The phrase, "Manifest Destiny" was first used by John O'Sullivan in 1839. Click here (John O'Sullivan on Manifest Destiny)for an excerpt from his original article.

March 1803 - The US doubles in size with the Louisiana Purchase.

Story of the US Told in 141 Maps.png



Essential Question: How can we learn about society by examining images from the past?

Image: “Across the Continent: Westward the Course of Empire Takes Its Way.”

Creator(s): Currier & Ives: F. (Fanny) Palmer


Topic Questions:

  1. What can we learn about the attitudes of the painter towards the opening of the West in the 1860's?
  2. How does the artist use diagonal lines in this painting? How does this add to our understanding of attitudes toward Native Americans?
  3. What subtle hints can we find in the painting that indicate emotion? How does this image affect you emotionally?
  4. How does the energy of Quad 3 contrast with the image in Quad 2?
  5. How does the artist use the smoke from the train to illustrate the reaction of the Native Americans?

Assignment: Students examine the painting "Across the Continent - Westward the Course of Empire Takes Its Way"

Task #1 (45 min period)
  1. Using the iPad, students go to the lesson page on the wikispace.
  2. They examine the image in quadrants, by pinching and squeezing to enhance fine details.
  3. They complete a graphic organizer called "I See (fine details), I Think (the artist's meaning) and I Share (group discussion)
  4. After working independently, the class comes together to discuss the painting, as a whole and in quadrants.
  5. Students complete a personal reflection on their observations in their journals.

Task #2 (45 min period)
  1. Returning to their work, they reread their notes in the graphic organizer and reflections in their journals.
  2. Using the iPad, students take a screenshot of the image from the wikispace page, then edit, crop & enhance it, using the iPad camera functions.
  3. They import the image as a new lesson in the app, Educreations, placing one quadrant on an individual page.
  4. Working from their graphic organizer and their written reflection, students record their thoughts into the Educreations lesson.
  5. Students answer the topic questions.

Task #3 (45 min period)
  1. Students listen to their work on the wikispace.
  2. Students self-grade a rubric of their work, using criteria discussed at the beginning of the lessons.
  3. Students listen to their peers' work on the wikispace, taking notes on items they want to use next time.
  4. Students write a final reflection in their journals.

Handouts
Graphic Organizer
Rubric
April 1803