Planning Guide

Unit Planning Guide

UNIT PACING CHART Unit 3 Chapter 7 Chapter 8 Chapter 9 Unit 3 Day 1 Unit Opener Chapter 7 Opener, Chapter 8 Opener, Chapter 9 Opener, Wrap-Up/Project, Section 1 Section 1 Section 1 Unit Assessment Day 2 Section 2 Section 2 Section 2

Day 3 Section 3 Section 3 Section 3

Day 4 Chapter Chapter Section 4 Assessment Assessment Day 5 Chapter Assessment

U.S. Entrance into World War I Place the Ask students to individually rank the causes following “Causes of American Entrance into from most important to least important. Then World War I” on an overhead transparency: randomly group students and have them try • Loss of innocent lives to reach consensus. The interrelated nature of the six causes makes the task extremely diffi- • Loss of trade cult. If time permits repeat the process and • Historical/cultural ties to British/French make a hypothetical change in the historical Lee Weber • Defense of democracy against dictatorship facts. For instance, suggest that Germany had Price Laboratory • Freedom of the seas a large surface navy and Britain developed School unrestricted submarine warfare. How would • The Zimmermann Note Cedar Falls, IA U.S. policy have changed? Or, what if Germany were our major trading partner, not England and its allies?

258A Introducing Unit

Author Note

Dear American History Teacher: The great industrial development of the United States in the second half of the nineteenth century trans- formed the character of the nation. It also produced new pressures and new problems that shaped the era that began with the depression of 1893 and led ultimately to America’s entry into World War I. The rapidly expanding economic growth of the industrial era led America to look for new sources of raw materials and new markets for the nation’s goods. The United States began its search for international influence not through traditional imperialism, but through aggressive engagement in international trade (accompanied by a strong missionary movement that attempted to spread both Christianity and western knowledge and values into distant lands). American imperialism was in many ways different from the imperialism practiced by European nations, but it had similar goals—economic growth—and encountered similar problems—resistance, sometimes violent, from native peoples. Industrial growth changed not only America’s role in the world but the character of life and politics within the United States. The factory system gave birth to a new kind of working class; it led to the growth of cities and industrial towns and to substantial population growth; and it produced new conflicts and crises that alarmed many Americans and helped create a series of reform efforts that came to be known, collectively, as progressivism. Progressivism took so many different forms and embraced so many various, and sometimes contradictory values that some scholars have argued that “progressivism” has little or no meaning. But Americans in the early twentieth century believed that progressivism was filled with meaning, and one of the challenges of teaching this period is explaining what that meaning was. The progressive era helped produce a series of questions and beliefs that shaped the whole of the twentieth century and continue to evoke both interest and controversy even today.

258B Introducing Unit Unit

Focus Imperialism and Why It Matters Tell students that today many Progressivism people consider the United States the world’s only superpower. Ask students if they agree with that 1890–1920 assessment and why or why not. OL CHAPTER 7 Becoming a World Power Connecting to Past 1872–1917 Learning CHAPTER 8 The Progressive Movement Have students identify nations 1890–1920 that they think are powerful. Ask: What makes a nation CHAPTER 9 powerful? (Answers might include World War I and Its Aftermath a strong military, a robust economy, 1914–1920 industry, and political influence.) Tell students that in this unit they will learn about how the United States became a world power and became increasingly involved in world events. OL Unit Launch Activity Making Connections Have Why It Matters students brainstorm a list of Between 1890 and 1920 two very important developments weapons used in warfare today. took place in American history. First, the United States List students’ answers on the began its rise to the global superpower it is today. Second, board. Ask: Which of these reformers began changing the government to solve weapons existed at the begin- problems caused by industrialism. Government became ning of the twentieth century? more involved in society than ever before. (Answers will vary.) Discuss with the class how new weaponry has 258 changed warfare since the early 1900s. OL Team Teaching Activity

Sociology Read to the students the following explain the evolution of child labor laws and lines written by poet Sarah Cleghorn in the early their impact on the business world. OL 1900s: “The golf links lie so near the mill/That almost every day/The laboring children can look out/And see the men at play.” Ask: What do you think this quote tells you about the economic and social conditions in the United States in 1900? (There were no child labor laws; children worked in factories; wealthy men played golf.) Have the economics teacher come and 258 Introducing Unit

Teach

S1 Skill Practice Visual Literacy Have students study the unit painting. Ask: What impression or feeling is the artist trying to convey in this painting? (The United States is militarily strong; the Spanish fleet is weak.) BL

S2 Skill Practice Concluding Have students again review the unit painting. S S 1 2 Ask: What is the topic of the painting? (America’s military power) Discuss with the class why reformers might be opposed to the nation’s growing military power at the beginning of the twentieth century. OL

U.S. warships battle the Spanish off the coast of Cuba, 1898.

259

More About the Photo Teaching Tip The NCLB Act emphasizes reading. The U.S. fleet set out for Havana Harbor during Have students make a time the Spanish-American War. The quick American line that begins with 1872 victory in that war made the nation an imperi- and ends with 1919. Have alist power. them keep the time line with them and add key events as they read the unit. Students can use the time line while studying to help understand the sequence of events.

259 Chapter Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners

Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess FOCUS

BL OL AL ELL Daily Focus Skills Transparencies 7-1 7-2 7-3 TEACH BL OL ELL Reading Essentials and Note-Taking Guide* p. 70 p. 73 p. 76 OL Historical Analysis Skills Activity, URB p. 20 BL OL ELL Guided Reading Activities, URB* p. 46 p. 47 p. 48 BL OL AL ELL Content Vocabulary Activity, URB* p. 25 BL OL AL ELL Academic Vocabulary Activity, URB p. 27 OL AL Critical Thinking Skills Activity, URB p. 30 BL OL ELL Reading Skills Activity, URB p. 19 BL ELL English Learner Activity, URB p. 23 OL AL Reinforcing Skills Activity, URB p. 29 BL OL AL ELL Differentiated Instruction Activity, URB p. 21 BL OL ELL Time Line Activity, URB p. 31 OL Linking Past and Present Activity, URB p. 32 BL OL AL ELL American Art and Music Activity, URB p. 37 BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 39 AL Enrichment Activity, URB p. 43 BL OL AL ELL American Biographies ✓ BL OL AL ELL Primary Source Reading, URB p. 35 p. 33 BL OL AL ELL The Living Constitution* ✓ ✓✓✓✓ OL AL American History Primary Source Documents Library ✓ ✓✓✓✓

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓✓✓✓

Differentiated Instruction for the American History BL OL AL ELL ✓ ✓✓✓✓ Classroom BL OL AL ELL StudentWorks™ Plus ✓ ✓✓✓✓ Note: Please refer to the Unit 3 Resource Book for this chapter’s URB materials. * Also available in Spanish

260A Planning Guide Chapter

Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess TEACH (continued) BL OL AL ELL American Music Hits Through History CD ✓ ✓✓✓✓ BL OL AL ELL Unit Time Line Transparencies and Activities ✓ ✓✓✓✓ Cause and Effect Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓ Activities BL OL AL ELL Why It Matters Transparencies, Strategies, and Activities ✓ ✓✓✓✓ BL OL AL ELL American Issues ✓ ✓✓✓✓ American Art and Architecture Transparencies, OL AL ELL ✓ ✓✓✓✓ Strategies, and Activities BL OL AL High School American History Literature Library ✓ ✓✓✓✓ BL OL AL ELL The American Vision: Modern Times Video Program ✓ ✓✓✓✓ Strategies for Success ✓ ✓✓✓✓ Teacher Success with English Learners ✓ ✓✓✓✓ Resources Reading Strategies and Activities for the Social ✓ ✓✓✓✓ Studies Classroom Presentation Plus! with MindJogger CheckPoint ✓ ✓✓✓✓ ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 95 p. 96 p. 97 p. 99 BL OL AL ELL Authentic Assessment With Rubrics p. 19 BL OL AL ELL Standardized Test Practice Workbook p. 15 BL OL AL ELL ExamView® Assessment Suite 7-1 7-2 7-3 CH. 7 CLOSE BL ELL Reteaching Activity, URB p. 41 BL OL ELL Reading and Study Skills Foldables™ p. 64 ✓ Chapter- or unit-based activities applicable to all sections in this chapter.

260B Chapter Integrating Technology

Using Section Spotlight Videos Teach With Technology

What are Section Spotlight Videos? Section Spotlight Videos are one of the digital media associated with your textbook and present a topic specific to each section of the textbook. How can Section Spotlight Videos help my students? Section Spotlight Videos generate student interest and provide a springboard for classroom discussion. Students can watch videos from their classroom computer screen or review for a test while on their home computer. Visit glencoe.com to access the Media Library, and enter a ™ code to go to Section Spotlight Videos. These videos can also be launched from StudentWorks™ Plus Online or PresentationPlus! with MindJogger CheckPoint.

You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill TAVMT5154c7T for Chapter 7 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ●● • Spanish Audio Summaries ●● • Section Spotlight Videos ●●● The American Vision: Modern Times Online Learning Center (Web Site) • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In Motion Animations ●●● • Study Central™ ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ●●● • Historical Thinking Activities ● • Beyond the Textbook ●●●

260C Additional Chapter Resources Chapter

• Timed Readings Plus in Social Studies helps stu- The following videotape programs are available from dents increase their reading rate and fluency while Glencoe as supplements to this Modern Times chapter: maintaining comprehension. The 400-word passages are similar to those found on state and national • The Panama Canal (ISBN 1-56-501243-7) assessments. • Teddy Roosevelt: An American Lion (0-76-705176-9) • Reading in the Content Area: Social Studies con- To order, call Glencoe at 1-800-334-7344. To find classroom centrates on six essential reading skills that help stu- resources to accompany many of these videos, check the dents better comprehend what they read. The book following home pages: includes 75 high-interest nonfiction passages written A&E Television: www.aetv.com at increasing levels of difficulty. The History Channel: www.historychannel.com • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com Reading List Generator CD-ROM

Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest. • The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections. Index to National Geographic Magazine: • A brief summary of each selection is included. The followingIndex to articles National relate Geographic to this chapter: Magazine: • “Remember the Maine,” by Thomas B. Allen, February 1998 Leveled reading suggestions for this chapter: • “Panama’s rite of passage. (Panama receives control of the For students at a Grade 8 reading level: Panama Canal Zone from the US),” by Lewis M. Simons. • Theodore Roosevelt, by Clara Ingram Judson November, 1999. For students at a Grade 9 reading level: National Geographic Society Products To order the • Bully for You, Teddy Roosevelt, by Jean Fritz following, call National Geographic at 1-800-368-2728: For students at a Grade 10 reading level: • ZipZapMap! USA (ZipZapMap!) • The Spanish-American War, by Kerry A. Graves Access National Geographic’s new, dynamic MapMachine For students at a Grade 11 reading level: Web site and other geography resources at: • The Panama Canal, by Lesley A. DuTemple www.nationalgeographic.com For students at a Grade 12 reading level: www.nationalgeographic.com/maps • Mornings on Horseback, by David McCullough

260D Introducing Chapter Chapter Focus BBecomingecoming a MAKING CONNECTIONS World Power How Are Empires Built? Essential Question: What 1872 –1917 geographic considerations might have played a role in SECTION 1 The Imperialist Vision where the United States built SECTION 2 The Spanish-American War its empire? (Latin America was SECTION 3 New American Diplomacy located just to the south of the United States; East Asia, located due west across the Pacific Ocean, was also being exploited by European powers. Both areas were accessible to the U.S. Navy.) Essential Question: Why do some experts say that today the United States is the world’s sole superpower? (Today, the United States is one of the world’s richest nations; it has more military power than any other nation.) OL

A tugboat tows the battleship USS Ohio through the recently completed Panama Canal, July 1915. Teach 1893 1878 • Americans • U.S. signs treaty with overthrow Queen Big Ideas Samoa to use Pago Liliuokalani of Pago harbor Hawaii As students study the chapter, Hayes Garﬁ eld Arthur Cleveland B. Harrison Cleveland remind them to consider the Big 1877–1881 1881 1881–1885 1885–1889 1889–1893 1893–1897 Ideas presented at the beginning of each section. The Essential U.S. PRESIDENTS U.S. EVENTS Questions in the activities below 1872 1882 1892 tie in to the Big Ideas and help WORLD EVENTS students think about and under- 1874 1882 1889 1894 stand important chapter con- • Britain annexes • Germany, Austria, and • First Pan-American • Sino-Japanese Fiji Islands Italy form Triple Alliance conference is held War breaks out cepts. In addition, the Hands-on Chapter Project relates the content from each section to the Big 260 Chapter 7 Becoming a World Power Ideas. The steps in each section build on each other and culmi- nate in the Wrap-up activity on Section 1 Section 2 the Visual Summary page. The Imperial Vision The Spanish-American War Essential Question: Why did the United Essential Question: Was sympathy for the States seek to become an imperialist Cuban people or economic expansion the power? (National pride; an extension of major reason why the United States declared Manifest Destiny; businesses sought new markets war on Spain? (Students’ answers will vary, but for their products) Point out that in Section 1 they should point out that the causes of the war students will learn about why the United were intertwined.) Point out that in Section 2 States began an imperialist foreign policy. OL students will learn the causes of the Spanish- American War. OL

260 Introducing Chapter Audio MAKING CONNECTIONS Chapter How Are Empires Built? International economic and military competition convinced the United States it must become a world power. In the late 1800s, the United States increased its trade and military presence in More About the East Asia and Latin America, and by the early 1900s, it had created an American empire. Photo • Why do you think the United States focused on East Asia and Latin America? Visual Literacy The chapter • What factors make a nation a world power? opening photograph was taken on July 16, 1915. It shows the tugboat Tavernela towing the battleship USS Ohio through the Gaillard Cut of the Panama Canal.

Dinah Zike’s Foldables Dinah Zike’s Foldables are three-dimensional, interactive graphic organizers that help students practice basic writing skills, review vocabulary terms, and identify main ideas. Instructions for creating and using Foldables can be found in the Appendix at the end of this book and in the Dinah Zike’s Reading and Study Skills

1898 Foldables booklet. • U.S. declares war on Spain 1904 Taking Notes Create a Concept-Map Book • Panama Canal Foldable to help you take basic notes about the McKinley T. Roosevelt construction Taft relationship between economic and military 1897–1901 1901–1909 1909–1913 begins power. As you read the chapter, write details • Roosevelt Corollary under each tab and be U.S. Expansion is issued careful to note the years Economic Military Visit glencoe.com and in which events and Power Power developments occurred. enter code 1902 1912 TAVMT5154c7T for Chapter 7 resources, including a Chapter 1899 1900 1904 • John Hay sends • Boxer Rebellion • Russo-Japanese War begins Visit glencoe.com Overview, Study Central™,

Open Door notes begins in China and enter code TAVMT5147c7 for Study-to-Go, Student Web Chapter 7 resources. Activity, Self-Check Quiz, and

Chapter 7 Becoming a World Power 261 other materials.

Section 3 New American Diplomacy Essential Question: Why did the United States use diplomacy to achieve its economic objectives in Asia? (Diplomacy, rather than war, allowed the United States as well as the European powers access to Asian markets.) Point out that in Section 3 students will learn about the success of the Open Door Policy in Asia. OL

261 Chapter 7 • Section 1 Section 1 Section Audio Spotlight Video Focus The Imperialist Vision

Bellringer uring the late 1800s, the desire to find new mar- Guide to Reading kets, increase trade, and build a powerful navy Daily Focus Transparency 7-1 D

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: B Big Ideas caused the United States to become more involved in Teacher Tip: Explain to students that primary sources are UNIT original records of events written by people who 2 DAILY FOCUS SKILLS witnessed or participated in the events. Chapter 7 TRANSPARENCY 7-1 Economics and Society In the late Analyzing Primary Sources international affairs.

Directions: Answer the following ANNEXATION OF HAWAII question based on the quote. 1800s, many Americans wanted the Which of the following Kauai statements most accurately Molokai describes what Mark Twain thought was the main rea- United States to expand its military and Niihau Oahu Maui son for the annexation of Lanai Hawaii? Kahoolawe A to teach the islanders economic power overseas. The traders brought labor and Hawaii Christianity fancy diseases – in other words, long, B to place the islands under Building Support for Imperialism deliberate, infallible destruction – and American control the missionaries brought the means C to teach the American work of grace and got [the islanders] ready. ethic to the islanders So the two forces are working together Content Vocabulary D to promote medical research harmoniously . . . [so the] islands [will MAIN Idea be] in the hands of the whites. A desire for world markets and belief in the superiority of — Mark Twain (p. 262) Letter From the Sandwich Islands • imperialism Anglo-Saxon culture led the United States to assert itself as a world power. • protectorate (p. 262) HISTORY AND YOU Do you remember what role George Washington Academic Vocabulary thought the United States should play in world affairs? Read to learn why Americans’ opinions changed in the 1880s. Guide to Reading • expansion (p. 263) • conference (p. 267) Answers: In the years immediately following the Civil War, most Americans I. Building Support for People and Events to Identify showed little interest in expanding their nation’s territory outside the • Anglo-Saxonism (p. 264) Imperialism United States or increasing its international influence. Instead, they • Matthew C. Perry (p. 265) focused on reconstructing the South, building up the nation’s indus- A. A Desire for New Markets • Queen Liliuokalani (p. 266) tries, and settling the West. Beginning in the 1880s, however, eco- B. A Feeling of Superiority • Pan-Americanism (p. 267) nomic and military competition from other nations, as well as a growing feeling of cultural superiority, convinced many Americans C. Building a Modern Navy Reading Strategy that the United States should become a world power. II. American Expansion in the Organizing As you read about the Pacific development of the United States as a world power, use the major headings of A Desire for New Markets A. Perry Opens Japan the section to create an outline similar Several European nations were already expanding overseas, a B. Annexing Hawaii to the one below. development known as the New Imperialism. Imperialism is the III. Diplomacy in Latin America The Imperialist Vision economic and political domination of a strong nation over weaker I. Building Support for Imperialism ones. Europeans expanded their power overseas for many reasons. A. B. Factories depended on raw materials from all over the world. No C. country had all of the resources its economy needed. In addition, by II. A. the late 1800s, most industrialized countries had placed high tariffs B. against each other. These tariffs were intended to protect a nation’s To generate student interest and industries from foreign competition. The tariffs reduced trade provide a springboard for class between industrialized countries, forcing companies to look for other markets overseas. discussion, access the Chapter 7, At the same time, the growth of investment opportunities in Section 1 video at glencoe.com or Western Europe had slowed. Most of the factories, railroads, and on the video DVD. mines that Europe’s economy needed had been built. Increasingly, Europeans began looking overseas for places to invest their capital. They started to invest in industries located in other countries, particu- larly in Africa and Asia. To protect their investments, European nations began exerting control over those territories. Some areas became colonies. Many Resource Manager others became protectorates. In a protectorate, the imperial power

262 Chapter 7 Becoming a World Power

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Additional Resources Teacher Edition Additional Resources Teacher Edition Teacher Edition • Guided Read. Act., URB • Draw. Concl., p. 264 • Foldables, p. 64 • Persuas. Writing, • Inferring, p. 263 p. 46 • Identify. Central Issues, • Academic Vocab. Act., pp. 263, 264 • Content Vocab. Act., p. 266 URB p. 27 • Descrip. Writing, p. 265 Additional Resources URB p. 25 • Read. Essen., p. 70 • Prim. Source Read., URB Additional Resources p. 35 • Link. Past/Present, URB • Reading Skills Act., p. 32 p. 19 • Quizzes and Tests, p. 95 Chapter 7 • Section 1 Causes of American Imperialism

American imperialism had three main causes: 1. The belief in the superiority of American culture 3. OVERSEAS MARKETS Teach 2. The belief that the nation needed a large navy for security, with bases overseas “[W]e are raising more than we can consume, . . . 3. The belief that the economy needed overseas markets making more than we can use. Therefore we must find new markets for our produce…” S Skill Practice —Albert Beveridge, quoted in The Meaning of the Times and Other Speeches Inferring Ask: Based on the 1. ANGLO-SAXONISM quotation by John Fiske, what Exports and Imports, 1865–1900 “The work which the English race can you infer about his views of began when it colonized North 1,500 other cultures and peoples? America is destined to go on until Exports 1,200 Imports (Fiske believed that English-speaking S every land . . . that is not already the seat of an old civilization shall 900 white Christians were superior to all become English in its language, in others.) AL its religion, in political habits 600 and traditions, and to a predominant 300 extent in the blood of its people.”

—John Fiske, quoted in The Expansionists of 1898 (millions of dollars) Trade 1865 1870 1875 1880 1885 1890 1895 1900 Source: Historical Statistics of the United States. Answers: 1. Exports were growing rapidly. 2. MILITARY BASES 2. Fiske supports imperialism to bring American culture and “. . . [T]he ships of war of the United States, in civilization to other parts of war, will be like land the world; Mahan is inter- birds, unable to fly far ested in building military from their own shores. To provide resting- 1. Interpreting Based on the quote above, how do you bases so that warships can be places for them, where think Albert Beveridge would use the data shown in the refueled or repaired. they can coal and repair, graph to support his argument? would be one of the first duties of a government proposing to 2. Comparing What is the difference between Fiske’s itself the development of the power of the nation at sea.” support for expanding American power overseas and The Influence of Sea Power Upon History —Alfred Thayer Mahan, Mahan’s support for establishing military bases overseas? W Writing Support Persuasive Writing Invite allowed the local rulers to stay in control and needed new overseas markets to keep its interested students to write an protected them against rebellions and inva- economy strong. essay supporting or opposing sion. In exchange, the local rulers usually had to accept advice from the Europeans on how to Social Darwinism as justification govern their countries. A Feeling of Superiority for the United States to pursue The United States noticed the expansion of In addition to economic concerns, certain its imperialist foreign policy. AL European power overseas. As the United States other key ideas convinced many Americans to industrialized, many Americans took an inter- encourage their nation’s expansion overseas. est in the new imperialism. Until the late 1800s, Many supporters of Social Darwinism argued W the United States had expanded by settling that nations competed with each other politi- more territory in North America. Now, with cally, economically, and militarily, and that only settlers finally filling up the western frontier, the strongest would survive. To them, this idea many Americans concluded that the nation justified increasing American influence abroad. Hands-On

Chapter 7 Becoming a World Power 263 Chapter Project Step 1 Preparing a Multimedia the effects of imperialism in their assigned dents to ask questions about aspects of the Presentation country. Encourage students to use both program they find confusing. If necessary, primary and secondary resources in their pair students who have experience using Step 1: Research American Areas of research. the program with those who do not. OL Interest Tell students to focus on the following (Chapter Project continued on page 269) Directions Divide the class into small causes and effects of imperialism: econom- groups, assigning each group one of the fol- ics, naval power, national pride, Manifest lowing categories: Cuba, China, Japan, the Destiny, loss of autonomy, increased devel- Philippines, Puerto Rico, and Guam. Have opment, and war and other conflicts. students use Internet and library resources, Putting It Together Give students a tuto- as well as their textbooks, to locate and ana- rial on the software they will be using to lyze information about the reasons for and develop their presentations. Encourage stu- 263 Chapter 7 • Section 1 Many Americans, such as the well-known Influence of Sea Power upon History, 1660–1783. writer and historian John Fiske, took this In this book Mahan pointed out that many idea even further. Fiske argued that English- prosperous peoples in the past, such as the speaking nations had superior character, ideas, British and Dutch, had built large fleets of mer- C Critical Thinking and systems of government. chant ships to trade with the world. He then Fiske’s ideas, known as Anglo-Saxonism, suggested that a nation also needed a large Drawing Conclusions Ask: were popular in Britain and the United States. navy to protect its merchant ships and to How might a strong navy support Many Americans linked it with the idea of defend its right to trade with other countries. Manifest Destiny. They believed the nation’s Mahan’s book became a best-seller, helping to Fiske’s idea of Anglo-Saxonism? C (A strong navy would militarily sup- destiny had been to expand westward to the build public support for a big navy. Two power- Pacific Ocean. Now they believed the United ful senators, Henry Cabot Lodge and Albert J. port the spread of Anglo-Saxonism States was destined to expand overseas and Beveridge, pushed for constructing a new navy. In W to other places.) OL spread its civilization to other people. the executive branch, Benjamin Tracy, secretary Another influential advocate of Anglo- of the navy under President Harrison, and John Saxonism was Josiah Strong, a popular D. Long, secretary of the navy under President W Writing Support American minister in the late 1800s. Strong McKinley, strongly supported Mahan’s ideas. linked Anglo-Saxonism to Christian mis- By the 1890s, several different ideas had Persuasive Writing Have sionary ideas. His ideas influenced many come together in the United States. Business interested students write a letter Americans. “The Anglo-Saxon,” Strong leaders wanted new markets overseas. Anglo- to Senator Lodge or Senator declared, “[is] divinely commissioned to be, in Saxonism had convinced many Americans of a peculiar sense, his brother’s keeper.” By link- their destiny to dominate the world. Growing Beveridge advocating or opposing missionary work with Anglo-Saxonism, European imperialism threatened America’s ing a big navy. Encourage stu- Strong convinced many Americans to support security. Combined with Mahan’s theories, dents to share their essays with an expansion of American power overseas. these ideas convinced Congress to authorize the class. BL the construction of a large, modern navy. Building a Modern Navy Summarizing How did As imperialism and Anglo-Saxonism gained Americans’ opinions about overseas expansion change support, the United States became increas- in the late 1800s? ingly assertive in foreign affairs. Three international crises illustrated this new approach. In 1888 the country risked war to prevent Answer: Germany from taking control of Samoa in the More people believed it was South Pacific. Three years later, when a mob in Perry Arrives in Japan America’s destiny to spread its Chile attacked American sailors in the port of civilization overseas. Valparaíso, the United States threatened to go In 1853 Japan was a closed society. Its rulers had to war unless Chile paid reparations. Then, in deliberately ended contact with the outside world, 1895, the United States backed Venezuela permitting only a small amount of trade with the against Great Britain in a border dispute with Dutch and the Chinese. They were largely unaware British Guiana. After Britain rejected an of the changes the industrial revolution had American ultimatum, many newspapers and brought to Europe and the United States. Perry’s members of Congress called for war. All three black steamships, belching smoke, and moving crises were eventually resolved peacefully. without any visible sails, were something the Japanese had never seen before. As Americans became increasingly willing to risk war to defend American interests over- The Japanese had cannons and guns, but Perry’s seas, support for building a large modern navy ships carried 65 large cannons—a staggering number that represented immense power—and a began to grow. Supporters argued that if the direct threat to Japan’s many coastal castles and United States did not build up its navy and towns. Perry’s arrival carried different meanings for acquire bases overseas, European nations people living in the two countries, as shown in the would shut it out of foreign markets. two images to the right—one from Japan and the Captain Alfred T. Mahan, an officer in the other from the United States. U.S. Navy who taught at the Naval War College, best expressed this argument. In 1890 Mahan Additional published his lectures in a book called The

Support 264 Chapter 7 Becoming a World Power

Activity: Technology Connection

Shipbuilding Organize interested students tion about recently built ships. Each group into two groups. Have one group use library or should make posters detailing their findings. Internet resources to find out more information Have a spokesperson from each group present about the Great White Fleet. Students should their findings to the class. Then ask the entire find out at what shipyards the ships were built; class to write a brief paragraph comparing one the size, length, and displacement of the ships; aspect of shipbuilding in the early 1900s with and how the ships were powered. Have the modern-day shipbuilding. OL other group find out the same types of informa-

264 several petitions from Congress, President Chapter 7 • Section 1 American Expansion Millard Fillmore decided to force Japan to trade in the Pacific with the United States. He ordered Commodore Matthew C. Perry to take a naval expedition MAIN Idea The desire for new markets led to to Japan to negotiate a trade treaty. W Writing Support trade with Japan and the annexation of Hawaii. On July 8, 1853, four American warships Descriptive Writing Have HISTORY AND YOU What products do you use under Perry’s command entered Edo Bay (today that are made in Japan? Read how the United States known as Tokyo Bay). The display of American students compare the two paint- and Japan first became trading partners. technology and firepower impressed the ings of Commodore Perry’s ships Japanese, who had never before seen steam- shown on this page. Then have From the earliest days of the Republic, ships. Realizing that they could not resist Americans had expanded their nation by modern Western technology and weapons, the students write a paragraph moving westward. When Americans began Japanese agreed to sign the Treaty of Kanagawa. describing how the two artists looking overseas for new markets in the 1800s, In addition to granting the United States portrayed the ships. Encourage permission to trade at two ports in Japan, the therefore, they naturally tended to look toward students to share their essays with the Pacific. Even before imperialist ideas treaty called for peace between the two coun- became popular, American businesses had tries; promised help for any American ships the class. BL begun sending ships to trade in East Asia. and sailors shipwrecked off the Japanese coast; and gave American ships permission to buy supplies such as wood, water, food, and coal in Analyzing VISUALS the Japanese ports. Perry Opens Japan The American decision forcing Japan to Many American business leaders believed open trade played an important role in Japanese Answers: that the United States would benefit from history. Japanese leaders concluded that it was 1. same: smoke, smokestacks, trade with Japan, as well as with China. Japan’s time to remake their society. They adopted sails, waves; different: shape rulers, however, who believed that excessive Western technology and launched their own contact with the West would destroy their cul- industrial revolution. By the 1890s, the Japanese of the ship, Asian elements on ture, allowed only the Chinese and Dutch to had a powerful navy and had begun building the Japanese print are not trade with their nation. In 1852, after receiving their own empire in Asia. shown on the American painting ▲ American painter James Evans entitled 2. The Japanese print makes the his work “Commodore Perry Carrying the Gospel of God to the Heathen, 1853.” Americans look aggressive W and threatening; the

American painting makes the ▲ This Japanese color print depicts one artist’s perspective of Perry’s “black ships” that arrived in Japan in 1853. ship appear majestic and the mission divinely inspired.

Analyzing VISUALS 1. Comparing What elements did both the American and Japanese artists depict the same way? Which were different? 2. Making Inferences What impression of the Americans does the Japanese image convey? What is the American painting communicating about Perry’s mission? Differentiated

Chapter 7 Becoming a World Power 265 Instruction (l)Nagasaki Museum of History and Culture, (r)James G. Evans/Chicago History Museum (1932.21)

Name Date Class

★ Time Line Activity 7

United States Expansion DIRECTIONS: Use the information on the time line to answer the questions below. Illustrating Expansion: Make a Map 1900 Hawaii becomes a territory of the United States. 1876 Colorado becomes a state. 1901 The Cuba convention makes that country 1889 North and South Dakota, Montana, a protectorate of the United States. and Washington become states. 7 1903 United States acquires perpetual 1890 Idaho and Wyoming become states. control of the Panama Canal.

1875 1885 1895 1905 1915 Objective: Create a map to show the expansion of U.S. ter- Differentiated Instruction Strategies CHAPTER

1896 Utah becomes a state. 1912 Arizona and New Mexico become states. 1898 The Treaty of Paris with Spain makes Cuba an independent country, gives Puerto Rico and Guam to the United States, 1907 Oklahoma becomes the 46th state. ritory from 1872–1912. and gives the Philippines to the United States for $20 million. BL Write a list of the states that joined the 1. In what year were four states added to the union? List the four states. Focus: Give each student a copy of a world map. Union from 1872 to 1912.

2. With what country did the United States sign the Treaty of Paris? What were the conditions of the treaty? Teach: Make a list of the states, countries, and territo- AL Research each of the states that joined 3. What three states on the time line were added to the union after 1900, and in what years were they added?

4. In what year was Hawaii made a territory of the United States? ries that were involved in events that led to the Union from 1872 to 1912. Find out 5. What state was added to the union on the 100th anniversary of the United States?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, 6. What artificial waterway connecting the Atlantic and Pacific Oceans came under U.S. expansion. their size and determine in square United States control? In what year? 31 Assess: Identify which areas became new parts of miles how much territory was added Time Line Activity 7, the U.S. during this time period. URB p. 31 Close: Draw a new map or color the world map to ELL Based on the time line, make a list of show the expansion of U.S. territory. the years in which new states were added to the Union. 265 Chapter 7 • Section 1

Queen Liliuokalani 1838–1917 Queen Liliuokalani was the last ruling Answer: monarch of the Hawaiian Islands. A group of white sugar planters had forced her Planters revolted against predecessor to accept a new constitution Liliuokalani because they wanted that minimized the power of the monarchy, gave voting rights to Americans and Hawaii to become part of the Europeans, and denied voting rights to most Hawaiians and all Asians. United States. As queen, Liliuokalani was determined to regain royal power and reduce the power of foreigners. On January 14, 1893, she issued a new constitution, which restored the power of the monarchy and the rights of the Hawaiian C Critical Thinking people. In response, a group of planters led by Sanford B. Dole launched Identifying Central Issues a revolt. Under protest, Liliuokalani surrendered her throne on January 17. After supporters led a revolt in an attempt to restore her to power in Ask students to review the conflict 1895, Liliuokalani was placed under house arrest for several months. After between the Hawaiian rulers and her release, she lived out her days in Washington Palace in Honolulu. ▲ Sanford B. Dole gives Hawaii, represented as the Why did sugar planters lead a revolt against Queen Liliuokalani? bride, to Uncle Sam. the planters. Ask: What is the main issue at the root of the conflict between these two groups? For an Annexing Hawaii that limited the king’s authority. As tensions (who would be the ruler of the example of mounted between the planters and Hawaiians, Hawaiian Islands) OL American views on As trade with Asia grew during the 1800s, Congress passed a new tariff in 1890 that gave annexing Hawaii Americans began seeking ports where they subsidies to sugar producers in the United read “President could refuel and resupply while crossing the States. The subsidies made Hawaiian sugar Harrison on Pacific Ocean. Pago Pago, in the Samoan Hawaiian more expensive than American sugar. Unable Annexation” on Islands, had one of the finest harbors in the to sell much sugar, planters concluded that the Answer: page R51 in South Pacific. In 1878 the United States nego- only way to increase sales was to have Hawaii Documents in tiated permission to open a base there. become part of the United States. It led them to annex Hawaii and American History. More important was Hawaii. Whaling ships In 1891 Queen Liliuokalani ascended the to open trade with Japan. and merchant vessels crossing the Pacific Hawaiian throne. Liliuokalani disliked the often stopped there to rest and to take on influence that American settlers had gained in supplies. In 1819 missionaries from New Hawaii. In January 1893 she tried to impose a England arrived in Hawaii. American settlers new constitution reasserting her authority as found that sugarcane grew well in Hawaii’s ruler of Hawaii. In response, a group of plant- C climate and soil. By the mid-1800s, business- ers tried to overthrow the monarchy. Supported men had established many plantations on the by the marines from the USS Boston, they islands. forced the queen to step down. Then they set A severe recession struck Hawaii in 1872. up a provisional government and asked the Three years later, worried that the economic United States to annex Hawaii. crisis might force the Hawaiians to turn to the President Cleveland strongly opposed British or French for help, the United States imperialism. He withdrew the annexation signed a treaty exempting Hawaiian sugar treaty from the Senate and tried to return from tariffs. When the treaty came up for Liliuokalani to power. Hawaii’s new leaders renewal several years later, the Senate insisted refused to restore the queen and decided to that Hawaii grant the United States exclusive wait until Cleveland left office. Five years later, rights to a naval base at Pearl Harbor. the United States annexed Hawaii. The treaty led to a boom in the Hawaiian sugar industry and wealth for the planters. Explaining How did the search In 1887 prominent planters pressured the for new markets push the United States to become a Additional Hawaiian king into accepting a constitution world power?

Support 266 Chapter 7 Becoming a World Power (l)Hawaii State Archives, (r)The Granger Collection, New York

Extending the Content

American Samoa In the mid-nineteenth new markets for imperialist powers. The elect one nonvoting congressperson to the century, islands across the Pacific attracted United States signed a “treaty of friendship U.S. House of Representatives. the interest of imperialist nations. In the and commerce” with Samoa in 1878 that South Pacific, the Samoan Islands drew the granted the U.S. a coaling and naval station attention of Germany, Britain, and the in the port of Pago Pago. In 1899 Germany United States, all of which laid claim to parts and the United States signed the Treaty of Samoa. The Samoan Islands attracted of Berlin, by which the United States attention because the islands lay in a strate- annexed the eastern islands of Samoa and gic position in the Pacific, could serve as Germany annexed the western islands. coaling stations to refuel ships, and offered Today the residents of American Samoa 266 • Section 1 Diplomacy in Latin America Chapter 7 Section 1 REVIEW MAIN Idea The United States worked to increase trade with Latin America. HISTORY AND YOU What products have you used that come from Latin America? Read to learn how the United States tried to expand its Vocabulary trade relations with Latin America. 1. Explain the significance of: imperialism, Answer: protectorate, Anglo-Saxonism, He wanted to create a customs The Pacific was not the only region where the United States Matthew C. Perry, Queen Liliuokalani, union between Latin America sought to increase its influence in the 1800s. It also focused on Pan-Americanism. and the United States. He also Latin America. Although the United States bought raw materials from this region, Latin Americans bought most of their manufac- Main Ideas wanted to create a system for tured goods from Europe. American business leaders and gov- 2. Listing Use a graphic organizer to list American nations to work out ernment officials wanted to increase the sale of American products the factors that led the United States to their disputes peacefully. to the region. They also wanted the Europeans to understand that adopt an imperialist policy in the 1890s. the United States was the dominant power in the region.

James G. Blaine, who served as secretary of state in three Factors Leading administrations in the 1880s, led early efforts to expand American to U.S. Imperialist Policy influence in Latin America. “What we want,” Blaine explained, “are the markets of these neighbors of ours that lie to the south of Assess us. . . . With these markets secured new life would be given to our 3. Describing Why and how did the manufacturers, the product of the western farmer would be in Americans force the Japanese to trade demand, the reasons for and inducements to strikers, with all their with the United States? attendant evils, would cease.” Blaine proposed that the United States invite the Latin American nations to a conference in 4. Explaining Why did Secretary of Study Central™ provides State James G. Blaine convene the Washington, D.C. The conference would discuss ways in which summaries, interactive games, the American nations could work together to support peace and Pan-American conference in 1889? to increase trade. The idea that the United States and Latin America and online graphic organizers to Critical Thinking should work together came to be called Pan-Americanism. help students review content. On October 2, 1889, Washington, D.C., hosted the first modern 5. Big Ideas Do you think the United Pan-American conference, which all Latin American nations except States should have supported the planters the Dominican Republic attended. Blaine had two goals for the in their attempt to overthrow Queen Close conference. First, he wanted to create a customs union between Liliuokalani of Hawaii? Why or why not? Latin America and the United States. He also wanted to create a 6. Evaluating How did trade with the Summarizing Ask: Why did system for American nations to work out their disputes peacefully. United States change Japanese society? the United States become an A customs union would require all of the American nations to reduce their tariffs against each other and to treat each other 7. Analyzing Visuals Study the two imperial power? (to spread equally in trade. Blaine hoped that a customs union would turn images of Perry’s ship on page 265. How American culture and civilization; the Latin Americans away from European products and toward do the artists’ perspectives vary? Do you to find new economic opportunities think the artists show any bias in their American products. He also hoped that a common system for and markets; to compete with settling disputes would keep the Europeans from meddling in representations? Why or why not? American affairs. European powers) OL Although the warm reception they received in the United Writing About History States impressed the Latin American delegates to the conference, 8. Persuasive Writing Imagine that you they rejected both of Blaine’s ideas. They did agree, however, to are living in the United States in the 1890s. create the Commercial Bureau of the American Republics, an Write a letter to the president persuading organization that worked to promote cooperation among the him to support or oppose an imperialist nations of the Western Hemisphere. In 1920 the name was policy for the United States. changed to the International Bureau of the American Republics. This organization was later known as the Pan-American Union and is today called the Organization of American States (OAS). Study Central™ To review this section, go Summarizing How did Secretary of State Blaine to glencoe.com and click on Study Central. attempt to increase American influence in Latin America? Section 1 REVIEW 267

Answers

1. All definitions can be found in the section 4. He convened the conference to support 7. Each artist depicts the ship from his own and the Glossary. peace and increase trade among the point of view. Both artists are biased in their 2. feeling of superiority, interest in expanding nations in the Americas. representations because each is expressing trade, need for strategic military bases, 5. Students’ answers will vary. Students should the viewpoint of his or her nation. European competition be able to defend their points of view. 8. Letters should express a clear point of view. 3. Pressured by Congress, which in turn had 6. Many Japanese leaders determined that it been pressured by American businessmen, was time to remake and modernize their President Millard Fillmore sent Matthew C. society. They launched an industrial revolu- Perry and a naval expedition to Tokyo to tion and built a navy, and then they began open Japan. The Japanese were impressed to build an empire. by modern ships and technology, against which they could not compete. 267 Chapter 7 • Section 2 Section 2 Section Audio Spotlight Video Focus The Spanish-American War

Bellringer uring the Spanish-American War, the United Guide to Reading States defeated Spanish troops in Cuba and the Daily Focus Transparency 7-2 D

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: B Big Ideas Philippines. Afterward, the United States annexed the Teacher Tip: Explain to students that primary sources are UNIT original records of events written by people who 2 DAILY FOCUS SKILLS witnessed or participated in the events. Chapter 7 TRANSPARENCY 7-1 Trade, War, and Migration The Analyzing Primary Sources Philippines and became an imperial power.

Directions: Answer the following ANNEXATION OF HAWAII question based on the quote. United States defeated Spain in a war, Which of the following Kauai statements most accurately Molokai describes what Mark Twain thought was the main rea- acquired new overseas territories, and Niihau Oahu Maui son for the annexation of Lanai Hawaii? Kahoolawe A to teach the islanders became an imperial power. The traders brought labor and Hawaii Christianity fancy diseases – in other words, long, B to place the islands under deliberate, infallible destruction – and American control the missionaries brought the means The Coming of War C to teach the American work of grace and got [the islanders] ready. ethic to the islanders So the two forces are working together Content Vocabulary D to promote medical research harmoniously . . . [so the] islands [will be] in the hands of the whites. MAIN Idea In support of the Cuban rebellion and in retaliation for the — Mark Twain (p. 269) Letter From the Sandwich Islands • yellow journalism loss of the USS Maine, the United States declared war on Spain. • autonomy (p. 270) • jingoism (p. 271) HISTORY AND YOU Do you remember what led the American colonists to declare their independence from Britain? Read about another colony that Guide to Reading Academic Vocabulary fought for independence from a colonial ruler. • intervene (p. 270) Answers to Graphic Organizer: • volunteer (p. 272) By 1898 Cuba and Puerto Rico were Spain’s last remaining colo- sinking of the Maine; sympathy for nies in the Western Hemisphere. Cubans had periodically revolted People and Events to Identify against Spanish rule, and many Americans regarded the Spanish as Cuban revolution; need to protect (p. 268) • José Martí tyrants. Ultimately, the United States issued a declaration of war. (p. 269) American investments in Cuba • William Randolph Hearst Although the fighting lasted only a few months, the “splendid little (p. 269) • Joseph Pulitzer war,” as Secretary of State John Hay described it, dramatically altered (p. 272) • Emilio Aguinaldo the position of the United States on the world stage. • Platt Amendment (p. 274) • Foraker Act (p. 275) Reading Strategy The Cuban Rebellion Begins To generate student interest and Organizing As you read about the Cuba was one of Spain’s oldest colonies in the Americas. Its sugar- provide a springboard for class Spanish-American War, complete a cane plantations generated considerable wealth for Spain and pro- graphic organizer like the one below discussion, access the Chapter 7, duced nearly one-third of the world’s sugar in the mid-1800s. Until by listing the circumstances that Section 2 video at glencoe.com or Spain abolished slavery in 1886, about one-third of the Cuban popu- contributed to war with Spain. on the video DVD. lation was enslaved and forced to work for wealthy landowners on the plantations. Factors Contributing to Declaration of War In 1868 Cuban rebels declared independence and launched a guerrilla war against Spanish authorities. Lacking internal support, the rebellion collapsed a decade later. Many Cuban rebels then fled to the United States. One of the exiled leaders was José Martí, a writer and poet. While living in New York City in the 1880s, Martí brought together Cuban exile groups living in the United States. The groups raised funds, purchased weapons, and trained troops in preparation for an invasion of Cuba. By the early 1890s, the United States and Cuba had become closely linked economically. Cuba exported much of its sugar to the United States, and Americans had invested approximately $50 million in Cuba’s sugar plantations, mines, and railroads. These economic ties created a crisis in 1894, when the United States imposed a new tariff Resource Manager on sugar that devastated Cuba’s economy. With Cuba in financial

268 Chapter 7 Becoming a World Power

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Additional Resources • Using Contxt. Clues, • Analy. Prim. Sources, • Visual/Spatial, p. 270 • Persuasive Writing, • Read. Essen., p. 73 p. 270 p. 269 pp. 269, 273 • Reinforcing Skills Act., • Inferring, p. 274 • Making Infer., p. 271 Additional Resources URB p. 29 • Draw. Concl., p. 272 • Am. Art and Music Act., Additional Resources • Comparing, p. 274 URB p. 37 • Guided Read. Act., URB • Enrich. Act., URB p. 43 p. 47 Additional Resources • English Learner Act., • Prim. Source Read., URB • Hist. Analysis Skills Act., URB p. 23 p. 33 URB p. 20 • Quizzes and Tests, p. 96 Chapter 7 • Section 2 Causes of the Spanish-American War YELLOW JOURNALISM

The Spanish-American War had four main causes: 1. The Cuban Rebellion against Spain Teach 2. American desire to protect its investments in Cuba 3. Yellow journalism that intensified public anger at Spain 4. The explosion of the USS Maine C Critical Thinking CUBANS REBEL AGAINST SPAIN ▲ Dramatic and emotional stories in newspapers owned by Hearst and Pulitzer described Spanish Analyzing Primary Sources ▲ Spanish atrocities in Cuba and enraged the American Have students study the Primary oppression of the people, some of whom began to call for war. Cuban people Source feature on this page. triggered a rebellion that THE MAINE EXPLODES, 1898 C Ask: What events caused earned the sympathy of many American public opinion to favor Americans, some the Cubans? What event caused of whom began providing arms the United States to declare war and money to the rebels. on Spain? (the Cuban revolution, yellow journalism, and U.S. eco- U.S. Investment in Cuba, 1897 nomic involvement; the sinking of the Maine) 25 24 20.5 20 ▲ President McKinley sent the battleship Maine to Cuba to help Americans evacuate. When the ship exploded, 15 an enraged nation blamed Spain, and “Remember the Analyzing VISUALS Maine!” became the battle cry for war. 10

▲ With $30 to $50 5 3 3 million invested in Answers: 2.7 Cuba and nearly Analyzing VISUALS 0 $100 million in 1. the oppression of the Cuban annual trade, 1. Interpreting What do you think contributed to Sugar Other people by the Spanish

Investments (millions of dollars) Mining American business American sympathy with the Cubans? Railroads leaders wanted Agricultural 2. Identifying Central Issues What role did eco- 2. The United States had money Manufacturing Spain out of Cuba Source: America’s Stake in International Investments. and an end to the nomics play in the lead-up to war with Spain? invested in Cuba in the late rebellion. 1890s and sought to protect those economic interests. distress, Martí’s followers launched a new What caused most Americans to support the rebellion in February 1895. Although Martí rebels were the stories of Spanish atrocities died during the fighting, the rebels seized con- reported in two of the nation’s major news- trol of eastern Cuba, declared independence, papers, the New York Journal and the New York and formally established the Republic of Cuba World. The Journal, owned by William in September 1895. W Writing Support Randolph Hearst, and The World, owned by W Joseph Pulitzer, competed with each other to Persuasive Writing Have stu- America Supports Cuba increase their circulation. The Journal reported dents write a letter to the editor of outrageous stories of the Spanish feeding When the uprising in Cuba began, President Cuban prisoners to sharks and dogs. Not to be the New York Journal supporting or Grover Cleveland declared the United States outdone, The World described Cuba as a place opposing the newspaper’s views neutral. Outside the White House, however, with “blood on the roadsides, blood in the on the uprising in Cuba. BL many people openly supported the rebels. fields, blood on the doorsteps, blood, blood, Some citizens compared the Cubans’ struggle blood!” This kind of sensationalist reporting, to the American Revolution. A few sympathetic in which writers often exaggerated and even Americans even began smuggling guns from made up stories to attract readers, became Florida to the Cuban rebels. known as yellow journalism. Hands-On

Chapter 7 Becoming a World Power 269 Chapter Project (tr)The Granger Collection, New York, (br)Kurz & Allison/The Granger Collection, New York Step 2 Preparing a Multimedia chronology, cause-and-effect, or organiza- Putting It Together Have students review Presentation tion by subcategory. their presentation once they have entered Once groups have determined the format, their information to verify the accuracy of Step 2: Organizing Information on have them begin assembling the infor- the information and to make sure nothing the Presentation Groups begin to cre- mation they want to include in their presen- has been left out. OL ate and organize their presentations. tations. Encourage students to use primary (Chapter Project continued on page 277) Directions Have students meet in their source quotes, informational text, diagrams, groups with the notes they have taken on photographs, or even drawings they’ve cre- their assigned country. Have groups discuss ated. Students may also use propaganda how they want to organize the information from the period. they’ve gathered. Suggest the options of

269 Chapter 7 • Section 2 Although the press invented sensational the war, believing it would cost too many lives stories, Cubans indeed suffered horribly. The and hurt the economy. In September 1897, he Spanish sent nearly 200,000 troops to the asked the Spanish if the United States could R island to put down the rebellion and appointed help negotiate an end to the conflict. He made R Reading Strategy General Valeriano Weyler as governor. Weyler’s it clear that if the war did not end soon, the harsh policies quickly earned him the nick- United States might have to intervene. Using Context Clues Have name “El Carnicero” (“The Butcher”). Spain removed Weyler from power and students reread the first para- The Cuban rebels staged hit-and-run raids, offered the Cubans autonomy—the right to graph under “Calls for War” on burned plantations and sugar mills, tore up their own government—but only if Cuba this page. Using clue words railroad tracks, and attacked supply depots. remained part of the Spanish empire. The Knowing that many American businesses had Cuban rebels refused to negotiate. and phrases such as “believing investments in Cuba, the rebels hoped that the Spain’s concessions enraged many Spanish it would cost too many lives,” destruction of American property would lead loyalists in Cuba. In January 1898, the loyalists “hurt the economy,” and “asked to American intervention in the war. rioted in Havana. Worried that Americans in To prevent Cuban villagers from helping the Cuba might be attacked, McKinley sent the the Spanish if the United States rebels, Weyler herded hundreds of thousands battleship USS Maine to Havana in case the could help negotiate an end to of rural men, women, and children into “recon- Americans had to be evacuated. the conflict,” ask students to centration camps,” where tens of thousands On February 9, 1898, the New York Journal define the term intervene. died of starvation and disease. News reports of printed a letter intercepted by a Cuban agent. these camps enraged Americans. Written by Enrique Dupuy de Lôme, the Students should note that the Spanish ambassador to the United States, the term means “to get involved or to Calls for War letter described McKinley as “weak and a interfere.” BL bidder for the admiration of the crowd.” The In 1897 Republican William McKinley nation erupted in fury over the insult. R became president of the United States. The Then, on the evening of February 15, 1898, Differentiated new president did not want to intervene in while the Maine sat in Havana Harbor, it was D ripped apart by an explosion and sank. No one is Instruction sure why the Maine exploded. An investigation Visual/Spatial Have interested The Spanish-American War students create a map of Cuba. Using library or Internet resources, When the United States U.S. Deaths in the The Battle for Cuba, 1898 declared war on Spain, Spanish-American War students should show the location the U.S. Army had 0 100 kilometers Tampa U.S. forces of the battles that occurred dur- approximately 25,000 0 100 miles UNITED Spanish forces Miller projection U.S. naval blockade soldiers. Spain had Battle STATES ing the Spanish-American War Bahamas Major battle roughly 200,000 in 385 On Feb. 15, 1898, the U.K. and the position of the American Cuba alone. To expand USS Maine sinks. Key West Food Poisoning ATLANTIC its forces, the govern- navy around the island. Display and Disease N OCEAN ment called into service 2,061 the maps in the classroom. S BL soldiers from the state W E HA Havana FT ER militias and also S Source: The Nystrom Atlas of CUBA enlisted 20,000 volun- United States History. teers in the army. MI Santiago Among those volunteers LES de Cuba D 20°N was the First Volunteer Cavalry, nicknamed the Jamaica HAITI

Rough Riders, under the U.K. C

command of Colonels E

R Leonard Wood and On July 3, 1898, the A Caribbean Spanish ﬂeet tries to Theodore Roosevelt. ﬂee but is destroyed. Sea

Battle of San Juan Heights On July 1, 1898, Teddy Roosevelt and the Rough Riders go into battle. Additional

Support 270 Chapter 7 Becoming a World Power 80°W

Extending the Content

The Rough Riders When Congress called “We drew recruits from Harvard, Yale, and the mining prospector . . . From the for raising three cavalry units, Assistant Princeton . . . from clubs like the Somerset, of Indian Territory there came a number of Secretary of the Navy Theodore Roosevelt Boston, and Knickerbocker, of New York . . . Indians—Cherokees, Chickasaws, Choctaws, leapt at the opportunity to recruit his diverse Four of the policemen who had served under and Creeks.” acquaintances. The background of these me while I was President of the New York recruits reflected Roosevelt’s affluent back- Police Board . . . the high jumper . . . the foot- ground and interests as an outdoorsman and ball players . . . the steeple-chase rider . . . the hunter, as he later recounted: crack polo player . . . the cowboy, the hunter,

270 in the 1970s suggested that the spontaneous Chapter 7 • Section 2 combustion of a coal bunker aboard the ship A War on Two Fronts caused the explosion, but a study in the 1990s MAIN Idea The United States fought and concluded that a mine could have done the dam- defeated Spain in both the Caribbean and the age. In 1898, however, many Americans believed Pacific. C Critical Thinking it was an act of sabotage by Spanish agents. HISTORY AND YOU Have you ever had to plan a “Remember the Maine!” became the rallying cry trip or an event? Read to learn about the problems Making Inferences Point out for those demanding a declaration of war American troops encountered in the war of 1898. to students that, at first, President against Spain. McKinley was reluctant to go to In response, Congress authorized McKinley The United States Navy was ready for war war with Spain but eventually to spend $50 million for war preparations. with Spain. The navy’s North Atlantic Squadron McKinley faced tremendous pressure to go to blockaded Cuba, and Commodore George asked Congress for a declaration war. Within the Republican Party, jingoism— Dewey, commander of the American naval of war. Ask: Did McKinley yield C aggressive nationalism—was very strong. Many squadron based in Hong Kong, was ordered to to political pressure when he Democrats also demanded war, and Republicans attack the Spanish fleet based in the Philippines. feared that if McKinley did not go to war, the The Philippines was a Spanish colony, and asked Congress to declare war Democrats would win the elections in 1900. American naval planners wanted to prevent on Spain? (Students might infer Finally, on April 11, 1898, McKinley asked the Spanish fleet based there from sailing east that because many Republicans Congress to authorize the use of force. to attack the United States. and some Democrats favored war, On April 19, Congress proclaimed Cuba independent, demanded that Spain withdraw McKinley felt he had no choice but from the island, and authorized the president The Battle of Manila Bay to ask Congress for war.) OL to use armed force if necessary. In response, on A short time after midnight, on May 1, 1898, April 24, Spain declared war on the United Dewey’s squadron entered Manila Bay in the States. For the first time in 50 years, the United Philippines. As dawn broke, four American States was at war with another nation. ships in the squadron opened fire and rapidly destroyed all eight of the severely outgunned Examining What conditions led Answer: Spanish warships. to the Cuban rebellion in 1895? Spanish oppression, Spanish economic exploitation

CHINA The Battle for the Philippines

Hong Kong U.K. Japan Analyzing GEOGRAPHY

On May 1, 1898, Commodore Dewey’s ﬂeet destroys the Spanish ﬂeet in Manila Bay. 20°N Answers:

N 1. near Santiago and Manila

W E Manila PACIFIC 2. Both are islands, and the Bay S Manila OCEAN American navy was much South China stronger than the Spanish Sea navy. Analyzing GEOGRAPHY 10°N 1. Location Where did the major ▲ U.S. soldiers battle take place? Spanish colony fight near 2. Human-Environment Interaction U.S. forces Manila while How are the geography of Cuba and Major battle Emilio Aguinaldo, to the right, the Philippines similar? How did this help the Americans? 0 200 kilometers leads a revolt against the 0 200 miles Spanish. See Miller projection StudentWorksTM Plus or glencoe.com. Additional Support

Activity: Collaborative Learning

Writing a Feature Article Organize the Then have the groups combine the articles students into groups of four. Have each stu- into a small newspaper. Encourage students dent in the group write a feature article to share their newspapers with others in the about the causes of the Spanish-American class. OL War from one of the following points of view: a U.S. soldier, a yellow journalist, a wife of a crew member of the USS Maine, or a Cuban who had been forced to live in a reconcentration camp. Have the group review and critique each feature article. 271 Chapter 7 • Section 2 Dewey’s quick victory took McKinley and seizing Kettle Hill, Roosevelt and his men his advisers by surprise. The army was not yet assisted in the capture of San Juan Hill. ready to send troops to help Dewey. Hastily, The all-black 9th and 10th Cavalry Regi- the army assembled 20,000 troops to sail from ments accompanied the Rough Riders up C Critical Thinking San Francisco to the Philippines. On the way, Kettle Hill. Roughly one-fourth of the American the Americans also seized the island of Guam, troops fighting in Cuba were African Americans, Drawing Conclusions The another Spanish possession in the Pacific. four of whom received the Medal of Honor for text states that both the Spanish While waiting for the American troops to their bravery during the war. and American militaries believed arrive, Dewey contacted Emilio Aguinaldo, a The Spanish commander in Santiago pan- that the war would be decided at Filipino revolutionary leader who had staged icked after the American victories at El Caney an unsuccessful uprising against the Spanish and the San Juan Heights and ordered the sea. Ask: What factors would in 1896. Aguinaldo quickly launched a new Spanish fleet in the harbor to flee. As they lead military planners to that rebellion against the Spanish. While the rebels exited the harbor on July 3, American warships conclusion? (The Americans did took control of most of the islands, American attacked them, sinking or beaching every troops seized the Philippine capital of Manila. Spanish vessel. Two weeks later, the Spanish not have a large navy at the begin- troops in Santiago surrendered. Soon after- ning of the war, but they still American Forces in Cuba wards, American troops occupied the nearby needed to send troops to Cuba or Spanish colony of Puerto Rico as well. The Spanish in Cuba were not prepared for other Spanish-controlled areas. The war. Tropical diseases and months of fighting Comparing How prepared was Spanish fleet, however, was old; yet rebels had weakened their soldiers. Their war- the U.S. Army as compared to the U.S. Navy to fight a war against Spain? the Spanish needed to send new ships were old and their crews poorly trained. C Both sides knew that the war would ultimately troops to Cuba to reinforce those be decided at sea. If the United States could already there, who were tired and defeat the Spanish fleet, Spain would not be strained from fighting the Cuban able to supply its troops in Cuba. Eventually, rebels.) AL they would have to surrender. The United States Army was not prepared for war either. Although there were many volunteers, the army lacked the resources to train and equip them. In many training camps, conditions were so unsanitary that epidemics Answer: broke out, and hundreds died—far more than Should the United Although at first poorly prepared would be killed in battle with the Spanish. States Annex the in comparison to the U.S. Navy, Finally, on June 14, 1898, a force of about the U.S. Army created a plan to 17,000 troops landed east of the city of Santiago, Philippines? Cuba. The Spanish fleet, well-protected by In the Treaty of Paris of 1898, Spain attack around Santiago, frighten- powerful shore-based guns, occupied Santiago ceded control of the Philippine Islands Harbor. American military planners wanted to ing the Spanish fleet out of the to the United States. Americans were capture those guns to drive the Spanish fleet harbor and into battle with the divided over whether the United States out of the harbor and into battle with the should give the Filipinos their indepen- American navy. American fleet waiting nearby. dence or become an imperial power by Among the American troops advancing annexing the Philippines. Supporters of toward Santiago was a volunteer cavalry unit annexation argued the United States from the American west. They were a flamboy- would benefit economically and the ant mix of cowboys, miners, and law officers Filipinos would benefit from exposure known as the “Rough Riders.” Colonel Leonard to American values and principles. Wood commanded them. Theodore Roosevelt Opponents, however, considered it was second in command. hypocritical for the United States, with On July 1, American troops attacked the vil- its own colonial past, to become an lage of El Caney northeast of Santiago. Another imperial nation. force attacked the San Juan Heights. While one group of soldiers attacked San Juan Hill, Differentiated the Rough Riders attacked Kettle Hill. After

Instruction 272 Chapter 7 Becoming a World Power

Name Date Class

Primary Source Reading 7-2 ★★★★★★

A Strong Voice Reader’s Dictionary for Expansion abject: low condition or hopelessness Primary Source Readings: Recognizing Bias ★ About the Selection heathenism: uncivilized precursor: one that came before Some Americans thought that overseas supplant: to take the place of expansion was the country’s cultural destiny and religious duty. These views often were based on a mixture of the belief in the superiority of the white race, a belief in the 7 theory of evolution, and a commitment to GUIDED READING missionary work. The Reverend Josiah As you read, note how Strong refers to Strong argued along these lines in his best- race, evolution, destiny, and God in his seller, Our Country. The book increased the argument. Then answer the questions that

nation’s interest in overseas expansion. follow. CHAPTER Objective: Read to identify bias in primary sources. Differentiated Instruction Strategies

★★

t seems to me that God, with infinite wisdom and skill, is training the Anglo- ISaxon race for an hour sure to come in the world’s future. Heretofore there Focus: Read the primary source in support of BL Identify two instances of bias in the has always been in the history of the world a comparatively unoccupied land westward, into which the crowded countries of the East have poured their sur- plus populations. But the widening waves of migration, which millenniums ago rolled east and west from the valley of the Euphrates, meet to-day on our Pacific coast. There are no more new worlds. . . . The time is coming when the expansionism. selection. pressure of population on the means of subsistence will be felt here as it is now felt in Europe and Asia. Then will the world enter upon a new state of its history—the final competition of races, for which the Anglo-Saxon is being schooled. . . . Then this race of unequaled energy, with all the majesty of num- bers and the might of wealth behind it—the representative, let us hope, of the largest liberty, the purest Christianity, the highest civilization—having developed Define bias and discuss how it can affect stu- Search magazines and newspapers for peculiarly aggressive traits calculated to impress its institutions upon mankind, Teach: AL will spread itself over the earth. . . . And can anyone doubt that this competition of races will be the “survival of the fittest”? . . . Whether the feebler and more abject races are going to be regenerated and raised up, is already very much of a question. What if it should be God’s plan to people the world with better and finer material? “At the present day,” says Mr. Darwin, “civilized dents’ understanding of history. articles that show bias. Discuss how nations are everywhere supplanting barbarous nations, excepting where the climate opposes a deadly barrier, and they succeed mainly, though not exclu- sively, through their arts, which are the products of the intellect.” Thus the

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Finns were supplanted by the Aryan races in Europe and Asia, the Tartars by the Russians, and thus the aborigines of North America, Australia, and New Assess: Identify instances of bias in the selection and the bias influences the information (continued) 35 highlight the passages. presented in the article. Primary Source Reading, ELL Define each vocabulary word in URB pp. 35–36 the selection using glossaries or dictionaries. 272 • Section 2 An American Empire The Debate Over Annexation Chapter 7

MAIN Idea In defeating Spain, the United States Many people who supported annexing the acquired an overseas empire. Philippines emphasized the economic and mil- Writing Support HISTORY AND YOU Do you think Puerto Rico itary benefits of taking the islands. They would W should become the 51st state? Read how Puerto provide the United States with another Pacific Persuasive Writing Invite stu- Rico became an American territory. naval base, a stopover on the way to China, and dents to assume the perspective a large market for American goods. Other supporters believed America had a of a citizen who opposes annexa- As American and Spanish leaders met to duty to help “less civilized” peoples. “Surely this tion of the Philippines. Have them W discuss the terms for a peace treaty, Americans Spanish war has not been a grab for empire,” write a letter to the editor of a debated what to do about their newly acquired commented a New England minister, “but a lands. Cuba would receive its independence as heroic effort [to] free the oppressed and to newspaper persuading readers to promised, and Spain had agreed to the U.S. teach the millions of ignorant, debased human write letters to President McKinley annexation of Guam and Puerto Rico. The big beings thus freed how to live.” in support of their view. Remind question was what to do with the Philippines. Not all Americans supported annexation. students to use library or Internet The United States faced a difficult choice— Anti-imperialists included William Jennings remain true to its republican ideals or become Bryan, industrialist Andrew Carnegie, social resources to obtain information to an imperial power that ruled a foreign country worker Jane Addams, writer Samuel Clemens support their position. Encourage without the consent of its people. The issue (Mark Twain), and Samuel Gompers, leader of students to share their letters with sparked an intense political debate. the American Federation of Labor. the class. OL

YES NO Albert J. William Beveridge Jennings Bryan United States Senator Presidential Candidate

PRIMARY SOURCE PRIMARY SOURCE “The Opposition tells us that “It is not necessary to own Answers: we ought not to govern a people in order to trade with 1. because annexation would pro- people without their consent. them. We carry on trade vide a just, humane, and civiliz- I answer, The rule of liberty today with every part of the that all just government world, and our commerce ing government for the derives its authority from the consent of the governed, has expanded more rapidly than the commerce of any Filipinos applies only to those who are capable of self-government. European empire. . . . A harbor and coaling station in the 2. He believes that they are unciv- We govern the Indians without their consent, we govern our Philippines would answer every trade and military neces- territories without their consent, we govern our children sity and such a concession could have been secured at any ilized and childlike. without their consent. . . . Would not the people of the time without difficulty. 3. It is not necessary to own peo- Philippines prefer the just, humane, civilizing government of . . . Imperialism finds no warrant in the Bible. The com- ple to trade with them; imperi- this Republic to the savage, bloody rule of pillage and extor- mand ‘Go ye into all the world and preach the gospel to alism is not in the Bible. tion from which we have rescued them?” every creature’ has no Gatling gun attachment. . . . —from The Meaning of the Times —from Speeches of William Jennings Bryan 4. Answers will vary, but students should support their view- points with information from the text. 1. Making Inferences According to Albert Beveridge, why 3. Analyzing What are William Jennings Bryan’s two main is annexation of the Philippines an honorable decision? criticisms of imperialism? 2. Recognizing Bias What does Beveridge think of the 4. Drawing Conclusions After studying both sides of the people of the Philippines? issue, who do you think was right? Explain. Additional

Chapter 7 Becoming a World Power 273 Support

Activity: Technology Connection

Preparing a Multimedia Presentation imperialist and one anti-imperialist. Encourage Divide students into groups and have them use students to include quotes from their chosen library or Internet resources to learn more about debaters as well as background information the debate over annexation of the Philippines. on their lives. Have groups conclude their pre- Have students create a computer-based multi- sentations by imagining the reaction of both media presentation to portray both sides of the parties to McKinley’s decision to annex the debate. Groups should depict the views of one islands. AL

273 Chapter 7 • Section 2 The Debate Over Empire R Reading Strategy Inferring Have students reread the Primary Source quote from President McKinley. Ask: What can you infer about McKinley’s views of the Filipino people? (He thought they were not Christians, when in fact, most ▲ President McKinley (the waiter) prepares to take Uncle Sam’s order. The menu posted on the wall shows Filipinos were Catholic.) OL three regions of choice: the Cuba steak, the Porto [Puerto] Rico pig; and the Philippines and Sandwich Islands (Hawaii) in the Pacific.

C Critical Thinking Analyzing VISUALS Comparing Review with stu- 1. Identifying Central Issues Based on the cartoon dents the status of the Philippines on the left, what do you think McKinley is trying to and Cuba after the 1898 peace accomplish? What about Bryan? treaty and the passage of the Platt 2. Making Inferences What does the cartoon on ▲ President McKinley raises the American flag the right suggest that Uncle Sam is going to do? On Amendment. Ask: How did the over the Philippines while William Jennings what basis do you infer that? status of the Philippines and Cuba Bryan tries to chop it down. differ? (The Philippines were a territory of the United States; Cuba was Andrew Carnegie argued that the cost of an treaty, Cuba became an independent nation, empire far outweighed the economic benefits it and the United States acquired Puerto Rico nominally independent.) OL Student Web Activity Visit provided. Gompers worried that competition and Guam and agreed to pay Spain $20 mil- glencoe.com from cheap Filipino labor would drive down lion for the Philippines. After an intense debate, and complete the American wages. Addams, Clemens, and the Senate ratified the treaty in February 1899. Analyzing VISUALS activity on American others believed imperialism violated American The United States had become an imperial imperialism. principles. Despite the objections of the anti- power. imperialists, President McKinley ultimately Answers: decided to annex the islands. He later explained The Platt Amendment McKinley is supporting impe- his reasoning as follows: 1. Although the United States had promised rialism while Bryan is attack- PRIMARY SOURCE to grant Cuba its independence, President ing imperialism. “And one night late it came to me this way. . . McKinley took steps to ensure that Cuba would 2. Uncle Sam is going to choose (1) that we could not give them back to Spain— remain tied to the United States. He allowed the Cubans to prepare a new constitution for several items from the “menu.” that would be cowardly and dishonorable; (2) that we could not turn them over to France their country but attached conditions. The Platt Uncle Sam states that he can’t or Germany. . . that would be bad for business and Amendment, submitted by Senator Orville C decide which to order first. R discreditable; (3) that we could not leave them to Platt, specified the following: (1) Cuba could themselves—they were unfit for self-government. . . not make any treaty with another nation that and (4) that there was nothing left for us to do but would weaken its independence; (2) Cuba had to take them all, and to educate the Filipinos, and to allow the United States to buy or lease naval uplift and civilize and Christianize them.” stations in Cuba; (3) Cuba’s debts had to be —A Diplomatic History of the American People kept low to prevent foreign countries from land- ing troops to enforce payment; and (4) the On December 10, 1898, the United States United States would have the right to intervene Differentiated and Spain signed the Treaty of Paris. Under the to protect Cuban independence and keep order.

Instruction 274 Chapter 7 Becoming a World Power

Leveled Activities

BL Guided Reading Activity, OL American Art and Music, AL Enrichment Activity, ELL Reading Essentials and Note- URB p. 47 URB p. 37 URB p. 43 Taking Guide, URB p. 73

Name Date Class Name Date Class Name Date Class Chapter 7, Section 2 (Pages 268–275) ★ Guided Reading Activity 7-2 ★ American Art and Music Activity 7 ★ Enrichment Activity 7 ★ ★ The Spanish-American War

DIRECTIONS: Recording Who, What, When, Where, Why, and How Read the section and ✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯ Yellow Journalism answer the questions below. Refer to your textbook to write the answers. John Philip Sousa 1. How did the United States and Cuba become closely linked economically? Yellow journalism, the type of journalism competition to gain readers. After the sink- When you hear a marching band playing Then, in 1880, Sousa once again joined the practiced by some newspapers during the ing of the Maine, the Journal reported, with As you read pages 268–275 in your textbook, complete this graphic music at a local parade, who do you think Marine Band, this time as its conductor. late 1800s, first made its appearance during no evidence, that the Spanish were to blame. organizer by listing the circumstances that contributed to war with Spain. 2. Who led the February 1895 rebellion in Cuba? of? If John Philip Sousa is your answer, Over the next several years, Sousa the Spanish-American War. Yellow journal- When Frederick Remington, an illustrator then you are like many of us in thinking improved his technique and began to com- ism was characterized by large dramatic for the Journal, said that all was quiet in that this composer, more than any other, pose the marches that gave him the title headlines, unscrupulously sensational sto- Havana, Hearst is reported to have said, 3. What caused most Americans to side with the Cuban rebels against Spain? gave America a national musical identity. “The March King.” ries, and exaggerated news reports. Two “Please remain. You furnish the pictures and Factors Contributing Born on November 6, 1854, in In 1892, Sousa left the United States major newspapers practicing yellow jour- I’ll furnish the war.” The Spanish-American to Declaration of War Washington, D.C., Sousa began his musical Marine Band to begin his own band, which nalism were the New York World, owned by War was the first press-driven war. It may 4. Why did President McKinley finally send out the U.S.S. Maine to Cuba? 7 7 career early in life. He started by studying became the most successful band of the Joseph Pulitzer, and the New York Journal, be an exaggeration to claim that journalists the violin, but in 1867 decided to learn the time in the nation. His tours throughout the owned by William Randolph Hearst. These started the war, but it is fair to say that the trombone. At the age of 13, he joined the United States and Europe gained him great 5. Where was the U.S.S Maine when it exploded in 1898? two papers were engaged in an intense press fueled the public’s passion for war. United States Marine Band as an appren- popularity as a musical personality. tice. For five years he played with the band His early marches included the 1. 2. 3. CHAPTER DIRECTIONS: Analyze the headline and the cartoon below, and then answer the questions CHAPTER 6. How did Americans regard Spain at the time of the U.S.S Maine explosion? before returning to the violin as his instru- “Washington Post March” in 1889 and “The ment of choice. Although Sousa was only Liberty Bell March” in 1893. Between 1896 that follow. 18 years old at this time, he played in and and 1897 Sousa composed his most famous ★ ★ 7. Who defeated the Spanish in the Philippines? 7-2 conducted a number of theater orchestras march, the one for which he is best remem- during the next few years. This training as a bered, “The Stars and Stripes Forever.” conductor would serve him well later in his 8. What effect did tropical diseases have on Spanish forces in Cuba? career. In 1876, he played in the orchestra at the Centennial Exposition in Philadelphia. SECTION The Coming of War (page 268) 9. Where did both sides know the war ultimately would be fought? Cuba began fighting for independence from Spain in 1868. 10. Why was defeating the Spanish fleet important to the United States? In 1878, the rebellion collapsed. Many rebels fled to the United States. Americans had invested millions of dollars in Cuba’s rail- 11. How did the number of Americans who died in training camps compare to those killed Complete the roads and sugar plantations. They bought Cuban sugar. Then a in battle in Cuba? sentence. new tariff on sugar caused the sale of Cuban sugar to fall. This

Inc. hurt Cuba’s economy. Rebels rose up against Spain again in Spain offered Cuba 12. Who were the Rough Riders? February 1895 and declared Cuba independent. autonomy because Americans read stories of Spanish brutality in newspapers. 13. Who were the commanders of the Rough Riders? This sensational reporting became known as yellow journalism. Stock Montage, Although many stories were exaggerated, Cubans suffered greatly. President McKinley warned Spain that the United States might 274 14. What was the main economic argument for annexing the Philippines? intervene. Spain removed the Spanish governor of Cuba and offered Cuba autonomy, or self-rule, if it agreed to remain part of 15. What did the Foraker Act mean for Puerto Rico? the Spanish empire. The Cubans refused.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. a division of The McGraw-Hill Companies, Copyright © Glencoe/McGraw-Hill, In 1898, riots started in Havana. McKinley sent the battleship Maine to evacuate Americans in Cuba. When it exploded in

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, 16. Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Where did William Howard Taft improve education, transportation, and health care? Inc. Montage, Stock Source: www.pbs.org Havana’s harbor, Americans blamed Spain. Jingoism, or aggressive nationalism contributed to the push for war. Congress John Philip Sousa and his Chicago Band. Inset: “The March King” about 1924 ★ ★ declared war on Spain on April 19. (continued) (continued) 47 37 43 73 Reluctantly, the Cubans added the amendment to their constitu- Chapter 7 • Section 2 tion. The Platt Amendment, which effectively made Cuba an REVIEW American protectorate, remained in effect until its repeal in 1934. Section 2

Governing Puerto Rico Vocabulary Another pressing question was how to govern Puerto Rico. In 1. Explain the significance of: José Martí, Answer: 1900 Congress passed the Foraker Act, establishing a civil govern- William Randolph Hearst, Joseph Pulitzer, for: a naval base in Asia and a ment for the island. The law provided for an elected legislature, but yellow journalism, autonomy, jingoism, market for American goods, a also called for a governor and executive council, to be appointed by Emilio Aguinaldo, Platt Amendment, the president, who held final authority. Supreme Court rulings Foraker Act. chance to teach people who subsequently held that Puerto Ricans were not American citizens were regarded as less fortunate; and so did not possess the constitutional rights of citizens. Main Ideas against: cost, competition, vio- 2. Explaining Why did many Americans Congress gradually allowed Puerto Ricans greater self- lated American principles, government. In 1917 it granted Puerto Ricans American citizen- blame Spain for the explosion of the ship. Thirty years later, islanders were allowed to elect their own USS Maine? cheap labor might drive down governor. At this time a debate began over whether Puerto Rico 3. Identifying How did the U.S. fight the American wages should become a state, become independent, or continue as a Spanish-American War on two fronts? self-governing commonwealth of the United States. This debate over Puerto Rico’s status continues today. 4. Categorizing Complete the table by summarizing the effects of the United States annexing lands obtained after the Rebellion in the Philippines Spanish-American War. Assess The United States quickly learned that controlling its new Lands Annexed Effects empire would not be easy. Emilio Aguinaldo called the American decision to annex his homeland a “violent and aggressive seizure” and ordered his troops to attack American soldiers. The Philippine- American war, or Philippine Insurrection as it was referred to at Critical Thinking Study Central™ provides the time, lasted for more than three years. Approximately 126,000 5. Big Ideas How has the government of summaries, interactive games, American soldiers were sent to the Philippines to fight the insur- Puerto Rico changed since the Foraker Act and online graphic organizers to gency. More than 4,300 American soldiers died, either from com- was passed in 1900? help students review content. bat or disease, as did an estimated 50,000–200,000 Filipinos. To fight the Filipino guerrillas, the United States military adopted 6. Evaluating Why did Filipinos feel many of the same policies that America had condemned Spain for betrayed by the U.S. government after Close using in Cuba. Reconcentration camps were established to sepa- the Spanish-American War? rate Filipino guerrillas from civilians. Consequently, thousands of 7. Analyzing Visuals Study the circle Summarizing Ask: Why did people died from disease and starvation, just as they had in Cuba. graph on page 270. What caused the most the United States go to war with While American troops fought the guerrillas, the first U.S. casualties during the war? Explain. civilian governor of the islands, William Howard Taft, tried to win Spain? (public opinion favored over the Filipinos by improving education, transportation, and Writing About History Cuban uprising; to protect health care. Railroads and bridges were built. Public schools were 8. Descriptive Writing Imagine that you set up, and new health-care policies virtually eliminated diseases American economic interests in are a Filipino living during the time of the Cuba; public swayed by yellow jour- such as cholera and smallpox. These reforms slowly reduced U.S. annexation of the Philippine Islands. Filipino hostility. Write a journal entry in which you nalism; sinking of the battleship In March 1901, American troops captured Aguinaldo. A month describe your feelings about American USS Maine) OL later, Aguinaldo called on the guerrillas to surrender. On July 4, control of the islands. 1902, the United States declared the war over. Eventually the United States allowed the Filipinos a greater role in governing their own country. By the mid-1930s, they were permitted to elect their own congress and president. Finally, in 1946, the United States granted independence to the Philippines. Study Central™ To review this section, go Explaining What were the arguments for and against to glencoe.com and click on Study Central. establishing an American empire? Section 2 REVIEW 275

Answers

1. All definitions can be found in the section 4. Puerto Rico: U.S. control of its government, 6. The Filipinos believed that the United States and the Glossary. Puerto Ricans become U.S. citizens after was helping them achieve independence 2. Cuba was fighting Spain for its indepen- 1917; Philippines: some improvements in from Spain, and so they were disappointed dence, and many Americans saw the Filipino schools, roads, and healthcare. to be made part of an empire. The United Spanish as tyrants. 5. Under the Foraker Act, Puerto Ricans had States attempted to gain support by 3. The navy’s North Atlantic Squadron block- no constitutional rights or power of self- improving education, transportation, and aded Cuba. The American fleet based in government. Over time, Puerto Ricans were health care. These efforts were somewhat Hong Kong attacked the Spanish fleet in the made citizens and allowed to elect their successful. Philippines to prevent the ships from sailing own governor. Debate continues over 7. Food poisoning and disease caused the east to attack the United States. While waiting whether the commonwealth should most deaths. Sanitary conditions were poor. for the army to arrive with reinforcements, the become a state, become an independent 8. Journal entries will vary but should express navy cooperated with Filipino revolutionaries. nation, or remain as it is. a Filipino’s point of view. 275 Chapter 7 • Section 3 Section 3 Section Audio Spotlight Video Focus New American Diplomacy

Bellringer ucceeding President McKinley, President Theodore Guide to Reading Roosevelt mediated disputes in Asia and Latin Daily Focus Transparency 14-37-3 S

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: C Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: C Big Ideas America and acquired the Panama Canal Zone. Teacher Tip: Students should look carefully at each Teacher Tip: Students should look carefully at each UNIT element of the cartoon as well as the caption. UNIT element of the cartoon as well as the caption. 5 DAILY FOCUS SKILLS 2 TRANSPARENCY 14-3 ChapterChapter 147 TRANSPARENCY 7-3 Trade, War, and Migration Under Drawing Conclusions Presidents Taft and Wilson worked to increase American

Directions: Answer the following UNCLE SAM AS A PEACEMAKER question based on the cartoon and its caption. President Theodore Roosevelt, the

Which of the following trade and influence in Latin America. “I’ve just settled my quarrels at home, and you fellers will “I’ve just settled my quarrels at home, and you fellers will statements reflects popular ﬁnd I’m ready to attend to you, if you statements reflects popular ﬁnd I’m ready to attend to you, if you don’t keep quiet.” opinion about the role of United States increased its power on don’t keep quiet.” the United States in world affairs? A The United States had no the world stage. interest in world affairs. B There was no immediate necessity for becoming involved in other countries’ affairs. C The United States was ready Content Vocabulary to intervene in other coun- American Diplomacy in Asia to intervene in other countries’ affairs if necessary. D The United States did not (p. 276) want to become involved in • sphere of influence the affairs of other countries. MAIN Idea The United States pursued an Open Door policy to allow all Source: Overland Monthly, December 1896, p. 722 Source: Overland Monthly, December 1896, p. 722 (p. 277) • Open Door policy nations access to China’s markets. • dollar diplomacy (p. 281) HISTORY AND YOU Do you remember reading about a trade agreement • guerrilla (p. 283) Guide to Reading with Japan in the 1850s? Read to learn about America’s efforts to keep trade Academic Vocabulary open with China in the 1900s. Answers to Graphic Organizer: • access (p. 277) save time, save money, help the • tension (p. 280) In 1899 the United States was a major power in Asia, with naval United States remain a world bases all across the Pacific. Operating from those bases, the United People and Events to Identify States Navy—by then the third-largest navy in the world—could power • Boxer Rebellion (p. 278) exert American power anywhere in East Asia. The nation’s primary • Hay-Pauncefote Treaty (p. 280) interest in Asia, however, was not conquest but commerce. Between • Roosevelt Corollary (p. 280) 1895 and 1900, American exports to China increased fourfold. • Victoriana Huerta (p. 283) Although China bought only about two percent of American exports, • Pancho Villa (p. 283) the vast Chinese markets excited American business leaders, especially those in the textile, oil, and steel industries. To generate student interest and Reading Strategy Organizing As you read about provide a springboard for class American diplomacy complete a graphic The Open Door Policy discussion, access the Chapter 7, organizer by listing the reasons the In 1894 war erupted between China and Japan over Korea, which Section 3 video at glencoe.com or U.S. wanted a canal through Central at that time was part of the Chinese empire. Western observers were America. on the video DVD. astonished when Japan easily defeated China’s massive military. In the peace treaty, China granted Korea independence and gave Japan territory in Manchuria. The war showed that Japan had mastered Western technology and industry. It also demonstrated that China Reasons to Build Canal was far weaker than anyone had thought. The Russians were concerned about Japan’s rising power. They did not want Japan to acquire the territory in Manchuria, because it bordered Russia. Backed by France and Germany, Russia forced Japan to return the Manchurian territory it had acquired. Then, in 1898, Russia demanded China lease the territory to Russia instead. Leasing a territory meant that it would still belong to China, even though a foreign government would maintain overall control. Soon Germany, France, and Britain demanded “leaseholds” in China as well. Each “leasehold” became the center of a country’s sphere of influence, an area where a foreign nation controlled economic deve- Resource Manager lopment such as railroad construction and mining.

276 Chapter 7 Becoming a World Power

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Additional Resources • Inferring, p. 277 • Comparing, p. 279 • Visual/Spatial, pp. 278, • Persuasive Writing, • Read. Essen., p. 76 • Identify. Central Issues, 280 pp. 277, 281 • Time Line Act., URB Additional Resources p. 279 • Advanced Learners, • Descrip. Writing, p. 283 p. 31 • Guided Read. Act., URB • Draw. Concl., p. 280 p. 282 p. 48 • Analyz. Info., p. 281 • Critical Thinking Act., Additional Resources URB p. 30 Additional Resources • Diff. Instr. Act., URB p. 21 • Inter. Pol. Cartoons Act., • Authentic Assess., p. 19 URB p. 39 • Reteach. Act., URB p. 41 • Quizzes and Tests, • Historical Analysis Skills p. 97 Act., URB p. 20 Chapter 7 • Section 3 The Open Door Policy and the Boxer Rebellion

90°E 120°E

RUSSIA N What Was the Open Door Policy? Teach L. Baikal W E 1. Within its sphere of influence, each S power agreed not R Reading Strategy In June 1900, Boxer rebels to interfere with any attack foreign compounds Harbin Inferring Ask: Based on the in Peking and Tientsin. existing business Mukden interests or port trea- text, what was the United Newchwang ties of other powers. States’s motivation for putting Peking KOREA CHINA Dairen 2. Existing Chinese tariffs ▲ Secretary of W Tientsin forth the Open Door Policy? Port Arthur would remain unchanged State John Hay Tsingtao Weihaiwei in all spheres of influence and would be (The United States wanted access to JAPAN collected by the Chinese government. all of China’s markets.) TIBET Nanking Chinkiang OL Ichang Wuhu Shanghai 3. Within each sphere of influence, harbor fees 30°N N SIKKIM Chungking Kiukiang Ningpo EP and railroad charges would be the same for AL Foochow Kunming all countries, giving no special rates to the BRITISH BHUTAN Amoy W Writing Support Canton Tamsui countries whose businesses owned and oper- INDIA Formosa Macao ated the harbors and railroads. BURMA Hong Japan Persuasive Writing Ask inter- Sphere of Pakhoi Kong Empire Inﬂuence ested students to write a letter to British South French SIAM the governments of Great Britain, China Sea Japanese FRENCH France, Germany, and Russia Russian INDOCHINA German persuading them to accept the Open Door Policy. AL 0 1000 kilometers

0 1000 miles Miller projection Analyzing VISUALS Analyzing VISUALS 1. Interpreting What do you think Britain was attempting with the locations of their Answers: spheres of influence? 1. keep the French sphere of 2. Analyzing Based on the map, which coun- ▲ International soldiers pose in Tianjin after rescuing their besieged dele- influence from expanding try do you believe had the most influence? gations during the Boxer Rebellion. The American is second from left. 2. Students may say Britain or Russia because of the amount Politicians and businessmen in the United with leaseholds, he declared that the United of territory they control bor- States worried about these events. President States expected the other powers to uphold R dering China and the size of McKinley and Secretary of State John Hay the policy. their spheres of influence. both supported what they called an Open Door policy, in which all countries would be allowed to trade with China. In 1899 Hay The Boxer Rebellion R sent notes to countries with leaseholds in While foreign countries debated access to China asking them not to discriminate against China’s market, secret Chinese societies orga- other nations wanting to do business in nized to fight foreign control. Westerners their sphere of influence. Each of the nations referred to one such group, the Society of responded by saying they accepted the Open Harmonious Fists, as the Boxers. In 1900 the Door policy but would not act on it unless group decided to destroy both the “foreign dev- all of the others agreed. Once Hay had re- ils” and their Chinese Christian converts, whom ceived assurances from all of the nations they believed were corrupting Chinese society. Hands-On

Chapter 7 Becoming a World Power 277 Chapter Project (t)The Granger Collection, New York Step 3 Preparing a Multimedia tence structure. Encourage students to pair Presentation up with another group and review each other’s presentations. Tell students that pre- Step 3: Editing the Presentation sentations should be coherent and easily Groups will edit their presentations for understood. accuracy, content, and mechanics. Putting It Together Once students have Directions Have groups run through their reviewed their presentations, they should presentations to make sure that links to make any necessary changes, additions, or other pages are working properly and that corrections. OL all information is displayed correctly. (Chapter Project continued on the Visual Students should also edit their presenta- Summary page) tions for grammar, punctuation, and sen- 277 Chapter 7 • Section 3 In what became known as the Boxer Rebellion, the Boxers, supported by some Roosevelt’s Diplomacy Chinese troops, besieged foreign embassies in MAIN Idea Presidents Roosevelt and Taft con- Beijing and Tianjin, killing more than 200 for- tinued to support a policy of expanding United D Differentiated eigners and taking others prisoner. After the States influence in foreign countries. Instruction D German ambassador to China was killed, eight HISTORY AND YOU Do you know of a country nations—Germany, Austria-Hungary, Britain, that is trying to expand its influence today? Read Visual/Spatial Have interested France, Italy, Japan, Russia, and the United to find out about expansion of United States influ- students locate the parts of States—decided to intervene. A large interna- ence in the early 1900s. Beijing and Tianjin that were tional force of nearly 50,000 troops, including 3,400 Americans, landed in China to rescue The election of 1900 once again pitted under siege by the Boxers. Then the foreigners and smash the rebellion. President McKinley against William Jennings have the students create maps of During the crisis, Secretary of State John Bryan. Bryan, an anti-imperialist, attacked the the cities showing the areas of Hay worked with British diplomats to persuade Republicans for their support of imperialism the other powers not to partition China. In a in Asia. McKinley, who chose war hero fighting. OL second set of Open Door notes, Hay convinced Theodore Roosevelt as his running mate, the participating powers to accept compensa- focused on the country’s increased prosperity tion from China for damages caused by the and ran on the slogan “Four Years More of the rebellion. After some discussion, the powers Full Dinner Pail.” He won the election by a agreed not to break up China into European- wide margin. Answer: controlled colonies. The United States retained On September 6, 1901, while visiting Buffalo, to ensure that all nations had access to China’s lucrative trade in tea, spices, New York, President McKinley was attacked by access to China’s markets and silk and maintained an increasingly larger Leon Czolgosz, an anarchist who opposed all market for its own goods. forms of government. Czolgosz fired two shots and hit the president. A few days later, McKinley Explaining What was the pur- died from his wounds. Theodore Roosevelt pose of the Open Door policy? took over the presidency.

1907 The Great White Fleet In 1907 President Theodore Roosevelt sent 16 new battleships on a voyage around the world to showcase the nation’s ability to project power to any place in the world. Painted white, the ships became known as the “Great White Fleet.” The tour made a stop in Japan to demonstrate that the United States would uphold its interests in Asia. The visit did not help ease the growing tensions between the United States and Japan. The use of naval power to send a diplomatic message continues today. Just as the battleship symbolized naval power in 1900, so too today does the aircraft carrier symbolize the power and global reach of the United States Navy. Great White Fleet In March 1996, for example, a strike force led by the aircraft carrier Kitty Hawk was sent to the Taiwan Straits. This show of force came after ▲ The Great White Fleet gets underway in December 1907. China tested missiles in the area. The carrier sent the message to China that the United States

would protect Taiwan from aggression. ▲ The Great White Fleet Additional circumnavigated the globe.

Support 278 Chapter 7 Becoming a World Power

Activity: Economics Connection

The Open Door Policy Ask students to use relationships among the various nations. library and Internet resources to identify the Then ask students to write a position paper sup- products that were traded between countries porting or opposing the Open Door Policy. involved with China. Have students use what Discuss students’ positions on the Open Door they learn to create a chart showing the trading Policy. AL

278 Theodore Roosevelt, just 42 years old at the to help negotiate an end to the war between Chapter 7 • Section 3 time, was the youngest person ever to become Japan and Russia that had broken out in 1905. president. Republican leaders had asked him At a peace conference in Portsmouth, New to run for vice president because his charisma Hampshire, Roosevelt convinced the Russians C and status as a war hero would win votes, but to recognize Japan’s territorial gains and per- 2 C1 Critical Thinking C they had hoped the relatively powerless posi- suaded the Japanese to stop fighting and to 1 tion of vice president would keep him from seek no further territory. For his efforts in end- Comparing Have students find causing political problems. Now they cringed ing the war, Roosevelt won the Nobel Peace out more information about the at the thought of him in the White House. Prize in 1906. political careers of McKinley and Ohio Republican senator Mark Hanna In the years after the peace treaty, relations Roosevelt. Have students create exclaimed, “Now look, that . . . cowboy is presi- between the United States and Japan grew dent of the United States!” steadily worse. As the two nations vied for a bulletin board display compar- Roosevelt favored increasing American greater influence in Asia, they held each other ing the careers of these two power on the world stage. He warned in check through a series of agreements. They presidents. BL Americans not to become “an assemblage of pledged to respect each other’s territorial pos- well-to-do hucksters who care nothing for sessions, to uphold the Open Door policy, and what happens beyond.” Roosevelt also to support China’s independence. C2 Critical Thinking accepted some of Anglo-Saxonism’s ideas. He Identifying Central Issues believed that the United States had a duty to The Panama Canal shape the “less civilized” corners of the earth. Review with the class President Theodore Roosevelt believed in a strong Roosevelt’s role in settling the global military presence. He insisted that dis- Russo-Japanese War. Ask: What Balancing Power in East Asia playing American power to the world would As president, Theodore Roosevelt supported make nations think twice about fighting, and reasons might Roosevelt have the Open Door policy in China and worked to thus promote peace. He often expressed this had to intervene in the Russo- prevent any single nation from monopolizing belief with a West African saying, “Speak softly Japanese War? (increase prestige trade there. This concern prompted Roosevelt and carry a big stick.” of the United States; help further the United States’s economic inter- 2003 ests; limit Japanese expansion in

Asia) OL ▲ The aircraft carrier USS Kitty Hawk leaves Yokosuka Naval Base in Japan en route to monitor North Korea. MAKING CONNECTIONS

Answers: 1. The missions are similar in that the presence of the ships can reinforce America’s interests; the ships also carry weaponry and can thus attack if ordered to do so. 2. Students should note that MAKING CONNECTIONS while a large navy indicates 1. Comparing In what ways are the missions power and prestige, it is also of the Great White Fleet and a modern carrier force similar? very expensive. 2. Making Generalizations Do you think a large navy is a useful tool in diplomacy? Explain your answer. What problems can it cause? What benefits does it bring? Additional

Chapter 7 Becoming a World Power 279 Support

Activity: Interdisciplinary Connection

Geography Provide students with a world and calculate that distance. (about 5,200 miles) map. Have them trace the water route from San Ask students to write a sentence explaining how Francisco to New York City around Cape Horn, the Panama Canal improved United States trade using the map’s scale to calculate the approxi- and business. OL mate distance. (about 13,000 miles) Next, have students trace the route by ship from San Francisco to New York City via the Panama Canal

279 Chapter 7 • Section 3 Roosevelt’s “big stick” policy was perhaps Meanwhile, to prevent Colombian interfer- most evident in the Caribbean. There the ence, President Roosevelt ordered U.S. war- world witnessed one of the most dramatic ships to the area. acts of his presidency—the acquisition and On November 3, 1903, with ten U.S. war- construction of the Panama Canal. Roosevelt ships looming offshore, Bunau-Varilla’s forces D Differentiated D Instruction and others believed that having a canal revolted. Within a few days, the United States through Central America was vital to American recognized Panama’s independence, and the Visual/Spatial Provide stu- power in the world. A canal would save time two nations soon signed a treaty allowing the dents with a world map. Have and money for both commercial and military canal to be built. them trace the water route from shipping. Protesters in the United States and throughout Latin America condemned Roosevelt’s San Francisco to New York City Acquiring the Canal Zone As early as actions as unjustifiable aggression. The presi- around Cape Horn, using the 1850, the United States and Great Britain dent countered that he had advanced “the C map’s scale to calculate the had agreed not to build a canal without the needs of collective civilization” by building a other’s participation. In 1901 the United States canal that shortened the distance between the approximate distance. (about and Great Britain signed the Hay-Pauncefote Atlantic and the Pacific by about 8,000 nautical 13,000 miles) Next have students Treaty, which gave the United States the miles (14,816 km). trace the route by ship from San exclusive right to build any proposed canal through Central America. Francisco to New York City via the A French company had begun digging a The Roosevelt Corollary Panama Canal and calculate the canal through Panama in 1881. By 1889, how- By the early 1900s, American officials had distance. (about 5,200 miles) ever, it abandoned its efforts because of bank- become very concerned about the size of the Have students write a paragraph ruptcy and terrible losses from disease among debts Latin American nations owed to the workers. The company was reorganized in European banks. In 1902, after Venezuela explaining how the Panama Canal 1894, but it hoped only to sell its rights to dig defaulted on its debts, Great Britain, Germany, improved United States trade and the canal. and Italy blockaded Venezuelan ports. The cri- business. OL The United States had long considered two sis was resolved peacefully after the United possible canal sites, one through Nicaragua States intervened and put pressure on both and one through Panama. The French com- sides to reach an agreement. Critical Thinking pany eased this choice by offering to sell its To address the problem, Roosevelt gave an C rights and property in Panama to the United address to Congress in which he declared what Drawing Conclusions Tell States. came to be known as the Roosevelt Corollary students that President Roosevelt In 1903 Panama was Colombia’s most to the Monroe Doctrine. The corollary stated northern province. Secretary of State Hay that the United States would intervene in Latin bragged, “I took the Canal Zone offered Colombia $10 million and a yearly rent American affairs when necessary to maintain and let Congress debate; and while of $250,000 for the right to construct the canal economic and political stability in the Western the debate goes on, the canal does and to control a narrow strip of land on either Hemisphere: also.” Ask: Were President side of it. Considering the price too low and afraid of losing control of Panama, the PRIMARY SOURCE Roosevelt’s actions in the Panama Colombian government refused the offer. “Chronic wrongdoing . . . may, in America, as else- revolt justified? (Answers will vary, where, ultimately require intervention by some civi- but students should defend their Panama Revolts Some Panamanians feared lized nation, and in the Western Hemisphere the losing the commercial benefits of the canal. adherence of the United States to the Monroe opinions.) AL Panama had opposed Colombian rule since Doctrine may force the United States, however the mid-1800s, and the canal issue added to reluctantly, in flagrant cases of such wrongdoing or the tension. In addition, the French company impotence, to the exercise of an international remained concerned that the United States police power.” would build the canal in Nicaragua instead. —quoted in The Growth of the United States The French company’s agent, Philippe Bunau- Varilla, and Panamanian officials decided that The goal of the Roosevelt Corollary was to the only way to ensure the canal would be prevent European powers from using the debt built was to make their own deal with the problems of Latin America to justify inter- United States. Bunau-Varilla arranged for a vening in the region. The United States Differentiated small army to stage an uprising in Panama. first applied the Roosevelt Corollary in the

Instruction 280 Chapter 7 Becoming a World Power

Leveled Activities

BL Guided Reading Activity, OL Differentiated Instruction, AL Interpreting Political ELL Reading Essentials and Note- URB p. 48 URB p. 21 Cartoons, URB p. 39 Taking Guide, URB p. 76

Name Date Class Name Date Class Name Date Class Chapter 7, Section 3 (Pages 276–283) INTERPRETING POLITICAL CARTOONS Activity 7 ★ Guided Reading Activity 7-3 ★ Differentiated Instruction Activity 7 New American Diplomacy

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook to supply the details that support or explain each main idea. Taft’s Dollar Diplomacy BIG STICK DIPLOMACY IN THE WESTERN HEMISPHERE ★ Main Idea: The nation's primary interest in Asia was not conquest but commerce. The following excerpt is from the U.S. Department of State’s Papers Relating to Foreign As you read pages 276–283 in your textbook, complete this graphic 1. Detail: The vast Chinese markets excited American business leaders, especially those in Affairs, 1912. Read what William Howard Taft had to say about dollar diplomacy. Theodore Roosevelt threw his considerable energy into building United organizer by listing the reasons the U.S. wanted a canal through the textile, oil, and steel . WILLIAM HOWARD TAFT: “MODERN DIPLOMACY IS COMMERCIAL” States authority in Latin America. He established policies that would Central America. affect United States relations with Latin America throughout the 1900s. 2. Detail: In the 1894 war between China and Japan over , Japan . . . The diplomacy of the present administration has sought to respond to modern ideas Roosevelt’s “big stick” policy expressed the view that it was the responsi- easily defeated China and gained territory in Manchuria. of [business and trade]. This policy has been characterized as substituting dollars for bility of the United States to carry out “the most regrettable but necessary bullets. It is one that appeals alike to idealistic humanitarian sentiments, to the dictates 1. 2. 3. Detail: forced Japan to give its newly acquired territory back to international police duty which must be performed for the sake of the wel- of sound policy and strategy, and to legitimate commercial aims. It is an effort frankly 7 fare of mankind.” When Venezuela defaulted on loans in 1902, Roosevelt 7 Reasons to Build Canal China. directed to the increase of American trade upon the axiomatic principle that the govern- warned against European intervention in the Western Hemisphere. He 4. Detail: The United States proposed an policy, which would allow ment of the United States shall extend all proper support to every legitimate and benefi- persuaded the parties to submit the dispute to arbitration. cial American enterprise abroad. all countries to trade with China. How great have been the results of this diplomacy, coupled with the maximum and Directions: The new United States policy in Latin America stirred considerable CHAPTER controversy. The cartoon below appeared after the Venezuela intervention. CHAPTER ★ Main Idea: Theodore Roosevelt believed in a strong global military presence. minimum provisions of the Tariff Law, will be seen by some consideration of the won- derful increase in the export trade of the United States. Because modern diplomacy is Study the cartoon, and then answer the questions that follow. 3. SECTION 5. Detail: Roosevelt and others viewed the construction of a canal through commercial, there has been a disposition in some quarters to attribute to it none but as vital to American power in the world. materialistic aims. How strikingly erroneous is such an impression may be seen from a study of the results. . . . 6. Detail: In 1903, the United States recognized the independence of .

7-3 7. Detail: The Roosevelt Corollary to the Monroe Doctrine said that the United States In Central America, the aim has been to help such countries as Nicaragua and Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Honduras to help themselves. They are the immediate beneficiaries. The national bene-

would intervene in affairs when necessary to maintain economic Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. fit of the United States is twofold. First, it is obvious that the Monroe Doctrine is more American Diplomacy in Asia (page 276) and political stability. vital in the neighborhood of the Panama Canal and the zone of the Caribbean than anywhere else. There, too, the maintenance of that doctrine falls most heavily upon the 8. Detail: The United States first applied the Roosevelt Corollary in , In 1894 China and Japan went to war over Korea, part of United States. It is therefore essential that the countries within the sphere shall be the Chinese empire. Japan easily defeated China. The peace which had fallen behind on its debt payments to Europe. removed from the jeopardy involved in heavy foreign debt and chaotic national finances from the ever present danger of international complications due to disorder at treaty gave Japan a region of China called Manchuria. Russia Write the main ★ Main Idea: Wilson believed in “moral diplomacy” and tried to encourage democracy home. Hence the United States has been glad to encourage and support American opposed this because Manchuria bordered Russia. The Russians in Latin America. bankers who were willing to lend a helping hand. . . . idea of the first forced Japan to return Manchuria, then demanded that China paragraph. lease it to Russia. The territory would still belong to China but 9. Detail: Shortly after Woodrow Wilson took office as president in 1913, Huerto seized The second advantage to the United States is one affecting chiefly all the Southern and be under Russian control. Then Germany, France, and Britain Gulf ports and the business and industry of the South. The republics of Central America power in . also wanted China to lease territory to them. Each leased area and the Caribbean possess great natural wealth. They need only a measure of stability 10. Detail: Detail: In April 1914, American soldiers were in Mexico. and the means of financial regeneration to enter upon an era of peace and prosperity, became the center of a sphere of influence where a foreign Wilson saw Mexico's refusal to apologize as an opportunity to overthrow Huerto. bringing profit and happiness to themselves and . . . creating conditions sure to lead to nation controlled economic development. The United States supported an Open Door policy in which 280 11. Detail: In 1916, Wilson sent General John J. Pershing to capture . a flourishing interchange of trade. . . . all countries could trade with China. The U.S. Secretary of State Directions: 12. Detail: In 1914, Wilson negotiated exclusive rights for naval bases and a canal with On a separate sheet of paper, use information from the excerpt to answer the asked nations with leaseholds in China to allow other nations following questions: . to trade freely within China. In the meantime, secret Chinese 1. Identifying the Main Idea Briefly restate the message of the first two paragraphs. societies such as the Boxers were working to rid China of foreign control. In the 1900 Boxer Rebellion, the Boxers seized for- 2. Analyzing Information In the last three paragraphs of the speech, how does Taft Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, eign embassies in Beijing and killed more than 200 foreigners. say that his new diplomacy will help both the United States and other countries? An international force crushed the rebellion. Library of Congress

(continued) (continued) 48 21 39 76 Chapter 7, Section 3 Chapter 7 • Section 3 The Roosevelt Corollary and Dollar Diplomacy 1903–1934

1916: U.S. forces enter Mexico UNITED STATES 1915–1934: Marines deployed 30°N to capture Pancho Villa and ATLANTIC W Writing Support end raids on U.S. towns OCEAN to put down revolt and limit French and German inﬂuence 1906–1922: U.S. repeatedly Persuasive Writing Have stu- intervenes in Cuba to Gulf of Mexico prevent revolution and dents imagine they are President MEXICO 1905: Marines land to protect U.S. interests enforce tariff collections and debt payments Taft. Ask them to write a speech Bahamas 1914: U.S. troops Havana Br. to persuade the American people occupy Veracruz to CUBA force Huerta from power 1916–1924: U.S. troops Guantanamo occupy the country to C that dollar diplomacy is in the 20°N maintain order Mexico Veracruz HAITI DOM. best interests of the United States. City REP. British 1903: U.S. leases base Honduras at Guantanamo, Cuba Puerto Rico Virgin Is. Antigua Br. Then organize students into Br. Guadeloupe Fr. GUATEMALA HONDURAS Caribbean Sea Dominica Br. groups of four or five to critique Martinique Fr. St. Lucia Br. EL SALVADOR NICARAGUA 70°W Barbados Br. each other’s speeches. OL 1909: U.S. troops Grenada Br. 80°W support rebels and 1903: U.S. supports Panama’s Trinidad 10°N force regime change COSTA PANAMA Br. RICA independence; work begins on Panama Canal C Critical Thinking 1912–1933: U.S. troops put down revolts and 1906: U.S. troops Analyzing Information Have enforce tariff collection intervene to stop war with Guatemala students study the map on this PACIFIC page, looking closely at the OCEAN U.S. Investments Central America, 1911 nations to which the United States 0 400 kilometers sent troops. Ask: Did the United 0 400 miles 250 220 Miller projection States violate the sovereignty of 100°W 90°W 200 those nations by intervening? 150 Analyzing VISUALS (Answers will vary.) 100 1. Analyzing Based on the map, what are the main 50 20 reasons the United States intervened in Latin 7.5 7 3 2.5 5 2.5 American states? 0 Analyzing VISUALS

2. Inferring Where did the United States invest the Investments (millions of dollars) Cuba Panama Republic Honduras most money in Latin America? Why do you think HaitiDominican and Costa RicaGuatemala Nicaragua El Salvador Answers: this happened? Source: America’s Stake in International Investments. 1. to protect its economic interests and to keep European pow- Dominican Republic, which had fallen behind if American business leaders supported Latin ers from meddling in the region on its debt payments to European nations. In American development, everyone would 2. Cuba, because the United 1905 the United States assumed the respon- benefit. American businesses would increase sibility of collecting customs tariffs in the their trade and profits, and countries in Latin States had long-standing Dominican Republic, using the United States America would rise out of poverty and social investments in the island and Marine Corps as its agent. disorder. Taft’s policy came to be called dollar because of the island’s prox- diplomacy. Administration officials also worked hard W imity to the United States Dollar Diplomacy to replace European loans with loans from Latin American nations resented the grow- American banks. The goal of this policy was to ing American influence in the region, but give the Europeans fewer reasons to intervene W Roosevelt’s successor, William Howard Taft, in Latin American affairs. During Taft’s admin- continued his policies. Taft placed much less istration, American bankers took over debts emphasis on military force and more on help- that Honduras owed to Britain and took con- ing Latin American industry. He believed that trol of Haiti’s national bank. Additional

Chapter 7 Becoming a World Power 281 Support

Activity: Interdisciplinary Connection

Civics Ask students to search through current the United States has abandoned that newspapers and journals for articles about principle. Ask: Is the United States still recent U.S. involvement with Latin American committed to maintaining stability in the nations. Have them consider whether the Western Hemisphere? Have students respond information they learned demonstrates that by writing an editorial in which they defend the United States remains committed to their position and incorporate the information the Roosevelt Corollary, or if it shows that they learned in their research. OL AL

281 Chapter 7 • Section 3 Although Taft described his brand of diplomacy as “substituting dollars for bullets,” in Woodrow Wilson’s Nicaragua he used both. American bankers Diplomacy in Mexico began making loans to Nicaragua to support D Differentiated its shaky government in 1911. The following MAIN Idea Wilson believed in “moral diplo- Instruction year, civil unrest forced the Nicaraguan presi- macy” and tried to encourage democracy in Latin dent to appeal for greater assistance. American America. Advanced Learners Have stu- marines entered the country, replaced the col- HISTORY AND YOU Can you think of a country dents determine the level of edu- lector of customs with an American agent, and today that is going through a long civil war? Read formed a committee of two Americans and how the United States became involved in the cation achieved by U.S. presidents. Mexican Revolution. one Nicaraguan to control the customs com- Then have students find out how missions. American troops stayed to support historians have rated the presi- both the government and customs until 1925. “It would be the irony of fate,” remarked Woodrow Wilson just before he was inaugu- dents. Based on the information, Summarizing What was rated in 1913, “if my administration had to they should write a paper analyz- Roosevelt’s view of the role of the United States in deal chiefly with foreign affairs.” Wilson had ing the relationship between the world and how did he implement it? written books on state government, Congress, education and success in the and George Washington, as well as a five- D volume history of the nation. His experience presidency. AL and interest were in domestic policy. He was a Wilson and Mexico university professor before entering politics. He also was a committed progressive. However, Analyzing VISUALS foreign affairs did absorb much of Wilson’s time and energy as president. Wilson opposed imperialism and resolved Answers: to “strike a new note in international affairs” 1. The cartoonist is indicating and see that “sheer honesty and even unself- that Wilson believes he is ishness . . . should prevail over nationalistic self-seeking in American foreign policy.” He smarter than the leaders of also believed that democracy was essential to a the Latin American countries. nation’s stability and prosperity. To ensure a 2. The cartoon implies that world free of revolution and war, the United Mexico favors revolution and States should promote democracy. During Wilson’s presidency, however, other forces may be spreading it to other frustrated his hope to lead the world by moral countries. example. In fact, Wilson’s first international crisis was awaiting him when he took office.

The Mexican Revolution For more than 30 years, Porfirio Díaz ruled Mexico as a dictator. During his reign, Mexico Answer: became much more industrialized, but foreign ”Speak softly and carry a big ▲ President Wilson (who had a Ph.D.) is shown teaching investors owned and financed the new rail- Venezuela, Nicaragua, and Mexico that revolution for roads and factories that were built. Most stick.” Using diplomacy to settle personal gain is wrong, while Mexico is shown hiding a Mexican citizens remained poor and landless. note labeled “How to create a revolution.” problems, while openly display- In 1911 widespread discontent erupted into revolution. ing U.S. military might. Analyzing VISUALS Francisco Madero, a reformer who appeared 1. Analyzing In what ways is the cartoon making fun to support democracy, constitutional govern- of President Wilson? ment, and land reform, led the revolution. 2. Inferring What is the cartoon implying about Madero, however, proved to be an unskilled Mexico? administrator. Worried about Madero’s plans Additional for land reform, conservative forces plotted

Support 282 Chapter 7 Becoming a World Power The Granger Collection, New York

Extending the Content

Eyewitness to Revolution On the the street to-night, but, strange and won- American and Mexican blood flowed in the night of April 21, 1914, Edith O’Shaughnessy derful thing, a heavy rain is falling. It is my streets of Vera Cruz to-day.” wrote of her fears of a pending U.S.-Mexican only experience of a midnight rain in Mexico conflict in her diary, later published as A . . . rain is as potent as shell-fire in clearing Diplomat’s Wife in Mexico: the streets . . . Providence seems to keep an “I can’t sleep. National and personal occasional unnatural shower on hand for potentialities are surging through my brain. Mexican crises.” Three stalwart railroad men came to the Neither the rain shower nor Providence Embassy this evening. They brought reports could stop what O’Shaughnessy feared. On of a plan for the massacre of Americans in April 21, she recorded: “We are at war. 282 against him. In February 1913, General Victoriano Huerta seized Chapter 7 • Section 3 power; Madero was murdered, presumably on Huerta’s orders. REVIEW Huerta’s brutality repulsed Wilson, who refused to recognize Section 3 the new government. Instead, Wilson announced a new policy. Groups that seized power in Latin America would have to set up W Writing Support “a just government based upon law, not upon arbitrary or irregu- Vocabulary Have stu- lar force,” in order to win American recognition. Wilson was con- 1. Explain the significance of: sphere of Descriptive Writing vinced that, without the support of the United States, Huerta influence, Open Door policy, Boxer dents find out more information soon would be overthrown. Meanwhile, Wilson ordered the navy Rebellion, Hay-Pauncefote Treaty, about the American occupation to intercept arms shipments to Huerta’s government. He also Roosevelt Corollary, dollar diplomacy, of Veracruz. Then have students permitted Americans to arm Huerta’s opponents. Victoriano Huerta, Pancho Villa, guerrilla. write an essay describing the Wilson Sends Troops Into Mexico Main Ideas Americans’ actions and the 2. Summarizing Use a graphic organizer response of the people of In April 1914, American sailors visiting the city of Tampico to list the results of the Open Door policy. were arrested after entering a restricted area. Although they were Veracruz. OL Results quickly released, their American commander demanded an apol- ogy. The Mexicans refused. Wilson saw the refusal as an opportu- Open Door Policy nity to overthrow Huerta. He asked Congress to authorize the use of force, and shortly after Congress passed the resolution, he learned that a German ship was unloading weapons at the Answer: 3. Identifying Why did President Theodore Mexican port of Veracruz. Wilson immediately ordered American Roosevelt want to increase U.S. influence first to help support the overthrow warships to shell the Veracruz harbor and then sent marines to overseas? of Huerta; later to suppress Villa seize the city. Although the president expected the Mexican people to wel- 4. Specifying How did Latin Americans come his action, anti-American riots broke out. Wilson then view Wilson’s “moral imperialism”? W accepted international mediation to settle the dispute. Venustiano Carranza, whose forces had acquired arms from the United States, Critical Thinking became Mexico’s president. 5. Big Ideas Why did the United States Assess Mexican forces opposed to Carranza were not appeased, and decide to build a canal through Panama? they conducted raids into the United States, hoping to force How did Roosevelt assist Panama in Wilson to intervene. In March 1916, Pancho Villa (VEE•yah) and becoming independent? a group of guerrillas—an armed band that uses surprise attacks and sabotage rather than open warfare—burned the town of 6. Analyzing How did the Roosevelt Study Central™ provides Columbus, New Mexico, and killed 16 Americans. Wilson Corollary and dollar diplomacy affect summaries, interactive games, U.S. relations with other countries? responded by sending 6,000 troops under General John J. Pershing and online graphic organizers to across the border to find and capture Villa. The expedition dragged 7. Analyzing Visuals Study the map on help students review content. on with no success. Wilson’s growing concern over the war page 281. To which countries did the U.S. raging in Europe finally caused him to recall Pershing’s troops send troops most often? in 1917. Wilson’s Mexican policy damaged U.S. foreign relations. The Writing About History Close British ridiculed the president’s attempt to “shoot the Mexicans 8. Expository Writing Imagine that you into self-government.” Latin Americans regarded his “moral How did are a Mexican citizen during Wilson’s Summarizing Ask: imperialism” as no improvement over Theodore Roosevelt’s “big presidency. Write a radio news broadcast America’s diplomacy affect its role stick” diplomacy. In fact, Wilson followed Roosevelt’s example in expressing your feelings about American the Caribbean. In 1914 he negotiated exclusive rights for naval as a world power? (America’s actions in Mexico. bases and a canal with Nicaragua. In 1915 he sent marines into diplomacy required it to build up its Haiti to put down a rebellion. The marines remained there until power.) OL 1934. In 1916 he sent troops into the Dominican Republic to pre- serve order and to set up a government he hoped would be more stable and democratic than the current regime. Study Central™ To review this section, go Examining Why did President Wilson intervene in to glencoe.com and click on Study Central. Mexico? Section 3 REVIEW 283

Answers

1. All definitions can be found in the section 4. Students’ answers will vary. Possible answers: 6. Many nations resented America’s policies. and the Glossary. The Latin-American nations wanted the right 7. Nicaragua, Cuba 2. all countries could trade with China; pre- of self-determination. They knew that 8. Students’ broadcasts will vary. Broadcasts vented warfare among competing nations America would act in its own interests, not in should be based on information from the 3. He felt the United States should become the interests of Latin-American countries. chapter. involved in world events and become a 5. A canal would save time and money in world power. Believing in some of the ideas commercial and military shipping. of Anglo-Saxonism, he also felt it was the Panama was chosen over Nicaragua United States’s duty to help other “less for- because a French company sold its rights tunate” nations. and property in Panama. Roosevelt sent ships to Panama and recognized that nation’s independence from Colombia. 283 Focus Tell students that the Spanish, as The Panama Canal early as the 1500s, were the first to New York The idea of a canal connecting the Atlantic and Pacific San City Francisco imagine a canal to connect the oceans had been around for a long time before a ATLANTIC Atlantic and Pacific Oceans. The French company began digging a canal across OCEAN Panama in 1882. Disease and mud slides killed 4 ,90 American interest in such a water- 0 m more than 20,000 workers before financial set- iles Panama 1 Canal way developed only after the Civil backs halted construction. In the early 1900s, 2, 60 0 m War. Businessman Cornelius the United States negotiated rights to build the i le s Vanderbilt attempted to build a R canal with Colombia (Panama was part of PACIFIC Colombia at that time), but Colombia’s Senate OCEAN canal through Nicaragua, but refused to ratify the treaty. With the support of without success. During the 1840s the United States, Panama declared independence both Britain and the United States from Colombia and signed a treaty giving the United wanted to build the canal, but it States a perpetual lease on the canal site in exchange for $10 million and annual payments. Construction was the same French company resumed in 1904, and the canal was opened in 1914. that built the Suez Canal that actu- How Does Geography Affect the Canal? ally began the work. The attempt Before the canal opened, ships sailing from New York to bankrupted the company. San Francisco traveled 12,600 miles (20,277 km) around the treacherous tip of South America. Afterwards, the trip was only 4,900 miles (7,886 km) and could be completed in less than half the time. Panama’s geography made Teach building the canal a challenge because the center of the country was much higher than sea level. Engineers built a series of lakes and concrete locks to raise and lower ships R Reading Strategy as they traveled the 51-mile canal. In each chamber of the locks, some 26 million gallons of water are pumped in or drained out in only 7 minutes to raise or lower a ship. At Activating Prior Knowledge Ships transit the canal Ask students to identify some his- the artificial Gatun Lake, a dam generates electricity that more than 14,000 times powers the locks while gravity adjusts the water level. each year, generating over torical events that might have $1 billion in tolls. motivated interest in a canal through Central America. Analyzing GEOGRAPHY (Students may suggest the 1. Human-Environment Interaction How were the California Gold Rush, Civil War geographical features of Panama used or overcome battles, or the Spanish American in order to build the canal? War.) OL 2. Location Why do you think the Panama site was ultimately selected for the canal?

Pacific Ocean Additional Panama City •

Support 284 Chapter 7 Becoming a World Power

Interdisciplinary Connection

Health About 6,000 workers died while the more about the challenges due to diseases that United States built the canal. Many of them suc- Panama Canal workers faced and how those cumbed to yellow fever or malaria, diseases car- challenges were met. Have them present their ried by mosquitoes. Ask students to find out findings to the class as a radio or newscast. OL

284 Pedro Miguel Lake Gatún Atlantic Lock Atlantic Gatún Miraflores Ocean Ocean Pacific Locks Ocean Locks D Assess/Close

Cross Section of the Panama Canal D Differentiated Instruction Visual/Spatial Invite students to make a sketch or a three- dimensional model of the three Gatún Dam created Lake Gatún—one of the largest artificial lakes in the Gatún Locks has 3 chambers for locks that allow passage through world. A hydroelectric station at the each direction. Together they the Panama Canal. OL dam generates power to run the raise ships at sea level up 86 pumps and gates of the locks. feet to the level of Lake Gatún. Analyzing GEOGRAPHY Lake Gatún • Colón Answers: 1. The center of the country was higher than sea level, so engineers built a series of locks and canals to raise and lower ships going through the 51-mile canal. 2. Panama offered the shortest distance across Central America.

▲ The Miraflores locks (above) are one of three sets of locks on the Panama Canal, and the first set for ships entering from the Pacific. After a ship enters a lock chamber, water is pumped in raising the ship up 27 feet to the next level. The ship then moves to the next chamber and is raised another 27 feet.

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Technology Connection

Investigate Primary Sources Several Web Smithsonian Institute, Make the Dirt Fly! sites offer extensive information and primary PBS’s American Experience resources on the building of the Panama Canal. American Treasures of the Library of Congress Ask students to select three articles from different sites and summarize their contents. The following sites are possible starting points:

285 Chapter 7 • Visual Summary

Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com. Creating a Time Line The Visual Summary lists the causes of Causes of American Imperialism American imperialism, the effects • The United States wanted new markets for its products, par- of the Spanish-American War, and ticularly its manufactured goods. the events in which the United • Many Americans believed it was the destiny of the United States to spread its power and civilization to other parts of States demonstrated its might as the world. a world power. Have students • American leaders believed that having a powerful navy and choose six events from the Visual controlling trade were key to being a world power. ▲ Summary and create a time line, USS Texas docks in port in 1896 placing the events in the correct chronological order. BL

Effects of the Spanish-American War • Cuba ofﬁ cially became an independent nation, although the United States claimed control over its foreign relations and exerted inﬂ uence over internal politics. • The United States acquired Puerto Rico, Guam, and the Philippines. • Americans debated the morality and wisdom of becoming an imperial nation. ▲ American soldiers in Cuba cheer the news that the city of Santiago, Cuba, has surrendered during the Spanish-American • The United States fought a three-year war to secure War, 1898. control over the Philippines.

The United States Acts As a World Power • The United States used diplomatic means to establish the Open Door policy in China. • President Theodore Roosevelt negotiated a peace agreement between Russia and Japan. • The United States completed construction of the Panama Canal. • The United States intervened, with the intent to provide stability, in the affairs of several Caribbean nations. • The United States twice intervened in the lengthy Mexican Revolution. ▲ After supporting a revolution in Panama, the United States Hands-On begins construction of the Panama Canal.

Chapter Project 286 Chapter 7 Becoming a World Power Step 4: Wrap Up Preparing a Multimedia encourage students to individually take a sion about the effects of imperialism on Presentation closer look at any of the presentations that other nations. Ask: Was imperialism ben- intrigued them. eficial or harmful for these nations? OL Step 4: Sharing the Presentation Next have students critique the presenta- Groups will share their presentations with tions on quality of information, ease of use, the class. and creativity. Encourage students to share aspects of their own presentations they Directions Tell students to develop a nar- found interesting or challenging. rative to go along with their presentations. The narrative should compliment their pre- Putting It Together Have students discuss sentations and explain the causes and each of the six countries presented: Cuba, effects of imperialism in their assigned China, Japan, the Philippines, Puerto Rico, nation. Once all groups have presented, and Guam. Ask students to draw a conclu- 286 Chapter 7 • Assessment Chapter ASSESSMENT

Answers and Analyses Reviewing Vocabulary Reviewing Main Ideas Reviewing Vocabulary Directions: Choose the word or words that best complete the Directions: Choose the best answers to the following questions. 1. B A sphere of influence was an sentence. Section 1 (pp. 262–267) area in China in which a foreign 1. The major European powers each had a(n) in 6. Which of the following was a major contributor to the growth nation controlled economic devel- China. of American imperialism in the late 1800s? opment. These spheres were held A protectorate A curiosity about other cultures by the major European powers, B sphere of influence B need for spices from the East Indies and worried the U.S. A protector- C Open Door policy C the end of the Civil War ate was a territory that main- D tariff policy D desire for new markets for American goods tained local rulers, but was protected by and had to take 2. Taft’s policies in Latin America were called 7. What effect did Commodore Matthew C. Perry have on advice from other nations. The A “big stick” diplomacy. Japan? Open Door Policy was instated as B open door diplomacy. A Japan began building an army. a reaction to spheres of influence. C missionary diplomacy. B Japan began to westernize. D dollar diplomacy. C Japan ended its trade with China. 2. D Taft’s policies in Latin America D Japan refused to negotiate with the United States. were a form of economic imperial- 3. Congress’s authorization of $50 million for war preparation ism. This allowed the U.S. to control after the destruction of the U.S.S. Maine was an example of 8. A major goal of the Pan-American conference in 1889 was to events without creating protector- A Anglo-Saxonism. A create a customs union for nations in the Americas. ates or colonies. These economic B imperialism. B end trade with the nations of Europe. policies were called dollar diplo- C jingoism. C free Cuba from Spanish control. macy. They may have been eco- D dollar diplomacy. D decide on a route for a canal through Central America. nomically unfair, but this is not

4. Support for the war against Spain came in part from the what they were called. Section 2 (pp. 268–275) practiced by some newspapers. 9. The effect of yellow journalism on the Cuban rebellion was A anti-Americanism 3. C Jingoism is defined as A unimportant to people in the United States. B objectivity extreme nationalism marked by B helpful in changing McKinley’s mind about going to war C yellow journalism aggressive foreign policy. with Spain. D sphere of influence C critical to raising public support for war against Spain. 4. C Yellow journalism was sensa- D harmful to American businesses in Cuba. tionalist reporting, which often 5. Local rulers are permitted to retain some power in a used exaggeration and untruths to A protectorate. provoke an emotional response. B monarchy. TEST-TAKING TIP The response provoked helped C republic. Note that in some cases you are asked to choose the BEST rally Americans to support a war D dictatorship. answer. This means that in some instances there will be more than one possible answer. Be sure to read all the against Spain. choices carefully before selecting your answer. 5. A A monarchy is a system of Need Extra Help? government ruled by monarchs, or If You Missed Questions . . . 123456789GO ON a royal family. A republic is a sys- Go to Page . . . 276 281 271 269 262–263 262–264 265 267 269 tem of representative government. A dictatorship is a form of govern- Chapter 7 Becoming a World Power 287 ment in which one person holds all of the power. In a protectorate, a tracted by choice B that the need for spices 8. A This is a good opportunity to discuss nation allows another nation to motivated European exploration in the 15th pan as a prefix from the Greek that means “all.” influence its policies in exchange century. Although the Pan-American conference did not for protection. include Canada, this information should help 7. B Commodore Matthew Perry’s visit to students remember that only nations in the Reviewing Main Ideas Japan caused Japan to modernize, because Americas would be involved in the Pan- 6. D The Industrial Revolution led Japan realized the need to compete with American conference. Western technology. Therefore, Japan began to to a massive increase in manufacturing. Leaders soon realized that Westernize. This led to cooperation between 9. C The fact that journalism is intended to more money could be made if there the two nations. However, remind students reach the masses should help students figure were expanded markets for goods. that before Perry and the American warships out this answer. Increased public support for Remind students who are dis- arrived in Japan, Japan had refused contact. the war was a direct consequence of yellow The U.S. forced contact by sending Perry. journalism. 287 Chapter 7 • Assessment Chapter ASSESSMENT

10. D Review the section “American Forces in Cuba” if 10. Spanish resistance in Cuba ended with the surrender of Critical Thinking students have trouble with this A San Juan Hill. Directions: Choose the best answers to the following questions. B Kettle Hill. question. San Juan Hill and Kettle Base your answers to questions 14 and 15 on the map below and your C Guam. Hill were both captured by the knowledge of Chapter 7. U.S. in battle, but this happened D Santiago. before the surrender. Guam is U.S. Possessions in the Pacific, 1899 11. What effect did the Platt Amendment have on Cuba? a different island from Cuba. It A It made Cuba a virtual protectorate of the United States. may be helpful to have students CANADA B It cut sugarcane production so Cuba could not compete create a time line of events of with production in the United States. RUSSIA N the war. C It guaranteed all the freedoms of the Bill of Rights to CHINA W E Cubans. UNITED STATES 11. A If students read each D It gave Cuba the right to allow European countries to KOREA JAPAN PACIFIC OCEAN S answer choice carefully, only A buy or lease naval stations in Cuba. makes sense. Sugarcane production was an issue in Hawaii. Section 3 (pp. 276–283) Students may be tempted to 12. The purpose of the Open Door policy in China was to choose C because they relate an A end the Boxer Rebellion. amendment with the Bill of B gain leaseholds. Rights. However, remind students C establish spheres of influence. D ensure trading rights for all nations. that the Bill of Rights only applies AUSTRALIA U.S. possessions with to American citizens and (now) date acquired citizens of Puerto Rico. It would 13. What was the Roosevelt Corollary to the Monroe Doctrine? not make sense for the U.S. to A It provided for the purchase of land to build a canal 14. Which of the following became a U.S. possession before the across Panama. Spanish-American War? allow European nations to buy or B It warned the nations of Europe not to impose high A Wake Island lease naval stations in Cuba, since tariffs on goods from the Americas. B Howland Island it is so close to the U.S. C It stated that the United States would intervene in Latin C American Samoa American affairs as needed for political and economic 12. D To remember that the Open stability. D Guam Door Policy ensured trading rights D It reinforced the policy of isolationism of the United for all nations, students should States in world affairs. 15. Which U.S. possession are the Philippines nearest to? think of an open door as allowing A Alaska everything through. Leaseholds B Hawaii were what created spheres of C Midway Islands influence. However, spheres of D Guam influence are what caused the U.S. to push for the Open Door Policy: to combat the Europeans’ spheres of influence. The Boxer Rebellion Need Extra Help? was a response to the Open Door If You Missed Questions . . . 10 11 12 13 14 15 GO ON Policy. A cause-and-effect chart Go to Page . . . 272 274–275 276–277 280–281 271–274 271–274 might help students understand this chain of events. 288 Chapter 7 Becoming a World Power

13. C The Monroe Doctrine informed Europe that the Americas Critical Thinking were no longer open to European 14. B The U.S. acquired Howland Island colonization. If students remember in 1857. this, it is not a stretch to remember that the Roosevelt Corollary was 15. D Students should be able to answer basically an extension of this: its this question by simply glancing at the map. purpose was to protect American Among the choices given, Guam is clearly the interests in Latin America. Instead closest to the Philippines. Midway is the next of ending colonization, however, it closest but is between Guam and Hawaii. banned European interference in Latin American affairs.

288 Chapter 7 • Assessment Chapter ASSESSMENT

Document-Based 16. The “big stick” policy and dollar diplomacy were Document-Based Questions attempts to Directions: Analyze the document and answer the short-answer ques- Questions A increase the United States’s power in Latin America. tions that follow the document. 19. Schurz believes coaling sta- B contain the spread of communism in eastern Europe. tions, docks, and facilities for com- C protect free trade on the Asian continent. After the Spanish-American War, Carl Schurz, the leader of the liberal wing of the Republican Party, opposed American expan- mercial houses and depots are all D strengthen political ties with Western Europe. sion abroad. In the following excerpt, Schurz attacks the argu- that is necessary to establish a ments for taking over the Philippine Islands: foothold in trade with Asia. Schurz Analyze the cartoon and answer the question that follows. Base your answer on the cartoon and on your knowledge of chapter 7. “Many imperialists admit that our trade with the is arguing against war with the Philippines themselves will not nearly be worth its cost; Philippines. He believes these but they say that we must have the Philippines as a foot- few needs could have been hold, a sort of power station, for the expansion of our trade on the Asiatic continent, especially in China. met by supporting Philippine Admitting this, for argument’s sake, I ask what kind of a independence. foothold we should really need. Coaling stations and docks for our fleet, and facilities for the establishment of 20. Schurz believes the U.S. could commercial houses and depots. That is all. And now I ask further, whether we could not easily have had these things have supported Philippine inde- if we had, instead of making war upon the Filipinos, pendence and kept open com- favored the independence of the islands. Everybody munication. He does not argue knows that we could. We might have those things now for the mere asking if we stopped the war and came to a against the benefits of having friendly understanding with the Filipinos tomorrow. . . .” strategic footholds in the —quoted in The Policy of Imperialism Philippines, but he doesn’t feel force was needed in achieving 17. What does the cartoon demonstrate? 19. What does Schurz believe is necessary to establish a foot- this goal. A It disagrees with Taft’s dollar diplomacy. hold in trade with Asia? B It shows Theodore Roosevelt’s “big stick” policy in the 20. What action other than annexation does Schurz suggest the Caribbean. United States could have taken to obtain trade with Asia? Extended Response C It shows the effect of John Jay’s Open Door policy. 21. Students’ essays will vary, but D It demonstrates the difficulty of finding land for a canal. Extended Response 21. Discuss U.S. foreign policy during the late 1800s and early must demonstrate a strong grasp 1900s. How were the various countries and regions of the 18. The sugarcane planters in Hawaii revolted against Queen of the imperialist policies of the world changed by the policies of the United States? Write Liliuokalani because United States. Essays should an expository essay that includes an introduction, several A she taxed the sugarcane plantations too heavily. paragraphs, and a conclusion that supports your position. describe the effects of these poli- B she wanted a constitution that returned her to power as cies on the people and the lands the ruler of Hawaii. STOP that were affected by U.S. imperi- C they wanted to overturn the McKinley Tariff. alism. Students may discuss, for D they hoped to open Asian markets to sugarcane from example, the Panama Canal, the Hawaii. Spanish-American War, the annex-

For additional test practice, use Self-Check Quizzes— ation of Hawaii, or relations with Chapter 7 at glencoe.com. Asian nations. Essays must include an introduction and a conclusion. Need Extra Help? If You Missed Questions . . . 16 17 18 19 20 21 Go to Page . . . 276–283 278–281 266 289 289 262–263

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16. A It is important that students understand Make sure students are comfortable analyzing the motivations behind the “big stick” policy images. and dollar diplomacy and can relate them to Have students visit the Web site Latin America. The United States practiced eco- 18. B The sugarcane planters in Hawaii were at glencoe.com to review nomic imperialism in Latin America—these not native Hawaiians; they were American busi- Chapter 7 and take the Self- policies did not concern Europe or Asia. nessmen. Therefore, their best interest would Check Quiz. be served if Hawaii were part of the United 17. B Students should be able to identify the States. If the Queen reasserted her power, this figure of Theodore Roosevelt in this cartoon by would not happen, so the planters revolted. Need Extra Help? his uniform, glasses, and mustache. He is strid- ing over the islands of Latin America, and he Have students refer to the carries a big stick that actually says “Big Stick” pages listed if they miss any of on it. From these clues, C is the obvious choice. the questions. 289