Source: http://ows.edb.utexas.edu/site/ramsey-and-louras-site/lesson-plan
Lesson Plan
***PURPOSE: Challenge students to engage in the analysis of information and to think critically about the material presented.***
Learning Objective:
The students, in groups of four to five, will examine primary source documents pertaining to American Exceptionalism. Each group will focus on a particular theme, i.e. Economic Hegemony, Manifest Destiny, and Military Actions, and be responsible for teaching their topic to the rest of the class, focusing on how each source exemplifies American Exceptionalism. Students will take notes in individual packets to be used to complete a homework assignment. For homework, students will analyze one document of their choice from each category.
TEKS:
2(A) analyze political issues such asIndian policies, the growth ofpolitical machines, andcivil service reform;
3(A) explain why significant events and individuals, including theSpanish-American War,U.S. expansionism,Henry Cabot Lodge,Alfred Thayer Mahan, andTheodore Roosevelt, moved the United States into the position of aworld power(listed in glossary as "United States as a World Power");
6(E) analyze the conflicts inKoreaandVietnamand describe their domestic and international effects;
24(A) locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(D) use the process of historical inquiry to research, interpret, and use multiple sources of evidence;
26(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
Intro/Hook/Anticipatory Set:
Display Howard Zinn's definition of American Exceptionalism.
American historian Howard Zinn defines American exceptionalism as the idea that “the United States alone has the right, whether by divine sanction or moral obligation, to bring civilization, or democracy, or liberty to the rest of the world”, even if it requires the use of violence.
The students will be asked to take a few minutes and write down specific examples of American Exceptionalism from prior knowledge.
Student examples will be used to explore the idea of American Exceptionalism, and set a foundation for the class activity.
Body:
1. Hand out packets on American Exceptionalism, and begin the lesson by explaining today's activity. It will be explained that the students will be working in small groups that focus on one of the three themes present in the activity. The packets will be divided into the following topics: Economic Hegemony, Manifest Destiny, and Military Actions. In order to make sure that the students are on the right track, a brief overview will be given on each topic to ensure that the groups understand their assigned theme
2. Using a supplemental document, the teacher will model the expected process of analyzing a document. For each document, the groups will be expected to identify how each document relates to American Exceptionalism, how it pertains to their specific theme, and answer the accompanying questions for each document. Students will be made aware that the groups will be "teaching" their theme to the rest of the class. Students should be able to explain thoroughly each document and their analysis.
3. The students will be divided into heterogenous groups of four to five, and each will be assigned one of the three themes. To ensure full participation, each group member will be required to analyze at least one document. The students will be given ten minutes to analyze their document and answer the required questions.
4. After the allotted time, each small group will discuss their documents and how they pertain to the theme. Using the documents provided, each group will be asked to synthesize the information presented and prepare to explain how these documents relate to their theme and the overarching theme of American Exceptionalism.
5. Each group will present their theme to the rest of the class. During the presentations, the students will be required to take notes in their packet. They will be strongly encouraged to take notes because they will need to use their notes to complete the accompanying homework assignment.
Assessment/Closure:
To wrap up the lesson, student will asked to make connections between the different themes and how each relates to American Exceptionalism. Students will also be challenged to think of contemporary examples and give their opinions on the subject.
For homework, the students will be asked to complete the analysis of the two themes that they did not cover in their small groups using their notes from the presentations. On the back page of the packet, they will be required to write a paragraph of their opinions on the idea of American Exceptionalism, using at least three examples from the packet and/or outside examples.
The students will be assessed on their participation in the small groups and presentations. The students' packets will be assessed on the completion of the required analysis, questions, and opinion paragraph.