After the Philippine-American War ended in 1902, Americans became fascinated by the natives of the newly acquired territory, which led to the development of anthropological exhibits showcasing what “primitive” life was like in the Philippines. During this time period, anthropologists adopted an evolutionary perspective rooted in white superiority. One of the exhibits featured the Igorot people, who anthropologist Albert Jenks believed were the most uncivilized tribe in the Philippines. These exhibits/human zoos sparked the creation of negative stereotypes of both the Igorot people and the Filipino community. Students will view the video segment from Asian Americans and engage in activities and discussions to explore the power of perception and its impact on shaping the identities of Asian Americans. Students will also examine the U.S. politics and scientific theories that shaped the perception of Americans and sought to justify U.S. colonization in the Pacific and the mistreatment of the Filipino community.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: HS.2, HS.9
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.63, HS.64
Historical Thinking: 5.24, 7.25, 8.31, HS.67, HS.70
Social Science Analysis: 5.26, 5.27, 6.24, 7.27, 8.33, 8.34, 8.36, HS.72, HS.73, HS.74, HS.78

The United States is no stranger to strange lands. From its founding as a British colony to its settlement of the West, America is rooted in a tradition of exploration, conquest, and opportunism. The late nineteenth and early twentieth centuries marked a new era in American expansion. A growing US economy was hungry for more resources and new markets. Politicians pressured the government to protect and promote American interests worldwide. An expanding population was redefining American society. Each of these factors contributed to the age of American imperialism—an era of unprecedented territorial and political growth and cultural development. Following the Spanish-American War of 1898, the US emerged as a formidable world power with territories across the Pacific and Caribbean. Of course, these new borders came with growing pains. As US imperialists insisted that the country had a responsibility to civilize "inferior" peoples, opponents lobbied on behalf of the colonies, insisting that imperialism contradicted the nation's founding principles of sovereignty, equality, and democracy.

Description: The attached unit has incorporated Media Literacy for Social Studies by scaffolding a variety of primary source document activities of varying perspectives on New Imperialism (1850-1914) which allow the studnt to identify possible bias or misinformation. The guided questions which accompany the primary sources ask the student to explain differing responses and to think critically about why those responses may be different depending on the context. 

This resource contains a series of sample assignments including: second-hand source excerpts about civilization with critical questions, instructions for a project about art traditions in Asia, instructions for a project about imperialism with a written and visual component, and instructions for a document-based essay about imperialism.

Students will use primary sources to answer questions about the colonization of the new world and the effects of European imperialism on development in Africa and Asia. 

This lesson plan is from a unit titled Consequences of Industrialization. It explores the expansion of imperial states from 1750-1900 and the methods of that expansion. The lesson also focuses on how imperial powers have dealt with the negative consequences of imperialism on indigenous peoples in recent years. 

Conversations with History host Harry Kreisler welcomes Walter Russell Mead of the Council on Foreign Relations for a discussion of the Anglo American maritime system—its origins, development, and impact on the world. The conversation touches on the unique synergy between Protestant religion and capitalism, the consolidation of Anglo American power in the process of transforming the international system, the importance of culture in international politics, and the need for a dialogue of civilizations in the 21st century. (57 minutes)

This digital archive is an aid in understanding how British, Canadian and especially U.S. nationals managed and, on occasion, challenged informal empire in 1940s and 1950s Cuba. Cuba’s Anglo-American Colony in Times of Revolution documents how, in the context of revolution, contact between Cubans and U.S. nationals–as well as a smaller number of British and Canadian residents–reproduced existing hierarchies, while simultaneously creating new empathies. Cuba’s Anglo-American residents managed informal empire by developing and cultivating economic, political and cultural authority on the island. These privileged outsiders were able to exert dominance through socioeconomic partnerships with Cuban powerbrokers. However, Anglo-American educators, journalists, missionaries, politicians, executives, mobsters and philanthropists crafted a diverse, and often contradictory set of alliances with Cubans. In the context of revolution, where their Cuban colleagues, classmates, students, parishioners, friends and family risked their lives and their privilege for a “new” Cuba, a significant segment of Anglo-American residents entered into cross-cultural solidarities with revolutionary actors. Based on the personal commitments they developed with Cubans, many U.S., British and Canadian nationals residing in Cuba struggled for a socioeconomic and political transformation of Cuban society, both before the revolution ousted the Batista government and after the revolutionary government had consolidated power. This archive centers a new set of actors, institutions, and relationships in the narrative of the Cuban Revolution.

Economics in U.S. History is comprised of seven lessons and is designed to introduce students to basic economic concepts through analyzing diverse perspectives on the subject. Students will be engaged in a dynamic, interactive, and constructivist process of exploring media representations of economic issues in U.S. history. Such issues include the free market, industrialization, and The Living Wage Campaign. The kit will teach students to identify the Ě_Ě_€ÝlanguageĚ_Ě_ĺ of construction of different media forms and to analyze and evaluate the meaning of mediated messages about economics. This kit was designed for 8th grade U.S. history, but the document-decoding approach can be adapted for and used from middle school through high school.

From pineapples grown in Hawaii to English-speaking call centers outsourced to India, the legacy of the “Age of Imperialism” appears everywhere in our modern world. This class explores the history of European imperialism in its political, economic, and cultural dimensions from the 1840s through the 1960s.

This course examines the definition of gender in scientific, societal, and historical contexts. It explores how gender influences state formation and the work of the state, what role gender plays in imperialism and in the welfare state, the ever-present relationship between gender and war, and different states’ regulation of the body in gendered ways at different times. It investigates new directions in the study of gender as historians, anthropologists and others have taken on this fascinating set of problems.

This course will focus on the emergence and evolution of industrial societies around the world. The student will begin by comparing the legacies of industry in ancient and early modern Europe and Asia and examining the agricultural and commercial advances that laid the groundwork for the Industrial Revolution. The student will then follow the history of industrialization in different parts of the world, taking a close look at the economic, social, and environmental effects of industrialization. This course ultimately examines how industrialization developed, spread across the globe, and shaped everyday life in the modern era. Upon successful completion of this course, students will be able to: identify key ideas and events in the history of industrialization; identify connections between the development of capitalism and the development of modern industry; use analytical tools to evaluate the factors contributing to industrial change in different societies; identify the consequences of industrialization in the 19th and 20th centuries in different societies; critique historical interpretations of the causes and effects of industrialization; and analyze and interpret primary source documents describing the process of industrialization and life in industrial societies. (History 363)

This course is an introductory survey of world history. It will offer a historical overview of major processes and interactions in the development of human society since the emergence in Africa of Homo sapiens, or modern humans, some 200,000 years ago. The course should enable students to treat world history as an approach to the past that addresses large-scale patterns as well as local narratives, and though which they can pursue their interest in various types of knowledge.The course is intended for undergraduate students in all majors. For this wide range of students, the course not only provides background on globalization today, but reveals the contrasting processes of large-scale social interaction which take place rapidly (such as technology) as compared with those that take place slowly (such as social values). For majors in History, the course will provide an initial step in the interactive and interdisciplinary study of the past that they will explore in more detail at advanced undergraduate levels. For those considering a career in teaching, this course provides strong background for the world-history curriculum that is now taught in most secondary schools.

This course offers an introduction to the history and historiography of science from ancient Greece to the present. It is designed to serve as an introduction for those who have no prior background in the field and to deepen the knowledge of those who already do. We will consider how the history of science has responded to its encounters with philosophy, sociology, economics, and anthropology. Our readings and discussions will focus on determining what makes particular works effective, understanding major contemporary trends and debates in the history of science, and establishing resources for further research.

Thinking about how the Industrial Revolution(s) and capitalism helped catalyze far-flung imperialism during the 1800s.

International student exchanges are an increasingly popular aspect of the internationalisation of higher education around the globe. Whether as short-term mobility projects or semester long ‘study abroad’ opportunities, the benefits of such international study experiences have been well documented.

Higher education institutions, departments and disciplines, or individual academics are often tasked with preparing students for such international experiences. Such preparation often focuses on the practical and logistical aspects of student travel, overlooking a crucial dimension of student learning.

Intercultural learning: Critical preparation for international student travel aims to take students beyond practical preparation, to equip them with a critical lens through which to view and understand their international experiences. The book leads students toward a deeper understanding of culture and cultural difference through an exploration of challenging concepts such as imperialism, racism, privilege and intercultural practice.

As an adjunct to traditional approaches, the book adds a significant and valuable dimension to the process of preparing students for international study, increasing the potential for meaningful and transformative learning experiences.

This introductory survey course is intended to develop an understanding of key issues and dilemmas of planning in non-Western countries. The issues covered by the course include state intervention, governance, law and institutions in development, privatization, participatory planning, decentralization, poverty, urban-rural linkages, corruption and civil service reform, trade and outsourcing and labor standards, post-conflict development and the role of aid in development.

An overview of Japanese Imperialism in the 19th and 20th centuries. Discussion of imperial powers in East Asia, the Opium Wars and the Meiji Restoration.

Professor Elleke Boehmer discusses why Kipling's writing, and his poetry of the late nineteenth and early twentieth centuries in particular, launched him to international fame across the British Empire. By comparing him to contemporary popular figures such as Elton John and Paul McCartney, she offers insight into how Kipling's verse captured the popular imagination of the common people throughout the age of imperialism. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.

This is a short lesson on what are the four MAIN causes of World War I.  MAIN stands for militarism, alliance, imperialism, and nationalism.