CURRICULUM MATERIALS

CURRICULUM MATERIALS

Linda J. McMullen

Overview

Main Ideas

At the time of the Lewis and Clark Expedition the United States was a new country that faced numerous challenges. With a variety of changing ideological interactions on foreign and domestic issues, the country was a divided and relatively weak nation. The desire for land for agriculture, waterways for transportation, and ports for commerce combined to increase the pressure for western expansion. However, the United States was not alone on the continent, as Britain, Spain, and France all held claims to various pieces of the western wilderness. In addition, the Native Americans whose ancestors had lived in the area for over one thousand years were a threat to the pioneer's settlement of the frontier. As the students analyze these developments, they will have a better understanding of the impact that the Lewis and Clark Expedition made on American culture.

Connection with the Curriculum

In a United.States history or social studies class, the historical narrative and activities can contribute to increase student achievement with an interdisciplinary approach in the areas of language arts and/or art. To this end, these activities may be appropriate for the following Illinois Learning Standards: 16.A.4a; 16.B.2d(US); 16.B.4(US); 16.D.3a(US); 16.D.5(US); 17.C.3c; and 18.C.3a.

Teaching Level

Grades 6-12

Materials for Each Student

• A copy of the narrative portion of this article

• Copies of the activity handouts 1 - 3

• An American history textbook

Objectives for Each Student

• Identify the developments in the United States from the 1770s to 1803 and examine their relationship to the Lewis and Clark Expedition.

• Describe the key leaders, events, and issues that led to the Lewis and Clark Expedition.

• Examine the causes and effects of the Lewis and Clark Expedition.

• Analyze historical information about American life in the early 1800s.

SUGGESTIONS FOR TEACHING THE LESSON

Opening the Lesson

The teacher could introduce the lesson by describing the historical context of the period. For example, the United States was a young nation with a new government and some Americans still opposed it. Before the students read the narrative, have them make group concept maps to activate their prior knowledge and to prepare them to understand, assimilate, and evaluate the information to be read. Give each group a large sheet of paper with PROBLEMS FACING THE NEW NATION (1780s to 1803) labeled in the center. Tell the students that they will be expected to brainstorm for people, issues, events, and their relationship to one another. Assign a representative from each group to present the team's finished product to the class. Then review the problems.

Developing the Lesson

• After the students read the narrative portion of the article, distribute Activity 1. Students, as individuals or in groups, should gather information from the article and their textbook. When the students have completed the worksheet, discuss both the immediate and long-range causes of the Lewis and Clark Expedition. Then, have them brainstorm ideas for a series of five headlines that would be appropriate to highlight the results of the expedition. Remind them to use provocative and colorful present-tense headlines.

• For Activity 2, discuss with the class the important people, places, and events of the journey and the significance of the expedition. Then, meeting with their partner, have them brainstorm a list of ideas, symbols, and slogans that would be appropriate for a series of commemorative stamps to celebrate the 200th anniversary of the Lewis and Clark Expedition. If time permits, have them prepare a brief oral presentation to explain the reasons for the particular items on the stamps.

• For Activity 3, have the students work individually to brainstorm ideas and complete the pre-writing activities. They could complete the letter to President Jefferson independently and later share excerpts with the class.

Concluding the Lesson

• Hold a discussion on the influence that the expedition had on the course of modern American life. Have the students compare life in 1803 to 2003 using a chart, Venn diagram, or other graphic organizer. You might want to use a the following categories for comparison: world leaders, technology, careers, domestic issues, and foreign affairs.
• Have the students read an excerpt from their letter to President Thomas Jefferson.

Extending the Lesson

• Discuss as a class each of the following questions:

How did the Louisiana Purchase affect the size of the United States? What did the Lewis and Clark Expedition prove? How might these two events have affected the view Americans had of their country?

• Imagine that you are living in the Indiana Territory and publishing a weekly newspaper in 1807. Write four headlines for the front page. Then choose your best headline and write one article about the results of the Lewis and Clark Expedition. Remember to include the who, what, when, where, and why for your article.

• Make a list of questions that you would like to ask either Lewis or Clark. Organize your findings into a collage. Use pictures, original drawings, and key phrases from the cause-effect chart to depict your point of view.

• Display the letters, essays, and collages to create a classroom museum.

• Conduct a Lewis and Clark celebration for the 200th anniversary of the expedition. Students could invite parents, grandparents, and the community to an educational forum. Here the students could present mini-sessions for the attendants and present their information with displays, projects, and skits.

Assessing the Lesson

Before the students develop each activity, explain the Illinois Learning Standard and the criteria to be used for evaluation. You might want to include the students' input prior to the development of the evaluation rubric. In addition, a traditional test or quiz could be generated to assess the students' understanding of the material.

Use the historical narrative and your textbook, to study each of the events that took place before the Lewis and Clark Expeditions to find the causes. Use the following questions to help you to make your list:

• What were the causes for expansion of the frontier in the early 1800s?

• Which causes were related to economics?

• Which cause was the most immediate? Select, list, and rank in numerical order the five main causes. Be able to justify your responses.

THE LEWIS AND CLARK EXPEDITION
CAUSES EFFECTS

Use the historical narrative and your textbook to study each of the events that took place after the Lewis and Clark Expedition to find the effects. Use the following questions to help you make your list:

• What were the effects of the exploration of the frontier?

• What were the effects of exploration on the Native Americans?

• Which effect was the most immediate? Select, list, and rank in numerical order the five main effects. Be able to justify your responses.

On the back of this activity sheet write a series of five headlines that highlight the effects of the Lewis and Clark Expedition.

It is 2003. The United States Post Office wants to commemorate some of the important people, places, and events of the Lewis and Clark Expedition in a series of new stamps that will be released for sale in 2005. Imagine that you and your partner have been appointed to the committee that makes recommendations to the United States Postal Service regarding the artwork for the new postage stamps. Follow the steps listed below:

1. List the important people, places, objects, and events of the expedition.

2. Brainstorm with your partner a list of ideas, symbols, and slogans that would be appropriate for a series of commemorative stamps to celebrate the 200th anniversary of the Lewis and Clark Expedition.

3. Create a poster with your recommendations for two new stamp designs.

4. In a brief oral presentation, explain your choices for the particular person, place, object, or event that is represented in each of your stamps.

Using the historical narrative and your textbook, identify yourself as a frontier person who is living in the first decade of the 1800s. Write a letter to President Thomas Jefferson describing your reaction to the Lewis and Clark Expedition. Use reasons, facts, and examples to support your point of view. Before you begin to write, think about the geography, economy, politics, society, and technology of your area. As you answer the pre-writing questions, they will help you to develop your facts and support.

1. Identify yourself. Who are you? Where do you live?

2. Describe the geographical features of your area. Include the following categories: natural resources, waterways, and climate.

3. Describe the economy. What are the main occupations? Are there any industries? Do the various groups of occupants in the area trade or barter? Who provides the labor?

4. Describe your society. Is it urban or rural? Is it basically rich or poor? Is it slave or free?

Dear President Jefferson

5. Describe the politics of your area. Who are the leaders? What are the issues?

After answering the above questions, write a letter that explains clearly to President Jefferson the reasons, facts, and examples that are used to support your point of view. Your letter should include an opening paragraph, an organized body of information, and a conclusion.