WRITER’S NOTEBOOK

LDC MODULE:

WESTERN MOVEMENTIN AMERICA IN THE

NINETEENTH CENTURY

PART I

Step 1. Observation

A.

Study the photograph on the next page for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.

B. Use the chart below to list people, objects, and activities in the photograph.People Objects Activities

Step 2. Inference

Based on what you have observed above, list three things you might infer from this photograph.

Step 3. Questions

A. What questions does this photograph raise in your mind?

B. Where could you find answers to them?

Photo Analysis WorksheetDesigned and developed by the

Education Staff, National Archives and Records Administration,Washington, DC 20408

Title: American progress

Other Title: Westward the course of destinyWestward ho!Manifest destiny

Creator(s): Crofutt, George A., Date Created/Published: c1873.

PART II

Read the first reading in your packet titled: Westward Expansion: Encounters at a Cultural Crossroads

As you read, look for the following and write them down: 1. Government policies that affected western movement.

2. The groups of people affected by the western movement

3. The economic impact of western movement

PART III

After reading the selection on Manifest Destiny, use the semantic word map to determine which words belong under the appropriate categories. Then be prepared to present your selections and defend your choices.

MANIFEST DESTINY : a phrase used by leaders and politicians in the 1840s to explain continental expansion by the United States – revitalized a sense of "mission" or national destiny for Americans.

The people of the United States felt it was their mission to extend the "boundaries of freedom" to others by imparting their idealism and belief in democratic institutions to those who were capable of self-government. It excluded those people who were perceived as being incapable of self-government, such as Native American people and those of non-European origin.

But there were other forces and political agendas at work as well. As the population of the original 13 Colonies grew and the U.S. economy developed, the desire and attempts to expand into new land increased. For many colonists, land represented potential income, wealth, self-sufficiency and freedom. Expansion into the western frontiers offered opportunities for self-advancement.

To understand Manifest Destiny, it's important to understand the United States' need and desire to expand. The following points illustrate some of the economic, social and political pressures promoting U.S. expansion:

The United States was experiencing a periodic high birth rate and increases in population due to immigration. And because agriculture provided the primary economic structure, large families to work the farms were considered an asset. The U.S. population grew from more than five million in 1800 to more than 23 million by mid-century. Thus, there was a need to expand into new territories to accommodate this rapid growth. It's estimated that nearly 4,000,000 Americans moved to western territories between 1820 and 1850.

The United States suffered two economic depressions — one in 1818 and a second in 1839. These crises drove some people to seek their living in frontier areas.

Frontier land was inexpensive or, in some cases, free. Expansion into frontier areas opened opportunities for new commerce and individual

self-advancement. Land ownership was associated with wealth and tied to self-sufficiency, political power

and independent "self-rule." Maritime merchants saw an opportunity to expand and promote new commerce by

building West Coast ports leading to increased trade with countries in the Pacific.

NAME:_____________________________

ECONOMIC PRESSURES SOCIAL PRESSURES

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POLITICAL PRESSURES

MANIFEST DESTINY

PART IV

YOU HAVE BEEN INTRODUCED TO THE TASK FOR THIS UNIT. IN YOUR OWN WORDS, SUMMARIZE WHAT YOU ARE EXPECTED TO DO.

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PART V

USING THE MAP AND QUOTES, ANSWER THE QUESTIONS BELOW:

© Copyright 2009, Avishag Reisman and Bradley Fogo.

1816 John Melish Map Name________________

“To present a picture of it was desirable in every point of view. The map so constructed, shows at a glance the whole extent of the United States territory from sea to sea; and in tracing the probable expansion of the human race from east to west, the mind finds an agreeable resting place on its western limits. The view is complete, and leaves nothing to be wished for. It also adds to the beauty and symmetry [balance] of the map; which will, it is confidently believed, be found one of the most useful and ornamental [decorative] works ever executed [created] in this country.”

–John Melish, 1816 1. According to Melish, why did he decide to draw the map of the United States this way?

2. How does this relate to Manifest Destiny?

“Manifest Destiny” and the Writing of John O’Sullivan (Modified) Source: John O’Sullivan was a writer and editor of a well-known newspaper around the time of the Mexican-American war. Most people give him the credit for coining the term “Manifest Destiny.”

John O’Sullivan, "The Great Nation of Futurity," 1839. Our national birth (and the Declaration of Independence) was the beginning of a new history, which separates us from the past and connects us only with the future. We are the nation of progress, of individual freedom, of universal enfranchisement. Our future history will be to establish on earth the moral dignity and salvation of man -- the undeniable truth and goodness of God. America has been chosen for this mission among all the nations of the world, which are shut out from the life-giving light of truth. Her high example shall put an end to the tyranny of kings, and carry the happy news of peace and good will to millions who now endure an existence hardly better than that of beasts of the field. Who, then, can doubt that our country is destined to be the great nation of the future? John O’Sullivan, “Annexation,” 1845. It is time now for all opposition to annexation of Texas to stop. . . Texas is now ours. She is no longer to us a mere geographical space. She is no longer to us a mere country on the map.... The time has come for everyone to stop treating Texas as an alien, and to stop thwarting our policy and hampering our power, limiting our greatness and checking the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions. Vocabulary Enfranchisement: the right to vote Tyranny: cruel and oppressive government Endure: suffer Thwarting: opposing Hampering: slowing down Allotted: given Providence: God

Guiding Questions Name__________ John O’Sullivan, "The Great Nation of Futurity," 1839. 1. What does John O’Sullivan think America stands for? 2. What, according to John O’Sullivan, is America’s mission? John O’Sullivan, “Annexation,” July 1845. 1. What do you think John O’Sullivan means by “our manifest destiny to overspread the

continent allotted by Providence for the free development of our yearly multiplying millions”?

2. Based on these two documents, how did Americans feel about expanding westward?

PART VI

LOUISANA PURCHASE

Historians consider the Louisiana Purchase to be a landmark event or turning point in American history. This Digest discusses (1) President Jefferson’s decision to purchase the Louisiana Territory, (2) the significant consequences of this decision in American history, and (3) methods of teaching about the Louisiana Purchase.

THE DECISION TO PURCHASE LOUISIANA.

President Thomas Jefferson faced an important decision during the summer of 1803. Napoleon, the emperor of France, had offered to sell the territory of Louisiana to the United States for $15 million. This vast territory extended westward from the Mississippi River to the Rocky Mountains and southward from the Canadian border to the Gulf of Mexico and the Spanish lands of what is now Texas and New Mexico.

Jefferson had offered to buy for $2 million only the region around the mouth of the Mississippi River, which included the port and city of New Orleans. The President wanted to protect the interests of farmers in the Ohio River Valley, who depended on access to New Orleans. They sent their crops down the Mississippi River to New Orleans, from which ships took the products to cities along the Atlantic coast of the United States. Americans feared that the French might interfere with their trade by imposing high taxes on products and ships moving through New Orleans. Even worse, the French might close the port to Americans.

President Jefferson was astonished by Napoleon’s offer to sell not only the region around New Orleans, but also the entire Louisiana Territory. Although the total purchase price seemed high, it was not beyond the means of the United States to pay it.

Jefferson wanted to buy Louisiana, but he was reluctant to stretch too far the constitutional powers of the federal government. Jefferson believed that the powers of the federal government should be limited precisely to those explicitly granted in the Constitution. According to his strict constructionist interpretation of the Constitution, the President could not buy Louisiana because no part of the supreme law, the Constitution, granted this power to the government. Despite his reservations about the constitutionality of purchasing Louisiana, Jefferson decided to do it, the Senate ratified the decision, and Congress appropriated the money to carry out the decision. The President justified his decision with these words, “Is it not better that the opposite land of the Mississippi should be settled by our own brethren and children than by strangers of another family” (Morris 1973, 57).

CONSEQUENCES OF JEFFERSON’S DECISION.

The Louisiana Purchase was a landmark event in American history. One consequence of the purchase was that the United States nearly doubled its land mass and became one of the world’s largest countries. Eventually all or parts of 13 states of the United States were formed from the Louisiana Territory: Arkansas, Colorado, Iowa, Kansas, Louisiana, Minnesota, Missouri, Montana, Nebraska, North Dakota, Oklahoma, South Dakota, and Wyoming. Later on, Americans learned that the territory included vast tracts of fertile soil and other natural resources. Louisiana turned out to be a richer prize than anyone had imagined at the time of its purchase.

In 1828, the United States Supreme Court affirmed the constitutionality of Jefferson’s decision to purchase Louisiana. In AMERICAN INSURANCE COMPANY V. CANTER, the Court ruled that the federal government could acquire new territory under the treaty-making clause of the Constitution (Morris 1973, 57).

COMPLETE THE ACTIVITY: LEWIS AND CLARK’S EXPEDITION TO THE COMPLEX WEST FROM THE NATIONAL ARCHIVES EXPERIENCE

http://docsteach.org/activities/77

AFTER COMPLETING THE LEWIS AND CLARK ACTIVITY, WRITE A ONE PAGE ESSAY THAT INCLUDES THE FOLLOWING: (Be sure to refer to the documents to show evidence of your writing.)o An introductory paragraph briefly explaining the main components of

the Louisiana Purchaseo One paragraph that discusses the role President Thomas Jefferson in

purchasing the territoryo Two paragraphs describing contact with the Native Americanso One paragraph giving your opinion as to whether or not the Americans

should have purchased and conquered the Louisiana Territory. USE THE ATTACHED RUBRIC TO ENSURE YOUR ESSAY IS COMPLETE

PART VII

THE HOMESTEAD ACT

AFTER VIEWING AND DISCUSSING THE POWERPOINT PRESENTATION ON ADALINE HORNBEK, WRITE A SHORT STORY TITLED: “WHAT HAPPENED TO MR. HORNBEK AND WHAT DID ADALINE DO AFTER HIS DISAPPEARANCE”

THE STORY SHOULD BE TYPED USING TIMES NEW ROMAN FONT 12PT THE STORY SHOULD BE AT LEAST ONE PAGE LONG AND CONTAIN AN

INTRODUCTORY PARAGRAPH, AT LEAST TWO BODY PARAGRAPHS, AND A CONCLUSION.

USE THE FOLLOWING RUBRIC TO GUIDE YOUR WRITING

Short Story Rubric

Exceeds Meets Expectations Below Far Below Score

Expectations Expectations ExpectationsRequirements All of the written

requirements (# of pages, # of graphics, type of graphics, etc.) were met.

Almost all of the written requirements were met.

Most of the written requirements were met.

Many requirements were not met.

Characters The main characters are named and clearly described in text. The characters are well developed and it is easy for the reader to “know the characters.”

The main characters are named and described. The characters are fairly well developed and it is easy for the reader to “know the characters.”

The main characters are named. The reader knows very little about the characters.

It is hard to tell who the main characters are.

Setting Many vivid, descriptive words are used to tell when and where the story took place. The story includes an abundance of sensory images.

Some vivid, descriptive words are used to tell the audience when and where the story took place. The story includes enough sensory images.

The reader can figure out when and where the story took place, but the author didn't supply much detail. The story includes some sensory images.

The reader has trouble figuring out when and where the story took place. The story includes few sensory images.

Problem / Conflict

It is very easy for the reader to understand the problem the main characters face and why it is a problem.

It is easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.

It is not clear what problem the main characters face.

Solution /Resolution

The solution to the character's problem is easy to understand and is logical. There are no loose ends.

The solution to the character's problem is easy to understand and is somewhat logical.

The solution to the character's problem is alittle hard to understand.

The solution is difficult to understand.

The reader is able to identify and understand a meaningful and relevant theme by the end of the story.

The reader is able to identify understand a relevant theme by the end of the story.

The reader is able to identify a theme by the end of the story.

The reader is not able to identify the theme by the end of the story and/or the theme is not relevant.

The writer effectively uses many different literary devices (symbols, flashbacks, foreshadowing, etc.)

The writer uses many different literary devices (symbols, flashbacks, foreshadowing, etc.)

The writer uses some literary devices (symbols, flashbacks, foreshadowing, etc.)

The writer uses few literary devices (symbols, flashbacks, foreshadowing, etc.)

O The story is very well organized and has a well-developed plot structure.

One idea or scene follows another in a

logical sequence with clear transitions.

The story is fairly well organized. One idea or scene may seem out of

place. Clear transitions are used.

The story is a little hard to follow. The

transitions are sometimes not clear.

Ideas and scenes seem to be randomly

arranged.

Author makes virtually no errors in grammar, spelling or punctuation that distract the reader from the content.

Author makes few errors in grammar, spelling or punctuation that distract the reader from the content.

Author makes some errors in grammar, spelling or punctuation that distract the reader from the content.

Author makes excessive errors in grammar, spelling or punctuation that distract the reader from the content.

Score: ____ /____ pts.

JOURNEY WEST – PART VIII

LOOK CAREFULLY AT THE 5 ATTACHED IMAGES AND THEN READ THE 5 NARRATIVES. Then match the viewpoint represented in the narratives with the photographs.

Image 1 = Narrative ___________Image 2 = Narrative ___________Image 3 = Narrative ___________Image 4 = Narrative ___________Image 5 = Narrative ___________

Based on the study of the five photographs, choose one role (gold miner, pioneer family, Native American, explorer and fur trader) for conducting an in-depth study. You will then work in groups as decided by the role you chose. Each group will create a museum exhibition on the western expansion of the United States. The exhibition must include a journal, map, timeline, broadside and an artifact. See the directions for each role for exact instructions. Exhibitions should represent varied viewpoints, particularly the motivations to travel, the struggles along the trail and encounters with Native Americans.

Each exhibit should be guided by the following essential questions:

What were the motivations of the people who traveled west? What conditions did they encounter as they journeyed west? How did the conditions encountered influence their decisions? What were the conflicts between the settlers and the native people they

encountered? How did policies of the U.S. government influence westward migration?