Intro to U.S. Entering the World Stage

1. Intro to U.S. Entering the World Stage • Do the following activities for Chapter 7-1: • 1. Preview the section and read the inside story. • 2. Complete section 1 terms as you read the section • 3. Read pp 224-225 and answer questions 1 through 4 under section 1 terms. Create the outline only for question 4. You do not have to write the essay.

2. America As a World PowerChapter 7 • Lesson 1: U.S. Foreign Policy

3. Activity 1: • Listen to the following story. After the story is read, decide how you would respond to this situation by picking one of the actions below. Choose one of the responses and write a one-paragraph explanation of your choice.

4. A. Turn away and leave because the fight does not concern you and getting involved will only mean trouble. • B. Convince a couple of friends to help separate the two students before they hurt each other. • C. Get into the fight on your friend’s side and punch out the former friend who owes you money since he deserves it. • D. Punch out both students to show the rest of the school who is the toughest kid on campus.

5. Activity 2: • Read each of the Foreign Policy Actions on handout 3.1A and explain where each one fits on the Foreign Policy Spectrum handout 3.1B by shading under the appropriate box. • Once you have shaded the appropriate box, write an explanation under “Reasons We Placed Event Where We Did” to the far right of the event you chose. You may shade half of multiple boxes if you feel the event is a combination of two.

6. Lessson 1 continuedActivity 3: The Three M’s • What motivates an imperialist country? • Money: new customers for goods, new places to invest, raw materials • Morals: nationalism or love of country, cultural superiority, civilize others, religious conversion, Manifest Destiny Part II • Military: naval bases for refuel and repair, ability to launch attacks, assert influence

7. Add to Activity 2 • A. U.S. Purchase of Alaska • B. U.S. taking control of Hawaii • C. U.S. influence in China • D. U.S. influence in Japan

8. America As a World PowerChapter 7, Section 2 • Lesson 2: The Spanish-American War

9. Activity 1: Class Notes • Trouble in Cuba • - Cuba 90 miles from Florida • - Cuba was one of the few remaining parts of the Spanish empire along with Puerto Rico and the Philippines • - In 1868, Cubans revolted against Spanish rule • - Spain was able to crush the rebellion and forced many rebels like Jose’ Marti’ to leave the country • - after the revolt, the U.S. invested some 50 million in Cuba mostly in sugar and mining 1895 Cuba erupted in violence again and Spain sent General Weyler to crush the rebellion • - he gathered several hundred thousand Cubans into barbed-wire camps

10. Remember the Maine! • - The U.S. battleship Maine exploded in Havana Harbor, Cuba • - Jan 25 the Maine arrives in Havana Harbor to protect U.S. citizens and economic interests • - Feb 15 the Maine explodes and sinks killing 260 men • - although the cause of the explosion is unclear, most Americans blame Spain • - in 1976 U.S. admiral conducted a study which found that it was an internal accident • - with many people calling for war, President McKinley asks Congress for a declaration of war • - Congress debates for a week and then declares Cuban independence and directs U.S. troops to end Spanish control

11. Activity 2: • Imagine you are a newspaper writer for the • New York Journal. Write a short article explaining the conditions in Cuba and why you think the U.S. should get involved. Remember to consider the type of yellow journalism that was going on during this time, and use that style in your article. • Use pp 206-207 to write your article.

12. Activity 1 • In your group, create a news report similar to what you would see covered on CNN or any local or national nightly news report. Each member of your group should have a speaking role and you will perform these tomorrow. You should cover the following in your report. • Brainstorm ideas under activity 1 for each area below (bullet point) before you each write this news report in your notebook together. Act 2 is broadcast • Treatment of Cubans by the Spanish / Events that led to the war • Explosion of the U.S.S Maine • Events of the Spanish-American War (Use pp 206-210 in your book)

13. Obstacles and Solutions • 1. Gaillard Cut (mountain range) • - worked through solid rock • - took 10 years to dig a path eight miles long and • 40 feet deep • - work was dangerous, explosives needed • 2. Railroad (how to get rid of dirt) • 3. Control Flooding (dam & Lake) • - dam created Gatun Lake • 4. Mosquitoes (Drain standing water) • 5. Locks- ship is raise 85 feet • - entire channel is 51 miles long, takes 9 hours • - began in 1904 completed in 1914

14. Activity 3: • Listen to the following song and consider the lyrics when answering the following questions? • 1. What editors are being referred to in this song? Why? • 2. Do you feel that the editors were to blame for this war? Why or why not? • 3. Do you agree with what the singer says in the first verse of the song? (“Wars are never fought by those who plot to start them”) Explain and give an example. (use internet to find “The Editor’s to Blame” lyrics)

15. Activity 4: Class Notes • Before war began in Cuba, war began in another Spanish colony, the Philippines, • - the U.S. quickly destroyed the Spanish fleet in Manila Bay • - U.S. troops and Filipino rebels capture the city • - 17,000 troops land in Cuba to fight the Spanish • - Rough Riders-cowboys, college students, other recruits undisciplined and not always effective fighters, spirit and enthusiasm • (Teddy Roosevelt) • - legendary after their charge up San Juan Hill, a strategically important part of the ridges surrounding Santiago, Cuba • - Buffalo Soldiers • - U.S. had a major victory here

16. Results of the War • Treaty of Paris • - Spain grants independence to Cuba • - Gives Puerto Rico, Guam, and the Philippines to the U.S. for a payment of 20 billion • - new territories add 100, 000 square miles and 10 million people to American empire • Cuba- U.S. sets up military government in Cuba while Cubans draft constitution • - U.S. insists inclusion of Platt Amendment to Cuban constitution • - limits Cuba’s foreign interaction • - gives U.S. right to establish Naval Base on the island (Guantanamo Bay) • - if necessary, U.S. can send troops in to restore order

17. Philippines • - becomes a colony of U.S. • - Filipinos rebel, crushed in 1901 • - Guam and Puerto Rico also become U.S. territories

18. Activity 5: Write an analysis of this political cartoon.

19. America As a World PowerChapter 7, Section 3 • Lesson 3: The United States and Latin America

20. Activity 1: Use R50 in the back of your book to label the bodies of water and countries of Latin America and South America on your map. On the back of the map, explain how each president (Roosevelt, Taft, and Wilson) attempted to protect U.S. interests and keep other European countries out of the area.(216-217)

21. Activity 2 • Create a time-line, in your notebook, of the events that led up to the U.S. gaining the right to build the Panama Canal.

22. America As a World PowerChapter 7 , Section 3 • Lesson 4: The Panama Canal • Challenge: What were the major obstacles faced by the builders of the Panama Canal, and what solutions solved those problems?

23. Activity 1: • As you watch the video, create a graphic organizer for your notes which focuses on the history behind the U.S. gaining the rights to build the canal, the obstacles faced during the project, and the results of the project. • A Man, A Plan, A Canal: Panama • History of Obstacles facedHow problems • those whobuilding canalwere solved • attempted to • build the canal

24. Obstacles and Solutions • French had many problems • - disease • - rain & mud slides • - mosquitoes • - Ran out of money • - technology was not available • John Stevens was the answer for U.S. • - first made the place suitable to live • - drained all creeks and swamps • - applied pesticide for mosquitoes, window screens • - paved roads and streets • - improved living quarters • - came up with the lock system

25. Solutions • 1. Calebra/Gaillard Cut (mountain range) • - worked through solid rock • - took 10 years to dig a path eight miles long and • 40 feet deep • - work was dangerous, explosives needed • 2. Railroad (how to get rid of dirt) • 3. Control Flooding (dam & Lake) • - dam created Gatun Lake

26. Solutions • 4. Mosquito eradication (Drain standing water) • 5. System of Locks- ship is raise 85 feet • - entire channel is 51 miles long, takes 9 hours • - began in 1904 completed in 1914 • Benefits • - less travel distance (8000 miles) and time • - assists warships and trade

27. America As a World PowerChapter 7 • Lesson 5: U.S. Foreign Policy • Visual Metaphors • Activity 1: Each group will be assigned one of eight countries that the U.S. became involved in during the late 1800s and early 1900s. Each group will create two visual metaphors to explain the overall U.S. foreign policy with regard to their particular country.

28. Activity 1 • Step 1: Read your handout and take notes under activity 1 in your notebook on the main ideas. • Step 2: Create your two visual metaphors below the examples in the open space provided. • Left Side of Handout: • (From the perspective of the U.S., U.S. foreign policy on (your country ) was like a ______. • Right Side of Handout: • From the perspective of (your country), U.S. foreign policy was like a__________. • Step 3: Below each visual metaphor, include 3 specific reasons that explain your metaphor (because….)

29. Activity 2: • Each person in your group should have a rough draft of the sketch that your group will put on your poster board which includes all info listed on the handout.

30. Activity 3: • Each person in your group should have the 5 main points that you will present along with your poster tomorrow. When you are finished you may create your poster. Use many symbols in your visual metaphor.

31. U.S. Foreign Policy on China • The U.S. sought to gain spheres of influence in China after European powers took advantage of Chinese weaknesses • The U.S. announced the Open Door policy and was eventually accepted after helping to put down the Boxer Rebellion

32. U.S. Foreign Policy on Cuba • The U.S. supported Cuban independence efforts by defeating Spain in the Spanish American War • Cuba became a U.S. protectorate, and through the Platt Amendment, the U.S. asserted control and maintained influence for many years

33. U.S. Foreign Policy on the Dominican Republic • The U.S., through the Roosevelt Corollary, vows to protect its interests in the Dominican. • When the Dominican Republic cannot repay its loans, the U.S. takes on its debts and warns European powers to stay out

34. U.S. Foreign Policy on Hawaii • America gained influence in Hawaii and forced its leaders to grant concessions such as a naval base in Pearl Harbor • U.S. troops supported the business interests in Hawaii and took control in order to set the stage for annexation in 1898

35. U.S. Foreign Policy on Mexico • U.S. businesses had invested over a billion dollars in Mexico and some 50,000 U.S. citizens had taken residency in Mexico by the early 1900s. • Relations grew tense after the Tampico incident, but all out war was avoided even as different factions in Mexico fought with the U.S. and each other.

36. U.S. Foreign Policy on Panama • When the U.S. was unable to negotiate a treaty to gain the rights from Colombia to build the Panama Canal, we supported a an uprising which led to independence for Panama. • The U.S. was now free to negotiate a treaty with Panama

37. U.S. Foreign Policy on the Philippines • After defeating the Spanish in the Spanish-American War, the U.S. annexed the Philippines instead of granting independence • The U.S. crushes a three year revolt in 1901 and the Philipines remained under U.S. control until 1946

38. U.S. Foreign Policy on Puerto Rico • Puerto Rico becomes a U.S. territory after the Spanish American war • Puerto Ricans were not considered U.S. citizens until 1917 and were unhappy with U.S. rule which allowed the government limited freedom and little domestic ownership of business