PROJECT TEACH
-LESSON PLAN OUTLINETEACHER: Kevin Wible
SCHOOL DISTRICT: General McLane
LESSON SUBJECT: Roosevelt and The Panama Canal
GRADE LEVEL: 9-10
TEACHING TIME: 1 Period
LESSON OBJECTIVES
BIG IDEAS:
T. Roosevelt’s use of presidential power
The global impact of the Panama Canal
The legacy of the Panama Canal
ESSENTIAL QUESTIONS:
What impact would a canal through Panama have on America and the world at the turn of the century?
How did the U.S. acquire the land and the right to build the Canal?
To what extent did construction of the canal illustrate America¹s global power?
What impact has the Panama Canal had on global affairs in the 20th century?
PA STATE STANDARDS:
8.1.9 C / 8.3.9 A, C / 8.4.9 A, C, D
STUDENTS WILL KNOW…
STUDENTS WILL BE ABLE TO…
The two main reasons why the U.S. wanted to build the
Panama Canal
Argue whether T.R. was justified in his actions, justify
their opinions, and refer to specific examples from the
Constitution.
How T. Roosevelt used his power to acquire the land
and the right to build the canal.
Explain the logistical process and difficulties involved in
the construction of the P.C.
The different conditions that workers faced.
The impact that the Panama Canal has had on key global
affairs since its construction.
The process by which the Panama Canal was returned to
Panama.
Discuss the impact that the P.C. has had on global affairs
in the 20th century.
Explain the process through which the Panama Canal
was returned to the nation of Panama.
PROCEDURAL SUMMARY
MATERIALS:
Clifford Berryman “Teddy Bear” political cartoon
Note: Can be accessed at http://www.theodore-roosevelt.com/berrymanframes.html
Film: Modern Marvels: the Panama Canal
Copies of Constitution
The Roosevelt Corollary (1904)
ANTICIPATORY SET:
Begin activity by asking students if they know what famous children¹s toy was named after President Teddy
Roosevelt. Have the students view a copy of the Berryman “Teddy Bear” political cartoon. Share the story of how
the teddy bear was named after our President.
TEACHER BACKGROUND NOTES: The teddy bear, according to tradition, got its start with a cartoon.
The cartoon, drawn by Clifford Berryman and titled "Drawing the Line in Mississippi," showed President
Theodore Roosevelt refusing to shoot a baby bear. According to this often told tale, Roosevelt had traveled
to Mississippi to help settle a border dispute between that state and Louisiana, and his hosts, wanting to
please this avid hunter, took him bear hunting. The hunting was so poor that someone finally captured a
bear and invited Roosevelt to shoot. Roosevelt's refusal to fire at such a helpless target inspired Berryman
to draw his cartoon with its play on the two ways Roosevelt was drawing a line- settling a border dispute
and refusing to shoot a captive animal. The cartoon appeared in a panel of cartoons drawn by Clifford
Berryman in The Washington Post on November 16, 1902. It caused an immediate sensation and was
reprinted widely. Apparently this cartoon even inspired Morris and Rose Michtom of Brooklyn, New York,
to make a bear in honor of the president's actions. The Michtoms named their bear "Teddy's Bear" and
placed it in the window of their candy and stationery store. Instead of looking fierce and standing on all
four paws like previous toy bears, the Michtoms' bear looked sweet, innocent, and upright, like the bear in
Berryman's cartoon. Perhaps that's why "Teddy's Bear" made a hit with the buying public. In fact, the
demand was so strong that the Michtoms, with the help of a wholesale firm called Butler Brothers, founded
the first teddy bear manufacturer in the United States, the Ideal Novelty and Toy Company. Excerpt
information from: teddybearandfriends.com)
Have students consider what this political cartoon revealed about Teddy Roosevelt as a person and leader.
ACTIVATING PRIOR KNOWLEDGE:
Ask students to write down 3 things that they know about Teddy Roosevelt based on previous class discussion and
past experiences. Have students Pair-Share. Possible answers may include the Rough Riders, Square Deal, and
Conservationist.
PROCEDURE:
1. Have students examine a map of the World to consider the likely spots for the construction of a canal to make
passage easier from the west coast of the Untied States to the east coast. The instructor should prompt the students
as to why a “short-cut” was desired (trade).
2. Have students view the film Modern Marvels: the Panama Canal. Ask students to create a sequence flow chart
that will highlight the chain of events that led up to the United States gaining control of the canal zone as they view
the video. Events should include: French lease of land from Columbia, French failed attempt, U.S. interest in taking
over loan, Columbia¹s price hike, T.R.¹s agreement with Panamanian leaders, Panama¹s revolution, U.S. naval
support, Treaty of 1903 not being signed by the Panamanians, T.R.¹s seizure of the canal zone.
3. Stop at several points throughout the video to have student partners Pair/Share the progress of their flow chart
construction. Before the section on the Panamanian revolution, stop film. Tell students that they will focus on the
most critical aspects within this one event, the Panamanian Revolution. After students view the segment, have
partners list the chain of critical events leading up to, during, and following the event they just viewed. Call on one
group to present their list. Then ask other groups if critical events were left out. Discuss student responses.
4. After discussion, distribute copies of the Constitution Article I, Section 8 and Article II, Section 2. In their
groups of 2 or 3, have students read through these articles and determine whether or not they think the President had
the power to do what he did in Panama. Each group should decide whether or not the President was right or wrong,
identify one part of the constitution that supports their opinion and explain in their own words why they think that
the President was right or wrong. Once this is completed, have the small groups join into one of two groups those
who thought Theodore Roosevelt was right and those who thought that Theodore Roosevelt was wrong. These
groups will share their ideas and compile a complete list for each side of the argument. Have volunteers share their
ideas to the class and discuss. Discussion questions should touch on the concept of strict interpretation vs. loose
interpretation of the Constitution.
Have students complete film viewing, adding any additional items to their sequence flow chart of events.
5. Following the video, group students by threes to brainstorm answers to the following three questions (ask
students to each take notes on all questions):
What were the logistical process and difficulties involved in the construction of the P.C?
What was the impact that the Panama Canal had on global affairs in the 20th century?
What was the process through which the Panama Canal was returned to the nation of Panama?
Following group brainstorming session, call on students to report out.
6. Provide students with a copy of the Roosevelt Corollary. The teacher should remind students that the Monroe
Doctrine a century before had emphasized US interests in the affairs of other nations in the Western Hemisphere.
Working in partners, the students should read the Monroe Doctrine in its entirety and write three sentences
describing what Roosevelt is advocating. When students have finished, the instructor should ask the class if
Roosevelt’s position in this primary source is consistent with what they would expect of Roosevelt’s foreign policy.
CLOSURE ACTIVITY:
Draw two boxes on the board (see diagram below). The teacher should explain that T.R. had a very different view
of Presidential power than most who took the office before him. For example, President Taft viewed his powers as
limited by the Constitution; he only had the power to do what the Constitution specifically empowered the president
to do. The teacher should challenge the students to appropriately label the second box as President Teddy Roosevelt
would have viewed constitutional limitations on his powers as president. The students should support their
reasoning with at least 2 events from the lesson. Note: Students should draw T.R. as standing outside the box as he
felt that his only limitations were what the constitution specifically prohibits; everything was within his power as
long as the constitution didn’t forbid it.
PRESIDENT
ROOSELVET
PRESIDENT
TAFT