America Becomes a World Power
Name: Rick Tivnan
Course: US2 CP and Honors
Date: Fall 2011
Topic: American Imperialism
Context: This lesson will last approximately three days. This lesson will include activities and a
culminating essay that analyzes the changing role of America on the world stage from the period
of the late 1800’s through 1918. Prior to being presented with this lesson, students will have
been exposed to the concept of imperialism, as well as several examples of United States
involvement in the affairs of foreign nations.
Standard(s):
USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to
World War I. (H, E)
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
the influence of the ideas associated with Social Darwinism
the purchase of Alaska from Russia
America’s growing influence in Hawaii leading to annexation
the Spanish-American War
U.S. expansion into Asia under the Open Door policy
President Roosevelt’s Corollary to the Monroe Doctrine
America’s role in the building of the Panama Canal
President Taft’s Dollar Diplomacy
President Wilson’s intervention in Mexico
American entry into World War I
Objective:


Analyze primary source documents and images relating to the varying positions
for and against imperialism
Synthesize information to form a position on benefits versus costs of imperialism
Assessment:
 I See/It Means: White Man’s Buren Political Cartoon
 I See/It Means: What America Has Done for You Political Cartoon
 A.P.P.A.R.TS. Document analysis chart: Roosevelt Corollary and Anti-Imperialism League
Platform
 Persuasive essay arguing in favor of or against United States imperialism.
Preview/Do Now:
1. In order to activate student prior knowledge and engage them in the day’s lesson,
have them respond to the following question.

Based on what you have learned in this unit so far, do you think it is the right
and/or responsibility of the United States to promote its values and interests
around the world?
2. Have students pair/share responses. Conduct a brief whole class discussion on
student responses.
Direct Instruction and Think, Write, Pair, Share:
In order to gain a deeper understanding of the various perspectives regarding United States
Imperialism, have students analyze the two political cartoons and two documents.
1. Project “I See/It Means” image of White Man’s Burden political Cartoon (and/or provide
handouts to student s with the image and I/It chart, or students draw I/It on lined paper).
2. Have students individually complete the “I See It/It Means” on the cartoon
3. Students should Pair/Share their responses and make additions and revisions in a second
color.
4. Conduct a whole class discussion to help teacher assess how students organize and process
this new information.
5. Teacher will collect completed I See/It Means for student accountability.
6. Repeat steps for “What America Has done for you Image”
Guided Practice/ Student Independent Work:
Distribute one copy of the edited version of the Roosevelt Corollary and one two column
A.P.P.A.R.T.S chart to each student.
2. Have students read and mark up the Roosevelt Corollary
3. Reintroduce the purpose of the A.P.P.A.R.T.S chart and model the first two letters for the
class (A=Author, P=Place and Time).
4. As a whole class, call on individual students to complete the next two letters of the chart
(P=Prior knowledge, A=Audience).
Think, Write, Pair, Share
5. Next, students should complete the remaining letters in the right column and their
comments, question, connections, inferences, and predictions to the left column of the
A.P.P.A.R.T.S chart.
6. When the students have completed the chart, they should pair share their responses with
their partner. In second color, each student should be making additions and revisions to their
original work based on the conversation with their partner
Independent Work with Content/Response Notes:
7. Distribute one copy of Anti-Imperialist League Platform to each student. Have each student
individually read and mark up the document and complete a two column A.P.P.A.R.T.S chart.
8. Student Group Work: 3-4 students, share both left and right hand columns of their charts,
They must reach consensus on the A.P.P.A.R.T.S, mark up notes in a second color with group
discussion; add additional CCQs. . Teacher circulates with clipboard to assess student group
work.
9. Student Accountability: teacher will collect A.P.P.A.R.T.S charts for assessment (see closure
activity below).
10. Distribute and explain persuasive essay assignment and rubric
1.
Closure:
Students should write one paragraph stating and briefly explaining their position on U.S.
Imperialism.
Homework:
 Complete persuasive essay on United States imperialism
Materials:
 Projector/Eno Board

I See/It Means: White Man’s Buren Political Cartoon
 I See/It Means: What America Has Done for You Political Cartoon
 A.P.P.A.R.TS. Document analysis chart: Roosevelt Corollary and Anti-Imperialism League
Platform
 Persuasive essay assignment sheet and rubric.