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Name: Geoffrey T. Stuckart Subject Area(s): AP US History Lesson Title: From isolationism to engagement Age/Grade Level: 11th grade Unit Title: The U.S. in the 1930s Estimated Time: 50 minutes Purpose/Rationale for lesson: This lesson provides an overview of U.S. foreign policy in the 1930s. This knowledge is essential for addressing the unit question and before beginning the study of World War II (the next unit) and beyond. Curriculum Framing Questions: Essential Question: How can we understand the 1930s through the lens of international relations, civil rights, economics, and government/politics? Unit Question that applies to this lesson: Was the U.S. a “good neighbor” in the 1930s? Lesson or Content Question(s): What is the meaning and significance of the following terms: tariff; isolationism; protectionism; appeasement What is the meaning and significance of the following ideas/events: London Economic Conference; Hawley-Smoot Tariff of 1930; Reciprocal Trade Agreements Act; Neutrality Acts of 1936, 1937, and 1939; Fortress America; Bases for destroyers deal; Atlantic Charter; Good Neighbor policy; Lend-Lease Act; Spanish Civil War; and the fall of France How did the U.S. progress from isolationism to engagement in the 1930s? Goal: Students will understand how U.S. foreign policy progressed from isolationism to engagement in the 1930s. Learning Objective(s): 1. Students will be able to define the meaning and significance of the terms, ideas and events listed in the “Lesson or Content Question(s)” section above. 2. Students will be able to evaluate and articulate how events and ideas from the 1930s fit onto the spectrum of isolationism to engagement. Curriculum Standard(s): SS.HS.HS.05.12 Understand how the terms of the Versailles Treaty and the social and economic challenges of the postwar decade set the stage for World War II. SS.HS.HS.05.13 Understand how the United States and other nations responded to aggression in Europe and Asia during the first half of the 20th century. 1 SS.HS.HS.05.14 Understand isolationism and the military and economic mobilization of the United States prior to and during World War II, and its impact on American society. SS.HS.EC.06.02 Identify and give examples of ways that the U.S. government can affect the economy through legislation or policy decisions. SS.HS.EC.06.03 Identify tariffs, quotas, and trade agreements, and understand the consequences of their use in the economy. Materials Needed: none Background knowledge or skills students need prior to lesson: Readings The American Pageant: AP Edition — Students will have read chapter 34, “Franklin D. Roosevelt and the Shadow of War,” in their textbooks prior to class. The American Spirit, Volume II (a textbook containing excerpted original source documents) – Students will have read the documents in the section, “Franklin D. Roosevelt and the Shadow of War, 1933-1941,” pages 341-359. Hook or Introduction: See Procedures (below) Procedures: Hook / Intro Activity Time When bell rings, Teacher welcomes class. Teacher discusses agenda for the day. Teacher answers any clarifying questions from students. 5 minutes Teacher talk: Today we will discuss U.S. foreign policy in the 1930s, looking at the spectrum of isolationism to engagement. Let’s start by talking about what we mean by the terms isolationism and engagement. 5-10 minutes [Teacher writes “isolationism” and “engagement” on the board.] Who can give define one of these words? Who can give me an example of isolationism or engagement from the 1930s or in the world today? [Teacher continues until there are good definitions and examples of both terms on the board. For example, a 2 student might define isolationism as “building a wall around the U.S.” while engagement could be defined as “trade treaties.”] Teacher is seeking to engage students and assess their level of understanding of the terms “isolationism” and “engagement.” Teacher is also seeking critical thinking as students apply these terms to past and current events. Small group discussion of terms / spectrum of engagement Teacher directs students to count off by 11 (the number of terms we will discuss). Teacher informs them which number will have which term: 1. London Economic Conference 2. Hawley-Smoot Tariff of 1930 3. Reciprocal Trade Agreements Act 4. Neutrality Acts of 1936, 1937, and 1939 5. Fortress America 6. Bases for destroyers deal 7. Atlantic Charter 8. Good Neighbor policy 9. Lend-Lease Act 10. Spanish Civil War 11. Fall of France 10-15 minutes Students meet together with others who have the same number and discuss their term. The discussion should focus on where their term lies along the spectrum of engagement from total isolationism (no contact at all, build a wall) to total engagement (trade/war, etc.). Students need to know the year of their term as well. Students in the group do not need to agree, but each must be able to defend their position. Note-taking by students is encouraged. As students discuss their terms, Teacher circulates, offers assistance, gets students back on task as necessary. Teacher is seeking student-led discussion of historical events with critical thinking as students evaluate their event’s place on a continuum of isolationism to engagement. Teacher is monitoring the activity for informal, formative assessment of student understanding. Discussion Continuum Teacher talk: OK, now we’re going to place all of these events into context with each other. The front of the room represents isolationism [write 20-25 minutes 3 ISOLATIONISM on whiteboard at front of classroom]. The back of the room represents engagement [write ENGAGEMENT on chalkboard at back of classroom]. There is an imaginary line connecting these two terms that represents the spectrum, or continuum, between those two terms. I want everyone to get up and line up along the spectrum from total isolationism to total engagement. You should discuss or negotiate your relative positions with each other. Members of a group, by the way, can disagree with each other and take different places on the spectrum. Be prepared to defend your position. Teacher circulates, answers questions, offers assistance. When students have settled into their positions, Teacher will ask people with a certain term to raise their hands. If/when students with the same term are in significantly different places on the spectrum, Teacher will ask them to explain their views (Teacher may ask the class as a whole to weigh in as well in these instances). Teacher will continue until all terms have been discussed. When the discussion is done, Teacher will ask students at the isolationism end of the room to say their term and the year of their term. Each student, in their order on the spectrum, will do this. When students have finished, Teacher will ask if anyone sees 5 minutes a chronological pattern in the continuum. [Teacher expects the spectrum will also generally reflect a timeline -- in other words, the U.S. generally became less isolationist/more engaged from 1930 to 1940]. Teacher is seeking higher-order thinking as students compare/contrast historical events and ideas with each other and relative to the concepts “isolationism” and “engagement.” Teacher is monitoring the activity for informal, formative assessment of student understanding. Closure Teacher reviews agenda and homework assignment for next class: Homework TBD 3-5 minutes Student Q&As 4 Differentiation/Accommodation: No IEPs in classroom. TAG: Students will research Charles Lindbergh’s affiliation with the America First Committee and evaluate Lindbergh’s effectiveness in advocating isolationism. Attention to Literacy: Students read and interpret the The American Pageant textbook and excerpted source documents from The American Spirit. Students define terms in their own words; provide examples of those terms from history and current events Students use “Discussion Continuum” technique to evaluate and compare their terms with others’ terms. Closure: See Procedures above Assessment and Evaluation of Student Learning: Teacher is monitoring group and class discussion for informal, formative assessment of students’ understanding. 5