The United States and Latin America

hsus_te_ch05_s04_s.fm Page 268 Friday, January 9, 2009 2:05 PM

ᮤ Newspaper announcing Taft’s goal

Step-by-Step WITNESS HISTORY AUDIO SECTION 4 Instruction Dollars for Bullets Like President Roosevelt, President William Howard SECTION 4 Taft stressed the need to assert American power around the world. Taft’s “dollar diplomacy” aimed Objectives to expand American investments abroad: As you teach this section, keep students “The diplomacy of the present administration . . . focused on the following objectives to help has been characterized as substituting dollars for them answer the Section Focus Question and bullets.... It is [a policy] frankly directed to the master core content. increase of American trade upon the axiomatic prin- • Examine what happened to Puerto Rico ciple that the government of the United States shall and Cuba after the Spanish-American War. extend all proper support to every legitimate and beneficial American enterprise abroad.” • Analyze the effects of Roosevelt’s “big —President William Howard Taft, 1912 stick” diplomacy. • Compare Wilson’s “moral diplomacy” with ᮡ William Howard Taft the foreign policies of his predecessors. The United States and Latin America

Prepare to Read Objectives Why It Matters As the United States tentatively asserted its

• Examine what happened to Puerto Rico and interests in East Asia, Americans called for a more aggressive role Background Knowledge L3 Cuba after the Spanish-American War. in Latin America. American entrepreneurs and government leaders viewed the region as the nation’s backyard and as a sphere of influ- • Analyze the effects of Roosevelt’s “big stick” Ask students to recall the challenges ence from which other great powers should be excluded. American diplomacy. that the United States encountered in influence in Latin America brought obvious benefits to the United Asia. Ask them to predict the chal- • Compare Wilson’s “moral diplomacy” with States, but it also contributed to anti-American hostility and insta- lenges that may arise between the the foreign policies of his predecessors. bility in the region. Section Focus Question: What actions did the United United States and Latin America. States take to achieve its goals in Latin America? Terms and People Set a Purpose L3 Foraker Act Roosevelt Corollary Platt Amendment “dollar diplomacy” U.S. Policy in Puerto Rico and Cuba ½ WITNESS HISTORY Read the selec- “big stick” diplomacy “moral diplomacy” America’s victory over Spain liberated the Puerto Rican and tion aloud, or play the audio. Panama Canal Francisco “Pancho” Villa Cuban people from Spanish rule. But victory left the fates of these Witness History Audio CD, islands unresolved. Would Puerto Rico and Cuba become indepen- Dollars for Bullets dent nations? Or would they become colonies of the United States?

As questions lingered in the aftermath of war, the United States Ask According to Taft, what for- Reading Skill: Identify Supporting assumed control in Puerto Rico and Cuba. eign interests will the United Details Complete a table like the one below to States support? (legitimate inter- note how the U.S. dealt with Puerto Rico and Cuba. Civil Government in Puerto Rico As the smoke from the ests and those that benefit U.S. busi- Spanish-American War cleared, Puerto Rico remained under direct nesses) How will U.S. foreign American Policy After Spanish-American War U.S. military rule. In 1900, Congress passed the Foraker Act, which policy change? (The United States Puerto Rico Cuba established a civil government in Puerto Rico. The act authorized the President of the United States to appoint a governor and part of will support its interests through • Foraker Act establishes • civil government in 1900 the Puerto Rican legislature. Puerto Ricans could fill the rest of the business instead of through conflict.) • • legislature in a general election. ½ Focus Point out the Section Focus Question, and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 4 Assessment answers.) ½ Use the information below and the following resource to teach students the high-use words Preview Have students preview from this section. Teaching Resources, Vocabulary Builder, p. 11

the Section Objectives and the list of Terms and People. High-Use Word Definition and Sample Sentence ½ Using the Structured assess v. to impose a fine, tax, or special payment on a person or property Read Aloud strategy (TE, p. T20), The U.S. government can assess taxes on foreign goods sold in this country. have students read this section. As nevertheless adv. in spite of that; however they read, have students note how The United States defeated the Filipino insurgents in 1901 and gained control the U.S. dealt with Puerto Rico and of the Philippines; nevertheless, the Philippines eventually became an inde- Cuba. Reading and Note Taking Study pendent nation. Guide

268 Emerging World Power hsus_te_ch05_s04_s.fm Page 269 Thursday, December 4, 2008 10:48 AM

Whether Puerto Ricans could enjoy citizenship rights in the United States, however, remained unclear. This unusual situation led to a series of court cases, known as Insular Cases, in which the Supreme Court determined the rights of Teach Vocabulary Builder Puerto Ricans. One case examined whether the U.S. government could assess assess–(uh SEHS) v. to impose a taxes on Puerto Rican goods sold in the United States. The Supreme Court ruled fine, tax, or special payment on U.S. Policy in Puerto Rico the taxes legal and determined that Puerto Ricans did not enjoy the same rights a person or property as U.S. citizens. and Cuba L3 In 1917, President Woodrow Wilson signed the Jones-Shafroth Act. It granted Puerto Ricans more citizenship rights and gave the islanders greater control over Instruct their own legislature. Still, many Puerto Ricans expressed their discontent because ½ Introduce: Vocabulary Builder they did not enjoy all of the same rights as Americans. Have students locate the vocabu- United States Establishes Cuban Protectorate Although the Treaty of lary term assess and its definition. Paris granted Cuban independence, the United States Army did not withdraw Ask Why does a government from the island until 1902. But before the U.S. military left, Congress obliged assess taxes? (to raise money to pay Cuba to add to its constitution the Platt Amendment. The amendment for government services) Have stu- restricted the rights of newly independent Cubans and effectively brought the dents discuss why the U.S. govern- island within the U.S. sphere. It prevented Cuba from signing a treaty with ment might want to assess taxes on another nation without American approval. It also required Cuba to lease naval Puerto Rican goods sold in the stations to the United States. Additionally, the Platt Amendment granted the United States. United States the “right to intervene” to preserve order in Cuba. ½ Many Cubans strongly disliked the Platt Amendment but soon realized that Teach Ask What did the Foraker America would not otherwise end its military government of the island. The Act do? (It established civil govern- United States, for its part, was unwilling to risk Cuba’s becoming a base for a ment in Puerto Rico. It also allowed potentially hostile great power. Cuba thus added the Platt Amendment to its the U.S. President to appoint the constitution as part of a treaty with the United States. The treaty made Cuba a Puerto Rican governor and part of protectorate of the United States and governed their relationship for decades. the Puerto Rican legislature.) Why did Cuba add the Platt Amend- Why did Cubans dislike the Platt Amendment? ment to its constitution? (The United States would not end mili- Roosevelt Pursues “Big Stick” tary government in Cuba unless the Diplomacy amendment was included.) Using Upon assuming the presidency after McKinley’s assas- the Idea Wave strategy (TE, p. T22), sination, Theodore Roosevelt promoted a new kind of have students discuss the advan- Theodore Roosevelt (1858–1919) diplomacy based on America’s success in the Spanish- tages and disadvantages Puerto Rico As a boy, Theodore Roosevelt suffered from asthma and poor American War. Beyond determining what would happen and Cuba may have experienced eyesight. Determined not to be held back by under U.S. policies. to Puerto Rico and Cuba, Roosevelt developed a broader physical limitations, he took on an active policy for U.S. action in Latin America. Historians have program of exercise that included boxing ½ Quick Activity Using the Num- called this Roosevelt’s “big stick” diplomacy since it and horseback riding. bered Head strategy (TE, p. T23), depended on a strong military to achieve America’s goals. In 1898, when Roosevelt was have students debate whether the “Big stick” stemmed from the President’s admiration for Assistant Secretary of the Navy, he United States was right or wrong to an old African saying, “Speak softly and carry a big stick; again showcased his determination. pass the Foraker Act and require you will go far.” Two months before the United States Roosevelt’s view that America needed to carry a big declared war on Spain, he secretly ordered Cuba to add the Platt Amendment stick during the Age of Imperialism flowed from his Commodore George Dewey to sail for Hong to its constitution. adherence to balance-of-power principles and from his Kong, within striking distance of the Philippines. Thus, when the war view of the United States as a special nation with a moral began, U.S. ships were instantly Independent Practice responsibility to “civilize,” or uplift, weaker nations. In ready to attack the Spanish Have students make Venn diagrams to this sense, the new President held beliefs similar to those fleet in Manila Bay. Soon compare and contrast U.S. involvement of other imperial powers in Europe and Asia. Roosevelt after Dewey’s victory, in Puerto Rico and Cuba. also felt that America’s elite—its statesmen and captains Roosevelt resigned from his of industry—had to accept the challenge of international post and organized the leadership. Rough Riders. Monitor Progress As students fill in their tables, circu- late to make sure that they understand how the U.S. dealt with Puerto Rico and Cuba. For a completed version of the table, see Note Taking Transparencies, B-94a. Puerto Rico and the United States Long after tax incentives and American investment; tourism also the passage of the Foraker Act, Puerto Rico’s status in accounts for a significant portion of the common- relation to the United States continues to be debated. wealth’s income and jobs. Indeed, emotions have run so high that Puerto Rican Arguments for statehood and independence contin- nationalists attempted to assassinate U.S. President ued to be voiced. However, votes in 1967, 1993, and Harry Truman in 1950, hoping to further the cause of 1998 favored maintaining the commonwealth. In Puerto Rican independence. In 1952, Puerto Rico was 2007, Congress passed the Puerto Rico Democracy given commonwealth status, allowing its citizens to Act which calls for Puerto Ricans to vote in 2009 to Answer vote on their own constitution and to maintain author- determine whether Puerto Rico should remain a com- ity over internal state affairs. Today, Puerto Rico has a monwealth or seek non-territory status. The Platt Amendment brought Cuba

dynamic economy that has benefited from decades of under U.S. control, restricted Cubans’ rights, and allowed the United States to intervene in Cuban affairs. Chapter 9 Section 4 269 hsus_te_ch05_s04_s.fm Page 270 Thursday, December 4, 2008 10:48 AM

UNITED STATES San Francisco Roosevelt Pursues “Big Jupiter Atlantic Ocean Stick” Diplomacy L3 4,5 0 0 M 22 ILES DA 1 YS 2 ,5 0 PANAMA 6 0 7 D M CANAL A I Instruct The Panama Canal Y LE S S ½ The construction of the Panama Canal was a monumental engineering feat. Pacific Introduce: Key Term Ask stu- Ocean dents to find the key term “big It fulfilled a vision of shortening the travel distance between the Atlantic and stick” diplomacy (in bold) in the Pacific oceans that traced back to when the Spanish first began shipping gold and silver from the Americas in the 1500s. To complete the canal, workers built text. Then, write the term on the a series of locks to raise ships to the level of Gatún Lake, 85 feet above sea board, and provide the definition. level, to cross the isthmus. (See the diagram below.) From 1904 to 1913, tens Direct students to the HISTORY of thousands of laborers worked on the canal. In the end, the challenge of the MAKERS feature about Theodore landscape was overshadowed by the threat of the deadly mosquito, which In 1898, the U.S. battleship Roosevelt. Have students discuss spread yellow fever and malaria. “If we do not control malaria, our mortality is Oregon raced around South how Roosevelt’s actions during the going to be heavy,” warned Dr. William Gorgas, a United States Army surgeon. America to fight the Spanish Spanish-American War foreshad- He convinced the chief engineer that fighting the mosquito was vital to in Cuba. Without a Central American canal to shorten owed his use of “big stick” diplo- keeping American steam shovels in action. macy. Then, have students debate its voyage to Florida, the the advantages and disadvantages Oregon spent more than two months at sea. of adopting Roosevelt’s “big stick” policy in the United States. ½ Teach Ask What role did Roosevelt play in the history of the Panama Canal? (Roosevelt sent the United States Navy to support the Panamanian rebellion against Colombia. After winning independence, Panama granted the United States control of the Canal Zone.) According to the Roosevelt Cor- ollary, how did the United States justify continued military inter- Vocabulary Builder America Builds the Panama Canal Although the plan to dig a canal across vention in Latin America? (The nevertheless–(nehv er thuh Central America did not originate with Roosevelt, he nevertheless played a cru- United States intervened in Latin LEHS) adv. in spite of that; cial role in its history. In the late 1800s, a French company had tried to link the American affairs in order to keep however Atlantic to the Pacific across the Isthmus of Panama but failed. Afterward, some European powers from using force in suggested building a canal through Nicaragua. However, those plans came to the region.) Why might Latin nothing. Eventually, an agent from the French company that had abandoned its American countries object to canal attempt convinced the United States to buy the company’s claim. In 1903, Roosevelt’s policies? (They might the U.S. government bought the Panama route for $40 million. see his policies as unwanted inter- Before it could build a canal through Panama, however, the United States ventions in their affairs.) How did needed the consent of the Colombian government. At that time, Panama was Taft shift U.S. foreign policy? part of independent Colombia. American efforts to negotiate a purchase of land (Taft relied less on “big stick” across the isthmus stalled when Colombia demanded more than the United diplomacy and adopted “dollar States was willing to provide. diplomacy,” which emphasized So Roosevelt stepped in. The President dispatched U.S. warships to the increasing American investments in waters off Panama to support a Panamanian rebellion against Colombia. The Central American and Caribbean appearance of the United States Navy convinced the Colombians not to sup- banks and businesses.) press the uprising. Panama soon declared its independence from Colombia. The new nation immediately granted America control over the “Canal Zone.” To ½ Quick Activity Display Color secure this land for its vital trade link, America agreed to pay Panama $10 million Transparency: Building the Panama and an annual rent of $250,000. Canal. Use the lesson suggestions in the transparency book to guide a dis- cussion about the challenges of building this important shipping route. Color Transparencies A-84 L4 Advanced Readers L4 Gifted and Talented Students

Students may enjoy reading about the conflicts of resources draw Europeans to Latin America during a imperialism as depicted in Joseph Conrad’s novel time of revolution. Ask students to look for parallels Nostromo (1904). Set in the fictitious country of between Conrad’s fiction and the events in Latin Costaguana, the novel describes how rich natural America during the early 1900s.

270 Emerging World Power hsus_te_ch05_s04_s.fm Page 271 Thursday, December 4, 2008 10:48 AM

Independent Practice ½ Have students read the Focus on Geography feature and answer the questions that accompany the feature. Drainage Pools of water near villages drained to reduce mosquito breeding areas ½ Have students read the Geography Oiling When swamps could not be drained completely, and History: The Panama Canal oil sprayed to kill mosquito larvae worksheet and answer the questions Top: American doctors developed Mowing Brush and grass near villages cut low; scientists that follow. Teaching Resources, believed mosquitoes would not ﬂy over open areas a thorough plan to combat pp. 23–24 disease—and the grim specter of Screening Ofﬁces and dormitories screened against mosquitoes Death—in the Canal Zone. Quinine Provided freely to all construction workers to treat Background: Canal workers dig and prevent malaria out a mudslide during the construction of the Gaillard Cut. Foreground: Spanish workers shovel dirt in Panama. American engineers hired laborers from many countries to work on the canal.

Geography and History • By how much did the canal shorten the distance between San Francisco and Jupiter, Florida? More than 35,000 workers helped dig the Panama Canal, often in very diffi- • Which methods of cult conditions. Completion of the canal depended on scientific breakthroughs malaria control involved by doctors as they learned how to combat tropical diseases. Still, more than direct changes to the 5,000 canal workers died from disease or accidents while building the canal. physical environment When the finished waterway opened in 1914, it cut some 8,000 nautical miles of the Canal Zone? off the trip from the west coast to the east coast of the United States.

Roosevelt Updates the Monroe Doctrine In the early 1900s, the inability of Latin American nations to pay their debts to foreign investors raised the pos- sibility of European intervention. In 1903, for example, Germany and Britain blockaded Venezuelan ports to ensure that debts to European bankers were repaid. Roosevelt concluded: “If we intend to say hands off to the powers of Europe, then sooner or later we must keep order ourselves.” So in a 1904 message to Congress, he announced a new Latin American policy. The President’s Roosevelt Corollary updated the Monroe Doctrine for an age of economic imperialism. In the case of “chronic wrongdoing” by a Latin Ameri- can nation—the kind that Europeans might use to justify military intervention— the United States would assume the role of police power, restoring order and depriving other creditors of the excuse to intervene. This change, Roosevelt argued, merely reasserted America’s long-standing policy of keeping the West- ern Hemisphere free from European intervention.

Panama Canal Treaty The presence of the canal Roosevelt Corollary, Torrijos declared at the treaty sign- was a contentious issue to Panamanians. The territory ing that “The Republic of Panama will reject, in unity encompassing the Canal Zone was, in effect, a foreign and with decisiveness and firmness, any attempt by any colony under foreign control. In 1977, leaders of the country to intervene in its internal or external affairs.” United States and Panama, U.S. President Jimmy Carter From 1979 to 1999, Panama and the United States and General Omar Torrijos Herrera, signed the Panama operated the canal jointly as ownership of the canal Answers Canal Treaty. The treaty nullified all previous treaties that transitioned from the United States to Panama. During had allowed the United States to build, operate, and a ceremony on December 14, 1999, the United States Geography and History occupy the Canal Zone, including those dating back to transferred full control of the canal to Panama. • The canal shortened the distance between the time of Theodore Roosevelt. As if in answer to the Jupiter, Florida, and San Francisco by 45 days or 8,000 miles. • draining pools of water, spraying swamps with oil, and mowing brush and grass Chapter 9 Section 4 271 hsus_te_ch05_s04_s.fm Page 272 Thursday, December 4, 2008 10:48 AM

½ Have students access Web Code U.S. Interventions in Latin America For: Interactive map nep-0508 to use the Geography Web Code: nep-0508 Interactive map and then answer U.S. expeditionary UNITED STATES N the map skills questions in the text. force 1916–1917 30° N W E Monitor Progress S U.S. troops 1898–1902, To review this section, have students 1906–1909, 1912, 1917–1922 Bahamas discuss the advantages and disadvan- (Br.) Gulf of Mexico U.S. troops tages of “big stick” diplomacy and “dol- 1915–1934 Atlantic lar diplomacy.” Ask students to use MEXICO Havana U.S. troops Ocean details from the text to support their U.S. expeditionary CUBA 1916–1924 force 1914 answers. DOMINICAN 20° N Guantanamo Purchased from Mexico City REPUBLIC Denmark 1917 HAITI Veracruz Puerto Rico Jamaica Antigua British Honduras (Br.) Virgin Is. (Br.) (Br.) U.S. leased naval base 1903 Acquired from Guadeloupe (Fr.) GUATEMALA HONDURAS Caribbean Sea Spain 1898 Dominica (Br.) Martinique (Fr.) EL SALVADOR U.S. troops 1909–1910, St. Lucia (Br.) Pacific 1912–1925, 1926–1933 70° W Grenada (Br.) NICARAGUA Ocean U.S. troops Barbados (Br.) 1924–1925 Trinidad 10° N COSTA PANAMA (Br.) RICA

Miller Projection VENEZUELA 0200 400 mi U.S. acquired Canal Zone 1904; Canal completed 1914 0200 400 km COLOMBIA

100° W 90° W 80° W

Map Skills The United States repeatedly intervened in the affairs of its Latin American neighbors from the time of the Spanish-American War through the early 1900s. 1. Locate: (a) Cuba, (b) Mexico, (c) Veracruz, (d) Nicaragua, (e) Panama Canal Zone 2. Place Why was Panama an ideal place for the construction of a canal? 3. Analyze Why was Cuba vital to U.S. operations in Central America and the Caribbean?

ᮤ Wielding the Big Stick With his update to the Monroe Doctrine, Roosevelt wanted only “to see neighboring countries stable, orderly, and prosperous.” But if those governments were to collapse, the United States stood ready to restore order and prevent European intervention.

L1 Special Needs Students L2 English Language Learners

Answers Have students use the map on this page to locate the ties to European countries? (Mexico, Guatemala, names of islands and Central American countries. El Salvador, Honduras, Nicaragua, Costa Rica, Pan- Have them identify the names that are followed by ama, Cuba, Puerto Rico, Haiti, and the Dominican Map Skills parentheses, such as (Br.) for Great Britain or (Fr.) for Republic) Which of those countries did not have 1. Review locations with students. France. Tell students that countries with this designa- U.S. troops sent there in the early 1900s? (Gua- 2. Panama’s isthmus was narrow and offered tion are colonies of the countries in parentheses. temala, El Salvador, and Costa Rica) Have students the shortest distance between the two Have students list the countries that were colonized, draw conclusions about attitudes toward foreign oceans. the countries in which the United States intervened, intervention in Latin America, and ask them how 3. Cuba is centrally located in the Caribbean and the countries that show no foreign interference. Latin Americans might have responded to foreign and would provide an important base of Ask Which countries on the map do not show intervention. operations. 272 Emerging World Power hsus_te_ch05_s04_s.fm Page 273 Thursday, December 4, 2008 10:48 AM

Latin Americans React to the Roosevelt Corollary Many Latin Ameri- cans resented America’s role as the hemisphere’s police force. They disagreed Wilson Pursues Moral with Roosevelt’s belief that Latin Americans could not police themselves. Fran- L3 cisco García Calderón, a Peruvian diplomat, contended that the Monroe Doc- Diplomacy trine had taken on an “aggressive form with Mr. Roosevelt.” Like Calderón, Nicaraguan spokesman Augusto Sandino felt that the United States threat- Instruct ened the “sovereignty and liberty” of his people. Sandino eventually led an army ½ Introduce: Key Term Ask stu- of guerrillas against U.S. Marines in Nicaragua in the 1920s. dents to find the key term “moral Taft Switches to Dollar Diplomacy Roosevelt handpicked William Howard diplomacy” (in bold) in the text. Taft to succeed him as the Republican candidate for President in 1908. Taft Then, write the term on the board, shared Roosevelt’s basic foreign policy objectives. After defeating William and provide the definition. Have stu- JenningsBryan in the general election, Taft wanted to maintain the Open Door dents read the Primary Source quo- Policy in Asia and ensure ongoing stability in Latin America. The new President tation of Wilson’s speech on this pursued both goals with the aim of expanding American trade. page. Ask According to Wilson, Taft hoped to achieve these ends by relying less on the “big stick” and more on what is the main goal of “moral “dollar diplomacy.” As Taft commented in 1912, he looked to substitute “dollars diplomacy”? (The main goal is for for bullets.” The policy aimed to increase American investments in businesses the United States to become friends and banks throughout Central America and the Caribbean. Americans busily with Latin American countries by invested in plantations, mines, oil wells, railways, and other ventures in those treating them as equals and under- regions. Of course, “dollar diplomacy” sometimes required a return to the “big standing their interests, a process stick” and military intervention. Such was the case when President Taft dis- that will cultivate constitutional patched troops to Nicaragua in 1909—and again in 1912—to protect the forma- liberty.) tion of a pro-American government there. ½ Teach Help students understand What were Roosevelt’s most important foreign-policy the emphasis of Woodrow Wilson’s

initiatives in Latin America? foreign policies. Ask What “mor- als” did Wilson support in creat- Wilson Pursues Moral Diplomacy ing a new foreign policy? (Wilson During the 1912 presidential election campaign, Democratic candidate Woodrow supported honor and respect. He Wilson criticized the foreign policies of his Republican predecessors Theodore pledged not to take advantage of Roosevelt and William Howard Taft. After his election victory, Wilson appointed Latin American countries, but to the anti-imperialist William Jennings Bryan as Secretary of State, which sent a honor their sovereignty.) How did strong message to the American people. events in Mexico present a challenge to Wilson’s “moral diplo- The U.S. Supports Honest Government in Latin America The new macy”? (Victoriano Huerta executed President intended to take U.S. foreign policy in a different direction. He prom- Francisco Madero to take control of ised that the United States would “never again seek one additional foot of terri- Mexico. Wilson refused to accept tory by conquest” but would instead work to promote “human rights, national Huerta as Mexico’s rightful leader integrity, and opportunity.” Wilson spelled out his new “moral diplomacy” in a message to the American people: and worked to support a “moral” leader, Venustiano Carranza.) How

“We must prove ourselves [Latin America’s] friends and Reading Skill: Compare As you did Wilson respond to Huerta’s

champions upon terms of equality and honor.... We must show ourselves friends by read, compare Wilson’s moral rule? (Wilson sent marines to Mex- comprehending their interest, whether it squares with our own interest or not.... diplomacy with the foreign policies ico, causing the collapse of Huerta’s Comprehension must be the soil in which shall grow all the fruits of friendship.... I of Roosevelt and Taft by completing government and allowing Wilson- mean the development of constitutional liberty in the world.” a flowchart like the one below. supported Venustiano Carranza to —Woodrow Wilson, October 27, 1913 take control of Mexico.) Have stu- United States Foreign Policy In spite of his stated preference for “moral diplomacy” over “big stick” or “dol- dents use information from the text lar diplomacy,” Wilson used the military on a number of occasions to guide Latin Roosevelt Taft Wilson to evaluate the success of Wilson’s Americans in the directions that he thought proper. In 1915, Wilson sent • • • “Moral “moral diplomacy.” marines to Haiti to protect American investments and to guard against the diplomacy” • Supported • • ½ Quick Activity As they read, have potential of German or French aggression in the nation. Wilson prodded the rebellion in students fill in the flowchart com- government of Haiti to sign an agreement that essentially gave the United Panama paring Wilson’s “moral diplomacy” with the foreign policies of Roosevelt and Taft. For a completed version of the flowchart, see Note Taking Transparencies, B-94b. L2 Less Proficient Readers

As students read this subsection, have them look for use this bulleted list to make statements containing the core values reflected in Wilson’s policy of “moral the stems “Moral governments should ” and diplomacy.” Ask students to make a bulleted list of “Moral governments should not .” Answer actions that reflect Wilson’s values. Have students Roosevelt’s most important foreign- policy initiatives in Latin America were his Corollary, which claimed the U.S. right to intervene in the affairs of Latin America, and his “big stick” diplomacy, which emphasized a strong U.S. military. Chapter 9 Section 4 273 hsus_te_ch05_s04_s.fm Page 274 Thursday, December 4, 2008 10:48 AM

INFOGRAPHIC AUDIO Independent Practice ½ Have students analyze the Info- Painting of a graphic, read the text that accompa- Curtiss JN-3 nies it, and answer the questions that follow in the text. On March 9, 1916, the Mexican rebel Francisco ½ Ask students to use what they know “Pancho” Villa and his gang of outlaws attacked about Roosevelt’s and Taft’s foreign Columbus, New Mexico, killing 18 Americans. policies to write paragraphs describ- An enraged President Wilson dispatched General ing how each President might have John J. Pershing to hunt Villa down. Equipped dealt with the Mexican Revolution. for the first time with airplanes such as the Curtiss JN-3 to support its movements in Monitor Progress the field, the U.S. Army pushed 400 miles into Mexico. The Americans To review this section, ask students to chased Villa for 11 months in spite of summarize the events that tested protests from the Mexican government Wilson’s “moral diplomacy.” Ask them and occasional clashes with the Mexican to categorize each event as aligning army. Preoccupied more by the ongoing with or deviating from “moral diplo- war in Europe than by the apprehension macy.” Have students explain their of Villa, Wilson ultimately withdrew reasons for their method of categoriz- Pershing’s army in early 1917. ing the events.

General Pershing leads American cavalry in Mexico in 1916.

Pancho Villa was eventually killed by unknown assassins in 1923.

Thinking Critically 1. Analyze Information Do you think Pershing’s expedition violated the States the right to control its financial and foreign affairs. The marines ideals of “moral diplo- did not leave until 1934. Under Wilson, U.S. soldiers and sailors also macy”? Explain. intervened in the Dominican Republic and in Mexico. 2. Draw Conclusions Why Revolution Grips Mexico For decades, Mexican dictator Porfirio Díaz had would American command- benefited his country’s small upper class of wealthy landowners, clerics, and mil- ers be eager to test new itary men. With Díaz’s encouragement, foreign investments in Mexico grew. As a military technology in the result, American business people owned large portions of Mexico’s industries. field against Villa? While foreign investors and Mexico’s aristocracy grew rich, Mexico’s large popu- lation of farmers struggled in poverty.

Answers L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers Thinking Critically 1. No; Pershing’s expedition balanced the For visual learners and students who need help with volunteers to identify the symbols in the map key and imperative of “moral diplomacy” to basic skills, direct attention to the Infographic on this to find them on the map. With the class, discuss why respect the sovereignty of other nations page. Remind students that this visual shows the President Wilson focused on punishing Villa’s raid with the U.S. right to protect its own citi- scope of Pancho Villa’s raid into the United States and pursued the rebel so far into Mexico. zens from attack. and the intensity of the U.S. military’s response. Ask 2. The new technology would give the military an advantage in hunting down Villa. In addition, American commanders would want to test airplanes in Mexico, in a lim- ited campaign, before taking them to the larger conflict in Europe. 274 Emerging World Power hsus_te_ch05_s04_s.fm Page 275 Friday, January 9, 2009 2:05 PM

In 1911, Francisco Madero led the Mexican Revolution that toppled Díaz. Madero was committed to reforms but was a weak administrator. In 1913, Gen- eral Victoriano Huerta seized power and executed Madero. Under “dollar diplo- Assess and Reteach

macy,” Taft probably would have recognized Huerta as the leader of Mexico because Huerta pledged to protect American investments. But under “moral Assess Progress L3 diplomacy,” Wilson refused to do so, declaring that he would not accept a “gov- ½ Have students complete the Section ernment of butchers.” Instead, Wilson favored Venustiano Carranza, another Assessment. reformer, who had organized anti-Huerta forces. ½ Administer the Section Quiz. Wilson Sends U.S. Troops Into Mexico In 1914, the President used the Teaching Resources, p. 28 Mexican arrest of American sailors as an opportunity to help Carranza attain ½ power. Wilson sent marines to occupy the Mexican port of Veracruz. The action To further assess student under- caused Huerta’s government to collapse, and Carranza assumed the presidency. standing, use Progress Monitoring Huerta’s fall from power cheered many Mexicans and appeared to validate Transparencies, 90. Wilson’s “moral diplomacy.” However, Wilson soon discovered that he faced more trouble in Mexico. The new Carranza government was slow in bringing Reteach about reforms, and rebels again rose up, this time under the leadership of If students need more instruction, Francisco “Pancho” Villa. For a while, Wilson courted Villa. After American sup- have them read the section summary. port disappeared in 1916, Villa’s forces crossed into New Mexico and raided the town of Columbus, leaving 18 Americans dead. President Wilson responded by Reading and Note Taking L3 sending General John J. Pershing and more than 10,000 troops on a “punitive Study Guide expedition” to Mexico. L1 L2 Pershing’s forces chased Villa for several months but failed to capture the Adapted Reading and rebel leader. Wilson eventually withdrew American troops from Mexico in 1917, Note Taking Study Guide mostly because of his concerns about World War I raging in Europe. Not long Spanish Reading and L2 afterward, the United States declared war on Germany. Free from hunting Note Taking Study Guide Villa, Pershing took command of the American Expeditionary Force in France. A generation earlier, few would have believed it possible that more than one L4 million American troops would engage in a large-scale war in Europe. But the Extend triumph over Spain and U.S. actions in Asia and Latin America demonstrated See this chapter’s Professional Devel- that America had emerged as a world power. Now, World War I would test that opment pages for the Extend Online new global strength. activity on the Panama Canal. What was “moral diplomacy”?

Answer

SECTION “Moral diplomacy” was a policy that

4 Progress Monitoring Online stressed respecting the rights of other Assessment For: Self-test with vocabulary practice nations to govern and not using force to Web Code: nea-0510 impose U.S. policies on other sovereign Comprehension Writing About History Critical Thinking governments. 1. Terms and People Define each term 3. Quick Write: Write a Conclusion 4. Analyze Geography What impact below. How are they similar? How are A narrative essay should include a did the building of the Panama Canal they different? conclusion that wraps up the events have on American trade? • “big stick” diplomacy described in your story. Suppose that 5. Identify Assumptions How do the • “dollar diplomacy” you want to write a narrative from the Platt Amendment and the Roosevelt • “moral diplomacy” perspective of United States Army Corollary reflect similar assumptions General John J. Pershing as he pursued about the governments of Latin “Pancho” Villa through northern 2. Reading Skill: American nations?

Mexico. Write a conclusion to the story Identify Supporting Details Use 6. Draw Conclusions Do you think Pershing would tell of the pursuit. your table to answer the Section Focus Woodrow Wilson succeeded in carrying Question: What actions did the United out the principle of “moral diplomacy” States take to achieve its goals in Latin in Latin America? Explain. America?

Section 4 Assessment 3. Responses should show students’ ability Roosevelt Corollary reflected this by to effectively wrap up events in a narra- assuming that the United States should 1. Sentences should reflect an understand- tive essay with an effective conclusion. intervene militarily in any Latin Ameri- ing of each term and tell how they are 4. The Panama Canal increased trade by can conflict that threatened to disrupt both similar and different. decreasing the shipping time required to trade. 2. The United States passed the Foraker move goods between the Atlantic and 6. Possible response: Wilson succeeded Act, obliged Cuba to add the Platt Pacific oceans. because he honored Mexico’s status as a Amendment to its constitution, negoti- 5. Both the Platt Amendment and the sovereign nation and did not immediately ated with Panama to build and operate Roosevelt Corollary assumed that Latin send U.S. troops to quell its revolution. a canal, intervened with its military to American countries were not skilled or protect U.S. interests abroad, and powerful enough to govern themselves. increased U.S. investments in Latin The Platt Amendment reflected this idea For additional assessment, have students access American businesses and banks. by restricting Cuban rights, even though Progress Monitoring Online at Web the country was newly independent. The Code nea-0510.

Chapter 9 Section 4 275