Feminist Web Quest

FEMINIST WEB QUEST

Respond on a separate sheet of paper - to be collected.

I. Go to: http://finallyfeminism101.wordpress.com/the-faqs/faq-roundup/
1. Scroll down to the questions. Look around – pick a question anywhere on the site and answer that you find fascinating. Which one did you pick and explain why.




2. How would you respond to this person’s answer?






3. What would you agree or disagree with?
What would you add?






II. Go to: http://www.lyricsdownload.com/dar-williams-when-i-was-a-boy-lyrics.html
4. This song is written and sung by a woman. What is her main message in the song?






IV. Check out some of these feminist websites. They are all different feminist websites. Pick one:
http://www.msmagazine.com/
http://www.bust.com/
http://www.bamboogirl.com/current/index.html
http://www.girlcomic.net/
http://www.motherjones.com/
http://www.teenvoices.com/


5. Which ones do you like and why?







6. What things can you see and find on this website?





7. What do you wish was different, if anything?




8. You can answer this question or the next one. If you were to make a feminist magazine or “zine” what would you include in it? What would you leave out, if anything?









Or
8. Write up a scenario – it can be about anything. Something on the news, something that happened to you, something you observed, something you once read in a book, something you once studied in history class, something from your imagination (but it has to do with the real world). Describe what a feminist would say about it. Why is that a feminist perspective?

PREPARING FOR OUR SUPER NEWSPAPER PROJECT!!!

1. According to this website, what is a feature story (how would you summarize it in 3 sentences)?

http://www.powell.k12.ky.us/jfrancis/adaptations/feature_article_examples.htm




B. What are at least 3 things a feature story should include?





2. Look at the “ other examples of a feature story” at the bottom of the page. Pick one, click on it, explore, and discuss why it is a feature story.







3. What is a “broadside?” (The Declaration of Independence was originally a broadside!!!)
http://www.encyclopedia.com/doc/1G2-3401800562.html








4. Pick ONE example of a ‘broadside’ below from the time of the Revolution.
A. Describe what it looks like and what message it is giving.






B. How is it different from a feature article?



http://www.historycooperative.org/journals/jah/95.1/images/grasso_fig01b.jpg

http://www.corbisimages.com:80/images/IH134163.jpg?size=67&uid=92A89279-E588-4400-87BE-236BEA5C3926

http://www.executedtoday.com/images/Henry_Nichols_broadside.jpg

http://www.loc.gov/exhibits/declara/images/geow.jpg


5. What is an ‘editorial’? At least three sentences.
http://www.newspapersineducation.ca/eng/level_7to9/lesson11/lesson11_eng.html#sample









6. Pick one of the samples on that website and describe why it is an editorial:









7. What is an ‘editorial cartoon’?

http://www.earlyamerica.com/earlyamerica/firsts/cartoon/







8. What is the message in this editorial cartoon? Why do you think that is the message?
http://memory.loc.gov/service/pnp/cph/3a10000/3a12000/3a12100/3a12149r.jpg

I love all your colorful blogs! Have fun with them, add pictures, etc!

Researching a Potential Topic

Your purpose here today is to explore some topics for your project.
The answers to the following questions should be pasted on to your blog. It should be your second entry.

1. What is a social justice issue?
After reading the definitions, write a ten line poem telling me what your idea of 'social justice' is.

http://www.google.com/search?client=safari&rls=en-us&q=what+is+social+justice&ie=UTF-8&oe=UTF-8

2. Ideas for topics:
http://www.globalissues.org/issue

Browse this website of topics you might be able to use. Pick two that interest you for this question (they don't have to be the topic you eventually end up with). Read about them, click on the links, browse around. Congratulations, you have started the research process. Then write down:
Topic 1:
A. Which topic did you choose to research? Why is this the one that interests you?

B. What are ten interesting facts or ideas that you learned? You MUST put them into your own words.

C. Can you see this becoming your exit project topic? Why/why not?

D. What is a question you have after doing your reading?

Topic 2:
A. Which topic did you choose to research? Why is this the one that interests you?

B. What are ten interesting facts or ideas that you learned? You MUST put them into your own words.

C. Can you see this becoming your exit project topic? Why/why not?

D. What is a question you have after doing your reading?


3. Other ways to get ideas for topics is to BROWSE headlines.
http://www.globalissues.org/news
http://www.oneworld.net/
http://www.ipsnews.net/
http://www.democracynow.org/#atPick two of the news websites below.
Find three interesting topics. Why would they be interesting to do as an exit project? Explain what you learned.

1. Article 1
Title:


Could this be an interesting exit project topic? Why/why not?


What did you learn about this topic that you didn't know before, after reading the article?


What questions do you still have?



2. Article 2:
Title:


Could this be an interesting exit project topic? Why/why not?


What did you learn about this topic that you didn't know before, after reading the article?


What questions do you still have?

8th Grade Ancient Civilizations Game Maker!

Yesterday we learned about the third oldest civilization called the Indus River Valley. Today you are reading about Mesopotamia - the first civilization! What is so cool about it? It's the FIRST civilization ever - they invented writing! They invented most of the tools our farms use to get us food! And because of all this excitement and development, this area prospered thousands of years later into Iraq and surrounding areas. These countries have a very complicated history that you can't understand unless you go way back to the very beginning of civilization. Today, you're going to make a game (a puzzle) based on what you read and learn about Mesopotamia. You can create one of the following: crossword puzzle or match maker.

Work in pairs.

Include BOTH of your names in the puzzle's TITLE.

Work fast writing down notes for what you want to include in your puzzle game.

Each puzzle must have at least ten questions.

Your puzzle questions should include information about all of the following:
Geography (rivers!)
City States (Babylonia or Assyria or Sumer - artifacts, how they lived)
Writing
Religion
Government

While one of you is typing up the game, someone should be hand-writing the answer key.

When you are done, print your assignment to the teacher center printer. I'll pick it up later and grade it.

Links to Readings
http://www.mesopotamia.co.uk/menu.html
http://socyberty.com/history/10-facts-you-didnt-know-about-mesopotamia/

Links To Game Maker
If you want to create a crossword puzzle:
http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp

If you want to create a match-making puzzle:
Username: MsAlbu
Password: Teacher
http://www.wordlearner.com/page/printmatchmaker_landing


Have Fun!

8th Grade HW

#1 Don't do the chart you got in class today. we'll do it tomorrow.

#2 Read the article below, draw three images to represent what you read, and then quote which part you are drawing:

http://oak.cats.ohiou.edu/~thompsoc/Body.html

6/7 Colony Life

Go to:

Write the following chart in your Historian's Journal:

Slaves
(Field Slaves/Household Slaves)
_____________________________________________________________________________________________________________________

Lower Class
(Free Blacks/Farmers)
_____________________________________________________________________________________________________________________

Middle Class

_____________________________________________________________________________________________________________________

Gentry/Upper Class

_____________________________________________________________________________________________________________________


Go to the following website and then fill out your chart. How would the people in each of the social classes dress? Give at least four details about each one. Then copy down your homework.

http://www.colonialwilliamsburg.com/History/teaching/Dayseries/webactivities/dress/dress.htm

HW:
1. In HJ: Draw two people from two different classes from the colonial era. Label their clothes to show which class they are from.
2. Answer: How do you think class structure influenced everyday life in colonial America?

6/7 Latino Immigration!

Latino Immigration WebQuest

Please write the answers in your HJ


Mexican Immigration:


Go to http://www.pbs.org/kpbs/theborder/history/timeline/17.html

1. Remember when we studied Westward Expansion (Oh what fun! Those games! Trips to the museum! “This land is your land, This land is my land!” The sad parts about how the Native Americans and Chinese were treated –and the happy parts about how they rose above). Now also remember that we studied the Mexican American War and America gained California, Arizona, New Mexico, and other states during this time (we were getting bigger and bigger). This will be important to remember when you do this task. Read the first few paragraphs at this website and draw a timeline that starts in 1850 and goes until 1964 - list all of the key events. It should include: push factors, what the Mexicans did when they came here, why they came here, why they were pushed out, and when they were invited in again – all with dates attached (1850, 1880, 1910, 1920, 1924, 1930, 1942, 1964).

2. What was the Bracero Program? Why did it start? What changed because of it? How were workers treated?

3. Why did the American government “flip flop” on it’s immigration policy towards Mexico?

4. Go to: http://americanhistory.si.edu/onthemove/themes/story_51_3.html

Read the story. Write two postcards “back home to Mexico” about two different experiences that Juana Gallegos went through.


Puerto Rican Migration:

Go to http://memory.loc.gov/learn/features/immig/cuban3.html

5. Why don’t we call it immigration when Puerto Ricans come here? In what ways is it like immigration and in what ways is it different?

6. When did the most Puerto Ricans start coming to America and why?

7. Why didn’t they come sooner?

8. Where did Puerto Ricans settle when they came to America?

9. What was life like in Puerto Rican communities here?

10. What were three political movements that Puerto Ricans started here?

11 . Create your own web quest questions! Pick ONE of any of the below immigrant groups, go to the websites I list, and write three questions that you would have included on this web quest about them. Explain why you think they are important questions to ask.

Dominicans: http://www.everyculture.com/multi/Bu-Dr/Dominican-Americans.html

Cubans: http://memory.loc.gov/learn/features/immig/cuban5.html

Feminism Webquest

FEMINIST WEB QUEST



I. Go to: http://finallyfeminism101.wordpress.com/the-faqs/faq-roundup/

1. Scroll down to the questions. Look around – pick a question anywhere on the site and answer that you find fascinating. Which one did you pick and explain why.




2. How would you respond to this person’s answer?






3. What would you agree or disagree with?
What would you add?






II. Go to: http://thinkprogress.org/2009/05/28/barnes-sotomayor-affirmative-action/
4. According to this website, how is Judge Sotomayor portrayed? What are some of the descriptions? Note: Affirmative Action is when a school or job accepts you partly because you are a minority, and your group was discriminated against in the past.





5. Go to: http://www.feministe.us/blog/archives/2009/05/29/racism-sexism-and-sotomayor-in-a-few-easy-to-read-bullet-points/
How does this feminist argue against the other two opinions you just read in questions 3 and 4? What does she say? Why does this make her a feminist? Note: “Tokenism” means you accept someone just because they are a minority or diverse and you can say “See! We accept diverse people!” even though it is just a shallow acceptance.



IV. Check out some of these feminist websites. They are all different feminist websites. Pick one:
http://www.msmagazine.com/
http://www.bust.com/
http://www.bamboogirl.com/current/index.html
http://www.girlcomic.net/
http://www.motherjones.com/
http://www.teenvoices.com/

6. Which ones do you like and why?







7. What things can you see and find on this website?





8. What do you wish was different, if anything?




9. You can answer this question or the next one. If you were to make a feminist magazine or “zine” what would you include in it? What would you leave out, if anything?









Or
9. Write up a scenario – it can be about anything. Something on the news, something that happened to you, something you observed, something you once read in a book, something you once studied in history class, something from your imagination (but it has to do with the real world). Describe what a feminist would say about it. Why is that a feminist perspective?

Civil War Webquest

Leadership

Go to: http://library.thinkquest.org/3055/netscape/people/peopleindex.html

Choose one Northern leader and one Southern leader. List 5 facts about each.

Northern leader-






Southern leader-






Uniforms

Go to: http://www.kidport.com/RefLib/UsaHistory/CivilWar/Uniforms.htm

What color were Union uniforms?


What color were Confederate uniforms?


Food (Hardtack)

Go to: http://www.geocities.com/shalomcomputerschool/civilwar2.htm

What are the ingredients in hardtack?




Why did the US government give hardtack to its soldiers?





African Americans

Go to: http://www.itd.nps.gov/cwss/history/aa_history.htm

About how many African Americans fought in the Civil War?



Scroll down to the last paragraph. Approximately how many of the African Americans who fought died in the Civil War?


Write three facts about African Americans in the Civil War.






Women in the Civil War

CLARA BARTON – Go to: http://www2.lucidcafe.com/lucidcafe/library/95dec/barton.html

What were some of Clara Barton's jobs?




Read the second paragraph. What did Clara Barton do during the Civil War?



What was Clara Barton’s nickname during the Civil War?


BELLE BOYD – Go to: http://www.civilwarhome.com/boydbio.htm

What did Belle Boyd do during the Civil War?





ELIZABETH VAN LEW – Go to: http://www.nps.gov/malw/vanlew.htm

What did Elizabeth Van Lew do during the Civil War?




What was written on her gravesite? What do you think this says about the kind of person she was?







EXTRA CREDIT: Civil War Slang

Go to: http://members.tripod.com/BooneBunny/slang.html

What is a "pie-eater"? Explain.



If someone is "sound on the goose," how would you describe him or her?

UNDERGROUND RAILROAD STATION 2 AND 3

STATION 2

Harriet Tubman

Harriet Tubman was born a slave.
In 1849, in fear that she, along with the other slaves on the plantation, was to be sold, Tubman resolved to run away. She set out one night on foot. With some assistance from a friendly white woman, Tubman was on her way.
The following year she returned to Maryland and escorted her sister and her sister's two children to freedom. She made the dangerous trip back to the South soon after to rescue her brother and two other men. On her third return, she went after her husband, only to find he had taken another wife. Undeterred, she found other slaves seeking freedom and escorted them to the North.
She is perhaps the most well-known of all the Underground Railroad's "conductors."
During a ten-year span she made 19 trips into the South and escorted over 300 slaves to freedom.
And, as she once proudly pointed out to Frederick Douglass, in all of her journeys she "never lost a single passenger."
Tubman even carried a gun which she used to threaten the fugitives if they became too tired or decided to turn back, telling them, "You'll be free or die."


Frederick Douglass




Frederick A. Douglass was born in 1817 on a Maryland plantation.
Douglass constantly fought against his slave condition and was constantly in trouble with the overseer.
A master’s wife taught Douglass to read when he was 12.
He escaped on September 3, 1838.
In 1845, against the advice of his friends, Douglass decided to write an account of his life, fully aware of the possibility that this would mark him as the Bailey runaway slave.
The autobiography was called The Narrative Of The Life and Times Of Frederick Douglass.
In 1845 Douglass founded and edited the North Star newspaper.
When the Civil War broke out, Frederick Douglass urged President Lincoln to free and arm the slaves.
He was also a great spokesman for universal suffrage, women's rights, and world peace. In 1848 Douglass participated in the first women's rights convention in Seneca Falls, New York.
In 1872 he ran for vice president on the Equal Rights Party ticket.
In 1889 he was appointed minister to Haiti.
Sojourner Truth



Sojourner Truth was born around 1797 in New York. She was sold at auction numerous times.
She was treated terribly by different masters.
In 1826 she ran away and went west.
She spoke about her experiences as a slave and her eventual freedom.
Though she never learned to read or write, she became a moving speaker for black freedom and women's rights.
While many of her fellow black abolitionists (people who campaigned for the end of slavery) spoke only to blacks, Truth spoke mainly to whites. While they spoke of violent uprisings, she spoke of reason and religious understanding.
Realizing she was discriminated against on two fronts (gender and race), Truth became an outspoken supporter of women's rights.
Phillis Wheatley

Born in 1753 in Senegal, West Africa but sold into slavery at eight year old

At age thirteen years old and while still in slavery, Phillis Wheatley's poems were being circulated throughout England.

In 1770 her first poem was published in London entitled Poems on Various Subjects Religious and Moral.

In 1772, she was freed by her master, Mrs. S. Wheatley, and went to England.

In 1776, she wrote a poem entitled "To His Excellency General Washington." After he read it, George Washington invited her to visit him at Cambridge.

The abolitionists pointed to her skill as a poet as proof that Blacks were not inferior and should be freed.



STATION 3



(This Song Has Hidden Meanings! Try to figure them out!)

"Follow the Drinking Gourd"

When the sun comes back,
and the first Quail calls,
Follow the drinking gourd,
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.

Chorus:
Follow the drinking gourd,
Follow the drinking gourd,
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.

The riverbank will make a very good road,
The dead trees show you the way.
Left foot, peg foot traveling on,
Following the drinking gourd.

The river ends between two hills,
Follow the drinking gourd,
There's another river on the other side,
Follow the drinking gourd.

When the great big river meets the little river,
Follow the drinking gourd.
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.

Research Links for Indigenous Museums Project

Incase you would like more information about these groups, and feel that your peers did not provide very much in the posters, feel free to research some of the information yourself to complete the tasks you were given today.

Aztecs


Map and time period and ALL information:
http://www.crystalinks.com/olmec.html

Dress:
http://library.thinkquest.org/27981/dress.html

Foods and laws (fun facts!)
http://library.thinkquest.org/27981/food.html

Human sacrifices and Religion
http://www.sdcoe.k12.ca.us/score/aztec/fifthsun.html

Daily Life Information
http://www.latinamericanstudies.org/aztecs6.htm

Architecture:
http://library.thinkquest.org/18778/the1.htm

http://library.thinkquest.org/18778/toppage1.htm

Fun Facts:
http://library.thinkquest.org/27981/sports.html

Your Birthday!
Go to http://www.azteccalendar.com/calendar-calculator.html


Tainos

Lots of information about the Taino:
http://www.elboricua.com/history.html

http://www.elmuseo.org/taino/tainoworld.html

http://www.britannica.com/EBchecked/topic/580786/Taino

http://www.topuertorico.org/reference/taino.shtml


Geography:
(SCROLL UP TO THE MAP!)
http://www.pbs.org/wnet/nature/spirits/html/tainobodytaino.html
(SCROLL UP TO THE MAP!)

Information about artifacts and rituals:
This document needs to be downloaded. It is hard to read – you have to really skim it for the information you are looking for. But you will find some great things here!
http://www.uctp.org/index.php?option=com_docman&task=doc_download&gid=97&&Itemid=38


Incas


Lots of information about the Incas:
http://www.wsu.edu/~dee/CIVAMRCA/INCAS.HTM

http://www.crystalinks.com/incan.html

http://www.internet-at-work.com/hos_mcgrane/inca/eg_inca_menu1.html

Social class/Architecture/Cities/Religion
http://www.mnsu.edu/emuseum/prehistory/latinamerica/south/cultures/inca.html

Fun facts and images:
http://incas.mrdonn.org/

http://www.latinamericanstudies.org/incas.htm


Mayans
Lots of Information about the Mayans:
http://www.historylink101.com/1/mayan/ancient_mayan.htm

Language and writing:
http://www.omniglot.com/writing/mayan.htm

Math, Astronomy, Art, Calendars:
http://www.michielb.nl/maya/

http://www.webexhibits.org/calendars/calendar-mayan.html

Architecture and geography:
http://gorp.away.com/gorp/location/latamer/arc_maya.htm
(click on: “Move on to…” link at the bottom for more great information!)

Ancient legends:
http://www.kstrom.net/isk/maya/mayastor.html

6/7 Lewis and Clark Stations Activities

Hi Class! Below are Stations 1, 2a, and 2b. Remember - station 3 and station 4 are website links (and yes, they work. Just keep double checking the URL if it says they don't exist). See you soon!


Station 1: Letter from President Jefferson
Lewis and Clark Expedition


Thomas Jefferson wrote the following letter to Meriwether Lewis. It is reproduced the actual way in which it was written. Therefore, any misspelling is the way that it originally appeared. Below you will find portions of the original letter.


To Meriwether Lewis, esquire, captain of the first regiment of infantry of the United States of America:


Paragraph 5


“The object of your mission is to explore the Missouri River, and such principal streams of it, as, by its course and communication with the waters of the Pacific Ocean, whether the Columbia, Oregon, Colorado, or any other river, may offer the most direct and practible water-communication across the continent, for the purpose of commerce.”


Paragraph 6

“Beginning at the mouth of the Missouri, you will take observations of latitude and longitude, at all remarkable points on the river, and especially at the mouths of rivers, at rapids, at islands, and other places and object distinguished by such natural marks and characters, of a durable kind, as that they may with certainty be recognised hereafter. The courses of the river between these points of observation may be supplied by the compass, the log-line, and by time, corrected by the observations themselves. The variations of the needle, too, in different places should be noticed.”


Paragraph 9

“The commerce which may be carried on with the people inhabiting the line you will pursue, renders a knowledge of those people important. You will therefore endeavour to make yourself acquainted, as far as a diligent pursuit of your journey shall admit, with the names of the nations and their numbers;

The extent and limits of their possessions;

Their relations with other tribes or natins;

Their language, traditions, monuments;

Their ordinary occupations in agriculture, fishing, hunting, war, arts, and the implements for these;

Their food, clothing, and domestic accommodations:

The diseases prevalent among them, and the remedies they use;

Moral and physical circumstances which distinguish them from the tribes we know;

Peculiarities in their laws, customs, and dispositions

And articles of commerce they may need or furnish, and to what extent.”



Paragraph 10


“And, considering the interest which every nation has in extending and strengthening the authority of reason and justice among the people around them, it will be useful to acquire what knowledge you can of the state of morality, religion, and information amoung them; as it may better enable those who may endeavour to civilize and instruct them, to adapt their measures to the existing notions and practices of those on whom they are to operate.


Other objects worthy of notice will be;

The soil and face of the country, its growth and vegetable productions, especially

of those not in the United States;

The animals of the country generally, and especially those not known in the United States;

The remains and accounts of any which may be deemed rare or extinct;

The mineral productions of every kind, but more particularly metals, lime-stone, pit-coal, and saltpeter; salines and mineral waters, noting the temperature of the last, and such circumstances as may indicate their character;

Volcanic appearances;

Climate, as characterized by the thermometer, by the proportion of rainy, cloudy, and clear days; by lightning, hail, snow, ice; by the access and recess of frost; by the winds prevailing at different seasons; the dates at which particular plants put forth, or lose their flower or leaf; times of appearance of particular birds, reptiles, or insects.”




Station 2a: Supply List

Lewis and Clark Expedition


While still on the East Coast, Lewis accumulated almost two tons of goods using the $2,500 Congress had allocated for the expedition. The following is a partial list of the supplies that Lewis and Clark brought on their expedition.



Mathematical Instruments:

surveyor’s compass
hand compass
quadrants
telescope
thermometers
2 sextants (an instrument used to help
navigate using the night sky as a guide)

set of plotting instruments
chronometer (needed to calculate longitude)


Presents for Indians:
12 dozen pocket mirrors
4,600 sewing needles
144 small scissors
10 pounds of sewing thread
silk ribbons
ivory combs
handkerchiefs
yards of bright-colored cloth
130 rolls of tobacco
tomahawks that doubled as pipes
288 knives
8 brass kettles
vermilion face paint
33 pounds of tiny beads of assorted colors


Clothing:45 flannel shirts
coats
frocks
shoes
woolen pants
blankets
knapsacks
stockings



Medicine and Medical Supplies:

50 dozen Dr. Rush’s patented "Rush’s pills"
lancets
forceps
syringes
tourniquets
1,300 doses of physic
1,100 hundred doses of emetic
3,500 doses of diaphoretic (sweat inducer)
other drugs for blistering, salivation and increased kidney output


Traveling Library:

Barton’s Elements of Botany
Antoine Simon Le Page du Pratz’s History of Louisiana
Richard Kirwan’s Elements of Mineralogy
A Practical Introduction to Spherics and Nautical Astronomy
The Nautical Almanac and Astronomical Ephemeris
a four-volume dictionary
a two-volume edition of Linnaeus (the founder of the Latin classification of plants)
tables for finding longitude and latitude
map of the Great Bend of the Missouri River



Station 2b: Journals
Lewis and Clark Expedition


Lewis and Clark (as well as other members of their expedition) kept careful journals of plant, animal, and human life they encountered. Spelling was not standardized, so Lewis and Clark spelled words based on how they sounded.


Journal Excerpts:

“so penetrating is this sand that we cannot keep any article free from it; in short we are compelled to eat, drink, and breathe it very freely.” -Lewis, April 14, 1805


“Soar eyes is a common complaint among the party. I believe it originates from the immense quantities of sand which is driven by the wind from the sandbars of the river in such clouds that you are unable to discover the opposite bank of the river in many instances. -Lewis, April 24, 1805


“At length he informed me … below us he had shot a brown bear which immediately turned on him and pursued him a considerable distance but he had wounded it so badly that it could not overtake him. -Lewis, May 11, 1805


“These bear being so hard to die reather intimidates us all’ I must confess that I do not like the gentlemen and had reather fight two Indians than one bear.” -Lewis, May 11, 1805


“We came 18 miles and camped at a fork of the river, we could not determine which was the Missourie.” –Whitehouse, June 2, 1908







Journal 1 – William Clark, July 30, 1804

Joseph Filed Killed and brought in an Anamale Called by the French Brarow, and by the Ponies Cho car tooch this Anamale Burrows in the Ground and feed on Flesh, (Prarie Dogs), Bugs, & vigatables “his Shape & Size is like that of a Beaver, his head mouth &c. is like a Dogs with Short Ears, his Tail and Hair like that of a Ground Hog, and longer, and lighter…his Skin thick and loose, his Belly is White and the Hair Short – a white Streek from his nose to his Sholders. The toe nails of his fore feet is one Inch & __ long, & feet large; the nails of his hind feet _ of an Inch long, the hind feet Small and toes Crooked, his legs are Short and when he Moves Just Suffcent to raise his body above the Ground He is of the Bear Species.




Journal 2 – Meriwether Lewis, May 17, 1805

Capt. Clark norrowly escaped being bitten by a rattlesnake in the course of his walk, the party killed one this evening at our encampment, which he informed me was similar to that he had seen; this snake is smaller than those common to the middle Atlantic States, being about 2 feet 6 inches long; it is of a yellowish brown colour on the back and sides, variagated with one row of oval spots of a dark brown colour lying transversely over the back from the neck to the tail, and two other rows of small circular spots of the same colour which garnis the side along the edge of the scuta. it’s bely contains 176 scuta on the belly and 17 on the tale.


Journal 3 – Meriwether Lewis, February 23, 1806

The Sea Otter is found on the sea coast and in the salt water. this anamale when fully grown is as large as a common mastive dog. the ears and eyes are remarkably small, particularly the former which is not an inch in length thick where it joins the body and tapering to a very sharp point…the legs are remarkably short and the feet which have five toes each are broad large and webbed. the legs are covered with fur and the feet with short hair…from the extremity of the tail to that of the nose they will measure 5 feet or upwards.


Journal 4 – William Clark, February 25, 1806

I purchased of the Clatsops this morning about half a bushel of small fish…the rays of the fins are boney but not sharp tho’ somewhat pointed. the small fin on the back next to the tail has no rays of bone being a thin membranous pellicle…the puple of the eye is black and the iris of a silver white. the under jaw exceeds the upper; and the mouth opens to a great extent folding like that of a herring, shad, anchovy & c. of the Malacapterygious order and class clupea…the scales of this little fish are so small and thin that without manute inspection you would suppose they had none.