Lesson on Wednesday, December 20, 2017

Aim: Why did the United States invade Cuba?   

Bell Ringer: Complete "Guiding Questions" for Documents A "Reconcentration Camps" and Document B "March of the Flag" 

Objectives: 

1. 1. Students will explain the motives of the United States’ acquisition of the territories.   

2. 2. Students will examine causes, course, and consequences of the Spanish-American War.  

Agenda:  

1. 1. Bell Ringer (10 min)  

2. 2. Review "Guiding Questions" for Docs A and B (5 min)  
3.       3. Complete graphic organizer: "Why did the U.S. invade Cuba in 1898?"

3. 4. Review Journal 46 (5 min)  

4. 5. History Lab "Imperialism" (rest of class)

HOLIDAY PACKET:  

1.  1. EOC REVIEW PACKET PAGES  19-29 (no page 23), due January 8, 2018. 

Lesson on Tuesday, December 19, 2017

Aim: Why did the United States invade Cuba?  

Bell Ringer: Review Attachment C5, C6.  

Objectives: 

1. 1. Students will explain the motives of the United States’ acquisition of the territories.  

2. 2. Students will examine causes, course, and consequences of the Spanish-American War. 

Agenda: 

1. 1. Bell Ringer (10 min)  

2. 2. Write inquiry question on board: Why did the U.S. invade Cuba? In June 1898, the U.S. sent troops into Cuba. Over the next few days, we are going to investigate why. I will play the following movie twice. Both times, listen for all the different possible reasons why the U.S. chose to invade Cuba. The first time, just listen.  
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3. 3. The second time you watch it, take notes about anything that might help you answer the question: Why did the U.S. invade Cuba? (10 min)  

4. 4. Elicit student hypotheses: Ask students to share some of the possible reasons the movie presents for why the U.S. invaded Cuba. List these on board. By show of hands, elicit which hypotheses students favored. (5 min)  

5. 5. Hand out Spanish American War Graphic Organizer. Show slide #2 from Maine Powerpoint. Fill in the Graphic Organizer for “Awake! United States.”  

Discussion question: Which hypothesis does this support? (5 min) 

6. Hand out Spanish American War Documents A and B and Guiding Questions. Ask students to answer Guiding Questions for each document, and then to fill in the Graphic Organizer for these sources. (15 min)  

7. 6. Discussion: Look back at the list of hypotheses on the board. Ask students: • How do these sources support or contest any of the hypotheses? • Are any hypotheses more convincing to you now? • Do you think the U.S. invaded Cuba for humanitarian reasons? Why or why not? • Should we add any new hypotheses? Change or eliminate any existing hypotheses? (rest of class) 
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Home Learning: Journal 46 – Explain how the Spanish-American War changed the United States. 

Lesson on Monday, December 18, 2017

Aim: What motivations and justifications explain U.S. expansion between the Civil War and WWI?


Bell Ringer: Review Attachment C4


Objectives:
1. SS.912.A.4.2 Explain the motives of the United States’ acquisition of the territories.
2. SS.912.A.4.3 Examine causes, course, and consequences of the Spanish-American War.


Agenda:
1. Bell Ringer (10 min)
2. Current Events (10 min)
3. Imperialism Debate (20 min)
(use document “62. American Imperialism Debate Questions”)


Home Learning:
1. Complete Attachments C5, C6.

Lesson on Friday, December 15, 2017

Aim: What were the major factors that contributed to the United States' imperialistic movement?  

Bell Ringer: Grade and review “For/Against Imperialism” T-Chart (1Q grade) and map Activity “America Becomes a World Power” (1L grade) 

Objectives: 

1. Students will explain the motives of the United States’ acquisition of the territories.   

2. Students will examine causes, course, and consequences of the Spanish-American War.   

Agenda: 

1. 1. Bell Ringer (10 min) 

2. 2. Complete Attachment C (25 min) 

3. 3. For/Against Imperialism Debate: Read Imperialists pages 1-5 or Anti-Imperialists pages 6-10 of Attachment D (rest of class) 

Home Learning:  

1. Complete Attachment C4 

2. Read and watch videos in the following link: https://unitedstateshistoryab.weebly.com/the-gilded-ageimperialism.html  
   

HOME WORK

Hi!

I know I said that I was going to post the reading material on the blog. However, I was able to make copies of the material, so you don't have to read tonight, but please write down five arguments in favor or against imperialism.

best,

O

Lesson on Thursday, December 14, 2017

Aim: What were the major factors that contributed to the United States' imperialistic movement?

Bell Ringer: Grade Progressive Moments Attachment G.

Objectives:
1. Students will explain the motives of the United States’ acquisition of the territories.
3. Students will examine causes, course, and consequences of the Spanish-American War.


Agenda:
1. Bell Ringer (10 min)
2. Complete Map Activity (10 min)
3. Complete Concept Map presentations (15 min)
4. Complete the US Imperialism note-taking guide (Attachment C) using textbook (McGraw-Hill United States History & Geography pp. 142-157). (rest of class)
5. Divide class into two groups and assign reading for HW for tomorrow's debate.

Home Learning: Read assigned areas of Attachment D and complete the questions on the map “America Becomes a World Power”

Lesson on Wednesday, December 13, 2017

Aim: What is Imperialism?  

Bell Ringer: Take 15 minutes to complete your concept maps.  

Objectives: 

1. 1. Students will explain the motives of the United States’ acquisition of the territories.  

2. 2. Students will examine causes, course, and consequences of the Spanish-American War. 

Agenda: 

1. Bell Ringer (15 min)  

2. 1. Grade Vocabulary Review Attachment G  

3. 2. Continue on Imperialism:  

o Post the key term mini-posters around the room and have students do a “gallery walk” to become familiar with each term. Give each pair two post-it notes to write questions about key terms as they walk around. They will stick their post-it with a question on the wall next to two of the terms that they have questions about. Some examples of appropriate questions: “Why is the policy called “Big Stick” policy?” or “What if the US and Spain had never fought a war?”   

o Finally, after students have had an opportunity to do the “gallery walk” and post their questions, have a class discussion using the student-generated questions to guide the discussion. Encourage students to answer each other’s questions and clarify when needed.   

4. Have students complete the US Imperialism note-taking guide (Attachment C) using their textbook (McGraw-Hill United States History & Geography pp. 142-157), online resources, or class notes as appropriate. 

Home Learning: Work on Attachment C, use google.