Anglo-Spanish War Teacher Resources

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Explore the earliest American cities in this presentation, which details the demographics, geography, and characteristics of New York, Pennsylvania, and the Carolinas, among others. These slides help to fill in the gap between the landing of the Mayflower and the American Revolution.
When and how did the Cold War begin? To answer this question, you will not find a better-organized, in-depth, activity- and inquiry-based resource than this! Executing best teaching practices throughout, each portion of this inquiry involves detailed analysis of primary and secondary source material, supporting learners as they develop an answer to the resource's guiding question.
High schoolers examine the history of Spanish in what is now the United States. They examine the current language status of the Hispanic population. Students are able to characterize Spanglish and Chicano English. They examine some features of Chicano English.
Students examine the wars the United States was involved in between 1898 and 1945. In groups, they determine the causes and effects of each war and how each war changed the way the United States handled their foreign affairs. As a class, they debate American imperialism and how we have used it to our advantage in each war.
Eighth graders read excerpts from a variety of poems by Hispanic and Spanish authors in Spanish. Individually, they identify any vocabulary they are unfamiliar with and view examples of poetry elements. To end the instructional activity, they research and read poems by authors who are second generation Puerto Rican.
Students examine the U.S.A.'s entry into World War II, and Franklin DO. Roosevelt's foreign policy. They analyze the life of I.E.., the election of 1932, and the New Deal.
Students examine the influences of the Hispanic groups from Mexico, Cuba and Puerto Rico. In groups, they research the history of Mexico and read excerpts from a book in Spanish to practice their vocabulary. To end the lesson, they write letters to the Embassy of Mexico in New York to ask for information about the Hispanic cultures in the American Southwest.
Take your class through the period between World War I and World War II. Covering various treaties and pacts between America and its neighbors - namely, Japan, Germany, and the Soviet Union- these slides could inspire some political discussions about America's reluctance to enter WWII until absolutely necessary. Some minor picture resizing could make the slides easier to read.
In this online interactive history quiz worksheet, students respond to 50 multiple choice questions about James Madison. Students may submit their answers to be scored.
Learners, in groups, participate in a variety of activities regarding the rise of Anglo-American immigration in the 1840s and its impact upon California. They discuss immigration from the West and the East as it influenced the culture of California.
Students construct appropriate maps to depict the following information: changes in European territorial claims as a result of the French and Indian War; boundaries of British East and West Florida; significant rivers and settlements of British West Flori
Students identify the meaning of the following terms: immigrant, immigration, migrate, and assimilation. They identify reasons that immigrant groups came to Texas and explain where groups settle and the influence these groups have on the diversity of Texas.
Students examine the photographs of Russell Lee and identify the obstacles faced by Mexican-Americans in Texas during the early and mid-20th century. They discuss the ways they overcame these obstacles and relate it to obstacles in their own lives.
Learners research the impact of American Imperialism. In this Spanish-American War lesson, students visit the listed Web sites to discover details about the war and its effects. Learners use the information they locate to participate in a debate over Imperialistic activities.
In this Arizona history worksheet, students read a 5 page selection that includes primary sources about time periods in the state's history. Students then respond to 5 short answer questions based on the selection.
Students analyze Russell Lee's photo essay as a sign of segregation in Texas. They consider the differences between primary and secondary sources and how historians use these sources.
Students describe the events that led to various immigrant groups settling in New Orleans; differentiate between the white and black Creole population; explain the results of each immigrant group's relocation; and determine the areas of religious settlers
Students research the issues and relationships between 2 refugee groups--the Seminole and African slaves. They analyze primary documents and discuss the effects of racism in the 21st century.
Students in an ESL classroom compare and contrast Puetro Rican and Mexican cultures. In groups, they research the reasons why people leave one country for another and how to obtain a visa. As a class, they brainstorm a list of the misconceptions that face immigrants when they come to the United States and debate the issue of bilingual education.
Students examine the immigrant experiences of various culture groups. Using this information, they work together to compare and contrast these experiences with those of the Cajuns. As a class, they define ethnic group and research the food, clothing, dance and holidays of the Cajuns. After reading a novel, they write about what they believe Cajun society is like today.

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Anglo-Spanish War