ALEX Learning Activity

U.S. Imperialism:

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

  This learning activity provided by:  
Author: Cristin Dillard
System:Enterprise City
School:Enterprise City Board Of Education
  General Activity Information  
Activity ID: 512
Title:
U.S. Imperialism:
Digital Tool/Resource:
ThingLink
Web Address – URL:
Overview:

The image resource is an annotated ThingLink image that has embedded information and questions relating to the analysis of the political cartoon "School Begins".

ThingLink allows a user to take an image to augment it by adding a layer of annotations "over" the image. Annotations can include videos, links, and user created text.

Students will hover over the images at "touch points" where information is embedded such as questions and information about the political cartoon. This information will be used to analyze the political carton.

  Associated Standards and Objectives  
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 9
World History: 1500 to the Present
12 ) Explain causes and consequences of World War I, including imperialism, militarism, nationalism, and the alliance system.

•  Describing the rise of Communism in Russia during World War I
Examples: return of Vladimir Lenin, rise of the Bolsheviks

•  Describing military technology used during World War I
•  Identifying problems created by the Treaty of Versailles of 1919
Examples: Germany's reparations and war guilt, international controversy over the League of Nations

•  Identifying alliances during World War I and boundary changes after World War I

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.12- Define total war; identify key events and/or people from World War I; describe military technology used during World War I.
SS.AAS.9.12a- Describe the rise of communism in Russia during WWI.
SS.AAS.9.12b- Identify problems created by the Treaty of Versailles of 1919 including Germany's reparations and the war guilt clause.
SS.AAS.9.12c- Identify alliances during World War I and boundary changes after World War I.


Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
3 ) Explain the United States' changing role in the early twentieth century as a world power. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]

•  Describing causes of the Spanish-American War, including yellow journalism, the sinking of the Battleship USS Maine, and economic interests in Cuba
•  Identifying the role of the Rough Riders on the iconic status of President Theodore Roosevelt
•  Describing consequences of the Spanish-American War, including the Treaty of Paris of 1898, insurgency in the Philippines, and territorial expansion in the Pacific and Caribbean
•  Analyzing the involvement of the United States in the Hawaiian Islands for economic and imperialistic interests
•  Appraising Alabama's contributions to the United States between Reconstruction and World War I, including those of William Crawford Gorgas, Joseph Wheeler, and John Tyler Morgan (Alabama)
•  Evaluating the role of the Open Door policy and the Roosevelt Corollary on America's expanding economic and geographic interests
•  Comparing the executive leadership represented by William Howard Taft's Dollar Diplomacy, Theodore Roosevelt's Big Stick Diplomacy, and Woodrow Wilson's Moral Diplomacy

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.3- Identify the causes, major events, and key figures of the Spanish American War; understand the United States transition to becoming a world power following the Spanish-American War.
SS.AAS.11.3a - Define diplomacy, foreign policy, domestic policy, and imperialism.


Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
4 ) Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization and economic and political changes. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Identifying the role of militarism, alliances, imperialism, and nationalism in World War I
•  Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League of Nations
•  Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, including greater opportunities for the rise of fascist states in Germany, Italy, and Spain
•  Comparing short- and long-term effects of changing boundaries in pre- and post-World War I in Europe and the Middle East, leading to the creation of new countries

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.4- Define militarism, nationalism, imperialism, and alliances; understand that the United States entry into World War I had a significant impact on the outcome of the war; identify the consequences of World War I.


Learning Objectives:

Students will be able to identify the role of militarism, alliances, imperialism, and nationalism in World War I.

  Strategies, Preparations and Variations  
Phase:
Before/Engage, During/Explore/Explain, After/Explain/Elaborate
Activity:

  1. Using the image accessible on ThingLink, students will be guided through the process of analyzing a political cartoon.
  2. Students will access the ThingLink image through the URL to view the political cartoon titled School Begins.
  3. Students will use the "touch" tool to hover over touch points on the image that will pose questions and give important information to the students to analyze the political cartoon.
  4. Students will write responses to the questions posed by the analysis of the political cartoon.
Assessment Strategies:

Have students discuss in groups their responses and analysis of the political cartoon. After sufficient time for students to discuss, have groups share aloud responses and analysis of the political cartoon.


Advanced Preparation:

Teacher Preparation:

  • Provide access to the ThingLink image by URL on devices with internet capability for individual viewing of the political cartoon or have a computer/projector for whole group viewing.
  • Teach lessons on U.S. Imperialism from Reconstruction to World War I.

Student Preparation:

  • Students should have an understanding of analyzing images and political cartoons.
  • Students should have prior knowledge on U.S. Imperialism from Reconstruction to World War I from lessons taught.
Variation Tips (optional):
 
Notes or Recommendations (optional):

The following links are to Content Partner provided Lesson Plans that would help teach the analysis of political cartoons:

Analyzing the Purpose and Meaning of Political Cartoons (ReadWriteThink)

Analyzing the Stylistic Choices of Political Cartoonists (ReadWriteThink)

 

  Keywords and Search Tags  
Keywords and Search Tags: alliances, imperialism, militarism, nationalism, World War I