Comparing Diplomatic Approaches: Roosevelt, Taft, and Wilson
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Comparing Diplomatic Approaches: Roosevelt, Taft, and Wilson

Grade 11Social StudiesHistory5 days
In this project, 11th-grade students delve into the contrasting diplomatic approaches of Theodore Roosevelt, William Taft, and Woodrow Wilson, analyzing their motivations, goals, and consequences. Through research, speech analysis, and debate, students compare Big Stick Diplomacy, Dollar Diplomacy, and Moral Diplomacy. The project culminates in a reflective essay where students evaluate the effectiveness and ethics of each approach, supported by historical evidence.
Big Stick DiplomacyDollar DiplomacyMoral DiplomacyPresidential SpeechesForeign PolicyHistorical AnalysisDiplomatic Approaches
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How did the contrasting approaches of Theodore Roosevelt, William Taft, and Woodrow Wilson shape America's role in the world, and what were the consequences of these approaches for both America and other nations?

Essential Questions

Supporting questions that break down major concepts.
  • How did Theodore Roosevelt's Big Stick diplomacy shape America's role in the world?
  • In what ways did William Taft's Dollar Diplomacy differ from Roosevelt's approach?
  • How did Woodrow Wilson's Moral Diplomacy attempt to change the course of American foreign policy?
  • What were the key motivations and goals behind each diplomatic approach?
  • What were the consequences of each diplomatic approach on America and other nations?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to compare and contrast Theodore Roosevelt’s Big Stick Diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy.
  • Students will be able to analyze the motivations and goals behind each diplomatic approach.
  • Students will be able to evaluate the consequences of each diplomatic approach on America and other nations.
  • Students will be able to draw inferences from primary source speeches to support their analysis.

Entry Events

Events that will be used to introduce the project to students

"Diplomacy Decoded: A Presidential Simulation"

Students participate in a mock National Security Council meeting where they role-play as advisors to Roosevelt, Taft, and Wilson. They must advocate for their assigned president's diplomatic approach when responding to a modern international crisis, sparking immediate debate and investment in the historical context.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Diplomacy Styles Unveiled

Students begin by researching and summarizing the core tenets of Theodore Roosevelt’s Big Stick Diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the key principles of Theodore Roosevelt’s Big Stick Diplomacy using provided texts and online resources.
2. Summarize the main points of Big Stick Diplomacy in your own words.
3. Repeat the research and summarization process for William Taft’s Dollar Diplomacy.
4. Repeat the research and summarization process for Woodrow Wilson’s Moral Diplomacy.

Final Product

What students will submit as the final product of the activityA comprehensive summary of each diplomatic approach, highlighting their main characteristics.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of comparing and contrasting the three diplomatic approaches.
Activity 2

Decoding Presidential Intentions

Students will analyze excerpts from speeches by Roosevelt, Taft, and Wilson to identify the motivations and goals behind their respective diplomatic policies.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Read excerpts from speeches by Theodore Roosevelt related to Big Stick Diplomacy.
2. Identify and note Roosevelt’s key motivations and goals as expressed in his speeches.
3. Repeat the analysis process for speeches by William Taft related to Dollar Diplomacy.
4. Repeat the analysis process for speeches by Woodrow Wilson related to Moral Diplomacy.

Final Product

What students will submit as the final product of the activityA documented analysis of each president’s speeches, outlining their motivations and goals for their diplomatic approaches.

Alignment

How this activity aligns with the learning objectives & standardsSupports the learning goal of analyzing the motivations and goals behind each diplomatic approach and drawing inferences from primary source speeches.
Activity 3

Consequences on the World Stage

Students will investigate the historical impacts and consequences of each diplomatic approach on both America and other nations, using case studies and historical analysis.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research specific historical events or case studies where Big Stick Diplomacy was applied.
2. Analyze the consequences of Big Stick Diplomacy in these situations, considering the impact on both the US and other countries.
3. Repeat the research and analysis process for Dollar Diplomacy.
4. Repeat the research and analysis process for Moral Diplomacy.

Final Product

What students will submit as the final product of the activityA detailed report on the consequences of each diplomatic approach, supported by historical evidence and analysis.

Alignment

How this activity aligns with the learning objectives & standardsMeets the learning goal of evaluating the consequences of each diplomatic approach on America and other nations.
Activity 4

Diplomacy Debate & Reflection

Students will participate in a structured debate, defending or critiquing one of the diplomatic approaches, followed by a reflective essay on which approach they believe was most effective and ethical.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose one of the diplomatic approaches to either defend or critique.
2. Prepare arguments and evidence to support your position.
3. Participate in a class debate, presenting your arguments and responding to opposing viewpoints.
4. Write a reflective essay explaining which approach you believe was most effective and ethical, justifying your choice with historical context and reasoning.

Final Product

What students will submit as the final product of the activityA well-researched debate performance and a thoughtful reflective essay.

Alignment

How this activity aligns with the learning objectives & standardsIntegrates all learning goals by requiring students to compare, analyze, evaluate, and synthesize information from primary sources to form and defend an opinion.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Diplomacy Styles Unveiled Rubric

Category 1

Accuracy and Depth of Summaries

This category assesses the accuracy and depth of the summaries provided for each diplomatic approach. It focuses on the completeness of the key characteristics and principles.
Criterion 1

Big Stick Diplomacy Summary

Accuracy and completeness of the summary of Theodore Roosevelt’s Big Stick Diplomacy.

Exemplary
4 Points

Comprehensive and accurate summary, capturing all key aspects of Big Stick Diplomacy with nuanced understanding.

Proficient
3 Points

Accurate summary, covering most key aspects of Big Stick Diplomacy with good understanding.

Developing
2 Points

Partially accurate summary, missing some key aspects of Big Stick Diplomacy or demonstrating superficial understanding.

Beginning
1 Points

Inaccurate or incomplete summary, lacking key aspects of Big Stick Diplomacy and demonstrating limited understanding.

Criterion 2

Dollar Diplomacy Summary

Accuracy and completeness of the summary of William Taft’s Dollar Diplomacy.

Exemplary
4 Points

Comprehensive and accurate summary, capturing all key aspects of Dollar Diplomacy with nuanced understanding.

Proficient
3 Points

Accurate summary, covering most key aspects of Dollar Diplomacy with good understanding.

Developing
2 Points

Partially accurate summary, missing some key aspects of Dollar Diplomacy or demonstrating superficial understanding.

Beginning
1 Points

Inaccurate or incomplete summary, lacking key aspects of Dollar Diplomacy and demonstrating limited understanding.

Criterion 3

Moral Diplomacy Summary

Accuracy and completeness of the summary of Woodrow Wilson’s Moral Diplomacy.

Exemplary
4 Points

Comprehensive and accurate summary, capturing all key aspects of Moral Diplomacy with nuanced understanding.

Proficient
3 Points

Accurate summary, covering most key aspects of Moral Diplomacy with good understanding.

Developing
2 Points

Partially accurate summary, missing some key aspects of Moral Diplomacy or demonstrating superficial understanding.

Beginning
1 Points

Inaccurate or incomplete summary, lacking key aspects of Moral Diplomacy and demonstrating limited understanding.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflecting on the entire project, which of the three diplomatic approaches (Big Stick, Dollar, or Moral Diplomacy) do you believe had the most significant impact on the United States' role in the world?

Text
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Question 2

To what extent did your initial understanding of American foreign policy change as a result of this project?

Scale
Required
Question 3

Which aspect of this project (researching, speech analysis, debate, or essay writing) contributed most to your understanding of the complexities of foreign policy decision-making?

Multiple choice
Required
Options
Researching the diplomatic approaches
Analyzing presidential speeches
Participating in the debate
Writing the reflective essay
Question 4

If you could advise a modern-day president on foreign policy, what lessons from the Roosevelt, Taft, and Wilson eras would you emphasize, and why?

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Question 5

What challenges did you encounter during this project, and how did you overcome them?

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Required