Sea to Shining Sea: The Mexican-American War and America’s Push West

Day 1  Causes & Early Conflict

Do Now / Launch

• Students complete the Do Now Map Activity:

  1. Circle Texas (1845)

  2. Highlight Rio Grande River and Nueces River in two colors.

  3. Draw diagonal lines in the Disputed Territory between the two rivers.

  4. Respond in writing: Who do you think this land belongs to — Mexico or the U.S.? Why?

• Discussion: Gather a few responses, add key point under Support Question 1 on the class chart.

• Expected ideas: Two borders claimed, both sides believe they are right, dispute over Texas.

History in a Nutshell: The Mexican-American War Part 1 + Guided Notes

• Students use the Guided Notes organizer (Sections A-D).

• Teacher uses the Video Playbook to pause at key moments and guide note completion.

• Focus: Causes, early battles, and U.S. declaration of war.

  • Pause after Manifest Destiny, Border Dispute, Thornton Affair, and Monterrey.

• Students complete:

  • Vocabulary (B): Manifest Destiny, annex, border

  • Causes and Events (C, Rows 1-2)

  • People/Places/Tech (D): Polk, Taylor, Winfield Scott, flying artillery

Discussion / Map Check

• Quickly do a class recap of what caused the war.

  • "Why might moving troops into the disputed area cause a problem?"

  • Students correct or update notes as needed.

Exit Ticket

• Prompt: From the U.S. view in 1846, what goal was the nation trying to reach by going to war?"

• Students write a brief Claim-Evidence-Reason response. 

• Collect for formative assessment.

Day 2: Perspectives & Consequences

Warm-Up Review

• Revisit Supporting Questions 1-2 from the class chart.

• Ask: "What do we still need to learn to answer our Essential Question?"

Video Part 2 + Guided Notes

• Play the remainder of the video (Veracruz --> Treaty of Guadalupe Hidalgo).

• Use Video Playbook for pauses at Buena Vista, Veracruz, Churubusco, Chapultepec, and Treaty signing.

• Students complete:

  • C, Row 3 (Turning Points & Treaty outcomes)

  • D (Add Santa Anna, Nicholas Trist, San Patricios, Los Ninos Heroes

  • E (Map Mini-Task: Label Mexican Cession)

  • F (Evidence Starters: Video Summary)

Perspective Inquiry

• Introduce Supporting Question 4: 

  • How did different people feel about the war and its results?"

• In small groups, students should read a Perspective Role Card and write 2-3 sentences or draw a speech bubble showing how their character felt.

• Have the class share key takeaways; teacher adds to chart under Q4.

Choice Board

• Students answer Supporting Question 5:

  • Did the Mexican-American War help or hurt the idea of Manifest Destiny?

• They choose one product from the Choice Board: 

  • Option A: Postcard from 1848

  • Option B: Causes-Event-Effect Trifold

  • Option C: Short Paragraph (CER)

• Students use their Guided Notes and charted discussion evidence.

• Success Criteria: Each product includes 1 map detail, 1 perspective detail, and 2 factual details from the video or notes.

Closure

• Return to the Essential Question:

  • How did the Mexican-American War reflect America's belief in Manifest Destiny and change the nation's map and identity?

• Each group shares one evidence-based sentence.

• Students write final reflection in section G of Guided Notes.

• Use the Video Playbook for exact pause cue an model notes.
• Keep the "Our Guiding Questions" chart visible; update it after each phase.