Web viewIt is the segway between ... Conduct short research projects that ... grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g

OCDE Project GLAD®

Explorers UnitGrade 4

Jody Bader and Melissa deLeeuwUpdated 2014, Jody Bader and Jennifer Carlsrud

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OCDE Project GLAD® Demonstration Index-Explorers Grade 4

Strategy 2-Day Graphic Organizer

Generic Materials Unit Materials

ABC Book 70Action Plan 82 87Blank Strategy Pages 89-94Chants/Poetry 32-34 31-38Clunkers and Links with SQ3R 73 43-44

Cognitive Content Dictionary 12 24-30Comparative Input Chart 24Component Area: Closure Rationale 60

Component Area: Extended Activities for Integration Rationale

59

Component Area: Component Area: Focus & Motivation Rationale

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Component Area: Guided Oral Practice Rationale 26

Component Area: Input Rationale 16

Component Area: Reading & Writing Rationale 37

Cooperative Learning 27Cooperative Strip Paragraph 52 3-5, 20Cooperative Strip Paragraph Reading Group 75 20

Directed Reading Thinking Activity -DRTA 71 44-46

Ear to Ear Reading 77Editing Checklist 53-54 54-55ELD Group Frame 40 20-21ELD Review 20 47, 53, 62Expert Groups 42-47 71-74Exploration Report 31 38Extended Name Tag 66Focused Reading 76

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Strategy Generic Materials Unit Materials

Found Poetry 39Graffiti Wall 85 93Graphic Organizers 23 46, 52Guess My Category 68Here There Reading Group 74Home School Connection 83 78-86Individual Tasks 88Inquiry Chart 14Interactive Journals 57Jeopardy 86 92Learning Log 21-22 49Listen and Sketch 78Literacy Awards 8-11 29Memory Bank 72 50Narrative Input Chart 25 39 66Numbered Heads 28Observation Charts 13Personal Exploration 62 6Personal Interaction 36 11Pictorial Input Chart 17-19 61Picture File Cards 30Poetry Frames 38 35Portfolios 56Prediction Reaction Guide 64 30Process Grid 48-50 53 75Sentence Patterning Chart 35Science Experiments 65Story Map 55 40-42Strip Book 69Teacher Made Big Books 15 39Teacher & Student Made Rubrics 80 88-89

Teacher Generated Test 90

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Strategy 2-Day Graphic Organizer

Generic Materials Unit Materials

Team/Individual Big Book 15 51-52Team Presentations 84Team Tasks 41 31Team Writer’s Workshop 79Three Personal Standards 7T-Graph for Social Skills 29Where’s My Answer 87Whole Class Group Frame 51 20Word Bank 67Writer’s Workshop 58 9-10Zero Noise Signal 6

OCDE Project GLAD® Demonstration Supplemental PagesStrategy/Resource Generic Materials

Guided Reading 13

Interest Corners 6-7

Language and Literacy Cycle 2-8

Letter Home 36

Literature Circles 17

Reading Partners 47

Reciprocal Teaching 48

Shared Reading 11Strategies listed within component areas-Planning Pages

57-59

Team Analytical Summary 43-35

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Exploring WA prior to Statehood: Maritime and Overland exploration and trade

(Level 4)Jody Bader and Melissa deLeeuw

OCDE Project GLAD®IDEA PAGES

I. UNIT THEME Explain how events in Washington’s past influence the present Understand how the ideas of significant people affected the history of

Washington State Begin to describe cause and effect relationships between key events,

individuals, and ideas and their impact on history Describe the economic opportunities discovered by early explorers that

encouraged people to immigrate to Washington

21st Century Skills Themes:Global Awareness Using 21st century skills to understand and address global issues Learning from and working collaboratively with individuals representing

diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts

Understanding other nations and cultures, including the use of non-English languages

CREATIVITY AND INNOVATIONThink Creatively Use a wide range of idea creation techniques (such as brainstorming) Elaborate, refine, analyze and evaluate their own ideas in order to improve

and maximize creative efforts

Work Creatively with Others Develop, implement and communicate new ideas to others effectively Be open and responsive to new and diverse perspectives; incorporate group

input and feedback into the work Demonstrate originality and inventiveness in work and understand the real

world limits to adopting new ideas View failure as an opportunity to learn; understand that creativity and

innovation is a long-term, cyclical process of small successes and frequent mistakes

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COMMUNICATION AND COLLABORATIONCommunicate Clearly Articulate thoughts and ideas effectively using oral, written and nonverbal

communication skills in a variety of forms and contexts Listen effectively to decipher meaning, including knowledge, values, attitudes

and intentions Use communication for a range of purposes (e.g. to inform, instruct, motivate

and persuade) Utilize multiple media and technologies, and know how to judge their

effectiveness a priori as well as assess their impact Communicate effectively in diverse environments (including multi-lingual)

Collaborate with Others Demonstrate ability to work effectively and respectfully with diverse teams Exercise flexibility and willingness to be helpful in making necessary

compromises to accomplish a common goal Assume shared responsibility for collaborative work, and value the individual

contributions made by each team member

FLEXIBILITY AND ADAPTABILITYBe Flexible Incorporate feedback effectively Deal positively with praise, setbacks and criticism Understand, negotiate and balance diverse views and beliefs to reach

workable solutions, particularly in multi-cultural environments

INITIATIVE AND SELF-DIRECTIONManage Goals and Time Set goals with tangible and intangible success criteria Balance tactical (short-term) and strategic (long-term) goals Utilize time and manage workload efficiently

Work Independently Monitor, define, prioritize and complete tasks without direct oversight

Be Self-directed Learners Go beyond basic mastery of skills and/or curriculum to explore and expand

one’s own learning and opportunities to gain expertise Demonstrate commitment to learning as a lifelong process Reflect critically on past experiences in order to inform future progress

SOCIAL AND CROSS-CULTURAL SKILLSInteract Effectively with Others Know when it is appropriate to listen and when to speak Conduct themselves in a respectable, professional manner

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Respect cultural differences and work effectively with people from a range of social and cultural backgrounds

Respond open-mindedly to different ideas and values Leverage social and cultural differences to create new ideas and increase

both innovation and quality of work

PRODUCTIVITY AND ACCOUNTABILITYManage Projects• Set and meet goals, even in the face of obstacles and competing pressures• Prioritize, plan and manage work to achieve the intended result

Produce Results• Demonstrate additional attributes associated with producing high quality products including the abilities to:- Work positively and ethically- Manage time and projects effectively- Multi-task- Participate actively, as well as be reliable and punctual- Present oneself professionally and with proper etiquette- Collaborate and cooperate effectively with teams- Respect and appreciate team diversity- Be accountable for results

II. FOCUS/MOTIVATION Big Book Inquiry Chart Observation Charts Content Cognitive Dictionary with Signal Word Explorer Awards

III. CLOSURE/ASSESSMENT Process Charts Explorer role play and interviews Assessment of Learning Logs Biography essay

IV. GRADE LEVEL CONCEPTS Explorers had many reasons for coming to the Pacific Northwest Contact with European explorers affected how Native Americans met their

basic needs Explorers influenced people of different cultural groups to immigrate to WA

prior to 1889 Explains how the Lewis and Clark expedition helps to define the history of the

Pacific Northwest from 1774 to 1849 as a time of exploration and encounter.

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V. WASHINGTON STATE STANDARDS – LEVEL 4SOCIAL STUDIES

The explorer “mini unit” is embedded in the larger unit: Exploring Washington Prior to Statehood. It is the segway between Native Americans and Early Settlers, therefore, the Standards cited reflect all three themes.

HISTORY4.1.2 Understands how the following themes and developments halp to define eras in Washington State history from time immemorial to 1889:

Growth of northwest coastal and plateau tribes prior to treaties (time immemorial to 1854).

Maritime and overland exploration, encounter, and trade (1774-1849).

Immigration and settlement (1811-1889). Territory and treaty-making (1854-1889).

4.1.1 Understands and creates timeline to show how historical events are organized into time periods and eras.

4.2.1 Understands and analyzes how individuals caused change in Washington State history.

4.3.1 Understands that there are multiple perspectives regarding the interpretation of historical events and creates an historical account using multiple sources.

5.2.1 Creates and uses a research question to conduct research on an issue or event.

5.2.2 Understands the main ideas from an artifact, primary source or secondary source describing an issue or event.

5.2.1 Evaluates the accuracy of primary and secondary sources.

5.4.1 Draws clear, well-reasoned conclusions and provides explanations that are supported by artifact and /or primary sources in a paper or presentation.

5.4.2 Prepares a list of resources, including the title, author, and type of source, date published, and publisher for each source.

3.1.1 Constructs and uses maps to explain the movement of people.

3.2.3 Understands that the geographic features of the Pacific Northwest have influenced the movement of people.

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2.1.1 Understands and analyzes the costs and benefits of people’s decision to move and relocate to meet their needs and wants.

VI. NGSS Crosscutting Concepts – LEVEL 41. Patterns – Observed patterns in nature guide organization and classification

and prompt questions about relationships and causes underlying them.a. Similarities and differences in patterns can be used to sort, classify,

communicate and analyze simple rates of change for natural phenomena and designed products.

b. Patterns of change can be used to make predictions. c. Patterns can be used as evidence to support an explanation.

2. Cause and Effect – Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.

a. Cause and effect relationships are routinely identified, tested, and used to explain change.

b. Events that occur together with regularity might or might not be a cause and effect relationship.

3. Scale, Proportion, and Quantity – In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.

a. Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods.

b. Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.

VII. COMMON CORE STATE STANDARDS – 4th GRADE

READING STANDARDS FOR LITERATURE

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology.

7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

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READING STANDARDS FOR INFORMATIONAL TEXT – 4th GRADE

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

3. Explain events, procedure, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

8. Explain how an author uses reasons and evidence to support particular points in a text.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

10.By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Standards: Foundational Skills – 4th grade 3. Know and apply grade-level phonics and word analysis skills in deciding

words. a. Use combined knowledge of all letter-sound correspondences,

syllabication patterns and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate,

and expression on successive readings.

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c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

WRITING STANDARDS – 4th GRADE2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within categories of information using words and phrases (e.g., another for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

SPEAKING AND LISTENTING STANDARDS – 4th GRADE1. Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their won clearly.

a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions to clarify or follow up on

information, and make comments that contribute to the discussion and link to the remarks of others.

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d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Identify the reasons and evidence a speaker provides to support particular points.

4. Report on a topic or text tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion): use formal English when appropriate to task and situation.

LANGUAGE STANDARDS – 4th GRADE1. Demonstrate command of the conventions of Standard English grammar

and usage when writing or speaking.a. Use relative pronouns (who, whose, whom, which, that) and relative

adverbs (where, when, why).b. Form and use the progressive (e.g., I was walking; I am walking; I

will be walking) verb tenses.c. Use modal auxiliaries (e.g., can, may, must) to convey various

conditions. d. Order adjectives within sentences according to conventional pattern

(e.g., a small red bag rather than a red small bag).e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons.g. Correctly use frequently confused words (e.g., to, too, two; there,

their).2. Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing. a. Use correct capitalizationb. Use commas and quotation marks to mark direct speech and

quotations from a text. c. Use a comma before a coordinating conjunction in a compound

sentence.d. Spell grade-appropriate words correctly, consulting references as

needed. 3. Use knowledge of language and its conventions when writing, speaking,

reading, or listening.a. Choose words and phrases to convey ideas precisely.b. Choose punctuation for effect.c. Differentiate between contexts that call for formal English (e.g.,

presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussions).

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4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

a. Use content (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

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ELP STANDARDSVIII. English Language Proficiency StandardsGrades 4-5: Standards 1 and 2

By the end of each English language proficiency level, an ELL can . . .

4-5.1 An ELL can . . . construct meaning from oral presentations and literary and informational textthrough grade-appropriate listening, reading, and viewing.

LEVEL 1

use a very limited set of strategies to identify a few key words and phrases in read-alouds, simple written texts, and oral presentations.

LEVEL 2

use an emerging set of strategies to identify the main topic and retell a few key details of read-alouds, simplewritten texts, and oral presentations.

LEVEL 3

use a developing set of strategies to determine the main idea or theme, and retell a few key details of read-alouds, simple written texts, and oral presentations; and retell familiar stories.

LEVEL 4

use a developing set of strategies to determine the main idea or theme, and retell a few key details of read-alouds, simple written texts, andoral presentations; and retell familiar stories.

LEVEL 5

use a wide rangeof strategies todetermine two or more main ideas or themes, and explain how key details support them in read-alouds,written texts, and oral presentations; and summarize a text.

4-5.2 An ELL can . . . participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

participate in shortconversational andwritten exchangesabout familiar topics, actively listening to others and respondingto simple questions and some wh- questions.

participate in shortconversational andwritten exchangesabout familiar topics, actively listening to others and respondingto simple questions and wh- questions.

participate in shortconversations,discussions, and written exchanges about familiar topics and texts, responding toothers’ comments and adding some comments of his or her own, and asking and answering questions about the topic or text.

participate in conversations, discussions, and written exchanges about a variety of topics and texts, building on the ideas of others and expressing his or her own, asking and answering relevant questions, and adding relevant information and evidence.

participate in extended conversations, discussions, and written exchanges about a variety of topics and texts, building on the ideas of others and expressing his or her own ideas clearly, posing and responding to relevant questions, adding relevant and detailed Information using evidence, andsummarizing the key ideas expressed.

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4-5.3An ELL can . . . speak and write about grade-appropriate complex literary and informational texts and topics.

LEVEL 1

communicate simple information about familiar texts, topics, events, or objects in the environment.

LEVEL 2

deliver short oral presentations and compose written texts about familiar texts, topics, and experiences

LEVEL 3

deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, and experiences, including a few details

LEVEL 4

deliver short oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, including some details.

LEVEL 5

deliver oral presentations and compose written narrative or informational texts about a variety of texts, topics, and experiences, developing the topic with details and examples.

4-5.4 An ELL can . . . construct grade-appropriate oral and written claims and support them with reasoning and evidence.

express an opinionabout a familiar topic.

construct a simple claim about a familiar topic, and give a reason to support the claim.

construct a claim about familiar topics, introducing the topic and providing a few reasons or facts to support the claim.

construct a claim about a variety of topics: Introduce the topic, provide several reasons or facts to support the claim, and provide a concludingstatement.

construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts to support the claim, and provide a concluding statement.

4-5.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems.

recall informationfrom experience and/or gather information from a few provided sources, and label some key information.

recall information from experience and/or gather information from provided sources, and record someinformation.

recall information from experience and/or gather information from print and digital sources to answer aquestion; and identify key information in orderly notes.

recall informationfrom experience and/or gather information from print and digital sources to answer a question; record information in organized notes, with charts, tables,or other graphics, as appropriate; andprovide a list of source

recall information from experience and/or gather information from print and digital sources; summarize key ideas and information in detailed and orderly notes, with graphicsas appropriate; and provide a list ofsources.

4-5.6An ELL can . . .analyze and critique the arguments of others orally and in writing.

LEVEL 1

identify a point an author or speaker makes.

LEVEL 2

identify a reason an author or speaker gives to support a main point, and agree or disagree.

LEVEL 3

tell how one or two reasons support the specific points an author or speaker makes or fails to make.

LEVEL 4

describe how reasons support the specific points an author or speaker makes or fails to make.

LEVEL 5

explain how an author or speaker uses reasons and evidence to support or fail to support particular points, (and at grade 5) identifying which reasons and evidence support which points).

4-5.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing.

recognize the meaning of some words learned through conversations,reading, and being read to.

adapt language choices to different social and academic contents, with emerging control, and use some words learned through conversations, reading, and being read to.

adapt language choices to different social and academic contents, with emerging control, and use some words learned through conversations, reading, and being read to.

adapt language choices and style (includes register) according to purpose, task, and audience, with increasing ease, and use a wider range of general academic and content-specific words and phrases in speech and writing.

adapt language choices and style according to purpose, task, and audience, and use a wide variety of general academic and content-specific words and phrases in speech and writing.

4-5.8 An ELL can . . . determine the meaning of words and phrases in oral presentations and literary and informational text.



determine the meaning of frequently occurring words and phrases and some idiomatic expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology(e.g., affixes, roots, and base words).

determine the meaning of general academic and content-specific words, phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology.

determine the meaning of general academic and content-specific words and phrases and figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology.

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4-5.9An ELL can . . . create clear and coherent grade-appropriate speech and text.

LEVEL 1

communicate simpleinformation about anevent or topic, with support (including context and visual aids), using non-verbal communication and, with limited control,a narrow range of vocabulary and syntactically simple sentences.

LEVEL 2

recount a simple sequence of events in order, and communicate simple information about a topic, with support (including visual aids and modeled sentences), using, with emerging control, frequently occurring linking words (e.g., and, then).

LEVEL 3

recount a short sequence of events in order, and introduce an informational topic, present one or two facts about it, and provide a concluding statement, with support (including modeled sentences), using, with developing control, an increasing range of temporal and other linking words(e.g., next, because, and, also).

LEVEL 4

recount a more detailed sequence of events, with a beginning, middle, and an end, andintroduce and develop an informational topic with facts and details, and provide a conclusion, using, with increasingly independent control, transitional words and phrases to connectevents, ideas and opinions (e.g., after a while, for example, in order to, as a result).

LEVEL 5

recount a more detailed sequence of events, with a beginning, middle, and an end, and introduce an informational topic, develop it with facts and details, and provide a concluding statement or section, using a variety of linking words and phrases to connect ideas, information, orevents.

4-5.10An ELL can . . .make accurate use of standard English to communicate in grade-appropriate speech and writing.

LEVEL 1

recognize and use a small number of frequently occurring nouns, noun phrases, and verbs; and understand and respond to simple questions with support (including context and visual aids).

LEVEL 2

recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions; and produce simple sentences in response to prompts, with support (including visual aids and modeled sentences).

LEVEL 3

use some relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), and prepositional phrases; produce and expand simple and compound sentences, with support(includingmodeled sentences).

LEVEL 4

use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases; and produce and expand simple, compound, and a few complex sentences.

LEVEL 5

use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), prepositional phrases, subordinating conjunctions, and the progressive and perfect verb tenses; and produce and expand simple, compound, and complex sentences

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IX. VOCABULARY

TIER II:AccomplishmentAmericanBeaverBritishCiteCoastlineColonizeCompareContrastDestinationDiscover EnglishEvaluateFoxHypothesisInferenceInterpreter JustifyLandformNatural ResourcesNaturalistNative

Native AmericanNavigateObservePersevere Physical FeaturesPredictionProvisionsReviseRouteSea OtterSentrySettlerSource SpaniardSpecimenSubdueTrade Trader Transportation Vegetation Voyage

TIER III:

BotanistCartographerCircumnavigateCompassCorps of DiscoveryDiplomatDiplomaticEthnographerEthnographyExpeditionExplorers GeographersGeorge VancouverJames CookJohn Meares

Juan PerezKeelboat Louisiana PurchaseMeriwether LewisNorthwest PassagePacific RimPeltRobert GraySacagawea SextantShoshoneSurveyingSurveyorsThomas JeffersonWilliam Clark

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X. RESOURCES, MATERIALS, and TECHNOLOGY

History Linkhttp://www.historylink.org

Enchanted Learninghttp://www.enchantedlearning.com

Teachervision’s Graphic Organizer Pagehttp://www.teachervision.fen.com/page/6293.html

Giggle Poetryhttp://www.gigglepoetry.com

Forms of poetry for childrenhttp://www.falcon.jmu.edu/~ramseyil/poeform.htm

Educational Online Databaseshttp://www.staff.edmonds.wednet.edu/imd/lms/onres.html

MapsNystrom. Hands of Geography: WA

Video“Lewis and Clark”; A&E Biography“Lewis and Clark journey”; Coronet Film & Video 1997“The People”; PBS Video 1996“The Columbia River Gorge, a chasm of majesty”; Encounter Video 1990“We proceeded on...the expedition of Lewis and Clark”; Kaw Valley Films& Video 1991“Fort Clatsop and the journey home”; New Dimension Media/ Questar 2004“Over the Rockies to the Pacific”; New Dimension Media/ Questar 2004“St. Louis to Ft. Mandan”; New Dimension Media/ Questar 2004“Being an explorer”; New Castle Communications 1996“Washington the Evergreen State” Laser DiskUnited Streaming Video Clips“Lewis and Clark: Tools of Survival”; Educational Video 2005“Opening of the American West”; United Learning 1990“Westward Strategy: The Louisiana Purchase and the Lewis and Clark Expedition”; Rainbow Educational Media 2001“West Region, The: People and Heritage”; Educational Videos 2001“Colonizing the American West”; United Learning 1996

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http://www.staff.edmonds.wednet.edu/imd/lms/onres.html

http://www.falcon.jmu.edu/~ramseyil/poeform.htm

http://www.gigglepoetry.com/

http://www.teachervision.fen.com/page/6293.html

http://www.enchantedlearning.com/

http://www.historylink.org/

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FictionSt. George, Judith and Small, David. So You Want to Be and Explorer?Yolen, Jane. Encounter.Buffalohead, Julie. Sacagawea.Eubank Reeder, Patricia. Seaman’s Journal: On the Trail with Lewis and ClarkKarwoski, Gail Langer. Seaman: The Dog who Explored the West with Lewis and Clark.

Non FictionShields, Charles J. James Cook and the Exploration of the Pacific.Scholastic. Explore-A-MazeScholastic. The Usborne Book of Explorers from Columbus to ArmstrongFifer, Barbara. Going Along with Lewis and Clark.Schanzer, Rosalyn. How We Crossed the West with Lewis and Clark. Scholastic. Lewis and Clark.Eyewitness Guides. Explorers.Blumenthal, Richard W. With Vancouver in Inland Washington Waters: Journals of 12 Crewmen April-June 1792.Nokes, Richard J. Almost a Hero: The Voyages of John Meares, R.N. to China, Hawaii, and the Northwest Coast.Directed Media Inc.. Washington: Past and PresentPelz, Ruth. Discovering WashingtonStein, Conrad R. America the Beautiful: WashingtonCrutchfield, James A. It happened in WashingtonScholastic. Explor-A-MazeUsborne. Explorers: From Columbus to ArmstrongFaber, Harold. Great Explorations: Lewis and Clark

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Exploring WA prior to Statehood: Maritime and Overland exploration and trade (Level 4)

PLANNING PAGES

I. FOCUS/MOTIVATION Big Book/Power Point – based on textbook chapter Prediction/Reaction Guide Teacher made big book Inquiry Chart Observation Chart Cognitive Content Dictionary- Signal Words Video clips Picture File Sort Explorer Awards Read Alouds

II. INPUT Explorers Narrative Timeline – Exploration of Northwest Graphic Organizer – World Map of Maritime Exploration and Pacific Rim

trading 10/2 lecture with primary language Read Alouds – Expository Text

III. GUIDED ORAL PRACTICE Expert Groups – Perez, Vancouver, Gray, Cook Team Tasks T-Graph for Social Skills Picture File Cards Exploration Report Found Poetry Poetry/Chants Sentence Patterning Chart Personal Interactions Process Grid

IV. READING/WRITINGA. Total Class Modeling Cooperative Strip Paragraph – responding, revising, editing Poetry Frame and Flip chant Found Poetry Story Map of Narrative Listen and Sketch Big Book

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PLANNING PAGESPage 22

B. Small Group Practice Team tasks Expert Groups Ear-to-ear reading Flexible groups : ELD review, ELD group frame Leveled Reading Groups – reading instruction, skill reinforcement Focused Reading Coop Team Strip Paragraph

C. Individual Individual Tasks Interactive Journals Home/School Connection Learning Logs Sketch and Write Personal Inquiry Focused Reading

D. Writer’s Workshop Mini lessons Plan, share, write, revise, edit, publish Conferencing, author’s chair

V. EXTENDED ACTIVITIES FOR INTEGRATION Explorer role plays Interview explorers Art Travel Brochure

VI. CLOSURE/EVALUATION/ASSESSMENT Portfolio Assessment: Teacher and self-assessment Assess Group Frames Assess Learning Logs Explorer biography/role play Team Action Plan Graffiti Wall Jeopardy Process Charts End of unit assessment

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SAMPLE DAILY LESSON PLAN

DAY 1: FOCUS/MOTIVATION Three personal standards with literacy awards Prediction Reaction Guide Cognitive Content Dictionary with signal word Observation Chart Inquiry Chart Big Book Portfolios

INPUT World Map: Pacific Rim Trading

10/2 lecture – learning log –ELD review

FOCUS /MOTIVATION Poetry/chants

GUIDED ORAL PRACTICE T-Graph for social skills, team points Picture File Card Sort

o Free explorationo List, group, label

Exploration Report

INPUT Timeline with picture cards

10/2 lecture, learning log and ELD review

GUIDED ORAL PRACTICE Poetry/Chant

INPUT Narrative Input – Running Boy and Explorers

READING/WRITING Interactive Journal

CLOSURE Read aloud Process all charts Home/School Connection

DAY 2:

Strategies in italics are presented daily in the classroom.Each day of the SDLP represents 1 to 1 ½ weeks in the classroom.

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FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Process Home/School Connections 3 Standards/Awards Review Input with Word Cards Poetry/Chants

o highlight, sketch, add picture file cards

INPUT Pictorial Input chart – Lewis and Clark

10/2 lectureLearning Logs and ELD review

GUIDED ORAL PRACTICE Flexible Group Reading- leveled, skill, heterogeneous, homogeneous, ELD

o Expert Groups Team Tasks

READING/WRITING Review Narrative with word cards and speech bubbles Writer’s Workshop

Mini lesson – writeauthor’s chair

GUIDED ORAL PRACTICE Poetry/Chants

o Highlight, sketch, add picture file cards

CLOSURE Home/School Connection Interactive Journal

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DAY 3:

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Process Home/School Connection 3 Standards/ Awards Review Lewis and Clark Pictorial with word cards Chants/Poetry

GUIDED ORAL PRACTICE Expert Groups (if needed) Team Tasks Sentence Patterning Chart

Reading/Trading Game Mind Map Process Grid

READING/WRITING Cooperative Strip Paragraph

respondreviseedit

CLOSURE Home/School Connection Read Aloud Process Inquiry

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DAY 4:

FOCUS/MOTIVATION Cognitive Content Dictionary with student selected Signal Word Process Home/School Connection 3 Standards/ Awards Poetry/Chants Review Narrative with Story Map

READING/WRITING Listen and Sketch Flip Chant Strip Book – Explorers are as... Memory Bank

GUIDED ORAL PRACTICE/READING/WRITING Flexible Reading Groups

Clunkers and Links (at or above reading level)Group Frame/ ELD Story Retell

Team Tasks Team Oral Evaluation Team Share

CLOSURE Process Inquiry Chart Interactive Journal Read Aloud

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DAY 5

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Process Home/School Connection Chants/Poetry

READING/WRITING Flexible Group Reading

Coop Strip Paragraph with emergent/struggling readersTeam TasksWritten EvaluationsTeam Presentations

Found Poetry DRTA Focused Reading with personal CCD Ear to Ear Reading

CLOSURE/ASSESSMENT Graffiti Wall Jeopardy Process Inquiry Chart Show the real NW passage (found in 1904) Letter Home Evaluate Week

Explorers here, Explorers thereExplorers, Explorers everywhere.Sea explorers sailing carefullyLand explorers walking tiredlyAmerican explorers observing curiouslyBritish explorers navigating precisely

Look at the graphic and read the caption describing this explorer. What words in the caption are adjectives? Remember, adjectives are words that describe nouns. Please write the adjectives that describe the explorer in this picture.

Seaman

Insert Authentic Graphic


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Exploring and searching are some examples of verbs. How many verbs related to explorers can you list on the back of this award?

In preparing for the expedition, Lewis visited President Jefferson’s scientific friends in Philadelphia for instructions in natural sciences, astronomical navigation and field medicine. It is believed that it was during this period that Lewis, for “20$” purchased Seaman, his “dogg of the newfoundland breed” to accompany him to the Pacific.

Prefixes are letters that come at the beginning of root words. Knowledge of prefixes helps learners define words.Prefix: un- which means notunfamiliar: not familiar or known

Prefix: dis- which means reversingdisappear – reversing appearance or ability to see

Prefix: re – which means againreread: read againreproduce: make again

How many words can you generate on the back of this award that has prefixes?

Suffixes are letters that come at the end of root words. Knowledge of suffixes helps learners define unknown words.

Suffix: -er; a person or a jobExplorer – one who explores

How many words can you generate on the back of this award that has this same suffix?

Exploration of the Pacific NWPrediction/ Reaction

BEFORE Question AFTER

True or False1. There is no such thing as the Northwest

Passage. True or False

True or False2. The Spanish were the first explorers to

visit the Pacific NW coastline. True or False

True or False3. George Washington sent Lewis & Clark

to the NW to look for gold. True or False

True or False 4. George Vancouver discovered the



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Columbia River. True or False

True or False 5. European explorers thought they could sail their ships through North America so they could trade more easily with China.

True or False

Exploration of the Pacific NWPrediction/ Reaction

BEFORE Question AFTER

True or False1. There is no such thing as the

Northwest Passage. True or False

True or False2. The Spanish were the first explorers

to visit the Pacific NW coastline. True or False

True or False3. George Washington sent Lewis &

Clark to the NW to look for gold. True or False

True or False4. George Vancouver discovered the

Columbia River. True or False

True or False

5. European explorers thought they could sail their ships through North America so they could trade more easily with China.

True or False

POETRYBOOKLET

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Name__________

HERE, THEREJody Bader 2006

Explorers here, explorers thereExplorers, explorers everywhere.

Sea explorers sailing carefullyLand explorers walking tiredlyAmerican explorers observing curiouslyBritish explorers navigating precisely

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Spanish explorers through the StraitBritish explorers in the SoundAmerican explorers up the riverLewis and Clark across the land

Explorers here, explorers thereExplorers, explorers everywhere.

EXPLORERS! EXPLORERS! EXPLORERS!

EXPLORERS BUGALOOJody Bader 2006

I’m an explorer and I’m here to sayI sail around the ocean everyday.Sometimes I trade furs like Captain Cook.But, usually I just go and take a look.

Gray, Meares, Vancouver, too

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Doing the expedition Bugaloo!

I’m an explorer and I’m here to say I map physical features everyday.I use a compass and sextant, tooTo chart the coastline just for you!

Cartography, botany, diplomacy, tooDoing the expedition Bugaloo!

I’m an explorer and I’m here to sayI walk across the land almost everyday.I had some goals from President Jefferson.He said, “Don’t get lost, and have some fun.”

Lewis, Clark, Sacagawea, too.Doing the expedition Bugaloo!

I’m in the Corps of Discovery and I’m here to sayI navigated the Missouri River every dayI observed vegetation and animals tooLooking for land to colonize for you!

Observing, sketching, journaling, tooDoing the expedition Bugaloo

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YES, MA’AMJody Bader, Melissa deLeeuw

Is this a Spanish explorer? Yes, ma’amIs this a Spanish explorer? Yes, ma’amHow do you know? He’s looking for goldHow do you know? He named some landformsGive me some examples. San Juan IslandsGive me some examples. Strait of Juan de Fuca

Is this a British explorer? Yes, ma’amIs this a British explorer? Yes, ma’amHow do you know? They’re looking for the PassageHow do you know? They sold furs to ChinaGive me some examples. Fox, Beaver, OtterGive me some examples. Cook, Vancouver, Meares

Is this an American explorer? Yes, ma’amIs this an American explorer? Yes, ma’amHow do you know? They walked across the countryHow do you know? They sailed the Columbia RiverGive me some examples. Lewis and ClarkGive me some examples. Captain Robert Gray

Are you through? Yes, ma’amDid you tell me the truth? Yes, ma’amWhat did you chant? Explorers!

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I KNOWJody Bader, Melissa deLeeuw

I know an explorerA curious, adventurous explorerA lonely, tired explorerTraveling the world.

They were sent on a missionTo find gold and silverTo find the Northwest PassageAnd to claim the land.

I know an explorerA curious, adventurous explorerA lonely, tired explorerFar from home.

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No, ma’amJody Bader, Melissa deLeeuw

Is there a NW Passage No, ma’amIs there a NW Passage No, ma’amHow do you know? They looked and lookedHow do you know? They never found it.Give me some examples. Spain and England lookedGive me some examples. Lewis and Clark looked

Did they find the NW Passage? No, ma’amDid they find the NW Passage? No, ma’amWhat is that? A shortcut to Asia.Why were they looking? To trade with ChinaGive me some examples. Spices, tea, and silkGive me some examples. Gold, silver, and fur

Are you through? Yes, ma’amDid you tell me the truth? Yes, ma’amWhat did you chant? Northwest Passage!

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George Vancouverby Melissa deLeeuw and Jody Bader

George Vancouver is my name,Naming physical features is my game.

The mountains, islands, and ports you seemostly were named by me!

Any point of land in sightI changed the Spanish names, I had the right.

Peter Puget and Joseph WhidbeyIs that an island? Well, it could be!

Baker and Rainier were my friendsI named two mountains after them.

Ports of Townsend, Orchard, and LudlowI named 75 then I had to go.

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Explorer’s CadenceBy Melissa deLeeuw and Jody Bader

We just know what we’ve been told,Spanish explorers were looking for gold.They were looking for the Passage too,To trade fur pelts with “you-know-who.”

SOUND-OFF ChinaSOUND-OFF IndiaSOUND-OFF 1-2-3-4 Pacific Rim!

British interest began to rise,They joined the race to colonize.Surveying waterways of Puget Sound,Making maps of landforms found.

SOUND-OFF SextantSOUND-OFF CompassSOUND-OFF 1-2-3-4 Cartography!

Claiming land for the United States,Robert Gray was one of the greats!Sandbars are tough to crossBut he navigated without a loss!

SOUND-OFF 25 milesSOUND-OFF San RogueSOUND-OFF 1-2-3-4 Columbia!

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The Important Book about ExplorersWritten by

Jody Bader and Melissa deLeeuw

Repetitive Refrain on each page:

The important thing about the explorers who came to Washington is that they were looking for the Northwest Passage.

But, the important thing about the explorers who came to Washington is that they were looking for the Northwest Passage.

Page 1

It was thought that there was a water passage that cut through the middle of the United States called the Northwest Passage.

Explorers were sent to the Pacific Northwest in ships and on foot looking for this water route that would make the trade route between Europe and Asia faster.

Page 2

The sea explorers from Spain were the first to navigate their ships along the coastline of North America.

Juan Perez, Captain of the Santiago, was sent by to accomplish four goals:

Subdue the Native Americans Stop the Russians from coming farther south Bring back gold and silver Find the Northwest Passage

Perez’s ship was too large to navigate close to the coastline. The Spanish never set foot on land. Their voyage was unsuccessful. However, Perez did name the Strait of Juan de Fuca and the San Juan Islands.

Page 3

English explorers came to discover the natural resources and colonize the land.

Captain James Cook

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Captain John Meares

Captain George Vancouver

Page 4

Captain James Cook’s voyage started in England and ended on the Pacific Northwest coastline. He circumnavigated the world to explore the Northwest.

James Cook was not only a ship Captain, but he was also a cartographer. He mapped the Northwest coastline. He also gathered many specimens and discovered many of the area’s natural resources.

During his voyage, Captain Cook decided that the Northwest Passage did not exist so he decided to sail on.

Page 5

Captain John Meares, a British trader, sailed from India to the Northwest to explore. He was the first to trade sea otter pelts with China for tea, spices, and silk.

He explored many of the same places that the Spanish explorers had already been. He sailed into the mouth of the Columbia River but didn’t know it. He was unsuccessful at finding the Northwest Passage.

He built the first lumber mill and the first ship in Washington.

Page 6

Captain George Vancouver sailed his ship, the Discovery, to the Pacific Northwest looking for the Northwest Passage.

George Vancouver is famous for his exploration and survey of Puget Sound. He is also famous for the ethnographies he wrote about the native cultures.

Captain Vancouver was unable to find the Northwest Passage. However, he named 75 physical features of the Northwest coastline after his friends in England and the men on his ship.

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Page 7

Captain Robert Gray, an American Captain, sailed his ship, the Columbia Rediviva, to the Pacific Ocean to look for the Northwest Passage.

He navigated a dangerous sandbar at the mouth of the San Rogue River and sailed 25 miles up it. He didn’t find the Northwest Passage but this successful navigation had 2 major outcomes for the Americans:

1. The United States was now in a good position to claim the land for colonization and to control the Pacific Northwest

2. Gray renamed the San Rogue River after his ship, the Columbia

Page 8

President Thomas Jefferson sent Meriwether Lewis and William Clark on an expedition called the Corps of Discovery. This expedition was overland by keelboat, canoe, and on foot.

Lewis and Clark had several goals for their expedition:

o Discover the sources of the Missouri and Columbia riverso Study and record the species of animals and vegetation of the Westo Map and name major physical featureso Act as diplomats to establish peaceful relations with the Native Americans

Lewis and Clark met every goal except they did not find the Northwest Passage.

Page 9

None of the explorers that came to the Northwest succeeded in finding the Northwest Passage. However, explorers did accomplish many other goals such as:

Discovery of the natural resources Mapping and naming physical features Studying the local cultures and establishing diplomatic relationships with the people Strengthening trade with Asia Surveying Puget Sound Navigating the northwest coastline and the Columbia River Establishing forts Strengthening claims to the land

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Background Information Pacific Rim Graphic Organizer

250 years ago America was a small country on the East Coast of North America. Other countries claimed territory on the rest of the continent. Spain owned most of Central and South America, and the land that is now called Florida. France owned much of the middle part of North America, and England owned the northern part, that is now called Canada. The very tip of North America, where 1000’s of years before the first people had crossed the land bridge, was claimed by Russia. The land of the northwest coast was the only portion of the continent not claimed by a European country. No one knew what this country looked like or what natural resources would be here.

The race was on to claim the land of the Pacific Northwest and exploit its resources. Major European powers of the time were attempting to establish westward trade routes with Asian countries such as China and India since the overland eastbound routes had been cut off by the Ottoman Turks in the 15 th century. In exchange for tea, spices, and silk that Europeans valued from Asia, the Chinese and Indians wanted gold, silver, and the fur of otter, fox, and beaver.

It was very difficult for explorers to find the west coast of North America because they had to travel through difficult seas around the tips of Africa and South America to get there. If they were coming from China, they sailed across the Pacific Ocean. No one knew how long it would take, or how many supplies they would need to load onto their ships for the journey. What they most wanted to find was a short cut between the Atlantic and Pacific Oceans, through what Columbus termed “the American land barrier.” This fabled shortcut was called the Northwest Passage.

Many explorers tried to find it during the 16th, 17th, and 18th centuries with no success. This unit focuses on 1 Spanish, 3 British, and 2 American explorers, though there were dozens of others.

Juan Perez was one of the first Spanish explorers to sail along Washington’s coastline. The Spanish were the first to discover the mouth of the Columbia River, (although they didn’t sail up the river), and they discovered and named the Straight of Juan de Fuca and the San Juan Islands. The Spanish explorers’ goals were to find gold and silver, find the Northwest Passage, subdue the Native Americans, and the stop the incursion of Russian exploration coming down from Alaska.

Juan Perez sailed northward up the coast from Monterey in 1774. He sailed as far north as Nootka Sound, which he named the Harbor of San Lorenzo. He discovered and named the San Juan Islands and the Straight of Juan de Fuca. He also discovered the mouth of the San Rogue River (later renamed the Columbia River). He was never able to land because of the infamous bad

41

weather on the northwest coast. He returned home to Monterey in August and then continued on toward San Blas, Mexico. He died at sea.

Because the Spanish had been given possession of the Americas in the 16 th century, they always considered the Northwest coast their territory even though they had not extensively explored north of Oregon. With British commercial interests rising, Spain tried to assert her authority over the region, and for the next 10 years Spain and England were in competition, briefly at war, and then in cooperation within the region. By 1790 both powers had surveyed and mapped the coastline and when in was obvious that the NWP did not exist Spain lost interest in the region. After 1790 England continued its competition for colonization with the Americans.

The British had been looking for the Northwest Passage from the east side of North America for centuries with no luck. Many British explorers and traders sailed our coastline looking for the western entrance to the Northwest Passage. This unit focuses on Captain James Cook, Captain John Meares, and Captain George Vancouver.

Captain Cook sailed from England to the Northwest coast on his third voyage around the world (1776-1779). From Tahiti he sailed east to explore the west coast of North America, landing near the First Nations village at Yuquot in Nootka Sound on Vancouver Island. He explored and mapped the coast from California all the way to the Bering Strait, on the way identifying what came to be known as Cook Inlet in Alaska. It has been said that, in a single visit, Cook charted the majority of the American Northwest coastline on world maps for the first time, determined the extent of Alaska and closed the gaps of Russian and Spanish exploration in the Northern Pacific.

He made several attempts to travel into the Bering Strait, but was stopped by weather and ice. He became increasingly frustrated and started exhibiting irrational behavior on this voyage. At one point forcing his crew to eat walrus meat, which they found inedible. On the return journey he was killed in Hawaii.

John Meares was a British trader based in India. His goal was trade rather than exploration for posterity or locating he Northwest Passage. In 1785 he formed the Northwest America Company for trading otter furs with Russian America (Alaska). He sailed from Calcutta on March 12, 1786, in the Nootka, a vessel of two hundred tons, with which he explored part of the coast of Alaska. He spent the winter of 1786 - 1787 in Prince William Sound with poor provisions; his men suffered from the weather and scurvy.

In 1788, Meares started a new expedition with two vessels. He sailed from China on January 22, 1788 and explored the Nootka Sound of present-day British Columbia and the neighboring coasts. He sailed into the mouth of the Columbia River, although just like the Spanish, he did not sail up the river. He also explored

42

other places the Spanish had already been, like the straight of Juan de Fuca, and the San Juan Islands.

He bought some land from the local chief Maquinna and built a trading post. With the aid of some Chinese carpenters he had brought along, he built the ship Northwest America, the first European ship launched in British Columbia. Among others, Meares encountered American Captain Robert Gray.

Captain Vancouver was famous for his exploration of Puget Sound. He named many landforms while he was here such as, Mt. Baker, Mt. Rainier, Puget Sound, Whidbey Island, Vashon Island, Bainbridge Island, the Olympic Mountains and the Cascade Mountains. He named many of these landforms after his friends back in England or his crew, such as Joseph Whidbey and Lt. Peter Puget.

Vancouver followed the coasts of what is now Washington and Oregon northward. In April 1792 he encountered American Captain Robert Gray off the coast of modern Oregon just prior to Gray's sailing up the Columbia River. Vancouver also entered the Strait of Juan de Fuca, between Vancouver Island and the mainland. He intended to explore every bay and outlet in this region, and many times had to use boats, as the inlets were often too narrow for his ships. He named every island, mountain, waterway, and point of land in sight, including previously recorded Spanish landmarks. In May, Lieutenant Peter Puget, under Vancouver’s orders, explored more remote western channels, while Vancouver surveyed south of Bainbridge Island’s Restoration Point. George Vancouver’s 192 investigations of Puget Sound and environs were for the purpose of seeking scientific and commercial information. Vancouver spent 3 surveying seasons on the west coast sailing between California and Alaska. He spent the two winters of his voyage in Hawaii. In 1793 he continued south around Cape Horn, and completed his circumnavigation of the globe, returning to Ireland in 1795.

So, the British spent some time here along the coastline. They started trading with some of the coastal tribes. But, because they didn’t go inland their claim here wasn’t very strong. The Americans were next to try to control the land.

Robert Gray went on two commercial ventures to harvest sea otter pelts and to find the Northwest Passage. One his first voyage he continued west to China to trade otter pelts for tea then continued westward back to Boston as the first American to circumnavigate the globe. Captain Gray discovered the San Rogue River on his second voyage, which was thought to be the western entrance to the Northwest Passage. Gray renamed the river the Columbia, after his ship the Columbia Rediviva, and sailed up the river for 25 miles. He claimed the land for our country. The United States was now in a good position to control the Pacific Northwest, the natural resources, and the people who lived here.

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Lewis & Clark were American explorers sent by President Thomas Jefferson to explore the North American continent to the Pacific Ocean across the newly acquired Louisiana Purchase. He chose Meriwether Lewis to lead an overland expedition to the Pacific Ocean. Meriwether Lewis asked his friend William Clark to help him lead the expedition.

President Jefferson gave them some goals for their expedition: to study about the plants and animals of the west, to make maps, to establish peaceful relations with the Native Americans (while letting them know that American now owned the land), and to find the Northwest Passage. Jefferson thought that if the Missouri and Columbia Rivers were connected that they could be the Northwest Passage.

The expedition lasted 2 and 1/2 years and suffered many hardships, but they met most of their goals. The expedition started in St. Louis, Missouri. They traveled up the Missouri River to North Dakota. They spent their first winter with the Mandan Indians. In the spring when they were about to leave they asked the Indians for a guide to help them cross the Rocky Mountains. They ended up getting help from a French man named Charbonneau, who was a fur trapper in the area. Charbonneau was married to an Indian girl named Sacagawea (pronounced sah-Ka-Ga-wey-ah or the Mandan pronunciation sah-Ka-Ka-wey-ah, not sa-ka-juh-wee-ah). Sacagawea and Charbonneau joined the expedition, not as guides but as interpreters. There were only 3 times that Sacagawea acted as a guide when they were in the territory of her tribe, the Lemhi Shonshone.

They crossed the Rocky Mountains the following October. They were skinny, hungry, and exhausted when they finally got across into Washington. The first people they met here were the Nez Perce Indians, who fed them and let them rest in their village, and pointed them on the way to the Columbia River.

They canoed down the Snake River into the Columbia and finally to the Pacific Ocean. On November 7, 1805, the explorers had their first view of the Pacific Ocean. Once they reached the Ocean they built Fort Clatsop where they stayed for the winter.

They left Fort Clatsop in the spring for their way back home. The return trip was much easier because now they knew they way. They returned home in September. President Jefferson was very glad to see them. Their trip took so long he thought they had died. The trip took 2 years and 3 months. Their overland exploration opened up the continent to Americans for commercial ventures, Christian missionaries, and settlers. References: www.britannica.com/EBchecked/topic/420084/Northwest-Passagewww.historylink.org/index/efm?DisplayPage+output.efm&file_id=5049www.historynet.com/what-is-the-correct=pronunciation-for-sacagawea.htmwww.infoplease.comhttp://cruisingamerica-halcyondays.com/tribute.htm

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http://cruisingamerica-halcyondays.com/tribute.htm

http://www.infoplease.com/

http://www.historynet.com/what-is-the-correct=pronunciation-for-sacagawea.htm

http://www.historylink.org/index/efm?DisplayPage+output.efm&file_id=5049

http://www.britannica.com/EBchecked/topic/420084/Northwest-Passage

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ELD Matrix: New ELP Standards, Revised Bloom’s Taxonomy, Depth of KnowledgeInput Chart: World MapGrade Level: 4th

Stages of Language Acquisition

Preproduction Early Production Speech Emergence

Intermediate Fluency

Advanced Fluency

ELPA21ELPModalities

Receptive ----------------- Productive ------------------ Interactive

Level of Questioning Point

To, Locate,Trace Yes/No Either/Or Open Ended

CreateArrange, assemble, collect, compose, combine, construct, create, design, develop, devise, forecast, formulate, hypothesize, imagine, invent, manage, organize, plan, prepare, propose, set up

If you were an explorer point to a place you’d like to explore.

Would you visit that place to _____ (trade, meet the people, for fun, learn about the land and resources, etc)

Would your goals for going there be similar or different than our 18th century explorers?

What would be your goals for going to that place?

Level of Questioning Point

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EvaluateAppraise, argue, assess, choose, compare, critique, decide, debate, defend, determine, discuss, estimate, evaluate, judge, justify, predict, prioritize, rate, recommend, select, support, value, verify, weigh

Point to your favorite explorer?

In your opinion, who was the most successful explorer?

Which country had a stronger claim on the Pacific NW region; England or America? Why?

Do you think it was fair for the British and American explorers to change the names of places the Spanish had named first? Why?

AnalyzeAnalyze, appraise, calculate, question, categorize, classify, compare, contrast, criticize, explain, differentiate, Infer discriminate, distinguish, test examine, experiment, identify

If the NWP exists trace where you think it could be?

Was fur the best choice for something to trade with?

Why did the explorers want to find the NW Passage?

What do you think would have happened if they had found the NWP?

Level of QuestioningPointTo, Locate,

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Trace Yes/No Either/Or Open EndedApplyApply, calculate, categorize, extend classify, change, choose, compare, construct, show demonstrate, use describe, sketch determine, solve distinguish,schedule, select employ, estimate, explain, illustrate, interpret, judge the effects, operate, practice, dramatize

Trace the location where the NW Passage was thought to be located.

Did the explorers meet all of their goals?

Did they find the NWP?

Do you think the NW Passage exists or doesn’t exist? Why?

What is the NW Passage?

UnderstandCategorize, cite, clarify, classify, describe, discuss, explain, express, identify, indicate, interpret, locate, match, translate, paraphrase, select predict, recognize, restate, review, summarize,

Point to a map What is another word for map maker?

Was Juan Perez or James Cook a cartographer?

Explain why cartography was so important in the 18th century.

Level of QuestioningPoint To, Locate,Trace Yes/No Either/Or Open Ended

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RememberArrange, choose, define, describe, draw, , find, give example, identify, label, locate, list, match, name, recall, recite, recognize, record, repeat, reproduce, select, state, tell

Point to a British explorer.

Was Juan Perez a British explorer?

Was Robert Gray an American explorer or British explorer?

What were these explorers looking for?

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Timeline information

In addition to the information provided in the world map background information three events/people: Mayflower, George Washington, and Abraham Lincoln, were added to the timeline to give students some historical context. It was thought that students familiar with American history would be able to use that information as background knowledge to put the other events into historical context. Students new to this country may have a different historical schema. Teachers should add additional events at their discretion.

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ELD Matrix: New ELP Standards, Revised Bloom’s Taxonomy, Depth of KnowledgeInput Chart: TimelineGrade Level: 4th




Advanced Fluency

ELPA21ELPModalities


Level of QuestioningPointTo, Locate,Trace Yes/No/One word Either/Or/Short answer Open Ended


Demonstrate what it means to circumnavigate.

What is one thing you would see if you were on an expedition that circumnavigated the globe?

When an explorer circumnavigates the globe do they sail to the NW or do they sail around the world?

What supplies would explorers need if they were on a circumnavigation expedition?

Hypothesize what factors explorers would need to take into account if they were circumnavigating the globe.

Level of Questioning

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PointTo, Locate,Trace Yes/No Either/Or Open Ended


Show me what it means to survey.

Was Captain Vancouver a wise choice for an explorer?

Contrast the accomplishments of Captain Vancouver and an American explorer.

Why do you think Captain Vancouver felt he had the right to change the names of landforms that had already been named by Spanish explorers?


Point to place on the timeline that shows when America became a country? 1776.

Was America a country when Russia, Spain, and England started sending explorers to the NW?

Which country sent explorers to the NW first, second, and last?

Did America send explorers to the NW before their first president or after?

Why do you think the American explorers came last?


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ApplyApply, calculate, categorize, extend classify, change, choose, compare, construct, show demonstrate, use describe, sketch determine, solve distinguish,schedule, select employ, estimate, explain, illustrate, interpret, judge the effects, operate, practice, dramatize

Point to the explorer who named a river after his ship.

Did the Columbia River start out with a Spanish name?

Did Captain Gray sail up the Amazon River or the Columbia River?

How did Captain Gray succeed in claiming land for the US?


Point to Captain Perez’s ship.

Was one of his goals to keep the Russians out of the US?

Were the Spanish here before the Russians or after?

Why did the Spanish want to keep the Russians out of the US?

Level of QuestioningPoint

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Point to Lewis and Clark.

Did Lewis and Clark’s expedition start in 1804?

Did Lewis and Clark’s expedition or Juan Perez’s expedition start in 1804?

When was Lewis and Clark’s expedition?

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Background InformationLewis and Clark

Background InformationIn 1803, the Louisiana Purchase sparked interest in expansion to the west coast. A few weeks after the purchase, President Jefferson, an advocate of western expansion, had the Congress appropriate $2,500, "to send intelligent officers with ten or twelve men, to explore even to the Western ocean". They were to study the Indian tribes, botany, geology, Western terrain and wildlife in the region, as well as evaluate the potential interference of British and French Canadian hunters and trappers who were already well established in the area. Many people back in Lewis and Clark's day did not know what the West held.The expedition was not the first to cross North America but was roughly a decade after the expedition of Alexander MacKenzie, the first European to cross north of Mexico to the Pacific Ocean.

Name/CountryOne of the most important events in American history was the Lewis and Clark expedition. The Lewis and Clark Expedition (1804−1806) was the first United States overland expedition to the Pacific coast and back, led by Captain Meriwether Lewis and Second Lieutenant William Clark of the United States Army. It is also known as the Corps of Discovery. Jefferson selected Captain Meriwether Lewis to lead the expedition. Lewis selected William Clark as his partner. Because of bureaucratic delays in the U.S. Army, Clark officially only held the rank of Second Lieutenant at the time, but Lewis concealed this from the men and shared the leadership of the expedition, always referring to Clark as "Captain".

Mode of TransportationThey traveled by keelboat, canoe, or on foot. They started from St. Louis, Missouri and navigated the Missouri River by keelboat. They continued westward (upriver) until winter stopped them at the Mandan tribe's territory. The expedition continued to follow the Missouri to its headwaters and over the Continental Divide at Lemhi Pass via horses. In canoes, they descended the mountains by the Clearwater River, the Snake River, and the Columbia River, past Celilo Falls and past what is now Portland, Oregon. At this point, Lewis spotted Mount Hood, a mountain known to be very close to the ocean.

GoalsPresident Thomas Jefferson wanted Lewis and Clark to explore North America all the way to the Pacific Ocean. Jefferson wanted the expedition to accomplish several goals. He wanted them to discover the source of the Missouri River and the Columbia River. He thought that the two rivers might be connected, and they could be the Northwest Passage. Jefferson wanted them to map and name major physical features they observed along the route. The expedition was also

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supposed to study and record the animals and vegetation in the West. He hoped to establish peaceful relations with Native Americans.

AccomplishmentsThey accomplished all their goals. The US gained valuable information about the physical geography of the West, including major rivers and mountain ranges. The diaries of Captain Lewis and Captain Clark focused much attention on the West and contributed to a body of literature not known before. They documented 178 new species of plants and 122 new species and subspecies of animals. They found out that the Missouri and the Columbia rivers do not connect, and there is no Northwest Passage through the middle of North America. This expedition was important in strengthening the United States’ claim to the Oregon Country. It encouraged Euro-American fur trade in the West as well as diplomatic relations with Native Americans.

Relationships with NativesOne of Lewis and Clark's missions was to open diplomatic relations between the United States and the Indian nations of the West. As Jefferson told Lewis, "it will now be proper you should inform those through whose country you will pass . . . that henceforth we become their fathers and friends." When Euro-Americans and Indians met, they used ancient diplomatic protocols that included formal language, ceremonial gifts, and displays of military power. But behind these symbols and rituals there were often very different ways of understanding power and authority. Such differences sometimes made communication across the cultural divide difficult and open to confusion and misunderstanding.

An important organizing principle in Euro-American society was hierarchy. Both soldiers and civilians had complex gradations of rank to define who gave orders and who obeyed. While kinship was important in the Euro-American world, it was even more fundamental in tribal societies. Everyone's power and place depended on a complex network of real and symbolic relationships. When the two groups met--whether for trade or diplomacy--each tried to reshape the other in their own image. Lewis and Clark sought to impose their own notions of hierarchy on Indians by "making chiefs" with medals, printed certificates, and gifts. Native people tried to impose the obligations of kinship on the visitors by means of adoption ceremonies, shared names, and ritual gifts.

Lewis was frustrated by the egalitarian nature of Indian society: "the authority of the Chief being nothing more than mere admonition . . . in fact every man is a chief." He set out to change that by "making chiefs." He passed out medals, certificates, and uniforms to give power to chosen men. By weakening traditional authority, he sought to make it easier for the United States to negotiate with the tribes. Lewis told the Otos that they needed these certificates "In order that the commandant at St. Louis . . . may know . . . that you have opened your ears to your great father's voice.” The American republic began to issue peace medals during the first Washington administration, continuing a tradition established by

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the European nations. Lewis and Clark brought at least eighty-nine medals in five sizes in order to designate five "ranks" of chief. In the eyes of Americans, Indians who accepted such medals were also acknowledging American sovereignty as "children" of a new "great father." And in a moment of imperial bravado, Lewis hung a peace medal around the neck of a Piegan Blackfoot warrior killed by the expedition in late July 1806. As Lewis later explained, he used a peace medal as a way to let the Blackfoot know "who we were."("Blackfoot" is the English translation of the word siksika, which means "black foot." It refers to the dark colored moccasins the people wear. Some Blackfoot people are annoyed by the plural "Blackfeet," which is obviously an anglicization. But most Blackfoot people accept both terms. "Blackfoot" is more commonly used in Canada, and "Blackfeet" is more commonly used in the United States.) http://www.bigorrin.org/blackfoot_kids.htm

In their speeches, Lewis and Clark called the Indians "children." To explorers, the term expressed the relationship of ruler and subject. Clark modeled this speech to the Yellowstone Indians on one that Lewis gave to Missouri River tribes. In their speeches, the Indians called Lewis and Clark "father." To them, it expressed kinship and their assumption that an adoptive father undertook an obligation to show generosity and loyalty to his new family. William Clark recorded this speech as it was made by the chiefs.

In tribal society, kinship was like a legal system--people depended on relatives to protect them from crime, war, and misfortune. People with no kin were outside of society and its rules. To adopt Lewis and Clark into tribal society, the Plains Indians used a pipe ceremony. The ritual of smoking and sharing the pipe was at the heart of much Native American diplomacy. With the pipe the captains accepted sacred obligations to share wealth, aid in war, and revenge injustice. At the end of the ceremony, the pipe was presented to them so they would never forget their obligations. This pipe may have been given to Lewis and Clark.

Gift-giving was an essential part of diplomacy. To Indians, gifts proved the giver's sincerity and honored the tribe. To Lewis and Clark, some gifts advertised the technological superiority and others encouraged the Indians to adopt an agrarian lifestyle. Like salesmen handing out free samples, Lewis and Clark packed bales of manufactured goods to open diplomatic relations with Indian tribes. Jefferson advised Lewis to give out corn mills to introduce the Indians to mechanized agriculture as part of his plan to "civilize and instruct" them. Clark believed the mills were "verry Thankfully recived," but by the next year the Mandan had demolished theirs to use the metal for weapons.In situations when ceremonies, speeches, and gifts did not work, both the Corps and the Indians gave performances that displayed their military power. The American soldiers paraded, fired their weapons, and demonstrated innovative weaponry. The Indians used war clubs in celebratory scalp dances.

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Interesting Facts – SacagaweaIn the winter of 1804–05, the party built Fort Mandan, near present-day Washburn, North Dakota. There, the group found themselves trapped in their shelter without food when a violent rainstorm hit. The Shoshone/Hidatsa native woman Sacagawea and her husband, French Canadian Toussaint Charbonneau, joined the group, and saved the corp group's lives by bringing the starving men fish. Unfortunately, the men were not used to the fish, and became ill. However, the group recovered.

Sacagawea and Charbonneau accompanied the corps westward in the spring. Many sources claim that she went along as a guide, when in fact there wre only 3 times she was able to point the way when they were in familiar Shoshone territory that she remembered from her childhood. Her main role was that of interpreter. As the Corps crossed the Continental Divide they spied Shoshone people whom they had been searching for to buy horses from. Sacagawea enabled the group to talk to her Shoshone tribe. As they made contact with the Shoshone they discovered that the chief, Cameahwait, was Sacagawea’s brother. Clark wrote in his journal about the emotional reunion, writing, “she danced for the joyful sight.” As was common during those times, she was taken as a slave by the Hidatsa at a young age, and reunited with her brother on the journey. She was able to aid them in translation, and she had some familiarity with the native tribes as they moved further west. The inclusion of a woman with a young baby (Sacagawea's son Jean Baptiste Charbonneau was born in the winter of 1804-05) helped to soften tribal relations since no war-party would include a woman and baby.

References:Fifer, Barbara. Going Along with Lewis and Clark.www.wikipedia.comhttp://www.bigorrin.org/blackfoot_kids.htmhttp://www.history.com/topics/native-american-history/sacagawea

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http://www.history.com/topics/native-american-history/sacagawea

http://www.bigorrin.org/blackfoot_kids.htm

http://www.wikipedia.com/

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ELD Matrix: New ELP Standards, Revised Bloom’s Taxonomy, Depth of KnowledgeInput Chart: Lewis and Clark PictorialGrade Level: 4th




Advanced Fluency

ELPA21ELPModalities


Level of QuestioningPointTo, Locate,Trace Yes/No Either/Or Open Ended


Point to a characteristic that makes Lewis and Clark good explorers.

Name one characteristic that makes Lewis a good leader.

Explain why you would want to lead an expedition or not be the leader of an expedition.

If you were President Jefferson, what characteristics would you want in men you were sending on an expedition?


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How did the Corps travel?

Was the keelboat a good choice for traveling on the Missouri River?

Would a canoe be a good choice for traveling on the Missouri River?

When traveling on the Columbia river which kind of boat would be best; a keelboat or canoe, and why?

What makes a keelboat a good choice as their mode of transportation on the Missouri River?


Point to the person who helped Lewis and Clark communicate.

Was Sacagawea the best choice for an interpreter?

Was Sacagawea only helpful as an interpreter or did she assist the expedition in other areas? Name one other job that she had.

Explain how Sacagawea helped them?

Why did L & C want Sacagawea and her baby to travel with the expedition?

What do you think would have happened if Sacagawea had not helped them?


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Point to the category on the chart that describes the expedition’s goals.

Did the Corps of Discovery meet all of their goals?

Did they find the NWP?

Were L & C friendly to Native Americans?

Do you think the NW Passage exists or doesn’t exist? Why?

Are the Missouri and Columbia River two rivers or do they join to make one river?

Why do you think President Jefferson wanted them to establish peaceful relationships with the Native Americans?

How can you tell whether or not Lewis and Clark were friendly to Native Americans?


Point to vegetation.

What is another word for vegetation?

Is vegetation a word that means plants or animals?

What is an example of the kinds of vegetation they discovered?


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Point to Lewis. Point to Clark.

Who was the leader of the expedition?

Did the two leaders travel together during the whole expedition or did they split up?

Why did Clark receive a field promotion to the rank of Captain?

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Explorers NarrativeBy Jody Bader

1. Running Boy was a Native American boy who lived a long time ago in a coastal village off the Washington coast. One day he was down on the coastline gathering clams and he saw a strange thing out in the water.

2. It was as large as a whale but had funny white skins attached to the top. He had never seen anything like that before. He wasn’t sure if the thing was friendly or dangerous. Running Boy dropped his clam basket and ran back to the village to tell his father what he had seen.

3. The men of the village listened to what Running Boy said. They were also not sure if it was friendly or dangerous. So they got in their canoe and rowed out to this strange beast to see what it was.

4. They found out that it wasn’t a beast, it was a ship with men on it from a place called Spain, and their captain was a man named Juan Perez.Captain Perez said, “We are looking for the Northwest Passage. Have you seen it?”The men from the village answered, “No.”“We are also looking for gold and silver. Do you have any?”The men from the village answered, “No.”The men from the village decided the Spaniards weren’t dangerous but they couldn’t help them. So they got back in their canoe and paddled to shore and the Spanish ship sailed home.

5. A few years later Running Boy was down at the beach when he, again, saw a large ship with big white sails. This ship was from England and the captain was named James Cook. Captain Cook said, “I’m looking for the Northwest Passage. Have you seen it?” “I’ve surveyed the coastline and made maps, but I just can’t find it.”Running Boy answered, “No.”So, Captain Cook left and continued on his voyage around the world.

6. The next ship that visited Running Boy’s village was also from England and belonged to Captain John Meares.Captain Mears said, “I’m looking for the Northwest Passage. Have you seen it?”Running Boy answered “No.” As Captain Meares left Running boy noticed that he had a lot of sea otter pelts on his ship.

7. Not very long after that Running Boy saw another ship from England. This time the captain was George Vancouver. Captain Vancouver said, “I’m looking for the Northwest Passage. Have you seen it? I’ve surveyed Puget Sound and named many of the physical features, but I just can’t find the opening to the passage.”Running Boy answered, “No.” So, Captain Vancouver continued on his voyage.

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8. Later that same year Running Boy and his father were in their canoe fishing at the mouth of the great river. Here came another ship. Running Boy said to his father. “They must be looking for the Northwest Passage. Do you think they’ll find it?”This ship belonged to American Captain Robert Gray, but this time instead of sailing on, the ship sailed up the river.

9. No more ships came, but years later when Running Boy was a man and had children of his own he helped two more explorers who came to his land across the continent on foot. Their names were Captain Meriwether Lewis and Captain William Clark. As they sat around the campfire one night, Running Boy asked them, “So, my friends, did you ever find the Northwest Passage?”“No,” they answered. “We’ve decided that it doesn’t exist.”

10. Running Boy’s father knew that times were changing from the Northwest Coastal lifestyle that he had known as a boy. He knew that Running Boy’s children and their children would have more visits from the white men and, though they would not find a water passage through the continent, perhaps there would be other reasons they would come here and change the Native American’s life forever.

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ELD Matrix: New ELP Standards, Revised Bloom’s Taxonomy, Depth of KnowledgeInput Chart: Explorers NarrativeGrade Level: 4

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Advanced Fluency

ELPA21ELPModalities


Level of Questioning Point To, Locate,

Trace Yes/No Either/Or Open EndedCreateArrange, assemble, collect, compose, combine, construct, create, design, develop, devise, forecast, formulate, hypothesize, imagine, invent, manage, organize, plan, prepare, propose, set up

Point to the character you find most interesting.

Are you interested in this part of American history?

Would you write about something that happened in American history or another country?

If you were assigned to write a historical fiction story, which period in history would you write about and why?

EvaluateAppraise, argue, assess, choose, compare, critique, decide, debate, defend, determine, discuss, estimate, evaluate, judge, justify, predict, prioritize, rate, re

Point to the explorer who changed the Native American’s way of life the most.

Was the exploration of North America a good thing for the Native Americans?

Did the exploration of the Pacific NW change the Native peoples’ way of life for the better or for worse?

Discuss how exploration changed the Native Americans’ way of life.


Point to the bravest person in the story.

Do you think when the men from the village rowed out to the ship they thought it was dangerous?

Was it a good idea for the men to row out to the ship or watch it from the village?

How did the men from the village know the ships were something friendly?

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Show me why Running Boy thought the first ship looked like a whale.

Did Running Boy think the first ship was a whale?

Do you think Running Boy thought the first ship was as big as a whale or it was a whale?

Why do you think Running Boy thought the first ship was a whale with large white skins attached to it?

UnderstandCategorize, cite, clarify, classify, describe, discuss, explain, express, identify, indicate, interpret, locate, match, translate, paraphrase, select p

Point to the main character.

How many other characters are there?

Is the genre of this story historical fiction or a biography?

What is the difference between a main character and a supporting character?

RememberArrange, choose, define, describe, draw, find, give example, identify, label, locate, list, match, name, recall, recite, recognize, record, repeat, reproduce, select, state, tell

Point to Running Boy?

Was Running Boy gathering clams?

Was Running Boy gathering clams or picking berries?

What was Running Boy doing at the beach?

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70

Expert GroupGeorge Vancouver

Explorer’s Country and TransportationThe British sent three explorers from England to the Northwest to find the Northwest Passage. Captain George Vancouver was one of those explorers. Vancouver sailed from England on his ship the Discovery in 1790. He navigated the North Pacific and entered Puget Sound in 1792.

GoalsThe British wanted to find new land for their country and were looking for the Northwest Passage. They sent three explorers from England, which included Vancouver, to the Northwest to find the opening from the Pacific side. Captain Vancouver was also given command to take possession of Nootka Sound and to survey the coast.

AccomplishmentsHe was famous for his exploration of Puget Sound. He named many physical features in our state. His journey into Puget Sound was important to Britain’s claim to the Pacific Northwest. The expedition then sailed north, discovering what is now called Vancouver Island, and then sailed around it. Vancouver Island and the city of Vancouver are named for him.

Relationship with Native AmericansVancouver and his crew had brief and friendly contact with Native Americans. They completed an ethnography of the native people by observing and recording their houses, canoes, weapons, clothing, food, and language.

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Expert GroupJames Cook

Explorer’s Country and TransportationCaptain James Cook was a British sea captain who circumnavigated the globe. Captain James Cook sailed to the Northwest during his 3rd voyage in 1779.

GoalsThe British wanted to find new land for their country and were looking for the Northwest Passage. They sent three explorers from England, which included Cook, to the Northwest to find the opening from the Pacific side. Cook also had instructions to discover the natural resources of the area and to claim the land for England.

AccomplishmentsHe noted our natural resources on his way north to Alaska. He also mapped our coastline. He decided the Northwest Passage did not exist. His greatest achievements were his skills as an excellent surveyor and cartographer.

Relationship with Native AmericansHe and his crew came ashore at Nootka Sound for a month to repair their ships. They traded for sea otter pelts and fresh supplies with the Nootka people. He turned his ship around and headed back across the Pacific Ocean toward home. He was killed along the way in Hawaii. British explorers sailed our coastline, but they did not discover our land. They had a claim to the Pacific Northwest, but it was not a strong one.

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Expert GroupJuan Perez

Explorer’s Country and Transportation Juan Perez was one of the first Spanish explorers to sail along Washington’s coastline. His voyage started in Mexico and sailed north up the coastline in 1774.

GoalsThe Spanish government wanted four things from their explorers. They were supposed to control the Native Americans living in the Pacific Northwest. They were supposed to bring back gold and silver. They wanted them to find the Northwest Passage. They were also supposed to find out how many Russian fur trappers were here and try to stop any more from coming. They did not accomplish any of these goals. Spanish explorers made several mistakes. They did not find the riches they wanted. They also decided not to sail into the San Rogue River.

AccomplishmentsSpanish explorers were the first people to sail their ships along the coastline of the Pacific Ocean. Spanish explorers were also the first people to discover the mouth of the San Rogue River. This river’s name was eventually changed to the Columbia River. The Strait of Juan de Fuca and the San Juan Islands were named by Juan Perez.

Relationship with Native AmericansCaptain Perez was also the first European to anchor his ship in Nootka Sound. He traded with the Nootka tribes pieces of metal and beads for sea otter robes, but they didn’t do much more trading. The Spanish tried to stop explorers from other countries from trading. The Spanish and the English argued over who claimed the Pacific Northwest for about 10 years. The Native Americans sided with the English because they liked trading for furs.

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Expert GroupRobert Gray

Explorer’s Country and TransportationAn American named Captain Robert Gray came to the Washington coast in 1792. He started from Boston and sailed all the way around the tip of South America, then up the coast of North America until he reached the Northwest.

GoalsGray was sent by our government to find the Northwest Passage and the mouth of the San Rogue River. Gray was a trader. He also came to the Northwest to trade with the Coastal people for furs.

AccomplishmentsCaptain Gray discovered Bullfinch Harbor. This name was later changed to Gray’s Harbor. Captain Gray did not find the Northwest Passage, but he sailed 25 miles into the San Rogue River, renaming the river the Columbia River after his ship The Columbia. This is the name we still use today. Captain Gray claimed the river and the land for our country. The United States was now in a good position to control the Pacific Northwest. Captain Gray went on to circumnavigate the world. He stopped in China to trade furs for tea.

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Explorer’sName and Country

Mode ofTransportation

Goals Accomplishments Relationship withNative Americans

Expert Groups citation:Washington: Past and Present, First Edition. Lambert, Dale & Lambert, Laura. Directed Media, Inc. East Wenatchee, WA. 1998.

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Explorer’sName and Country

Mode ofTransportation

Goals Accomplishments Relationship withNative Americans

Lewis and ClarkUSA

Keelboat Canoe Horse On foot

Find the NW passage Study the plants and animals Make maps Friendly relationships with

natives Discover the source of Missouri

and Columbia rivers

Walked across US to the Pacific Ocean

Learned about the natural resources

Made Maps Friendly relationships

with natives

Mostly friendly Traded

Juan PerezSpain

ShipThe Santiago

Find gold and silver Find the NWP Subdue the natives Stop Russian incursion

Named Strait of Juan de Fuca, San Juan Islands

Some trading Tried to stop

others from trading

James CookEngland

ShipThe Resolution

Find the NW Passage Make maps

Made maps of the coastline

Discovered our natural resources

Mostly friendly in North America

Was killed in Hawaii

TradedJohn MearesEngland

ShipThe Nootka

Find the NW Passage Gather furs for trade

Took sea otter fur to China to trade for spices, silk, and tea

Friendly Traded

George VancouverEngland

ShipThe Discovery

Find the NW Passage Explore the area

Sailed into Puget Sound Named many landforms

i.e., Mt. Rainier, Puget Sound, Bainbridge Is.

Friendly Traded

Robert GrayUSA

ShipThe Columbia

Find the NW Passage Trade with Native Americans for

furs

Sailed 25 miles up Columbia River

Claimed the land for the USA

Discovered Gray’s Harbor

Traded furs for tea in China

Friendly Traded

Name_________________________________________________________ Team_____________________________________

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Explorer’s Name

Country

Transportation

GoalsAccomplishments

Relationship with Natives

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Date ___________________

Explorers Unit

HOME/SCHOOL CONNECTION #1

Ask someone at home if they know the names of the explorers who visited Washington. Tell them what you know. Write or sketch.

Parent____________________Student____________________

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Date___________________

Explorers Unit


Read this poem from your poetry booklet to your family. Explain it to them.

George Vancouverby Melissa Correa and Jody Bader







Parent_________________________Student_____________________

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Date___________________

Explorers Unit


Imagine you are an explorer looking for the Northwest Passage. Describe in writing or sketches what you see on your expedition.

Parent_________________________Student_____________________

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Fecha ___________________

Unidad de Exploradores

Conexion entre hogar y escuela #1

Preguntale a alguien en tu casa si conoce los nombres de los exploradores que visitaron Washington. Explicales lo que tu sabes acerca de ellos. Escribe o dibuja.

Padres:______________Estudiante:____________________

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Fecha ___________________


Conexion Entre Hogar y Escuela #2

Lee este poema a tu familia. Explicales.

George Vancouverby Melissa Correa and Jody Bader, 2007







Padres:______________Estudiante:____________________

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Fecha ___________________


Conexion entre hogar y escuela #3

Imaginate que eres un explorador en busqueda de la ruta al nor-oeste. Describe en palabras o dibujos que viste durante tu expedicion.

Padres:______________Estudiante:______________________

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Дата _________________

Додому / школа підключення #1розвідка Unit

Попросіть кого-небудь будинку, якщо вони відомі імена дослідників, які відвідали Вашингтон. Скажіть їм, що ви знаєте. Написати або ескіз.

Батько____________________ студент ________________

Дата _________________


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Читайте цей вірш від вас поезії брошури для вашої родини. Поясніть їм.

George Vancouverby Melissa Correa and Jody Bader, 2007


The mountains, islands, and ports you seemostly are named by me!





Батько____________________ студент ________________

Дата _________________


Уявіть, що ви дослідник шукає Північно-Західного проходу. Опишіть в письмовій формі або у загальних

рисах те, що ви бачите на експедиції.

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Батько____________________ студент ________________

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TEAM SHEETAction Plan

NW ExplorersAssessing Unit Theme: Explorers had many reasons for coming to the NW. Their discoveries affected many people wanting to immigrate here. They also affected the lives of the Native American people already living here.

Assessing Cross-Cultural Theme: We can all have influence on other people’s lives. We decide if our influence will be positive or negative.

Input: Connect the action plan prompt to the Narrative Input Chart.

Prompt: What are ways that you or your team can have a positive influence in peoples’ lives?

Define what one problem is.

Brainstorm causes.

Brainstorm solutions. Pros + Cons –

Choose one solution and write a plan of action for you and your team.

Solution Reason

Rubric87

Team Action PlanPositively Influencing People’s Lives

1 – minimum requirement

Team collectively fills out an action plan graphic organizer related to the prompt.

2 - In addition, the team also completes these components

Team takes one effect and lists 2 or more causes Team thinks of 2 or more solutions

3- In addition, the team completes this component

The chosen solution is presented to the class in a project. The format of the project can be of the team’s choosing.

4 – In addition to the points above, the team also adds these components

The project describes the effects of their solution on people or the community The team informs the audience why the chosen solution will help people or the

community

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Student RubricTeam Tasks

1 2 3 4Participation More than one color

is missing.One color is missing.

All colors are represented but not equally.

All colors are represented equally.

Quality of Work We did not do our best work.

Some of the time we did our best work. Some handwriting and drawing is neat.

We took our time and did our best work most of the time. Most of our handwriting and drawing is neat.

We took our time and did our best work. All of our handwriting and drawing is neat.

Content Accuracy

Our work is not complete. We didn’t check our facts.

Our work is mostly complete but we didn’t check our facts.

Our work is mostly complete and correct. We checked our facts.

Our work is complete and correct. We double checked our facts.

On Task We were not on task.

We were on task some of the time.

We were on task most of the time.

We were on task consistently.

Teamwork We didn’t support each other or make decisions together.

We supported each other and made decisions together some of the time.

We supported each other and made decisions together most of the time.

We supported each other and made decisions together consistently.

I agree with the above: _______________________ _____________________________ _______________________ _____________________________

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Teacher Generated AssessmentNW Explorers Points __________/ 20

Rubric: 2 points per questionTotal points possible: 20

0 points = question not answered or answer incorrect

1 point = question answered correctly

2 points = question answered correctly, plus explanation. Elaboration and/or sketching.

1. Sea explorers sailed thousands of miles to find what riches?1 point = tea, spices, silk2 points =They wanted to find a water route through North America to make trading with China and India easier. Goods sought from Asia include tea, spices, and silk. In order to trade they needed resources from the NW including gold, silver, and fur. While in the NW the explorers also discovered the riches of the natural resources in the region such as fish and lumber.

2. If you could be any person in this unit, who would you choose? Why do you think this person is so important?1 point = Name a key person from the unit. Adds a personal opinion about why they would like to be that person. 2 points = Elaborate on key contributions and influences in history.

3. What role did Sacagawea play in the Lewis and Clark expedition?1 point = interpreter2 points = She and her husband helped guide the expedition through the Rocky Mountains and acted as interpreters for several of the Native American tribes they met along the way. She led the expedition to her brother’s band of Shoshone where they traded for horses. The added advantage of traveling with a woman and her baby helped the Native people see the expedition as peaceful.

4. If you were President Jefferson would you spend 15 million dollars for Louisiana? Why?1 point = yes or no2 points = thoughtful response applying the pros and cons of adding territory to the country.

5. What are the reasons the explorers didn’t find the NW Passage?0 points= It didn’t exist1 point = Ice2 points = The NW Passage is much farther north than the 18th century explorers could sail in their wooden ships. The passage is covered by ice most of the year and is not accessible. It wasn’t discovered until 1906 by Roald Amudson, an arctic explorer. It took 3 years for Amudson’s ship to make the journey. It got stuck in the ice for months at a time during the winter. Today the NW Passage is ice free for longer periods of time

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each year due to global warming.

6. Match the following key topic with its definition. 1 point each

Northwest PassageThomas JeffersonLewis and ClarkColumbia RiverFur TradersExpeditionJohn MearesBeaverExplorerSettlers

Sold or exchanged goods for animal peltsPeople who move to a new area after it is discovered.

Water route between the Atlantic and PacificLed an overland expedition to the PacificAnimal sought for its furBought Louisiana from FranceDiscovers new placesBritish traderThe most important river in our stateA trip for the purpose of exploration

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Name that Explorer Goals/Accomplishments Interesting Facts50 This explorer was from Spain.

Answer: Juan Perez

This skill and accomplishment was shared by Cook and Vancouver.

Answer: Cartography

This river was named after a ship.

Answer: The Columbia

100 This explorer named Puget Sound.

Answer: Vancouver

Juan Perez did not meet this goal.

Answer: any goals

This corps member helped hunt for his dinner.

Answer: Seaman

250 This British explorer was the 1st to trade beaver pelts with the Chinese.

Answer: Cook

This is one of Lewis and Clark’s goals

Answer: list any goal

This explorer was promoted to Captain in the field.

Answer: Clark

500 This explorer’s name has been mispronounced for the last 200 years.

Answer: Sacagawea

Robert Gray accomplished this goal by sailing inland.

Answer: claim the land for USA

This land was bought from France for 15 million $

Answer: Louisiana Purchase

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Graffiti Wall:

1) What does circumnavigate mean? Write and sketch.

2) If you were an explorer list the supplies would you need?

3) The explorers were looking for _________.

4) List 3 WA explorers.

5) What British explorer was the 1st to trade beaver pelts with the Chinese?a. Lewis and Clarkb. Juan Perezc. John Mearesd. James Cook

6) The explorers found gold and silver. True or False

7) Name 5 landforms that were named by George Vancouver.

8) Explain one interesting fact about the Corps of Discovery.

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Documents

Web viewIt is the segway between ... Conduct short research projects that ... grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g