TEACHER: Jacobo Villegas DATE 10/14/18

OBJECTIVE: 4(A) explain why significant GRADE LEVEL: 10th

events, policies, and individuals such as the
Spanish-American War, U.S. expansionism,
Henry Cabot Lodge, Alfred Thayer Mahan,
Theodore Roosevelt, Sanford B. Dole, and
missionaries moved the United States into the
position of a world power;
Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards.
For the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives
are important to accomplish

The student will be able to understand the main causes of the Spanish-American war and they will be able to
understand the concept of imperialism.

Materials/Resources/Equipment Needed:

images of American imperialism, PowerPoint presentation, laminated world maps and dry erase markers, short
answer questions, pre-assessment questions, kahoot quiz

Instructional delivery (What information is essential for the student to know before beginning and how will this
skill be communicated to students? This is the section where you explicitly delineate how you will present the
lesson. Direct instruction? Small group? Centers? The instruction could include a variety of instructional
delivery methods.)

It’s important for students to have some understanding of the Spanish-American war and of the concept of
imperialism. To instruct my class it is necessary for there to be direct instruction from me, but there will also be
usage of groups throughout portions of the class.

Anticipatory Set (ENGAGE): (Before you dig into the meat of your lesson’s instruction, set the stage for your
students by tapping into their prior knowledge and giving the objectives a context. What activities will you
use to focus students on the lesson for the day?)

Ask students if they have heard of the Spanish-American war and ask questions related to the era
 Who was president? Theodore Roosevelt, James K. Polk, Warren G. Harding, Harry S. Truman
 Which countries were part of the conflict?
 Why did the Spanish-American war take place?

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They
receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words.

Present students with a series of images of America engaging in imperialism and have them identify what
they believe they all represent without telling them that they represent imperialism.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you
taught them through the instructional delivery)

Use of PowerPoint presentation to provide small lecturing on the Spanish-American war. Follow this by
having students get into pairs and using laminated maps to identify territories of the Spanish empire on
the world maps with dry erase markers then comparing answers/selections with each other.

Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure
they have mastered the skill without teacher guidance.)

Fill out a perspective-based journal entry in which the student puts themselves in the position of a citizen
of one of the rivaled territories. Instruct them to “pick a side” Spain or America and justify why they chose
to fight for one or the other.

Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have
learned the objective – FORMATIVE.)

Present students with short answer questions sheet

 What events led to the United States declaring war on Spain?
 What countries were affected by this war and how?
 What was the product of the Spanish-American War for the United States?

Students will be allowed to use text books and/or notes after a certain point to aid them in
answering questions. Initially let them think deeply about questions and give answers that they
think.

Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap
up the lesson by giving the lesson concepts further meaning for your students?)

Give students a Kahoot quiz including questions that go over ideas covered in different parts of the class
period.

https://create.kahoot.it/details/the-spanish-american-war/7c148cea-d8b9-46ce-b96f-88e620dc5f40

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)