The Journey of Discovery with Lewis and Clark
Teacher Resources

Gateway to the west, St. Louis

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Differentiation
Targeted Learning Styles and Preferences

Field Dependent Field Independent
Global Understanding Analytical Understanding
Active Reflective
Visual Auditory Tactile Kinesthetic

Have students use assistive tools in BCPS databases including labeled reading levels or lexiles, audio read-aloud features, and embedded dictionaries.
Student Resources

Research and Investigation Guides
Provides scaffolding to support student inquiry learning, including links to interactive tutorials and resources for each process step.

Secondary (6-12) Information Literacy Process Model and Interactive Research Guide

Time Frame
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This lesson should take approximately 3-6 (45- minute) class periods depending on homework given and the level of completion of the on-line research model. Here is a suggested time table for allowing 4 class periods:
Day 1: Gather and share (if necessary) background
information.
Day 2: Collect information on Lewis and Clark and take notes on the graphic organizer
Day 3: In groups, collect information on the individual category of challenges and create a Web 2.0 presentation.
Day 4: Share presentations and complete the voting ballot as the final assessment.

Notes to the Teacher

  • Collaborate with your School Library Media Specialist for integration of 21st Century skills instruction.
  • See your Library Media Specialist for help, or visit the BCPS Resource Wiki for Software, Assistive Technologies, Web 2.0 Tools, Digital Content, and Resources.
  • Special considerations:
    The Background reading activities are designed according to varying reading abilities. Your accelerated readers should use option one, whereas your struggling readers should use option two. If time is an issue, the final assessment can be given even if the background reading section was not completed.

Supplemental Teaching Resourcesweb 2.0

BCPS Curriculum Alignment

magnifying glassEssential Question for Enduring Understanding


Should Lewis and Clark be considered national heros?
BCPSBCPS Curriculum for
Grade 8 Social Studies/Library Media
(BCPS)

Grade 8 - Unit: Nationalism and Expansion in America
O-16 The student will explain the Louisiana Purchase in order to determine the degree to which it impacted
the nation.

KSI-A Describe Lewis and Clark's Mission of Discovery.
KSI-B Explain the challenges that confronted Lewis and Clark.
MD State Curriculum Alignment

Maryland flagMaryland State Curriculum for Grade 8 Social Studies
(MSDE)

Standard 3.0 Geography - Students will use geographic concepts and processes to understand location and its relationship to human activities. (Source : Maryland State Curriculum )
Standard 5.0 History - Students will use historical thinking skills to understand how individuals and events have changed society over time. (Source : Maryland State Curriculum)
Maryland flagMaryland Technology Literacy Standards for Students
(MSDE)
 2.0 – Digital Citizenship: Practice ethical, legal, and responsible use of technology.
3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.
4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.
5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.
6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.
Maryland flagMaryland Environmental Literacy Standards for Students
(MSDE)
Standard 7: Environment & Society
The student will analyze how the interactions of heredity, experience, learning and culture influence social decisions and social change.
C. Cultural Perspectives and the Environment
1. Investigate cultural perspectives and dynamics and apply their understanding in context to:
Explain that differences in the behavior of individuals arise from the interaction of culture and experience.
Different groups of people place greatly differing values on the same kind of good or service.
 
Common Core Curriculum Alignment

common core

 

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
(MSDE)

College and Career Readiness Anchor Standards for Reading
Key Ideas and Details:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure:
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas:
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
National Standards

U.S.National Educational Technology Standards for Students
(ISTE)

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

U.S.Standards for the 21st-Century Learner
(AASL)

 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.6 Use information and technology ethically and responsibly.

Last updated: July 2011
Created by:Jennifer Meltzer
Baltimore County Public Schools

BCPS Research Model, Copyright 2011, Baltimore County Public Schools, MD, all rights reserved.
This Research Model may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from BCPS Copyright © 2011 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.com, from the public domain, according to free license, or with permission. Documents and related graphics may be duplicated for educational, non-profit school use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly. Contact Margaret-Ann Howie, Esq. 410-887-2646 begin_of_the_skype_highlighting 410-887-2646 end_of_the_skype_highlighting

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