H/SS Content Standards Grade 11:
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
- 10.4.1 Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).
- 10.4.2 Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
- 10.4.3 Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
H/SS Content Standards Grade 11:
11.4 Students trace the rise of the United Sates to its role as a world power in the twentieth century.
- 11.4.2 Describe the Spanish-American War and U.S. expansion in the South Pacific.
- 11.4.3 Discuss American's role in the Panama Revolution and the building of the Panama Canal.
- 11.4.4 Explain Theodore Roosevelt's Big Stick diplomacy....drawing on relevant speeches.
Historical and Social Science Analysis Skills
Historical Research, Evidence, and Point of View
1. Students distinguish valid arguments from fallacious arguments in historical interpretations.
2. Students identify bias and prejudice in historical interpretations.
4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.
1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.
4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
English Language Arts Standards Grade 11:
Reading Comprehension: Students read and understand grade-level-appropriate material. They analyze the organization patterns, arguments, and positions advanced.
Writing: Students write coherent and focused texts that convey a well-defined perspective and tightly-reasoned argument. Student writing demonstrates awareness of audience and purpose and use of the states of writing process. Students write and speak with a command of standard English conventions.
Listening and Speaking: Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They incorporate gestures, tone and vocabulary tailored to audience and purpose.
The student will:
Information Literacy Skills:
Length of lesson:
Resources or materials needed:
Divide students into groups of four. Each group should be assigned one of the historical figures. Students should began researching the Expansionist/Anti-imperialist debate in general and their historical figure's position specifically. Assignment to the role of historical figure, reporter, Senator and futurist should wait until students have a grasp of the issues. Students on the same side of the issue but in different groups may want to consult.
Use the press conferences (one with historical figures, one with Senators) at selected intervals prior to the hearing to evaluate student progress and understanding.
Students are asked to do the following: