Lewis and Clark in…

Although Lewis and Clark began preparations for their journey before arriving in

Missouri, the Corps of Discovery set off for its exploration of the Louisiana Purchase

from St. Charles, Missouri in August 1804. President Jefferson had instructed the

group to 1) map a new route to the Pacific Ocean, 2) make contact with the Native

Americans, 3) obtain specimens for further study, and 4) keep a full record of

activities during the expedition (http://www.lewisandclarktrail.com). Along the

Lewis and Clark trail today, there are numerous landmarks, monuments, and

memorials dedicated to the successful efforts of the explorers. These objects reflect

all aspects of the Corp’s fourfold purpose issued by President Jefferson. Furthermore, many of the

monuments were inspired by the journals kept during the journey.

The list that follows provides examples of one or two selected landmarks,

monuments, or memorials found in each state along the Lewis and Clark trail. The

links are citations for the source of each photograph and most provide descriptions

and/or explanations of the landmark, monument, or memorial. Likewise, excerpts

from the Lewis and Clark journals are also noted to accompany each picture. The

journal excerpts may be from the same location where the landmark, monument, or

memorial is situated or within the same state.

IDEAS FOR LESSON IMPLEMENTATION: A SUGGESTED SEQUENCE

Print photos of the landmarks, monuments, and memorials dedicated to Lewis and Clark. Cut

each photo into puzzle pieces.

Divide the class into small groups of 2-3 students. Give each student one photo puzzle.

Allow each group a designated amount of time to assemble the photo puzzle and glue it to

construction paper. This strategy promotes analysis of the photo because students will be

looking for details as they work the puzzle. The pictures can then be displayed in the classroom.

(If you prefer, students can assemble the puzzles only—and not glue them to another paper. This

will allow the teacher to use the same puzzle pieces throughout the day. Pictures can be shared

with the whole class by displaying them on PPT.)

After assembling the photo puzzles, have students complete the photo analysis worksheet

(Appendix A, “Looking at Landmarks, Monuments, and Memorials”). They should be prepared

to share answers with the class during teacher-led discussion.

Using a map of the United States, have students label the states where each landmark,

monument, or memorial is located. (Locations are noted on each picture). This will depict the

general route followed by the Corps of Discovery.

Display the map and the pictures around the classroom.

Randomly distribute the journal excerpts to the student groups. Provide a designated amount of

time to read the journal excerpts and seek clarification for any unknown words (spelling,

punctuation, and grammar are inconsistent throughout the journals). Have students participate in

a modified gallery walk, working together to decide which journal excerpts and pictures match

each other. (Locations are not noted on journal excerpts.) Direct students to post the journal

excerpts with the matching pictures and then return to their seats. Ask each group to share.

Pose the following question to students: What four things do you think President Jefferson

directed Lewis and Clark to do while exploring the Louisiana Purchase? Working

independently or with the previously assigned small groups, direct students to use the

information they acquired from the pictures and primary source documents to generate answers.

Have students record their answers on paper. They should be prepared to explain and discuss

their responses with the whole class. The teacher should lead students in a whole class

discussion of responses, confirming and correcting replies while using the gallery walk resources

as evidence. Students can also move the pictures to category headings representing the fourfold

purpose issued to the Corps of Discovery, providing rationales for the selection.

EXTENDING THE LESSON

Research additional landmarks, monuments, and memorials related to the Lewis and Clark

expedition. (Students can also research landmarks, monuments, and memorial for other themes

being studies during the year. Appendix B, “Deconstructing Historical Markers,” may be useful

for such an activity.)

Create a journal entry (or multiple entries over a specified number of days) similar to those kept

by members of the Corps of Discovery. Include general information relating to a typical day as

well as facts and sketches of flora and fauna found around the school or students’ homes.

Design a monument dedicated to Lewis and Clark based on a specific journal entry.

Select a journal entry and re-write it using today’s correct grammar, spelling, and punctuation.

Note: There are extensive online resources available for studying Lewis and Clark. These offer

a wide range of lesson plans and activities for classroom use.

PHOTOS AND JOURNAL EXCERPTS

MISSOURI (St. Charles/Jefferson City)

Photo: Monument to Lewis and Clark

Journal: May 21, 1804

Note: The location of this monument is Jefferson City, while the journal excerpt is from St. Charles. There is a monument located in St. Charles; however, the one in Jefferson City features more members of the expedition party and was chosen for this activity based on the statement “…arranging our party…” in regards to the final preparations for the journey.

KANSAS (Atchison)

Photo: “Clark’s Point” Statue Model located inside the Atchison County Historical Society Museum (http://www.arthes.com/lewisandclark/atchison/); Note: This resin model is one of three created for the full-scale statue located in Case Park, Missouri. It is shown here as reference only and does not include a journal entry for this activity.

Photo: D.A.R. Commemorative Marker (http://www.arthes.com/lewisandclark/atchison/)

Photo: Fourth of July 1804 Creek (http://www.arthes.com/lewisandclark/atchison/)

Journal: July 4, 1804

NEBRASKA (Fort Atkinson)

Photo: “First Council” (http://lewisandclarktrail.com/section1/necities/Omaha/firstnativecouncil/firstcouncil.htm)

Photo: “The Meeting Place” (http://en.wikipedia.org/wiki/File:Meeting_place_of_LewisClark_and_Indians.jpg)

Journal: August 3, 1804

IOWA (Sioux City)

Photo: Sergeant Charles Floyd Monument (http://www.nps.gov/history/history/online_books/lewisandclark/site7.htm)

Journal: August 20, 1804 (2 excerpts)

SOUTH DAKOTA (Spirit Mound, near Vermillion)

Photo: Spirit Mound (http://www.panoramio.com/photo/7200900)

Inset Photo: Lewis and Clark Interpretive Sign (http://www.hmdb.org/PhotoFullSize.asp?PhotoID=142440)

Journal: August 24, 1804

NORTH DAKOTA (Washburn)

Photo: Lewis and Clark Interpretive Center (http://lewisandclarktrail.com/section2/ndcities/BismarckMandan/InterpretiveCenter/index.htm)

Journal: November 12, 1804

MONTANA (near Fort Benton)

Photo: “Explorers at the Marias” (http://lewisandclarktrail.com/section3/montanacities/fortbenton/ftbenton.htm)

Journal: June 3, 1805

IDAHO (Weippe)

Photo: “Hospitality of the Nez Perce” (http://www.lewisandclarktrail.com/section3/idahocities/nezpercelewiston.htm)

Journal: September 22, 1805

WASHINGTON (Long Beach)

Photo: “Captain Clark and Sturgeon” (http://lewisandclarktrail.com/section4/wacities/chinook/discoverytrail2.htm)

Journal: November 19, 1805

OREGON (Ft. Clatsop)

Photo: “Arrival” (http://www.lewisandclarktrail.com/section4/orcities/astoria/fortclatsop/index.htm)

Journal: March 13, 1806

MISSOURI (St. Louis)

Photo: “The Captains’ Return” (http://www.lewisandclarktravel.com/index.php/site/lewis_clark_statue_underwater_near_st_louis_arch/)

Inset Photo: “The Captains’ Return” (details.cfm?pid=395&title=The%20Captain%27s%20Return&artist1=Harry%20Weber)

Journal: September 23, 1806

Sioux City, IA

Fort Clatsop, OR

Lewiston, ID

Sioux City, IA

St. Louis, MO

Atchison, KS

Jefferson City, MO

Washburn, ND

near Long Beach, WA

near Vermillion, SD

Fort Benton, MT

Atchison, KS

Atchison, KS

Fort Atkinson Park, NE

near Fort Atkinson, NE

From the Journals of…

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From the Journals of…

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From the Journals of…

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From the Journals of…

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From the Journals of…

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From the Journals of…

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From the Journals of…

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From the Journals of…

Lewis and Clark

Directions: Complete the analysis questionnaire for the landmark, monument, or memorial being studied. Write your answer in the spaces provided.

1. Describe the material from which the object is made: metal, wood, stone, etc.

2. List people, objects, and activities in the photograph.

PEOPLE ___________________________

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

OBJECTS ___________________________

___________________________ ___________________________ ___________________________ ___________________________

___________________________

___________________________

ACTIVITIES ___________________________

___________________________ ___________________________ ___________________________ ___________________________

___________________________

___________________________

3. What details do you notice about the people, objects, and activities? How are they arranged?

PEOPLE ___________________________

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

_________________________

OBJECTS ___________________________

___________________________ ___________________________ ___________________________ ___________________________

___________________________

___________________________

ACTIVITIES ___________________________

___________________________ ___________________________ ___________________________ ___________________________

___________________________

___________________________

4. What is the physical setting?

LOOKING AT LANDMARKS, MONUMENTS, & MEMORIALS

APPENDIX A

5. Based on what you have observed above, list three things you might infer from this landmark, monument, or memorial.

A._______________________________________________________________________________ B._______________________________________________________________________________ C._______________________________________________________________________________

6. What questions does this photograph raise in your mind? What more do you want to know? A._______________________________________________________________________________ B._______________________________________________________________________________ C._______________________________________________________________________________

7. Where could you find the answer to the questions you raised in #6?

8. Write a name or title for the landmark, monument, or memorial. Explain why you choose that particular name.

Adapted from Photo Analysis Worksheets offered by Library of Congress and National Archives web sites

Deconstructing Historical Markers

The landmark, monument, or memorial I am studying is ______________________________________.

It is located in _______________________________________________________________________.

Directions: Use the Internet or other sources provided to research a selected landmark, monument, or memorial. Answer the following questions based on the information you find. Write your answers in complete sentences. You may use another sheet of paper if needed.

1. Who built it? (Does the marker say who built it or who funded it? Was the designer chosen from a

competition?)

2. When was it built? (How does the marker reflect the time period in which it was built?)

3. What is the message of the marker? (Is there a written message on the marker? What symbols are

on the marker and what do they represent? Does the marker include human figures? If so, are they

“doing anything”? How are they depicted? How are characteristics of gender, race, age, and/or

social class shown?)

4. Who is the marker for? (Who does the marker memorialize or remember? Is this explained

through text on the marker? If not, how do you know who the marker is for?)

5. Why is the marker here? (Is the marker located where an important event occurred? Is it located

in an area where the memorialized person lived or died? Was this the easiest place to build the

memorial because there was enough land for it?)

6. Who is the intended audience of the marker? (Is the marker’s text written in a specific language?

Are there certain groups who seem to be the “target” audience? Does the name of the marker

encourage or discourage visits from some groups of people?)

Appendix B

7. Does the marker still “function”? (How many people visit the marker? How often is it visited? Is

the marker cared for and maintained? It is used only for commemoration or does it have other

purposes, such as being a community building or park?)

8. Does the marker serve the social purpose for which it was probably intended? (Is the marker

still used? Why or why not? Does it commemorate something people do want to think about?)

9. Why is there no marker here? (Have important events taken place in locations where there are no

historical markers? Why have certain events [or people] not been commemorated?)

10. List the resources you used here:

A.

B.

C.

Draw and color a picture of the landmark, monument, or memorial in the box below. Your drawing

should take up as much space as possible. After coloring, there should be no white spaces in the box.

Source of Questions: Hatlie, Mark R. (date). Deconstructing historical markers: How to question historical places, monuments, memorials, and museums. Retrieved from http://sites-of-memory.de/main/deconstruction.html on March 4, 2012.