Teaching American History - Social Sciences



Barbara Garcia

249583

Hialeah-Miami Lakes 7131

Social Studies Lesson Plan Template

1. Title: United States History-11th Grade

a. United States Expansionism and Imperialism

2. Overview - Big Ideas: United States Expansion

Enduring Understandings – What were the major causes and effects of various expansionary times in U.S. history; i.e., territorially, economically, and/or politically?

Essential Questions – Focus Question: To what extent was late nineteenth-century and early twentieth-century United States expansionism a continuation of past United States expansionism and to what extent was it a departure?

3. Lesson Objectives and Key Vocabulary:

Standards -

• Content Benchmark: Early Expansion- Westward Movement

o SS.912.A.2.7: Review the Native American experience.

o SS.912.A.3.1: Analyze the economic challenges to American farmers and farmers’ responses to the challenges in the mid to late 1800s

• Content Benchmark: Later American Imperialism

o SS.912.A.4.1: Analyze the major factors that drove United States imperialism.

o SS.912.A.4.2: Explain the motives of the United States acquisition of the territories.

o SS.912.A.4.3: Examine causes, course, and consequences of the Spanish American War.

o 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

• Skill Benchmark:

o 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 period.

o 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.

o SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions.

WESTWARD MOVEMENT

●MOTIVES FOR MOVING WEST

o Trade with Far East

o Cheap Land

o Farming & Ranching

o Mineral Resources

o Government Promotion of Settlement: Incentives

●FACTORS CONTRIBUTING TO SETTLEMENT

o Mining Frontier: Gold Rush, Forty-Niners, Prospecting

o Cattle Ranching

▪ Cowboys: Myth vs. Reality

▪ Long Drive

▪ Range Wars

o Farming Frontier: the Great Plains

o Transcontinental Railroad

▪ Incentives: loans, land grants, and right of way

o Homestead Act (1862)

●CONFLICT WITH NATIVE

AMERICANS

o Resistance to White Settlement

o Sioux Wars

o Custer’s Last Stand

o Ghost Dance Movement

o Helen Hunt Jackson's A Century of Dishonor

o The Dawes Act (1887): Attempted Assimilation

●CLOSING OF THE FRONTIER (1890)

o Frederick Jackson Turner’s Frontier Thesis

o Oklahoma: the Last Frontier

AMERICAN IMPERIALISM

•JUSTIFICATIONS FOR EXPANSION (IMPERIALISM)

o Need for Raw Materials and New Markets to Drive Industrialization

o Mahan’s Theory on the Importance of Naval Power

o White Man’s Burden (Rudyard Kipling): “Civilize” and “Christianize” Native Peoples Around the World

o Social Darwinism

o Theory of Eugenics (Racism)

o The New Manifest Destiny: The Close of the Frontier & U.S. Desire to Build an Overseas Empire (1890)

•THE UNITED STATES EXPANDS BEYOND ITS BORDERS

o Annexation of Alaska (1867): ”Seward’s Folly”

o Annexation of Hawaii (1898)

o Annexation of Other Pacific Island Outposts: Samoa Guam, Wake, Midway

o The U.S. Expands Its Control Over the Caribbean

•SPANISH-AMERICAN WAR (1898)

o CAUSES

▪ Cuban Rebellion: U.S. humanitarian concerns

▪ Yellow Journalism

▪ De Lome Letter

▪ Sinking of the Maine

▪ American economic interests in Cuba

o Declaration of War on Spain

▪ The Teller Amendment

o Main Events of the Spanish-American War

▪ Blockade of Cuba

▪ Teddy Roosevelt & the Rough Riders

▪ The Philippines: Admiral Dewey’s Victory at Manila Bay

▪ Florida’s role in the War: troops stationed in Miami

o Results of the War: Treaty of Paris (1898)

▪ Independence of Cuba

▪ U.S. Acquisitions: Puerto Rico, Guam, and the Philippines

▪ Payment of $20 million to Spain for the Philippines

o Significance of the War:

• United States’ Occupation of Cuba until 1901: The Platt Amendment

• United States as a Major World Power: Territorial Possessions in Both the Caribbean and the Pacific

•UNITED STATES’ FOREIGN POLICY (1865-1917)

o Maximillian Affair (1865): Assertion of the Monroe Doctrine

o Open Door Policy: China (1899)

o Roosevelt’s Mediation of Russo-Japanese War (1905)

o

•UNITED STATES EXPANSION AND INTERVENTION IN THE CARIBBEAN AND LATIN AMERICA

o Roosevelt Corollary to the Monroe Doctrine (1904)

o “Speak Softly and Carry a Big Stick”

o Acquisition of Canal Zone from Panama (1904)

o Taft’s Dollar Diplomacy

o United States Occupation of Veracruz, Mexico (1914)

o Wilson’s Moral Diplomacy

o United States acquires Virgin Islands from Denmark (1917)

Key Vocabulary and Terms-

Westward Expansion: Great Plains, longhorns, Forty-Niners, gold rush, assimilation, open range, barbed wire, placer mining, dry farming, cowboys, frontier thesis, bonanza farms, Wounded Knee, prospectors, exodusters, speculator, sod, long drive, Chisholm Trail, Ghost Dance, homesteaders, sooners, boomers

American Imperialism: Annexation, “White Man’s Burden” (Rudyard Kipling), yellow journalism, jingoism, rough riders, protectorate, Open Door, Big Stick, Roosevelt Corollary, Dollar Diplomacy, Moral Diplomacy, Teller Resolution, Platt Amendment, missionary

4. Evidence of Student Understanding (Assessment) in this Lesson:

Students will take a thematic approach to learning history by evaluating the causes and effects of various expansionary times throughout U.S. history.

Students will be able to interpret a variety of Primary Sources by using the S.O.A. P.S. Plus method.

S= Subject; O=Occasion; A=Audience; P=Purpose; S=Speaker; Plus= How a document can be used to answer an essential question

Students will be able to successfully integrate their prior knowledge and document interpretation skills to develop a well written essay.

Assessments:

• Advanced Placement 1994 Document Based Question

• To what extent was late nineteenth-century and early twentieth-century United States expansionism a continuation of past United States expansionism and to what extent was it a departure?

5. Materials Needed:

o Power Point Presentations- (Jan. 2011)

o Westward Expansion: “The West” by Dr. Chuck Bolt

o American Imperialism: “America Enters the World” by Dr. Chuck Bolt

o Primary Document: The Homestead Act (Jan. 2011)

o DVD “The Story of US”, History Channel Documentary (the corresponding episodes)

o 1994 AP DBQ

6. Steps to Deliver the Lesson:

o Place the essential question on the board so that students are aware of what they are expected to know by the completion of the unit.

o Spark Prior Knowledge by having students do a web for both Westward Expansion and American Imperialism

o Utilize the Power Point Presentations;

o Westward Expansion: “The West” by Dr. Chuck Bolt

o Use the Socratic method to keep students interested and involved

o Students should be taking active notes during the lecture

o Introduce The Homestead Primary document by allowing students to pair up and analyze it using the S.O.A.P.S process

o American Imperialism: “America Enters the World” by Dr. Chuck Bolt

o Use the Socratic method to keep students interested and involved

o Students should be taking active notes during the lecture

o Show students the corresponding episode of “The Story of US”, a History Channel Documentary

o Have students answer the DBQ as their final unit assignment

7. Specific Activities: (From Guided to Independent)

o Spark Prior Knowledge by having students fill in a web for both Westward Expansion and American Imperialism- Give the students about 15 seconds to write down everything they know about the two topics. Once the 15 seconds are done then have students share what they know while writing down their suggestions on the board to therefore compile a class list of prior knowledge.

o Have students take active notes while the Power Point Presentation and lecture is occurring. Allow time for students to ask questions and discuss points of interest.

o Allow students to visualize the events by showing “The Story of Us”.

o Students will then take ownership of the information discovered by applying it to the DBQ.

8. Differentiated Instruction Strategies:

o Low level readers and LEP students should be provided with a hard copy of the power point presentation so that they can easily follow along during the lecture and active notes portion of the lesson.

9. Technology Integration:

Smart Board if available, if not, access to a lap top and LCD projector will be needed:

Power Point Presentations-

o Westward Expansion: “The West” by Dr. Chuck Bolt

o American Imperialism: “America Enters the World” by Dr. Chuck Bolt

o DVD “The Story of US”, History Channel Documentary (the corresponding episodes)

10. Lesson Closure:

o Students will take ownership of the information discovered by applying it to the DBQ.

o To what extent was late nineteenth-century and early twentieth-century United States expansionism a continuation of past United States expansionism and to what extent was it a departure?

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