Katelyn Benavidez

TOPIC: Manifest Destiny

Strategy Used: See, Think, Wonder
Reading Level: 11th Grade
10/30/18
Fall 2018
10th Grade US History 1
Unit 3: The Age of Compromise and the Road to War
Learning Intention: Analyzed the concept of Manifest Destiny and its impact on American
Indians and the development of the United States
Success Criteria: I can describe and explain how Manifest Destiny impacts American
development and the consequences of those advancements.
Rationale: Unit 3 is all about the lead up to the Civil War and a large factor in that is the idea of
Manifest Destiny. So understanding that ideology and how it was understood at the time is
important to put together how the United States comes into so much conflict over expansion and
expansion of slavery.
Materials: Projector, Manifest Destiny Painting, Whiteboard
Differentiation: I allowed for students to move closer to the board if the picture was difficult to
see from far away. I allowed for groups to work together so that shy students would have a
spokesperson in order to contribute to the discussion as a whole class.
Activities:
Instructor:
 First I will ask them to get their notes out from yesterday
 I will then write See, Think and Wonder in three columns on the board and instruct the
students to reproduce on their notes
 Then I will put the painting up on the projector and instruct the activity we are going to
conduct
 I will then give them time to work through the first part, what do we see? Then we bring
it together and create a list on the board. Next after we’ve compiled our class list we
move on to the next part what do we think? So I explain how to start that portion and
send them off in their groups to discuss. We then come together and make a list on the
board again. The last part is what do you wonder? I give them time to come up with
questions in their groups and then as a class I have people share their questions and then
have other students respond to each question with multiple answers.
  At the end I finally explain what the painting is and what is going on in the picture. I
acknowledge where we as a class were correct and what good things we brought up.
Students:
 Look at the painting and participate in each stage of the See, Think, Wonder process.
Share the answers you come up with in the group for each stage. Respond and participate
in the discussion.
Evaluation/Assessment: The lesson will be successful if the students participate in the activity
and share their answers and ask their questions. I can assess their understanding based upon their
questions and how much their involved in the discussion.
Closing Activity: Give the students time to pack up and put their stuff away.