The Spanish Americana War
Students will learn about the start of American imperialism and the effects of the Spanish American war. Students will be able to identify the causes of the war and describe the challenges of imperialism for the governing nation. Students are also able to explain why the war made America a new world power in the eyes of other nations.
California State Content Standard
11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
1. Describe the Spanish-American War and U.S. expansion in the South Pacific.
1. Describe the Spanish-American War and U.S. expansion in the South Pacific.
Vocabulary
The key terms for this lesson will be discussed in the pre-reading exercise and reinforced throughout the lesson through the activities. Students are required to write vocab words in their “vocab Journals” which we made at the beginning of the year and have been adding to throughout all of the lessons. We will be adding these to that lesson list and more as we go along. I encourage students to put any words that they are confused about in their journal. I take the journals and reflect upon what words should be focused on more in future lessons.
Annexation
Yellow Journalism
Guerrilla war
Empire
Jingoism
Annexation
Yellow Journalism
Guerrilla war
Empire
Jingoism
Lesson Introduction
Students revisit the reasons for rebellion for America and the reasons for France help in the war. Then we can discuss the reasons for helping. We can relate to this content again in the lesson closure to revisit what the students have learned from the chapter. Students can complete a KWL chart and use information from the text to help them fill in the information that they learned at the end of the lesson.
Content Delivery
The teacher will engage in a pre-reading activity where the students can take a look at the headings and write into their KWL chart what they want to know about this lesson as well as what they think the lesson is going to be about. The teacher will go over the headings of each section to help students better understand what they are going to be learning in this lesson.
The students, in their table groups will be given the chance to discuss what they have put on their chart and why they think that the lesson will be about that topic. Also students will have the time to fill out what they want to learn about these topics.
The students, in their table groups will be given the chance to discuss what they have put on their chart and why they think that the lesson will be about that topic. Also students will have the time to fill out what they want to learn about these topics.
Student Engagement
During the reading, students will have the chance to organize their information in an organizational chart. The information is presented in a topographical way in the text so students will take the chance to arrange the information chronologically in the documents provided for the lesson which show an arrow for the students to fill in information for. In each arrow section students will have the chance to clarify any questions that they may have regaurding their
Lesson Closure
Students will revisit their KWL chart and fill in what was discussed throughout the lesson. Students will reflect on what implications America becoming an imperialist power means for the rest of the century. Also students will relate this lesson to the previous lesson where we discussed Chinese Open Door Policy. American presence in the south pacific meant merchants could travel into the Asian markets to trade.
Assessment (Formative and Summative)
Formative –As students are working on their KWL charts and sharing with the class the teacher will check on individual students to assess the quality of the information they are writing. If students are not demonstrating understanding the teacher will then take that chance to scaffold their reading process further.
Summative –Students information form the KWL chart will be turned in at the end of class, teacher will have the chance then to look over what information that they learned and what information should be gone over with more depth in future lessons.
Summative –Students information form the KWL chart will be turned in at the end of class, teacher will have the chance then to look over what information that they learned and what information should be gone over with more depth in future lessons.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The teacher will provide Vocabulary support for those students who are English learners and striving readers and students with special needs. This will include a more comprehensive list of difficult terms and definitions. Students will also be able to work with their group members when they are having difficulty in the classroom. These students will also be given a slightly modified version of the text with more visual and contextual clues to help understand what each section is about.