Download FINAL -- 1930s lesson 6 -- From isolation to engagement

Name: Geoffrey T. Stuckart
Subject Area(s): AP US History
Lesson Title: From isolationism to engagement
Age/Grade Level: 11th grade
Unit Title: The U.S. in the 1930s
Estimated Time: 50 minutes
Purpose/Rationale for lesson:
This lesson provides an overview of U.S. foreign policy in the 1930s. This knowledge is
essential for addressing the unit question and before beginning the study of World War II (the
next unit) and beyond.
Curriculum Framing Questions:
Essential Question:
How can we understand the 1930s through the lens of international relations, civil
rights, economics, and government/politics?
Unit Question that applies to this lesson:
Was the U.S. a “good neighbor” in the 1930s?
Lesson or Content Question(s):
What is the meaning and significance of the following terms:
tariff; isolationism; protectionism; appeasement
What is the meaning and significance of the following ideas/events:
London Economic Conference; Hawley-Smoot Tariff of 1930; Reciprocal
Trade Agreements Act; Neutrality Acts of 1936, 1937, and 1939; Fortress
America; Bases for destroyers deal; Atlantic Charter; Good Neighbor
policy; Lend-Lease Act; Spanish Civil War; and the fall of France
How did the U.S. progress from isolationism to engagement in the 1930s?
Goal:
Students will understand how U.S. foreign policy progressed from isolationism to engagement in
the 1930s.
Learning Objective(s):
1. Students will be able to define the meaning and significance of the terms, ideas and
events listed in the “Lesson or Content Question(s)” section above.
2. Students will be able to evaluate and articulate how events and ideas from the 1930s fit
onto the spectrum of isolationism to engagement.
Curriculum Standard(s):
SS.HS.HS.05.12
Understand how the terms of the Versailles Treaty and the social and economic challenges of the
postwar decade set the stage for World War II.
SS.HS.HS.05.13
Understand how the United States and other nations responded to aggression in Europe and
Asia during the first half of the 20th century.
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SS.HS.HS.05.14
Understand isolationism and the military and economic mobilization of the United States prior
to and during World War II, and its impact on American society.
SS.HS.EC.06.02 Identify and give examples of ways that the U.S. government can affect the
economy through legislation or policy decisions.
SS.HS.EC.06.03 Identify tariffs, quotas, and trade agreements, and understand the consequences
of their use in the economy.
Materials Needed:
none
Background knowledge or skills students need prior to lesson:
Readings
The American Pageant: AP Edition — Students will have read chapter 34, “Franklin D.
Roosevelt and the Shadow of War,” in their textbooks prior to class.
The American Spirit, Volume II (a textbook containing excerpted original source documents) –
Students will have read the documents in the section, “Franklin D. Roosevelt and the
Shadow of War, 1933-1941,” pages 341-359.
Hook or Introduction:
See Procedures (below)
Procedures:
Hook / Intro
Activity
Time
When bell rings, Teacher welcomes class. Teacher discusses
agenda for the day. Teacher answers any clarifying
questions from students.
5 minutes
Teacher talk:
 Today we will discuss U.S. foreign policy in the 1930s,
looking at the spectrum of isolationism to engagement.
 Let’s start by talking about what we mean by the terms
isolationism and engagement.
5-10
minutes
[Teacher writes “isolationism” and “engagement” on the
board.]


Who can give define one of these words?
Who can give me an example of isolationism or
engagement from the 1930s or in the world today?
[Teacher continues until there are good definitions and
examples of both terms on the board. For example, a
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student might define isolationism as “building a wall
around the U.S.” while engagement could be defined as
“trade treaties.”]
Teacher is seeking to engage students and assess their level
of understanding of the terms “isolationism” and
“engagement.” Teacher is also seeking critical thinking as
students apply these terms to past and current events.
Small group
discussion of
terms /
spectrum of
engagement
Teacher directs students to count off by 11 (the number of
terms we will discuss). Teacher informs them which number
will have which term:
1. London Economic Conference
2. Hawley-Smoot Tariff of 1930
3. Reciprocal Trade Agreements Act
4. Neutrality Acts of 1936, 1937, and 1939
5. Fortress America
6. Bases for destroyers deal
7. Atlantic Charter
8. Good Neighbor policy
9. Lend-Lease Act
10. Spanish Civil War
11. Fall of France
10-15
minutes
Students meet together with others who have the same
number and discuss their term. The discussion should focus
on where their term lies along the spectrum of engagement
from total isolationism (no contact at all, build a wall) to
total engagement (trade/war, etc.). Students need to know
the year of their term as well. Students in the group do not
need to agree, but each must be able to defend their position.
Note-taking by students is encouraged.
As students discuss their terms, Teacher circulates, offers
assistance, gets students back on task as necessary.
Teacher is seeking student-led discussion of historical events
with critical thinking as students evaluate their event’s place
on a continuum of isolationism to engagement. Teacher is
monitoring the activity for informal, formative assessment of
student understanding.
Discussion
Continuum
Teacher talk:
 OK, now we’re going to place all of these events into
context with each other.
 The front of the room represents isolationism [write
20-25
minutes
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



ISOLATIONISM on whiteboard at front of classroom].
The back of the room represents engagement [write
ENGAGEMENT on chalkboard at back of classroom].
There is an imaginary line connecting these two terms
that represents the spectrum, or continuum, between
those two terms.
I want everyone to get up and line up along the spectrum
from total isolationism to total engagement.
You should discuss or negotiate your relative positions
with each other. Members of a group, by the way, can
disagree with each other and take different places on the
spectrum.
Be prepared to defend your position.
Teacher circulates, answers questions, offers assistance.
When students have settled into their positions, Teacher will
ask people with a certain term to raise their hands. If/when
students with the same term are in significantly different
places on the spectrum, Teacher will ask them to explain
their views (Teacher may ask the class as a whole to weigh
in as well in these instances). Teacher will continue until all
terms have been discussed.
When the discussion is done, Teacher will ask students at the
isolationism end of the room to say their term and the year of
their term. Each student, in their order on the spectrum, will
do this.
When students have finished, Teacher will ask if anyone sees 5 minutes
a chronological pattern in the continuum. [Teacher expects
the spectrum will also generally reflect a timeline -- in other
words, the U.S. generally became less isolationist/more
engaged from 1930 to 1940].
Teacher is seeking higher-order thinking as students
compare/contrast historical events and ideas with each other
and relative to the concepts “isolationism” and
“engagement.” Teacher is monitoring the activity for
informal, formative assessment of student understanding.
Closure
Teacher reviews agenda and homework assignment for next
class:
 Homework TBD
3-5 minutes
Student Q&As
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Differentiation/Accommodation:
No IEPs in classroom.
TAG: Students will research Charles Lindbergh’s affiliation with the America First Committee
and evaluate Lindbergh’s effectiveness in advocating isolationism.
Attention to Literacy:
 Students read and interpret the The American Pageant textbook and excerpted source
documents from The American Spirit.
 Students define terms in their own words; provide examples of those terms from history and
current events
 Students use “Discussion Continuum” technique to evaluate and compare their terms with
others’ terms.
Closure:
See Procedures above
Assessment and Evaluation of Student Learning:
 Teacher is monitoring group and class discussion for informal, formative assessment of
students’ understanding.
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