TEACHER INTRODUCTIOON

The purpose of Chapter 4 is to help students understand the following ideas related to the early explorers and trappers who played an important in Idaho's history:

1. Lewis and Clark led the first white party into what is now Idaho.
2 The Indians Lewis and Clark met in Idaho were friendly and helpful.
3. Idaho was once a part of the Oregon Country.
4. Several countries (nations) had claims in the Oregon Country.
5. Lewis and Clark inspired other Americans to come west.
6. Fur Trappers (mountain men) played an important part in the settlement of the Oregon Country.

The textbook title of Chapter 4 is Explorers and Trappers Come to Idaho. The Idaho Compass chapter has been changed to Lewis and Clark Come to Idaho to support the current commemoration and celebration of the remarkable Lewis and Clark Expedition. Here you will find several Student Activity Modules.

Chapter 4 is organized into two parts: Part 1 - Lewis and Clark
Part 2 - Later explorers

Part 1 is extensive! Originally written for the geography portion of the Idaho Compass, it is very timely. You will find many branches and many topics, both historic and geographic, that provide new text and graphic material that should be useful in the classroom.

Part 2
Module 2	Trouble for the Astorians
Module 3	Mountain Man Finger Puppets
Module 4	Fur Trapper Word Puzzle
Module 5	A Visit with Jim Bridger, Mountain Man

1. Use a wall map of North America or the United States to show where Idaho and the other parts of the Oregon Country are located. Trace the Columbia River and its chief tributary, the Snake River, stressing the source and mouth of each river.

2. Use a wall map of the United States to trace the route of the Lewis and Clark party. Note the other states that the party passed through.

3. On this same map, locate the Rocky Mountain Range and stress its size and importance.

4. Discuss the time line started in Chapter 3. Show the relationship of the explorers of the West to the overall history of our nation. (If you haven't started the time line yet, now is a good time to begin.)

5. Students should continue work on their own time lines begun in Chapter 3.

6. If you want to change the students' short term memory into long term memory, stop reading (or telling) every 10 or 15 minutes, and have the students discuss the material. This applies to all age levels from small children through adults.

7. Begin each reading assignment (silent and oral) with a Directed Reading Activity. Students of all ages benefit from this approach.

8. Inquiry Activities are intended to promote as much discovery learning as possible through a variety of interesting things to do. Students should be permitted a reasonable amount of independence in these activities, but with enough teacher support to ensure success. Grading should be on the quality of the effort made, rather than on the quality of the end product.

9. Following the numbered suggestions, you will find a link to the Student Activity Modules. Each module contains a section for teachers and a section for students. A link is provided to take the teacher directly to the student material for each module. Students may also access the student material through the Kids' Compass side of the web site.

Please note that some modules are more challenging than others. On the Chapter 4 Student Activity Modules teacher page, I have suggested some that are especially appropriate for "Gifted and Talented" students.

These materials are suggestions only, and you should feel free to choose among them for ideas that fit your own students and teaching style. The materials contained here are organized to support The Story of Idaho, Millennial Edition; however, they will enhance the teaching of Idaho history, regardless of the textbook being used.