Lesson #1: Manifest Destiny and Its Legacy

Name: Brandon Wood Date: 11/7/2019 CT Name: Ryan Bennett

School and Grade: Roy Miller High School- 11th Grade AP U.S. History
Indicate One: (Video)Lesson#1 Lesson#2 Lesson#3
Overall Daily Goal: Students will be able to explain the economic, political, racial, and religious
roots of Manifest Destiny and analyze how the concept influenced the nation’s westward
expansion. Students will be able to analyze the motivations and expectations of Americans who
settled in the West.
Status of the skill: Introduction of Manifest Destiny and continued education in primary source
analysis.
TEK: (8.6) History. The student understands westward expansion and its effects on the political,
economic, and social development of the nation. The student is expected to:
B.) Explain the political, economic, and social roots of Manifest Destiny;
C.) Analyze the relationship between the concept of Manifest Destiny and the westward
growth of the nation;
E.) Identify areas that were acquired to form the United States, including the Louisiana
Purchase.

Time Constraints:
Focus: 7.5 Minutes
Input: 10 Minutes
Guided Practice: 10 Minutes
Independent Practice: 10 Minutes
Closure: 7.5 Minutes
ELPS:
Listening:

 C2A: Distinguish sounds and intonation.

 C2B: Recognize English sound system in new vocabulary.
 C2C: Learn new language heard in classroom interactions and instruction.
 C2D: Monitor understanding and seek clarification.
 C2E: Use linguistic support to confirm and enhance understanding.
 C2F: Derive meaning from a variety of media.
  C2G: Understand general meaning, main points, and details.
 C2H: Understand implicit ideas and information.
 C2I: Demonstrate listening comprehension.
Reading:

 C4A: Learn relationships of sounds and letters in English.

 C2B: Recognize directionality of English text.
 C2C: Develop sight vocabulary and language structures.
 C2G: Show comprehension of English text individually and in groups.
 C2H: Read silently with comprehension.
 C2I: Show comprehension through basic read skills.
 C4K: Show comprehension through analytical skills.
Speaking:

 C3A: Practice using English sound system in new vocabulary.

 C3B: Use new vocabulary in stories, descriptions, and classroom communication.
 C3C: Speak using a variety of sentence structures.
 C3D: Speak using grade level vocabulary in context.
 C3G: Express opinions, ideas, and feelings.
 C3H: Narrate, describe, and explain.
 C3I: Adapt spoken language for formal and informal purposes.
 C3J: Respond orally top information from a variety of media sources.
Writing:

 C5A: Learn relationships between sounds and letters when writing.

 C5B: Write using newly acquired vocabulary.
 C5C: Spell familiar English words.
 C5G: Narrate, describe, and explain in writing.
Language Objective:
1.) Students will listen to the lecture and other classmate responses to questions asked.
2.) Students will speak to ask questions for clarification and respond to checking for
understanding questions.
3.) Students will read the primary document on the smart board and will have their own
copy with a few short answer questions.
4.) Students will write two H.I.P.P.O. responses to two primary documents with guided
questions.

Differentiation:
 Representation:
1.) Visual: Graphic organizers will be presented on the smart board for students to see,
follow, and keep pace with the lesson. Additionally, the information will be available
for students in their own worksheet.
2.) Auditory: Students will actively listen to lecture and classmate responses over both
primary sources and best practices for analyzing primary sources.
3.) Kinesthetic: Students will actively participate in a four corners exercise to move
about the room at the beginning and end of class.
4.) Tactile: Students will actively fill out a graphic organizer for two H.I.P.P.O. primary
documents.
Action and Expression:
1.) Students will H.I.P.P.O. and analyze two primary sources and engage in class
discussion.
Engagement:
1.) Students will use their notes and content from the power point presentation
available online to actively engage in class discussion over primary sources and four
corners exercise.
Modifications: I will provide printed handouts of the primary document for students unable to
see details on the smart board and extra time to write, as needed.
Previous Knowledge Necessary for Lesson: Students will have prior knowledge on previous U.S.
territorial expansion politics, philosophy, economics, and racial motivations. Students will use
prior knowledge to analyze the use of manifest destiny to justify westward expansion. Students
had homework to read the chapter and answer accompanying questions.
Community and Culture: Students will be able to take another person’s perspective on a
controversial point in history to better understand why people in certain situations made the
choices they did. Students will be able to compare and contrast the justification for manifest
destiny in relation to other historical events.
Behavioral Objective: Students will understand the justifications for Manifest Destiny at 70
percent mastery.
SWBAT:
1.) Students will be able to H.I.P.P.O. primary documents.
2.) Students will be able to explain the justification for manifest destiny.
3.) Students will be able to think critically about the impacts of manifest destiny.
Materials Utilized:
 1.) Notebook/paper
2.) Pen/pencil
3.) Notes from chapter and homework questions
4.) Handout
Multiple Intelligences:
1.) Interpersonal: Students will work together as a class guided by the teacher to
analyze one primary source.
2.) Intrapersonal: Students will work independently to complete the second primary
source analysis.
3.) Linguistic: Students will use active listening skills during the lecture and group
answer portion of instruction. Students will use new vocabulary in proper context to
verbally express their answers in the group answer portion of the instruction.

Instructional Steps:
Focus: (7.5 Minutes) OBJECTIVE and THREE CORNERS EXERCISE

 Bell Rings.
 Students will be instructed to sit at their seats and get out last night’s homework,
notes, or phones to look up lecture notes from the chapter 17 and begin thinking
about their position on manifest destiny.
 Grab the students’ attention and inform them about the day’s assignment. We will
HIPPO two primary sources and have a class discussion over the inevitability and
justification of manifest destiny. Students will be assessed at the end of class to see
if and why their position changed.
 Before we begin with the primary source analysis, students will be instructed to get
up and move to a designated portion of the room to relate their current position on
manifest destiny. Three corners will be used to indicate whether they agree,
disagree, or are undecided on the checking for understanding questions to be asked.
 One corner of the room will be designated as for, the opposite corner will be
against, and the middle will be for those students whom are unsure or undecided.
 The three corners exercise allows students to get up and move about the room to
indicate their position towards questions on Manifest Destiny.
CFU- (Evaluation- Having completed the reading of Chapter 17, Was Manifest Destiny
inevitable?)

 Students will move to a portion of the room. The left portion of the room will be
designated for those whom agree, the middle for undecided, and the right for those
against.
CFU- (Evaluation- Was Manifest Destiny justifiable?)
  Students will move to another portion or remain where they are to answer.

Input: (13 Minutes)

 A short power point presentation will be given to reinforce H.I.P.P.O. skills.

 First Slide- Document analysis cheat sheet to explain the H.I.P.P.O. process in detail
and what the teacher is looking for.
Historical context- when, where, what’s going on at the time, how does the source
represent the period?
Analysis of ‘Historical Context’ involves connecting a document to specific historical
events, to specific circumstances of time, and place, and/or to broader regional,
national, or global processes. Identifying the ‘Historical Context’ places the document
within broader trends which are contemporary to the source. It might also connect the
document across time to earlier and later eras, or across space to events happening in
different places.
Intended Audience- To whom is the piece directed? Identify a person or group? How
might this affect reliability and accuracy?
Authors aim what they write to particular groups of people. Observing the ‘intended
audience’ of a source involves identifying a person or group the author expects to inform
or influence in creating the source.
Point of View- What is the main idea? What is the author’s point? How does the
author’s background impact the source?
Consider the point of view of the author. These can impact the tone and message of the
document. Consider things like race, class, gender, age, region, occupation, values,
motives, etc.

Purpose- Why was this produced? What is the author trying to accomplish? Ulterior
motives?
The author’s endgame, what they hope to accomplish, and why they are writing the
document.
Outside information- Make links to outside information already known to make
connections.
Outside information and the organization of the document can help you better
understand the work. Try to make links to the information you already know to draw
connections.
  Second Slide- HIPPO Example
Class has already covered the Great Awakening period and should be familiar with
content and analysis. This example is from Johnathan Edwards, “Sinners in the
Hands of an Angry God,” 1741.
 The teacher will quickly point out each section of the HIPPO and where the
information was found or can be found.
 Teacher will remind students of best practices for analyzing primary documents.
1.) Source information (author, date, location, who, where)
2.) Historical context- when, where, what’s going on at the time, how does the source
represent the period?
3.) Intended Audience- To whom is the piece directed? Identify a person or group? How
might this affect reliability and accuracy?
4.) Point of View- What is the main idea? What is the author’s point? How does the
author’s background impact the source?
5.) Purpose- Why was this produced? What is the author trying to accomplish? Ulterior
motives?
6.) Outside information- Make links to outside information already known to make
connections.
First, find the source information and then do a preliminary reading or skim reading
of the excerpt to identify know key terms and unknown vocabulary before giving the
excerpt an in-depth reading.

Guided Practice: (10 Minutes)

 Students will be distributed a primary document to analyze using H.I.P.P.O.

 The teacher or a student will read the excerpt in its entirety.
 The teacher will walk through to H.I.P.P.O. the document together.
1.) Historical context- when, where, what’s going on at the time, how does the source
represent the period?
2.) Intended Audience- To whom is the piece directed? Identify a person or group? How
might this affect reliability and accuracy?
3.) Point of View- What is the main idea? What is the author’s point? How does the
author’s background impact the source?
4.) Purpose- Why was this produced? What is the author trying to accomplish? Ulterior
motives?
5.) Outside information- Make links to outside information already known to make
connections.
 Students will record each section of the HIPPO in the graphic organizer with the
excerpt.
CFU- (Comprehension- Identify and explain John O’Sullivan’s justification for manifest
destiny?)
Independent Practice: (12 Minutes)

 Students will be presented a primary source in the form of a painting depicting

manifest destiny on the smart board.
 Students will be asked to get out a sheet of paper and pen or pencil.
 The painting will be introduced. The painting is called “American Progress,” by Adam
Gast in 1872.
 Attention to detail- while looking at the painting remember the theme of the
chapter is Manifest Destiny.
1.) Religion
2.) Angel
3.) Telegraph lines
4.) Railroads
 Write down a list of everything you notice in the painting.
 Students will observe the presence of the abnormal and absence of the normal.
 Students will H.I.P.P.O. the primary source on their own.
CFU- (Knowledge- What are the themes and/or key terms from the chapter or history do you
recognize in the painting?)
CFU- (Knowledge- What key themes or key terms or items do you not see represented in the
painting?)
CFU- (Analyze- Why do you think the painting is titled “American Progress?” Is it appropriate?
Why did the artist choose to paint manifest destiny in this way?)

 The class will discuss the relationship between the painting, primary document, and
manifest destiny.
CFU- (Analysis- How does the painting relate to John O’Sullivan’s excerpt?)
Closure: (7.5 Minutes) THREE CORNERS EXERCISE

 Students will be reminded of their initial position in the three corners exercise at the
beginning of class.
 Students now will now perform the same exercise from the start of class, three
corners to check for deviation.
CFU- (Evaluation- Was manifest destiny inevitable?)

 Students move to the left, right, or middle of the classroom to indicate their position
and explain why.
CFU- (Evaluation- Was manifest destiny justifiable?)

 Students move to the left, right, or middle of the classroom to indicate their position
and explain why.
CFU- (Analysis- Did any student’s position change from the start of class and why?)

 Students will move to indicate if their position changed and discuss why their
position changed.