TEACHER:
CLASS: 7th Social Studies
DATE: December 14-17
M T W TH F
Topic 5, Lesson 2: War With Mexico and the Aftermath
Student Expectations Bundled in Lesson
Resources:
Noun=Underline Verb=Italicize
Content Standards
1A: identify the major eras in Texas history, describe their defining characteristics, and
explain why historians divide the past into eras, including Natural Texas and its People;
Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early
Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads;
Age of Oil; Texas in the Great Depression and World War II; Civil Rights and
Conservatism; and Contemporary Texas
1B: apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods
1C: explain the significance of the following dates: 1519, mapping of the Texas coast
and first mainland Spanish settlement; 1718, founding of San Antonio; 1821,
independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil
War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at
Spindletop
4A: identify individuals, events, and issues during the administrations of Republic of
Texas Presidents Houston, Lamar, and Jones, including the Texas Navy, the Texas
Rangers, Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William Goyens, Mary
Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the
Santa Fe Expedition, public debt, and the roles of racial and ethnic groups
4C: identify individuals, events, and issues during early Texas statehood, including the
U.S.-Mexican War, the Treaty of Guadalupe-Hidalgo, population growth, and the
Compromise of 1850
5A: explain reasons for the involvement of Texas in the Civil War such as states' rights,
slavery, sectionalism, and tariffs
5B: analyze the political, economic, and social effects of the Civil War and
Reconstruction in Texas
5C: identify significant individuals and events concerning Texas and the Civil War such
as John Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder and
the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
8B: analyze and interpret geographic distributions and patterns in Texas during the
19th, 20th, and 21st centuries
9A: locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal
Plains regions and places of importance in Texas during the 19th, 20th, and 21st
centuries such as major cities, rivers, natural and historic landmarks, political and
cultural regions, and local points of interest
9C: analyze the effects of physical and human factors such as climate, weather,
landforms, irrigation, transportation, and communication on major events in Texas
11A: analyze why immigrant groups came to Texas and where they settled
11B: analyze how immigration and migration to Texas in the 19th, 20th, and 21st
centuries have influenced Texas
12A: explain economic factors that led to the urbanization of Texas
13A: analyze the impact of national and international markets and events on the
production of goods and services in Texas such as agriculture, oil and gas, and
computer technology
14B: compare the principles and concepts of the Texas Constitution to the U.S.
Constitution, including the Texas and U.S. Bill of Rights
15A: describe the structure and functions of government at municipal, county, and
state levels
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
17C: express and defend a point of view on an issue of historical or contemporary
U.S. History Textbook Colonization
through Reconstruction
pp. (262-269)
Online Editable presentation (p.262)
Start Up Activity: Our Pulses Bat Quickly
(p.262)
Reading and Note Taking Study Guide
(p. 262)
Analyze Maps, Tables, Visuals,
Information
(p.263, 266, and 267)
Digital Activity: Texans’ View of the U.S.Mexican War (p.269)
Digital Lesson Quiz (p.269)
interest in Texas
18A: identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been president of the United States
18B: identify the contributions of Texas leaders, including Lawrence Sullivan "Sul" Ross,
John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey
Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.
19B: describe how people from various racial, ethnic, and religious groups attempt to
maintain their cultural heritage while adapting to the larger Texas culture
Process Standards
21E: support a point of view on a social studies issue or event
Objective/Key Understanding:





Identify the issues that led to the U.S.-Mexican War.
Identify important individuals during the U.S.- Mexican
War.
Describe the significance of the Treaty of GuadalupeHidalgo.
Explain the political issues faced by Texas leaders after
the U.S.-Mexican War.
Identify what Texas gave up and what it gained through
the Compromise of 1850.
Introduce Vocabulary Activity (p.262)
Manifest Destiny
negotiate
cession
proslavery
dispute
antislavery
popular
sovereignty
permanent school
fund
John “Jack” Coffee
Hays
Informal Assessment Questions 1-5 (p.269)





How did the concept of Manifest Destiny contribute to the start of the U.S.-Mexican War?
Why did General Zachary Taylor likely build Fort Texas on land that was claimed by Mexico?
Why was it logical that Texans fought in the U.S.-Mexican War?
Give evidence supporting the idea that the Texas Rangers were necessary to help U.S. troops defeat General Santa Anna at
Buena Vista.
Why was the Compromise of 1850 critical for the future of education in Texas?
Stop & Check for Understanding—High Level Questions


Why was Mexico angry that the U.S. claimed the Rio Grande as the border?
What were some results of the Treaty of Guadalupe-Hidalgo?
Small Group Purposeful Talk Question Stems
Building to the U.S. Mexican War (p. 263-264)
 Do you think the U.S. was justified in going to war with Mexico?
 Do you think Polk’s position that “Mexico has….shed American blood on American soil” was a sufficient reason to declare
war?
 Do you think that President Polk “picked a fight”?
Texans Help Win the U.S. Mexican War (p.264-266)
 Tell students that American forces defeated Mexican forces repeatedly in the U.S.-Mexican War, sometimes when
outnumbered.
 What can they conclude from this?
 Invite the class to summarize the role Texas individuals, including Jack Coffee Hays, played in the U.S. - Mexican War.
Political and Border Issues (p.266-269)
 Direct students to identify the leadership qualities of these elected leaders of Texas: George T. Woods, peter H. Bell, Elisha
M. Pease, Hardin R. Punnels, and Sam Houston.
 Remind students that Texas received $10 million under Compromise of 1850 for giving up a land claim to New Mexico.
 What did Texas Do with this money?
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 262)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: :”Our Pulses Beat Quickly” (p. 262)
Project the Start Up Activity (p. 262).
 Ask students to focus on the newspaper excerpt as they get settled. Allow them time to write.
 Point out the Texans’ desire for revenge.
 Ask students to share their paragraphs and discuss the question: How do you think most Texans felt about a war with
Mexico?
Reading and Note Taking Study Guide (p. 262)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview
of the lesson in the Reading and Note taking Study Guide
Analyze Maps (p. 263)
Review the map, Disputes Borders of Texas, 1836, on page 263.
 Using the map scale, about how much territory was disputed by the United States and Mexico in the mid-1840s?
Analyze Information (p.267)
Review the infographic, The Treaty of Guadalupe Hidalgo 1848, on page 267.
 In terms of land, do you think the Treaty of Guadalupe-Hidalgo was important to the development of the U.S.? Explain.
Analyze Timelines (p. 267)
Review the timeline, Timeline of Early Texas Statehood, 1845-1860, on page 267.
 What is a word or phrase to describe a particular theme that reflected the first 15 years of Texas state history?
Digital Activity: Texans’ View of the U.S.-Mexican War. (p. 269)
Project Digital Activity: Texans’ View of the U.S.-Mexican War (p. 269). Remind students that at the beginning of this lesson they
predicted how many Texans would feel about the U.S.-Mexican War. Have them revisit their predictions and answer the questions in
paragraph form.
 Ask students to share their opinions about the most important outcome of the U.S.-Mexican War and to explain their
choice.
Digital Lesson Quiz: (p. 269)
Assign the Digital Lesson Quiz (p. 169). Discuss with the class: In War With Mexico and the Aftermath, you learned how the American
belief in Manifest Destiny helped lead to the U.S. - Mexican War. The Treaty of Guadalupe-Hidalgo ended the war and granted the
U.S. a vast amount of former Mexico Territory. After the war, Texas had to deal with a boundary dispute with Mexico, elations with
Native Americans, and serious debt. The debt was helped by a large payment received in exchange for giving up some land claims to
New Mexico. That settlement was part of the Missouri Compromise, a series of laws that aimed to avoid conflict between the
nonslave states of the North and the slave states of the South.
 Do you think the U.S. was justified in going to war with Mexico? Why or why not?
 What were the effects of physical factors, such as landforms, on major events in the early statehood of Texas, including the
U.S. –Mexican War?
Lesson Plan
*Have students preview the lesson objectives and the list of key terms (p. 262). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p. 262).
Engage
Explore
Explain
Start Up Activity: :”Our Pulses Beat Quickly” (p. 262)
Project the Start Up Activity (p. 262).
 Ask students to focus on the newspaper excerpt as they get settled. Allow them time to write.
 Point out the Texans’ desire for revenge.
 Ask students to share their paragraphs and discuss the question: How do you think most Texans felt about
a war with Mexico?
*Tell students that in this lesson they will learn about events during early Texas statehood, including the U.S.Mexican War, Treaty of Guadalupejac-Hidalgo, and the Compromise of 1850. Emphasize that Texas is now a state,
and so the history of Texas joins the history of the U.S. Events in Texas during its early statehood included slavery
and war.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 Building to the U.S. Mexican War (p.263-264)
 Texans Help Win the U.S. Mexican War (p. 264-266)
 Political and Border Issues (p.266-269)
*Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and
understand the text as they read.
*Tell students that in this lesson they will learn about events during early Texas statehood, including the U.S.Mexican War, Treaty of Guadalupejac-Hidalgo, and the Compromise of 1850. Emphasize that Texas is now a state,
and so the history of Texas joins the history of the U.S. Events in Texas during its early statehood included slavery
and war.
Building to the U.S. Mexican War (p.263-264)
 The annexation of Texas had been one step toward fulfilling Manifest Destiny. Still. Polk and his
supporters dreamed of more. They wanted control of all the land between Texas and the Pacific Ocean.
At the time, Mexico owned this land.
Texans Help Win the U.S. Mexican War (p. 264-266)
 Many Texans supported the war. The war offered a chance to the end of border dispute. Moreover, some
Texans saw a chance to settle old scores with Mexico. Some Texans saw this as a chance to gain revenge
for their defeat at the Alamo. This wish for revenge led to problems during the conflict. Some Texas
Elaborate
Evaluate
soldiers killed Mexican civilians who were not participants in the war.
Political and Border Issues (p.266-269)
 After the U.S. –Mexican War, Texas leaders had many issues to face. Texas citizens needed protection
from Indians. The state had debts to pay off. As the state grew, it also needed to pay for the construction
of new railroads, schools, and capitol.
*Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
*Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
*Active Classroom
Have students Make Headlines about one of the events during early Texas statehood: the Compromise of 1850.
 If you were to write a headline about the Compromise of 1850 that captured its most important
aspects, what would that headline be?
Allow students to use subheadings to communicate more information. Project the following key terms for
students to include in their headlines:
 Compromise of 1850
 Proslavery
 Antislavery
 Popular Sovereignty
 Nonslave state
 Slave state
 Congress
Have students share and review each other’s’ headlines.
*Topic of Inquiry
*Topic of Inquiry
In this topic Inquiry, students work in teams to examine different perspectives on this issue by analyzing several
sources, arguing both sides of a Yes/No question, then developing and discussing their own point of view on the
question:
 Was Sam Houston’s opposition to secession justified?
*Assign the Digital Lesson Quiz for this lesson (p.269). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 How did the concept of Manifest Destiny contribute to the start of the U.S.-Mexican War?
 Why did General Zachary Taylor likely build Fort Texas on land that was claimed by Mexico?
 Why was it logical that Texans fought in the U.S.-Mexican War?
 Give evidence supporting the idea that the Texas Rangers were necessary to help U.S. troops defeat
General Santa Anna at Buena Vista.
 Why was the Compromise of 1850 critical for the future of education in Texas?
TEACHER:
CLASS: 7th Social Studies
DATE: December 18
M T W TH F
Holiday Activities
Student Expectations Bundled in Lesson
Noun=Underline
Resources:
Verb=Italicize
Objective/Key Understanding:
Introduce Vocabulary Activity (p.)
Informal Assessment Questions 1-5 (p. )
Stop & Check for Understanding—High Level Questions
Small Group Purposeful Talk Question Stems
Online Resources, Analyzing Maps and Charts & Digital Activity
Lesson Plan
Engage
Explore
Explain
Elaborate
Evaluate
TEACHER:
CLASS: 7th Social Studies
DATE:
M T W TH F
Topic , Lesson :
Student Expectations Bundled in Lesson
Resources:
Noun=Underline
U.S. History Textbook Colonization
through Reconstruction
pp. ()
Verb=Italicize
Online Editable presentation (p.)
Start Up Activity: (p.)
Reading and Note Taking Study Guide
(p. )
Analyze Maps, Tables, Visuals,
Information
(p.)
Digital Activity: (p.)
Digital Lesson Quiz (p.)
Objective/Key Understanding:
Introduce Vocabulary Activity (p.)
Informal Assessment Questions 1-5 (p. )

Stop & Check for Understanding—High Level Questions

Small Group Purposeful Talk Question Stems

Online Resources, Analyzing Maps and Charts & Digital Activity

Lesson Plan
*Have students preview the lesson objectives and the list of key terms (p.). Use the Editable Presentation found on
the digital course to present the main ideas of the lesson (p. ).
Start Up Activity (p. 224)
Engage
Explore
Explain
*Tell students that in this lesson they will
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.

*Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and
understand the text as they read.
*Tell students that in this lesson they will
Elaborate
*Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
*Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
*Active Classroom
*Topic of Inquiry

*Assign the Digital Lesson Quiz for this lesson (p. ). Teachers can also opt to have students demonstrate mastery
by responding to the following questions on paper:

Evaluate