Hansen U.S. History U.S. Imperialism – Group Project 1.Materials the Group Will Have - this sheet of instructions - a world map -a reading packet with information on each of the seven colonies to be discussed - a set of questions for each of the seven colonies - Mr. Hansen’s lecture on the first colony (the Philippines) as well as an example of Mr. Hansen’s creative work on the Philippines 2.Calendar - Day #1 and part of Day #2- An introduction to the project and an example of high level work (Mr. Hansen’s Philippines lecture and creative work). - students receive some of necessary materials: (a) this sheet, and (b) the questions that must be answered by the end of the project - Mr. Hansen will give a miniature lecture on U.S. intervention in the Philippines. Students will use the information from this lecture to answer the relevant questions in their reading packet - Mr. Hansen will then share his creative work on the Philippines - students will be assigned to groups - groups will get remaining necessary materials: (c) a group copy of the questions, (d) the reading packet, and (e), a world map - Rest of Day #2, Day #3, and Day #4 - Work time to gather information on the three remaining colonies assigned (not the same for all groups). Introduction- Around the year 1900, the United States made the decision to become an imperialist power- expanding beyond the borders of continental North America. In doing so, the country was adopting a European model of power; one which demanded military bases, trade, and resources around the globe. With your partners, you will research the history of America’s intervention in its new colonies, and you will demonstrate your understanding of both the simple and complex aspects of each intervention. - Day #2, 3, and 4 (cont.) - My group has been assigned to the following colonies _______________, ___________, and _____________ - Day #5, 6, and 7- Groups create Creative Part of the Project (explained in the next section) focusing on two of the three colonies they have been assigned. In addition, they set up and label their World Map. - Day #8 and 9- Groups take turns explaining or gathering information on the remaining three colonies from other groups - Day #10 Groups turn in their final packet (one per group). This packet will include, in the following order 1) The World Map 2) The Questions and Answers for Each Colony 3) The Creative Piece 3.The Creative Piece - For the two chosen colonies, students will demonstrate their deep understanding by reflecting the history in a creative way. - for each colony chosen for this creative work, students will select and make one of the following to showcase their understanding and creativity a) a political cartoon b) a comic strip c) a visual metaphor d) a newspaper article (from the time the events occurred) e) an article in a history book from the present day - (Continued on back)

(the creative part- continued) - For each of the colonies chosen, the creative piece must be made in two ways. The first way will represent the viewpoint of those who see American expansion into the colony as a good thing and the second will represent the viewpoint of those who criticize this instance of American Imperialism. For a given colony you must choose one creative technique and then use it for both supporters and opponents of imperialism. Thus, if you create a political cartoon from the view of supporters then you must also create a political cartoon from the view of opponents. You may not create a political cartoon from one viewpoint and a history article from the other viewpoint. Your creative pieces must relate to each other. You may choose a different format for your second colony. - Thus, when you are done with the creative part, you will have made four creative works relating to two American colonies. - You will write a paragraph explaining the meaning of each of your creative pieces, to help me understand it when I grade it. Your paragraph can be as short or as long as necessary. It should be attached to the back of the creative piece or should immediately follow it in your final packet. 4. Grading - This is an in-depth project and I expect to be dazzled. - I will grade your answers to the questions related to one of the six colonies (the colony will be chosen at random, but the same choice will be graded for the whole class). I will give these questions a grade out of 50 points. I will be looking for clarity, thoroughness, and care in your answers. - In addition, I will grade your creative work from one of the two colonies you create. I will examine both the creative work from the pro side and the creative work for the con side. I will give this a grade out of 50 points as well. I will be looking here for creativity, neatness, clarity, depth of understanding, and effort. 5. Good luck. Or