Michael Vereb
11th Grade US History
American International Imperialism and Domestic Progressivism
UNIT OVERVIEW
This seven-class unit will cover from the Spanish American War to the end of World War I,
specifically addressing the issues of America’s imperialist policies abroad and progressive policies at
home. Two essential questions will guide the unit, focusing on the foreign policy shift represented by
imperialism and the American consensus around progressive sentiments. By the end of the unit, the
students should have learned about the impact of media on public opinion, America’s rise to world
power, the causes for social movements, and how America handled its role as a world power.
This unit fits chronologically into the existing curriculum, taking the step from Monroe Doctrine
policies to Big Stick policies as well as addressing the social issues brought about by industrialization,
immigration, and the overcrowding of cities. It will be followed by subsequent units on the Roaring
Twenties and the Great Depression.
The students should come into the unit with prior knowledge about US History preceding the
time period. It is assumed that the students have basic skills with which to approach primary
documents and analyze the relevance and association of such documents to their historical time period
and to today. Venn diagrams and compare/contrast charts will be used to enhance the student’s ability
to understand the relation between history and their own lives. Analysis skills will be developed during
the course of the unit through regular use of primary documents with appropriate scaffolding by the
teacher. These skills will be further developed through the use of the Concept Formation, Inquiry, and
Socratic Seminar lesson models. The students will also increase their skills in working with groups and
speaking in public through regular group work and class discussions.
This unit is designed for three different sections of US History- AP, Dual Enrollment, and Honors.
The content for the lower level classes will be slightly less deep but the main difference between the
instruction will be the amount of scaffolding provided during the higher order thinking activities.
Throughout the year, the Honors and Dual Enrollment classes have proven themselves capable of
handling difficult material with the addition of such scaffolding. The assessments will all be
differentiated to account for the separate classes.
RATIONALE
Ideas of progressivism and imperialism are very much a part of American society today.
Students should be challenged to address these issues in their own context as they learn the necessary
curriculum for the SOL’s. The classes will address appropriate content to prepare the AP students for
their exam while also challenging the other classes to use higher order thinking. The other classes have
shown themselves capable to complete such difficult activities and I’m confident they will continue to
do so during this unit.
GOALS & ESSENTIAL QUESTIONS
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1. How did the Spanish American War and imperialism of the late nineteenth century represent a
deviation of basic American principles?
2. How did different Americans respond to the Progressive agenda?
OBJECTIVES: By the end of the unit, the student will be able to…
1. Analyze the war-hungry public sentiment of the United States leading up to the Spanish
American War in a short essay.
2. Analyze and interpret examples of yellow journalism to increase understanding of events and
life in United States history through primary documents. (USII.1a)
3. Explain the reasons for and results of the Spanish American War in class discussion.
4. Recognize the emergence of the United States as a world power after the Spanish American War
in class discussion.
5. List examples of Progressive Movement leaders and their main goals on a chart.
6. Relate the emergence of progressive labor movements to industrialization in a cause-and-effect
format.
7. Compare and contrast Theodore Roosevelt’s imperialist foreign policies with the Monroe
Doctrine and prior United States foreign policy in a Venn diagram.
8. Explain the United States’ emergence as a world power and its impact on the world stage during
World War I by writing a short paper.
STANDARDS
Standard USII.4e: The student will demonstrate knowledge of how life changed after the Civil War by:
e) Describing the impact of the Progressive Movement on child labor, working conditions, the rise
of organized labor, women’s suffrage, and the temperance movement.
Standard USII.5- The student will demonstrate knowledge of the changing role of the United States from
the late nineteenth century through World War I by:
a) Explaining the reasons for and results of the Spanish American War.
b) Describing Theodore Roosevelt’s impact on the foreign policy of the United States.
c) Explaining the reasons for the United States’ involvement in World War I and its international
leadership role at the conclusion of the war.
OUTLINE OF CONTENT
1. Introduction to Imperialism
a. Examples
b. Non-examples
2. Spanish American War
a. American sentiments before war
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b. Foreign investing
i. Business
ii. Social
c. Sinking of the USS Maine
d. Yellow Journalism
e. Results of the Spanish American War
i. US emerges as world power
ii. Cuba independent w/ restrictions
iii. US territorial gains
3. Foreign Policy
a. Monroe Doctrine
b. Roosevelt’s Big Stick Diplomacy
i. Panama Canal
ii. International policing power
iii. Great White Fleet
c. Imperialism vs. Anti-imperialism
d. Taft’s Dollar Diplomacy
e. Wilson’s Moral Diplomacy
i. Mexico
4. Progressive movement (1901-1918)
a. Who were progressives?
b. Causes
c. Organized labor and workplace reforms
d. Election of 1912
e. Women’s suffrage
f. Temperance movement
g. African Americans
h. 16th, 17th, 18th, and 19th amendments
i. New Nationalism vs. New Freedom
5. WWI
a. Causes of the war
b. Reasons for involvement
c. Results of involvement
d. Allied and Central Powers
e. Wilson’s Fourteen Points
ASSESSMENTS & EVALUATIONS
Formative Assessments

Students will be formatively assessed based on their participation in group and class-wide
discussions.
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

Students will be formatively assessed through class work, charts, exit tickets, primary document
analyses, and Venn diagrams.
Students will be formatively assessed through their writing of a short essay on American
sentiments before the Spanish American War and the emergence of the US on the world stage
following WWI.
Summative Assessments

Students will be summatively assessed based on their performance on an end-of-unit test,
which will evaluate content knowledge at the cognitive level defined in the unit objectives.
CALENDAR
Day 1
Objectives 1, 2, 3,4
 Imperialism
 Entering the Spanish
American War
 The Spanish American
War
 Results
Day 5
Objective 8
 Maintaining neutrality
before WWI
 Entering WWI
Day 2
Objective 7
 President Roosevelt
 Monroe Doctrine
(refresh)
 Roosevelt Corollary
 Big Stick Diplomacy
 Panama Canal
 Roosevelt’s impact on
foreign policy
 Taft’s Dollar
Diplomacy
 Wilson’s Moral
Diplomacy
Day 6
Objectives 8
 WWI
 Wilson’s Fourteen
Points
 Socratic SeminarAmerica as a world
power, imperialism
Day 3
Objectives 5, 6
 Progressive
movement- women,
negative effects of
industrialization
Trustbusting
Day 4
Objectives 5,6
 Progressive
movement- labor,
workplace reforms,
temperance
movement
Day 7
Unit Test
DAILY LESSON PLANS
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Day 1
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: Imperialism- Concept Formation
Grade Level: 11
90 minutes
CONTEXT/RATIONALE
The late nineteenth century represents a shift in American foreign policy that has significant
repercussions for America today. The unit will center around the essential question “Did the Spanish
American War and imperialism of the late nineteenth century represent a deviation of basic American
principles” so it is important that the class has a firm understanding of the concept of imperialism. The
concept formation model allows the students to construct their own knowledge of the concept by
examining examples and non-examples to ensure that they can distinguish between the two. Following
the Concept Formation lesson on imperialism, the class will learn about the causes leading up to the
Spanish American War. This will tie in well with the concept lesson on imperialism, since America’s
ventures in Latin America at the time reflect imperialist foreign policies.
The United States entered the Spanish American War because of a frenzied media, imperialist
tendencies, business interests, jingoism, and the eventual sinking of the USS Maine. This lesson will
present material about the reasons for entering the Spanish American War, discuss the actual fighting of
the war, and conclude with the ramifications for US victory in the war. The most important result,
America’s recognition as a world power, will serve as a foundational understanding for later lessons on
WWI and WWII. After the lesson, students should begin to be able to make connections to American
involvement in wars they are familiar with today. Students will also develop skills in reading primary
documents.
SOLS & OBJECTIVES
SOL USII.5a- The student will demonstrate knowledge of the changing role of the United States from the
late nineteenth century through World War I by explaining the reasons for and results of the Spanish
American War.
Objectives: By the end of the lesson, the student will be able to…
1. Distinguish between examples and non-examples of Imperialism on a chart.
2. Apply knowledge of Imperialism to the Spanish American War through class discussion.
3. Analyze the role of the media, business, and society on America’s involvement in the Spanish
American War in class discussion.
4. Explain the reasons for and results of the Spanish American War in class discussion.
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5. Analyze the emergence of the United States as a world power after the Spanish American War
through an exit ticket.
ESSENTIAL QUESTIONS
1. What is Imperialism?
2. Why did the United States enter the Spanish American War?
3. What were the results of the Spanish American War?
MATERIALS/RESOURCES
1. Data retrieval chart for each student
2. Powerpoint presentation
CONTENT & INSTRUCTIONAL RESOURCES
Critical Attributes of Imperialism:
1. Extension of power over other areas
2. Political, religious, humanitarian, or economically motivated
3. Assertion of world power
Concept Formation Plan
1. Pass out data retrieval charts for students to work on in pairs (15 minutes)
2. Ask for examples of similarities between the examples and write them on the board, circling the
critical attributes (5 minutes)
3. Teacher will write definition of imperialism “the policy, practice, or advocacy of extending
the power and dominion of a nation especially by direct territorial acquisitions or by
gaining indirect control over the political or economic life of other
areas; broadly : the extension or imposition of power, authority, or influence.” (2
minutes)
4. Ask the class for a label for the concept until “imperialism” is suggested (3 minutes)
5. Classifying: four examples will be presented to the class for them to decide if it meets the
qualifications for imperialism or not. If not an example, the class will have to determine what to
change to make it an example (10 minutes)
America’s Involvement in the Spanish American War
1. Students take out notebooks for lecture on the reasons for America’s involvement in the
Spanish American War (45 minutes)
2. Students will analyze example of yellow journalism presented in the powerpoint.
3. Exit Ticket: “How did the media, business, and society lead to America’s involvement in the
Spanish American War?” (10 minutes)
DIFFERENTIATION
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The concept formation lesson plan involves group work that allows the teacher to roam around the
room and provide additional scaffolding if necessary. For students that have difficulty coming up with
their own example, the teacher can suggest where to look in their textbook for a satisfactory example.
ADAPTATIONS
The concept formation lesson involves a lot of reading while working in the groups to go over the dataretrieval charts. Students that have difficulty reading will be placed in groups with strong readers so the
data-retrieval chart information can be read aloud to them.
ASSESSMENT
Students will be formatively assessed when the class reviews the data-retrieval chart. The teacher may
go over missed material again to enhance understanding. The teacher will ask questions during the
lecture to check for understanding about imperialism, its role in the Spanish American War, the impact
of yellow journalism, and the results of the Spanish American War. The question-answer session will
serve as a formative assessment of student comprehension. Finally, the class will have an exit ticket that
will assess the student’s analysis of America’s emergence as a world power.
HOMEWORK
http://www.merriam-webster.com/dictionary/imperialism
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Which country
was in
control?
What is the main
nature of the
relationship?
How did that
country gain
control?
Why did that
country want
control?
Desiring to destroy Greece’s
main enemy, the Persian
Empire, between 334 and 323
BC, Alexander the Great
conquered vast tracts of land
from Greece as far East as India
and as far south as the Upper
Nile religions of Egypt.
Alexander’s armies spread
Greek language and culture to
conquered lands. Alexander
retained control of all
conquered lands until his death
in 323.
In 1492, Christopher Columbus
arrived in the Caribbean and
claimed the new territory for
Spain. In the decades to
follow, Conquistadors like
Cortez and Pizarro poured into
Central America in a search for
gold and resources, of which a
portion was sent back to Spain.
Millions of natives were
slaughtered and enslaved in
the process.
Hoping to become a dominant
leader in world affairs, the
Ottoman Turks began a long
period of territorial expansion
through military conquest in
the 15th century, eventually
controlling all of Asia Minor,
most of the Balkans, and a
large expanse of territory from
the Middle East all the way
across North Africa. This
territory began to contract in
the 19th century and the
Ottoman Turks finally fell out
of power in 1922.
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Day 2
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: Roosevelt’s Foreign Diplomacy
Grade Level: 11
90 minutes
CONTEXT/RATIONALE
Roosevelt’s accidental assumption of the presidency made him the then youngest American
president. In this lesson, students will draw on prior knowledge about the young assistant secretary of
the navy to predict how the expansionist leader of the Rough Riders would influence American foreign
policy. They will learn about Roosevelt’s Corollary to the Monroe Doctrine and how Big Stick Diplomacy
impacted the making of the Panama Canal.
Roosevelt’s influence on foreign policy lasted after his presidency was over, as subsequent
presidents had to respond to Big Stick Diplomacy. This lesson will look at how Taft and later Wilson
slightly modified the policies of Roosevelt, yet still more closely resembled Big Stick Diplomacy than a
strict adherence to the Monroe Doctrine. After understanding foreign policies before and after
Roosevelt, the students will have to evaluate the impact that Roosevelt had on America’s foreign policy.
SOLS & OBJECTIVES
SOL USII.5b- The student will demonstrate knowledge of the changing role of the United States from the
late nineteenth century through World War I by describing Theodore Roosevelt’s impact on the foreign
policy of the United States.
SOL USII.8c The student will demonstrate knowledge of the economic, social, and political
transformation of the United States and the world between the end of World War II and present by
identifying the role of America’s military and veterans in defending freedom during the Cold War,
including the wars in Korea and Vietnam.
Objectives: By the end of the lesson, the student will be able to…
1. Compare and contrast Theodore Roosevelt’s imperialist foreign policies with the Monroe
Doctrine and prior United States foreign policy in a Venn diagram.
2. Relate the Roosevelt Corollary to American involvement or noninvolvement in more
contemporary foreign affairs (ie: Vietnam)
3. List the differences between Big Stick Diplomacy, Dollar Diplomacy, and Moral Diplomacy on a
chart.
4. Analyze how Big Stick Diplomacy irreparably entered America onto the world stage during a
class discussion.
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5. Evaluate how Roosevelt impacted America’s foreign policy in a short essay.
ESSENTIAL QUESTIONS
1. How does the Roosevelt Corollary represent a shift from former American principles?
MATERIALS/RESOURCES
1. Powerpoint presentation
2. Data sets (four different sets)
3. Data retrieval charts
CONTENT & INSTRUCTIONAL RESOURCES
1. Warm-Up: What does the Monroe Doctrine say? (10 minutes)
2. Lecture/Frontloading: Big Stick Diplomacy, Dollar Diplomacy, Moral Diplomacy (30 minutes)
Inquiry Lesson: Would Roosevelt have entered into Vietnam? (50 minutes)
1. Explanation of the Inquiry Model (5 minutes)
2. Students make hypotheses about the question, “Would Theodore Roosevelt have entered into
Vietnam?” (5 minutes)
3. Students will be divided into groups of four, with four data sets for each group. Each student
will be the “expert” on their data set and present the information to the rest of the group. After
each data set is presented, the group will use their prior knowledge about Roosevelt and
imperialism to revise their hypotheses based on the new information. (30 minutes)
4. The class will share their revised hypotheses and have a discussion to assess understanding of
Roosevelt’s impact on foreign policy. (10 minutes)
http://www.newsinhistory.com/feature/newspaper-articles-about-vietnam-war
DIFFERENTIATION
The Inquiry Lesson involves group work where the teacher can provide additional scaffolding to students
that are struggling with the material. This scaffolding will be especially necessary as not all of the
students will have a complete understanding of the Vietnam War, and may not have an adequate
understanding even after the data sets are provided.
ADAPTATIONS
ASSESSMENT
The teacher will formatively assess the students by looking at their Venn diagrams, foreign diplomacy
charts, and data retrieval charts.
HOMEWORK
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Monroe Doctrine & Roosevelt Corollary Venn diagram
Monroe Doctrine
 James Monroe, Secretary of
State John Quincy Adams
 1823
 American continents “not to
be considered as subjects for
future colonization by any
European powers”
 US opposed to attempts by a
European power over any
republic in the Western
Hemisphere
 Noncolonization and
nonintervention
 Nationalistic
Similarities
 Generally limited to Western
Hemisphere
 Noncolonization
 Don’t want other countries to
intervene
 Nationalistic
Roosevelt Corollary
 Theodore Roosevelt
 1905
 US will intervene to prevent
others from intervening
 Justified wholesale
interventions and repeated
landings of the marines
 Focused on Western
Hemisphere
 Panama Canal (US will
intervene if it helps the US)
Big Stick Diplomacy, Dollar Diplomacy, Moral Diplomacy






Big Stick Diplomacy
Theodore Roosevelt
1901-1909
US will intervene to prevent
others from intervening
Justified wholesale
interventions and repeated
landings of the marines
Focused on Western
Hemisphere
Panama Canal (US will
intervene if it helps the US)







Dollar Diplomacy
William Howard Taft
1909-1913
Not “Big Stick”
Expansionist, but based on
financial investments, not
navy
Promote US trade by
supporting American
enterprises abroad
Railroads in China
Intervention in Nicaragua





Moral Diplomacy
Woodrow Wilson
1913-1917
Supposedly opposed to
imperialism, big stick
diplomacy, and dollar
diplomacy
Righting past wrongs: 1) Jones
Act of 1916 gave Philippines
full territorial status, bill of
rights, universal male suffrage,
and independence, 2) US
citizenship granted to all
inhabitants of Puerto Rico in
1917, 3) repealed an act that
exempted US ships from
paying toll on Panama Canal
BUT, he asked for an arms
embargo against Mexican
gov’t., and blockaded the port
of Vera Cruz, later occupying it
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Would Theodore Roosevelt have entered into the Vietnam War?
Document
Title
Summary
Revised Hypothesis
1
2
3
4
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Day 3
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: Progressive Movement (part I)
Grade Level: 11
90 minutes
CONTEXT/RATIONALE
The youth of President Roosevelt helped organize “progressivist” sentiments that had been
building momentum since the early 1890’s in response to increased immigration, growing cities,
industrialization, big business, income gaps, and political machines. The Progressives were made up of
the US urban middle-class and worked for reforms in labor, suffrage, and temperance. The students will
make predictions about the causes and effects of the Progressive Movement.
SOLS & OBJECTIVES
SOL USII.4d- The student will demonstrate knowledge of how life changed after the Civil War by
describing the impact of the Progressive Movement on child labor, working conditions, the rise of
organized labor, women’s suffrage, and the temperance movement.
Objectives: By the end of the lesson, the student will be able to…
1. Describe the causes leading up to the emergence of the progressive movement in a class
discussion.
2. Relate their knowledge of yellow journalism media during the Spanish American War to
muckraker magazines of the Progressive Era.
ESSENTIAL QUESTIONS
1. Did all Americans embrace the Progressive agenda?
MATERIALS/RESOURCES
CONTENT & INSTRUCTIONAL RESOURCES
Venn diagram with yellow journalism/muckraking
Vocabulary?
DIFFERENTIATION
ADAPTATIONS
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ASSESSMENT
HOMEWORK
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Day 4
Michael Vereb
Unit: American Imperialism and Progressivism Lesson Title: Progressive Movement (part II)
Subject: AP US History
Grade Level: 11
90 minutes
CONTEXT/RATIONALE
The election of William Howard Taft led to an eventual schism within the Republican Party
between Taft and the conservatives and Roosevelt and the progressives. The division led to an easy
election four years later for Woodrow Wilson, who also continued progressive legislation. Students will
analyze the shift within the Republican Party and then answer the question of whether all Americans
embraced the Progressive agenda.
SOLS & OBJECTIVES
SOL USII.4d- The student will demonstrate knowledge of how life changed after the Civil War by
describing the impact of the Progressive Movement on child labor, working conditions, the rise of
organized labor, women’s suffrage, and the temperance movement.
Objectives: By the end of the lesson, the student will be able to…
1. List examples of Progressive Movement leaders and their main goals on a chart.
2. Identify the exclusion of African Americans from the Progressive agenda through a class
discussion.
3. Evaluate the divisions within the Republican Part of the early 20th century by addressing the
conservative and progressive units of the party in an exit ticket.
ESSENTIAL QUESTIONS
1. Did all Americans embrace the Progressive agenda?
MATERIALS/RESOURCES
CONTENT & INSTRUCTIONAL RESOURCES
JIGSAW activity about different Progressive leaders
DIFFERENTIATION
ADAPTATIONS
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ASSESSMENT
HOMEWORK
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Day 5
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: Wilson’s Neutrality
Grade Level: 11
90 minutes
CONTEXT/RATIONALE
Woodrow Wilson won his second election in 1916 with the slogan that “He kept us out of war,”
a difficult task when American trading interests were intertwined with a full-scale war in Europe.
Eventual antagonistic events occurred that pushed Wilson into asking for a declaration of war against
Germany, including unrestricted submarine warfare and the Zimmerman Telegram. The students will
learn about the difficulties in maintaining neutrality and the eventual impact of entering the war, with
specific emphasis on business and labor.
SOLS & OBJECTIVES
SOL USII.5c- The student will demonstrate knowledge of the changing role of the United States from the
late nineteenth century through World War I by explaining the reasons for the United States’
involvement in World War I and its international leadership at the conclusion of the war.
Objectives: By the end of the lesson, the student will be able to…
1. List the events that led to World War I in their notes.
2. List the countries that made up the Allied and Central Powers during World War I.
3. Describe the difficulties America faced in remaining neutral during World War I in a class
discussion.
4. Recognize the causes of America’s involvement in World War I in an exit ticket.
ESSENTIAL QUESTIONS
1. Why did the US have a difficult time staying out of World War I?
MATERIALS/RESOURCES
CONTENT & INSTRUCTIONAL RESOURCES
Look up propaganda pictures! Lots of pictures
DIFFERENTIATION
ADAPTATIONS
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ASSESSMENT
HOMEWORK
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Day 6
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: World War I
Grade Level: 11
90 minutes
CONTEXT/RATIONALE
At the conclusion of the war, Wilson asserted himself as a world leader at the Treaty of
Versailles with his introduction of the Fourteen Points, which represented an alternative to the harshly
punitive wishes of the Big Four Allied countries. After this lesson, students should understand the
tenants of the Fourteen Points, the causes for its failure to be ratified, and the impact of WWI on the
United States.
SOLS & OBJECTIVES
SOL USII.5c- The student will demonstrate knowledge of the changing role of the United States from the
late nineteenth century through World War I by explaining the reasons for the United States’
involvement in World War I and its international leadership at the conclusion of the war.
Objectives: By the end of the lesson, the student will be able to…
1.
2.
3.
4.
5.
List the main tenants of the Fourteen Points.
Summarize the sentiments of the Big Four at the Treaty of Versailles in a class discussion.
Explain Congress’ reservations in ratifying the Treaty of Versailles.
Discuss the problems presented by demobilization following the conclusion of World War I.
Analyze America’s role as a world leader following World War I in an exit ticket.
ESSENTIAL QUESTIONS
1. How did America assert its world authority following World War I?
MATERIALS/RESOURCES
1. Powerpoint slides
2. Class organized in a circle for Socratic Seminar
CONTENT & INSTRUCTIONAL RESOURCES
1. Warm-Up: Why did America enter World War I? (10 minutes)
2. Lecture: Wilson’s Fourteen Points and the Treaty of Versailles (20 minutes)
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Socratic Seminar/ Unit Review
1. Introduction about expectations for Socratic Seminar (5 minutes)
a. Students should use evidence from primary sources, notes, and readings when
contributing
b. Each student should contribute at least once to the discussion
c. Students should respond to questions of their classmates
d. Students should only speak one at a time and be respectful of their classmates
2. Questions
a. Did all Americans embrace the Progressive agenda?
b. Did the Spanish American War and imperialism of the late nineteenth century represent
a deviation of basic American principles?
c. What led to the Progressive Movement?
d. What were the most important legislations passed during the Progressive Movement?
e. How did America assert its world authority during WWI?
DIFFERENTIATION
This lesson does not provide many options for differentiation as it is predominately student-directed,
while still highly structured. Students will need to contribute at least once during the discussion, but will
have flexibility in deciding when to contribute.
ADAPTATIONS
There are no students with IEP’s or 504’s in these classes. For students that have difficulty speaking in
front of the class I could meet with them to hear contributions without making them speak in front of
the class.
ASSESSMENT
Formative assessment will be done during the Socratic Seminar to check the student’s understanding of
the unit material and their comprehension skills.
HOMEWORK
Study for Unit Test next class.
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Day 7
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: Unit Test
Grade Level: 11
90 minutes
CONTEXT/RATIONALE
SOLS & OBJECTIVES
ESSENTIAL QUESTIONS
MATERIALS/RESOURCES
CONTENT & INSTRUCTIONAL RESOURCES
DIFFERENTIATION
ADAPTATIONS
ASSESSMENT
HOMEWORK
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