Grade Range: 6-8
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/11/2016
This historical investigation is aligned with the C3 Framework and is from C3teachers.org.
This inquiry is focused on the compelling question “Was American expansion abroad justified?” In other words, did the expansion of America’s global power justify the means by which lands came under control of the United States? The inquiry calls into question motives and outcomes of imperialism by considering both the positive and negative results of United States expansion abroad. Students will focus on the Age of Imperialism near the turn of the 20th century. The focus of the inquiry is the United States’ involvement in the Spanish-American War. In answering Supporting Question 1, students learn about economic, political, and social conditions in the United States in the latter half of the 19th century that promoted American expansion. As the inquiry continues with Supporting Questions 2 and 3, students explore arguments for and against imperialism with a specific focus on United States involvement in the Spanish-American War. They also explore the role of the media in America’s move toward war and the impact of military involvement in Cuba in 1898. Supporting Question 4 focuses on the results of the Spanish-American War.
United States History Standards (Grades 5-12)
Era 6: The Development of the Industrial United States (1870-1900)
Era 7: The Emergence of Modern America (1890-1930)
Historical Thinking Standards (Grades 5-12)
Historical Thinking Standard 2: Historical Comprehension
2B: Reconstruct the literal meaning of a historical passage.
2C: Identify the central question(s) the historical narrative addresses.
2F: Appreciate historical perspectives.
2G: Draw upon data in historical maps.
2I: Draw upon the visual, literary, and musical sources.
Historical Thinking Standard 3: Historical Analysis and Interpretation
Historical Thinking Standard 4: Historical Research Capabilities
Common Core State Standards (Grades 6-8)
Literacy in History/Social Studies (Grades 6-8)
CCSS.ELA-Literacy.RH.6-8.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.6 (Craft and Structure): Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.7 (Integration of Knowledge and Ideas): Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 6-8)
2: Applying Disciplinary Tools and Concepts
D2.His.2.6-8. (History): Classify series of historical events and developments as examples of change and/or continuity.
D2.His.12.6-8. (History): Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
D2.His.17.6-8. (History): Compare the central arguments in secondary works of history on related topics in multiple media.
3: Evaluating Sources and Using Evidence
D3.4.6-8. (Developing Claims and Using Evidence): Develop claims and counterclaims while pointing out the strengths and limitations of both.