Who
ARE You????
___________ Country
___________ Imperialism Topic
PBLQ: Why does a country go Imperial?
Design your own cover:
S
A
W
Name _____________________________________ Block ____________
1
Unit II.1 – From Isolation to Involvement: 1898-1939
Standard: Students will be able to determine the reasons for
American Imperialism throughout the late nineteenth and early
twentieth century (USII.5a)
Learning Target: I can explain the imperialistic activities of the
United States in the early 20th century
Learning Progression
Advanced
Proficient
I can make conclusions about the impact of imperialism on the countries that are subject to
imperialistic actions
Proficient
I can explain the imperialistic activities of the United States in the early 20th century
Intermediate
I can list reasons why countries may have felt (or feel) they need to tell other countries what to
do
Beginning
I can give an example of “imperialism” in my own life
2
Unit II.2 – From Isolation to Involvement: 1898-1939
Standard: Students will be able to evaluate the effects of the Spanish
American War (USII.5a)
Learning Target: I can examine the motives and make conclusions
about the United States involvement in the Spanish American War.
Learning Progression
Advanced
Proficient
I can suggest different policy decisions that could have prevented the Spanish American War
Proficient
I can examine the motives and make conclusions about the United States involvement in the Spanish
American War
Intermediate
I can list the series of incidents that led to the Spanish American War
Beginning
I can identify the countries involved in the Spanish American War on a map
3
Unit II.3 – From Isolation to Involvement: 1898-1939
Standard: Students will be able to describe Theodore Roosevelt’s
foreign policies and determine their impact on future foreign policy
initiatives (USII.5b)
Learning Target: I can describe Theodore Roosevelt’s foreign policy
decisions and determine their impact on future foreign policy initiatives
Learning Progression
Advanced
Proficient
I can identify and describe foreign policy today that had its origins in the administration of Theodore
Roosevelt
Proficient
I can describe Theodore Roosevelt’s foreign policy decisions and determine their impact on future
foreign policy initiatives
Intermediate
I can list foreign policy decisions during Theodore Roosevelt’s administration
Beginning
I can identify Theodore’s Roosevelt’s role in American Politics
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Imperialism Who Packet SCORING RUBRIC
SCORE
DESCRIPTION
CATEGORY
4

CATEGORY
3

CATEGORY
2

CATEGORY
1


CATEGORY
0

Responses and work completed are incorrect.
BLANK

No response.
The student completes all important components of the
task and communicates ideas clearly.

The student demonstrates in-depth understanding of the
relevant concepts and/or process.

Where appropriate, the student offers insightful
interpretations or extensions (generalizations, applications,
analogies).
The student completes most important components of the
task and communicates clearly.

The student demonstrates understanding of major
concepts even though he/she overlooks or misunderstands
some less important ideas or details.
The student completes some important components of
the task and communicates those clearly.

The student demonstrates that there are gaps in his/her
understanding.
The student shows minimal or basic understanding.
The student addresses only a small portion of the required
task(s).
Self Check Score ________________
or
Group check Score______________
Teacher Check Score ________________
5
Activity #1 Book Find American Journey Questions and Map
1. Read Textbook page 639 “American Expansionism”.
Summarize what it says in your own words.
2. Read page 639 and 640 “ An Age of Imperialism”
Summarize what it says in your own words.
3. Read page 640 “ Toward an Empire”
What did William H. Seward picture?
4. Read page 640 “The Purchase of Alaska”
How did we get Alaska? Explain
5. Read page 642 and 643. List three things you found interesting.
6
6. Read page 644 and 645.
How did we get Hawaii?
a. What happened in the Beginning?
b. What happened in the Middle?
c. How did it End?
7. Look at the map on page 646.
What does possess mean?
List 5 places we possessed and the date we possessed it.
Place
Date
7
America Becomes a World Power
Label and color the territories
and countries involved in the
Spanish American War:
1.
2.
3.
4.
5.
6.
United States
Spain
Cuba
the Philippines
Guam
Puerto Rico
8
Activity #2
How Does Imperialism Work?
Imperialism – the policy in which stronger industrialized nations take
control over weaker nations for their raw materials and markets
Draw a picture of each of the following five steps of imperialism. Label
them A-E. Include a caption that describes what is occurring in the set of
pictures.
a.
b.
c.
d.
e.
An imperial power takes over a colony gets stronger.
Raw materials go from the colony to the one that owns it.
Finished products go from the imperial power to their
colony.
Finished products are sold in the colony.
The colony that provided the raw materials serves as a
market for the finished products.
CAPTION:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9
Activity #3 Analyzing and creating your own political cartoons.
Apply your knowledge to a new situation.
Directions: First, view the Political Cartoon Power point and analyze the cartoons using
Caricature, Symbols and Captions. Second, determine what nation is being historically
Imperial and to who or whom?
What Nation?
Imperial to ?
___________
___________
___________
___________
__________
___________
___________
___________
___________
___________
___________
10
Third, using Caricature, Symbols and Captions create your own political
cartoons to show what Imperialism would look like if it happened at Home,
in the Classroom , in the Cafeteria and in the World Today?
HOME
CLASSROOM
CAFETERIA
Imperialism at work in the World Today?
11
Activity #4 Imperialism Four Square
The Spanish American War
An Example of America Being Imperialistic.
Directions: Read Textbook pages 649-655
What started the War? (Causes 4)
How did the War End? (Results 3)
Directions: Using pictures or words, show what occurred in the
beginning, middle and end of the Spanish American War.
Beginning
Middle
12
Middle
Puerto Rico
End
Guam
Philippines
TODAY: What is going on now? Does America still protect them?
Cuba
13
Imperialism Story Mapping and Presentation
Directions: There are two separate pieces to this project.


The story/primary maps are completed individually and are worth 60 points.
The presentations will be done in groups and are worth 40 points.
Story Mapping –60 points, 10 pts each
1. At home and during Resource you will create a “Story Map” for each of the
three assigned topics. You may use the class textbooks the online textbook), class
notes and the Imperialism Power Point . (See class website).
2. In class, you will use the Primary Source Documents given to you to fill in the
three additional Primary Source Maps.
Post to History Showcase
Act it out using We Video: https://www.wevideo.com/
Powtoon: http://www.powtoon.com/
Storyboardthat: http://www.storyboardthat.com/
Presentation Choices-40 points
Topics:
Select one of the three topics to present in class. You will be using the
plan/script guidelines to create your presentation. You must use all of the
information on the story maps for that topic.



Spanish American War (Causes and Effects)
Roosevelt Corollary
“Speak Softly and Carry a Big Stick” (“Big Stick” Diplomacy)
Rubric – See reverse side of this page. You will hand in this entire packet when completed.
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Names _____________________________________________ Block _______
Topic _______________
Score: Presentation ____ + _____ Group Work + ______ Maps= ___________/100 points
PRESENTATION
Sequencing of
Information
Plan/Script
Subject Knowledge
Act it out
Powtoon
Storyboardthat
My Contribution
0-20
21-23
Audience cannot
understand
presentation
because there is
no sequence of
information.
Audience has
difficulty following
presentation
because student
jumps around.
27-30
Students present
information in
logical sequence
which audience
can follow.
Students present
information in
logical,
interesting
sequence which
audience can
follow.
POINTS
______/2=_______
Students
demonstrate all
Students are
Students have all
required
missing some key the required
knowledge from
Student did not
information from
information from
the story map and
include most of the
the story map.
the story
adds extra
information from
Students have a
map. Students
information.
the story map.
satisfactory
demonstrate full
Students
Students does not
understanding of required
______/2= ______
demonstrate full
have grasp of
information and is knowledge by
knowledge (more
information;
able to answer
answering all class
than required) by
student cannot
simple questions, questions with
answering all class
answer questions
but fails to
explanations and
questions with
about subject.
elaborate.
elaboration.
explanations and
elaboration.
Works well with
Cannot work with Works with others,
others. Takes part
others in most
but has difficulty
in most decisions
situations. Cannot sharing decisions
and shares in the
share decisions or and
responsibilities.
responsibilities.
responsibilities.
Did what was
Did not write any Did some of the
required by the
of the plan/script. plan/script.
plan/script.
Story Maps
Story Maps:
Primary Source Maps:
Student does not
have grasp of
information; student
cannot answer
questions about
subject.
(0-6)
(0-6)
Works very well
with
others. Assumes
a clear role in
decision making
and
responsibilities.
Did more than
required by the
plan/script.
Student has a
Student demonstrates
satisfactory
full knowledge (more
understanding of
than required) by
information and is
answering all class
able to answer
questions with
rudimentary
explanations and
questions, but fails to
elaboration.
elaborate.
(7-8)
(9-10)
(7-8)
(9-10)
STORY MAPS
_____
_____
_____
24-26
______ /10 pts
_______/60 pts
PRIMARY SOURCE MAPS
Spanish American War:
Roosevelt Corollary:
“Big Stick” Diplomacy:
_____
_____
_____
Total ____
15
History Story Map – Outside of Class
Title (Topic):
Setting: (Where)
Spanish American War
Conflict: (Causes)
Setting: (When)
1.
2.
Characters: (countries and
people)
3.
4.
Plot: What happened and in
what order?
Begin:
Resolution: (Results)
Middle:
Middle:
Middle:
Middle:
2.
1.
3.
End:
End:
16
History Story Map – Outside of Class
Title (Topic):
Setting: (Where)
Roosevelt Corollary
Conflict: (Causes)
Setting: (When)
1.
2.
Plot: What happen and in
what order?
Characters: (countries
and people)
Resolution: (Results)
1.
Begin: Monroe Doctrine2.
Middle:
Middle:
End:
Moral of the Story: The
Big Idea I learned was:
17
History Story Map – Outside of Class
Title (Topic):
Setting: (Where)
“Big Stick” Diplomacy (Panama)
Conflict: (Causes)
Setting: (When)
1.
2.
Characters: (Countries
and People)
3.
Plot: What happen and in what
order?
Begin:
Resolution: (Results)
Middle:
2.
1.
Middle:
Middle:
End:
Moral of the Story: The
Big Idea I learned was:
18
Primary Source - Spanish American War
Message: What is the document
Details:
trying to say to you?
Central Figures: Do you see or
Topic: Subject, Time?
learn about anyone or anything?
Audience: Who is the source
talking to? Why did the author
create this?
Words: What do you notice?
Summary:
What have you
learned using these primary
sources? How do the sources
connect?
19
Primary Source – “Big Stick” Diplomacy / Panama Canal
Message: What is the document
Details:
trying to say to you?
Central Figures: Do you see or
Topic: Subject, Time?
learn about anyone or anything?
Audience: Who is the source
talking to? Why did the author
create this?
Words: What do you notice?
Summary:
What have you
learned using these primary
sources? How do the sources
connect?
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Primary Source - Roosevelt Corollary
Message: What is the document
Details:
trying to say to you?
Central Figures: Do you see or
Topic: Subject, Time?
learn about anyone or anything?
Audience: Who is the source
talking to? Why did the author
create this?
Words: What do you notice?
Summary:
What have you
learned using these primary
sources? How do the sources
connect?
21
Presentation Script/Plan : You must write complete sentences.
A: Person number 1 ________________________
B: Person number 2 ________________________
C: Person number 3 ________________________
D: Person number 4 ________________________
Introduce the topic here…
A:
B:
C:
D:
Now describe the setting…
A:
B:
C:
D:
Make sure we know who the characters are…
A:
B:
C:
D:
Take us to the conflict! Remember to use specific details…
A:
B:
C:
D:
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Now lead us through the plot…
A:
B:
C:
D:
A:
B:
C:
D:
Now resolve the conflict and plot…
A:
B:
C:
D:
Remember to explain to us the moral of the story…
A:
B:
C:
D:
23