The Age of Imperialism

Lesson Overview

Subject: US History
Unit: Exploration and Imperialism
Lesson Number: 6 of 10
Curriculum Standards: KS4 History (England, AQA/Edexcel equivalent), focusing on the analysis of key historical developments and causes in the modern world.

This 60-minute lesson will provide Year 11 students with a comprehensive understanding of the Age of Imperialism, with a focus on motivations for imperial expansion, such as economic, political, and social factors. The lesson aligns with UK education standards at Key Stage 4, emphasising critical thinking, the evaluation of historical interpretations, and the exploration of broader global implications in history.

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Lesson Objectives

By the end of the lesson, students will:

• Understand and explain the primary motivations for imperial expansion during the late 19th and early 20th centuries.
• Analyse how economic, political, and social factors influenced the decisions of imperial powers.
• Evaluate historical examples of US imperial ambitions, such as the acquisition of the Philippines and the broader influence in the Pacific region.
• Begin to form an informed critique of imperialism by identifying its consequences on colonised populations.

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Lesson Structure

1. Starter Activity (10 minutes)

Activity: Timeline Puzzle – Setting the Stage for Imperialism

• Purpose: To immerse students in the global context of Imperialism (1870–1914).
• Distribute small laminated timeline cards to each table, each detailing a key historical event tied to Imperialism (e.g., the Spanish-American War, the Berlin Conference, etc.).
• In groups of four, students work collaboratively to place the events in chronological order.
• Teacher-led class discussion following the activity to provide an overview of the Age of Imperialism and ensure students are aligned on key historical context.

Differentiation: Provide simpler timeline clues for lower-ability students and more abstract or nuanced clues (e.g., economic motivations for acquiring Panama Canal) for higher-ability groups.

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2. Direct Instruction (15 minutes)

Focus Question: What motivated nations to build empires during the Age of Imperialism?

1. Visual Hook: Display a colourful political cartoon from the period (e.g., "The White Man’s Burden" by Rudyard Kipling). Ask students to jot down their immediate impressions (1–2 minutes) and quickly discuss their ideas as a class.

2. Introduce the three primary motivations for imperialism with a structured approach:
   Economic drivers:

   • The demand for raw materials (e.g., rubber, oil, and tin).
   • The need for new markets for manufactured goods.

   Political and strategic drivers:

   • Prestige and power on the global stage (e.g., Britain demonstrating influence over weaker nations).
   • Geopolitical advantage—control of key regions like the Philippines or the Pacific Islands.

   Social and ideological beliefs:

   • Concepts of racial superiority (Social Darwinism).
   • Cultural justification (e.g., the belief in spreading civilisation, Christianity).

3. Highlight US examples:

   • The annexation of the Philippines following the Spanish-American War.
   • The building of the Panama Canal as an expression of strategic and economic strategies.
   • Dollar Diplomacy under President Taft.

Teaching Aids:

• Projected images of key historical sources (e.g., maps of global empires, contemporary propaganda posters).
• Clear bullet points on slides for note-taking.
• A printed handout summarising the drivers for Imperialism.

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3. Group Activity: Historical Inquiry (20 minutes)

Activity: Debating the Motives Behind Imperialism

1. Divide students into six groups. Assign each group one motivation behind Imperialism (economic, political, or social) for TWO different countries—one being the US and the second, a European power (e.g., Great Britain).
2. Using a short primary source handout (different excerpts for each group), students craft a short presentation (written on poster paper or mini whiteboards) explaining:
   • Why their motivation was most significant in driving imperial expansion.
   • The similarities and differences between US and European Imperialism.

Example sources:

• Excerpt from Alfred Thayer Mahan’s writings for political motivations.
• A trade report highlighting economic drivers.
• A missionary's diary for social motivations.

3. Groups briefly present their findings to the class (2–3 minutes per group).
4. Teacher facilitates a quick feedback session, further clarifying any misconceptions.

Differentiation: Provide scaffolded questions and sentence starters for lower-ability students. Higher-ability groups could be tasked to comment on the consequences of each driver on colonised societies.

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4. Plenary: Reflect and Synthesis (10 minutes)

Activity: Hot Seat Challenge

• Pick one student to sit in the “Hot Seat” as a historical figure (e.g., Theodore Roosevelt or a European imperial officer).
• Other students ask this "historical figure" questions about their motivations for pursuing imperialism, its consequences, or their thoughts on the morality of imperialism.
• Rotate between 2–3 students in the "Hot Seat.” Provide key roles for lower-ability students to guide their thinking (e.g., sentence starters such as "I believe the US pursued imperialism because…").

To finish, students write a short response in their books to the following question:
"In your view, which motivation was most important in driving the Age of Imperialism? Explain your answer with reference to historical examples."

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Assessment

• Formative: Group discussion and presentations provide insight into student understanding.
• Written Work: Plenary response task shows individual comprehension and ability to analyse different drivers.

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Additional Notes for Teachers

• Ensure students maintain appropriate conduct during the "Hot Seat Challenge," fostering an atmosphere of respect.
• Explicitly link back to previous lessons in the unit. How does this period of imperialism relate to earlier European exploration themes?
• This lesson builds towards the next lesson (Lesson 7), which will focus on resistance movements and anti-imperialism sentiment, providing an essential counterpoint to today’s discussion.