Download Unit Title: Spanish-American War and American

:
Campus: PHS
Author(s): Stutts/Kunkel/Meaker
Date Created / Revised: 12-2-2013
Six Weeks Period: 2nd
Grade Level & Course: 10/11 US
Timeline: 3 Days
Unit Title: Spanish-American War and American
Lesson # 1
Expansionism
Stated Objectives:
TEK # and SE
US.2 History. The student understands traditional historical points of reference in US history from
1877 to the present. The student is expected to:
US.2A Identify the major characteristics that define an historical era.
US.2B Identify the major eras in US history from 1877 to the present and describe their defining
characteristics.
US.4 History. The student understands the emergence of the United
States as a World Power between the years of 1898 and 1920. The student is expected to:
US.4A Explain why significant events, policies, and individuals such as the Spanish-American
War, US expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt,
Sanford B Dole, and missionaries moved the United States into the position of a world power.
US.4B Evaluate American expansionism, including acquisitions such as Guam, Hawaii, Puerto
Rico, and Philippines.
US.12 Geography. The student understands the impact of geographic factors on major events.
The student is expected to:
US.12A Analyze the impact of physical and human geographic factors on the Panama Canal.
US.12B Identify and explain reasons for changes in political boundaries such as those resulting
from statehood and international conflicts.
US. 15 Economics. The student understands domestic and foreign issues related to US
economic growth from the 1870s to 1920. The student is expected to:
US.15D Describe the economic effects of international military conflicts, including the SpanishAmerican War and World War I, on the United States.
US.29 Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The student
is expected to:
US 29G Identify and support with historical evidence a point of view on a social studies issue or
event.
US.30 Social Studies skills. The Student communicates in written, oral, and visual forms. The
student is expected to:
US. 30A. Create written, oral, and visual presentations of social studies information.
US.30B Use correct social studies terminology to explain historical concepts.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
o
Foreign policy decisions by a nation’s government often reflects the beliefs and
values of its people at the time.
- How and why did significant events, policies, and individuals move the United States into the
position of a world power?
- What were the results of U.S. expansionism?
­ How did physical and human geographic factors impact the United States’ rise to world
power?
- Why did political boundaries change from 1898 to 1920?
- What economic effects did international military conflicts from the 1870s to 1920 have on the
United States?
Misconceptions
Key Vocabulary


Expansion
Territory
Suggested Day
5E Model
Instructional Procedures
Day 1
Engage
ENGAGE – What is Progressive?
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
1. Write the words “foreign policy” on the board.
2. Students brainstorm a definition and examples of “foreign
policy” from prior experiences and coursework.
3. Students share their definition with a partner.
4. Volunteers
share their examples of American foreign policy.
Answers will vary. Students learned about American foreign
policy through lessons about World War I in World History, if
students took World History prior to this course. Students may
also connect current policies such as global security, securing
democracy for America, aid to foreign countries, international
education or health, etc.
5. Review the areas acquired through westward expansion in
American history up to 1890 with the use of a map or an
interactive map.
6. Facilitate a conversation with students to discuss the reasons
for earlier acquisitions of territory. Possible questions:
For what reasons did the United States acquire territories such
as Florida, Louisiana and Texas? (Students may discuss God,
gold and glory as reasons for earlier acquisitions.)
Did these
territories have political, social or economic reasons to be
acquired? What were they? (Answers will vary but may include:
acquisitions were the spoils of war/conflict, Homestead Act and
Indian Removal Act opened the door for new settlers to move
into lands in the West, exploration of new lands fostered
settlement, etc.)
Why would the United States want to acquire lands outside the
borders of the continental United States? (Possible answers
include new acquisitions result in new markets for trade, new
alliances, new opportunities for Americans to create businesses
or industries overseas, naval bases for refueling, etc.)
Purpose:
The purpose of this
Engage piece of the lesson
is to facilitate a
conversation about the
change of American foreign
policy in the late 1800s. In
previous lessons, students
learned about the land
acquisitions in the
continental United States.
Students will begin to
connect the reasons for
land acquisitions with the
development of a foreign
policy related to new
territories.
TEKS: US.2AB,
US.12B
Instructional
Note:
Students need to
connect prior land
acquisitions with the
territorial acquisitions in
this unit to see the change
over time related to foreign
policy. The United States
became involved in
international affairs that
opened the door to
acquiring international
territories. As territories
were acquired for several
reasons, the United States
required global security for
colonies in international
waters such as the
Philippines, Guam, Hawaii,
and Puerto Rico. The
United States moves onto
the world stage by
acquiring and protecting
territories and proving
military power with victories
in Cuba (Spanish Territory)
and the Philippines
(Spanish Territory)
Day 1, Day 2
EXPLORE – How and why did significant events, policies, and
individuals move the United States into the position of a world
power? What were the results of American expansionism?
Materials:


. Divide the class into small groups.
. Students use the Handout: Spanish American War to examine
the causes, events, and outcomes of the war. Students
use locally adopted resources to identify the causes,
major events, and outcomes of the Spanish American
War.
. Facilitate a discussion about the Spanish American war.
Possible questions for discussion: What events
prompted Americans to become vocal about U.S.
involvement in Cuba? (The De Lome letter called
McKinley weak which angered Americans. The U.S.S.
Maine was sent to Cuba to protect American lives and
property, but was sunk. Yellow journalism
sensationalized the news about Cuba which caused
Americans to become concerned about investments and
trade in Cuba.) Would the actions of the U.S. be
considered isolationist? Why or why not? (The U.S.
involvement in the Spanish American war are not
considered isolationist in that the U.S. became directly
involved in the affairs of a European country, Spain, by
engaging in conflict.)
. Distribute the Handout: Geography of American Expansionism
and the Handout: Quotes on Imperialism.
. Students summarize the arguments for and against
imperialism using the quotes and any other locally
adopted resources.
6. Students draw a world map of the U.S. colonial empires.
Students write arguments for and against keeping each colonial
empire.
7. Use Teacher Resource: Geography of American
Expansionism KEY to facilitate a discussion about the reasons
for and against keeping each colonial empire. Possible questions
for discussion:
What are the advantages of keeping the colonies? (U.S.
influence spreads through the Pacific; new markets open for
American industry; U.S. more able to spread democracy across
the world; America can protect trade with naval stations around
the world, etc.)
What are the disadvantages to keeping the colonies? (colonies
revolt against American control; violates American principles of
self- government and popular sovereignty, etc.)

Blank World Map
Cornell Nortes or
other note-taking
format
Interactive Map,
Desk Map
EXPLAIN – Position of Power
What economic effects did international military conflicts from the
1870s to 1920 have on the United States? How did physical and
human geographic factors impact the United States’ rise to
world power?
Why did political boundaries change from 1898
to 1920?
Day 2
Materials:
Social Studies
notebook
Cornell Notes or
other note-taking format
Attachments:
1. Students sit with a partner.
2. Students use the map of colonial empires drawn previously on
Handout: Geography of American Expansionism to respond to
the following prompt in their Social Studies Notebook: How does
the American position in the Pacific Ocean change the power and
trade opportunities for America? (Americans are able to exert
greater influence over the Pacific Ocean with control of the
colonial holdings. Americans are also able to create opportunities
for trade with China and Japan).
3. Use the PowerPoint: America in Asia and Latin America to
teach the economic aspects of America’s power derived from the
Pacific holdings.
4. Students take notes in their Social Studies notebook.
2.
Day 2, Day 3
Elaborate– Power Position Cards
How and why did significant events, polcies, and individuals
move the US into the position of a world power?
. Divide the class into small groups.
. Distribute one Handout: Power Position Cards to each group.
. Students create a visual to show the relationship of each card
to the following question: “How did this event, person,
or policy move the United States into a position of world
power?”
. Volunteers share their visuals.
. Post the visuals around the room.
1.
PowerPoint: America in
Asia and Latin America
Purpose:
The purpose of this part of
the lesson is to help
students make political and
economic connections to
geography. TEKS: US.12A,
US.12B;
US.15D
Instructional
Note:
It is important to allow
students time to summarize
learning in this part of the
lesson by creating a
graphic organizer,
summary sentences, or
QuickWrite after the direct
teach with the PowerPoint.
Day 3
ELABORATE – Power Position Cards
1. Divide the class into small groups
2. Distribute one Handout: Power Position Cards to each group.
3. Students create a visual to show the relationship of each card
to the following question: “How did this event, person, or policy
move the United States into a position of world power?”
4. Volunteers share their visuals.
5. Post the visuals around the room.
EVALUATE – Power Position Magazine
High School Social Studies U.S. History Unit 04 PI 01
Create a magazine spread explaining significant events from
1890-1910 that were critical to move the US into the position of a
world power.
Accommodations
for Special
Populations
Attachments:
Handout:
Power Position Cards
TEKS: US.4A, US.29G,
US.30A
Instructional
Note:
This activity
encourages student to
discuss major events,
people and policies that put
the U.S. in a position of
world power. Students can
springboard ideas from this
discussion to develop a
richer magazine spread for
the performance indicator.
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.