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The journals of Lewis and Clark provide an extraordinary resource for those seeking to understand the story of their journey and the conditions of the time. However, they also present us with a very one-sided and Eurocentric perspective on the events that took place. One area that we find this to be most evident is in those entries that discuss the trading, sharing, giving, stealing, borrowing, returning and value of property.

Concepts of ownership vary greatly between all cultures, and those between Lewis and Clark and the Native Americans that they met were no exception. Differences in ideas surrounding property and ownership have caused some of the most embittered battles between Indians and white settlers, and we can see the seeds for this in the very first encounters that these two groups had. In taking a closer look at the stories left behind by the Corps, it becomes clear that some of the conflicts and misunderstandings described in the journals were a direct result of these diverse and sometimes contradicting beliefs.

• What kind of ideas about property and ownership shaped the encounters that Lewis and Clark had with the Indians?
• What kinds of conflicts arose during the Expedition that involved property, and how might they have been avoided?
• What kinds of stereotypes do we have today regarding different groups of people and property? Where do they come from?
• What has shaped your own ideas about property and ownership? Are they cultural or personal? How do you think they differ from those of people of other cultures?

• Students will participate in an individual writing activity.
• Students will consider a variety of different perspectives regarding property and ownership.
• Students will share and debate ideas in a discussion format.
• Students will add entries in their personal Lewis and Clark journal.

Print out enough journal excerpts from High School Writing Scenarios to allow one for each student in the class (there may be duplicates if you have a large class). Also print out a few to read and discuss together as a warm-up activity, using an overhead projector or an appointed class reader.

1. Choose several of the following journal excerpts to read as a class, taking the time to discuss the different understandings that might have shaped each event. Talk about the perspective that you hear from the journals and what other perspectives might be missing.
2. Pass out the remaining entries, one per student, around the class, informing students that they will now be attempting to re-write the entry from a new perspective.
3. When students have completed their writing assignment, take turns reading them aloud to the class. Have the other students guess what perspective they are hearing and discuss what led them to their conclusions.
4. Wrap up the activity by asking students to reflect on what they have learned through this exercise by writing in their journals.