NCSS.D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. NCSS.D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
Near the end of the 19th century Americans began to consider emulating the nations of Europe by building an overseas empire. In this activity, students will discuss the issue of imperialism and whether a policy of U.S. expansion was moral, constitutional and in America’s material interest. To begin, discuss with students what Imperialism was and how it influenced America at the end of the Nineteenth Century (see background section for teachers). Explain to students that the idea of Imperialism was hotly contested during this time period. Not all Americans believed that it was our “manifest destiny” to expand to other lands or that the growth of American international power and influence necessarily required the United States to acquire foreign colonies. Break the class into two groups, those for imperialism and those against. (Note: Although U.S. public opinion did not neatly fall into those two categories, especially before the Spanish-American War, this exercise is structured in this manner to help students understand the choices that Americans faced as they stepped onto the global stage as a great power. The remaining lessons in this Unit will consider variants and alternatives to imperialism.) Hand out the corresponding documents below for each group, located in their excerpted form on pages 1-9 of the attached Text Document and in their entirety on the EDSITEment-reviewed resources History Matters and American Memory Project at the Library of Congress. Imperialists (pages 1-4 of the text document): Anti-Imperialists (Pages 5-9 of the text document): While students are reading the documents, which may be assigned as homework, they should complete the chart at the end of their packets (pages 4 and 9 respectively). On this chart they should list in the first column the arguments made by those for or against imperialism. In the second column, students should list their interpretation and what comments they would like to make about these arguments in preparation for a town hall discussion. Encourage students to bring additional information into their chart that they gleaned from their textbook and other classroom resources. As a guide, students should list at least four facts per column. Once students are finished reading the documents, hold a town hall discussion with the students. To do this, create a circle of desks/chairs in the center of the room. Place half of each group in the circle to debate whether or not America should build a colonial empire? While those students are in the circle talking, the rest of the class should be sitting outside the circle as active listeners. Each listener should record a least one question or comment that they would like to make when they move to the center of the circle. After about ten minutes have students switch roles, with the listeners having a chance to discuss what they wrote down from the first discussion group. Conclude the discussion by having students vote whether they would have supported imperialism at this point in American history. For lower students you may wish to conclude by having the class create a Venn diagram on the board showing the beliefs of each group. Where did each group stand? What were their views on colonization, race, and economics? This will help students clarify the similarities and differences between the two groups.
Students can be graded on their participation in the debate. Also, students should be able to define the following:
Finally, students should be able to write a brief essay answering the following:
Prior to the Spanish American War, there was much controversy over the annexation of Hawaii. Teachers may wish to introduce this controversy to their students by have them look at documents concerning annexation at “The Annexation of Hawaii: A Special Collection of Documents”. Teachers could divide the class into two groups, those for and those against annexation, and using documents from this site stage a class debate over whether Hawaii should be annexed. Selected EDSITEment Websites
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