American Imperialism

American foreign policy from Reconstruction until World War I

Planning this mini-unit

American Imperialism is the first mini-unit of Unit 7: American Imperialism and World War I. This mini-unit is taught after “Populists and Progressives” (last mini-unit in Unit 6: The Gilded Age) and before “America in World War I” (second mini-unit of Unit 7: American Imperialism and World War I). Click HERE to get a copy of my pacing guide.

Pacing

Teachers should plan three to five days to teach this unit on a traditional schedule with one-hour class periods. However, for those on a block schedule with 1 1/2 hour classes, teachers should plan for 2-3 days. An effective way to structure this unit includes:

Openers

American Imperialism
Pro and Anti-Imperialism Arguments
Social Darwinism
Uncle Sam to Filipinos Political Cartoon
Approaches to Foreign Policy

This FREE resource includes 5 openers to use in order to supplement this unit. Begin each class with an opener question. Opener questions can be found on this webpage as an image (see “opener questions” at the bottom of this webpage) or free on TpT (

see link). Give students 3-5 minutes to complete the opener question and allow 5-10 minutes for class discussion. Instead of openers, teachers may use this as an end of class check for understanding.

Lessons

After the opener, begin the Google Slides lesson. Students can take notes on paper using the note-taking guide provided with the Google Slides lesson, or they may take notes digitally with the electronic version (also included with the Google Slides).

1. TEACHER TIP: I post a PDF version of the Google Slides to Google Classroom so that students can review their notes if they are absent. To do this, click “File, Download, PDF” on the Google Slide.
2. TEACHER TIP: Some teachers post Google Slides in their Google Classroom and digital note-taking guides for students to complete as homework.
3. TEACHER TIP: When pressed for time, I will edit the note-taking guides to include answers for some boxes or delete boxes and slides entirely. Teachers should feel free to modify the lesson to meet their students’ needs and individual learning targets.
After teaching a concept, take a break from the lecture and show a quick review video to reinforce the concepts. Suggested videos to enhance the lesson are on this webpage.
Mix up your unit by having the students complete the PROP (Point, Reason to lie or distort, Other sources, Public/private) analysis. For a free resource that reviews PROP, click HERE.
1. TEACHER TIP: Group students together to complete this activity. This strategy sparks conversation and encourages critical analysis. Discussed as a class.
Review additional suggested activities found on this webpage:
Print the Prove It activity included in the Google Slides lesson at the end of the unit. Students read statements and determine if they are true or false. If the statement is false, they correct it. This lesson encourages students to review their note-taking guides.

key terms to know

People to Know

Alfred T. Mahan
Theodore Roosevelt
William Howard Taft
Woodrow Wilson
Pancho Villa

Key Terms

Imperialism
Yellow Journalism
Teller Amendment
Hawaiian League
Bayonet Constitution
USS Maine
Open Door Policy
Roosevelt and the Corollary to the Monroe Doctrine
Big Stick Diplomacy
Great White Fleet
Dollar Diplomacy
Moral Diplomacy

Events

Spanish-American War
Philippine-American War
Construction of the Panama Canal

1. To what extent is imperialism a new policy in America?

2. How did American business influence the annexation of Hawaii as an American territory?

3. What were the various motivating factors behind America’s involvement in the Spanish-American War?

4. What were the two theaters of war in the Spanish-American War? Outline the key events in each theater.

5. Why did America push for an “Open Door Policy” in China?

6. Discuss America’s role in the Panama Revolution and the building of the Panama Canal.

7. Compare and contrast Roosevelt’s “Big Stick Diplomacy” with Taft’s “Dollar Diplomacy” and Wilson’s “Moral Diplomacy.”

8. Outline and evaluate Wilson’s foreign policy actions in Mexico.

Google Slides & Note Taking Guides

Click image for link to source

First page of PRINT note taking guide

46 Slides (editable) with graphic organizer note-taking guide and summative assessment worksheet. This Google Slides reviews how and why the United States engaged in Imperialism from 1880-1914

This Google Slides:

Editable
Has checks for understanding/thinking questions throughout the Google Slides
Interesting and varied graphic design
A variety of different sources to catch your students’ attention and engage them with the content: maps, charts, primary sources, quotes, newspapers, etc.
Major Concepts Reviewed:
1. Imperialism definition
2. American Imperialism prior to and after the Civil War
3. Alfred T. Mahan “Influence of Sea Power Upon History
4. Pro and Anti-Imperialism Arguments: Business, Military, Raw Materials, Humanitarian
5. Imperialism in Hawaii: Hawaiian League, Bayonet Constitution
6. USS Maine
7. Yellow Journalism
8. Teller Amendment
9. Spanish-American War in the Philippines and the Caribbean
10. Philippine-American War
11. Open Door Policy
12. Roosevelt Corollary to the Monroe Doctrine
13. Big Stick Diplomacy
14. Panama Canal
15. Great White Fleet
16. Dollar Diplomacy
17. Moral Diplomacy
18. Wilson’s Foreign Policy in Mexico: Pancho Villa

Note-Taking Guide with a Teacher’s Key:

Works with Google Classroom (students can type in a document, or handwrite)
Includes ideas on how to use this in your lesson
Great for IEP, 504, EL students or students who need modifications
Helps students be accountable for information during lecture
Comes with print and digital notetaking guides.

Post-Notes Analysis Worksheet with a Teacher’s Key:

Works with Google Classroom (students can type in a document or handwrite)
Includes ideas on how to use this in your lesson
Has a True/False checking for understanding
Includes a document that connects to information from the slides.
Comes with print and digital post-notes analysis guides.
Students are asked to ” Prove It,” “Analyze It” “Personalize It” and “Explore Limitations.”

Helpful Videos for Your Students

Unit Activities

Click on the images below to access these suggested resources

The Annexation of Hawaii DBQ

Bill of Rights Institute

Theodore Roosevelt, the Charge at San Juan Hill and Courage

Bill of Rights Institute

The Constitution and Foreign Policy 1898-1946

Bill of Rights Institute