Hansen U.S. History U.S. Imperialism

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Hansen U.S. History U.S. Imperialism
Group Project
Introduction- Around the year 1900, the United
States made the decision to become an
imperialist
power- expanding beyond the borders of
continental North America. In doing so, the
country
was adopting a European model of power one which
demanded military bases, trade, and resources
around the globe. With your partners, you will
research the history of Americas intervention in
its new colonies, and you will demonstrate your
understanding of both the simple and complex
aspects of each intervention.

• Materials the Group Will Have
• - this sheet of instructions
• - a world map -a reading packet with
  information on each of the seven colonies to be
  discussed
• - a set of questions for each of the seven
  colonies
• - Mr. Hansens lecture on the first colony (the
  Philippines) as well as an example of Mr.
  Hansens creative work on the Philippines
• Calendar
• - Day 1 and part of Day 2- An introduction to
  the project and an example of high level work
  (Mr. Hansens Philippines lecture and creative
  work).
• - students receive some of necessary
  materials (a) this sheet, and (b) the
  questions that must be answered by the end of
  the project
• - Mr. Hansen will give a miniature
  lecture on U.S. intervention in the
  Philippines. Students will use the
  information from this lecture to answer the
  relevant questions in their reading packet
  
• - Mr. Hansen will then share his creative
  work on the Philippines - students will
  be assigned to groups - groups will get
  remaining necessary materials (c) a group
  copy of the questions, (d) the reading packet,
  and (e), a world map
• - Rest of Day 2, Day 3, and Day 4 - Work
  time to gather information on the three remaining
  colonies assigned (not the same for all groups).

• - Day 2, 3, and 4 (cont.)
• - My group has been assigned to the
  following colonies _______________,
  ___________, and _____________
• - Day 5, 6, and 7- Groups create Creative Part
  of the Project (explained in the next section)
  focusing on two of the three colonies they have
  been assigned. In addition, they set up and label
  their World Map.
• - Day 8 and 9- Groups take turns explaining or
  gathering information on the remaining three
  colonies from other groups
• - Day 10 Groups turn in their final packet (one
  per group). This packet will include, in the
  following order
• 1) The World Map
• 2) The Questions and Answers for Each Colony
• 3) The Creative Piece
• The Creative Piece
• - For the two chosen colonies, students will
  demonstrate their deep understanding by
  reflecting the history in a creative way.
• - for each colony chosen for this creative work,
  students will select and make one of the
  following to showcase their understanding and
  creativity
• a) a political cartoon
• b) a comic strip
• c) a visual metaphor
• d) a newspaper article (from the time the
  events occurred)
• e) an article in a history book from the
  present day
• - (Continued on back)

2

• (the creative part- continued)
• - For each of the colonies chosen, the creative
  piece must be made in two ways. The first way
  will represent the viewpoint of those who see
  American expansion into the colony as a good
  thing and the second will represent the viewpoint
  of those who criticize this instance of American
  Imperialism. For a given colony you must choose
  one creative technique and then use it for both
  supporters and opponents of imperialism. Thus, if
  you create a political cartoon from the view of
  supporters then you must also create a political
  cartoon from the view of opponents. You may not
  create a political cartoon from one viewpoint and
  a history article from the other viewpoint. Your
  creative pieces must relate to each other. You
  may choose a different format for your second
  colony.
• - Thus, when you are done with the creative
  part, you will have made four creative works
  relating to two American colonies.
• - You will write a paragraph explaining the
  meaning of each of your creative pieces, to help
  me understand it when I grade it. Your paragraph
  can be as short or as long as necessary. It
  should be attached to the back of the creative
  piece or should immediately follow it in your
  final packet.
• 4. Grading
• - This is an in-depth project and I expect to be
  dazzled.
• - I will grade your answers to the questions
  related to one of the six colonies (the colony
  will be chosen at random, but the same choice
  will be graded for the whole class). I will give
  these questions a grade out of 50 points. I will
  be looking for clarity, thoroughness, and care in
  your answers.
• - In addition, I will grade your creative work
  from one of the two colonies you create. I will
  examine both the creative work from the pro side
  and the creative work for the con side. I will
  give this a grade out of 50 points as well. I
  will be looking here for creativity, neatness,
  clarity, depth of understanding, and effort.
• 5. Good luck.

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