In this lesson you will be able to learn about the state of geographic knowledge in the Pacific Northwest prior to the Lewis and Clark Expedition. A series of "explorable" historic maps are presented along with commentary by historian David Nicandri. By learning about the maps available to Lewis and Clark before they entered the Columbia watershed, you then have a benchmark from which to assess the map Clark created after they journeyed down the river.

You will be able to compare the 1806 Clark map with its 1803 predecessor to see the extent of the landscape filled in by Clark's work.

You will also be able to compare Clark's Columbia River geography with a modern USGS map of the region. Let your students grade Clark's efforts.

As you take your students through this activity we hope they will have a greater understanding of the exploration of the Northwest Coast that preceded Lewis and Clark; a greater understanding of the challenges of exploring the mouth of the Columbia; an appreciation for Clark's geographic knowledge and cartographic skill; and a good sense of the stretch of the Columbia River explored by Lewis and Clark.

• What can we learn from studying a chronological series of maps of the Columbia River basin?
• How did people's perceptions of the west change as explorers gathered more information?
• What can we infer about the explorers themselves from studying their maps?

• Students will follow prompts and examine a chronological set of historical Columbia River watershed maps.
• Students will become familiar with accepted mapping components.
• Students will create their own Columbia River watershed map.

Click here for printable file.
Bonneville Power Administration (BPA)

This cartography activity is one where students view the online maps and follow a set of prompts in search of changing perceptions about the Columbia watershed. Students will ultimately create their own map of the Columbia watershed.

• Website
• Computer lab, smart board or LCD projector
• Personal Lewis and Clark journal
• Poster paper
• Map making media such as: pen and ink, colored pencil or pencil and fine point marker
• Modern day map of the Columbia River basin (multiple copies).

1. Make an overhead transparency of The Vote from Clark's journal.
2. Print out the "Democracy At Station Camp" article that is appropriate for your age group and make enough copies to allow one for each student.
3. Print out a copy of the Teacher's Discussion Questions.

1. Anticipatory Set (Schema): How can looking at a map help you learn about an area? Have any of you studied a map of a place before you visited there? Has anyone created a map? What features did the map have to orient your readers? What can we learn from studying series of historical maps of the Columbia River basin?
2. Make the online activity page available to students in the way that works best for you. Either a computer lab or a whole class display such as an LCD projector or a smart board would be appropriate, although a computer lab will allow for more individual interaction with the material.
3. Let students know that they will be using the information in the activity to create their own Columbia Watershed map. Give them some background about what comprises a watershed, including using local landmarks to orient them to their own watershed. Also focus the students' attention on how the maps change as we move through time to more recent maps. Explore the idea of historical context, paying special attention to how the maps show evidence of changing perceptions of the lay of the land.
4. The commentary for Explore Historical Maps provides Lewis and Clark's context for exploring the Columbia River basin. Later, we will discuss in more detail the significance of the new geographical information being gathered by the Corps.
5. Have students follow the prompts on the activity page recording notes in their journal to help keep track of key landmarks and how they change. Suggest that students turn their journals to use the width to create a table for keeping information organized. The goal here is to gather enough information to create a personal map of the Columbia River basin.
   
   

   Map Date and Cartographer	Key Landmarks	Changes from Previous Map	Map Symbols	Common Map Features

   
   
6. Before beginning the actual cartography project discuss what areas should be included in the Columbia watershed and how students plan to depict these areas on their maps. Note: See the Extension Activity for an effective way to help students conceptualize watersheds.
7. Review the Map Evaluation criteria below and then pass out a practice piece of paper so students can roughly outline their maps. When ready, students should collect paper and media and begin creating a map of their own depicting the Columbia River watershed.
   
   
   

   Evaluation Criteria	4	3	2	1
   Scale	The scale is accurate	The scale is basically accurate.	Few areas of the map are scaled accurately	The scale is inaccurate
   Bodies of Water	All major bodies of water are represented and labeled correctly.	Some bodies of water are represented and labeled accurately.	Few bodies of water are represented and labeled accurately.	Bodies of water are not labeled correctly.
   Land Areas	Many land areas are represented and labeled correctly.	Some land areas are represented and labeled correctly.	Few land areas are represented and labeled correctly.	Land areas are not represented correctly
   Symbols, Key and Labels	The map is labeled clearly with a title, key and reasonable symbols	Some parts are labeled clearly with a title and a reasonable key	Few parts are labeled clearly with a confusing key	Labels are incorrect or missing. Key and title are confusing.
   Creativity	Colorful and clear filling the whole page	Some parts are clear and colorful and it is large enough	Few parts are colorful and clear	Map is not colorful and does not fill whole page

   
   
8. After maps are complete have each student to present his/her map to the class pointing out the headwaters and tributaries of the watershed. Ask each student to state the most challenging aspect of creating the map.
9. Post them for all to enjoy!

Creating a 3-D Watershed

Objective/Goal:
Create a 3-dimensional watershed and locate the tributaries, headwaters and where the water will gather and run off. Find the individual watersheds on their model.

Materials to have on hand:
Relief map of Columbia River watershed
Trays
Newspaper
Waxed paper
Masking tape
Spray bottles
Blue food coloring
Permanent markers (preferably blue)

Anticipatory Set:
Show a relief map of the Columbia River watershed. Students use mountains, rivers, roads and settlements to discover where they are located on the map. Help students find the watersheds and discover which rivers drain the Columbia River area. Point out the tributaries and headwaters.

Procedure:

1. Present definition of a watershed. Look up word parts and define. Find the watersheds on the map, tracing them with fingers.
   
   
2. Describe the basic procedure for creating a model watershed: Scrunch up newspapers to create a model mountain range and set it in the tray. Cover with wax paper using tape where needed and spray with colored water.
   
   
3. Groups of students gather their materials and build their models.
   
   
4. Students use a spray bottle to spray over model and look for water sheds. Make a point to tell students that food color stains.
   
   
5. Students mark the paths of the water on the model with permanent markers.
   
   
6. Students find and trace with their fingers all the different watersheds on their models.
   
   
7. Pose challenge questions as students work.
   
   
8. When called upon, individual students will be able to trace (with their fingers) the defining lines around the individual watersheds on their group’s relief map.

Challenge Questions:

• How is your model similar to and different from a real relief map?
  
  
• Why is it useful to know about the watersheds in an area?
  
  
• How many ways can you think of for the watershed to affect the health of the river?