INSTRUCTIONAL FOCUS DOCUMENT U.S. History/HS Social Studies

Transcription

1 Exemplar Lesson 01: Spanish American War and Expansionism Exemplar Lesson 02: WWI: U.S. Drawn to the World Stage Exemplar Lesson 03: Defining American Foreign Policy State Resources: Project Share Resources: RATIONALE: This unit bundles student expectations that address the rise of the United States into the position of a world power. Prior to this unit, students learned about domestic issues including the progressive movement and the reform efforts to improve societal needs. It is important to note that if students have taken World History prior to U.S. History they will have learned about World War I. During this unit students develop a better understanding of foreign policy. The unit focuses on how the United States transitions into becoming a world power. The decision to partake in the Spanish American War and a movement towards expansionism helps students understand foreign policy decisions and their effects. Secondly, students learn that the United States is drawn into World War I. While you may want to briefly review the causes of WWI and the years prior to U.S. entry, this unit will exclusively focus on U.S. involvement ( ). Students also discover the varying points of view regarding the U.S. and the signing of the Treaty of Versailles. Though the results of the treaty (change in political boundaries in Europe and payment of repartitions) should be mentioned, the focus is on Wilson s 14 points and the debate regarding the League of Nations. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: Students lack background knowledge about the historical relationship between Cuba and Spain which ultimately led to the Spanish American War. If the students are familiar with the United Nations, the teacher will need to clarify that the UN came into existence during World War II. The League of Nations preceded the United Nations. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Create a magazine spread explaining significant events from that were critical to move the U.S. into the position of a world power. (US.4A, US.4B; US.29G; US.30A, US.30B) 5G Depict the causes of U.S. entry into World War I through an annotated timeline. (US.4C; US.29B) 1C Create a political cartoon supporting a point of view on Wilson s 14 points and the Treaty of Versailles. (US.4F; US.29G; US.30A) 1C Change Conflict Power Conflict Innovation Compromise Checks and Balances Geographic factors Foreign policy decisions by a nation s government often reflect the beliefs and values of its people at the time. A nation s beliefs and values may lead to involvement in a conflict. Domestic and foreign issues affect a nation politically, economically and socially. 2012, TESCCC 08/22/12 page 1 of 10

2 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Political factors KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Expansionism a policy or practice of expansion and especially of territorial expansion by a nation Foreign Policy the policy of a sovereign state in its interaction with other sovereign states Diplomacy the practice of conducting negotiations between nations US.2 US.2A History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to: Identify the major characteristics that define an historical era. Identify US.2B US.2C Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. MAJOR CHARACTERISTICS THAT DEFINE AN HISTORICAL ERA An era of history having a distinctive feature political, social or economic commonality considered to be relative chronology rather than absolute chronology Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT Rise of World Power Expansionism Acquisitions of land (Guam, Hawaii, Philippines, and Puerto Rico) as a result of the Spanish American War Latin America Panama Canal World War I Woodrow Wilson, League of Nations, total war, technological advances Apply ABSOLUTE CHRONOLOGY Significant individuals, events & time periods Absolute chronology exact date RELATIVE CHRONOLOGY 2012, TESCCC 08/22/12 page 2 of 10

3 US.2D Explain the significance of the following years as turning points: 1898 (Spanish American War), (World War I), 1929 (the Great Depression begins), (World War II), 1957 (Sputnik launch ignites U.S. Soviet space race), (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama). Significant individuals, events & time periods Relative chronology general time period or era Explain SIGNIFICANCE OF DATES AS TURNING POINTS 1898 Spanish-American War U.S. enters the world stage and is no longer an isolationist Expansion (territories) World War I U.S. becomes a member of an alliance system and begins to partake in global decisions US.4 US.4A US.4B History. The student understands the emergence of the United States as a world power between 1898 and The student is expected to: Explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power. Evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico. Explain WHY SIGNIFICANT EVENTS AND INDIVIDUALS MOVED THE UNITED STATES INTO THE POSITION OF A WORLD POWER Spanish-American War Officially a war to protect the rights of Cubans who were being tormented by their Spanish rulers. The controversial sinking of the battleship USS Maine brings us into a war with Spain, U. S. attacks both Cuban and Spanish possessions (The Philippines) in the Pacific. After a US victory, Cuba is liberated and the Philippines become a US territory. The United States was able to prove its military power. U.S. expansionism Hawaii and other Pacific islands, United States economic influence spreads through the Pacific. As our industrial might matures, we looked to new markets in foreign lands; U.S. s sense of destiny to spread democracy throughout the world. Henry Cabot Lodge Supported American expansion as a way to increase national pride, spread civilization, and gain world power Alfred Thayer Mahan Historian and author of a book on the importance of the navy to a countries power. Theodore Roosevelt Rough Rider during the Spanish American War; Expansionist policies as President increased the U.S. role in Latin America and the world. Reasserted the Monroe Doctrine. Sanford B. Dole First president of Republic of Hawaii and helped Hawaii become annexed to the United States Missionaries Many missionaries were in China and Hawaii, their work helped link the United States with Asia Evaluate AMERICAN EXPANSIONISM 2012, TESCCC 08/22/12 page 3 of 10

4 US.4C Identify the causes of World War I and reasons for U.S. entry. United States economic influence spreads through the Pacific. As our industrial might matures, we looked to new markets in foreign lands; U.S. s sense of destiny to spread democracy throughout the world. Guam, the Philippines and Puerto Rico become U.S. territories after the Spanish American War Hawaii U.S. places naval stations there to protect world trade Explain WHY SIGNIFICANT EVENTS AND INDIVIDUALS MOVED THE UNITED STATES INTO THE POSITION OF A WORLD POWER US.4D US.4E Understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing. Analyze the impact of significant technological innovations in World War I such as machine guns, airplanes, tanks, poison gas, and trench warfare that resulted in the stalemate on the Western Front. German Proclamation (1915) said the waters around the British Isles were to be considered an official war zone, and Germany would attempt to sink any ship that entered this area. (unrestricted submarine warfare) Sussex Pledge Germany makes a pledge not to sink merchant ships without warning (did not uphold their pledge) German submarine torpedoed British ocean liner Lusitania off southern coast of Ireland, resulting in deaths of 128 Americans. Diplomacy failed to call off unrestricted submarine warfare. Germany resumes U-boat attacks on U.S. ships. Ties to Great Britain- the U.S. conducted a significant amount of trade with Great Britain which would be affected if Germany won the war British intelligence intercepted the Zimmerman telegram which revealed Germany s plan to approach the Mexican government for military alliance Understand CONTRIBUTIONS OF THE AMERICAN EXPEDITIONARY FORCES LED BY GENERAL PERSHING Including, but not limited to American Expeditionary Forces- the U.S. forces sent to the Western Front (France predominately), fought alongside British and French allied forces the last year of World War I Gen. John J Pershing: Commander of the American Expeditionary Forces. Analyze IMPACT OF SIGNIFICANT TECHNOLOGICAL INNOVATIONS IN WORLD WAR I Machine guns Relatively new technology at the beginning of the war, many difficulties with keeping machine cool, but application had the effect of making it difficult or nearly impossible to cross defended ground, later in the war used on tanks and airplanes Airplanes Early in the war used as spotters, planes were unarmed but pilots would carry handheld weapons, later larger planes created and able to bomb the enemy Tanks Developed out of the need to end the stalemate on the western front, early tanks were not reliable, but effective in ending trench warfare Poison gas Chlorine gas and mustard gas used, sometimes used to create a smoke screen to hide 2012, TESCCC 08/22/12 page 4 of 10

5 US.4F Analyze major issues such as isolationism and neutrality raised by U.S. involvement in World War I, Woodrow Wilson's Fourteen Points, and the Treaty of Versailles. attacking soldiers, also used to force evacuation of enemy trenches Trench warfare that resulted in the stalemate on the western front form of warfare in which combatants occupy fighting lines, comprised of trenches. While in the trenches, there is little risk of small arms fire and troops are protected from artillery. The area between opposing trench lines was known as no man s land. Analyze MAJOR ISSUES US.4G US.12 US.12A Analyze significant events such as the Battle of Argonne Forest. Geography. The student understands the impact of geographic factors on major events. The student is expected to: Analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina. WORLD WAR I Isolation v. Internationalism, Self-determination of all peoples, FOURTEEN POINTS PLAN League of Nations and its defeat in US and how that defines our international position (failure of Fourteen Points) Fear of entangling alliances TREATY OF VERSAILLES Unjust treatment of Germans in Treaty of Versailles, including the reparation payments Established new political boundaries in Europe Analyze SIGNIFICANT EVENTS OF WORLD WAR I Battle of Argonne Forest- a part of the final Allied offensive of World War I that stretched along the entire western front, the objective was the capture an important railroad/train station which would break the rail net supporting the German Army in France, as an Allied victory the battle is credited for leading to the Armistice Analyze IMPACT OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS Panama Canal Human factors United States supported a revolution in Panama in the early 1900s. The U.S. was permitted to build the canal and control a zone of 5 miles on each side of the canal (known as the Canal Zone). The division of the country into two parts by the U.S. territory caused tension throughout the 20th Century. President Jimmy Carter signed a treaty to return the Canal area to Panama on December 31, Physical factors the 48-mile international waterway allows ships to pass between the Atlantic 2012, TESCCC 08/22/12 page 5 of 10

6 Ocean and Pacific Ocean, saving about 8,000 miles from a journey around the southern tip of South America (Cape Horn). US.12B US.15 US.15D Identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts. Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to The student is expected to: Describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States. Identify, Explain REASONS FOR CHANGES IN POLITICAL BOUNDARIES Rise of World Power Guam, the Philippines and Puerto Rico become U.S. territories after the Spanish American War Hawaii- U.S. places naval stations in Hawaii to protect world trade Treaty of Versailles Established new political boundaries in Europe Describe ECONOMIC EFFECTS OF INTERNATIONAL MILITARY CONFLICTS US.19 US.19B US.19E Government. The student understands changes over time in the role of government. The student is expected to: Explain constitutional issues raised by federal government policy changes during times of significant events, including World War I the Great Depression, World War II, the 1960s, and 9/11. Evaluate the pros and cons of U.S. participation in international organizations and treaties. As the U.S. takes over territory, it expands its markets and finds more resources for its use. Wars fueled the economy, and in the case of Spanish American War, led to America becoming an imperial power. WW I led to great levels of industrialization in the U.S., increased exports, increased agricultural production Explain CONSTITUTIONAL ISSUES RAISED BY FEDERAL GOVERNMENT POLICY CHANGES DURING TIMES OF SIGNIFICANT EVENTS WWI- Soon after declaring war on Germany and its allies in 1917, Congress ruled that the U.S. mail could not be used for sending any material urging "treason, insurrection or forcible resistance to any law." It punished offenders with a fine of up to $5,000 and a five-year prison term. Evaluate PROS AND CONS OF U.S. PARTICIPATION IN INTERNATIONAL ORGANIZATIONS AND TREATIES Pros Influence international policy Protect American Interest Protect American Security 2012, TESCCC 08/22/12 page 6 of 10

7 US.26 US.26F Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: Discuss the importance of congressional Medal of Honor recipients, including individuals of all races and genders such as Vernon J. Baker, Alvin York, and Roy Benavidez. Assist other countries Cons Potential loss of American Sovereignty Potential loss of American Security Discuss IMPORTANCE OF CONGRESSIONAL MEDAL OF HONOR RECIPIENTS US.27 US.27B Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to: Explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines. Alvin York (World War I) was the most decorated American soldier in World War I. He was awarded the Medal of Honor for leading an attack on a German machine gun nest, taking 32 machine guns, killing 28 German soldiers and capturing 132 others. This action occurred during the U.S.-led portion of the Meuse-Argonne Offensive in France. Explain HOW SPECIFIC NEEDS RESULT IN SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS IN AGRICULTRE, THE MILITARY, AND MEDICINE Refrigeration Military Machine guns Airplanes / Air Combat Submarines Mines (Sea and land) Gas Tanks Medical Yellow fever ( caused by a mosquito) led to development of vaccine Tetanus vaccine Rabies vaccine Typhoid vaccine US.29 US.29B Use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the Analyze 2012, TESCCC 08/22/12 page 7 of 10

8 main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. INFORMATION Sequencing Categorizing Identifying cause and effect relationships Comparing Contrasting Finding the main idea Making generalization and predictions Drawing inferences and conclusions US.29G US.30 US.30A US.30B Identify and support with historical evidence a point of view on a social studies issue or event. Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Create written, oral, and visual presentations of social studies information. Use correct social studies terminology to explain historical concepts. STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. Identify, Support POINT OF VIEW Social studies issue or event STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. Create WRITTEN, ORAL AND VISUAL PRESENTATIONS Use SOCIAL STUDIES TERMINOLOGY CORRECTLY STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. SE# Social Studies Skills TEKS: Use appropriate social studies skills to support instruction. US.29 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: US.29A Use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions. US.29B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making 2012, TESCCC 08/22/12 page 8 of 10

9 US.29C US.29D US.29E US.29F US.29G US.29H US.30 US.30A US.30B US.30C US.31 US.31A US.31B US.32 US.32A US.32B generalizations and predictions, and drawing inferences and conclusions. Understand how historians interpret the past (historiography) and how their interpretations of history may change over time. Use the process of historical inquiry to research, interpret, and use multiple types of source of evidence. Evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context. Identify bias in written, oral, and visual material. Identify and support with historical evidence a point of view on a social studies issue or event. Use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons. Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Create written, oral, and visual presentations of social studies information. Use correct social studies terminology to explain historical concepts. Use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate. Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: Create thematic maps, graphs, and charts representing various aspects of the United States. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases. Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, chose and implement a solution, and evaluate the effectiveness of the solution. Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. ELPS# C(1) 1C C(5) Subsection C: Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet 2012, TESCCC 08/22/12 page 9 of 10

10 5G grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. 2012, TESCCC 08/22/12 page 10 of 10