Abstract: The 1804-1806 Lewis & Clark expedition effectively opened the Northwest to the influence of the United States, established relations with numerous American Indian nations, and gathered useful scientific documentation about the West.

Objectives:

1.) Students will gain insight to the Louisiana Purchase through an examination of the strategic importance of the territory.
2.) To explain the historical implications of the Louisiana Purchase in relation to the growth of the newly created United States.
3.) To describe some of the challenges and successes that the Corps of Discovery experienced at various stages of its journey.
4.) To compare and contrast the appearance, social structure, and customs of several Indian tribes the corps encountered, based on journal entries, and explain the Indians' contributions to the journey's success.
5.) To list the accomplishments of the Corps of Discovery.

NY State Standards:
Standard Area SS: Social Studies
Standard SS1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Key Idea SS1.3:
Study about how the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
Intermediate
Performance Indicator SS1.I.3B:
Students gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States.
Key Idea SS1.4:
The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Intermediate
Performance Indicator SS1.I.4D:
Students describe historic events through the eyes and experiences of those who where there
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PERFORMANCE INDICATORS FOR TECHNOLOGY—LITERATE STUDENTS
GRADES 6-8
All students should have opportunities to demonstrate the following performances.
Prior to completion of Grade 8, students will:
1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

Materials:
Class web page for The Lewis and Clark Expedtion lesson:http://www.quia.com/pages/malachowskivod.html.
Inspiration eworksheet
A United Streaming video:"Westward Strategy: The Louisiana Purchase and the Lewis and Clark Expedition." (Approximately 26 minutes)
A map of the United States depicting the territories of the United States as of 1803. This map will show boundaries of states and territories after the purchase of the Lousiana Territory from France.
Classroom Textbook.
Various web sites for research and extension of the lesson, including:
http://web6.si.edu/lewisandclark/index.html?loc=/lewisandclark/home.html
http://www.nps.gov/lecl/
http://www.cr.nps.gov/nr/travel/lewisandclark/index.htm
http://www.pbs.org/lewisandclark/
http://www.lewisandclark.org/
http://www.mhanation.com

Strategies:
Students all have different methods of learning and assimilating knowledge. In order to maximize student learning and retenion this lesson will concentrate on the following strategies:
Prior Knowledge Discovery: A brief quiz on what students think about the United States in 1803 and the beliefs that were held by the people then. This strategy will help the teacher understand the prior knowledge of the students and provoke new thought in the students as they explore the lesson.
Guided Discovery Strategy- The students will view a video from United Streaming about the Lewis and Clark Expedition and will follow the progress with an Inspiration worksheet. Cooperative Learning: The studnts will collaborate after this unit on a specific area of the study of the Lewis and Clark Expediton such as: the inpact of the expedition, the relationships with the Native Indians, the discovery of flora and fuana, etc..

Method of Technology Integration:
Technology shall be integrated in the form of computers used in the classroom, library in school and home for research and learning by students. The video to be viewed in conjunction with the Inspiration worksheet and will be available on the individual computers in the classroom and the library in school. The first viewing will be with an In-Focus projector connected the teacher's computer to be followed by a hard copy of the Inspiration worksheet.

Opening Activity:
To help students understand the degree to which the American West was unknown before the Lewis and Clark Expedition, give them the following quiz. Before you begin, ask the students if they think they know a lot about the West. Do they think they know more than Thomas Jefferson did?
Have students number their papers from 1 to 10. For each item you name, they should write "T" if they believe the statement to be true, or "F" if they believe it to be false.
Give students a moment to write their response to each of the following statements, all beginning with:
At the time Thomas Jefferson was living…
1. There were woolly mammoths roaming the West.
2. There was a tribe of blue-eyed Indians living in the West who spoke Welsh, the language of people from Wales, a region on the west coast of the island of Great Britain.
3. There was a river or series of connected rivers, starting at the Mississippi, that crossed the western mountains and reached the Pacific Ocean.
4. The Blue Ridge Mountains were taller than the Rocky Mountains.
5. The West had many erupting volcanoes.
6. Unicorns could be found in the West.
7. There were mountains in the West made of undissolved salt.
8. Some beavers in the West were seven feet tall.
9. Buffaloes were friendly and had slim waists.
10. Peruvian llamas roamed the West.

When the quiz is over, tell the students that though all of these statements are false, it is likely that Thomas Jefferson believed many of them to be true because such "facts" were included in books in his library. (Note: The students can put the quiz away. No one will ever have to share answers.)

Savings Plan:
Students will save the work on jump drives in order to do additional work from home , the library in school or in class.The file name for this unit is "The Lewis and Clark Expedition".
All documents will be printed for the final presentation to be distibuted to the class and the teacher. Maps and drawings will be saved and published on hard copy in the form of posters.
Procedure:
1.Pass out a hard copy of the Inspiration worksheet for the Lewis and Clark Expedtion to each student.
2. Explain that they are about to view a video about the Lewis and Clark Expediton and they are to follow the story with the use of the worksheet.
3. The students may make notes on the worksheet or use seperate pieces of paper.
The students should transfer their answers to the Inspiration eWorksheet found on the Quia Class web page,http://www.quia.com/pages/malachowskivod.html..
4. The students will each be given a map after viewing the video. This will be a map of the United States depicting the territories of the United States as of 1803.This map will also include the geographical details shown(rivers, mountain ranges, etc.). This map will show boundaries of states and teritories after the purchase of the Lousiana Territory from France.
5. The students will work in collaboration with each other to pinpoint the routes taken by the Lewis and Clark Expedition on the second map. They will trace teh routes using differnent color markers fro teh route outbound and inbound as well as the seperate route taken by Lewis and Clark on the return trip. They are to use their Inspiration eWorksheets for reference along with their textbooks and and of the websites provided by the teacher on the classroom computers.
6. The groups will be assigned a specific portion of the trip to trace the routes fo Lewis and Clark.
Group one will trace teh route from March 14, 1804 to October 24, 1804.
Group two will follow from October 14, 1804 to July 1805.
Group Three will follow from July 1805 to November 1805.
Group four will follow the route home from March 1806 and trace the route of Lewis and his men when they split up with Clark to the point where they meet again.
Group five will follow Clark's route where he and his men split form Lewis's group to where they rejoin them.
7. Each group wil select a recorder to write the significant events along their assigned route. The report is to include dates where available, the location and what took place.

Closing Activity:
1. Each group will present their report to the rest of the class in chronological order. The group will have a selected reporter to summarize the events whils another mamber of the group points each postion on their map as to the location of each event.
2. The maps will be posted on the bulletin board for sharing with the rest of the class and other classes.
3. The groups will then be allowed to select from a list of topics for a research project about the Lewis and Clark Expedtion. Each team will research the impact of the Lewis and Clark expedition on one of the following topics:

Table 1. Westward expansion
Table 2. American Indians.
Table 3. Science-flora, fauna, and mapping.
Table 4. Commerce and trade.

Each group will present their findings in an oral report, and then discuss the positive and negative impact of the expedition especially depending on whose perspective you take into account. Artwork, pictures, maps, and drawings should accompany oral reports.

Assessment and Evaluation:
Two rubrics will be used for assessment for this unit. The first rubric will assess the in-class map and route reports. The second rubric will assess the group projects.

Rubric one can be viewd at http://rubristar.4teachers.org. under rubric number 1139156 Map route report.

Rubric two for the research report can be found at the same website under number 1139159. Research Report: Lewis and Clark Expedition.

Inspiration eWorksheet for Lewis and Clark Video. eWorksheet for Lewis and Clark Expedition Video