The United States and Creation of the Panama Canal
Goals & Objectives
Goal:
Understand the role the United States and President Roosevelt took in the Panamanian
Revolution, and subsequent creation of the Panama Canal.
Objectives:
Student groups will compile historical and statistical data on the creation of the Panama Canal,
and showcase their understanding through a class presentation (with an emphasis on
technology utilization).
California State Content Standard
11.4 – Students trace the rise of the United States to its role as a world power in the
twentieth century.
11.4.6 – Discuss America’s role in the Panama Revolution and construction of the Panama
Canal.
Lesson Introduction (Anticipatory Set)
The teacher will begin the lesson by asking students if they know, or can guess, the
deadliest construction project in History. A few students may state that the Great Wall of
China (Estimated 7 million dead / 1 person per square ft.) or the Pyramids of Gaza (Date
unavailable) were the deadliest. Other projects may be brought up. The teacher will quickly
discuss aspects / context of those construction projects. The teacher will then ask students
if they know what the deadliest construction project in U.S. history was. Answers may vary
greatly (Perhaps the Empire State building or Hoover Dam). It’s unlikely that the Panama
Canal will be brought up. The teacher will introduce the subject by informing the class that
we had a deadly construction project as well, in which approximately 30,000 people died.
This project is known as the Panama Canal.
Vocabulary (Content Language Development)
The teacher will utilize a Sentence Level Deconstruction Worksheet, which analyzes a
primary document related to the construction of the Panama Canal. The worksheet
provides scaffolding and contains High-Utility and Subject Specific Academic words. This
will benefit all students and allow them to more thoroughly access the curriculum. An
example is provided below.
Content Delivery (Lecture, Inquiry, Reading, Discussion and Debate, DBQ, Concept
Formation, Simulation, Problem-Based Learning)
Content will be delivered through direct lecture, a sliderocket presentation, reading
(primary document excerpt), and a student group presentation.
Student Engagement & Critical Thinking (Student Activities)
Following the anticipatory set, the teacher will hand out the Sentence Level Deconstruction
Worksheet. The students will independently read the primary source excerpt. The teacher
will then complete the first sentence line with the students. Following any required
clarification, the students will then complete the Sentence Level Deconstruction
independently. The teacher will then give a sliderocket presentation on the United States’
involvement in the Panamanian Revolution and subsequent construction of the Panama
Canal. Students will be instructed to take detailed notes throughout the presentation, as the
notes will be utilized in a project related to the presentation. At the completion of the
presentation, the teacher will hold a Q & A session to provide clarification and check for
understanding.
Demonstrated Learning (Formative & Summative Assessments)
Informal formative assessment will be taken throughout the lesson, based on participation
and effort presented in the anticipatory set, presentation, and Q & A session.
Summative assessment will be based on the quality of the student groups’ digital
presentations and their adherence to the provided directions and rubric. All students
within a group will receive the same grade. They will be notified that it’s important that
they hold each other accountable, when it comes to participation, because of this.
Example of directions and rubric:
Lesson Closure
The teacher will conclude the lesson by providing students with directions and a rubric for
their lesson project. The teacher will read the directions / rubric as well. At this time, the
teacher will instruct students to form into groups of three (The teacher will ensure that any
EL / SSN needs are appropriately taken into account at this step). The students will be
informed that they have until the following Monday to create their own digital presentation
on the construction of the Panama Canal. The teacher will then open a student example of
what is expected of the students. After reviewing the student example, the teacher will
provide clarification and recommendations on different Digital Multimedia Presentation
software till the bell.
Accommodations for English Learners, Struggling Readers and Students with
Special Needs
The Sentence Level Deconstruction Worksheet is beneficial is EL, Struggling Readers, and
SNN’s. Directions for the main project are given in multiple formats (print / spoken). This
assists some segments of EL students who are more likely to be confused by instructions.
EL, SSN’s, and those requiring behavior accommodations will be grouped appropriately
What Came Before…
The Spanish-American War.
What Came After…
Big-stick, moral, and dollar diplomacy.