Teaching American History Grant - Learning Experience 2008-2009 Christina Tantillo - Highland Middle School - American Imperialism in the late 1800s

Sep 28, 2026

Teaching American History Grant learning experience for Grade 8 by Christina Tantillo (Highland Middle School), focused on American imperialism in the late 1800s. The plan frames the lesson around essential and topical questions about whether imperialism is a positive or negative policy for the U.S. and the world. Students analyze a document-based packet using outside knowledge for THINK questions, organize evidence in a T-Chart for pro- and anti-imperialism, draft a pamphlet with at least three supporting reasons, and complete homework over about a week. Assessment follows a rubric with an answer key based on the documents.

LanguageEnglish

CategoryExam

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Overview of the Learning Experience

Essential and Topical Questions

Time Allotment and Materials

Procedure

Homework and Assessment

Document-Based Propaganda Project

Historical Context

Task and Helpful Hints

Part A and Part B Instructions

Teaching American History Grant: Learning Experience 2008-2009 Christina Tantillo – Highland Middle School Topic Title: American Imperialism in the late 1800s DATE: April 23, 2009 Grade Level: 8 Overview of the Learning Experience: • This lesson could be integrated as part of the chapter on American imperialism in the late 1800s. • Standard 1: The History of New York State and the United States: The skills of historical analysis include the ability to explain the significance of historical evidence and understand the importance of changing and competing interpretations of different historical developments. Students will be able to compare and contrast different interpretations of key issues in United States’history and explain reasons for these different accounts Essential Question: Is imperialism a positive or negative policy? Topical Question: Was the US Policy of imperialism in the late 19th and Early 20th Centuries a good ora bad policy for the United States and the rest of the World? Time Allotment: 1-2 Days, plus homework time Vocabulary: annex, cede, imperialism, capitalism, pamphlet, and propaganda Materials/Resources: DBQ Packet Textbook Blank Paper Art Supplies (markers, colored pencils, scissors, glue, etc) Procedure: • 5 minutes: Distribute DBQ Packet and read historical context and task with students (only briefly describe the pamphlet – there will be time for specificslater) • 5 minutes: define key vocabulary on the white board • 40-50 minutes: Using a document camera (if possible) go through documents with students. Explain that questions that say THINK next to them cannot be answered by using the document packet alone, students must bring outside knowledge to these critical thinking questions. • 20-30 minutes: Explain what the pamphlet portion of the project will be. Have students create a T-Chart (shown below) and categorize the documents onto either side (either pro-or anti-imperialism) . Student should then decide which side of the issue they believe would like to argue in their pamphlet. The pamphlet must include at least three reasons that they would have supported/opposed US imperialism if they lived in the late 1800s Homework: Work on pamphlet. Students will probably need about a week to complete the assignment. Assessment: See rubric. ANSWER KEY: (Based upon the documents) Student answers may differ, as long as they can justify their answers | Pro-imperialism | Anti-imperialism | | --- | --- | | • Document 1: The United States wanted | • Document 4: The infrastructure that | | to have a place to use for refueling | was built by the United States’ | | stations between the US and Asia | Government created new problems for | | | subjugated peoples: they were faced | | • Document 2: The United States helped | with mortgages, taxes and prisons. This | | these countries become industrialized, | was different than their traditional | | they also formed new governments in these countries…“the white man’s | lifestyles | | burden” | • Document 5: Imperialism violates the | | | American doctrine that “All Men are | | • Document 3: The United States | Created Equal” | | believed it was its duty to free Cuba from Spanish control. | | | • OPTION: Document 6: The United | | | States needed markets and people to | • OPTION: Document 6: The United | | buy more American products. This | States was expanding its economic | | would help American industries grow. | system by expanding and the US did not care that it was hurting native peoples’ in the process. | DOCUMENT-BASED PROPAGANDA PROJECT This question is based on the accompanying documents. It is designed to test your ability to work with historical documents. Some of the documents have been edited for the purposes of the question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Historical Context: In 1776 the United States

FAQs

What central questions guide this Grade 8 lesson on imperialism?

The lesson asks whether imperialism is a positive or negative policy, and whether U.S. imperialism in the late 19th and early 20th centuries was good or bad for the U.S. and the rest of the world.

How do students use the DBQ packet during class?

Students read the historical context and tasks, define key vocabulary, and analyze documents with a document camera, noting that questions beginning with THINK require outside knowledge beyond the packet.

What must the pamphlet include for the propaganda project?

Students create a T-Chart to sort documents into pro- or anti-imperialism, choose one side to argue, and include at least three reasons they would have supported or opposed U.S. imperialism in the late 1800s.

Sep 28, 2026

Uploaded by Sophia Brooks