ND Curriculum Initiative

Subject & Standards

English Language Arts: 2. Students engage in the reading process.. Mathematics: 1. Number and Operation. Social Studies: 2. Important Historical Events.

Needs Assessment/Rational

Analysis of need for learning about Lewis and Clark in ND: According to ND State Assessments, 23% of the students tested in grade four at Cathedral School were below proficiency in geometry and spatial sense, and 17% were below proficiency in algebra, functions, and patterns. In addition, through personal observations and data from a Metropolitan Readiness Test, reading readiness is a concern with the students I have now.
Learning about the Lewis and Clark expedition will allow students to be engaged in exciting projects and investigations that are connected to national and state educational content standards not only in social studies, but in mathematics and reading as well. Living in ND, we have a once in a lifetime opportunity to experience another time and culture. We will learn more about the state we live in and another culture. Ken Rogers, a writer for the Bismarck Tribune, states, “The expedition was the seed of the nation in this newly purchased territory. It’s a story about place and this place’s earliest connection to the nation.”  Also, learning about the Native Americans can be a good way to learn more about ourselves and the many people of the world with whom we share the earth. We are working on the lifetime skill of respect in our class and will bring this into our studies as we learn more about the Native American culture.

Understandings & Goals

Enduring Understanding: 1. I want to spark an interest in my students to learn more about the state they live in and the original people of ND.  2.  I want them to develop a sense of pride to have lived in ND.
Goal(s):The students will gain knowledge about ND and the contributions of Lewis and Clark.

Questions Answered

Essential questions:1. What role did Native Americans play in shaping ND?  2. Why are Lewis and Clark of primary importance in ND history?  3. What are some animals native to ND?
Objectives: 1. Given a map of the United States students will locate and color ND with 100% accuracy. 2. Given the opportunity to visit the Heritage Center students will name and identify five native animals of ND. 3. Given a map of the Plains Indian tribes, students will locate the main tribes in ND.  4. With the help of upperclassmen students will learn map skills and locate the rivers, lakes, and plains along the Lewis and Clark trail in ND.  5. Given the opportunity to listen to stories, attend assemblies, and explore the Internet students will learn the history of Lewis and Clark’s expedition and develop an alphabet book to share with kindergarten, upperclassmen, and families. 6. Given the history of Native American children and listening to stories students will complete a Venn diagram that compares Native American children and themselves.  7. Given a coloring sheet of corn students will color the Indian corn using a pattern with 80% accuracy. 8. Given a buffalo hide coloring sheet students will use geometric shapes to design a buffalo hide.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding?
1. Students will complete a scavenger hunt that consists of 10 questions. A score of 7 out of 10 will be considered as passing.  2.  Students will color the state of North Dakota on a map worksheet. What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding?
1. I will ask probing questions about North Dakota and Lewis and Clark.  2. We will discuss what they already know and what they would like to learn.  3. I will use probing questions at the beginning of each activity.  4. The sixth grade students have a trail of footsteps with questions and answers about Lewis and Clark along the elementary hall.  5. We will read and discuss these questions and answers.
What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product)will you include that will provide evidence of student understanding?
1. We will create an alphabet book about Lewis and Clark exploring North Dakota and share it with kindergarten and second grade students.  2. The students will help to develop a rubric that could be used in the creation of the book.  3. We will also play Lewis and Clark Bingo.  4. Students will be given clues and mark their cards if they have the answer.
What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect?
1. We will make a Venn Diagram that will compares Native American children with themselves.  2. Students will also complete three “Did you know?” cards, one on The Lewis and Clark Expedition, one on Native Americans, and one on North Dakota, to share with their families and peers.  3. Students will write a thank you note to Mr. Gibson after his presentation about Lewis and Clark.  4. They will include something that they learned from his presentation in their letter.

Instructional Strategies

Students will be involved in a project-based activity. They will complete an alphabet book on Exploring North Dakota with Lewis and Clark. Students will research facts about North Dakota, Lewis and Clark, and Native Americans. Much of the research will be done on the Internet. They will use these facts to complete an ABC book. Students will decide what important fact should be used for each letter, for example, A could be for animals that Lewis and Clark encountered along the way, B could be for bison, C for Clark or culture, D for a golden Sacagawea dollar coin that was introduced in the USA in the year 2000, etc. Students will use these books to inform kindergarten and second grade students and their families about the history of Lewis and Clark and North Dakota.