2022-2023
10/23/2022 - 10/29/2022
Mr. Salber
Monday
10/24/2022
10th Grade US History
10:00am - 11:00am
Assess the impact of media
on public opinion during the
Progressive Movement,
including Upton Sinclair,
Jacob A. Riis, and Ida M.
Tarbell, women’s suffrage
and Temperance
Movement.Assess the impact
of media on public opinion
during the Progressive
Movement, including: Upton
Sinclair, Jacob A. Riis, and
Ida M. Tarbell, women’s
suffrage and Temperance
Movement.
Trace the development of
political, social, and cultural
movements and subsequent
reforms, including: Jim Crow
laws, Plessy vs. Ferguson,
women’s suffrage,
temperance movement,
Niagara movement, public
education, the National
Association for the
Advancement of Colored
People (NAACP), and
Marcus Garvey.
Compare and contrast
presidential domestic
policies, including: Theodore
Roosevelt, William Taft, and
Woodrow Wilson; Trust
Busting, Pure Food and Drug
Act, Meat Inspection Act,
Federal Reserve,
Tuesday
10/25/2022
10th Grade US History
10:00am - 11:00am
1.Students will identify the
economic causes of
imperialism during the time
period from 1875 to 1914.
2. Students will explain how
national pride effected the
desire of European nations
for overseas colonies in the
time
period.
3.Students will analyze
primary sources from the time
period and compare
conflicting viewpoints on the
morality of
imperialism.
4.Students will explain the
significance of the Berlin
Conference in terms of its
effect on imperialism on the
African
continent.
5.Students will argue the
significance of the meeting
between David Livingstone &
Henry Stanley in Africa in
1871.
6.Students will describe the
causes and consequences of
the Sepoy Mutiny in India in
1857.
7. Students will analyze
varying points-of-view on
British Imperialism in India
during the time period.
8. Students will debate the
Wednesday Thursday Friday
10/26/2022 10/27/2022 10/28/2022
10th Grade US History 10th Grade US History 10th Grade US History
10:00am - 11:00am 10:00am - 11:00am 10:00am - 11:00am
1.Students will identify the Review for Exam Assessment prep
economic causes of Practice Exam for state test
imperialism during the time
period from 1875 to 1914.
2. Students will explain how
national pride effected the
desire of European nations
for overseas colonies in the
time
period.
3.Students will analyze
primary sources from the time
period and compare
conflicting viewpoints on the
morality of
imperialism.
4.Students will explain the
significance of the Berlin
Conference in terms of its
effect on imperialism on the
African
continent.
5.Students will argue the
significance of the meeting
between David Livingstone &
Henry Stanley in Africa in
1871.
6.Students will describe the
causes and consequences of
the Sepoy Mutiny in India in
1857.
7. Students will analyze
varying points-of-view on
British Imperialism in India
during the time period.
8. Students will debate the
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Mr. Salber
Conservation, the Hepburn
Act, and the Federal Trade
Commission.
Trace national legislation
resulting from and affecting
the Progressive Movement,
including: the Sherman
Antitrust Act and the Clayton
Antitrust Act.
Direct Instruction
Play the video The Spanish-
American War: Causes,
Goals, & Results, pausing for
discussion of the following
questions. During the video,
encourage students to be on
the lookout for the
aforementioned key terms,
taking notes on them as
appropriate.
Play the video The Spanish-
American War: Causes,
Goals, & Results, pausing for
discussion of the following
questions.
During the video, encourage
students to be on the lookout
for the aforementioned key
terms, taking notes on them
as appropriate.
- 4:00 -
Do you think that had Spain
acquiesced to American
demands that the American
public would have accepted a
settlement without war and
without new territories? Why
or why not? What role did
yellow journalism have in
pros and cons of the Open-
Door Policy for the Chinese
people.
9. Students will argue the
legitimacy of the goals of
Chinese nationalists during
the rebellion of 1900.
Direct Instruction
Do Now - Image Analysis of
British India
Guided Practice
PPT on Imperialism -
Causes, Key Figures,
Morality
Vocabulary Building -
Imperialism
Independent Practice
Graphic Organizer -
Imperialism: Economic and
Nationalistic Causes
10/23/2022 - 10/29/2022
pros and cons of the Open-
Door Policy for the Chinese
people.
9. Students will argue the
legitimacy of the goals of
Chinese nationalists during
the rebellion of 1900.
Direct Instruction
American Imperialism KWL
Guided Practice
- Activity 1. The Growth of
ImperialismActivity 1. The
Growth of Imperialism
Near the end of the 19th
century Americans began to
consider emulating the
nations of Europe by building
an
overseas empire. In this
activity, students will discuss
the issue of imperialism and
whether a policy of U.S.
expansion was moral,
constitutional and in
America’s material interest.
To begin, discuss with
students what Imperialism
was and how it influenced
America at the end of the
Nineteenth
Century (see background
section for teachers). Explain
to students that the idea of
Imperialism was hotly
contested
during this time period. Not all
Americans believed that it
was our “manifest destiny” to
expand to other lands or that
the growth of American
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Mr. Salber

swaying public opinion?- 5:34 international power and

- influence necessarily required
Why do you think that Cuba's the United States to acquire
proximity to the United States foreign
made it so easy for the colonies.
United States to win this war? Independent Practice
Activity Spanish American
Break the class into two
War
groups, those for imperialism
Guided Practice and those against. (Note:
Vocab deep dive - Yellow Although U.S. public opinion
Journalism did not
Independent Practice neatly fall into those two
categories, especially before
- Practice being either
the Spanish-American War,
objective or yellow journalists!
this exercise is structured in
- Assign each group a
this
perspective of either being
manner to help students
objective or being a yellow
understand the choices that
journalist.
Americans faced as they
- The four groups will be as
stepped onto the global stage
follows:
as a
- Yellow Journalists covering
great power. The remaining
bombing of the USS Maine
lessons in this Unit will
- Objective journalists
consider variants and
covering bombing of the USS
alternatives to
Maine
imperialism.)Hand out the
- Objective journalists
corresponding documents
covering the atrocities
below for each group, located
committed towards Cubans
in their excerpted form on
by the Spanish
pages 1-9 of the attached
- Yellow Journalists covering
Text
the atrocities committed
Document and in their
towards Cubans by the
entirety on the EDSITEment-
Spanish
reviewed resources History
- Give the groups 15 minutes
Matters and American
to work out their newspaper
Memory
stories, then ask each group
Project at the Library of
to present. Afterwards,
Congress.
discuss what separated the
Imperialists (pages 1-4 of the
styles of yellow journalism
text document):
and objective journalism.

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Mr. Salber
Extensions
- Ask students to compare
the pro-war sentiment held
before the Spanish-American
War to that held before the
Mexican War. Also, compare
the new conquered territories.
What was the United States
gaining from each?
- Discuss the Spanish-
American War in terms of the
Monroe Doctrine. Was it
really that legal?
- Find translations of the short
stories from the Generation of
'98, the Spanish writers who
felt that their empire and
world-standing taken away
from them. How does this
compare to the American
narrative?
- Have students compare the
territories of the United States
in 1897 to those in 1899 by
using maps. What
changed? Where does the
United States now have more
territory? Consider making
copies of blank world maps
and
having students make new
maps of the U.S. and its
territories
10/23/2022 - 10/29/2022
- “The United States Looking
Outwards,” Alfred Thayer
Mahan, 1890:
- Albert Beveridge, The
March of the Flag, 1899
Anti-Imperialists (Pages 5-9
of the text document):
- “Manifest Destiny,” Carl
Schurz, October 1893
- William Jennings Bryan:
The Paralyzing Influence of
Imperialism, 1900
While students are reading
the documents, which may be
assigned as homework, they
should complete the chart at
the end of their packets
(pages 4 and 9 respectively).
On this chart they should list
in the first column the
arguments
made by those for or against
imperialism. In the second
column, students should list
their interpretation and what
comments they would like to
make about these arguments
in preparation for a town hall
discussion. Encourage
students to bring additional
information into their chart
that they gleaned from their
textbook and other classroom
resources. As a guide,
students should list at least
four facts per column.
Once students are finished
reading the documents, hold
a town hall discussion with
the students. To do this,
create
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10/23/2022 - 10/29/2022
Mr. Salber

a circle of desks/chairs in the

center of the room. Place half
of each group in the circle to
debate whether or not
America should build a
colonial empire? While those
students are in the circle
talking, the rest of the class
should be
sitting outside the circle as
active listeners. Each listener
should record a least one
question or comment that
they
would like to make when they
move to the center of the
circle. After about ten minutes
have students switch roles,
with the listeners having a
chance to discuss what they
wrote down from the first
discussion group.
Conclude the discussion by
having students vote whether
they would have supported
imperialism at this point in
American history. For lower
students you may wish to
conclude by having the class
create a Venn diagram on the
board showing the beliefs of
each group. Where did each
group stand? What were their
views on colonization, race,
and economics? This will
help students clarify the
similarities and differences
between the two
groups.Assessment
Students can be graded on
their participation in the

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Mr. Salber

debate.
Also, students should be able
to define the following:
- Imperialism
- Imperialism
- Manifest Destiny
Finally, students should be
able to write a brief essay
answering the following

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