Texas:PreludetoCivilWar
Lesson2:TheAnnexationofTexas
TeresaGoodin
Texas,annexation
USHistoryto1865(5thor6thgrade)
One55minuteclassperiod
(Note:maybeusedinconjunctionwithlesson1orasastand‐alonelesson.)
LessonOverview
Thislessonanalyzesthedebateoverthe
annexationofTexas,proandcon
argumentsaswellastheFrenchand
Britishperspectiveandinvolvementin
theevent.Studentswillparticipateina
StructuredAcademicControversyduring
whichtheywillpresentbothsidesofthe
annexationargumentandwillcometoa
consensus.Thenstudentswillusewhat
theyhavelearnedtowritea
recommendationtoPresidentTylerin
favororagainstannexation.
GuidingQuestions
1.WhydidtheUSwanttoannexTexas?
2.WhydidTexaswanttobeannexedby
theUS?
3.WhyweresomeAmericansopposed
toannexation?
4.HowdidBritainandFrancerespond
totheannexationcontroversy?
5.Howwouldthedebateoverthe
annexationofTexasleadtodivisionand
disunionintheUS?
Objectives 1. Thestudentwillbeabletoexplainvariousperspectivesontheannexationof
Texasincludingthoseinfavor,thoseagainst,Mexican,FrenchandBritish.
2. Thestudentwillbeabletocometoaconsensuswithgroupmembersonthe
annexationofTexas.
3. ThestudentwillbeabletowritearecommendationtoPresidentTylerthat
argueseitherfororagainstannexation,usingprimaryandsecondarysources
asevidence.
4. Thestudentwillbeabletorelatetheissueofannexationtogreatercausesof
theCivilWar.
StandardsofLearning
ExplicitlyTaught:
USI.8a
Thestudentwilldemonstrateknowledgeofwestwardexpansionand
reforminAmericafrom1801‐1861by
a) describingterritorialexpansionandhowitaffectedthepolitical
mapoftheUnitedStates,withemphasisontheLouisianaPurchase,
LewisandClarkexpedition,andtheacquisitionsofFlorida,Texas,
OregonandCalifornia.
Supports:
USI.9a
Thestudentwilldemonstrateknowledgeofthecauses,majorevents,
andeffectsoftheCivilWarby
a) describingthecultural,economic,andconstitutionalissues
thatdividedthenation.
HistoricalSkills(asoutlinedbyOAH)  Historicalcomprehension
 HistoricalAnalysisandInterpretation
 HistoricalIssues–AnalysisandDecisionMaking
AssessmentTools  StructuredAcademicControversyhandouts
 Participationinclassdiscussion
 RecommendationtoPresidentTyler
Materials/Resources
 StructuredAcademicControversypacket
o Primarysourcereadings:
 PetitionfromCitizensofPennsylvaniainFavoroftheAnnexation
ofTexas
 PetitionfromCitizensofVermontAgainstAnnexationofTexas
 JointResolutionforAnnexingTexas
 ExcerptsfromHowtoConquerTexasbeforeTexasConquersUs
ByEdwardEverettHale
 ExcerptsfromThoughtsontheProposedAnnexationofTexasby
TheodoreSedgwick
 ExcerptsfromAddressontheannexationofTexas,andthe
aspect
ofslaveryintheUnitedStatesbyStephenC.Phillips
ExcerptsfromLettersRelatingtotheHistoryofAnnexationby
AnsonJones.
 LetterfromAshbelSmithtoAnsonJones(Britishperspective)
 GeorgeW.TerrelltoAnsonJones(Frenchperspective)
o Studentprocessinggraphicorganizer
Discussionquestions
Recommendationassignment
Whiteboard/chalkboard/smartboard




Modifications
 TherearethreelevelsofSACpackets,A(advanced),O(on‐gradelevel),S
(needsextrasupport).
 PrimarysourcesinSACpacketmayberewritten/excerptedorotherwise
modified.Teachercancombinesourcesfromthreepacketstomeet
individualstudentneeds.
 StudentgraphicorganizersinSACpacketmaybemodified.
InstructionalProcedures/Process
1. Starter:postthefollowingquestionforstudentstorespondtoontheboard.
“WhydidAmericansimmigratetoTexasinthemid1800s?WhydidTexas
declareitsindependenceandfightforitduringtheWarforTexan
Independence?HowdidtheAlamoimpactTexas,MexicoandtheWarfor
TexanIndependence?”
Note:ifyouplantousethisasastand‐alonelesson,reviewofthese
topics/activationofpriorknowledgewillbenecessaryatthebeginningof
class.Thosewhoprecededthislessonwithlessononewillneedtospend
lesstimeonreview.
2. ReviewStructuredAcademicControversyprocedureswithstudents.(See
teacherguideandstudentdirectionsinSACpackets.)
Note:dependinguponhowfamiliaryourstudentsarewithSAC,youmay
modifythisstep.Seestudentdirectionshandoutandteacherguide.
3. Studentsaredividedintopairs.Thenstudentpairsjoinanotherpairto
createagroupoffour.Eachpairisassignedtoaside:proorantiannexation
ofTexasbytheUS.
4. Studentsspendabout10minutesresearchingtheirassignedside(proor
anti)andtakingnotes.(Studentswilluseprimaryandsecondarysources
andgraphicorganizersprovidedinSACpacket.)
5. Followingresearchtime,eachpairtakesturnssharingitspositionwiththe
otherpair,followingtheguidelinesoftheSAC.
6. Studentpairsarethenassignedtoanotherpair,creatingasecondgroupof
four.Studentsthentakeontheoppositeposition.(i.e.Studentpairsthat
startedwithpro‐annexationwillswitchandargueananti‐annexation
position.)RemindstudentsthatduringthissecondpartoftheSACtheywill
needtoincludeFrenchandBritishperspectivesintheirargument.
7. Studentsspendabout7minutesresearchingtheirnewpositionbeingsureto
includeFrenchandBritishperspectives.
8. Studentsthenrepeatstep5,arguingtheoppositesideoftheannexationissue.
9. Studentsremainintheirsecondgroupof4andentertheconsensus‐building
partoftheSAC.Studentgroupswillattempttocometoaconsensusonthe
annexationissue.StudentswilldecidewhetherornottheUSshouldannex
Texas.GroupsrecordconsensusongraphicorganizerinSACpacket.
10. Studentgroupselectonepresentertopresenttheirconsensus.
11. Presentersshareconsensuseswithclassandclassevaluatesthepositives
andnegativesofeachproposedconsensus.(Seeteacherguideforguiding
questions.)
12. OncetheSACisconcluded,studentsmaybeginworkonthewrap‐up
assignment:writearecommendationtoPresidentTyler.(Seewrap‐up
assignmenthandout,canalsobedisplayedonwhiteboard/chalkboardand
answeredinstudentnotebook.)
Closure
StudentunderstandingwillbeassessedthroughteacherobservationduringSAC,
sharingofconsensusesandTylerrecommendation.(SeeSACobservation
guidelinesinteacherSACpacketandrubricforgradingtherecommendation.)