The purpose of this project is to allow the student to analyze the era of New Imperialism in the Philippines from various perspectives in the United Students. Students will research the arguments, the facts and figures, the political, economic, and social implications of the issue. All this information will be use to formulate an argument for or against the U. S. annexation of the Philippines.

Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Accesses information efficiently and effectively, as described by the following indicator: recognizes that accurate and comprehensive information is the basis for intelligent decision making; Evaluates information critically and competently, as described by the following indicators: distinguishes among facts, point of view, and opinion; identifies inaccurate and misleading information; selects information appropriate to the problem or question at hand. Participates effectively in groups to pursue and generate information, as described by the following indicators: shares knowledge and information with others; respects others' ideas and backgrounds and acknowledges their contributions; collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions

The United States involvement in the Philippines is crucial in understanding the roots and development of American foreign policy and its effects to the American identity.

Teacher evaluation of student (written, visual, and oral)presentation based on following criteria: 1. scope, depth and accuracy of the information 2. restatement of issue 3. precision of language and thought 4. ingenuity, originality, or insightfulness 5. persuasiveness 6. ability to stay in character and express role's point of view Student evaluation of group report and lesson. Test on the New Imperialism

Lesson 1: Participating in a Democracy Students apply and deepen their understanding of words such as community, democracy, and universe of obligation as they create their own definitions, illustrations and interpretations of these words. 1. Students are given definitions of Democacy from various famous individuals and also share their own interpretation of democracy. Students create a working definition for democracy. 2. Students read about four recipients of the Reebok Human Rights Award from Participating in Democracy: Choosing to Make a Difference. Students recognize the communities these individuals belong to and demonstrate how these individuals participate in a democracy by answering teacher initiated questions. 3. Students read a poem, Building by Gwendolyn Brooks, and different definitions of community. Students, then write their own definition of community. 4. Students illustrate the community they belong to and analyse the role they play in such a community. Students also illustrate how the community or themselves participate in practicing democracy. Students share their community with class. 5. Students formulate the qualities of a good citizen by giving examples from their own experiences or what others have done. 6. Students are shown a cartoon (caveman using violence to get vital resource-fire) and are expected to formulate an argument in favor or against the caveman's action.

http://tommy.mahs.org/GHernandez

Students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment. Students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making. Students work cooperatively to successfully complete a project or activity.