TOPIC 7.2 Imperialism Debates & Second Semester Preview
Comparing TR & Trump’s Justification for Intervention in Latin America
KC-6.1.I.E.ii Foreign policymakers increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in the PacificRim, Asia, and Latin America.
KC-7.3.I.A Imperialists cited economic opportunities, racial theories…to argue that Americans were destined to expand their culture and institutions to peoples around the globe.
Objective: Students will analyze current events in the context of U.S. history, evaluate primary sources, and compare historical and contemporary justifications for U.S. intervention in Latin America.
Using Current Events in AP US History
Current events are powerful in the classroom because they spark students’ curiosity and help them see why history matters right now. While I don’t normally start the semester this way, when major global events occur, we have a responsibility as history teachers to create space for students to process what’s happening, ask questions, and make sense of the world around them. At the same time, we can leverage their curiosity to support learning of required course content and historical patterns we will study throughout the semester.
Connecting historical content to current events gives students authentic practice evaluating evidence, recognizing different viewpoints, and disagreeing respectfully about the most relevant issues of today. Our goal as social studies teachers is to create informed citizens who are ready to engage in matters of substance, and current events hook students in a way that makes that goal more achievable.
Lesson Overview
Introduction: 10 Minute Context
Slide #1: Provides students with basic background information on Venezuela.
Slide #2: Gives a brief overview of the seizure of Nicolás Maduro on January 3, 2026.
Slide #3: Connects these events to our curriculum and provides a brief overview of Unit 6. Key ideas: rapid industrialization and new, powerful technology set the stage for U.S. policymakers to begin considering interventions in Latin America.
Introduction to Intervention in Latin America Timeline that we will complete throughout the semester: 5-7 mins
Ask for volunteers to provide short summaries of three essential terms: Monroe Doctrine, Mexican-American War, and Gilded Age. Short definitions are provided on the slides.
Provide a very brief summary of the Spanish-American War. The goal here is obviously not to teach the war in depth, but to preview the semester and provide context for the heart of the lesson: comparing primary sources.
Comparing Teddy Roosevelt’s (1904) with Donald Trump’s (2026) Justifications for U.S. Intervention in Latin America: 15 mins
Students will read and annotate excerpts of a speech from each President and consider the following questions in small groups or with a partner:
What type of international problems require U.S. action and intervention according to each President?
How does each President describe the U.S. role — as conqueror, helper, stabilizer, or something else?
What economic or strategic interests are stated directly, or implied? Is one speech more direct about how the U.S. plans to profit from intervention?
Who benefits from intervention, according to each speech?
Venn-Diagram & Class Discussion: 10-20 mins
Students will complete a Venn diagram comparing the two speeches with textual evidence.
Be prepared to discuss findings as a whole class.
This is also a very important time to allow students to ask questions about current events and also to ask students what they know about the events already and inquire about where they are getting their information. This often offers an excellent and authentic opportunity to remind students of the real world application of our critical thinking history skills!
To build media literacy, after our discussion, I model fact-checking for students by selecting claims from the speech (ie: Venezuela and drug trafficking, accusations about Maduro role in cartel leadership, etc.) and showing how I verify information using accessible online searches and credible reporting.