Lesson Plan
United States History Grade 8th
Lewis and Clark Expeditions
Essential Questions:
1. How has the exploration of unknown lands impacted human existence?
2. What motivates/inspires people to explore unknown lands?
Essential Understanding:
1. Students will understand that there are cost and benefits of exploring unknown lands.
2. Students will understand the various terrains associated with the westward movement
of Lewis and Clark.
3. Students will be able to differentiate the different patterns of a map.
Standards:
1. U4.2 Regional and Economic Growth:
8- U4.2.3 Westward Expansion – Explain the expansion, conquest, and settlement of the
West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from
their native lands, the growth of a system of commercial agriculture, the Mexican-American
War, and the idea of Manifest Destiny. (E2.1)
8-U4.2.4 Consequences of Expansion – Develop an argument based on evidence about the
positive and negative consequences of territorial and economic expansion on American Indians,
the institution of slavery, and the relations between free and slaveholding states. (C2)
Lesson Rationale:
The rationale for teaching about the Lewis and Clark Expedition is to help students
understand the importance that the Lewis and Clark expedition was to our country’s history. By
teaching this lesson students will understand this significance of this event and how it relates to
how our country came into being with the new land and territories. Also, it will serve to allow
students to understand how their journey relates to the Jefferson era as well as, how their
expedition allowed our nation to learn more about those people who already lived in the West. It
allows students to examine and explore the different perspectives of those living during this time
and their thoughts about the interactions they had with the different Indian cultures and how they
were different from their own. Students can relate to their own lives and see the importance of
how by exploring and trying to learn about people’s cultures that are different from their own.
Students will develop an understanding to allow them to see the reasons of the importance of the
different traditions and rituals that are part of these societies daily routine and why they pratice
them.
Resources:
Creating America: A History of the United States. (2002, McDougal Littell) Chapt. 10,
Section 2
Classzones.com
(http://www.classzone.com/books/cas05/page_build.cfm?id=none&ch=10)
Lewis and Clark Journals
Map of the Lewis and Clark Expedition
Interesting Facts on Lewis and Clark: (http://www.lewisclark.net/dyk/index.html)
Bell ringer:
How did Americans get to the western part of the country (California)? Also, think of a
place that you have never visited. What/where is the place? How would you get more
information about this specific place? What would you do in preparation for exploring this new
place?
Hook:
Have students rank items needed for expedition from most to least essential, in their
opinion. Students should be given a list of twelve items, but given the opportunity to choose only
six items. This will show students the difficulty faced by travelers prior to modern travel
methods such as planes and cars.
Teacher Activity:
Lecture on the Lewis and Clark expeditions. (20-30 minutes)
Manifest Destiny
•
•
•
•
Who developed the idea of Manifest Destiny and why did they choose Lewis and Clark?
What was Manifest Destiny and why was it important?
Why was water travel so essential to the early United States?
In what ways did it factor into the Lewis and Clark expedition?
Northwest Passage
•
•
•
What was the Northwest Passage?
Why was it recognized as important?
Who were settled in the area prior to the expeditions?
Native Americans
•
What role did Native American have in the Lewis and Clark expeditions?
•
•
Who was Sacagawea and what impact did she have?
What were the relations with the Native American like during the journey?
Hardships/Struggles
•
•
What difficulties to the explorers face?
In what ways did Lewis and Clark fail?
Conclusion:
•
•
Was the expedition a success?
How did America expand to the West?
Student activity:
•
•
Students will be asked to analyze the journals of Lewis and Clark to determine the
reasons why certain things were documented by the explorers and consider reasons why
others were not. Before students analyze the journals explain to students how dairy and
journal entries by people are one type of a primary source. Describe what a primary
source is and the importance of using primary sources is for learning about a specific
event in history or in doing research on a particular topic/event. (See Below for Guided
Worksheet)
Students will then be asked to examine a map of the trail that Lewis and Clark took.
While doing this they will be asked to consider the issues that they may have encountered
in various areas. Then have students re-create their own map labeling the map where
significant events occurred on the expedition. On a separate paper have students explain
why they choose to put the events they did on the map. (See Below for blank map).
Closure:
Was the expedition success? Why or why not?
Exit pass:
Students will identify three things that they learned from the lesson. These can be done
orally or by students writing them in their journals.
Student Activity Analyzing Journal Guiding Questions
-What kind of document is this (primary/secondary)?
- Who wrote this document? When was it written? What other significant information is
provided to help you understand the background details of this document; such as where it was
written?
- Was it written for anyone particular or for any particular reason?
- What are the emotions of the writer?
-What messages does the writer want the audience to receive?
- List four things that you think are the most important in the document?
1.
2.
3.
4.
- List four things that you learned from reading the document about this particular period in
American history?
1.
2.
3.
4.
- List two things that you think the writer left out in the document on purpose? Why might they
have done this?
1.
2.
- What did the expedition members discover?
-What were some of the hardships that they faced? How did they overcome these problems?
- What specific events of the expedition are mentioned? How were these important to the
expedition? Why were these events important to the expedition?
-What were the emotions were of the person writing the document of the particular events
mentioned? If other people are mentioned what do you think their view was on the particular
events?
- What are some of the significant things the author experienced/saw that were different from
their daily life?
- What questions arose to you after reading this document?
Student Activity Analyzing Journa l Guiding Questions
Source of Map: < http://www.cincymuseum.org/educators/resources>