Oklahoma Social Studies USH.C.3.1.A
The Standard
- USH.C.3
- Analyze the expanding role of the United States of America in international affairs as the United States of America was transformed into a world power in the late 19th and early 20th centuries.
- USH.C.3.1
- Evaluate the impact of Imperialism on international relations and its effect on developing nations.
Explain the rise of the United States of America as a world power amidst debates over the United States of America’s role in world affairs and overseas expansion.
Oklahoma Academic Standards for Social Studies (2026) · USH.C.3.1
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students trace how overseas actions expanded U.S. military and trade reach around 1900. They compare reasons for expansion with objections to ruling people without their consent.
What Mastery Looks Like
- Given a map, students can explain how control of the Philippines or the Panama Canal increased U.S. reach. They can use evidence from two speeches to explain why Americans disagreed about expansion.
Common Misconceptions
- Some students think the Philippines became a state after the war with Spain. Others assume all Americans supported overseas rule or that trade was the only reason for expansion.
How to Assess It
- Exit ticket: How did U.S. control of the Philippines increase its reach after 1898, and why did some Americans oppose that control?
Lesson moves
Ways to Teach It
Give pairs a 1914 world map and cards for Hawaii, the Philippines, and the Panama Canal; have them trace shipping routes.
Read short excerpts from Albert Beveridge and Mark Twain, then ask: Should the U.S. control the Philippines? Cite one line from each.
Have teams sort cards for the Philippines, Hawaii, and Panama Canal under trade, military reach, or self-rule; justify one choice.
Compare a Puerto Rico resident's presidential voting rights with those of a Florida resident, then connect the difference to 1898.
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