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 1800s, 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 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.
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 1880s?
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
1890s, 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 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.
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 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.
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 PanAmerican 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
1890s, 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 HI4
Critical Thinking
Organizing Use a graphic organizer to list the
factors that led to an imperialist policy in the
United States in the 1800s.
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 SpanishAmerican 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 McKinley 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 McKinley 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, McKinley 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 1800s?
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 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. McKinley 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 9th and 10th 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 MacArthur
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 McKinley
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
McKinley defeated William Jennings Bryan by
a wide margin. On September 6, 1901, Leon
Czolgosz shot President McKinley, who died a
few days later.
B. Theodore Roosevelt, McKinley’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 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. 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
and 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
___
C
sphere of
influence
tension
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
intervene
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 mid1800s, 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-1930s, 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 11RC2.4; 11RC2.5
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 11RC2.4; 11RC2.5
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 19th
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 1890s, 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 CS1
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 CS1
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 HR4; HI1;
HI2
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 HR4; HI1;
HI2
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 HR4; HI1;
HI2
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
McKinley 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 McKinley. Write a short
oral presentation on this person’s perspective and
influence on the war.
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