Beyond the Victor’s Narrative: Rethinking U.S. Expansion in the South Pacific

Introduction

Welcome to Beyond the Victors Narrative! Have you ever wondered who wrote the stories that history tells? Today, we will do a deep dive into U.S. expansion in the South Pacific to see if our nation's actions align with our stated ideals of freedom and democracy. 

What you will learn:

  • Historical Analysis (Standard 11.4.2): You will analyze the rise of the U.S. as a world power during the Spanish-American War and its expansion into the South Pacific. (California Department of Education, 2019).
  • Multiple Perspectives: We will look past dominant narratives to evaluate history through the eyes of the native populations impacted by U.S. expansion.
  • Academic Literacy: By the end of this project, you will be able to confidently use and explain key terms like imperialism, isolationism, and annexation.
  • Your Voice: You will demonstrate your understanding by creating original media. You may create songs, poetry, cartoons, or collages that reflect these conflicting historical viewpoints.

We will be examining "American Ideals" not just as words in a textbook, but as a set of principles that were challenged by history. Get ready to explore, question, and create!

Task

In this project, you will move beyond the traditional "Victor’s Narrative" to uncover the complex realities of U.S. expansion in the South Pacific. Over the next two days, you will engage in a four-part mission to challenge your understanding of history.

Your final objectives are to:

  • Analyze: Trace the evolution of American foreign policy from the Monroe Doctrine to modern-day interventions.
  • Inquire: Uncover the "murky" truths of the Spanish-American War through a guided discovery of primary and secondary sources.
  • Create: Collaborate with your team to produce two original media pieces such as a song, poem, film, or collage that contrast the U.S. perspective with the experiences of populations impacted by American imperialism.
  • Synthesize: Present a historical argument that demonstrates a deep understanding of multiple perspectives and the impact of the Treaty of Paris.

The Challenge: Can you see history through lenses other than your own? By the end of this project, you will be able to articulate why the debate between imperialism and isolationism still matters in your lifetime.

Process

Mission 1: Activating Prior Knowledge - What is "America"? Before we dive into the history of U.S. expansion, let’s reflect on our own understanding of our nation.

  • Step 1: Click the link below to participate in our class word cloud.
  •  Step 2: After submitting your words, take a moment to look at the words your classmates have contributed. Share with a partner: Which words stand out to you, and why?

Mission 2: Vocabulary Mastery To understand the "clash" of ideals, we must first master our core academic vocabulary.

  • Step 1: Word Wall: View our Digital Word Wall to find our three key terms: imperialism, isolationism, and annexation.
    • In your notes, write down each term and its definition.
    • Next to each term, draw a quick sketch or symbol that helps you remember what that word means.
  • Step 2: Partner Practice: Find a partner.
    • Practice speaking! Take turns using each of the three vocabulary terms in a full, historically accurate sentence.
    • Listen closely to your partner. Did they use the word correctly in the context of our lesson?
    • Consider: How might these terms (imperialism, isolationism, annexation) conflict with the "American Ideals" we brainstormed in Mission 1?

Mission 3: The Story of the Spanish-American War - A Discovery Journey Now that we have our vocabulary, it is time to piece together the narrative of the Spanish-American War. This section is a combination of readings, videos, and interactive activities designed to help you uncover the truth behind the "Splendid Little War."

  • Step 1: Get Your Guided Notes: Click here to open your personal Guided Notes.
    • Note: When you click this link, select "Make a Copy" to save your private version to your Google Drive.
    • Accessibility: If you need to translate these notes into another language, follow the instructions located at the top of your document.
  • Step 2: Investigate: Work through the document at your own pace. You will find links to articles, videos, and interactive activities. As you engage with each source, use the sentence starters provided in your notes to capture your historical analysis.

Mission 4: Voices of 1898 - Media Perspective Project Now that you have analyzed the historical narrative, it is time to bring those conflicting perspectives to life. History is rarely told by everyone. Your task is to challenge the dominant narrative and represent the voices that were often pushed aside.

  • Step 1: Get the Assignment Details & Rubric: Click here to open your Project Assignment and Rubric.
    • Accessibility: If you need to translate these instructions into another language, follow the instructions located at the top of the document.
  • Step 2: Collaborate: In your assigned groups, create two media pieces that contrast the U.S. perspective with the perspective of a group impacted by American imperialism (Filipino, Guamian, Puerto Rican, or Cuban). You have the freedom to choose your medium. You may choose songs, poems, digital collages, short films, or any other format that captures the conflicting reality of the era.
  • Step 3: Plan & Present:
    • Day 1: Complete your Exit Ticket. On a binder piece of paper at the end of the period outline your team's historical argument and media choices. Incorporate at least 2 vocabulary terms in your writing. Be sure to add your name and leave your exit ticket on your desk at the end of the period. I will offer you a verbal reminder as well. 
    • Day 2: Present your two pieces to the class, explaining the historical context and why you chose your specific mediums to convey these different perspectives.

Evaluation

Your grade for this unit is determined by your performance on two specific, formal assessments.

Formal Evaluations (Graded):

  • Guided Notes: Your notes from Mission 3 will be graded for completion. I will review these to ensure you have a solid grasp of the historical narrative and will follow up with any students who need additional clarification to ensure you are ready for the project.
  • Voices of 1898 Project: Your final media project and presentation will be formally evaluated in accordance with the Voices of 1898 Media Perspective Project Rubric. Please review this rubric before you begin to ensure you understand the expectations for "Extending" level work.

Support & Feedback (Not Graded):

  • Oral Floating Check-ins: Throughout both days, I will be conducting informal, oral check-ins as you work. These are not for a grade they are designed purely to gauge your understanding, provide immediate feedback, and help you refine your ideas as you build your project.

Note: My goal is to support your learning journey. If you are ever unsure about your progress, please feel free to ask for a check-in at any time!

Conclusion

You have now traveled through the "murky" history of 1898, analyzed the impact of U.S. foreign policy, and given voice to perspectives that are often left out of the textbook.

By completing this project, you have practiced the essential skills of a historian: questioning dominant narratives, seeking out diverse viewpoints, and using evidence to support your own arguments.

Reflect on your journey:

  • How has your understanding of "American Ideals" changed since we started our word cloud on Day 1?
  • Why does it still matter today that we look at history through more than one lens?

The history of 1898 didn't just end in the 19th century. The questions you explored regarding imperialism, annexation, and power continue to shape our world today. Thank you for your critical thinking, your collaboration, and your dedication to telling a more complete story.

Credits

References

California Department of Education. (2019). History–social science content standards for California public schools, kindergarten through grade twelve. https://www.cde.ca.gov/be/st/ss/documents/histsocscistand.pdf

CAST. (2024). The UDL Guidelines. https://udlguidelines.cast.org/

Center for Strategic & International Studies. (2026, January 27). The Donroe Doctrine, explained [Video]. YouTube. https://www.youtube.com/watch?v=CgMN4IPfDMI

DeepAI. (2026, July 18). Theodore Roosevelt persona chat [Generative AI chat]. DeepAI. https://deepai.org/chat/theodore-roosevelt

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Olivos, E. M. (2012). Authentic engagement with minoritized communities: Toward a model of family-school empowerment. Routledge.

Trumbull, E., Rothstein-Fisch, C., Greenfield, P. M., & Quiroz, B. (2001). Bridging cultures between home and school: A guide for teachers. Lawrence Erlbaum Associates.

Teacher Page

Pedagogical Rationale: This WebQuest employs asset-based pedagogy to recognize student knowledge as a vital intellectual resource. By centering Culturally Responsive Teaching (CRT), instructional content is aligned with the diverse cultural orientations of students, replacing "deficit models" with a framework of transformative involvement.

  • Cultural Inclusion: Informed by research on Individualism vs. Collectivism (Trumbull et al., 2001), this project validates "collectivistic" strengths. By incorporating peer-to-peer collaboration and allowing for diverse media expression, the design removes barriers that often marginalize students who prioritize group success over individual assertion.
  • Universal Design for Learning (UDL): To lower the affective filter and dismantle institutional barriers, students are provided with multiple entry points to the curriculum (CAST, 2024). This includes translanguaging opportunities, choice in final media output, and flexible scaffolding.
  • Equity over Equality: The project rejects the equality model in favor of equity. This lesson provides the specific resources necessary for all students to reach high-level outcomes.
  • Examination of Privilege: The design encourages an examined life, maintaining a constant presumption of competence, worthiness, and innocence (Olivos, 2012) for all students and minority historical groups. 

Implementation & Pacing:

  • Timeline: This unit is modular and designed for two instructional days.
  • Classroom Environment: Floating check-ins provide formative support rather than surveillance. These interactions build the trust and safety necessary for students to engage deeply without fear of institutional monitoring.

Standards Alignment: