America on the Global Stage Unit Plan

Enduring understandings, Core Standards, and Objectives

Day 1: October 13/16

American Imperialism 1880s-1910: The Taste of Empire

Core Standard: U.S. II Strand 3: AMERICA ON THE GLOBAL STAGE (Ca. 18901920)

U.S. II Standard 3.3: Students will evaluate the positive and negative impacts of imperialism on the U.S.
and the U.S. territorial interests, such as the Philippines, Cuba, Guam, Hawaii, Panama, and Puerto Rico.

Essential understandings: Students will wrestle with the notions of isolationist and imperialistic policies
as America grapples with the U.S. new world image. U.S. Imperialistic actions had long-term positive and
negative consequences for the native populations of territories acquired and for U.S. foreign policy.
Imperialism is really important to understand WW1, and the power dynamics in global and national
politics.

Learning Objectives:

Students will be able to identify examples of imperialism including the Philippines, Guam,
Hawaii, Panama, Cuba, and Puerto Rico.
SWBAT evaluate the positive and negative consequences of imperialism for different
populations.
SWBAT describe the events leading up to U.S. entry in the Spanish-American War.
SWBAT demonstrate close reading strategies.

Language Objectives:

Students will be able to define Imperialism.

SWBAT define yellow journalism.
SWBAT discuss verbally and in writing the positive and negative effects of imperialism and
connect themes to current happenings in U.S. and world affairs.

Day 2: October 17/18, American Imperialism Historical Heads

US History II, Strand 3: America on the Global Stage

Standard 3.1 Students will describe how the role of the U.S. in world affairs changed at the turn of the
20th century, and evaluate the arguments used to promote or discourage involvement in world affairs,
such as those of the big stick, Mahan, the Roosevelt Corollary, and the Antiimperialist League.

Enduring Understanding: Not all Americans had the taste of Empire (Washington Post Editorial on the
eve of the Spanish-American War). Antiimperialists argued that the U.S. should not intervene in the
internal affairs of other countries. Despite these arguments, the U.S. became enmeshed in global
conflicts. Decisions related to isolationism and interventionism continue today.

Essential question: What were the arguments for and against imperialism during the taste of Empire?
How have those arguments changed over time?
Objectives:

o SWBAT identify arguments for and against imperialism.

o SWBAT discuss how those arguments have changed over time.
o SWBAT argue whether or not they believe America is isolationist or interventionist
today.
o SWBAT engage in close reading of text.

Language objectives:

o SWBAT describe the concepts of social Darwinism, manifest destiny, and American
exceptionalism.
o SWBAT define imperialism including essential concepts.
o SWBAT use the language compare and contrast to discuss how motivations and
arguments have changed.

Day 3: October 23/24, A War Against All Nations

U.S. History II: Strand 3: America on the Global Stage

Standard 3.4: Students will explain the causes for U. S. involvement in World War I and the effects on
the home front

Enduring Understanding:

Essential question: What led the U.S. away from policies of neutrality and into WWI?

Learning Objectives:

a. SWBAT summarize the events of WWI before the U.S joins the war.
b. SWBAT identify and explain the causes for U.S. involvement in World War I
c. SWBAT evaluate the effectiveness of the arguments for entering the war and the
arguments for neutrality.
d. SWBAT demonstrate the skill of concept mapping to organize information
e. SWBAT determine whether the U.S. is an isolationist or interventionist state today and
analyze the consequences of Americas position.

Language Objectives:

a. SWBAT define isolationism and interventionism.

b. SWBAT discuss orally and in writing Americas position in 1900 and today.
c. SWBAT use the language of compare and contrast to discuss the similarities and
differences in American foreign policy.

Day 4: October 25/26, 2017, Of Course I Can!

Topic: The American home front during WWI

U.S. History II: Strand 3: America on the Global Stage

Standard 3.4: Students will explain the causes for U. S. involvement in World War I and the effects on
the home front, such as migration, trade, sedition act, shortages, voluntary rationing, and the Spanish
flu.

Enduring understanding: Under President Woodrow Wilson, the United States remained neutral until
1917 and then entered the war on the side of the Allied powers (the United Kingdom, France, and
Russia). The experience of World War I had a major impact on US domestic politics, culture, and society.
Women achieved the right to vote, while other groups of American citizens were subject to systematic
repression.

Essential question: How did Americas involvement in World War I change American history?

Learning Objectives:

SWBAT describe the consequences of the WWI on those at home.

SWBAT analyze propaganda used to promote voluntary rationing.
SWBAT analyze the long term effect of WWI on individual freedom and liberties and
evaluate the justifications for reducing

Language Objectives:

SWBAT define home front, migration, rationing, and sedition act.