5-3 The student will
demonstrate an understanding
of major domestic and foreign
developments that contributed
to the United States becoming
a world power.
INDUSTRIAL REVOLUTION is
the period from the Civil War to
the early 1900s. Advances in
industry, communication,
transportation, and agriculture
contributed ideas that changed
life for the whole world.
5-3.1 Explain how the Industrial
Revolution was furthered by new
inventions and technologies,
including:
• methods of mass production and
transportation
• the invention of the light bulb, the
telegraph, and the telephone.
Mass production—was a system
in which one laborer would learn
a single step in the production of
a product. Production increased,
but the worker was often bored.
The assembly line was an
adjustment to the division of
labor system. Revolving around
the idea of a conveying belt, and
using interchangeable parts, it
lowered the cost of labor.
Production was increased and
the cost saved was passed to the
consumers.
Interchangeable Parts
Mass transportation allowed workers
in densely populated areas to get to
work. People could live away from
the city. Most Eastern cities had
horse-drawn carriages and steam
railroads built on elevated tracks.
Intercity trains followed, as did cable
cars, electric streetcars or trolleys
and finally subway systems and
automobiles.
So as you can see, the major
changes in the United States was
because we were moving from an
AGRICULTURAL society to an
MANUFACTURING society!
5-3.2 Identify prominent inventors
and scientists of the period and
summarize their inventions or
discoveries, including:
• Thomas Edison
• Alexander Graham Bell
• The Wright Brothers
• Albert Einstein.
Thomas Edison
• born February 11, 1847 in Ohio
• very little formal education
• scarlet fever at age 14 left him
100% deaf in left ear and 80% in right
• loved to read and had many jobs
• not a good money manager
• died October 18, 1931 at age 84
Thomas Edison invented…
• electric light bulb
• system for generating and
distributing electricity
• phonograph, vitascope, dictaphone,
mimeograph, storage battery
• made improvements to the telephone
and added sound to movies
“Many of life’s failures
are people who did not
realize how close they
were to success when
they gave up.”
~Thomas Edison
He built a machine that could speak.
Alexander Graham Bell
• born in Scotland in 1847
• his father was a teacher; his mother
was deaf
• he was good at music and science
• taught deaf students during the day;
experimented with sound at night
• began working with Tom Watson
Alexander Graham Bell…
• 1876 invented the telephone
•1915 made the first telephone call
across the United States
• had ideas for solar energy and
energy from methane gas
• had the idea to remove water vapor
from air, and help the deaf
“A man, as a general
rule, owes very little to
what he is born with –
a man is what he
makes of himself.”
~Alexander Graham Bell
The Wright Brothers
• Wilbur was born April 16, 1867 in
Millville, Indiana
• Orville was born August 19, 1871 in
Dayton, Ohio
• worked in printing, machinery
design, newspaper publishing, and
in bicycle manufacturing (which
financed their flying experiments)
The Wright Brothers
• neither attended college
• they founded the Wright Company
to build and produce airplanes for
the U.S. Army
• Wilbur died suddenly in 1912 of
typhoid fever
• Orville died in 1948
The Wright Brothers
• they achieved the first powered,
sustained, and controlled flight in
1903 with a heavier-than-air flying
machine at Kitty Hawk, NC
• Orville flew for 12 seconds and went
120 feet; Wilbur flew 852 feet in 59
seconds (four flights that day)
A glider piloted by
Wilbur Wright at
Kitty Hawk.
“We could hardly wait
to get up in the
morning.”
~Wilbur Wright
Albert Einstein
• born in Germany on March 14, 1879
• enjoyed classical music and played
the violin
• won the Nobel Prize for Physics in
1921
• died on April 18, 1955
Albert Einstein invented
• scientific theories (energy and light)
• E=mc2 is from his theory of relativity
which states that energy equals
mass times the speed of light
squared
• his ideas helped to pave the way
for laser technology, nuclear
energy, vacuum tube
“Anyone who has
never made a mistake
has never tried
anything new.”
~Albert Einstein
Inventors Cereal
Each student will be given an important inventor and create a cereal box on that person.
The idea comes from reading the back of your cereal box with your morning breakfast.
The box may be a real cereal box wrapped and decorated with your knowledge of the
Inventor. Instead of nutrition facts, you may make fun facts or fascinating facts of your
person.
You must include the following on your box:
___ Biography (the story of a person’s life written by another)
___ At least 8 fun facts about that persons’ life.
___ At least 1 picture or representation of your person
___ A box that will represent a cereal box
___ Explain why this person and their invention(s) were important in history.
Grading Scale: 25-21 points = A; 20-16 points = B; 15-11 points = C; 10-6 points = D; 5 or
less = F
Scoring Rubric
0
2 or fewer fun facts
1
3 or fewer fun facts
2
4 or fewer fun facts
3
5 or fewer fun facts
4
7 or fewer fun facts
5
8 or more fun facts
Biography is not
informative; many
mistakes and errors
which cause the
reader to not
understand the
content.
Biography is not very
informative;
numerous mistakes in
spelling and
punctuation take
away from the
reader’s ability to
understand.
Biography is not
thorough enough;
more information is
needed; more than 6
mistakes in
punctuation or
spelling
Biography could use
a little more
information; 3-6
mistakes in spelling
or punctuation.
Biography is
thorough; 2-3
mistakes in spelling
or punctuation.
Biography is
thorough, no
mistakes in spelling
or punctuation.
No pictures included
of inventor
At least one picture
of inventor included
Importance of person
is not informative;
many mistakes and
errors which cause
the reader to not
understand the
content.
Importance of person
is not very
informative;
numerous mistakes in
spelling/ punctuation
take away from the
reader’s ability to
understand.
Importance of person
is not thorough
enough; more
information is
needed; more than 6
mistakes in
punctuation or
spelling
Importance of person
could use a little
more information; 36 mistakes in spelling
or punctuation.
Importance of person
is thorough; 2-3
mistakes in spelling
or punctuation.
Importance of person
is thorough, no
mistakes in spelling
or punctuation.
Project is messy.
Writing is illegible.
Pieces are coming
off. Personal best is
not apparent.
Project is messy.
Pieces are coming
off. Edges are rough
and writing is not
very legible.
Project is not very
neat. Edges are
rough. 2 or 3 pieces
are coming off.
Project is okay.
Edges are rough. 1
or 2 pieces are
coming off.
Project is neat; 1 or 2
pieces seem rushed.
Personal best is
obvious
Project is very neat,
put together well;
personal best is
obvious.
5-3.3 Explain the effects of
immigration and urbanization on the
American economy during the
Industrial Revolution, including:
• role of immigrants in the work force
• the growth of cities
• the shift from an agrarian to an
industrial economy
• the rise of big business.
Immigrants in the Work Force
• new
arrivals had to find a place
to live and a job
• some started their own small
business while others worked in
factories, mines, and railroads
Immigrants in the Work Force
• they faced hardship and
prejudice
• forced to take low-paying or
undesirable jobs to make a living
• children often worked in the
mills, mines, or farms
The Growth of Cities
• cities were overcrowded, dirty,
and noisy
• traffic was bad
• violence increased
• prejudice was aimed at
immigrants
The Poor
• tenements often had
no windows, no heat,
no inside bathrooms
• outbreaks of disease
were common
• more than half of all
babies died before their
first birthday
The Middle Class
• lived in row
houses or new
apartment buildings
• diseases were kept
under control
• joined clubs
and charity groups
The Rich
• lived a lavish
lifestyle in the
prime parts of
the cities
Virtual Field Trip to Ellis Island
http://teacher.scholastic.com/activities/immigration/
Economy: Agrarian to
Industrial
• the development of farm
machinery reduced the need for
rural labor
• after the Civil War, blacks
moved to the cities for better
jobs and schools
The Rise of Big Business
• they took risks to create wealth
• provided jobs for many people
• provided goods and services
• destroyed competition
Cornelius
Vanderbilt
Railroads
Andrew
Carnegie
Steel
J. P.
Morgan
Banking
John D.
Rockefeller
Oil
5-3.4 Summarize the significance
of large-scale immigration and the
contributions of immigrants to
America in the early 1900s, including:
• the countries from which they came
• the opportunities and resistance
they faced when they arrived
• the cultural and economic
contributions they made
So where did the
immigrants come from?
Immigrants in the late 19th and early
20th centuries (1800s- 1900s) came
increasingly from eastern and
southern Europe.
Before 1890 most immigrants came
from western Europe (Ireland, Great
Britain, Germany). We referred to
these people as Anglo-Saxons.
Immigration from
Europe
Before
1890:
Western
Europe
After 1890:
Eastern and
Southern
Europe
The “new” immigrants arriving after
1890 came from southern and
eastern Europe (Italy, the Slavic
states of the Balkan Peninsula,
Russia).
Many of the new immigrants were
Catholics or Jews, whereas the old
immigrants had been mostly
Protestants.
Immigration from China was
significantly limited by the 1890s
because of U.S. government
restrictions that required that new
immigrants prove that they had
relatives already living in the United
States.
Immigration from Japan
slowed because of an agreement
between the United States
government and the government of
Japan in
the early 1900s.
Why did the immigrants
come to America?
Push and Pull
• What were push and pull factors that
caused immigrants to leave their
homelands (push) and move to America
(pull)?
• Push=bad things that happened in their
home country
• Pull= Opportunities and good things that
encouraged people to move to America
Push and Pull
• Immigrants came to the United States for
many reasons. Some were “pushed” out of
their home country; others were “pulled” to
the United States.
Push Factor
• Many fled (left) their home country in order
to get away from religious persecution,
war or poverty.
Pull Factor
• Almost all immigrants were pulled by the
opportunity to make money in America
because of the growing economy.
Pull Factor
• They also came for political freedom and
social equality.
Ellis Island
Immigrants from
Europe were
processed here.
Doctors checked
them for dangerous
diseases and
questioned them
regarding where
they would live and
work.
They arrived on the ship deck…
… and waited to land at Ellis Island.
These men arrived from southern
Italy in 1911.
The children wore arrival tags.
Angel Island
Immigrants from China were processed
here. These immigrants had to prove
they already had family members living
in the United States.
Immigrants faced
resistance from native-born
Americans for many
reasons.
Anti-Catholic
prejudice was widespread among
American Protestants who believed that
since Catholics followed the
authority of the Pope in religious
matters they would not be good
American democrats.
Americans also
feared that city political bosses were
manipulating the votes of their
immigrant constituents and
promoting corruption in city
government.
‘Native-born’ Americans were
prejudiced against the new
immigrants because Americans
believed that they were morally corrupt
and associated them with
drinking and radical labor politics.
The anti-drinking temperance movement
was largely directed against
immigrants.
Some Americans thought European
immigrants drank too much alcohol, and
that they encouraged Americans to drink,
too.
Groups formed in America to make alcohol
consumption illegal.
Industrialization in America brought conflict
and stress between businesses and the labor
force.
In the 19th century, the labor force began to
form Labor Unions that would help them to
bargain for better rights.
The first of these were limited in being
successful because of the imbalance of power.
There were occasional strikes that showed
the signs of conflict between employers and
workers.
Opposition to labor unions was, in part,
the result of fear of foreign radicals.
Native-born
workers feared that new immigrants
would take their jobs or drive down
wages.
Ideas such as Social
Darwinism and Anglo-Saxon superiority
also contributed to anti-immigrant
prejudices and a movement to
restrict immigration.
Many Americans felt that the life of humans in
society was a struggle for existence ruled by
"survival of the fittest," as the scientist Darwin said
of plants and animals. Wealth was said to be a sign
of natural superiority, its absence a sign of
unfitness.
Native-born Americans were of Anglo Saxon
descent, meaning they were racially “white.” They
argued that the United States had a responsibility to
spread Christianity and "civilization" to the world's
"inferior peoples."
This viewpoint narrowly defined "civilization"
according to the standards of only one culture.
Immigration from China was limited in
the 1880s because native-born
Americans
did not want to compete with the
Chinese for jobs.
When the public schools in San
Francisco set up a
segregated school system for
Japanese immigrant children, the
resulting diplomatic confrontation with
the Japanese government led to
limitations on immigration from Japan
imposed by the Japanese government
[Gentleman’s Agreement].
The Gentlemen's Agreement of 1907
was an informal agreement between the
United States and the Empire of Japan
whereby the U.S. would not impose
restriction on Japanese immigration or
students, and Japan would not allow
further immigration to the U.S.
The goal was to reduce tensions
between the two powerful Pacific
nations.
Some reformers wanted to place
restrictions on immigration by requiring
a literacy test (just like Southerners
were limiting the political power of the
African Americans).
In the
1920s, immigration was restricted
through a quota system that
discriminated against immigrants who
arrived after 1890 – the ‘new’
immigrants.
Native-born Americans felt immigrants
took their jobs and were gaining
political power.
Despite this resistance, immigrants
continued to find political, social and
economic opportunities in the
United States.
Immigrants found jobs in American
factories and comfort in the ethnic
neighborhoods that
developed in the cities.
Public schools had been established in
the early 1800s as a means of
assimilating
immigrants into American democratic
and social values. These schools
provided educational
opportunities for those immigrant
children who did not have to work to
help their families survive.
Immigrants had the opportunity to vote
and some even gained political office
with the support of their
immigrant communities.
Others started their own businesses.
In turn, immigrants have made
many contributions to the
growth and development of the
United States.
The majority of workers who built the
transcontinental railroads were Irish
and Chinese immigrants.
Some first generation immigrants were
entrepreneurs who promoted economic
growth such as Andrew
Carnegie and Alexander Graham Bell
from Scotland.
Immigrants supplied a great
part of the labor force
that helped to make the U.S.
the world’s largest
industrial power by the end
of the 19th century.
Second and third
generation immigrants
went to school and
became doctors, lawyers
and businessmen.
Immigrant groups also contributed to
the political and cultural life of the
nation.
Immigrants turned out to
vote in large numbers and exercised
political influence through the political
bosses and political clubs in
ethnic neighborhoods.
Although at first diversity provoked
resistance from native-born Americans.
Eventually the diversity provided by
immigration helped to promote
tolerance and a more democratic
society.
Ethnic neighborhoods provided foods
and customs that gradually became
part of the American
culture, including such diverse
contributions as Santa Claus and pizza.
5-3.5 Explain how building
cities and industries led to
progressive reforms, including:
• labor reforms
• business reforms
• Prohibition.
The progressive movement
developed in response to the social and
political problems that arose as a
result of the growth of industry and
cities in the late 19th century.
Progressivism was largely a middle
class movement that promoted the idea
that society’s problems could be solved
by the passage of laws.
Big Business.asf
30 minutes
Progressivism
Progressive pete
Let’s practice what we’ve learned!
The movement started as a
political response to
problems at the city
government level and moved
to the
state and national level.
As cities grew with the increase in immigration
and movement from the farm, middle class
Americans
were concerned about the living conditions and
the corruption of city governments.
Crowded conditions
led to problems providing sanitation, water and
housing and contributed to the opportunities for
corruption among city officials who were often
supported by their ethnic constituents.
Middle class
Americans lived in the cities too and paid taxes
for city government.
Progressive reformers advocated the
establishment of city parks and beautification
projects, safer housing and sanitation.
They also promoted
teaching immigrants to adapt to their new country
by establishing settlement houses where
immigrants
were taught social skills.
Progressives were also very
concerned about unsafe conditions
in factories and about the long
hours that
workers, particularly women and
children, were expected to work.
However, they did not support labor
unions’ actions such as collective
bargaining and strikes to address
these issues.
Instead they advocated
the passage of laws.
Conditions in the factories were publicized by the
increasingly popular newspapers
and magazines, illustrated with photographs
showing the unsafe working conditions.
Writers of exposes
about corporate power and unsafe working conditions
were called muckrakers, a term first used by
President Teddy Roosevelt, because they exposed the
corruption of the system.
Reformers advocated
restricting child labor and passing laws requiring
that children attend school.
This was in direct opposition to the wishes of
many working class families who needed the
income provided by their
working children.
Some
compulsory school attendance laws were passed
at the state level, but a federal child labor law was
declared unconstitutional by the Supreme Court.
The federal government did not successfully
enforce child labor laws or minimum wage and
maximum hours laws for workers until the New
Deal reforms
following the Great Depression in the 1930s.
Progressives were more successful at the
federal level in addressing the problems
associated with Big
Business.
Progressives feared that Big Business not only
had too much control over the economy but also
that trusts had too much influence over the
American government.
Business Reforms
Some companies joined together
to form trusts. Acting like
monopolies, competition was
destroyed and higher prices were
charged. The Sherman Antitrust
Act was passed allowing the
government to force trusts to
break up into smaller companies.
However, this law did not end monopolies
because the Supreme Court limited its
effectiveness.
When Theodore Roosevelt became president in 1901, there was
an assertive progressive in
the White House.
The president was encouraged by muckraking writers such as Ida
Tarbell, who exposed
the oil trust, and Upton Sinclair, who exposed the meat-packing
trust.
Roosevelt began to use the old law
to successfully break up trusts and earned the name
“trust-buster.”
Roosevelt also protected the rights of
the consumer by pushing for the passage of the Meat
Inspection Act and the Pure Food and Drug Act and
he promoted the regulation of railroads.
Theodore_Roosevelt.asf
6 minutes
What a Tragedy!
Mukraker News!
Presidents William Howard Taft and Woodrow Wilson
continued this work and are known, along with
Roosevelt, as the progressive presidents.
Taft
Wilson
T. Roosevelt
Progressives were also concerned about improving
society by controlling the moral behavior of all
Americans and particularly of the immigrants.
The movement to limit the consumption of alcohol [the
temperance movement] had been going on since the
time of the American Revolution and got a popular
boost as a result of the influx of immigrants in the late
19th century.
Prohibition
Some states passed prohibition laws
and others passed blue laws to limit the sale of
alcohol.
Blue Laws were passed to help solve some
social problems. One law prevented people
from buying alcohol on Sundays. When the
manufacture and sale of alcohol was made
illegal, crime flourished.
When World War I started, propaganda against
the Germans, who were known for their beer drinking,
and the voluntary rationing of grain, helped
progressives push through Congress a national
prohibition amendment that was then ratified by the
states.
The 18th amendment outlawed the manufacture
and sale of alcoholic beverages.
However, it could not stop people from drinking,
and thus it promoted illegal activities such as
bootlegging and speakeasies until
it was repealed by the 21st amendment in the
1930s.
World War I helped to pass
progressive initiatives such as
Prohibition and women’s
suffrage.
5-3.6 Summarize the actions by the
United States that contributed to the
rise of this nation as a world power,
including:
• the annexation of new territory
following the Spanish-American War
• the role played by the United States
in the building of the Panama Canal
• the role played by the United States
in World War I.
As a result of the
economic development of
the late 19th century, the
United States became a
leading
industrial producer and
this contributed to the
nation’s rise to world
power.
Economic growth led many
Americans to advocate for a larger
role in the world in order to secure
sources of raw materials and
markets for the finished products of
American factories.
Many people in the United States
believed that
they had a God-given right to
expand across the seas as they
had done across the continent. This
new Manifest Destiny was also
motivated by the missionary spirit and
the idea of American superiority
[Social
Darwinism] as well as by economics.
All of these motivations played
a role in the United States’
declaration of war against
Spain, in the American
involvement in the Panamanian
revolt which led to the
building of the canal, and in the
American involvement in World
War I.
The United States Buys Alaska!
Read pages 250-251 in your text book.
Spanish – American War
• Puerto Rico & Cuba – Spain’s Empire
• 1895: Cubans revolted against the
Spaniards…imprisoned Cubans
• Americans were angered by this treatment
and because American buisness were
being destoyed.
• Now read pages 253-255 in your text
book.
The outbreak of the Spanish
American war led to the
annexation of territories by
the United States. At
the start of the war, the
United States declared that it
had no intention of annexing
Cuba.
However, the
United States quickly annexed
Hawaii, where a revolt led by
American businessmen had already
overthrown the Hawaiian queen
[1893]. Hawaii was an ideal fueling
stop on the way to the markets of
China.
Now read page 252 in your text.
The Spanish American War
started with the takeover of Manila
harbor in the Spanish colony of
the Philippines by the American
fleet stationed in the Pacific
[1898]. The Philippines would
provide an
ideal location from which to
access the markets of China.
The Spanish in Cuba were quickly defeated
and a treaty was negotiated by the executive
branch and
ratified by the Senate that granted the United
States control of formerly Spanish territories
including
Guam, the Philippines and Puerto Rico.
Despite the armed protests of Filipinos who
sought
independence, the United States continued to
control the Philippines as a territory until the
end of World
War II.
Cuba was occupied by American
forces off and on for more than 30
years and the United States
secured a permanent naval base
on the island of Cuba. Eventually
Hawaii was admitted as the 50th
state.
The United States continues to
control Guam and the territory of
Puerto Rico today.
The United States also played a
significant role in a revolution in
Panama. Since the time of the
California Gold Rush, it was evident
that Americans wanted a quick ocean
route from the east coast to the
west coast. The desire to expand trade
with the Far East intensified this
desire.
The Panama Canal
Now read pages 256-258 in your text.
The dangerous
work of building
the Panama
Canal.
President Theodore
Roosevelt offered Colombia, which
controlled the Isthmus of Panama,
money for the right to build a
canal. Colombia rejected the offer. A
few Panamanians organized a
bloodless revolution that was
supported by American gunboats and
then signed an agreement with the
United States allowing the US to
lease the isthmus and build the canal.
The building of the Panama
Canal allowed American
commercial and war ships to
travel from the Atlantic to the
Pacific more quickly and
contributed to
America’s commercial and
military might and to its image
as a world power.
THE WAR BEGINS!
Read pages 272-274
May 17, 1915
• May 7, 1915 brought the United States into
World War I. A German submarine sank the
British ocean liner Lusitania off the coast of
Ireland. More than 1,000 passengers were
killed, including 128 Americans. The people
of the United States were shocked! Wilson
did not declare war, but instead asked
Germany for an apology, for damages to be
paid, and for a promise not to attack any
more passenger ships. Italy then entered the
war for the Allies and attacked AustriaHungary from the south.
Sinking the Lusitania: 1915
• In February, 1915, the German government
announced an unrestricted warfare campaign.
This meant that any ship taking goods to Allied
countries was in danger of being attacked. This
broke international agreements that stated
commanders who suspected that a non-military
vessel was carrying war materials, had to stop
and search it, rather than do anything that would
endanger the lives of the occupants.
Sinking the Lusitania: 1915
cont.
• The Lusitania, was at 32,000 tons, the
largest passenger vessel on transatlantic
service, left New York harbour for
Liverpool on 1st May, 1915. It was 750ft
long, weighed 32,500 tons and was
capable of 26 knots. On this journey the
ship carried 1,257 passengers and 650
crew.
Sinking the Lusitania: 1915
cont.
• At 1.20pm on 7th May 1915, the U-20, only ten miles
from the coast of Ireland, surfaced to recharge her
batteries. Soon afterwards Captain Schwieger, the
commander of the German U-Boat, observed the
Lusitania in the distance. Schwieger gave the order to
advance on the liner. The U20 had been at sea for seven
days and had already sunk two liners and only had two
torpedoes left. He fired the first one from a distance of
700 metres. Watching through his periscope it soon
became clear that the Lusitania was going down and so
he decided against using his second torpedo.
Sinking the Lusitania: 1915
cont.
• After a second,
larger explosion, the
Lusitania rolled over
and sank in
eighteen minutes. A
total of 1,198 people
died (785
passengers and 413
crew). Those killed
included 128 US
citizens.
"The World In Shambles"
• "It is a fearful thing to lead this great peaceful
people into war.... but the right is more precious
than peace, and we shall fight for the things
which we have always carried nearest our
hearts."
•
Woodrow Wilson
At first, the United States tried to
maintain a neutral role in World War
I. It is important that students
understand that America became
involved in the war reluctantly as a
result of a multitude of factors.
Wartime propaganda [similar to the
yellow journalism of the Spanish
American War period], traditional
sympathies and commercial ties with
and loans to Great Britain strained
neutrality.
Most importantly, the
unrestricted submarine warfare
declared by the Germans on the
high seas and waged against
neutral ships
trading with Britain and France led
the President Woodrow Wilson to
ask the Congress for a declaration
of war to “make the world safe for
democracy.”
The sinking of the
Lusitania [1915] was not
the direct
cause of the US
declaration of war [1917].
It was only one incident
in a series of sinkings.
The
interception of the Zimmerman telegram
by the British and its publication by
sensationalist press in the
United States led the American public to
support going to war. American troops,
known as doughboys,
were instrumental in repelling the final
assaults of German troops on the
western front and breaking the
deadlock of trench warfare.
The Central Powers (Germany, Austria Hungary
and the Ottoman Empire)
agreed to an armistice with the Allies (Great
Britain, France and the United States) on the
condition that
peace negotiations would be based on Woodrow
Wilson’s 14 Points.
President Wilson played a
significant role at the peace negotiations,
although many of his 14 Points were ignored by
the other
nations.
Wilson helped to redraw state borders in
Europe so that they better reflected nations,
groups of
people with the same language, religion and
ethnic heritage.
The Treaty of Versailles included an
international peace-keeping organization,
the League of Nations, which Wilson hoped
would put an end
to war.
However, the United States Senate refused
to ratify the treaty because many Senators
thought that
the League of Nations would compromise
Congress’s constitutional right to declare
war.
Despite their
refusal to join the League, the United States
continued to be involved in world trade in
the 1920s.
In the
1930s, the Congress limited American
involvement in world affairs in a series of
laws called the
Neutrality Acts.
These acts attempted to keep the United
States out of the war that was brewing in
Europe by addressing what Americans
thought were the causes of American
involvement in World War I.
When the United States finally became
involved in World War II, the U.S. allied with
Great Britain,
France and others as the United Nations.
This alliance became the basis for the
creation of the, the United
Nations after World War II, which replaced
the League of Nations with a more effective
peace-keeping
organization.
New Territory
• Alaska – Russia
• Increase the US size by 20%
• March 30, 1867, US bought Alaska for
$7.2 million.
• In 1912, it became the 50th state of the
US.
• Known for their salmon and gold
New Territory
• Hawaii – Europe – under a Queen:
Liliuokalani
• Americans worked in Hawaii; however, the
Queen did not like the agreement.
Therefore, she did not sign the new
agreement
• Revolt: American planters gained power
• Hawaii was annexed in July 1898