Embedded Files
Standards
Standards
Michigan High School Content Expectations
6.2 Becoming a World Power-Describe and analyze the major changes – both positive and negative – in the role the United States played in world affairs after the Civil War, and explain the causes and consequences of this changing role.
6.2.1 Growth of U.S. Global Power – Describe how America redefined its foreign policy between 1890 and 1914 and analyze the causes and consequences of the United States’ emergence as an imperial power in this time period using relevant examples of territorial expansion and involvement in foreign conflicts.
Common Core State Standards
- SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
- RH.9-10.1 Cite specific textual evidence to support analysis of primary & secondary sources, attending to such features as the date and origin of the information.
- RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- RH. 9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
- RH. 9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
- RH. 9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
- RH. 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.
- RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
- WHST 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
C3 Framework
- D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
- D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument.
- D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
- D2.His.17.9-12. Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy.
- D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
- 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).
Compelling Question: Was American Expansion Abroad Justified?
Compelling Question: Was American Expansion Abroad Justified?
Supporting Questions
Supporting Questions
How is power gained, consolidated, maintained and lost?
What does it mean to be a global leader?
What motivations and intentions shape foreign affairs?
How and why did the U.S emerge as a world power?
How does the United States make complex foreign policy decisions?
Why did the U.S go to war with Spain in 1898 and what were the impacts?
In addition to the Spanish-American War, what other imperialist actions did the U.S. take around 1900?
How did people in other lands respond to American imperialism?
Why did African Americans disagree with American Imperialism after the Spanish American War?
What was the political debate surrounding American Imperialism after the Spanish - American War?
Instructional Materials/Texts
Instructional Materials/Texts
1. Defining Foreign Policy
Standards: RH.9-10.2, 9-10.4, SL9-10.1
Learning Target(s):
- I can participate in a simulation in order to make a claim about foreign policy.
- I can analyze primary source documents to determine the origins of U.S foreign policy ideology.
- I can participate in a collaborative text-based discussion with my peers.
Supporting Questions: What is foreign policy? How does the United States make complex foreign policy decisions? What does imperialism mean? What does “manifest destiny” mean? What would it have to do with imperialism? Why did some believe it was necessary? How did the production of goods after the Industrial Revolution impact US foreign policy?
Foreign Policy Scenario Lesson
2. Causes of the Spanish-American War
Standard: RH.9-10.3, 9-10.7, WHST 9-10.1
Learning Target(s): I can integrate quantitative analysis (e.g., charts, research data) with qualitative analysis of text to explain why the Spanish-American War is an example of U.S foreign policy.
Supporting Question: Why did the U.S go to war with Spain in 1898 and what were the impacts?
Causes of the Spanish-American War Document Analysis
3. Evaluating Evidence-Fake News and the Spanish-American War
Standard: RH 9-10.8, RH 9-10.9
Learning Target(s):
- I can explain how “yellow journalism” impacted or shaped public opinion on the Spanish American War.
- I can explain how to critically evaluate news media.
Supporting Questions: What is Yellow Journalism? How can we critically consume news media?
4. The Course of the Spanish-American War: The Annexation of the Philippines
Standard: RH 9-10.9, WHST 9-10.1
Learning Target: I can analyze primary sources from multiple perspectives in order to make a claim about the annexation of the Philippines.
Supporting Questions: Why did the US annex the Philippines? How did Filipinos react to American Imperialism?
5. American Imperialist Actions Around the World
Standard(s): RH 9-10.1, 9-10.2, 9-10.3, WHST 9-10.1
Learning Target(s):
- I can explain how U.S imperialist actions protected or abandoned national interests.
- I can make claims supported with evidence explaining why the U.S annexed Hawaii.
- I can make a claim supported with evidence about U.S foreign policy in Panama in the early 1900s.
- I can analyze documents to determine what a “sphere of influence” is.
- I can explain the motivation for imperialism in China in the early 1900s and how it changed the country.
Supporting Question(s): In addition to the Spanish-American War, what other imperialist actions did the U.S. take around 1900? What claims can we make about why the US annexed Hawaii in 1898? Was the role of US in the Panamanian Revolution justified? What would the U.S. gain from building the Panama Canal? What is a sphere of influence? Why were Europeans and Americans interested in China? How did the Chinese respond to American and European imperialism?
American Imperialist Actions Lesson
6. African American Response to Imperialism
Standards: RH 9-10.1, 9-10.2, 9-10.9, WHST 9-10.1
Learning Target: I can explain the arguments made about imperialism by African American leaders and what role the context of of post-Civil War US and Jim Crow had on shaping their arguments.
Supporting Question: Why did African Americans disagree with American Imperialism after the Spanish American War?
7. Political Debate on American Imperialism
Standard(s): SL 9-10.3, RH 9-10.6, 9-10.8
Learning Target(s):
- I can compare and contrast the arguments made by William Jennings Bryan and Albert Beveridge in the debate around American Imperialism.
- I can evaluate the extent to which the context of both of these speeches, political campaigns, might have biased these sources.
Supporting Question: What was the political debate surrounding American Imperialism after the Spanish - American War?
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