This unit focuses on Meriwether Lewis's preparations for the expedition. It uses Lewis's trip to Philadelphia as a foundation for students to consider the idea that life is a journey of discovery. Students will understand some of the challenges inherent in preparing for the unknown and will learn about the preparations necessary for Lewis and Clark's expedition. They will use maps and paintings to gather information about Philadelphia in 1803. By reading primary and secondary documents, students will learn about the people Lewis met with in Philadelphia, and they will discover why each person's area of expertise was deemed important for Lewis's preparation. Students will gather and classify information from documents to determine what items were taken along on the expedition and for what purposes. They will learn how discoveries can be guided and shaped by expectations, supplies, and knowledge. Students will reflect upon the idea that our life is a journey of discovery, and along the way we need to prepare by predicting what we will need to have and what we will need to know.
This unit focuses on preparations for the expedition. It provides background information on Thomas Jefferson as the trip's inspiration and looks at reasons for Jefferson's interest in the expedition, including geographic, economic, and scientific aspects. The rest of the unit uses Lewis's trip to Philadelphia as a foundation for students to consider the importance of preparation. Students will understand some of the challenges inherent in preparing for the unknown. By reading primary and secondary documents, students will learn about the people and institutions of Philadelphia that made it a good place for Lewis's preparations. They will learn how discoveries can be guided and shaped by expectations, supplies, and knowledge. Students will reflect upon the idea that our life is a journey of discovery, and along the way we need to prepare by predicting what we will need to have and what we will need to know.
Indian women influenced the expedition despite the fact that Lewis and Clark had little direct contact with them. All along the way, Lewis and Clark wrote that Indian women were oppressed; they failed, however, to see the various powers that these women possessed. Their understanding of a woman's role in society was based on a Euro-American model. Sacagawea was the only woman to accompany Lewis and Clark on their journey west. It is the goal of this unit to investigate both Sacagawea's role as the sole woman on the journey and the role of Indian women on the northern plains during this time period.
No restrictions on your remixing, redistributing, or making derivative works.
Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some
restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make
derivative works.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based
educators, or other custom arrangements. Go to the resource provider to see
their individual restrictions.
