Stage 1- Desired Results
Essential Questions
Enduring Understandings (copy and paste from 11.6 (in bold)
Students understand that...
THE RISE OF AMERICAN POWER (1890 – 1920): Numerous factors contributed to the rise of the United States as a world power. Debates over the United States’ role in world affairs increased in response to overseas expansion and involvement in World War I. United States participation in the war had important effects on American society.
Create based on unit content
Why did the United States practice a foreign policy of Imperialism at the turn of the Century?
Why were some people for imperialism and others objected?
How did this Imperialistic Foreign Policy impact the relationship between the U.S. and Asia and Latin America?
What were the causes of WWI and what was the lasting impact?
How did World War effectUS social and political developments
Common Core Standards and Performance Indicators:
Unifying Themes:
(Use page 33 of framework)
GEO, SOC, GOV, ECO
Social Studies Content Area Standards:
World History
Geography
Economics
Civics, Citizenship, and Government
Social Studies Practices (begin on page 3)
Common Core Learning Standards for Literacy in History/Social Studies, Science,and Technical Subjects (begins on page 76)
Knowledge
Students know that...
(Copy and paste from 11.6a, 11.6b, 11.6c, etc)
Skills
Students will be able to...
(copy and paste from bullet points underneath 11.6a, 11.6b, etc)
Students will examine factors such as the economic and strategic interests that led the United States to seek foreign markets, resources, and coaling stations, including interest in Hawaii.
Students will investigate the causes and effects of the Spanish-American War, evaluating Spanish, Cuban, and United States interests and actions.
Students will examine debates between anti-imperialists and imperialists surrounding ratification of the Treaty of Paris of 1898 and annexation of the Philippines.
Students will investigate expanding American influence in the Caribbean and Latin America through the creation of the Panama Canal and the Roosevelt Corollary
Students will investigate the reasons for President Wilson’s shift from neutrality to involvement in World War I.
Students will examine Wilson’s goals as expressed in the Fourteen Points, his role at the Versailles Peace Conference, and the compromises he was forced to make to gain approval for the League of Nations.
Students will examine the reasons why President Wilson was unsuccessful in gaining support for Senate ratification of the Treaty of Versailles.
Students will investigate the effects of mobilization on the United States economy, including the role and contributions of women and African Americans in the war effort.
Students will investigate the causes and effects of the Great Migration on American society.
Students will examine the Supreme Court decision concerning civil liberties in Schenck v. United States (1919).
Students will examine the relationship between postwar recession, fear of radicals, xenophobia, and the Red Scare (1919–1921).
11.6a In the late 1800s, various strategic and economic factors led to a greater focus on foreign affairs and debates over the United States’ role in the world.
11.6b While the United States attempted to follow its traditional policy of neutrality at the beginning of World War I, the nation eventually became involved in the war. President Woodrow Wilson led the nation into war with the hope of reforming the international order through his Fourteen Points.
11.6c World War I had important social, political, and economic effects on American society.
Key Terms
Spanish-American War
Treaty of Paris of 1898
Annexation of the Philippines. Panama Canal
Roosevelt Corollary Policy of neutrality
Fourteen Points Versailles Peace Conference
League of Nations. Great Migration
Schenck v. United States (1919). Postwar recession
Xenophobia
Red Scare (1919–1921)
Stage 2- Assessment Evidence
Summative Tasks 2-4
Formative Tasks 5+
(formal or informal assessment conducted during the learning process to measure instruction thus far and modify teaching, if necessary. Graphic organizers, short activities from I Think or Resource books, Beyond the Bubble, etc)
I Think- "Changing With The Times"- (pg 11-12) a list of changes that occurred in America by 1900. Explain the positive and negative effects you think each might have brought. Good lead in to Imperialism
Beyond the Bubble - USS Maine: locating evidence about explosion of USS Maine
Beyond the Bubble - Philippines: Making connections across events
Recruiting Poster for African American Soldiers: Gilder Lehrman primary sources with description and analysis and context questions.
"I Think" pgs. 49-50: Chronicles the changing views of what happened to the USS Maine from the years 1898, 1911, 1976, and 1995, as well as the Cuban and Spanish perspective.
(end of unit student learning evaluation. Multiple choice questions, DBQ, mini Q, CRQ, etc.)DBQ American Imperialism: What role did imperialism play in American foreign policy in the late 19th and early 20th century?
DBQ on The Great Migration: describe if the Great Migration helped to improve the conditions for African Americans in AmericaDBQ on American Expansion: Identify and discuss three ways in which the U.S. was transformed at the turn of the 20th century from an isolationist nation into an imperialist power.
US Imperialism Socratic Seminar “Has the US benefited countries it has controlled” and “Is the US still an imperial power, as judged based on the following criteria: expansion for military protection, economic gain, and advancement of civilization?”
Multiple Choice Test - 35 questions from New Visions
Stage 3- Related Lessons
Lesson Plans and Content 2-4
(Full length lesson plans that can be used from start to finish by a teacher. Use SHEG here)
SHEG on USS Maine - Central Historical Question: What sank the Maine? SHEG power point for above USS Maine
Multiple World War I full-length lessons from National History Day site including: Propaganda, Women in War, Science and Technology, Poetry from the Trenches and Why did the US enter the war.
Lesson plans on Great Migration including: to Move or Not to Move; Migrants and Voting, Compare and Contrast - Northern Life to Southern Life for African-Americans, Mapping 20th century African American migration
Videos, Documents, and Resources 3-5
(Primary sources, either by itself or with some questions, videos, etc) "Fourteen Points Message"- From 50 Core American Documents
Teddy Roosevelt "Big Stick" Cartoon Analysis: Uses an Editorial Cartoon Analysis Worksheet to analyze six Roosevelt cartoons
SHEG on Great Migration, World War I and the 1920's (multiple resources): Central Historical Questions Why did African Americans migrate to Newark at the beginning of the 20th century?
SHEG: "Were Critics of the First World War Anti-American?" Excerpts from Schenck and Debs used to complete graphic organizer and limits of free speech.
Suggestions for Diverse Learners:
Anything from the categories of Stage 2 or 3 above that would apply solely to students who would benefit from modified or adapted materials.
"I Think" pgs. 11-12: Student slist possible positive and negative effects of various changes that occurred in America by 1900.
"I Think" pg. 67: Students evaluate the effect the American forces had on the war victory.