1. BELLWORK 8/24
Today we will practice the IB History skill of document analysis! To start, read “Historical Sources for IB” and answer the following:
What is the difference between primary and secondary sources? Is one more valuable than the other?
What could Stern have done differently?
As students of history, what could you do to prevent the use of sources that are disingenuous or unreliable?
How might an “unreliable” source be valuable?
THINKER: When you evaluate a historical source for biases or reliability, what should you consider?

2. Intro to OPCVL How to evaluate sources in IB History
A practice activity with expansionist literature

3. Intro to OPCVL
OPCVL is a strategy used to evaluate sources in IB history.
Spend 5 minutes reviewing the OPCVL handout.
This is used in history class, the IA, EA1 & history EEs
Be ready to discuss the main idea of each concept:
Origin
Purpose
Content
Value
Limitation

4. With reference to origin, purpose and content, analyze the values and limitations of the source.

5. Justifications for Expansion: The White Man’s Burden
One important author from the time period was Rudyard Kipling. His famous poem, The White Man’s Burden (1899), changed the political/social climate of the time. After you finish the map quiz, read and annotate this poem. Be ready to discuss these questions, as well as, OPCVL!
According to Kipling, what was the “white man’s burden?”
Summarize the message/meaning of Kipling’s poem.
How did Kipling’s poem justify imperialism at the time?

6. Review: Justifications for Expansionism
What is imperialism?
In five groups, you will review over each category for justification of expansion.
Ideological (MonDoct & Manifest Destiny)
Moral Duty (include racial/religious justification)
Practical Necessity (include the role of military)
Economic (list at least three economic justifications)
Political (include establishment of sphere of influence)

7. BELLWORK 8/28: The White Man’s Burden
According to Kipling, what was the “white man’s burden?”
Summarize the primary message/meaning of Kipling’s poem.
Be ready to reference specific lines/stanzas in the poem to back up your answer!
THINKER: How did Kipling’s poem justify imperialism at the time?

8. BELLWORK 8/30
In one sentence, summarize the justifications for expansion with regards to:
Moral Duty
Practical Necessity
Economic Aspects
Political Influence

9. OPCVL: The White Man’s Burden
Now it’s time to practice OPCVL!
With regards to origin, purpose, and content, analyze the values and limitations of the source.

10. OPCVL Station Activity
In order to practice OPCVL and understand reasons for US expansion, you will participate in a station activity.
The class is divided into 5 groups and each group will start at a station
Each station has a folder with a primary source relating to justifications/theories of expansion
Read the background of the author first, then analyze the source.
After your group has read the source, discuss the OPCVL aspects and complete the pink worksheet. Work together!
Stay on task and work effectively – use this activity as an opportunity to practice OPCVL and understand U.S. motives (eventually these theories will become the foundation for U.S. imperial actions)

11. The Groups! Brandon, Eva, Roman, Marcqus Sedona, Danielle, Katie, Noel
Vincent, West, Jorja, Rebecca, Gray
Kaitlyn, Karma, Bat, Ashton, Jenelle V
Macy, Joe, Janelle O, Anastasia, Joseph

12. No bellwork today!
Get out your pink worksheet for the station activity on expansionist theories.
We are going to spend the majority of class completing the three remaining stations.
Afterwards, we will complete a group review activity.

13. U.S. Expansionism
The class will be divided into five groups. Each group will be responsible for review over one famous politician/historian/philosopher and their specific viewpoint.
Herbert Spencer
Francis Galton
Goldwin Smith
Josiah Strong
Alfred Thayer Mahan

14. Requirements for group review…..
Be ready to explain to the class:
Meaning/message of the source
How they justify U.S. expansionism
Why/how this source is valuable
Why/how this source is limited
Pose a discussion question to the class about your topic/person/reading/argument

15. Puck Magazine; 1901
School Begins. Uncle Sam (to his new class in Civilization). Now, children, you've got to learn these lessons whether you want to or not! But just take a look at the class ahead of you, and remember that, in a little while, you will feel as glad to be here as they are!

16. Discussion What is eugenics?
What is “feeble-mindedness?” How did this relate to the eugenics movement in Canada?
What rationale did the Canadian government give for the support of eugenics?
How did Nazi Germany impact eugenics in Canada?
Compare/Contrast eugenics policies in Alberta & British Columbia.
THINKER: Throughout the eugenics movement, the Canadian government targeted the poor. Is this a genetic trait that can be limited? Why did the Canadian government do this?

17. Explain Herbert Spencer’s justifications for expansionism.
What is eugenics? Which philosopher advocated this?
Who was Goldwin Smith? What did he propose? Why?
Describe the similarities in viewpoints between John Fiske and Josiah Strong.
Explain the political justifications for expansion.
THINKER: As you know the Monroe Doctrine sought to decrease European influence in the Americas. In your opinion, what interests might France, Great Britain, and Russia have in Latin America? How realistic were the fears of the United States?

18. Review: Justifications for Expansionism
What is imperialism?
How were religion and race used to justify U.S. expansionism?
Explain the realist (“practical”) approach to U.S. expansionism.
List three economic justifications for US expansionism.