Sea to Shining Sea: Analyzing
American Motives for
Expansionism
Social Studies Skill Builder
Teacher’s Guide
Overview
This Social Studies Skill Builder allows students to understand the motives behind the American rush to fulfill their
Manifest Destiny in the 19th Century. Students are introduced to five different types of motives—political, economic,
exploratory, religious, and ideological. The students will be given time to examine the written and visual artifacts—such
as a painting of the Massacre at Wounded Knee and an image of silver mining in the West—to analyze which motives
for expansion each artifact reveals. Students will work in pairs and describe what they see in the placard, draw the
symbol for each motive shown, and then write a brief explanation of why they chose the motive they did. Afterward,
students will see the results of the motives for expansion as they examine the slide mapping United States expansion to
1899.
Preview
Before you begin the lesson, have students write a paragraph explaining in detail a moment or event in their life where
they ended up regretting the result of their actions. Since this is a personal memory, also have students explain in the
paragraph some reasons why they acted as they did in that particular instance, moment, or event.
After students are done writing, have volunteers share their memory and reasons why they feel they acted the way they
did. End the preview by explaining that reasons for behaviors are called motives. Finally, explain that in the lesson
students will understand the motives behind the American rush to fulfill their Manifest Destiny in the 19th Century.
Before Class
Print out/color copy (on card stock) Slides 2-17 on the Sea to Shining Sea Slide Presentation. Make student copies
of Slides 2-4 on the Sea to Shining Sea Teacher Guide.
Procedures
1. Divide your students into mixed-ability pairs. Explain that students will be analyzing up to 15 written and visual
artifacts depicting American motives for expansionism in the19th Century.
2. Pass out Student Handout (Slides 2-4 on the Sea to Shining Sea Teacher Guide) and introduce students to the five
major categories of expansionist motives. Have them design a symbol to represent each motive. Explain that some
motives have similar elements and thus when students examine the artifacts they will likely see more than one motive
reflected.
3. Show students Presentation Slide 3 of the Sea to Shining Sea Slide Presentation, and explain that this is what the
United States looked like in 1853 (before the Civil War). Answer any questions students may have.
4. Give each pair a placard (Slides 2-17 Sea to Shining Sea Slide Presentation). Tell the pairs to examine the
artifact on the placard and to carefully fill in the cells on their handout (describing what they see, drawing the
appropriate symbols), and explain their choice for the motives they choose). Be sure to model the type of responses
you would like to see.
6. At the end of the activity, tell pairs that the last placard they completed will be the one they present to class. Project
slides from presentation. Have pairs come forward before
the class. After you describe to the class what the image represents, have pairs describe their symbol and give a brief
summary or the reasoning. Audience should be filling their charts as presenters give their information. Repeat for
remaining slides.
Wrap Up
Project Slide 18 from the Sea to Shining Sea Slide Presentation, which shows a map of the United States until 1853.
Then show students Slide 19, a map of the United States at 1899, when states have been added to the Union. Have
students examine the slide and respond to the following questions:
What do you see in this map? How was the non-American world affected by American expansionism? Which
area appeared to be greatest asset to American expansionism? Smallest? What might have been the result of
government disinterest in not possessing the areas shown on the map?
Explain that the map shows the result of American expansionism. Read the following excerpt out loud to the class.
Though American expansionism dates back to the very first colonists at Jamestown, the rapid drive for
territory led Americans on the path to try and gain political control of what is now called the lower forty-eight states.
Between 1853 and 1899, the U.S. government scrambled to finish inhabiting the lands west of the Mississippi River.
Once the West was claimed and national borders were established, the first step to statehood meant—among other
things—establishing territories, installing infrastructure, and resolving the issue associated with the displacement of
Native Americans.
American expansionism brought technologies and industrialization. But to Native Americans,
expansionism represented a profoundly disruptive assault. The U.S. government relied on force to conquer and rule,
and treated the Native Americans as racial inferiors until they accepted the Anglo way of life. Further domination often
destroyed traditional economies and culture. By the early 1900’s, territorial leaders in the Arizona, New Mexico, and
Oklahoma territories began organizing measures for statehood and officially joined the Union.
Processing Assignment
Have students make a spectrum that ranges from “Most Praiseworthy Motive” to Least Praiseworthy Motive.” Have
students work in groups of four to discuss to what extent each of the five motives was praiseworthy. Afterward, have
students record their responses—which may differ from that of their group peers—on the spectrum, and include a onesentence justification for each placement. Expect student responses to vary. Encourage students to use the evidence
they have recorded from the lesson.
Guide to Slides 2-17
Slide 2: Photograph of miners working at Little Giant mine in Pony Gulch, Colorado, 1900. Expansionist motive
students might see is economic (miners mining for minerals like gold and silver made individuals rich and was a
primary reason for the first westward migrations).
Slide 4: Photograph of Charles Rath, a famous buffalo hunter, seated on a “rick” of
Expansionist motive students might see is economic (Demand for food became greater as the West was colonized.
New army posts, railroad workers, and construction men had to be fed, so local men were contracted to supply buffalo
meat. People back east were demanding buffalo robes that they used as coats and lap robes when riding in
sleighs and carriages).
Slide 5: Newspaper advertisement for a sale of Indian land, 1911. Expansionist motive students might see is
economic (Native American land was confiscated and used as incentive for railroad companies to lay track and for
homesteaders, ranchers, and prospectors to inhabit and work the new land).
Slide 6: Map of early western migration in the United States, 1858. Expansionist motive students might see
exploratory (maps marked established routes and hazards for Americans heading west and became an invaluable
resource to American expansionism).
Slide 7: Painting of the Massacre at Wounded Knee, 1890. Expansionist motive students might see is political (the
massacre was accidental, but the motive of the U.S. government to temporarily move the Sioux to Wounded Knee
Creek was to disarm the band and use a display of force coupled with firm negotiations to gain compliance before
moving the remaining to a reservation in Nebraska).
Slide 8: Photograph the ceremony for the driving of the "Last Spike" signifying the joining of the tracked Central Pacific
and Union Pacific Railroad grades at Promontory Summit, Utah. 1869. Expansionist motive students might see are
economic (the transcontinental railroad opened up—among other things—financial opportunity for Americans),
political (the transcontinental railroad was a government endeavor to connect the east and west by rail), and
ideological (the transcontinental railroad represented progressive change to the west that became the mantra for
American expansionism).
Slide 9: United States’ map of overland expedition to the Pacific Coast and back by Meriwether Lewis and William
Clark, 1806. Expansionist motive students might see are political (map was the first charted government sponsored
expedition westward) and exploratory (areas west of the Mississippi River were relatively unknown in this time).
Slide 10: Before and after photograph of Navaho Tom Torlino at the Carlisle Indian School, 1885. Expansionist motive
students might see is ideological (Tom Torlino has been forced to give up his native way of life in favor of a white way
of life).
Slide 11: Photograph Allen Street in Tombstone, Arizona Territory, 1882. Expansionist motive students might see is
ideological (before settlement the West was primitive and settlements such as Allen Street brought civilization
westward).
Slide 12: Quote from Samuel Allis regarding the conversion of Pawnee Indians in Kansas, 1837. Expansionist motive
students might see are religious (conversion to Christianity was a major step in conquering the West ) and
ideological (American values are based on Judeo-Christian principles).
Slide 14: Photograph of Mormon pioneers on Little Mountain, 1847. Expansionist motive students might see are
religious (Mormons migrated west due to often being
harshly treated and persecuted for their religious beliefs ) and exploratory (blazed new 40,000 Buffalo hides in Robert
Wright's Dodge City (Kansas) hide yard, 1878. trail to Great Salt Lake Basin off of Bozeman trail)
.
Slide 15: John Gast’s painting “American Progress, 1872. Expansionist motive students might see are political
(shows nation’s determination to expand with telegraph wires being strewn) and exploratory (though in control of much
of the West, most was still unearthed territory and would continue to be until 1890).
Slide 16: Surrender Speech by Chief Joseph of the Nez Perce, 1877. Expansionist motive students might see are
political (military might shown in surrender of Nez Perce, a once valiant foe) and ideological (America showed its
superiority and survivability with native surrender).
Analyzing American Motives
ECONOMIC motives included the desire to make money, to expand and control trade, to create
new markets for products, to acquire raw materials and cheap labor, to compete for
investments and resources, and to export industrial technology and transportation methods.
Your Symbol
EXPLORATORY motives were based on the desire to explore "unknown" or
unearthed territory, to conduct scientific research, to conduct medical searches for
the causes and treatment of diseases, to go on an adventure, and to investigate
"unknown" lands and cultures.
Your Symbol
POLITICAL motives were based on a nation's desire to gain power, to compete with other
countries, to expand territory, to exercise military force, to gain prestige by winning colonies,
and to boost national pride an security.
Your Symbol
Your Symbol
RELIGIOUS motives included the desire to spread Christianity, to protect American
missionaries in other parts of the country, to spread American values and moral beliefs, and to
educate peoples of other cultures.
Your Symbol
IDEOLOGICAL motives were based on cultural values: the belief that the white race
was superior, other cultures were "primitive", Americans should "civilize" peoples
in other parts of the world, great nations should have empires, and only the strongest
nations would survive.
Sea to Shining Sea: Analyzing
American Motives for Expansionism
Social Studies Skill Builder
Preview
Write a paragraph (5 sentences) explaining
in detail a moment or event in your life
where you ended up regretting the result of
your actions.
Since this is a personal memory, explain in
the paragraph some reasons why you acted
as you did in that particular instance,
moment, or event.
U.S. Map in 1865
Before and after Assimilation
Navaho Tom Torlino in 1882 (left) as he arrived at the Carlisle Indian School. Tom Torlino (right) in 1885.
"There are so many difficulties and
hinderances at present, among [the] Indians,
the prospect of introducing Christianity
among them at present is rather
discouraging ... it is a mistaken idea that
many Christians have at the present time,
thinking that nations of Indians are to be
born to God in a day ... I believe that many
years will pass first."
Samuel Allis, 1837, regarding the
conversion of Pawnee Indians in Kansas
The Whitman Massacre
One hundred and fifty years ago the mission established by Marcus and Narcissa Whitman near present-day Walla Walla,
Washington was a way station for overland immigrants to Oregon. An outbreak of measles in 1847 ravaged the Cayuse tribe
which lived near the mission. Although Doctor Whitman gave medicines to the Indians the number of fatalities among the tribe
continued to grow. On November 29, 1847 the mission was attacked by the Cayuse and Doctor Whitman, his wife
Narcissa, and twelve other whites were killed.
John Gast’s "American Progress" (1872)
America floats westward through the air with the “star of the empire” on her forehead. She has left the cities of the East behind, and
the wide Mississippi River, and still her course is westward. In her right hand, she carries a school-book, and in her left she tenders
telegraph wires that will bind the nation together. Fleeing her approach are Native Americans, buffalo, wild horses, bears, and other
game disappearing into the storm and waves of the Pacific coast.
Surrender Speech by
Chief Joseph
of the Nez Perce
I am tired of fighting. Our
chiefs are killed. Looking Glass is
dead. Toohulhulsote is dead. The old
men are all dead. It is the young men
who say yes or no. He who led the
young men is dead.
It is cold and we have no
blankets. The little children are freezing
to death. My people, some of them,
have run away to the hills and have no
blankets, no food. No one knows where
they are--perhaps freezing to death. I
want to have time to look for my
children and see how many I can
find. Maybe I shall find them among the
dead.
Hear me, my chiefs. I am
tired. My heart is sick and sad. From
where the sun now stands, I will fight no
more forever.
Joseph was chief of the Nez Perce, a Native American tribe of the
Wallowa Valley in Northwest Oregon. In 1877 the Nez Pierce were
ordered to a reservation, or special land reserved for Native
Americans. The Nez Pierce refused to go. Instead, Chief Joseph
tried to lead 800 of his people to Canada. Fighting the U.S. Army all
along their 1100 mile journey, they crossed Idaho and Montana. They
were trapped just forty miles from Canada. After a five-day fight, the
remaining 431 remaining Nez Perce were beaten.
It was then, on October 5, 1877 at Bears Paw, that Chief Joseph
made his speech of surrender.
U.S. Map in 1865
Statehood Date Map
Processing Assignment
1. Make a spectrum that ranges from “Most
Praiseworthy Motive” to Least Praiseworthy
Motive.”
2. Work in groups of four to discuss to what extent
each of the five motives was praiseworthy.
3. Record responses—which may differ from that
of group peers—on the spectrum, and include
a one-sentence justification for each
placement.
4. Use the evidence recorded from lesson.