Oklahoma Social Studies USH.C.3.1.F
The Standard
- USH.C.3
- Analyze the expanding role of the United States of America in international affairs as the United States of America was transformed into a world power in the late 19th and early 20th centuries.
- USH.C.3.1
- Evaluate the impact of Imperialism on international relations and its effect on developing nations.
Assess the foreign policy of President Roosevelt’s “Big Stick” Diplomacy and his Corollary to the Monroe Doctrine, influencing the acquisition and construction of the Panama Canal.
Oklahoma Academic Standards for Social Studies (2026) · USH.C.3.1
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain Roosevelt’s use of military threats and his claim that the US could intervene in the Americas. They trace how US support for Panama’s independence led to canal rights and construction. They judge who benefited and who lost control.
What Mastery Looks Like
- A student explains that the US secured canal rights from Panama, not ownership of Panama. They place the 1903 treaty before the 1904 corollary and use both to assess Roosevelt’s foreign policy.
Common Misconceptions
- Students may say the US bought Panama from Colombia. Some place the corollary before the canal treaty or assume Panama kept control of the Canal Zone.
How to Assess It
- Exit ticket: In four sentences, explain why Roosevelt backed Panama’s independence, what the US gained in the 1903 treaty, and how the 1904 corollary fit his wider policy.
Lesson moves
Ways to Teach It
Give pairs a map and cards dated 1903, 1904, and 1914; have them order the events and trace the canal route.
Ask, “Did US support for Panama’s independence help Panama or mainly the US?” Have students cite a term from the canal treaty.
Hand out six dated claim cards; students sort them into military threats, canal treaty terms, or claims made in the corollary.
Show a current ship route through the Panama Canal; ask who benefits when ships avoid the trip around South America.
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