Unit Title – Foundations of Liberty
Unit Focus – The Young Republic, 1816-1848
Lesson Title – Manifest Destiny and Westward Expansion
Lesson Focus – Landscape and Life of the Western Settler
Melinda A. Lemke, M.Ed.
Austin I.S.D.
mlemke@austinisd.org
Grade Level/Course – 11/U.S. History; Time Allotment – One 50-Minute Period.
Lesson Summary
Between 1830 and 1860 thousands of Americans headed west along overland trails. The main
pipeline west was known as the Oregon/California-Mormon Trail. Whether travelers went to
stake a claim in the gold mines, enter the fur and mercantile professions or farm fertile soil, most
settlers believed in America’s divine right to settle the west. Following the Civil War, increased
immigration, new social dilemmas brought on by an urbanized east, and Manifest Destiny
continued to drive miners, farmers and ranchers west. The development of the transcontinental
railway system hastened this migration, as well as the conflicts experienced between Native
American peoples and settlers. By the end of the nineteenth century, most Native American
groups had lost their homelands and degradation of their way of life had occurred. At the point
at which this lesson is taught, students should have learned about the economic, social and
political factors involved in the northeastern industrial revolution of the early 1800’s, Jacksonian
“democracy,” and the reform era of the mid-1800’s. Through supplemental materials, this
lesson provides an introduction activity to the teaching of westward expansion. Specifically, it
focuses on western geography, as well as the daily life and hardships experienced by settlers first
arriving on the frontier.
Materials and/or Resources –
1. “N.E.H. Landmarks of American History & Culture Seminar: Women's Suffrage on the
Western Frontier – Photo Story” – Play Time: 7:55 (Separate file).
2. “N.E.H. Landmarks of American History & Culture Seminar: Women's Suffrage on the
Western Frontier – Photo Story References” (Separate file).
Strategies Used –
1. Hook – “N.E.H. Landmarks of American History & Culture Seminar: Women's Suffrage
on the Western Frontier – Photo Story” – Play Time: 7:55 (Separate file).
2. Line – Journal Activity.
3. Sinker – Whole-class discussion.
N.E.H. Landmarks of American History & Culture Seminar Women’s Suffrage on the Western Frontier
M. A. Lemke, M.Ed.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SE’s) –
§113.32. United States History Studies Since Reconstruction (One Credit).
(c) Knowledge and skills.
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The student is
expected to:
(A) locate and use primary and secondary sources such as computer software, databases, media
and news services, biographies, interviews, and artifacts to acquire information about the United
States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,
comparing, contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing inferences and conclusions;
(25) Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
(A) use social studies terminology correctly.
(B) use standard grammar, spelling, sentence structure, and punctuation;
(D) create written, oral, and visual presentations of social studies information.
N.E.H. Landmarks of American History & Culture Seminar Women’s Suffrage on the Western Frontier
M. A. Lemke, M.Ed.
~ What do you want students to know and be able to do?
Objectives –
1. As evidenced by a whole-class discussion and a journal activity on, “N.E.H. Landmarks
of American History & Culture Seminar: Women's Suffrage on the Western Frontier –
Photo Story,” students will understand the connection between western geography and
the daily life experienced by settlers first arriving on the frontier.
~ What activities will you choose to engage students in the learning and ensure they learn
what they need?
Engage (Hook – Includes attentive listening, demonstration of student interest and entry point of
understanding):
1. Students will view, “N.E.H. Landmarks of American History & Culture Seminar:
Women's Suffrage on the Western Frontier – Photo Story” – Play Time: 7:55 (Separate
file).
2. Please see, “N.E.H. Landmarks of American History & Culture Seminar: Women's
Suffrage on the Western Frontier – Photo Story References,” for a description on how to
create Photo Story projects (Separate file).
Explore (Line – Includes information gathering, sharing/listening to ideas and student recorded
generalizations).
1. After viewing, “N.E.H. Landmarks of American History & Culture Seminar: Women's
Suffrage on the Western Frontier – Photo Story,” students will complete a journal
activity utilizing the following guiding questions (7 Minutes):
a. Aside from the images pertaining to the modern-day University of Wyoming and city
of Laramie, what thoughts are evoked from viewing the images of Wyoming’s
natural landscape and old settlement towns?
b. Are the images stark, isolated and/or animated?
c. What do you think life was like for women, men and children both as a group and as
individuals living in this type of environment?
d. In the mid-1800’s, would you rather have played the role of an eastern city-dweller or
western pioneer? Explain your answer.
Explain & Elaborate (Sinker – Includes use of previous and new information for students to ask
questions and make reasonable judgment/conclusion).
1. Teacher will conclude the lesson by facilitating a whole-class discussion of the journal
responses to, “N.E.H. Landmarks of American History & Culture Seminar: Women's
Suffrage on the Western Frontier – Photo Story” (15 Minutes).
2. As appropriate, the teacher should facilitate further discussion of Manifest Destiny and
Westward Expansion as a prelude to the rise of sectionalism and Civil War in the U.S.
(20 Minutes).
N.E.H. Landmarks of American History & Culture Seminar Women’s Suffrage on the Western Frontier
M. A. Lemke, M.Ed.
~ How will you know students have learned what they need? What evidence will you
accept?
Evaluation – (Includes understanding of knowledge/concepts, formulation of questions,
reasonable judgment/conclusion and scored data).
Formative Assessment –
1. Hook – “N.E.H. Landmarks of American History & Culture Seminar: Women's Suffrage
on the Western Frontier – Photo Story” – Play Time: 7:55 (Separate file).
2. Sinker – Whole-class discussion.
Summative Assessment –
1. Line – Journal Activity – To be graded based on a pre-established journal rubric.
N.E.H. Landmarks of American History & Culture Seminar Women’s Suffrage on the Western Frontier
M. A. Lemke, M.Ed.