In this lesson, students will survey the extent of and experiences of African Americans in military service during US war efforts from the Revolution to the Vietnam Conflict using a Hyperdoc (see attached) that can be assigned using your LMS system.
This collection uses primary sources to explore the Spanish-American War. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
By the 1830s, independence movements reduced Spain’s colonies to Cuba and Puerto Rico in the Caribbean, the Philippines, and several smaller islands in the western Pacific Ocean including Guam, the Marianas, and the Marshall Islands.
At the same time, the United States was increasing its global diplomatic presence and economic power, warning European countries throughout the 19th century from attempting to recolonize countries in the Western Hemisphere.
Meanwhile, the American public read newspaper reports of severe Spanish treatment of revolutionaries in Cuba and the Philippines. Many in the United States wanted to go to war against Spain because of these atrocities, and others wanted to use it as an excuse to expand America’s territory. Some wanted to help Cuba become a free and independent country while some wanted the United States to replace Spain and take control over Cuba, as well as the Philippines, to increase its global military and economic power. All could agree that America’s commercial investments in the regions must be protected.
The United States sent the USS Maine battleship to Havana Harbor to protect its citizens and interests in the Spanish-Cuban conflict. On the night of February 15, 1898, an explosion rocked the ship which eventually sank, killing 266 sailors.
While unclear if this was an attack or accident, the press in the United States blamed Spain immediately, and war between the United States and Spain seemed inevitable.
Could the Spanish keep a stronghold on their last colonies or will the Cuban and Filipino people gain independence?
This kit provides teachers, college faculty and other educators with the materials needed to engage students in a dynamic and constructivist process of learning how antiwar movements have been perceived by the people in the United States and how the U.S. media has constructed that public perception. The subject areas covered include U.S. history, African-American studies, labor studies, Latino studies, media studies, Native American studies, peace studies, sociology and women_ÎŁ_ studies among many others.
This lesson is part of Module 7. The module is about American Imperialism. This particular lesson has the students looking at four political cartoons that illustrate America's attitude towards imperialism. Students will also read various quotes from various American dignitaires that expresses their opinon on the matter. Students will work individually and within groups to examine the images and quoutes.
The American Imperialism Unit covers the Spanish-American War and the War in the Philippines. The lessons approach historical inquiry from different angles: one asks students to contrast newspaper accounts of the explosion of the Maine, while a more elaborate inquiry lesson delves into the causes of the Spanish-American War. In a third lesson students examine pro- and anti-imperialism political cartoons of the period. Finally, students are asked to interpret some of the brutal actions that took place in the Philippines.
A selection of Library of Congress primary sources exploring the topic of the Spanish-American War, including yellow journalism, the USS Maine and Theodore Roosevelt's Rough Riders. This set also includes a Teacher's Guide with historical context and teaching suggestions.
U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz
By the end of this section, you will be able to:Explain the key features of Theodore Roosevelt’s “Square Deal”Explain the key features of William Howard Taft’s Progressive agendaIdentify the main pieces of legislation that Woodrow Wilson’s “New Freedom” agenda comprised