The Academy for Technology & the Classics

Lesson Plan Template

Instructor’s name: Robert Mathis Course/Grade: 7th Grade NM History

Date(s): Unit Five: New Mexico as a Territory of the United States (Chapters 10-12)

In a Nutshell: The Students will continue working on the writing process, mostly in the form of argumentative papers. They will also cover chapters 10-12 in the text. The students will work on Physical Geography as it specifically pertains to New Mexico, and will continue to work on their Q3 Project. This Unit should take about 6 Instructional weeks.

Over the course of this Unit, the following Standards will be addressed:

Common Core Standards:  RH6.8-4 – Determine the meaning of words and phrases as they are used in a text  RH6-8.7 – Integrate Visual Information with other information in Print o Timeline Project, Critical Facts Timeline, Q3 Student Graphic  RH6-8.8 – Differentiate between Fact and Opinion and Reasoned Judgment  WHST6-8.1 – Write Arguments focused on Discipline Specific Content o WHST6-8.1a – Introduce a claim, acknowledge alternate or opposing claims, organize reasons and evidence logically o WHST6-8.1b – Support Claims with logical reasoning, using accurate data and evidence o WHST6-8.1d – Establish and Maintain a formal style (MLA) o WHST6-8.1e – Provide a concluding statement that supports the argument  WHST6-8.5 – With help from peers/adults develop and strengthen writing by planning, editing, rewriting (Outlines, Rough Draft, Peer Editing, Rewrite)  WHST6-8.6 – Use Technology, including the Internet, to produce and publish writing  WHST6-8.9 – Draw evidence form informational texts to support analysis, reflection, and research.

New Mexico State Standards  1A.7.3.- explain the significance of trails and trade routes within the region (e.g., Spanish trail, Camino Real, Santa Fe trail);  1A.7. 4. describe how important individuals, groups and events impacted the development of New Mexico from 16th century to the present  1B.7.1 - analyze United States political policies on expansion of the United States into the southwest (e.g., Mexican cession, Gadsden Purchase, broken treaties, long walk of the Navajos).  1D.7.1 analyze and evaluate information by developing and applying criteria for selecting appropriate information and use it to answer critical questions;  1D.7.2. demonstrate the ability to examine history from the perspectives of the participants;  2A.7.2 describe factors affecting location of human activities, including land-use patterns in urban, suburban and rural areas.  2B.7.1 select and explore a region by its distinguishing characteristics;  2D.7.3 explain how ecosystems influence settlements and societies.

Essential Question(s): Homework / papers to be checked or collected: 1. What and where are the key Rivers, 1. Critical Fact Notebook Checks (Periodic) Towns, and Highways of New Mexico 2. New Mexico Map Worksheet: Rivers, 2. What were the causes and outcomes of Towns, and Highways the Mexican-American War and the 3. New Mexico Map Test Rebellion of 1847? 4. Argument paper 3. How did the United States deal with 5. Chapter 10 Guided Reading Worksheet Indian Raiders in New Mexico? 6. Chapter 11 Guided Reading Worksheet 4. What were the causes and outcomes of 7. Chapter 11 Vocabulary/Notes the American Civil War, and how was the 8. Chapter 12 Guided Review Worksheet war fought in New Mexico? 9. Chapter 12 Vocabulary/Notes 5. What was the Lincoln County War, who 10. Q3 Group project (Individual and Group) was involved, and how was the conflict 11. Critical Facts Timeline assignment resolved? 6. How did New Mexico play a role in the Formal Assessment(s) Spanish American War? 1. CFQ/T (Periodic) 2. NM Map Test 3. Chapter 10 Exam 4. Chapter 11 Exam 5. Chapter 12 Exam

Learning Objectives/Outcomes: Key Terms/Facts The Student will… 1. Location of Albuquerque, Santa Fe, 1. Be able to correctly identify/define a Roswell, Carlsbad, Hobbs, Farmington, selection of Key terms/facts. Las Vegas, Las Cruces, El Paso 2. Be able to Locate and identify important 2. Location of the Rio Grande, Pecos, and rivers, roads, and towns on a blank map the Canadian River of New Mexico. 3. Location of I-40, I-25, and I-10 3. Understand how the availability of water 4. Manifest Destiny plays a role in where people live ion New 5. Mexican-American War 1846-48 Mexico. 6. 1847 Rebellion 4. Be able to describe how the Mexican- 7. Santa Fe Ring American War both began and ended. 8. US Territory 1850 5. Be able to describe what the Rebellion of 9. Compromise of 1850 1847 was, and how it ended. 10. American Civil War 6. Be able to define/identify the Bosque 11. Battle of Glorietta Pass Redondo, and the Navajo Long Walk 12. Navajo Long Walk 7. Be able to describe the causes of the 13. Bosque Redondo American Civil War, the important battles 14. Buffalo Soldiers of that conflict fought in New Mexico, 15. Geronimo and how the war ended. 16. Lincoln County War 8. Be able, as an assessment, to write a short 17. Billy the Kid paper about the Lincoln County War. 18. ATS&F RR 9. Be able to identify the “Rough Riders” and how they became famous. 19. Homestead 20. Spanish American War 1898 21. Rough Riders

Overheads / PowerPoint /Equipment / supplies Other considerations, e.g., handouts, seating needed for this week: changes, guest speaker needs, etc.: --Multimedia Projector if available --

Lesson activities for instructor and students Lecture Topics  The Mexican-American War and the Rebellion of 1847  Land Grants and the Santa Fe Ring  The American Civil War  The Bosque Redondo and the Navajo Long Walk  Buffalo Soldiers and Geronimo  The Lincoln County War and Billy the Kid  The Spanish-American War and the Rough Riders

Book Work  The students will answer the sections questions provided in the text OR be assigned a Guided Reading Worksheet (GR10-12). These will be assigned, as a rule, on Mondays and/or Wednesdays and the students will often have some class time to complete the assignment before going home.  The Students may (at the discretion of the teacher) be responsible for the Chapter vocabulary provided for each chapter, as well as the Chapter Review Questions (“Facts You Should Remember”) at the end of each chapter. As with the section review questions, these will mostly be assigned on Mondays and Wednesdays and the students will often (but not always) be given time in class to work on these assignments.

Critical Facts  The students will receive the remainder of their critical facts during this period. (CF 65-100). This work will include both Short-cycle Assessment (RA 16-17) and formalized graded assessments (CF Quizzes and Tests). . No RA or Continuous Assessment for the 2013-14 School Year

Post-Teaching Reflections on Lesson - Well? How did it work?