Last updated: August 22, 2024
Lesson Plan
Defending Your Beliefs
Express your beliefs!
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- Grade Level:
- High School: Ninth Grade through Twelfth Grade
- Subject:
- Literacy and Language Arts,Social Studies
- Lesson Duration:
- 60 Minutes
- Common Core Standards:
- 11-12.RH.1, 11-12.RH.2, 11-12.RH.4, 11-12.RH.6, 11-12.RI.1
- State Standards:
- Subjects: English Language Arts & Reading, World History, U.S. Government
State Standards
● E3.4(G), E3.5(G)(I), E3.8(A), WH.20(A)(B), USG.15 - Additional Standards:
- Advanced Placement: U.S. Government & Politics: 3.10, 4.1, 4.10; U.S. History: 5.2, 5.3; English Language & Composition 1.A, 3.A, 3.B
- Thinking Skills:
- Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.
Essential Question
What actions would you take to stand up for your beliefs?
Objective
1. To read and understand the main idea in a primary document.
2. To explain the different public attitudes about the U.S.-Mexican War.
3. To understand the concept of Henry David Thoreau’s Civil Disobedience.
4. To explain what they would do to defend their own beliefs.
4. To present their findings to the class and participate in a class discussion.
Background
The U.S.-Mexican War was highly contested among politicians and civilians. Antebellum Reform and arguments over the expansion of slavery gripped the nation.Those in favor of Manifest Destiny viewed the War as a chance to expand the U.S. boundary to the Pacific Ocean and open new territories for individuals to settle and businesses to reach their ever-growing markets.
However, the war was marked by a growing anti-war movement, especially in New England. Texas became a slave state upon entry into the Union. Therefore, those in favor of abolition opposed the War and feared it would expand slavery into the new territories. This opposition prompted essayist and philosopher Henry David Thoreau to write Civil Disobedience, which continues to influence politicians and citizens to this day.The U.S.-Mexican War was highly contested among politicians and civilians. Antebellum Reform and arguments over the expansion of slavery gripped the nation.Those in favor of Manifest Destiny viewed the War as a chance to expand the U.S. boundary to the Pacific Ocean and open new territories for individuals to settle and businesses to reach their ever-growing markets.However, the war was marked by a growing anti-war movement, especially in New England. Texas became a slave state upon entry into the Union. Therefore, those in favor of abolition opposed the War and feared it would expand slavery into the new territories. This opposition prompted essayist and philosopher Henry David Thoreau to write Civil Disobedience, which continues to influence politicians and citizens to this day.
Preparation
Review the activity. Students will be put into three groups. Print one/student of the three student worksheets for each group: 1) Governor Brigg’s Proclamation May 26, 1846, 2) Massachusetts Protests the Mexican War, 1847 and 3) Excerpt from Essay on the Duty of Civil Disobedience.
Materials
Students read and answer questions about this document. Afterwards, they present the content to the rest of the class.
Download Massachusetts Protests the Mexican War, 1847
Students read and answer questions about this document. Afterwards, they present the content to the rest of the class.
Download Excerpt from Essay on the Duty of Civil Disobedience by Henry David Thoreau
Lesson Hook/Preview
What actions would you take to stand up for your beliefs? Would you join the Army and fight? Would you write a protest and read it in front of your state Congress? Would you go to jail?
Procedure
Step One: Ask students one or more of the questions below. Have a short class discussion after each question(s).
- What actions would you take to stand up for your beliefs?
- Would you join the Army and fight?
- Would you write a protest and read it in front of your state Congress?
- Would you go to jail?
Step Two: Divide students into three groups. Give each student in the group the same primary document (i.e., all students in Group #1 get Document #1).
Step Three: Have students read the document, answer the questions, and prepare a presentation to the class about the document.
Step Four: Have each group present and lead a short class discussion about their primary document.
Step Five: If time allows, have a classroom discussion on local issues and what actions students can take to influence these issues.
Vocabulary
Cultivate: Encourage
Earnest: Give approval
Embark: To go on board a vehicle for transportation
Eminent: Standing out so as to be readily perceived or noted; Conspicuous
Endeavor: To strive to achieve or reach
Enlighten: To furnish knowledge to; Instruct; To give spiritual insight to
Exigency: That which is required in a particular situation
Dale: Valley
Dismember: Break into pieces
Inglorious: Shameful
Muster: To enroll formally
Palpitation: A rapid pulsation; especially an abnormally rapid or irregular beating of the heart (such as that caused by panic, arrhythmia, or strenuous physical exercise)
Power-monkeys: Power addicts
Sanction: Approval
Transgress: To go beyond limits set or prescribed by; Violate
Virtue: Conformity to a standard of right; Morality; A particular moral excellence
Wanton: Cruel
Assessment Materials
Assess the student's performance by:
* Answers to the questions at the end of each document.
* Participation in group discussion.
Rubric/Answer Key
Answers will vary based on the student’s opinion and personal experience.
Supports for Struggling Learners
Create mixed-ability groups. Highlight and annotate the document(s) assigned for struggling readers. Read text out loud prior to answering questions.
Enrichment Activities
Identify and research a local issue of current debate. Either orally or in writing, present your perspective and reasons for your perspective. Describe what actions you would take if you did not agree with the final decision of the issue.