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Arizona and the Gadsden Purchase

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Arizona and the Gadsden Purchase Location, Location, Location: Arizona and the Gadsden Purchase Author Keith White Grade Level High School Duration 2 class periods National Standards AZ Standards Arizona Social Science Standards GEOGRAPHY ELA Geography Element 1: The Reading The use of geographic World in Spatial Key Ideas and Details representations and tools help Terms 11-12.RI.1 Cite strong and thorough individuals understand their world. 1. How to use maps textual evidence to support analysis of HS.G1.1 Use geographic data to explain and other geographic what the text says explicitly as well as and analyze relationships between representations, inferences drawn from the text, locations of place and regions. Key tools geospatial including determining where the text and representations such as maps, technologies, and leaves matters uncertain. remotely sensed and other images, spatial thinking to Integration of Knowledge and Ideas tables, and graphs understand and 11-12.RI.7 Integrate and evaluate future conditions on Earth’s surface. communicate multiple sources of information HS.G3.1 Analyze the reciprocal nature of information presented in diverse formats and how historical events and the diffusion of Element 2: Places media (e.g., visually, quantitatively, as ideas, technologies, and cultural and Regions well as in words) in order to address a practices have influenced migration 4. The physical and question or solve a problem. patterns and the distribution of human human characteristics Writing population. of places Text Types and Purposes HS.G3.5 Evaluate the impact of social, Element 4: Human 11-12.W.2 Write political, and economic decisions that Systems informative/explanatory texts, have caused conflict or promoted 12. The processes, including the narration of historical cooperation throughout time. patterns, and events, scientific HISTORY functions of human procedures/ experiments, or technical The development of civilizations, settlement processes. societies, cultures, and innovations 13. How the forces of a. Introduce a topic and organize have influenced history and continue cooperation and complex ideas, concepts, and to impact the modern world. conflict among people information so that each new element HS.H1.2 Explain and compare how influence the division builds on that which precedes it to social, cultural, and environmental and control of Earth's create a unified whole; include factors influenced state-building, surface formatting (e.g., headings), graphics expansion, and dissolution. Element 6: The Uses (e.g., figures, tables), and multimedia HS.H1.7 Analyze how technological of Geography when useful to aiding comprehension. innovation and trade has affected 17. How to apply b. Develop the topic thoroughly by economic development and transformed geography to interpret selecting the most significant and societies. the past relevant facts, extended definitions, Economic, political, and religious concrete details, quotations, or other ideas and institutions have influenced information and examples appropriate history and continue to shape the to the audience’s knowledge of the modern world. topic. HS.H3.3 Compare the ways in which c. Use varied transitions and sentence economic philosophies influenced structures to link the major sections of Location, Location, Location: Arizona and the Gadsden Purchase the text, create cohesion, and clarify political, economic, and social the relationships among complex developments. ideas and concepts. ECONOMICS d. Use precise language, domain- By applying economic reasoning, specific vocabulary and techniques individuals seek to understand the such as metaphor, simile, and analogy decisions of people, groups, and to manage the complexity of the topic; societies. convey a knowledgeable stance in a HS.E2.3 Use cost-benefit analysis and/or style that responds to the discipline marginal analysis to evaluate an and context as well as to the expertise economic issue. of likely readers. The domestic economy is shaped by e. Provide a concluding statement or interactions between government, section that follows from and supports institutions, and the private sector. the information or explanation HS.E4.2 Evaluate the economic provided (e.g., articulating implications conditions that lead to fiscal and or the significance of the topic). monetary policy choices and explain their impact on households and businesses. Overview • Map of Optional Boundary Lines as Conveyed to Gadsden The Gadsden Purchase is an example of an Arizona https://geoalliance.asu.edu/sites/default/files/Les connection to the period of American migration sonFiles/GeoHistory/WhiteGadsdenPurchase/G called Westward Expansion. By studying the adsden_Purchase_Options.pdf purchase, students gain insight into the political, • Assessment and Answer Key geographic, and economic aspects important to various groups during this period of American Objectives history. The student will be able to: Purpose 1. Describe the primary reasons for the Gadsden Purchase and why it is important in Westward In this lesson students will gain a better expansion. understanding of the Gadsden Purchase: its key role 2. Analyze the key economic, political, cultural, and in Western Expansion, the events leading up to the resource benefits as a result of the Gadsden transaction, its opposition and final ratification, and Purchase as well as why Mexico would sell their the benefits the purchase provided to Arizona and land. the southwestern United States. Procedures Materials Prerequisite Skills: The vocabulary for this lesson may require prior preparation. Included in the • Computer and projection device lesson and the PowerPoint are key terms to learn. • Gadsden Purchase PowerPoint These could be given to certain students the day before the lesson so they could be more familiar with • Vocabulary List the terms. • Snapshot Timeline • Timeline Organizer for Guided Lecture Notes SESSION ONE and Answer Key Note: Use the provided Gadsden Purchase • Copy of Gadsden Purchase Treaty: December PowerPoint presentation to complete procedures 1- 30, 1853 6. Write the essential question: “Why acquire more • Economics Activity and Answer Key land?” on the whiteboard. • Student Writing Activity • Gadsden Purchase of 1853 map 1. Slide 1 and 2: Begin the lesson, by having the https://geoalliance.asu.edu/sites/default/files/ma students write down several reasons why some land ps/gadsden.pdf Location, Location, Location: Arizona and the Gadsden Purchase (property) is more valuable than other land (property). ELA and Social Sciences 2. Have the students volunteer some responses to The Student Writing Activity can be graded using the the question posed to them. point system provided. Mastery will be considered a 3. Slide 3: Discuss the reasons listed. score of 80 points or higher. 4. Slide 4-5: Discuss the essential question written on the whiteboard. Extensions 5. Slide 6: Address the question: “Why would the United States want to purchase more land in the Civics (Government) classes may find several useful desert Southwest?” components to apply as appropriate in areas of 4. Slide 7: If necessary, review vocabulary terms that slavery issues, appropriations, filibuster, powers of will be used in the lesson. Distribute the Vocabulary the legislature and executive branches, and List to groups of students or students who could ratification. benefit from a copy of the words and their definitions. For a more challenging assessment, have students 5. Slide 8-26 Distribute the Timeline Organizer for write a 1-page summary that reflects the correlation Guided Lecture Notes and the Snapshot Timeline. of the Gadsden Purchase Treaty to the politics of Instruct students to use both sources (PPT and slavery, describes the economic opportunity costs, Snapshot Timeline) to complete the worksheet. and gives the benefits of railroad transportation to 6. Narrate the slides to help students understand the the U.S. chronology and the events. 7. If time, distribute the Gadsden Treaty document and have students read aloud the document. Sources SESSION TWO AZ State Historical Preservation Office, Transcontinental Railroading in Arizona 1878-1940 8. Begin the session by distributing and reading (December 1989) aloud the Gadsden Treaty document unless it was done in Session One. Comeaux, Malcolm, Arizona: A Geography (1981) 9. Distribute the Economics Activity and have Westview Press students determine the costs and benefits of the Gadsden Purchase. Devine, David, How Slavery, Railroads, and 10. Choose one or both of the following Politicians Shaped and Then Reshaped James assessments. Gadsden’s Treaty, (Spring 2004) The Smoke Signal • Writing activity: Distribute Student Writing No.77 Activity. Explain that students will summarize Gadsden Purchase document by Kalman, Bobbie, The Railroad: Life in the Old West composing a press release that outlines the (1999) Crabtree Press key benefits in a cost/benefit analysis and includes economic and political support for Wagoner, Jay J., Arizona: A Journey of Discover the treaty. (2005) Gibbs Smith • Assessment: Use the Gadsden Purchase map and student worksheets to answer the Walker, Henry P., Don Bufkin, Historical Atlas of nd discussion points on this assessment. North American (2 ed.) 1986 University of Students can work individually or in groups Oklahoma Press to complete the assessment. Walker, Henry P., Don Bufkin, Historical Atlas of Arizona 1979 University of Oklahoma Press Assessment Images and maps used herein are public domain, Social Sciences United States Government documents, or are used The Timeline Organizer for Guided Lecture Notes by permission only for educational classroom and the Economics Activity can be graded for purposes. completeness and accuracy. Mastery will be considered a score of 80% or higher. .
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