Manifest Destiny - American Identity Unit 1

Introduction

This webquest will help students discover the true meaning and effects of manifest destiny by researching individuals who were part of westward expansion and then writing a diary from the perspective of that individual.

Introduction

 

As we are learning about Westward Expansion, we must remember that these are real individuals that made this amazing journey.  The best way to learn about them is to put ourselves in their shoes.  For this activity, you will write a journal from the perspective of an individual traveling west or who is a native to the west.

Task

Task

 

 

Your task is to create a diary as if you were a settler going west or someone who already lives in the west.  You will be one of the following ten individuals (assigned in class): 

1)  A working class, single, female.

2)  A merchant

3)  An upper class, married, female

4)  A Chinese Immigrant

5) A Child  

6) A Mexican native

7)  A young, single, white, male

8)  A freed slave

9)  A Native American

In your groups, you will research your individual with the websites provided.  Individually you will then write three journal entries as outlined below and in the format as displayed on this website and as shown in class. You will also need to incorporate your vocabulary words into your journal entries:

1) Introduce your individual's (person's) identity by telling your reader who you are, where you come from, and why you are in the west.

2) Describe your experiences living in the west. What is your job? What hardships do you encounter? 

3) By using inferring skills how has your individual (person) contributed to a national identity? 

Process

Process

 

As you are researching use this worksheet as a guide to gather the necessary information from your assigned websites. 

 1) A WORKING CLASS, SINGLE, FEMALE:

PBS Homestead History: Life on Homestead

Prezi Presentation about Role of Women 

Women of the West – and everyday life along the trail

2) A MERCHANT:

Yankee Trader

Economic opportunities in California

Commerce during the Gold Rush

3) AN UPPER-CLASS, MARRIED, FEMALE:

Narcissa Whitman, among the first white settlers of the west

Emmaline Wells, Mormon pioneer and activist

4)A CHINESE IMMIGRANT

Chinese in the Pacific Northwest 

Chinese Americans in the Columbia River Basin

Chinese Immigrants in California 

Chinese and Mexican Immigrants 

5) CHILDREN

Schooling Outside the 13 Colonies 

Pioneer Children 

What Kids Did on the Western Frontier

6) A MEXICAN NATIVE 

History Guy: Mexican- American War

Life in California Before the Gold Discover

Chinese and Mexican Immigrants 

7) A YOUNG, SINGLE, MALE 

Gold Rush

It Was Hard Work and Hard Play

Moving West: Men lived on Boiled Badger

More Disease than Riches
 
8) A FREED SLAVE

Benjamin Singleton 

African Americans in the West

Prezi- African Americans in the Old West

9) NATIVE AMERICANS

Prezi- Impact of Native Americans

Native Americans

Indians of the Midwest- Westward Expansion
 

 

It is now time to write your journal.  Remember, you are writing as the individual so use first person (I, me, we. etc).  In addition, keep in mind that this is an activity that requires both creativity and research. While your details are based on fact, you can elaborate on them to create a story about the person with your imagination (within believable boundaries). If you have any questions about what is appropriate, please ask the teacher. 

Assignments 1 & 2:

1)  Introduce your assigned individual by telling your reader who you are, where you come from, and why you are in the west.

2)  Describe your experiences living in the west.  What is your job?What hardships do you encounter? Are you poor, wealthy, or somewhere in between?

ASSESSMENT:

Your assessment will be writing a paragraph CITING evidence from the websites while answer the following question, by using inferring skills how has your individual (person) contributed to a national identity? 

Evaluation

EVALUATION:

You will be scored according to the criteria of the following rubric. In order to earn a passing grade you must achieve at least a 3 or a 4 in each of the categories. 

 

CCSS Reading for Information 8.1- Cite the textual evidence that most strongly supports an analysis of what the test says explicitly as well as inferences drawn from the text. 

4- A (93%)

3- B (83%)

2-C (73%)

1- D (60%)

I-Incomplete

Excels at Standard

Meets Standard

Approaching Standard

Below Standard

No Evidence

Student goes above and beyond grade level standards by including 4 or more CITED text based evidence that support their inference on how their individual contributed to a national identity. 

Student has met grade level standards by including at least 4 CITED text based evidence that support their inference on how their individual contributed to a national identity. 

Student is making progress towards grade level standard by including some CITED text based evidence that loosely supports their inference on how their individual contributed to a national identity. 

Student has provided text based evidence that was not cited that loosely supports their inference on how their individual contributed to a national identity. 

Assignment is lacking most of the requirements and is unable to receive a grade OR the assignment is missing.

Credits

Credits

Permissions
We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the Creative Commons Attribution • Non-Commercial • Share-Alike license for details

by

  • Amy Echols Starkey, SDSU-TEP
  • Cynthia Lewis, Scripps Ranch High School
  • Lorena Lucero, SDSU

modified by

  • Daisy Lemus, East Valley Central Middle School-EVSD90
  • Kerri Vanicek, East Valley Central Middle School-EVSD90