LESSON PLAN



LESSON PLANSubject: US History Access PointsUnit: American ImperialismPeriod:Semester: ? 1 ? 2Standards/Access Points:SS.912.A.1.2 Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical periodSS.912.A.1.3 Utilize timelines to identify the time sequence of historical data.SS.912.A.1.4 Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.SS.912.A.4.1 Analyze the major factors that drove United States imperialism.SS.912.A.4.2 Explain the motives of the United States acquisition of the territories.SS.912.A.4.3 Examine causes, course, and consequences of the Spanish American War.SS.912.A.4.4 Analyze the economic, military, and security motivations of the United States to complete the Panama Canal as well as major obstacles involved in its construction.LAFS.910.L.3.AP.6b Use newly acquired domain-specific words and phrases accurately.LAFS.910.RI.1.AP.2a Determine the central idea of a text.SS.912.W.1.Su.f:?Recognize the role of history in shaping the identity of culture and character.Content Purpose StatementHigher Order Question(s) [DOK]:Identify the factors that led to American expansionismDescribe how Yellow Journalism influenced public opinion and promoted American expansion.Describe how American Imperialism impacted the native peoples of China, Hawaii, the Philippines, Puerto Rico and Cuba.Explain how completing the Panama Canal was economically and militarily important to the United States.In what way did Yellow Journalism influence public opinion in support of American wars abroad?What were the economic, political and social factors that led to expansionism?Did the United States during its expansion play the role of hero or bully?What are the differences between “Big Stick” Diplomacy, Dollar Diplomacy, and Moral Diplomacy?What were the main obstacles in completing the Panama Canal and how did the U.S. overcome them?Key Vocabulary:Materials (including supplementary and adapted):ExpansionismImperialismSphere of InfluenceAnnexationProtectorateYellow JournalismRough RidersDiplomacyBig Stick DiplomacyDollar DiplomacyMoral DiplomacyIsolationismImperialism: America Forges an Empire: Visual Vocabulary PowerPoint: Click hereImperialism: America Forges an Empire: Visual Vocabulary Organizer: Click hereFactors that Led to Imperialism Organizer: Click hereFactors that Led to Imperialism Cutouts: Click hereOutline Map: U.S. Imperialism Latin America & Asian-Pacific: Click hereMap Activity Click hereImperialism: America Forges an Empire: Key Figures PowerPoint: Click hereAmerican Imperialism Key Figures Match Up worksheet: Click hereImperialism: Cause & Effects PowerPoint: Click here Effects of American Imperialism TimelineTimeline – blank Click hereTimeline – answer key Click hereCutouts - Click hereStudent Example Click hereAmerican Imperialism Quiz: Click here DurationLearning Activities / Performance TasksLinks to Experience or Prior Knowledge: The Gilded Age; World Wide Web; Global EconomyLinks to Learning: Language Arts: Reading Maps; Reading TimelinesLearning Activities: Teacher: Set Purpose: Have students look at the tags of some of their articles of clothing. Ask students to share where their clothing was made and identify the location on World Map. Students: Think-Pair-Share: Students share ideas about what the economy would be like without trade.Teacher: Directly teach content vocabulary for American Imperialism: Imperialism: America Forges an Empire: Visual Vocabulary PowerPoint. Students: Independently take notes on Visual Vocabulary Organizer.Teacher: Directly teach the factors that led to American Imperialism: Imperialism: America Forges an Empire: Visual Vocabulary PowerPoint. Students: Whole group: Accountable Talk: Students determine whether factors are social, political or economic.Teacher: Model map reading skills: Imperialism: America Forges and Empire Visual Vocabulary PowerPoint. Students: Independently label and color blank outline maps. Work with partner to answer Map Activity Questions.Teacher: Directly teach the key figures of American Imperialism: Imperialism: America Forges an Empire:: Key Figures PowerPoint. Students: Work with table partners to complete The Progressive Era Key Figures Match Up worksheet.Teacher: Directly teach the effects of American Imperialism: Imperialism: America Forges an Empire: Visual Vocabulary PowerPoint. Students: Work with partner to complete Effects of American Imperialism Timelines.Review and Assess. Delivery (Check all that apply):Scaffolding: ?Modeling ? Guided ? IndependentGrouping: ? Whole Class ? Small Group ? Partners ? IndependentProcesses: ? Reading ? Writing ? Listening ? SpeakingDI Strategies: ? Hands-on ? Simulations ? Visuals ? Projects ? Peer Review ? Pairing ? Centers ? Technology ? Cooperative Learning ? Other: Accommodations: ? Direct Instruction ? Repeat / Clarify Directions ? Extended time ? Complete Sample Problem? Checklist ? Models (e.g. notebook) Review and Assessment (Check all that apply): ? Individual ? Group ? Written ? Oral? Test/Quiz ? Paper ? Portfolio ? Presentation ................
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