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Unit Plan:

American Imperialism
By: Wendy Morales

Grades: 9 and 10
U.S. History
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1. Table of contents:
Chapter 7 - Becoming a World Power, 1872 1917 Page
Appendix Items 3
Overview of Unit Objectives 5
Rationale and Planning 6
Evaluation / Assessment 8
Instructional Strategies Plan 9
Introducing the unit 10
Daily Lesson Plans:
Section 1 The Imperialistic Vision
Day One: Introduction to Imperialism and Perry Opens Japan 11
Day Two: The Annexation of Hawaii 13

Day Three: The Annexation of Hawaii continued 15
Section 2 The Spanish-American War
Day Four: The Spanish-American War Introduction 17

Day Five: The Battle for Cuba and The Battle for the Philippines 19

Day Six: Debate: Should the U.S. Annex the Philippines? 21
Section 3 New American Diplomacy
Day Seven: Chinas Open Door Policy and Boxer Rebellion 24
Day Eight: Roosevelts Imperialistic Policies 26
Day Nine: Tafts Dollar Diplomacy and Wilsons Diplomacy in Mexico 28
Summative Assessment:
Day Ten: Chapter 7 Assessment (Summative) 30
Accommodation Plan 31
Culminating Activities 32
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Appendix Items:
Resources for Day One:
o Computer (with internet connection)
o Overhead projector screen
o Power Point presentation
o Perry Opens Japan Guess Who? activity worksheet handout 1 per student
o Chapter 7 Vocabulary words handout 1 per student
o Student journals

Resources for Day Two:
o Power Point presentation
o Annexing Hawaii Timeline worksheet handout 1 per student
o Student journals

Resources for Day Three:
o Student journals (or online Daily Writing document if internet is functional)
o Video titled Annexation of Hawaii on Discoveryeducation.com
o Students need their completed Hawaiian Timeline activity worksheets from yesterday

Resources for Day Four:
o Presentation (Chapter 7, Section 2)
o Chapter 7 S1 Practice Quiz 1 per student
o Spanish American War: Beginnings handout 1 per student
o Photograph for student interpretation (Daily Writing)

Resources for Day Five:
o Textbook (Chapter 7, Section 2)
o Spanish-American War 1898 Mapping Assignment handout 1 per student
o Spanish American War Cuba / Philippine Maps handout 1 per student
o Photograph for student interpretation (Daily Writing)
Use textbook Pages 270 271 Primary Source: The Spanish American War

Resources for Day Six:
o (Debate Primary Sources handout, use as many sources as needed) 1 per student
o Debate Group Form handout 1 per student
o Textbook Page 273 Primary Source DBQ (for Daily Writing)

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Resources for Day Seven:
o PowerPoint An American Empire (Chapter 7, Section 3)
o Chinas Open Door Policy handout 1 per student
o The Boxer Rebellion handout 1 per student

Resources for Day Eight:
o Jigsaw activity New American Diplomacy handout 1 per student

Resources for Day Nine:
o Tafts Dollar Diplomacy handout 1 per student
o Woodrow Wilson in Mexico handout 1 per student
o Roosevelt Builds Panama Canal handout 1 per student

Resources for Day Ten:
o PowerPoint An American Empire (Chapter 7)
o Textbook (Chapter 7)
o Chapter 7 Test 1 per student
o Scantron sheet 1 per student
o Chapter 9 Vocabulary handout 1 per student

Textbook: The American Version Modern Times by Glencoe / McGraw Hill, Student Edition
Textbook: The American Version Modern Times by Glencoe / McGraw Hill, Teacher Edition
Internet access
Student laptops (Chromebooks)

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Overview of Unit Performance Objectives:
Students will be familiar with the imperialist vision the United States had in the late 1800s and understand
the causes for American imperialism.
Students will analyze the role President Fillmore and Commodore Perry had in opening Japan.
Students will create a timeline of events related to the annexation of Hawaii.
Students will locate on a map the territories of Cuba, Puerto Rico, Philippines, Hawaii, Panama Canal Zone,
which were acquired by the United States during its emergence as an imperial power between 1890 and
1914.
Students will analyze the role the Spanish American War, the Philippine Revolution, the Panama Canal,
Boxer Rebellion and the Open Door Policy.
Students will be able to analyze a photograph and interpret its meaning.
Students will use technology for daily journal entries / exit slips, etc.
Students will be familiar with the role the Roosevelt Corollary played in expanding Americas global
influence and redefining its foreign policy during this time period.
Students will be familiar with Tafts Dollar Diplomacy.
Students will be familiar with Wilsons role with the Mexican Revolution.
Students will identify Pancho Villas role in Mexico and his use of guerrillas to attack.
Students will compare Wilsons democracy policies to Roosevelts and Tafts.
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2. Rationale and Planning:
The purpose of this unit is for students to be able to identify the concept of Imperialism. Understanding
why and how America became a world power is essential to understanding the relationship between
economic and military power in the expansion of the United States in the late nineteenth and early
twentieth centuries. Students will learn that the global world they live in today was a direct result of early
American Imperialism.

This unit meets the following High School Content Expectation:
Content Standard/Benchmark:
6.2.1 Growth of U.S. Global Power Locate on a map the territories (Cuba, Puerto Rico, Philippines, Hawaii,
Panama Canal Zone) acquired by the United States during its emergence as an imperial power between
1890 and 1914, and analyze the role the Spanish American War, the Philippine Revolution, the Panama
Canal, the Open Door Policy, and the Roosevelt Corollary played in expanding Americas global influence
and redefining its foreign policy. (National Geography Standards 1 and 3; p.184 and 188)

Theme Infusion Subjects:
Technology use of Chromebooks for various activities including online daily writing journals.
Art Students will color and detail with markers maps pertaining to this unit.
History Imperialism history is the focus of this unit.
Geography Map activities on Hawaii, Cuba and the Philippines are included.
English / Writing Students write daily in their journals and when doing worksheets.
Reading Students read daily from the textbook and when doing worksheets.
Mathematics A timeline on the annexation of Hawaii activity includes mathematics.
Geography The war on two fronts (Cuba and the Philippines) exposes students to geography.

Theme Planning Map: (see Theme Infusion Subject details above)

Imperialism
Geography
Reading
Mathematics
Speaking
Technology
English / Writing
History
Art
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Essential Questions / Big Ideas:

Chapter 7, Section 1: Why did the United States seek to become an imperialist power?
Chapter 7, Section 2: Was sympathy for the Cuban people or economic expansion the major reason why
the United States declared war on Spain?
Chapter 7, Section 3: Why did the United States use diplomacy to achieve its economic objectives in Asia?

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3. Evaluation/Assessment:
Informal Assessment Strategies: Students will be informally assessed through exit slips, short
quizzes, classroom discussions with oral questioning, sharing their work with the class and teacher
prompts in lectures.
Formal Assessment Strategies: Students will be assessed by turning in their activity handout
assignments all of which will be graded for effort and accuracy.
Chapter Test: Students will have a summative assessment in an end-of-unit exam.
Quarter Pre-test: Students are pre-tested prior to each quarter. The pre-test results on Imperialism
will be compared to the students end-of-unit summative assessment scores.

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4. Instructional Strategies:
My U.S. History classrooms contain up to ten students with special needs, therefore, this unit was
developed to address every learner in the classroom. It uses a wide variety of instructional strategies including
cooperative learning (pairs and small groups), technology internet use, primary source document analysis, using
graphic organizers for chapter notes, the use of games, videos, and group discussions to name a few. Cooperative
learning strategies are effective in improving content learning, student achievement, and student self-esteem.
When done correctly, cooperative learning strategies can both improve students knowledge and appreciation for
history. Varying instructional strategies to address multiple intelligences benefits all students, with and without
special needs.

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5. Introducing the Unit:
Setting the Context for Introduction:
Students will need to understand the following basic concepts as a context for their study of U.S.
imperialism. They will have studied most or all of these concepts earlier in the school year and this is an
appropriate time to review them as an introductory activity.
The Monroe Doctrine of 1823 defined United States foreign policy in the Americas for the rest of the
nineteenth century and beyond. It declared that the United States had an interest in the Western
Hemisphere and that European powers must not meddle in the affairs of any developing nations there. The
United States was a young nation in 1823 and did not really have the power to back up the Monroe
Doctrine. However, the policy was used to justify the sending of U.S. troops into Mexico in 1866 (to
intimidate the French) and the purchase of Alaska in 1867.
The idea of manifest destiny gained popularity in the 1830s and 1840s. (The term was coined in
1845 by newspaper columnist John L. O'Sullivan.) As people began settling the western territories,
wresting control of the land from the original Native American inhabitants, many Americans came to
believe that it was their nation's "manifest destiny" to possess all of the North American continent.
Later in the century, this idea easily gave way to larger dreams of expanding America's influence
around the world.
By the late nineteenth century, the growing industrial economy of the United States was producing
many more goods than the nation itself could consume. This overabundance of industrial goods led
the United States to look for new markets abroad.
European nations such as England, Spain, France, Russia, Portugal, Germany, and Belgium had already
carved up Africa and large parts of Asia into colonies and "spheres of influence" by the late 1800s. To
remain competitive, the United States reacted to European imperialism by looking for a way to
secure its own economic future through a policy of expansionism.
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6. Daily Lesson Plans (Days One Ten):

DAY ONE (Chapter 7, Section 1):
Introduction to Imperialism and Perry Opens Japan
Also see Tom Andersons Lesson Plans on http://edublogs.misd.net/wip/

Resources for Lessons:
Computer (with internet connection)
Overhead projector screen
Power Point presentation
Perry Opens Japan Guess Who? activity worksheet handout 1 per student
Chapter 7 Vocabulary words handout 1 per student
Student journals

Opening / Preparation:
Set up overhead projector.
Set up Power Point presentation.
Log onto the internet.
Distribute Chapter 7 Vocabulary words handout (and words in PowerPoint and link on Lesson Plans).
Tell the students that the five vocab words will appear in the PowerPoint in red, and they are to write the
definition as they are presented. Tell them they are also in Section 1 of Chapter 7, starting on page 262 if
they miss any. Tell the students to keep vocab words in their binders to review for chapter test.
Start the Power Point.

Instructional Method:

Step 1: Power Point Presentation
Teach/ introduce content to the class using the Power Point. Students will be noting vocab words that
appear in the presentation.

Step 2: Perry Opens Japan worksheet
Read aloud Perry Opens Japan. I will read the first paragraph and then call on students to the next
paragraphs (one paragraph per student) while others follow along with their eyes.
After reading and discussing the content of the worksheet, students will turn to the backside and answer
the nine Guess Who? Questions. I will give them 8 minutes to answer the questions.
As a group, review the questions and have students note correct answers if theres were incorrect.

Guided Practice / Daily Writing Activity:
Ask the students to open their journals.
Tell the students that we will now analyze a photograph of two different depictions of Commodore Perrys
black ships heading to Japan to open trade (embedded as a Power Point slide and on page 265 of their
textbook) and ask them to write in their journals describing what they see in the photo (example: time,
place, characters, general information and details, etc.). Students are to answer the two questions that
accompany the photo.

Lesson Closure:
Debrief as a group the elements of the photograph asking how they are the same and different, and ask
students to interpret each authors message.

Evaluation:
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Re-teaching:
Debrief the days activities and ask questions to check for understanding and determine if re-
teaching is necessary. If so, as a group answer the questions in the Review Section of the
textbook (page 262) to reinforce learning.
Independent Practice / Homework:
If a significant number of students do not understand, then use classroom textbook as a
resource for reading (Chapter 7, Section 1). This could be assigned as a homework reading
activity as well. If students missed any of the five vocab words during the PowerPoint
presentation, they will define the remainder at home.
Extension Activity (if time):
If time, distribute bubble graphic organizer handout to students and use to list the factors that
led the United States to adopt an imperialist policy in the 1890s (Answer: to spread American
culture and civilization; to find new economic opportunities and markets, to compete with
European powers and to build a strong naval fleet to protect overseas investments). Tell them
that using their textbook as a resource is permitted. Review together as a group.
If time, students can work on their unfinished vocab words for Chapter 7.

Assess for Understanding:
The group discussion debriefing the days activities will show me that students are on track with their
understanding.
There will be a formative assessment given at the end of Section 1.
There will be a summative assessment given at the end of Chapter 7.

Reflection Notes:
Students seem to enjoy the Guess Who? activity as it incorporated an element of fun.
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DAY TWO (Chapter 7, Section 1):
The Annexation of Hawaii

Power Point presentation
Annexing Hawaii Timeline worksheet handout 1 per student
Student journals

Set up Power Point presentation.
Start the Power Point.

Setting the Context for Introduction:


Step 1: Power Point Presentation
Teach/ introduce content to the class using the Power Point. Students will be noting vocab words that
appear in red during the presentation.

Step 2: Pair / Share activity Read, Talk, and Write
Put students in pair groups.
Read independently page 266 of textbook, Annexing Hawaii
Then students will Talk about the content with their partner
Student will decide together the events that belong on the timeline and each will Write events on their
own worksheet
As a group, review the timeline events and have students correct wrong answers.

Tell the students that we will now analyze a photograph titled Reluctant Bridegroom - Sanford B. Dole
gives Hawaii, represented as the bride, to Uncle Sam (page 266 of their textbook) and ask them to write in
their journals describing what they see in the photo (example: time, place, characters, general information
and details, etc.).

Lesson Closure:
Debrief as a group the elements of the photograph asking students what they see and how they interpret it.

Evaluation:
Re-teaching:
teaching is necessary. If so, as a group answer the questions in the Review Section of the
textbook (page 266) to reinforce learning.
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If a significant number of students do not understand, then use classroom textbook as a
resource for reading (Chapter 7, Section 1). This could be assigned as a homework reading
activity as well.
If time, play video titled Annexation of Hawaii on Discovereducation.com.

understanding.
Reflection Notes:
With a large class of 35 students pair work groups seem smoother than groups of 4 or 5 students. Pair groups
seem more focused and accountable to contribute.

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DAY THREE (Chapter 7, Section 1):
The Annexation of Hawaii continued

Student journals (or online Daily Writing document if internet is functional)
Video titled Annexation of Hawaii on Discoveryeducation.com
Students need their completed Hawaiian Timeline activity worksheets from yesterday

Set up overhead projector
Log onto the internet
Set up video for quick play

Ask the students to open their journal (or use online Daily Writing document if internet functional).
Tell the students that we will now analyze primary source on Queen Liliuokalani (page 266 of their
textbook) and ask them to write in their journals describing the revolt sugar planters led against the queen.
Debrief as a group the reasons for the revolt and the way the students feel about the queen being
overthrown from her throne.


Step 1: Check Hawaiian Timeline activity worksheets as a group
Discuss content as we check for correct answers
Ask students to correct any wrong answers

Step 2: Watch video titled Annexation of Hawaii on Discoveryeducation.com

Step 3: Review for tomorrows Chapter 7, Section 1 check quiz, and remind students to study.

Lesson Closure:
Review Chapter 7, Section 1 and tell the students they will have a check quiz on this section tomorrow.

Evaluation:
Re-teaching:
teaching is necessary.
Remind students that there is a Chapter 7, Section 1 quiz tomorrow and they should review
their worksheets and re-read Chapter 7, Section 1 in order to b prepared.
If time, have students log on to the Chapter 7 flashcards on Imperialism and practice with the
scatter or matching games on the Mr. Andersons quizlet site.

understanding.
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There will be a formative assessment given at the end of Section 1 (tomorrow).
Reflection Notes:
Timeline activities seem manageable for students at this age. The key is to get them to determine the main point of
the event to document on their timeline and to summarize it in just a few words.
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DAY FOUR (Chapter 7, Section 2):
The Spanish-American War Introduction

Presentation (Chapter 7, Section 2)
Chapter 7 S1 Practice Quiz 1 per student
Spanish American War: Beginnings handout 1 per student
Photograph for student interpretation (Daily Writing)

Set up photograph for student Daily Writing
Set up presentation.
Start presentation file.

Tell the students that we will now analyze a photograph titled The Main Explodes, 1898 (page 269 of their
textbook) and ask them to write in their journals describing what they see in the photo (example: time,
place, characters, general information and details, etc.).
Debrief as a group the elements of the photograph asking students what they see and how they interpret it.


Step 1: Presentation
Analyze causes of the Spanish-American War (use page 269 of textbook)

Step 2: As a group, review Hawaiian Annexation Timeline from yesterday

Step 3: Formative Quiz on Chapter 7, Section 1 (open notes / open book)

Step 4: As a group, watch video titled U.S.S. Maine Sinks in Havana Harbor at
http://app.discoveryeducation.com/search?Ntt=USS+Maine
User ID: wendymorales777 Password: morales123

Step 3: Pair / Share activity Read, Talk, and Write
Read independently read Spanish American War: Beginnings
o Instruct students to just read and do not answer the questions yet
Put students in pair groups
Then students will Talk about the content with their partner
Student will decide together what to Write each student has own worksheet to complete

If time, repeat this procedure with the backside of the worksheet titled The Spanish American War: Battles
and Outcome

Lesson Closure:
Review completed worksheets as a group and have students correct wrong answers.
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Evaluation:
Re-teaching:
teaching is necessary. If so, further review Chapter 7 Section 2 as a group (page 268) to
reinforce learning.
If a significant number of students do not understand, and there is no class time remaining, then
reading Chapter 7, Section 2 could be assigned as a homework reading activity as well.
Extension Activities (if time):
If time, students can work with Chapter 7 flashcards on Mr. Andersons quizlet site.

understanding.
Reflection Notes:
Careful monitoring of students is needed for the READ / TALK / WRITE activities. At this age, it seems natural to
want to pick up the pencil to answer the questions before reading. Asking students to leave pencils down during
READ time was the key to get them to focus on their reading.
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DAY FIVE (Chapter 7, Section 2):
The Spanish-American War continued
Topics: The Battle for Cuba, 1898 - and The Battle for the Philippines, 1898


Textbook (Chapter 7, Section 2)
Spanish-American War 1898 Mapping Assignment handout 1 per student
Spanish American War Cuba / Philippine Maps handout 1 per student
Photograph for student interpretation (Daily Writing)
o Use textbook Pages 270 271 Primary Source: The Spanish American War

Textbook page 270 271 for Daily Writing activity

Step 1: Ask the students to open their journals (or online DW documents if internet is functional)
As a group, open textbook to pages 270 & 271 of textbook to introduce Primary Source details of both
battles discussing the map keys and photographs of the Rough Riders, Emilio Aguinaldo, and U.S. Soldiers
fighting near Manila.
o Then, ask students to examine independently and answer questions 1 and 2 using the Analyzing
Geography box
1. Location: Where did the major battles take place? (near Santiago and Manila)
2. Human-Environment Interaction: How are the geography of Cuba and the Philippines
similar? How did this help Americans? (Both are islands, and the American navy was much
stronger than the Spanish navy)
o Go to Step 2 below


Step 2: Analyze the Battles for Cuba and the Philippines
Review Daily Writing activity as a group addressing answers to questions 1 and 2 above
Also as a group, view circle graph on page 270 and discuss U.S. Deaths in the Spanish-American War asking
students What caused the most casualties during the war? Explain (Food poisoning and disease caused the
most deaths. Sanitary conditions were poor.)

Step 3: Read the Material
As a group, read A War on Two Fronts (starting on page 271 of textbook)
I will read the first paragraph and then call on students thereafter to read subsequent paragraphs.
Those students not reading should be following along in book.

Step 4: Complete the Mapping Assignment
Distribute Spanish American War Cuba / Philippine Maps handout (2-sided) 1 per student
Distribute Spanish-American War 1898 Mapping Assignment handout (1/2 sheet) 1 per student
o Review assignment instructions with students answering any questions they may have
o Instruct students to put their names on the assignment as points will be recorded as a formative
Assessment in the grade-book

Lesson Closure:
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Give students time in class to work on their assignment. Circulate the room to assist students.
Tell students that unfinished work should be completed at home and the assignment is due tomorrow.

Evaluation:
Re-teaching:
teaching is necessary. If so, further review the two battles in Chapter 7 Section 2 as a group
(page 271 - 272) to reinforce learning.
Students can work with Chapter 7 flashcards on Mr. Andersons quizlet site at
http://quizlet.com/2865625/chapter-7-america-becomes-a-world-power-flash-cards/
As a group, watch video titled The War in the Philippines and the Caribbean (3:02 min) at
http://app.discoveryeducation.com/search?Ntt=+spanish+american+war
User ID: wendymorales777 Password: morales123

understanding.
The Spanish American War Cuba / Philippine Maps handout (2-sided) will be collected and graded as
points for a formative Assessment in the grade-book. Students can complete as homework if needed.
Reflection Notes:
Rubric for mapping assignment needed, or just mark points clearly on assignment handout for students to see?

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DAY SIX (Chapter 7, Section 2):
Debate: Should the U.S. Annex the Philippines?
In this activity, students analyze primary documents from a variety of perspectives to gain an understanding of
contemporary arguments for and against U.S. annexation of the Philippines at the turn of the twentieth century.
After reading the documents, students choose one document, prepare their arguments, and debate U.S. annexation
of the Philippines from the perspective of the author of their document. The activity can also substitute written
responses for oral debate.

(Debate Primary Sources handout, use as many sources as needed) 1 per student
Debate Group Form handout 1 per student
Textbook Page 273 Primary Source DBQ (for Daily Writing)

Textbook page 273 for Daily Writing activity
o Students to read both perspectives on the U.S. annexing the Philippines and answer questions 1 4
using their journals or online Daily Writing document if internet is functional)

After reading both perspectives on page 273 of textbook, ask students to examine independently and
answer questions 1 4.
Tell students that the answers to these questions will be turned in for a formative assessment grade.


Step 1: Document Analysis
Each group member should examine ONE of the following documents. You will debate annexation of the
Philippines from the perspective of the writer of your document. Make sure your group includes at least one pro-
annexation, one anti-annexation, and one Filipino perspective. After reading your assigned document, skim the
other ones.
(All links open in separate windows from this instruction sheet.)
1. U.S. President William McKinley interview excerpt published in 1903.
2. U.S. Democratic presidential candidate William Jennings Bryan.
3. Senator Alfred Beveridge (Republican-Indiana)
4. Colored Citizens of Boston (The Boston Post, July 18, 1899)
5. Emilio Aguinaldo (President of the Independent Philippine Republic)
6. Clemencia Lopez (An Activist in the Philippine Struggle for Independence)
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Step 2: Prepare to Debate
Prepare to debate, from the perspective of your character, by answering the following questions:
1. What is the name of your character (i.e., author of your document)?
2. What position is your character taking on the question of annexation (making the United States part of the
Philippines)? What are his / her reasons?
3. What more would you like to know about your character?
4. Why do you think your character thinks the way he / she does? What would it take to change his / her thinking
somewhat?
5. What are some of the reasons on the other side of the argument?
6. If your character had to try to reach a consensus or compromise with others who disagree, what kind of
compromise would your character be willing to accept? What would he /she not be willing to compromise on?
Step 3: Choosing a recorder
Make a chart with space for reasons for and against U.S. annexation of the Philippines. Choose someone to record
these reasons during the debate.
Step 4: Presenting the views from the documents
Each group member, pretending they are the person who wrote their assigned document, should present that
persons view on annexation to the rest of the group.
Step 5: Debate
When everyone has presented their view, continue discussing and debating the question of U.S. annexation. Use the
documents and their authors as the basis for your debate. In other words, try to STAY IN CHARACTER!
Step 6: Reaching a consensus
By the end of the debate, group members should try to reach a consensus-a compromise on which everyone can
agree-about what position the U.S. should take on the question of annexation. Participants should refer to their
answers from Step 2.
Lesson Closure:

Step 7: Report to the class
Share your thoughts with the class, as to what kind of consensus you reached, and what the process was like.
Exit ticket:
Have students write on a sheet of paper answering the following questions wrapping up todays debate activity:
What was most interesting and/or enjoyable about the activity? What was most challenging, and why?

Evaluation:
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Re-teaching:
teaching is necessary. If so, further review is needed, review Chapter 7 Section 2 as a group
(page 273) to reinforce learning.
Chapter 7 Section 2 unfinished vocab words
Writing Activity: Based on the consensus it reached in the debate / discussion, the group
should write a newspaper editorial on whether or not the United States should annex the
Philippines.

understanding.
Students should turn in their answers to handout questions 1 4 for a formative assessment grade.
Reflection Notes:
Some of these readings are a difficult read for ninth-grade students. Consider reading it aloud for them to begin
the lesson, or choose a good reader in each group to do the excerpt readings.
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DAY SEVEN (Chapter 7, Section 3):
American Diplomacy
Topics: Chinas Open Door Policy and Boxer Rebellion, 1899+


PowerPoint An American Empire (Chapter 7, Section 3)
Chinas Open Door Policy handout 1 per student
The Boxer Rebellion handout 1 per student

Opening / Daily Writing Activity:
Textbook Chapter 7, Section 2 Daily Writing activity
o Tell students to write about details surrounding the Spanish-American War. This information will
be reviewed and recorded and attached to the online lesson plans to serve as a resource review
sheet for the upcoming summative assessment. Students should answer Time Period, Characters,
Causes, Who was Involved and Why, Outcome, Effects.
See Our Stories for final results.

Guided Practice:
Step 1:
Review PowerPoint An American Empire (Chapter 7, Section 3)


Step 2: Analyze the Open Door Policy
Complete Open Door Policy activity handout
Independent Read (5 mins)
Pencils down please
Mark up the text - highlight or underline main points
Answer activity questions on backside (8 mins)

Step 3: As a group, review answers to Open Door Policy handout. Students should correct wrong answers to
reference handout when studying for upcoming chapter test.

Step 4: Analyze The Boxer Rebellion
Complete Boxer Rebellion activity handout
Pencils down please
Answer activity questions on backside (5 mins)

Step 5: As a group, review answers to The Boxer Rebellion handout. Students should correct wrong answers to
reference handout when studying for upcoming chapter test.

Lesson Closure:
Give students time in class to work on their assignment. Circulate the room to assist students.
Tell students that unfinished work should be completed at home and the assignment is due tomorrow.
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Evaluation:
Re-teaching:
Debrief the days activities by reviewing PowerPoint An American Empire (Chapter 7, Section 3)
and ask questions to check for understanding and determine if re-teaching is necessary. If so,
further review in textbook Chapter 7 Section 3 as a group to reinforce learning.

understanding.
The Open Door Policy and The Boxer Rebellion handouts (2-sided) will be collected and graded as points
for a formative Assessment in the grade-book (up to 5 points each). Students can complete as homework if
needed.
Reflection Notes:
Be aware of pacing with two assignments to complete in class. The independent reads took about 5 minutes each,
and the questioning for Open Door Policy took 8 minutes and The Boxer Rebellion questions took about 5 minutes.

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DAY EIGHT (Chapter 7, Section 3):
American Diplomacy continued
Topics: Roosevelts Imperialistic Policies


Jigsaw activity New American Diplomacy handout 1 per student

Can logon to your Chromebook (if internet is functioning properly)
o Students should open their Daily Writing document
If internet is not functional, students can use their journals or use pencil and paper for the DW activity
below:

o Students will open textbooks to page 278. Looking at the resource on Great White Fleet they will
write a journal entry from the point of view of a Japanese citizen. Instruct students that their
journal entry will describe what it might be like to see the U.S. Great White Fleet and discuss how
you might react or feel.

Guided Practice:
Step 1:


Step 2: Analyze the Roosevelts Imperialistic policies
Distribute New American Diplomacy handout 1 per student.
Tell students to complete #2 on handout The Panama Canal from page 279 of book and to use the image
provided to explain what the statement speak softly and carry a big stick means.
As a group, review #2 on handout.

Step 3: Independent Work
Break the class into 2 groups and assign #3 and #4 of handout (backside) to each group. Tell students to
remain in their own seats for now.
Instruct students to first independently read their assigned section in the textbook and to complete their
assigned question.

Step 4: Group Work
Alike groups will now meet together to verify the main points of the information they just read. (Tell
students theyll be sharing this information with their classmates, so they must be on the same page with
their alike group members in order to share proper information to others in the next step.)

Step 5: Share Your Information
Now different groups are ready to meet with one another to share information they have learned on their
assigned topic.
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Instruct students to meet with the other group to gather information they are missing.
Instruct students NOT to simply switch papers, but to talk with one another and share their topics verbally.

Step 6: Review
As a group, review answers to all topics on the New American Diplomacy handout. Students should add
missing information as necessary as we review in order to reference handout when studying for upcoming
chapter test.

Lesson Closure:
Exit Slip / Edmodo 3-2-1
o Tell students to log on to Edmodo for 3-2-1 exit slip or just use pencil and paper.
o Write 3 things youve learned today, 2 things you still have questions about, and 1 thing you
enjoyed learning today.

Evaluation:
Re-teaching:

understanding.
Reflection Notes:
Time the group meetings and tell students its okay if they are not completely finished with that particular topic
because we will review together as a class at the end of the hour.
I found it helps to move students back to their own seats between group switches makes transitions easier.
Instruct students to talk about their topic when sharing information and discourage them from trading papers to
copy answers.

28

DAY NINE (Chapter 7, Section 3):
American Diplomacy continued
Topics: Tafts Dollar Diplomacy and Wilsons Diplomacy in Mexico


Tafts Dollar Diplomacy handout 1 per student
Woodrow Wilson in Mexico handout 1 per student
Roosevelt Builds Panama Canal handout 1 per student

Can logon to your Chromebook (if internet is functioning properly)
o Students should open their Daily Writing document
If internet is not functional, students can use their journals or use pencil and paper for the DW activity
below:

o Students will open textbooks to page 284. Looking at Geography & History section (in green
shading) read The Panama Canal. Then, tell students to study the globe showing the distance
traveled from San Francisco to New York before and after the canal was built. Now students will
write an entry telling How did the Panama Canal improve U.S. trade and business?

Guided Practice:
Step 1:


Step 2: Analyze Tafts Dollar Diplomacy
Distribute Tafts Dollar Diplomacy handout 1 per student.
Pencils down please
Answer activity questions on backside
As a group, review handout questions.

Step 3: Analyze Wilsons Diplomacy in Mexico
Distribute Woodrow Wilson in Mexico handout 1 per student.
Pencils down please

Step 4: IF TIME Analyze Roosevelt Builds Panama Canal handout 1 per student
Distribute Roosevelt Builds Panama Canal handout 1 per student.
29

Pencils down please

Lesson Closure:
Exit Slip / Edmodo 3-2-1
o Tell students to log on to Edmodo for 3-2-1 exit slip or just use pencil and paper.
o Write 3 things youve learned today, 2 things you still have questions about, and 1 thing you
enjoyed learning today.

Culminating Activities:
As a group, we will play games with Chapter 7 Quizlet flashcards using the smart board. This serves as an
excellent review of the materials students need to know for tomorrows test.
o http://quizlet.com/2865625/chapter-7-america-becomes-a-world-power-flash-cards/
Also, a group review sheet using the smart board is another tool we will use. As a group we will review
with the class the chapter content as I type it in a spreadsheet to attach to the daily lesson plan. Then
students can access it as a study tool for content summary.
Lastly, Ill divide the group into two teams to compete in Imperialism jeopardy game. Keep score as the
game is played to determine winner.

Evaluation:
Re-teaching:

understanding.
Reflection Notes:
With extra time have students work on their unfinished Chapter 7 vocab words due to the upcoming chapter test.
Computer work is sometimes time consuming in itself (logging in, etc.) so plan accordingly for a rough or a smooth
activity using computers.

30

DAY TEN (Chapter 7):

PowerPoint An American Empire (Chapter 7)
Textbook (Chapter 7)
Chapter 7 Test 1 per student
Scantron sheet 1 per student
Chapter 9 Vocabulary handout 1 per student

Opening / Chapter 7 Review:
Give students 7 minutes to review their notes and textbook for the Chapter 7 test

Guided Practice:
Step 1:
As a group, review PowerPoint An American Empire (Chapter 7) answering student questions along the
way.


Step 2: Take the Chapter 7 Test
Distribute Test
Distribute student Scantron sheets
Go over Test instructions with students and answer any questions they have about the directions

Lesson Closure:
Students who finish the test early can begin working on Chapter 9 vocabulary (next chapter WWI)

Evaluation:
Re-teaching:
N/A
Students can work with Chapter 9 (WWI) flashcards on Mr. Andersons quizlet site at
http://quizlet.com/15728753/wwi-chapter-9-flash-cards/


Summative Assessment on Chapter 7.
Reflection Notes:
With extra time have students can begin defining vocab words for the next Chapter 9.
Make sure students fully understand test directions before beginning. Explain in detail and take student questions.
Instruct students to NOT write on tests, only Scantrons.
31

7. Accommodation Plan / Special Needs Approaches:

If necessary, worksheets and activities will be modified to meet the demands of special educational needs,
IEPs, etc. For example, students with special needs will be partnered with a higher-achieving student for
guidance if needed, and guided notes will be provided when necessary. A special education co-teacher is
present in classes with students with special needs. The co-teacher is given copies of all assessments for
modification beforehand. Multiple intelligences and differentiation are built into the lessons to engage
such students and meet many different learning styles.

32

8. Culminating Activities:
Note: See Day Nine Lesson Plan for Culminating Activities
As a group, we will play games with Chapter 7 Quizlet flashcards using the smart board. This serves as an
excellent review of the materials students need to know for tomorrows test.
o http://quizlet.com/2865625/chapter-7-america-becomes-a-world-power-flash-cards/
Also, a group review sheet using the smart board is another tool we will use. As a group we will review
with the class the chapter content as I type it in a spreadsheet to attach to the daily lesson plan. Then
students can access it as a study tool for content summary.
Lastly, Ill divide the group into two teams to compete in Imperialism jeopardy game. Keep score as the
game is played to determine winner.

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