HAPPY THANKSGIVING!!!

Lesson Plans 11.24-11.25

Classroom Based Assessment (CBA) - Foreign Policy

Were American imperialistic policies in at the turn of the century (1898-1900) in keeping with traditional American values?  In your response address the political, social, and economic impacts on America's foreign policies.
Process
Define

• Manifest Destiny
• Monroe Doctrine
• American Ideals

Read - Spanish American War (eLibrary)

• What were some motives for the Spanish-American War?
• Categorize these motives in Political, Social and Economic reasons.

Lesson Plan 11.20 - 11.21.14

Using Cornell Notes from Chapter 10 Section 3 complete a One Pager

• Due at the beginning of the period on Monday, November 24

Lesson Plan 11.19.14

Cornell Notes - Pathways to the Present; pages 366-371 due Thursday (beginning of period)

Lesson Plans 11.18.14

Cornell Notes - Pathways to the Present; pages 366-371 due Thursday (beginning of period)

Lesson Plan 11.17.14

Continued from Friday...

Answer essay questions;
Question 1: How is the explosion of the USS Maine off the coast of Cuba on
February 15, 1898, connected to the imprisonment of Filipinos by the American military in   1901?

Question 2: How is the popularity of Social Darwinism in the United States at the turn of  

the century connected to the imprisonment of Filipinos by the American military in 1901?

Lesson Plan 11.14.14

Continued from yesterday...

Answer essay questions;
Question 1: How is the explosion of the USS Maine off the coast of Cuba on
February 15, 1898, connected to the imprisonment of Filipinos by the American military in   1901?

Question 2: How is the popularity of Social Darwinism in the United States at the turn of  

the century connected to the imprisonment of Filipinos by the American military in 1901?

Lesson Plans 11.13.14

Question 1: How is the explosion of the USS Maine off the coast of Cuba on February 15, 1898, connected to the imprisonment of Filipinos by the American military in 1901?

Question 2: How is the popularity of Social Darwinism in the United States at the turn of the century connected to the imprisonment of Filipinos by the American military in 1901?

Read Pathways to the Present (text book) page 356; Preserving American Spirit

Charts

• Brainstorm definition of Social Darwinism
• Recall causes of the Spanish-American War
• Recall causes of the Philippine War

Assessment

Rubric

LEVEL	DESCRIPTION
Proficient	Question 1: Student identifies and explains a relevant connection between the explosion of the Maine and the imprisonment of Filipino insurgents.     Question 2: Student identifies and explains a relevant connection between the popularity of Social Darwinism and the imprisonment of Filipino insurgents.
Emergent	Question 1: Student identifies a relevant connection between the explosion of the Maine and the imprisonment of Filipino insurgents but does not provide a complete explanation of that connection.  Question 2: Student identifies a relevant connection between the popularity of Social Darwinism and the imprisonment of Filipino insurgents but does not provide a complete explanation of that connection.
Basic	Question 1: Student does not provide a reasonable explanation for how the explosion of the Maine is connected to the imprisonment of Filipino insurgents.  Question 2: Student does not provide a reasonable explanation for how the popularity of Social Darwinism is connected to the imprisonment of Filipino insurgents.

https://beyondthebubble.stanford.edu/assessments/connections-philippine-american-war/rubric

Lesson Plans 11.7.14

Continued from a previous lesson...

The Philippine Letters

Groups

1. Students will work individually or as a pair
2. Students will analyze 6 different letters regarding the annexation of the Philippines
3. Students will answer questions and then write a letter to President McKinley as to what to do with Aguinaldo and his army, economics of the islands, moral and/or constitutional issues, foreign competitors for the islands.

Lesson Plans 11.6.14

Continued from a previous lesson...

The Philippine Letters

Groups

1. Students will work individually or as a pair
2. Students will analyze 6 different letters regarding the annexation of the Philippines
3. Students will answer questions and then write a letter to President McKinley as to what to do with Aguinaldo and his army, economics of the islands, moral and/or constitutional issues, foreign competitors for the islands.

Lesson Plans 11.5.14 Early Release

Continued from a previous lesson...

The Philippine Letters

Groups

1. Students will work individually or as a pair
2. Students will analyze 6 different letters regarding the annexation of the Philippines
3. Students will answer questions and then write a letter to President McKinley as to what to do with Aguinaldo and his army, economics of the islands, moral and/or constitutional issues, foreign competitors for the islands.

Lesson Plans 11.4.14

Continued from lesson prior to Conference Week...

Soldiers in the Philippines
Essential Question:

• What accounted for American atrocities during the Philippine-American War?

Introduction

• U.S. in the Philippines Timeline

Task

• Documents A-D
• Graphic Organizer

Discuss

• What evidence did you find for each of the hypotheses?
• Is some of the evidence more or less believable? Why?
• Based on the evidence, which hypothesis do you find most convincing for why some American soldiers brutalized Filipino insurgents?

Lesson Plans 11.3.14

Continued from lesson prior to Conference Week...

Soldiers in the Philippines
Essential Question:

• What accounted for American atrocities during the Philippine-American War?

Introduction

• U.S. in the Philippines Timeline

Task

• Documents A-D
• Graphic Organizer

Discuss

• What evidence did you find for each of the hypotheses?
• Is some of the evidence more or less believable? Why?
• Based on the evidence, which hypothesis do you find most convincing for why some American soldiers brutalized Filipino insurgents?