Download Lesson Plan 67 - 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.
67
Roosevelt’s Panama Canal
The Americans: Reconstruction to the Present, McDougall Littell
Ch. 10, sec. 4, pgs 359-365
Texas Essential Knowledge and Skills (TEKS): US1 A-B, US3 A, US8 B, US9 A,
US12 D, US22 C, US23 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
(3) History. The student understands the emergence of the United States as a world
power between 1898 and 1920. The student is expected to:
(A) explain why significant events and individuals, including the SpanishAmerican War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan,
and Theodore Roosevelt, moved the United States into the position of a world
power;
(8) Geography. The student uses geographic tools to collect, analyze, and interpret
data. The student is expected to:
(B) pose and answer questions about geographic distributions and patterns
shown on maps, graphs, charts, models, and databases.
(9) Geography. The student understands the impact of geographic factors on major
events. The student is expected to:
(A) analyze the effects of physical and human geographic factors on major
events including the building of the Panama Canal; and
(12) Economics. The student understands domestic and foreign issues related to U.S.
economic growth from the 1870s to 1920. The student is expected to:
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(D) analyze the effects of economic policies including the Open Door Policy and
Dollar Diplomacy on U.S. diplomacy; and
(22) Science, technology, and society. The student understands the impact of science
and technology on the economic development of the United States. The student is
expected to:
(C) analyze the impact of technological innovations on the nature of work, the
American labor movement, and businesses.
(23) Science, technology, and society. The student understands the influence of
scientific discoveries and technological innovations on daily life in the United States. The
student is expected to:
(A) analyze how scientific discoveries and technological innovations, including
those in transportation and communication, have changed the standard of living
in the United States; and
TAKS: US1 A-B, US3 A, US8 B, US9 A, US22 C, US23 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
(3) History. The student understands the emergence of the United States as a world
power between 1898 and 1920. The student is expected to:
(A) explain why significant events and individuals, including the SpanishAmerican War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan,
and Theodore Roosevelt, moved the United States into the position of a world
power;
(8) Geography. The student uses geographic tools to collect, analyze, and interpret
data. The student is expected to:
(B) pose and answer questions about geographic distributions and patterns
shown on maps, graphs, charts, models, and databases.
(9) Geography. The student understands the impact of geographic factors on major
events. The student is expected to:
(A) analyze the effects of physical and human geographic factors on major
events including the building of the Panama Canal; and
(22) Science, technology, and society. The student understands the impact of science
and technology on the economic development of the United States. The student is
expected to:
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(C) analyze the impact of technological innovations on the nature of work, the
American labor movement, and businesses.
(23) Science, technology, and society. The student understands the influence of
scientific discoveries and technological innovations on daily life in the United States. The
student is expected to:
(A) analyze how scientific discoveries and technological innovations, including
those in transportation and communication, have changed the standard of living
in the United States; and
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Trade
Trade is often affected by geographic features. International
trade is a major economical force.
Technology may lead to social, economic or political
changes.
Technology
Sequence of Activities (Instructional Strategies):
1. Activity: To learn about the Panama Canal have students visit www.pancanal.com.
Make sure that you have a list of questions for the students to answer as they
explore the website. Have student visit the “Canal History”, “Photo Gallery”,
“Live Camera” and the “General Information” (under “General Information”,
students should visit the “How It Works”). Students enjoy the visuals and the
live picture of the canal, they can even email the canal and request that the
camera angle be changed.
Questions to Consider in Lesson:
1) What problems did canal workers encounter in constructing the canal?
2) How did the U.S. go about gaining the land and permission to construct the
canal?
3) What were the major impacts of opening the Panama Canal?
Assessment of Activities:
Classroom Observation
Activity Questions
Sarah A. Huett
Prerequisite Skills:
U.S. History Lesson Plan
T.I.S.D.
1. Computer and Internet Skills
Key Vocabulary:
Panama Canal, locks, Teddy Roosevelt, Hay-Pauncefote Treaty, Colombia, HayBunau-Varilla Treaty
Materials/Resources Needed:
Computers, internet access, pens, worksheets
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on student’s IEP.
Differentiated Instruction: Have students research the current status of the Panama
Canal. Who does is currently belong to? What is its main use today? Have students
discuss their findings as a class.
Teacher Notes:
Sample Test Questions:
1. By how miles did the Panama Canal shorten the trip from San Francisco to New
York City as compared to route and around South America?
A. 5,200
B. 7,800
C. 13,000
D. 18,200
2. The United States gained control of the land it needed to build the Panama Canal by
A. negotiating with Columbia
B. invading and attacking Columbia
C. implementing the Open Door Policy
D. encouraging and supporting Panamanian independence
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.