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How did Native Americans respond to Manifest Destiny? In the mid-nineteenth century, newspaper editor John O'Sullivan coined the term 'manifest destiny' to describe the belief that God intended for the United States to occupy North America from Atlantic to Pacific. I will explain that for our purpose, we want to critically analyze great works of art from our American past in order to learn more about an historical event: westward expansion and manifest destiny.
Learn about the candidates, scrutinize the issues surrounding the election, and discover the significance of this event in presidential history. Manifest destiny project based learning activities. George Catlin's portrait of Wi-Jun-Jon (Pigeon's egg head) Going to and Returning from Washington (1832, Smithsonian American Art Museum) is a quintessential image of a noble yet doomed native. Students will then rejoin their original table group and present their research of their painting. One character's thoughts are on the left side of the poem, the other character's thoughts on the right side, and both characters speaking together in the middle. The resources and lessons in this unit create fantastic opportunities for students to think critically about Manifest Destiny, which they can connect back to as we learn more about American expansion.
There was a previous agreement between the US and Britain which had allowed for pioneers from both countries to settle in the area. This lesson plan uses an engaging and informative text lesson to teach students general facts about steam engines. The main effects of Manifest Destiny were: In the 1800s, the United States had access to a large amount of unexplored land, like the land from the Louisiana Purchase. Inquiry: Did Americans achieve the American Dream through Manifest Destiny. Would you like to educate your middle school students about our seventh president, Andrew Jackson? I was curious to learn more about the supporting materials that you use for the introductory Talking Statues activity. These projects can help your students gain a greater appreciation of what this meant and how it impacted different people. Together with their partner they will decide what both characters would say together.
This helpful resource offers teachers lesson plan outlines with relevant tools to make planning Manifest Destiny & Westward Expansion lessons easy. To further consider how Manifest Destiny impacted multiple groups of people differently, students will create a Two-Voice Poem. What do sectional tensions mean? Manifest destiny project based learning examples elementary. These beliefs about the frontier need to be understood when attempting to study this period of American history.
This expectation was guided by a sense of entitlement that was preordained providentially, and ensured the proper spread of the democratic institutions of the nation into lands newly acquired. Lesson two covers the Mexican-American War, the Battle of the Alamo, and independence for Texas. Students will then glue their copy of the painting onto the opening page of their Journal. Students, in their small groups, will now work through the three levels of gathering evidence, interpreting evidence, and making hypotheses (see Activity Two below). I have chosen to teach the multi-layered concept of manifest destiny through numerous art works, including paintings, prints, sculpture, and photography, using some sound strategies for critical analysis. The expansion brought the displacement of native peoples and the exploitation of resources. 8 A contemporary of Catlin's, Seth Eastman, was also successful portraying Native Americans at the business of living, as evidenced by his 1851 painting Lacrosse Playing Among the Sioux Indians (The Corcoran Gallery of Art). The Louisiana Purchase of 1803 more than doubled the size of the United States. Indeed, long before the term "manifest destiny" was coined by John L. O'Sullivan in 1845 this ideology was already being enthusiastically carried out, and it continued for many years after O'Sullivan gave it a name. When my students interact with visuals in this way, observing through good questioning, they will remember the relevant content in much more powerful ways. Americans justified the expansion with the ideology of "Manifest Destiny, " invoking divine providence, national superiority, and exceptionalism. This painting is a narrative unto itself and highly detailed, and draws the viewer in with numerous, easy to "read" references to westward expansion.
Americans needed more land for farming and businesses. Interactive Artist Journal. Materials: sheets of construction paper (a variety of colors) that have been cut down to 8 x 10 inches; copy paper; scissors; stapler; role cards-one for each student, evenly mixed; small copies of painting for each student as well as an electronic copy to show on board: American Progress by John Gast. The students will now be given time to briefly research the artist and the art work. How did Manifest Destiny impact multiple groups of people differently? This sculpture was created at the end of the century, circa 1894. Another strategy I will use is a version of the collaborative activity known as Jigsaw.
The Donner Party Lesson Plan. So, manifest destiny was just an "ideologisation" of a "natural" process. Teacher Guide Sheet. Earning College Credit. The problem is how to remain an artist once he grows up. " I will have them copy down the following Discussion Guiding Questions: - - During our unit on art of the manifest destiny period, what has surprised you? Which of the following were causes of manifest destiny?
Students will learn how to identify and evaluate the effectiveness of sources. By the latter nineteenth century and very early twentieth centuries, artists were hearkening back to a romanticized, nostalgic view of the west, a view that went part and parcel with that of the "doomed Indian". Landscapes and narrative works were now offering a "promise of participation", inviting the viewer in, inviting them to the west. Debating Westward Expansion Lesson Plan. Behind her is the east, well lit and busy about the technological travel: the railroad, the stage coach, the prairie schooner, all heading west. Though the term was new, the ideas underlying it were much older, dating back to the first colonial contact between Europeans and Native Americans.
Finally, ask the students to compare these earlier maps with the geographical detail present in an 1867 railroad map. The Klondike Gold Rush of 1896-1899 was the largest gold strike in Canadian history. Level III: Making Hypotheses from Evidence At this level, you will use the evidence and your own critical thinking skills to determine the "motives" behind the scene you are investigating. When the Direct Instruction has ended, students will be given the opportunity to process the information through a Sensory Figure illustration.
Sign up to highlight and take notes. Create the most beautiful study materials using our templates. An 1802 map of North America, with its western region empty, should be contrasted to Lewis and Clark's map published after their expedition. Direct Instruction: PowerPoint. As residents of Tulsa, Oklahoma, formerly Indian Territory, we are indeed fortunate to have a nationally recognized museum of western art, one that is absolutely free to students in the area, the Thomas Gilcrease Museum. It is frustrating to find the Native American so often marginalized, not only in history but in the present day in standards and curriculum in schools. As you share your ideas with your team, state your interpretation, then follow up with a "because" statement that cites your supporting evidence.
Teach your students what was wild about early western America with this lesson plan. Americans at the time not only believed that God had blessed their expansion, but also believed that it was their duty to spread democracy, capitalism, and religion to indigenous people. Britain had a lot of power projection, and a large imperial military to boot. Please see the comprehensive list of art works towards the end of this Unit) I will have them randomly choose a part of a painting and, using their Levels of Questions strategy from Activity Two, they will analyze their piece of the painting/image. Expansion westward seemed perfectly natural to many Americans in the mid-nineteenth century. One is in the fifth-sixth grade reading range, and the other is in the third-fourth grade reading level range. This will be done in class. Indian captivity was also a prominent subject, as in George Caleb Bingham's Captured by Indians in 1848 (St. Louis Art Museum) and John Mix Stanley's 1845 Osage Scalp Dance (National Museum of American Art, Smithsonian). Students will be working in these groups for most of the lesson. Leaving the painting on the big screen, I have students go back to their table groups with their personal copy of the painting (or one from a text to look at). Using the map on slide six, review with students what the country looked like in 1810. The Plains Indians, like the Comanches, battled with the settlers in Texas. After two minutes, call on groups to share their thoughts. The mood of the sculpture is readily felt by the onlooker: it is quite evident that it symbolizes the end of a race, a desired outcome perhaps by American citizens but a stereotype none the less that will continue to be prevalent throughout the twentieth century.
The Klondike Gold Rush gives students a platform to learn about historical figures, and challenges people faced during this time. The portrait of an Assiniboin chief, shown in two different garbs, one facing east the other west, is an obvious commentary by Catlin. The "every man is equal" mentality of the Jacksonian Era fueled this optimism. This lesson allows students to explore the Gold Rush from the perspective of a person living in that time period.
A big landowner can keep the land with a limited army of serfs. In these types of paintings as well as another by Theodore Kaufman called Westward the Star of Empire in 1867 (St. Louis Mercantile Library Association), Native Americans are depicted as nothing less than wild beasts, demonic in nature. In any case, it worked for setting up the preferable expansionist attitude. Overarching Essential Question for Unit. They will form new groups with students from other groups who have been assigned the same role or topic as them.
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