Students identify the terms of the Treaty of Guadalupe-Hidalgo. Then, they analyze issues that plagued Texas after the war, including slavery and the Texas border. Finally, they evaluate who benefitted most from the Compromise of 1850—the North or the South.
Students read background information about the U.S.-Mexican War, the role of the Texas Rangers, and the signing of the Treaty of Guadalupe-Hidalgo. They are introduced to the lesson focus on the treaty and the Compromise of 1850, then complete a class table by predicting possible terms of the Treaty of Guadalupe-Hidalgo based on their prior knowledge of the war and its outcome.
Teacher MovesPresent the overview and objectives of the experience, highlighting that students will examine the treaty, postwar political issues in Texas, and the Compromise of 1850. Invite volunteers to share and explain their predictions about the treaty’s terms, using this discussion to surface prior knowledge before moving on.
Students read an overview of the key terms of the Treaty of Guadalupe-Hidalgo and use resources such as 1848 Treaty of Guadalupe Hidalgo and the bilingual transcript to deepen their understanding of what each side gained and lost. They then complete a two-column graphic organizer, listing what the United States gained and what Mexico gained or retained under the treaty.
Teacher MovesGuide students through the treaty text as a primary source, prompting them to identify specific provisions and add them to the organizer. If time allows, support students in finding additional details in the transcript, such as U.S. troop withdrawal locations, provisions related to weather and evacuation, and choices facing Mexican citizens in ceded territories, and discuss the implications of these terms.
Students read about the political challenges Texas faced after the U.S.-Mexican War, including debates over slavery in new territories and disputes over the Texas–New Mexico border and Santa Fe. They learn that Senator Henry Clay proposed the Compromise of 1850 and watch a video titled Compromise of 1850 to understand its background. Using information from the video and a reading on the Compromise of 1850, they complete a graphic organizer identifying the five major bills in the compromise, then post a written explanation on how the Compromise of 1850 affected Texas.
Teacher MovesClarify the postwar issues of slavery and border disputes, emphasizing why they were contentious for Texas and the nation. Support students as they extract the five bills of the Compromise of 1850 and connect each to the problems it addressed. Review student posts about the compromise’s impact on Texas, sharing strong examples and explaining that Texas lost its claims in New Mexico but received $10 million, remained a slave state, and benefited from the Fugitive Slave Law.
Students write a paragraph explaining whether they think the North or the South “won” the Compromise of 1850, supporting their position with evidence from the lesson. They then read classmates’ posts and respond to at least two with a question or positive comment to extend the discussion.
Teacher MovesEncourage students to take a clear position on who benefited more from the Compromise of 1850 and to justify their reasoning with specific details. Monitor the online discussion, prompting respectful dialogue and probing questions that push students to consider multiple perspectives and the long-term consequences of the compromise.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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