Presentation Plus! The American Vision Copyright © by The McGraw-Hill Companies, Inc. Developed by...

Presentation Plus! The American VisionCopyright © by The McGraw-Hill Companies, Inc.

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Welcome to Presentation Plus!

Splash Screen

Contents

Chapter Introduction

Section 1 The Imperialist Vision

Section 2 The Spanish-American War

Section 3 New American Diplomacy

Chapter Summary

Chapter Assessment

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Intro 1

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Intro 2

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Chapter Objectives

• Analyze how a desire for more trade and markets led to political change between 1877 and 1898.

• Cite the motivations for and methods of American expansion in the Pacific.

Section 1: The Imperialist Vision

Intro 3


Chapter ObjectivesSection 2: The Spanish-American War

• Describe the circumstances that led to war between the United States and Spain in 1898.

• Explain how the war made the United States a world power.

Intro 4


Chapter ObjectivesSection 3: New American Diplomacy

• Critique Theodore Roosevelt’s foreign policy as president.

• Explain the Open Door policy and its effects on relations between the United States and Asia.

Intro 5

Why It MattersDuring this era, economic and military competition from world powers convinced the United States it must be a world power. The United States became an empire when it acquired the Philippines and territory in the Caribbean. American influence in Central and South America grew as the United States took a more active role in Latin American affairs.

Intro 6

The Impact TodayEvents of this time continue to influence American politics.

• The United States continues to use its navy to protect its overseas interests.

• The Panama Canal serves as a major route for international commerce.

• Puerto Rico remains tied to the United States as a commonwealth.


Intro 7

continued on next slide

Intro 8

End of Intro

Section 1-1

Guide to Reading

In the late 1800s, many Americans wanted the United States to expand its military and economic power overseas.

• imperialism

Main Idea


Key Terms and Names

• protectorate • Anglo-Saxonism • Matthew C. Perry

• Queen Liliuokalani • Pan-Americanism • Alfred T. Mahan

• Henry Cabot Lodge

Section 1-2

Guide to Reading (cont.)

Reading Strategy


Organizing As you read about the development of the United States as a world power, use the major headings of the section to create an outline similar to the one on page 520 of your textbook.

• Analyze how a desire for more trade and markets led to political change between 1877 and 1898.

Reading Objectives

• Cite the motivations for and methods of American expansion in the Pacific.

Section 1-3


Section Theme

Global Connections America’s growing trade with the world and rivalry with European nations led to a naval buildup and a search for territory overseas.

Section 1-4



Section 1-5

(pages 520–522)(pages 520–522)

Building Support for Imperialism


• Beginning in the 1880s, 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.

• Imperialism is the economic and political domination of a strong nation over weaker nations.

Section 1-5

(pages 520–522)(pages 520–522)

Building Support for Imperialism


• Several European nations were expanding their power overseas, a development known as the New Imperialism.

• One reason for this expansion was that European factories depended on raw materials from all over the world.

Section 1-6

Click the mouse button or press the Space Bar to display the information.Click the mouse button or press the Space Bar to display the information.Click the mouse button or press the Space Bar to display the information.Click the mouse button or press the Space Bar to display the information.

• 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.

(pages 520–522)(pages 520–522)

Building Support for Imperialism(cont.)

Section 1-7


• In return, local rulers had to accept advice from the Europeans on how to govern their country.

• 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.

(pages 520–522)(pages 520–522)


Section 1-8


• 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.

(pages 520–522)(pages 520–522)


Section 1-9

Why did Americans increasingly support imperialism during the 1880s?

Click the mouse button or press the Space Bar to display the answer.


(pages 520–522)(pages 520–522)


Section 1-10

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.

(pages 520–522)(pages 520–522)


Section 1-11


(pages 522–523)(pages 522–523)

Expansion in the Pacific• 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.

• In 1852 President Franklin Pierce ordered Commodore Matthew C. Perry to travel to Japan to negotiate a trade treaty.

Section 1-12


• In 1854 the Japanese, impressed by American technology and power, signed a treaty opening two ports to American trade.

• By the 1890s, Japan had a powerful navy and had set out to build its own empire in Asia.

• During an 1872 recession in Hawaii, the United States exempted Hawaiian sugar from tariffs.

Expansion in the Pacific (cont.)

(pages 522–523)(pages 522–523)

Section 1-13


• 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.

• The McKinley 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.


(pages 522–523)(pages 522–523)

Section 1-14


• 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.


(pages 522–523)(pages 522–523)

Section 1-15



How did the United States expand in the Pacific?


(pages 522–523)(pages 522–523)

Section 1-16

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.


(pages 522–523)(pages 522–523)

Section 1-17


(pages 523–524)(pages 523–524)

Trade and Diplomacy in Latin America• In the 1800s, 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.

Section 1-18


• 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.

• In 1889 the first Pan-American conference was held in Washington, D.C.

Trade and Diplomacy in Latin America (cont.)

(pages 523–524)(pages 523–524)

Section 1-19


• 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. • 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.


(pages 523–524)(pages 523–524)

Section 1-20

• Today this organization is called the Organization of American States (OAS).


(pages 523–524)(pages 523–524)

Section 1-21



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.


(pages 523–524)(pages 523–524)

Section 1-22


(pages 524–525)(pages 524–525)

Building a Modern Navy• Americans were willing to risk war to

defend American interests overseas.

• This led to American support for a large modern navy.

• Captain Alfred T. Mahan of the United States Navy published his lectures in a book called The Influence of Seapower Upon History, 1660–1783.

Section 1-23


• 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.

• Henry Cabot Lodge and Albert J. Beveridge, two powerful senators, pushed for the construction of a new navy.

• By the late 1890s, the United States was on its way to becoming one of the top-ranked naval powers in the world.

Building a Modern Navy (cont.)

(pages 524–525)(pages 524–525)

Section 1-24

• In the spring of 1898, war began between Spain and the United States.


(pages 524–525)(pages 524–525)

Section 1-25



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.


(pages 524–525)(pages 524–525)

Section 1-26

Checking for Understanding

__ 1. the actions used by one nation to exercise political or economic control over a smaller or weaker nation

__ 2. a country that is technically independent but is actually under the control of another country

A. imperialism

B. protectorate

Define Match the terms on the right with their definitions on the left.

Click the mouse button or press the Space Bar to display the answers.


B

A

Section 1-27

Checking for Understanding (cont.)

Explain why Secretary of State James G. Blaine convened the Pan-American conference in 1889.

He convened the conference to support peace and increase trade among the Americas.



Section 1-28

Reviewing Themes



Global Connections What events in the world convinced Americans to support a large navy?

Germany tried to control the Samoa Islands, a Chilean mob attacked American soldiers, and the United States backed Venezuela in a border dispute.

Section 1-29

Critical Thinking



Forming an Opinion Do you think the United States should have supported the planters in their attempt to overthrow Queen Liliuokalani of Hawaii? Why or why not?

Answers will vary.

Section 1-30

Analyzing Visuals



Analyzing Art Study the painting on page 522 of your textbook. How is the U.S. Navy portrayed in relation to the Japanese residents of Yokohama? Do you think the artist shows any bias in this representation? Why or why not?

The U.S. troops are more numerous and surround the Japanese representatives. The author does show probable bias.

Section 1-31

CloseCite the motivations for and the methods of American expansion in the Pacific.

End of Section 1

Section 2-1


Guide to Reading

The United States defeated Spain in a war, acquired new overseas territories, and became an imperial power.

• José Martí

Main Idea

Key Terms and Names

• William Randolph Hearst

• Joseph Pulitzer • yellow journalism

• jingoism • Theodore

Roosevelt

• Platt Amendment

Section 2-2



Reading Strategy

Organizing As you read about the Spanish-American War, complete a graphic organizer like the one on page 527 of your textbook by listing the circumstances that contributed to war with Spain.

• Describe the circumstances that led to war between the United States and Spain in 1898.

Reading Objectives

• Explain how the war made the United States a world power.

Section 2-3


Section Theme

Government and Democracy The United States fought Spain to help Cubans gain their independence.

Section 2-4



Section 2-5


(pages 527–529)(pages 527–529)

The Coming of War


• 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.

Section 2-6

• He raised money from Americans and began purchasing weapons and training troops to prepare for an invasion of Cuba.

• 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.

The Coming of War (cont.)


(pages 527–529)(pages 527–529)

Section 2-7

• 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.



(pages 527–529)(pages 527–529)

Section 2-8

• The Cuban rebels attacked and destroyed American property, hoping for American intervention in the war.

• 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.



(pages 527–529)(pages 527–529)

Section 2-9

• The Spanish ambassador to the U.S., Enrique Dupuy de Lôme, wrote a private letter, describing President McKinley as weak and seeking admiration of Americans.

• The New York Journal printed the letter, causing Americans to become angry over the insult.



(pages 527–529)(pages 527–529)

Section 2-10

• In February 1898, the U.S.S. Maine, anchored in Havana, Cuba, exploded, killing 266 American officers and sailors.

• Although no one knows why the ship exploded, many Americans blamed Spain.

• President William McKinley did not want to intervene in the war, fearing it would cost the United States too many lives and hurt the economy.



(pages 527–529)(pages 527–529)

Section 2-11

• Within the president’s own political party, jingoism was very strong.

• In 1898, after much pressure, McKinley authorized Congress to declare war on Spain.



(pages 527–529)(pages 527–529)

Section 2-12

What factors led Americans to call for war against Spain in the late 1800s?




(pages 527–529)(pages 527–529)

Section 2-13

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 McKinley as weak. This angered Americans. In February 1898, the U.S.S. Maine, anchored in Havana, Cuba, exploded, killing 266 American officers and sailors. Many Americans blamed Spain.




(pages 527–529)(pages 527–529)

Section 2-14

(pages 529–531)(pages 529–531)

A War on Two Fronts


• 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.

• In May 1898, Commodore George Dewey led a squadron that destroyed Spanish warships in Manila Bay in the Philippines.

Section 2-15

• McKinley sent 20,000 American troops to the Philippines and, along the way, seized the island of Guam–a Spanish possession in the Pacific.

• The American army was untrained and unequipped.

• Poor conditions in training camps resulted in more Americans dying in training than in battle.

A War on Two Fronts (cont.)


(pages 529–531)(pages 529–531)

Section 2-16

• In June, 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.



(pages 529–531)(pages 529–531)

Section 2-17

• Along with the Rough Riders were the all-black 9th and 10th Cavalry Regiments.

• About one-fourth of the American troops fighting in Cuba were African American.

• Spanish resistance ended with the surrender of Santiago.

• On August 12, 1898, Spain and the United States agreed to a cease-fire.



(pages 529–531)(pages 529–531)

Section 2-18

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.




(pages 529–531)(pages 529–531)

Section 2-19

(pages 531–533)(pages 531–533)

An American Empire is Born


• 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.

• On December 10, 1898, the United States and Spain signed the Treaty of Paris.

• Cuba became an independent country.

Section 2-20

• 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.

• 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.

An American Empire is Born (cont.)


(pages 531–533)(pages 531–533)

Section 2-21

• American General Arthur MacArthur was forced to set up reconcentration camps resulting in thousands of Filipinos dying.

• 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.



(pages 531–533)(pages 531–533)

Section 2-22

• By April 1902, all Filipino resistance stopped.

• In 1946 the United States granted independence to the Philippines.

• 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.



(pages 531–533)(pages 531–533)

Section 2-23

• In 1947 the island was allowed 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.

• 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.



(pages 531–533)(pages 531–533)

Section 2-24

• 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.


(pages 531–533)(pages 531–533)

Section 2-25

• Cuba reluctantly accepted the Amendment.

• It was repealed in 1934.



(pages 531–533)(pages 531–533)

Section 2-26

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.




(pages 531–533)(pages 531–533)

Section 2-27


__ 1. extreme nationalism marked by aggressive foreign policy

__ 2. type of sensational, biased, and often false reporting for the sake of attracting readers

A. yellow journalism

B. jingoism




A

B

Section 2-28

Checking for Understanding (cont.)



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.

Section 2-29

Reviewing Themes



Government and Democracy Why did many Filipinos feel betrayed by the U.S. government after the Spanish-American War?

The Filipinos did not want their homeland annexed.

Section 2-30

Critical Thinking



Interpreting Do you think President McKinley could have taken a different course of action with Spain over Cuba? If so, what kind? If no, why not?

Answers will vary.

Section 2-31

Analyzing Visuals



Analyzing Art Examine the painting on page 519 of your textbook. Considering what you have learned about the Rough Riders and this battle, what is inaccurate about the painting? What kind of bias does this misrepresentation show?

The Rough Riders are on horseback in the painting, but in battle they were actually on foot. The painting glorifies the Rough Riders.

Section 2-32

CloseExplain how the war made the United States a world power.

End of Section 2

Section 3-1


Guide to Reading

Under President Theodore Roosevelt, the United States increased its power on the world stage.

• sphere of influence

Main Idea

Key Terms and Names

• Open Door Policy • Boxer Rebellion • “Great White Fleet”

• Hay-Pauncefote Treaty

• Roosevelt Corollary

• dollar diplomacy

Section 3-2



Reading Strategy

Organizing As you read about the increasing presence of the United States in the world, complete a graphic organizer like the one on page 536 of your textbook by listing the reasons President Roosevelt gave for wanting a canal in Central America.

• Critique Theodore Roosevelt’s foreign policy as president.

Reading Objectives

• Explain the Open Door policy and its effects on relations between the United States and Asia.

Section 3-3


Section Theme

Continuity and Change The commercial interests of the United States spurred its involvement in distant parts of the world, such as China and Latin America.

Section 3-4



Section 3-5

(pages 536–537)(pages 536–537)

Theodore Roosevelt’s Rise to Power


• In the 1900 election, President McKinley defeated William Jennings Bryan by a wide margin.

• On September 6, 1901, Leon Czolgosz shot President McKinley, who died a few days later.

• Theodore Roosevelt, McKinley’s vice president, became the youngest person to become president.

Section 3-6

• 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.


(pages 536–537)(pages 536–537)

Theodore Roosevelt’s Rise to Power(cont.)

Section 3-7

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.



(pages 536–537)(pages 536–537)

Theodore Roosevelt’s Rise to Power(cont.)

Section 3-8

(pages 537–539)(pages 537–539)

American Diplomacy in Asia


• In 1899 the United States was a major power in Asia.

• Between 1895 and 1900, American exports to China quadrupled.

• 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.

Section 3-9

• The war showed that China was weaker than people had thought, and that Japan had successfully adopted Western technology.

• Japan’s rising power worried Russia.

• Russia 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.

American Diplomacy in Asia (cont.)


(pages 537–539)(pages 537–539)

Section 3-10

• This leasehold became the center of a sphere of influence, an area where a foreign nation controlled economic development such as railroad and mining.

• President McKinley and Secretary of State John Hay supported an Open Door policy in China.

• They believed all countries should be allowed to trade with China.



(pages 537–539)(pages 537–539)

Section 3-11

• 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.

• Secret Chinese societies were organized to end foreign control.

• Members of the Boxers started the Boxer Rebellion.



(pages 537–539)(pages 537–539)

Section 3-12

• 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.

• Theodore Roosevelt won the Nobel Peace prize in 1906 for his efforts in ending the war between Japan and Russia.



(pages 537–539)(pages 537–539)

Section 3-13

• 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.



(pages 537–539)(pages 537–539)

Section 3-14

• 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.



(pages 537–539)(pages 537–539)

Section 3-15

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.




(pages 537–539)(pages 537–539)

Section 3-16

(pages 540–541)(pages 540–541)

A Growing Presence in the Caribbean


• 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.

Section 3-17

• In 1903 Panama was still a part of Colombia, which refused John Hay’s offer to purchase the land and gain rights to build the 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, which sent ships to Panama to prevent Colombia from interfering.

A Growing Presence in the Caribbean (cont.)


(pages 540–541)(pages 540–541)

Section 3-18

• 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.



(pages 540–541)(pages 540–541)

Section 3-19

• 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.



(pages 540–541)(pages 540–541)

Section 3-20

• The new president of the United States, William Howard Taft, continued Roosevelt’s policies.

• He believed that if American business leaders supported Latin America and Asian development, everyone would benefit.

• His policy came to be called dollar diplomacy.



(pages 540–541)(pages 540–541)

Section 3-21

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.




(pages 540–541)(pages 540–541)

Section 3-22


__ 1. section of a country where one foreign nation enjoys special rights and powers

__ 2. a policy of joining the business interests of a country with its diplomatic interest abroad

__ 3. a policy that allowed each foreign nation in China to trade freely in the other nations’ spheres of influence

A. sphere of influence

B. Open Door policy

C. dollar diplomacy




C

B

A

Section 3-23



Continuity and Change 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 American countries.

Reviewing Themes

Section 3-24



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

Section 3-25

Analyzing Visuals



Analyzing Graphs Examine the graph on page 537 of your textbook. Why do you think such a small number of U.S. exports went to China and Japan?

Possible answers: American products were in little demand; the Chinese and Japanese could not afford them.

Section 3-26

CloseExplain the Open Door policy and its effects on relations between the United States and Asia.

End of Section 3

Chapter Summary 1

End of Chapter Summary

Chapter Assessment 1



Reviewing Key TermsDefine Match the terms on the right with their definitions on the left.

__ 1. the actions used by one nation to exercise political or economic control over a smaller or weaker nation

__ 2. a policy of joining the business interests of a country with its diplomatic interests abroad

__ 3. a country that is technically independent but is actually under the control of another country

__ 4. extreme nationalism marked by aggressive foreign policy

A. imperialism

B. protectorate

C. yellow journalism

D. jingoism

E. sphere of influence

F. Open Door policy

G. dollar diplomacy

G

B

A

D




Reviewing Key Terms (cont.)


__ 5. type of sensational, biased, and often false reporting for the sake of attracting readers

__ 6. a policy that allowed each foreign nation in China to trade freely in the other nations’ spheres of influence

__ 7. section of a country where one foreign nation enjoys special rights and powers

F

C A. imperialism

B. protectorate

C. yellow journalism

D. jingoism

E. sphere of influence

F. Open Door policy

G. dollar diplomacy

E




Reviewing Key Facts

Why did the United States seek to become a world power in the 1890s?

It wanted to compete economically and militarily with other countries, and there was a growing feeling of superiority.




Reviewing Key Facts (cont.)

How did yellow journalism contribute to American support of the Cuban revolution?

Newspapers that practiced yellow journalism made up outrageous stories about the Spanish treatment of the Cuban people. They inflamed American citizens’ negative sentiments toward the Spanish.





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.





Why did President Theodore Roosevelt help negotiate peace between Japan and Russia?

He wanted to prevent any single nation from monopolizing trade in the Far East.





What was dollar diplomacy?

It was the policy that placed less emphasis on military force and more on investing American dollars in Latin America.




Critical Thinking

Analyzing Themes: Government and Democracy Why did American sugarcane planters in Hawaii revolt against Queen Liliuokalani?

She attempted to impose a new constitution and to decrease the power of American planters.




Critical Thinking (cont.)

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.


Geography and HistoryThe map below shows the expansion of the United States in 1900. Study the map and answer the questions on the following slides.


Interpreting Maps Approximately how far west is the island of Guam from the west coast of the United States?

Guam is approximately 6,500 miles (10,500 kilometers) from the west coast of the United States.

Geography and History (cont.)




Geography and History (cont.)



Applying Geography Skills Why did the United States acquire so much island territory in the Pacific?

The United States acquired it for military and trade purposes.



Directions: Choose the best answer to the following question.

The Platt Amendment specified all of the following conditions EXCEPT:A Cuba could not allow another foreign power to gain territory within its borders.B Cuba must allow the United States to buy or lease naval stations in the country.C Cuba would be guaranteed its independence by 1915.D The United States had the right to intervene to protect

Cuban independence and to keep order.

Test-Taking Tip Be careful–overlooking the words NOT or EXCEPT in a question is a common error. Read through all the answer choices and choose the one that does NOT fit. Also look for an answer that seems opposed to the other answers. Which of the answers above is the opposite of the rest?

End of Chapter Assessment

History Online

Explore online information about the topics introduced in this chapter.

Click on the Connect button to launch your browser and go to The American Vision Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://tav.glencoe.com

CC 2-1

Language Arts “Yellow” journalism takes its name from the “Yellow kid” comic strip, which featured a scrappy little bald kid in a flashy yellow nightshirt. Drawn by R.F. Outcault, the comic strip first ran in 1895 in Joseph Pulitzer’s New York World. The bright yellow ink attracted readers. Therefore, yellow journalism came to refer to flashy, unsubstantiated news accounts.

CC 3-1

Science Constructing the Panama Canal involved three main engineering projects. First, the workers had to excavate the Gaillard Cut, which was 300 feet (91 meters) wide across the isthmus. Next, they had to build a dam across the Chagres River to create an artificial lake. Finally, they had to construct the canal’s locks. The hardest job was digging the Gaillard Cut, because the hill through which the cut runs consists of soft volcanic material. When workers dug a hole, more rock and earth would slide into the space or push up from below.

FYI 1-1

In 1826, many years before the Pan-American conference was held in Washington, D.C., Simón Bolívar convened the Congress of Panama with the idea of creating an association of states in the Western Hemisphere. The OAS charter was signed in 1948. At the same conference, participants also signed the American Declaration of the Rights and Duties of Man, which was the first international statement expressing human rights principles.

FYI Contents 2

President McKinley

Tenth Calvary

Click on a hyperlink to view the corresponding slide.Click on a hyperlink to view the corresponding slide.

FYI 2-1a

When President McKinley asked Congress for a declaration of war, the House of Representatives voted 311 to 6 in support of the declaration. The Senate was more evenly divided, voting 42 to 35. To appease some reluctant members of Congress, the Teller amendment was added to the declaration. The amendment called for the United States to help Cuba become an independent country once the war had ended.

FYI 2-2b

The Tenth Cavalry was one of four African American units to serve in Cuba. Although their courage was highly praised, they were not considered equals. The U.S. Army did not abolish segregated units until 1948.

FYI Contents 3

The Boxers

John Hay

U.S. Legislators


FYI 3-1a

The Boxers, also known as the Righteous and Harmonious Fists, were members of a secret society opposed to foreign influence in China. As the Boxers laid siege to the foreign legations in Beijing, diplomats, foreign civilians, and Chinese Christians were trapped behind barricades for nearly 60 days before an international rescue team ended the uprising.

FYI 3-2b

John Hay studied law in an office next to Abraham Lincoln. He was Lincoln’s assistant private secretary when Lincoln was president.

FYI 3-3c

Many U.S. legislators opposed Roosevelt’s corollary, claiming that his actions were unconstitutional because it was the Senate’s right to make such decisions. Most Americans approved of the corollary, however, so the Senate agreed in 1907 to a treaty that maintained United States control of Dominican customs.

Moment in History 2



You Don’t Say 1-1

Annex The word annex comes from Latin and literally means “to bind to.”

You Don’t Say Contents 2

Strong Ego

Literature


You Don’t Say 2-1a

Strong Ego William Randolph Hearst sent artist Frederic Remington to Cuba to cover events after the explosion of the Maine. When the expected conflict between the United States and Spain did not immediately materialize, the artist asked if he should return home. Hearst called back, “You furnish the pictures, I’ll furnish the war.”

You Don’t Say 2-2b

Literature Rudyard Kipling wrote “The White Man’s Burden” in 1899 to persuade the Americans to make the Philippines a colony.

You Don’t Say Contents 3

Anti-Imperialist

Regulating the Canal


You Don’t Say 3-1a

Anti-Imperialist William Jennings Bryan was nominated for president three times. He lost in 1896, 1900, and 1908. In part his anti-imperialist stand helped defeat him. He did go on to become secretary of state under President Woodrow Wilson. In that post Bryan continued to oppose U.S. expansionist policies.

You Don’t Say 3-2b

Regulating the Canal Water flows in an out of the locks by gravity, so no pumps are needed. Locks are used to handle changes in elevation along the course of the canal and in tide level near the seacoast. Cut is an engineering term for an artificially created passageway or channel.

TECH Skill Builder 1

Using an Electronic Spreadsheet

Electronic spreadsheets can help people manage numbers quickly and easily. Historians use spreadsheets to easily manipulate statistical data. You can use a spreadsheet any time a problem involves numbers that can be arranged in rows and columns.




Learning the Skill

A spreadsheet is an electronic worksheet that follows a basic design of rows and columns. Each column (vertical) is assigned a letter or number. Each row (horizontal) is assigned a number. Each point where a column and row intersect is called a cell. The cell’s position on the spreadsheet is labeled according to its column and row. Therefore, Column A, Row 1 is referred to as cell A1; Column B, Row 2 is B2, and so on.

Spreadsheets use standard formulas to calculate numbers. You create a simple mathematical equation that uses these standard formulas, and the computer does the calculations for you.




Practicing the Skill

Use these steps to create a spreadsheet that will provide the population densities (population per square mile) of the states in the United States in 1900.


1. In cell A1 type State; in cell B1 type Population; in cell C1 type Land area (square miles); in cell D1 type Population per square mile.

2. In cells A2–A46, type each state’s name. In cell A47, type the words Total for the United States.

3. In cells B2–B46, enter the population of each of the states listed in cells A2–A46.




4. In cells C2–C46, enter the land area (square miles) of each state shown in cells A2–A46.


5. In cell D2, create a formula to calculate the population per square mile. The formula tells what cells (B2 ÷ C2) to divide. Copy this formula into cells D3–D46.

6. Use the process in step 5 to create and copy a formula to calculate the nation’s total population (B2 + B3 + B4 . . .) for cell B47.

7. Use the process in step 5 to create and copy a formula to calculate the nation’s population per square mile (B47 ÷ C47) for cell D47.




This spreadsheet will give the population density of each state. Use an almanac, a statistical abstract, or other reference source to obtain each state’s land area and population in 1900. Remember that Oklahoma, New Mexico, Arizona, Alaska, and Hawaii were not states in 1900.


Teddy Roosevelt and Yellow Journalism

Objectives

Click in the small window above to show a preview of The American Vision video. Click the mouse button or press the Space Bar to display the

information.

Click in the small window above to show a preview of The American Vision video. Click the mouse button or press the Space Bar to display the

information.

• Know the origin of the term “yellow journalism” and its meaning.

• Understand the impact of yellow journalism on Teddy Roosevelt’s career.

• Be able to identify examples of yellow journalism today.

After viewing “Teddy Roosevelt and Yellow Journalism,” you should:

TAV Video 2

Discussion Questions



How did “yellow journalism” come into existence?

During the mid-1890’s publishers Joseph Pulitzer and William Randolph Hearst employed a sensational style of reporting (rather than an objective one) that came to be called yellow journalism.


TAV Video 3

Discussion Questions



Where can you find examples of yellow journalism today?

Examples of sensational reporting can be found in print and broadcast media, including tabloid newspapers and cable television.


M/C 1-1

M/C 2-1

Spanish-American War in the Philippines and the Caribbean, 1898

U.S. Deaths in the Spanish-American War


M/C 2-1a

M/C 2-1b

M/C 3-1

M/C 3-2

Technology and History 1


Why It Matters Transparency

Daily Focus Skills Transparency 1









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