Idaho Social Studies 9-12.US2.4
The Standard
Analyze the origins and the impacts of the Spanish-American War and American involvement in Latin America, Hawaii, the Philippines, China, and Japan.
Idaho Content Standards: K-12 Social Studies · Progressivism and Imperialism, 1890 - 1920
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain why the United States fought Spain and what changed in Cuba, Puerto Rico, and the Philippines. They compare those outcomes with annexation in Hawaii, intervention in Latin America, and U.S. trade and diplomacy in China and Japan.
What Mastery Looks Like
- Students connect Cuban revolt and the USS Maine to support for war without claiming Spain sank the ship. They explain limits on Cuban independence, U.S. rule in Puerto Rico, Hawaiian annexation, Philippine resistance, and intervention in Panama. They distinguish the Open Door policy in China from U.S. diplomacy with Japan.
Common Misconceptions
- Some students think Spain was proved responsible for the Maine explosion or that Cuba became a U.S. state. Others assume Hawaii voted to join the United States or that China and Japan became U.S. colonies.
How to Assess It
- Exit ticket: Name one cause of the Spanish-American War. Then describe one U.S. action and one effect on local people in the Philippines and in China.
Lesson moves
Ways to Teach It
Give pairs a blank world map and seven place cards; have them place each card and attach a U.S. action and local response.
Put a yellow press headline beside a Cuban independence appeal; ask students to write whose reasons for war each source shows.
Have students match cards for Cuba, Puerto Rico, Hawaii, the Philippines, China, Japan, and Panama to annexation, intervention, or trade and diplomacy.
Use a Panama Canal shipping map to compare routes before and after the canal opened; ask who gained trade access and who lost control.
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