Part I, Lesson 4 (continued)
|understand that people
flocked to California for the gold, but many brought with them the beliefs
and values of Manifest Destiny. Manifest Destiny and the assumptions and
prejudices underlying it are thus a part of the larger issue of relationships
between English-speaking and Spanish-speaking people in the western part
of the United States. These issues and conflicts still exist today.
2. Give students Worksheet #4-1, Manifest Destiny Group Inquiry. Individual students fill out their own inquiry sheet during or after the group discussion. Have students work in groups and have several group spokespersons report on their findings.
3. You can present Resource #4-2, Progress of America, overhead after the group inquiry, or you may want to start off the lesson with it and follow with the group inquiry.
Note to teacher:
The composition borrows from the early Renaissance. Chariot processions accompanied by childlike angels were popular, and the pose of America's arm reminds one of Michelangelo's Creation of Adam, in which God touches the finger of Adam and infuses him with life.*
*The West as America: Reprinting Images of the Frontier, 1820-1920, William H. Truettner, ed., Smithsonian Institution Press
4. Show students the color overhead and visual primary source on Manifest Destiny, the painting Progress of America. Also share with students the background information on Domenico Tojetti, Resource #4-3. You could make an overhead or provide students with a copy of the information. Have students continue to work in groups and use the Artwork Inquiry Sheet, Worksheet #4-2, to discover meaning in the painting. What do you think were the beliefs and values represented here? Is this painting consistent with the beliefs of Adams and O'Sullivan (see Student Worksheet #4-1)? What groups' values were these? Are there beliefs and values that have not been considered? Whose? Why not?
Part I, Lesson 4