Social Studies: American History, the Mexican American War, 11th Grade Kevin Powell

1 week lesson on (1) causes/effects of the

Mexican American War and (2) various
experiences of that war in terms of those in
FOCUS STANDARDS: power who started it, the non-empowered
who sacrificed for it, and those who
- AH.H.1 Understand the reasons for American involvement in conflicts and the opposed it.
domestic and foreign impacts.

SUPPORTING STANDARDS:
- AH.H.1.2 Explain the causes and effects of various international
conflicts/wars in terms of political, economic, and social factors.
- AH.H.1.3 Differentiate the experience of war on groups and individuals in terms
of contribution, sacrifice, and opposition.

Outcome Scenario: Students will be able to draw from their knowledge of the Mexican
American War—approached as a “case-study” or historical “example”—in order to
understand 1) the multi-dimensional factors (especially of a political and economic nature)
that contribute to war and the ambiguous consequences of conflict and 2) the various
kinds of responses & experiences of a home population to war.

LEARNING TARGETS:
STUDENTS WILL KNOW/UNDERSTAND: (1) the role that American nationalism
and Southern economic interests played in provoking the Mexican American
War and (1a) how military victory proved to be “Pyrrhic” (exacerbating
tensions between the North & South); (2) the various perspectives of those
involved in the war and (2b) the extent to which the phrase “rich man’s war,
poor man’s fight” may apply analytically-speaking.
STUDENTS WILL BE ABLE TO: (1) challenge traditional (i.e. nationalist),
hawkish narratives & accounts of the Mexican American War, (2) arrive at
independent conclusions about its causes and effects through critical
thinking, and (3) distinguish between narratives that justify, question, and/or
stay silent about conflict and political violence.
STUDENT FRIENDLY LEARNING TARGETS (I CAN STATEMENTS): I can analyze
literary sources, determine biases in primary and secondary sources, and
differentiate between facts & interpretation of sources.

COMMON INSTRUCTIONAL
FRAMEWORK
FORMATIVE/SUMMATIVE ASSESSMENT (Check all that apply)
Highlight FOCUS areas:
--- Pre-Assessment aligned with Running Record Collaborative Group Work
learning targets Writing to Learn
Anecdotal Records --- Data from class discussion Literacy Groups
Students monitor progress to Selected and/or Constructed Questioning
reach target or set goals responses Scaffolding
--- Journals/Learning Log Conferences/Interviews Classroom Talk
Portfolio Rubrics and/or scoring guides
Project Essay
--- Performance task/event Multiple Choice This lesson
Other: requires _5__
sessions.
 Day __1__ of __2__ day lesson.
LESSON DETAILS- Detailed description of lesson includes: See attached document
for answers
Activating prior knowledge/connections to previous
Assessment/Assessment task:
instruction:
How will I determine if lesson learning targets -How will I activate prior knowledge students may have
have been met? about new learning or make a connection to previously
I will read journal entries, observe and mediate taught concepts, skills, knowledge?
class discussions, and have students pick a -What have students learned in the past that relates to
perspective
the lesson’s learning targets(s)?
RESOURCES and TECHNOLOGY: -What experience or background may I need to provide
-What resources and materials will I need to for students who have little to no related background
teach this lesson? knowledge?
-Have I intentionally used a variety of
materials (print, non-print, media, realia,
technology, etc.) resources?

INSTRUCTIONAL DELIVERY:
What learning experiences will I use to involve students and ensure they reach the lesson learning
targets?
What procedures/steps will I use?

How will I adapt activities/procedures to meet individual student needs?

What specific modifications or strategies will I incorporate to ensure the success of my English
Language Learners?

Have I made sure that these learning experiences incorporate the principles of the Common
Instructional Framework?

Have I made sure that these learning experiences will move students forward in Universal Student
Practices outlined in the Common Core State Standards (North Carolina Standard Course of Study)?

DIFFERENTIATION: Before teaching this lesson, do you anticipate a need to modify content,
process, or work products? After teaching this lesson do you recognize a need to enrich some
students, reteach some students, or make modifications to the remaining learning sequence?

Wrap Up/Student Reflection

Additional Notes/Teacher
How do I bring closure to the lesson, relating to the learning
Reflection -Explanation of how
targets?
How do I help students synthesize today’s lesson? materials are culturally sustaining and
How will students determine where they are in meeting the are intended to meet
lesson targets? differentiation needs of students