Instructional Timeline – 11th Grade U
|Instructional Timeline – 11th Grade U.S. History – 1st Nine Weeks |
|Unit 4 – Imperialism and Progressivism |
|Becoming a World Power (12) |
|Suggested Time Frame: ≈ 3 block days |
|Description |The expansion of American territory and influence overseas in the late 19th century. |
|Assessment |Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play |
| |Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation |
|Essential Questions |How did American imperialism differ from earlier Manifest Destiny? Did it Differ? Do you think the US government should have supported the|
| |planters in the annexation of Hawaii? Do you think Mckinley could have taken a different course of action in the Cuba crisis? |
|Core Components |TEKS/SEs |Specifications/Examples |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(2)(1) History. The student understands traditional |United Streaming: America Becomes a World Power (30:00) |
| |historical points of reference in U.S. history from 1877 | |
| |to the present. The student is expected to: | |
| |(A) identify the major characteristics that define an | |
| |historical era; |Imperialism (Spanish American War, Panama Canal, Roosevelt Corollary) |
| |(B)(A) identify the major eras in U.S. history from 1877 | |
| |to the present and describe their defining | |
| |characteristics; | |
| |(C)(B) apply absolute and relative chronology through the |Refer frequently to the events placed in the timeline of U.S. History |
| |sequencing of significant individuals, events, and time | |
| |periods; and |Tested dates to include 1898 |
| |(D)(C) explain the significance of the following dates | |
| |years as turning points: 1898 (Spanish-American War), |Spanish-American War |
| |1914-1918 (World War I), |Theodore Roosevelt |
| |(3)(2) History. The student understands the political, | |
| |economic, and social changes in the United States from | |
| |1877 to 1898. The student is expected to: | |
| |(A) analyze political issues |Anti Imperialists, overseas markets |
| |(12)(11)(9) Geography. The student understands the impact | |
| |of geographic factors on major events. The student is | |
| |expected to: |Panama Canal |
| |(A) analyze the effects impact of physical and human | |
| |geographic factors on major events including the building | |
| |the Panama Canal | |
| |(B) identify and explain reasons for changes in political | |
| |boundaries such as those resulting from statehood and | |
| |international conflicts. | |
| |(13)(12)(10) Geography. The student understands the causes| |
| |and effects of migration and immigration on American | |
| |society. The student is expected to: |Open Door Policy – Sect'y of State John Hay's economic policy in China giving |
| |(15)(14)(12) Economics. The student understands domestic |the imperial powers equal trading rights in the country 1899-1900; Boxers |
| |and foreign issues related to U.S. economic growth from |rebelled, U.S. forces suppressed the uprising. |
| |the 1870s to 1920. The student is expected to: |Dollar Diplomacy - Taft encouraged investment by U.S. banks/businesses in Latin |
| |(C)(D) explain how foreign policies affected analyze the |America & Far East. He promised military protection to those who invested |
| |effects of economic policies including issues such as the |abroad. WWI reoriented the priorities of the emerging world power and U.S. |
| |Chinese Exclusion Act of 1882, the Open Door Policy, and |foreign policy makers returned to a goal of isolationism. |
| |Dollar Diplomacy, and immigration quotas on U.S. | |
| |diplomacy; and | |
| |(D)(E) describe the economic effects of international | |
| |military conflicts, including the Spanish-American War | |
| |Vocabulary |Including the Spanish-American War and World War I, on the United States. |
| | |WW I led to great levels of industrialization in the US. |
| |Guilded Age - Imperialism – Urbanization – Political machine – |increased exports, increased agricultural production |
| | | |
| |Roosevelt Corollary – Hegemony – Isolationism – Expansionism – | |
| | | |
| |Internationalism – Protectorate – Yellow journalism – Jingoism – | |
| | | |
| |Dollar diplomacy – Sphere of influence – | |
| | | |
| | | |market-oriented |suffrage |
| | | |minority |technology |
| | | |migration |thematic map |
| | | |model |trade |
| | | |nullify |treaty |
| | | |participation |union |
| | | |pattern |immigration |
| | | |phenomenon |abolitionism -T |
| | | |political population |acquisition |
| | | |private property |affiliation |
| | | |progressive |appropriate (verb) |
| | | |prosperity |civil disobedience -T |
| | | |recall |common |
| | | |referendum |law |
| | | |renaissance |critical |
| | | |republic |militia |
| | | |resolution |monopoly -T |
| | | |scientific |patent |
| | | |significant |protective tariff |
| | | |socialism |ratify |
| | | |sovereignty |trend |
| | | |stock |unalienable / inalienable |
| | | |subsistence agriculture |urban / urbanization |
|Recommended Lessons |Recommended Lessons - Imperialism in the 1890’s DBQ, PowerPoint: Rise of Big Business |
|Differentiation | Special Education – all differentiation per SPED modifications and requirements |
| | |
| |TAG - differentiation according to TAG mandates. To include: |
| |independent study, |
| |alternative projects in lieu of test |
| |in depth reading |
| | |
| |504 – All differentiation according to student needs as specified per 504 committee. |
| | |
| |ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include: |
| |small group instruction, |
| |sentence stem activities, |
| |HIS, |
| |T-Chart-Pair and Defend. |
| | |
|Instructional Resources|Books or Readings – excerpts – Influence of Sea Power on History, Roosevelt Corollary |
| | |
| |Videos - Rough Riders – T.R. |
| | |
| |Websites - |
|College and Career |I |
|Readiness Standards |1-ABCD 2-AC 3-ABC 4-ABC 5-B 6-B |
| |1-AB 2-B 3-B |
| |1-AD 2-ABCEF 3-ABC |
| |1-A 2-AB |
| |1-A 2-AB 3-C |
| |1-A 2-A |
| | |
| |II |
| |1AB 2-AB |
| |1-ABC 2-A 4-AC 5-ABC 6-ABC |
| |III |
| |1-B 2-AB 3-AB |
| |1-B |
| | |
| |IV |
| |1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB |
| |1-AB 2-AC 3-ABC 4-ABC |
| |1-ABC |
| |1-AB 2-AB |
| |V |
| |1AB 2-AB |
| |1-ABCDEF |
|Essential Questions |Unit III |
| |Chapter12,13,14 |
| |To justify their policies, the new American expansionists of the late 1800’s offered all of the following reasons except: |
| |Strong nations were destined by natural law to dominate weak ones |
| |The US had a duty to spread its superior institutions to less civilized people |
| |The US should try to create a community of nations to guarantee world peace |
| |A strong navy was the key to becoming a great nation and colonies would serve as bases for the navy |
| |During the fighting of the Spanish American War, |
| |American troops had experience commanders |
| |More American fighting men died of disease than were killed in action |
| |The US army conducted a competent and efficient mobilization |
| |Spain won many battles to prolong the war |
| |The Platt Amendment, incorporated into the Cuban constitution, gave Cuba: |
| |Full independence |
| |Economic independence |
| |Partial independence |
| |An American run government |
| |The United States suggested the Open Door Policy for China to: |
| |Keep the great powers from completely destroying China by dividing it up |
| |Allow US merchants to trade in China without the interference of foreign government |
| |Achieve a foreign policy victory without using military force |
| |Promote the economic ideal of free markets |
| |Jacob Riis’s 1890 book “How the Other Half Lives” shocked middleclass Americans with its sensational description of: |
| |All of the answers below |
| |Lower class slums |
| |Middle class bigotry |
| |Upper class decadence |
| |The “Gospel of Wealth” promoted by Andrew Carnegie, said that people with wealth should: |
| |Use their resources to help society |
| |Give aid directly to the poor |
| |Donate the bulk of their wealth to religious institutions |
| |Subsidize the construction of Protestant churches |
| |The Roosevelt Corollary to the Monroe Doctrine stated that: |
| |European nations could use force to collect debts in Latin America |
| |The US would not allow any new European investments in Latin America |
| |European ships would have to pay for the privilege of using the Panama Canal |
| |The US could intervene in the internal affairs of Latin American nations to preserve stability |
| |President Teddy Roosevelt secured the Canal Zone in Panama by: |
| |Engineering a revolt against Colombia |
| |Threatening Panama with force |
| |Negotiating a treaty with Colombia |
| |Invading the capital of Colombia |
| |Many Americans became outraged at Germany after it began to: |
| |shell major cities like Paris |
| |imprison European Jews |
| |invade neutral countries like the Netherlands |
| |Engage in submarine warfare |
| |The Fourteen Points included: |
| |Self determination for all people |
| |A world bank to help rebuild Europe |
| |Economic aid for former German colonies |
| |The creation of the United Nations |
| | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- corruption in the 21st century
- instructional timeline 11th grade u
- assignment sheet credit 3
- unit plan template weebly
- project timeline global initiative for fiscal transparency
- timeline of the cold war
- united states history 1865 to the present
- historical and theoretical basis of inclusive
- funding actions us
Related searches
- 11th grade writing prompts
- 11th grade writing prompts pdf
- 11th grade math worksheets with answers
- 11th grade english lesson plans
- 11th grade algebra practice worksheets
- free printable 11th grade worksheets
- 11th grade writing assessment
- 11th grade reading comprehension pdf
- 11th grade reading list
- 11th grade us history worksheets
- 11th grade journal prompt
- 11th grade writing worksheets