UEH Seminar Topic

UEH Seminar Topic: Teddy Roosevelt and the World

Title The Road to Becoming the First Modern American President

Author Sue Hanscom Amesbury High School

Grade Levels 10 or 11, US History

Time Frame Four 90 minute class periods

Links to Massachusetts History and Social Studies Frameworks

USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I. (H, E)

USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H, E)

E. President Theodore Roosevelt

Essential Objectives

Students will use primary and secondary sources to identify the experiences in Teddy Roosevelt’s pre-presidential personal and political life that influenced the decisions he made as president.

Students will make connections: our own experiences help to shape our character and the person we will become.

Essential Questions

Massachusetts Frameworks underscore the importance for students to understand the rise and growing role of the United States in world affairs to the present day. As the first president with an internationalist vision, it is important for students to understand why he was different from those who served as president before him. It is also important for students to understand how experience shapes character and the person they will become.

Why is Teddy Roosevelt considered to be the first Modern American President?

Why did Teddy Roosevelt encourage internationalism instead of isolationism?

What experiences did he have as a Roosevelt child and in his prior political positions that led him to be an internationalist and a progressive?

Procedure

This lesson is the first part of a three-part unit with Ann Fuller and Ann Marie Flynn, which traces TR’s steps as the first modern American president.

Day 1. 1. Ask students to think about a hobby, sport, club, group, or activity they participate in, in or out of school. When did they become involved in this activity? What influenced them to become involved?

2. Discuss: What previous experiences helped to shape their involvement in the activity they identified? (Many students participate in Relay for Life and other non-profit organizations.) Is it logical to assume then, that our previous experiences help to shape the decisions we make later in life? What about American presidents? What kinds of experiences can you recall that influenced decisions made by presidents or shaped their character? Have a discussion brief discussion about Jefferson, Adams, or Lincoln, and McKinley. Review: why McKinley was an isolationist and opposed to war?

Although McKinley became a reluctant internationalist, he and all of the presidents before him were isolationists. Then how did Teddy Roosevelt come to be an internationalist? If McKinley was a conservative who appeared to ignore the flagrant violation of civil rights, how did his running mate and vice president come to be a liberal and progressive policy maker?

3. Explain: since Teddy Roosevelt was very adept at using the press for his own purposes, students will use a variety of primary and secondary sources to “get the scoop” on Teddy Roosevelt’s background. They will do investigative reporting to uncover his past experiences that had a particular impact on his presidency.

4. Read the excerpt from p. 31, Teddy Roosevelt, (Dalton), describing how the family was caught up in the Civil War and Teddy’s game called, running the blockade, and describing how he was influenced by this experience.

Show a brief clip of A&E’s video Teddy Roosevelt: An American Lion to give students a glimpse of the kind of man he was before he became a national figure.

5. Explain that students will work in four groups to uncover information about Teddy Roosevelt

1. as a child, overcoming illness and physical fitness, Dakota Cowboy

2. as NYC Police Commissioner

3. Asst. Sec. of Navy the to Rough Riders of San Juan Hill

4. and as Governor of NY

Their goal is to write a skit that will help the class identify experiences that shaped the president he became. Students will begin their research in class and will have access to the library for books and internet sources as well.

Day 2: continue with research the next day, teacher will do formative assessment of the process

Day 3: bring all of their materials and findings together on the third day to write a skit that they will perform for the class. Students are encouraged to use props and costumes. Each skit should last at least five minutes and no more than 10. Tell students that the skits will be graded on content and performance and that they will be grading each other.

Day 4: students will perform skits and assess the other skits by completing the Skit Assessment

Assessment:

Students and teacher will complete the Skit Assessment for each group’s presentation.

Write the names of the four skits on the board. Have a class discussion after skits have been performed and students have finished their assessment to discuss how TR’s experiences prior to becoming president helped to shape his presidency, his decisions, and his policies. Students should make connections to his Conservation, Progressive, and International ideologies and programs.

Use this connection to study the subsequent presidents. How does a president’s prior experiences help to shape his presidency?

Links to UEH Seminar

Students will use sources provided by UEH as part of their research to discover why Teddy Roosevelt related the world and the American people in the ways he did.

Primary Documents Used

“True Americanism; Hon Theodore Roosevelt on Public Schools. Make No Discrimination on Account of Creed or Race. Big Audience in Huntingdon Hall Applauds the Reformer.” Nov 16, 1893, p.2. Boston Daily Globe (1872-1922); Boston, Mass. Source: Historical Boston Globe (http://ezproxy.bpl.org/login?url=http://proquest.umi.com/pqdweb?RQT=306&COPT=SU5UPTAmVkVSPTImREJTPTFBQ0Q@&clientId=21123&DBId=15331#sform)

“…Theodore Roosevelt Easter Week Festivities.” Apr 19, 1892, p.10.

Boston Daily Globe (1872-1922); Boston, Mass. Source: Historical Boston Globe (http://ezproxy.bpl.org/login?url=http://proquest.umi.com/pqdweb?RQT=306&COPT=SU5UPTAmVkVSPTImREJTPTFBQ0Q@&clientId=21123&DBId=15331#sform)

Link to content: http://ezproxy.bpl.org/login?url=http://proquest.umi.com/pqdweb?VName=HNP&RQT=309&DID=571467902

Roosevelt, Theodore. “Antelope Hunting; Methods of Hunting Different Kinds of Antelope--Some Incidents from the Writer's Experience.” Jan 24, 1892.p.28

Link to content: http://ezproxy.bpl.org/login?url=http://proquest.umi.com/pqdweb?VName=HNP&RQT=309&DID=578788362

“Shouted Lustily For ‘Tom’ Reed; His Proved a Name a Tickle Ears at Dinner of Republican Club of Massachusetts. Hon Theodore Roosevelt Told of His Reform Work in Gotham...” Oct 24, 1895, p.1. Boston Daily Globe (1872-1922); Boston, Mass. Source: Historical Boston Globe (http://ezproxy.bpl.org/login?url=http://proquest.umi.com/pqdweb?RQT=306&COPT=SU5UPTAmVkVSPTImREJTPTFBQ0Q@&clientId=21123&DBId=15331#sform)

Link to content: http://ezproxy.bpl.org/login?url=http://proquest.umi.com/pqdweb?VName=HNP&RQT=309&DID=568600682

Secondary Sources Used

Dalton, Kathleen. Theodore Roosevelt, A strenuous Life. Random House, NY, 2004.

A&E Television Network, Teddy Roosevelt: An American Lion, 2002; USA: New Video, 2003.

Suggested:

Elish, Dan. Theodore Roosevelt, Presidents and Their Times. Benchmark Books, NY, 2009

Garraty, John. Teddy Roosevelt: American Rough Rider, Sterling Point Books, 2007.

Philips, Doug. ed. The Letters and Lessons of Teddy Roosevelt for His Sons (Profiles in Fatherhood) 2001.

Roosevelt, Theodore. Autobiography of Theodore Roosevelt, Wilder Publications, VA, 2008

Roosevelt, Theodore, The Rough Riders / Theodore Roosevelt. New York : Random House Books, NY: 1999. Originally published: New York : C. Scribner’s, 1899.

Roosevelt, Theodore. The Rough Riders: Teddy Roosevelt's Firsthand Account of the Cuban Campaign During the Spanish-American War (1899). Red and Black Publishers, FL, 2009.

Samuel, Peggy and Harold. Teddy Roosevelt at San Juan: The Making of a President. Texas A&M University Military History Series, 1997.

http://teachingamericanhistory.org/library/index.asp?document=608

http://www.history.com/presidents/teddyroosevelt/biography

The Legacy of Teddy Roosevelt

Author Ann Fuller

Grade Levels

10-11 US History II

Time Frame

2-83 minute classes

Links to Massachusetts History and Social Studies Frameworks

USII.6 D,E,F,and G – Analyze the causes and course of America’s growing role in world affairs from the civil War to World War I

USII.9 E. Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism.

Essential Objectives

What has been the history Roosevelt’s achievements/ impact as president, soldier and private citizen? Students will identify areas Roosevelt had an impact on on a World Map. Students, in small groups, will research and present findings on the history of these events since the time of Roosevelt.

Essential Questions

Roosevelt was the first “Modern” president, what impact have his accomplishments had on the US and the World since his time?

Procedure

1) Introductory Activities – Explain to students that TR was not only a politician but an explorer, historian and soldier. Students will read the article “Explorers retrace Roosevelt’s Brazilian adventure” from the Daily Evening Item which can be found in Nahant Historical Society’s sources under “Roosevelt Visit Re-enactment.” Ask students to list ways exploration has changed since TR’s trip on the River of Doubt. Ask students if they believe TR’s initial trip had any impact on future explorations of the area. Explain that this lesson will explore the history of TR’s actions/achievements.

2) Developmental Activities –

- Students will use their notes from the TR Fair to map the areas of the world that TR had an impact on (including the US). This is to include an annotation of what happened there (ex. Responsible for having the Panama Canal built in Panama.) Discuss the entries as a class

- Students will work in small groups. Each group will be assigned a different topic to research (ex. US relations with Cuba since TR). Regarding international issues, the students should find the relation of that incident/ area to the US since the time of TR. Regarding domestic issues, students should be able to explain changes to the issue (ex. what has been the history of the National Park System since the time of TR?).

- groups will report out to the class.

3) Closing activities

– students will complete a type 3 writing on whether or not TR has had a lasting impact on the US and the World. 5 paragraph essay with 3 solid examples

Creative Activity – extension – To be completed on own. students should view the Teddy Roosevelt Ephemera From the New York Historical Society Website. They are to create their own item, similar to those on the site (plate, pin, mug, handkerchief) that would commemorate TR’s legacy today (based on research presentation). Student’s will not have to base it on their own research from above but can choose whichever topic they wish

Links to UEH Seminar

From the Teddy Roosevelt seminar, we understand that TR had a major impact on the country and the world. This lesson will pick up that idea and carry it further to see if TR’s achievements/actions still have impact on today’s world.

Assessment

Students will be able to present a clear and correct history of their research topic.

Students will be able to write an essay with valid examples.

Primary Documents Used

“Explorers retrace Roosevelt’s Brazilian adventure” from the Daily Evening Item which can be found in Nahant Historical Society’s sources under “Roosevelt Visit Re-enactment.”

Teddy Roosevelt Ephemera From the New York Historical Society Website

SOURCES:

Schorow, Stephanie, “Explorers retrace Roosevelt’s Brazilian adventure,” Daily Evening Item (December 30, 1992)

Teddy Roosevelt Ephemera. From the New York Historical Society Website: http://emuseum.nyhistory.org/code/emuseum.asp?style=text&currentrecord=401&page=search&profile=objects&searchdesc=roosevelt...... &quicksearch=roosevelt

UEH Seminar Topic

Teddy Roosevelt and the World

Title

“The Road to the World Power: How TR transformed the United States into a World Power”

Author

Ann Marie Flynn

Grade Levels

U S History II Honors and College Prep Grade 11

Time Frame

4 days – 90 minute periods

Links to Massachusetts History and Social Studies Frameworks

USII.6, USII.7, USII.8

Essential Objectives

Students will be able to examine the steps that Theodore Roosevelt took in his political career to ascend to the presidency. As a result they will answer the question, “How was his approach different form that of past presidents?”

Students will then analyze how Theodore Roosevelt used these steps to begin the transformation of The United States’ into a world power.

Essential Questions – How did Theodore Roosevelt turn the office of president into world leader and make the United States a force to be reckoned with as well as respected, politically, economically, and militarily?

Procedure

Assign students excerpts from the book to read prior to the first day.

1. Introductory Activity – Presentation of the attached link of TR’s life and information that would be helpful to all classes. This is a year by year of his presidency as well as background information

http://images.google.com/imgres?imgurl=http://www.theodore-roosevelt.com/tr1904prez.jpg&imgrefurl=http://www.theodore-roosevelt.com/trprez.html&usg=__qvl8GNyQszGwdGOrJNTr0BN2RO8=&h=356&w=500&sz=38&hl=en&start=8&um=1&tbnid=XPcKi7v8mSB1oM:&tbnh=93&tbnw=130&prev=/images%3Fq%3Dtheodore%2Broosevelt%2Bbecomes%2Bpresident%26hl%3Den%26rlz%3D1T4DMUS_enUS284US285%26sa%3DN%26um%3D1

Discussion of findings and assignment of years to further examine TR’s impact on the world during his presidency.

2. Teddy Roosevelt himself – My Hope is here that we would invite Ted Zalewski to bring his show to our students at Amesbury High School and they would have a Q & A after about TR himself. This would be a joint venture for all classes of US History II

3. Students will be assigned a year of TR’s Presidency. We will go to the library to research their findings. The research will be ongoing and the Fair below will take place a week later. Please see attachment ‘TR PRESENTATION’ to view specifics.

4. Students will have a ‘TR Fair” – Each group of students will take a year of TR’s presidency and dissect it. They will then create a presentation of objects, events, people and ideas to show to the public. They may use videos or recordings to enhance their presentation. Their presentation will contain a set number of items and criteria, including a poster. Each group must have a TR expert that can answer any questions posed by the public.

Closing Activity –

A ‘TR Fair” – to be opened for the whole school to observe. There will be three periods – Pre presidency (Ann’s Students) Presidency (Ann Marie’s Students) and post Presidency (Sue’s Students).

Links to UEH Seminar

In the UEH, our presenter gave a wonderfully detailed assessment of TR and his role in shaping America into ‘the modern world power’ for the 20th century. She not only gave us additional details from her book, she also gave us a great photo array. The questions that were asked were challenging and led to interesting discussions about more than just text book aspects of the life of Theodore Roosevelt. She validated my theory that TR was a world leader and started this country in a direction that we are still pursuing today.