STRUCTURED CURRICULUM LESSON PLAN Day: 091-093 Subject: U.S.

History Grade Level: 10

Correlations (SG,CAS,CFS): 14D1; 17D2 ITBS/TAP: Geography/Political Science Physical features of Earth Political interdependence of people and nations ISAT: Understand, analyze events, trends, personalities, and movements shaping history Understand, analyze comparative political economic systems, particularly in the U.S. Unit Focus/Foci Emergence of the United States as a World Power Instructional Focus/Foci Causes of the Spanish American War Spanish American War

Materials Classroom texts Teacher-made materials Chalkboard or overhead Blank World Map Educational Strategies/Instructional Procedures Introduce the unit by instructing students to read the textbook chapter that corresponds to the Spanish American War/Emergence of the United States as a world power for homework. Distribute copies of an outline world map. Have students locate and label the following: United States, Spain, Cuba, Puerto Rico, Philippines, Mexico, Panama, Venezuela, Haiti, Hawaii, China, and Japan. Students should save these maps because they will be used in subsequent lessons. Engage students in a discussion of the historical relationship of the areas labeled on the map. List student responses on the chalkboard. Responses should include that the United States defeated Spain and gained the territories of Cuba, Puerto Rico, and the Philippines and that the other areas became victims of American economic domination.

Introduce the term Imperialism. Have students explain the term as defined in their textbooks. Students should exhibit an understanding of imperialism being a quest for overseas empires or domination of areas outside of a countrys natural boundaries. Tell students that imperialism was practiced by European powers in Africa and Asia earlier in the nineteenth century whereas the United States did not fully engage in the practice of imperialism until the 1890s. Have students refer to their textbooks and give the significance of the Spanish American War to the following terms and individuals. This can be completed as a written class assignment or as an oral exercise. William Randolph Hearst The Maine Rough Riders Theodore Roosevelt The DeLome Letter Jingoism Yellow Journalism George Dewey Valeriano Weyler President William McKinley 9th and 10th Calvary

Have students create and complete a chart showing the Political, Economic and Social causes of the Spanish American War. To prepare the students for the homework assignments, discuss the difference between a news article and an editorial. Integration with Core Subject(s) LA: Identify important facts specifically stated in text Draw conclusions, inferring meaning from text Connection(s) Enrichment: Have students research and complete a report on the contributions of African Americans to the Spanish American War. Fine Arts: Home: Remediation: Technology: Have students use the Internet to find a chronology of the Spanish American War. http://www.lcweb.loc.gov//rr/hispanic/1898/chronology.html

Assessment Formal assessments of chart on Spanish American War and news articles and editorials prepared for homework. Lead students to informally note the amount of their participation in class. Homework 1.) 2.) Have students write a news article covering an event of their choice from the Spanish American War. Have students write an editorial on the same event covered in the news article. Teacher Notes Sign up for classroom use of the Internet for tomorrows assignment.

Name________________________________Date__________________________

_________________________________________

Social Science Contrast/Compare Map

Features

STRUCTURED CURRICULUM LESSON PLAN Day: 094-096 Subject: U.S. History Grade Level: 10

Correlations (SG,CAS,CFS): 15A1; 17D2 ITBS/TAP: Geography/Economics Physical features of Earth Economic interdependence people and nations ISAT: Demonstrate knowledge of world and U.S. geography Read and interpret maps, charts, graphs, and cartoons Unit Focus/Foci Emergence of the United States as a World Power Instructional Focus/Foci The United States involvement in the Pacific Materials Classroom texts Teacher-made materials Compare/Contrast map Chalkboard Reserve Media Center Educational Strategies/Instructional Procedures Review the terms of the peace treaty between the United States and Spain. Spain granted independence to Cuba, ceded Puerto Rico and Guam to the United States, and sold the Philippines to the United States for a payment of $20 million. Emphasize that with the victory in the Spanish American War and provisions of this peace treaty the United States embarks upon a period of imperialism and becomes recognized as a world power. Engage students in a discussion of the motives of imperialism by labeling three columns on the chalkboard or overhead projector as found on the next page.

Name____________________________________Date___________________

Political

Economic

Social/Religious

Have the students list and evaluate the different motives of the United States for engaging in imperialism. Have students complete a world map and locate the areas in the Pacific that were affected by American imperialism. Ask students to speculate why these areas were important to the United States. (Answers will vary but should come from the list generated earlier.) Have students explain the different types of imperialism: sphere of influence during 1911 (i.e., Britain, Russian, France, Japan and Germany), annexation (any land added or joined to already existing land), and protectorate (a country protected and partially controlled by another). Explain that these types of imperialism were applied in the Pacific by the United States. Divide the class into four groups. Assign each group one of the following countries: Hawaii, Philippines, China, and Japan. Instruct each group to compile a report that is to be presented orally. The following information is to be included in the reports: How the United States gained control or influence in the country. The type of imperialism instituted and the degree of control exercised. Efforts of the country to resist American imperialism (specific individuals and events) When and how American imperialism ceased. The teacher informs students that three to five days will be permitted for researching and compiling the reports. Each group should be prepared to make a presentation of at least five minutes. Reserve the computer center or the library for group research in preparation for oral presentation. When all groups have completed their presentations engage students in a class discussion of the positive and negative aspects of American imperialism in the Pacific. Students should be able to obtain answers from the reports they have prepared and from reports presented by other groups. Have students complete the Student Group/Cooperative Learning Evaluation (a copy of which can be duplicated is included at the end of this lesson). Directing attention to chalkboard columns, have students list answers in appropriate columns showing why and how U.S. intervened in other countries land and affairs.

Example: Country Hawaii Economic Strategic location for trade with China Cultural Missionaries attempt to convert inhabitants to Christianity Political 1887 monarch was merely a figurehead

Philippines Cuba Puerto Rico China Japan

Ask students reasons why the role of the U.S. in the Western Hemisphere in the late 1800s and early 1900s changed. List the responses on the chalkboard next to the previous days list. Orally, compare and contrast todays list to the previous days speculations. Circle common answers for emphasis. Integration with Core Subject(s) LA: MA: Draw conclusions Inferring meaning from the text. (Answering questions about Japan and China.) Understand and use methods of data collection and analysis including tables and chat comparisons, (Completing chalkboard chart columns.) Connection(s) Enrichment: Fine Arts: Home: Remediation:

Technology: Use computers and the Internet to complete presentations . Word processing, desktop publishing, and/or presentation software applications can all be used by the students to develop the aforementioned. Assessment As an informal assessment students will complete group evaluations; formal assessments will occur as students complete oral presentations. Homework Have students read the section of the chapter in the textbook that covers American imperialism in Latin America then complete the following assignment. 1.) Have the students explain the significance of the following to American imperialism in Latin America: a) Platt Amendment e) Teller Amendment b) Jones Act of 1917 f) Hay-Bunau-Varilla Treaty c) Clayton-Bulwer Treaty g) Dollar Diplomacy d) Pancho Villa h) General John J. Pershing Have the students use their textbooks to answer the following question: How did Presidents Theodore Roosevelt, William H. Taft and Woodrow Wilson promote and advance American imperialism? Teacher Notes a) Platt Amendment gave the United States the right to intervene in the affairs of Cuba. (http://www.mtholyoke.edu/aca/intrel/platt.html) b) Teller Amendment was designed to assure Cuba the United States had no intention of annexing it. c) Jones Act of 1917 made Puerto Rico an unincorporated territory of the United States and granted Puerto Ricans American citizenship. d) Hay-Bunau-Varilla Treaty agreement between the United States and Panama for the leasing of the Panama Canal. e) Clayton-Bulwer Treaty was an agreement between Great Britain and the United States to jointly build in canal to be built in Central America. f) Dollar Diplomacy refers to the promotion of American business interests overseas protected by the military. g) Pancho Villa was a Mexican revolutionary leader that made several raids into the United States. 10

h) General John J. Pershing was sent to Mexico by President Wilson to capture Villa; Villa was never captured.

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Name__________________________________Date__________________________

Student Group/Cooperative Learning Evaluation 1. What were the issues/subjects studied by your group? __________________________________________________________________ __________________________________________________________________ What skills did you use to complete this exercise? __________________________________________________________________ __________________________________________________________________ What did you learn as a result of this exercise? __________________________________________________________________ __________________________________________________________________ Explain why your group did or did not work well together.___________________ __________________________________________________________________ __________________________________________________________________ What was your contribution to the group? __________________________________________________________________ __________________________________________________________________ Did all group members contribute equally to the work of the group? Explain. __________________________________________________________________ __________________________________________________________________ What would you do differently the next time you are assigned to a group? __________________________________________________________________ __________________________________________________________________ What are the advantages of working in small groups rather than individually? __________________________________________________________________ __________________________________________________________________ What are the disadvantages of working in small groups rather than individually? __________________________________________________________________ __________________________________________________________________

2.

3.

4.

5.

6.

7.

8.

9.

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Name________________________________Date_________________________

Country

Economic

Cultural

Political

Hawaii

Strategic location trade with China

Missionaries attempt to convert inhabitants to Christianity

1887 monarch was merely a figurehead

Philippines

Cuba

Puerto Rico

China

Japan

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STRUCTURED CURRICULUM LESSON PLAN Day: 097-099 Subject: U.S. History Grade Level: 10

Correlations (SG,CAS,CFS): 15A1 ITBS/TAP: Economics Role government in economics ISAT: Demonstrate knowledge of social science concepts and movements shaping history Unit Focus/Foci Emergence of the United States as a World Power Instructional Focus/Foci The United States in Latin America Materials Classroom texts Teacher-made materials Computer (Internet) Chalkboard or overhead projector Educational Strategies/Instructional Procedures Encourage students to elaborate on their interpretations of the United States relationship with Latin American nations during the early 20th century. Do they perceive the United States as a bully or as a savior for the nations of Latin America? Tell students that they are to choose a position and give examples from the readings and homework to support their particular position. Remind students that Cuba was supposedly given independence as a provision of the peace treaty signed in 1898. The Teller Amendment promised that the United States would not annex Cuba after the war and the U.S. withdrew from the island under chaotic conditions. Our government was in complete disarray. The United States then instituted a military government until Cuba could effectively rule itself. Cuba began writing a new constitution, however, the Cuban government was forced to accept the Platt Amendment that made Cuba a protectorate of the United States in reality. Cuba was independent only on paper. Make copies and distribute for discussion. After reading the amendment, ask students to create a list of powers that Cuba had to relinquish according to the amendment. List student responses on the chalkboard or overhead projector. Lead students into a discussion of the ramifications of Cuba having to give up these particular powers. Ask

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students how the provision of the Teller Amendment contradicted the original position of the United States regarding Cuba. Have students explain the Roosevelt Corollary to the Monroe Doctrine. They should note that Roosevelt, like the Europeans, regarded his civilization as superior and used the Monroe Doctrine to display this superiority in Latin America. He asserted that the United States had the right to act as an international police power in Latin America. To keep the Europeans from intervening in countries such as Venezuela and the Dominican Republic, who owed money to certain European countries, Roosevelt persuaded the officials of these Latin American countries to put their national finances into the hands of the United States. Emphasize that although the Monroe Doctrine was designed to keep European countries from intervening in Latin America, Roosevelts Corollary gave justification to American intervention. Tell students that unlike Cuba, Puerto Rico had not been promised independence but had been ceded to the United States by Spain. Explain that the country became a commonwealth controlled by the United States and today holds the same status. Further explain commonwealth by using Puerto Rico as an example. Because it is a commonwealth, Puerto Rico has social, political and economic ties with the United States. Begin a class discussion of the problem about Puerto Ricos status today. Relate that there are some Puerto Rican citizens who wish to remain in a commonwealth status. Others desire complete independence and still others want to become the 51st state. Have students visit the Internet site http://www.puertorico51.org/options/statehood/joining the family.htm and read the article concerning the argument for statehood. Another option would be copy the article for the students to read in class and discuss the pros and cons of statehood. Integration with Core Subject(s) LA: Draw conclusions and forming opinions Connection(s) Enrichment: Have students research the FALN and their activities in promoting independence for Puerto Rico. Fine Arts: Have students generate advertisements or posters depicting their position on the status of Puerto Rico. Home: Remediation: Groups allow for peer intervention and tutoring as need is manifested. Technology: 15

Assessment Lead students to informally determine mastery of material; included are main ideas, contrasting, hypothesizing, and writing to persuade. Homework Assign students to research newspapers, magazines and the Internet for articles supporting each position of commonwealth, independence, and statehood for Puerto Rico. Students should choose a position and write a two-page essay of support. Teacher Notes

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STRUCTURED CURRICULUM LESSON PLAN Day: 100-102 Subject: U.S. History Grade Level: 10

Correlations (SG,CAS,CFS): 14D1 ITBS/TAP: Political Science Political interdependence people/nation ISAT: Understand, analyze events, trends, personalities, and movements shaping history Unit Focus/Foci Emergence of the United States as a World Power Instructional Focus/Foci United States Intervention in Latin America: The Panama Canal Materials Classroom texts Teacher-made materials Computer (Internet) Educational Strategies/Instructional Procedures Have students review the Clayton-Bulwer and Hay-Paunceforte Treaties in their textbooks. Explain that Great Britain and the United States had agreed to jointly control any canal in Panama or Nicaragua. Nations knew if they could build a canal across Central America, it would take less time to get from the Atlantic Ocean to the Pacific Ocean. Have students refer to the maps completed on day 091. Tell them to locate Central America. Ask them why Panama was the most probable of all countries in Central America to build the canal. Have students locate and label Colombia on their maps. Inform them that France made a separate treaty with Colombia who controlled Panama and began building a canal in Panama. This project was headed by Ferdinand de Lesseps who built the Suez Canal in Egypt. However, the project failed because the French lacked money and adequate tools. But more detrimental to the project was malaria and yellow fever. These diseases accounted for the death of at least 20,000 canal workers. Consequently, the French abandoned the project. The United States was convinced that a canal had to be built when one of their battleships had to sail around the tip of South America from the West Coast to join in the Spanish American War in Cuba. Have students refer to their maps to see the extent of such a trip. The United States negotiated the Hay-Pauncefote Treaty with Great Britain so it could build the canal without Great Britain. The next problem facing the United States was 17

getting permission from Columbia to build the canal in Panama. Colombia refused the offer of President Roosevelt to pay $10 million plus an annual rent of $250,000.00. Colombia considered the offer too low. Roosevelt took another route. Panamanians revolted against Colombia on numerous occasions. With the knowledge of the Americans another Panamanian revolt was plotted. When an American warship came into the Port of Colon, Panama, on November 3, 1903, the Panamanians executed their revolt. A day later Panama declared its independence, and within two weeks Panama granted the United States more land for the canal at the same rate offered to Colombia. Ask students to relate their thoughts concerning the actions of Theodore Roosevelt. Did his actions and attitudes concerning Colombia and Panama constitute imperialism? Students should be able to give specific examples to support their answers. Tell the students that the United States began building the Panama Canal (which connects the Caribbean Sea and the Pacific Ocean) in 1904, completing the project started by France 20 years earlier in 1884. On August 15, 1914, the first passage through the 51mile long ribbon of waters was completed by the SS Ancon. The health problems persisted. Lead students into a discussion of tropical diseases such as Malaria and Yellow Fever and explain why the Americans were so susceptible to them. Instruct the students to review the section (see Teacher Notes) on the Panama Canal in their textbooks. Have them identify William Gorgas and discuss his success in controlling these diseases in the Canal Zone and the methods used by George Goethals in building the canal. Encourage students to share their newspaper ads recruiting workers for the Panama Canal completed for homework with the class. Display the advertisements around the classroom. Lead students into a discussion determining whether or not they would have worked on the canal if they had lived during this period. Inform students that control of the Panama Canal was completely taken over by Panama in December 1999. Have students comment on this event. To prepare for this discussion have students research magazine, news articles and the Internet for sources regarding this subject. Two Internet sites that discuss the transfer of control http://www.maui.com/~twright/panama/pan004a.htm and http://www.exn.net/onair/panamacanal Integration with Core Subject(s) SC: Understand implications of technology in our society (Internet) Connection(s) Enrichment: Have students create a time line for Panama Canal construction. Example: 1904 U.S. began

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Fine Arts: Home: Remediation: Cooperative learning groups allow for peer intervention and tutoring as needed is manifested. Technology: The Internet is used in the lessons. Assessment Formal assessment will take place in the grading of the advertisements. Homework Instruct students to create an advertisement for recruiting workers to build the Panama Canal. These will be presented in class. Teacher Notes Briefly discuss propaganda/persuasion techniques in preparation for the homework. William Crawford Gorgas (1854-1920) was born in Mobile, Alabama, and was an American sanitarian (of or relating to health), as well as an army surgeon who was sent to combat yellow fever and malaria, which was occurring in Panama at the time, although it was Walter Reed who actually discovered that mosquitoes carried the yellow fever germ. Within two years Gorgas, by destroying the breeding zones of the mosquitoes, had gotten rid of yellow fever completely as well as having brought malaria under control. As a result of having successfully executing this task he was appointed surgeon general of the U.S. army in 1914. Upon his retirement in 1918, he continued his work on yellow fever by directing the Rockefeller Foundations research on the disease.

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STRUCTURED CURRICULUM LESSON PLAN Day: 103-105 Subject: U.S. History Grade Level: 10

Correlations (SG,CAS,CFS): 14D1 ITBS/TAP: Political Science Political interdependence of people and nations ISAT: Understand, analyze events, trends, personalities, and movements shaping history Unit Focus/Foci Emergence of the United States as a World Power Instructional Focus/Foci United States Imperialism: The Pros and Cons Materials Classroom texts Teacher-made materials Library materials Internet Educational Strategies/Instructional Procedures Secure a copy of The White Mans Burden by Rudyard Kipling and an editorial from the San Francisco Call . They are available at the following websites, respectively: http://www.boondocksnet.com/kipling/kipling.html http://www.boondocksnet.com/kipling/sfcall.html Distribute copies of each to class for discussion. Have students read and attempt to interpret the meaning of Kiplings poem. Have students then read the editorial from the San Francisco Call and discuss the reaction to the poem published in the newspaper. You may also use other Internet sources from http://www.boondocksnet.com for discussion. Divide students into learning groups of at least five members. Each group is to prepare a newscast or a talk show covering both sides of the question of imperialism. There should be interviews with people who lived in areas such as Puerto Rico, Cuba, China, Japan, et cetera, as well as Americans who were imperialists and anti-imperialists. Groups are free to organize their presentations as they wish but each group must submit a bibliography at least five sources used for research. Students should consult the Internet and library sources to prepare for this activity.

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Students should be required to develop a presentation lasting a minimum of ten (10) minutes. These should be presented to the class. Integration with Core Subject(s) LA: Apply information presented in text to a new or different situation (Presentations) Consider and evaluate evidence to support or reject idea. (Test) Connection(s) Enrichment: Fine Arts: Have students create an editorial cartoon depicting any aspect of The White Mans Burden. Home: Remediation: Technology: Assessment An assessment will be given at the discretion of the teacher. Homework Have students to review notes and materials in preparation of Unit Test. Teacher Notes

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NAME __________________________________________ DATE ________________ EMERGENCE OF THE UNITED STATES AS A WORLD POWER PART A: FILL IN THE BLANKS EMILIO AGUINALDO SPHERE OF INFLUENCE MORAL DIPLOMACY ROOSEVELT COROLLARY MEXICO THEODORE ROOSEVELT OPEN DOOR POLICY IMPERIALISM 1. The use of investments to advance foreign policy goals is referred as ___________________________________________________________________. 2. This policy asserted that the U.S.A. had the right to exercise military force in Latin America. _____________________________________________________________ 3. The use of negotiation and arbitration in dealing with other nations became known as ____________________________________________________________________. 4. Newspaper stories that generated popular support for a war against Spain were termed.______________________________________________________________. 5. Cuba granted the U.S.A. the right to send troops to the island according to the terms of the _______________________________________________________________. 6. The quest for colonial empires by nations in the 19th and 20th centuries can be called ____________________________________________________________________. 7. When a nation has the exclusive rights over trade, mining operations, and railroads in an area it is referred to as _______________________________________________. 8. The concept that all nations should have an equal access to trade and investment in China is called _______________________________________________________. 9. The term applied to an exaggerated demonstration of national pride is ___________________________________________________________________. 10. A declaration of war between the U.S.A. and Spain is pushed forward by the news coverage surrounding the sinking of this vessel _____________________________.

Wm. RANDOLPH HEARST JINGOISM PLATT AMENDMENT DOLLAR DIPLOMACY YELLOW JOURNALISM BOXER REBELLION MAINE

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11. This famous American boasted when he stated I took the Canal Zone and let Congress debate. ________________________________________________ 12. Filipinos were led in their fight to become independent by this individual. _______________________________________________________________ 13. At the start of the 20th century, this revolt began in China against foreign influence. _______________________________________________________________ 14. The statement You supply the pictures of Spanish atrocities, Ill supply the war is attributed to this American journalist. _________________________________ 15. Woodrow Wilson requested military intervention to overthrow the Huerta regime in the nation of ______________________________________________________.

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PART B: CONSTRUCTED RESPONSES

1. What was the nature of the diplomatic disagreement between the U.S.A. and France regarding the construction of a canal in Panama?

2. What territorial changes came about as a consequence of the Spanish-American War?

3. Describe the connection between the process of industrialization and the establishment of colonial imperialism in the 19th and 20th centuries.

4. In what way would the canal through Panama be advantageous for the U.S.A.?

5. Identify the significance of the group known as the ROUGH RIDERS.

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ANSWER KEY EMERGENCE OF THE U.S. AS A WORLD POWER

PART A: FILL IN THE BLANKS

1. DOLLAR DIPLOMACY 2. ROOSEVELT COROLLARY 3. MORAL DIPLOMACY 4. YELLOW JOURNALISM 5. PLATT AMENDMENT 6. IMPERIALISM 7. SPHERE OF INFLUENCE

8. OPEN DOOR POLICY 9. JINGOISM 10. MAINE 11. THEODORE ROOSEVELT 12. EMILIO AGUINALDO 13. BOXER REBELLION 14. WM. RANDOLPH HEARST 15. MEXICO

PART B: CONSTRUCTED RESPONSES

1. The students should indicate that the U.S government strongly objected to French efforts at building a canal through Panama. 2. As a result of the Spanish-American War, the U.S.A. acquired the islands of Hawaii, Guam, Midway, Wake and the Philippines while Puerto Rico was declared a protectorate. 3. The tremendous expansion of industry and mass production created a demand for raw materials and markets for manufactured goods. 4. Shipping expenses would be greatly reduced by cutting both the time and distance involved in traveling from the Atlantic to the Pacific. 5. The ROUGH RIDERS was a military unit organized by Theodore Roosevelt during the Spanish American War. This cavalry unit was recruited from the American west and is credited with capturing a heavily fortified position in Cuba.

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