Mrs.
Mazloom
Grade
5 Teacher
Christopher
Columbus Elementary School
Utica
City School District
William
Clark and Meriwether Lewis
In
1803, President Thomas Jefferson, in a bid to acquire the port of New Orleans,
purchased 827,000 square miles of land from France, essentially doubling the
size of the United States.
But
what good is land if it is not used? Few people lived in this frontier, other
than Native Americans, trappers, and traders. Americans were extremely hesitant
to move to unknown land, which they viewed as only populated by wild animals,
and “savage” Native Americans.
Jefferson wanted to see the land settled by Americans, but before people
would be willing to pick up and move there, the land needed to be
explored. Jefferson hires William Lewis
to explore this territory.
You
will use the steps of the AHPPA to evaluate the expedition of Lewis and
Clark. You will work in a group to
create an illustrated timeline, map, diary entry, and finally write a short
essay discussing the benefits of the Lewis and Clark Expedition, and how our
country might be different today had it not occurred.
You
will work in a group of four students.
You will work together with your peers to complete the
worksheets on each step of the AHPPA model.
1. Once
you are assigned a group, you will work with your group members to research the
Expedition of Lewis and Clark. You may
organize your group any way you chose but might consider assigning each group
member a time period in the Expedition to research.
2. Use
the APPA model
Step 1 to identify the social problem facing Jefferson and the members of
the Lewis and Clark expedition.
3. Complete
APPA Worksheet
#1
4. Use APPA model Step 2
to further research the existence of your problem.
5. Complete
APPA Worksheet
#2
6. Use APPA model Step 3
to determine the causes of your social problem.
7. Complete
APPA Worksheet
#3
8. Use APPA model Step 4
evaluate whether the Lewis and Clark Expedition was successful in addressing
your problem.
9. Complete
APPA Worksheet
#4
10.
Create
an illustrated timeline depicting the major events during the Lewis and Clark
expedition. This timeline must include
at least 8 events and at least 4 illustrations.
11.
Create
a map of the United States that depicts the Expedition of Lewis and Clark. Your map may be 2 or three-dimensional.
12.
Create
a diary entry written from the perspective of a member of the expedition that
depicts either a typical day, or particular event on the expedition.
13.
Write
a short essay discussing at least three benefits of the Lewis and Clark
expedition, and exploring how the United States might have been different if it
had not occurred.
· National
Geographic Lewis and Clark
· Lewis and Clark Mapping the West
· Lewis and Clark’s Historic Trail
· Travelers Guide to the Lewis and Clark
Trail
|
|
CATEGORY |
4
|
3
|
2
|
1
|
|
Spelling
and Capitalization |
Spelling
and capitalization were checked by another student and are correct
throughout. |
Spelling
and capitalization were checked by another student and were mostly correct . |
Spelling
and capitalization were mostly correct, but were not checked by another
student. |
There
were many spelling and capitalization errors. |
|
Content/Facts
|
Facts
were accurate for all events reported on the timeline. |
Facts
were accurate for almost all events reported on the timeline. |
Facts
were accurate for most (~75%) of the events reported on the timeline. |
Facts
were often inaccurate for events reported on the timeline. |
|
Pictures
|
All
graphics are effective and balanced with text use. |
All
graphics are effective, but there appear to be too few. |
Some
graphics are effective and their use is balanced with text use. |
Several
graphics are not effective. |
|
Readability
|
The
overall appearance of the timeline is pleasing and easy to read. |
The
overall appearance of the timeline is somewhat pleasing and easy to read. |
The
timeline is relatively readable. |
The
timeline is difficult to read. |
|
Map
|
|
CATEGORY
|
4 |
3 |
2 |
1 |
|
Neatness of Color and Lines |
All straight lines are ruler-drawn, all errors have been neatly
corrected and all features are colored completely. |
All straight lines are ruler-drawn, most errors have been neatly
corrected and most features are colored completely. |
Most straight lines are ruler-drawn, most errors have been
neatly corrected and most features are colored completely. |
Many lines, corrections of errors, and/or features are not
neatly done. |
|
Labels - Accuracy |
At least 90% of the items are labeled and located correctly. |
80-89% of the items are labeled and located correctly. |
79-70% of the items are labeled and located correctly. |
Less than 70% of the items are labeled and located correctly. |
|
Spelling/Capitalization |
95-100% of words on the map are spelled and capitalized
correctly. |
94-85% of the words on the map are spelled and capitalized
correctly. |
84-75% of the words on the map are spelled and capitalized
correctly. |
Less than 75% of the words on the map are spelled and/or
capitalized correctly. |
|
Labels & Features - Neatness |
90-100% of the labels/features can be read easily. |
89-80% of the labels/features can be read easily. |
79-70% of the labels/features can be read easily. |
Less than 70% of the labels/features can be read easily. |
|
Map Legend/Key |
Legend is easy-to-find and contains a complete set of symbols,
including a compass rose. |
Legend contains a complete set of symbols, including a compass
rose. |
Legend contains an almost complete set of symbols, including a
compass rose. |
Legend is absent or lacks several symbols. |
|
|
|
|
|
|
Diary Rubric
|
Category |
4 |
3 |
2 |
1 |
|
Historical
details |
Student
uses 4 or more historical details |
Student
uses at least 3 historical details |
Student
uses 2 historical details |
Student
uses 1 or less historical details |
|
Grammar
and spelling |
Few
if any grammar or spelling errors |
Some
grammar and spelling errors, but doesn’t take away from the writing. |
Many
grammar and spelling errors, but idea of entry remains. |
Grammar
and spelling errors impede the purpose of diary entry. |
|
Sentence
and paragraph structure. |
Varied
word use. Well constructed sentences
and paragraphs. |
Some
varied word use. Sentences are
complete and paragraphs properly structured. |
Some
issues with sentence and paragraph structure. |
Many
sentence and paragraph errors. |
|
Creativity |
Student
is extremely creative, using an original voice. Diary entry is entertaining to read. |
Some
creativity displayed. A distinct
effort has been made. |
Student
has shown an attempt at creativity. |
Diary
entry lacks creativity. |
Essay
Rubric
|
Category |
4 |
3 |
2 |
1 |
|
Historical
Benefits |
Student
uses 4 or more historical benefits |
Student
uses at least 3 historical benefits |
Student
uses 2 historical benefits |
Student
uses 1 or less historical benefits |
|
Grammar
and spelling |
Few
if any grammar or spelling errors |
Some
grammar and spelling errors, but doesn’t take away from the writing. |
Many
grammar and spelling errors, but idea of entry remains. |
Grammar
and spelling errors impede the purpose of diary entry. |
|
Sentence
and paragraph structure. |
Varied
word use. Well constructed sentences
and paragraphs. |
Some
varied word use. Sentences are
complete and paragraphs properly structured. |
Some
issues with sentence and paragraph structure. |
Many
sentence and paragraph errors. |
|
Life
in America |
Student
creates a well supported argument of what life would be like in the US
without Lewis and Clark. |
Student
creates an argument of what life would be like in the US without Lewis and
Clark. |
Student
attempts to document what life would be like in the US without Lewis and
Clark. |
Student
omits argument of what life would be like in the US without Lewis and Clark. |
Sacagawea
with Lewis and Clark
Congratulations! You have finished the Lewis and Clark
Webquest! You have worked together with
your classmates, used the American History Public Policy Analyst, and gained a
greater understanding of the Expedition of Lewis and Clark and how it has
affected the United States. Wow!
Standard 1, Key Idea 1
Key Idea 1: The study of New York State and United States history requires
an analysis of the development of American culture, its diversity and
multicultural context, and the ways people are unified by many values,
practices, and traditions.
Performance Indicators--Students will:
Elementary
·
know the roots of American culture, its development from
many different traditions, and the ways many people from a variety of groups
and backgrounds played a role in creating it
·
understand the basic ideals of American democracy as
explained in the Declaration of Independence and the Constitution and other
important documents
·
explain those values, practices, and traditions that
unite all Americans
Standard 1, Key Idea 2
Key Idea 2: Important ideas, social and cultural values, beliefs, and
traditions from New York State and United States history illustrate the
connections and interactions of people and events across time and from a
variety of perspectives.
Performance Indicators--Students will:
Elementary
·
gather and organize information about the traditions
transmitted by various groups living in their neighborhood and community
·
recognize how traditions and practices were passed from
one generation to the next
·
distinguish between near and distant past and interpret
simple timelines
Standard 1, Key Idea 3
Key Idea 3: Study about the major social, political, economic, cultural,
and religious developments in New York State and United States history involves
learning about the important roles and contributions of individuals and groups.
Performance Indicators--Students will:
Elementary
·
gather and organize information about the important
accomplishments of individuals and groups, including Native American Indians,
living in their neighborhoods and communities
·
classify information by type of activity: social,
political, economic, technological, scientific, cultural, or religious
·
identify individuals who have helped to strengthen
democracy in the United States and throughout the world