Spanish-American War & Imperialism

Active learning helps students grasp the complexities of the Treaty of Versailles and the League of Nations by putting them in the roles of decision-makers. Debates and simulations make abstract concepts like self-determination and collective security concrete.

• 11th Grade
• US History
• 3 activities
• 30 min–90 min

Learning Objectives

1. Analyze the economic, political, and social factors that contributed to the Spanish-American War.
2. Explain the motivations behind the United States' acquisition of territories in the Pacific and Caribbean following the war.
3. Evaluate the extent to which the acquisition of overseas territories conflicted with the principles of American democracy and self-governance.
4. Compare the arguments for and against American imperialism in the late 19th century.

Simulation Game

⏱ 90 min·Whole Class

Simulation Game: The Paris Peace Conference

Students represent the 'Big Four' (U.S., Britain, France, Italy) and Germany. They must negotiate the terms of the treaty, realizing the conflict between Wilson's 'peace without victory' and the European desire for revenge and reparations.

Prepare & details

Analyze the role of 'Yellow Journalism' and public opinion in sparking the Spanish-American War.

Facilitation Tip: For the Think-Pair-Share on the Legacy of Versailles, give students 2 minutes to reflect quietly before pairing to encourage thoughtful discussion.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Formal Debate

⏱ 50 min·Whole Class

Formal Debate: To Join the League?

Divide the class into 'Internationalists' (Wilson), 'Reservationists' (Lodge), and 'Irreconcilables.' They debate whether joining the League of Nations would protect peace or drag the U.S. into unnecessary foreign wars.

Prepare & details

Explain the motivations behind American expansion into the Pacific and Caribbean.

Setup: Two teams facing each other, audience seating for the rest

Materials: Debate proposition card, Research brief for each side, Judging rubric for audience, Timer

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Think-Pair-Share

⏱ 30 min·Pairs

Think-Pair-Share: The Legacy of Versailles

Students read about the harsh terms imposed on Germany. They work in pairs to discuss how these terms might lead to future conflict, connecting the end of WWI to the rise of WWII.

Prepare & details

Evaluate whether the United States betrayed its founding principles by acquiring overseas territories.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Experienced teachers approach this topic by emphasizing the constitutional conflicts between Wilson and the Senate, as research shows this legal and sovereignty debate is often overlooked. Avoid framing the Senate’s rejection as simple opposition to peace, and instead focus on the balance of power between branches.

What to Expect

Students will articulate the political tensions of the era, identify key arguments for and against U.S. involvement in the League, and evaluate Wilson’s successes and failures with historical evidence.

Watch Out for These Misconceptions

Common Misconception

During the Paris Peace Conference simulation, watch for students assuming the Senate’s opposition was simply ‘anti-peace.’

What to Teach Instead

Use the simulation’s role sheets to highlight Article X’s requirement for collective security, prompting students to discuss how this could limit Congress’s war-declaring power.

Common Misconception

During the ‘To Join the League?’ debate, watch for students believing Wilson’s 14 Points were fully adopted in the final treaty.

What to Teach Instead

Have students refer to the peer-led comparison worksheet to identify which points were ignored or altered, using primary source excerpts from the treaty to ground their analysis.

Assessment Ideas

Discussion Prompt

After the Spanish-American War discussion, pose the question and have students take sides using specific historical evidence from the period to support their arguments.

Exit Ticket

During the Imperialism exit ticket, ask students to write a short paragraph explaining one cause of the Spanish-American War and one consequence of American imperialism, citing at least one key vocabulary term in their response.

Quick Check

During the Yellow Journalism quick-check, present students with three short primary source excerpts and ask them to identify which perspective each represents and explain their reasoning using evidence from the text.

Extensions & Scaffolding

• Challenge early finishers to research how the League of Nations’ structure influenced the later design of the United Nations.
• Scaffolding for struggling students: Provide a graphic organizer that breaks down the 14 Points and the final treaty into side-by-side comparisons.
• Deeper exploration: Have students analyze a speech by Henry Cabot Lodge or Woodrow Wilson to identify rhetorical strategies used to sway public opinion.

Key Vocabulary

Yellow Journalism	A type of newspaper reporting that emphasizes sensationalism and exaggeration to attract readers, often influencing public opinion and political action.
Imperialism	A policy or ideology of extending a country's rule over foreign nations, often by military force or by gaining political and economic control.
Annexation	The act of acquiring territory and incorporating it into an existing country or state, often without the consent of the original inhabitants.
Anti-Imperialist League	An organization formed in the United States in 1898 to oppose American annexation of the Philippines and other islands after the Spanish-American War.