Lasting Effects of the Treaty of Guadalupe-Hidalgo
- Grade Level:
- Eye School: Sixth Form through Eighth Grade
- Social Studies
- Lesson Elapsing:
- xc Minutes
- Common Core Standards:
- 6-8.RH.1, 6-eight.RH.2, six-8.RH.4, 6-eight.RH.8
- State Standards:
- Texas History Country Standards: 7.4 (A,B) Identify individuals, events, and issues during the Mexican State of war and the Treaty of Guadalupe-Hidalgo.
- Thinking Skills:
- Agreement: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Applying: Apply an abstract thought in a concrete state of affairs to solve a problem or chronicle it to a prior experience. Creating: Bring together parts (elements, compounds) of knowledge to course a whole and build relationships for NEW situations. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.
Students will larn about the Treaty of Guadalupe-Hidalgo, read the articles of the treaty, and rewrite them in their ain words. Students and so write about how the Treaty affects them today. By the finish of the lesson, students will be able to answer the question:
What is the significance of the Treaty of Guadalupe-Hidalgo and how does it bear on u.s. today?
On February 2, 1848, the United States and Mexico signed the treaty of Guadalupe-Hidalgo. In the Treaty, Mexico agreed to surrender all claims to Texas and accept the Rio Grande as the purlieus of that state. Mexico as well agreed to sell its New Mexico and Upper California territories to the United States at a toll of $xv million. The treaty finer halved the size of Mexico and doubled the territory of the U.s..
This territorial exchange had long-term effects on both nations. The war and treaty extended the United States to the Pacific Ocean, and provided a bounty of ports, minerals, and natural resource for a growing country. The abundance of lands too produced debates about extending slavery into the Due west, a dispute that would help spark a nation-defining civil state of war. In United mexican states, the loss of battles and territories was a national trauma. As political and military leaders challenged each other on the best way to revive their troubled country, Mexico also descended into a long catamenia of turmoil, civil war, and foreign intervention. But the war as well inspired new leaders who were determined to avoid boosted humiliation for their country. The new generation eventually united United mexican states, forced out foreign invaders, and established the foundations of a modernistic state.
Perhaps the most indelible issue of the war, nonetheless, is on U.South.-Mexican relations. While the state of war is recalled with passion south of the edge, it is frequently disregarded to the north. And, although the two countries have developed strong bonds and friendly ties since 1848, these neighbors continue to struggle with distrust and misunderstandings created by the state of war, its effects, and the differing approaches to remembering the conflict.
*Make one re-create per educatee of each of the following: Treaty of Guadalupe-Hidalgo, “The Treaty Today” worksheet, and the “Monument Design” assessment.
*Make up one’s mind whether students will analyze sections of the treaty independently or in pairs.
*Print one copy of the “The Treaty Today – Instructor Reply Sail” for teacher use.
Print one copy for teacher use.
Download Treaty Today – Teacher Answer Sheet
Make one copy per student.
Download Treaty of Guadalupe-Hidalgo Transcript
Make one re-create per educatee.
Download Treaty Today – Student Worksheet
*Ask students nearly a school policy they would similar to change. (Selection: Brand up an consequence near a new school policy that would be controversial like longer days, stricter dress code, etc.)
*Split up students into ii groups. One grouping will be for the effect and the other against.
*Tell students they must negotiate and write downwardly their negotiations. Requite them v to ten minutes to complete this exercise.
*Tell students they only negotiated a treaty. Ask them what a treaty is or have them expect it upwardly.
1. Tell students: After the War, the United states and United mexican states signed a treaty called the Treaty of Guadalupe-Hidalgo. We volition read this treaty and put it in our own words.
2. Inform students whether they will be analyzing the treaty independently or in pairs. Assign out articles for each indivdiual or pair to analyze.(Note that although there are 23 articles, Article #10 was deleted.)
3. Give each individual/pair a copy of the Treaty, the student worksheet “The Treaty Today”, and a dictionary.
4. Tell students to read the Articles and put them in their ain words.Tell students to look upwards any words they don’t know and to utilise context to aid. They will complete the “Treaty Today” worksheet to show their progress and thoughts on the modern affects of the Treaty.
5. Take each group share their Article(s) with the form. As a group presents, the other students should write next to that section the historical significance and modernistic furnishings.
6. Have a class give-and-take based on the fundamental question: How does the Treaty of Guadalupe-Hidalgo affect us today? Write thoughts on the lath.
7. Tell students to use the brainstorming from the class discussion to design a monument symbolizing the Treaty of Guadalupe-Hidalgo. (See Assessment Section for Materials)
Negotiate – Try to accomplish an understanding or compromise past discussion with others.
Treaty –a formally concluded and ratified agreement betwixt countries.
Monument Pattern: Treaty of Guadalupe-Hidalgo
Students have been hired by the National Park Service to design a monument or write a plaque to educate Palo Alto Battlefield visitors most the historical significance of the Treaty of Guadalupe-Hidalgo and its lasting effects today. After finishing their design, students will explain their choices.
To close the lesson, students will walk around the room and vote on their favorite monument or plaque pattern.
Monument Design – Treaty of Guadalupe-Hidalgo
Supports for Struggling Learners
*Print off and cutting into strips the teacher answer sail synopsis of each article, but without the article number. Provide these strips to struggling learners or readers to assist them in analyzing the article.
*Highlight and comment the article assigned for struggling readers.
*Employ instructor-chosen heterogenous pairs to support student assay of Treaty.
*Imagine that the U.S. and Mexico were to update the Treaty of Guadalupe-Hidalgo. Rewrite your Commodity(s) as y’all call up it should be written today.
*Find a mod newspaper article that relates to your Commodity(s). Create a brandish.
Background information on the Treaty of Guadalupe-Hidalgo can be establish atOurDocuments.Gov.
Email u.s. about this lesson plan
The Treaty of Guadalupe Hidalgo Was a Major Victory for