Download RETEACH - 11 - 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 or less
Re-Teach Lesson Plan Number:
Topic/Process:
Textbook:
T.I.S.D.
11
Major Concept/Ideas: U.S. Becomes A World Power
The Americans: Reconstruction to the Present, McDougall Littell
Ch 10
Texas Essential Knowledge and Skills (TEKS): US1 A-C, US3 A, US9 A, US12 D-E
(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
(C) explain the significance of the following dates: 1898, 1914-1918, 1929, 19411945, and 1957.
(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;
(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:
(D) analyze the effects of economic policies including the Open Door Policy and
Dollar Diplomacy on U.S. diplomacy; and
(E) describe the economic effects of international military conflicts, including the
Spanish-American War and World War I, on the United States.
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
TAKS: US1 A-C, US3 A, US9 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
(C) explain the significance of the following dates: 1898, 1914-1918, 1929, 19411945, and 1957.
(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;
(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
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Chronology
Conflict
Chronology is important to the study of US History.
Cultural diversity can lead to conflict. Social economic and
political oppression often leads to conflict. Conflict often
leads to change or reform.
Change may be positive or negative. Change often occurs
as a result of conflict. Change is inevitable.
Imperialism may lead to issues of power and control which
can create conflict. Imperialism is often the result of cultural
beliefs and values.
Economics is often the driving force or war or conquest.
Effective leaders are often visionaries. Effective leaders
motivate and inspire those they lead. Effective leaders often
emerge during times of conflict. Americans often look to their
president and political heads to be effective leaders.
Change
Imperialism
Economics
Leadership
Sarah A. Huett
U.S. History Lesson Plan
Sequence of Activities (Instructional Strategies):
T.I.S.D.
1. Review Activities: Review with students the major events and individuals
from the U.S. Becomes a World Power period that will be tested on the TAKS
test. Be sure to review your TEKS to make sure you cover all major events and
individuals. You can conduct this review in several ways:
1. Orally – Orally discuss with students the events and individuals.
2. Cooperative Learning - Divide students into groups and assign each group
a couple of events and individuals. Have them brainstorm about that
event or individual and record their answers on butcher paper. Lastly,
have each group present their information to the class.
3. TAKS Review Workbook: Have students review the time period
using a TAKS Review Workbook such as Mastering the Grade 11 TAKS
Social Studies Assessment by Jarrett Publishing.
Questions to Consider in Lesson:
1) What were the most important events of the Imperialism Era?
2) What significant dates occurred?
3) What contributions did the significant leaders make to American history?
Assessment of Activities:
Classroom Discussion
Classroom Observation
Activity
Prerequisite Skills:
1. Discussion Skills
Key Vocabulary:
See appropriate TEKS
Materials/Resources Needed:
Copies of TEKS, paper, pens, markers, copies of TAKS Review Workbooks
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on students IEP.
Differentiated Instruction: Have students create a game about American Imperialism
and significant events such as the Panama Canal. Students should play the game as a
class.
Teacher Notes:
Sample Test Questions:
1. Which of the following statements does not reflect the U.S. policy of expansionism?
A. the U.S. had a duty to spread Christianity
B. the U.S. did not have enough products to sell to other countries
C. the U.S. should become a stronger naval power
D. It was important for the U.S. to build a canal across Panama
2. The Open Door policy toward China ensured thatA. China could only trade with Japan
B. the U.S. could establish colonies in China
C. the U.S. could trade with China
D. China could only trade with European countries
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.