![]() Many of the works in this module connect in some way to the concept of American exceptionalism. The link between manifest destiny and exceptionalism was further solidified in 1893 by historian Frederick Turner, whose “Frontier Thesis” claimed that the experience of pioneers who blazed the frontier uniquely strengthened and distinguished American democracy. The country’s rapid and frequently violent acquisition of territory was defended by many in power who claimed the United States was destined by God to expand westward. While the concept has a long, complex history, exceptionalism took hold in the 19th century in a distinct way. How might you honor, recognize, or make visible the story and culture of these people to others in your school or community? Share the model of a land acknowledgment with your students to spark their thinking.Īmerican exceptionalism is the belief or perception that the United States is special in comparison to other countries. They may not live in the area anymore, but many American Indian communities have a robust digital presence. Go beyond what is “visible” on the surface, such as food, celebrations, and dress, to uncover deeper, “invisible” aspects of culture, including values, social norms, ethics, and attitudes.īegin by listening to indigenous classmates, teachers, or other living members of the community. Investigate one of these peoples more deeply using a cultural iceberg model. Do they still live there? If not, under what circumstances did they leave? What kinds of interactions did they have with the US government? Where do you see evidence of their presence, past or present, in your community today? What would they see, hear, feel, and experience? Alternatively, students could modify or create a new version of Across the Continent using art materials or perform a dramatic story as a small group.Įncourage students to develop a new title or headline for their story or work of art after it’s completed.ĭo you call the United States home? Research which indigenous peoples lived where you do prior to colonization. What changes do they suggest for the picture? Whose perspectives should be included in the story? Ask them to write or create a new story from a single point of view. Sherry Garland, Valley of the Moon: The Diary of María Rosalia de Milagros (New York: Scholastic, 2001)Īfter reading or hearing the story, identify areas of inaccuracy or exaggeration in Across the Continent with students.Louise Erdrich, The Birchbark House (New York: Disney-Hyperion, 2002).Julius Lester and Jerry Pinkney, Black Cowboys, Wild Horses (New York: Dial Books, 1998).Brian Floca, Locomotive (New York: Atheneum Books, 2013). ![]() Then, introduce one of the books listed below or tell a story about a specific indigenous nation’s experience with US settlement. Share with them that the artist was a British immigrant who never visited the West, and that the print’s audience was likely white European Americans living in the Eastern United States. ” Ask them to identify the characters in the work, the setting, and what story is being communicated. Invite individuals or small groups of students to examine reproductions of Across the Continent: “Westward the Course of Empire Takes its Way. ![]()
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