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OverviewThe Lewis and Clark Corps of Discovery is often presented as an exciting adventure story of discovery, friendship, and patriotism. However, this same period in U.S. history can be understood quite differently when viewed through anticolonial lens and the Doctrine of Discovery. How might educators critically interrogate the assumptions that underlie this adventure story through their teaching? This book challenges dominant narratives and packaged curriculum about Lewis and Clark to support more responsible social studies instruction. The authors provide a conceptual framework, ready-to-use lesson plans, and teaching resources to address oversimplified versions of the Lewis and Clark expedition. Indigenous perspectives, along with contemporary issues, are embedded in each lesson to encourage active and critical engagement with history and the legacies of conquest those living in what is now called the United States have inherited. Book Features: Offers a new look at social studies curriculum about the Corps of Discovery—and Manifest Destiny—through the Doctrine of Discovery. Includes examples of how Indigenous peoples have long engaged in philosophical, legal, and political challenges to the principles of the Doctrine. Provides social studies lesson plans for elementary and secondary classrooms. Offers useful curriculum materials to help teachers present a deeper examination of this topic. Full Product DetailsAuthor: Alison Schmitke , Leilani Sabzalian , Jeff EdmundsonPublisher: Teachers' College Press Imprint: Teachers' College Press ISBN: 9780807763711ISBN 10: 0807763713 Pages: 176 Publication Date: 30 June 2020 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of Contents"Acknowledgments ix PART I: INTRODUCTION 1. Beyond Adventure 2 2. The Doctrine of Discovery 13 3. Unpacking Colonial Logics in Lewis and Clark Curriculum 26 PART II: ELEMENTARY LESSON PLANS Elementary Lesson Plan 1: ""We're Still Here"" 34 Elementary Lesson Plan 2: What Were the Goals of the Lewis and Clark Corps of Discovery? 39 Elementary Lesson Plan 3: The Jefferson Peace Medals 49 Elementary Lesson Plan 4: Sacagawea: Beyond Interpreter and Guide 58 Elementary Lesson Plan 5: ""Everything Was Already Loved"": Complicating Science and Discovery 70 Elementary Lesson Plan 6: A Stolen Canoe Returned 83 Elementary Lesson Plan 7: A Closer Look at York's Life 91 PART III: SECONDARY LESSON PLANS Secondary Lesson Plan 1: The Stories Maps Tell 102 Secondary Lesson Plan 2: What Were the Goals of the Lewis and Clark Corps of Discovery? 111 Secondary Lesson Plan 3: Johnson v. McIntosh (1823) and the Doctrine of Discovery 123 Secondary Lesson Plan 4: Questioning American Progress (John Gast, 1872) 132 Secondary Lesson Plan 5: Standing Rock and the ""Larger Story"" 137 Secondary Lesson Plan 6: Role Play: The Bicentennial of the Lewis and Clark Corps of Discovery 148 Secondary Lesson Plan 7: Revisiting What We Know About York 162 PART IV: TEACHING RESOURCES Teaching Resource 1: Native Lands Under Siege 175 Teaching Resource 2: Book Review: Piecing Me Together by Renée Watson (2017) 178 Teaching Resource 3: Partnerships Realized: The Confluence Project 180 Teaching Resource 4: Honoring Tribal Legacies: An Epic Journey of Healing 183 4. Conclusion 185 Appendix: The Standards 187 References 195 Index 201 About the Authors 205"ReviewsNot only are the lessons presented in this text practical and relevant to today's teacher, but the text offers additional teacher resources that truly challenge the dominant narrative surrounding Lewis and Clark. The text supports teachers in understanding the multiple perspectives and vast history surrounding the Doctrine of Discovery. In addition, the resources offer voices other than those of Lewis, Clark, Jefferson, and other prominent white males, instead offering counternarratives. Inherently, the lesson plans and resources push students to dive deeper into the content at hand. Thus, they become active, engaged participants in their learning, leading to their evaluation and challenging of the dominant curriculum. --Teachers College Record Author InformationAlison Schmitke is a senior lecturer and director of the Educational Foundations Program at the University of Oregon. Leilani Sabzalian (Alutiiq) is an assistant professor of indigenous studies in education at the University of Oregon. Jeff Edmundson is a former high school teacher and recently retired after many years as director of the teacher education program at the University of Oregon. Tab Content 6Author Website:Countries AvailableAll regions |
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