Chapter 2.5: Manifest Destiny

Chapter 2 Lesson 5: Manifest Destiny

Assignment:

1. Terms and People (p.53)
2. Checkpoint (p.54): What role did Mountain Men and missionaries play in westward expansion?
3. Checkpoint (p.55): What difficulties and opportunities awaited emigrants heading west?
4. Checkpoint (p.56): What issues led Texas to seek independence from Mexico?
5. Map Skills (p.57): #2 & 3
6. Checkpoint (p.58): What advantages did the United States enjoy in the Mexican-American War?
7. Chinese Miners (p.58): What problems did the Chinese face in California?
8. Checkpoint (p.59): How did the terms of the Treaty of Guadalupe Hidalgo affect the United States?
9. Lesson 5 Assessment: #3, 4, 5 & 6

Hip Hughes History explains Manifest Destiny in 5 Minutes:

Andrew Jackson:

Back in the 1970's the concept was explained to kids in Schoolhouse Rock as "Elbow Room":

It's even been put into rap:

America: The Story of Us (Division)

The Erie Canal:

Slave Ships:

Whaling:

Frederick Douglas:

Harriet Tubman:

America: The Story of Us (Westward)

Supplemental Information:

Daniel Boone:

Snow at Donner Pass:

History Today: Donald Trump is Inaugurated

Homework: Making a Difference in Your Community

HOMEWORK [70 points]

Decide the location of your community -- Jellico, LaFollette, Elk Valley, Rocky Top, Clairfield, Stinking Creek, Caryville, White Oak, etc.  If your local community doesn't fit with this project, use Jellico since it's where you spend your days, do your shopping, go to restaurants, etc.

• List 10 specific things that are positive about your community.  What are some things that you would tell someone about if you wanted them to visit?  If some jerk that you couldn't stand came here saying your community was horrible, what sorts of things would you counter with?  List WHY your community is good.  (At least 10 *real* things)
• List 10 specific things about your community that one person could do to make a difference.
  These could be simple things like picking up trash in the park, clearing weeds along ABC Road, painting over graffiti behind the gas station, etc.  (At least 10 *real*, specific things)
• List 10 specific things that a small group of people could do to make a difference.
  Things like cleaning up the abandoned cemetery on XYZ Street, planting a community garden in the abandoned lot on the corner of Main Street and 1st Avenue, cleaning out destroyed/abandoned buildings or lots along the railroad tracks, etc.    (At least 10 *real*, specific things)
• List 10 specific things about Jellico High School that are positive. 
  How are we better than other schools in the country or in the world?  What are some good things that we have at our school that you wish more people knew about?
• List 10 things that you [or a group of students, parents and teachers] could start doing to make JHS a better place to go to school.  Be honest but respectful.  Try to think of things that could help the school in a variety of ways -- academic, aesthetics, attitude, etc.
• List 10 specific things that students can do to become better students.  This one is a bit different than "making a difference in your community" because it focuses on making yourselves better, but what could you [and others] do to be better students, people, friends, etc.

Now that you have your lists:

1. Look at your lists of projects and put a star next to the items that could be done without money.
2. What are some local resources that might be used to get some of the projects on your lists done?  (i.e. Boy Scouts, church groups, philanthropists, etc.)
3. In what ways could getting some of these changes made help your community [and school] now and in the future?
4. What is one easy task that you would be willing to take on to make a difference?  What if everybody worked on one simple thing?  
5. There's a rule in hiking, hunting, camping, etc. that recommends leaving your site better than you found it.  What would happen if we did that everywhere?
6. How does examining your community (where you live and go to school) help students understand history, geography, and economics?
7. Interview an adult in your community and ask them about the positive things and the things they would like to see changed.  (4 pts.)

Resources:

• Tennessee Property Map: http://tnmap.tn.gov
• Yelp! Reviews: http://www.yelp.com
• Google Images (Jellico): https://www.google.com/
• 
  

Jellico City Council
Meets the 3rd Thursday each month at City Hall

(423) 784-6351

The 7 Years War and the American Revolution

French and Indian War Changes Fate of America

A Canadian Perspective on the 7 Years War:

  Open the text to page D1 to read the Declaration of Independence. 

1. In the first main paragraph (the Preamble), what is the goal of the writers?
2. Why are they writing this document?
3. Make a prediction of what you think will come next in the document.
4. In the next paragraphs ("Beliefs"), what rights are the writers claiming they have?
5. According to this paragraph, what is the purpose of the government?
6. Read the conclusion paragraph and explain what words from that paragraph actually declare the colonists' independence.
7. What rights and powers do they state they now have?

 


 

The Constitution and the Bill of Rights

Discuss the Constitution (page C1):

Click for Larger Size

• Notice the size of "We the People".  Why is it larger than the rest of the document?
• What is the purpose of the Preamble?
• What was the purpose of the Constitution?
• Why do you think it was made to fit on one large page?

Discuss the Bill of Rights (page C17):

• Watch the video below and discuss.
• Read the Amendments and discuss whether they are followed today.
• Complete the Bill of Rights Worksheet

Understanding the Past / Future Archaeology

When we look at the past, we do so through a lens of what we know or understand.  Think about these objects.  Do you know what they are or how they are used?  If you had to use one, could you?  If you had to make one, could you?

Journal Write: Future Archaeology

In a "Journal Write" you will label your paper with your name, block, and "Journal: ______" (this one would be "Journal: Future Archaeology").  You will write for approximately 5-10 minutes (depending on the prompt) and should come up with at least one solid paragraph.

(10 minutes)

Note Taking, Primary Sources & Secondary Sources

Cornell Notes:  You can use a pre-made form or a piece of regular ruled binder paper to create a Cornell Note form.

• Begin with a heading (Name, date, class, etc.)
• Add a title:
• If it's a lecture, something like "The Pullman Strike" or "The Water Cycle". 
• If it's a chapter [or section of a chapter] use the title of that section.
• If it's a movie, use the title of the movie.
• In the "Notes" section, you will take shortened, essential notes.
• Don't write down EVERYTHING -- keep it simple and cover main points.
• When the lecture/film/section is over, summarize the page in the bottom section.  
• Just quickly tell what the page is about as if you had to explain it to someone in a sentence or two.
• Finally, add some study questions in the left column to help you remember the material.
• See examples below:

A bit more about note taking:

There are some good tips in this one -- and some things NOT to do.  :)

Taking Cornell Notes (For Nursing School):

Another good discussion on this issue is a teacher who was looking to teach The Gettysburgh Address. As a history teacher, he knew the importance of going to a primary source -- but what he discovered was that sometimes, that is not always easy.

Discuss:  What are some other potential problems with primary sources?

• Perspective / Point of View
• Misunderstandings
• Misquotes
• Dishonesty

Who Really Discovered America?

Today we will be viewing parts of the documentary, "Who Really Discovered America?"

While watching this documentary, I want you to keep notes on the various "candidates" for the first to arrive in America.  Of course we already know that people were already here -- and possibly even Europeans -- but keep some notes (including the time period, strength of the theory, and weakness of the theory) on the people that are discussed.  I will provide a worksheet (also available here).

Note details for each of the following discoveries:

• Native Americans
• Solutrean
• Japanese
• Hebrew
• Chinese
• Irish
• Polynesia
• Viking
• Welsh

At the end of the video you can sit with another person and compare notes.  I want you to make sure you have dates because there will be a homework assignment.

HOMEWORK:

1. Use the dates in your notes to create a time line with notes (annotated) about the "Discovery of America".
2. Which of the theories has solid evidence to support it as a viable theory?
3. Why do you think there is continuing discussion/debate about the "discovery" of America?

Here are some examples of time line, although you can choose your format:

Finally, check out this clip demonstrating how similar art is throughout history.

Some things to consider:

And how about these?

Finally, where are these statues from?