Grade 8

NYCDOE Passport to Social Studies Lesson Plan

Unit 3: The United States as an Expansionist Nation

Lesson #5 Alaska and Hawaii

THE UNITED STATES AS AN EXPANSIONIST NATION

NYCDOE PASSPORT TO SOCIAL STUDIES LESSON PLAN
8th Grade
Unit 3: The United States as an Expansionist Nation
Lesson # 5: Alaska and Hawaii
FOCUS QUESTION:
What factors led to U.S. foreign policy?

Learning Target:

I can evaluate perspectives regarding United States imperialism beyond

The Pacific Ocean and the contiguous United States by doing primary source
analysis.

Next Generation Standards:

RH 2: Determine the central ideas or information of a primary or secondary source; provide an
accurate, objective summary of the source distinct from prior knowledge or opinions.

Materials:

• Declined with Thanks worksheet

• The Purchase of Alaska
• The Annexation of Hawaii

Motivation: (WE DO)

Provide the political cartoon Declined with Thanks worksheet to each student.
• Allow students to analyze the cartoon in pairs.
ENL/IEP Support:

 Before the lesson begins immerse your students with information about
Alaska and Hawaii using the resources listed above.

VOCABULARY PREVIEW: (All Students)

Discuss the definition of these words and create them on cards for the
Word Wall.
Vocabulary: imperialism, primary source, contiguous United States, foreign
policy, symbolism

Teach/Model: (I DO)
• Display the Declined with Thanks cartoon to the class. Conduct a discussion to demonstrate
and clarify the political cartoon analysis. Allow students to explain how they analyzed the
words, symbols, and images and how they worked together to understand the message of the
cartoonist.
• Summarize the political cartoon analysis in steps:
– Observe details, words.
– Reflect on the symbolism or opinions the artist is promoting. Think about the time period that
this cartoon was created.
– Ask questions that lead to deeper observations and reflections.
• Refer students to a world map showing the United States, Hawaii, and Alaska. Inform
students that they will evaluate how the United States acquired the new territories of Hawaii
and Alaska in the late 1800s.
• Explain to students that there was a movement which included people who were against U.S.
expansion, referred to as imperialism, as well as those who favored it. Students will be asked to
evaluate primary source documents in order to understand different perspectives on U.S.
expansion. The terms expansion and imperialism are both commonly used when referring to
this time period. Imperialism is sometimes perceived as a more negative term to refer to
expansionist policies.
Small Group/Independent Work: (YOU DO)
Distribute either The Purchase of Alaska or The Annexation of Hawaii to students.
• Students read through the documents independently and look for arguments that support or
oppose U.S. expansion before independently answering the questions.
• After approximately ten minutes, students turn and talk and share their responses to the
questions from their readings, looking for similarities and differences in their findings.

Assessment:
Circulate throughout the classroom to listen in on student discussions. Ask questions to guide
struggling students.

Wrap-Up: (Assess for Conceptual Understanding)

• As a whole class, have students share their responses. Elicit the arguments for and against the
acquisition of the territories.
• Engage the class in a discussion about the differences in how the United States acquired both
of these territories. Explore whether it makes a difference if the territory was purchased or
annexed.