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: Unit Essential Question: How did U.S. Foreign policy doctrines concerning the western hemisphere affect Latin American development? A 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? A: How did Latin American nations react to the Monroe Doctrine-? A: How did the Monroe Doctrine set the stage for future U.S./L.A. relations? A: 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? A: Was the Roosevelt Corollary more beneficial or more detrimental to U.S./L.A. relations? A: What were the results of the Roosevelt Corollary in Latin America? Lesson 3: Good Neighbor Policy (2 class periods) How did U.S./L.A. relations change as a result of the Good Neighbor Policy? A: What were the results of the Good Neighbor Policy with respect to Latin America’s participation in world affairs? A: Did the Good Neighbor Policy really make the U.S. a “good neighbor” to the countries of Latin America? A: Essential Vocabulary Paternalistic -Benign -Liberals -Diplomacy -Detrimental Exploitative Dictator Imperialism Bigoted Intervention Protectorate-Doctrine -Corollary -Nationalize ConservativesProgress Indigenous Culture: People-Places-Terms (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 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 Jose de San Martin -Fr. Miguel Hildago - 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.