Download Spanish-American War and American

US History
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Spanish-American War and American Expansionism
Lesson Synopsis:
In this lesson, students examine how U.S. foreign policy shifts from isolationism to involvement in foreign affairs and
expansionism. Students understand that the significance of the Spanish-American War led to a turning point in U.S.
history. Students analyze the reasons that helped position the United States as one of the leading world powers. It
acquires a position on the world stage by expanding and competing with European nations.
TEKS:
US.2
US.2A
US.2B
US.2D
History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.
The student is expected to:
Identify the major characteristics that define an historical era. Supporting Standard
Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.
Readiness Standard
Explain the significance of the following years as turning points: 1898 (Spanish–American War), 1914–1918 (World
War I), 1929 (the Great Depression begins), 1939–1945 (World War II), 1957 (Sputnik launch ignites U.S.–Soviet space
race), 1968–1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001
(terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack
Obama). Supporting Standard
US.4
History. The student understands the emergence of the United States as a world power between 1898 and 1920. The
student is expected to:
US.4A
Explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism,
Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United
States into the position of a world power. Readiness Standard
Evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico.
Supporting Standard
US.4B
US.12
US.12A
US.12B
US.15
US.15D
Geography. The student understands the impact of geographic factors on major events. The student is expected to:
Analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike
Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina.
Readiness Standard
Identify and explain reasons for changes in political boundaries such as those resulting from statehood and
international conflicts. Supporting Standard
Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s
to 1920. The student is expected to:
Describe the economic effects of international military conflicts, including the Spanish-American War and World War
I, on the United States. Readiness Standard
Social Studies Skills TEKS:
US.29
US.29G
US.30
US.30A
US.30B
Use a variety of both primary and secondary valid sources to acquire information and to analyze and answer
historical questions.
Identify and support with historical evidence a point of view on a social studies issue or event.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Create written, oral, and visual presentations of social studies information.
Use correct social studies terminology to explain historical concepts.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Create a magazine spread explaining significant events from 1890-1910 that were critical to move the U.S. into
the position of a world power. (US.4A, US.4B; US.29G; US.30A, US.30B)
5G
©2013, TESCCC
01/08/13
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US History
Social Studies
Unit: 04 Lesson: 01
Key Understandings and Guiding Questions:
•
Foreign policy decisions by a nation’s government often reflect the beliefs and values of its people at the time.

How and why did significant events, policies, and individuals move the United States into the position of a
world power?
 What were the results of U.S. expansionism?
 How did physical and human geographic factors impact the United States’ rise to world power?
 Why did political boundaries change from 1898 to 1920?
 What economic effects did international military conflicts from the 1870s to 1920 have on the United
States?
Vocabulary of Instruction:
•
•
•
•
•
expansion
territory
industrialization
isolationism
imperialism
©2013, TESCCC
01/08/13
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US History
Social Studies
Unit: 04 Lesson: 01
Materials:
•
Refer to Notes for Teacher section for materials.
Attachments:
• Handout: Spanish American War
• Teacher Resource: Spanish American War KEY
• Handout: Geography of American Expansionism
• Teacher Resource: Geography of American Expansionism KEY
• Handout: Quotes on Imperialism
• Teacher Resource: PowerPoint: America in Asia and Latin America
• Handout: Power Position Cards
Resources and References:
•
•
De Lome letter http://www.ourdocuments.gov/doc.php?flash=true&doc=53
Information on the Spanish American War http://www.loc.gov/rr/hispanic/1898/intro.html
Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
Background Information:
“Until the 1890s, the United States showed little interest in foreign affairs. Its army, with just 28,000 soldiers, was onetwentieth the size of France’s or Germany’s. Its 10,000 man navy was a sixth the size of Britain’s and half the size of
Spain’s.
Toward the end of the 19th century, interest in foreign affairs mounted. Some worried that the United States was being left
behind in the scramble for territory, markets, raw materials, and outlets for investment. Others, such as the naval strategist
Alfred Thayer Mahan, believed that national prosperity depended on control of sea lanes. Still others believed that the
United States had a special mission to uplift backwards peoples.
Beginning in the late 1880s, a new assertiveness characterized American foreign policy, evident in disputes with Germany,
Chile, and Britain. In 1893, Americans in Hawaii forced Queen Liliuokalani to abdicate; the United States annexed Hawaii
five years later. War with Spain in 1898 led to the acquisition of Puerto Rico, Guam, and the Philippines, where the United
States confronted a two-year insurrection.
Fear that the United States was being shut out of trade with China led Secretary of State John Hay to issue the 1899
Open Door Note. The Roosevelt Corollary to the Monroe Doctrine declared that the United States would exercise
‘international police power’ in the Western Hemisphere. The United States assisted Panama in securing its independence
from Columbia, in order to build a canal across the Isthmus of Panama, and occupied Nicaragua for 20 years, Haiti for 19
and the Dominican Republic for 8.””
Source: Mintz, S. (2012). Overview of america becomes a world power. Retrieved from
http://www.digitalhistory.uh.edu/era.cfm?eraid=10&smtid=1
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
©2013, TESCCC
01/08/13
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US History
Social Studies
Unit: 04 Lesson: 01
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE Foreign Policy
Notes for Teacher
1. Write the words “foreign policy” on the board.
2. Students brainstorm a definition and examples of “foreign policy”
from prior experiences and coursework.
3. Students share their definition with a partner.
4. Volunteers share their examples of American foreign policy.
• Answers will vary. Students learned about American foreign
policy through lessons about World War I in World History, if
students took World History prior to this course. Students
may also connect current policies such as global security,
securing democracy for America, aid to foreign countries,
international education or health, etc.
5. Review the areas acquired through westward expansion in
American history up to 1890 with the use of a map or an
interactive map.
6. Facilitate a conversation with students to discuss the reasons for
earlier acquisitions of territory. Possible questions:
• For what reasons did the United States acquire
territories such as Florida, Louisiana and Texas?
(Students may discuss God, gold and glory as reasons for
earlier acquisitions.)
• Did these territories have political, social or economic
reasons to be acquired? What were they? (Answers will
vary but may include: acquisitions were the spoils of
war/conflict, Homestead Act and Indian Removal Act
opened the door for new settlers to move into lands in the
West, exploration of new lands fostered settlement, etc.)
• Why would the United States want to acquire lands
outside the borders of the continental United States?
(Possible answers include new acquisitions result in new
markets for trade, new alliances, new opportunities for
Americans to create businesses or industries overseas,
naval bases for refueling, etc.)
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
Materials:
• Blank world map
• Map or Interactive Map of Westward Expansion
Purpose:
The purpose of this Engage piece of the lesson is
to facilitate a conversation about the change of
American foreign policy in the late 1800s. In
previous lessons, students learned about the land
acquisitions in the continental United States.
Students will begin to connect the reasons for land
acquisitions with the development of a foreign
policy related to new territories.
TEKS: US.2AB, US.12B
Instructional Note:
• If students took World History before this
U.S. History course, they learned about
American foreign policy in that course.
Students may also make connections to
current policies such as global security,
securing democracy for America, aid to
foreign countries, international education or
health, etc.
• Help students connect prior land
acquisitions in U.S. history with the territorial
acquisitions in this unit so they can see
change over time related to foreign policy. The
United States became involved in international
affairs that opened the door to acquiring
international territories. As territories were
acquired for several reasons, the United
States required global security for colonies in
international waters such as the Philippines,
Guam, Hawaii, and Puerto Rico. The United
States moved onto the world stage by
acquiring and protecting territories and
proving military power with victories in Cuba
(Spanish Territory) and the Philippines
(Spanish Territory).
EXPLORE – How and why did significant events, policies, and
individuals move the United States into the position of a world
power? What were the results of American expansionism?
1. Divide the class into small groups.
©2013, TESCCC
01/08/13
Suggested Day 1-2 continued – 40 minutes
Materials:
• Wall map or desk map (Optional)
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US History
Social Studies
Unit: 04 Lesson: 01
Instructional Procedures
2. Distribute the Handout: Spanish American War.
Notes for Teacher
• De Lome letter
3. Students use locally adopted resources to identify the causes,
major events, and outcomes of the Spanish American War and
note them on the handout.
•
•
4. Facilitate a discussion about the Spanish American War.
Possible questions for discussion:
• What events prompted Americans to become vocal
about U.S. involvement in Cuba? (The De Lome letter
called McKinley weak, which angered Americans. The
U.S.S. Maine was sent to Cuba to protect American lives
and property, but was sunk. Yellow journalism
sensationalized the news about Cuba, which caused
Americans to become concerned about investments and
trade in Cuba.)
• Would the actions of the U.S. be considered
isolationist? Why or why not? (The U.S. involvement in
the Spanish American War was not considered isolationist
in that the U.S. became directly involved in the affairs of a
European country, Spain, by engaging in conflict.)
http://www.ourdocuments.gov/doc.php?
flash=true&doc=53
Information on yellow journalism
Information on the Spanish American War
http://www.loc.gov/rr/hispanic/1898/intro.html
Attachments:
• Handout: Spanish American War
•
•
•
•
Teacher Resource: Spanish American War
KEY
Handout: Geography of American
Expansionism
Teacher Resource: Geography of American
Expansionism KEY
Handout: Quotes on Imperialism
Expansionism and the Handout: Quotes on Imperialism.
Purpose:
The purpose of this part of the lesson is to
understand the events and outcomes of the
Spanish American war that leads to creating a
strong geographic position of power in the Pacific
for the United States.
6. Students summarize the arguments for and against imperialism
TEKS: US.2AB, US.2D; US.4A, US.4B; US.30B
5. Distribute the Handout: Geography of American
using the quotes and other locally adopted resources.
7. Students draw a world map of the U.S. colonial empires.
Students write arguments for and against keeping each colonial
empire.
8. Use Teacher Resource: Geography of American
Expansionism KEY to facilitate a discussion about the reasons
for and against keeping each colonial empire. Possible
questions for discussion:
• What are the advantages of keeping the colonies? (U.S.
influence spreads through the Pacific; new markets open for
American industry; U.S. more able to spread democracy
across the world; America can protect trade with naval
stations around the world, etc.)
• What are the disadvantages to keeping the colonies?
(colonies revolt against American control; violates American
principles of self-government and popular sovereignty, etc.)
Instructional Note:
While monitoring students during the exploration,
it is important to use all possible resources to
support students. For example, a large wall map,
desk maps, multiple sources of information about
the topic will strengthen student understanding of
the events and outcomes of the Spanish-American
war.
Suggested Day 2 continued – 25 minutes
EXPLAIN – Position of Power
What economic effects did international military conflicts from
the 1870s to 1920 have on the United States? How did physical
and human geographic factors impact the United States’ rise to
world power?
Why did political boundaries change from 1898 to 1920?
Materials:
• Social Studies notebook
1. Students sit with a partner.
©2013, TESCCC
01/08/13
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US History
Social Studies
Unit: 04 Lesson: 01
Instructional Procedures
2. Students use the map of colonial empires drawn previously on
Handout: Geography of American Expansionism to respond
to the following prompt in their Social Studies Notebook: How
does the American position in the Pacific Ocean change the
power and trade opportunities for America? (Americans are
able to exert greater influence over the Pacific Ocean with
control of the colonial holdings. Americans are also able to
create opportunities for trade with China and Japan).
3. Use the PowerPoint: America in Asia and Latin America to
teach the economic aspects of America’s power derived from the
Pacific holdings.
Notes for Teacher
• Cornell Notes or other note-taking format
Attachments:
• PowerPoint: America in Asia and Latin
America
Purpose:
The purpose of this part of the lesson is to help
students make political and economic connections
to geography.
TEKS: US.12A, US.12B; US.15D
4. Students take notes in their Social Studies notebook.
Instructional Note:
It is important to allow students time to summarize
learning in this part of the lesson by creating a
graphic organizer, summary sentences, or
QuickWrite after the direct teach with the
PowerPoint.
ELABORATE – Power Position Cards
Suggested Day 2-3 continued – 30 minutes
How and why did significant events, policies, and individuals
move the United States into the position of a world power?
1. Divide the class into small groups.
2. Distribute one Handout: Power Position Cards to each group.
3. Students create a visual to show the relationship of each card to
the following question: “How did this event, person, or policy
move the United States into a position of world power?”
4. Volunteers share their visuals.
5. Post the visuals around the room.
EVALUATE – Power Position Magazine
•
Create a magazine spread explaining significant events from
1890-1920 that were critical to move the U.S. into the position of
a world power. (US.4A, US.4B; US.29G; US.30A, US.30
5G
©2013, TESCCC
01/08/13
Attachments:
• Handout: Power Position Cards
TEKS: US.4A, US.29G, US.30A
Instructional Note:
This activity encourages student to discuss major
events, people and policies that put the U.S. in a
position of world power. Students can springboard
ideas from this discussion to develop a richer
magazine spread for the performance indicator.
Suggested Day 3 continued – 40 minutes
Instructional Note:
Students can use the Power Position Cards
activity to foster deeper thinking for the magazine
spread.
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