EGP 535

Corrigan

Lesson Plan-Southwest Unit

K.

1.0 Lesson Plan Details

Lesson Title: Mexican American War
Day Number: 6
Author: Kerry Corrigan
Grade Level: 4th
Expected Duration : 60 Minutes
Concepts:
o Places
o Culture
Vocabulary
o Manifest Destiny
o Expansionism
o Secede
Skills
o Research
o Critical analysis
o Comparing
o Contrasting
o Writinh
1.1 Integration of Learning Outcomes/Objectives
1: Students will evaluate the Mexican American War and
compare both sides and their reasons for going to war.
2: Students will apply their knowledge from the first
objective and create a journal from one perspective of the war
using facts from the source material.
1.2 Standards PA Civics, History, Economics, Geography &
NCSS Themes I - X with subthemes
Standard - 8.1.4.B: Distinguish between fact and opinion
from multiple points of view, and primary sources as related to
historical events.
Standard - 8.3.4.D: Distinguish between conflict and
cooperation among groups and organization that impacted the
history and development of the United States.
NCSS.1.2.a ...assist learners to understand that historical
knowledge and the concept of time are socially influenced
constructions that lead historians to be selective in the questions
they seek to answer and the evidence they use;
NCSS.1.2.b ...have learners apply key concepts from the
study of history such as time, chronology, causality, change,
conflict, and complexity to explain, analyze, and show
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connections among the patterns of historical change and

continuity;
NCSS.1.2.e ...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;

1.3 Anticipatory Set

To introduce lesson, teacher will begin class by saying Boys and Girls,
for the past few days we talked about the history of the Southwest and
how it came to be a part of the United States. Today were going to talk
about a very big event that played a major role in that and will lead
into the United States acquiring the rest of the Southwest. Before we
start on that, I want to do a little warm up activity to get us really
thinking!
The teacher will split the class up into groups of 5-6 students. Each
group will be assigned to go large picnic blankets that are spread out in
the classroom. The teacher will start the activity by saying Okay boys
and girls, now I want you all to stand on your assigned picnic blanket.
Pretend that this picnic blanket it your country Once all students are
on their blankets, the teacher will go on Ok now that you are all on
your countries, I have some news for you! There are some new
settlers coming into your land so have to give up some of your space
for them. So now since we are losing space, I need every country to
fold their blanket in half. Once you do that, I need you all to go back
and stand on your blankets again. Once students have done this
teacher will then ask the students Ok, so you have less space now on
your blankets- how does that feel? Does it seem a little cramped? How
does it make you feel? Teacher will give some students a chance to
respond. Next the teacher will say Okay now I have some more news
for you: More settlers have come to your land AND now those settlers
want more power and more land from you! So now because we are
once again losing land , I need you guys to fold the blanket in half
again and TRY to fit all of your group members on the blanket that is
left. Once students have done or attempted to do this teacher will
once again ask Ok so now how does everyone feel? What would your
feelings toward the settlers be? Were you able fit everyone on the
blanket? Were some of your group members forced off of the blanket?
Once the class has heard from a couple of students, the teacher will tie
in the following lesson by saying Boy and girls, the activity we just did
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is actually an example of how the United States moved into the west
and how we had this idea of something called Manifest Destiny and
this is actually how we gained the Southwest and other parts of the
United States and were going to learn more about those things today.
1.4 Procedures
Teacher will explain a brief overview of the events leading
up to the Mexican American War to give students a basis and
background knowledge for their activity.
Teacher will define the concepts of Manifest Destiny and
Western Expansion by saying Now thinking back on the
exercise we just did as a class, were going to talk about the
concept of Manifest Destiny and Western Expansion These
were are both things that prompted the United States to expand
its territory west and acquire land, but it also caused a conflict
with other nations who claimed ownership of that land.
Class will then read a passage together in their textbook on
the Mexican American War using popcorn reading and stopping
to check for understanding. Teacher can ask questions like Now
lets review what we just read- why did tensions arise between
the United States and Mexico? Why did the U.S. want the
territory of Mexico? What do you think about the outcome of
the war? Do you think it was fair? (Learning Outcome 1).
After finishing the reading as a class, the teacher will
introduce the project and tell students that they are each going
to be assigned a perspective of the war (Either Mexico and the
United States) and they will each write a journal entry from that
perspective at the time (Learning Outcome 2). The teacher can
introduce this by saying After our reading, its clear to see that
both sides each had their own reasons for going to war, so its
hard to say that one side is right or wrong because each side has
a different perspective. Today I would like us to do an activity
that will help us take a closer look at both of those perspectives.
They will complete this project with the help of online research as
they read through articles on
http://www.pbs.org/kera/usmexicanwar/prelude/.
Teacher will demonstrate, using the smartboard, on how to
use website and take the information to create their journals. The
teacher will say Now when you are reading through the articles,
I want you to ask is that a fact about the Mexican side or the
American side? Would this help show the reader how one side
felt about the war?
Teacher will encourage students to work with their peers to
brainstorm on what each perspective would be like using the
facts from their reading and the website.
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 Students will work independently or in pairs to complete

the project and teacher will walk around to monitor progress.
Teacher will converse with students on what they feel their
perspective would be on their side of the war.
Attach lesson plan teacher notes (fact
sheets/content outlines)
1.5 Differentiation
STRUGGLING STUDENTS: Teacher will provide students in need of a
deeper understanding of content will be provided with a timeline of the
Mexican American War.
ELL STUDENTS: Teacher will give the option of working alongside other
students who are covering the same topic in order to help ELL and
struggling learners. The teacher may also encourage those students to
work with more advanced students who would aid in their
understanding.
1.6 Closure
Once students have completed their journal entry, the teacher
will ask the students to make an argument or point of why each side
was involved in the war. The teacher will encourage all students to
share their answers and use facts that they used in their journal entry.
1.7 Formative/Summative Assessment of Students (P-12)
Formative Assessment: Teacher will observe students as
they conduct their research and begin their projects to assess
that they are on task, using the correct research pages and
having conversations with their classmates that demonstrate
understanding of concepts (Learning Outcome 1).
Summative Assessment: Teacher will collect completed
journal entries and evaluate whether the student included main
concepts and causes of the war and was able to take on their
assigned perspective of the war using research (Learning
Outcome 2).
1.8 Materials/Equipment
A. STUDENT MATERIALS/ READING RESOURCES:
Picnic Blankets (5-6)

Laptops
Textbooks
Paper For Journal
Internet Access
o Website:
http://www.pbs.org/kera/usmexicanwar/prelude/

B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN:

Websites
o http://www.pbs.org/kera/usmexican
war/prelude/
o http://lsjunction.com/events/events
.htm
o http://wwwtc.pbs.org/warrior/content/modules/manifest.pdf
o http://lincoln.lib.niu.edu/mexicana
merican
o http://www.history.com/topics/mexi
can-american-war
o http://www.ushistory.org/us/29d.asp
C. CHART
Website

http://www.pbs.
org/kera/usmexi
canwar/prelude/

M.I-Minor
Influence or
S.I-Significant
Influence
S.I.

If S.I. include why

credible
Site is from a .org
source, PBS is
reputable
organization

How easy
is it for
teachers
to access?
Very Easy

How easy
is it for
students
to access?
Is a top
source
when
looking up
education
al sites for
topic, the
site is set
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up in an
engaging
and
interactive
way that
students
will enjoy.
http://lsjunction
.com/events/ev
ents.htm

M.I.

http://wwwtc.pbs.org/warri
or/content/mod
ules/manifest.p
df

M.I.

http://lincoln.lib
.niu.edu/mexica
namerican

S.I.

The website is .edu,

from a university

http://www.history.c M.I.
om/topics/mexicanamerican-war
http://www.ushistor
y.org/us/29d.asp

Very easy
to find,
gave a
clear
timeline of
war
Easy to
find when
looking for
examples
of
manifest
destiny,
great
ideas on
lesson.
Easy to
find when
find when
looking for
reputable
sources
Very Easy

Teacher
may need
to give
students
direction
to website
Very easy to
find and easy
to read.

M.I.

Very Easy to
find through
google

Easy to find
and quick
read.

http://www.history.c M.I.
om/topics/manifestdestiny

Yes, top
definition on
google.

Yes, students
will find
right away
through
search
engine.

D. Attach teacher content notes sheet,

1.9 Technology
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 Smartboard
Laptops/Laptop Access
2.1 Reflection on Planning
I went into this lesson a bit blind, not knowing very much about
the Mexican American War myself but eager to learn more about it. As I
got more into the background research of the war, I found out how
complex the issues and situations leading up to the war were which
made it both more exciting, yet also difficult to plan. I wanted to be
able to teach the children about Manifest Destiny and Western
Expansion, but in a way that was simple enough for that was simple
enough for them to grasp it.
I often struggle with creating an anticipatory because I always
want it to be enough to grab the students attention, yet for it to still
retain educational value as well. Sometimes I get too stuck on this part
and it holds me back from the rest of the lesson. I was thankful that I
was able to take inspiration from other lesson plans out there to help
me come up with the one I did. I was also that it really helped to
incorporate the major concepts of the lesson.
My other goal for the lesson was that the students understand
the taking perspectives concepts, in that the both sides each had a
different angle in the war and that they could maybe relate to or
sympathize with that. I didnt necessarily want to bash the United
States in the lesson, but I wanted to show that the idea of Manifest
Destiny and the U.S. Expansion into the Southwest came at the cost of
other countries and their land.
Lesson Plan Elements (see WCU lesson plan rubric
on D2L for specifics)
Lesson Plan Details
Integration of Learning Outcomes/Objectives
Standards PA Civics, History, Economics, Geography &
Anticipatory Set
Procedures
Differentiation
Closure
Formative/Summative Assessment of Students (P-12)
Materials/Equipment , Citation of Sources
Evaluation of Sources (Information Literacy)
Lesson Plan Teacher Content Notes
Technology
Reflection on Planning

Point Value
Total /30
/1
/2
/2
/1
/5
/1
/1
/3
/2
/5
/7
*
*

Total
Points will be taken off for spelling/mechanics.
Comments

Adapted from H. Leaman, fall 2010