Social Studies SIOP Lesson Plan

Teacher: Michelle Dougherty

Site: Valencia

Time Required: 3-4 days

Grade: 7

Unit/Theme/Title
Imperialism: The Media’s Role in Starting the Spanish-American War
Standards
S1C7-PO9: Describe the following Factors that fostered the growth of American imperialism during the late 19th and early 20th centuries:
a.) desire for military strength b.) interest in new markets c.) need for inexpensive source of raw materials.
S1C7-PO10: Analyze the United States‘ expanding role in the world during the late 19th and early 20th centuries:
a.) Spanish-American War
Content Objective(s)
Students will define and illustrate essential vocabulary words.
Students will identify the factors that led Americans towards Imperialism.
Students will identify major events in the Spanish-American War.
Students will analyze the role the media played in influencing public opinion during the Spanish-American War.
Language Objective(s)
ELL Intermediate:
Speaking and Listening- Contribute to classroom and academic discussions by making predictions, summarizing/reporting on situations, and drawing inferences with some hesitancy because of the need to rephrase and search for words.
Writing – The student will express in writing his of her own thinking and ideas.
Key Vocabulary
Imperialism Yellow Journalism
Expansionism foreign markets
Isolationism White Man’s Burden
revolution territories
surplus Manifest Destiny / Materials
1. Spanish-American War PowerPoint (see attachments)
2. Cartoon Analysis Worksheet
http://www.archives.gov/education/lessons/
3. Four Square Vocabulary Map (see attachments)
4. Spanish-American War Political Cartoons:
·  Life During Wartime: Cartoons from Life Magazine, 1895-1900 http://www.boondocksnet.com/gallery/cartoons/1898/index_life.html
·  Cartoons of the Spanish-American War http://www.boondocksnet.com/gallery/cartoons/1898/index_bart.html
·  Cartoons of Our War with Spain http://www.boondocksnet.com/gallery/cartoons/1898/index_nelan.html • Crucible of Empire: The Spanish-American War (select Cartoon Gallery) http://www.pbs.org/crucible/frames/_journalism.html
5. Cornell Note-taking Sheet (see attachments)
6. “Story of the U.S.S Maine http://www.asset.asu.edu
Technology Integration
Projector
Computer
Downloaded video clip (optional)
PowerPoint
Preparation
Day 1 – Fast Five – Why would the United States want to build an Empire?
Day 2 – Fast Five - Define Imperialism, Expansionism, and Isolationism.
Day 3 – Watch Film Clip “Story of the U.S.S. Maine”.
Day 4- Fast Five – Define Yellow Journalism, give an example.
Lesson Sequence
Day 1 –
1.  Have students answer Fast Five when they enter class and then discuss the answers.
2.  Introduce vocabulary words to students (from Key Vocabulary box above).
3.  Model 4 Square Vocabulary using one word from the list.
4.  Choose one vocabulary word from list and complete 4 Square with students.
5.  Allow students to work in pairs to complete the rest of the words.
6.  Have each student present one vocabulary word to rest of class.
7.  All students should record the information presented for each word.
Day 2 –
1.  Fast Five – Review Definitions for Imperialism, Expansionism, and Isolationism.
2.  Present PowerPoint on Imperialism through slide # 9.
3.  Students should use the Cornell note-taking sheet to take notes on the content.
a.)  In right column, students should write down content notes.
b.)  In the left column, students should write down questions, illustrations, or any additional information they feel is important.
4.  At the end of the PowerPoint, students should use the bottom of the note-taking sheet to summarize the factors that led the U.S. into Imperialism. Share responses with neighbor.
Day 3 –
1.  Play the video segment “Story of the U.S.S. Maine”.
2.  Define “yellow journalism”.
3.  PowerPoint Slide #’s 11-21. Focus on how Yellow Journalism influenced the start of the Spanish-American War.
4.  Have Students Use Cornell Note taking form for Notes
5.  Return to slide 14, ask students to analyze the cover of the Journal to discover elements of Yellow Journalism.
6.  Have students fill out the summary portion of notes and share with class, paying particular attention to how yellow journalism contributed to the beginning of the Spanish-American War.
Day 4 –
1.  Fast Five – Review answers with students.
2.  Explain to students that another way that media influenced the public was through political cartoons.
3.  Using one of the above cited cartoons, model the Political Cartoon Analysis Sheet.
4.  Break students into groups; assign each group a cartoon about the Spanish-American War.
5.  Have students analyze their cartoon.
6.  Display each cartoon on projector and have each group present analysis, asking each group how the cartoon attempted to influence public opinion.
Application/Practice
Day 1 – Each pair will complete the 4 Square Vocabulary sheet for the vocabulary words.
Day 2 – Students will record notes on the right hand column of their note sheet and record illustrations or questions on the left hand side of the note sheet.
Day 3 – Students will record notes and illustrations on note sheet, focusing on how yellow journalism influenced the beginning of the Spanish American War.
Day 4 – Students will analyze a political cartoon and decipher how it attempted to influence public opinion.
Review/Assessment
Day 1 – Present one word from sheet to class.
Day 2 - Summarize daily notes on the Cornell Note-Taking Sheet and share with neighbor.
Day 3 – Summarize daily notes on the Cornell Note Taking Sheet and share with neighbor.
Day 4 – Present cartoon analysis and determine how it influenced public opinion.
Reflections

http://ushistory.tusd.us/participants.htm