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:

Notes

1. Angela L. Miller, et al., American Encounters: art, history and culture (Upper Saddle River, NJ: Pearson/Prentice Hall, 2008), 209-210

2. Miller, Encounters, 211

3. Robert F. Berkhofer, Jr., The White Man's Indian (New York: Random House, 1978), 86-87

4. Patricia Hills, "Picturing Progress in the Era of Westward Expansion", in The West as America: Reinterpreting Images of the Frontier, edit. William H. Truettner, et al. (Washington and London: Smithsonian Institution Press, 1991), 104

5. Hills, "Picturing Progress", 102

6. Julie Schimmel, "Inventing the "Indian"", in The West as America: Reinterpreting Images of the Frontier, edit. William H. Truettner, et al. (Washington and London: Smithsonian Institution Press, 1991), 151

7. Miller, Encounters, 220

8. Schimmel, "Inventing", 152-4

9. Schimmel, "Inventing", 156

10. Schimmel, "Inventing", 163-164

11. Schimmel, "Inventing

12. J. Gray Sweeney, The Columbus of the Woods (St. Louis: Washington University Gallery of Art, 1992),31

13. Sweeney, Columbus, 35

14. Berkhofer Jr., White Man's, 91

15. Schimmel, "Inventing", 173

16. Matthew Baigell, "Territory, Race, Religion: Images of Manifest Destiny", Smithsonian Studies in American Art, Vol. 4, No. ¾, Summer/Autumn, 1990: 5-7

17. Roger Cushing Aikin, "Paintings of Manifest Destiny: Mapping the Nation", American Art, Vol. 14, No. 3, Autumn, (2000), 78-79

18. Baigell, "Territory", 12-13

19. Hills, "Picturing", 119

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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