1. Louisiana Purchase Explorers An internet web quest on Lewis and Clark and Zebulon Pike Introduction Task Process Resources Evaluation Teacher Information

2. Introduction Home Task Process Resources Evaluation Teacher Information You have grown up loving and living American history. When you were younger, your room was decorated with historical maps and pictures of historical figures. Some say that you are a history freak. They were right. All of your hard work as a History major in college has paid off. You are now working for the History Channel. You are their lead advisor on early western exploration. You have been given the task of choose the next subject for a new documentary. The internet is a wonderful resource for students of History. In this web quest I have researched Lewis and Clark and Zebulon Pike. The links provided are excellent and will expand your understanding of these early explorers of the west. You will visit each link according to the following order: 1. Task 2. Process 3. Resources 4. Evaluation

3. Task The History Channel has asked your team of Historians to choose the subject of their next western exploration documentary. Your group must choose Lewis and Clark or Zebulon Pike for the film. After you have chosen your explorer, you will present your findings to the History Channel programming executives. You may use PowerPoint, or a similar presentation program. If you do not have computer access you may submit a video taped presentation. Each group will submit a disk with their presentation or a videotape of their presentation. Each person in your group of four will be responsible for an aspect of the presentation. Home Introduction Process Resources Evaluation Teacher Information

4. Process 1.In this web quest you will be working with a group of four students. Each group will answer the main question of which explorer should be featured in a documentary and why. As a member of the group you will explore the links I have provided on the resource page. The reading level on some of these links may be challenging. Please use a dictionary or ask for clarification if you have difficulty with some of the reading. Next page Home Introduction Task Resources Evaluation Teacher Information

5. Process 2.The History Channel advisor team, your group, consists of four members. The four members will separate into two pairs. One pair will research Lewis and Clark, Pair 1, and the other pair, Pair 2, will research Zebulon Pike. 3.Read through the files designated for your pair group on the Resources page. Next page Home Introduction Task Resources Evaluation Teacher Information

6. Process 4.While you are reading through the information pertaining to your explorer, answer the following questions: What area was the explorer sent to explore? What were the goals of the expedition? Was the expedition successful? What makes this expedition so unique? Why do you feel this expedition and explorer are worthy of a new documentary? 5.Remember your goal is to have enough information to convince the other pair that your explorer is perfect for the documentary. Next page Home Introduction Task Resources Evaluation Teacher Information

7. Process 6.You should take notes so you can present your information to the other pair. 7.After each pair group has completed their research they will regroup and discuss their findings. 8.Each pair should present their findings to the other pair. 9.After the pairs have been given the opportunity to discuss their research, they will decide whether Lewis and Clark or Zebulon Pike would be the most appropriate choice for a documentary. Next page Home Introduction Task Resources Evaluation Teacher Information

8. Process 10.Now that the decision has been made it is up to the groups to present their findings to the programming executives at the History Channel. 11.Each group member is responsible for answering one of the four questions: What area was the explorer sent to explore? What were the goals of the expedition? Was the expedition successful? What makes this expedition so unique? 12.The final questions, Why do you feel this expedition and explorer are worthy of a new documentary? Why not the other explorer? should be answered by the entire group. Next page Home Introduction Task Resources Evaluation Teacher Information

9. Process 13.Students: Please be aware of copyright laws and Plagiarism. If you are using graphics or material directly from the internet please follow the guidelines for gaining permission listed on the site. When gaining permission is not possible, give the author credit for their work. Copying material directly from the internet and claiming it as your own is plagiarism and is not permitted for this exercise. 14.Each group will submit either a disk with their PowerPoint presentation, or a videotape of their presentation. If a videotape is submitted posters and other visual aids are permitted to aid the group in supporting their argument. Next page Home Introduction Task Resources Evaluation Teacher Information

10. Resources Pair 1: Lewis and Clark National Geographic Lewis and Clark journey logNational Geographic Lewis and Clark journey log Lewis and Clark: Journey of DiscoveryLewis and Clark: Journey of Discovery The Journey Interactive Thomas Jefferson posterInteractive Thomas Jefferson poster Pair 2: Zebulon Pike Zebulon Pike: Hard-Luck Explorer or Successful Spy?Zebulon Pike: Hard-Luck Explorer or Successful Spy? Zebulon M. Pike ZEBULON MONTGOMERY PIKEZEBULON MONTGOMERY PIKE After Lewis and Clark Lt. Zebulon Pike's Diary: New Mexico, Chihuahua & TexasLt. Zebulon Pike's Diary: New Mexico, Chihuahua & Texas Zebulon Pike: Expedition of DiscoveryZebulon Pike: Expedition of Discovery Lifelong Learning Online: Zebulon PikeLifelong Learning Online: Zebulon Pike Home Introduction Task Process Evaluation Teacher Information

11. Evaluation The group should present their argument for the choice of explorer. Each presentation should answer the questions listed in the process section in order to convince the programming executives their choice is the most appropriate: What area was the explorer sent to explore? What were the goals of the expedition? Was the expedition successful? What makes this expedition so unique? Why do you feel this expedition and explorer are worthy of a new documentary? Why not the other explorer? Next page Home Introduction Task Process Resources Teacher Information

12. Evaluation Rubric The following guides will be used to score each presentation: Overall presentation Scoring Guide : 3: Presentation is polished without grammar and spelling errors. Complete sentences are used. Graphics are not overused, they appear only when they will aid the argument of the presenter. 2: Presentation contains few grammar and spelling errors. Incomplete sentences do occur, but not overwhelmingly. The presentation graphics are numerous and some do not aid the presentation. 1: Presentation contains many grammar and spelling errors. There are few complete sentences. The presentation graphics are too numerous and there is little text. Or, the presentation contains no graphics and the text has many errors. 0: Presentation contains many grammar and spelling errors. There are no complete sentences. The presentation graphics are not appropriate and fill too much of the page. The text that is included in the presentation has been copied and pasted from web sites and is plagiarism. Home Introduction Task Process Resources Teacher Information Next page

13. Evaluation Rubric Presentation Content Scoring Guide: 3: Content of the presentation was appropriate and answered all questions required. The argument was presented clearly. The material was factual and supported the argument of the group. 2: Content of the presentation was appropriate. At least 4 of the questions were answered in the presentation. The material was factual. The group presented their argument briefly. 1: Content of the presentation was not always appropriate. At least 2 of the questions were answered in the presentation. The material was factual, but the argument of the group was weakened by the lack material. 0: Content of the presentation was not appropriate. Fewer than 2 of the questions were answered in the presentation. The majority of the material was not factual. The argument of the group was not presented in the presentation. Next page Home Introduction Task Process Resources Teacher Information

14. Evaluation Rubric Participation Scoring Guide: Group members will submit a scoring sheet showing the questions and their evaluation for each member of the group. Each group member will score the other members using the following criteria: Always= 3 points, Most of the time = 2 points, Sometimes = 1 point, Never = 0 points. The criteria will be used to answer the questions below. Did the member contribute enough research material to aid the group? Did the member join in the discussions and support their positions with factual information? Did the member participate during the process of creating the presentation? Home Introduction Task Process Resources Teacher Information Next page

15. Teacher Information The web quest should take at least a week to complete. Please plan ahead if you need to reserve the computer lab in your school. Core Content for Assessment: SS-M-5.2.3 The growth of democracy and geographic expansion were significant in American history (e.g., Louisiana Purchase, Manifest Destiny, impact on Native Americans, early industrialization, early women's rights movement). SS-M-4.4.2 The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). Next page Home Introduction Task Process Resources Teacher Information

16. Program of Studies: SS-8-H-1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to explore the interpretive nature (how perceptions of people and passing of time influence accounts of historical events) of United States history SS-8-H-4 Students will examine the impact of significant individuals and groups in early United States history. Social Studies Academic Expectations 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. Home Introduction Task Process Resources Teacher Information Next page

17. Teacher Information Lesson Objectives: Lesson goals and objectives are designed to assist students in their understanding of the impact early explorers and geographic expansions such as the Louisiana Purchase had upon the nation. Students will: - understand how the explorations of men like Lewis and Clark and Zebulon Pike aided in the expansion of the United States. - demonstrate the ability to evaluate historical data Essential Questions: How did the explorations of men like Lewis and Clark and Zebulon Pike impact the nation? Which explorers had the most profound affect upon the views of the nation? Home Introduction Task Process Resources Evaluation