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10 lessons found; showing 10 per page, sorted by Title...
Showing Grade 10, Unit 4, Imperialism and Colonialism
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White Man's Burden: The Expansionist/Anti-Imperialist Debate at the Turn of the Century

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Description: Each era of history is presented unique challenges relating to the role of the U.S. in the world. At what point do the needs and desires of the U.S. supercede the autonomy of another country? What are America's rightful interests abroad? These questions, debated hotly at the turn of the century, are again important issues since the end of the Cold War. Standards 10.4.1, 10.4.3, 11.4 general

Author: Robert Kohen, Chico High School

Lesson ID: 1251

Birth of the American Empire as Seen Through Political Cartoons 1898-1905

Description: Examine six political cartoons about the Spanish-American War and its aftermath. Identify the symbols used to represent people and ideas. Discuss the political positions supported by the editorial drawings. Standard 10.4.1, 10.4.2, 10.4.3 and 11.4.2 You will need Acrobat Reader to download this pdf lesson but you will not need a classroom Internet link.

Author: Luis Martinez-Fernandez, Organization of American Historians

Lesson ID: 146

Commodore Perry and the Opening of Japan

Description: On July 8,1853 four black ships led by USS Powhatan and commanded by Commodore Matthew Perry, anchored at Edo (Tokyo) Bay. Never before had the Japanese seen ships steaming with smoke. They thought the ships were "giant dragons puffing smoke." They did not know that steamboats existed and were shocked by the number and size of the guns on board the ships. Having been isolated for over 200 years, the Japanese government realized that their country was in no position to defend itself against a foreign power, and Japan could not retain its isolation policy without risking war. On March 31, 1854, after weeks of long and tiresome talks, Perry received what he had so dearly worked for--a treaty with Japan. The treaty provided for: 1. Peace and friendship between the United States and Japan. 2. Opening of two ports to American ships at Shimoda and Hakodate 3. Help for any American ships wrecked on the Japanese coast and protection for shipwrecked persons 4. Permission for American ships to buy supplies, coal, water, and other necessary provisions in Japanese ports. Standard 10.3.2

Author: Naval Historical Center

Lesson ID: 241

Imperialism and the Spainish American War

Description: Learn aboaut how Americans felt about its role in the world at the turn of the 20th century. Interpret excerpts from speeches and writings from Theodore Roosevelt, Senator Beveridge, President McKinley, Henry Cabot Lodge, Senator Sumner, President Grant, Josiah Strong, and Frederick Jackson Turner. Answer the discussion questions or use the documents to create a document-based question. Standards 10.4.1, 10.4.3, 11.4.2, and 11.4.4

Author: Digital History

Lesson ID: 1420

Imperialism in Africa

Description: You are the senior foreign correspondent for the British Times Herald. Even though you and your colleagues have been assigned to the foreign desk in South Africa, you are encouraged to travel throughout the continent of Africa. The year is 1880. You have been in South Africa for two months and now you are ready to begin to fulfill your assignment. The Editor in Chief has assigned you and your colleagues to write a series of feature editorials on Imperialism in Africa. Since it is the job of a newspaper reporter to inform its readers, the Board of Directors of the British Times Herald has given you an unlimited expense account to investigate this controversial topic. Your editorials will help readers to arrive at a their own conclusions about whether or not the British Empire should continue with the policy of imperialism. Standard 10.4.3

Author: Sherry E. Spector, Parkdale High School

Lesson ID: 30

Imperialism in Cartoons

Description: Students examine and analyze political cartoons related to international relations between the United States and Cuba, Spain, Puerto Rico, and Haiti during the early 1900?s. Determine and discuss the direction the artist is hoping to persuade Americans to take in its relations with the countries in question. The cartoons are reprinted from the book Latin American in Caricature by John J. Johnson. Standards 10.4.1, 10.4.3, 11.4.2, and 11.4.4

Author: Engaging Students in American History

Lesson ID: 1418

King Leopold's "Heart of Darkness"

Description: Using the Belgian Congo as the case study, this article and discussion guide focus on issues related to the abuse of power during Europe's imperialsim in Africa. At the conclusion of the historical piece, draw parallels with examples of modern exploitation of underdeveloped countries. Standards 10.4.3, and 11.2.5

Author: Bill Hayes, Bill of Rights in Action

Lesson ID: 618

Population Growth: Friend or Foe?

Description: The environment has recently been the focus of much research and discussion. Because productive resources are limited, it is important that we use resources wisely to ensure that resources will be available for use in future generations. Of concern to both environmentalists and economists are the trends in the world's population. In order to learn about these trends for the years 1950-1998, you can access data made available on the Bureau of the Census Page on World Population and draw conclusions about the differences between Less Developed Countries and More Developed Countries. Standards 10.4.1 and 10.10.2

Author: Melanie Marks, Economics Minute

Lesson ID: 836

Qianlong Meets Macartney: Collision of Two World Views

Description: The Macartney mission of 1792-94 is a defining episode in the modern encounter between China and the West. It is the first major event in which British diplomats, well read in the ideas of the European Enlightenment, came face-to-face with the leadership of the world's greatest land power that based its ideas on a different set of assumptions. Perform this play to learn more about the conflict in cultures that was made apparent by the contact between China and the British through the Macartney mission. Standard 10.4.3

Author: John R. Watt, Education About Asia

Lesson ID: 868

The Great Rebellion of 1857 in India

Description: Using evidence from the article Great Rebellion of 1857 about British rule in India, you must decide if Nana Sahib, leader of the mutiny against the British, was an Indian patriot or an outlaw. Form the class into groups of three to debate the issue. Each group will consist of one debater who will argue that Nana Sahib was an Indian patriot, one debater will argue that he was an outlaw, and one debate judge. Standard 10.4.2, 10.4.3, and 10.4.4

Author: Bill of Rights in Action, Constitutional Rights Foundation

Lesson ID: 1040

10 lessons found; showing 10 per page, sorted by Title...
Showing Grade 10, Unit 4, Imperialism and Colonialism
<-- Previous | Next -->

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