(3) How to analyze the spatial organization of people, places, and environments on Earth's surface.

(4) The physical and human characteristics of places.

(8) The characteristics and spatial distribution of ecosystems on Earth's surface.

(10) The characteristics, distributions, and complexity of Earth's cultural mosaics.
(13) How forces of cooperation and conflict among people influence the division and control of Earth's surface.

(16) The changes that occur in the meaning, use, distribution, and importance of resources.

(17) How to apply geography to interpret the past.

Place students into pairs and instruct them using the following directions:

1. You and your partner are responsible for creating an approximately one-minute recorded interview between Meriweather Lewis and William Clark. The interview must simulate first-person accounts of a single location, date, or event from the Lewis and Clark Expedition. Utilize the following R-A-F-T strategy to prepare your show:
• Role: You and your partner will each represent Meriweather Lewis and William Clark. You choose your roles.
• Audience: You will present your account to an audience in St. Louis, Missouri upon immediate arrival back to the United States after the Expedition.
• Format: The interview must appear first in the format of a script that you will then audio record. Using a voice modulator, you will alter the voices on the recording to simulate Lewis' and Clark's actual voices.
• Topic: You may select any location, date, or event from the Expedition to describe during your interview; however, only one group may select that experience. The interview must address both cultural (preferably Native American) and physical geography.
2. Today, you will use primary and secondary sources to select your event, location, or date, research it, and prepare your outline. For homework, you and your partner will draft your typewritten script. You may work together on your homework or delegate responsibilities in a manner that is agreeable to both partners.
3. Tomorrow, you will finalize a draft of your script for peer review. You will then exchange scripts with another peer team and engage in peer editing.
4. For homework tomorrow night, you will prepare a final typewritten script and practice your speaking parts.
5. On the final day, you will practice, record, edit (including voice modulation), and share your interview.

Release students to begin choosing their topics and begin their research. Assist groups to ensure they are accurately portraying the historical events, that they are including both cultural and physical geographical elements, and that they are telling a story rather than simply reporting events. They should actively utilize the available primary and secondary resources.

Two-thirds of the way through the period, encourage pairs to begin drafting their interview outlines.

Call all students together and ask:

• What was the most interesting fact you learned about the Corps of Discovery today?
• What creative methods have you identified for delivering your interviews?
• What concerns or questions do you still have or what information do you still need?
• If it is not possible to provide immediate answers, write down the students' questions. Find the correct information and post this to the class blog or threaded discussion forum immediately after school so all may have access to that information while working on their homework.
  

Remind students they are to prepare a first draft of their interviews for homework this evening. They should have a typewritten working script that will need only about ten or fifteen minutes of revision at the beginning of the next class session. Have students bring their scripts on a flash drive or place their copies on the school's server. Scripts should be prepared in either Microsoft Word or RTF formats. Encourage use of the class blog for communication throughout the evening.

Have students return to their paired groups. Explain that they will have ten to fifteen minutes to combine, revise, and edit their scripts on a single computer. Then, they will switch their script/computer with another group. Using "Track Changes" each group will peer edit the new script save the editorial remarks for assessment purposes. Following peer editing, students will return to their original drafts and accept or reject each change and make further editorial changes.

Allow students to work with their original pairs. As they work, check to ensure that all groups have an adequate first draft. If not, provide additional assistance to these groups. Provide fifteen minutes for this activity.

Have pairs switch computers and turn on "Track Changes." Allow each group twenty minutes to peer edit the script. Encourage use of available resources (e.g., primary documents) and content and copy editing with a focus on historical and geographical accuracy. Upon completion, have each group save their editorial comments and send them to the teacher for grading.

Have students return to their original scripts/computers and spend the remainder of the class session accepting or rejecting the edits and making additional script changes.

Inform students they must have a final draft for the next class session. Their homework is to prepare that draft and practice performing their parts.

Provide credit based on student active collaboration with their peer, completion of their script, and the quality of their editorial feedback.

Have students return to their paired groups. Instruct students to complete the following tasks during this class session:

1. Practice your script with your partner.
2. Record your script using sound editing software. Continue recording until you are comfortable with the base product.
3. Split the audio and separate the Lewis and Clark speaking parts into separate tracks.
4. Run each track through a voice modulator to create the feel of an authentic interview between two men.
5. Time permitting, add additional sound effects (e.g., scratching to make the recording sound old).
6. Be prepared to share your creation.
   

Release students to their computers to begin practicing and recording. Assist as needed. After all students complete their recordings, call all students together and allow the class to hearsome of the interviews. After each interview, ask students:

• What did you learn from this interview about Lewis and Clark that you did not know before?
• How would you characterize the individuals in the Corps of Discovery based on this interview? Is that an accurate characterization?
• What did you learn about the cultural and physical geography of the Expedition from this interview?
• If you were hearing this interview in St. Louis in 1806, how might you react?
  

Have students post their interviews to the school's server where the teacher will collect them for grading and posting online.