Bryce Pulley

Unit Plan: Progressivism and Imperialism

U.S History
Grade 10

Rationale: The rationale for this unit being taught at the time in the semester it is being taught is
for two reasons. First, it follows the chronological order of development in the United States. I
feel like teaching subjects in chronological order helps create a cohesiveness that the students
will appreciate and help them fluidly moving throughout the semester. Secondly, progressivism
and imperialism are paramount in recognizing the world we live in today. History is a continuous
train of events that lead to each other and progressivism and imperialism are an important chain
in Americas link.

Table of Contents

Cover page and rationale

Table of Contents
Unit Goals, Teaching Methods, and Resources
Calendar
Daily Lessons (including assessments during each appropriate day)
Summary Evaluation

Unit Goals, Teaching Methods, and Resources

Unit Goals:

 The goal for this unit is for students to gain a foundational understanding in the
inner workings of progressivism and imperialism. As their knowledge progresses
throughout the unit in going from the basics of these terms into conceptualization
and analyzation the students will begin to see the connection between these two
ideals and how they influenced the world and shaped it into what we see today.
The main focus of this unit will be to create those threads of connection not only
between progressivism and imperialism in the United States but to see how
those threads connect to the rest of the world and how those threads can still be
seen today. The students will be accessed by various means such as summative
assessment, formative assessment, informal assessment, group projects,
presentations, exit slips, and quick writes for example.

Teaching Methods:
Close and critical reading
Lectures
Group Projects
Posters
Videos
Essays
Think-pair-share
Exit slips
Vocabulary quizzes
Student-led instruction
Resources:
https://www.youtube.com/watch?v=2_-0X7HeZxc

https://www.youtube.com/watch?v=IYQhRCs9IHM
https://www.youtube.com/watch?v=W96GLQ8bpew
http://www.youtube.com/watch?v=QfsfoFqsFk4
GRPS My Choice Online." : Log in to the Site. GRPS, n.d. Web. Oct.-Nov. 2014.
Textbook
Posterboard
Elmo projector
Laptops
Markers

Unit Plan- Day 1

Era of Progressivism and Imperialism
I.

Standards: 6.3- Progressivism and Reform

II.

Behavioral Objective: The students will demonstrate knowledge of the Ch. 17

vocabulary.

III.

Anticipatory Set: Show video ( https://www.youtube.com/watch?v=2_-0X7HeZxc ) to

students and have them write 2-3 sentences about what they think Progressivism meant
during the early 1900s.

IV.

Objective/Purpose: Students will form a foundational base of vocabulary for the chapter
focused on the Progressive era through group work of making a vocabulary poster that
will display the vocabulary word, the definition, the word in a sentence, three facts about
the term, and a picture that reflects the word. .

V.

Input:
A. Task Analysis:
1. Have up on projector sheet detailing group project to show students what
will be expected on their groups poster. Included on the sheet will be the
word each group # is in charge of completing.
2. Tell students they will be responsible for
a) Defining the word (5pts.)
b) Writing the word in a sentence (5pts.)
c) Drawing a picture representing the word (5pts.)
d) 5 Facts about the word (10pts.)
e) Work on a 5-8 minute presentation about the word and all the
details listed above (15pts.)
B. Thinking Levels:
1. Knowledge
2. Comprehension
C. Learning Styles:
1. Visual

2. Physical
3. Logical
D. Modeling:
1. I will have one poster already premade of one of the words. It will show
students exactly what I expect from them and give them a better visual
prompt to go off of.
E. Checking for Understanding:
1. Ask students to show me where they found information for poster.
2. Ask students why they chose the facts they chose
F. Guided Practice:
1. Students will begin working on posters as teacher goes around and
makes sure all further questions are answered and posters are being
done in the correct manner.
G. Independent Practice
1. Students will work within their groups to complete posters.
H. Closure
1. Knowledge: What is one thing theyre confused about in regards to their
word?
2. Comprehension: What do they think the impact of their word had on the
progressive era?
3. Assessment: Have each student write down on their exit slip their
contribution to the groups poster.

Unit Plan- Day 2

Era of Progressivism and Imperialism
VI.

Standards: 6.3- Progressivism and Reform

VII.

Behavioral Objective: The students will demonstrate knowledge of the Ch. 17 vocabulary
and comprehension of the meaning and context behind their chosen word.

VIII.

Anticipatory Set: n/a (maximize students time to work on project and outline their
presentation.

IX.

Objective/Purpose: Students will continue forming a foundational base of vocabulary for

the chapter focused on the Progressive era through group work of making a vocabulary
poster that will display the vocabulary word, the definition, the word in a sentence, three
facts about the term, and a picture that reflects the word. .

X.

Input:
A. Task Analysis:
1. Have up on projector sheet detailing group project to show students what
will be expected on their groups poster. Included on the sheet will be the
word each group # is in charge of completing to keep students informed
of what is expected of them.
2. Tell students they will be responsible for
a) Defining the word (5pts.)
b) Writing the word in a sentence (5pts.)
c) Drawing a picture representing the word (5pts.)
d) 5 Facts about the word (10pts.)
e) Work on a 5-8 minute presentation about the word and all the
details listed above (15pts.)
3. Emphasize to students that the posters should be completed today as
well as an outline for their presentation for tomorrow.
B. Thinking Levels:
1. Knowledge
2. Comprehension
C. Learning Styles:
1. Visual
2. Physical
3. Logical

D. Modeling:
1. I will have one poster already premade of one of the words still up and
accessible. It will show students exactly what I expect from them and give
them a better visual prompt to go off of.
E. Checking for Understanding:
1. Ask students to show me where they found information for poster.
2. Ask students why they chose the facts they chose.
3. Ask students if theyre equally splitting up the work.
4. Ask students to walk me through their presentation.
F. Guided Practice:
1. Students will continue working on posters as teacher goes around and
makes sure all further questions are answered and posters are being
done in the correct manner.
G. Independent Practice
1. Students will work within their groups to complete posters and
presentations.
H. Closure
1. Knowledge: What is one thing they learned?
2. Comprehension: Why is your word important?
3. Assessment: Have each student write down on their exit slip their
contribution to the groups poster.

Unit Plan- Day 3

Era of Progressivism and Imperialism

I.

Standards: 6.3.1 Social Issues Describe at least three significant problems or issues
created by Americas industrial and urban transformation between 1895 and 1930 (e.g.,
urban and rural poverty and blight, child labor, immigration, political corruption, public
health, poor working conditions, and monopolies).

II.

Behavioral Objective: The students will instruct the other students on the prevalent
social issues during the progressive era.

III.

Anticipatory Set: n/a

XI.

Objective/Purpose: The students will comprehend and analyze the knowledge presented
by their classmates about the social issues prevalent during the Progressive Era.

XII.

Input:

A. Task Analysis:
1. Tell students that the class is theirs!
a) Teacher will still try to guide the class but in a subtle manner
B. Thinking Levels:
1. Comprension
2. Application
3. Analysis
4. Synthesis
C. Learning Styles:
1. Auditory
2. Kinesthetic
3. Visual
D. Modeling:
1. No modeling provided by teacher.
E. Checking for Understanding:
1. Teacher will ask leading questions about each group's individual
presentation to enhance certain parts of it for the class.
F. Guided Practice: n/a
G. Independent Practice:
1. Students will be independently presenting their groups work.
H. Closure
1. Knowledge: What are the social issues we learned about today?
2. Comprehension: Why were these issues prevalent?
3. Assessment: Evaluation worksheet

Unit Plan- Day 4

Era of Progressivism and Imperialism
I.

Standards: 6.3.3 Womens Suffrage Analyze the successes and failures of efforts to
expand womens rights, including the work of important leaders (e.g., Susan B. Anthony,
Elizabeth Cady Stanton) and the eventual ratification of the 19th Amendment).

II.

Behavioral Objective: The students will learn the about the womens suffrage movement
as well as the successes and setbacks it encountered.

III.

Anticipatory Set: Funny video about womens suffrage (

https://www.youtube.com/watch?v=IYQhRCs9IHM )

IV.

Objective/Purpose: The students will learn why the womens suffrage movement was an
important piece of history and analyze the connections it has to modern times.

V.

Input:
A. Task Analysis:
1. Pass out essay packet
B. Thinking Levels:

1. Knowledge
2. Comprension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
C. Learning Styles:
1. Visual
2. Logical
D. Modeling:
1. Pass out sheet LP4B for modeling
E. Checking for Understanding:
1. Teacher will go around classroom and make sure students questions are
answered
F. Guided Practice:
1. Critical read of documents #1-4
G. Independent Practice:
1. Students will write their own essay
H. Closure
1. Knowledge: When did the womens suffrage act become fully successful?
2. Comprehension: What reasons did suffragettes such as Susan B.
Anthony and Cady Stanton give to why women should have the right to
vote?
3. Assessment: Essay will be the assessment.

Unit Plan- Day 5

Era of Progressivism and Imperialism
I.

Standards: 6.3 Progressivism and Reform

II.

Behavioral Objective: The students will demonstrate knowledge and comprehension of

the Progressive and womens suffrage movement through a summative assessment

III.

Anticipatory Set: n/a

IV.

Objective/Purpose: To show the teacher how much the students have learned

V.

Input:
A. Task Analysis:
1. Hand out test
B. Thinking Levels:
1. Knowledge
2. Comprension
3. Application
C. Learning Styles:
1. Visual
2. Logical

D. Modeling: n/a
E. Checking for Understanding: n/a
F. Guided Practice: n/a
G. Independent Practice:
1. Students taking the test
H. Closure: n/a

Name: ___________________

US History Assessment: The Progressive Era

1. Which of these generalizations was not true of factory workers in the late 1800s?
A. They worked six days a week for 10 or more hours a day.
B. They performed repetitive tasks in hazardous environments.
C. They put up with poor working conditions to keep their jobs.
D. They relied on political bosses to improve their wages and hours.
2. What did the Pullman Strike, Haymarket Affair, and Homestead Strike have in common?
A. They were defeats for owners.
B. They were victories for unions.
C. They were marked by violence.
D. They were organized by anarchists.
3. Which of the following is generally not considered one of the bread-and-butter objectives of
labor unions?
A. higher wages
B. cheaper housing
C. shorter work hours
D. better working conditions
4. Which of these is a weapon used by labor unions when negotiations with business owners
fail?
A. strike
B. lawsuit
C. court injunction

D. collective bargaining
5. Which of these statements was not true of the United States by the year 1900?
A. The rise of industry had led to rapid urbanization.
B. Mature industries such as steelmaking were in a decline.
C. Industrial production had risen rapidly due to mechanization.
D. Over half of the nations industrial labor force was foreign born.

6. Which of these statements best describes New Yorks Lower East Side in 1900?
A. a densely populated neighborhood with an inadequate infrastructure
B. an industrial area that employed hundreds of thousands of immigrants
C. a middle-class neighborhood with indoor plumbing and running water
D. an abandoned area after a fire consumed most of the wooden structures
7. Which of these progressive reforms was designed to give voters more power to choose
candidates for public office?
A. direct primary
B. political convention
C. recall election
D. secret ballot
8. Examine the map below.

What does the map reveal about immigrant settlement patterns at this time?

A. Most immigrants did not settle in cities.

B. Wealthy immigrants settled in newly built suburbs.
C. Immigrant groups often clustered together in urban neighborhoods.
D. Poor immigrants often lived alongside upper-class families.
9. Which progressive reform allows citizens of a state to propose and pass a law without
involving their state legislature?
A. initiative
B. recall election
C. referendum
D. secret ballot
10. Which of the following progressive reforms was enacted by a constitutional amendment?

A. womens suffrage
B. consumer protection
C. regulation of monopolies
D. conservation of the environment
11. The cartoon below shows a party boss handing out special favors to a few of his
supporters.

What statement was the cartoonist trying to make about party bosses?
A. They were progressive reformers.
B. They were corrupt public officials.
C. They were followers of social Darwinism.
D. They were unfairly treated by muckrakers.
12. Examine the cause/effect flowchart below.

Which of the following effects best completes the flowchart?

A. Children who lose their jobs protest the new laws.
B. The number of children in school increases dramatically.
C. The number of children living on the streets increases sharply.

D. Many working mothers quit work to care for their children at home.
13. Read the quotation below.

Which Progressive Era president was the most likely author of this quotation?
A. William McKinley
B. Theodore Roosevelt
C. Howard Taft
D. Woodrow Wilson

14. Examine the table below.

Which of the following statements best summarizes the data in the table?
A. Only the very rich were required to pay taxes.
B. Tax rates in 1913 were higher than those today.
C. Most people in 1913 made more than $75,000 a year.
D. People with higher incomes were required to pay more taxes.
15. Who was the first woman to serve in Congress?
A. Jeanette Rankin
1. Jane Adams
2. Alice Paul
3. Florence Kelley

16. Elizabeth Cady Stanton helped to form and preside over this organization in 1890 to help
organize the suffrage movement into a powerful political force at the state and national levels?
1.
2.
3.
4.

National Organization for Women

National Association for the Advancement of Colored People
National American Woman Suffrage Association
New Freedom

Answer Part A or Part B of the following A Sources:

Part B

Unit Plan- Day 6

Era of Progressivism and Imperialism

I.

Standards: 6.2.4 Imperialism Analyze the political, economic, and social causes and
consequences of imperialism.

II.

Behavioral Objective: Students will demonstrate an understanding of what imperialism is

and its beginnings in the west.

III.

Anticipatory Set: ( https://www.youtube.com/watch?v=W96GLQ8bpew )

IV.

Objective/Purpose: The students will learn not only what imperialism is but the roots of it
as well as the effects it had.

V.

Input:
A. Task Analysis:
1. Walk through PowerPoints and go through detailed instruction of each
slide.
B. Thinking Levels:
1. Knowledge
2. Comprehension
C. Learning Styles:
1. Visual
D. Modeling:
1. Modeling will be performed through PowerPoint
E. Checking for Understanding:
1. Frequent questioning throughout PowerPoint will provide CfU
F. Guided Practice:
G. Independent Practice:
1. Students will be following along and copying down slides as I go through
them as a form of note-taking
H. Closure:
1. Knowledge: What is imperialism?

2. Comprehension: What was the purpose of imperialism?

3. Assessment: Spot check of their notes

Unit Plan- Day 7

Era of Progressivism and Imperialism
I.

Standards:
A. 6.2.1 Growth of U.S. Global Power Locate on a map the territories (Cuba,
Puerto Rico, Philippines, Hawaii, Panama Canal Zone) acquired by the United

States during its emergence as an imperial power between 1890 and 1914, and
analyze the role the Spanish American War, the Philippine Revolution, the
Panama Canal, the Open Door Policy, and the Roosevelt Corollary played in
expanding Americas global influence and redefining its foreign policy.
B. 6.2.4 Imperialism Analyze the political, economic, and social causes and
consequences of imperialism.
VI.

Behavioral Objective: Students will demonstrate responsible research methods to

discover the terminology behind imperialism and the motivations behind the imperialism
of the United States in the late 1800s and early 1900s.

VII.

Anticipatory Set: Tier II Vocabulary quiz

VIII.

Objective/Purpose: To help students become informed about the period in time that
helped shape America into what it is today.

IX.

Input:
A. Task Analysis:
1. Instruct students that once theyre done with their vocabulary quiz they
will come to the back of the room, turn in their quiz, and get a laptop and
WebQuest worksheet.
2. Walk through WebQuest worksheet with them so they fully understand it
and know what expectations are set in place.
3. Set them loose!!
B. Thinking Levels:
1. Knowledge
2. Comprehension
3. Analysis
C. Learning Styles:
1. Visual

2. Logical
D. Modeling: n/a
E. Checking for Understanding:
1. Teacher will make rounds as students are working to clarify any questions
and make sure that students are on task.
2. If a handful of students are stuck on same question then teacher will
pause and make sure the whole class is on the same page.
F. Guided Practice: n/a
G. Independent Practice:
1. Students will independently working on their WebQuest worksheet.
H. Closure
1. Knowledge: What is imperialism?
2. Comprehension: What did the United States gain from imperialism?
3. Assessment: WebQuest worksheet.

Name: ____________________

Imperialism WebQuest
Instructions: You are about to engage in a WebQuest! This WebQuest will have you
traveling across the internet in search of information that has to deal with imperialism.
Remember that Mr. Pulley and Mr. Lundy can see what websites youre on through our
teacher computers so NO FACEBOOK or other non-related websites. The purpose of
this worksheet is to help familiarize yourselves with what imperialism is as well as how
the United States used in in the late 1800s and early 1900s and the impact that it had.

Stage One: Vocabulary

Please find the definitions of the following words and write them after the word
1. Foreign policy2. Diplomacy3. Realism (in foreign policy)4. Idealism (in foreign policy)5. Neutrality6. Unilateralism7. Non colonization8. Non interference9. Cede10. Protectorate11. Imperialism-

Stage Two: Setting the Stage

Please list TWO significant facts about the following events or items pertaining to
foreign policy or dealing with foreign countries...
1. War of 1812
a.
b.
2. Monroe Doctrine
a.
b.

4. Spanish-American War
a.
b.

Stage Three: Maps

(Hint: Keywords when searching for answers are...United States Territorial Acquisitions)

Please circle the land the United States controlled or was a protectorate of in 1890.

Please circle the land the United States controlled or was a protectorate of in 1950.

Unit Plan- Day 7

Era of Progressivism and Imperialism
I.

Standards:
A. 6.2.1 Growth of U.S. Global Power Locate on a map the territories (Cuba,
Puerto Rico, Philippines, Hawaii, Panama Canal Zone) acquired by the United

States during its emergence as an imperial power between 1890 and 1914, and
analyze the role the Spanish American War, the Philippine Revolution, the
Panama Canal, the Open Door Policy, and the Roosevelt Corollary played in
expanding Americas global influence and redefining its foreign policy.
B. 6.2.4 Imperialism Analyze the political, economic, and social causes and
consequences of imperialism.
I.

Behavioral Objective: Students will demonstrate responsible research methods to

discover the terminology behind imperialism and the motivations behind the imperialism
of the United States in the late 1800s and early 1900s.

II.

Anticipatory Set: Tier II Vocabulary quiz

III.

Objective/Purpose: To help students become informed about the period in time that
helped shape America into what it is today as well as the territories we have influence
with..

IV.

Input:
A. Task Analysis:
1. Instruct students that once theyre done with their vocabulary quiz they
will come to the back of the room, turn in their quiz, and get a laptop and
WebQuest worksheet.
2. Walk through WebQuest worksheet with them so they fully understand it
and know what expectations are set in place.
3. Set them loose!
B. Thinking Levels:
1. Knowledge
2. Comprehension
3. Analysis
C. Learning Styles:

1. Visual
2. Logical
D. Modeling: n/a
E. Checking for Understanding:
1. Teacher will make rounds as students are working to clarify any questions
and make sure that students are on task.
2. If a handful of students are stuck on same question then teacher will
pause and make sure the whole class is on the same page.
F. Guided Practice: n/a
G. Independent Practice:
1. Students will independently working on their WebQuest worksheet.
H. Closure
1. Knowledge: What is imperialism?
2. Comprehension: What did the United States gain from imperialism?
3. Assessment: WebQuest worksheet.

Unit Plan- Day 8

Era of Progressivism and Imperialism
I.

Standards: 6.2.4 Imperialism Analyze the political, economic, and social causes and
consequences of imperialism.

II.

Behavioral Objective: The students will demonstrate an understanding of the foundations

of American imperialism

III.

Anticipatory Set: Imperialism vocabulary quiz

IV.

Objective/Purpose: The purpose of the lesson is that through establishing a firm

foundational understanding of what imperialism and the roots it has in American politics

and foreign relations in the late 1800s and early 1900s they will be able to see a trend in
how Americas relations with other countries reflects back upon this time period in future
units. Additionally to see the extent of other world powers and their pursuit of imperialism
will show the students the major effect it had on the world and how that is reflected in
todays modern era in future units.
V.

Input:
A. Task Analysis:
1. Students will write objectives (content and language) displayed on the
projector
2. Teacher will pass out vocabulary quizzes
a) Expect total silence while completing quiz and while other
students are finishing theirs
3. Instruct students to exchange vocabulary quizzes with a partner and
grade
4. Teacher will go over vocabulary quiz with students
5. Begin PowerPoint presentation with guided questions
B. Thinking Levels:
1. Knowledge
2. Comprehension
3. Analysis
C. Learning Styles:
1. Visual
2. Analytical
3. Interpersonal
D. Modeling: Verbalizing what I would write in response to questions
E. Checking for Understanding:

1. Make sure they know what certain words mean (ex: excerpt)
2. Repeat questions if needed
3. Reword questions or phrases if needed
4. Check to see if they understand the information Im presenting
F. Guided Practice:
1. Guided practice will be questions labeled questions to ask yourself
G. Independent Practice:
1. Do you think it was good that the United States used imperialism

to gain control (either permanently or just as becoming a

protectorate) of other nations territories? Why or why not?
H. Closure
1. Knowledge: What is imperialism?
2. Comprehension: How did the United States practice imperialism?
3. Assessment: Exit slip=independent practice question.

Name: ______________________

Imperialism Vocabulary Quiz

Instructions: Match the vocab word with the correct definition! Good luck :)
1.

2.

3.
4.
5.
6.
7.
8.

___________________ A policy warning European powers against future colonization

in the Western Hemisphere (north and south America) made by President James
Monroe.
____________________ In foreign policy the belief that international relations should be
guided by self-interest. Practical goals such as national defense and access to
resources.
____________________ Empire building.
____________________ The policy of not taking sides in wars between other nations.
____________________ To give up or grant land to another country (typically by treaty).
____________________ The art of conducting negotiations with other nations.
____________________ A policy of not seeking military or political alliances with foreign
powers.
____________________ In foreign policy the belief that moral values should influence
international relations.

9.
10.
11.

____________________ Policy of warning European powers against interference in

Latin American republics made by President James Monroe.
____________________ The set of guidelines and practices that a nation follows in its
relation with other nations.
____________________ A nation protected and controlled by a stronger nation.

Foreign
Policy

Diplomacy

Realism

Idealism

Neutrality

Noncolonization

Noninterference

Cede

Protectorate Imperialism

Unilateralism

Unit Plan- Day 9

Era of Progressivism and Imperialism
I.

Standards: 6.2.4 Imperialism Analyze the political, economic, and social causes and
consequences of imperialism. using historical and modern maps and other evidence to
analyze and explain the causes and global consequences of nineteenth-century
imperialism, including encounters between imperial powers (Europe, Japan) and local
peoples in India, Africa, Central Asia, and East Asia (National Geography Standard 16,
p. 216) describing the connection between imperialism and racism, including the social
construction of race comparing British policies in South Africa and India, French policy in
Indochina, and Japanese policies in Asia (See 7.3.3) (National Geography Standard 13,
p. 210) Analyze the responses to imperialism by African and Asian peoples.

II.

Behavioral Objective: Students will demonstrate knowledge, understanding, and analysis

of imperialism in the early 1900s in the various world powers of the day such as United
States, Great Britain, Germany, and France.

III.

Anticipatory Set: Show 3 minutes of ( http://www.youtube.com/watch?v=QfsfoFqsFk4 )

IV.

Objective/Purpose: The purpose of this lesson is to bring the knowledge of the students
together in a collaborative manner where they work together to takes steps towards
mastery of imperialism.

V.

Input:
A. Task Analysis:
1. Have students watch video from anticipatory set and write 2-3 sentences
about the video.
a) Questions to ask: What was familiar? Learn something new?
Anything interest you?
2. Assign groups 4 groups of 5 and have them sit together.
3. Pass out group project paper
4. Go over paper with the students and tell them expectations
5. Bring out laptops and textbooks
6. Cut them loose!
B. Thinking Levels:
1. Comprehension
2. Application
3. Analysis
4. Synthesis
C. Learning Styles:
1. Auditory
2. Intrapersonal

3. Interpersonal
4. Visual
D. Modeling:
1. Teacher will show some examples of past projects if available
E. Checking for Understanding:
1. Teacher will go around room and make sure students are on task.
F. Guided Practice: n/a
G. Independent Practice:
1. Students will independently be working on their projects by doing
research, organization, and collaboration.
H. Closure
1. Knowledge: Where did your country practice imperialism?
2. Comprehension: What was their motive?
3. Assessment: n/a

Name: ____________________
Imperialism Group Project
Instructions: You and your group will be researching one of the main world powers during the
late 1800s and early 1900s and following their path of imperialism. Through this project you will
see what countries they influenced, how they influenced them, the positives, and the negatives
of imperialism.
Group 1- United States
Group 2- Great Britain
Group 3- France
Group 4- Germany
You will create a visual aid for your project. It can be a poster, a video, or any means of
presenting your material. Use your imagination! Attached to this sheet is your rubric.
Your project must include the following aspects:
1. One page written report of imperialism within your country
a. Outlining where they imperialized, how they did, the positives, the negatives, and
when that country gained its independence back.
2. Map of the world highlighting your country and showing which countries were affected by
your countrys imperialism
3. A timeline of ONE of the countries that was imperialized starting from when it first
encountered your home country and ending when it became independent once again.

4. A one paragraph statement that your group agrees with that shows whether you side for
or against your home country and their pursuits of imperialism.
5. An 8 minute presentation that will be given to the class about your country. It is up to you
to decide how you want to present it (using your poster board or making up a powerpoint
for example) but make sure it touches on the information youre tasked to research.

Excellent

Process:

Collaboration

Good

All members
Cooperation
contributed
(enthusiastically /
committed);

Fair

Poor

Teacher
interference
needed to solve
problems

Group unable to
work without
teacher
supervision.

A lot of
explanation was
required for the
graphic; most of

Graphic was
indecipherable
and or missing
criteria;

criteria
was present;

presentat
ion was
inarticulate

conflicts
resolved;

Product:

Graphic and
Presentation

Neat and clear;

all criteria
present;
articulate
explanation;
fielded
questions.

Some
explanation of
graphic was
needed; most of
criteria was
present

Understanding:

Imperialism

All four criteria

are present; it is
complete and
accurate;
judgemen
ts on American
foreign policy is
well considered
and defended

At least three of
the criteria are
well done; the
fourth is

Two are well

done; two are
okay.

One or none of
the criteria have
been correctly
addressed.

passable

Unit Plan- Day 10

Era of Progressivism and Imperialism
I.

Standards: Standards: 6.2.4 Imperialism Analyze the political, economic, and social
causes and consequences of imperialism. using historical and modern maps and other
evidence to analyze and explain the causes and global consequences of nineteenthcentury imperialism, including encounters between imperial powers (Europe, Japan) and
local peoples in India, Africa, Central Asia, and East Asia (National Geography Standard
16, p. 216) describing the connection between imperialism and racism, including the
social construction of race comparing British policies in South Africa and India, French
policy in Indochina, and Japanese policies in Asia (See 7.3.3) (National Geography
Standard 13, p. 210) Analyze the responses to imperialism by African and Asian
peoples.

II.

Behavioral Objective: Students will finish up their group projects and begin preparation
for presentations.

III.

Anticipatory Set: Formative assessment quiz

IV.

Objective/Purpose: The purpose of this lesson is to bring the knowledge of the students
together in a collaborative manner where they work together to takes steps towards
mastery of imperialism.

V.

Input:
A. Task Analysis:
1. Hand out the quiz to check up on the students knowledge
2. Check in with the class as a whole.
a) How are things going?
b) Anyone have any questions?
c) Anyone need anymore clarification?
3. Have them continue working with the goal to finish up and begin going
over how they want to present their projects to the class.
B. Thinking Levels:
1. Comprehension
2. Application
3. Analysis
4. Synthesis
C. Learning Styles:
1. Auditory
2. Intrapersonal
3. Interpersonal
4. Visual
D. Modeling:
1. Teacher will show some examples of past projects if available.
2. Teacher will model examples of what is looked for in various aspects of
the project.

E. Checking for Understanding:

1. Teacher will go around room and make sure students are on task.
F. Guided Practice: n/a
G. Independent Practice:
1. Students will independently be working on their projects by doing
research, organization, and collaboration.
H. Closure
1. Knowledge: How did your country benefit from imperialism?
2. Comprehension: Why would the countries who were affected by
imperialism not be a fan of what happened?
3. Assessment: Group projects

Name___________________
Imperialism Check-Up Quiz

Examine the political cartoon below.

1. Which foreign policy is illustrated in the cartoon?

1.
2.
3.
4.

Big Stick Policy

Dollar Diplomacy
Moral Diplomacy
Open Door Policy

2. Which of the following is not an argument in support of imperialism.

1. The United States should become a world-class power.
2. The United States should expand to compete economically.
3. The United States should respect other peoples right to liberty.

4. The United States should spread its ideals to other parts of the world.
3. Which of these factors increased U.S. public opinion in favor of a war with Spain to free
Cuba?
1.
2.
3.
4.

The death of Jose Marti in combat

The passage of the Teller Amendment
The publication of the de Lome letter
The popularity of the Yellow Kid cartoons

4. How did the outcome of the Spanish-American War change U.S. foreign policy?
1.
2.
3.
4.

It shifted U.S. policy toward neutrality.

It shifted U.S. policy toward imperialism.
It shifted U.S. policy toward unilateralism.
It shifted U.S. policy toward noncolonialism.

5. What is the current status of the island of Puerto Rico?

1.
2.
3.
4.

It is a U.S. state.
It is a U.S. commonwealth.
It is a colony of the United States.
It is an independent ally of the United States.

Summary Evaluation
I think the unit overall went pretty well. I made sure to include a lot of collaborative work
and tried to shy away from the usual boring types of instruction that I know the kids do not enjoy
and do not engage themselves in. This really showed in their excitement and the fact that they
actually did the work that I asked of them. The thing I would change the most is just doing the
unit a few more times and working out the small kinks. There are countless tiny changes I could
make that I cant really pinpoint in hindsight but as soon as I was teaching it again I would
probably rediscover that tweaks that need to made. Those tweaks are things such as wording,
when to pass out things, and how to better get my point across of what I expect from them. I am
excited to apply this unit plan in the future and refine it even further.