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CEP Lesson Plan Form

Teacher: Dylan Delehoy

School: Rocky Mountain High School

Date: 9/17/15
Grade Level:

11/12 Content Area: US History

Title: The Texas Revolution & The Mexican-American War

Lesson #:__ of __

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
History 1. Prepared Graduates: Use the historical method of inquiry to ask questions, evaluate primary
and secondary sources, critically analyze and interpret data, and develop interpretations defended by
History 3. Prepared Graduates: The significance of ideas as powerful forces throughout history.
Understandings: (Big Ideas)
How nineteenth century ideas like Manifest Destiny helped shape the United States.
How expansion helped lead to the Civil War.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
How does point of view impact how history is interpreted? What if the history of a war was told by the
losing side? How have ideas like Manifest Destiny impacted the history and development of the United
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)
I can: Evaluate a historical source for point of view and historical context.
Analyze the origins of fundamental political debates and how conflict, compromise, and cooperation
have shaped national unity and diversity.
Analyze ideas critical to the understanding of American history.
This means: Analyzing primary source documents in order to synthesize a treaty to end the MexicanAmerican War and create meaning behind the idea of Manifest Destiny.
List of Assessments: (Write the number of the learning target associated with each assessment)
SOAPS+ Questions: ability to deconstruct and analyze primary sources, Expert Groups Questions: ability
to pick out and describe their documents main point and connect it back to the larger context of
manifest destiny, Mixed Groups Questions: ability to apply their understanding of their primary source
in a discussion with their groups to create their own treaties to end the war.

Colorado State University College of Applied Human Sciences

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?

Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual

Treaty to End the War: the purpose is to get students to critically analyze various primary
source documents concerning the cause of the Mexican-American War and use this
information/insight to create and justify their own treaty to bring an end to the war. At
the end, we will compare these to the real Treaty of Guadalupe-Hidalgo
Students will work on a Jigsaw activity to synthesize their own treaties to end the
Mexican-American War using primary source documents. (aprox. 30 mins)
Students will need one of the seven primary source documents
- John O Sullivan Coins the Phrase Manifest Destiny 1845
- Commodore Sloats Proclamation to the People of California
- Proclamation by General Francisco Mejia
- Abraham Lincolns Spot Resolutions
- Proclamation by President Jose Joaquin Herrera
- Congressional Act of War 1846
- James Polks Speech on War With Mexico
The teacher will lead the class in a see-think-wonder activity on John Gasts painting
American Progress and use the imagery in the painting to help introduce the idea of
Manifest Destiny. This will introduce the major theme for the lesson to keep coming back
to throughout.

- See-think-wonder activity, class discussion (5 mins)

- PowerPoint lecture on Texas and Mexican War, teacher input (20 mins)
- Jigsaw treaty activity, assessment, unguided group practice (30 mins)
- Wrap up discussion about Treaty of Guadalupe-Hidalgo, teacher input (10 mins)
- Closure video (5 mins)
Total: 70 mins

Colorado State University College of Applied Human Sciences

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CEP Lesson Plan Form

Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?

The closure for this lesson will be a clip from Late Night With Jimmy Fallon that discusses
the major treaties and land acquisition the US underwent in the Mexican-American War
as a way to consolidate their learning in a humorous way. It will reinforce the main points
of the treaties covered in the lesson through description and jokes and will serve as a
jumping off point to lead into the next lesson about how the newly acquired territory
helped lead the US closer to the Civil War.

How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.

Students will be assessed on their ability to deconstruct and analyze primary sources
based on the SOAPS+ model. Then, in groups students will be assessed on their ability to
pick out and describe their documents main point and connect it back to the larger
context of manifest destiny. Students will then be assessed on how they are able to apply
their understanding of their primary source in a discussion with their groups to create
their own treaties to end the war. Students final synthesized treaties along with their
individual answers to document analysis questions will be collected and graded to check
for the understandings listed above.

Students will be provided with guided reading questions and models to aid in their
analysis of primary source documents. For students who complete the tasks early, there
is an open ended research question to lead students towards further learning. During
cold calls and discussion, the instructor can differentiate by asking various levels of
questions based on student ability while utilizing questioning techniques to guide
students towards understanding. Also, students with more severe needs will be grouped
with a partner during the individual reading section for difficult documents.

Colorado State University College of Applied Human Sciences

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
The students did very well overall on the document analysis and group activity. The lesson
did run long and the final treaty activity was cut a little short, but the students were still able to
show their understanding of the documents they readthe answers were just shorter from the
time constraint. Overall, the SOAPS+ individual analysis and group questions were worth 14
points and the final treaty was worth 10. Mr. Robinson would have weighted it 40-50 points if
they would have had more time to work on them. Only one student lost four points due to
incomplete answers on the SOAPS+ analysis, and there were three absent students, which
brings the 32 student class average to 90.1%. Overall, all the students demonstrated that they
were able to analyze a primary source document on their own, collaborate as a group to
uncover bias and motivation using evidence, and ultimately apply their understanding to
participate in a debate to construct/synthesize a treaty of their own that addressed the same
issues as the actual treaty of Guadalupe-Hidalgo.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I would definitely take out some of the lecture material in order to save more time for
group work on the treaties. I would tailor the content to lead more directly into the group
activity, allowing for more self-discovery as well as the exploration of more topics in the group
discussion. I would also focus more on how the Mexican-American War helped lead to the Civil
War since that is the next unit. Overall, I would place less focus on the lecture/content and
devote much more time to the group activity and discussion.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
The next lesson is going to use the content and understandings from this lesson, connect it
to the territorial expansion to the other nineteenth century territorial acquisitions, and
ultimately put them all in the larger context of the debate over slavery. This will help to frame
the compromises that were made and the various political factions that developed in the 1850s
leading up to the Civil War. It is partially continued practice because students are going to be
drawing up a manifest destiny map to reinforce territorial expansion content, and it will build
the background knowledge for the political debate/conflict to be covered.

Colorado State University College of Applied Human Sciences

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