Students learn about the U.S.-Mexican War. They explore issues that caused the war. Next, they identify important people involved in the war. Then, they analyze the different battles of the war.
Students learn about the U.S.-Mexican War. They explore issues that caused the war. Next, they identify important people involved in the war. Then, they analyze the different battles of the war.
Students are introduced to the context of the U.S.-Mexican War through brief background text on Manifest Destiny, President James K. Polk’s expansion goals, and a map of the disputed territory between the United States and Mexico. They then respond to a word cloud prompt by naming at least two present-day U.S. states (or parts of states) that were once part of Mexico.
Teacher MovesPresent the lesson overview and objectives, clarifying that “U.S.-Mexican War” and “Mexican-American War” refer to the same conflict. Use the map and background text to highlight Polk’s expansionist aims and the disputed territory. After students submit word cloud responses, reveal that Texas, California, Nevada, Utah, most of New Mexico and Arizona, and parts of Colorado, Wyoming, and Kansas once flew the Mexican flag, using this to frame the geographic scope of the war.
Students examine an image of the Attack on Chapultepec and then watch the video Overview of the Mexican-American War and read the article The Mexican-American War to learn about the causes, course, and outcomes of the conflict. They complete a drag-and-drop activity matching key terms and people (such as James Polk, Bear Flag Republic, Treaty of Guadalupe Hidalgo, abolitionists, Whigs, and Thoreau) with their descriptions to reinforce understanding of major events, perspectives, and consequences of the war.
Teacher MovesUse the Chapultepec image to prompt brief observation and discussion about fighting on foreign soil. Ensure students access and complete both the video and article before working on the drag-and-drop activity, clarifying any unfamiliar terms or figures as needed. When groups are ready, divide students into their assigned small groups and unlock the next scene.
Students read background text explaining President Polk’s support for the U.S.-Mexican War and Abraham Lincoln’s opposition, including Lincoln’s “spot resolutions” and his view that the war was unnecessary and unconstitutional. They read Abraham Lincoln Protests the Mexican War to deepen their understanding of Lincoln’s perspective, then answer two polls about Polk’s reasons for supporting the war and Lincoln’s reasons for objecting to it. In small groups, students choose a side for or against the U.S.-Mexican War, compose a short speech explaining their position, and post the group’s speech to a shared wall.
Teacher MovesGuide students through the contrasting positions of Polk and Lincoln, emphasizing how the war related to expansion, slavery, and constitutional concerns. After students complete the polls, clarify correct responses and address misunderstandings about each leader’s motives. Monitor group discussions as students craft speeches, prompting them to use evidence from the reading. Select an interesting or exemplary posted speech to share with the class, and lead a discussion to ensure students understand the key arguments for and against the U.S.-Mexican War.
Working in small groups, students use a digital map tool to color and label regions according to a key, identifying the Republic of Texas, disputed territories, and land gained by the United States as a result of the U.S.-Mexican War. They then complete a table titled “American Benefits From the War,” listing additional gains the United States made beyond territorial expansion, such as economic and strategic advantages.
Teacher MovesSupport students as they interpret the map and apply the color key accurately to show prewar boundaries, disputed areas, and postwar acquisitions. After groups complete the table, reference sample answers (such as access to mineral deposits, Pacific ports, and a clearly demarcated border with Mexico) to check for understanding and to reinforce how the war reshaped U.S. geography and power.
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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