Chapter Introduction Section 1 The Imperialist Vision Section

Chapter Introduction Section 1 The Imperialist Vision Section 2 The Spanish-American War Section 3 New American Diplomacy Chapter Assessment

The Big Ideas SECTION 1: The Imperialist Vision International competition can lead to conflict and cooperation. In the late 1800 s, the United States began to compete with European countries for overseas markets and power. SECTION 2: The Spanish-American War The fate of nations is forever changed by monumental world events. After the explosion of the USS Maine, the United States defeated Spain in a war and acquired new territories, changing the fate of other nations.

The Big Ideas SECTION 3: New American Diplomacy America’s military and economic strength made it a world power. Under President Theodore Roosevelt, the United States increased its power and influence on the world stage.

In the previous chapter, you learned how politics hindered reform efforts and how African Americans faced growing discrimination. In this section, you will discover how Americans began to shift attention from domestic issues to foreign policy and trade.

• A desire for world markets and belief in the superiority of white culture led the United States to assert itself as a world power. (p. 295) • The desire for new markets led to trade with Japan and the annexation of Hawaii. (p. 296) • The United States worked to increase trade with Latin America. (p. 298) • The United States began constructing a large navy to protect its international interests. (p. 299)

imperialism, protectorate technology, publish

Anglo-Saxonism, Matthew C. Perry, Queen Liliuokalani, Pan-Americanism, Alfred T. Mahan, Henry Cabot Lodge

1. Analyze how a desire for more trade and markets led to political change between 1877 and 1898. 2. Cite the motivations for and methods of American expansion in the Pacific.

Hawaii is the only state that was once an independent monarchy. Polynesian monarchs ruled the country from about 1800 to 1894.

I. Building Support for Imperialism (pages 295– 296) A. Beginning in the 1880 s, Americans wanted the United States to become a world power. Their change in attitude was a result of economic and military competition from other nations and a growing feeling of cultural superiority.

I. Building Support for Imperialism (pages 295– 296) B. Imperialism, the economic and political domination of a strong nation over weaker nations, was a view held by many Europeans nations as they expanded their power overseas. To protect their investments, European nations exerted control over territories where they had invested capital and sold products. Some areas became colonies while others became protectorates. In a protectorate, the imperial power allowed local rulers to remain in control while protecting them against rebellion and invasion. In return, local rulers had to accept advice from the Europeans on how to govern their country.

I. Building Support for Imperialism (pages 295– 296) C. Americans wanted to develop overseas markets to keep the economy strong. Social Darwinists argued that as nations competed, only the strongest would survive. Americans used these ideas to justify expanding American power overseas.

I. Building Support for Imperialism (pages 295– 296) D. John Fiske, a historian and writer, wrote about “Anglo-Saxonism, ” the idea that the English-speaking nations had superior character, ideas, and systems of government and were destined to dominate the planet. Josiah Strong linked missionary work to Anglo -Saxonism, convincing many Americans to support imperialism.

I. Building Support for Imperialism (pages 295– 296) Why did Americans increasingly support imperialism during the 1880 s? Americans wanted to develop overseas markets to keep the economy strong. Social Darwinists argued that as nations competed, only the strongest would survive. John Fiske wrote about “Anglo-Saxonism, ” the idea that the English-speaking nations had superior character, ideas, and systems of government and were destined to dominate the planet. Anglo-Saxonism was a popular idea because it fit with the idea of Manifest Destiny. Josiah Strong linked missionary work to Anglo-Saxonism, convincing many Americans to support imperialism.

II. Expansion in the Pacific (pages 296– 297) A. Americans expanded across the Pacific Ocean and toward East Asia looking for overseas markets. Americans hoped to trade with China and Japan, but Japan only allowed trade with the Chinese and the Dutch.

II. Expansion in the Pacific (pages 296– 297) B. In 1852 President Franklin Pierce ordered Commodore Matthew C. Perry to travel to Japan to negotiate a trade treaty. In 1854 the Japanese, impressed by American technology and power, signed a treaty opening two ports to American trade. By the 1890 s, Japan had a powerful navy and had set out to build its own empire in Asia. Perry’s forces arriving in Yokohama in March 1854

II. Expansion in the Pacific (pages 296– 297) C. During an 1872 recession in Hawaii, the United States exempted Hawaiian sugar from tariffs. When the treaty later came up for renewal, the Senate insisted that Hawaii give the United States exclusive rights to a naval base at Pearl Harbor. The trade treaty led to a boom in the Hawaiian sugar industry. D. The Mc. Kinley Tariff in 1890 gave subsidies to sugar producers in the United States causing the sale of Hawaiian sugar to decline. As a result, the Hawaiian economy also declined.

II. Expansion in the Pacific (pages 296– 297) E. In 1891 Queen Liliuokalani became the queen of Hawaii. She disliked the influence of American settlers in Hawaii. In 1893 a group of planters, supported by U. S. Marines, forced the queen to give up her power after she unsuccessfully tried to impose a new constitution that reasserted her authority as ruler of the Hawaiian people. The group of planters set up a temporary government and asked the United States to annex the islands.

II. Expansion in the Pacific (pages 296– 297) How did the United States expand in the Pacific? In 1852 President Franklin Pierce ordered Commodore Matthew C. Perry to travel to Japan to negotiate a trade treaty. In 1854 the Japanese signed a treaty opening two ports to American trade. During an 1872 recession in Hawaii, the United States exempted Hawaiian sugar from tariffs. When the treaty later came up for renewal, the Senate insisted that Hawaii give the United States exclusive rights to a naval base at Pearl Harbor. In 1893 Queen Liliuokalani of Hawaii was forced, by a group of planters supported by U. S. Marines, to give up her power after she unsuccessfully tried to impose a new constitution that reasserted her authority as ruler of the Hawaiian people. The planters set up a temporary government and asked the United States to annex the islands.

III. Relations With Latin America (page 298) A. In the 1800 s, the United States wanted to increase its influence in Latin America by increasing the sale of American products in the region. Americans wanted Europeans to realize that the United States was the dominant power in the region. B. Secretary of State James G. Blaine led early efforts to expand American influence in Latin America. He proposed the idea that the United States and Latin America work together in what came to be called Pan-Americanism.

III. Relations With Latin America (page 298) C. In 1889 the first Pan-American conference was held in Washington, D. C. The goals of the conference were to create a customs union between Latin America and the United States, and to create a system for American nations to work out their disputes peacefully. The Latin Americans rejected both ideas. D. Latin Americans agreed to create the Commercial Bureau of the American Republics, an organization that worked to promote cooperation among the nations of the Western Hemisphere. Today this organization is called the Organization of American States (OAS).

III. Relations With Latin America (page 298) What were the two goals of the first Pan. American conference? James G. Blaine wanted to create a customs union between Latin America and the United States, and create a system for American nations to work out their disputes peacefully.

IV. Building a Modern Navy (page 299) A. Americans were willing to risk war to defend American interests overseas. This led to American support for a large modern navy. B. Captain Alfred T. Mahan of the United States Navy published his lectures in a book called The Influence of Seapower Upon History, 1660– 1783. The book suggested that a nation needed a large navy to protect its merchant ships and to defend its right to trade with other countries. Mahan felt it necessary to acquire territory overseas for naval bases.

IV. Building a Modern Navy (page 299) C. Henry Cabot Lodge and Albert J. Beveridge, two powerful senators, pushed for the construction of a new navy. By the late 1890 s, the United States was on its way to becoming one of the top-ranked naval powers in the world. D. In the spring of 1898, war began between Spain and the United States.

IV. Building a Modern Navy (page 299) What were the ideas that convinced Congress to pay for building a strong, modern U. S. navy? Businesses wanted new markets overseas, and Anglo-Saxonism convinced many Americans that they had a destiny to dominate the world. European imperialism threatened America’s security. United States Navy Captain Alfred T. Mahan suggested that a nation needed a large navy to protect its merchant ships and to defend its right to trade with other countries. He felt it necessary to acquire territory overseas for naval bases.

Vocabulary Match the term on the left with the correct definition. ___ C ___ A imperialism ___ D ___ B technology protectorate publish A. a country that is technically independent but is actually under the control of another country B. to make a document available to the general public C. the actions used by one nation to exercise political or economic control over a smaller or weaker nation D. the result of an improvement on an old or existing idea

Checking for Understanding Explain why Secretary of State James G. Blaine convened the Pan-American conference in 1889. to support peace and increase trade among the Americas

Reviewing Big Ideas Identifying What events in the world convinced Americans to support a large navy? Germany tried to control Samoa Islands; Chilean mob attacked American soldiers; U. S. backed Venezuela in border dispute

Critical Thinking Evaluating Imagine Hawaii was never annexed and the new Constitution was implemented in 1893. Explain how Hawaii may differ politically, economically, and culturally from what it is today. Answers will vary. You should be able to defend your point of view. CA HI 4

Critical Thinking Organizing Use a graphic organizer to list the factors that led to an imperialist policy in the United States in the 1800 s. feeling of superiority, interest in expanding trade, need for strategic military bases, European competition

Analyzing Visuals Analyzing Art Study the picture shown here. How is the U. S. Navy portrayed in relation to the Japanese residents of Yokohama? Do you think the artist shows any bias? Why or why not? probable bias; U. S. troops more numerous and surround Japanese representatives

In the previous section, you learned how the United States increased overseas trade and began developing a modern navy. In this section, you will discover how the United States went to war with Spain and how the war expanded American territory.

• In support of the Cuban rebellion and in retaliation for the loss of the USS Maine, the United States declared war on Spain. (p. 301) • The United States fought Spain in both the Pacific and the Caribbean. (p. 303) • Victory in the Spanish-American War allowed the United States to expand its holdings in the South Pacific and to control Puerto Rico and Cuba. (p. 305)

yellow journalism, jingoism resource, violate, virtual

José Martí, William Randolph Hearst, Joseph Pulitzer, Theodore Roosevelt, Platt Amendment

1. Describe the circumstances that led to war between the United States and Spain in 1898. 2. Explain how the war made the United States a world power.

African Americans who fought in the Spanish. American War were organized into units or regiments that were segregated from whites. Almost half of the Cuban revolutionaries fighting with the Americans were black. The black Cuban soldiers were integrated in the rebel army. The sight of black Cuban soldiers fighting alongside whites as equals increased African Americans’ feelings of injustice in the United States.

I. The Coming of War (pages 301– 303) A. Cuba, a Spanish colony, provided wealth for Spain with sugarcane plantations. In 1868 Cuban rebels declared independence and began a guerrilla attack against Spanish authorities. After the attack failed, the Cuban rebels fled to the United States to plan a new revolution. Writer and poet José Martí, an exiled leader of Cuba’s revolution, fled to New York City. He raised money from Americans and began purchasing weapons and training troops to prepare for an invasion of Cuba.

I. The Coming of War (pages 301– 303) B. In 1894, after the United States imposed new tariffs on sugar, the economy of Cuba was devastated. Martí and his followers began a new rebellion in February of 1895. They seized control of eastern Cuba, declared its independence, and set up the Republic of Cuba in September 1895.

I. The Coming of War (pages 301– 303) C. At the start of the Cuban revolution, Americans were neutral. But after reports in two newspapers, the New York Journal owned by William Randolph Hearst and the New York World owned by Joseph Pulitzer, Americans began to side with the rebels. The newspapers, trying to outdo each other, began to use yellow journalism by running exaggerated stories of Spanish attacks on Cubans.

I. The Coming of War (pages 301– 303) D. The Cuban rebels attacked and destroyed American property, hoping for American intervention in the war. E. The Spanish appointed General Valeriano Weyler to serve as governor. He caused the deaths of tens of thousands of Cuban villagers by sending them to reconcentration camps. This led Americans to call for intervention in the war.

I. The Coming of War (pages 301– 303) F. The Spanish ambassador to the U. S. , Enrique Dupuy de Lôme, wrote a private letter, describing President Mc. Kinley as weak and seeking admiration of Americans. The New York Journal printed the letter, causing Americans to become angry over the insult. G. In February 1898, the USS Maine, anchored in Havana, Cuba, exploded, killing 266 American officers and sailors. Although no one knows why the ship exploded, many Americans blamed Spain.

I. The Coming of War (pages 301– 303) H. President William Mc. Kinley did not want to intervene in the war, fearing it would cost the United States too many lives and hurt the economy. Within the president’s own political party, jingoism was very strong. In 1898, after much pressure, Mc. Kinley authorized Congress to declare war on Spain.

I. The Coming of War (pages 301– 303) What factors led Americans to call for war against Spain in the late 1800 s? After sensational reports in two newspapers, the New York Journal owned by William Randolph Hearst and the New York World owned by Joseph Pulitzer, Americans began to side with the rebels. The Cuban rebels attacked and destroyed American property, hoping for American intervention in the war. The Spanish Governor of Cuba, General Valeriano Weyler, caused the deaths of tens of thousands of Cuban villagers by sending them to reconcentration camps. This led Americans to call for intervention in the war. The Spanish ambassador to the U. S. wrote a letter describing President Mc. Kinley as weak. This angered Americans. In February 1898, the USS Maine, anchored in Havana, Cuba, exploded, killing 266 American officers and sailors. Many Americans blamed Spain.

II. A War on Two Fronts (pages 303– 305) A. The United States Navy’s North Atlantic Squadron blockaded Cuba. An American fleet in British Hong Kong was ordered to attack the Spanish fleet in the Philippines—a Spanish colony. B. In May 1898, Commodore George Dewey led a squadron that destroyed or captured Spanish warships in Manila Bay in the Philippines. Mc. Kinley sent 20, 000 American troops to the Philippines and, along the way, seized the island of Guam—a Spanish possession in the Pacific.

II. A War on Two Fronts (pages 303– 305) C. The American army was untrained and unequipped. Poor conditions in training camps resulted in more Americans dying in training than in battle.

II. A War on Two Fronts (pages 303– 305) D. In June 1898, American troops advanced toward Santiago Harbor in Cuba. One group attacked the village of El Caney, and another group attacked San Juan Heights. Among the American troops were the “Rough Riders” led by Colonel Leonard Wood, with Theodore Roosevelt as second in command. Both attacks were American victories.

II. A War on Two Fronts (pages 303– 305) E. Along with the Rough Riders were the allblack 9 th and 10 th Cavalry Regiments. About one-fourth of the American troops fighting in Cuba were African American. F. Spanish resistance ended with the surrender of Santiago. On August 12, 1898, Spain and the United States agreed to a cease-fire.

II. A War on Two Fronts (pages 303– 305) Who were the “Rough Riders”? The “Rough Riders” were a group of volunteer cavalry regiment from the American West. The group was a mix of cowboys, miners, and law officers with Theodore Roosevelt as second in command. They attacked Kettle Hill on foot and assisted in the capture of San Juan Hill.

III. An American Empire is Born (pages 305– 307) A. Many Americans supported annexing the Philippines because it would provide a naval base in Asia, a stopover on the way to China, a large market for American goods, and the ability to teach “less civilized” peoples. B. On December 10, 1898, the United States and Spain signed the Treaty of Paris. Cuba became an independent country. The United States acquired Puerto Rico and Guam and paid Spain $20 million for the Philippines. This treaty made the United States an imperial power.

III. An American Empire is Born (pages 305– 307) C. Controlling its new empire was not easy for the United States. Emilio Aguinaldo, a Filipino revolutionary, ordered his troops to attack American soldiers stationed in the Philippines. American General Arthur Mac. Arthur was forced to set up reconcentration camps resulting in thousands of Filipinos dying. Emilio Aguinaldo

III. An American Empire is Born (pages 305– 307) D. William Howard Taft, the first U. S. civilian governor of the Philippines, introduced reforms in education, transportation, and health care to try to win over the Filipino people. These reforms slowly lessened Filipino hostility toward American rule. By April 1902, all Filipino resistance stopped. In 1946 the United States granted independence to the Philippines.

III. An American Empire is Born (pages 305– 307) E. In 1900 Congress passed the Foraker Act, making Puerto Rico an unincorporated territory. Congress gradually allowed the people a degree of self-government. In 1917 Puerto Ricans were made citizens of the United States. In 1947 the island was given the right to elect its own governor. Today the debate on whether to grant Puerto Rico statehood, to become an independent country, or to continue as a Commonwealth and part of the United States still exists.

III. An American Empire is Born (pages 305– 307) F. After the war, the United States set up a military government in Cuba. Steps were taken to ensure that Cuba would remain tied to the United States. The Platt Amendment specified that (1) Cuba could not make a treaty with another nation that would weaken its power or allow another foreign power to gain territory in Cuba; (2) Cuba had to allow the United States to buy or lease naval stations in Cuba; (3) Cuba’s debts had to be kept low to prevent foreign countries from landing troops to enforce payment; and (4) the United States would have the right to intervene to protect Cuban independence and keep order. Cuba reluctantly accepted the Amendment. It was repealed in 1934.

III. An American Empire is Born (pages 305– 307) How did the Foraker Act affect Puerto Rico? This act meant that the Puerto Ricans were not citizens and had no constitutional rights. It also gave Congress the power to pass whatever laws it wanted for the island.

Vocabulary Match the term on the left with the correct definition. ___ E ___ A ___ D ___ B ___ C yellow journalism A. extreme nationalism marked by aggressive foreign policy jingoism B. to go against a previously set resources standard violate C. nearly or almost entirely virtual D. material used in the production process, such as money, people, land, wood, or steel E. type of sensational, biased, and often false reporting for the sake of attracting readers

Checking for Understanding Explain why many Americans blamed Spain for the explosion of the USS Maine. Cuba was fighting for its independence, and many Americans saw the Spanish as tyrants.

Reviewing Big Ideas Understanding Why did many Filipinos feel betrayed by the U. S. government after the Spanish-American War? The Filipinos did not want their homeland annexed.

Critical Thinking Interpreting Do you think President Mc. Kinley could have taken a different course of action with Spain over Cuba? If so, what kind? If not, why not? Answers will vary.

Critical Thinking Categorizing Complete a graphic organizer similar to the one below by summarizing the effects of the United States annexing lands obtained after the Spanish-American War. Puerto Rico: U. S. control of its government; Puerto Ricans: are U. S. citizens from 1917; Philippines: provide a naval base to guard U. S. trade; some improvements in Filipino schools, roads, and healthcare

Analyzing Visuals Analyzing Art Examine the painting shown here. Considering what you have learned about the Rough Riders and this battle, what is inaccurate about the painting? What kind of artistic bias is evident in this painting? They are on horseback in the painting; they were actually on foot. It glorifies the Rough Riders.

In the previous section, you learned how the United States expanded its territory by defeating Spain in the Spanish-American War. In this section, you will discover how President Theodore Roosevelt helped the United States increase its power and influence around the world.

• Theodore Roosevelt went from governor of New York to president in a few short years and supported the country’s rise to a world power. (p. 311) • The United States pursued an Open Door policy in China to allow all nations access to China’s markets. (p. 312) • Theodore Roosevelt pushed for construction of the Panama Canal and declared the intent of the United States to act as a police force in Latin American nations. (p. 313)

sphere of influence, Open Door policy, dollar diplomacy exploit, tension, intervene

Boxer Rebellion, “Great White Fleet, ” Hay-Pauncefote Treaty, Roosevelt Corollary

1. Critique Theodore Roosevelt’s foreign policy as president. 2. Explain the Open Door policy and its effects on relations between the United States and Asia.

In 1977 the United States and Panama signed a treaty that gave Panama control of the Panama Canal from the United States on December 31, 1999. Another treaty gave the United States the right to defend the neutrality of the canal after 1999.

I. Theodore Roosevelt’s Rise to Power (pages 311– 312) A. In the 1900 election, President Mc. Kinley defeated William Jennings Bryan by a wide margin. On September 6, 1901, Leon Czolgosz shot President Mc. Kinley, who died a few days later. B. Theodore Roosevelt, Mc. Kinley’s vice president, became the youngest person to become president. Roosevelt believed the United States had a duty to shape the “less civilized” parts of the world. He wanted the United States to become a world power.

I. Theodore Roosevelt’s Rise to Power (pages 311– 312) How did Theodore Roosevelt view the role of the United States in the world? He believed the U. S. had a duty to shape the “less civilized” parts of the world, and he wanted the U. S. to become a world power.

II. American Diplomacy in Asia (pages 312– 313) A. In 1899 the United States was a major power in Asia. Between 1895 and 1900, American exports to China quadrupled. B. In 1894 war began between China and Japan over what is now Korea. This ended in a Japanese victory. In the peace treaty, China gave Korea independence and Japan territory in Manchuria. The war showed that China was weaker than people had thought, and that Japan had successfully adopted Western technology.

II. American Diplomacy in Asia (pages 312– 313) C. Japan’s rising power worried Russia. They forced Japan to give back the part of Manchuria to China and later made China lease the territory to Russia. Leasing a territory meant it would still belong to China but a foreign power would have control. This leasehold became the center of a sphere of influence, an area where a foreign nation controlled economic development such as railroad and mining.

II. American Diplomacy in Asia (pages 312– 313) D. President Mc. Kinley and Secretary of State John Hay supported an Open Door policy in China. They believed all countries should be allowed to trade with China. Hay sent notes to countries with leaseholds in China asking to keep ports open to all nations. Hay expected all powers would abide by this plan.

II. American Diplomacy in Asia (pages 312– 313) E. Secret Chinese societies were organized to end foreign control. Members of the Boxers started the Boxer Rebellion. Group members invaded foreign embassies in Beijing and killed more than 200 foreigners and took others prisoner. An international force stopped the rebellion in August 1900. F. Theodore Roosevelt won the Noble Peace prize in 1906 for his efforts in ending the war between Japan and Russia.

II. American Diplomacy in Asia (pages 312– 313) G. After the peace treaty between Japan and Russia, relations between the United States and Japan worsened. Each nation wanted greater influence in Asia. They agreed to respect each other’s territorial possessions, to uphold the Open Door policy, and to support China’s independence. H. The Great White Fleet, 16 battleships of the new United States Navy, was sent around the world to show the country’s military strength. Visiting Japan did not help the tension that already existed.

II. American Diplomacy in Asia (pages 312– 313) What did Roosevelt do to end the war between Japan and Russia? Roosevelt convinced Russia to recognize Japan’s territorial gains, and he persuaded Japan to stop fighting and seek no further territory.

III. A Growing Presence in the Caribbean (pages 313– 315) A. In 1901 the Hay-Pauncefote Treaty signed by the U. S. and Great Britain gave the United States exclusive rights to build and control any proposed canal through Central America. A French company that had begun to build a canal through Panama offered to sell its rights and property in Panama to the United States. In 1903 Panama was still a part of Colombia, which refused John Hay’s offer to purchase the land gain rights to build the canal.

III. A Growing Presence in the Caribbean (pages 313– 315) B. Panamanians decided to declare their independence from Colombia and make their own deal with the United States to build the canal. The short uprising against Colombia was supported by the United States, which sent ships to Panama to prevent Colombia from interfering. C. The United States recognized Panama’s independence, and the two nations signed a treaty to have the canal built. Construction of the 50 -mile canal took ten years. It shortened the distance from the Atlantic to the Pacific Ocean by about 8, 000 nautical miles.

III. A Growing Presence in the Caribbean (pages 313– 315) D. The 1904 Roosevelt Corollary to the Monroe Doctrine stated that the United States would intervene in Latin American affairs when necessary to maintain economic and political stability in the Western Hemisphere. The corollary was first applied to the Dominican Republic when it fell behind in its debt payments to European nations. Latin American nations resented the growing American influence.

III. A Growing Presence in the Caribbean (pages 313– 315) E. The new president of the United States, William Howard Taft, continued Roosevelt’s policies. He believed that if American business leaders supported Latin America development, everyone would benefit. His policy came to be called dollar diplomacy.

III. A Growing Presence in the Caribbean (pages 313– 315) How did the United States gain the rights to build the Panama Canal? Panamanians decided to declare their independence from Colombia and make their own deal with the United States to build the canal. The short uprising against Colombia was supported by the United States that sent ships to Panama to prevent Colombia from interfering. The United States recognized Panama’s independence, and the two nations signed a treaty to have the canal built.

Vocabulary Match the term on the left with the correct definition. ___ E ___ F exploits ___ A Open Door policy ___ B ___ D tension ___ C sphere of influence intervene A. a policy that allowed each foreign nation in China to trade freely in the other nations’ spheres of influence B. unrest or strife over a situation C. a policy of joining the business interests of a country with its diplomatic interests abroad D. to get involved in the affairs of dollar diplomacy another E. heroic acts F. section of a country where one foreign nation enjoys special rights and powers

Reviewing Big Ideas Interpreting Why do you think Latin American nations resented American influence in the region? Possible answers: They wanted the right to self-determination. They knew that America would act in its own interests, not the interests of Latin America.

Critical Thinking Analyzing How did the Open Door policy and dollar diplomacy affect U. S. relations with other countries? The Open Door policy kept China open to U. S. trade; dollar diplomacy generally created Latin American resentment.

Critical Thinking Organizing Use a graphic organizer to summarize the results of the Open Door policy in China. all countries could trade with China; prevented warfare between competing nations

Analyzing Visuals Analyzing Graphs Examine the graph shown here. Why do you think such a small number of U. S. exports went to China and Japan? Possible answers: American products were in low demand; Chinese and Japanese could not afford them.

Chapter Summary

Reviewing Content Vocabulary Match the term on the left with the correct definition. ___ D ___ B ___ E ___ A imperialism protectorate A. extreme nationalism marked by aggressive foreign policy B. a country that is technically independent but is actually under the control of yellow journalism another country jingoism ___ F sphere of influence ___ C dollar diplomacy C. a policy of joining business interests of a country with its diplomatic interests abroad D. the actions used by one nation to exercise political or economic control over a smaller or weaker nation E. type of sensational, biased, and often false reporting for the sake of attracting readers F. section of a country where one foreign nation enjoys special rights and powers Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

Reviewing Academic Vocabulary Identify which term is the best fit for each sentence. A. published D. exploits B. resources E. tensions C. violated F. intervene ___ E Panama had opposed Columbian rule since the mid 1800 s, and the issue of the canal added to the _____. A ___ In 1890 Mahan _____ his lectures in a book called The Influence of Sea Power Upon History, 1660– 1783. F ___ To prevent European nations from sending troops to the Caribbean or Central America, Roosevelt announced that the United States would _____ in Latin American affairs when necessary to maintain stability in the Western Hemisphere. Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

Reviewing Academic Vocabulary Identify which term is the best fit for each sentence. A. published D. exploits B. resources E. tensions C. violated F. intervene ___ B Although volunteers flooded into army training camps, the army lacked the _____ to train and equip them. D ___ Roosevelt’s _____ during the Spanish-American War made him famous and enabled him to win the election for governor of New York in November 1898. C ___ Addams, Clemens, and others believed imperialism _____ American principles. Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

Reviewing the Main Ideas Section 1 1. Why did the United States seek to become a world power? It wanted to compete economically and militarily with other countries, and there was a growing feeling of superiority. Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

Reviewing the Main Ideas Section 2 2. What were the provisions of the Treaty of Paris of 1898? Cuba became an independent country, the United States acquired Puerto Rico and Guam, and the United States agreed to pay Spain $20 million for the Philippines. Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

Reviewing the Main Ideas Section 3 3. What was dollar diplomacy? It was the policy that placed less emphasis on military force and more on investing American dollars in Latin America. Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

Critical Thinking 4. Explaining What was the significance of the year 1898 as a turning point for the United States? The United States declared war on Spain. After the war the U. S. gained territory outside the continental United States and established itself as a world power. The United States also annexed Hawaii in 1898. Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

Critical Thinking 5. Civics Explain how and why the United States acquired Hawaii. Include the reasons the acquisition of Hawaii was considered essential to U. S. national interests. Answers may vary but trade and a strategic location in the Pacific were main reasons for the acquisition of Hawaii. You should recall that the planters forced Queen Liliuokalani to give up power and then created a government. The United States eventually annexed Hawaii. Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

Critical Thinking 6. Organizing Using a graphic organizer similar to the one below, list ways that American imperialism affected Hawaii, Cuba, and the Philippines. Hawaii: eventually became a state. Cuba: U. S. set up a military government and forced them to add the Platt Amendment to their constitution, effectively making them a protectorate until 1934. Philippines: U. S. controlled the Filipino government until, by the mid-1930 s, Filipinos were granted some self-government. They were granted independence in 1946. Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

Interpreting Primary Sources After the Spanish-American War, Carl Schurz, the leader of the liberal wing of the Republican Party, opposed American expansion abroad. In the following excerpt, Schurz attacks the arguments for taking over the Philippine Islands. “Taking a general view of the Philippines as a commercial market for us, I need not again argue against the barbarous notion that in order to have a profitable trade with a country we must own it. . It is equally needless to show to any well-informed person that the profits of the trade with the islands themselves can never amount to the cost of making and maintaining the conquest of the Philippines. But there is another point of real importance. Many imperialists admit that our trade with the Philippines themselves will not nearly be worth its cost; but they say that we must have the Philippines as a foothold, a sort of power station, for the expansion of our trade on the Asiatic continent, especially in China. Admitting this, for argument’s sake, I ask what kind of a foothold we should really need. Coaling stations and docks for our fleet, and facilities for the establishment of commercial houses and depots. That is all. And now I ask further, whether we could not easily have had these things if we had, instead of making war upon the Filipinos, favored the independence of the islands. Everybody knows that we could. We might have those things now for the mere asking if we stopped the war and came to a friendly understanding with the Filipinos tomorrow. . ” —quoted in The Policy of Imperialism

7. How does Schurz counter the argument that annexation of the Philippines was necessary to make the nation a commercial market for the United States? The cost of conquest and maintaining control is more than the potential profit. CA 11 RC 2. 4; 11 RC 2. 5

8. What action other than annexation does Schurz suggest the United States could have taken to obtain the coaling stations, docks, and depots it needed for trade with Asia? We could have favored and supported their independence and kept open communication. CA 11 RC 2. 4; 11 RC 2. 5

Geography and History 9. Interpreting Maps Approximately how far west is the island of Guam from the west coast of the United States? approximately 6, 500 miles (10, 500 kilometers) Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

Geography and History 10. Applying Geography Skills According to the map, what U. S. acquired territory is farthest west? the Philippines Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

What was the cause of the Boxer Rebellion in China? The fear of foreign control of China caused several secret societies to band together and attack foreign embassies. Standards 11. 2. 7, 11. 3. 2, 11. 4, 11. 4. 1, 11. 4. 2, 11. 4. 3, 11. 4. 4

11. 2. 7 Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e. g. , using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody). 11. 3. 2 Analyze the great religious revivals and the leaders involved, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the 19 th century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times. 11. 4. 2 Describe the Spanish-American War and U. S. expansion in the South Pacific.

11. 4 Students trace the rise of the United States to its role as a world power in the twentieth century. 11. 4. 2 Describe the Spanish-American War and U. S. expansion in the South Pacific.

11. 4 Students trace the rise of the United States to its role as a world power in the twentieth century. 11. 4. 1 List the purpose and the effects of the Open Door policy. 11. 4. 2 Describe the Spanish-American War and U. S. expansion in the South Pacific. 11. 4. 3 Discuss America’s role in the Panama Revolution and the building of the Panama Canal. 11. 4. 4 Explain Roosevelt’s Big Stick diplomacy, Taft’s Dollar Diplomacy, and Wilson’s Moral Diplomacy, drawing on relevant speeches.

Pages 292– 293 Cause and Effect Authors structure text in different ways to explain information. These structures work like the frame of a house—they hold the information together in a way that helps you understand it. One such structure is cause and effect. Authors use this structure to explain an event or action and its results. Since the job of historians is to explain how and why events occurred, they often use cause and effect. In some cases there is one reason, or cause, for an event, or effect. However, in real life few events are isolated. Sometimes several causes lead to a single effect, or one cause can have several different results. Often the result of one event can become the cause for another effect. You can recognize this kind of cause-and-effect pattern by asking a focus question based on the main idea of the passage. Then use the focus question to follow the causes and effects of a series of events.

Pages 292– 293 Cause and Effect Read the following paragraph and find the causes and effects that followed a U. S. foreign policy decision. The American decision to force Japan to open trade played an important role in Japanese history. Many Japanese leaders concluded that the time had come to remake their society. In 1868, after a long internal power struggle, Japanese leaders began to Westernize their country. They adopted Western technology and launched their own industrial revolution. By the 1890 s, the Japanese had built a powerful modern navy, and they set out to build their own empire in Asia. (page 297)

Pages 292– 293 Cause and Effect Focus question: What were the results in Japan of the U. S. decision to force open trade? Effect #1: internal power struggle Effect #2: decision to adopt Western technology to launch industrial revolution Effect #3: building of modern navy Culminating Effect: empire-building As you read this chapter, look for passages that contain causes and effects. For each example, write down the focus question, the effects, and the culminating effect. The more you practice this skill, the easier it will be to recognize the relationship between causes and effects.

Pages 292– 293 Evaluating Past Events Chronological and spatial thinking provides a skill to sequentially understand how events unfolded throughout history and to study how past events have shaped and influenced the present. Analysis Skill Standard CS 1

Pages 292– 293 Evaluating Past Events Create a time line of significant events in your lifetime thus far. Circle key decisions and events that have impacted who you are today, such as moving to a new state or the death of a close relative. Write a paragraph summarizing the effect of the events. Analysis Skill Standard CS 1

Historical Analysis Read Source 1 on page 318 of your textbook and answer the following question. Why did Bryan believe that taking the Philippines was wrong? Annexing and ruling over the Philippines without offering Filipinos American citizenship was at odds with constitutional government. CA HR 4; HI 1; HI 2

Historical Analysis Read Source 2 on pages 318– 319 of your textbook and answer the following question. Why did Roosevelt believe the United States should hold on to the Philippines? The country may fall into anarchy since many people were not capable of self-government without initial supervision. CA HR 4; HI 1; HI 2

Historical Analysis Read Source 3 on page 319 of your textbook and answer the following question. What restrictions did the Platt Amendment impose on Cuba? Cuba could not sign treaties with another government that would threaten its independence or permit another government to gain control over the island. CA HR 4; HI 1; HI 2

Comparing and Contrasting Sources How did Bryan, Roosevelt, and Platt differ in their views about the role of the United States in international politics and about the competence of people in other countries to govern themselves? Bryan: Filipinos are inferior to Americans, but they can educate themselves to achieve self-governance; Roosevelt: Filipinos are not ready to govern themselves, the U. S. must supervise; Platt: Cubans were incapable of self-government

The Panama Canal One of the most impressive feats of engineering in the world, the Panama Canal was built under a 1903 U. S. treaty with Panama. It took 10 years to build, required more than 40, 000 laborers, and cost almost $390 million. The canal stretches 50 miles (80 km) across the mountainous regions of Panama. In 1977 a new treaty took effect that gave Panama control of the canal as of December 31, 1999.

The Panama Canal Trade Nearly 13, 000 oceangoing vessels pass through the canal annually. Roughly 60 percent of the cargo is coming from or going to U. S. ports. The canal’s relative share of world cargo has declined somewhat, but its absolute volume has grown with the continued expansion of global trade. Military Impact Huge quantities of war materials and thousands of troops passed through the canal during World War II, the Korean War, and the Vietnam War. The strategic location of the canal makes its neutrality critical in times of war.

The Panama Canal A Cartoonist’s View Many people criticized Roosevelt’s role in building the Panama Canal. They believed that he was trying to dominate Latin America. The canal was also costly in terms of human life. Accidents and disease claimed the lives of 5, 609 people, including about 4, 500 Caribbean laborers. Laborers More than 40, 000 laborers were required to build the canal. The construction required the excavation of 240 million cu yd (184 million cu m) of soil.

The Panama Canal An average voyage takes 8 hours to cover the roughly 50 miles (80 km) through the canal channel. A series of locks that look like giant steps lift ships about 85 feet (26 m) from sea level to Gatun Lake. Small locomotives run on tracks on the two sides of the locks, helping to stabilize and guide the ships. The same method is used on the other side of the lake, where vessels descend through two more locks.

The Panama Canal Checking for Understanding 1. Recalling When did the United States build the Panama Canal? A treaty to build the canal was signed in 1903. Construction took 10 years.

The Panama Canal Checking for Understanding 2. Identifying What country currently controls the canal? Panama took control of the canal on December 31, 1999.

The Panama Canal Critical Thinking 3. Explaining What is the importance of the Panama Canal to the world economy? The canal significantly cuts travel time for ships that before had to go around the southern tip of South America.

Who Sank the Maine? During Cuba’s revolt against Spain, the American battleship Maine dropped anchor in the Havana harbor to protect American interests in Cuba. On the night of February 15, 1898, the ship exploded and 266 Americans lost their lives. The United States sent a court of inquiry to Havana on February 21. Despite the lack of evidence concerning the source of the explosion, American newspapers and many public officials claimed that Spain was responsible. Pressured on all sides, President Mc. Kinley sent Spain an ultimatum that led to war. Who— or what—really sank the Maine? Read Who Sank the Maine? on pages 308– 309 of your textbook and answer the questions on the following slides.

Who Sank the Maine? Understanding the Issue 1. Why did the original investigation’s conclusion that there was an underwater explosion lead to war with Spain? People assumed that a mine or a torpedo caused an underwater explosion. They also assumed that Spain was responsible for the mine or torpedo and thus the explosion.

Who Sank the Maine? Understanding the Issue 2. If there had been an underwater explosion, was it logical to conclude that a Spanish person planted the mine? Why or why not? Is this an example of a biased opinion? Anyone who had access to the harbor could have planted the mine. Because of the strained relationship with Spain over Cuba, the Spanish were viewed as enemies. This is an example of bias.

Who Sank the Maine? Understanding the Issue 3. Why did the 1976 review conclude that the explosion came from inside the Maine? They were able to look at the wrecked structure with the hull sides and deck peeled back. They also determined that it could not have come from the outside because the mines available in 1898 could not have caused the kind of damage that was inflicted on the Maine.

Who Sank the Maine? Activities 1. Rewriting History Suppose that the initial court of inquiry had concluded that an internal explosion sank the Maine. Write a paragraph describing an alternate course history could have taken in the following year.

Who Sank the Maine? Activities 2. Oral Report Read a biography of one of these key players in the decision of the United States to go to war: Hearst, Roosevelt, or Mc. Kinley. Write a short oral presentation on this person’s perspective and influence on the war.

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