Students learn about the connection between Theodore Roosevelt and the Teddy bear. Then they examine Roosevelt’s “Big Stick” foreign policy. Next they learn about the role of the United States in the building of the Panama Canal, and they analyze political cartoons about this feat. Finally they summarize an excerpt by Alfred Thayer Mahan and evaluate how it predicted the development of the United States into a world power.
Students are introduced to Theodore Roosevelt’s rise from Rough Rider in the Spanish-American War to president, using images and background text to trace his career and public image. They examine a cartoon titled “Drawing the Line in Mississippi” and respond to a collaborative wall prompt by imagining and explaining a possible connection between Theodore Roosevelt and the Teddy bear.
Teacher MovesReview the lesson objectives and briefly outline how students will explore Roosevelt’s foreign policy and U.S. expansionism. Optionally direct interested students to read The Story of the Teddy Bear from the Student Pack for additional context.
Students view an image of President Theodore Roosevelt and read a brief introduction to his “big stick” foreign policy and its connection to the Monroe Doctrine. They respond in a shared table to interpret the proverb “Speak softly and carry a big stick, you will go far,” then read about Roosevelt’s expansionist approach and U.S. involvement in Latin America, including the Roosevelt Corollary. Students answer multiple-choice questions comparing the Monroe Doctrine and the Roosevelt Corollary and identifying actions Roosevelt took under this policy.
Teacher MovesClarify the meaning of the proverb by explaining that “speak softly” refers to calm, reasoned negotiation and “carry a big stick” refers to a visible readiness to use force. Summarize Roosevelt’s big stick policy and the concept of expansionism, ensuring students understand how the Roosevelt Corollary expanded U.S. intervention in Latin America. Then organize students into small groups for the next two scenes and unlock the following scene when they are ready.
Working in small groups, students read about the U.S. role in supporting Panama’s revolt against Colombia, the construction and opening of the Panama Canal, and how the canal shortened global shipping routes. They watch the video Demolition, disease, and death: Building the Panama Canal to learn about the human costs and opposition to the project, then read Building the Panama Canal, 1903–1914 to see how the U.S. government portrayed the canal as a symbol of technological and economic power. Using the Cartoons resource, groups examine political cartoons about the Panama Canal and Roosevelt’s foreign policy, select one cartoon to upload to a collaborative wall, and explain what the cartoonist is saying about the canal or U.S. foreign policy.
Teacher MovesHighlight that the video emphasizes the human toll on Panamanians and migrant workers. Guide students as they interpret the State Department account and the political cartoons, asking a few groups to present their chosen cartoons and explanations. Point out that most cartoons are critical of Roosevelt’s foreign policy, while “A crown he is entitled to wear” celebrates the canal as a major modern achievement, and use these perspectives to deepen discussion of U.S. expansionism.
In small groups, students examine an image of the Great White Fleet and read background information about Alfred Thayer Mahan, his book on sea power, and his influence on the growth of the U.S. Navy and global naval competition. They then read an excerpt from Mahan’s 1890 article The United States Looking Outward, focusing on his arguments about trade, naval power, America’s geographic position, and the significance of a canal linking the Atlantic and Pacific. Groups collaborate on a wall response summarizing the main idea of the excerpt and explaining how Mahan foresaw the United States developing into a world power.
Teacher MovesNote that the Student Pack includes a link to Mahan’s full article for additional context. After reviewing group summaries, share an interesting or exemplary response with the class and discuss how Mahan argued that America’s unique geographic position, the potential Panama Canal, overseas bases, and a strong navy would support international trade and help the United States emerge as a global power.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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