Objectives (5 - 7 minutes)

1. Understand the concept of Manifest Destiny:

   • Define Manifest Destiny as the 19th-century belief that the United States was destined to expand across the continent.
   • Identify key reasons and motivations behind the idea of Manifest Destiny.
   • Explain the impact of Manifest Destiny on the Native American population and the environment.

2. Analyze primary and secondary sources related to Manifest Destiny:

   • Understand the difference between primary and secondary sources.
   • Analyze primary and secondary sources related to Manifest Destiny to gain a deeper understanding of the historical context.
   • Use critical thinking skills to draw conclusions and make connections between the sources and the concept of Manifest Destiny.

3. Develop empathy and perspective-taking skills:

   • Reflect on the impact of Manifest Destiny on different groups of people, particularly the Native American population.
   • Discuss the ethical implications of Manifest Destiny and its effects on the environment.
   • Cultivate an understanding of different perspectives on Manifest Destiny and its place in American history.

Secondary Objectives:

• Foster collaborative learning through group discussions and activities.
• Enhance research skills through the use of primary and secondary sources.
• Improve presentation skills through the creation and delivery of a short presentation on a specific aspect of Manifest Destiny.

Introduction (10 - 12 minutes)

1. Review of Previous Knowledge: Begin the lesson by reviewing the topics of westward expansion and early American history that the students have learned in the previous classes. This will provide the necessary context for understanding the concept of Manifest Destiny. The teacher can ask a few questions to assess the students' understanding of these topics, such as "Why did Americans move west in the early 19th century?" and "What were some of the challenges they faced?"

2. Problem Situations: The teacher can then present two problem situations to the students:

   • Situation 1: "Imagine you are a Native American living in the 19th century and suddenly, Americans start moving into your land. How would you feel and what would you do?"
   • Situation 2: "Suppose you are a farmer in the 19th century and you have heard about the rich, fertile land in the west. Would you consider moving there? Why or why not?"

3. Real-World Context: The teacher can then highlight the relevance of the topic to the present day. They can explain that the concept of Manifest Destiny has had a profound impact on American culture and identity, influencing everything from the country's territorial expansion to its foreign policy. The teacher can also mention that understanding Manifest Destiny can help students make sense of current debates about land rights and environmental conservation.

4. Topic Introduction: To pique the students' interest, the teacher can introduce the topic with two intriguing stories:

   • Story 1: "Did you know that the term 'Manifest Destiny' was first used in an 1845 newspaper article to promote the annexation of Texas? It quickly caught on and became a widely held belief in the United States."
   • Story 2: "In the mid-19th century, a new religion called the Church of Jesus Christ of Latter-Day Saints, or Mormons, emerged. They believed in Manifest Destiny and saw their migration to Utah as part of God's plan for the United States to expand from 'sea to shining sea'."

5. Curiosity Stimulation: After sharing these stories, the teacher can ask the students to consider the following questions to stimulate their curiosity about the topic:

   • "How do you think the concept of Manifest Destiny influenced American society and culture in the 19th century?"
   • "Can you think of any modern-day examples of the belief in Manifest Destiny? How might this belief still influence American attitudes and actions?"

Development

Pre-Class Activities (15 - 20 minutes)

1. Reading Assignment: Students are to read an article about the concept of Manifest Destiny from a reputable online source, such as the National Park Service or a scholarly website. The article should provide an overview of the concept, its historical context, its proponents, and its impacts. Students are to take notes as they read, focusing on key ideas and supporting evidence. They should also note any questions or areas of confusion to be addressed in the next class.

2. Video Viewing: In addition to their reading, students are to watch a short, engaging video that further explains the concept of Manifest Destiny. The video should use clear, simple language and include visual aids to aid comprehension. After watching, students are to write a brief summary of the video in their own words, highlighting the main points and any new insights gained.

3. Discussion Board Post: Using an online platform, students are to write a post about their initial thoughts on Manifest Destiny based on their reading and video viewing. They should answer a prompt such as: "How did the concept of Manifest Destiny shape the United States in the 19th century, and what do you think about its impact?" Students should also respond to at least one of their peers' posts, fostering an early discussion on the topic.

In-Class Activities (25 - 30 minutes)

1. Activity 1: "Manifest Destiny Re-Enactment"

   • Organize the students into small groups and provide each group with a map of the United States as it was in the 19th century.
   • Assign each group a role: Americans, Native Americans, or the environment. Explain that each group will need to prepare a short skit based on their assigned role, showcasing how they were affected by Manifest Destiny.
   • The American groups should depict their westward expansion efforts, the Native American groups should show their response and resistance, and the environment group should illustrate the impact of this expansion on the land and resources.
   • After the role play, each group has 5 minutes to reflect and discuss the experience, focusing on their insights, feelings, and the different perspectives they represented.

2. Activity 2: "Primary vs Secondary Source Showdown"

   • This activity encourages students to use their critical thinking skills to analyze historical sources related to Manifest Destiny.
   • Provide each group with a packet of sources: a primary source document, such as a diary entry from a settler, and a secondary source, such as a modern-day article about Manifest Destiny.
   • Instruct each group to read both sources and discuss their similarities and differences. They should then decide which source they consider the most reliable and why.
   • After the discussion, each group will present their sources and conclusions to the class.

3. Activity 3: "Paper Presentation"

   • For this activity, students will be given a topic related to Manifest Destiny to research and prepare a short presentation on.
   • Provide each group with a topic, such as the role of religion in the concept of Manifest Destiny or the impact of Manifest Destiny on the environment.
   • Each group will have 15 minutes to research their topic using the resources available in the classroom. They will then prepare and deliver a 3-minute presentation to the class, summarizing their findings and explaining the relevance of their topic to the concept of Manifest Destiny.

By the end of the in-class activities, students will have engaged in hands-on, collaborative learning experiences that have deepened their understanding of Manifest Destiny and its impacts. They will have also had an opportunity to practice their research, critical thinking, and presentation skills, all of which are essential in the study of history.

Feedback (8 - 10 minutes)

1. Group Discussions: The teacher should facilitate a group discussion, allowing each group to share their solutions, conclusions, and insights from the activities. This will give students the opportunity to learn from each other and to understand different perspectives on the topic. The teacher should guide the discussion, connecting the group's findings to the objectives of the lesson.

2. Connecting Activities to Theory: After the group discussions, the teacher should summarize the main points made by the students and relate them back to the theory. For example, if one group discussed the ethical implications of Manifest Destiny, the teacher could explain how this connects to the broader concept of historical interpretation and the importance of considering multiple perspectives.

3. Reflection: The teacher should then propose that students take a moment to reflect on what they have learned during the lesson. This can be done through a brief writing activity where students answer questions such as:

   • "What was the most important concept you learned today?"
   • "What questions do you still have about Manifest Destiny?"
   • "How did your understanding of Manifest Destiny change or deepen as a result of the activities we did today?"

4. Assessment of Learning: The teacher should collect these reflections and use them to assess the students' learning. The reflections will provide valuable insight into the students' understanding of the topic and any areas of confusion that may need to be addressed in future lessons.

5. Addressing Unresolved Questions: After the reflection, the teacher should take the time to address any remaining questions or areas of confusion. This can be done through a whole-class discussion or through individual conversations with students. The teacher should emphasize that it is okay to have questions and that learning is a process of exploration and discovery.

6. Concluding the Lesson: Finally, the teacher should conclude the lesson by summarizing the key points and previewing the next lesson. The teacher should also remind students of any upcoming assignments or assessments related to the topic of Manifest Destiny.

By the end of the feedback stage, the students will have had the opportunity to reflect on their learning, share their insights, and have their questions answered. This will help to consolidate their understanding of Manifest Destiny and prepare them for further study of this topic.

Conclusion (5 - 7 minutes)

1. Summary and Recap: The teacher should begin the conclusion by summarizing the main points of the lesson. They should remind the students of the definition of Manifest Destiny, the reasons and motivations behind it, and its impact on the Native American population and the environment. The teacher should also recap the key activities the students engaged in during the lesson, such as the "Manifest Destiny Re-Enactment," the "Primary vs Secondary Source Showdown," and the "Paper Presentation." This will help to reinforce the students' understanding of the topic and its relevance.

2. Connecting Theory, Practice, and Applications: The teacher should then explain how the lesson connected theory, practice, and real-world applications. They should highlight how the students' pre-class activities of reading and watching a video provided the theoretical knowledge about Manifest Destiny, which was then put into practice through the in-class activities. The teacher should also mention how the activities, such as the role play and the research presentation, allowed the students to apply their understanding of Manifest Destiny in a hands-on, interactive way. Finally, the teacher should emphasize how the concept of Manifest Destiny has real-world applications, influencing everything from American culture and identity to current debates about land rights and environmental conservation.

3. Additional Materials: To further enrich the students' understanding of Manifest Destiny, the teacher can suggest some additional materials for them to explore at home. These could include:

   • A documentary about the American West and the concept of Manifest Destiny.
   • A book about the experiences of Native Americans during the period of westward expansion.
   • A podcast episode that explores different perspectives on Manifest Destiny and its legacy.

4. Relevance to Everyday Life: The teacher should conclude the lesson by discussing the relevance of the topic to everyday life. They should explain that understanding the concept of Manifest Destiny can help us make sense of the world around us, particularly in terms of understanding the historical roots of American attitudes and actions. The teacher should also emphasize that studying Manifest Destiny can help us to develop important skills and values, such as critical thinking, empathy, and a willingness to consider multiple perspectives. These skills and values are not only important for studying history, but also for navigating the complexities of the modern world.

By the end of the conclusion, the students will have a clear and comprehensive understanding of Manifest Destiny and its significance in American history. They will also be equipped with the tools and resources they need to continue exploring this topic in their own time.