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Teacher's Guide for COBBLESTONE ® US-Mexican WarDecember 2000
Teacher Guide prepared by: Steve Bless, Librarian and Educational Technologist, Monkton Central School, Monkton, Vermont.
The following projects should be developed as students and teachers read and discuss the articles in this issue. By developing a timeline and designing a map of the area, students will be better able to visualize and put into context the events of this time period.
Objectives: - To read with purpose:
- Locating data, names, events, and times
- Understanding "place" and the issues of the time
- To develop sequencing skills by laying out events along a timeline
- To determine the significant events and identify on a map where they happened
Materials:
December 2000 issue (or classroom set) of COBBLESTONE ®, art supplies, large display areas, writing materials or computer with word processing application and printer
The map can be an enlargement of the one shown on pages 8 and 9. An option is to use the double-page map as a base map with overlays of the territories and states on transparencies. The plotting of events may be done on one large classroom map or projected on overhead transparencies. Students should also be given their own copies.
Essential Question: How are the land, the people and the issues of the time connected?
Students will use the information they have located while reading and discussing the articles to address this question. They will develop a map that includes the important events as described in the magazine articles. They will create a timeline of the events before, during, and after the U.S.-Mexican War. They will reflect on issues such as "manifest destiny" and "antislavery" and express their own opinions supported by the facts in the articles. As students read the articles, they should note in journals or as lists, the names of people and places and dates. Students should also keep a record of definitions of issue-related words.
Focusing Questions and Guided Investigation: - What was the time frame of this event?
- In addition to all the events during the war years, consider the years leading up to the war and following it.
- Reference page 4: In the early 1800s, most Americans depended on the land to make a living and Mexico had fought a war for their own independence.
- Reference page 16: Many young officers who served in the U.S.-Mexican War became leaders during the American Civil War in the 1860s.
- What were the places where significant events occurred?
- Guide students to understand the meaning of the word "significant." Identify events that had major short- or long-term impact. Conduct further research as to how the geography of the area affected the campaigns.
- Reference pages 6 - 7: The disputed place of the skirmish between the U.S. dragoons and the Mexican troops.
- Reference the article starting on page 30 about General Scott's military campaign in Mexico. The story on pages 34 - 35 of "the Heroic Children" in Vera Cruz offers a different view of this campaign.
- Who were the important players in this drama?
- The most recognized people were the leaders of the countries but the battles were fought by the many officers and volunteers.
- Reference pages 5 and 38 - 39: Certainly Mexican President and general Antonio Lopez de Santa Anna and President James Polk played significant roles for their respective countries.
- Reference pages 13 - 17: The reality of life for the common man in the army was not at all glorious.
- This area offers an excellent opportunity for further research. Consider finding out about others who lived in the disputed territory including the Native American Apaches, the Mexican Texans or the American Texans. Find and report on the views of the descendents of those serving in the war from the Internet site: Descendants of Mexican War Veterans
- What were the main and the secondary issues surrounding this conflict?
Students should refer to their definitions of words and phrases that they developed as they read the articles. Assist them in categorizing the ones that are issue-related. Then determine which issues were the most significant. This process will lead to discussion and a better understanding of the issues and related events. These issues could also be placed on the timeline based on who the topic was associated with or when the topic became most influential.
Evaluation:
Continuous assessment practices of observation and reflection of students at work should guide instruction. The completed timelines, maps, and student journals can be used as individual student assessments of progress.
Additional Resources: - Reference pages 46 and 47: The "Digging Deeper" sections on these pages provide current resources.
- The PBS site displays a helpful timeline that can be used as a further guide in developing a hands-on one with students.
- The COBBLESTONE ® Teacher's Guide by Dr. Mary Shea for the White House issue provides additional suggestions for independent practice and evaluation.
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