Interaction and adventure draws high school and elementary school students together as they analyze stories about the Lewis and Clark expedition.

This lesson presents 13 documents and photos related to the 1804-6 expedition into the newly acquired Louisiana Territory. The documents include a list of Indian presents Lewis purchased, his receipts for wine and tobacco, Jefferson's letter to Madison announcing the purchase of Louisiana, and Jefferson's message to Congress communicating the discoveries of the expedition.

In this unit from Central Valley School District in Washington, students dive into inquiry, engaging with compelling questions to help learn about the culture of some of their tribal neighbors and the forces that brought change to the northwest: fur trade era and exploration. The module includes detailed teaching notes for planning and executing instruction, emphasizing close reading of complex texts and specific strategies for supporting students' evidence-based reading and writing. It provides clear requirements for student work, along with summative assessments, central texts, key resources, and protocols to facilitate learning.

Unit 4 primarily cover topics dealing with westward expansion during the nineteenth century. The exceptions are the lessons on Nat Turner and Irish immigration. These are included for chronological reasons, and to show students how historical trends can occur simultaneously. Both themes (slavery and immigration) are revisited in Units 5 and 6. This unit features several elaborate lesson structures: a Structured Academic Controversy (SAC) and and Inquiry. In the SAC on Lewis and Clark, students debate whether or not Lewis and Clark were respectful to the Native Americans they encountered on their journey, while the Inquiry asks students to investigate what motivated Texans to declare their independence. Several lessons, especially on Manifest Destiny and Indian Removal, ask students to consider the perspectives of historical actors whose world views may seem foreign or even incomprehensible.

The unit has two parts. In each, students dive into inquiry to answer the compelling questions:

1. Who are some of our closest tribal neighbors, and what have they been their lifeways since time immemorial?
2. Why do people explore, and how does this lead to expansion?

Part 1 is focused on the examination of the northwest and some of the original inhabitants. Through these questions students will learn about the culture of some of their closest tribal neighbors, the Spokane Indians. The final project for Part 1 is a cultural investigation display, in which students will show what they know about the culture of the Spokane Tribe.

In Part 2, Students will also learn about forces that brought change to the northwest: fur trade era and exploration. Students will ultimately learn about the Corps of Discovery and the Oregon Trail and know the impact each had on the west. Students will finish Part 2 with a timeline activity that will reflect choice and build upon student strengths according to their skill set.

Finally, a lesson on a Tribe of the Columbia Plateau is offered as an extension, but it is strongly recommended that students get to experience this lesson.

Note that the emphasis here is on the Spokane Tribe as one of our closest tribal neighbors. In no way is this an exhaustive study nor should the tribal cultures be generalized to other tribes of the region. We understand that each tribe in our region and North America was and continues to be unique in its culture, practices, lifeways, and traditions.