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:

Teacher Resources

Exceptional Art Work/Artists of America's Westward Expansion at the Gilcrease

Albert Bierstadt, Mountain Scene and River

Albert Bierstadt, Sierra Nevada Morning

George DeForest Brush, Mourning Her Brave, 1883

George Catlin, The Bear Dance (Sioux), 1847

George Catlin, Indian Council, 1847

Henry Farny, The Sorcerer, 1903

James Earl Fraser, End of the Trail, circa1894

Alexander Hogue, Crucified Land, 1939

John Wesley Jarvis, Black Hawk and his Son Whirling Thumder, 1833

Frank Tenney Johnson, California or Oregon,1926

William Robinson Leigh, A Close Call, 1914

Alfred Jacob Miller, Fort Laramie, 1851

Alfred Jacob Miller, Snake and Sioux Indians on Warpath, 1856

Thomas Moran, The Grand Canyon, 1913

Thomas Moran, Shoshone Falls on the Snake River, 1900

William T. Ranney, Boone's First View of Kentucky, 1849

Frederick Remington, An Episode of the Buffalo Hunt, 1908

Frederick Remington, Coming Through the Rye, 1902

Frederick Remington, The Stampede,

Charles M. Russell, The Attack on the Wagon Train, 1904

Charles Schreyvogel, Breaking Through the Line,

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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