Lesson Plan # 1 Secondary History / Social Studies

Course Lesson Topic / Unit Name Instructor Date(s)

Honors American History II Teddy Roosevelt / The Progressive Era Zoey Hanson 02/04/2021
Lesson Essential Question (LEQ) or LLO: Students will be able to understand and analyze the policies and contributions of Theodore Roosevelt during
Learning Objective (LLO) his presidency.
NC Essential Standard(s) ● AH2.H.6.1: Explain how national economic and political interests helped set the direction of United States foreign
policy since Reconstruction.
● AH2.H.3.1: Analyze how economic, political, social, military, and religious factors influenced United States
imperialism.
● AH2.H.4.1: Analyze the political issues and conflicts that impacted the United States since Reconstruction and the
compromises that resulted.
● AH2.H.1.3: Use Historical Analysis and Interpretation to:
1. Identify issues and problems of the past.
2. Consider multiple perspectives of various peoples of the past.
3. Analyze cause-and-effect relationships and multiple causation.
4. Evaluate competing historical narratives and debates among historians.
Activity Details of Activities Purpose-Rationale Time
Pre-Lesson The instructor will inform students that today This activity requires students to recall 10 Minutes
How do you prepare students for content & skills we are going to discuss Theodore Roosevelt, previous information about Progressives and 8:40
acquisition, or use students’ prior knowledge? How also known as Teddy. We are going to look at his the type of reform they advocated for. The
do you open this new lesson? presidency and the reforms and policies he activity also assists directly in connecting Teddy
oversaw during the progressive era. to the Progressive movement, assisting with
Start by asking students what they know about chronological organization of information.
Teddy Roosevelt. Inform students that this Lastly, the question "what do you know about
information can come from a previous history Teddy" gives the instructor the opportunity to
class or even if they have ever seen depictions of hear what students already know, what they
Teddy in media such as movies or books. need to learn, and gives the opportunity to
address any mis-information learned in the
Share the following white house quote with
past.
students by reading it to them: "With the
assassination of President William McKinley,
Theodore Roosevelt, not quite 43, became the
26th and youngest President in the Nation's
history (1901-1909). He brought new
excitement and power to the office, vigorously
leading Congress and the American public
toward progressive reforms and a strong foreign
policy." (this quote will be inserted into the

ASU Dept. of History· History Education Program· 2020-2021


Acquisition
How will students acquire new content or skills? Is
acquisition teacher or student-centered?
[Explain lesson goals by emphasizing LEQ/LLO]
Extending & Refining I (group)
How will students practice new content and skills
by working with classmates? How does this activity
promote historical thinking skills and using
primary/secondary sources?
Adjustments
What adjustments will you make if students
struggle or progress too quickly (before advancing
further)?
beginning of Lodle's PowerPoint and posted
below individually in the sources section)
Follow up by asking students:
"What does this quote tell you about Teddy?"
"We discussed what it means to be a Progressive
earlier this week. based on that knowledge, what
kind of reforms do you think Teddy is going to
implement?"
-Instructor will give a lecture on Teddy
Roosevelt using Mr. Lodle's pre-made
PowerPoint.This PowerPoint will cover the
following information…
● Teddy's background and rise to the
white house (McKinley Assassination)
● The Square Deal and 3 C's
● The Great White Fleet
● The Roosevelt Corollary
● The Big Stick and Teddy-led imperialism
● The Panama Canal
● National Parks and Conservation
-Throughout the lecture PowerPoint there are
various political cartoons that illustrate the
different topics covered in the lecture. When
each of these is on the screen, ask students what
they see. As students answer, ask them what that
may mean and how it may relate to the current
topic in the PowerPoint. The instructor should
then elaborate, affirming students answers or
asking for clarification, etc. The instructor should
give students enough details that allow them to
contextualize the cartoon either directly before
or directly after the image.
If students struggle with the material, Have
them look at the National Parks timeline of
Roosevelt's life. As the students move through
the timeline, have them create their own
timeline from events that we have discussed in
the acquisition. The students can do this
This acquisition is largely instructor centered 30 Minutes
however, it does require students to use their 9:10
visual literacy skills to understand each topic
discussed during the lecture. The information
given to students before each political cartoon
cartoon for the Extending and refining I activity
assists students with contextualizing the
information that they need to analyze the
cartoons.
The political cartoons within the lecture 15 Minutes
require students to directly analyze the 9:25
motivations behind Teddy's foreign and
domestic policies. Students are given basic
*5 minute mask
information before each cartoon which will
help them contextualize the information. This break outside*
lesson will also strengthen students' visual 9:30
literacy and primary analysis skills, essential
aspects of understanding history.
-This activity gives students who struggle the
opportunity to chronologically organize the
information they have learned in a creative and
hands-on way. This will help students to not
only understand when Teddy accomplished
ASU Dept. of History· History Education Program· 2020-2021
 individually virtually on a landscape style google certain reforms, but it also helps them
doc or as a google slides. Students should pull understand why it is important.
images from google to represent each event and
a short description of the event and why it is
important.
This can also be done as a large group with the
instructor creating the timelines and students
picking out the events and creating the
description as a team.
If this activity is used, may have to adjust
Extending and Refining II to be a homework
activity.

-This activity gives students the opportunity to

If students progress too quickly, play for them
hear, directly from audio of Teddy, what he
Roosevelt's "The Liberty of the People" speech.
believes and what he stands for. This activity
Students may read along if they would like.
requires students to think in a broader sense
Once the speech is over, ask students the about Teddy and his influence on
following questions… Progressivism.
"What does this speech tell you about Teddy's
domestic policy?"
"Based on this information is Teddy a
progressive? Why? What is progressive about
these ideas?"

Individual adjustments: None needed

Extending & Refining II (individual)
How do students (and teacher) know if they are
mastering the content and/or skills for this lesson?
[Formal, informal assessments to measure learning]
Closure
How do students put it all together for today’s
lesson? The closure activity helps tie this lesson to
the overall unit. Re-emphasize LEQ/LLO,
UEQ/ULO, and “big picture” understanding
Via Canvas, give students Teddy's speech on new
nationalism from the American YAWP, and an
edited, shortened version of the Roosevelt
corollary.. Students should read over these
documents individually on their chromebooks
and answer the questions attached to each
reading.
Briefly go over each of the questions in the
Extending and Refining II activity as a group.
Hear what each student has to say about each
answer. Finally, ask students "so what makes
Teddy a progressive president."
This activity gives students the opportunity to 20 Minutes
directly interact with primary sources, all of 9:50
which are speech given by Teddy. This means
that students are directly analyzing the
milestones of Roosevelt's presidency.
This activity allows students to share their 10 Minutes
answers with their peers and to see that, 10:00
though they read the same document, they
may have found different answers. All answers
however, should relate to the same ideas

ASU Dept. of History· History Education Program· 2020-2021


Assessments
Materials & Supplies
Sources & Notes
Where did you research content for today’s lesson?
Where did you find helpful information, primary &
secondary sources, and lesson plan ideas?
regarding Teddy and Progressivism. Similarly,
the last question requires students to connect
the entire lesson to itself, as well as previous
lessons about Progressivism.
Formative - Informal Summative - Formal
● Extending and Refining I shows that students have ● There are no summative/formal assessments in this
developed a basic understanding of the material lesson
and are able to apply what they have learned to the
analysis of political cartoons
● Extending and Refining II, when combined with the
closing activity, shows if students have understood
this lesson, as well as the previous one on
progressivism. At this point students should be
able to connect the two lessons. This will be an
important formative part of their learning for this
lesson before moving to the next lesson.
● ● ●
Sources (Chicago Manual of Style) Notes to self
● Lodle, Jason. "Theodore (Teddy) Roosevelt." ●
PowerPoint. Davidson County, NC.
● Roosevelt, Theodore. “Hear TR's Speech ‘The
Liberty of the People.’” HISTORY MATTERS - The
U.S. Survey Course on the Web. Michigan State
University Voice Library . Accessed January 30,
2021. http://historymatters.gmu.edu/d/5722/.
● Roosevelt, Theodore. “Theodore Roosevelt on
‘The New Nationalism’ (1910).” The American
Yawp Reader. The American YAWP. Accessed
January 30, 2021.
https://www.americanyawp.com/reader/20-the-prog
ressive-era/theodore-roosevelt-on-the-new-nationa
lism-1910/.
● Roosevelt, Theodore. “Transcript of Theodore
Roosevelt's Corollary to the Monroe Doctrine
(1905).” Our Documents - Transcript of Theodore
ASU Dept. of History· History Education Program· 2020-2021
 Roosevelt's Corollary to the Monroe Doctrine
(1905). our documents.gov. Accessed January 30,
2021.
https://www.ourdocuments.gov/doc.php?flash=false
&doc=56&page=transcript.

● “Theodore Roosevelt Timeline.” National Parks

Service. U.S. Department of the Interior,
December 10, 2018.
https://www.nps.gov/thro/learn/historyculture/theo
dore-roosevelt-timeline.htm.

Content Notes For Lecture

● Title Slide
○ "What do you know about Teddy Roosevelt" - this can be anything from previous history classes or maybe from media like
tv/movies/books etc.
○ "What does this quote tell you about Teddy?" "As a Progressive, what kind of reforms do you think he will be passing?"
● Teddy Background
○ Teddy quickly became a leader of the Republican party after dropping out of law school to become a politician
○ Teddy started his career in the NY state assembly (82-84)
○ In 1884 he retired from politics after experiencing national politics for the first time after advocating for the losing Republican
presidential candidate
○ Teddy was known for his tough, cowboy persona because after he retired from politics he moved out to North Dakota to be a cowboy.
He originally went out West to hunt buffalo but found the cattle business booming, so he set up ranch
○ Teddy eventually returned to politics and in 1897, support McKinley for the presidency he was rewarded with the position of Assistant
Secretary of the Navy, which he resigned from in order to fight in the Spanish-American war to form the first volunteer Cavalry
regiment which would become known as the "Rough Riders"
○ In 1989 Teddy was elected governor of New York. In 1900 Teddy was chosen to be the VP on the Republican ticket . He took office in
1901
● TR Becomes President
○ 6 months after Teddy was made VP, his President, president McKinley, was visiting Buffalo when he was assassinated by Leon Czolgosz.
He was shaking hands with the anarchist when he was shot twice. He died 8 days later of complications from his wounds
○ Leon Czolgosz saw McKinley as a symbol of oppression and became convinced it was his duty to kill him. McKinnley enjoyed the public
and frequently dismissed security.
ASU Dept. of History· History Education Program· 2020-2021
 ○ Teddy, being VP was sworn in as president that same day McKinley died
● Teddy's Square Deal
○ Teddy's domestic policy was known as his "square deal". It had three major goals (also known as the 3 Cs), conservation of natural
resources, control of corporations, and consumer protection. I short, this meant that Teddy intended to protect the poor and small
businesses from the abuses of the rich and big business
○ "When I say that I am for the square deal, I mean not merely that I stand for fair play under the present rules of the game, but that I
stand for having those rules changed so as to work for a more substantial equality of opportunity and of reward for equally good
service."
○ Roosevelt will try to expand this in his second term but it is blocked by conservatives.
● Teddy fights for the common man video
● Teddy the "trust buster" (political cartoon)
○ What do you see in this cartoon? What do you think it means?
○ Bad trusts being killed and stomped on by Teddy- even Good trusts are kept on a short leash labeled "restraint"
○ Teddy used the Sherman Antitrust act (rule of free competition that prevents monopolies) more aggressively than previous presidents
to the point he became known as a "trustbuster"
○ Later, the Sherman anti-trust would be strengthened by the Clayton Anti-trust act through the act of defining a monopoly and providing
a specific list of violations
○ Teddy however saw business as a necessary part of the economy so he was really more of a "trust-regulator" who wanted to only go
after the "bad trusts" who restrained trade and charged unfair prices. Teddy brough 44 antitrust suits, the most of any president. One
of these suits targeted Standard Oil (who was over standard oil? Rockefeller)
● Teddy wastes no time
○ In his second term, Teddy organized a group of 16 modern US Navy ships, who would become known as the Great white Fleet, who
were essentially tasked with sailing around the world from 1907-09: The point was to display American strength and dominance under
the guise of "friendly courtesy visits"
● Roosevelt Corollary
○ In 1904 Teddy issued his Roosevelt Corollary. The corollary added on to the Monroe doctrine (what is the Monroe doctrine?)
○ It stated that the US could and would intervene in conflicts between Europe and Latin American countries.
○ Would intervene to prevent European intervention
● Speak softly, carry a big stick (political cartoon)
○ What do you see? What does it mean?
○ Teddy knocking down RR trust, oil trust…. Everything, in general with a big stick- Mollycoddling is to be overprotective and spoiled
○ Similar to the Corollary, Teddy based his foreign policy on the idea to "Speak softly and carry a big stick" ( A West African proverb…
What does it mean?)
○ 5 components: essential to have military capabilities that forces adversaries to pay attention, to act justly toward other nations, never
to bluff, to strike only when prepared to strike hard, and the willingness to allow the adversary to save face in defeat.So basically:
negotiate peacefully but be strong and ready in case things go wrong
ASU Dept. of History· History Education Program· 2020-2021
● Another Teddy Cartoon (political cartoon)
○ What do you see? What does it mean?
○ See info on Roosevelt Corollary
○ Santo Domingo Affair: 1904: USS Yankee observing conflict between Santo Domingo(now Dominican Republic) government and rebel-
attacked by insurgents- one American killed- Teddy sent a fleet of ships- a short conflict that ended with only 1 wounded American
who shot his own foot on accident- Dominican casualties unknown
● What is the message in this cartoon (political cartoon)
○ What do you see? What does it mean?
○ -Big Stick -list of caribbean nations -"the Debt Collector," "The Sheriff," "The Protector"- vultures in the background -power of the navy
● The Big Stick Hits Central America
○ Panama was a province controlled by Columbia and in the 1880s, the French had failed to build a canal through Panama.
○ In 1902, Teddy pushed for the purchase of the French assets in the canal zone the Columbians requested for 40 million dollars.
Roosevelt rejected this idea and when the proposed treaty was rejected, Teddy turned to military strength or gunboat diplomacy (using
military strength or threat of military strength to control foreign diplomacy)
○ The US encouraged and threw its support behind the Panama independence movement by recognizing the Independent Republic of
Panama in 1903
○ When Panama won its independence, the US was given exclusive and permanent ownership of the Panama Canal zone
● Panama Canal photos and video
● Teddy cartoon again-what do you see (political cartoon)
○ What do you see? What does it mean?
○ Teddy in police uniform -"new diplomacy" - Mexicans/English/Russians/Indians
● Roosevelts True Love
○ Teddy always had a passion for the outdoors- he inherited it from his father. Teddy was often sick as a child and his father believed that
some fresh air and the outdoors would fix him right up. His father also helped Teddy set up an "Roosevelt Museum of Natural History"
in their house that consisted of a bunch of plants and animal specimens, including skeletons that he found and taxidermied animals that
he did himself. It all started when Teddy was seven and brought home a seal head from the local market
○ Teddy followed his fathers idea of a healing wilderness when his mother and first wife passed away on the same day (Valentines day and
the day of his anniversary), his first instinct was to retreat into the Dakota wilderness where he built a cabin and stayed for a while.
○ This idea carried with Teddy into his presidency, he became an important advocate for nature. He worked closely with the Audubon
society which advocated against shooting birds for plume feathers for fancy hats. And later he linked up with this man….
● The Founding Father of the National Parks
○ John Muir, who lived in Yosemite valley in a tiny cabin.
○ In 1903 Teddy went on a three week "wilderness trip" and stopped in Yosemite. The story goes that he tricked his large entourage into
going one way down the trail while he, Muir, 2 advisors, and Teddy's private chef snuck off in another direction for a few days of touring
and camping out in Yosemite. One of the most eye-opening moments for Teddy was the on the second night when he woke up, laying
only under a blanket to a snowstorm
ASU Dept. of History· History Education Program· 2020-2021
 ○ After leaving Yosemite, on that same wilderness trip, Teddy stopped at the Grand Canyon. He wanted to stay longer but his wilderness
tour was coming to an end. However, it was at grand canyon that Teddy gave a speech that summarized his opinion on these American
wonders: "leave it as it is, you can not improve on it"
○ Three years later, Teddy would sign the Antiquities Act, the first US law to provide legal protection for cultural and national resources.
Teddy, during his presidency, doubled the number of sites in the National Park System
○ I just think its fun to point out that though Teddy loved the wilderness, part of this meant he loved hunting. When Teddy was in
Yellowstone, one of his first questions was "what is the practice of killing mountain lions?" This photo here shows an inventory from a
safari Teddy took with his son the year after his presidency- look at numbers and animals killed
○ Also, fun fact, regarding Teddy's hunting. In 1902 Teddy was bear hunting and had not found one. Some of his colleagues cornered a
black bear and tied it to a tree. Teddy refused to kill the pre-captured bear.The story spread quickly and a toy-maker decided to make a
toy in Teddy's honor, he called it the "Teddy" bear

Instructional Materials
Acquisition/Extending and Refining II
Roosevelt PPT- Google Slides Version
*Videos did not transfer from PowerPoint*

Extending and Refining II/ Closing Activities

Teddy Roosevelt Primary Documents - Google Doc

Adjustment Activities:
Hear TR's Speech "The Liberty of the People"

Theodore Roosevelt Timeline - Theodore Roosevelt National Park (US National Park Service

ASU Dept. of History· History Education Program· 2020-2021