Teaching Theodore Roosevelt: Middle School Resources (Grades 6-8)

Core Themes for Middle School Study

• The Growth of Presidential Power: Roosevelt expanded what presidents could do through executive orders and creative interpretations of their constitutional authority. Students can examine whether this expansion was appropriate.
• Conservation vs. Development: Roosevelt protected millions of acres of public land. But these lands were often taken from Native peoples or used in ways that benefited white Americans more than others. Students can examine this tension.
• American Imperialism: Roosevelt championed American expansion overseas, particularly in the Philippines and Panama. Students can examine arguments for and against imperialism and consider its effects on the peoples involved.
• Politics and Compromise: Roosevelt was a skilled politician who built coalitions and compromised with people he disagreed with. Students can study how leaders navigate political constraints.
• Historical Judgment: How do we evaluate complex figures? Roosevelt did important things and also things we now judge as wrong. Students can develop their own frameworks for historical judgment.

Document Analysis Activity: The Panama Canal Decision

Overview: In 1903, Roosevelt supported Panamanian independence to enable the construction of the Panama Canal. This decision involved supporting a rebellion against Colombia, a nation that had not attacked the United States. Students can examine primary sources related to this decision and debate whether Roosevelt's action was justified.

Documents to Analyze:

1. Roosevelt's own statement: "I took the Canal Zone and let Congress debate"
2. Excerpts from his correspondence explaining the strategic importance of the canal
3. Contemporary criticism from anti-imperialists
4. The Hay-Bunau-Varilla Treaty, showing terms Roosevelt negotiated

Discussion Questions:

• Why did Roosevelt believe the canal was important? What were his strategic reasoning and goals?
• Was it appropriate for Roosevelt to support a rebellion in another country to achieve American goals?
• What perspective might a Colombian or Panamanian have had on these events?
• Roosevelt believed his actions advanced civilization and American interests. Do these goals justify the means he used?
• How might this decision have affected American relations with Latin America?

Debate Activity: Divide the class into three groups: those defending Roosevelt's decision, those opposing it, and those playing the role of historians. Have groups prepare arguments and conduct a structured debate about whether the Panama Canal decision was justified.

Should TR Have Built the Panama Canal?: Structured Debate

Setup: This debate addresses a major historical decision with clear arguments on both sides.

Arguments FOR Roosevelt's decision:

• The canal was strategically crucial for American naval power and commerce
• Colombia refused reasonable terms; the canal would never have been built without Roosevelt's action
• The canal benefited world commerce and trade, not just America
• Panama wanted independence; Roosevelt simply enabled it
• Presidents must sometimes take bold action for national interests

Arguments AGAINST Roosevelt's decision:

• Roosevelt supported regime change in a sovereign nation without its consent, setting a troubling precedent
• The decision violated international law and principles of national sovereignty
• Americans benefited disproportionately from the canal; costs were borne by Panamanians and Colombians
• The action poisoned American relations with Latin America for decades
• Using military power to advance economic interests is imperialism, not leadership

Debate Format: Allow 10-15 minutes for preparation, then conduct a 30-minute debate with opening statements, rebuttals, and closing arguments. Have students vote on the strength of arguments before and after the debate to see if minds changed.

Political Cartoon Analysis: Roosevelt and Trust-Busting

Overview: Political cartoons from Roosevelt's era offer powerful insights into how people viewed his policies. Cartoons celebrating his trust-busting show how some Americans saw him as a champion against corporate monopolies. Cartoons criticizing his methods show opposition to executive power.

Activity:

1. Find political cartoons about Roosevelt's trust-busting (available online and in history textbooks)
2. Have students analyze cartoons using these questions:
   • What is the cartoonist's perspective on Roosevelt? Is it supportive or critical?
   • What symbols are used? What do they represent?
   • Is Roosevelt depicted as powerful, weak, heroic, or dangerous?
   • What is the cartoonist's message about trusts and business consolidation?
   • How does this cartoon help us understand how people in Roosevelt's era viewed his presidency?
3. Have students create their own political cartoon about a current political issue, modeling Roosevelt-era style

Diary Entry Research Project: The Philippines and the Philippine-American War

Overview: Students research the Philippine-American War (1899-1913) and write diary entries from multiple perspectives: an American soldier, a Filipino fighter for independence, a Roosevelt administration official, and a Philippine civilian.

Research Component: Students research:

• The war's causes and progression
• Casualty figures and the war's human costs
• Roosevelt's defense of American actions
• Filipino resistance and the independence movement
• What happened to the Philippines after the war

Writing Component: Students write 3-4 brief diary entries (one from each perspective) that reflect historically accurate events, motivations, and viewpoints. Each entry should show understanding of that person's perspective, even when perspectives conflict.

Discussion: After reading entries aloud, discuss: How did different people experience the same events? Why might Roosevelt have believed his actions were justified while Filipino leaders saw them as unjust? How do we understand history when different people experienced it so differently?

Conservation Mapping Project: National Parks Then and Now

Overview: Roosevelt protected millions of acres of public land and created many national parks. Students can map these protected areas, research their significance, and examine how conservation policy has evolved.

Activity:

1. Have students research Roosevelt-era conservation: national parks, national forests, wildlife refuges he created
2. Create maps showing:
   • Where Roosevelt protected land geographically
   • What types of environments were protected (forests, canyons, wildlife refuges)
   • Which protected areas are most visited today
   • How conservation policy has changed since Roosevelt's time
3. Research questions: Why did Roosevelt choose the specific areas he protected? Have those areas remained protected? How is conservation policy different today?
4. Write a brief report comparing Roosevelt's conservation legacy with modern environmental policy

Primary Source: The "Square Deal" Speech Excerpts

Roosevelt's major speeches explained his governing philosophy. The "Square Deal" concept (fair treatment for labor, capital, and the public) was central to his presidency. Middle school students can read excerpts and discuss what he meant and whether he achieved it.

Key Quote: "When I say I believe in a square deal, I do not mean... to give every man the best hand. All I mean is that there shall be no crookedness in the dealing."

Discussion Questions:

• What does Roosevelt mean by "no crookedness in the dealing"?
• How is this different from guaranteeing equal outcomes or equal treatment?
• Did Roosevelt's policies actually deliver a "square deal" to everyone? Why or why not?
• Is "no crookedness" enough, or do people need more than fair process?