Objectives:
- Analyze the impact of the Louisiana Purchase.
- Evaluate the importance of the Lewis & Clark expedition.
Scene 1 — Engage
Student Activity
Students read background information about the early U.S. presidents and how Thomas Jefferson’s presidency led to westward expansion through the Louisiana Purchase and the Lewis & Clark expedition. They watch an animated map showing how U.S. territory grew between independence and 1800, then record at least one observation about the map in a shared class table.
Teacher Moves
Introduce the overall flow and objectives of the experience. After students view the animated map and share observations, prompt them to notice key geographic and political features such as the Mississippi River as the western border, unorganized territories, and ongoing border disputes. Ask guiding questions about what Americans likely knew about the land west of the Mississippi to activate prior knowledge about exploration and set up later scenes.
Scene 2 — Explore
Student Activity
Students examine images and read an explanation of the geopolitical situation in North America around 1800, focusing on the roles of Great Britain, Spain, and France, and the importance of the Mississippi River and the port of New Orleans to American farmers. They learn how Jefferson’s negotiations with Napoleon led to the Louisiana Purchase and then complete a cause-and-effect graphic organizer by identifying two causes and their related effects connected to the purchase.
Teacher Moves
Clarify that the historical Louisiana Territory was much larger than the present-day state of Louisiana. Support students as they complete the cause-and-effect organizer by modeling or prompting sequential reasoning (for example, “The first thing that happened was… and because of that…”). Use sample cause-effect pairs to check understanding of why France sold the territory and how the purchase changed the size and control of U.S. land.
Scene 3 — Explain
Student Activity
Students view an image of a U.S. stamp commemorating the Lewis and Clark expedition and read about Jefferson’s decision to send Meriwether Lewis and William Clark to explore the newly acquired territory. They respond to a prediction poll about the likely tasks of the expedition. Next, they read America Heads West to learn about the route, goals, and outcomes of the expedition and read Sacagawea to understand Sacagawea’s role and contributions. Finally, they post an explanation of Sacagawea’s contribution to the expedition on a class wall.
Teacher Moves
Discuss students’ poll predictions, connecting them to the actual goals of the expedition, including scientific study, mapping, relations with Native nations, and the search for a water route to the Pacific. Emphasize that the expedition succeeded in most tasks but did not find a direct water route. Highlight Sacagawea’s importance as an interpreter and guide and her role in helping the Corps of Discovery navigate difficult terrain and interactions. Share strong student responses about Sacagawea’s contributions to deepen understanding and recognition of Indigenous women’s roles in U.S. history, then organize students into small groups for the next scene.
Scene 4 — Elaborate
Student Activity
Students examine an 1804 map created by Lewis and Clark and read about how the expedition’s journals provided valuable scientific and geographic information. In small groups, they divide three research tasks: (1) researching places visited by the expedition using Expedition by state, (2) investigating flora and fauna documented in the journals using Journals, and (3) learning about Native nations and individuals encountered using Native Nations. Each student prepares and delivers a brief presentation to their group, and a designated note taker summarizes the group’s presentations in a shared group space.
Teacher Moves
Set clear expectations for timing, roles, and presentation length within groups. Monitor group work to ensure that tasks are divided equitably and that students use the resources effectively to gather accurate information about places, plants and animals, and Native peoples. Encourage students to connect their findings back to the broader significance of the Lewis and Clark expedition and to listen actively during peer presentations so the group summary reflects all three focus areas.
Scene 5 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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