<p>Sarah A. Huett U.S. History Lesson Plan T.I.S.D. TEKS Lesson Plan/Unit Plan Texarkana Independent School District</p><p>Teacher: Sarah A. Huett Subject/Course: U.S. History</p><p>Grade(s): Grade 11 Time frame: 45 minutes</p><p>Lesson Plan Number: 66</p><p>Topic/Process: US Imperialism Continues: Puerto Rico, Cuba, Philippines and China</p><p>Textbook: The Americans: Reconstruction to the Present, McDougall Littell Ch.10, sec. 3, pgs 352-358</p><p>Texas Essential Knowledge and Skills (TEKS): US1 A-B, US2 A-C, US3 A, US9 B, US24 A-C & F, US25 A-B & D (1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:</p><p>(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;</p><p>(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and</p><p>(2) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:</p><p>(A) analyze political issues such as Indian policies, the growth of political machines, and civil service reform;</p><p>(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business; and</p><p>(C) analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.</p><p>(3) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:</p><p>(A) explain why significant events and individuals, including the Spanish- American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power;</p><p>(9) Geography. The student understands the impact of geographic factors on major events. The student is expected to: Sarah A. Huett U.S. History Lesson Plan T.I.S.D. (B) identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.</p><p>(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:</p><p>(A) locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;</p><p>(B) analyze information by sequencing, categorizing, identifying cause-and- effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;</p><p>(C) explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;</p><p>(F) identify bias in written, oral, and visual material;</p><p>(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:</p><p>(A) use social studies terminology correctly;</p><p>(B) use standard grammar, spelling, sentence structure, and punctuation;</p><p>(D) create written, oral, and visual presentations of social studies information.</p><p>TAKS: US1 A-B, US2 B-C, US3 A, US24 A-C & F (1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:</p><p>(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;</p><p>(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and</p><p>(2) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:</p><p>(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business; and</p><p>(C) analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.</p><p>(3) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to: Sarah A. Huett U.S. History Lesson Plan T.I.S.D. (A) explain why significant events and individuals, including the Spanish- American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power;</p><p>(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:</p><p>(A) locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;</p><p>(B) analyze information by sequencing, categorizing, identifying cause-and- effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;</p><p>(C) explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;</p><p>(F) identify bias in written, oral, and visual material;</p><p>Concepts Enduring Understandings/Generalizations/Principles The student will understand that Growth Growth is often the result of conquest. Imperialism Imperialism may lead to issues of power and control, which can create conflict. Imperialism is often the result of cultural values and beliefs. </p><p>Sequence of Activities (Instructional Strategies):</p><p>1. Lecture/Classroom Discussion: Discuss with students America’s actions and relations with Puerto Rico, Cuba, Philippines and China.</p><p>2. Primary Source Analysis: Have students read Albert Beveridge’s speech In Favor of Imperialism. What does Beveridge see as America’s destiny? What could these people gain from their relationship with the United States? What arguments does he make for the expansion of the American empire? Do you agree with Beveridge? Why or why not?</p><p>Questions to Consider in Lesson: </p><p>1) Why was Puerto Rico important to the United States?</p><p>2) How did policy towards the Philippines differ from policy toward China? Why is this so? Sarah A. Huett U.S. History Lesson Plan T.I.S.D.</p><p>Assessment of Activities:</p><p>Classroom Observation Classroom Discussion Primary Source Analysis</p><p>Prerequisite Skills:</p><p>1. Primary Source Analysis</p><p>Key Vocabulary:</p><p>Foraker Act, Platt Amendment, protectorate, Emilo Aguinaldo, John Hay, Open Door Notes, Boxer Rebellion</p><p>Materials/Resources Needed:</p><p>Textbook, overheads of notes/maps, projector, copies of speech, pens, paper</p><p>Modifications: Allow students to have extended time to complete activities. Follow all modifications on student’s IEP. Paired reading.</p><p>Differentiated Instruction: Have students research the United States’ relationship with these countries today. How has the relationship changed? Has it improved or deteriorated? Students should share their findings with the class.</p><p>Teacher Notes:</p><p>A copy of Beveridge’s speech can be found in the following text:</p><p>Reed, Thomas B., Modern Eloquence, Vol. XI, Philadelphia, 1903.</p><p>Sample Test Questions:</p><p>1. In which of the following conflicts were U.S. military troops not involved?</p><p>A. the Boxer Rebellion B. the Russo-Japanese War C. the Hawaiian revolution D. Cuba’s second war for independence Sarah A. Huett U.S. History Lesson Plan T.I.S.D.</p><p>2. The Boxer Rebellion was an attempt by Chinese revolutionaries to </p><p>A. restore the Manchu dynasty to power B. remove foreign influence from China C. set up a democratic government in China D. set up a Communist government in China</p><p>Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.</p>