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Main Curriculum Tie:
Background For Teachers:
Have students title the next box “history.” This box is for brainstorming on the question of “Does destiny play a role in the events of U.S. history?” (Think-Pair-Share)
The third box should be titled “manifest.” Have a student look up this word in the dictionary and share the definition with the class to record in the box. (You may need to direct them to the definition that will be the most useful.)
The last box on the front side is for the definition of “manifest destiny” from the textbook glossary. On the backside of the page have the students find four references to manifest destiny in their textbooks. Each box can contain one reference page number, a short description, a notation as to whether the information available is fact or opinion, and the point of view offered on the event.
Each student now has a prewriting guide to write a five-paragraph document-based question evaluating
the impact of manifest destiny on Indian cultures. Although most of the documents focus on
Utah, instruct your students to keep the national context in mind.
Reeve, W. Paul. Making Space on the Western Frontier: Mormons, Miners, and Southern Paiutes. Chicago and Urbana: University of Illinois, 2006.
The University of Utah's American West Center (AWC) produced the curriculum materials in consultation with the Utah Division of Indian Affairs, Utah State Office of Education, KUED 7, and the Goshute, Northwestern Band of the Shoshone, Southern Paiute, and Ute nations.
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