back. 20-25 Pass out reading as students finish with computers. Explain to students Student pairs read to each min. that the reading is from a different perspective of the War. other, annotating by writing questions, underlining points of view, and writing notes and comments in margins. 5.min Pass out exit tickets: Ask: “What is a question or two you have about Write a question about the the reading? reading Day 3- As students enter, take a different flower-colored pen to organize Students answer and discuss 5 min. groups. questions Pick several questions written from yesterday. Discuss 20 min. Pass out the 4 documents and have student make a foldable graphic Each student at a table, organizer and cut 4 flaps on one half (see directions). Across outer depending on their color pen, flap(s):Mexican American War and label each flap (document number will be in charge of reading one and source). Open flaps; Documents side and summary. Bottom section: of the documents. Before going List evidence from document. on to the next document, several questions must be answered, and notes taken in foldable. 30 min. iTouches passed out for research. Using flower pen, students will be Students will be assigned assigned a position on the war. Teacher will spot-check progress; discuss position by flower color: findings with each student group. Students can add information to their Mexican Perspective; U.S. foldable for either perspective, but evidence must be given. U.S. Anti-Expansion Foldable and Primary documents used today, can also be used. Day 4 Students group by the color of yesterday’s flower. Red flowers will join Student groups will construct a 10 min. another group due to one less group. chart, from information gathered on their position. 2-3 min Ground rules for presentations (“Our group represents….”; “Our groups Student groups present their each reason (for/against) the war are….”) chart and state their rational (about 10 and evidence. min.) 45 min Conclusion: Develop a poster representing your position. You many have Produce a propaganda poster been swayed by another group and have changed your mind. A quick and write your opinion on the write: Was the war with Mexico justified? Support your opinion with justification of the war. evidence from the text. Websites: 1: Text Creating America: Chapter 13; Section 3: The War with Mexico: p.406-411
back. 20-25 min. Pass out reading as students finish with computers. Explain to students that the reading is from a different perspective of the War. Student pairs read to each other, annotating by writing questions, underlining points of view, and writing notes and comments in margins. 5.min Pass out exit tickets: Ask: “What is a question or two you have about the reading? Write a question about the reading Day 3- 5 min. As students enter, take a different flower-colored pen to organize groups. Pick several questions written from yesterday. Discuss Students answer and discuss questions 20 min. Pass out the 4 documents and have student make a foldable graphic organizer and cut 4 flaps on one half (see directions). Across outer flap(s):Mexican American War and label each flap (document number and source). Open flaps; Documents side and summary. Bottom section: List evidence from document. Each student at a table, depending on their color pen, will be in charge of reading one of the documents. Before going on to the next document, several questions must be answered, and notes taken in foldable. 30 min. iTouches passed out for research. Using flower pen, students will be assigned a position on the war. Teacher will spot-check progress; discuss findings with each student group. Students can add information to their foldable for either perspective, but evidence must be given. Students will be assigned position by flower color: Mexican Perspective; U.S. U.S. Anti-Expansion Foldable and Primary documents used today, can also be used. Day 4 10 min. Students group by the color of yesterday’s flower. Red flowers will join another group due to one less group. Student groups will construct a chart, from information gathered on their position. 2-3 min each (about 10 min.) Ground rules for presentations (“Our group represents….”; “Our groups reason (for/against) the war are….”) Student groups present their chart and state their rational and evidence. 45 min Conclusion: Develop a poster representing your position. You many have been swayed by another group and have changed your mind. A quick write: Was the war with Mexico justified? Support your opinion with evidence from the text. Produce a propaganda poster and write your opinion on the justification of the war. Websites: 1: Text Creating America: Chapter 13; Section 3: The War with Mexico: p.406-411
8DBQ-Was-the-United-States-Justified-in-Going-to-War-agains-Mexico.docx