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HISTORY/SOCIAL STUDIES LESSON PLAN

History/Social Studies Thematic Lesson Plan: Growth of the Young Nation


Lesson Title: The Lewis and Clark Experience
Part of what unit? Growth of the Young Nation
Grade level: 8
TN State Standards: 8.42 - Analyze the impact of the Lewis and Clark Expedition by identifying the routes on a
map, citing evidence from their journals. (C, E, G, H)
Common Core (CCSS) Standards: 8.42 - Analyze the impact of the Lewis and Clark Expedition by identifying the
routes on a map, citing evidence from their journals. (C, E, G, H)
NCSS Standards:
I. Culture
II, Time, Continuity, & Change
III, People, Places, & Environments
IV. Individual Development & Identity
V. Individuals, Groups, & Institutions
VI. Power, Authority, & Governance
VII. Production, Distribution, & Consumption
VIII. Science, Technology, & Society
IX. Global Connections
X. Civic Ideals & Practices
Language Objectives (SIOP): SWBAT identify on a map the route Lewis and Clark used during their journey to the
Pacific Ocean.
Disciplinary standards? History (i.e. history, geography, civics and government, economics, psychology,
sociology)
Thematic Standards: (check which NCSS apply in this lesson)
NCSS THEMES

II

III

IV

VI

VII

VIII

IX

INSTRUCTIONAL OBJECTIVES:
I.O. #1 Given: A BrainPop video, worksheet and class discussion regarding the Lewis and Clark expedition west.
TLWDAT: explain who Lewis and Clark were and what the Lewis and Clark expedition was.
By; Answering verbal questions throughout the lesson and correctly answering the questions on the accompanying
worksheet.
I.O. #2 Given: the website http://www.nationalgeographic.com/lewisandclark/journey_intro.html and a tabled
worksheet.
TLWDAT: identify and explain the route the Lewis and Clark expedition took, the experience of the explorers and
what they encountered along their trek.
At (performance level): 8th Grade
I.O.#3 Given:

TLWDAT:
By;
At (performance level):
TASK ANALYSIS:
Prerequisite Knowledge

Desired Knowledge/Learning

1. American motivation to seek out


new land to colonize.

SWBAT point out the route on a


modern map and explain the
reasoning behind this route.

2. Thomas Jeffersons persona and


the Louisiana Purchase
3. Agricultural and geographical
differences of the 3 colonial regions
of the British Colonies.
4. The living conditions and
lifestyles of the Africans, Native
Americans and colonists who
occupied America.

Enrichment/Extended Knowledge

SWBAT explain what the explorers


experience may have been like.
SWBAT explain the need of the
government to know what the terrain
was like west of the established
settlements.

PRE-PLANNING

Accommodations/
Differentiation

Assessment (based on objectives)


Formative

Summative

Evaluation of answers on the BrainPop


worksheet.

No summative assessment for this lesson

Evaluation of map and Lewis and Clark


worksheet.

Materials
Lewis and Clark route map and worksheet
Lewis and Clark BrainPop Video and worksheet

Assessment accommodations:

Assessment differentiation:

Integration of Technology
Teacher Use:

Adaptive Technology:

PowerPoint
Video
Student Use:
Video
Lewis and Clark interactive route map
https://www.google.com/maps/d/viewer?msa=0&mid=zlY48eTMIq2I.kgL4igxNvpyc
LESSON DESIGN

Time

Accommodations/
Differentiation

Anticipatory Set (1-3 minute focusing )Attention Signal


Attention Signal

My attention signal is to simply tell the students to listen


up. I may have to repeat it a couple of times and then
tell them, I have something to tell them or something
along those lines. When separating the students into
groups I will tell them that they are not allowed to move
until the tower tells them to move. That they are to
take all directions from the tower and that I am the
tower.

Anticipatory Set

I will open the lesson with a bellringer/guiding question,


which I will have students think about a place where no
one has ever been. (A variety of answers such as from the
bottom of the ocean to another galaxy are expected.) I
will ask them what is known about these places. Are
there preconceived ideas we have about them? Is
information available about these sites? Have we been
able to see these sites even if no one has visited them?
How have we obtained information about these places so
far?

Access/Review
Prior Knowledge: Because we do not have textbooks, students have been assigned
peer reviewed articles to read, which have been posted on the PortaPortal site. The
lesson prior was Thomas Jeffersons Louisiana Purchase, which explains the need and
desire to explore the newly purchased land.

Topic presentation (What will the students be told?)

Time

Lecture Students will be given a brief lecture to explain


Video Students will be shown a 5min BrainPop video on the Lewis and Clark
expedition. They will fill in a BrainPop quiz as they watch the movie.
Modeling: Model the map, how the map works and the expectations regarding the
website the map is on. The students will not be allowed to use a site aside from the
one assigned. They will use the website to identify 4 interesting facts along the Lewis
and Clark route and summarize the fact in their own words and identify it on the
included worksheet.

5mins

5mins

UDL Recognition:
Information is
delivered in 3
different ways.
1. Reading
2. Lecture
3. Video

Guided Practice (Monitoring Learning):


Students will use the website to identify 4 interesting facts along the Lewis and Clark
route. Then they will annotate where their 4 facts took place on the map and fill in the
corresponding tabled worksheet located on the back of the map. They must provide a
legend and are encouraged to use crayons, colored pencils or markers to distinguish
the markings on their map.

Accommodations/
Differentiation

20mins

UDL Strategy:

Checking for Understanding: (Formative)

Students can
choose the colors
they use on the
map and the map
legend.

The items, which will be used to formatively assess the students learning, are the
BrainPop worksheet, the map and the table worksheet.

UDL: Affective
Networks:

Independent Practice: Homework (In-class or out-of-class)

The video and


worksheets will
maintain the
students attention
on the subject
matter.

Newspaper article reporting the Lewis and Clark expedition experience.


Closure: Lesson will be closed with class dismissal.
Feedback and Evaluation: Summative (checking to see if learning objectives were
met)
Feedback will be offered while the students are working. .
Feedback will be given after I have evaluated the worksheet as well as the newspaper
article.
Blooms Taxonomy:
Knowledge factual, conceptual and procedural
Comprehension
Application
Synthesis

20mins

Modifications:
No modifications
are needed for this
lesson.