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Chapter 14: Becoming a World Power, 1872-1912

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Chapter 14: Becoming a World Power, 1872-1912 Unit Planning Guide UNIT PACING CHART Unit 5 Chapter 14 Chapter 15 Chapter 16 Unit 5 Day 1 Unit Opener Chapter 14 Opener, Chapter 15 Opener, Chapter 16 Opener, Wrap-Up/Project, Section 1 Section 1 Section 1 Unit Assessment Day 2 Section 2 Section 2 Section 2 Day 3 Section 3 Section 3 Section 3 Day 4 Chapter Chapter Section 4 Assessment Assessment Day 5 Chapter Assessment U.S. Entrance into World War I Place the Ask students to individually rank the causes following “Causes of American Entrance into from most important to least important. Then World War I” on an overhead transparency: randomly group students and have them try • Loss of innocent lives to reach consensus. The interrelated nature of the six causes makes the task extremely diffi- • Loss of trade cult. If time permits repeat the process and • Historical/cultural ties to British/French make a hypothetical change in the historical Lee Weber • Defense of democracy against dictatorship facts. For instance, suggest that Germany had Price Laboratory • Freedom of the seas a large surface navy and Britain developed School unrestricted submarine warfare. How would • The Zimmermann Note Cedar Falls, IA U.S. policy have changed? Or, what if Germany were our major trading partner, not England and its allies? 486A Introducing Unit Author Note Dear American History Teacher: The great industrial development of the United States in the second half of the nineteenth century trans- formed the character of the nation. It also produced new pressures and new problems that shaped the era that began with the depression of 1893 and led ulti- mately to America’s entry into World War I. The rapidly expanding economic growth of the industrial era led America to look for new sources of raw materials and new markets for the nation’s goods. The United States began its search for international influence not through traditional imperialism, but through aggressive engagement in international trade (accompanied by a strong missionary movement that attempted to spread both Christianity and western knowl- edge and values into distant lands). American imperialism was in many ways different from the imperialism practiced by European nations, but it had similar goals—economic growth—and encountered similar prob- lems—resistance, sometimes violent, from native peoples. Industrial growth changed not only America’s role in the world but the character of life and politics within the United States. The factory sys- tem gave birth to a new kind of working class; it led to the growth of cit- ies and industrial towns and to substantial population growth; and it produced new conflicts and crises that alarmed many Americans and helped create a series of reform efforts that came to be known, collectively, as progressivism. Progressivism took so many different forms and embraced so many various, and sometimes contradictory values that some scholars have argued that “progressivism” has little or no meaning. But Americans in the early twentieth century believed that progressivism was filled with meaning, and one of the challenges of teaching this period is explaining what that meaning was. The progressive era helped produce a series of questions and beliefs that shaped the whole of the twentieth cen- tury and continue to evoke both interest and controversy even today. 486B Introducing Unit Unit Focus Imperialism and Why It Matters Tell students that today many Progressivism people consider the United States the world’s only superpower. Ask students if they agree with that 1890–1920 assessment and why or why not. OL CHAPTER 14 Becoming a World Power Connecting to Past 1872–1917 Learning CHAPTER 15 The Progressive Movement Have students identify nations 1890–1920 that they think are powerful. Ask: What makes a nation CHAPTER 16 powerful? (Answers might include World War I and Its Aftermath a strong military, a robust economy, 1914–1920 industry, and political influence.) Tell students that in this unit they will learn about how the United States became a world power and became increasingly involved in world events. OL Unit Launch Activity Making Connections Have Why It Matters students brainstorm a list of Between 1890 and 1920 two very important developments weapons used in warfare today. took place in American history. First, the United States List students’ answers on the began its rise to the global superpower it is today. Second, board. Ask: Which of these reformers began changing the government to solve weapons existed at the begin- problems caused by industrialism. Government became ning of the twentieth century? more involved in society than ever before. (Answers will vary.) Discuss with the class how new weaponry has 486 changed warfare since the early 1900s. OL Team Teaching Activity Sociology Read to the students the following explain the evolution of child labor laws and lines written by poet Sarah Cleghorn in the early their impact on the business world. OL 1900s: “The golf links lie so near the mill/That almost every day/The laboring children can look out/And see the men at play.” Ask: What do you think this quote tells you about the eco- nomic and social conditions in the United States in 1900? (There were no child labor laws; children worked in factories; wealthy men played golf.) Have the economics teacher come and 486 Introducing Unit Teach S1 Skill Practice Visual Literacy Have students study the unit painting. Ask: What impression or feeling is the artist trying to convey in this painting? (The United States is militarily strong; the Spanish fleet is weak.) BL S2 Skill Practice Concluding Have students again review the unit painting. S S 1 2 Ask: What is the topic of the painting? (America’s military power) Discuss with the class why reformers might be opposed to the nation’s growing military power at the beginning of the twentieth century. OL U.S. warships battle the Spanish off the coast of Cuba, 1898. 487 More About the Photo Teaching Tip The NCLB Act emphasizes reading. The U.S. fleet set out for Havana Harbor during Have students make a time the Spanish-American War. The quick American line that begins with 1872 victory in that war made the nation an imperi- and ends with 1919. Have alist power. them keep the time line with them and add key events as they read the unit. Students can use the time line while studying to help understand the sequence of events. 487 Chapter Planning Guide Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess FOCUS BL OL AL ELL Daily Focus Skills Transparencies 14-1 14-2 14-3 TEACH BL OL ELL Reading Essentials and Note-Taking Guide* p. 156 p. 159 p. 162 OL Historical Analysis Skills Activity, URB p. 20 BL OL ELL Guided Reading Activities, URB* p. 46 p. 47 p. 48 BL OL AL ELL Content Vocabulary Activity, URB* p. 25 BL OL AL ELL Academic Vocabulary Activity, URB p. 27 OL AL Critical Thinking Skills Activity, URB p. 30 BL OL ELL Reading Skills Activity, URB p. 19 BL ELL English Learner Activity, URB p. 23 OL AL Reinforcing Skills Activity, URB p. 29 BL OL AL ELL Differentiated Instruction Activity, URB p. 21 BL OL ELL Time Line Activity, URB p. 31 OL Linking Past and Present Activity, URB p. 32 BL OL AL ELL American Art and Music Activity, URB p. 37 BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 39 AL Enrichment Activity, URB p. 43 BL OL AL ELL American Biographies 3 BL OL AL ELL Primary Source Reading, URB p. 35 p. 33 BL OL AL ELL The Living Constitution* 3 3333 OL AL American History Primary Source Documents Library 3 3333 BL OL AL ELL Unit Map Overlay Transparencies 3 3333 Differentiated Instruction for the American History BL OL AL ELL 3 3333 Classroom BL OL AL ELL StudentWorks™ Plus 3 3333 Note: Please refer to the Unit 5 Resource Book for this chapter’s URB materials. * Also available in Spanish 488A Planning Guide Chapter Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess TEACH (continued) BL OL AL ELL American Music Hits Through History CD ✓ ✓✓✓✓ BL OL AL ELL Unit Time Line Transparencies and Activities ✓ ✓✓✓✓ Cause and Effect Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓ Activities BL OL AL ELL Why It Matters Transparencies, Strategies, and Activities ✓ ✓✓✓✓ BL OL AL ELL American Issues ✓ ✓✓✓✓ American Art and Architecture Transparencies, OL AL ELL ✓ ✓✓✓✓ Strategies, and Activities BL OL AL High School American History Literature Library ✓ ✓✓✓✓ BL OL AL ELL The American Vision Video Program ✓ ✓✓✓✓ Strategies for Success ✓ ✓✓✓✓ Teacher Success with English Learners ✓ ✓✓✓✓ Resources Reading Strategies and Activities for the Social ✓ ✓✓✓✓ Studies Classroom Presentation Plus! with MindJogger CheckPoint ✓ ✓✓✓✓ ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 199 p. 200 p. 201 p. 203 BL OL AL ELL Authentic Assessment With Rubrics p. 33 BL OL AL ELL Standardized Test Practice Workbook p. 31 BL OL AL ELL ExamView® Assessment Suite 14-1 14-2 14-3 CH. 14 CLOSE BL ELL Reteaching Activity, URB p. 41 BL OL ELL Reading and Study Skills Foldables™ p. 64 ✓ Chapter- or unit-based activities applicable to all sections in this chapter. 488B Chapter Integrating Technology Using Section Spotlight Videos Teach With Technology What are Section Spotlight Videos? Section Spotlight Videos are one of the digital media associated with your textbook and present a topic specific to each section of the textbook.
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