Introduction to Imperialism United States History

Transcription

1 Rachel Tinker Introduction to Imperialism United States History 11 th Grade Rationale This lesson is important because it introduces students to the beginnings of America as a world power. This lesson establishes key concepts surrounding American imperialism and sets the stage for the other lessons in the unit that deal with specific examples of imperialism Characteristics of Students This lesson is intended for honors level United States History classes. Since the class is an honors level class, most students are high scorers; however, some students do not perform well and have lower scores. Out of two classes, there is one minority student and one student with special needs relating to Asperger s Syndrome. Unit Goals This lesson fits in the unit plan by addressing the reasons America turned towards Imperialism in the late 19 th century. The state curriculum goals to be addressed include: Era 7: 3.1 understand the geographic scope of American Imperialism Level 1: Identify causes of American imperialism (raw materials, nationalism, missionaries, militarism, Monroe Doctrine) Explain why countries seek colonies and define mercantilism Level 3: Analyze the American isolationist position versus interventionist arguments Instructional Objectives Given a map of Africa, students will identify which countries are independent. Given an introductory lecture regarding imperialism, students will write notes about key terms and philosophies pertinent to imperialism. Students will compose a poem in response to poems read opposing and supporting imperialism. Materials and Resources 1. Colonial map of Africa: This map introduces students to the idea of imperialism by exposing them to European imperialism in Africa. 2. Copies of Kipling s poem The White Man s Burden: The poem relates themes of imperialism and why it is an important step for Americans to take. Students will be reading this poem as well as an opposing response to it and its ideas. 3. Copies of Taylor s poem The Poor Man s Burden: The poem opposes imperialism and was written in response to Kipling s White Man s Burden. After reading both poems, the students will be asked to write their own response to either poem. 1

2 Introduction to Imperialism 4. PowerPoint Presentation: This presentation will introduce students to key vocabulary terms relating to imperialism. The presentation will include graphics and visuals that help students understand the meanings of these terms. 5. Graphic Organizer: The graphic organizer will be used to help students visually organize the aspects of each location affected by American imperialism. The students will be able to use this graphic organizer to study for the test. Instructional Procedures Set Begin this lesson by introducing students to the concept of colonialism and empire building by showing the map of Africa. After giving students a copy of the map, ask them to locate and name all countries in Africa that are independent. This exercise shows students the impact of the wave of imperialism and colonialism that swept through European nations and persuaded them to seek empires in other lands. This brief activity should raise questions about imperialism and its power in the late 19 th century. This is a great introduction for the lecture. Classroom Strategies Lecture 1. Proceed to introduce the definitions of imperialism, nationalism, militarism, Monroe Doctrine, isolationism, mercantilism through a brief lecture using the PowerPoint presentation. 2. Students should take notes and have time to quickly sketch visual images that will help them understand the meaning of the vocabulary terms. 3. See lecture notes. Poem Activity 1. Give students a copy of Rudyard Kipling s poem The White Man s Burden. 2. Instruct students to read the poem and highlight important phrases or words that indicate Kipling s opinion about imperialism. 3. Encourage students to share what they found with the rest of the class. 4. Give students a copy of Howard Taylor s poem The Poor Man s Burden. 5. Instruct students to read the poem and highlight important phrases or words that indicate Taylor s opinion about imperialism. 6. Encourage students to share what they found with the rest of the class. 7. Allow students time to write a poem of their own using Kipling and Taylor s poems as guides. The poems may be in favor of or against imperialism. 8. If students finish during class, ask if anyone would like to share their poem. 9. If students do not finish during class, the assignment will be collected at the beginning of the period the next day. Graphic Organizer 1. Give students a copy of the graphic organizer designed to help students categorize information about the locations the United States impacted during the age of imperialism 2. Select one location for the class to do together as an example. 2

3 Introduction to Imperialism 3. Allow students time to work in small groups to complete the graphic organizer. Each group will be assigned two or three locations they are responsible for. When finished, each group will share what they have found. 4. If students do not finish by the end of the period, allow them some time tomorrow to finish. Practice and Review Students will have the opportunity for independent practice when they complete the graphic organizer and write their response poems. Both of these activities will be graded. Learner Involvement Student will be involved in the lesson by actively listening and completing their graphic organizers, taking notes on the definitions portion, and writing their response poems. The response poems in particular call for higher order thinking skills in that students must apply what they have learned in order to create their poem. In order to reach both higher and lower ability students during this lesson, a tiered approach will be taken for two major activities. First, lower ability students will be responsible for only the cause part of the graphic organizer. Completion of the process and effect portions can be a bit more complicated to organize and can be reserved for higher ability students. Also, lower ability students will read a summary of the poems main points instead of reading the poems themselves. Higher ability students will read the poems in order to discover the main points. Learning Environment Students will have opportunities for both collaborative and individual activity. For the lecture and poem portions of the class, students will sit at individual desks and work on their own. For the graphic organizer, students may work in pairs or threes in order to complete the tasks in a timely manner. Students will be encouraged to ask questions and share their ideas. Closure Close this lesson by reassembling in the large classroom group. Ask students if they learned anything interesting as they completed their graphic organizers. If students fail to respond to the question, tell them they will be learning about a queen and the end of her monarchy the next day. Alternative/Supplemental Activity Students may be asked to define the key terms on their own and create visuals that help them remember the definitions. This activity is designed for advanced students who generally have a better understanding of concepts and terms. The activity is designed for enrichment and application purposes. Assessment Pre-instructional Assessment The map of Africa will show what students know already about imperialism. This will help the teacher understand the direction he/she should take when presenting the key terms. On-going Assessment 3

4 Introduction to Imperialism The teacher will ask comprehension questions during the course of the lecture to ensure student understanding. Post-instructional Assessment The post instructional assessment will come in the form of a chapter test at the end of the unit. Re-Teaching Strategy Allow students to anonymously submit questions for clarification. The teacher can create a game out of the questions by drawing them from a hat or other container, and then addressing the questions herself or awarding tokens for other students who correctly answer the questions. Reflections After reflection, several strengths and weaknesses are evident. One weakness is that the graphic organizer could be a bit clearer in what it is asking the students to find. A few minor adjustments in wording should take care of those issues. Regardless, the graphic organizer seems to truly aid students in organizing the large amount of information involved in this lesson. Another weakness is that completing a different example on the location guide might help the students realize that the answers are not quite as simple as they may seem. This was evident when students shared their answers from the location guide and the teacher had to redirect a few student groups. Finally, allowing students to discover the information for the location guide on their own helps the students take ownership of the information. It allows them the chance to be more than receptors of information. 4

5 China Japan Canada 5

6 Panama Dominican Republic Mexico 6

7 Puerto Rico Philippines Venezuela 7

8 Location Alaska Effect Statehood in 1959, timber, fur, fish, coal, oil, gold, located on polar air routes, close to Soviet Siberia, air bases. Purchased from Russia by Secretary of State William Seward. Russian support during the Civil War, desire to reduce foreign holdings in North America, natural resources. Cause Hawaii Process Cuba 8

9 U. S. History Honors (1) Name Multiple Choice (3 points each) 1. The Monroe Doctrine was intended to prevent A. New European colonies from being established in the Western Hemisphere. B. European nations from intervening in the affairs of Latin American countries. C. The United States from intervening in the affairs of Latin American countries. D. A and B 2. The battleship Maine was sunk by A. The Spanish B. An explosion of unknown origin C. Reporters for William Randolph Hearst D. Cuban rebels 3. Which of the following was NOT a cause of the Spanish American War? A. American sympathy for Cuban revolutionaries. B. Cuban failure to repay loans from the United States. C. American interest in Cuban sugar and tobacco plantations. D. Yellow journalism embellishing stories of Spanish atrocities. 4. Which of the following cleared the way for the Panama Canal? A. The Spanish-American War B. The Purchase of Panama by the United States C. The Panamanian Revolution D. All of the above. 5. America s initial Open Door policy was an argument for A. Free trade B. Spheres of Influence C. Military occupation D. Exclusive trade concessions 6. President Grover Cleveland rejected the effort to annex Hawaii because A. The islands were not productive B. The majority of native Hawaiians opposed annexation C. The United States didn t have the naval power to protect the islands D. Hawaiian sugar was not profitable 7. In 1899, after the Spanish American War, an insurrection began in the Philippines because 9

10 A. Spanish citizens living there tried to seize power. B. Communists tried to take over the islands. C. The United States refused to give economic aid to the islands. D. The United States refused to give the islands their freedom. 8. Hawaii s Queen Liliuokalani was removed from power because A. Many Hawaiians found her rule corrupt. B. She did not allow Christian missionaries in her country. C. She insisted that native Hawaiians should control Hawaii. D. Hawaiian agriculture had failed under her leadership. 9. American military strength during the Spanish American War came mainly from A. Its own large army B. Overwhelming European support C. Experienced army generals D. The new steel navy 10. During the Spanish American War, the entire Spanish fleet was destroyed in the battle of A. Havana. B. San Juan Hill. C. Guantanamo. D. Manila Bay. 11. China s Boxer Rebellion was an attempt to A. Destroy the Open Door Policy. B. Establish American Power in the Far East. C. Throw out or kill all foreigners. D. Overthrow corrupt Chinese government. 12. During the building of the Panama Canal, all of the following difficulties were encountered except A. Guerilla warfare waged by Panamanian rebels against the U.S. B. Disease C. Landslides D. Poor Sanitation 13. The numerous near-wars and diplomatic crises (ex: Venezuela, Canada, etc.) of the United States in the late 1880s and 1890s demonstrated A. That other nations were jealous of American power. B. The aggressive new national mood. C. The failure of the Monroe Doctrine. D. How weak America seemed to the rest of the world. 10

11 14. All of the following became possessions of the United States under the provisions of the Treaty of Paris except A. Puerto Rico B. Guam C. Hawaii D. The Philippine Islands 15. The Philippine nationalist who led the insurrection against both Spanish rule and United States occupation was A. George Dewey. B. Valeriano Weyler. C. Emilio Aguinaldo. D. Ramon Macapagal. 16. It is important for students to study American Imperialism because A. It is the point at which the United States emerges as a world power. B. It is the starting point of American isolationism. C. It is the point at which the American military began to decline. D. America gained independence after imperialism. True/False (3 points each) 17. Imperialism is the policy of staying out of other countries affairs. 18. Yellow journalism is the practice of exaggerating stories in order to sell newspapers. 19. Grover Cleveland tried to restore Queen Liliuokalani to her Hawaiian throne after a provisional government took over. 20. The United States acquired Alaska through a bloody battle with the Russians. Matching (3 points each) A. Manifest Destiny B. Joseph Pulitzer C. Theodore Roosevelt D. Guy de Lome E. William Randolph Hearst F. Arbitration 21. Publisher of the New York Journal 22. A neutral third party settles a dispute between nations. 23. Publisher of the New York World 24. A Spanish ambassador that wrote a letter criticizing President McKinley 25. A theory of divine mission that many used to support imperialism 11

12 26. Said Speak softly and carry a big stick. More Matching (3 points each) A. Canada B. Hawaii C. Venezuela D. China 27. The border dispute in this country was settled through arbitration. 28. This place was attractive to the United States because of its geographic location in the middle of the Pacific Ocean. 29. This country escaped colonization because of the Open Door Policy. 30. Britain feared the United States would attack British holdings in this country if Britain did not pay Civil War damages. 12