Foundations of WWI
11.4
T. Majors, Hoover High School
Designer: T. Majors
Publication Date: October 28th, 2004
Standard (include analysis skill): 11.4 Students trace the rise of the U.S. to its role as a world power in the 20th century. 1. List the purpose and effects of the Open Door policy. 2. Describe the Spanish-American War and U.S. expansion in the South Pacific. 3. Discuss America’s role in the Panama Revolution and the building of the Panama Canal. 4. Explain Roosevelt’s Big Stick Diplomacy, Taft’s Dollar Diplomacy, and Wilson’s Moral Diplomacy.
Key concepts/Vocabulary: Change; Justice; Rights – Vocabulary 1. Spheres of Influence, Open Door policy, Boxer Rebellion, Jose Marti, Platt Amendment, Roosevelt Corollary, Dollar Diplomacy, Spanish-American War, Porfirio Diaz, Pancho Villa, Panama Canal, Emilio Aguinaldo, Jones Act
Learning Outcome/ “Big Idea”/ “Essential Learning” (Objective): The students will be able to trace the rise of the U.S. to its role as a world power in the 20th century. The students will work in groups to create a visual metaphor that represents U.S. foreign policy at the turn of the century from the perspective of the U.S. and one of 8 countries or regions.
EL/ Inclusion Strategies: Preview assignment, read and discuss in groups; create metaphors and visuals; oral presentations; teacher-student interactive notes/discussion.
Materials: TCI Metaphor Project, white poster paper, color pens and pencils, overheads, transparencies
Opportunities to Learn/ Perform (Procedure):
1. What will students need to do to achieve knowledge and skills identified in standards and learning outcomes? Read the information provided in the handouts, collaborate with the other students in the groups to create a metaphor and visual for U.S. foreign policy in regards to that country or region. Take notes on information provided by the teacher on each of the involved countries or regions.
Technology Component: Overhead, Visual Transparency
Resources (Indicate primary sources): TCI materials, teacher provided notes
Assessment (description of 2 or more assessment tasks with specific directions, questions, and prompts): Students will present visual metaphors to the class after they have been given teacher approval for metaphor. Students will take notes on each of the countries or regions involved and take a test on America’s rise to world power (chapter 9).
Reflection:
What did student samples reveal? Student samples revealed that this was a difficult assignment for many students. Students needed to get teacher approval for their metaphor before they were allowed to complete their visual. Some groups had an easier time coming up with a metaphor and so they were completed with the visual before some of the groups had gotten approval for their metaphors. Overall, once they had the right idea, the visuals came out neat and well organized.
What do I need to model, change or adjust regarding criteria, assessment, and opportunities to learn? I need to be more aware of the groups that are struggling in coming up with a metaphor and provide them some individual instruction to push them along so that they don’t hold the rest of the class back. I don’t want to provide them the answer, but maybe help them along. It turned out that some groups still didn’t understand the idea of a metaphor, yet failed to let me know they were struggling or ask for help. They just kept saying that they understood the assignment. I did monitor the groups as they worked, but I need to be more insistent about keeping them on a time schedule.
STUDENT SAMPLES:
