Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Transcription

1 Title: US-Mexican War Webquest Lesson Author: Curtis Brown, Erin Weiss, and Brandon Sexton Key Words: Manifest Destiny, Mexican Cession, Treaty of Guadalupe- Hidalgo, Expansion Grade Level: 6th Time Allotted: 45 minutes Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? The United States as we know it today, was completed with the addition of Alaska and Hawaii in Over 100 years before that, the United States was in a period of expansion, fueled by the idea of Manifest Destiny. We saw in 1803 as the United States bought the city of New Orleans and the rights to the Louisiana territory, and then annexed Texas in With the growth of southern cotton, the prospect of gold, and a rising population, the United States was looking to expand west in the 1800 s. Attempting but failing to buy areas such as California and New Mexico, war between America and Mexico broke out in 1846 over a border dispute. With the resolution of this war in 1848, the United States had almost completed the continental United States (eventually occurring with the Gadsden Purchase in Today, the areas that we gained in this war include: California, Arizona, Nevada, New Mexico, Utah, and parts of Colorado. It established our present day border of the United States and Mexico, which is a battleground today whether it s immigration or drugs. Besides almost completing the continental United States that we know today, the war is also debated as the beginning of American imperialism, as some argue that President Polk provoked Mexico into the war. This relates to the idea today that America is an imperialist country in regards to the wars in Afghanistan and Iraq. With the emergence of the internet and computer use in the classroom, it is important to support digital literacy and to keep students engaged with a variety of activities. A webquest is a great way to support digital literacy and promote inquiry. 1

2 Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards This lesson falls into the unit on American Expansion. Before this lesson, the class will focus on the Louisiana Purchase of 1803 and subsequent Lewis and Clarke exploration, the territory gained from the War of 1812 (Oregon territory), and the battle and annexation of Texas. The previous class will be devoted to quick notes about the Mexican-American War to introduce students to the topic. To begin this unit, the term Manifest Destiny will be introduced to guide students through the unit. After this lesson, the class will focus on the technological advancements of the late 1700 s and early 1800 s, such as the cotton gin, steam engine, and McCormick reaper which allowed settlers to move west easier than ever before. This will help students understand the relationship between technical advancements and expansion, such as the cotton gin leading to the need for more land. Key Concept(s) include definition: Manifest Destiny: a 19 th century American belief that it was their duty or mission to expand the country westward from sea to shining sea. Mexican Cession: the region of southwestern United States that the United States received from Mexico after the war, including present day California, Arizona, New Mexico, Nevada, and Utah. Annexation: the lawful incorporation of a territory into another geopolitical entity. Treaty of Guadalupe-Hidalgo: the treaty that ended the war that involved the United States giving Mexico 15 million dollars for the Mexican cession. 2

3 NCSS Standard(s) SOL Information *As written in the Virginia SOL Curriculum Framework for the grade level NCSS Theme (s) with indicators: Time, Continuity, and Change Have learners apply key concepts from the study of history such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among the patterns of historical change and continuity. provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment; ask learners to identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nation-states, and social, economic, and political revolutions; SOL* : US1.8a The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California. Essential Knowledge (minimum for SOL Resource Guide) California War with Mexico resulted in California and the southwest territory becoming part of the United States. Belief in the right of Manifest Destiny the idea that expansion was for the good of the country and was the right of the country Essential Skills (minimum for SOL Resource Guide) Analyze and interpret maps to explain historical events. (USI.1f) Sequence events in United States history. (USI.1c). Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USI.1a) Make connections between the past and the present. (USI.1b) Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH LESSON- Visible in lesson procedure and materials. -What were the main causes of the Mexican-American War? -What were the main effects of the Mexican-American War? 3

4 The day s big question: Was the Mexican-American War justified? (Did we need the land? Did President Polk provoke it?) Lesson Objective(s): clearly emerges from big question and rationale and standards and will align with your assessment in Procedure and Process Obj. 1 SWBAT navigate the website and use their computers and the internet appropriately. Obj. 2 SWBAT identify key events that led to the Mexican-American War such as the Annexation of Texas, American desire to gain territory in the southwest, and the role of technological advancements in moving west. Obj. 3 SWBAT identify key effects of the Mexican-American War such as the acquisition of California, the debate over free/slave states, and the emergence of America as a world power. Assessment Tool(s) to be used- Everything above- goes to what you want them to know/understand do- So what assessments are you going to use to help you manage and monitor that they have got it-informal and formal make one over-riding assessment connect to your closure. Assessment 1. Formal Assessment: Webquest activity turned in at the end of class. Assessment 2. Formal Assessment: Closure activity turned in at the end of class. 4

5 Materials: Historical Source(s): List here and include copies in materials section below Additional Materials/Resources: List here and include copies in materials section- textbooks etc page numbers, websites etc A. Website created by PBS on Mexican-American War: war/index_flash.html. The website includes an interactive timeline, primary sources, and context about the before, during, and after war period. B. Just Do It questions C. Webquest uploaded to a computer or class website. D. Computer and access to the internet to complete the closure 5

6 Procedure/Process: 1) JUST DO IT! The Hook : A high-interest activity that introduces new content with connections to students prior knowledge. Between 1-5 minutes. You could also introduce the days guiding question- could help with assessment of student needs the hook: The Just Do It is designed to pique student interest and prior knowledge about Mexico, and the states we gained from the war. Do a Think-Pair-Share and ask the following questions: When you think of the country of Mexico, what comes to mind? Do you know anything about their culture or history? What about the states of Arizona, New Mexico, California, Utah, and Colorado? Can you imagine what our country would be like without these states? 2) Instructional sequence: Obj # See above. Processing Activity and Procedure include directions, question frames, assignment details, to be given to students (these should all be made into explicit materials (e.g. see material A) Do you have opportunities for direct/guided instruction and independent practice/engagement when appropriate and time estimates Check for Evidence of Understanding -Either Formal or Informal e.g. assessments- question frames, quiz, choice activities, discussion with frame and your THAT s A WRAP. (Checks Essential Knowledge and Skills should be in line with assessment tools above) Just do it. Transition: Designed to get students thinking about Mexico and the states we gained from the war, have students do a Think, Pair, Share from the two sets of questions. The first is, When you think of the country of Mexico, what comes to mind? Do you know anything about their culture or history? Allow the students to ponder this, discuss it with a partner, then have them share with the class. Then move to the next question: What about the states of Arizona, New Mexico, California, Utah, or Colorado? Can you imagine what our country would be like without these states? Informal: As students are given a few seconds to think by themselves, walk around the class to make sure students are on task. When they pair up, see if students are having trouble with a question, and ask probing questions if they are struggling. When it comes time to share, see what students came up with and mention how the war changed the US and Mexico forever, as seen by the new states, and the changes to Mexico. Now that we ve got some ideas about Mexico and a few of the states in Southwestern United States, we re going to use our computers to complete 6

7 Objective # 1 Transition: Objective # 2 a webquest. Please open the following assignment, found in your folder, entitled Mexican-American War Webquest. Once you have it opened, click on the link and begin your assignment. Using the Website which includes an interactive timeline, context articles, and primary sources, complete the first half of the Webquest which focuses on the events leading up to the war. Formal: check the Webquest for completion. On a total points system, use one point per question. If a question is incomplete or wrong, take off one point. Now that we re about halfway through the class period, you should be onto the second part of the Webquest. Make sure you click on the arrows to move onto the next part of the timeline. Use the website, students will examine the effects of the Mexican-American War by looking at an interactive timeline, primary sources, and context articles. Use Dropbox to turn in the final Webquest. Formal: check the Webquest for completion. On a total points system, use one point per question. If a question is incomplete or wrong, take off one point. 3) Closure- THAT S A WRAP that goes to opening question- and also in part to assessment tools at least one key assessment tool. (Do you need a rubric) Exit ticket asking them to name their most important cause, and most important effect. Time Layout: Just Do It (8 minutes) Transition (1 minute) Webquest Activity (30 minutes) Transition (1 minute) Closure (5 minutes) Modifications/Accommodations for Diverse Learners: Include reference and acknowledgement of IEP plans for specific students- that is easy. Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including attention to student groupings, use of time and materials, variance in whole class and small group instruction, varied task complexity. Can you delineate key instructional strategies and scaffolds that are effective for responding to student needs? Do you provide rubrics to explain what good work looks like? Do you provide room for direct instruction/guided instruction (including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and Tomlinson and McTighe). 7

8 Given students differing levels of digital literacy, allow students to complete the assignment at home if necessary, or give the students the whole period and complete the closure activity for homework. Print out the Webquest for IEP accommodations The Just Do It allows students to share their ideas with another student to help them if they are struggling, which can lead to improved confidence in sharing aloud. Model how to use the website for students who are unfamiliar with Flash animation and rarely use the Internet. 8

9 Materials (one resource per page- so it becomes a teacher or student handout, or overhead directions or ppt presentation. Include photocopies if need be. Can you provide elements of choices in materials or enrichment or support/anchor materials for different students?. Think (and jot a few notes down) Just Do It! 1. When you think of the country of Mexico, what comes to mind? Do you know anything about their culture or history? 2. What about the states of Arizona, New Mexico, California, Utah, or Colorado? Can you imagine what our country would be like without these states? Pair with your neighbor, and share your answers. Did you have any similarities or differences? Which answer do you think is the best to Share 9

10 Mexican War Webquest 13 Points Fall Lesson Plan Template. Mexican-American War Webquest Directions: Use the following website to answer the questions below. REMEMBER CONTROL F(UN) IF YOU HAVE DIFFICULTY Prelude to War: Overview 1. America was guided by the principles of Manifest Destiny and new technological tools to advance into the west. Mexico however, faced many struggles. Name one: War: Role of Media 2. What device and emerging industry helped news of the Mexican-American war spread in the United States? and. War ( ) -War s End: Treaty of Guadalupe Hidalgo 3. Signed in February 1848, the Treaty of Guadalupe Hidalgo gave the United States square miles of valuable land and helped the United States emerge as. Timeline Map: click on the arrow to move forward. Before the War 4. Name two present day states that Spain established rule at in and 5. The Treaty established the Mexico-US boundary and also gave the United States Florida in Mexico won independence from Spain in. 7. Why did American settlers living in Texas declare independence in 1835? 8. November 1845: click Read More. What two states did President Polk want to buy from Mexico? and 10

11 War Years 9. August 1846: The Wilmot Proviso, if passed, would have. 10.January 1848: Click on Read More about Trist and Mexican negotiators. What did we give Mexico?. What states did we get in return?. After the War 11.What was the purchase agreement called where we received land in present-day Arizona in 1853? 12.The website says that this war changed both countries forever. Name a way the war changed the United States: How did the war change Mexico? 13.Read the overview on James K Polk under Prelude to War. After learning about the war, what side are you on about Polk s legacy as President? (Explain with 3 sentences) Questions to consider: was this war legitimate or did we just provoke it? Did we need the land? If you have time in the end Extra Credit 14. Site Resources Primary Sources Maps and Posters 1847 US Army Recruiting Poster. Answer all parts of the question for credit. You may have to search other sites for these answers. +1 point for each COMPLETED question. a. What is a primary source, and give an example of one NOT found on the Webquest site. b. Create your own recruitment poster for a war in history. Whether it s the Revolutionary War or the War in Iraq, create a slogan to call soldiers to arms, and use an image that represents the war you are fighting. 11

12 Evaluation Rubric: Complete the rubric for each lesson plan and attach cover sheet. (You should have 1 cover sheet and 10 rubrics.) Please Circle NCSS Theme and attach to the correct themed lesson. NCSS THEME I II III IV V VI VII VIII IX X Rating Scale (can include half points on the scale) 1) The lesson plan is focused on a specific NCSS thematic standard, is designed to answer a specific guiding question, and has a strong content/skills focus and rationale. (Students must make sure they meet all the required criteria as detailed above.) Not focused highly focused The NCSS theme of Time, Continuity, and Change is clearly represented in this lesson, as it deals with the shaping of America s modern political borders and talks about expansion. The lesson focuses on both causes and effects of the Mexican-American War and has an important rationale for social studies students, as mentioned above. 2) The lesson plan is designed to clearly address specific social studies SOL with a clearly focused list of Essential Knowledge, Skills, and Understandings (See SOL Resource Guide), and NCSS performance expectations and indicators. (What are students going to do based on the theme? - See Expectations for Excellence.) Not addressed Clearly Addressed The lesson clearly relates the SOL US1.8a which deals with American expansion in the 1800 s. The Mexican-American War is clearly tied to expansion, which lead to the United States acquisition of California and other states. The webquest lets students interpret maps, use the timeline to see sequences of time, use primary sources, and see how the war affects the modern United States. 12

13 3) The lesson plan includes clear, motivational, intriguing and relevant guiding questions (big question). Not addressed Clearly Addressed The guiding questions are clear and straight to the point of the lesson. By the end of the lessons, students can answer about the causes and effects of the war, and realize the relevance of the war as it gave the United States a great amount of territory. 4) The lesson plan includes well-written and explicit objectives Unclear objectives Clear objectives The objectives are explicit in nature as they describe in detail the key events and effects students should be able to analyze and identify after the webquest is completed. It is also explicit that the use of computers is for academic purposes only. 5) The lesson plan includes a tightly focused bell ringer/motivational hook that relates to the lesson. (1-5 minutes)- (Independent student work) (Just Do it). Unclear Objectives Clear Objectives The Just Do It is relevant to the guiding and big question of the day and is an anticipatory set seeing what they know about Mexico and the states gained from the war. It involves independent work, students working together, and then quick class discussion. 6) The lesson plan includes detailed instructional activities that directly correlate with specific objectives. Not Focused Clearly Focused The webquest (instructional activity) correlates directly with the learning objectives as the students find both key events and effects of the war throughout the webquest. 13

14 7) The lesson plan contains clearly focused and detailed directions for students, question frames, and lecture outlines, when appropriate, to facilitate directions and learning. (These are also part of the materials section)- A teacher should be ready to go with the lesson. Not Focused/Detailed Highly Focused/Detailed The lesson plan includes transitions and directions regarding the lesson plan. Since this is a webquest, the teacher will introduce the lesson with the Just Do It, and then transition to the webquest, which the students will work on until closure. The webquest has specific directions that the students can follow. 8) The lesson plan includes a focused and clear closure that either provides students with the opportunity to answer the guiding question (assesses student understanding) or clearly summarizes the day s key points in relation to the key question. Not Focused Highly Focused The closure directly relates with the guiding questions and lets students express their findings in writing. By asking for a cause and effect, it addresses both questions and objectives. 9) The lesson plan provides a clearly designed assessment within the closure to measure student growth/with model answer(s) that is explicitly connected to the lessons essential understandings, objectives, and the strategies for learning Not Clear and Appropriate Highly Clear and Appropriate The closure assesses student learning because it relates the Just Do It, guiding question, and objectives. 14

15 Please include the rubric with you work- 10 rubrics 15