Evolution and the History of Life · Weeks 10-18

Mechanisms of Evolution: Genetic Drift and Gene Flow

Explores other mechanisms of evolution, including genetic drift (bottleneck and founder effects) and gene flow, and their impact on allele frequencies.

About This Topic

The Birth of American Imperialism marks the period when the United States began to expand its influence far beyond its continental borders. This topic covers the motivations for expansion, including the desire for new markets and the belief in American exceptionalism. Students examine the Spanish-American War, the annexation of Hawaii and the Philippines, and the Open Door Policy in China, focusing on the intense debate between imperialists and anti-imperialists.

For 11th graders, this topic is essential for understanding the origins of the U.S. as a global superpower. It requires a critical look at how the nation's founding principles of self-determination were often ignored in the pursuit of empire. Students grasp these complex geopolitical shifts faster through structured debates on annexation and collaborative investigations into the role of 'yellow journalism' in shaping public opinion.

Active Learning Ideas

Formal Debate: To Annex or Not?

Students take on the roles of imperialists like Albert Beveridge and anti-imperialists like Mark Twain. They debate whether the U.S. should annex the Philippines, focusing on the moral, economic, and political arguments of each side.

⏱ 60 min·Whole Class

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Inquiry Circle: Yellow Journalism

Small groups analyze headlines and articles from the Hearst and Pulitzer newspapers leading up to the Spanish-American War. They must identify the techniques used to inflame public opinion and discuss the ethical responsibilities of the press.

⏱ 45 min·Small Groups

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Think-Pair-Share: The Open Door Policy

Students read the 'Open Door' notes regarding trade in China. They work in pairs to discuss how this policy served American economic interests while ignoring the sovereignty of the Chinese people.

⏱ 30 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

The U.S. only got involved in the Spanish-American War because of the sinking of the Maine.

What to Teach Instead

While the Maine was the 'spark,' the U.S. had long-standing economic interests in Cuba and a growing desire to assert its power in the Western Hemisphere. A 'causation map' activity helps students see the multiple factors that led to war.

Common Misconception

The people in the newly acquired territories were happy to be part of the U.S.

What to Teach Instead

In many places, especially the Philippines, there was intense and violent resistance to American rule. Peer-led analysis of the Philippine-American War helps students understand the reality of colonial resistance.

Frequently Asked Questions

What was 'yellow journalism'?

It was a style of sensationalist reporting that used exaggerated headlines and emotional stories to sell newspapers. In the 1890s, it played a major role in pushing the U.S. toward war with Spain by portraying Spanish rule in Cuba as uniquely cruel.

What did the U.S. gain from the Spanish-American War?

The U.S. emerged as a world power and gained control of Puerto Rico, Guam, and the Philippines, while Cuba became a U.S. protectorate. This gave the U.S. a significant strategic and economic presence in both the Caribbean and the Pacific.

What was the Anti-Imperialist League?

It was a diverse group of Americans, including Andrew Carnegie and Jane Addams, who opposed the annexation of the Philippines. They argued that imperialism was un-American because it violated the principle of 'consent of the governed.'

How can active learning help students understand American imperialism?

Active learning strategies like 'Imperialist Debates' allow students to grapple with the same moral dilemmas that divided the nation in 1898. By forcing them to defend a position, they realize that the shift toward empire was not inevitable but was a hotly contested choice. This hands-on approach helps them see the long-term consequences of these decisions for both the U.S. and the people living in the territories it acquired.

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