Edci 302 Lesson Plan

University of Idaho Lesson Plan
Name Date:
Gabby Rogers 9 November 2017
Subject Topic
U.S. History Manifest Destiny and Native Americans
The big idea(s) or essential question(s)
What is Manifest Destiny?
What was the effect of Manifest Destiny on Native Americans?
What was the Trail of Tears?
What symbols and tactics were used to portray Native Americans in a certain
way?
State of Idaho and/or common core standards addressed:

Subject: U.S. History and English Language Arts and Literacy
Grade:11
Content Area: U.S. History
Common Core Standards:
Strand: English Language Arts Standards »History/Social Studies» Grade 11-

12
Domain: Craft and Structure
Standard: CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or
issue by assessing the authors' claims, reasoning, and evidence.
Domain: Integration of Knowledge and Ideas
Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, as well as in words) in order to
address a question or solve a problem.
Evaluate an author's premises, claims, and evidence by corroborating or
challenging them with other information.
Idaho Content Standards:
Goal 1.1: Build an understanding of the cultural and social development of

the United States.
6-12.USH1.1.1.4 Analyze the common traits, beliefs, and characteristics

that unite the United States as a nation and a society.
Goal 1.2: Trace the role of migration and immigration of people in the
development of the United States.
6-12.USH1.1.2.3 Analyze the concept of Manifest Destiny and its impact on

American Indians in the development of the United States.
Goal 1.3: Identify the sovereign status and role of American Indians in the
development of the United States.
Objective(s): By the end of U.S. History I, the student will be able to:
6-12.USH1.1.3.1 Trace federal policies and treaties such as removal,

reservations, and allotment that have impacted American Indians historically
and currently.
6-12.USH1.1.3.2 Explain how and why events may be interpreted

differently according to the points of view of participants and observers.
6-12.USH1.1.3.3 Identify the impact termination practices such as removal

policies, boarding schools, and forced assimilation had on American Indians.
Diversity goals: (circle at least one)

o Developing multiple historical perspectives
o Developing cultural consciousness
o Increasing intercultural competence
Objectives (what the students will be able to do as a result of the lesson)
(TSWBAT = The students will be able to…)
TSWBAT Students will be able to understand Manifest Destiny

Students will be able to analyze historical imagery
Students will know what the Trail of Tear entailed.
TSWBAT Students will be able to see history from a different perspective

Students will be able to compare and contrast sources
Materials Resources: Text/Technology/Didactics needed for lesson

Writing utensil, notebook, PowerPoint, History.com Trail of Tears Video
Attachments: Framing Manifest Destiny in the Early American Republic
Author(s): Ryan Mead Source: Review (Fernand Braudel Center), Vol. 35, No. 1 (2012), pp. 31-60 Published by:
Research Foundation of State University of New York for and on behalf of
the Fernand Braudel Center
Stable URL: http://www.jstor.org/stable/43233911
Smithsonian American Art Museum, Manifest Destiny and Indian Removal.

http://americanexperience.si.edu/wp-content/uploads/2015/02/Manifest-Destiny-and-Indian-Removal.pdf
http://www.history.com/topics/native-american-history/trail-of-tears
https://www.youtube.com/watch?v=GIzYzz3rEZU
Activities/procedures (include anticipated time for each)
Introduction/activator:
Read relatable narrative, open discussion.
Begin with explaining Manifest Destiny and the meaning behind it.
Class activity sequence (what Class activity sequence (why you will do
you/students will do) them)
1. Students will view PowerPoint 1. To depict the idealization of Manifest
Destiny and the realities of
westward expansion from the
perspectives of civilians, and Native
Americans.
2. Retain the information and

2. Have students take notes important facts.
individually and add their own
thoughts.
3. To get a visual of what occurred

3. Watch Video when the Indian Removal Act and
Trail of Tears occurred.
4. Compare and Contrast two articles

4. Students will analyze the text and
use critical thinking to differentiate
the two sources and interpret points
of view.
5. Students will share ideas and

5. Open Discussion for class discuss different theories to get a
broader set of ideas. This will allow
students to take what they learn and
6. Paragraph explaining what do the be able to formulate it into words.
images reveal? What are your
feelings about Manifest Destiny?
How would today be different if
European Americans had treated
Native Americans differently? 6. Relate information to current events
and grasp the native culture that we
often dismiss.
Closure/reminders
Manifest Destiny was not positive for all.
Read closing statements how the idea of manifest destiny affected natives and
pioneers.
Native Americans and their culture faced so much oppression.
Watch Matika Wilbur Speech, (2:10-4:00)
Ask students to research contemporary native American public figures and bring
information about them to class to learn about their stories.
Assessment (how you will know students met the objectives - include rubrics)
 Students will be asked to meet with me for one on one discussions on what they
learned from the lesson.
 As long as students are grasping the information and are willing to share their
thoughts on manifest destiny and the treatment of native people, then I think
that is the best way to see if they learned from the lesson.
 Jeopardy
Accommodations/differentiation (how will you give multiple options and meet the needs of
varied learners?)
Since the lesson mostly includes visual aids, I would like students to be able to
do readings as well.
Incorporate another lesson plan that has students read the textbook but find
historical figures that aren’t mentioned and do a research project.
Reflection/evaluation (to be filled out after lesson is taught)

Edci 302 Lesson Plan

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University of Idaho Lesson Plan

State of Idaho and/or common core standards addressed:

Common Core Standards:

Strand: English Language Arts Standards »History/Social Studies» Grade 11-

Domain: Craft and Structure

Domain: Integration of Knowledge and Ideas

Idaho Content Standards:

Goal 1.1: Build an understanding of the cultural and social development of

6-12.USH1.1.1.4 Analyze the common traits, beliefs, and characteristics

6-12.USH1.1.2.3 Analyze the concept of Manifest Destiny and its impact on

6-12.USH1.1.3.1 Trace federal policies and treaties such as removal,

6-12.USH1.1.3.2 Explain how and why events may be interpreted

6-12.USH1.1.3.3 Identify the impact termination practices such as removal

Diversity goals: (circle at least one)

TSWBAT Students will be able to understand Manifest Destiny

TSWBAT Students will be able to see history from a different perspective

Materials Resources: Text/Technology/Didactics needed for lesson

Smithsonian American Art Museum, Manifest Destiny and Indian Removal.

2. Retain the information and

3. To get a visual of what occurred

4. Compare and Contrast two articles

5. Students will share ideas and

Native Americans and their culture faced so much oppression.

Watch Matika Wilbur Speech, (2:10-4:00)

Reflection/evaluation (to be filled out after lesson is taught)

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