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Lesson 2

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Lesson 2

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Lesson 2

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Lesson 2

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Lesson 1

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Lesson 1

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Lesson 1

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Lesson 1

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Students will then get into groups and create found poetry. After reading the text students will use the terminology that was provided in the word sort activity to create poetry. Students will use these words and add more in order to create a poetic retelling of the events that happened in the text. Following this activity these poems will be hung around the room and the class will participate in a gallery walk in order to read all of them.

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Students will then read the text from History.com. While doing this students will take split page notes. Students will divide a paper into two columns by folding it in half. They will quickly read the text and write notes in the left hand column with no more than two or three words per paragraph. Students will then use the right hand column to elaborate based on textual evidence, make connections to other texts, make connections to other lessons, or make connections to their own lives. This paper will be collected and notes will be made for formative assessment.
CCSS.ELA-LITERACY.RH.6-8.1 - Cite specific textual evidence to support analysis of primary and secondary sources.

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To begin this lesson students will participate in a Word Sort. Students will break off into groups and will be provided with difficult terms, political and military figures, and important geographic locations that will be mentioned in the article the students will read. Students will be asked to sort these words into at least 3 categories of their choosing.
CCSS.ELA-LITERACY.RH.6-8.4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

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Students will then work in their groups to create a SPAWN document. Students will answer the following questions

Special Powers: You have the power to go back in time to change one event from the Mexican-American War. What event would that be and what would be the consequences of changing that even?
Problem Solving: What are the problems that occurred in this text and what solutions were developed to solve them. Do you feel these solutions were the correct solutions?

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Student will need to be introduced to the terms expansionist, skirmish, annexation, siege, and guerilla. An understanding of these terms will help students better understand the information contained within this article.

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CCSS.ELA-LITERACY.RH.6-8.4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CCSS.ELA-LITERACY.RH.6-8.1 - Cite specific textual evidence to support analysis of primary and secondary sources.

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History.com Staff. (2009). Mexican-American War - Facts &amp; Summary - HISTORY.com Retrieved from http://www.history.com/topics/mexican-american-war

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Formative assessments

The Split Page Notes will be collected and notes will be written to students to make comments, guide instruction, or clear up areas of confusion.

Summative Assessment
Students will turn in their SWAT sheets at the end of this lesson and they will be graded as a summative assessment.

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Students will understand a general overview of the events that lead up to the Mexican-American War, the war itself, and the eventual signing of the Treaty of Guadalupe.

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Lesson 2

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Content Area: Social Studies

Essential Question(s): What was the Mexican-American War?
Lesson Focus/Topic: The Mexican-American War

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Students will view the propaganda poster A War President. In order to assess their knowledge of Manifest Destiny, students will divide into small groups and use the website toondoo.com to create their own political cartoons of the different viewpoints of Manifest Destiny. These cartoons will then be shown to the class and students will have to defend the viewpoint they are assigned. A summative assessment rubric will be created for this portion of the lesson.
CCSS.ELA-LITERACY.RH.6-8.6 - Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

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Students will create a Somebody Wanted But So (SWBS) chart to describe the events around Manifest Destiny. Students will refer to the rap son Manifest Destiny in order to create this chart. Because the lyrics talk about several different instances answers to these prompts will vary and aid in classroom discussion.

Materials Needed Paper to create the SWBS chart, writing utensils
CCSS.ELA-LITERACY.RH.6-8.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

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Students will watch the video “Manifest Destiny” and be given a sheet with the lyrics printed on it. They will then do a Think Pair Share. While watching the video students will write their thoughts in the Think portion of the paper. Working with a partner they will then fill out the Pair portion of the notes. They will then write down something they learned from this video and the sharing experience. This portion will be shared with the class. The paper will be turned in as a formative assessment.
Materials Needed: Think Pair Share Form, writing utensils

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Students will participate in a polleverywhere.com survey. Students will text in their answers to the question. “Have you give examples of people taking things that did not belong to them because they believed they were entitled to it?” Answers will pop up on the screen and the teacher will read answers from the poll and engage the class in discussion based on the posts.

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Terms defined will include: conquest, debate, assimilate, expansionists, and reign. These terms will not only help students understand this song, but will aid in further exploration of this topic.

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DiLalla, P. (2011, Februrary 2). "Manifest Destiny" Educational Rap by MC LaLa. Retrieved fromhttps://youtu.be/Qrjg9ulR-xo
Smith, P. (1848) A War President. (Lithograph) Retrieved from: http://www.common-place.org/vol-09/no-01/edling/

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CCSS.ELA-LITERACY.RH.6-8.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.6 - Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

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Formative assessments

This lesson will be given during a discussion of American History, and as a formative assessment students will be posed a question on Polleverywhere.com. The Think Pair Share form will also be turned in and returned with feedback.

Summative Assessment
Students will create a propaganda poster for either for or against Manifest Destiny, defend it in front of the class, and will turn this in for a grade at the end of the lesson. A rubric will be created in order assess this assignment.

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Students will understand what Manifest Destiny was and who was responsible for propagandizing it

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Content Area: Social Studies

Essential Question(s): What was Manifest Destiny?
Lesson Focus/Topic: The Mexican-American War

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Lesson 1