TEKS Lesson Plan/Unit Plan



TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

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|Teacher: Sarah A. Huett Subject/Course: U.S. History |

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|Grade(s): Grade 11 Time frame: 45 minutes |

Lesson Plan Number: 68

Topic/Process: Diplomacy: Roosevelt and Wilson

Textbook: The Americans: Reconstruction to the Present, McDougall Littell

Ch.10, all sections

Texas Essential Knowledge and Skills (TEKS): US3 A, US19 A,

(3)  History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:

(A)  explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power;

(19)  Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:

(A)  describe qualities of effective leadership;

TAKS: US3 A

(3)  History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:

(A)  explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power;

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Leadership |Effective leaders are often visionaries. Effective leaders motivate and inspire those they lead. |

| |Americans often look to their president to be an effective leader. |

|Roles |Roles in society and government change over time. |

Sequence of Activities (Instructional Strategies):

1. Activity: Have students work with a partner to create a two-column chart that

compares Roosevelt’s and Wilson’s diplomacy. Have students consider

the following: similarities, differences, goals of the policies, how the policy

defined the U.S.’s role in international affairs and how the policies were

applied. Students should take the following policies/actions into consideration:

Treaty of Portsmouth, Panamanian independence, Panama Canal, Roosevelt

Corollary, Veracruz, recognition of the Carranza government and Pancho Villa.

When students have finished, review this activity as a class.

Questions to Consider in Lesson:

1) Whose diplomacy had the biggest impact on America’s current diplomacy?

2) What were the key differences between Roosevelt’s “big stick” diplomacy and Wilson’s “missionary diplomacy”?

Assessment of Activities:

Classroom Observation

Classroom Discussion

Comparison Chart

Writing Activity

Prerequisite Skills:

1. Comparing and Contrasting

2. Writing Skills

Key Vocabulary:

Dollar diplomacy, “big stick” diplomacy, missionary diplomacy

Materials/Resources Needed:

Textbook, other resources, pens, paper

Modifications: Allow students to have extended time to complete activities. Follow all modifications on student’s IEP.

Differentiated Instruction: Have students write a brief essay on the following: Who was the greater president: Wilson or Roosevelt? Explain.

Teacher Notes:

Sample Test Questions:

1. On what did the Roosevelt Corollary build?

A. Monroe Doctrine

B. Open Door Policy

C. Platt Amendment

D. Hay-Pauncefote Treaty of 1901

2. Teddy Roosevelt’s approach to foreign policy reflected the proverb “speak softly and carry a big stick” because

A. he allowed U.S. troops to beat foreign natives for breaking U.S. laws

B. he studied West African methods for negotiating with foreign powers

C. his soft-spoken personality made foreign leaders trust and admire him

D. his negotiations were always backed by the threat of military force

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.

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