Teacher's Guide for COBBLESTONE US-Mexican War

December 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: 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: 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.

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