Manifest Destiny, The Louisiana Purchase and the Effects of Them, 1803 – 1860 Contextual information for Lesson Plan, Grades 7­9 Troy Caddy Since the first European settlements in America, there has been an unstoppable desire for settlers to move west. With every move, Native Americans have been pushed farther and farther away from their homeland. John O’Sullivan first identified this constant desire to move west when he described the United States as a “Great Nation of Futurity” in 1839 and again in his article “Annexation” in which he attempted to encourage American support for the annexation of Texas. Within those articles O’Sullivan described the United States desire to move west as our Manifest Destiny to overspread the continent. Throughout the 1800’s the United States embarked on a policy of expansion. This started with the United States purchasing the Louisiana Territory from France in 1803 and continued through the Gadsden Purchase from Mexico in 1853. In 1801, in an attempt to secure the United States access to the Mississippi River, President Thomas Jefferson sent Robert Livingston and James Monroe to purchase New Orleans and Western Florida from France. Napoleon Bonaparte, ruler of France had envisioned using the Louisiana Purchase as a breadbasket for the French West Indies, however since he had lost his most important colony in America, Haiti, he abandoned his vision of a French American Empire. Early in 1803, France offered to sell the entire Louisiana Territory to the United States for $15 million. Buying Louisiana would nearly double the nation’s size. It would give western farmers the unquestioned right to ship their produce down the Mississippi River. With no time to consult their government Monroe and Livingston proceeded with the deal. President Jefferson, however, believed in a strict interpretation of the Constitution. The Constitution said nothing about buying new territory. Jefferson doubted that the purchase was even constitutional, but he realized that this great territory of new land could form an “empire of liberty”, that many had envisioned for the United States. After some delay, Jefferson submitted the treaty finalizing the purchase and congress after some debate ratified it. With the Louisiana Purchase, which included all of the land drained by the western tributaries of the Mississippi River, Jefferson who had originally set out to simplify and decentralize the government had instead expanded the power of the presidency and the central government. With the purchase of the Louisiana Territory in 1803 from France the United States had embarked on an aggressive policy of expansion. This policy had many positive and negative effects. The territory that the United States acquired from 1803 to 1853 provided the resources needed to propel the United States into a world power. With this new land and new sense of power came many challenges. Within 50 years of the Louisiana Purchase had been in a war with Great Britain over the northern border, a war with Mexico over its southern and western boarders and many battles with Native American groups in the west. The U.S. was also headed into a Civil War over the issue of slavery that threatened the very existence of the nation. How the U.S. dealt with these issues and many others still affects us today.
Manifest Destiny, The Louisiana Purchase and the Effects of Them, 1803 – 1860 Topic: The United States Growth and Westward Expansion 1803­1861 Grade Level: 7­9 Time Needed: About 5­7 days depending on how much class time allowed for research and presentation days. Materials Needed: First Order Document: #02.1 Louisiana Purchase “Treaty Between the United States of America and the French Republic”. 30 April 1803. A Century of lawmaking for a New Nation: U.S. Congressional Documents and Debates, 1774­1875. LOC American Memory. http://www.loc.gov/teachers/classroommaterials/connections/. Accessed 08/31/09. Second Order Documents: #03 Trail of Tears Painting Lindneux, Robert. “Trail of Tears.” 1942. http://www.pbs.org/wgbh/aia/part4/4h1567b.html Accessed 08/05/09. #4 American Progress Painting Gast, John. “American Progress.” 1870. http://www.csub.edu/~gsantos/img0061.html. Accessed 08/05/09. #5 Pike Exploration Pages Pike, Zebulan Montgomery. “Exploratory Travels Through the Western Territories of North America”. Pages I, 37, 136, 137, 138. Additional Materials #2.2 Louisiana Purchase Vocabulary #2.3 Louisiana Purchase Guided Reading #2.4 Louisiana Purchase Guided Reading Teachers Key #6 Primary Source Analysis Worksheets (at least 3 copies) Objectives:
à Students will analyze primary documents to compare the positive and negative affects the United States policy of expanding west across the Mississippi River and into the Louisiana Territory.
à Students will define terms found in the primary document, “Treaty Between the United States of America and the French Republic”.
à Students will formulate and propose an argument for or against the purchase of the Louisiana Territory and the United States subsequent policy of expansion west. Connections to the Minnesota Department of Education Academic Standards for Social Studies: United States History Grades 4­8, E. Growth and Westward Expansion, 1801­1861. The Student will demonstrate knowledge of western expansion, conflict and reform in America. 1. Students will examine the processes that led to the territorial expansion of the United States including wars and treaties with foreign nations and Indian nations, and the Louisiana Purchase.
United States History Grades 9­12, F. Expansion, Innovation, and Reform, 1801­1861. The Student will demonstrate knowledge of the early republic and how territorial expansion affected foreign relations. 3. Students will analyze the causes and consequences of U.S. geographic expansion to the Pacific, including the concept of Manifest Destiny. Historical Skills Grades 4­8, B Historical Resources. The student will begin to use historical resources. 1. Students will identify, describe and extract information from various types of historical sources, both primary and secondary. 2. Students will assess the credibility and determine appropriate use of different sorts of sources. Historical Skills Grades 4­8. C. Historical Inquiry. The student will present and explain the findings of a research project. 2. Students will select a presentation medium for their project and learn the skills necessary to communicate their ideas. 4. Students will learn how to cite sources and to document their research in the form of a bibliography. Procedure: Day 1: Introduction to Manifest Destiny and the Louisiana Purchase. Introduction: (Approximately 10 minutes) Bell Ringer Activity­ Students will be asked to draw a map of what they believe the United States will look like in 100 years. (about 5 min.) After 5 minutes, there should be some discussion about what everyone drew. Does their version of the USA look the same as it does today or is it different? How/Why is it different? Activity 2: (Approximately 20 Minutes) Have students look up and record the definition of Manifest Destiny. Then have them write a whether or not they believe the idea of Manifest Destiny still exists today. Follow this with a short discussion about their responses. Then explain where the idea of Manifest Destiny came from and why it developed in the United States. Activity 3: (Approximately 20 minutes) Put students in groups (4­5) and hand out Louisiana Purchase Vocabulary. Have students complete this in their group and then go over definitions as a class. (In order for students to understand the document of the Louisiana Purchase Treaty they will need to understand these vocabulary terms) Day 2: The Treaty between the United States and the Republic of France Introduction: (Approximately 10 minutes) As a class review the vocabulary terms and provide background information explaining what the Louisiana Purchase was.
à Territory purchased by the United States from France in 1803
à $15 million dollars (about 4 cents and acre)
à Land west of Mississippi River to the Rocky Mountains, and stretching from New Orleans to present day Canada in the north.
à Have students color in Louisiana Territory on a map. Activity 2: (Approximately 35 minutes)
As a class first read the Guided Reading questions provided. (pre­reading) Then together as a class read the Treaty between the United States and the French Republic. Have a short class discussion following each paragraph to answer the Guided Reading questions. This will make sure students understand the reading. Day 3: Effects of the Louisiana Purchase and the Idea of Manifest Destiny Introduction: Approximately 10 minutes “Bell Ringer Activity” Have students make a T­Chart of the positive and negative effects of the Louisiana Purchase. After about 5 minutes call on students to write their responses on the board. Discuss student responses as a class and see if there is anything that can be added to it. Introduce students to the United States policy of relocating Native Americans and the resulting Trail of Tears Activity 2: Approximately 35 Minutes Organizes students into 6 groups of 3­5 students. Then hand out second order documents and Primary Source Analysis Worksheets to each group. Each group gets 10 minutes to analyze their document then they will exchange documents. Since there are only three documents there are only three rotations. Day 4: Review and Introduce Final Project Introduction: Approximately 15 minutes Take about 5 minutes to review each document as a class. Final Project: Approximately 30 Minutes Students must find 1­2 third order documents to and fill out an analysis worksheet on it. Then students must propose an argument for or against the United States policy of expansion. Students can do this by completing one of the following assignments. 1. Write a letter expressing your opinion to President Jefferson – min. 1 page (Individual) a. Must Cite at least one 3 rd order document 2. Come up with an advertisement or skit to express your opinion – min. 5 min (1­3 students) a. At least 2 visual aids to go with ad or skit b. One paragraph reflection c. Must utilize at least one 3 rd order document 3. If you have another idea check with the teacher for permission After introducing the final project I would let students use resources in class to find ideas for their 3 rd order document. Tomorrow we will meet in the computer lab. Day 5: Computer lab and Research day: All class period I would try to schedule this as a Friday so students have the weekend to organize their final project. Day 6: Presentation Day: All class period All groups must write a 1 paragraph reflection on the other groups presentation or letters. Other Resources to find 3 rd order documents: http://www.mnhs.org/library ­ Minnesota Historical Library ­ Look for documents from Fort Snelling or early exploration of the Mississippi River. www.loc.gov/teachers ­ Library of Congress ­ Look for documents on the Gold Rush, Lewis and Clark Exploration, Indian Removal Act, Trail of Tears.
Permission Statement: I, Troy Caddy, give permission for the lesson plan above and my ideas to be published and/or distributed through the Minnesota Historical Society, the Midwest Center for Teaching With Primary Sources, and their affiliate organizations.
Website Source: “Treaty Between the United States of America and the French Republic” 30 April 1803. Century of lawmaking collection. LOC American Memory. http://memory.loc.gov. Date Accessed: 09/01/09.
Located at: http://memory.loc.gov/cgi­bin/ampage?collId=llsl&fileName=008/llsl008.db&recNum=213
Trail of Tears Website Source: Lindneux, Robert. “Trail of Tears.” 1942. http://www.pbs.org/wgbh/aia/part4/4h1567b.html Accessed 08/05/09. Questions: 1. What is going on in this painting? 2. What emotion/feeling do you get from this painting? Why? 3. What are some of the effects of the United States idea of “Manifest Destiny”?
American Progress, 1870 By John Gast Website Source: Gast, John. “American Progress.” 1870. http://www.csub.edu/~gsantos/img0061.html. Accessed 08/05/09. Questions: 1. Why do you think this painting is called “ American Progress”? 2. Who or what is making progress in the painting? 3. Explain what else is being shown in the painting? 4. What emotions/feelings do you get from this painting?
Pike, Zebulan Montgomery. “Exploratory Travels Through the Western Territories of North America”. Pages I, 37, 136, 137, 138.
Louisiana Purchase Vocabulary 1. Majesty 2. Plenipotentiary 3. Cede 4. Province 5. Sovereignty 6. Appurtenances 7. Adjacent 8. Edifices 9. Archives 10. Domain 11. Commissaries 12. Magistrates 13. Municipal 14. Ratification 15. Reciprocally 16. Duty 17. Tonnage
Louisiana Purchase Guided Reading 1. What countries are named in the treaty? What is the role of each country in the treaty? Country: Role 2. Who represents each country? Country: Diplomat 3. Besides the Louisiana Territory what else is included in the treaty? 4. According to the Treaty what was intended to happen to the people who were living in the Louisiana Territory at the time of the treaty? 5. After the Treaty what happens to France’s shipping interests in the United States?
Louisiana Purchase Guided Reading Teacher Key 1. What countries are named in the treaty? What is the role of each country in the treaty? Country: Role United States of America: Receives the territory of Louisiana. and other islands off of Louisiana. The French Republic: Receives approximately 15 million dollars * Spain is named to clarify that the Louisiana Territory was ceded to France in a treaty in October of 1800 and France had in 1803 the incontestable title of the Louisiana Territory. 2. Who represents each country? Country: Diplomat United States of America: Robert Livingston and James Monroe The French Republic: Francis Barbe Marbois 3. Besides the Louisiana Territory what else is included in the treaty? ­ Islands belonging to Louisiana ­ All public lots and vacant lands ­ All public buildings, fortifications, barracks and other edifices that are not public property ­ All documents and papers relative to governing of the Louisiana Territory 4. According to the Treaty what was intended to happen to the people who were living in the Louisiana Territory at the time of the treaty? ­ All inhabitants should be incorporated and admitted into the United States of America with all of the rights, advantages and immunities of the citizens of the U.S. They should also maintain their freedom of liberty, property and religion. ­ Article VI. States that the United States has to execute the treaties that had been previously agreed upon between the Native Americans in the territory and Spain until the U.S. and the Tribes are able to come to an alternative agreement. 5. After the Treaty what happens to France’s shipping interests in the United States? ­ French ships coming directly from France with only French products shall be admitted into the ports of New Orleans and all other ports in the ceded territory without being taxed any more then citizens of the United States. ­ This agreement will last for a period of 12 years or until another arrangement is agreed upon. After the 12 years France shall be treated as one of the most favored nations in these ports
Primary Source Analysis Worksheet 1. Identify the document Describe the document, photograph or painting. ______________________________ _____________________________________________________________________ Author/Source:_________________________________________________________ Title:_________________________________________________________________ Date:_________________________________________________________________ Type:___________________________ 2. Analyze the Source Main Idea/Purpose of the Document:________________________________________ Intended Audience:______________________________________________________ What Motivated the Author:_______________________________________________ 3. Document Describe the document?__________________________________________________ What does the Document tell us? ___________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What if any preconditions motivated the producer of this document? _______________ ______________________________________________________________________ Biases of the image’s _____________________________________________ Questions to ask the Author ______________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 4. Historical Context What was going on in the U.S at the time this document was created? ______________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________