following the same route as Lewis and Clark. Jobs (responsibilities) are rotated among the Corps members every expedition day. Each Student will take at least one turn as Captain and will solve a “Daily Dilemma. ” It is critical students all work on at least one dilemma to address Performance Indicator 4.SS.2(A). Students must complete tasks to earn Expedition Cards (in order to move ahead on the route.) Students will learn about:
  • History: cultural groups, relevant historical figures, reasons for exploration, how westward expansion impacted Native Americans.
  • Geography: how to use a number/letter grid for geographic coordination, how to collect, analyze, interpret and communicate data, to identify major oceans, landforms and use basic geographic terms.
  • Economics: how Native Americans met their needs and concepts of supply, demand and scarcity.
  • Civics and Government: governmental organization
Phase 2 is the most involved portion of the Lewis & Clark simulation. Page 41 describes the daily procedures. The following is an example of how activities might flow, butdifferent classes will go at differing paces.
Phase 2: Day 1:Beginning the Expedition
  • Read the Daily Dilemma with the students and slowly walk them through the team process of discussing and solving it. Take your time to ensure all students know the process.
  • Accommodations/Modifications: read aloud to students, allow students to answer questions verbally when writing is an issue.
Phase 2: Days 2 and Beyond: Continue the Expedition. Students should all be given the chance to experience the different Corps roles (Captain, Journal Writer, Interpreter, & Privates) but some students will need to have modified expectations when assuming those roles. One possible accommodation would be to allow an oral report from a Captain or Journal writer who has difficulty with written language. Avoid assigning struggling students the Private role and easier Corps tasks like crafts.
These are Corps Tasks that students must do to properly meet State Standards
  • Suggestion: start with the Corps Tasks “Seaman the Newfoundland Dog” together in class and bring in the Scott Foresman story from your Language Arts curriculum about Seaman.
  • Speech to Congress: Ask students to also describe the three branches of government
  • Equip an expedition: use a number letter grid
  • Poem or Song
  • Biography
  • Louisiana Purchase Editorial
  • Sacagawea
  • Expedition clothing: comparing how natives and early settlers met their basic needs
  • Map of 1803
  • Native American Tribe Map
  • Latitude and Longitude Finder
  • Timeline
  • One Corps Task addition to meet Performance Indicators 4.SS.1(B); 4.SS.1(C); 4.SS.2(C) are the Idaho Mapping Activity (included) and Idaho Native American Tribes Chart (included).

3. Assessment
Teachers mayassess formatively using their own grading procedures on the following tasks:
  • Communication Tasks: Sign Language, Speech, Presentation
  • Writing Tasks: Poem, Song, Biography, Editorial
  • Art and Craft Tasks: 3D models, paper crafts, historical drawings, beadwork, historical gear re-creations
  • Mapping Tasks: historical geopolitical maps (including native tribes), geography activities
  • Research tasks: timelines
  • Challenge tasks: creation of system for coding a message, creation of navigational or cartographic tools
A POST-TEST is provided in the culmination which is an additional assessment to use (compare to pre-test)
  • First Benchmark Assessment and Key

4. Culmination
Phase 3: Days 1 and Beyond Teachers may choose a variety of summative options to assess student learning:
  • Fort Clatsup Quiz Game, p125
  • POST-TEST (compare to pre-test)
  • Presentations, possibly in costume or with technological integration. Teachers, this is a critical culminating activity to address Performance Indicator 4.SS.1(A)
  • Presidential Welcome Home Celebration (recommended)
  • Debriefing orally or in written format