Brigham, Michele
Unit: U.S.-Latin American Relations 1823-1945 Themes: Effect of the 3 major U.S. foreign policy doctrines on U.S.-L.A. relations during the
period from 1823-1945
Key Learning (Objective) Analyze the impact of U.S. foreign
policy statements on:
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Unit Essential Question: How did U.S. Foreign policy doctrines
concerning the western hemisphere affect Latin American development?
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1. Latin American/World relations
2. Latin American/U.S. relations
3. Latin American political and economic development
Lesson 1: Foreign Policy Statement: Monroe Doctrine (2 class periods)
What was the impact of the Monroe Doctrine in Latin America?
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How did Latin American nations react to the Monroe Doctrine-?
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How did the Monroe Doctrine set the stage for future U.S./L.A. relations?
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Lesson 2: Roosevelt Corollary to the Monroe Doctrine (2 class periods)
In what way did the Roosevelt Corollary change the impact of the Monroe Doctrine?
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Was the Roosevelt Corollary more beneficial or more detrimental to U.S./L.A. relations?
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What were the results of the Roosevelt Corollary in Latin America?
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Lesson 3: Good Neighbor Policy (2 class periods)
How did U.S./L.A. relations change as a result of the Good Neighbor Policy?
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What were the results of the Good Neighbor Policy with respect to Latin America’s participation in world affairs?
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Did the Good Neighbor Policy really make the U.S. a “good neighbor” to the countries of Latin America?
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Essential Vocabulary
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Paternalistic
-Benign
-Liberals
-Diplomacy
-Detrimental
Exploitative
Dictator
Imperialism
Bigoted
Intervention
Protectorate-Doctrine
-Corollary
-Nationalize
ConservativesProgress
Indigenous
Culture: People-Places-Terms
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(you can highlight people-places-terms that are the most important, for
example, those most likely to show up on a unit test more than on a
lesson quiz—also good for scaffolding)
-James Monroe
John Quincy Adams
Franklin Delano Roosevelt-Benito Juarez
-Jose Enrique Rodo
-Emilio Zapata
-Carmen Miranda
-Jose Marti
-Lazaro Cardenas
-Theodore Roosevelt
-Rafael Turjillo
-Rueben Dario
-Profio Diaz
-Triple Alliance aka Holy Alliance
-Spain
Peru
Brazil
South America
Dominican Republic
Lima
Pax Britannica
Good Neighbor Policy
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La Reforma
Caudillo
Gunboat Diplomacy
-Great Britain
Panama
Caribbean
Mexico
Nicaragua
Venezuela
Puerto Rico
Monroe Doctrine
Big Stick Diplomacy
Dollar Diplomacy
Spanish American War
United States
Colombia
Central America
Cuba
Haiti
Buenos Aires
Roosevelt Corollary
Reciprocal Trade
Guano
--France
-Simone Bolivar
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Jose de San Martin
-Fr. Miguel Hildago
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Assessments
Formative Assessment: Curriculum Based Measurement
(CBM) track student response to instruction: provides a
fluency measure that assures the students are getting the
basic terms necessary to discuss the more detailed
concepts intelligently and allows the instructor to monitor
the pace of instruction. Context setting warm-ups, class
discussions, group activities and debates will also
contribute to formative assessment opportunities. Each
class will end with an exit ticket to allow a few minutes
for the students to organize their thoughts and
information.
Summative Asesssment: a 5-7 paragraph reflective essay
answering the unit’s essential question using evidence
from class readings, discussions and primary sources.
Written assessment such as this allows students to
formulate an evidence-based opinion and refine their
understanding based on an analysis of how these
historical events have been presented.
Materials: Primary source documents including the text
of the Monroe Doctrine, Roosevelt Corollary, and Good
Neighbor Policy
Event time lines
History of U.S. interventions in Latin America
Political cartoons
Excerpts of speeches and writings from Latin American,
U.S. and European authors, editorialists, and politicians
Short film clips including but not limited to: Latin
America: Challenges in the 21st Century and U.S. & the
World (1865-1917): Schlessinger Media (Safari Montage)
and Monroe: Era of Good Feelngs? From: The American
Presidents
The preview for this unit will be included in the first 90 minute lesson that will address the Monroe Doctrine. This will give the
students a world context that will include a quick review of events that affect the behavior of countries in Europe, Great
Britain’s attitude, United States position and philosophy and the countries of Latin America after they have achieved
independence. It will include an analysis of what newly independent countries require to get off to a good start and whether
the Monroe Doctrine helped or hindered that development. That consideration will then be applied to the Roosevelt
Corollary and the Good Neighbor Policy in subsequent lessons. This unit should take 3 class periods. Group activities,
discussions, debates and “exit tickets” will be used to allow students to consider other viewpoints and refine their own
understanding. A final reflective essay will allow the students to clarify their understanding of the information and compare
their opinion with the historical presentation of the information.