Unit 24: The Expansion of the United States

The Hoisting of American Colors over Louisiana

Unit 24 High School

Unit Overview

Subjects Covered
Grammar, Literature, Composition, History
Time Period
Reformation and Revolutions
Grade Level
High School: 9 – 12
English and American
Frankenstein – by Mary Shelley

U.S. Territorial ExpansionUnit Description

“The history of the United States from 1801 to 1809 is almost a biography of the president, Thomas Jefferson; the people liked him and Congress followed him. Born in 1743, the son of a Virginia planter, owner of land and slaves, a student of William and Mary College, Jefferson nevertheless had a Yankee love of novelty, an interest in all sorts of farm machinery, sciences, and discoveries. A visitor said of him that he was “at once a musician, skilled in drawing, a geometrician, an astronomer, a natural philosopher, and statesman.” In public service he had a career hardly paralleled in versatility by that of any other American…” – Albert Bushnell Hart

Leading Ideas and Biblical Principles

  • History is HIS Story – God’s story of love, mercy, and redemption through Christ.
    • He made known to us the mystery of his will according to his good pleasure, which he purposed in Christ, to be put into effect when the times reach their fulfillment—to bring unity to all things in heaven and on earth under Christ. — Ephesians 1‍:‍9-10
  • God’s providential hand governs and times all events and provides for His Creation according to His plan and purposes.
    • The God who made the world and everything in it is the Lord of heaven and earth and does not live in temples built by human hands. And he is not served by human hands, as if he needed anything. Rather, he himself gives everyone life and breath and everything else. From one man he made all the nations, that they should inhabit the whole earth; and he marked out their appointed times in history and the boundaries of their lands. God did this so that they would seek him and perhaps reach out for him and find him, though he is not far from any one of us.- Acts 17: 24 – 27
  • Godly leadership and servanthood are necessary for one to be a true reforming influence.
    • Whoever wants to become great among you must be your servant, and whoever wants to be first must be your slave—just as the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many..- Matthew 20:26 – 28
  • God raises up and removes leaders.
    • He changes times and seasons; he deposes kings and raises up others. He gives wisdom to the wise and knowledge to the discerning..- Daniel 2:21

Unit 24 Resources: High School

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Lesson 1: History

Lesson One Assignments:

  • Review the discussion questions then read the article: Expansion of the Republic, pages 9-17.
  • Narrate about today’s reading using the appropriate notebook page. Be sure to answer the discussion questions and include key people, events, and dates within the narration.
  • Be sure to visit www.ArtiosHCS.com for additional resources.

Lesson One Discussion Questions:

  • Why did Jefferson object to the “midnight judges”?
  • How was the national debt reduced from 1801 to 1811?
  • What naval officers of later fame saw service in the Barbary wars?
  • What did the name Louisiana mean in 1803?
  • Did Jefferson have constitutional authority to negotiate a treaty for the purchase of Louisiana?
  • Why did the Federalists object to the annexation of Louisiana?
  • Why did Jefferson wish to send an expedition to Oregon?
  • Was Aaron Burr a traitor? 9. Why did the people of Indiana Territory want slaves?
Lesson 2: History

Lesson Two Assignments:

    • Pick one of the following topics on which to do further research. Be prepared to share your research.
        ▪ Jefferson’s home at Monticello
        ▪ “Republican simplicity” at the White House under Jefferson
        ▪ Adventures of Lewis and Clark
        ▪ Discovery of Pikes Peak
        ▪ Duel between Burr and Hamilton
        ▪ Battle of Trafalgar
      ▪ Character of Thomas Jefferson
  • Be sure to visit www.ArtiosHCS.com for additional resources.

Literature Assignments

      Allusions in Frankenstein Allusion is defined as a reference to a historical figure or event, or to a literary work that is familiar to the reader. Frankenstein contains allusions to three popular works. In order to understand their importance; students must be familiar with these works.

    • Read the summaries of “The Rime of the Ancient Mariner,” Paradise Lost, and the Myth of Prometheus.

The Rime of the Ancient Mariner

Paradise Lost

Greek Myth about Prometheus

    • In your reading journal, answer the following questions about each summary.
        ▪ What is the subject of this story?
        ▪ Who are the major characters in this story?
        ▪ What is the major conflict of the story?
    • Read the introduction by Mary Shelley in the assignment background and answer the following questions in your reading journal:
        ▪ How were Mary Shelley’s dreams different than her writing?
        ▪ What topic was discussed by Lord Byron and Percy Shelley?
        ▪ What events led to the writing of Frankenstein?
      ▪ What was Mary Shelley’s reaction to her work?
  • Write this statement in your reading journal: “Frightful must it be; for supremely frightful would be the effect of any human endeavor to mock the stupendous mechanism of the Creator of the world. His success would terrify the artist.” We will return to this quote at the end of the unit.