Acquiring and Managing Global Power

1890 1917 Chapter 21 Acquiring and Managing Global Power Were U.S. interventions abroad between 1890 and 1917 motivated more by realism or idealism? 21.1 Introduction On May 1, 1901, the Pan-American Exposition opened in Buffalo, New York. The exposition was designed to highlight the achievements of the nations of the Western Hemisphere. But coming just three years after the Spanish- American War, it also heralded the emergence of the United States as a great power. A Triumphal Bridge served as the entrance to the fair and a symbol of American triumph. The exposition presented a glowing demonstration of progress at the dawn of the 20th century. It showcased new developments in transportation, agriculture, and industry. It also featured performances of Buffalo Bill s Wild West Show, which reminded spectators of the vanishing western frontier. The main attraction was the Electric Tower. Nearly 400 feet high, it was built to celebrate the relatively new invention of electricity. Visitors thrilled when the tower s many thousands of light bulbs blinked on every night, creating a magical atmosphere. Most of the exhibits focused on advances in the United States. Latin American countries were not as well represented. Nevertheless, the exposition was meant to promote a spirit of cooperation and goodwill between the United States and the other nations of the hemisphere. The fair s logo symbolized this spirit. It showed two young women in the forms of North and South America. Their arms were extended in friendly embrace across Central America. The exposition did not end on a positive note. On September 5, 1901, President William McKinley visited the fair and gave a speech. The following day, a young anarchist approached the president and shot him twice at pointblank range. McKinley died a week later, and Vice President Theodore Roosevelt assumed office. Under Roosevelt and the next two presidents, William Howard Taft and Woodrow Wilson, the United States embarked on a new era in foreign policy marked by increased intervention in Latin America and other parts of the world. The Electric Tower was the centerpiece of the Pan-American Exposition, held in Buffalo in the summer of 1901. Dotted with 44,000 light bulbs, the tower cast a dazzling glow at night. Despite its impressive architecture, however, the tower along with most other buildings at the fair was not a permanent structure. Built rapidly out of wood, wire, and plaster, many of the buildings began to decay during heavy rains in Buffalo that year. Illustration of the 1901 Pan-American Exposition 269

W r i t i n g f o r U n d e r s t a n d i n g Acquiring and Managing Global Power C H A P T E R 21 Were U.S. interventions abroad between 1890 and 1917 motivated more by realism or idealism? Overview Students learn about U.S. intervention in Hawaii, Panama, Mexico, Puerto Rico, the Philippines, and China and create metaphors to represent U.S. foreign policy in each location. Preview Students examine a map of U.S. foreign intervention around the turn of the century and answer questions about the nation s motives for intervention. Activity In a Writing for Understanding activity, pairs write, illustrate, and explain metaphors for U.S. foreign policy, one from the perspective of a location the United States became involved in and one from the U.S. perspective. Reading Students read about and take notes on U.S. foreign intervention in six locations and analyze the metaphors created for each place. Processing Students create a spectrum showing the degree to which U.S. intervention in six locations was motivated by realism or idealism. Objectives Students will investigate the Essential Question: Were U.S. interventions abroad between 1890 and 1917 motivated more by realism or idealism? analyze primary source excerpts and read about U.S. intervention in six places around the turn of the century. synthesize content from the chapter and primary sources to create metaphors representing perspectives on U.S. foreign policy between 1890 and 1917. learn and use the Key Content Terms for this chapter. Materials History Alive! Pursuing American Ideals Transparency 21 white poster paper (1 sheet per pair) blue and yellow sticky notes Lesson Masters Notebook Guide 21 (1 per student) Notebook Handout 21 (1 per student) Student Handout 21A (1 per pair) Student Handout 21B (1 per pair; see Step 1 of the Writing for Understanding activity) Vocabulary Key Content Terms Big Stick Policy, Roosevelt Corollary, Dollar Diplomacy, Moral Diplomacy, Panama Canal, spheres of influence, Open Door Policy Social Studies Terms national interest, self-determination, annexation, insurrection Acquiring and Managing Global Power 187

P r o c e d u r e s Preview 1 Have students complete Preview 21. Distribute Notebook Guide 21 and project Transparency 21: U.S. Interventions in Latin America, Asia, and the Pacific, 1890 1917. Have students complete the Preview assignment in their notebooks. 2 Have students share their responses. Have volunteers share their responses with the class, or have students share their responses with a partner. 3 Have students identify some of the motives for U.S. involvement abroad. Ask students to identify two or three reasons why the United States might have become involved in some of these places during this time period. It might be necessary to prompt them to consider relevant factors in U.S. history prior to this time period, such as manifest destiny, the closing of the frontier, and the Spanish-American War. 4 Explain the purpose of Chapter 21. Tell students that this activity will introduce them to various perspectives on U.S. foreign policy during this time period, with a particular focus on U.S. intervention in six locations. (Note: At the end of this lesson, you may want to have students tape the map from Notebook Guide 21 into their notebooks.) Notebook Guide 21 Reading 1 Introduce the Essential Question. Ask students to turn to Chapter 21 and consider possible answers to the Essential Question: Were U.S. interventions abroad between 1890 and 1917 motivated more by realism or idealism? 2 Introduce the Key Content Terms and social studies terms for Chapter 21. Preteach the boldfaced vocabulary terms in the chapter, as necessary, before students begin reading. 3 Have students read Section 21.1. Afterward, remind them that at the time of the Pan-American Exposition, the United States was celebrating its victory in the Spanish-American War. Then ask, What does the theme of the 1901 Pan-American Exposition tell us about the U.S. role in the world at that time? 4 Have students read Section 21.2 and complete the corresponding Reading Notes. Review the directions on Notebook Guide 21 for the Reading Notes with students. When students have finished their spoke diagrams, use Guide to Reading Notes 21 to review the three presidential foreign policies from this time period. Transparency 21 188 Chapter 21

P r o c e d u r e s Writing for Understanding 1 Prepare materials. Each student will need one copy of Notebook Handout 21: Perspectives on U.S. Intervention. Each pair will need one copy of Student Handout 21A: Creating a Metaphor and one copy of Student Handout 21B: Primary Sources on U.S. Intervention for the pair s assigned location. Create six signs, one for each location: Panama, Mexico, Puerto Rico, Philippines, Hawaii, and China. 2 Place students in mixed-ability pairs. 3 Explain the activity. Distribute Student Handout 21A to each pair, and review the directions. Also hand out Notebook Handout 21 to each student, and explain that students will use the portion of this handout dealing with their location to complete the rough draft of their metaphors. 4 Have students work on rough drafts of their metaphors. Follow these steps to support them as they work: Assign locations by giving each pair a particular version of Student Handout 21B. Have students complete Steps 1 and 2 on Student Handout 21A using their text and Student Handout 21B as resources. If pairs struggle to come up with accurate metaphors, consider offering some of the following suggestions. Make sure they choose metaphors that accurately reflect U.S. intervention in their location. Student Handout 21A Student Handout 21B From the U.S. perspective, intervention in (location) was like... a good friend a concerned parent a business partner a teacher a best friend an older sibling a company boss a role model a loan officer a home builder From the (location s) perspective, U.S. intervention was like... a bully on the playground a dog taking orders a helpless child a police officer an overbearing boss a teenager a pirate stealing wealth a robber a prison guard a puppeteer a credit card company collecting debts Notebook Handout 21 Acquiring and Managing Global Power 189

P r o c e d u r e s 5 Have pairs complete their metaphors. Review the rough drafts, and then distribute poster paper and have pairs complete Step 3 on Student Handout 21A. While they work, post the six signs around the room in this order: Panama, Mexico, Puerto Rico, Philippines, Hawaii, and China. Have students hang their completed metaphors in the appropriate location. 6 Review the directions for completing the Reading Notes for Sections 21.3 and 21.4 on Notebook Guide 21. Have pairs begin with their assigned location by inspecting the metaphors other pairs completed, adding information to Notebook Handout 21 if appropriate. Then have them rotate to the next location on Notebook Handout 21, reading the appropriate portion of the text and completing the corresponding notes. 7 Debrief the activity. Project Transparency 21 again, and ask pairs to quickly complete these steps: For each of the six locations, decide whether U.S. actions were motivated more by realism or idealism. Obtain a blue sticky note for each place where the United States was motivated by realism and a yellow note for each place where the United States was motivated by idealism. Write the name of each place, and your initials, on the appropriate color sticky note. Quickly place the notes on the projected map in the correct locations. For each place, quickly review the notes and ask, Does the United States seem to have acted based on realist or idealist motivations in this location? If you said realism, why? If you said idealism, why? Finally, ask, Overall, was U.S. foreign policy during this time primarily motivated by realism or idealism? Processing Have students complete Processing 21 in their notebooks. Assessment Masters for the unit assessment appear in the Lesson Masters. Unit 6 scoring information appears after this chapter of the Lesson Guide. 190 Chapter 21

D i f f e r e n t i a t i n g I n s t r u c t i o n English Language Learners The day before the activity, provide these students with a copy of Student Handout 21A. Explain how the metaphors will be created, and review the sample metaphor for Cuba. You may want to have these students create a metaphor for something simple such as how they view school versus how the faculty views school to ensure they understand what is expected. Learners Reading and Writing Below Grade Level Give these students a photocopy of the Guide to Reading Notes, with occasional words omitted, and have them use these to complete their Reading Notes. Learners with Special Education Needs Simplify the Reading Notes by having two pairs of students complete each spoke diagram, one pair from the U.S. perspective and the second from the other location s perspective. Advanced Learners In place of the Processing assignment, have these students write an essay that answers the Essential Question: Were U.S. interventions abroad between 1890 and 1917 motivated more by realism or idealism? Essays should include a clear thesis statement and topic sentences for each of the main arguments in support of their thesis. Emerging Reader Vocabulary circumstances: the facts or conditions that affect a situation or an event logical: reasonable and sensible participate: to take part in an activity or event restore: to make something exist again or return to its former state Scholastic Aptitude Test Vocabulary criticize: to say what faults you think someone has insurgent: one of a group of people fighting against the government of their own country Acquiring and Managing Global Power 191

E n h a n c i n g L e a r n i n g Online Resources For related research materials on U.S. intervention between 1890 and 1920, refer students to Online Resources at www.teachtci.com. Primary Sources for Civic Learning You may wish to have students investigate primary source documents relevant to this chapter. The Our Documents initiative is a cooperative effort of the National Archives and Records Administration, National History Day, and the USA Freedom Corps. At its Web site, www.ourdocuments.gov, you can download images and transcripts of the 100 milestone documents chosen for the initiative, along with teaching tools and resources. The documents most relevant to this chapter are the following: Joint Resolution to Provide for Annexing the Hawaiian Islands to the United States, 1898 Congress passed this resolution annexing Hawaii despite opposition by many native Hawaiians. Theodore Roosevelt s Corollary to the Monroe Doctrine, 1905 This document expanded the police power of the United States in the Western Hemisphere. 192 Chapter 21

G u i d e t o R e a d i n g N o t e s 2 1 Following are possible answers for each section of the Reading Notes. Section 21.2 Theodore Roosevelt (Big Stick Policy) He believed the United States should be a great power and exert influence over the world; he would use force, if necessary, to achieve this. He issued the Roosevelt Corollary, which said the United States must act as an international police power to preserve peace and order and protect American interests in the Western Hemisphere. As a result, the United States intervened repeatedly in Latin America and the Caribbean to promote stability in the region. William Howard Taft (Dollar Diplomacy) He developed a policy based on economic goals. He encouraged American trade and investment in Latin America and Asia. He claimed this would limit the use of force overseas, but when problems arose the United States used force to protect its interests. Woodrow Wilson (Moral Diplomacy) He based his foreign policy on democratic ideals rather than economic investment or the use of force. He believed that American interests were best served by supporting democracy and introduced the value of self-determination. Despite promises that America would be more concerned with human rights than with its own economic or political interests, he intervened in Latin America and the Caribbean more than either Roosevelt or Taft. Section 21.3 Panama The United States wanted to build a canal to speed travel between the Atlantic and Pacific. The United States tried to lease land in Panama, then part of Colombia. When Colombia refused, the United States encouraged a Panamanian revolt. Panama became an independent nation and signed a treaty allowing the United States to build a canal. The canal helped to improve trade but damaged U.S. Latin America relations. Mexico By the early 1900s, American business had invested billions of dollars in Mexico. Several revolutions left Mexico unstable, and many U.S. business leaders wanted Wilson to intervene. Wilson sent troops to Mexico to try to promote stability and support a leader he believed would promote democracy, but public opinion was highly critical of his actions and the troops were unsuccessful. With World War I looming, Wilson eventually withdrew U.S. troops from Mexico. Puerto Rico After the Spanish-American War, a U.S. military government set up schools and a postal service, built roads, and improved sanitation, but Puerto Ricans began to demand greater control of their own country. Under the 1917 Jones Act, Puerto Rico became a U.S. territory and Puerto Ricans became U.S. citizens, but they were not given all the rights of citizenship. U.S. investments in Puerto Rico made a minority of people wealthy, but most Puerto Ricans remained in poverty. A series of political reforms gave Puerto Ricans more control over their government, but Puerto Rico has chosen to remain a U.S. commonwealth. Acquiring and Managing Global Power 193

G u i d e t o R e a d i n g N o t e s 2 1 Section 21.4 Philippines The United States captured the Philippines during the Spanish-American War. Filipinos claimed that the United States had promised them independence after the war, but President McKinley said they were not ready for self-government. The Filipinos fought against U.S. rule. The United States used brutal force to suppress Filipino guerrilla tactics and put down the revolt. After three years of fighting and at great human cost, the United States set up a government, built schools, and made improvements to harbors on the islands before granting the Philippines independence half a century later. China China s weakness and instability in the 1890s allowed many European powers, along with Japan, to carve out spheres of influence to control trading rights in parts of China. The United States wanted to prevent foreign colonization of China in order to maintain its access to Chinese markets, and so it proposed the Open Door Policy to allow free trade for all foreign nations in China. The Boxers led an insurrection to rid China of foreign influence, but the rebellion was crushed by U.S., Japanese, and European forces. To keep the Open Door Policy, the United States insisted that foreign nations not only allow free trade, but also respect Chinese independence. Hawaii White American planters controlled most of Hawaii s agricultural industry, shipping many crops to the United States and becoming wealthy and powerful in the process. Queen Liliuokalani, the constitutional monarch of Hawaii, resented the dominance of the wealthy white minority and tried to give more power to native Hawaiians. American planters, with the help of U.S. military forces, overthrew the queen in 1893 and applied to Congress for annexation. After debating the issue for several years, the United States finally annexed the Hawaiian Islands, which became a U.S. territory and many years later a U.S. state. 194 Chapter 21

U n i t 6 A s s e s s m e n t S c o r i n g I n f o r m a t i o n Mastering the Content 1. B 4. B 7. B 2. A 5. C 8. C 3. B 6. C 9. D 10. B 11. A 12. B 13. D 14. A 15. B Analyzing Sources 1. According to the cartoon, President McKinley faced a choice between a foreign policy of expansionism or anti-expansionism. 2. Possible answer for an expansionist: President McKinley, if the United States is to become a world leader and compete economically, it must expand its control by taking over some colonies around the world. Possible answer for an anti-expansionist: President McKinley, the United States cannot spread its democratic ideals abroad if it doesn t respect the right of other nations to govern themselves. 3. Possible answer: The acquisition of the Philippines and Cuba after the Spanish-American War indicates that McKinley was following the expansionist path. 4. This map best illustrates a foreign policy of expansionism or imperialism. 5. Possible answer: Puerto Rico came under the control of the United States as part of the peace treaty with Spain after the Spanish-American War. 6. Possible answer from an imperialist perspective: America s new overseas acquisitions in the Caribbean and Pacific will enable it to compete economically and politically with the imperialist powers of Europe. Unit 6 Assessment Scoring Information 195