- Teacher Page -
Program Description
What did the members of the Lewis and Clark Expedition do when they were injured or sick? In this WebQuest, students explore the diseases, injuries, and treatments faced by the men of the Lewis and Clark Expedition during their 29-month journey through the wilderness from St. Louis, Missouri, to the Pacific Ocean and back in the early 1800s. Given the scenario of a medical problem that arose during the Expedition, students will work in cooperative groups to diagnose and plan a treatment similar to what Lewis and Clark may have done. Finally, students will compare and contrast the medical practices of Lewis and Clark to “modern medicine” and reflect on the advancements in medical technology that have taken place during the last two centuries.
Target Audience
Grades 6-12, Social Studies, Health, Life Science
Learning Objectives
After completing this lesson, students will be able to
- Describe some of the medical treatments used by Lewis and Clark during their Expedition, and the conditions for which they were used.
- Predict which procedures would have been used by Lewis and Clark for various medical conditions.
- Compare and contrast historic and contemporary attitudes and procedures regarding medical science.
Suggested Lesson Plan
This WebQuest can be completed in approximately five class periods of 50 minutes each. As you guide your students through this process, keep in mind that the best use of a WebQuest is when students take in information from the sources provided and transform that information to solve a problem or create a product. For more information, see "What Webquests Are (Really)" by Tom March.
Day 1
- For an introduction to this WebQuest, read an excerpt from the book Or Perish in the Attempt – Wilderness Medicine in the Lewis and Clark Expedition by David J. Peck, D.O. (2002, Farcountry Press). Chapter 11 has a wonderful account of the captains’ attempts to treat Sacagawea for unknown abdominal pain, beginning on page 159. An alternative reading might be taken from Undaunted Courage by Stephen E. Ambrose (1996, Simon & Schuster), Chapter 20, beginning on page 241.
- After the initial reading, ask students to brainstorm about the types of medical problems Lewis and Clark and their men may have faced during their expedition. Then ask students to hypothesize how some of those problems may have been treated.
- Divide students into teams of 2 or 3, provide them with the WebQuest URL, and ask them to begin by exploring the Introduction, Task, Process, and Evaluation pages of the WebQuest.
- Debrief at the end of class to make sure students understand what is expected of them.
Day 2
- Student teams should select a scenario and begin their research. They may wish to use the Notes page provided to help them keep track of information. Ideally, they should identify the medical condition for their scenario and develop a treatment plan most likely used by Lewis and Clark.
- They should also begin to plan what form their presentation will take.
Day 3
- Student teams should complete their research today by comparing the treatment most likely used by Lewis and Clark with a modern day treatment for the same medical condition. Encourage students to reflect on the changes that have occurred in medical science over the past two centuries, and how amazing it is to medical experts that only one man died during the 29-month expedition.
Day 4-5
- Student teams should develop their presentations based on the guidelines provided in the WebQuest. Ask them to review the criteria in the scoring guide on the Evaluation page to help guide them in creating a quality presentation.
- The Conclusion page includes some questions for reflection and critical thinking that may be useful.
If students will be presenting their solutions to the class, you will need to set aside additional time after their projects are completed for class presentations.
Scenarios and Solutions
It is recommended that teachers work through each of the scenarios prior to assigning this WebQuest to students so they are familiar with the content and possible solutions. Student solutions for each scenario may vary and may be equally correct. Historians and medical experts often do not agree on what illnesses Corps members faced, based on descriptions of the symptoms from journals of various Corps members. Evaluation should be based on the evidence students use to support their solutions. For a brief summary of likely solutions and relevant information about each scenario, please email us. We would also appreciate any feedback you may have after using this WebQuest with your students.
Debi Ferrer, Distance Learning Coordinator (debi@gorge.net)
Steve Thompson, Education Director (steve@gorgediscovery.org)
Educational Standards
Oregon Content Standards for Science
- Understand the characteristics, structure, and functions of organisms (Benchmark 3 Grade 8 and CIM).
Oregon Content Standards for Social Studies
- Understand and interpret events, issues, and developments within and across eras of U.S. history (Benchmark 3 Grade 8).
- Identify and analyze diverse perspectives on and historical interpretation of historical issues and events (Benchmark 3 Grade 8).
National Science Education Standards
LIFE SCIENCE CONTENT STANDARD C (Grades 5-8)
- All students should develop understanding of structure and function in living systems.
LIFE SCIENCE CONTENT STANDARD F (Grades 5-8)
- All students should develop understanding of Personal health, Risks and benefits, Science and technology in society.
LIFE SCIENCE CONTENT STANDARD F (Grades 9-12)
- All students should develop understanding of Personal and community health, Science and technology in local, national, and global challenges.
LIFE SCIENCE CONTENT STANDARD G (Grades 5-8 and 9-12)
- All students should develop understanding of historical perspectives (of science).
National Health Standards
NPH-H.5-8.4 Influences on Health (Grades 5-8)
- Analyze the influence of technology on personal and family health.
NPH-H.9-12.1 Health Promotion and Disease Prevention (Grades 9-12)
- Analyze how behavior can impact health maintenance and disease prevention.
- Analyze how the prevention and control of health problems are influenced by research and medical advances.
