Model Backwards Unit Plan American Imperialism

Model Backwards Unit Plan American Imperialism

MODEL BACKWARDS UNIT PLAN – AMERICAN IMPERIALISM

STEP 1: Determine Topic & CAState Content Standards

Identifying a Standard

11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.

Determining the Topic

MODEL BACKWARDS UNIT PLAN – AMERICAN IMPERIALISM

TOPIC

•Chp 10: America Claims an Empire: Imperialism in Alaska, Hawaii, Cuba, Puerto Rico, Philippines, China, Panama, or Mexico

The Americans, McDougall Littel, 2001, p. 341.

ISSUE

“When should the U.S. intervene in the affairs of another country?”

The Americans, McDougall Littel, 2001, p. 341.

•Motives for U.S. imperialism

•How the U.S. intervened

•The impact on these areas (politically, socially, economically)

•The impact on the U.S. (politically, socially, economically)

•Was it right that the U.S. intervened?

MODEL BACKWARDS UNIT PLAN – AMERICAN IMPERIALISM

Determining Instructional Materials

Text:

The Americans: McDougal Littel, 2006.

Other Materials:

•PBS video“Crucible of Empire”

•Interact Simulation: AMERICAN HISTORY RE-CREATIONS: Congressional Crisis Sessions: Texas and the Mexican War

Primary Documents: The Monroe Doctrine (1823) and The Roosevelt Corollary (1904), Platform of the American Anti-Imperialist league (1899)

STEP 2: Map the Lesson

Create a Working Teaching Thesis for 11.4:

In the late 1900’s and early 20th century, global competition for new markets, a stronger military presence, and a feeling of cultural superiority by the United States led it to join European and other world powers in expansion overseas. The United States’ acquisition of Alaska and Hawaii spurned American imperialism and helped shape United States foreign policy regarding its intervention in Puerto Rico, Philippines, China, Panama and Mexico. This U.S. expansion had both positive and negative effects on all parties involved.

Focus Questions

Unit: Why did America rise to become an Imperialist power at the end of the 19th century into the early 20th century?

Lesson:

Level 1: How did the U.S. intervene in ______?

Level 2: How did the U.S. intervention impact ______(politically, socially, economically)?

How did the U.S. intervention in ______impact the U.S.(politically, socially, economically)?

Level 3: Should the U.S. have intervened in ____?

Identifying Skills

•CS1: Students explain how major events are related to one another in time.

•HI1: Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.

•HI2: Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long – and short-term causal relations.

MODEL BACKWARDS UNIT PLAN – AMERICAN IMPERIALISM