Download Lesson Plan 65 - Texarkana Independent School District

Sarah A. Huett
U.S. History Lesson Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
Teacher: Sarah A. Huett
Subject/Course: U.S. History
Grade(s): Grade 11
Time frame: 45 minutes
Lesson Plan Number:
Topic/Process:
Textbook:
T.I.S.D.
65
United States Map: Imperialism
The Americans: Reconstruction to the Present, McDougall Littell
Ch. 10
Texas Essential Knowledge and Skills (TEKS): US1 A-B, US8 A-B, US24 A
(1) History. The student understands traditional historical points of reference in U.S.
history from 1877 to the present. The student is expected to:
(A) identify the major eras in U.S. history from 1877 to the present and describe
their defining characteristics;
(B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods; and
(8) Geography. The student uses geographic tools to collect, analyze, and interpret
data. The student is expected to:
(A) create thematic maps, graphs, charts, models, and databases representing
various aspects of the United States; and
(B) pose and answer questions about geographic distributions and patterns
shown on maps, graphs, charts, models, and databases
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The
student is expected to:
(A) locate and use primary and secondary sources such as computer software,
databases, media and news services, biographies, interviews, and artifacts to
acquire information about the United States;
TAKS: US1 A-B, US8 A-B, US24 A
(1) History. The student understands traditional historical points of reference in U.S.
history from 1877 to the present. The student is expected to:
(A) identify the major eras in U.S. history from 1877 to the present and describe
their defining characteristics;
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods; and
(8) Geography. The student uses geographic tools to collect, analyze, and interpret
data. The student is expected to:
(A) create thematic maps, graphs, charts, models, and databases representing
various aspects of the United States; and
(B) pose and answer questions about geographic distributions and patterns
shown on maps, graphs, charts, models, and databases
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The
student is expected to:
(A) locate and use primary and secondary sources such as computer software,
databases, media and news services, biographies, interviews, and artifacts to
acquire information about the United States;
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Region
Regions often have defining social, political, economic or
geographic features.
Imperialism may lead to issues of power and control, which
can create conflict. Imperialism is often the result of cultural
values and beliefs.
Imperialism
Sequence of Activities (Instructional Strategies):
1. Activity: Have students construct a map that shows American imperialism.
Assessment of Activities:
Classroom Observation
Map Test (later date)
Prerequisite Skills:
1. Basic Map Construction Skills
Key Vocabulary:
N/A
Sarah A. Huett
U.S. History Lesson Plan
Materials/Resources Needed:
T.I.S.D.
Copies of blank maps, textbooks, atlases, map pencils, pens
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on student’s IEP.
Differentiated Instruction: Have students create a timeline to accompany their map.
Teacher Notes:
Have students include the following locations on their maps (along with the date of
acquisition/annexation and current status):
Water: Pacific Ocean, Atlantic Ocean and Caribbean Sea
Land Areas: Cuba, Guam, Hawaii, Panama Canal Zone, Midway Island, Philippines,
Puerto Rico, Samoa, Wake Island, Alaska, Japan, Australia, South America, United
States
Sample Test Questions:
1. All of the following countries came under some form of U.S. control as a result of the
Spanish-American War except
A. Cuba
B. Hawaii
C. Puerto Rico
D. the Philippines
2. Cuba was of great interest to the United States because of its close proximity. Cuba
is a mere ________ miles off the coast of Florida.
A.
B.
C.
D.
10
50
90
150
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.