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Lesson Plans
The American Nation: A History of the United States ©2000
by John A. Garraty and Mark C. Carnes
Focus Lesson 8
Chapter 12: "Expansion and Slavery"
AP* Course Description
- Territorial Expansion and Sectional Crisis
- Manifest destiny and mission
- Texas annexation, the Oregon boundary, and California
- James K. Polk and the Mexican War; slavery and the Wilmot Proviso
- The 1850s: Decade of Crisis
- Compromise of 1850
Key Components
- Instructor's Manual: pp. 118–125
- Study Guide, Vol. I: pp. 177–192
- Test Bank: pp. 194–210
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Check the Online Companion Web site for updated links to U.S. history sites.
Key Words and Terms
- manifest destiny
- popular sovereignty
- Webster-Ashburton Treaty
- Wilmot Proviso
- Fugitive Slave Act
- John Tyler
- Daniel Webster
- Santa Anna
- John C. Calhoun
- Zachary Taylor
- Winfield Scott
- David Wilmot
- Barnburners
- Stephen A. Douglas
- joint resolution
- Distribution Act
- Treaty of Guadalupe Hidalgo
- Free Soil Party
- Compromise of 1850
- Henry Clay
- Stephen F. Austin
- Sam Houston
- James K. Polk
- John Slidell
- Nicholas P. Trist
- Lewis Cass
- Martin Van Buren
Suggested Pacing
Allow one week to teach this chapter.
Test Strategy
It is important in writing their essays that students demonstrate a sophistication reflecting knowledge of all sides of the issue under discussion. College-level analysis assumes that students understand and can articulate all sides of an issue and readers look for writing that indicates this skill.
Key Concepts
- "Ideology of expansion"
It is essential that students connect the historical significance of westward expansion, from the colonial era of John Winthrop's "city on a hill" to the Louisiana Purchase and expansion in the 1840s to manifest destiny. Students could consider themes such as the influence of the environment on the development of the frontier and on the development of sectional rivalries. - Major western acquisitions and expansion
Sometimes the AP* U.S. history exam has a question that requires students to identify land acquisitions at various times in U.S. history. The information on the maps on pp. 346 and 347 in the student text and on p. 185 in the Study Guide would be very useful for students to analyze and learn.
Summing Up Student Understanding
To provide students with practice in writing document-based questions, provide the following writing prompt and documents from pp. 124 and 125 in the Instructor's Manual.
Read these two excerpts from speeches by Clay and Calhoun dealing with secession. Clay's speech appears to be an argument for process over content, whereas Calhoun places content over process. Which, if either, is more suited to a democracy? Are there times when issues must take precedence over procedures? Explain.
Use the following evaluative tool to help students identify the strengths and areas that need improvement in their essay writing. Students might grade their own essays or first exchange with a peer for review. You might consider having students build their skills incrementally by having them concentrate on just one aspect of essay writing for a couple of essays and then add another area every two or three essays until they have worked with developing all the elements of an essay.
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ESSAY EVALUATION CHECKLIST
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ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. I to 1877, edited by Unger and Tomes—Chapters 13 and 14
- The Power of Words: Vol. I to 1877, edited by Breen—Chapter 13
- Constructing the American Past, Vol. I, edited by Gorn, Roberts, and Bilhartz—Chapter 9
- American Experiences: Vol. I to 1877, edited by Roberts and Olson (secondary source readings)—Part Four