Objectives
Students will understand the sequence of events that occurred in regards to the rise of American imperialism.
Students will be able to organize timeline of information explaining the different events that have been discussed this lesson regarding the different events that have occurred throughout the lesson.
Students will be able to organize timeline of information explaining the different events that have been discussed this lesson regarding the different events that have occurred throughout the lesson.
California State Content Standard/Common Core Standard
11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
1.List the purpose and the effects of the Open Door policy.
2.Describe the Spanish-American War and U.S. expansion in the South Pacific.
3.Discuss America’s role in the Panama Revolution and the building of the Panama Canal.
4.Explain Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy, drawing on relevant speeches.
1.List the purpose and the effects of the Open Door policy.
2.Describe the Spanish-American War and U.S. expansion in the South Pacific.
3.Discuss America’s role in the Panama Revolution and the building of the Panama Canal.
4.Explain Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy, drawing on relevant speeches.
Lesson Introduction
Vocab Review Activity. 10-15 min
Students brainstorm different topics that have been discussed throughout the lesson and give brief explanations of their significance. Teacher can help guide students to focus on what ideas are more significant than others as well as how some events connect to others.
Whip-around activity: ask students to name key ideas that were discussed previously in the last lessons.
Students brainstorm different topics that have been discussed throughout the lesson and give brief explanations of their significance. Teacher can help guide students to focus on what ideas are more significant than others as well as how some events connect to others.
Whip-around activity: ask students to name key ideas that were discussed previously in the last lessons.
Time Toast assignment Vocabulary
KEY EVENTS/IDEAS:
Spanish american war
Philippine american war
Boxer Rebellion
Platt Amendment
Panama Revolution
USS MaineDollar Diplomacy
Open Door Policy
Moral Diplomacy
Manifest Destiny
Social Darwinism
Required ports
Foreign Policy
Theodore Roosevelt
Sino-Japanese War
Hawaii
Imperialism
Isolationism
Panama Canal
Internationalism
William Randolph Hearst
Nationalism
John Hay
Moral Diplomacy
Yellow Journalism
William McKinley
Anti-Imperialist League
Teller Amendment
Jingoism
Monroe Doctrine
Great White Fleet
Roosevelt Corollary
Ambassador
Annex
Sphere of influence
Spanish american war
Philippine american war
Boxer Rebellion
Platt Amendment
Panama Revolution
USS MaineDollar Diplomacy
Open Door Policy
Moral Diplomacy
Manifest Destiny
Social Darwinism
Required ports
Foreign Policy
Theodore Roosevelt
Sino-Japanese War
Hawaii
Imperialism
Isolationism
Panama Canal
Internationalism
William Randolph Hearst
Nationalism
John Hay
Moral Diplomacy
Yellow Journalism
William McKinley
Anti-Imperialist League
Teller Amendment
Jingoism
Monroe Doctrine
Great White Fleet
Roosevelt Corollary
Ambassador
Annex
Sphere of influence
Content Delivery
Day 1: Research
The teacher will prepare SEVEN sets of flashcards with one of the words above on each of the flashcards. Teacher will organize the students into their groups and explain the lesson that will take up this period and the next. Present an example of connecting a "Key Event" to several of the subtopic flashcards to give an example of what is expected over the course of the next day.
Day 2: Interaction
The Students will use the yarn and the flashcards to organize the words into a visual teacher will explain that the yarn will be used to link all words relating to the "key event" flashcards.
The teacher will prepare SEVEN sets of flashcards with one of the words above on each of the flashcards. Teacher will organize the students into their groups and explain the lesson that will take up this period and the next. Present an example of connecting a "Key Event" to several of the subtopic flashcards to give an example of what is expected over the course of the next day.
Day 2: Interaction
The Students will use the yarn and the flashcards to organize the words into a visual teacher will explain that the yarn will be used to link all words relating to the "key event" flashcards.
Student Engagement
Day 1:
Students will spend the first day researching and recalling all of the information gone over in class and writing either the definition of the word or a short summary of the major event or person. If there is time after this section of the lesson students can draw out picture representations the words on the cards.
Students are going to organized into heterogeneous groups where each group is responsible for completing a set of flashcards with their definition and a sketch on the back (if time allows it).
Day 2:
Students, grouped into the same groups that they were grouped into previously on the first day, will be required to take the key terms form previous lessons and work them into a web connecting different key events to the many interlocking key terms and people that relate to them. Thier
Students will spend the first day researching and recalling all of the information gone over in class and writing either the definition of the word or a short summary of the major event or person. If there is time after this section of the lesson students can draw out picture representations the words on the cards.
Students are going to organized into heterogeneous groups where each group is responsible for completing a set of flashcards with their definition and a sketch on the back (if time allows it).
Day 2:
Students, grouped into the same groups that they were grouped into previously on the first day, will be required to take the key terms form previous lessons and work them into a web connecting different key events to the many interlocking key terms and people that relate to them. Thier
Vocabulary and Key terms used in the web will reinforce the lesson by revisiting content and requiring the students to work with the information and make connections with the material. The differnt connections will be useful in giving the words more meaning to the students.
Optional: Have students make posters and glue their connections to the board for in class presentations. Each student in the group can briefly explain the reasoning for the assignment connections to the class in a group presentaion. The presentations will only be 3-5 min long or longer if time permits.
Optional: Have students make posters and glue their connections to the board for in class presentations. Each student in the group can briefly explain the reasoning for the assignment connections to the class in a group presentaion. The presentations will only be 3-5 min long or longer if time permits.
Assessment
Formative:
Teacher can see what the students know and don't know through questioning strategies used while the students are working either day. Observation of any of the students' processes will also give insight into how the students are coming along with their project.
The teacher will be able to monitor student progress over the course lesson by walking around the class, answering questions, commenting on student
decisions and progress monitoring the progress of the projects.
Summative:
The completed project and subsequent presentations at the end of the lesson will give insight into how well the students understand the key events and give the teacher an idea of how well the students have learned through the lesson and if any supplemental lessons should be taught leading up to the final lesson.
Teacher can see what the students know and don't know through questioning strategies used while the students are working either day. Observation of any of the students' processes will also give insight into how the students are coming along with their project.
The teacher will be able to monitor student progress over the course lesson by walking around the class, answering questions, commenting on student
decisions and progress monitoring the progress of the projects.
Summative:
The completed project and subsequent presentations at the end of the lesson will give insight into how well the students understand the key events and give the teacher an idea of how well the students have learned through the lesson and if any supplemental lessons should be taught leading up to the final lesson.
Accommodations for English learners and Students with special needs
The web map is a good way to visually see how each event is connected to each other event or key event. The pictures will also give students a visual representation of the words to help with student comprehension. Groups will provide students with support in the classrooms to help striving readers and other students with special needs.
Lesson Closure
Students can walk around the class and get ideas from the other students' webs and get more ideas from the students connection explinations.