Lesson Plan
Title: Follow the Trail, The Lewis and Clark Expedition
Subject:  Social Studies
Grade Level:  5
Overview:
Social Studies Comprehensive Curriculum Unit 1 Activity 1 GLE 18:
The student will engage in a WebQuest and an Online Simulation which focuses on the system of barter and trade among early people in the Americas. This lesson concentrates on geographic locations and movement based on goods and services available. The WebQuest and the Online Simulation is based on the Lewis and Clark Westward Expedition. Students will create a Visual Ranking, use the INTEL Internet Tools, prioritizing items to bring on the journey. Technology activities and products include: an advertisement flyer using MS Publisher, trading cards generated with MS Picture Manager, and Journaling using a Palm Handheld.
Approximate Duration:  5 to 7 - 50 minute class periods
Content Standards:
  • Geography: Physical and Cultural Systems
         Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
  • Economics: Interdependence and Decision Making
         Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the World.
  • History: Time, Continuity, and Change
         Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
Benchmarks:
  • G-1A-M2
         interpreting and developing maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns;
  • E-1A-M9
         using economic concepts to help explain historic and contemporary events and developments;
  • H-1C-M13
         describing the development and expansion of complex societies and empires in the Americas;
  • H-1C-M1- describing the earliest human communities
Grade-Level Expectations (GLEs):
    • The World in Spatial Terms
      Grade 5

      4. Locate major landforms and geographic features, places, and bodies of water/waterways on a map of the United States

      (G-1A-M2)
    • Fundamental Economic Concepts

      18. Describe economic activities within and among American Indian cultures prior to contact with Europeans

      (E-1A-M9)
    • World History

      41. Describe the origins, characteristics, and expansion of ancient American empires (e.g., Inca, Maya) and complex societies in the Americas (e.g., Aztec)

      (H-1C-M13)
    Interdisciplinary Connections:  
    • English/Language Arts : Standard 5
           Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge.
    • English/Language Arts : Standard 7
           Students apply reasoning and problem solving skills to reading, writing, speaking, listening, viewing, and visually representing.
    Educational Technology Standards:  
    • Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
    • Use telecommunications and online resources efficiently and effectively to collaborate with peers, experts, and others to investigate curriculum-related problems, issues, and information and to develop solutions or products for various audiences.
    Objectives:
    TLW: utilize Inspiration to generate a concept map of why people barter.

    TLW: examine economic vocabulary terms as they relate to the lesson.

    TLW: gain an understanding of bartering as a direct exchange of goods and services by navigating and exploring a WebQuest and Online Simulation.

    TLW: interpret and analyze Lewis and Clark’s trade route maps to investigate trade and barter concepts.

    TLW will design and create a flyer advertising a “Trading Post.”

    TLW will generate trading cards and participate in class barter and trade session.

    TLW: rank items by importance to take on the journey, and justify choices.

    Lesson Materials and Resources:
    Material to create Bags for Barter Activity:
    small brown paper bags
    assorted candy, gum, stickers, and small items.
    Vocabulary Barter and Trade Crossword puzzle.
    Vocabulary Introduction PowerPoint
    Flyer/Trading Card Rubric
    Constructed Response Item
    Flip Chart - Lewis and Clark

    Technology Tools and Materials:

    Hardware:
    Internet capable computer
    Printer
    Palm Handheld (optional)
    Promethean Board

    Software:
    MS Office Publisher
    MS Picture Manager
    ACTVIstudio PE

    Websites:
    •Web Quest - Lewis and Clark Barter with the Native Americans: Teacher Version
          www.econedlink.org/lessons/index.cfm?lesson=EM270&page=teacher
    •Web Quest - Lewis and Clark Barter with the Native Americans: Student Version
          www.econedlink.org/lessons/index.cfm?lesson=EM270
    •Google Images
          http://www.google.com/
    •Lewis and Clark Interactive Internet Game
          www.nationalgeographic.com/west/

    Other:
    Lewis and Clark WebQuest
    Lewis and Clark Online Simulation (Online Interactive Game)
    United Streaming Video Clips:
    The Importance of Money: From Barter to Currency.
    Lewis and Clark: Tools of Survival;
    Introduction
    Sacajawea, Guide to Lewis and Clark

    Background Information:
    Although the main focus of this lesson is gaining knowledge about the barter system and it's role in North America's history, the teacher should build background information on the Lewis and Clark Expedition. Teacher should incorporate the United Streaming Video Clips: Lewis and Clark: (Tools of Survival) Introduction clip, and Sacagawea, Guide to Lewis and Clark clip. The students will need a working knowledge of MS Publisher, MS Picture Manager, basic knowledge of Palm Handheld, and how to navigate the Internet.
    Lesson Procedures:
    Essential Questions
    What is bartering?
    What is the purpose of bartering?
    What makes a good deal?
    Why do we travel and explore?
    How do limited geographical resources affect economic decisions?
    As a result of the Lewis and Clark expedition trip what positive and negative effects did they have on the land, people, and economics of the United States?
    Teacher Prep.
    Place different candies, stickers, gum in brown paper bags (About 5 item per bag. Don’t put the same thing in each bag.)

    1. Anticipatory Set
    Show United Streaming video clip, The Importance of Money: From Barter to Currency.  Use the Lewis and Clark Flipchart to help student gain knowledge about the Lewis and Clark Expedition. This can be used through out the unit to re-inforce the concepts.

    Using the prepared bags, encourage students to participate in the bartering process by exchanging items with other students for items they deem more valuable.)
    Explain to students the process of bartering. (to exchange goods or services without the use of money to obtain items of personal value.)
     

    Use the Lewis and Clark Flipchart to help student gain knowledge about the Lewis and Clark Expedition. This can be used through out the unit to reinforce the concepts.


    2. Pre-Assessment (KWL)
    Open a class discussion about the bartering process and why people barter, Use Inspiration record responses. (ex: trading 2 items to obtain 1)

    3. Introduce Economic Vocabulary Using PowerPoint.
    As independent practice, have students complete the crossword puzzle. (created with Puzzle Maker on Discovery School) Students can refer back for study and review.

    4.  Collaborative Activity:
     Lewis and Clark Bartering WebQuest and INTEL Visual Ranking Activity
    Student will work in pairs to gather information about bartering and the historical facts about Lewis and Clark Expedition by engaging in a WebQuest.     http://www.econedlink.org/lessons/index.cfm?lesson=EM270   During the WebQuest the students will have an opportunity to create list of items to trade with the natives along the trip. Remind the students to keep the list for later use.  After completing the WebQuest, students will use this list with the INTEL Visual Ranking Tool.

    5. Post-Assessment:
    Upon completing the WebQuest, students will complete an online assessment within the WebQuest. Make sure students print results for evaluation.

    6. As a culminating activity for Lewis and Clark's WebQuest, allow students to participate in the simulation Internet game. "Lead the Expedition!" This is an informative, interactive computer game where students can help guide Lewis and Clark westward. It also contains historical journal entries of the trip as recorded by Lewis and Clark. http://www.nationalgeographic.com/west/ Student will make discussions along the way based on bartering trade opportunities. This site is an excellent one for students to put technology into use. Students are also using critical thinking skills to make this interactive trek along Lewis and Clark’s journey of exploration route. As students engage in the simulation, they will have opportunities to record “Did You Know Facts”, using the Memo feature on the Palm. Have students record facts to share with others. After journaling on the palm, students will beam "Did You Knows" to each other, building a extensive study guide.

    7. Final Product:
    Using MS Publisher, students will design a flyer advertising a Trading Post. (see student directions)
    Students post flyers as advertisements for others to view what they have to offer for barter.
    Using Google Search Image and MS Picture Manager, students will generate at least 12 trading cards of items found at their trading post. (see student directions)
    Remind students when collecting items for their trading post, to include items of interest to others.
    Have students engage in a bartering session with other students using trading cards.
    Use Flyer/Trading Card Rubric to evaluate student products.
    Formal Assessment
    Use Constructed Response Item to assess understanding barter and trade.

    Assessment Procedures:
    Inspiration Activity ( Pre-assessment)
    Online Assessment in Webquest ( Post- Assessment)
    Flyer/Trading Card Rubric
    Crossword Puzzle (Informal Assessment)
    Constructed Response Item (Formal Assessment)
    Accommodations/Modifications:
    Accommodations/modifications for 504, gifted, and other special needs students are based on IEP (Individual Education Program) goals and objectives.
              ----- written by Kay Bolen  

    Reproducible Materials:
    Explorations and Extensions:
    As an extension of this lesson, use the software program, Oregon Trail 5 to reinforce the concept of barter and trade.
    Lesson Development Resources:
    Rubistar
    Making Connections Lesson Builder
    Comprehensive Curriculum
    Discovery School Puzzle Maker
    United Streaming
    Reflections:
    Contact Information:
    Kay Bolen
    kay.bolen@cpsb.org
    Technology Department
    Additional Contacts:
    MarcoPolo Lesson:  No