Download United States History Unit 5 Title Suggested Dates Imperialism 2​nd

Title Imperialism Big Idea/Enduring Understanding The year 1898 was a turning point in American History because the United States moved from being a small isolated nation to a world power in a matter of months. United States History Unit 5 Suggested Dates nd​
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Six Weeks 2 weeks Guiding Questions What was the human geographic impact on the building of the Panama Canal? How did the Open Door Policy affect economic issues? How did Dollar Diplomacy affect economic issues? How did immigration quotas affect economic issues? What economic issues came as a result of the Spanish­American War? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with District Specificity/Examples Vocabulary Suggested Resources Student Expectations Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. (4) History. The student Spanish American War​
­ Coming Soon understands the emergence of the ● 1895 –Cuba, one of Online Resouces United States as a world power Spain’s oldest colonies, Historical Thinking Matters : ​
Spanish American War between 1898 and 1920. The rebel against Spain student is expected to: ● US public openly supports Cuban rebels in large part Reading Like a Historian Lessons (A) explain why significant events, due to the “​
yellow Maine Explosion policies, and individuals such as the journalism​
” led by the Spanish­American War, U.S. newspapers owend by Spanish American War expansionism, Henry Cabot Lodge, William Randolph CISD 2015-2016
Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power; CISD 2015-2016
Hearst,​
and ​
Joeseph Pulitzer ● Feb.15 1898 the USS Maine explodes in Havana Harbor. News papers blame Spain. ● April 24 1898 the US declares war on Spain. ● May I,1989 Commodore George Dewey let the attack on the Spanish Fleet in Manila Bay in the Phillipeans and quickly defeated the Spanish navy. ● June/July 1898 American forces land on Cuba and fight battles both on land (El Cany, San Juan Hill et..al..) and sea(Santiago Harbor) U.S. expansionism­ ​
in December of 1898 the United States and Spain sign the Treaty of Paris in which the US gains control of Cuba, Philippians and Guam suddenly becoming a international power. Henry Cabot Lodge​
­ Massachusetts Senator who supported American expansion as a world power. He worked with Theodore Roosevelt in putting the theories of Alfred Philippine War Political Cartoons Soldiers in the Philippines United Streaming Looking to Foreign Lands The Story of the USS Maine Annexing Hawaii Thayer Mahan into practice, establishing the Panama Canal and naval bases to support world trade and shipping. ​
Alfred Thayer Mahan​
­ admiral and naval historian whose theories on the relationship of sea power and world commerce influenced foreign policy development in the direction of imperialism. ​
Theodore Roosevelt​
­ leader of the "Rough Riders" in the Spanish­American War; responsible for the "Roosevelt Corollary to the Monroe Doctrine" (or "Big Stick"), claiming the legitimate use of military force to achieve expansion and trade. Under his leadership, the U.S. adopted the role of policeman for the Western Hemisphere. He also supported the construction of the Panama Canal, allowing the U.S. to expand trade and move navies from the Atlantic to the Pacific more quickly. Sanford B. Dole​
was the first governor of Hawaii after CISD 2015-2016
helping overthrow Queen Liliuokalani. missionaries (4) History. The student Guam­​
became a territory of the understands the emergence of the United States after the Spanish United States as a world power American War. It was ceded to the between 1898 and 1920. The US at the 1898 Treaty of Paris student is expected to: Hawaii­​
in 1893 American colonist who controlled much of Hawaii’s (B)​
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evaluate American economy, overthrew the Hawaiian expansionism, including acquisitions such as Guam, Hawaii, Monarchy in a peaceful coop. 5 years later in 1898 Hawaii became the Philippines, and Puerto Rico; a territory of the United States Philippines­​
became a territory of the United States after the Spanish American War. Under the Treaty of Paris, Spain ceded the islands to the US for $20 million Puerto Rico­​
became a territory of the United States at the signing of the Treaty of Paris. (12) Geography. The student Building the Panama Canal understands the impact of (1914): geographic factors on major events. a. Physical effect ­ made travel The student is expected to: faster and shorter from Atlantic Ocean to the Pacific (A) analyze the impact of physical Ocean) and increased the and human geographic factors on possibility of trade and the settlement of the Great Plains, movement. the Klondike Gold Rush, the CISD 2015-2016
Reading Like a Historian Lessons Philippine War Political Cartoons Soldiers in the Philippines United Streaming: ​
U.S. Takes Over Construction of Panama Canal Panama Canal​
, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina; b. The Isthmus of Panama was the narrowest piece of land across the Americas from the Atlantic to the Pacific Ocean and the logical choice for a canal. c. Building the canal created a U.S. presence in Panama (Panama Canal Zone) until 1999. d. Initial work led to engineering discoveries and medical solutions to problems of malaria and yellow fever. (12) Geography. The student As a direct result of the understands the impact of Spanish­American War the United geographic factors on major events. States grew to include Cuba, the The student is expected to: Philippians, and Guam. Hawaii was added as a territory as (B) identify and explain reasons for changes in political boundaries a result of a military coup led by Americans. such as those resulting from statehood ​
and international conflicts. (15) Economics. The student Open Door Policy​
resulted in understands domestic and foreign opening a profitable sphere of issues related to U.S. economic influence for the U.S. in China. growth from the 1870s to 1920. The student is expected to: Dollar diplomacy​
under William (C) explain how foreign policies H. Taft, used the weapons of affected economic issues such as trade such as trade agreements the Chinese Exclusion Act of 1882, and American investments to CISD 2015-2016
How did the Open Door Policy affect economic issues. How did Dollar Diplomacy affect economic issues? How did immigration quotas affect economic issues? What economic issues came as a result of the Spanish­American War? Chinese Exclusion Act (1882) the Open Door Policy, Dollar Diplomacy, and immigration quotas​
; achieve foreign policy goals. It became very profitable to the U.S. Immigration quotas​
:​
The Chinese Exclusion Act of 1882 was the first significant law restricting immigration to the United States ​
American Imperialism​
led to the purchase of Alaska, the annexation of Hawaii, the purchase of the Virgin Islands, and involvement in the Spanish American War, all of which resulted in greater profits from new ports of trade. ​
Big Stick Policy and the Roosevelt Corollary​
(under Theodore Roosevelt) was an addition to the Monroe Doctrine stating that the United States should take on the duties of an international police force in the western hemisphere; it was used to protect the economic and political interests of the United States. The students should know: ● Favorable balance of trade​
­ when a nation's CISD 2015-2016
United Streaming China: Open Door Policy Foreign Policy exports exceed their imports. ● Unfavorable balance of trade​
­ when a nation's imports exceed their exports. ● Debtor nation ­​
country whose total outflows of funds exceeds their inflow. ● Creditor nation​
­ country whose total inflow of funds exceeds their outlaw (a favorable position). (15) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to: Spanish American War​
was very profitable for the United States. It resulted in the acquisition of profitable colonies that became targets of U.S. trade. (​
D) ​
describe the economic effects of international military conflicts, including the Spanish­American War ​
and World War I, on the United States; and (2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to: CISD 2015-2016
(D) explain the significance of the following years as turning points: 1898 (Spanish­American War), 1914­1918 (World War I), 1929 (the Great Depression begins), 1939­1945 (World War II), 1957 (Sputnik launch ignites U.S.­Soviet space race), 1968­1969 (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). (27) Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to: (A) explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum­based products, steel production, and computers on the economic development of the United States; CISD 2015-2016
(27) Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to: (B) explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, ​
including vaccines​
; (28) Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to: (A) analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United States; (2) History. The student understands traditional historical points of reference in U.S. history CISD 2015-2016
from 1877 to the present. The student is expected to: (A) identify the major characteristics that define an historical era; (2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to: (B) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics; (2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to: (C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; (29) Social studies skills. The student applies critical­thinking skills to organize and use information acquired from a variety of valid sources, including CISD 2015-2016
electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying cause­and­effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions; (29) Social studies skills. The student applies critical­thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence; (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) create written, oral, and visual presentations of social studies information; CISD 2015-2016
CISD 2015-2016