Introduction
This Webquest is going to be used in three ways:
1. To teach you about American Imperialism in the early 1900s.
2. To practice key writing, research, and TO LEARN WHAT GOOD SOURCES LOOK LIKE (remember, in a few weeks we start on our end of the year research paper!)
3. To create a well informed argument as well as a counterargument.
Instructions: Follow along with this webquest, complete as instructed on the packet provided.
First, in order to learn of Imperialism, you must be able to define "Imperialism". You should also remind yourself of a leading vision for America in the 1800s: Manifest Destiny.
Define: Imperialism
Define: Manifest Destiny
Now, recall that in our Unit on Manifest Destiny, different leaders in the new government had a unique vision for the United States. James Monroe, former President of the early Republic, had such a vision, and this historical significance of his vision sent the political precedent for US foreign diplomacy (well, until Teddy Roosevelt altered Monroe's vision). What was Monroe's Doctrine? What precedent did it set for the US in dealing with foreign countries?
Please look below at the primary source; a political cartoon from the Progressive/Imperialistic Era. Based on the image, what do you think was the American government's vision for America? How did the vision depicted below further the concept of Manifest Destiny?
Task
You are asked by to sit on a task force to evaluate the actions, policies and directions of the United States in its overseas expansion. The task force will collect evidence from different points of view and present the task force's conclusion to Congress. Congress will then be able to see the entire “picture” of Imperialism in order to either go forward with American Imperialism or continue to promote the Monroe Doctrine. It is your job to inform Congress on why the US should or should not go forward with overseas expansion AND to prepare yourself with a strong counterargument (the argument of the other side--the side that will be against you). Note, in history as in life, in order to argue/debate against another, you must also be well-informed of their side.
Sidenote: Who is that jolly man in the image above?
Process
Step One
1. Identify the leader. The leader will keep everyone on track (as well as completing their own work).
2. Identify the badger. The badger is the person that will come to me when your task force has a question or needs help. I only need one person to badger me. (as well as completing their own work).
Step 2: Textbook Research. Gaining background knowledge. Any good researcher/writer/speaker, learns basic information about a topic before finding the primary sources of which they will obtain the stronger arguments to use in their claim and/or debate.
Your committee will have to read and take notes from Ch. 18 in your book. Together you will discuss and share the following questions: Divide the readings out. When all members of your group are finished with their textbook notes, request your paper to be used and create a summarized bulleted points of the most important information thus teaching your section to the group. There will be a quiz over ALL sections, and you will need to have a basic understanding of ALL major points.
Link to textbook breakdown (copy and paste into a NEW browser):
https://docs.google.com/a/bryantschools.org/document/d/10YsxvP-o1EtJiU_…
Step 3:
Your committee will have to research the issue using 4 different viewpoints. You will use the web sites listed below. Together you will decide if America was or was not justified in its policy of overseas expansion based on the research collected. Your Committee will make a presentation to Congress explaining your decision. Congress will then vote according to the evidence presented and determine their decision (your grade) on your argument. Advice: images of ethos/pathos/logos to appeal to your target audience and compliment your oral argument always help people to "jump on your bandwagon", so if you want to make a mini ppt that has pictures to go with your argument, you may influence Congress better.
Viewpoints: After you have learned the chronology of imperialism events through your textbook readings, you will make it your task to evaluate what the people of the United States and the people of the other countries were saying and how they felt about our country’s actions. Please realize that Imperialism was a highly debated point of view then and even now. You need to put yourself in the place of the people during this time period by researching how it affected those involved. Divide your group to research the pov of one of the following. Each member will become an expert on how Imperialism was viewed and/or affected their assigned/chosen group: Key Questions for Research is to find out how Imperialism would affect people...to the point of should the US partake or not? What was imperialism for your group? How did they view imperialism?
1. Imperialists (those in favor)
2. Anti-Imperialists
3. Newspapers
4. People directly involved
Link to websites: Find your number/topic and start researching!
https://docs.google.com/a/bryantschools.org/document/d/1iCw3_YhL3Dy2OKi…
Step 4:Within your group, share your findings. Add to your chart that summarizes the textbook information with a chart that summarizes the POVs of the members of your group. Finally, as a committee, you need to decide on what you want Congress to do: continue on a mission to become an empire or halt the imperialism that has begun. Justify your argument with specific evidence. Make sure, that within your argument, you write a counterargument: it is always best to put what another person will say in their face, so then their argument is of lesser value.
Evaluation
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Resarch/Content (all) (50 points) |
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Technical terms are well-defined in language appropriate for the target audience. Summarized and Paraphrased. Plagiarism will forfeit the 10 points. |
10 |
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Accurate information and Thesis Present (with strong supporting claims.) |
10 |
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Material included is relevant to the overall message/purpose. |
10 |
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Appropriate amount of material is prepared, and points clearly made. |
10 |
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Counterargument collected. |
10 |
*YOU WILL receive your writing rubric on the third day: the day of reflection and creation of argument. (50 points)
Conclusion
Summative Quiz: After all speakers relay their argument to Congress. Congress will evaluate their claims. Congress will hold a vote to allow a program of Imperialism to continue or to halt imperialistic goals and reinforce the Monroe Doctrine. Study your textbook notes (gathered by yourself and group members). The quiz will reflect the textbook and also ask for your own personal argument AND a counterargument based on JUST the information YOU gathered.