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HISTORICAL ANALYSIS – Comparing / Contrasting …Imperialists & Anti-Imperialists

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HISTORICAL ANALYSIS – Comparing / Contrasting …Imperialists & Anti-Imperialists Unit 6, Period 7 Part 1 Name:_______________________________________________________________ Class Period:____ HISTORICAL ANALYSIS – Comparing / Contrasting …Imperialists & Anti-Imperialists Historical Thinking Skill 4: Comparison (comparing AND contrasting) Historical thinking involves the ability to describe, compare, and evaluate multiple historical developments within one society, one or more developments across or between different societies, and in various chronological and geographical contexts. It also involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience. …it’s not just about similarities and differences… its about the significance of those similarities and differences… Proficient students should be able to … Compare related historical developments and processes across place, time, and/or different societies, or within one society. Explain and evaluate multiple and differing perspectives on a given historical phenomenon. With this skill, it important to remember that you are identifying and explaining similarities and differences (unless the prompt explicitly limits you) Skill 6: Historical Argumentation Historical thinking involves the ability to define and frame a question about the past and to address that question through the construction of an argument. A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by relevant historical evidence — not simply evidence that supports a preferred or preconceived position. In addition, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence. Proficient students should be able to … Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence. Construct convincing interpretations through analysis of disparate, relevant historical evidence. Evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments. The Thesis Statement – What are you defending? Thesis formula based on strategy developed by John P. Irish, Carroll High School. From the Period 7 Content Outline Your thesis is not only your answer or stand on a question, it is you entire introductory paragraph which includes your Key Concept 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the answer/stand, analysis of an opposing viewpoint, context, and organizational categories/themes. Your introduction will nation’s values and its role in the world, while simultaneously propelling the United States into a typically be between 2 and 5 sentences, and it should clearly communicate your answer/stand and what you will be dominant international military, political, cultural, and economic position. expounding upon in your body paragraphs. A. Many Americans began to advocate overseas expansionism in the late 19th century, leading to new territorial ambitions and acquisitions in the Western Hemisphere Although X, Y because ABC. and the Pacific. B. The perception in the 1890s that the western frontier was “closed,” economic motives, competition with other European imperialist ventures of the time, and ‘X’ represents the strongest point against your argument. We call this the counter-argument. racial theories all furthered arguments that Americans were destined to expand their ‘A, B, and C’ represent the three strongest points for your argument. We call these your organization categories. culture and norms to others, especially the nonwhite nations of the globe. ‘Y’ represents the position you will be taking – in other words, your stand on the prompt. C. The American victory in the Spanish-American War led to the U.S. acquisition of island territories, an expanded economic and military presence in the Caribbean For a Compare and Contrast Prompt, consider:What similarities and differences are there between the two things, and Latin America, engagement in a protracted insurrection in the Philippines, and are there more similarities or differences, and why, account for those similarities or differences? increased involvement in Asia. X = more similar or different, your counter-argument A, B, C = similarities or differences between the two things, broken up into organizational categories D. Questions about America’s role in the world generated considerable debate, Y = your assertion statement prompting the development of a wide variety of views and arguments between imperialists and anti-imperialists and, later, interventionists and isolationists. Illustrative Examples: dollar diplomacy, Mexican intervention Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board Advanced Placement United States history framework and other sources as cited in document. Unit 6, Period 7 Part 1 Imperialists & Anti-Imperialists Complete the Venn diagram by brainstorming and gathering evidence to support the following prompt: Compare and contrast the ideologies, goals, and actions of American Imperialists and Anti- Imperialists during the late 19th century and early 20th century. To what extent where the imperialists more successful in reaching their goals? WILLIAM JENNINGS BRYAN MARK TWAIN ALFRED T. MAHAN WILLIAM JAMES JOSIAH STRONG ANDREW CARNEGIE HENRY CABOT LODGE SAMUEL GOMPERS ALBERT BEVERIDGE CARL SHURZ WILLIAM MCKINLEY JANE ADDAMS MARK HANNA GROVER CLEVELAND THEODORE ROOSEVELT HENRY JAMES WILLIAM HOWARD TAFT WOODROW WILSON After you have ample evidence for ideologies, goals, and actions, discuss the following questions with your group: Are there more similarities or differences? To what extent were the ideologies, goals, and actions different? To what extent were the imperialists more successful? How will you organize your essay? (themes/categories) Write your Thesis: _______________________________________________ __________________________ ______________________________________________________________________________________________________ _______________________________________________ __________________________ ______________________________________________________________________________________________________ _______________________________________________ __________________________ ______________________________________________________________________________________________________ _______________________________________________ __________________________ ______________________________________________________________________________________________________ _______________________________________________ __________________________ ______________________________________________________________________________________________________ _______________________________________________ __________________________ ______________________________________________________________________________________________________ _______________________________________________ Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board Advanced Placement United States history framework and other sources as cited in document. Unit 6, Period 7 Part 1 American Imperialism Varying Viewpoints... some additional insight… Review the outline, incorporate information on each ideology into your Venn. Arguments for Imperialism Arguments Against Imperialism A. Economic Motivations A. Economic Motivations 1. The rapid, and unchecked, growth of American industry in the North created a market glut 1. The expense of expanding/participating in an imperialist foreign policy is prohibitive a) The supply of raw materials, ranging from coal, steel, oil, textiles and finished goods (the U.S. a) Cost derived from building and maintaining a well developed army and navy is expensive (payroll, was the largest creator of market products) exceeded the domestic demand for goods munitions, coal, oil, steel must be purchased, or requiring federal contracts and competitive bidding) b) Testified by the creation of department stores, mail order, and chain stores b) Cost of foreign campaigns (to quell revolts, to suppress insurrections, to “build nations”) very c) Supply up, demand down expensive 2. The growth of labor unions and social demands for greater economic equity. 2. Federal government does not have the capital to invest in campaigns 3. Money must be made a) The AFL and Knights of Labor (along with the growth of other labor unions) forced business available through contracts with industry (creating alliances between industry and government), or by owners to pay higher wages, expect fewer hours, and submit to federal oversight piggybacking on the infrastructure of existing industrial programs b) Labor unrest, evident with the Anthracite Coal Strike, the Haymarket Riot, and the Triangle 4. Too much labor unrest, urban poverty, agricultural depression, and unemployment which were not Shirtwaist Factory galvanized the American polity to reform treated c) More stringent federal enforcement of existing regulation required new markets 3. Sound economic policy: The growth of export would balance trade and economy B. Ideological Motivations 4. Recent Recessions: The Panic of 1893 proved that the market could not bear unchecked growth 1. Anti-Democratic a) Subjecting people “for their own good” is inherently hypocritical to democracy/self-determination B. Ideological Motivations b) Manifest Destiny is an excuse to dominate for selfish gain=greed 1. Manifest Destiny: International expansion
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