Unit: 07 Lesson: 02 Suggested Duration: 3 days Grade 07 Unit 07 Exemplar Lesson 02 : Texas and the Quest for Manifest Destiny This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Manifest destiny is a concept related to the expansion of the United States to the Pacific Ocean. Annexation of Texas was critical to achieving that goal but it would require warring with Mexico and giving up the western half of Texas. This lesson will examine the influence of manifest destiny on Juan Seguin by having students complete a free write, gather information by examining information cards, and process information by explaining the economic, social, political, and geographical impact of the war on Texas. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 7.4 History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood. The student is expected to: 7.4B Analyze the causes of and events leading to Texas annexation. 7.4C 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. 7.8 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: 7.8A Create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries. 7.8B Analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries. Skills TEKS 7.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: 7.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. GETTING READY FOR INSTRUCTION Last Updated 05/01/13 page 1 of 18
Unit: 07 Lesson: 02 Suggested Duration: 3 days Performance Indicators Grade 07 Unit 07 PI 02 Create a storyboard explaining how the Mexican War shaped the history of Texas. Include important individuals, events, and issues of the time period. Standard(s): 7.4B, 7.4C, 7.8A, 7.21B ELPS ELPS.c.1C, ELPS.c.5F Key Understandings Nations seek opportunities to expand and improve. What were the causes and events leading to Texas annexation? What were the events, issues, and people of early Texas statehood? How did manifest destiny impact the distribution of settlements in Texas and the United States? Vocabulary of Instruction manifest destiny compromise treaty Materials notebook/paper sticky notes textbook butcher paper white legal paper Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Free Write: Juan Sequin (1 per student) Teacher Resource: Juan Seguin: The Rest of the Story Handout: Mexican War Cards Pattern Puzzle (1 set per group) Teacher Resource: Mexican War Cards Pattern Puzzle KEY Handout: Mexican War Note Card (1 per student) Teacher Resource: Mexican War Note Card KEY Handout: Compromise of 1850 Teacher Resource: Compromise of 1850 KEY Handout: Texas Rangers Reflective Journal Resources Texas Beyond History: http://www.texasbeyondhistory.net/stlouis/index.html TSHA Texas Online Handbook: http://www.tshaonline.org/handbook/online Portals to Texas History: http://texashistory.unt.edu/ark:/67531/metapth6103/ Teaching Texas: www.teachingtexas.org The Texas Almanac: http://www.texasalmanac.com Resources 4 Educators: http://education.texashistory.unt.edu/index.html Last Updated 05/01/13 page 2 of 18
Advance Preparation Unit: 07 Lesson: 02 Suggested Duration: 3 days 1. Teachers will need to become familiar with the content and procedures for this lesson. 2. Choose appropriate sections in the textbook and other classroom and library resources to support learning about historical eras and geography. 3. Prepare attachment(s) as necessary. Background Information Texas has a unique history in regards to other states. Texas was shaped by individuals, events, issues, and ideas that were carried over from the days of Spanish and Mexican control, the Republic, early statehood, and the Mexican War. Even the Texas Rangers are unique to Texas, a remnant of that early history. From the beginning of the United States, Americans were steadily colonizing the West. The ideas of westward expansion, new lands, and new opportunities permeate American history. Manifest destiny is a concept related to the expansion of the United States to the Pacific Ocean. This goal was achieved by the United States with the addition of Texas, the Mexican Cession, the Oregon Territory, and the Gadsden Purchase. In this lesson, students examine the impact on an individual on Texas and the United States. When Texas joined the United States, the issue of slavery was contributing to sectionalism and divided loyalties. The northern and southern states were divided over the issue of states rights. Many Southerner slave holders considered the peculiar institution of slavery their right according to the Constitution. The addition of Texas was one more slave state. Whether slavery would go into these newly acquired U.S. territories complicated the situation. The Compromise of 1850 was an attempt to defuse the situation and perhaps avoid a civil war. It only delayed the outbreak of war. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Students will explain the events, issues, and people of early Texas statehood. 1. Free Write: Students read the Handout: Free Write: Juan Seguin and write anything that comes to mind about Juan Seguin s experience. They should express their own opinions, ideas, and questions. 2. After they have completed this exercise, write the following questions on the board to discuss how political issues affect common citizens. If you have students in groups, assign them each a question and then discuss the questions with the entire class. There could be a number of possible answers for these openended questions. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 30 minutes Attachments: TEKS: 7.4C Handout: Free Write: Juan Seguin (1 per student) Teacher Resource: Juan Seguin: The Rest of the Story What would you have done if you would have had to make the same choice as Juan Seguin? How did manifest destiny influence Juan Seguin? How will manifest destiny influence Texas? What kinds of opportunity were presented to Mexico and the United States which encouraged war with each other? 3. After the discussion, read to your class the Teacher Resource: Juan Seguin: The Rest of the Story. They will want to know what Seguin decided and what happened to him. EXPLORE 1 Students will explain the events, issues, and people of early Texas statehood. Suggested Day 1 (continued) 20 minutes Suggested Day 2 10 minutes 1. Organize students into groups of two to three. Attachments: Last Updated 05/01/13 page 3 of 18
2. Provide each group a set of separated cards from the Handout: Mexican War Cards Pattern Puzzle (make sure the set is mixed up) and distribute the Handout: Mexican War Note Card (1 per student) 3. Each group places the cards into the correct sequential order of events. They may use resources, for example, the textbook to reinforce their knowledge of events. The teacher will need to monitor each group and make sure they have put the cards in the correct order before the students move on to recording information. 4. Students will gather information from this timeline they have created and record it on the Handout: Mexican War Note Card. EXPLORE 2 Students will explain the events, issues, and people of early Texas statehood. 1. Students will define the term compromise by examining the Compromise of 1850 and how the United States changed geographically by completing the Handout: Compromise of 1850. 2. The teacher will need to assist students in completing the issues that brought about the need for a compromise. EXPLAIN Students will explain the events, issues, and people of early Texas statehood. 1. Facilitate a short discussion reminding students of the key issues surrounding early statehood and annexation. What were the causes and events leading to Texas annexation? What were the events, issues, and people of early Texas statehood? Handout: Mexican War Cards Pattern Puzzle (1 set per group) Teacher Resource: Mexican War Cards Pattern Puzzle KEY Handout: Mexican War Note Card (1 per student) Teacher Resource: Mexican War Note Card KEY TEKS: 7.4B, 7.4C, 7.8A, 7.21B Suggested Day 2 (continued) 20 minutes Attachments: Handout: Compromise of 1850 Teacher Resource: Compromise of 1850 KEY Suggested Day 2 (continued) 20 minutes Materials: notebook paper TEKS: 7.4B, 7.4C, 7.8A, 7.8B, 7.21B Unit: 07 Lesson: 02 Suggested Duration: 3 days 2. Students will identify the political, economic, geographic and social impact of the Mexican War on the early statehood in Texas. Remember that some answers can be examples for more than one category. 3. Students draw and complete a PEGS Graphic Organizer (See Below). 4. Students will identify the political, economic, geographic, and social impact of the Mexican War on the early statehood of Texas. Remember that some answers can be examples for more than one category. Political Impact Economic Impact Identify the political, economic, geographic, and social impact of the Mexican War on Texas. Geographic Impact Social Impact Last Updated 05/01/13 page 4 of 18
Unit: 07 Lesson: 02 Suggested Duration: 3 days 5. Draw a replica on the board or chart paper and ask students to share their answers. ELABORATE Students will explain the events, issues, and people of early Texas statehood. 1. Ask students the following questions to review/clarify understanding thus far: How did manifest destiny impact the distribution of settlements in Texas and the United States? How did the Mexican War shape the history of Texas? 2. Students complete the Handout: Reflective Journal: Texas Rangers. 3. After completing this exercise, students create a Texas Ranger Discussion Board on a large piece of butcher paper to place on the wall. Suggested Day 3 20 minutes Materials: butcher paper sticky notes Attachments: TEKS: 7.4C Handout: Texas Rangers Reflective Journal (1 per student) 4. Each student places a sticky note on the Discussion Board stating one way Texas Rangers shaped Texas history. 5. The information on the sticky note should reflect the students most important thought about Texas Rangers based on the reading of the Reflective Journal. 6. Students use this to complete the last question on the Reflective Journal or for a class discussion highlighting the many ways the Texas Rangers shaped Texas history. EVALUATE Students will explain the events, issues, and people of early Texas statehood. Unit07 PI02 Create a storyboard explaining how the Mexican War shaped the history of Texas. Include important individuals, events, and issues of the time period. Standard(s): 7.4B, 7.4C, 7.8A, 7.21B ELPS ELPS.c.1C, ELPS.c.5F Suggested Day 3 (continued) 30 minutes Materials: white legal paper TEKS: 7.4B, 7.4C, 7.8A, 7.21B Storyboard 1. Give each student either a legal size piece of paper or paper size 11x17. 2. Students fold the sheet of paper in half.(it will look almost like a square). 3. Fold paper edge to edge. 4. Fold paper edge to edge one more time. 5. When folds open, there should be 8 blocks on which students can record their information. NOTE: If your class has access to technology, you may have them use their storyboard to create a multimedia presentation. Last Updated 05/01/13 page 5 of 18
Information on the Storyboard Unit: 07 Lesson: 02 Suggested Duration: 3 days 1. Students will use the information gathered during the Explore and Elaborate activity. 2. There should be at least 8 slides. Below are the required slides Title Page Title, Name, Period, School, Date Texans and the Mexican War (1 2 blocks) Events of the Mexican War that Shaped Texas (2 blocks) Issues of the Mexican War that Shaped Texas (2 blocks) Significance of the Mexican War on Texas (1 2 blocks) 3. Each slide should include the following. Title Accurate information A Visual Last Updated 05/01/13 page 6 of 18
Free Write: Juan Seguin Instructions: Read the following and then write anything that comes to mind about Juan Seguin s experience. Express your own opinions, ideas, and questions at the bottom of the page. After performing heroically in the Texas Revolution, Juan Seguin returned to San Antonio and resumed his political career. He was a loyal supporter of the Republic of Texas. He served in the Senate and was elected mayor of San Antonio. Soon, though, events occurred that would test his loyalty to the Republic of Texas. During the early days of the republic, land was up for grabs. If land was abandoned for any reason, anyone could claim it. During the early 1840s, San Antonio was threatened by the Mexican Army. Seguin was ordered by the first commanding general of the Army of the Republic of Texas to burn down the city. He refused. Seguin knew if the city was abandoned that citizens, especially Tejano citizens, would most likely lose their land. President Sam Houston supported Seguin s decision to spare San Antonio but many new Texans started accusing him of treason [betraying one s country] and the commander of the Mexican army stated publicly that Seguin was still a loyal subject of Mexico. For himself and his family s safety, he fled with them to stay with relatives in Mexico. Then, while returning to Texas from Mexico in 1842, he was arrested, his goods were seized, and he was thrown in jail. On Santa Anna's orders he was given a choice: Remain in prison, with your family in distress, or join the next effort to retake Texas. 2012, TESCCC 05/08/13 page 1 of 2
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Juan Seguin: The Rest of the Story Distraught, Seguin joined the Mexican Army. He would be part of the brief occupation of San Antonio in 1842. While there, Ranger Captain Jack Hays would recognize him and proclaim him a traitor. Seguin joined the retreat to Mexico. Still threatened by Santa Anna, Seguin will fight against the United States during the Mexican War but after the war, he will receive permission to return to Texas and settle on land adjacent to his father's ranch in what is now Wilson County. There he will become involved in local politics and served as a Bexar County constable, an election-precinct chairman, and the county judge of Wilson County. In 1867, continued harassment again will prompt him to flee to Mexico. He will retire to Nuevo Laredo, Mexico where his son Santiago lived and was a businessman. He died there on August 27, 1890. His remains were returned to Texas in 1974 and buried in Seguin, Texas, the town named in his honor, during ceremonies on July 4, 1976. 2012, TESCCC 05/08/13 page 1 of 1
Mexican War Cards Pattern Puzzles In the spring of 1846, Mexican and American troops clashed north of the Rio Grande. Both commanders claimed they had been fired upon on their own soil. On February 2, 1848, the war ended with the signing of the Treaty of Guadalupe-Hidalgo. President Polk, declared, American blood had been shed on American soil and on May 13, 1846, the United States declared war on Mexico. The Treaty of Guadalupe-Hidalgo Mexico abandoned all claims to Texas The Rio Grande was accepted as the boundary. Mexican Cession All lands between Texas and the Pacific Ocean were surrendered to the U.S. U.S. paid Mexico $15 million and paid claims by U.S. citizens against Mexico Mexicans living in the lost areas were guaranteed American citizenship and the right to keep their land. 2012, TESCCC 08/01/12 page 1 of 2
U.S. General Zachery Taylor will immediately march his troops over land into Mexico and capture Monterrey and later defeat Santa Anna and his army at Buena Vista. In the fall of 1847, General Winfield Scott will land his troops at Vera Cruz and capture the Mexican capital of Mexico City. Create thematic maps The Treaty of Guadalupe-Hidalgo decided the southern boundary of Texas but not the issue of the western boundary with New Mexico or the issue of slavery in the new territories. The Compromise of 1850 was designed to do that. It stated that the U.S. would give Texas $10 million to pay off their debt and Texas would give up claims to New Mexico. New Mexico would become a territory and apply for statehood later. This compromise helped Texas to become debt free and did not tip the balance of power between the slave and free states. More than 5,000 Texans will immediately answer the call to serve their country. Edward Burleson, Albert Sidney Johnston, and Mirabeau Lamar served as officers as well as a number of Texas Rangers who will serve as scouts for the army. In the end, even though the United States was victorious in their pursuit of manifest destiny, it began a political debate about the issue of slavery that would end in a civil war. It forced Americans to come to terms with the issue of slavery and the U.S. Constitution. 2012, TESCCC 08/01/12 page 2 of 2
Mexican War Cards Pattern Puzzle KEY 1. In the spring of 1846, Mexican and American troops clashed north of the Rio Grande. Both commanders claimed they had been fired upon on their own soil. 2. President Polk, declared, American blood had been shed on American soil. On May 13, 1846, the United States declared war on Mexico 3. More than 5,000 Texans will immediately answer the call to serve their country. Edward Burleson, Albert Sidney Johnston, and Mirabeau Lamar served as officers as well as a number of Texas Rangers who will serve as scouts for the army. 4. U.S. General Zachery Taylor will immediately march his troops over land into Mexico and capture Monterrey and later defeat Santa Anna and his army at Buena Vista. In the fall of 1847, General Winfield Scott will land his troops at Vera Cruz and capture the Mexican capital of Mexico City. 5. On February 2, 1848, the war ended with the signing of the Treaty of Guadalupe-Hidalgo. 6. The Treaty of Guadalupe-Hidalgo a. Mexico abandoned all claims to Texas b. The Rio Grande was accepted as the Texas boundary. c. Mexican Cession All lands between Texas and the Pacific Ocean were surrendered to the U.S. d. U.S. paid Mexico $15 million and paid claims by U.S. citizens against Mexico e. Mexicans living in the lost areas were guaranteed American citizenship and the right to keep their land. 7. The Treaty of Guadalupe-Hidalgo decided the southern boundary of Texas but not the issue of the western boundary with New Mexico or the issue of slavery in the new territories. The Compromise of 1850 was designed to do that. It stated that the U.S. would give Texas $10 million to pay off their debt and Texas would give up claims to New Mexico. New Mexico would become a territory and apply for statehood later. This compromise helped Texas to become debt free and did not tip the balance of power between the slave and free states. 8. In the end, even though the United States was victorious in their pursuit of manifest destiny, it began a political debate about the issue of slavery that would end in a civil war. It forced Americans to come to terms with the issue of slavery and the U.S. Constitution. 2012, TESCCC 05/01/13 page 1 of 1
Mexican War Note Card Who: Summary of the Mexican War Where did the Mexican War take place? Draw a Map What: When: Create thematic maps Where: How: What was the cause? Why? What was the effect? This event is similar to My reaction to the event Compare Personal Reaction Conclusion What is the significance of the Mexican War? 2012, TESCCC 05/01/13 page 1 of 1
Mexican War Note Card KEY Summary of the Mexican War Who: Mexico and the United States What: Mexico never recognized Texas as part of the United States; Mexico did not recognize the Rio Grande as the Texas border, and the U.S. desire for the southwest lands. When: 1846-1848 Where: Most of the fighting occurred in Mexico. How: A battle occurred near Brownsville and the U.S. believed that American blood had been shed on American soil. Create thematic maps Where did the Mexican War take place? Draw a Map Have them hand draw or trace a map but have them create their own map based on the geography guidelines TODAL. Every good map needs these components. Title of the Map Orientation Compass Rose Date of Map Not the date it was made by student but the date it represents Author their name Legend - Key Why? What was the cause? What was the effect? Manifest Destiny the Mexico lost the war U.S. wanted to Treaty of Guadalupe- Hidalgo acquire Texas and the Rio Grande was the lands of the Texas boundary southwest which U.S. achieved manifest belonged to Mexico. destiny Compromise of 1850 Mexican Cession Conclusion What is the significance of the Mexican War? The Mexican War led to the United States goal of manifest destiny. The U.S. now extended from the east coast to the west coast. Compare This event is similar to Possible Responses: Iraq and the spread of democracy Personal Reaction My reaction to the event Their reaction should be individual and personal 2012, TESCCC 05/01/13 page 1 of 1
Compromise of 1850 Compromise. Effects of the Compromise of 1850 Texas received in exchange for California received in exchange for Reason Texas was willing to compromise: National Atlas of the United States. (Designer). (2006). U.S. Territorial Acquisitions [Web Map]. Retrieved from http://en.wikipedia.org/wiki/file:u.s._territorial_acquisitions.png How did manifest destiny affect the distribution of settlements in Texas and the United States? 2012, TESCCC 08/01/12 page 1 of 1
Compromise of 1850 KEY Compromise is an agreement in which each side gives up something it wants in order to reach a settlement. Texas received $10 million In exchange for giving up all claims to New Mexico and a new boundary California received statehood In exchange for being a free state and other territories make their own decisions about slavery. Reason Texas was willing to compromise. Need money to pay debts People in New Mexico did not want to be part of Texas New boundary for Texas National Atlas of the United States. (Designer). (2006). U.S. Territorial Acquisitions [Web Map]. Retrieved from http://en.wikipedia.org/wiki/file:u.s._territorial_acquisitions.png How did manifest destiny affect the distribution of settlements in Texas and the United States? People and settlements began to move west. 2012, TESCCC 08/01/12 page 1 of 1
Texas Rangers Reflective Journal (pg. 1 of 2) Texas Rangers How did the Texas Rangers shape Texas history? On August 5, 1823, Stephen F. Austin wrote that he would "...employ ten men...to act as rangers for the common defense." These men would "range" Austin's colony, protecting settlers from Indians. When no threat seemed evident, the men returned to their families and land. These men became the oldest lawenforcement agency in North America and we know them today as the Texas Rangers. The Texas Rangers would be used during the colonial period protecting the frontier from Indians. They would be paid $1.25 a day and elect their own officers. During the Texas Revolution, many took part in the fighting with most serving as scouts. During the Republic of Texas, Sam Houston realized that the Rangers were an inexpensive way to protect the frontier from American Indians and the threat of Mexican attacks. They furnished their own arms, mounts, and equipment and pay was still a minimum amount. During this era, many Texas Rangers like Jack Hays, Ben McCulloch, Samuel Walker, and Bigfoot Wallace established a reputation as frontier fighters. This reputation evolved because of a weapon they used called the Colt Revolver. No longer did they have to pause to reload single-shot pistols and rifles, they could continuously shoot five times in a row. This was the first time that white men had an advantage over American Indians in war. As time went on, Ranger Samuel Walker helped make improvements on the pistol now known as the Walker Colt Revolver. The improvements made such a difference that the American army purchased them during the Mexican War and continued to use them for some time. 2012, TESCCC 05/01/13 page 1 of 2
Texas Rangers Reflective Journal (pg. 2 of 2) Texas Rangers As Texas moved into statehood, the Rangers gained worldwide recognition. During the Mexican War, they were used to scout for the American army. They were so effective especially with the Walker Colt Revolver; the Mexicans began referring to them as los Diablo s Tejanos or the Texas Devils. After the war and through Reconstruction, the responsibility of the frontier was turned over to the U.S. army and the number of Rangers, their responsibilities and their notoriety (being known for some unfavorable act or quality) dwindled. How did the Texas Rangers shape Texas history? In 1874, Texas Rangers were again needed to protect the frontier. The legislature reorganized the Rangers to combat the rampant lawlessness of bandits across Texas and attacks by the Comanches and Kiowa. As the Texas Rangers moved into the twentieth century, there remained a need for seasoned and highly trained officers to handle some of the state's toughest law enforcement cases. Thus, in 1935, the Rangers became the elite force within the Texas Department of Public Safety, where they continue today as the state's most highly trained officers for preserving law and order. Overall, Texas Rangers have shaped the history of Texas by (2011). Texas rangers. Retrieved from http://www.txdps.state.tx.us/texasrangers/ 2012, TESCCC 05/01/13 page 2 of 2