Saint Francis University

Education Department

America Claims an Empire

Standards-Aligned Unit Planning Process-Domain I

1. Unit Overview Content Area:

Grade Level:

1a. Brief description of the unit of study
1b. Grade level standard(s) to be addressed in
this unit of study
Objective: To understand how individuals and events moved the U.S. into the role of a world
power and to recognize the effects of economic policies on U.S. diplomacy.
There will be a test at the end of the chapter, and periodic assignments throughout the chapter to
measure understanding. Some classes will work more independently and others will work with me
or each other.
8.1.9 A (Compare patterns of continuity and change over time, applying context of events),
8.1.9 B (Compare the interpretation of historical events and sources, considering the use of fact
versus opinion, multiple perspectives, and cause and effect relationships.),
8.1.9 C (Construct research on a historical topic using a thesis statement and demonstrate use of
appropriate primary and secondary sources. (Reference RWSL Standard 1.8.8 Research)),
8.1.9 D (),
8.3.9 A (Compare the role groups and individuals played in the social, political, cultural,
and economic development of the U.S.),
8.3.9 B (Compare the impact of historical documents, artifacts, and places which are critical to
the U.S.),
8.3.9 C (Analyze how continuity and change have impacted the United States.),
8.3.9 D (Interpret how conflict and cooperation among groups and organizations have impacted
the growth and development of the U.S.), 8.1.12 A (), 8.1.12 B (), 8.1.12 C (), 8.1.12 C ()

PA Reading Assessment Anchors: R11.A.2 (Understand Nonfiction Appropriate to Grade Level),

R11.B.1 (Understand Components Within & Between Texts), R11.B.3 (Understand Concepts &
Organization of Nonfictional Text)
Anchor Descriptor: L.N. 2.4 & 2.5
2. Learning Targets - Domain I/III

2a. Concepts and Competencies for all students
2a. Concepts and competencies for all students
Resources:
SAS Portal: PA Core Curriculum Framework
PA Alternate Eligible Content
General Education Curriculum Unit Objectives

2b. Key vocabulary for all students
 Queen Liliuokalani (Queen of Hawaii when the U.S. took over)
 Imperialism (the policy in which stronger nations extend their economic, political, or
military control over weaker nations)
 Jose Marti (Cuban poet and journalist who launched a revolution in 1895)
 Yellow Journalism (style of writing that exaggerates the news to lure and enrage readers)
 USS Maine (ship supposed to bring U.S. citizens home from Cuba, blew up in Havana
harbor)
 Protectorate (a country whose affairs are partially controlled by a stronger power)
 Open Door notes (series of statements issued by John Hay in 1899)
 Boxer Rebellion (Rebellion in China vs. European powers, U.S., and Japan)
 Panama Canal
 Roosevelt Corollary (disorder in Latin America might force the U.S. to get involved, added
to the Monroe Doctrine)

3. Instructional Process - Domain III

Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional BEFORE identifying barriers, consider options and multiple pathways Accommodations and
Components for ALL students as they access the general curriculum. Consider: the Modifications
modes in which instruction and materials are presented, how students
will interact, respond, and demonstrate what they know, and ways to
adjust levels of challenge and maintain engagement.

Instructional Materials, Resources Assessment

Practices and Tools Barriers to Access

Describe each critical Identify effective and Identify flexible Identify flexible After UDL Principles Adjusted tests,
instructional evidence-based materials, tools and assessments that will are discussed, list answers taken away
component that will be instructional practices resources that will support educators to additional
included in a sequence that will describe how support educators to meet the varied needs instructional and
of instruction within to: meet the varied needs of all students. curricular barriers
this unit to guide ● Teach the of all students. Consider: that students may
students in achieving concepts and ● How will the encounter in the areas
the prioritized skills (present educator of access to learning
learning target(s). the information monitor and meaningful
to the students) student participation.
Instructional ● Provide engagement,
components include student participation
those that address practice with and learning?
prioritized learning corrective ● How will
targets as well as feedback (how students
those that students will correct communicate
participate in but may responses will their
not be assessed on. be responses?
Including both allows acknowledged
planning for and how errors
meaningful will be
participation in all corrected)
instructional ● Design
components of the formative
unit. assessment
● Reteach
concepts and
skills when
necessary
● Provide
distributive
review of
previously
learned skills

4. Individualized Student Planning

Student or groups will be identified Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
here. If you do not have IEP Aligned to prioritized learning
students then you may leave this targets
section blank. 504 students may
also be included here. *GIEP
students would be included in this
section.

A N/A N/A N/A