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The United States and Latin America

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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 ques- tion 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.
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