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America’s Changing Role in the World
U.S. History II 10th grade
This unit traces the increasing role of America in the world starting at the end of the 19 th century.
Massachusetts Department of Elementary and Secondary Education
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Table of Contents
Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3
Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p.
Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p.
Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p.
Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p.
Lesson 3 ………………………………………………………………………………………………………………………………………………….… p.
Lesson 3 Resources …………………………………………………………………………………………………………………………………… p.
CEPA Overview…………………………………………………………………………………………………………………………..……………… p.
CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p.
CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p.
CEPA Rubric …………………………………………………………………………………………………………………………………………...… p.
CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.
Massachusetts Department of Elementary and Secondary Education
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Stage 1 Desired Results
ESTABLISHED GOALS
G
Common Core – Literacy in History/Social
Studies
Grades 9-10
2. Determine the central ideas or information
of a primary or secondary source; provide an
accurate summary of how key events or ideas
develop over the course of the text.
9. Compare and contrast treatments of the
same topic in several primary and secondary
sources
Curriculum Frameworks: US History II
USII.6 Analyze the causes and course of America’s
growing role in world affairs from the Civil War to
World War I. (H, E)
1.
2.
3.
4.
5.
Transfer
Students will be able to independently use their learning to…
Understand how recurring patterns in history can inform judgments about current events and
other issues
Meaning
UNDERSTANDINGS
U ESSENTIAL QUESTIONS
Q
Students will understand that…
When should one country become involved
Through imperialism, industrialized nations
in the affairs of another?
expand their reach into underdeveloped
nations
Is it the responsibility and/or the right of a
nation to promote its values and interests
Motivations for imperial, activity can be
around the world?
ideological, economic, and/or militaristic
At what point is diplomacy no longer the
Imperialism often leads to military conflict
better tactic than military engagement?
Through imperial and military action, the
United States has been a most influential
actor since the late 19th century
The influence of the ideas associated
with Social Darwinism
the purchase of Alaska from Russia
America’s growing influence in Hawaii
leading to annexation
the Spanish-American War
U.S. expansion into Asia under the Open
Door policy
Students will know…
The definition of imperialism
Massachusetts Department of Elementary and Secondary Education
Acquisition
Students will be skilled at…
K
S
Reading, taking notes that include the main
idea, supporting details and summarizing
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6.
President Roosevelt’s Corollary to the
Monroe Doctrine
7. America’s role in the building of the
Panama Canal
8. President Taft’s Dollar Diplomacy
9. President Wilson’s intervention in
Mexico
10. American entry into WWI
USII.7 Explain the course and significance of
President Wilson’s wartime diplomacy,
including his Fourteen Points, the League of
Nations, and the failure of the Versailles
treaty. (H)
Seminal Primary Documents to Read:
President Woodrow Wilson, “Peace Without
Victory,” speech (1917)
How the United states in the late 19th
century became involved in imperialism,
taking strategic action around the globe to
enhance its interests
The arguments that favored and opposed US
expansionism
Political cartoon analysis
Primary source analysis
Determining bias and Point of View
The media plays a significant role in shaping
public opinion on American foreign policy
The quick and easy victory of the U.S. in the
Spanish American War propelled the United
States to a world power status
How the American involvement in the
Panamanian Revolution and the subsequent
building of the Panama Canal exhibit
America’s imperial and industrial strength
At the onset of WWI in Europe in 1914,
America proclaimed neutrality, but favored
the Allies and joined their side in 1917.
The main causes of WWI
The mobilization effort launched by the
United States as they entered the war had a
significant impact on the economy, labor and
management relations, and public opinion
about the US role in the war.
Massachusetts Department of Elementary and Secondary Education
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Throughout the war, President Wilson sought
to establish a lasting peace, including his call
for “peace without victory” and his 14 points
proposal.
The Treaty of Versailles included a number of
Wilson’s proposals, such as the League of
Nations, but was rejected by the U.S.
Congress.
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)
Historically Accurate
Well Crafted
Revealing and informative
Good Detail
Mechanically sound
Students will be assigned the task of creating an extensive visual editorial that highlights the
changes in U.S. foreign policy from the late 19th century to the U.S. involvement in WWI. They
will take on the role of a political analyst from the History channel or PBS. The editorial
should be a presentation on the varying viewpoints on US foreign policy from the time
period. Including the following:
o Spanish American War
o American role in the Panama Canal Issue
o US rise to a world power as a result of her involvement in WWI.
Students will individually reflect on their work and draw their own conclusions on American
foreign policy from the late 1800s to 1919.
Note-for further development
Goal: You have been assigned the task to create an extensive visual editorial that highlights
changes in American foreign policy from the late 1800s to the U.S. involvement in WWI.
Massachusetts Department of Elementary and Secondary Education
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Role: You are political analysts for the History Channel
PT
Audience: American voting public
Situation: It is 1922 and you have been assigned by your bureau chief to create visual
presentation on the varying viewpoints on US foreign policy from the late 19th century to the
present.
o Spanish American War
o American role in the Panama Canal Issue
o US rise to a world power as a result of her involvement in WWI.
Product: Present your visual display to your editor for review
Students will individually reflect on their findings and draw their own conclusions on
American foreign policy from the late 1800s to 1922.
OTHER EVIDENCE
OE
Historically Accurate
Well Crafted
Revealing and informative
Good Detail
Persuasive essay for or against imperialism using supportive evidence from primary sources
Create a political cartoon that provides insightful analysis of conflicting American views on
American imperialism and/or the impact of US involvement in WWI
Creating paper or digital maps to evaluate the spread of American imperialism. Creation of
Google maps could be used
Mechanically sound
Massachusetts Department of Elementary and Secondary Education
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Timeline of the major events of the Spanish American War using conventional methods or
digital tools such as timetoast.com or timerime.com.
Student run discussion on whether or not the U.S. should have joined the League of Nations
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Imperialism:
Opener- pre- assessment
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Analysis of a world map to examine the extent of U.S. military presence around the globe.
Possible questions:
1. Predict how many countries the US has military presence in? (pre-map)
2. What does this say about US involvement in the world?
3. Evaluate the reason for the extensive US world-wide presence
4. Should the U.S. have this military presence around the world?
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Student define the concept of Imperialism in their own words (Frayer Model)
Students will evaluate the motives for imperialism
Students will examine and assess early U.S. imperialistic activity of the late 19th century
Use of a primary source analysis strategy such as APPARTS to compare and contrast arguments for and against American imperialism
Reflection on their position on U.S. imperilaism
Spanish American War
Pre-Assessment
Massachusetts Department of Elementary and Secondary Education
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Note-taking to assess the conditions in Cuba that led to revolt and the eventual outbreak of the Spanish American War
Student define and explain the concept of yellow journalism
Analysis of primary source document(s) such as New York Journal editorial on the sinking of the Maine
Evaluate the use of yellow journalism and loaded words prior to the outbreak of the Spanish American War
The use of a political cartoon analysis strategy such as I See/It Means to evaluate the influence of the media on public opinion on such
topics as American imperialism, Spanish American War
Students “Take a position” on whether the US should have been involved in the Spanish American War?
Weigh in on essential questions
Panama Canal
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Students evaluate a map of the location of the Panama Canal to determine the economic and military benefit of the canal
Students will use Content/Response notes to determine the reasons behind the U.S. involvement in Panama at the turn of the 20th
century
Use of a visual to examine the construction process of the canal and the difficulties faced in the undertaking and the technology
utilized to overcome these difficulties
Weigh in on essential questions using the Panama Canal as a case study
WWI:
Pre-Assessment
 Connection between unit topics
 Identify and explain the four major causes of WWI (nationalism, imperialism, militarism, and entangling alliances)
o Rate the causes of most to least important
 The use of Content/Response notes on a reading explaining the changes of U.S. foreign policy from isolationism to involvement in
WWI. Possible documents include “This Day in History: august 4, 1914: U.S. Proclaims Neutrality in WWI (History.com site)
 Analyze the impact of the mobilization and engagement in the war on the American economy, culture, and people (Home Front)
Through the use of:
1. Political cartoon analysis
2. Propaganda posters
Massachusetts Department of Elementary and Secondary Education
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3. Supreme Court cases (Schenck vs. US (1919)
Appraise the pros and cons of U.S. involvement in WWI
APPARTS analysis of Wilson’s “Peace without Victory” Speech
Analyze and evaluate arguments for and against the U.S. joining the League of Nations
Identify and explain why the U.S. didn’t sign the Treaty of Versailles
Analyze the impact of the U.S. decision on later world events
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission
July 2012
Massachusetts Department of Elementary and Secondary Education
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Brief Overview: <type here>
Lesson 1
Prior Knowledge Required: <type here>
Estimated Time: <type here>
Resources for Lesson: <List materials needed. Include any necessary documents at the end of this lesson>
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Content Area/Course: <type here>
<type here>
Unit: <type here>
Pre-Assessment
Time (minutes): <type here>
<type here>
Lesson: <type here>
What students need to know and are able to do coming into this lesson (including
language needs):
Overview: <type here>
By the end of this lesson students will know and be able to:
<type here>
Essential Question addressed in this lesson:
<type here>
Standard(s)/Unit Goal(s) to be addressed in this lesson (type each
standard/goal exactly as written in the framework):
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Information for Teacher
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Lesson Sequence
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Formative assessment:
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<type here>
Instructional Resources/Tools (list all materials needed for this lesson)
Preview outcomes for the next lesson:
<type here>
<type here>
Anticipated Student Preconceptions/Misconceptions
Summative Assessment:
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<type here>
Instructional Model<type here>
Instructional Tips/Strategies/Suggestions:
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Resources for Lesson 1
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Curriculum Embedded Performance Assessments (CEPA)
for <insert unit title here>:
<Utilizing content in Stage 2 of the Unit Plan, elaborate on connections to standards here>
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CEPA Teacher Instructions:
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CEPA Student Instructions:
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CEPA Rubric:
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CEPA documents and other resources needed:
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