ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

In analyzing data from the 2004 North Dakota State Assessment Content Standard Summary Report, I learned that Language Arts scores indicated the lowest areas were in Standard 3: Students engage in the writing process. The specific benchmark reflecting this deficiency was 6.3.1: Produce informative writing, research-based report, instructions. In Standard 3, 23% of the students need to strengthen these skills.  We identify writing as a weakness in our school. Our school goal is to provide opportunities for students to produce varied types of writing. I realize the importance of my student’s ability to comprehend, take relevant notes, and compile them in sequential written pieces. It is my observation that my students have weaknesses in these areas. In reference to Content Standard 6: Students understand and use principles of language, this unit will emphasize and utilize the principles of language. Students will apply appropriate conventions of writing skills in the following areas: composition, grammar, mechanics, and usage. My purpose in developing this unit is to expose my students to the historical Lewis and Clark expedition through writing. My students know a minimal amount about Lewis and Clark. This unit will provide enriching performance assessments in writing and technology. It will align with state standards producing confident, knowledgeable writers. Students will be exposed to various writing opportunities. This unit will meet the “No Child Left Behind” requirements, insuring every student reaches competency in writing.

Understandings & Goals

Enduring Understanding:  I want my students to understand the historical significance of the Lewis and Clark expedition, what they encountered, and the expedition’s impact on North Dakota.
Goal(s): 1. Students will analyze the historical significance of the Lewis and Clark expedition.  2. Students will examine land and water routes traveled during the expedition.  3. Students will explain significance of Native American relationships during this period in history.  4. Students will describe the expedition’s historical impact on North Dakota.  5. Students will explore this past culture and compare it to our present culture.

Questions Answered

Essential questions:  1. What is the historical significance of the Lewis and Clark expedition?  2. What land and water routes were used?  3. How did the relationship with the Native Americans affect the expedition?  4. How did the Lewis and Clark expedition impact North Dakota?  5. How did their culture compare and contrast to our present day culture?
Objectives:  1. Using various web sites, students will research Lewis and Clark topics, formulate five questions, and with 100% accuracy post questions and answers in the school hallway.  2. To identify past and present cultural differences, students will investigate the cultures of three affiliated Indian tribes, utilizing web sites and SEND trunk artifacts, accurately sharing differences with Grades 2 & 5.  3. Students will practice using correct English mechanics by composing a historical journal entry, information will be shared with other students by using rubric criteria and the jigsaw strategy.  4. Working with a partner, using web sites and brochures, students will formulate a set of game and dance directions, accurately modeling procedures for other classes.  5. Summarizing knowledge, students will create a PowerPoint documentary on the Lewis and Clark expedition, and present with confidence and accuracy to other classrooms and parents.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? 
1. Using essay format students will compose written pieces on researched topics. After each topic studied, students’ knowledge will be assessed using traditional quizzes on important terms.  2. Students will prepare a multiple-choice test to measure competency on information researched.
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. Students will be asked to research web sites, taking notes on relevant facts relating to the significance of the Lewis and Clark expedition.  2. Students will compose questions for other students to research and answer.  3. Students will use internet research to formulate direction essays, recreational games, journal entries, and Venn diagrams.  4. Students will observe and document the “Circle of Cultures” event, culminating the experience by presenting a project based assignment informing others of knowledge gained.
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)Students will submit a “Footprint Project”  illustrating an understanding of research, note taking, and sharing knowledge effectively with others. Students will help compile a rubric for a formative assessment. 2)Students will research recreational activities, formulate a set of written directions for the “Buffalo and the Butterfly” dance, and teach grades 2 and 5 the three basic dance steps. Students will assess learning by completing a rubric. 3)To inform and to enrich learning, students will prepare questions and answers for an online Jeopardy game. 4)Students will prepare a PowerPoint slideshow on “The Circle of Cultures” to show other students and parents, serving as evidence of their understanding. 5)Using the Inspiration program, students will organize journal entries on a Lewis and Clark book. Students and teacher will prepare a rubric to evaluate writing content and mechanics.
What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect?
Documenting experiences of Lewis and Clark in journals, asking questions, interviewing characters at the “Circle of Cultures”, and observations of students teaching to an audience.

Instructional Strategies

Project based learning strategies will be used to involve students in our project, “Unwrapping the Treasures of Lewis and Clark”.  Throughout this project students will be involved with higher-level tasks. While conducting research on Lewis and Clark topics, students will be provided various opportunities to take notes, draft written questions, and word process in correct written format. Cooperative groups will seek multiple sources of information while utilizing teamwork and a group spirit to create a worthwhile project. Students will be exposed to real life problem solving situations when teaching Native American games and dances to other grade levels. In producing the final PowerPoint documentary, students will be involved in making careful decisions and taking initiative in meeting deadlines. Students’ active roles in sharing research and knowledge connect them to using relevant life skills. Student products created during these learning activities will provide me opportunities for authentic assessments. The project learning strategy allows students to be more self-directed while learning skills necessary for today’s employers.