Student version acquiring and managing a global power
- 1. ACQUIRING AND MANAGING A GLOBAL POWER
- 2. Essential Questions Activity Focus: Were U.S. Interventions abroad between 1890 and 1917 motivated more by realism or idealism? Unit Focus: When should the United States go to War? Unit Focus: When should the United States go to War? Unit Focus: Did America’s emergence as a world power move it close or further away from its founding ideals? Unit Focus: What considerations should guide the development of American foreign policy?
- 3. Steps: 1. Divide the class into groups and assign president/country/territory. 2. Read about your assigned president/country/territory and take notes. 3. Break up the facts/concepts about your topic and divide among the group. Fill out the handout that shows your fact/concept and show it to your teacher. 4. Brainstorm ideas for the overall display and your individual artifact. 5. Assign individual responsibilities for the overall display. I will provide the pumpkin heads. Your group needs to provide clothing, decorations, and a material to stuff it with (pillows, newspaper, hay, etc.) 6. Work on individual artifact and commemorative marker. 7. Assemble finished product. 8. Rotate through the museum pieces and take down notes on the president/country/territory.
- 4. Goals of foreign policy- Idealism v. Realism Idealism ◦ Ideal- how you want things to be ◦ Example- promoting democracy Realism ◦ Real- how things actually are ◦ Example- controlling access to foreign resources
- 5. Topics Presidents ◦ Theodore Roosevelt and Big Stick Diplomacy ◦ William Taft and Dollar Diplomacy ◦ Woodrow Wilson and Moral Diplomacy Territory/Country ◦ Panama ◦ Mexico ◦ Puerto Rico ◦ Philippines ◦ Hawaii ◦ China
- 6. Group display ◦ It should be a visual display showing the important events revolving around your topic and the essential question: Were U.S. Interventions abroad between 1890 and 1917 motivated more by realism or idealism? One element of the display must be a scarecrow depicting a person of significance to the events of your topic. Mr. Kelly will supply a pumpkin to use as a head for your group. You will need to supply the clothing to decorate your scarecrow and the other materials for your display.
- 7. Taking Notes 1. Read the section of the textbook for the country/region/president and fill out the graphic organizer with the main points on the topic. Include bold terms and terms in blue font. 2. Each group will present their artifacts to the class ◦ Each person will point to his/her artifact and read the commemorative marker to the class. 3. As other groups present, the rest of the students need to listen to each presentation and create a list and positive attributes of their display and ways the group could improve their display. ◦ As a group, write the name of the presenting group’s country/region/president at the top of the index card. Underneath, write at least three positives and one way to improve on the index card. Turn the index card in to Mr. Kelly
- 8. Individually ◦ You need to create an artifact and commemorative marker describing your artifact. The artifact should be a three-dimensional visual that clearly connects to an important aspect of your topic. (An example from the Spanish-American War might be a piece of soot-covered twisted medal from the U.S.S. Maine.) The commemorative marker should include a connection between the artifact and the event. It should also include a succinct summary of the event and an explanation of how it relates to the essential question. The marker should be between 200 and 300 typed words, decorated and mounted onto a piece of cardstock or foam board.
- 10. In the late 1800s imperialist European powers carved out “spheres of influence”-regions that were forced to grant them exclusive trade agreements and leases on land for military bases-in China. To obtain more influence in China, in 1899 the United States promoted an Open Door policy, urging European nations to respect Chinese rights and fair trade competition in China. In 1900 the Boxers, a Chinese nationalist movement, rebelled against foreign influence, killing foreigners and destroying buildings. The imperialist powers quashed the Boxer Rebellion. China continued to provide new markets and raw material for U.S. and other foreign industry.
- 11. In 1891 Queen Liliuokalani came to power and tried to restore Hawaiian control of the islands. In 1893 white planters, aided by U.S. troops, organized a successful revolt against the queen. In 1898, after the Spanish American War, the United States annexed the Hawaiian Islands. U.S. intervention resulted in long-lasting resentment among many native Hawaiians.
- 12. After the Spanish-American War, the U. S. wanted to build a canal across Central America to allow warships to pass between the oceans and defend the newly acquired U.S. territories of Puerto Rico and the Philippines. In 1903 U.S. naval forces assisted an armed revolution of Panamanians overthrow Columbian rule. The U. S. attempted to lease from Columbia and build a canal through Panama, then a possession of Columbia. The Columbian senate rejected the offer. Panamanian government immediately agreed to allow the U.S. to build the Panama Canal, which was completed in 1914.
- 13. In 1898 U.S. forces and Filipino forces led by Emilio Aguinaldo defeated the Spanish troops in the Philippines and eliminated Spanish rule there. After the Spanish-American War, Aguinaldo claimed he had been assured of Filipino independence, but his claims were denied by the United States. President William McKinley decided to maintain U.S. control of the Philippines because he considered the Filipinos unfit for self-government and wanted to “uplift and civilize and Christianize them.” Filipinos rebelled against U.S. forces, but the revolt was crushed after a three-year war.
- 14. At first, Puerto Ricans did not become U.S. citizens and could not travel freely to the United States. In 1917 the Jones Act granted Puerto Ricans U.S. citizenship. After the 1898 Spanish-American War, Spain ceded Puerto Rico to the United States. U.S. businesses took advantage of cheap labor and natural resources in Puerto Rico. By 1930 U.S. investors owned 60 percent of public utilities and banking, 80 percent of the tobacco plants, 60 percent of the sugar industry, and all overseas shipping. Puerto Rican small farmers, who could not compete with large U.S. companies, were forced to sell their land or work in low-paying jobs for U.S. businesses.
- 15. Wilson sent 6,000 U.S. troops into Mexican territory on an unsuccessful mission to capture Villa. The United States withdrew the troops when it entered World War I. From 1876 to 1911 Mexico was ruled by Porfirio Diaz, who encouraged U.S. investment. Carranza refused to adhere to U.S. demands for a new government. Wilson briefly supported Pancho Villa, but soon withdrew his support, angering Villa and his men who then killed Americans in Texas and New Mexico. Desperate, poor Mexicans staged a series of revolutions that led to Victoriano Huerta and then Venustiano Carranza gaining power.
- 16. Big Stick Diplomacy Roosevelt Corollary- an extension of the Monroe Doctrine that said American power would help protect weak nations in the Western Hemisphere. Won a Nobel Prize for mediating an end to a war between Japan, and Russia Believed in working quietly and patiently to achieve overseas goals but using force if necessary.
- 17. Dollar Diplomacy U.S. supports a revolt in Nicaragua that brought a pro-U.S. leader into power in 1911. U.S. sends Marines to protect American interests when a new revolt breaks out in Nicaragua in 1912. Foreign policy focused on encouraging and protecting American trade and investment in Latin America and Asia.
- 18. Moral Diplomacy Wilson introduced the concept of self-determination A foreign policy based on the belief that the U.S. should use its power to spread “constitutional liberty. which is the right of other peoples to determine their own government. In 1915 Wilson sent marines into Haiti to protect American lives and investments.
- 19. Closure: Writing Prompt ◦ Role- An imperialist or ant-imperialist American senator. ◦ Audience- The U.S. Senate. ◦ Format- A position statement. ◦ Topic- Pick one event from this time period where America became involved overseas and write a statement agreeing or disagreeing with it.
Editor's Notes
- #11: During the 1800s U.S. businessmen and missionaries took a keen interest in China. Most Chinese were angered by foreigners’ lack of respect for Chinese culture and society and hoped to establish a strong and independent government.
- #12: During the 1700s Hawaii became an important way station for American shippers, sailors, and whalers, and Protestant missionaries sought to Christianize the Hawaiians. Many Americans settled and became prosperous sugar plantation owners. After the revolt, white planters applied to the U.S. Congress for U.S. annexation of Hawaii. President Grover Cleveland withdrew the treaty because he felt that the U.S. actions were improper.
- #13: The new In 1921 the United States apologized and paid Columbia for the acquisition of the canal zone.
- #15: The U.S. government selected a U.S. governor, an executive council, and judges to rule the island. The new government launched programs to control disease and build infrastructure in Puerto Rico. During World War I 17,000 Puerto Ricans served the United States. Many Puerto Ricans resented U.S. rule, which after 43 years led to an employment rate of 30 percent, poor sanitation, widespread disease, and low life expectancy.
- #16: By the early 1900s U.S. businesses had invested over a billion dollars in Mexico. Only a small class of wealthy Mexicans benefited from foreign investmentsPresident Woodrow Wilson refused to recognize Huerta, and he supported his rival, whom he believed would bring democracy. In 1914 tensions between Wilson and the Huerta government nearly led to war when a group of U.S. sailors were taken into custody in a small Mexican port.