Monroe Doctrine Lesson Plan for Middle School

Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

Teach your middle school students about the Monroe Doctrine with this lesson plan. Students will read an informational text lesson that covers the purpose of the document, discuss and apply terms in active ways, and take a quiz.

Learning Objectives

After this lesson, students will be able to:

  • discuss the history and necessity of the Monroe Doctrine
  • answer the 'w' questions about the Monroe Doctrine
  • explain the legacy of the Monroe Doctrine


1 - 1.5 hours


Key Vocabulary

  • Monroe Doctrine
  • Foreign policy

Curriculum Standards

  • CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

  • CCSS.ELA-Literacy.RH.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

  • CCSS.ELA-Literacy.RH.6-8.3

Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

  • CCSS.ELA-Literacy.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Warm Up and Preparation

  • Read this first part of the lesson aloud to students:
    • ' Do you have a brother or sister? If you do, you're definitely used to sharing your things with them, and if you don't, imagine having to share your stuff all the time! Now imagine that your brother or sister keeps coming into your room, keep using your things, and never asks or apologizes for any of it.'
  • Pose the questions:
    • How would this make you feel?
    • What would you do about it?
  • If a student does not have siblings, ask them to imagine the same circumstances with a close family member or friend.
  • After journal time is over, partner students up and have them share their journal entries.
  • When finished, discuss student ideas as a whole group, then tell them that at one time the United States was experiencing the same thing.
  • Ask partners to brainstorm what the U.S. may have decided to do about it, then discuss as a whole group.

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