We started the class reviewing a timeline activity from the previous day. They had worked in groups so one student read their summary sentence, one student explained their pictures, and the third person read 3 details from notecards they wrote the previous day. Then I had a big map of Oahu on the floor with a graphic organizer zoomed in so only "U.S. Imperialism" was displayed on the screen.
Then I asked them to read 2 1/2 pages in the textbook that introduced the concept. I quietly walked around handing out the graphic organizer. Then when they were done we created a working definition of Imperialism. The we worked together to identify the factors that drove imperialism. Now it was time to get them up and walking.
I asked my students to orient themselves in the room as if they were in the continental U.S. in relation to the map of Oahu. Now we started a series of conversations by me just asking questions.
What are major products being made in the U.S.?
What is your trading destination?
You will need to refuel in order to get to Asia, where are you going to stop?
(Students move to the map) What are you going to leave in Hawaii? What are you going to take with you?
(Move to orient yourself like you are in China in relation to Hawaii) Now I have displayed a "Sphere's of Influence" map of China. My questions continue.
Explain the information displayed on the map.
How is this not imperialism according to your working definition of imperialism?
What are you leaving in China?
What are you taking with you?
I displayed a slide about the Open Door Policy. Then I displayed a political cartoon about the Open Door Policy and we analyzed the cartoon.
(Move back to Oahu map) What are you leaving behind? What are you taking with you?
They went back to their desks and in their table groups they discussed the characteristics of imperialism. After a few minutes I asked each group to share out 1 characteristic of imperialism.
My "exit ticket" was predicting where the U.S. practiced imperialism next, and why.