| Inquiry Design Model (IDM) Blueprint™ |
| Lewis and Clark |
| NDNAEU 5 “Tribal Policies, Treaties and Sovereignty” |
| Compelling Question | Make a list of villains from world history (i.e. Adolf Hitler). Make a list of heroes from world history (i.g. Martin Luther King). Next, identify the contributions of Lewis and Clark. Finally, how should Lewis and Clark be considered? As heroes or villains? |
| Standards and Practices | 8.1.2 Use various primary and secondary resources (e.g., historical maps, diaries, speeches,pictures, charts, graphs, diagrams, timelines specific to North Dakota) to analyze, and 9–12.1.2 Interpret and evaluate documents (e.g., primary and secondary sources, fact, fiction, or opinion) to enhance the understanding of social studies content. 9–12.1.6 Analyze the impact of bias and prejudice in historical and contemporary media |
| Staging the Question | Create a timeline of 11 events from the time period of 1750 to 1850. 5 of these events should have occurred before the Lewis and Clark Expedition and 5 of these events should have occurred after the Lewis and Clark expedition. (The purpose here is to create an historical context for the Lewis and Clark Expedition). |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 |
| How might the concept of westward expansion, in general, and Lewis and Clark specifically be viewed in both negative and positive terms vis-à-vis Native American culture and American History. | Identify the purpose of the Lewis and Clark Expedition. | Consider the events associated with westward expansion – which have been positive for Native Americans and which have been negative? |
| Formative Performance Task | Formative Performance Task | Formative Performance Task |
| Read the article: “Why Indians Aren’t Celebrating the Lewis and Clark Expedition” https://historynewsnetwork.org/article/13473 View the linked video and answer associated questions: “Putting People in a Little Box” by Debbie Poitra https://teachingsofourelders.org/essential-understanding-5-debbe-poitra/ ** Create a connecting statement which attempts to reconcile the article and the vide. Create a statement which articulates the difference between the two. Reflect on your two statements: which was easier to create? Which is closer to truth? | Identify the following: • ● Lewis and Clark • ● Thomas Jefferson • ● Louisiana Purchase • ● Pre-Columbian Native American view of land use and ownership | Create a timeline with major events associated with westward expansion. Consider for inclusion: • ● Dawes Act • ● Homestead Act • ● Indian Removal Act |
| Featured Sources | Featured Sources | Featured Sources |
| Links included above. | History textbook and encyclopedia | History textbook and encyclopedia |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Based on the information gleaned from this lesson, answer the following question: How should the journey of Lewis and Clark be remembered? Why might from the Native American perspective, the Lewis and Clark Expedition be considered the “beginning of the end”? |
| SUMMATIVE PERFORMANCE TASK: Extension | None |
| Taking Informed Action / Real World Application | Create an informational brochure, specific to North Dakota and Lewis and Clark. Attempt to incorporate material gleaned from this lesson. How might this brochure be created so that it may be considered culturally appropriate to both Native American and white-European culture? |
