Chapter 13 Westward Expansion 440 - 469
Chapter Essential Question How did westward expansion change the geography of the nation and demonstrate the determination of its people?
Day One / Two – Preview the chapter and complete section one
Section 1 The West 444 – 447
Bell work: Complete the Map Master Skills Activity on page 445
Vocabulary: frontier, land grant, ranchero, expansion
Homework: Finish Cornell Notes with a full summary of what you learned.
Materials: textbook,
Standards: SS8A41 Examine U.S. westward expansion and Manifest Destiny SS8A44 Discuss the impact of westward expansion on Natives and African slaves SS8G42 Use geographic terms and tools to analyze the effects of migration SS8G46 Use maps to describe boundaries and governance throughout American history
Objective: Today, I will learn about life in the west and Manifest Destiny.
Essential Question: POV: How do you think the Mexican government felt about the idea of Manifest Destiny?
Ticket Out: How did Manifest Destiny help Americans justify their desire to extend the United States to the Pacific Ocean?
Learning Goals: Identify the destinations of settlers heading west in the early 1800s. Describe the unique culture of the Southwest. Explain the meaning of Manifest Destiny.
Agenda:
1. Bell work
2. Review vocabulary, objective, bell work, and learning goals
3. O’Sullivan Picture
4. Three Little Pigs Story
5. Cornell Notes pages 444 – 447 (8 key points) What was “The West”, The Great Plains, The Northwest, The Southwest, Mexican Settlements, Native Americans, Mexico Wins Independence, Manifest Destiny
Accommodations: Follow Individual IEP and 504 Plans, monitor student’s comprehension, modeling, reinforce key ideas, technology (if PowerPoint is used)
Introduction
As early as 1751 Benjamin Franklin described a destiny for Americans to fill up new lands to the west, and Jefferson, Monroe, and Adams all expressed expansionist dreams. In the 1840s, however, under Presidents Tyler and Polk, the territory of the United States increased by nearly eight hundred million acres through the annexation of Texas, the acquisition of Oregon south of the forty-ninth parallel, the military conquest of California and New Mexico, and the assumption of Native American lands in the Great Lakes region as those tribes were forced to resettle on the Great Plains. Not only was the expansion of the 1840s dramatic in its extent, it was also quite aggressive and nationalistic in tone. Americans justified the expansion with the ideology of “Manifest Destiny,” invoking divine providence, national superiority, and exceptionalism. This lesson looks ways that the ideology of Manifest Destiny expressed both national political objectives and the goals of ordinary men and women who settled the west.
What is Manifest Destiny?
O'Sullivan was expressing the long held belief that white Americans had a God-given right to occupy the entire North American continent. It was not a new idea, nor was it historically confined to America. Manifest Destiny as a concept was exercised in 1492 by Christopher Columbus and the Spanish monarchs who initially sanctioned the colonization of South America. It was also exercised by the Pilgrim Fathers when they landed at Plymouth Rock in 1620, by the British when they colonized Australia and India. Indeed, any act of colonization and settlement at the expense of another race can be said to be an expression of Manifest Destiny. Have students analyze the following picture:
Guided Questions:
Indentify everything in the picture. Who do you think the Angel represent? What can you infer from this image? What can you predict? What conclusions can you draw? What do you think angel is saying? What does this mean for the Native Americans?
The Three Little Politically Correct Pigs
The Three Little Politically Correct Pigs
exerpt from J.F.Garner's book "Politically Correct Bedtime Stories."
Once there were three little pigs who lived together in mutual respect and in harmony with their environment. Using materials that were indigenous (natural) to the area, they each built a beautiful house. One pig built a house of straw, one a house of sticks, and one a house of dung, clay, and creeper vines shaped into bricks and baked in a small kiln. When they were finished, the pigs were satisfied with their work and settled back to live in peace and self-determination.
But their idyll (carefree and happy lifestyle) was soon shattered. One day, along came a big, bad wolf with expansionist ideas. He saw the pigs and grew very hungry, in both the physical and ideological sense. When the pigs saw the wolf, they ran into the house of straw. The wolf ran up to the house and banged on the door, shouting, "Little pigs, little pigs, let me in!" The pigs shouted back, "Your gunboat tactics hold no fear for pigs defending their homes and culture."
But the wolf wasn't to be denied what he thought was his manifest destiny. So he huffed and he puffed and he blew down the house of straw. The frightened pigs ran to the house of sticks, with the wolf in hot pursuit. Where the house of straw had stood, other wolves bought up the land and started a banana plantation. At the house of sticks, the wolf again banged on the door and shouted, "Little pigs, little pigs, let me in!" The pigs shouted, "Get out of here, you carnivorous, imperialistic oppressor!"
At this, the wolf chuckled condescendingly (snobby). He thought to himself: "They are so childlike in their ways. It will be a shame to see them go, but progress cannot be stopped."
So the wolf huffed and puffed and blew down the house of sticks. The pigs ran to the house of bricks, with the wolf close at their heels. Where the house of sticks had stood, other wolves built a time-share condo resort complex for vacationing wolves, with each unit a fiberglass reconstruction of the house of sticks, as well as native curio shops, snorkeling, and dolphin shows.
At the house of bricks, the wolf again banged on the door and shouted, "Little pigs, little pigs, let me in!"
This time in response, the pigs sang songs of solidarity and wrote letters of protest to the United Nations.
By now the wolf was getting angry at the pigs' refusal to see the situation from the carnivore's point of view. So he huffed and he puffed, and huffed and puffed, the grabbed his chest and fell over dead of a massive heart attack brought on from eating too many fatty foods.
The three little pigs rejoiced that justice had triumphed and did a little dance around the corpse of the wolf. Their next step was to liberate their homeland. They gathered together a band of other pigs who had been forced off their lands. Their new brigade of porcinistas attacked the resort complex with machine guns and rocket launchers and slaughtered the cruel wolf oppressors, sending a clear signal to the rest of the hemisphere not to meddle in their internal affairs. Then the pigs set up a model
socialist democracy with free education, universal health care, and affordable housing for everyone.
Please Note: The wolf in this story was a metaphorical construct. No
actual wolves were harmed in the writing of the story.
1 day Section 2 Trails to the West pages 448 – 453
Bell work: Review the infographic on pages 450 – 451 and answer the critical thinking question: Do you think the benefits of moving to Oregon outweighed the risk? Why or why not?
Vocabulary: William Becknell, John Jacob Astor, mountain man, rendezvous, Marcus and Narcissa Whitman
Homework: None
Materials: Textbook, pencil, paper
Standards: SS8A43 Examine points of view of key people and groups in this era SS8A44 Discuss impact of westward expansion on migration patterns SS8G12 Use geographic tools and terms SS8G44 Describe role that regions play in migration patterns in U.S.
Objective: Today, I will learn about the different trails that lead to the West.
Essential Question: How did Manifest Destiny help Americans justify their desire to extend the United States to the Pacific Ocean?
Ticket Out: How did the fur trade lead to interest in Oregon?
Agenda:
1. Review bell work, objective, and learning goals
2. Discuss the different trails
3. Create a timeline with pictures of events for section 2
Learning Goals: Explain how traders and fur trappers helped open the West. List the reasons pioneers traveled along the Oregon Trail and describe the hardships they faced. Discuss the issues for women. Native Americans and new settlers in the West
3 – 4 Days Section 3 Conflict with Mexico
Bell work:
Vocabulary: Stephen Austin, dictatorship, siege, Sam Houston, annex, James K. Polk, cede, John C. Fremont
Homework: None
Materials: Paper, Pen
Standards: LA8163 The student will use context clues SS8A41 Examine U.S. westward expansion and growing diplomatic strength SS8G43 Use geographic terms and tools to explain cultural diffusion SS8G46 Use maps to describe boundaries and governance
Objective: Today, I will learn about the conflicts America faced with Mexico.
Essential Question: How did the fall of the Alamo help cause the cause of Texas Independence, even though it was a defeat for the Texans? Do you think the U.S. was justified in declaring war with Mexico?
Ticket Out: What caused animosity between the Mexicans and the Americans? What did the U.S. win after the war with Mexico?
Learning Goals: Explain how Texas became independent from Mexico. Summarize the main events of the Mexican-American War. Explain how the United States achieved Manifest Destiny.
Day One Agenda:
1. Review bell work, objective, and learning goals.
2. Preview the section
3. Remembering the Alamo Video (46 minutes) and Cornell Notes/Summary
4. Recap
Day Two and three Agenda:
1. Review bell work, objective, and learning goals
2. Read page 456
3. Mexico/American War Video (1:30 minutes) and Cornell Notes/Summary
Accommodations: Follow Individual IEP and 504 Plans, monitor student’s comprehension, technology
Section 4 A Rush to the West pages 462 – 467
Standards: LA8163 Use context clues SS8A41 Examine U.S. westward expansion and California Gold Rush SS8E23 Assess role of Africans and other minorities in U.S. economic growth SS8G44 Describe role that regions play in migration patterns in U.S.
Learning Goals: Explain why the Mormons settled in Utah and examine the issues that divided the Mormons and the federal government. Discuss the effects of the 1849 California gold rush. Describe how California’s population had changed by 1850.
Objective: Today, I will learn why many settlers moved to California and Utah.
Essential Question: How might the history of California have been different if the gold Rush had not happened?
Ticket Out: What are some key ideas in chapter 13 that you think should be on the test?
Materials: Textbook, pen/pencil, and paper
Homework: Study for the test!
Bell work: Read Links Across Time on page 465
Vocabulary: Joseph Smith, polygamy, Brigham Young, forty-niner, water rights vigilante
Agenda:
1. Review Bell work, objective, and learning goals
2. Overview of Mormons, The California Gold Rush, and California’s Population /Leture Powerpoint
3. Workbook Page 209
Accommodations: Follow Individual IEP and 504 Plans, monitor student’s comprehension, reinforce key ideas, technology (if PowerPoint is used)
Chapter 13 Test Review
Chapter 13 Test