Feature Lesson: Imperialism Class: AP United States History (Grades 11 & 12) Subject: Imperialism Lesson Title: The United States Becomes a World Power Lesson Length: 6 days - block schedule Purpose The purpose of this lesson is to help students understand the forces that led to American Imperialism in the late 1800s and to analyze the conditions in six areas of the world before and after the intervention of the United States. Content Objectives: Students will be given a reading assignment, will complete a written assignment, will construct a graphic organizer, and will build a Powerpoint. All students will be able to explain and analyze the conditions that existed in the United states in the late 1800s that led to the rise of imperialism, explain the important personalities, policies, and circumstances that fostered greater involvement in foreign affairs, and analyze the conditions in six areas of the world before and after the intervention of the United States. 1. ELL students will become familiar with concrete vocabulary relating to the rise of imperialism. 2. ELL students will demonstrate knowledge of an area of the world where the United States become involved at the beginning of the 1900s. 3. ELL students will create graphic organizers and Powerpoint presentations. Language Objectives: Given a reading assignment, a written assignment, and a Powerpoint presentation, all students will be able to verbally explain the reasons for imperialism and the intervention of the United States in a particular part of the world. 1. ELL students will read textbook and gather information from a textbook called The American Vision. 2. ELL students will list answers to provided study guide questions. 3. ELL students will participate in the writing of a short history of a particular area of the world. Culture Objectives: 1. ELL students will join a small group and research a nation involved in American Imperialism between the years 1880 and 1920. 2. ELL students will be grouped with native English speaking students for the completion of the project.
Transcript
Feature Lesson: Imperialism Class: AP United States History (Grades 11 & 12) Subject: Imperialism Lesson Title: The United States Becomes a World Power Lesson Length: 6 days - block schedule Purpose The purpose of this lesson is to help students understand the forces that led to American Imperialism in the late 1800s and to analyze the conditions in six areas of the world before and after the intervention of the United States. Content Objectives: Students will be given a reading assignment, will complete a written assignment, will construct a graphic organizer, and will build a Powerpoint. All students will be able to explain and analyze the conditions that existed in the United states in the late 1800s that led to the rise of imperialism, explain the important personalities, policies, and circumstances that fostered greater involvement in foreign affairs, and analyze the conditions in six areas of the world before and after the intervention of the United States. 1. ELL students will become familiar with concrete vocabulary relating to the rise of imperialism. 2. ELL students will demonstrate knowledge of an area of the world where the United States become involved at the beginning of the 1900s. 3. ELL students will create graphic organizers and Powerpoint presentations. Language Objectives: Given a reading assignment, a written assignment, and a Powerpoint presentation, all students will be able to verbally explain the reasons for imperialism and the intervention of the United States in a particular part of the world. 1. ELL students will read textbook and gather information from a textbook called The American Vision. 2. ELL students will list answers to provided study guide questions. 3. ELL students will participate in the writing of a short history of a particular area of the world. Culture Objectives: 1. ELL students will join a small group and research a nation involved in American Imperialism between the years 1880 and 1920. 2. ELL students will be grouped with native English speaking students for the completion of the project.
State Standards: North Carolina Standard Course of Study related goals for United States History:
Competency Goal 6
The emergence of the United States in World Affairs (1890-1914) – The learner will analyze causes and effects of the United States emergence as a world power.
Objectives 6.01 Examine the factors that led to the United States taking an increasingly active role in world affairs. 6.02 Identify the areas of United States military, economic, and political involvement and influence. 6.03 Describe how the policies and actions of the United States government impacted the affairs of other countries.
Teacher Materials: Textbook – The American Vision Teacher created study guide questions (see attached) Student project directions with rubric Laptop computers for students Projector Internet access Paper, pens, pencils CD players with headsets Activity 1: Reading Assignment on Imperialism (45 minutes) Students will be given forty-five minutes to do background research on the role that the United States played at the turn of the 20th century in six different areas of the world. Students will each be responsible to read one of three sections in The American Vision textbook, chapter 14. Students will be divided into three groups each containing nine students. Each group will be responsible for becoming an “expert” on one of three sections of chapter 14. Questions will be provided to students for each of the three sections to help guide their research. (Appendix 1). ELL students will be provided with a CD of the text in Spanish and a CD player with headsets. They are also given very specific study guide questions to aid them in their research. They will each be grouped with native speakers. The teacher will also be available to aid in research if any language barriers occur. Activity 2: Jigsaw Activity (60 minutes – Split into 45 and 15 minutes over two days) The reading groups will be divided into threes. Each group of three will join with a group of three from each of the other two groups, forming new groups of nine. The students will take turns in new groups teaching their sections to the six members of their newly formed group that did their research on one of the other two sections each group will be allocated twenty minutes for this communication. The Jigsaw method naturally helps ELL students because it dramatically cuts down on the amount of reading for which students are responsible. Every student will be provided
with specific questions from each of the three sections of chapter 14. They will use this guide to take notes. Activity 3: Imperialism Project (3 hours – Two days of instruction) Students will work in class for a total of three hours over the next two days in small groups. Each student will work with a group of five or six students assigned by the teacher. Students will use their study guides and text books to create a short presentation on the intervention of the United States in the particular area of the world that will be assigned. The project will encompass three parts: 1. A two-three page written paper 2. A graphic organizer 3. A 10-15 minute group presentation including a Powerpoint presentation (see Appendix) 1. ELL students will work in groups with other native language speakers. 2. ELL students will be used as a reference when there are areas of the world that they are native to and know a great deal about. Efforts will be made to match ELL students with areas of the world with which they have a particular interest. 3. ELL students will demonstrate knowledge of their topic through their participation in group presentations.
Activity 4: (90 minutes – 1 day) Students will present Powerpoint presentations and graphic organizers (see appendix) related to their area of the world. The differentiation listed above for ELL students will be repeated as relevant to this section: 1. ELL students will be used as a reference when there are areas of the world that they are native to and know a great deal about. 2. Efforts will be made to match ELL students with areas of the world with which they have a particular interest. 3. ELL students will demonstrate knowledge of their topic through their participation in group presentations. Activity 5: (60 minutes) Students will take a multiple-choice test over the material covered in the unit. (Appendix) 1. ELL students will be allowed to use a digital translator or dictionary for unfamiliar vocabulary. 2. ELL students will be allowed extended time to take the assessment. 3. ELL students will take a shorter version of the assessment that covers the same amount of material.
Use of Technology: The overall goal of my lesson is to have the students learn about the intervention of the United States in six different areas of the world. By allowing students to use Powerpoint presentations, I am allowing students to use technology in a constructive manner. Instead of using technology as a vehicle of assessment, this lesson allows students to take material that they have learned in groups and to re-organize that information in a way that makes sense them and to the rest of the class. Students will be using the presentation tool of Powerpoint to instruct (level 3). Students will also pull images from the internet. This will facilitate a degree of internet research (level 5). Students will also be constructing a final product that could be use as part of a portfolio (level 8). When students organize information in this manner, they make connections between themes and build mental constructs to which other information can be added. Author Identification: Lesson Author: Jeremy W. Byrd School: Davie High School Signature: Jeremy W. Byrd Permission to Publish: Yes
Name____________________ Date:
The American Vision Chapter 14 – Becoming a World Power
Section I – Read pages 490-495 and take notes on the following questions to prepare for an open notes reading check. 1. What were the three factors that made many Americans in the late 1800s feel that the United States should become a world power?
• Economic competition from other nations • Military competition from other nations • Growing feeling of cultural superiority
2. Define Imperialism
• The economic and political domination of a strong nation over weaker nations. 3. Why were the nations of Europe involved in world conquest in the late 1800s?
• European factories depended on raw materials from all over the world. • Countries were trying to avoid high tariffs. • Wealthy Europeans wanted to find new places to invest capital.
4. What is Social Darwinism?
• The idea that nations competed with each other politically, economically, and militarily and only the strongest would survive. This was a justification for American influence abroad.
5. What is Anglo-Saxonism?
• The belief that English speaking nations had superior character, ideas, and systems of government.
6. Who was Josiah Strong? What did he believe?
• Josiah Strong was a popular American minister in the late 1800s. He believed that Anglo-Saxons were divinely commissioned to be their brother’s keeper.
• An excuse to dominate through imperialism. 7. List three crises of the late 1800s that the United States faced in foreign affairs.
• 1888 – United States came near to a full scale war with Germany over a little island in the Pacific (Samoa).
• 1891 – A mob in Chile attacked several American sailors in Valparaiso – the United States threatened to go to war.
• 1895 – The United States backed Venezuela against Great Britain in a border dispute with British Guiana. Many called for war against Great Britain.
8. Explain what these near wars say about the paradigm (world view) of the United States at the time.
• The foreign policy of the United States was very aggressive and moody. • Ready to risk full scale war over small incidents that did not directly involve the US.
9. Who was Alfred Thayer Mahan? What book did he write? What ideas did this book enumerate?
• American sea captain • Wrote the book The Influence of Sea Power Upon History. The book stated that in order to
be a world power the United States needed: o A steel naval fleet o A canal across central America o Control of islands in the Atlantic o Control of islands in the Pacific.
• The United States accomplished all of these goals within twenty years of the publication of the book. – Very influential book!
10. By the 1890s, what three ideas had come together in the United States to push the nation toward an imperialistic foreign policy?
• Business leaders wanted new markets overseas. • Anglo-Saxonism had convinced many Americans of their destiny to dominate the world. • The ideas of Mahan convinced Americans that naval power was important.
11. Who was Matthew Perry?
• An American sea captain. He led a naval expedition to open up Japan using four warships in 1853.
12. What changes did Matthew Perry’s expedition force on Japan?
• Japan adopted Western technology and launched their own industrial revolution. • They built a powerful navy.
13. Why were Americans first interested in Hawaii?
• Hawaii provided a perfect port for fueling on journeys to trade with China. 14. What was the first group of Americans to make a permanent home in Hawaii?
• American missionaries. Moved to Hawaii to convert the people to Christianity in 1820. • “They went to Hawaii to do good, and instead they did well” • Dominated sugar cane and pineapple markets.
15. Who was Queen Liliuokalani? • Queen of Hawaii, ascended to the throne in 1891. • Queen “Lil” disliked American influence in Hawaii. • She tried to impose new constitution re-asserting her authority as ruler of Hawaii as
Americans moved to control the government and lift tariffs on pineapples and sugar. • She was forced to step down. • “Hawaii is for Hawaiians.”
16. What is Pan-Americanism?
• The idea that the United States and Latin America should work together economically. 17. Why did American leaders call the Pan American Conference?
• To push leaders of Latin American nations to trade with the United States in the western hemisphere and to lessen their dependence on European loans and consequently European intervention.
Name____________________ Date:
The American Vision Chapter 14 – Becoming a World Power
Section II – Read pages 496-503 and take notes on the following questions to prepare for an open notes reading check. 1. What nation was in control of Cuba in the late 1800s?
• Spain
2. Explain the relationship between Cuba and the United States in the late 1800s. • Linked economically • Cuba exported sugar • Americans invested $50 million in sugar plantations, mines, and railroads.
3. Who was Jose Marti?
• Revolutionary leader in Cuba. • Exiled to the United States. • Led a rebellion against Spanish leadership in Cuba.
4. How did most Americans feel about the rebellion that was taking place in Cuba?
• Most Americans supported the rebels • believed Cuban Revolution had parallels to the American Revolution.
5. The three major factors that pull the United States into the Spanish American War are listed below. Explain each factor.
• Yellow Journalism o Yellow Journalism is exaggerated reporting. o William Hearst and Joseph Pulitzer competed with one another to increase
circulation of the two famous yellow journalist papers. o The papers called the Spanish Valeriano Weyler a “butcher” and decried Spanish
atrocities in Cuba. o
• The Battleship Maine o The USS Maine exploded near Havana Harbor off the coast of Cuba. o Explosion blamed on the Spanish. o Yellow press declare “Remember the Maine, and to hell with Spain!”
• The De Lome Letter
o Enrique De Lome was a Spanish minister to the United States o Letter intercepted and printed in papers o Insulted President McKinley – called him weak and a bidder for the admiration of
the public.
6. What is meant by the term jingoism? • Jingoism is aggressive foreign policy. It was supported by much of the Republican party at
the time. • This policy reacted to the above events with a declaration of war against Spain.
7. Describe the opening battle of the war. Why did it take place in the Philippines? Who was Emilio Aguinaldo?
• The opening battle of the war was fought by George Dewey. An American sea captain stationed in Hong Kong. He was told to attack Manila Bay in the Philippines. US won with NO casualties!
• The Philippines were controlled by Spain at the time. • Emilio Aguinaldo was the rebel leader in the Philippines that had been fighting the Spanish
for years to liberate the Philippines. 8. Explain the American push to gain control over Cuba. Why did the United States attack Santiago?
• Spanish were in the harbor @ Santiago. Americans had steel fleet and wanted open confrontation with Spain on high sea.
• Rough Riders led by Theodore Roosevelt took control of San Juan Hill – this was the high ground around Santiago.
9. What nearby island was attacked while the Americans were gaining control of Cuba?
• Puerto Rico 10. What were the terms of the Treaty of Paris of 1898?
• Cuba is given independence • The United States gains Puerto Rico and Guam. • The Philippines are purchased by the United States for 20 million dollars.
11. Explain the debate over the annexation of the Philippines. What does McKinley and Congress finally decide to do with the islands?
• The Philippines were 8,000 miles away. • Different language • Different culture • Would the people be citizens? • If they were given independence, would they be taken by another European Power? • McKinley decides to annex the Philippines – much fighting ensues. • United States goes from republic to empire! • Philippines only given full independence on July 4, 1946.
12. What agreement is made with Cuba before the United States removes forces?
• An agreement called the Platt Amendment is signed. It states that: • Cuba can make no foreign treaties • The United States can intervene in Cuban affairs as necessary. • Cuba must least the Untied States a naval base – Guantanimo Bay.
13. How was Puerto Rico governed?
• The Foraker Act set up a civilian government. • Democracy was limited. • People were given the right to elect the lower house and the United State appointed a
governor and the upper house.
Name____________________ Date:
The American Vision Chapter 14 – Becoming a World Power
Section III – Read pages 504-511 and take notes on the following questions to prepare for an open notes reading check. 1. With naval bases now established in the Pacific, what became the major interest of the United States in the Pacific?
• Commerce with the nations of the east. 2. What two nations went to war in 1894? What was the outcome of the war?
• Japan and China • Japan gained control of both Korea and Manchuria
3. What is a sphere of Influence? What nations had Spheres of Influence in China ?
• An area where a foreign nation controlled economic development such as railroad construction and mining.
• Japan, Germany, France, Britain, and Russia 4. What was the response of the United States to these events?
• Secretary of State John Hay issued the Open Door Policy. 5. What was the Open Door Policy?
• A policy crafted by the United States in which all countries would be allowed to trade with China.
6. Who were the Society of Harmonious Fists?
• They were a nationalistic group in China that rebelled against foreign intervention in 1900. • They were known as the “Boxers.” • The rebellion claimed the lives of over 200 foreigners. • A large international force put down the rebellion. • China had to pay compensation to Japan, the US, and the nations of Europe for the
damages. 7. Describe the foreign policy of Theodore Roosevelt.
• Roosevelt favored increased American power on the world stage. • He believed the US had a duty to shape the “less civilized” corners of the earth.
8. What saying did Roosevelt use to express his belief that a display of American power would make nations think twice about fighting and thus promote peace?
• “Speak softly and carry a big stick” 9. Where, specifically was this policy used most dramatically?
• Latin America and in the acquisition of the Panama Canal.
10. What was stated in the Hay-Pauncefote Treaty?
• The United States had the exclusive right to build a canal in Central America. 11. Explain the process by which the United States attempted to buy a canal zone from the nation of Colombia. What was the response of Colombia? How did Roosevelt still accomplish his goal of establishing a canal zone in Central America?
• The United States offered Colombia $250,000 for a zone in upper province of Panama. • Colombia refused. • Philippe Bunau-Varilla of France staged a coup in Panama. • Roosevelt ordered US warships into the area. • Panama declared independence. • The United States was given a 10 mile wide strip. • Roosevelt used “Big Stickism”
12. What was the Roosevelt Corollary? What effect did this document have on the foreign policy of the United States?
• The corollary stated that the United States would intervene in Latin American affairs when necessary to maintain economic and political stability in the Western Hemisphere.
• The corollary made the United States become an “international police force” especially in the nations of Latin America.
13. What was meant by the policy of Dollar Diplomacy? What president used this policy in relation to Latin America?
• William H. Taft – The successor of Roosevelt. • Taft placed less emphasis on military force and more on helping Latin American industry. • Believed that American businesses leasers should make loans to support Latin American
development. • United States would then have legitimate stake in leadership of these nations.
14. Explain the beliefs of Woodrow Wilson in the area of foreign affairs. How was it drastically different than that of Roosevelt or Taft?
• Wilson opposed imperialism and resolved to “strike a new note in international affairs.” • “Sheer honest and even unselfishness…should prevail over nationalistic self-seeking in
American foreign policy.
Name____________________ Date:
The American Vision Chapter 14 – Becoming a World Power
Section I – Read pages 490-495 and take notes on the following questions to prepare for an open notes reading check. Pay close attention to the vocabulary in bold. 1. What were the three factors that made many Americans in the late 1800s feel that the United States should become a world power? 2. Define Imperialism: 3. Why were the nations of Europe involved in world conquest in the late 1800s? 4. What is social darwinism? 5. What is Anglo-Saxonism? 6. Who was Josiah Strong? What did he believe? 7. List three crises of the late 1800s that the United States faced in foreign affairs. 8. Explain what these near wars say about the paradigm (world view) of the United States at the time. 9. Who was Alfred Thayer Mahan? What book did he write? What ideas did this book enumerate (list)? 10. By the 1890s, what three ideas had come together in the United States to push the nation toward an imperialistic foreign policy? 11. Who was Matthew Perry? 12. What changes did Matthew Perry’s expedition force on Japan? 13. Why were Americans first interested in Hawaii? 14. What was the first group of Americans to make a permanent home in Hawaii? 15. Who was Queen Liliuokalani? 16. What is Pan-Americanism? 17. Why did American leaders call the Pan American Conference?
Name____________________ Date:
The American Vision Chapter 14 – Becoming a World Power
Section II – Read pages 496-503 and take notes on the following questions to prepare for an open notes reading check. Pay close attention to the vocabulary in bold. 1. What nation was in control of Cuba in the late 1800s? 2. Explain the relationship between Cuba and the United States in the late 1800s. 3. Who was Jose Marti? 4. How did most Americans feel about the rebellion that was taking place in Cuba? 5. The three major factors that pull the United States into the Spanish American War are listed below. Explain each factor.
• Yellow Journalism
• The Battleship Maine
• The De Lome Letter 6. What is meant by the term jingoism? 7. Describe the opening battle of the war. Why did it take place in the Philippines? Who was Emilio Aguinaldo? 8. Explain the American push to gain control over Cuba. Why did the United States attack Santiago? 9. What nearby island was attacked while the Americans were gaining control of Cuba? 10. What were the terms of the Treaty of Paris of 1898? 11. Explain the debate over the annexation of the Philippines. What does President McKinley and Congress finally decide to do with the islands? 12. What agreement is made with Cuba before the United States removes forces? 13. How was Puerto Rico governed?
Name____________________ Date:
The American Vision Chapter 14 – Becoming a World Power
Section III – Read pages 504-511 and take notes on the following questions to prepare for an open notes reading check. Pay close attention to the vocabulary in bold. 1. With naval bases now established in the Pacific, what became the major interest of the United States in the Pacific? 2. What two nations went to war in 1894? What was the outcome of the war? 3. What is a sphere of influence? What nations had spheres of influence in China? 4. What was the response of the United States to these events? 5. What was the Open Door Policy? 6. Who were the Society of Harmonious Fists? 7. Describe the foreign policy of Theodore Roosevelt. 8. What saying did Roosevelt use to express his belief that a display of American power would make nations think twice about fighting and thus promote peace? 9. Where, specifically was this policy used most dramatically? 10. What was stated in the Hay-Pauncefote Treaty? 11. Explain the process by which the United States attempted to buy a canal zone from the nation of Colombia. What was the response of Colombia? How did Roosevelt still accomplish his goal of establishing a canal zone in Central America? 12. What was the Roosevelt Corollary? What effect did this document have on the foreign policy of the United States? 13. What was meant by the policy of Dollar Diplomacy? What president used this policy in relation to Latin America? 14. Explain the beliefs of Woodrow Wilson in the area of foreign affairs. How was it drastically different than that of Roosevelt or Taft?
Name__________________ Date:
Group Project Imperialism
You will work in class for a total of three hours over the next three days (one hour daily) in small groups. Each student will work with a group of five or six students assigned by the teacher. You will use your study guides, text books, and lecture notes to create a short presentation on the intervention of the United States in the particular area of the world that you will be assigned. The project will encompass three parts: ∗ A two-three page written paper ∗ A graphic organizer ∗ A group 15 minute group presentation The paper and the graphic organizer will be turned in to Mr. Byrd on ___________ (date) at the conclusion of the third day. The presentation will be given on ___________ (date). Below you will find a specific breakdown of each of the three parts of the project. Written Paper (33%)
Your group will write a two-three page written narrative (12 Font double spaced) of the role that the United States played in your particular area of the world between the years 1880 and 1910.
1. Explain the conditions that brought the United States to your area of the world. 2. Discuss the specific changes that took place in your area of the world because of the intervention of the United States. 3. Enumerate and evaluate both positive and negative elements that American imperialism brought to your area. 4. What laws were passed by the United States dealing with your nation or area of the world to attempt to establish a democratic government? 5. To what extent does the government established align with the goals of the Declaration of Independence discussed earlier this year? 6. Did the United States leave your area of the world?
a. If so, when. b. If not, what is the current role that the United States plays in your nation/area?
Graphic Organizer (33%) Create a graphic organizer in which you explain through visual representation (both icons and text) the role that the United States played in your assigned area of the world. The questions that you address in your written paper should be addressed in the graphic organizer. You may organize that visual representation through chronology or theme. The graphic organizers will be scanned and enlarged for your group to present to the remainder of the class. Each group will be responsible to turn in ONE graphic organizer.
Group Presentation (33%) Finally, your group will present your area of the world from the beginning of American intervention, to its conclusion. You will use an enlarged version of your graphic organizer on the Smartboard to explain to the class how your area of the world was affected by American imperialism during these years. You will also need to make a Powerpoint to explain your section of the world to the class. The last slide will need to be your graphic organizer. You may use index cards to prompt your memory. You may not read your paper or any other source. Your grade will be determined by the rubric listed below.
Imperialism Groups
As your group constructs your papers, graphic organizers, and presentations, be sure to use the following vocabulary related to each area of the world. You will find most of this vocabulary in your study guides and class notes. Any terms with which you are not familiar need to be sought from outside sources.
Group 1 - China and Japan
Russo-Japanese War Matthew Perry Great White Fleet Nobel Prize Spheres of Influence Open Door Policy Boxer Rebellion
Group 2 - Puerto Rico and Cuba Spanish American War Jose Marti Yellow Journalism Battleship Maine De Lome Letter Treaty of Paris of 1898 Teller Amendment Platt Amendment Foraker Act Jones Act of 1916
Group 3 - The Philippines
Spanish American war Emilio Aguinaldo Yellow Journalism Battleship Maine De Lome Letter George Dewey Insular Cases President McKinley July 4, 1946
Group 4 - Panama
Clayton Bulwer Treaty Hay Buena-Varilla Treaty Canal Zone Colombia Panama Theodore Roosevelt Jimmy Carter
Group 5 – Latin America (Except for Panama)
Roosevelt Corollary Big-Stickism “International Police Force Dollar Diplomacy Wilsonian Diplomacy Pan Americanism
Group 6 - Hawaii
American Missionaries China Bayonette Constitution “Queen Lil” 1898 1959
Imperialism – Group Project Rubric
Group Members:
PAPER 33% Length (Paper is 2-3 Pages, double spaced, Times New Roman 12 font)
Total Possible: 9 Total Earned:
Comments:
Specific Factual Information (Information is accurate – relevant vocabulary used and explained)
Total Possible: 12 Total Earned:
Comments:
Structure (Paper is easily followed)
Total Possible: 12 Total Earned:
Comments:
Final Grade on Paper: A B C D F
Total Possible: 33 Total Earned:
Overall Comments:
GRAPHIC ORGANIZER (33%)
Effort (Group was on task during given class time)
Total Possible: 8 Total Earned:
Comments:
Creativity (Organizer represents creative organization on concepts)
Total Possible: 8 Total Earned:
Comments:
Clarity (Organizer is easy to follow and a useful study tool)
Total Possible: 9 Total Earned:
Comments:
Neatness (Organizer is ascetically pleasing)
Total Possible: 8 Total Earned:
Comments:
Final Grade on Graphic Organizer: A B C D F
Total Possible: 33 Total Earned:
Overall Comments:
GROUP PRESENTATION (33%) Time (Presentation was between ten and fifteen minutes)
Total Possible: 3 Total Earned:
Comments:
Clarity (Presentation was structured around graphic organizer and easily followed. Powerpoint was effective)
Total Possible: 10 Total Earned:
Comments:
Content (Presentation covered all relevant questions asked in paper)
Total Possible: 10 Total Earned:
Comments:
Collaboration (All group members had a relevant part in presentation)
Total Possible: 10 Total Earned:
Comments:
Final Grade on Presentation: A B C D F
Total Possible: 33 Total Earned:
Overall Comments:
Imperialism - United States History
Multiple Choice Identify the choice that best completes the statement or answers the question.
____ 1. Which is NOT a reason that the United States wanted to expand at the turn of the century? a. There was a need for new markets and
materials. d. There was a belief that the decisions of
Insular Cases should be followed in foreign affairs.
b. There was a belief that the Anglo-Saxon race was superior.
e. There was a fear that the United States was falling behind Europe in its quest for an Empire.
c. There was a belief that the United States should control the seas.
____ 2. This man applied the ideas of Charles Darwin to imperialism. a. Herbert Spencer d. Frederick Remmington b. Josiah Strong e. Bruce Barton c. Alfred T. Mahan
____ 3. This man wrote the book The Influence of Sea Power Upon History. a. Herbert Spencer d. Joseph Pulitzer b. Josiah Strong e. Bruce Barton c. Alfred T. Mahan
____ 4. Which was NOT one of the suggestions for the United States in the book The Influence of Sea Power Upon History?
a. The development of a modern fleet. d. A sphere of infulence in China. b. Naval bases in the Carribean Sea. e. Naval bases in the Pacific c. A canal across the Isthmus of Panama
____ 5. Which was NOT a factor leading the United States into the Spanish American War? a. The writings of yellow journalism. d. Admiral Dewey’s victory in Manila Bay. b. The brutal treatment of Cuban rebels by
the Spanish. e. The De Lome Letter.
c. The explosion of the Battleship Maine.
____ 6. This Spanish General was sent to Cuba to establish concentration camps during the Cuban rebellion
a. Valerenzio Weyler d. Emilio Aguinaldo b. Jose Marti e. Phillipe Buena Varilla c. Fidel Castro
____ 7. Which of the following men served as a naval official for the United States in the Phillipines? a. Alfred T. Mahan d. Emilio Aquinaldo b. George Dewey e. Leonard Wood c. William H. Hearst
____ 8. Which statement(s) concerning yellow journalism at the outbreak of the Spanish American was is/are correct?
I. William R. Hearst was an important newspaper editor. II. Joseph Pulitzer was an important newspaper editor. III. Frederick Remington was sent to the Philippines to draw pictures of the atrocities. a. I d. II b. I & II e. I, II & III c. I & III
____ 9. This man was the leader of the rebel forces in Manila. a. Jose Marti d. Frederick Remington b. Emilio Aguinaldo e. Phillipe Buena Varilla c. Valerenzio Weyler
____ 10. Which of the following was an IMMEDIATE cause of the Spanish-American war? a. Cuban nationalism d. the sinking of the Maine b. Yellow journalism e. business need for raw materials and new
markets c. U.S. expansionism
____ 11. Which best explains the influence of yellow journalism on U.S. foreign policy in the late 1890s?
a. Publishers of New York daily papers supressed news that favored Cuban revolutionaries.
d. Political cartoons ridiculed “mugwump” politics.
b. Newspapers failed to report the news about Congress.
e. Sensational news stories stirred American anger.
c. Most editorials favored China and criticized Japan.
____ 12. The Philippine Government Act I. stated that there would be a governor appointed by the United States. II. stated that there would be a two house legislature. III. stated that the upper house would be elected by the people of the Philippines. a. I d. I & III b. II e. I, II & III c. I & II
____ 13. Which statement accurately summarizes Theodore Roosevelt’s policy on the Panama Canal? a. Roosevelt waited for Columbia to agree to
a fair price for the canal zone. d. Roosevelt signed a treaty in which
Columbia agreed to create Panama as a separate nation.
b. Roosevelt gave military support to Panama’s revolt against Columbia.
e. Roosevelt was able to develop strong Latin American support for the canal project.
c. Colombia’s government persuaded Roosevelt to give U.S. assistance for building a canal.
____ 14. Which would NOT be considered a positive outcome of the occupation of the United States in the Philippines?
a. the construction of public roads. c. improvements in medical care and sanitation.
b. the construction of railroads. d. the people were given U.S. citizenship.
____ 15. Which of the following items or events brought the U.S. closer to war with the Spanish? I. The DeLome Letter II. The sinking of the Lusitania. III. The Zimmerman Note a. I and II d. I b. I and III e. II c. II and III
____ 16. Which is NOT part of the settlement of the Spanish-American War? a. The United States pays Spain 20 million
for the Philippines. d. Puerto Rico becomes a territory of the
United States. b. Control of the Philippines goes to the
United States. e. Cuba becomes a territory of the United
States. c. Guam is given to the United States.
____ 17. Which would explain the long standing interest of the United States in Hawaii? I. Hawaii served as a stop for businessmen on their way to trade with China. II. Hawaii became a source of great wealth for many American businessmen. III.The Hawaiin Islands were controlled by Germany. a. I d. II & III b. II e. I & III c. I & II
____ 18. Which statement best describes Queen Liliuokalani’s policy towards the United States? a. She asked for American military aid to
fight the British. d. She asked the United States to annex
Hawaii. b. She tried to lessen American influence in
Hawaii. e. She sought British military aid to fight the
United States. c. She led a military rebellion against the
United States.
____ 19. To which nation did Panama belong immediately before it became an independent nation? a. The United States d. Cuba b. Nicaragua e. Spain c. Columbia
____ 20. What did the Clayton-Bulwer Treaty state? a. The United States and Great Britain would
build a canal from the Atlantic to the Pacific together.
d. The United States would build a canal without the help of Great Britain.
b. The United States would gain complete and unending control of a ten mile wide canal zone.
e. The United States would give the Panama Canal back to Panama after a twenty year period.
c. The United States would pay Panama for a ten mile-wide canal zone.
____ 21. The Teller Amendment: a. stated that the United States had no
jurisdiction or control over Cuba. d. stated that Cuba could not make treaties
with any foreign nations. b. stated that Cuba would have a two house
legislature. e. stated that the United States could return
to Cuba at any time. c. stated that Cuba would have to lease a
naval base to the United States.
____ 22. What is the name of the officer that opened Japan to the rest of the world after three hundred years of isolation?
a. George Dewey d. Alfred T. Mahan b. Frederick Remington e. Leonard Wood c. Matthew Perry
____ 23. Which of the following terms do NOT deal directly with China or Japan? a. The Boxer Rebellion d. The Foraker Act b. Open Door Policy e. The Great White Fleet c. Spheres of Influence
____ 24. The Hay-Buena Varilla Treaty I. was signed by the United States and a newly independent Panama. II. was signed between the United States and Great Britain. III. allowed the United States to build a canal alone without the help of Great Britain. IV. was signed between the United States and France. a. I d. I, III & IV b. II e. II, III, & IV c. I, II, & III
____ 25. Which of the following terms does NOT relate to the intervention of the United States in central America?
a. Dollar Diplomacy d. Open Door Notes b. The Roosevelt Corollary e. The Foraker Act c. The Monroe Doctrine
____ 26. Which best describes the Roosevelt Corollary? a. Central America is closed to any further
interference by European powers. d. American investors will be encouraged to
pay off the debt of the nations of Central America.
b. The United States will act as an international police force in Central America.
e. The United States will leave Central America upon aquisition of a fueling station. .
c. The United States will use economic force to control the nations of Central America.
____ 27. Which is true concerning Dollar Diplomacy? I. Dollar Diplomacy was implemented by president Wilson. II. Dollar Diplomacy suggested that the United States invest in Latin America to control this sphere economically. III. Dollar Diplocacy suggested that European nations invest in central America to spread the industrial revolution to this area of the world. a. I d. I & II b. II e. I, II & III
c. III
____ 28. Which was responsible for constructing the first civil government in Puerto Rico? a. The Jones Act d. The Teller Amendment b. The Foraker Act e. The Hay-Buena Varilla Treaty c. The Platt Amendment
____ 29. Spheres of Influence were: a. areas of China that the United States said
each European nation had exclusive trading rights over.
c. established to encourage the United States to introduce the open door policy which would give all nations equal access to China.
b. areas of China that the nations of Europe claimed were their exclusive areas of trade.
d. economic centers established under the policy of dollar diplomacy.
____ 30. The Insular Cases set the precedent that I. The Constitution will sometimes out-run the flag. II. The flag will sometimes out-run the Constitution. III. Part of being an empire means that some people under the control of the United States are subjects rather than citizens. a. I d. I & II b. II e. II & III c. III
____ 31. Which of the following are NOT correctly paired? a. Boxers - China d. Queen Lil - Hawaii b. Jose Marti - Cuba e. Philipe Buena Varilla - Colombia c. Emilio Aguinaldo - Philippines
____ 32. To which territory does the Jones Act of 1916 and 1917 NOT apply? a. Puerto Rico c. Philippines b. Cuba
____ 33. Historically, the first major modern eastern power to defeat a major western power was: a. China d. India b. Philippines e. Hawaii c. Japan
____ 34. Vast migration from Puerto Rico has been to what American city in the last 100 years? a. Chicago d. Houston b. New York e. Los Angeles c. Miami
Imperialism - United States History Answer Section
