NCSS Standards:
Activities for Manifest
Destiny
Gregory E. Tyree
ED 639
NCSS Standards
Manifest
Destiny
Eighth Grade
American History
I. Culture

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Read excerpt from the website
http://www.calgoldrush.com/lb_sets/03women.html.
Discuss the impact that this male dominated society
had on the few women living their. Students write a
reflective paragraph for homework on their opinions.
Discuss the mountain men and their use of sign
language to communicate with Native Americans.
Demonstrate simple sign language commands with
students by getting them to stand, cross the room, and
perform a simple action such as closing the door.
http://xroads.virginia.edu/~HYPER/HNS/Mtmen/e
xplore.html
I. Culture



Class lecture identifying the Mormon Trail and their reasons for
moving westward. Students discuss the treatment of the
Mormons and why they were perceived differently.
http://www.americanwest.com/trails/pages/mormtrl.htm
PowerPoint lecture on the culrure of the Mexican population
living their as they entered statehood. Students watch an excerpt
of the Mask of Zorro to get excited about the topic and a feel
for the place and time. Guided notes are provided to gain an
insight to the culture of the Mexican American population
represented in the film. http://www.californios.us/ca/
Students are given a PowerPoint lecture on Chinese immigration
to California. They are then instructed to find a website
explaining the prejudice felt for these people and why. Reflective
paragraph written for homework over the cultural differences
perceived by the student after the lesson.
http://nhs.needham.k12.ma.us/cur/kane98/kane_p3_immig/C
hina/china.html
II Time, Continuity, and Change

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1. Read excerpts from John O’sullivan’s writing and write an
essay on how this phrase identifies the mentality of westward
expansion. http://www.mtholyoke.edu/acad/intrel/osulliva.htm
Oregon Trail simulation. Construct a game based on the
Oregon Trail video game that addresses the hardships faced on
the trail westward. Students decide the outcomes of the choices
presented with the game by popular vote.
http://www.isu.edu/~trinmich/Oregontrail.html
Watch and discuss “Gold Rush” from the History Channel’s
series 10 Days that Unexpectedly Changed America. Lead a classroom
discussion on the events of the Gold Rush and consider its
impact on the California Territory.
http://www.dvdmoviecentral.com/ReviewsText/10_days.htm
II Time, Continuity, and Change


Oregon Trail simulation. Construct a game based on
the Oregon Trail video game that addresses the
hardships faced on the trail westward. Students decide
the outcomes of the choices presented with the game
by popular vote.
http://www.isu.edu/%7Etrinmich/Allabout.html
PowerPoint lecture regarding the concept of manifest
destiny. Students create a brochure or poster
advertising for land in the west encouraging a move to
the west.
http://en.wikipedia.org/wiki/Manifest_Destiny
III. People, Places, and
Environments


Break class into small groups that will each research the
path and geography of each trail westward. Students
will create a group presentation in PowerPoint to
present to the class.
http://edtech.kennesaw.edu/web/westward.html
PowerPoint lectures over all the different territories of
westward expansion 1820-1860. Each student will pick
a territory and describe its climate and terrain as well as
the cultures of the people living their before expansion
and the culture of the people who moved in after.
http://www.sonofthesouth.net/texas/westwardexpansion.htm
III. People, Places, and
Environments
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Students will identify the states, or parts of states, included with
each territorial expansion. www.animatedatlas.com
Describe the terrain of California in the dry southern region.
Explain why this was not a desirable region for occupation
before the Gold Rush of 1849.
http://www.netstate.com/states/geography/ca_geography.htm
Students choose either the New Mexico or California territories.
Then they will map and describe the cultural geography of the
region.
www.opr.ca.gov/programs/training/California_Native_Ameri
can_History.ppt
IV. Individual Development and
Identity

PowerPoint lecture concerning the importance of the Mountain
Men and their lives.


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Class discusses the psychology of living alone in the wilderness and
creates a list of personality traits necessary for this kind of life.
http://xroads.virginia.edu/~hyper/HNS/Mtmen/home.html
Watch the video END OF THE TRAIL: Project XX. Class
discusses the personality type needed to move their entire life
westward and writes a reflective paragraph on whether they
could make that decision for themselves.
http://homepage.mac.com/mhdoyle/US_History/chapter_13.h
tm
IV. Individual Development and
Identity



Watch the video American Experience, the Donner Party. Discuss the
psychological processes involved in hunger and survival. Class votes whether
they felt like they could cannibalize if put into that situation.
http://www.pbs.org/wgbh/amex/donner/
Students watch the video “Gold Rush” from the History Channel’s series 10
Days that Unexpectedly Changed America. Lecture on life in mining towns and
the new metropolis of San Francisco. Class discusses the influence of peers
and the cultural environment on decisions and behaviors.
http://www.zpub.com/sf/history/sfh2.html
PowerPoint lecture on prostitution in mining towns of California. Students
break into groups and write a short paper discussing the choices for women
at the time. Written assignment must detail Attitudes and Actions, Group
Influence, and Conformity and Obedience. http://www.soiled-doves.com/
V. Individuals, Groups, and
Institutions
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PowerPoint lecture on the events of the Alamo.

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PowerPoint lecture on the Gold Rush of 1849. Students identify the impact
on families in the Gold Rush.


Students compose an essay defining the Texans as a subculture in Mexico. Define
the differences with the Tejanos in the region.
http://www.thealamo.org/battle.html
Identify the functionalist perspective, consider the impact of gender inequalities,
and define the functionalist perspective in a written homework assignment.
http://www.eyewitnesstohistory.com/californiagoldrush.htm
PowerPoint detailing the movement of the Mormons westward to Utah.


Students Write a one-page paper discussing the Mormons as a subculture and
using the Conflict Theory Perspective explaining the reasons why the traveled
west.
http://www.nps.gov/history/history/online_books/mopi/hrs7.htm
V. Individuals, Groups, and
Institutions
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Students break into groups and devise their path
westward. In the process, roles will be created and
defined. Class discussion will follow considering the
type of leadership (instrumental vs. expressive) needed
in the wagon train.
http://www.lonehand.com/pioneers.htm
Students will pick one ethnic group from California
during the Gold Rush. They research the group for
their characteristics then write a paper describing the
group. The paper will consider the phrase “Melting
Pot.” Does this environment support that concept?
http://en.wikipedia.org/wiki/Melting_pot
VI. Power, Authority, and
Governance

Class discussion of slave codes and discriminatory practices in
the west including the Missouri Compromise.

Reflective writing due by the end of class on the Missouri Compromise
and Slave codes. Students must consider the legality of these laws.
http://www.sonofthesouth.net/slavery/missouri-compromise.htm

PowerPoint lecture on the Know-Nothing Party.

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Students write their Party Platform for homework.
http://ap.grolier.com/article?assetid=0233110-00&templatename=/art
Show political cartoons from the election of 1844 and lead a
class discussion identifying the important elements.

Students work in pairs to create their own political Cartoons for
homework.
http://www.americaslibrary.gov/jb/reform/jb_reform_polk_2_e.html
VI. Power, Authority, and
Governance

Class lecture n the politics leading to the election of
1844. Break the class into two groups and have them
research the Democratic and Whig views on Manifest
Destiny.

Class then elects leaders for each viewpoint and has a debate
on the topic of Manifest Destiny.
http://www.historycentral.net/elections/1844.html

Students break into groups and identify the states
added to the union until the Gadsden Purchase.

Students must write a paragraph discussing the balance of
Power in Congress and why it is important.
www.animatedatlas.com
VII. Production, Distribution, and
Consumption
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Discuss the role of merchants such as William Becknell in the
opening of the Santa Fe Trail to trade. Read some of his letters.
http://www.xmission.com/~drudy/mtman/html/becknell.html
Write an essay which compares and contrast those who really
made money in the Gold Rush; i.e., Land Speculators,
Merchants, and Prostitutes. “Gold Rush” from the History
Channel’s series 10 Days that Unexpectedly Changed America.
http://www.isu.edu/~trinmich/teacher.html
Class lecture on Samuel Morse and the Telegraph. Students
discuss the impact of technology and communication on
business and industry. Write a reflective paragraph on the
relevant impacts discussed in class.
http://inventors.about.com/library/inventors/bltelegraph.htm
VII. Production, Distribution, and
Consumption
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Students break into groups as miners and businessmen.
They then work through a guided role-play to see who
makes the real money in the Gold Rush of 1849.
http://www.isu.edu/~trinmich/teacher.html
Explain the Cotton Gin and Eli Whitney to the class in
lecture. In class writing assignment that addresses the
issues of:



Production Possibility Curve
Impact on Labor Costs
Level of output
http://www.eliwhitney.org/cotton.htm
VIII. Science, Technology, and
Society

Students locate an internet website that discusses the
Transcontinental Railroad.

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In a paragraph students identify three impacts on society by the building
of the railroad. http://www.pbs.org/wgbh/amex/tcrr/
PowerPoint lecture on interchangeable parts followed by a
guided discussion that identifies the impact on economy, and the
life of the farmer.
http://www.ryerson.ca/~dgrimsha/courses/cps841/Interchang
eable.html
PowerPoint lecture on John Deere and his steel plow invention.

Farm simulation with candy as the harvest showing the impact on harvest
yields.
http://www.kyrene.org/schools/brisas/sunda/inventor/deere/index.htm
l
VIII. Science, Technology, and
Society

Students read the textbook about the telegraph and
Samuel Morse.


Students break into groups and compose simple messages.
Each group identifies an operator who taps out the messages
in Morse Code. The others try to guess the message.
http://morsecode.scphillips.com/jtranslator.html
PowerPoint lecture on Fulton and the Steamboat.

Students report to the Media Center and research for primary
sources depicting steamboat tragedies. The next class opens
with sharing about what they find.
www.mormonhistoricsitesfoundation.org/articles/steamboa
t.pdf
IX. Global Connections

Students work in small groups to research the Potato Famine in Ireland.
Then the class discusses what it was and its causes. Following a PowerPoint
lesson is given discussing the impact on Immigration into the United States
following the Famine.
http://www.historyplace.com/worldhistory/famine/index.html

PowerPoint lesson discussing the Chinese Immigrants and the prejudices they
faced during their movement into California and while they built the railroads.
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Students research individually to find three examples of jobs performed by
Chinese Immigrants.
http://lcweb2.loc.gov/learn/features/timeline/riseind/chinimms/chinimms.html
Class breaks into three groups: Spain, Mexico, and Texas. Role Play the
Mexican independence of 1821 and the events that led to the Alamo and
Texan independence. Students write a reflective paragraph as to the validity
of Texan claims for independence.
http://www.tamu.edu/ccbn/dewitt/mexicanrev.htm
IX. Global Connections

PowerPoint lecture on the boundary decisions between
British Canada and the United States.

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Students create a map showing the boundary and identifying
changes such as the British Cession of 1818 and the disputed
boundary of Oregon.
http://nationalatlas.gov/printable/images/pdf/territory/pag
etacq3.pdf
PowerPoint lesson considering the claims of Russia,
Spain, Britain, and American claims in Oregon.

Pop Quiz after to instill key points into memory.
http://en.wikipedia.org/wiki/Oregon_Country
X. Civic Ideals and Practices

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Have students identify characteristics of individuals in
today’s society. Create the list on the board, then show
a list of the attitudes of the people between 1820-1860
who traveled west. Class discussion comparing the two
lists. http://www.lonehand.com/pioneers.htm
PowerPoint lesson on the Republic of Texas.

Class discussion on the similarities to U.S.A. government.
Students write a paragraph for homework identifying the
similarities and the differences.
http://www.tsl.state.tx.us/treasures/republic/index.html
X. Civic Ideals and Practices
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
Students research for a website about the Northwest Ordinance.
They will then answer the essay question, “What tare the two
legal impacts from the Northwest Ordinance that impact our
lives today in Ohio?”
http://www.earlyamerica.com/earlyamerica/milestones/ordinan
ce/
PowerPoint Lecture on the Trail of Tears.

Class debate on whether the rights in the Constitution are natural or a
privilege of citizenship. Students then write about the Trail of Tears and
identify whether they should have been protected by the Constitution.
http://www.pbs.org/wgbh/aia/part4/4h1567.html

Students search for the Flag of California and identify the
symbolism involved. Then they reproduce the flag with a handdrawn reproduction.
http://www.crwflags.com/FOTW/FLAGS/us-ca.html