top of page


Claims an Empire

America Claims an Empire

$160 per month

1 session per week


Allison Bruning


The historical figures of the United States from 1890 to 1920 were often colorful individuals. Choose one of the figures from this course whom you find particularly interesting. As you read, take notes about that person, paying close attention to personal details and his or her political role and views. Write a monologue, or first person narrative, from that person's point of view. As you draft your monologue, try to: 

  • use language that reflects how the person talked

  • let situations and events you have chosen reveal the person's feelings and concerns.

Be ready to present your project to the class in the last session. 




13 - 18  years old




Session 1: Imperialism and America


Students will identify Queen Liliuokalani, imperialism, Alfred T. Mahan, and Sanford B. Dole. 

Students will summarize how European imperialism affected Africa.

Students will analyze how US economic prosperity lead it to pursue a policy of imperialism.  

Students will explain the arguments against imperialism. 

Students will identify the problems the McKinley Tariff caused for American sugar growers in Hawaii. 


1) Complete Section 1 Assessment on page 529.

2) Read pages 530 - 534 in course textbook.

3) Start your course project. 

Session 2: The Spanish-American-Cuban War


Students will review their homework.

Students will identify Jose Marti, Valeriano Weyler, yellow journalism, USS Maine, George Dewey, Rough Riders and San Juan Hill.  

Students will analyze why Jose Marti destroyed American-owned sugar mills and plantations in Cuba. 

Students will describe how yellow journalism affected American attitudes toward the Cuban revolt.  

Students will summarize the events that increased conflict between Spain and the United States. 

Students will analyze the events in the Spanish - American - Cuban War and Rough Riders. 

Students will identify how prepared were the U.S. troops for the Spanish- American - Cuban War. 

Students will analyze the justifications Americans used to annex the Philippines. 


1) Complete Section 2 Assessment on page 534.

2) Read pages 535 - 541 in course textbook.

3) Continue working on your course project. 

Session 3: Acquiring New Lands


Students will review their homework.

Students will identify Platt Amendment, protectorate, Emilio Aguinaldo, John Hay, Open Door notes, and Boxer Rebellion.

Students will examine Puerto Rico as an American commonwealth and Dr. Carlos Finlay's medical contributions in Cuba.  

Students will explain how the Foraker Act benefited the United States. 

Students will describe how the United States maintained political control in Cuba. 

Students will contrast the motives of Filipinos and Americans.

Students will analyze why John Hay proposed an Open Door policy in China. 

Students will summarize the Boxer Rebellion and the impact of U.S. imperialism. 

Students will summarize anti-imperialism arguments. 


1) Complete Section 3 Assessment on page 541.

2) Read pages 542 - 549 in course textbook.

3) Continue working on your course project. 

Session 4: America as a World Power


Students will review their homework and present their projects.

Students will identify Panama Canal, Roosevelt Corollary, dollar diplomacy, Fransico "Pancho" Villa, and John J. Pershing. 

Students will analyze why the Japanese decided on mediation in their conflict with Russia. 

Students will examine the life of President Theodore Roosevelt. 

Students will explain why the United States wanted a canal through the Isthmus of Panama. 

Students will analyze the U.S. history of intervening into other countries affairs.

Students will compare how big stick diplomacy and dollar diplomacy were alike. 

Students will analyze why President Wilson refused to recognize Huerta's government. 

bottom of page