WOODLAND HILLS SECONDARY LESSON PLAN
Name: Mr. Biondo Date: 2/17/2015 Length of Lesson: 4 Weeks Content Area: U.S. History
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable): U.S. as a World
Power
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
8.3.12.D - Identify and evaluate conflict and cooperation
among social groups and organizations in United States
history from 1890 to the present.
8.1.12.C - Evaluate historical interpretation of events.
8.3.12.A - Identify and evaluate the political and cultural
contributions of individuals and groups to United States
history from 1890 to present.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: Why some Americans thought it was
important for the U.S. to expand its influence.
Why U,S, expansion led to hostility with other countries.
Why international trade was important.
How the military benefited from U,S. expansion.
ESSENTIAL QUESTIONS: Why were Americans interested in
in expanding their influence to different parts of the world?
Why did other Americans think it was important to stay isolated
from other parts of the world?
What did many American's view of isolationism change during
this time period?
How has this time period of U.S. extending their influence had
lasting effects on our country today?
VOCABULARY: imperialism, isolationism, subsidy, spheres
of influence, yellow journalism, dollar diplomacy, Monroe
Doctrine, Rosovelt Corollary, canal
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to: - Explain why some Americans favored
expansion over isolationism
- Identify goals of U.S. foreign policy
- Explain the effect the press had on the Spanish-American War
-Analyze the effects of the Spanish-American war
- Identify the steps the U.S. took to build the Panama Canal
-Describe the Monroe Doctrine and the Roosevelt Corollary
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: Short in class reading and
participation will be assessed. Students will be assessed on
their abilty to define vocabulary in their own words. Students
will be assessed on their completion of, picture analysis, and
other in class activities. Students will be assessed on the
completion of their guided notes. Students will take a map
quiz.
FORMATIVE ASSESSMENTS: Thumbs up, summarizing
main ideas, graphic organizers
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now
Mini Lesson:
MATERIALS AND
RESOURCES:
-Textbooks, notebooks,
INTERVENTIONS:
ASSIGNMENTS:
small group
repitition
Vocabulary Chart
- Guided notes
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
Do Now: Daily Collin's I
Writings
Mini Lesson: Chapter Intro
Guided Practice; Guided
Reading/ Guided Notes
Independent Practice:
Imperialism Graphic
Organizer
Formative Assessment: Exit
Tickets
handouts
reminders to stay on task
extended time for activities
- Political Cartoon
Worksheet
- Map/ Graph analysis
- Map labeling