How did the U.S. acquisition of Hawaii and Samoa during the Progressive Era reflect the broader goals of American imperialism? This lesson and activity examines the background and impact of the acquisition of Hawaii and Samoa by the United States. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - primary source political cartoon analysis with scaffolding questions The United States Take Hawaii reading passage with scaffolding questions Queen Liliuokalani POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Why did the U.S. acquisition of Hawaii and Samoa have a lasting impact on the native populations and U.S. foreign policy? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the United States seek to expand its influence in the Pacific during the 19th century, and how did actions like Commodore Perry’s mission to Japan and the claim of the Midway Islands help achieve this goal? This lesson and activity examines the background and impact of the US. in the Pacific Islands. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Matthew Perry primary source political cartoon analysis with scaffolding questions The United States in the Pacific reading passage with scaffolding questions Commodore Matthew Perry POV with scaffolding questions Primary source quote analysis with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the United States’ actions in Japan and the Midway Islands during the 19th century impact its position as a global power in the Pacific region? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why was the purchase of Alaska initially criticized, and how did it eventually prove to be a valuable acquisition for the United States? This lesson and activity examines the background and impact of the purchase and annexation of Alaska. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - William H. Seward primary source political cartoon analysis with scaffolding questions “Seward’s Folly” reading passage with scaffolding questions William Seward on the Purchase of Alaska POV with scaffolding questions Primary source quote analysis with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Why did the discovery of natural resources, such as gold, significantly change the perception of Alaska’s value and its impact on the United States? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the ideas of imperialism and Social Darwinism shape U.S. actions and policies during the Progressive Era, and what were the consequences for both the United States and the territories it acquired? This lesson and activity examines the background, definitions, and impact of imperialism and Social Darwinism. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Herbert Spencer pro-imperialist primary source quote analysis with scaffolding questions Understanding Imperialism and Social Darwinism reading passage with scaffolding questions Pro/Anti-Imperialist Newspaper Front Page creation activity Activity rubric Application/Closing/Higher-Order Thinking Assessment: Why did the ideas of imperialism and Social Darwinism lead to significant changes in the United States’ role in the world, and how did these changes impact the people in the territories the U.S. acquired? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the United States pursue a policy of imperialism during the late 19th century and early 20th centuries, and how did this policy impact both the U.S. and the countries it controlled? This lesson and activity examines the background and impact of the U.S.’ view of imperialism. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Mark Twain anti-imperialist primary source quote analysis with scaffolding questions Understanding Imperialism and Expansion Albert. J. Beveridge pro-imperialist quote with scaffolding questions Overview of Imperialism Document-based activity Spanish-American War Annexation of Hawaii Panama Canal Open Door Policy Roosevelt Corollary Debates over imperialism Application/Closing/Higher-Order Thinking Assessment: How did American imperialism during the late 19th and early 20th centuries affect the countries that were controlled by the United States, and why did it lead to both positive and negative consequences for those nations? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the U.S. government feel it was necessary to introduce the Clayton Antitrust Act in addition to the existing Sherman Antitrust Act? This lesson and activity examines the background and impact of the Clayton Antitrust Act. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Section 7 of the Clayton Antitrust Act 1914 primary source analysis with scaffolding questions Understanding the Clayton Antitrust Act reading passage with scaffolding graphic organizer questions Henry Clayton on the Clayton Antitrust Act POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the Clayton Antitrust Act impact the relationship between large companies and small businesses in the United States? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

This activity explores and examines the background and impact of Woodrow Wilson and his opinion of Progressivism. Students will analyze Wilson’s perspective on the Progressive Era and answer corresponding scaffolding questions. Included in this resource: Woodrow Wilson Progressivism POV with scaffolding questions Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

This activity explores and examines the background and impact of William Howard Taft and his opinion of Progressivism. Students will analyze Taft’s perspective on the Progressive Era and answer corresponding scaffolding questions. Included in this resource: William Howard Taft Progressivism POV with scaffolding questions Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

This activity explores and examines the background and impact of Theodore Roosevelt and his opinion of Progressivism. Students will analyze Roosevelt’s perspective on the Progressive Era and answer corresponding scaffolding questions. Included in this resource: Theodore Roosevelt Progressivism POV with scaffolding questions Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why was it important for Woodrow Wilson to establish regulations on big businesses during his presidency, and how did his progressive reforms aim to prevent businesses from becoming too powerful? This lesson and activity examines the background and impact of progressivism under Wilson. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Wilson primary source quote analysis with scaffolding questions Progressivism under Wilson reading passage with scaffolding graphic organizer questions Application/Closing/Higher-Order Thinking Assessment: How did Woodrow Wilson’s progressive reforms impact the relationship between the government and big business, and why were these changes significant for the future of the U.S. economy? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did President Taft’s Dollar Diplomacy aim to achieve U.S. foreign policy goals through economic influence rather than military force, and what were the potential benefits and and drawbacks of this approach? This lesson and activity examines the background and impact of Taft’s dollar diplomacy. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Taft primary source quote analysis with scaffolding questions Taft’s Dollar Diplomacy reading passage with scaffolding graphic organizer questions Application/Closing/Higher-Order Thinking Assessment: How did President Taft’s dollar diplomacy impact the relationships between the United States and other countries, and what were the long-term effects of using economic influence instead of military force? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did Theodore Roosevelt’s use of the “bully pulpit” and his approach to arbitration in labor disputes change the role of the President in addressing social and economic issues in the early 20th century? This lesson and activity examines the background and impact of the Square Deal domestic plan. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Teddy Roosevelt primary source quote analysis with scaffolding questions Roosevelt and the Square Deal reading passage with scaffolding graphic organizer questions Application/Closing/Higher-Order Thinking Assessment: How did Theodore Roosevelt’s policies and leadership style, such as the Square Deal and his use of the “bully pulpit” impact the relationship between the government, businesses, and workers in the United States? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did Woodrow Wilson’s domestic and foreign policies shape the United States during and after his presidency? This lesson and activity examines the early life, education, background, presidency and legacy of President Woodrow Wilson. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Woodrow Wilson’s inaugural address primary source analysis and questions Woodrow Wilson document pass/station activity with corresponding scaffolding questions Document 1: Early Life and Political Rise Document 2: Domestic Policies and Progressive Reforms Underwood Tariff and Income Tax Federal Reserve Act Antitrust Legislation Labor and Social Reforms Document 3: World War I and Leadership in Crisis Neutrality and Entry into War Mobilization and the War Effort Civil Liberties During the War Fourteen Points and the League of Nations Document 4: Foreign Policy and the League of Nations Document 5: Legacy Spotlight On: Woodrow Wilson Woodrow Wilson POV and scaffolding questions Create a legacy brochure of Woodrow Wilson with rubric Application/Closing/Higher-Order Thinking Assessment: Why did Woodrow Wilson’s efforts to create the League of Nations have a lasting impact on international relations, even though the United States never joined it? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did William Howard Taft’s cautious approach to progressive reforms create tension within the Republican party during his presidency? This lesson and activity examines the early life, education, background, presidency and legacy of President William Howard Taft. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - William Howard Taft’s inaugural address primary source analysis and questions William Howard Taft document pass/station activity with corresponding scaffolding questions Document 1: Early Life and Political Rise Document 2: 1908 Election and Inauguration Document 3: Domestic Policies Trust-busting and Regulation Tariff Reform Conservation and Environmental Policies Document 4: Foreign Policy Dollar Diplomacy in Latin America Relations with Japan and China Document 5: Split with Roosevelt and 1912 Election Document 6: End of Presidency and Legacy Spotlight On: William Howard Taft William Howard Taft POV and scaffolding questions Create a legacy brochure of William Howard Taft with rubric Application/Closing/Higher-Order Thinking Assessment: How did William Howard Taft’s presidency influence the future of business regulation and the role of government in the United States? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the Progressive Presidents believe it was important to use the power of the federal government to bring about social and economic reforms in the United States? This lesson and activity examines the background and impact of the progressive presidents. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Progressive Presidents political cartoon analysis with scaffolding questions Progressive Presidents reading passage with scaffolding graphic organizer questions Progressive Presidents quote analysis with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the reforms implemented by the Progressive Presidents affect the lives of everyday Americans during the early 20th century? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did Theodore Roosevelt’s presidency change the role of the U.S. government in protecting the rights of citizens and the environment? This lesson and activity examines the early life, education, background, presidency and legacy of President Teddy Roosevelt. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Teddy Roosevelt’s inaugural address primary source analysis and questions Teddy Roosevelt document pass/station activity with corresponding scaffolding questions Document 1: Early Life and Political Rise Document 2: Becoming President Document 3: Domestic Policies Trust-busting and regulation Labor Relations Consumer Protection Conservation Document 4: Foreign Policy - Big Stick Diplomacy Document 5: End of Presidency and Legacy Spotlight On: Theodore Roosevelt Theodore Roosevelt POV and scaffolding questions Create a legacy brochure of Theodore Roosevelt with rubric Application/Closing/Higher-Order Thinking Assessment: Why did Theodore Roosevelt’s presidency have a lasting impact on conservation and the protection of natural resources in the United States? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why was the 1916 U.S. presidential election a turning point in American history, and how did the candidates’ positions on World War I influence the outcome? This lesson and activity examines the background and impact of the presidential election of 1916. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Wilson campaign wagon primary source photograph analysis with scaffolding questions Election of 1916 reading passage with scaffolding graphic organizer questions Document analysis with scaffolding questions Document #1 - Election of 1916 electoral map Document #2 - Wilson campaign poster analysis Document #3 - Hughes campaign poster analysis Document #4 - Wilson campaign speech analysis Document #5 - Hughes campaign speech analysis Woodrow Wilson Election of 1916 POV with scaffolding questions Charles Evans Hughes Election of 1916 POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Why was the 1916 presidential election a turning point in American history, and how did the candidates’ positions on World War I influence the outcome? Answer key for teachers (suggested ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the differing views of the candidates in the Election of 1912 influence the direction of American politics and government policies in the early 20th century? This lesson and activity examines the background and impact of the presidential election of 1912. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Punch political cartoon analysis with scaffolding questions Election of 1912 reading passage with scaffolding graphic organizer questions Document analysis with scaffolding questions Document #1 - Election of 1912 electoral map Document #2 - Wilson campaign poster analysis Document #3 - Taft/Roosevelt political cartoon poster analysis Document #4 - Roosevelt campaign poster Document #5 - Debs campaign poster Document #6 - Wilson campaign speech excerpt analysis Document #7 - Roosevelt campaign speech excerpt analysis Document #8 - Taft campaign speech speech excerpt analysis Document #9 - Debs campaign speech excerpt analysis Woodrow Wilson Election of 1912 POV with scaffolding questions William Howard Taft Election of 1912 POV with scaffolding questions Theodore Roosevelt Election of 1912 POV with scaffolding questions Eugene V. Debs Election of 1912 POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the election of 1912 impact the role of the federal government in American society during the early 20th century? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the support of Theorodre Roosevelt play a crucial role in William Howard Taft’s victory in the 1908 presidential election? This lesson and activity examines the background and impact of the presidential election of 1908. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Puck political cartoon analysis with scaffolding questions Election of 1908 reading passage with scaffolding graphic organizer questions Document analysis with scaffolding questions Document #1 - Election of 1908 electoral map Document #2 - Taft campaign poster analysis Document #3 - Bryan campaign poster analysis Document #4 - Taft’s speech excerpt analysis Document #5 - Bryan’s speech excerpt analysis William Howard Taft Election of 1908 POV with scaffolding questions William Jennings Bryan Election of 1908 POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the results of the 1908 election influence the future direction of the Republican Party and the presidency in the years that followed? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did Theodore Roosevelt win in the 1904 election by such a large margin, and how did his policies during the campaign reflect the concerns of the American people at the time? This lesson and activity examines the background and impact of the presidential election of 1904. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - The Mysterious Stranger political cartoon analysis with scaffolding questions Election of 1904 reading passage with scaffolding graphic organizer questions Document analysis with scaffolding questions Document #1 - Election of 1904 electoral map Document #2 - Roosevelt campaign poster analysis Document #3 - Parker campaign poster analysis Document #4 - Roosevelt’s Square Deal speech excerpt analysis Theodore Roosevelt Election of 1904 POV with scaffolding questions Alton B. Parker Election of 1904 POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the outcome of the 1904 election impact the role of the federal government in regulating big business and shaping environmental policies in the United States? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.