Download Amerian Expansionism and Imperialism 15

Barbara Garcia
249583
Hialeah-Miami Lakes 7131
Social Studies Lesson Plan Template
1. Title: United States History-11th Grade
a. United States Expansionism and Imperialism
2. Overview - Big Ideas: United States Expansion
Enduring Understandings – What were the major causes and effects of various
expansionary times in U.S. history; i.e., territorially, economically, and/or politically?
Essential Questions – Focus Question: To what extent was late nineteenth-century and
early twentieth-century United States expansionism a continuation of past United States
expansionism and to what extent was it a departure?
3. Lesson Objectives and Key Vocabulary:
Standards 
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Content Benchmark: Early Expansion- Westward Movement
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SS.912.A.2.7: Review the Native American experience.
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SS.912.A.3.1: Analyze the economic challenges to American farmers and farmers’ responses to
the challenges in the mid to late 1800s
Content Benchmark: Later American Imperialism
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SS.912.A.4.1: Analyze the major factors that drove United States imperialism.
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SS.912.A.4.2: Explain the motives of the United States acquisition of the territories.
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SS.912.A.4.3: Examine causes, course, and consequences of the Spanish American War.
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SS.912.A.4.4: Analyze the economic, military, and security motivations of the United States to
complete the Panama Canal as well as major obstacles involved in its construction
Skill Benchmark:
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SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical
significance, audience, and authenticity to understand a historical period.
o SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork
may be used to interpret the significance of time periods and events from the past.
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SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and
differentiate regions.
WESTWARD MOVEMENT
●MOTIVES FOR MOVING WEST
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Trade with Far East
Cheap Land
Farming & Ranching
Mineral Resources
Government Promotion of Settlement: Incentives
●FACTORS CONTRIBUTING TO SETTLEMENT
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Mining Frontier: Gold Rush, Forty-Niners, Prospecting
Cattle Ranching
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Cowboys: Myth vs. Reality
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Long Drive
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Range Wars
Farming Frontier: the Great Plains
Transcontinental Railroad
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Incentives: loans, land grants, and right of way
Homestead Act (1862)
●CONFLICT WITH NATIVE
AMERICANS
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Resistance to White Settlement
Sioux Wars
Custer’s Last Stand
Ghost Dance Movement
Helen Hunt Jackson's A Century of Dishonor
The Dawes Act (1887): Attempted Assimilation
●CLOSING OF THE FRONTIER (1890)
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Frederick Jackson Turner’s Frontier Thesis
Oklahoma: the Last Frontier
AMERICAN IMPERIALISM
•JUSTIFICATIONS FOR EXPANSION (IMPERIALISM)
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Need for Raw Materials and New Markets to Drive Industrialization
Mahan’s Theory on the Importance of Naval Power
White Man’s Burden (Rudyard Kipling): “Civilize” and “Christianize” Native Peoples Around the World
Social Darwinism
Theory of Eugenics (Racism)
The New Manifest Destiny: The Close of the Frontier & U.S. Desire to Build an Overseas Empire (1890)
•THE UNITED STATES EXPANDS BEYOND ITS BORDERS
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Annexation of Alaska (1867): ”Seward’s Folly”
Annexation of Hawaii (1898)
Annexation of Other Pacific Island Outposts: Samoa Guam, Wake, Midway
o The U.S. Expands Its Control Over the Caribbean
•SPANISH-AMERICAN WAR (1898)
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CAUSES
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Cuban Rebellion: U.S. humanitarian concerns
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Yellow Journalism
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De Lome Letter
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Sinking of the Maine
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American economic interests in Cuba
Declaration of War on Spain
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The Teller Amendment
Main Events of the Spanish-American War
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Blockade of Cuba
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Teddy Roosevelt & the Rough Riders
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The Philippines: Admiral Dewey’s Victory at Manila Bay
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Florida’s role in the War: troops stationed in Miami
Results of the War: Treaty of Paris (1898)
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Independence of Cuba
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U.S. Acquisitions: Puerto Rico, Guam, and the Philippines
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Payment of $20 million to Spain for the Philippines
Significance of the War:
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United States’ Occupation of Cuba until 1901: The Platt Amendment
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United States as a Major World Power: Territorial Possessions in Both the Caribbean and the Pacific
•UNITED STATES’ FOREIGN POLICY (1865-1917)
o Maximillian Affair (1865): Assertion of the Monroe Doctrine
o Open Door Policy: China (1899)
o Roosevelt’s Mediation of Russo-Japanese War (1905)
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•UNITED STATES EXPANSION AND INTERVENTION IN THE CARIBBEAN AND LATIN AMERICA
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Roosevelt Corollary to the Monroe Doctrine (1904)
“Speak Softly and Carry a Big Stick”
Acquisition of Canal Zone from Panama (1904)
Taft’s Dollar Diplomacy
United States Occupation of Veracruz, Mexico (1914)
Wilson’s Moral Diplomacy
United States acquires Virgin Islands from Denmark (1917)
Key Vocabulary and Terms-
Westward Expansion: Great Plains, longhorns, Forty-Niners, gold rush, assimilation, open range, barbed wire,
placer mining, dry farming, cowboys, frontier thesis, bonanza farms, Wounded Knee, prospectors, exodusters,
speculator, sod, long drive, Chisholm Trail, Ghost Dance, homesteaders, sooners, boomers
American Imperialism: Annexation, “White Man’s Burden” (Rudyard Kipling), yellow journalism, jingoism, rough
riders, protectorate, Open Door, Big Stick, Roosevelt Corollary, Dollar Diplomacy, Moral Diplomacy, Teller
Resolution, Platt Amendment, missionary
4. Evidence of Student Understanding (Assessment) in this Lesson:
Students will take a thematic approach to learning history by evaluating the causes and effects
of various expansionary times throughout U.S. history.
Students will be able to interpret a variety of Primary Sources by using the S.O.A. P.S. Plus
method.
S= Subject; O=Occasion; A=Audience; P=Purpose; S=Speaker; Plus= How a document can be
used to answer an essential question
Students will be able to successfully integrate their prior knowledge and document
interpretation skills to develop a well written essay.
Assessments:

Advanced Placement 1994 Document Based Question

To what extent was late nineteenth-century and early twentieth-century
United States expansionism a continuation of past United States
expansionism and to what extent was it a departure?
5. Materials Needed:
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Power Point Presentations-http://tahgrant.dadeschools.net/docs.asp (Jan. 2011)
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Westward Expansion: “The West” by Dr. Chuck Bolt
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American Imperialism: “America Enters the World” by Dr. Chuck Bolt
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Primary Document: The Homestead Act http://tahgrant.dadeschools.net/docs.asp (Jan.
2011)
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DVD “The Story of US”, History Channel Documentary (the corresponding episodes)
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1994 AP DBQ
6. Steps to Deliver the Lesson:
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Place the essential question on the board so that students are aware of what they are
expected to know by the completion of the unit.
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Spark Prior Knowledge by having students do a web for both Westward Expansion and
American Imperialism
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Utilize the Power Point Presentations;
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Westward Expansion: “The West” by Dr. Chuck Bolt
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Use the Socratic method to keep students interested and involved
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Students should be taking active notes during the lecture
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Introduce The Homestead Primary document by allowing students to pair up
and analyze it using the S.O.A.P.S process
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American Imperialism: “America Enters the World” by Dr. Chuck Bolt
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Use the Socratic method to keep students interested and involved
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Students should be taking active notes during the lecture
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Show students the corresponding episode of “The Story of US”, a History Channel
Documentary
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Have students answer the DBQ as their final unit assignment
7. Specific Activities: (From Guided to Independent)
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Spark Prior Knowledge by having students fill in a web for both Westward Expansion and
American Imperialism- Give the students about 15 seconds to write down everything they
know about the two topics. Once the 15 seconds are done then have students share what
they know while writing down their suggestions on the board to therefore compile a class
list of prior knowledge.
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Have students take active notes while the Power Point Presentation and lecture is occurring.
Allow time for students to ask questions and discuss points of interest.
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Allow students to visualize the events by showing “The Story of Us”.
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Students will then take ownership of the information discovered by applying it to the DBQ.
8. Differentiated Instruction Strategies:
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Low level readers and LEP students should be provided with a hard copy of the power
point presentation so that they can easily follow along during the lecture and active
notes portion of the lesson.
9. Technology Integration:
Smart Board if available, if not, access to a lap top and LCD projector will be needed:
Power Point Presentations- http://tahgrant.dadeschools.net/docs.asp
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Westward Expansion: “The West” by Dr. Chuck Bolt
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American Imperialism: “America Enters the World” by Dr. Chuck Bolt
DVD “The Story of US”, History Channel Documentary (the corresponding episodes)
10. Lesson Closure:
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Students will take ownership of the information discovered by applying it to the DBQ.
o
To what extent was late nineteenth-century and early twentieth-century
United States expansionism a continuation of past United States
expansionism and to what extent was it a departure?