Lewis and Clark: Why Explore The Vast Unknown?
Students will interpret a map to understand what Europeans knew about the West in the early 1800s, understand the importance of land and resources to a growing country; and develop reasons to justify a geographic exploration of the West.

Lewis and Clark: Facing Challenges—Real and Imagined
Students will describe and draw their perceptions of geographic features, consider what Lewis and Clark might have known or thought about the geography of the West before they began their journey, compare and contrast perceived challenges with real challenges, realize that perceptions can change based on experience, and think about ways people overcome obstacles.

Lewis and Clark: Building a Lasting Legacy
Students will use the geographic inquiry process, examine selected memorials and their components, recognize the physical and cultural features of a place, represent the significance of the land that was explored by Lewis and Clark, and represent contributions of Native Americans, African Americans, and members of the expedition in a diorama.

Lewis and Clark: Same Place, Different Perspectives
Students will compare how encounters during the expedition may have been viewed by the expedition and by Native American groups, and understand that peoples' perceptions of places and of other people are based on their own culture and experience.

Lewis And Clark: “The Object of This Mission Is…” 
Students will simulate how groups compete for resources, and identify the mission of the Lewis and Clark expedition and its importance to the country's future.

Lewis and Clark: Overcoming Obstacles
Students will use geography to evaluate the options and risks of a crucial decision on the expedition's journey and describe how the decisions made affected the outcome of the expedition.

Lewis and Clark: A Legacy to Remember
Students will use the geographic inquiry process, examine selected memorials and their components, recognize the physical and cultural features of a place, represent the significance of the land that was explored by Lewis and Clark, and represent contributions of Native Americans, African Americans, and members of the Expedition in a memorial.

Lewis and Clark: Native American Contribution
Students will use the geographic inquiry process, analyze data to locate important events and places, describe how people adapt to their environment, and identify how Native Americans contributed to the Lewis and Clark Expedition.

Go West, Young Man!
(Although this series of lessons is labeled for younger students, teachers of older elementary students will find them useful as well.)  Scroll down to History and Geography:  American:  Westward Expansion to find this lesson link.  Students will follow the pioneers as they travel westward from the original thirteen colonies into Texas and the Oregon Territory. 

Westward We Go!
Scroll down to History and Geography:  American:  Westward Expansion to find this lesson link.  Concept objectives include exploration of the early west, settlement of the early west, and how ideas, events, and conditions brought about change over time.
 

The Expedition of Lewis and Clark: 1804-1806:  Witness Lewis and Clark's exploration of the West, complete with diary excerpts, encounters with Native Americans, the beautiful and threatening landscape, and a summary of their objectives and accomplishments.  United Streaming.

How the West is Fun: Explorers:  A captivating adjunct to Science and Technology units, American History units on early US exploration and expansion, and Geography units on map-reading skills as well as regions of the United States.  United Streaming.

America Under James Monroe and John Quincy Adams, 1817-1828: The Monroe Doctrine and the Missouri Compromise:  This program looks at American expansion under presidents James Monroe and John Quincy Adams and how it affected American Indians and foreign powers.  United Streaming.

Suggestions for English Language Learners: 
(E/B=Entering/Beginning, D=Developing, E=Expanding)

(E/B) Students label illustrations of political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States.
(E/B) Students identify political, social, and economic events between 1803 and 1860, depicted in illustrations and phrases, that led to the expansion of the territory of the United States.
(D) Students compare/contrasts political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States, using graphic organizers with a word box and written descriptions.
(E) Students interpret the effects of political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States using social studies texts, trade books and the Internet.
(E/B, D, E) Students report on one of the individuals who was significant in the establishment of the United States of America.
(E/B, D, E) Students write and or illustrate 2-3 facts about the growth of the nation from 1750s to 1860s.

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