Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

10th Grade, US History, Manifest Destiny

How are people impacted by Migration and Expansion?

Unit Developed by Mari Harris Vallivue High School, Vallivue School District

Caldwell, Idaho

The Core Teacher Program A program of the Idaho Coaching Network

Idaho Department of Education

Universal Design for Learning (UDL)

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

1 Original unit development sponsored by The Idaho Coaching Network

Multiple Means of Representation Provide options for perception

❏ Offer ways of customizing the display of information

✓ O ffer alternatives for auditory information

✓ Offer alternatives for visual information

Provide options for language, mathematical expressions, and symbols

✓ Clarify vocabulary and symbols

❏ Clarify syntax and structure

❏ Support decoding text, mathematical notation, and symbols

❏ Promote understanding across languages

✓ Illustrate through multiple media

Provide options for comprehension

✓ Activate or supply background knowledge

✓ Highlight patterns, critical features, big ideas; and relationships

✓ Guide information processing, visualization and manipulation

❏ Maximize transfer and generalization

Multiple Means of Action and Expression Provide options for physical action

✓ Vary the methods for response and navigation

✓ Optimize access to tools and assistive technologies.

Provide options for expression and communication

✓ Use multiple media for communication

✓ Use multiple tools for construction and composition

❏ Build fluencies with graduated levels of support for practice and performance

Provide options for executive functions

✓ Guide appropriate goal-setting

✓ Support planning and strategy development

✓ Facilitate managing information and resources

❏ Enhance capacity for monitoring progress

Multiple Means of Engagement Provide options for recruiting interest

Provide options for sustaining effort and persistence

Provide options for self-regulation

✓ Promote expectations and beliefs that optimize motivation

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

2 Original unit development sponsored by The Idaho Coaching Network

✓ Optimize individual choice and autonomy

✓ Optimize relevance, value, and authenticity

✓ Minimize threats and distractions

❏ Heighten salience of goals and objectives

✓ Vary demands and resources to optimize challenge

✓ Foster collaboration and communication

❏ Increase mastery-oriented feedback

❏ Facilitate personal coping skills and strategies

✓ Develop self-assessment and reflection

Webb's Depth of Knowledge - Level 1 (Recall)

✓ Who, What, When, Where, Why ✓ Label ✓ Recite ✓ Define ✓ List ✓ Recognize ✓ Identify ❏ Match ❏ Report ✓ Illustrate ❏ Measure ❏ Use

Webb's Depth of Knowledge - Level 2 (Skill/Concept)

❏ Categorize ❏ Estimate ✓ Observe ❏ Classify ❏ Graph ✓ Organize ❏ Collect and Display ❏ Identify Patterns ❏ Predict ✓ Compare ❏ Infer ✓ Summarize ✓ Construct ✓ Interpret

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

3 Original unit development sponsored by The Idaho Coaching Network

Webb's Depth of Knowledge - Level 3 (Strategic Thinking)

❏ Assess ❏ Differentiate ❏ Hypothesize ✓ Construct ✓ Draw Conclusions ✓ Investigate ❏ Critique ❏ Explain Phenomena in Terms of Concepts ❏ Revise ✓ Develop a Logical Argument ❏ Formulate ❏ Use Concepts to Solve Non-

Routine Problems

Webb's Depth of Knowledge - Level 4 (Extended Thinking)

✓ Analyze ✓ Create ❏ Prove ❏ Apply Concepts ❏ Critique ✓ Synthesize ✓ Connect ❏ Design

Idaho Coaching Network Unit Plan Template

Unit Title: Manifest Destiny: Expansion of a Nation Created By: Mari Harris Subject: US History Grade: 10 Estimated Length (days or weeks): 19 days Unit Overview (including instructional context):

Manifest Destiny is my unit because it is one that paints the picture of what our nation does after 1848 and is important today as we argue the immigration and western ideals policies. Because the Civil War immediately follows the achieving of Manifest Destiny, students need to understand the connections between

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

4 Original unit development sponsored by The Idaho Coaching Network

these two turning point events in US History. Finding personal connections in history is something that can be a challenge, by connecting the migration stories of Manifest Destiny with the migration stories of individuals living today, students will gain an understanding of the goals and challenges of migration and make personal connections to the idea of migration.

-This unit is typically taught in mid February. We teach US History chronologically so this is when the period falls. It comes after a great discussion of Antebellum Reforms and the introduction to the creation of the Abolition Movement. Following this unit is the Civil War. -This unit will be used for both my Pre-AP and General US History 1 students. These classes include GT, IEP and ELL students. -I teach a 50 minute class 5 days a week and usually plan 12-15 days per unit. This unit will take approximately 19 days. -This Unit is part of the VHS Department Benchmark System. . Unit Rationale (including Key Shift(s)): Key Shift: Students will collaborate effectively for a variety of purposes while also building independent literacy skills. -This unit is worth exploring because 1) as a US History turning point it does set the stage for US domestic and foreign policy until the 1890s. -Students need to learn this to understand the relationship between the US and Mexico today, the rationale for late 19th century expansionism, and realize that the events within Manifest Destiny (MD) could have altered the causes and effects of the Civil War. -Students will engage in conversations regarding the impact and importance of Manifest Destiny and Migration in the past, the present and the future. -Students need to transfer the understanding of how historical events don’t just start and stop on a timeline, instead they are continuous and impact others that come. The causes and effects are long reaching, even into today. Students can find personal connections to Manifest Destiny through their ancestors and family histories. Essential Question(s) :

● What impact does expansionism have n a country?

● What is your migration story? ● Do events in the past influence history in the

present? ● What is the impact of Manifest Destiny

today? Enduring Understandings

● Students migration stories connect and are similar to that of the original American emigrants.

Measurable Outcomes Learning Goals:

● Understand what Manifest Destiny is and its impact on the US ○ Students are able to explain Manifest Destiny in writing and provide evidence of its

impact on the U.S. ● Compare why settlers migrated to the west and why some didn’t stay

○ Students create a comparison chart for why people come west and why some leave throughout the entire unit. Students will then draft a paragraph of explanations for migration to the west.

● Research, Interview and Construct a narrative of a family/friend’s story of migration to Idaho ○ Students will write interview and research based narratives about their family's

migration story to Idaho and present them through a medium of their choice. ● Identify the connections between Manifest Destiny then and now

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

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● The United States is a product of unique individuals and stories.

● Manifest Destiny was more than just expansion of land but was a migration of people.

○ Students will compose a reflection connecting their culminating project to the idea of Manifest Destiny

○ Students will engage in a Socratic Seminar regarding US involvement in achieving Manifest Destiny and make connections to present day issues

Targeted Standards : Idaho English Language Arts/Literacy Standards:

● 9-10. History-Reading. 1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

● 9-10. History-Reading.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

● 9-10.History-Writing.3 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Supporting Standards

● 9-10.History.Reading.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies.

● 9-10.History.Reading.6 Compare and Contrast treatments of the same topic in several primary and secondary sources.

● 9-10. ELA. SL. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and

Targeted Standards : Content Standards (if applicable):

● 6-12.USH1.1.5.5 Identify the United States territorial expansion between 1801 and 1861 and explain internal and external conflicts.

● 6-12.USH1.2.3.2 Illustrate westward migration across North America.

Targeted Standards : Standards for Mathematical Practice (if applicable):

●

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

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rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Summative Assessment : ● Summative Assessment Description: ● Write a brief informative essay on how the US completes territorial expansion as a requirement for the department Benchmark Exam. ● Students will research family/friend history and the progression of emigrants to the West through interviews ● Students will take their research and create a series of stories explaining how their family/friend ends up in Idaho. ● Students will draft a T-Chart comparing why emigrants came west and why they didn’t stay in the west. Students will then add to this T Chart as they

complete their own interviews. ● After completing T charts and reading O’Sullivan’s article students will participate in a Socratic Seminar about the impacts of Manifest Destiny and

Westward Expansion

● Depth of Knowledge (DOK) Explanation: ● The culminating project for this unit is a level four in depth of knowledge because students will be taking their knowledge of Manifest Destiny and

migration west and applying it to their own lives or lives of those close to them. Students will be conducting interviews to learn the story of a recent family coming west and then constructing a narrative to tell the migration story.

● Rubric or Assessment Guidelines: ● Socratic Seminar will be assessed based on student participation either verbally or in writing throughout the seminar. ● Student narrative writing will be assessed through a rubric

Primary Text(s):

● John L. O'Sullivan on Manifest Destiny, Excerpted from "The Great Nation of Futurity," The United States Democratic Review, Volume 6, Issue 23, pp. 426-430.

● Kennedy, David M., and Thomas Andrew Bailey. "Two Pioneers Describe Oregon (1847)." The American Spirit: United States History as Seen by Contemporaries. Boston, MA: Houghton Mifflin, 2006. 383-85. Print.

● Greenberg, Amy S. "Godey's Lady Book, Life on the Rio Grande (1847)." Manifest Destiny and American Territorial Expansion: A Brief History with Documents. Boston: BEDFORD/ST. MARTIN'S, 2012. 107-09. Print.

● Greenberg, Amy S. "James K. Polk, Diary Entry June 30, 1846." Manifest Destiny and American Territorial Expansion: A Brief History with Documents. Boston: BEDFORD/ST. MARTIN'S, 2012. 103-105. Print.

● Arndt, J. Chris. "Life on the Overland Trail (1846)." Voices of the American Past. By Raymond M. Hyser. 4th ed. Vol. 1. Boston: Thomson Wadworth, 2008. 205-07. Print.

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

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Supplemental materials/resources:

● Appleby, J, A. Brinkley, A. Broussard, J. McPherson, D. Ritchie. American Vision. New York: McGraw Hill Glencoe, 2006. Print. ● Henretta. J, D. Brody, L. Dumenil. America’s History. Boston: Bedford/St. Martin’s, 2008. Print. ● Crash Course US History Manifest Destiny Video ● Jimmy Fallon Gadsden Purchase Video Clip ● History Channel Mexican American War Excerpts ● They Might be Giants, James K Polk Song ● America The Story of US, Westward Expansion

Text Complexity Analysis: Text Description Recommended Complexity Band Level An excerpt from an 1839 news article by John O’Sullivan paints the picture of why the United States should engage in expansion westward. O’Sullivan introduces a term that will define the era, Manifest Destiny. The 1839 language and complexity adds to the historical importance of this article but also adds to the challenge for students reading it. Examples of terms include enfranchisement, cynosure, inevitable and futurity. O’Sullivan argues that there are religious connotations as to why the U.S. should expand westward with it being the god given right of Americans to own the land from the Atlantic to the Pacific.

What is your final recommendation based on quantitative, qualitative, and reader-task considerations? Why? This reading is very complex to exceedingly complex. It will challenge all students but especially those lower learners. There will need to be careful scaffolding of the vocabulary, historical terms and events mentioned and ongoing clarification of the materials. Chunking this document and doing read alouds will greatly assist readers in understanding the materials presented. (A chunked version will be give to General Education and Special Education students) For advanced placement and high reading level students in 10, 11, 12 and college this text will provide a good but do able challenge for them. Consider chunking down to a few sentences or changing a text entirely for lower readers in the same grades. Mark all that apply: Grade Level Band: K-5 ☐ 6-8 ☐ 9-12 X PD ☐ Content Area: English/Language Arts (ELA) ☐ Foreign Language (FL) ☐ G eneral (G ) ☐ H ealth/Physical Education (HPE) ☐ History/Social Studies (HSS) X Humanities (H) ☐ M ath (M) ☐

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

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Professional Development (PD) ☐ Professional/T echnical Education (PTE) ☐ Science (S) ☐

Text Structure (story structure or form of piece): This text is informative. It was originally an editorial published in a newspaper. The text being used is an excerpt. The text structure is very complex due to the discipline specific information and the implicit connections needed to understand the text’s meaning. The author makes clear arguments about what this idea of Manifest Destiny , expansionism, and connections to historical past. Language Clarity and Conventions (including vocabulary load): The language varies from moderately complex to exceedingly complex. The vocabulary used is both content specific to social sciences but also time period specific (1830s) so readers may need additional clarifications on meanings. Readers will draw upon previous knowledge of documents like the Declaration of Independence and Washington’s Farewell Address to make connections to portions of this text. Levels of Meaning/Purpose: The author is presenting a new term, “Manifest Destiny” for the readers to understand the current U.S. policies. The meaning of this new term is implied heavily throughout the text so the reader will pick up on it. However, the depth of examples from world history (monarchy, tyranny, republics) could cause some confusion and increase need of clarification for the reader as to the application of this term on the United States versus the world. Knowledge Demands (life, content, cultural/literary): The reader needs to be aware of the time period in which the author writes this article. There are language and structure differences the reader will need to work out in order to grasp the greater meaning of the text. The reader also needs to have a basic understanding of world history for the examples given by the author for justification of the meaning of Manifest Destiny. The understanding of religious connotations within the American founding are implied within this article and need to be looked at as a basis for the concept of Manifest Destiny and not the principal of U.S. expansionism. Considerations for Reader and Task Possible Major Instructional Areas of Focus (include 3-4 CCS Standards) for this Text:

● 9-10. History-Reading. 1 Cite Specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

● 9-10. ELA. SL. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and

Below are factors to consider with respect to the reader and task: Potential Challenges this Text Poses: The complexity of the language and vocabulary alone make this a difficult task. Readers will need to have background information and scaffolding to understand implied meanings of historical terms and events. Differentiation/Supports for Students:

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

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rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

● 9-10.History.Reading.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies.

Due to the complexity of this task there will need to be extensive scaffolding for General Education classrooms including vocabulary, historical backgrounds and chunking of the text. Reading aloud as a group and not individually will be beneficial for close reading and marking the text to support understanding. A list of terms with definitions will also be provided as footnotes on the document for students. Students will also engage in Think-Pair-Share groups to discuss the document and text dependent questions. For Special Education and English Language students more deliberate chunking and highlighting may need to be done in order to get the meaning of the material acrossed in addition to vocabulary and event scaffolding. For some students it may not work to read the text at all and other resources may need to be found. A list of terms with definitions will also be provided as footnotes on the document for students. For the advanced student this document could be supported by an in class close reading with partners and class discussions to demonstrate understanding of the text.

Scaffolds and Extensions UDL Components:

Support for students who are ELL, have disabilities or read well below grade level text band:

Extensions for advanced students:

UDL 2.5: Illustrate through multiple media -Using videos, images, primary documents students will see the multiple representations of westward migration and the achievement of Manifest Destiny. UDL 3.1: Activate or supply background knowledge -Using information from previous units to address ideas of expansion and why people move. We will review reasons for colonization and migration to the New World so students can see comparisons to the migration and expansion during Manifest Destiny.

-Pre-Chunked documents to illustrate main ideas of text with shoulder partner for clarifying questions and terms. This will also allow students to compare terms, questions and misconceptions. -Using interactive notebooks to make page references on pages for student reflection and connections. Students will create a

-Students will receive a complete copy of text (not chunked) and more in depth analysis of texts, bias in materials and comparison of value of sources -The type of project this is will allow students to push themselves and create products that are relevant to them and in media forms that go beyond a simple written account.

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

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UDL: 5.2: Use multiple tools for construction and composition -To connect the story of Manifest Destiny to students’ personal lives, students will create a personal history of migration west. That could be there story, a family member’s story or a friend’s story of how they arrived in Idaho. Students will have options to create this final product as a set of journal entries, a visual or other means of showing us the story west. UDL 7.7: Optimize relevance, value and authenticity -Finding a personal connection to history is something that challenges many students. Through this project, students will see their story of migration and compare the challenges their family/friend faced to those of the American emigrants to the West. Beyond those connections of migration, understanding the impact of migrants on the West in the 19th Century as well as today is an important piece of connecting to history.

glossary of terms for the unit in addition to teacher directed terms for the unit. -Project will be modified per individual students’ needs, accommodations or adaptations. Ideas for accommodations could include oral histories, limiting length and number of responses, or more visual options.

-Students will have options for extended reading and reflections through this reading and the unit

Vocabulary

Targeted Academic Vocabulary Describe Create Explain Compare Research Analyze Cause Effect

Targeted Content Area Vocabulary Expansionism Manifest Destiny Migration Annexation Emigrants Compromise of 1820 Treaty of Guadalupe Hidalgo The Alamo Mexican American War Gadsden Purchase Popular Sovereignty Wilmot Proviso

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

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Free Soil Movement Ceded Empresario

Instructional Sequence

Major Idea/Topic #1: What is Manifest Destiny? Why does it Matter?

Day(s) and Desired Outcome(s)

Texts and Resources

Instructional Notes (including Scaffolding, Extensions, Vocabulary Terms and strategies, UDL Principles, and Formative Assessments)

Day 1 Desired Outcome(s): Students will work on creating a Glossary for the unit.

Dictionary American Vision Text

1. Instruct students on setting up a Manifest Destiny Glossary for the unit. Students will put terms, places, events in this glossary as they read. A suggested list is posted on the board for reference.Students will use these words in answering bell ringers, exit tickets, within class discussions and cornell notes. (Special Education: Students will only define/describe terms on the board).

**If students have time to begin glossary early, move here rather than completing on Day 3**

Day(s) 3: Desired Outcome(s): *Define Manifest Destiny and understand its implications on the United States

Dictionary Excerpts from John O’Sullivan (1839 and 1845) John Melish 1816 Map

1. Bell Ringer Day 1: How has the United States been able to get new land after achieving independence? 2. Students will brainstorm with peer about the meaning of the phrase “Manifest Destiny” 3. Class will discuss those meanings (Place in Glossary) 4. Students will brainstorm with peer about the meaning of the term “Expansionism” 5. Class will discuss those meanings 6. Partners will construct 2 Concept Maps in their Interactive Notebooks about “Manifest Destiny” and

“Expansionism” 7. In Notebook, write a 3-4 sentence reflection “Since Independence, Describe the acquisition of the U.S.

as either Expansion or Manifest Destiny” 8. Bell Ringer Day 2: Provide an example and a non example of the idea of Manifest Destiny. 9. Using the Melish Map , John Gast’s American Progress Painting (in powerpoint). Students will engage

in a “See, Think, Wonder” Activity for each of the images with a shoulder partner and then will share out with the class.

10. As a class, discuss with is demonstrated in John Gast’s Painting as “Progress” 11. Using a pre chunked reading from John O’Sullivan, students will discuss and annotate the texts in their

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

12 Original unit development sponsored by The Idaho Coaching Network

Interactive Notebooks as to why the US desired movement/expansion west, the possible impact of expansion on the US and other countries, and how this expansion shapes our nation today. (General Ed: Use chunked readings from Stanford Group due to the high complexity of O’Sullivan and the large number of Special Education, ELL students. For Pre-AP: Use full O’Sullivan text)

a. Using your historical knowledge, Describe how America was settled by other nations and how

does O’Sullivan address this? b. When settling a new nation, can we examples of planning for the future? c. Why does O’Sullivan use the phrase “the great nation of futurity” to describe the United

States? d. Identify 3 to 4 historical examples of what O’Sullivan is talking about in regards to equity of

rights, individual freedom, progress, etc. e. O’Sullivan is given credit for creating the term “Manifest Destiny”. How does this document

support the ideas we have discussed about that term? f. Using your historical knowledge, is the path of Manifest Destiny (as described by O’Sullivan) a

credible choice for the United States? 12. Bell Ringer Day 3: Students will engage in a Think-Pair-Share about the impact expansion of a nation may have on its people

13. Class will review the students’ responses to the text dependent questions and their reflections about the document. 14. Individually, students will construct 5 higher order questions about their understandings in their notebooks. Students will then wander around the classroom and then compare with a peer and add 3 more in anticipation of a Socratic Seminar later in the unit. 15. Exit Ticket: Students will turn questions in as they leave on day 2 for teacher to see depth of understanding or misconceptions, Scaffolded question stems will be provided for students based on need

Major Idea/Topic #2: Why are people looking to go west?

Day(s) and Desired Outcome(s)

Texts and Resources

Instructional Notes (including Scaffolding, Extensions, Vocabulary Terms and strategies, UDL Principles, and Formative Assessments)

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

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Day(s) 1: Desired Outcome(s): Read and establish a baseline of material for why people came west

American Vision Pg 294-297 America’s History Pg 391-398

1. Bell Ringer Day 4: Why might people want to move west? Why did your family move to Idaho (if you know)?

2. (If note completed at the beginning of the unit) Instruct students on setting up a Manifest Destiny Glossary for the unit. Students will put terms, places, events in this glossary as they read. A suggested list is posted on the board for reference.Students will use these words in answering bell ringers, exit tickets, within class discussions and cornell notes. (Special Education: Students will only define/describe terms on the board).

3. Students will independently read the textbook section on initial migration west (AV 294-297 or AH 391-398)

4. Students will independently answer teacher questions in order to construct Cornell notes on this reading (Special Education: Scaffolded Notes provided, Pre AP: will construct an outline without teacher scaffolding AH Pages 391-398, they will NOT do the same questions as general classes) . Notes/Outlines will go in Interactive Notebooks (INB).

Day(s) 1: Desired Outcome(s): Construct an understanding of why individuals moved west, the challenges of life their

American Vision Pg 294-297 America’s History Pg 391-398

1. Bell Ringer Day 5: Explain how early settlers moved west and who assisted them on their journey. 2. Construct a graphic organizer in students’ INB titled “Migration West” for why people move west,

what challenges they might face, how they got there and why some may not have stayed 3. As a class, construct a common definition and understanding of the term “migration” and write at the

top of the page. Then have students construct an essential question for the table using this description in partners. Begin filling out the chart as a class, discussing why aspects of migration are going into the table. Allow students to check in with a shoulder partner as they independently work on completing this chart.

4. As a class, Ask students about how they got to Idaho. Were they born here? Were their parents born here? If no- how did they come to settle in Idaho? Complete a short quick write on these ideas.

5. Explain culminating project and have students work in small groups to brainstorm questions they could ask to discover a personal migration story. Write a list of information they already know about their family history (where they come from, who has moved around, etc) or what they want to know. Write a list of information they would like to know. Make a list of people they could talk to about this information. Create a page in their INB for research questions/materials for this project that can be checked throughout unit during notebook walkthroughs

Major Idea/Topic #3: Texas and Mexico’s impact on Manifest Destiny

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

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Day(s) and Desired Outcome(s)

Texts and Resources

Instructional Notes (including Scaffolding, Extensions, Vocabulary Terms and strategies, UDL Principles, and Formative Assessments)

Day(s) 1: Desired Outcome(s): Explain why settlers moved to Texas and ultimately fought for its independence

American Vision 300-304

1. Bell Ringer Day 6: What were the difficulties facing western settlers? 2. Introduce settlement of Texas using map and Mexico’s possession of this region 3. Identify some early vocab (Empresario, Alamo, Annexation) and remind students to include these in

their glossary. 4. Students will work independently on Cornell notes for the quest for Texas’ independence (Special

Education: scaffolded notes provided Pre AP: Complete Outline and work on Glossary: Pre AP Students will not complete the Questions, they will do their own outlines)

Day(s) 1: Desired Outcome(s): Decide if Texas was justified in declaring independence and if the US had the right to Annex it.

(Documents On Website in one Google Doc) Doc A: Excerpt Texas Declaration of Independence (1836) Doc B: Excerpt: A Tejano Perspective of Texas Independence Doc C: Alamo Defenders Burial Speech Doc D: Excerpt from the War in Texas in 1836

1. Bell Ringer Day 7: Why were settlers drawn to establish settlements in Texas? 2. Have discussion about why people settled, who were settling and the rules settlers were to follow (class

will create board notes as discussion occurs for students to place in their INB) 3. Break class into small groups, have students get a Chromebook to access documents on course website.

Some paper copies will be available for students. 4. Students will set up chart in INB to break down the documents 5. Have each group read Doc A, and annotate why Texans wanted independence. Have groups discuss if

these were valid reasons or not and place one reason on a sticky note, share out in class. Each group will take and place their sticky note on poster (hung in the classroom) entitled “Why Independence for Texas?”

6. Have each group read Doc B and annotate why not everyone agreed with the Texan settlers. Share out with class

7. Have each group read Docs C and D and annotate the perceptions of these authors on Texas’ quest for independence.

8. As a class, discuss whether or not Texas was justified in declaring independence

Day(s) 1:

Doc A: Excerpt Texas Declaration of

1. Bell Ringer Day 8: Why was President Jackson and other Americans hesitate at Annexing Texas at first?

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

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Desired Outcome(s): How does the Annexation of Texas impact US relations with Mexico?

Independence (1836) Doc B: Excerpt: A Tejano Perspective of Texas Independence Doc C: Alamo Defenders Burial Speech Doc D: Excerpt from the War in Texas in 1836

2. Review previous day’s documents and notes., complete steps from Day 7 that might not have been completed.

3. Examine why some in the US didn’t want Texas to enter the United States and the reasons for migration referenced in the documents.

4. Go back to Migration Chart and fill in new information for why people were coming west and their lives there.

5. Have students check their glossary for terms to include here or terms they can put in their glossary from discussions.

6. Exit Ticket: Why did the US want Texas? Did the US have a right to annex it? Students should include at least 3 words from their glossary in this exit ticket.

Day(s) 1: Desired Outcome(s): Understand what causes the War with Mexico

American Vision Pg 306-311

1. Bell Ringer Day 9: Review-How did the Texan defeats at Goliad and the Alamo affect Texan moral? 2. Using their textbooks, Students will complete a flip chart on Acquiring the West and the War with

Mexico. Focusing on 1) US acquisition of Oregon 2) Causes of War with Mexico 3) Key Participants 4) Impact of Veracruz and Mexico City 5) Treaty of Guadalupe Hidalgo

3. Flip Chart will be placed in INB and will be part of a Notebook walk through this week! 4. Remind students to update their glossary for terms they can transfer from this chart to the glossary.

Day(s) 1: Desired Outcome(s): Describe the causes and effects of the War with Mexico

American Vision 306-311 Student INB

1. Bell Ringer Day 10: What was President Polk’s strategy in the War with Mexico? 2. Discussion as a class regarding the causes of the war, significance of Veracruz and Mexico City 3. With partner, create a sticky note for the poster “Why war with Mexico?” and share out. Then place on

poster. 4. Student will create a T Chart in notebook for comparing the Quest for Texas Independence to War

with Mexico using posters in classroom and peers. Students will use terms from their glossary in order to complete this chart. (Advanced Students may like a differentiation of a Venn Diagram comparing the two ideas)

5. Students will complete a self reflection “How was Texas’ Quest for Independence Different than the US War with Mexico? After drafting their reflection students will share out with class.

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

16 Original unit development sponsored by The Idaho Coaching Network

Day(s) 1: Desired Outcome(s): See impact of War with Mexico on achieving Manifest Destiny

Mexican American War: History Channel Documentary (start at Veracruz)

1. Bell Ringer Day 11: What did the United States gain in the Treaty of Guadalupe Hidalgo? 2. Bell Ringers are turned in at the end of the class period 3. Set up movie notes as exit ticket: using GIST strategy (Listed Below)

a. Who participates in this war and makes a difference b. What occurs that matters today c. Why is this significant then and now d. What are 3 questions you would like to ask e. 2-3 Sentence Summary

Exit Ticket: Turn in GIST Notes

Major Idea/Topic #4: How is Manifest Destiny Achieved? What is its outcome? How are we a part of this story?

Day(s) and Desired Outcome(s)

Texts and Resources

Instructional Notes (including Scaffolding, Extensions, Vocabulary Terms and strategies, UDL Principles, and Formative Assessments)

Day(s) 1: Desired Outcome(s): Analyze primary source accounts of migration west for narrative structure and story

Godey’s Lady’s Book “Life on the Rio Grande, 1847” Tamsen Donner, “Life on the Overland Trail,” 1846 Two Pioneers Describe Oregon, 1847 James K. Polk’s Diary Entry June 20, 1846

1. Bell Ringer Day 12: Identify one group that came west and why 2. Revisit chart made at beginning of unit and discuss why, how, life and challenges of moving and living

in the west 3. With partner, share what they have learned so far about their family’s story west 4. Share out to class any questions that have developed in the process 5. Explain to students how they will be using these family stories in creating a narrative of the story West. 6. Hand out example narratives, as students read them have the students take note of the structure,

appearance, etc of the sample narratives and commonalities they share when telling someone’s story. 7. In partners, have students choose two examples of narrative texts to read. On the research page in their

INB, note what makes these accounts special, different, what they like and don’t like. 8. Have students engage in a Pair-Share moment to share out and create a class list of commonalities

between structures. 9. (In Case of TIme Constraints) Divide class into 4 groups, having each group read a different text. Then

have students get into groups of 4 and discuss the different structures, their commonalities and differences.

10. Discuss in class the many possible ways to structure their own culminating project. (Types of Narratives and Types of Culminating Projects)

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

17 Original unit development sponsored by The Idaho Coaching Network

a. For Special Education Students: Accommodations include completing only the interview portion, small write up with structured paragraphs, Special Education or ELL students could also complete a recorded project.

b. For General Education Students: Create a variety of ways to illustrate their narratives created from their interview questions

c. For Pre AP Students: Journal or Electronic Presentation Options 9. Exit Ticket: Students will complete an exit ticket explaining two things they have learned about their family/friend so far and how they plan on structuring their project.

Day(s) 1: Desired Outcome(s): Create a Visual of Manifest Destiny

Nystrom’s Atlas of US History Blank US Map

1. Bell Ringer Day 13: Review- Describe how the US acquires Oregon 2. Hand out blank US Maps, pull down class map and hand out atlases 3. Explain what an atlas is and ask how we can use them 4. Discuss with students that this map is a visual review of how the US has achieved Manifest Destiny 5. Model for students how to draw in 13 Colonies and Revolutionary War on Map, Then discuss how to

draw in the Treaty of Paris of 1783. 6. Explain to students common mistakes on maps and the need for a key on their maps 7. Let students work in groups to construct their Manifest Destiny Maps. This map is an important part of

the unit because it allows students to visualize the process of Manifest Destiny and Migration.

Day(s) 1: Desired Outcome(s): Review the process of the US Achieving Manifest Destiny

America the Story of US, “Expansion”

1. Bell Ringer Day 14: Review- Explain the laws settlers had to follow if they chose to settle in Mexico’s territories

2. Cornell Movie Notes- Identify significant people, actions and changes in the quest for US expansion 3. Scaffolding Options: List of possible questions to answer, students are able to write their reflections to

the video. For some students, being able to explain the main idea of the video orally to the teacher is a suitable accommodation.

4. Summarize how the US achieves Manifest Destiny 5. Exit Ticket: Students will turn video notes in as they leave today

Day(s) 2: Desired Outcome(s): Students will write narratives

Individual Interview Questions

1. Bell Ringer Day 15: What does your story of migration have in common with the American story of Manifest Destiny

2. With Partners, discuss challenges and successes so far in completing this project 3. Share out with class successes and challenges in completing the narratives 4. Have students work in partners to review and peer edit narratives. Students are looking for 1)

Storytelling 2) Chronological Order 3) Details 4) Suggestions for edits 5. Individual students will work on their culminating projects

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

18 Original unit development sponsored by The Idaho Coaching Network

6. Bell Ringer Day 16: Describe your greatest challenge in completing the research for this project. 7. Individual students will work on their culminating projects 8. Teacher will check in with each student for progress 9. Exit Ticket: What is the most interesting thing you have learned so far in completing your interviews

and narratives?

Day(s) 1: Desired Outcome(s): Discuss impact of Manifest Destiny

John O’Sullivan (1839 and 1845) John Melish 1816 Map

1. Bell Ringer Day 17: How did Native Americans react to the westward migration? 2. Ask students to get out their questions from the beginning of the unit regarding “why the US wanted to

achieve Manifest Destiny and the impact of achieving it both in 1840s and the idea of Manifest Destiny today.”

3. Set up an Inner-Outer Circle (Inner with Wingman). Remind students of the protocol for Socratic Seminars.

4. Explain that the students on the outside of the circle can hand sticky notes of questions into the inner circle for participation credit

5. Using the materials from their INB and the beginning of the unit, let students participate in a Socratic Seminar avoiding teacher involvement (if possible)---- 25 minutes or so. Students will be assessed based on participation and use of text references in discussion.

6. Debrief with students at conclusion of Socratic, What is the impact of M-D? Why does it matter today ? Exit ticket: Must use at least 3 terms from glossary in this exit ticket.

Day(s) 1: Desired Outcome(s): Review the process of the US Achieving Manifest Destiny

American Vision, Pg 294-311

1. Bell Ringer Day 18: How does the US achieving Manifest Destiny impact the United States today? 2. Do a quick check in with students on how their culminating project is going! Answer any questions. 3. Walk students through their notebooks regarding what has been discussed and examined throughout the

unit. Teacher will have students find a shoulder partner and go through their Glossary with that partner and add 3 words they didn’t have.

4. Discuss with students any questions they have about their culminating projects. 5. With a partner, construct a storyboard to review the major Manifest Destiny Ideas (Texas

Independence, War with Mexico, Settlers in the West, Impact of Manifest Destiny). Story board will include an image created of the concept, a summary of the concept and key vocabulary connected to the concept. Even though students are permitted to work with a peer, each will create their own storyboard.

6. End Class with Crash Course Video over Manifest Destiny and James K Polk Song

Day(s) 1: Desired Outcome(s):

1. NO Bell Ringer Day 19 2. Students will complete a Department Benchmark Exam (Multiple Choice, Short Answer, Fill in Map

and Essay) Essay will address how the US achieved Manifest Destiny and students will be required to

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

19 Original unit development sponsored by The Idaho Coaching Network

Demonstrate understanding of how the US Achieves Manifest Destiny

cite specific evidence from their knowledge of Manifest Destiny and key terms used throughout the unit. Benchmark is graded and entered in gradebook as points, Students failing to meet a 70% must complete a department created Remediation Assignment in order to demonstrate understanding of concepts within the unit. (Due to test security issues the exam is not available here. For a copy of the exam, contact unit author)

3. Exit Ticket: Students will turn in their Interactive Notebooks for teacher grading

Day(s) 1: Desired Outcome(s): Share Personal Stories of Westward Migration

1. Bell Ringer Day 20: How does the idea of Manifest Destiny impact you today? 2. Discuss process for sharing culminating projects. Students will be placed in small groups of 4-5

students and will share their culminating projects. Students will write a note card for each student who presents in their groups 1) What did this person experience 2) How is their migration story similar/different than America's? 3) A Question you want to ask the interviewee 4) An “I Statement” about what you learned from the narratives

3. Thank students for creating and participating. This project was personal and students should be thanked for opening up their lives and sharing with the peers and the teacher.

4. Have students break into small groups to share narratives (may be pre-assigned by teacher). Students will receive feedback from peers orally and on notecard about their presentation and materials presented.

5. Exit Ticket: Students will turn in their final projects and notecard feedback

Other (important elements not captured in this template, explanation, reflection supplementary materials): Student Work Samples High 1: https://drive.google.com/open?id=19TVGAbRzU_Fbir_lc8GsXxKv9ViCSU6z0mZwGg61j2E High 2: https://drive.google.com/open?id=1N9uJAYXCUimwm23BOSYOq3-_p9b-NSupI46DAsGZtRM High 3: https://drive.google.com/open?id=1PCnn-cwkzcYVao4ZnCB6QdFmZC2A4e6HtTf3Zsog6qc Middle 1:https://drive.google.com/open?id=1my3esCyNiX7CpxUCyDjJjjURuC5tfODDeipdhmbyn_M Middle 2: https://drive.google.com/open?id=1-mi4Qcvx9kzIi-Z3emtDswSY3z0brhG9t49iDeAPHWU Middle 3: https://drive.google.com/open?id=1LLvsVzUcQ3NXWmp8Do5d3ySybCptF4d79KV8sXBsyuQ Low 1:https://drive.google.com/open?id=1xuXsLmokAt67Hi2xx7es9WaRiw464yBRp39RRcpzNd4 Low 2: https://drive.google.com/open?id=1tfd9pZ0RO8NJz7y5MJoreWer_VgHKLvjsn4vnRC4iMs

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Mari Harris Unit Title: Manifest Destiny: Expansion of a Nation

20 Original unit development sponsored by The Idaho Coaching Network

Low 3: https://drive.google.com/open?id=1UbZaFksoiKBgBRWbP3rEJWIvKQxlnimqK9EbnwYGWXI