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Expectations for Discussions
  • We respect each other and act appropriately.
  • We actively listen to each other so we can give thoughtful perspectives.
  • If you disagree with someone, find a positive way to respond.
  • Everyone should have the chance to participate.
  • The discussion is just as important as the answer.
  • If you need help with something, ask!

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Yes!Yes!Yes!

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Breakout (Room)

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december

24

Of course they remained friends!

No way! They were definitely NOT friends after the letter!

Stephen F. Austin addresses the Fredonia Rebel, B.J. Thompson as “my friend” in document “A.” Based on this excerpt of the letter, do you think Austin and Thompson remained friends after Thompson received this letter? Why or why not?

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April

06

Obviously the United States was supportive of the Mexican Law of April 6, 1830!

Anyone can see the United States is going to be very upset about the Mexican Law of April 6, 1830.

Based on the information in document “B,” why did the Mexican government provide a warning to the United States government about the newly established Mexican Law of April 6, 1830? How do you think the United States government reacted/responded to this announcement and why?

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Do you think these two primary source documents are connected in any way? Why or why not?

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What did you enjoy about this discussion activity?What are some things that could be changed?How can we make this activity better?

Reflection and Feedback

Students will read and respond to the question individually. Next, divide the class into teams based on their position, and have them prepare for the discussion together. Once students are prepared to discuss and support their position, move to the whole group discussion. Encourage students to listen and think about the opposing view. When the discussion is finished, students return to their seat. Move on to the next question.

Students will read and respond to the question individually. Next, divide the class into teams based on their position, and have them prepare for the discussion together. Once students are prepared to discuss and support their position, move to the whole group discussion. Encourage students to listen and think about the opposing view. When the discussion is finished, students return to their seat. Move on to the next question.

Students will read and respond to the question individually. Next, divide the class into teams based on their position, and have them prepare for the discussion together. Once students are prepared to discuss and support their position, move to the whole group discussion. Encourage students to listen and think about the opposing view. When the discussion is finished, students return to their seat.

Post-Activity: Ask students to write or verbally reflect on the activity and provide feedback, such as,

  • What did they enjoy about it?
  • What are some things that could be changed?
  • How can we make this activity better?
Post-activity reflections could be shared among class periods to foster more ideas.