Lesson+2+The+Lewis+and+Clark+Expedition


 * NAME OF COURSE / CLASS:** 11th Grade American History


 * UNIT TITLE:** U.S. Western Expansion and the role of Dakota Territory


 * Lesson 2:** The Louis and Clark Expedition. (Lesson 2 of 5)


 * ANTICIPATED INSTRUCTIONAL TIME:** This lesson will take four 50 minute periods of time and therefore it will take four days to complete.

Students will be able to:
 * ENDURING UNDERSTANDING:**
 * Study historic maps to discover what was known of the North American interior by different people prior to the Lewis and Clark Expedition.
 * This is enduring for the students because it is important to recognize the gains that were made after the expedition through knowledge available about the territory.
 * Surmise why it was important for Jefferson to know more about the territory.
 * This is enduring for students because it helps connect the purchase of the territory to the expansion of the United States..
 * Explain who Lewis and Clark were and why they were picked by Jefferson to lead the expedition.
 * This is enduring for students because understanding who the key participants were guides student thought about decisions that were made during the expedition.
 * Determine the suitability of Lewis as the choice to led the expedition.
 * This is enduring for students because understanding why Lewis was picked to lead the expedition aids in explaining the decisions that he made during the expedition.
 * Determine the starting point of the expedition.
 * This is enduring for students because it is important to grasp the geographical situation of the expedition.
 * Trace the route taken during the expedition
 * This is enduring for students because understanding the direction taken delves into the geography and culture of foreign lands.
 * Explain Lewis and Clark's encounters with Native Americans
 * This is enduring for students because understanding the relationships established by the expedition is important to later Federal relations with Native Americans.
 * Relate the role of Sacagawea to the expedition
 * This is enduring for students because without the aid of sacagawea, the expedition may not have been successful.
 * Determine what were the successes and failures of the expedition
 * This is enduring for the students because examining the pros and cons resulting from the expedition creates a good starting point to discuss the what ifs.


 * RATIONALE:** This lesson is important to teach because the Lewis and Clark expedition is an important part of American history and the history of South Dakota. Their expedition opened the door for westward expansion, which changed the shape of the United States forever.


 * GOALS OF THE LESSON:**


 * G.2.1 || To use maps and primary documents to determine what was known about the Louisiana Territory. ||
 * G.2.2 || To know why President Jefferson wanted to know more information about the newly acquired territory and what Jefferson hoped to find. ||
 * G.2.3 || To comprehend who were Lewis and Clark, why Lewis was in command, who was Sacagawea, and who was the expeditionary party in general. ||
 * G.2.4 || To determine the starting point and the route taken by the expedition. ||
 * G.2.5 || To explore the expeditions encounters with Native Americans and the role of Sacagawea ||
 * G.2.6 || To understand the successes and failures of the expedition ||


 * SOCIAL SCIENCE OBJECTIVES OF THE LESSON:**


 * O.2.1 || The student will be able to study historic maps to discover what was known of the North American interior by different people prior to the Lewis and Clark expedition ||
 * O.2.2 || The student will be able to surmise why it was important for Jefferson to know more about the territory of North America through analysis of primary source materials ||
 * O.2.3 || The student will be able to explain who Lewis and Clark were and why they were picked by Jefferson to lead the expedition. ||
 * O.2.4 || The student will be able to determine the suitability of Lewis as a choice for leadership of the expedition through brainstorming exercises and class discussion ||
 * O.2.5 || The student will be able to determine the starting point of the Lewis and Clark Expedition. ||
 * O.2.6 || The student will be able to trace the route Lewis and Clark took during the expedition. ||
 * O.2.7 || The student will be able to explain Lewis and Clark’s encounters with Native Americans ||
 * O.2.8 || The student will be able to relate the role of Sacagawea to the expedition. ||
 * O.2.9 || The student will be able to determine what were the successes and failures of the expedition. ||


 * MULTIPLE REPRESENTATIONS (TOOLS):**
 * This lesson plan will deliver information via PowerPoint. Primary source material will be delivered through handouts to each student.


 * SD K-12 CONTENT STANDARDS:**
 * 9-12.US.1.1A. Students are able to relate the causes and consequences of historical events to subsequent events and their legacy in current conditions
 * 9-12.US.1.2. Students are able to relate previously learned information of these time periods to the context of succeeding time periods.
 * 9-12.C.1.6. Students are able to describe the elements of how U.S. foreign policy is created.


 * NCHS EXPECTATIONS:**
 * STANDARD 1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.
 * 1A: The student understands the international background and consequences of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.


 * SESSION-RELATED QUESTIONS:**
 * Why is it important that we know?
 * How does this connect to today?
 * Who were Lewis, Clark, Sacagawea?


 * INSTRUCTOR MATERIALS:**
 * Blank Map
 * Arrowsmith Map
 * PowerPoint presentation(s)
 * Overhead projector, copy paper
 * Assignment(s)


 * PARTICIPANT MATERIALS:**
 * Handout - Arrowsmith Map
 * Handout - Study Guide


 * TEACHING NOTES / LESSON SCRIPT / PROCEDURES:**
 * Follow the Overview of the Instructional Progression of the Unit: Lesson 2


 * ASSESSMENT / HOMEWORK:**
 * Arrowsmith Map and Blank Map
 * Create a list of materials that students would bring along on the expedition
 * 1 page summary of the expedition
 * Quiz


 * REFLECTION / REVISION:** This section will be completed upon finishing the lesson.


 * REFERENCES:**
 * Aoki, Ted T (1991). Layered Understandings of Orientations in Social Studies Program Evaluation. //Handbook of Research on Social Studies Teaching and Learning,// 1, 98- 105.
 * Lybarger, Michael B (1991). The Historiography of Social Studies: Retrospect, Circumspect, and Prospect. //Handbook of Research on Social Studies Teaching and Learning,// 1, 3-15.
 * National Center for History in the Schools (nd). //Era 4: Expansion and Reform, 1801-1860//. Retrieved from [].

 Appendix A: Instructor Materials  Appendix B: Participant Materials  Appendix C: Assignment/Homework

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