Territorial+Expansion+Activity+12-13

For this activity, you will be in a group of 2-4 students and will be researching one of the seven major territorial expansions during US History (Louisiana Purchase, Annexation of Florida, Annexation of Texas, Acquisition of the Oregon Territory, Mexican Cession, the Gadsden Purchase and the Alaskan Purchase). You can view the inspiration for this assignment by looking at the following website. You should use this website for background information on territorial expansion. It's important that you follow my instructions below for completing this assignment, not the ones indicated on the webpage.

For this assignment, we will be pretending that you are addressing Congress, trying to persuade them to acquire this land. (I will be opposing you along the way!)

__**Instructions**__ 1. Research your territorial expansion. You may use whatever sources you find helpful. You should be looking for the following things: * What land was acquired through this expansion? * What was this land to be used for? Why did the US want to acquire this land? * What, if any, controversies were there around the acquiring of this land?

2. Develop a short (3-4 slide) Keynote presentation that shows visuals of the land that is to be acquired and some of the basic reasons why the US should acquire this land.

3. Prepare a short speech (2-3 minutes) that outlines why the US should acquire this land. You will use your Keynote to help persuade the audience.

4. Prepare responses to the arguments against acquiring this land. (Remember, I will be opposing you, so you will need to be able to respond to my arguments!!!)

__**Procedures/Expectations on the Day of the Presentations - Thur, Sept 20th (Block C), and Fri, Sept 21st (Block G)**__ Each team will be 'on stage' approximately 8-9 minutes. Here is the format for the presentations
 * 1) Your group will present your stance first. You will have 2-3 minutes to do so.
 * 2) I (the teacher) will then present his counterarguments.
 * 3) You will have an opportunity to respond to my counterarguments.
 * 4) Students in the audience (i.e. members of Congress) will ask questions to both your group and myself. You will need to respond intelligently to the audience's questions.

Notes:
 * All members of your group are required to make some sort of meaningful contribution to your group's presentation. (i.e. Each group member must present a minimum of one argument for acquiring the land or responding to my arguments.)
 * All students are expected to ask at least one question while a member of the audience (Congress).
 * Students will be assessed based on the level of their participation in class, quality preparation (demonstrating a knowledge of the territorial expansion), and being able to present convincing arguments for acquiring their territory.

David, James, and Kevin - Louisiana Purchase Jong Hwan, Sukwon, and Ted - Florida Acquisition (Adams-Onis Treaty) Omar, Kiwon, and Annie - Texas Annexation Subin, Reece, and Sean - Oregon Territory Jimmy, Min, and Soo Wan - Mexican Cession Nancy, Emily, and Gina - Gadsden Purchase Yoon Shik, Joon, and Thomas - Alaska Purchase
 * __Block C Groups__**

__**Block G Groups**__ Jung Wook, Jake, and Steven - Louisiana Purchase Ryan, David, and Henry - Florida Acquisition (Adams-Onis Treaty) Kevin, James C., and Jong Hyun - Texas Annexation Bon Kyu, Jeongmin, Sujin, and Sarah - Oregon Territory Grace, Hae Bin, and Hyuck Jae - Mexican Cession Jasmine, Olivia, and Na Hyeon - Gadsden Purchase John, Peter, and Jin - Alaska Purchase

Back to Unit 1 Main Page