Derek Kelly

Lesson Plan: The Debate Over Imperialism

US History
Subject:
This lesson will introduce students to the arguments both for and against American
imperialism. These arguments reveal the reasons for the support of imperialism abroad and the
resistance to that period of American foreign policy. Students will have already been introduced
to the concept of imperialism and have identified some of the factors influencing American
imperialism: Anglo-Saxonism, a need for new markets, a desire for naval bases and access to
resources found abroad. They have also looked at examples of yellow journalism and
discussed its possible effects on popular perceptions about the war. The units essential question
is: Should America (the land of the free) be an imperial power?
Connection to standards:
CCSS.ELALITERACY.RH.910.1
Citespecifictextualevidencetosupportanalysisofprimaryandsecondarysources,attendingto
suchfeaturesasthedateandoriginoftheinformation.
CCSS.ELALITERACY.RH.910.2
Determinethecentralideasorinformationofaprimaryorsecondarysource;provideanaccurate
summaryofhowkeyeventsorideasdevelopoverthecourseofthetext.
CCSS.ELALITERACY.RH.910.5
Analyzehowatextusesstructuretoemphasizekeypointsoradvanceanexplanationoranalysis.
Connection to Exeter High School Competencies:
Studentswilldemonstratetheirunderstandingthattheincreasinglyglobalnatureofsocial,
political,andeconomicinteractionshasinfluencedthelivesofAmericans.
StudentswilldemonstratetheirunderstandingthatAmericancivicidealshavebeenmanifested
indifferentcivicpracticesovertime.

AssessmentEvidence:

Studentswillcompletegraphicorganizersthatoutlinethemajorargumentsforandagainst
imperialism.
Studentswillparticipateinadebatewheretheywillbeaskedtoargueanddefendthepositions
heldbyseveralkeyvoicesinthedebateoverimperialism.Studentswillbeassessedbasedon
participationinthedebateandthecogencyoftheirargumentsasrelatedtotheirassigned
positions.
Materials:
ExcerptofTheParalyzingInfluenceofImperialismbyWilliamJenningsBryan,1900(anti
imperialist)
ExcerptofManifestDestinybyCarlSchurz,1893(antiimperialist)
ExcerptofTheUnitedStatesLookingOutwardsbyAlfredThayerMahan,1890(pro
imperialist)
ExcerptofTheMarchoftheFlagbyAlbertBeveridge,1989(proimperialist)
Graphicorganizerforstudentstorecordkeyargumentsandjustificationsfoundindocuments.
Procedure:
Day1:Beginclassbyremindingstudentsofthepreviouslessoninwhichstudents
compareddifferentjournalisticaccountsoftheexplosionoftheUSSMaine.Reiteratethepoint
thatdespitetheeffortsofsomenewsorganizationstoswayreaderstowardswar,peoplestill
disagreedoverwhetherAmericashouldorshouldnotbecomeanempire.Transitionintothe
dayslessoninwhichstudentswillanalyzedifferentargumentsfororagainstimperialism.
Afterthis,splittheclassintofourgroupsandexplaintothemthateachgroupwillread
onedocumenteitherfororagainstAmericanimperialismandthattheauthorswereprominent
voicesinthedebateaboutimperialism.Asstudentarereading,walkaroundtomakesurethey
arepickinguponthemainargumentsandjustificationsofeachexcerpt.Eachstudentshould
recordthemainargumentsonthegraphicorganizerprovided.Ifsomegroupsfinishbefore
others,askthemtodiscusswhichoftheargumentstheyfoundmostorleastjustifiable.
Whenallgroupsarefinished,haveeachgroupshareoutthemainargumentspresentedin
theirdocument.Remindstudentsthatrecordingwhattheirpeersreportisvitaltoansweringthe
centralquestionandwillhelpthemprepareforaformaldebate.Bytheendofclass,students
shouldhaveargumentslistedforallfourdocuments.

Homework:Studentsshouldclassifyeachargumentwiththecorrespondingfactorthat
influencedAmericanimperialism(AngloSaxonism,needformarkets,needfornavalbases,
accesstoresources).Alsostudentsshouldprepareforthenextdaysdebatebystudyingtheirown
arguments,andcreatingcounterargumentsfortheotherdocuments.
Day2:Beginclassbyreviewinglastnightshomework.Havestudentscometosome
consensusaboutwhattypeofargumenteachauthormade(doesitreflectAnglosaxonism,the
needfornewmarkets,navalbases,resources,oracombination?).Thiswillgivestudentsanother
chancetoreviewthemainargumentsandservesasacheckforunderstandinghowtoclassify
thesearguments.Informstudentsthattheywillbeginthedebate.Askstudentstorejointhe
groupstheywereinthedaybefore,allow5minutesforstudentstocollaborateandcomeupwith
agameplanforthedebateandwriteupanopeningstatement.Chooseonegrouptostartthe
debatebygivingtheiropeningstatement,whichshouldessentiallyoutlinetheirposition.Once
allgroupshavemadeopeningstatements,openthedebateupforstudentstorespondtoone
anothersarguments.Encouragethosewithopposingpositionstochallengeclaimsmadebytheir
peers.Interjectwithnewquestionsorsituationsiftheconversationbeginstoslowdown.Leave
timeattheendofclasstowrapupbysummarizingkeypointsthatcameupinthedebate.
Previewnextdaystimedwritingactivitybasedonthequestion:Which,ifany,ofthearguments
forimperialismaremostjustified?Which,ifany,areleastjustified?Explainyourreasoning
referencingthesourceswehaveanalyzedinclass.