TEKS Lesson Plan/Unit Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
| |
|Teacher: Sarah A. Huett Subject/Course: U.S. History |
| |
|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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