Indiana Social Studies USH.3.1
The Standard
Explain the debates surrounding America’s entrance into global imperialism.
2026 Indiana Academic Standards: K-12 Social Studies · Students are expected to trace and analyze chronological periods and examine the significant themes and concepts in U.S. History. Students develop historical thinking and research skills using primary and secondary sources to explore topical issues to understand the cause for changes in the nation over time.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain why some Americans wanted overseas territories around 1898 and why others opposed taking them. They connect arguments about trade, naval power, self-government, and war to the debate over the Philippines.
What Mastery Looks Like
- Students can identify the position in a period source and support it with a specific detail. They can compare that position with an opposing view and explain what annexation meant for Filipinos seeking independence.
Common Misconceptions
- Students may assume all Americans supported expansion or that Filipinos had no independence movement. Some confuse the 1898 war against Spain with the later war against Filipinos.
How to Assess It
- Exit ticket: Why did some Americans support annexing the Philippines while others opposed it? Give one reason on each side and explain how Filipino independence shaped the debate.
Lesson moves
Ways to Teach It
Sort printed argument cards about trade, naval bases, self-government, and war costs into pro-annexation and anti-annexation groups.
Ask: Would annexing the Philippines uphold or contradict U.S. ideals? Write a response that addresses one argument from each side.
Run a claim-and-rebuttal round: partners draw an argument card, make a claim about annexation, and respond to the opposing claim.
Mark Guam on maps of U.S. territories from 1900 and today, then write two questions about residents' say in U.S. decisions.
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