Students learn about the concept of Manifest Destiny and how it related to America's westward expansion in the mid-1800s. Then, they learn about the Mormon exodus to Utah. Finally, students evaluate the painting "American Progress" and discuss how it depicts the idea of Manifest Destiny.
Students are introduced to Manifest Destiny and examine John Gast’s painting American Progress. They contribute to a See-Think-Wonder class chart by recording what they notice in the image, what they think it might mean, and what questions it raises. Students then read an overview explaining how Manifest Destiny shaped American views of Westward Expansion and review the lesson objectives.
Teacher MovesFrame Manifest Destiny as an ideology that gave expansion a sense of purpose and inevitability, benefiting some while harming others. Guide discussion of the See-Think-Wonder chart by pushing students from surface observations toward interpretations, asking what specific details might represent and whose perspectives are shown or missing. After students share, identify the painting as American Progress by John Gast, connect the title to students’ ideas, and highlight that the image reflects one perspective on Westward Expansion. Review the objectives so students understand how their initial observations will connect to deeper learning in the experience.
Students read a short introduction about how belief in destiny guided American expansion. They then watch Where did the term Manifest Destiny come from? and read Manifest Destiny: An American Ideology to explore how religion, national pride, and economic hopes shaped support for westward growth. Using this information, they complete a concept map showing what Manifest Destiny meant to people and how it influenced their beliefs about expansion.
Teacher MovesEmphasize that Manifest Destiny functioned as an ideology rather than a single reason for moving west. When reviewing concept maps, draw students’ attention to how religious beliefs, national pride, economic motivations, and attitudes toward other groups all worked together to justify expansion. Ask how these factors made Manifest Destiny seem natural, necessary, and right to many Americans.
Students view a map of U.S. territorial growth to 1850 and read American Expansionism in the Northwest to learn about the Oregon boundary dispute. They create a four-part timeline of key events leading to the dispute’s resolution, including the use of the “Fifty-Four Forty or Fight” slogan, and explain how each event connects to Manifest Destiny and U.S. expansionist goals. Then they respond to a discussion-wall prompt explaining how Manifest Destiny shaped the way Americans thought about the land in Oregon, using examples from their timelines.
Teacher MovesGuide students to see how Manifest Destiny influenced political decisions about land and borders. As they share timelines, check chronological order and press students to explain why each event mattered, asking how it reflects beliefs about national identity, destiny, and expansion. Connect references to migration, the Oregon Trail, and Polk’s campaign to the strengthening of U.S. claims. During the discussion, highlight responses that clearly link Manifest Destiny to viewing Oregon as land meant for the United States, and use the slogan “Fifty-Four Forty or Fight” to illustrate the intensity of expansionist attitudes and the willingness to justify conflict over territory.
Students return to John Gast’s American Progress and use a drawing tool to mark the image: circling a detail that illustrates the ideology of Manifest Destiny, drawing a triangle around a detail that shows the goals of Westward Expansion, and boxing a detail that shows impacts or consequences of expansion. They then post to a discussion wall explaining how the painting illustrates both the ideals and the likely consequences of Manifest Destiny, using evidence from the image and from the experience.
Teacher MovesSupport close visual analysis by asking students why they chose particular details and how those details reveal the artist’s message. Prompt them to consider differing interpretations and to notice contrasts or tensions in the painting, such as movement versus displacement or light versus darkness. Draw attention to artistic choices (light, color, direction of movement) and provide brief historical context about John Gast and the timing of the painting. In the discussion, spotlight responses that connect symbols of progress, technology, and divine mission with the visible displacement of Native Americans and animals, reinforcing that Manifest Destiny carried both hopeful ideals and significant human costs.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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