The United States Expansion West

1. The United States� Expansion West Hostile Takeover or Manifest Destiny? This presentation can be presented as a stand-alone one-day lesson or as part of a larger unit over westward expansion. If the presentation is being used as part of the larger unit this would be a good time to remind students of the question they will be answering soon: Was the United States� expansion west the fulfillment of the country�s destiny or a hostile takeover of lands already claimed by others? Photograph citations: Public Broadcasting System, American Experience, Transcontinental Railroad <http://www.pbs.org/wgbh/amex/tcrr/index.html> (Aug. 9, 2005).This presentation can be presented as a stand-alone one-day lesson or as part of a larger unit over westward expansion. If the presentation is being used as part of the larger unit this would be a good time to remind students of the question they will be answering soon: Was the United States� expansion west the fulfillment of the country�s destiny or a hostile takeover of lands already claimed by others? Photograph citations: Public Broadcasting System, American Experience, Transcontinental Railroad <http://www.pbs.org/wgbh/amex/tcrr/index.html> (Aug. 9, 2005).

2. �American Progress� was painted by John Gast in 1872. There are a number of activities that would fit well with this painting. I have listed some below: -Lead a class discussion over what the major parts of the painting are meant to illustrate. For example a student might say that the girl represents civilization moving west because she is bringing a book which represents knowledge and she is stringing telegraph wire which signifies improved communication. -Have the students sketch the major features of the painting. Then have the students write a one sentence describing what each of the features signifies. -Put students in groups, assign each group a role, i.e. a train, the farmers, buffalo, etc. Have each group think of a one sentence quote their person/animal/object might say. Have each group send a representative to the front of the room to �become� part of the painting in a museum exhibit. Call on the representatives to present their quotes. (You could have the students use props!) John Gast, American Promise, 1872, painting <http://www.english.uiowa.edu/specialties/19thUS.html> (Aug. 9,2005)�American Progress� was painted by John Gast in 1872. There are a number of activities that would fit well with this painting. I have listed some below: -Lead a class discussion over what the major parts of the painting are meant to illustrate. For example a student might say that the girl represents civilization moving west because she is bringing a book which represents knowledge and she is stringing telegraph wire which signifies improved communication. -Have the students sketch the major features of the painting. Then have the students write a one sentence describing what each of the features signifies. -Put students in groups, assign each group a role, i.e. a train, the farmers, buffalo, etc. Have each group think of a one sentence quote their person/animal/object might say. Have each group send a representative to the front of the room to �become� part of the painting in a museum exhibit. Call on the representatives to present their quotes. (You could have the students use props!) John Gast, American Promise, 1872, painting <http://www.english.uiowa.edu/specialties/19thUS.html> (Aug. 9,2005)

3. Manifest Destiny The belief that it was the destiny of the United States to stretch across North America This belief influenced the attitudes of the American people and the policies of the U.S. government Term coined by New York newspaper editor John O�Sullivan in 1845 Discuss with students what the terms �manifest� and �destiny� mean separately. Ask students to hypothesize what the term �manifest destiny� might mean in relation to the westward expansion of the U.S. Ask students to discuss how American attitudes and policies might be influenced by the belief in manifest destiny. Ask students to consider some people and groups that might have been opposed to the U.S. attempting to fulfill its manifest destiny. (Possible points of discussion: Native Americans, Mexican citizens, the Spanish, British and French governments) Ask students to think of circumstances which might hinder the U.S. fulfillment of its manifest destiny.Discuss with students what the terms �manifest� and �destiny� mean separately. Ask students to hypothesize what the term �manifest destiny� might mean in relation to the westward expansion of the U.S. Ask students to discuss how American attitudes and policies might be influenced by the belief in manifest destiny. Ask students to consider some people and groups that might have been opposed to the U.S. attempting to fulfill its manifest destiny. (Possible points of discussion: Native Americans, Mexican citizens, the Spanish, British and French governments) Ask students to think of circumstances which might hinder the U.S. fulfillment of its manifest destiny.

4. �The Trail of Tears� was painted by Robert Lindneux in 1942 to commemorate the suffering endured by the Cherokee who were removed from their homes in Georgia and forced to to relocate to the Indian Territory, modern-day Oklahoma. Ask students how they think the people depicted in the painting would feel about the United States� manifest destiny goals. How were they directly affected by U.S. interest in manifest destiny? Robert Lindneux, The Trail of Tears, 1942, painting, Painting Collection, (Woolaroc Museum, OK). < http://www.woolaroc.org/museum/overview.html > (Aug. 10, 2005).�The Trail of Tears� was painted by Robert Lindneux in 1942 to commemorate the suffering endured by the Cherokee who were removed from their homes in Georgia and forced to to relocate to the Indian Territory, modern-day Oklahoma. Ask students how they think the people depicted in the painting would feel about the United States� manifest destiny goals. How were they directly affected by U.S. interest in manifest destiny? Robert Lindneux, The Trail of Tears, 1942, painting, Painting Collection, (Woolaroc Museum, OK). < http://www.woolaroc.org/museum/overview.html > (Aug. 10, 2005).

5. Review of Selected U.S. Treaties with Native Americans Hopewell Treaty with the Cherokee (1785) http://www.yale.edu/lawweb/avalon/ntreaty/chr1785.htm Holston Treaty with the Cherokee (1791) http://www.yale.edu/lawweb/avalon/ntreaty/chr1791.htm Treaty of Washington (May 6, 1828) http://www.cviog.uga.edu/Projects/gainfo/chertrea.htm/washing6.htm Treaty of New Echota (December 29, 1835) http://www.cviog.uga.edu/Projects/gainfo/chertrea.htm/newechot.htm The Indian Removal Act (1830) http://www.mtholyoke.edu/acad/intrel/removal.htm These are the treaties the students examined on days 1 and 2 of the unit. I would ask volunteers to quickly remind the class of the most salient points of each treaty. Ask students to point how how these treaties reflected the United States� pursuance of its manifest destiny. I have included hotlinks to the treaties for teachers who are not using this presentation as part of the larger lesson plan. �Holston Treaty with the Cherokee, 1791,� in The Avalon Project at Yale Law School, Charles J. Kappler <http://www.yale.edu/lawweb/avalon/ntreaty/chr1791.htm> (Aug. 10, 2005). �The Indian Removal Act, 1830,� in International Relations Program, Documents Relating to American Foreign Policy, Mount Holyoke College, Vincent Ferraro <http://www.mtholyoke.edu/acad/intrel/removal.htm> (Aug. 10, 2005). �Treaty of Washington, May 6, 1828,� in Carl Vinston Institute of Government, The University of Georgia, Joycelyn Trigg <http://www.cviog.uga.edu/Projects/gainfo/chertrea.htm/washing6.htm> (Aug. 10, 2005). �Treaty of New Echota, Dec. 29, 1835,� in Carl Vinston Institute of Government, The University of Georgia, Joycelyn Trigg <http://www.cviog.uga.edu/Projects/gainfo/chertrea.htm/newechot.htm> (Aug. 10, 2005). These are the treaties the students examined on days 1 and 2 of the unit. I would ask volunteers to quickly remind the class of the most salient points of each treaty. Ask students to point how how these treaties reflected the United States� pursuance of its manifest destiny. I have included hotlinks to the treaties for teachers who are not using this presentation as part of the larger lesson plan. �Holston Treaty with the Cherokee, 1791,� in The Avalon Project at Yale Law School, Charles J. Kappler <http://www.yale.edu/lawweb/avalon/ntreaty/chr1791.htm> (Aug. 10, 2005). �The Indian Removal Act, 1830,� in International Relations Program, Documents Relating to American Foreign Policy, Mount Holyoke College, Vincent Ferraro <http://www.mtholyoke.edu/acad/intrel/removal.htm> (Aug. 10, 2005). �Treaty of Washington, May 6, 1828,� in Carl Vinston Institute of Government, The University of Georgia, Joycelyn Trigg <http://www.cviog.uga.edu/Projects/gainfo/chertrea.htm/washing6.htm> (Aug. 10, 2005). �Treaty of New Echota, Dec. 29, 1835,� in Carl Vinston Institute of Government, The University of Georgia, Joycelyn Trigg <http://www.cviog.uga.edu/Projects/gainfo/chertrea.htm/newechot.htm> (Aug. 10, 2005).

6. The Louisiana Purchase Authorized by President Jefferson in 1803 Purchased from France for $15 million Doubled the size of the United States Ask students to discuss whether they think Jefferson should have authorized the purchase of the Louisiana Territory. Have students consider possible Constitutional restrictions that could have limited Jefferson�s ability to purchase the territory. (The Constitution makes no provisions for the president to make land purchases.) Ask students who was living in the Louisiana Territory at the time of the purchase. (Native Americans) Have students consider how the U.S. purchase of the Louisiana Territory might have affected the Native Americans already living on the land.Ask students to discuss whether they think Jefferson should have authorized the purchase of the Louisiana Territory. Have students consider possible Constitutional restrictions that could have limited Jefferson�s ability to purchase the territory. (The Constitution makes no provisions for the president to make land purchases.) Ask students who was living in the Louisiana Territory at the time of the purchase. (Native Americans) Have students consider how the U.S. purchase of the Louisiana Territory might have affected the Native Americans already living on the land.

7. Discuss with the students the different routes emigrants followed as they moved west. Have students predict the types of people who moved west on each of the trails (i.e. families, religious groups, single men, etc.) and what they were seeking. You could have students research the actions the United States government took to gain control of the various areas of the west that were the endpoints of the trails being discussed.Discuss with the students the different routes emigrants followed as they moved west. Have students predict the types of people who moved west on each of the trails (i.e. families, religious groups, single men, etc.) and what they were seeking. You could have students research the actions the United States government took to gain control of the various areas of the west that were the endpoints of the trails being discussed.

8. Oregon Trail Began in Independence, MO and ended in the Willamette Valley in the Oregon Territory Families moved west seeking cheap farm land and better lives From 1840-1860 approximately 54,000 people emigrated to the Oregon Territory Discuss with students the hardships of following the trail for more than six months. Have students form hypotheses as to why so many people were willing to endure these hardships. You could have students take notes over the statistics provided in this slide and the next two regarding the numbers of people who followed each trail. Then students could analyze and graph the statistics. Discuss with students the hardships of following the trail for more than six months. Have students form hypotheses as to why so many people were willing to endure these hardships. You could have students take notes over the statistics provided in this slide and the next two regarding the numbers of people who followed each trail. Then students could analyze and graph the statistics.

9. Mormon Trail Began in Nauvoo, IL and ended in Salt Lake City, UT Mormons moved seeking religious freedom Over 70,000 Mormons followed the trail from 1847-1869 Discuss the Mormons� reasons for migrating to the Utah Territory. You could have students research Brigham Young and his leadership of the Mormon Church. Memorial to Mormon Pioneers, monument, (Temple Square, Salt Lake City, UT). In Geography and Anthropology,University of Wisconsin, Eau Claire, Ingolf Vogeler <http://www.uwec.edu/Geography/Ivogeler/w188/utopian/Salt-Lake-City-A.htm> (Aug. 9, 2005).Discuss the Mormons� reasons for migrating to the Utah Territory. You could have students research Brigham Young and his leadership of the Mormon Church. Memorial to Mormon Pioneers, monument, (Temple Square, Salt Lake City, UT). In Geography and Anthropology,University of Wisconsin, Eau Claire, Ingolf Vogeler <http://www.uwec.edu/Geography/Ivogeler/w188/utopian/Salt-Lake-City-A.htm> (Aug. 9, 2005).

10. California Trail Over 250,000 gold seekers followed the trail in the 1840s and 1850s 5500 miles of rugged terrain Estimated male-to-female ratio was 50:1 Have students research the number of people who moved to California during the Gold Rush and did not choose to return to their home states afterward. How did this affect the development of the state? Have students discuss why California became a state sooner than its eastern neighbors. Miners in California, 1852, photograph, (California State Library), California National Historic Trail, National Park Service <http://www.nps.gov/cali/cali/history2.htm> (Aug. 9, 2005).Have students research the number of people who moved to California during the Gold Rush and did not choose to return to their home states afterward. How did this affect the development of the state? Have students discuss why California became a state sooner than its eastern neighbors. Miners in California, 1852, photograph, (California State Library), California National Historic Trail, National Park Service <http://www.nps.gov/cali/cali/history2.htm> (Aug. 9, 2005).

11. Transcontinental Railroad Connected the east coast to the west coast It took over 10,000 workers 6 years to build Began the United States� transition to a modern transportation system Lead a discussion over how the country changed after the Transcontinental Railroad was built. Public Broadcasting System, American Experience, Transcontinental Railroad <http://www.pbs.org/wgbh/amex/tcrr/index.html> (Aug. 9, 2005).Lead a discussion over how the country changed after the Transcontinental Railroad was built. Public Broadcasting System, American Experience, Transcontinental Railroad <http://www.pbs.org/wgbh/amex/tcrr/index.html> (Aug. 9, 2005).

12. Your Challenge Write an essay responding to the question: Was the United States� expansion west the fulfillment of the country�s destiny or a hostile takeover of lands already claimed by others? Ask the students to consider what might be different about the United States (and their state) today if the country had not aggressively pursued the westward expansion of its borders. Ask students to consider whether or not all of the actions taken to acquire the land Americans moved onto was justified. Ask the students to consider what might be different about the United States (and their state) today if the country had not aggressively pursued the westward expansion of its borders. Ask students to consider whether or not all of the actions taken to acquire the land Americans moved onto was justified.