If you are looking for an exciting activity that delves into the foreign policy of George Washington and James Monroe, then you have come to the right place. This exciting worksheet focuses on the similarities and differences between the foreign policies of these presidents and even foreshadows into future events in history. There is an extension activity that goes up to World War I and how American Foreign policy has changed over time. I used this worksheet during an observation and it went really well! Enjoy!
Our first major unit focused on the Thirteen Colonies who gained independence from England which is a country from Europe. The Thirteen Colonies yearned for the opportunity to gain independence from England because of unfair practices such as taxes on tea and imports. Eventually, the Thirteen Colonies gained independence from England under the direction of George Washington during the American Revolution. The lesson fits in with the large unit in two ways. For instance, after the American Revolution, Washington sets the stage for the United States first foreign policy in his Farwell address after the American Revolution. In this address, he warns the United States to steer clear of permanent alliances with other countries, not to develop political parties and to not get involved in foreign affairs. This lesson will activate students prior knowledge about what they remember about Washington and introduce new concepts about his foreign policy. In addition, students learn about James Monroe who further adds to Washington’s foreign policy by instructing countries in Europe to not colonize in the Western Hemisphere. This lesson sets the stage for the broader understanding of the unit because students analyze the United States first foreign policies by the first couple of presidents and they will see how this foreign policy will change over time by foreign events. In addition, this sets the stage for the United States to expand west which is known as Manifest Destiney. The United States sets the stage for foreign policy which is understood by the world and as a result, enables the United States to expand West of the United States to look for new land while not worrying about conflicts with foreign countries.
1. Identify the characteristics and similarities of George Washington and President James Monroe foreign policy by answering a series of guided questions from a visual, map, video activity and document readings.
Do Now Anticipatory Set
Students will enter the classroom and begin working on the do now activity. The do now activity presents a visual image of a dollar bill that portrays George Washington. In addition, the do now includes a primary source that includes Washington’s farewell address. Students will answer a series of guided questions that activate prior knowledge and introduce new concepts. Students will answer a series of guided questions and a regents level multiple choice question. The teacher will promote a discussion after the student’s findings.
Students will be placed into pairs to complete a series of questions about the map of the world. Students will work together/independently to complete the questions.
Students will be responsible for circling North and South America on the map as well as circling which hemisphere we live in as well as Europe.
Students will have a broader context of the geography of the world which will set the stage for the importance of the Monroe Doctrine.
The teacher will promote a swift discussion about the maps.
--Students will watch two short video clips about the Monroe Doctrine.
Students will be responsible for answering a series of guided questions that correspond with the video clip.
Before the video begins, the teacher will read the questions out loud so students have an opportunity to know what they are looking for in the video.
During the course of the video, the teacher will also use non verbal ques to help promote comprehension and attention to the video. For example, the teacher will instruct students that they will raise the number one sign on their hand to inform students that question one is coming up in the video. This provides student an opportunity to direct attention to an important concept of the video.
The teacher will provide the video in English and provide Spanish subtitles. The first video will be an English video with subtitles The second video will be in Spanish with English subtitles Students will be placed in heterogeneous pairs during the duration of the clip. During this time, the teacher will briefly read the questions out loud and explain to students to watch out for these questions during the clip. After the video clip is over, students will work together to complete the questions and the teacher will promote a discussion based on the student’s findings. Teacher will promote a discussion based on the students findings.
Students will examine three documents about American Foreign Policy.
a. Document 1 Monroe Doctrine
b. Document 2 Washington / Monroe Doctrine Compare/Contrast
c. Document 3 Making Predictions Change over Time
The teacher will instruct students that they will be working in groups/independently to complete a series of documents. The teacher will first model the first document to demonstrate the expectations for the activity. The teacher will model annotating techniques and review the questions with the students. Students will then be instructed to complete the remaining questions, document 2 and document 3. If time permits, the teacher will promote a discussion about the documents.