Understanding History and Society through Images, 1776-1914

CONTENTS OF CURRICULUM UNIT 14.01.03

  1. Unit Guide
  1. Introduction
  2. Rationale
  3. Objectives
  4. Overarching Essential Question for Unit
  5. Strategies
  6. Classroom Activities
  7. Content Background
  8. Teacher Resources
  9. Appendix
  10. Bibliography
  11. Notes

Whose Destiny? Viewing America's Westward Expansion through Artful Eyes

Margaret Mary Deweese

Published September 2014

Tools for this Unit:

Bibliography

Aikin, Roger Cushing. "Paintings Of Manifest Destiny: Mapping The Nation." American Art 14, no. 3 (2000): 78.

Baigell, Matthew. "Territory, Race, Religion: Images Of Manifest Destiny." American Art 4, no. 3/4 (1990): 2.

Berkhofer, Robert F.. The white man's Indian: images of the American Indian from Columbus to the present. New York: Knopf :, 1978.

Bierstadt, Albert. Albert Bierstadt. Santa Fe, N.M.: Zaplin-Lambert Gallery, 1998.

Boime, Albert. The magisterial gaze: manifest destiny and American landscape painting, c. 1830-1865. Washington: Smithsonian Institution Press, 1991.

Eisenman, Stephen, and Thomas E. Crow. Nineteenth century art: a critical history. London: Thames and Hudson, 1994.

Kinsey, Joni, and Thomas Moran. Thomas Moran's West: chromolithography, high art, and popular taste. Lawrence, Kan.: University Press of Kansas, 2006.

Sweeney, J. Gray. The Columbus of the woods: Daniel Boone and the typology of Manifest Destiny. St. Louis, Mo.: Washington University Gallery of Art, 1992.

Truettner, William H., Nancy K. Anderson, Patricia Hills, and Julie Schimmel. The West as America: reinterpreting images of the frontier, 1820-1920. Washington: Published for the National Museum of American Art by the Smithsonian Institution Press, 1991.

Comments:

Caitlin Orintas

October 17, 2020 at 2:29 pm

Thank you!

Thank you so much for this very thoughtful, thorough, and innovative unit. I am so excited use your framework and modify it for my 4th graders who are studying Manifest Destiny and life in the American West in this. Now more than ever, we must provide the whole story and illuminate all perspectives. I was curious to learn more about the supporting materials that you use for the introductory Talking Statues activity. When you interview the students, do they have notes provided by the teacher to read from or are you expecting them to make inferences and improvise their answers? Thanks!

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