American History Class: March 8: Texas Independence Students will be given a scenario to imagine that Canada has decided to annex Maine. Students will be in groups "Canadians", "Undecideds", and "Americans". The groups will be uneven, with even numbers in "undecideds" and "Americans". There should only be 2 or so in the "Canadian" group. They will be given the questions: Should the United States give Maine to Canada? Why or why not? Does Canada have the right to take Maine? Why or why not? After discussion, "American" and "Undecided" groups will take their seats, and let the "Canadians" pick a place in the room to sit together. Announce that the fate of Maine will depend upon each country's performance in a Mind Battle, a 5 question general knowledge history quiz. The fate of Maine will be decided by the results of the groups on this quiz. Tally the answers, and determine the winner based upon the side that has the most correct papers (which will be the "Americans," since they have the most people in their group) Point out that the Canadians put up a great fight, but didn't have a realistic chance of winning. Don't indicate that you haven't included the "Undecided" group's scores. Announce that Maine will continue to be part of the United States of America, and ask the "Canadians" to return to their seats. Now tell the students about the events leading up to the Battle of the Alamo. As the information unfolds, students will immediately understand the relationship between the simulation (Canada seizing Maine - Americans seizing Mexican Texas), with what actually happened. Take time to review this, including the differences between the two situations. Continue with the history, and describe the later Battle at San Jacinto, where the Texan Army of approximately 800 volunteers, led by Sam Houston, attacked the sleeping Mexicans with shouts of "Remember the Alamo!" Reveal the nationality of the "Undecided" group. They are also Canadians! Because of this, their scores are added to the original Canadian score, and Maine suddenly becomes a part of Canada. Hold up the placard and ask the newly identified group to shout the words, "Remember the Mind Battle!" Again, ask them to relate this to the simulation: the additional Mind Battle points surprised the "Americans," and in return they were forced to surrender Maine. Discuss how Texas as a country and how it later becomes a United States becomes a state and the tension it caused between Mexico and America. March 9: Students will begin working their way through the DBQ over the Mexican-American War and will try to discover: Was the United States Justified in Going to War With Mexico? Today, students will begin working with the Hook Exercise, Background Essay and Bucketing March 10: Students will begin working their way through the DBQ over the Mexican-American War and will try to discover: Was the United States Justified in Going to War With Mexico? Students will analyze documents in class today with a partner March 11: Students will begin working their way through the DBQ over the Mexican-American War and will try to discover: Was the United States Justified in Going to War With Mexico? Students will begin working on their developing their buckets into a thesis statement and will work on the chicken footing so they will be able to start on the essay in English.   English Class: Projected class time - 2 days. DBQ Assignment on Westward Expansion Students will answer the questions to the Document Analysis Questions in history class. My students in English class will take a stand on the question "Was the United States Justified in Going to War With Mexico?"; reasons to go to war or not to go to war with Mexico. Then each student will write a 5 paragraph essay explaining his/her stand. Objectives: Standard 1: Vocabulary Standard 1: Writing Process Standard 2: Modes and Forms of Writing Standard 3: Grammar/Usage and Mechanics