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Historical Inquiry
When kids study history like historians do—charting some of their own learning by reading primary documents, visiting historic places, and pursuing investigations of their own theories—they find history to be alive with meaning.
Course of Discovery
All along the Lewis and Clark trail, teachers and students are using 21st century technology to explore their communities' past and present—discovering the changes that have taken place since the Corps of Discovery journeyed by 200 years ago.
On the Trail of History in Montana
Crossing great distances of time and place, six rural teachers and their students plunge together into the enduring lessons of Lewis and Clark.
Right Under Their Noses
Nose-to-needle, finger-to-leaf, students in a Portland ethnobotany class learn about native plants of the Lower Columbia River region by tending their own native plants garden, studying Meriwether Lewis's journal and other sources—even putting canoes into the Columbia River to explore the flora of its banks.
Native Plants, Native Knowledge
An Indian education specialist and expert herbalist, Judy Bluehorse Skelton goes into classrooms and fields with students and teachers, sharing her broad knowledge of native plants and their uses. Along the way, she helps them gain a deeper understanding of Native American cultures and knowledge of the natural world.
Expeditions in Learning
On the Washington side of the Columbia Gorge, high school students
are taking part in a new project-based course—The Lewis and Clark Expedition—that administrators see as the leading edge of the school's wall-to-wall reform.
Many Nations
A Canadian teacher and his multicultural students in Woodburn, Oregon, are learning about Lewis and Clark's passage across the continent, where people of many nations were shaping history.
Quotations of Meriwether Lewis and William Clark that appear throughout the magazine are from the 13-volume The Journals of the Lewis and Clark Expedition edited by Gary E. Moulton and published by University of Nebraska Press in 1983, as well as the online version of the same title (http://lewisandclarkjournals.unl.edu/).
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