Goals and Objectives
Students will understand the influences of foreign policy on other nations and the importance of voter knowledge. students will be able to create a piece of policy based media that argues for or against one of the existing Foreign policy plans of Imperialistic America. Students will also be able to critique other students' projects
California State Content Standards
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
This lesson will start with showing the students a political propaganda video on a current event followed by a discussion about the purpose of the video. The teacher will guide students through the discussion with a focus on how the video had a specific agenda. This will serve two purposes, first to introduce the idea of political propaganda videos, and to see how well the students can identify and decipher their meanings.
Vocabulary
The students will have, at this time, developed a very deep understanding of the vocab throughout this lesson. The teacher will continue to emphasize key vocabulary while advising students to reuse vocab used in previous lessons. (flashcards, workbooks, images, etc.) 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
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
The students will be required to read through these three documents:
Theodore Roosevelt’s Big Stick diplomacy,
William Taft’s Dollar Diplomacy
Woodrow Wilson’s Moral Diplomacy,
upon completi decide on what policy they will focus on in their project. he three speeches by the three presidents regarding the different policies of foreign influence. The students will be required to take the information of one of the speeches and connect it to previous in class discussions and assignments. The parameters for the assignment are in the rubric below. Students will be required to create a piece of media that the students can show in class to persuade their fellow classmates. Students should be familiar with all of the different ways that Americans used imperialism and now that they are revisiting the justifications students can better formulate the different arguments into a collaborative piece.
Student Engagement
Students will work independently or in groups of up to 3 to complete their assignments. If students work in a group then they will be required to complete multiple perspectives that focus on the same target event. For example, two students work together then they both have to focus on opposing arguments.
Further, encourage students to build their own arguments and challenge the arguments of the presidents. Be sure to keep student arguments in the theme of the time period, Nuclear devices and Computers didn't exist back then so they should not be apart of the equation.
Further, encourage students to build their own arguments and challenge the arguments of the presidents. Be sure to keep student arguments in the theme of the time period, Nuclear devices and Computers didn't exist back then so they should not be apart of the equation.
In Class Work Period
Students should be given several in class days to work on their project with their group members. In an ideal world this project should only take several days in class to finish working and research. The in class computers can be used by students to do research and edit any video that the students have to complete. Some students do not have internet at home, they should use this time to do any outside research that they may want to complete
As the students work to complete the project there are two checkpoint periods to make sure they are on the right track, the first check point will be a project approval due at the beginning of the project where students will be required to explain their idea for the project and how they will complete it.
The second will be a progress check where students will show the teacher what research they have completed throughout the report
As the students work to complete the project there are two checkpoint periods to make sure they are on the right track, the first check point will be a project approval due at the beginning of the project where students will be required to explain their idea for the project and how they will complete it.
The second will be a progress check where students will show the teacher what research they have completed throughout the report
Assessment
Formative Assessment: Student project proposals will tell the teacher whether or not the students fully understand the assignment and what is required of them to complete it before the project is set into motion.
Formative assessment: Project Rough drafts will be due 2 days before the final project due date to give students one last chance to check in and ask final questions for their project.
Summative Assessment: final project turn-in where students will take the final project and show that they have a command of the material gone over this lesson.
Formative assessment: Project Rough drafts will be due 2 days before the final project due date to give students one last chance to check in and ask final questions for their project.
Summative Assessment: final project turn-in where students will take the final project and show that they have a command of the material gone over this lesson.
Lesson Closure
Students are going to be required to share their projects with the class and tell their arguements to the class. There will not be a grading rubric for the presentations, they will simply be a credit/no credit to ensure that students have the freedom to be creative and show what they have made to the class. It will only be required that they show effort in the presentation. It will be obvious if the students spent only a few minutes on the presentation and have no pride in their work.
Accommodations for Students with special needs
The different speeches have been modified for striving reader students and the different videos give the students different ways to contribute to their group. The Credit-no credit presentations will help students to lower their effective filter thereby increasing the amount of understood information. The extensive use of visuals will also help striving readeers and