Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • What was the Louisiana Purchase?
  • Summarize what explorers study as they conduct their expeditions.

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage.

  We recommend having your students complete the activity in a jigsaw format to save time. Or, depending on time and resources, you may consider having your students engage in a Frayer's Model activity, where each student is responsible for completing one or two items. Students can then post their models around the room for reference throughout the lesson.

  Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• INTRODUCTION

  Play the following introductory video clip that offers an overview of the expansion of the United States in 1803 through the Louisiana Purchase and the two-year expedition of Meriwether Lewis and William Clark to map the newly acquired territory as commissioned by Thomas Jefferson. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #1: Introduction to Lewis and Clark (0:52)

  • What role did Lewis and Clark play with regard to the Louisiana Purchase?

• BACKGROUND

  Direct students to the background section of their graphic organizers. Instruct your students to view the following three video clips that provide background information about the United States in 1804 and what led to the journey of Lewis and Clark. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #2: Map of U.S. in 1804 (1:28). A map of the United States is shown and reflects the boundaries of territories at the time. Author Stephenie Ambrose Tubbs highlighted the goal of the Lewis and Clark expedition.

  • How much was known about the uncharted territory at the time?
  • What was the goal of this expedition?

• Clip #3: President Jefferson's Letter to Congress (1:09). President Jefferson's letter to Congress asking for funding for the Lewis and Clark expedition is discussed.

  • Explain why President Jefferson aimed to keep this expedition discreet as Stephenie Ambros Tubbs discussed.
  • What were Jefferson's instructions to Meriwether Lewis?

• Clip #4: Why Were Lewis & Clark Chosen for the Expedition? (1:21). Author Stephenie Ambrose Tubbs explained why President Jefferson chose Meriwether Lewis for this expedition and how William Clark joined the team.

  • How were Lewis and Clark chosen for this military expedition?
  • Explain the relationship between Lewis and Clark.

• JOURNEY

  Direct students to the journey section of their graphic organizers. Instruct your students to view the following six video clips that detail the journey of Lewis and Clark. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #5: Lewis & Clark Boat House and Museum (4:00). A replica of the boat that was used on the expedition is featured in the Lewis & Clark Boat House and Museum in St. Charles, Missouri.

  • How did the crew maneuver the boat up the Missouri River?

• Clip #6: April 7, 1805 Meriwether Lewis Journal Entry (3:44) A quote from Lewis' journal at Ft. Mandan was discussed.

  • Explain Lewis' use of the word "civilized" as Stephenie Ambrose Tubbs discussed.
  • Describe the boats the group was traveling in.
  • What did they encounter along their journey?
  • Explain the public's interest in the expedition as Stephenie Ambrose Tubbs described.

• Clip #7: Lewis and Clark's Travels (4:59). Details about Lewis and Clark's expedition and where they traveled are discussed.

  • Explain their travels along the Missouri River to the Oregon coast.
  • What sources were used to create the map that Lewis and Clark were given for their expedition?
  • What details did Meriwether Lewis add to the map?
  • How much of the map was filled in by the time they returned from their expedition?
  • Was the Missouri River used for commerce?

• Clip #8: America in 1803 & the Corps of Discovery (2:56). Details about America in 1803 were shared along with who was part of the Corps of Discovery including Sacagawea.

  • Describe what America was like at the time of the Lewis and Clark "Corps of Discovery" expedition.
  • Who was the only person who died on the trip and how did that occur?
  • How did they meet Sacagawea and what was her role?

• Clip #9: October 9, 1804 William Clark Journal Entry (1:39). Author Stephenie Ambrose Tubbs talked about York who was a member of the expedition, servant to Captain William Clark, and the first African American to cross the continent.

  • Who was York?
  • What role did he play on the expedition?

• Clip #10: Lewis and Clark Expedition Records (6:25).

  • Explain the data that was collected during the expedition as David Gary discussed.
  • How did President Jefferson use this data?
  • According to Daivd Gary, what were the goals of this expedition?
  • Describe the speech Lewis gave when he visited Native tribes as Stephenie Ambrose Tubbs explained.
  • Describe Chief Sheheke's experience in Washington, DC and the reaction upon his return home.
  • Describe the security on their expedition.
  • How were the relations with Native people along the journey?

• EXTENSION

  To provide additional context about Lewis and Clark's expedition to your students, you may consider having them engage in this extension activity.

  Direct students to the extension section of their graphic organizers. Instruct your students to Choose one Experiences with Animals video clip and one Writing and Writing Style video clip to watch. Direct your students to answer the following questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Experiences with Animals

  Clip #11: Lewis and Clark's Dog Seaman (0:57). Author Stephenie Ambrose Tubbs talked briefly about Seaman's role on the Lewis and Clark expedition.

  Describe Seaman’s experiences on the expedition as Stephenie Ambrose Tubbs explained.

  Clip #12: May 6, 1805 Meriwether Lewis Journal Entry (1:33). Lewis wrote about interactions with bears along their journey.

  How does Lewis describe the team’s encounters with bears along their expedition.

• Writing and Writing Style

  Clip #13: July 4, 1804 William Clark Journal Entry (1:51). Author Stephenie Ambrose Tubbs talked about Clark's writing style.

  How does Stephenie Ambrose Tubbs describe the writing styles of Lewis and Clark’s?

  Clip #14: May 26, 1805 Meriwether Lewis Journal Entry (0:57). A quote from Lewis' journal describing what he thought were the Rocky Mountains was discussed.

  How does Lewis describe the landscape and what did this journal entry mean to the overall expedition?

• PUBLICATION

  Direct students to the publication section of their graphic organizers. Instruct your students to view the following three video clips that summarize the publication, impact, and lasting legacy of the journey of Lewis and Clark. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #15: Lewis & Clark: 1805 Map (2:41). Library of Congress Geography and Map Division Reference Librarian Amelia Raines explained the details of the 1805 map from the expedition.

  • Describe the details that were included on the 1805 map that Amela Raines highlighted.
  • What happened once the final map was sent back to Washington, DC?

• Clip #16: Writing Journal Entries on the Lewis and Clark Expedition (2:12). Author Stephenie Ambrose Tubbs talked about how Lewis and Clark wrote and preserved their journal entries which were required as part of their military expedition.

  • How did Lewis and Clark write and preserve their journal entries?
  • How was the book published in 1814?

• Clip #17: Impact of Lewis and Clark's Expedition and Journals (0:42). Author Stephenie Ambrose Tubbs talked about how Lewis and Clark's expedition and journals shaped us today.

  • According to Stephenie Ambrose Tubbs, how did Lewis and Clark's expedition and the publishing of the journal shape who we are today?

• REFLECTION

  Ask students to consider the information they learned from viewing the videos as well as class discussion and write a response to the following prompt:

  Do you think “History of the Expedition Under the Command of Captains of Lewis and Clark” shaped America? Explain your position citing evidence from the videos and class discussion.

• TEACHER TIP

  Kirn Middle School (Council Bluffs, Iowa) 8th grade social studies teacher Shauna Cihacek talked about teaching Lewis and Clark.

  Clip #18: Teaching Lewis and Clark (3:13)