section i - jefferson and the west

Transcription

2003 Shaping the World: Conversation on Democracy
“The Object of our Mission”
Thomas Jefferson confers with Meriwether Lewis
SECTION I - JEFFERSON AND THE WEST
Secret Message to Congress
Have students step into the role of Senators and members of the House of
Representatives on January 18, 1803, when the President’s Confidential
Message was delivered.
Make a list of bullet points outlining the vital information in the President’s
message.
Can you determine from the message the reasons for its confidentiality? List
those reasons on the board for discussion.
1800 by Rembrandt Peale
Courtesy White House Collection
White House Historical Society
What did Jefferson ask Congress to fund and at what cost? The actual
expenditures totaled $38,722. How much over budget was the expedition?
What percent over budget was the expedition?
Examine the documents below that list purchases: miscellaneous purchases, wine and kegs, tobacco.
What additional items would the Corps need that would put them over budget? What unexpected
expenses might be responsible for being over budget?
2003 Shaping the World: Conversation on Democracy - Thomas Jefferson Confers With Meriwether Lewis
© Thomas Jefferson’s Poplar Forest
Record the students answers on the board for more discussion.
Have students research to discover expenditures and costs for our current program for space
exploration. Have students find out the expenditures and costs for their locality’s educational program.
Population and Land
In 1801, the nation’s boundaries reached from the Atlantic Ocean (east) to the Mississippi River (west),
from the Great Lakes (north) to almost the Gulf of Mexico (south).
On the map:
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Shade in the nation’s 1801 boundaries with a colored pen
Label the 17 States, the Great Lakes, Mississippi River, Atlantic Ocean, Gulf of Mexico, Pacific
Ocean
The nation’s population in 1801 was 5,308,483. Two-thirds of this population lived within 50 miles
of the Atlantic Ocean. Create a legend on the map to illustration this information.
Research and find out the population of the nation today, nationwide and by States (use the US 2000
Census). Assign students several States to research. As a class create an information chart that lists
each state, its population, and total area in square miles.
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Using the information chart, create a bar graph to show the population by State.
Using the information chart, create a bar graph to show the total area by State.
Which State has the smallest population?
Which State has the largest population?
Compare the population of the east coast States with the west coast States. Can you make any
inferences about where people live based on the population information?
Which State has the largest area (land and water)?
Which State has the smallest area (land and water)?
Can you make any inferences about where people live based on the land and water area of the
States?
What has been the percentage of increase in the population since 1801? (Population percent change is
derived by dividing the difference between the population in 2000 and 1801 by the 1801 population.)
Speculations and Myths
Expeditions into uncharted areas face the unknown. For Christopher Columbus (1492), there were
speculations of sea monsters, a flat world where one would sail off the edge, boiling waters at the
equator, and a search for a water route to the riches of China. Lewis and Clark ventured forth with a
similar list:
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wooly mammoths
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Peruvian llamas
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blue-eyed Welsh speaking Indians
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Northwest passage
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mountains of salt
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erupting volcanoes
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mountains the same size of the Blue
Ridge Mountains -- a range of the Appalachian
Mountains (elevation, 6,684 feet)
Have students select one of the Lewis and Clark speculations to research and to present their findings
to the class.
Have students make a list of speculations and questions that they would like to discover about outer
space. What speculations have the astronauts and cosmonauts already proven or disproved about outer
space?
Louisiana Purchase
Have students create a timeline that reflects the ownership of the Louisiana Territory from 1682 through
December 1803.
In 1801 Jefferson names Robert R. Livingston as the U.S. Minister to France. Jefferson kept Livingston
advised of the concerns the nation had pertaining to the foreign ownership of the Louisiana territory, the
control of the port of New Orleans, and American commerce through the port.
Look at Jefferson’s letter to Livingston to determine what those concerns were. List the concerns on
the board for further class discussion.
Jefferson sent James Monroe to France as Minister
Extraordinary to join Livingston in negotiations over the
port of New Orleans. Monroe’s mission was to obtain
land east of the Mississippi with an allocated amount of
$10 million for the purchase of New Orleans and all or
some of the Floridas.
Negotiations with France for Louisiana
Courtesy Library of Congress
Have students research the lives of Robert Livingston
and James Monroe to determine the qualifications and
skills that would be attributes to their role as ministers to
France and particularly as negotiators. Make a chart of
their attributes. Do you find these attributes today in the
Governor of your state; in the President of the United
States?
Have students identify the French representatives involved in the negotiations and write short
biographies of these individuals.
Assign students to play the role of the individuals involved in the Louisiana Purchase. Re-enact the
event beginning with Jefferson’s instructions to James Monroe through the negotiations to the signing of
the Louisiana Treaty. Use the student's timelines and these documents to help develop the script:
Jefferson to Livingston Jefferson to Livingston
Sep 9, 1801
Feb 3, 1803
Jefferson to Kentucky
Governor James
Garrard
Jan 18, 1803
Livingston to Madison
Apr 13, 1803
To keep vital information from falling into the hands of the enemy, Jefferson,
Monroe and Livingston made use of secret codes. The cipher system
substituted numbers for words in a sentence. The cipher’s key was a
standard published book. The word to be encoded was found in the book and
then translated to: page number, line number, and the number of the word
counting over from the left. So that the word to be encoded would look
something like this: 358.8.10. That would be the word on page 358 at the
eighth (8th) line and the tenth (10th) word from the left.
Have students use the Social Studies textbook or a Reading textbook and
encode a word for a classmate to decode. Try coding a sentence this way.
Have the students write a letter and encode a secret message within the
letter.
Click image for a larger version.
Courtesy Library of Congress
Image note: Jefferson designed this cipher to be use by Lewis during the Corps' expedition for sending
information back to Jefferson. As it turned out, Lewis did not have to make use of the cipher.
Invisible ink was also used. Invisible ink would be used to write a secret message between the lines of
a letter. Have students try their hand at writing with invisible ink by using orange juice, milk or lemon
juice. To reveal the code, hold the paper close to a source of light (light bulb). The heat from the light
source will make the message appear.
Examine the Louisiana Treaty documents to determine the
conditions that were agreed to by France and the United States
concerning the Louisiana Purchase. Students should list their
answers on the board.
Jefferson purchased the Louisiana Territory of 827,000 square
acres for $15 million. How much did he pay per square acre?
Cover of the Louisiana Purchase Treaty (1803)
Citation: Louisiana Purchase Treaty, April 30, 1803; General Records of the U.S. Government; Record Group 11; National Archives.
Transportation
The Corps of Discovery, as the expedition
was called, took with them 2 piroques, 6 dugout
canoes, a keelboat and the “experiment”, an
ironboat.
The three color images in this segment are
courtesy Mrs. John F. Clymer and the Clymer
Museum of Art.
Have students look for illustrations of these types
of vessels (early 1800s). Examining the student's
illustrations, determine how the Corps used these
vessels.
Examine the map at this link of the Lewis and
Clark Trail and make a list of the rivers the Corps
would have to use in order to reach the Pacific
Ocean (starting point: St. Louis).
Look at a modern day map and
list the states the Corps of
Discovery journeyed through to get
to the Pacific Ocean. In addition to
the vessels, the Corps made use of
horses and their own feet. When
would the Corps need to use
horses and when would it be more
advantageous to walk?
The ironboat was a collapsible
boat made up of an iron frame that
would be assembled when needed.
The iron frames weighed 99 pounds.
The boat would be covered with skins
and hides and sealed with pine pitch.
The ironboat passed its trials at
Harper’s Ferry carrying 4 tons of
cargo, but at the Great Falls
(Missouri) it sprung too many leaks to
be usable.
Illustration by Kirsten Sihlanick
Have the students theorize on why it was successful at Harper’s Ferry but not at the Great Falls.
Recording information
Lewis and Clark were instructed to keep detailed accounts of the westward expedition:
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compass records
measure distances
notes on botanical and zoological specimens
notes on minerals and soil
observation of landmarks and surroundings
climate/weather
Using the same instructions, have students visit an area near the school or their home (parks or nearby
fields) and make journal notations. They should use a compass to note directions, note observation of
any landmarks, measure distances, make notes on plants and animals they encounter, take notes on
rocks or other features, and record the weather. Encourage students to describe their findings with
illustrations as well as the written word.
Latitude and longitude
Review with students the definitions of latitude and longitude. On the globe (below) have students
label:
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Latitude
Longitude
North Pole
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South Pole
Equator
Prime Meridian
Determine the latitude and longitude (from center point) of each of the objects on the map shown at
right. Record your answers on a chart similar to that below.
Image
Latitude
Longitude
Canoe
Compass
Sextant
Officer
Buffalo
Peace Medal
Clark recorded distances with latitude and longitude in his Field Notes. Use a modern map and locate three
or four of the Rivers Clark noted.
Image courtesy Yale Collection of Western Americana, Beinecke Rare Book and Manuscript Library
Find the latitude and longitude of the following places on the Lewis and Clark Trail: (hint: use an atlas)
Location
Latitude
Longitude
St. Louis, Missouri
Bitterroot Mountains (Hamilton, Montana)
Fort Mandan (Washburn, North Dakota)
Fort Clatsop (Astoria, Oregon)
White Cliffs (Missoula, Montana)
Great Falls, Montana
Mandan-Hidatsa Villages (Bismarck, North
Dakota)
Council Bluffs, Iowa
Chinook, Washington
Lewiston, Idaho
Pierre, South Dakota
Walla Walla, Washington
Find the latitude and longitude of your city or town
Lewis and Clark used a sextant and octant along with charts and formulas to determine latitude and
longitude. Lewis had been trained by Andrew Ellicott (astronomer) and Robert Patterson (mathematician)
as well as Jefferson to determine latitude and longitude. What other tools would have been useful in
determining direction and gathering information? Use a chart similar to that below to make a list. Are
these tools still used today? If not what has replaced them?
Navigational Tools/Equipments-Lewis &
Clark
Navigational Tools/Equipment-21st century
There are 88 constellations. Using a check list, have students mark off
the ones they can identify in the night sky.
Have students chose a constellation to research and write a report on.
The ancient Greeks used mythology to explain the various constellations.
Students should include in their reports how the constellation they
selected got its name.
Using the pattern of constellations given below, look up in the night sky
and see if you can find the Big Dipper, the Little Dipper, and the North
Star.
Image taken from Cosmographicus Liber
Petri Apiana..., Gemma Frisius, Antwerp,
1533
Military Dress
Use the descriptions of the words below to label the uniform:
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Gorget: a remnant of the armor knights wore to protect the throat
Hat: worn well forward over the eyebrows and turned to the left to give freedom when using
muskets and rifles
Sash: a long length of cloth wrapped around the waist
Sword: carried within a shoulder or waist belt
Spontoon/Espontoon: a six foot staff carried when walking
Epaulette: indicated the
officer’s rank; a
descendant of the
shoulder strap
Cockades: mark of a
military man, worn on the
hat
Army Officer's Uniform
Courtesy C. Keith Wilbur, M.D.,
Picture Book of the Continental
Soldier, Stackpole Books
Captain Lewis made use of his spontoon/espontoon on several occasions. Read his journal entries
about it below:
Excerpts from Meriwether Lewis' journal
Sunday, May 26th, 1805
on my return to the river I passed a creek about 20 yds. wide near it's entrance it had a handsome little stream of
runing water; in this creek I saw several softshelled Turtles which were the first that have been seen this season; this
I believe proceeded reather from the season than from their non existence in the portion of the river from the
Mandans hither. on the Stard. shore I killed a fat buffaloe which was very acceptable to us at this moment; the party
came up to me late in the evening and encamped for the night on the Lard. side. it was after dark before we
finished butchering the buffaloe, and on my return to camp I trod within five inches of a rattle snake but being in
motion I passed before he could probably put himself in a striking attitude and fortunately escaped his bite, I struck
about at random [lying] with my espontoon being directed in some measure by his nois untill I killed him. Our hunters
had killed two of the Bighorned Anamals since I had left them.
Friday, June 7th, 1805
It continued to rain almost without intermission last night and as I expected we had a most disagreable and wrestless
night. our camp possessing no allurements, we left our watery beads at an early hour and coninued our rout down
the river. it still continues to rain and the wind hard from N. E. and could. the grownd remarkably slipry, insomuch
that we were unable to walk on the sides of the bluffs where we had passed as we ascended the river.
notwithstanding the rain that has now fallen the earth of these bluffs is not wet to a greater debth than 2 inches; in it's
present state it is precisely like walking over frozan grownd which is thawed to small debth and slips equally as bad.
this clay not only appears to require more water to saturate it as I before observed than any earth I ever observed but
when saturated it appears on the other hand to yeald it's moisture with equal difficulty. In passing along the face of
one of these bluffs today I sliped at a narrow pass of about 30 yards in length and but for a quick and fortunate
recovery by means of my espontoon I should been precipitated into the river down a craggy pricipice of about ninety
feet. I had scarcely reached a place on which I could stand with tolerable safety even with the assistance of my
espontoon before I heard a voice behind me cry out god god Capt. what shall I do on turning about I found it was
Windsor who had sliped and fallen abut the center of this narrow pass and was lying prostrate on his belley, with his
one wright hand arm and leg over the precipice while he was holding on with the left arm and foot as well as he could
which appeared to be with much difficulty. I discovered his danger and the trepedation which he was in gave me still
further concern for I expected every instant to see him loose his strength and slip off; altho' much allarmed at his
situation I disguised my feelings and spoke very calmly to him and assured him that he was in no kind of danger, to
take the knife out of his belt behind him with his wright hand and dig a hole with it in the face of the bank to receive
his wright foot which he did and then raised himself to his knees; I then directed him to take off his mockersons and to
come forward on his hands and knees holding the knife in one hand and the gun in the other this he happily
effected and escaped. those who were some little distance bhind returned by my orders and waded the river at the
foot of the bluff where the water was breast deep.
the young geese are now completely feathered except the wings which both in the young and old are yet deficient.
after feasting my eyes on this ravishing prospect and resting myself a few minutes I determined to procede as far as
the river which I saw discharge itself on the West side of the Missouri convinced that it was the river which the Indians
call medicine river and which they informed us fell into the Missouri just above the falls I decended the hills and
directed my course to the bend of the Missouri near which there was a herd of at least a thousand buffaloe; here I
thought it would be well to kill a buffaloe and leave him untill my return from the river and if I then found that I had not
time to get back to camp this evening to remain all night here there being a few sticks of drift wood lying along shore
which would answer for my fire, and a few sattering cottonwood trees a few hundred yards below which would afford
me at least a semblance of a shelter. under this impression I scelected a fat buffaloe and shot him very well,
through the lungs; while I was gazeing attentively on the poor anamal discharging blood in streams from his mouth
and nostrils, expecting him to fall every instant, and having entirely forgotton to reload my rifle, a large white, or
reather brown bear, had perceived and crept on me within 20 steps before I discovered him; in the first moment I
drew up my gun to shoot, but at the same instant recolected that she was not loaded and that he was too near for me
to hope to perform this opperation before he reached me, as he was then briskly advancing on me; it was an open
level plain, not a bush within miles nor a tree within less than three hundred yards of me; the river bank was sloping
and not more than three feet above the level of the water; in short there was no place by means of which I could
conceal myself from this monster untill I could charge my rifle; in this situation I thought of retreating in a brisk walk as
fast as he was advancing untill I could reach a tree about 300 yards below me, but I had no sooner terned myself
about but he pitched at me, open mouthed and full speed, I ran about 80 yards and found he gained on me fast, I
then run into the water the idea struk me to get into the water to such debth that I could stand and he would be
obliged to swim, and that I could in that situation defend myself with my espontoon; accordingly I ran haistily into the
water about waist deep, and faced about and presented the point of my espontoon, at this instant he arrived at the
edge of the water within about 20 feet of me; the moment I put myself in this attitude of defence he sudonly wheeled
about as if frightened, declined the combat on such unequal grounds, and retreated with quite as great precipitation
as he had just before pursued me. as soon as I saw him run of[f] in that manner I returned to the shore and charged
my gun, which I had still retained in my hand throughout this curious adventure. I saw him run through the level open
plain about three miles, till he disappeared in the woods on medecine river; during the whole of this distance he ran at
full speed, sometimes appearing to look behind him as if he expected pursuit. I now began to reflect on this novil
occurrence and indeavoured to account for this sudden retreat of the bear. I at first thought that perhaps he had not
smelt me before he arrived at the waters edge so near me, but I then reflected that he had pursued me for about 80
or 90 yards before I took the water and on examination saw the grownd toarn with his tallons immediately on the
impression of my steps; and the cause of his allarm still remains with me misterious and unaccountable.— so it was
and I feelt myself not a little gratifyed that he had declined the combat. My gun reloaded I felt confidence once more
in my strength; and determined not to be thwarted in my design of visiting medicine river, but determined never again
to suffer my peice to be longer empty than the time she necessarily required to charge her.
Excerpts taken from online journals at http://lewisandclarkjournals.unl.edu.
If Lewis had been without his spontoon/espontoon, what might have been the outcome of the situation
he was faced with. Speculate the outcome in the area below.
Entry One
Entry Two
Entry Three
Can you spell?
Even though Lewis and Clark had taken along a four-volume dictionary, A New and Complete
Dictionary of the Arts and Sciences, the Captains' journals reflect creative spelling. In his journal Clark
spells the book "Deckinsery of arts an ciences"; he spells mosquito 19 different ways and Sioux 27
different ways. (Spelling would not be standardized until two decades after the journey with Noah
Webster's dictionary.) Have students correct the spelling and grammar in Lewis' journal entry of Friday,
June 7th, 1805 (below).
Excerpt from Meriwether Lewis' journal
It continued to rain almost without intermission last night and as I expected we had a most disagreable
and wrestless night. our camp possessing no allurements, we left our watery beads at an early hour
and coninued our rout down the river. it still continues to rain and the wind hard from N. E. and could.
the grownd remarkably slipry, insomuch that we were unable to walk on the sides of the bluffs where we
had passed as we ascended the river. notwithstanding the rain that has now fallen the earth of these
bluffs is not wet to a greater debth than 2 inches; in it's present state it is precisely like walking over
frozan grownd which is thawed to small debth and slips equally as bad. this clay not only appears to
require more water to saturate it as I before observed than any earth I ever observed but when saturated
it appears on the other hand to yeald it's moisture with equal difficulty. In passing along the face of one of
these bluffs today I sliped at a narrow pass of about 30 yards in length and but for a quick and fortunate
recovery by means of my espontoon I should been precipitated into the river down a craggy pricipice of
about ninety feet. I had scarcely reached a place on which I could stand with tolerable safety even with
the assistance of my espontoon before I heard a voice behind me cry out god god Capt. what shall I do
on turning about I found it was Windsor who had sliped and fallen abut the center of this narrow pass and
was lying prostrate on his belley, with his one wright hand arm and leg over the precipice while he was
holding on with the left arm and foot as well as he could which appeared to be with much difficulty. I
discovered his danger and the trepedation which he was in gave me still further concern for I expected
every instant to see him loose his strength and slip off; altho' much allarmed at his situation I disguised
my feelings and spoke very calmly to him and assured him that he was in no kind of danger, to take the
knife out of his belt behind him with his wright hand and dig a hole with it in the face of the bank to receive
his wright foot which he did and then raised himself to his knees; I then directed him to take off his
mockersons and to come forward on his hands and knees holding the knife in one hand and the gun in
the other this he happily effected and escaped. those who were some little distance bhind returned by
my orders and waded the river at the foot of the bluff where the water was breast deep.
Excerpt taken from online journals at http://lewisandclarkjournals.unl.edu.

section i - jefferson and the west

Transcription

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