Section 1 The United States Continues to Expand …€¦ · Thus, when President Benjamin Harrison received the planters’ request in 1893, he gave his approval and sent a treaty

USAWorld

Becoming a WorldPower 1880–1917

Becoming a WorldPower 1880–1917

Section 1The UnitedStatesContinues toExpand

Section 2The Spanish-AmericanWar

Section 3U.S.InvolvementOverseas

23

1880

1893 Planters overthrow the Hawaiian

queen, Liliuokalani.

656

1895 Sino-Japanese War

ends with Japanesevictory over China.

1887 Hawaii grants United

States exclusive use ofPearl Harbor.

1896 William McKinley is

elected president.

1884 European nations meet

at the Berlin Conferenceto divide Africa.

The "Great White Fleet" ofthe United States symbolizedthe nation’s presence as aglobal power at thebeginning of the 20th century.

1892 Grover Cleveland is

elected president.

CHAPTER

RESEARCH LINKSCLASSZONE.COM

Visit the Chapter 23 links for more informationabout the growth of the United States.

Interact with History

1917

Becoming a World Power 657

1916 Pancho Villamakes a raidin the United

States.

1898 Spanish-American War takes place.

1912WoodrowWilson is

electedpresident.

1908WilliamHoward Taftis electedpresident.

1901 Theodore Rooseveltbecomes presidentafter McKinley isassassinated.

1914 PanamaCanalopens.

1900 Boxer

Rebellionoccurs in

China.

1910 Mexican

Revolutionbegins.

1904Roosevelt iselectedpresident.

The fleet was made up of 16 newbattleships of the Atlantic Fleet thatsailed around the world between1907 and 1909.

1904 Russo-JapaneseWar begins.

1903 Republic of

Panamaestablished.

The ships were mannedby 14,000 sailors andcovered 43,000 miles.

In 1907, the United States launches one of

the greatest naval fleets in history—the

Great White Fleet. With this fleet, the United

States has the military might to enforce

political decisions involving foreign coun-

tries. Now you, the U.S. president, need to

decide where and how to best use this fleet.

When should youget involved inthe affairs ofanother country?What Do You Think?• What interests does the United States have in

other countries?

• How important is protecting those interests?

http://www.classzone.com/books/ca05_ww1

Finding Main IdeasAn important skill for reading history is the ability to find main ideas. Identifying main ideashelps you to organize and understand the variety of details and examples that support thoseideas. Use a chart like the one below to write main ideas about U.S. expansion overseas.

See Skillbuilder Handbook, page R5.

What Do You Know?Was expansion something new, or was it a force that youhave seen before in the history of the United States?

Think About• the idea of Manifest Destiny• the Louisiana Purchase• the War with Mexico• your responses to the Interact with History about getting

involved in the affairs of another country (see page 657)

What Do You Want to Know?What do you think might have caused the United Statesto expand overseas at the end of the 1800s? Make a list

of the possible reasons before you read the chapter.

Reading Strategy: Finding Main Ideas23

658 CHAPTER 23

Reasons forU.S. ExpansionOverseas

Milit

ary I

ntere

sts

Economic

Intere

sts

Belief in Cultural

Superiority

The American eagle spreads itswings over Asia and Latin Americain this political cartoon from 1904.

CHAPTER

Taking Notes

CALIFORNIA STANDARDS

Reading 2.0 Students read and under-stand grade-level-appropriate mate-rial. They describe and connect theessential ideas, arguments, and per-spectives of the text by using theirknowledge of text structure, organiza-tion, and purpose.


The United States Continues to Expand

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

11

Reasons for U.S.ExpansionOverseas

The United States expanded itsinterest in world affairs and acquirednew territories.

During this period, the United Statesacquired Alaska and Hawaii asterritories.

imperialism

William Seward

QueenLiliuokalani

Taking Notes Use your chart totake notes about the reasons for U.S.expansion overseas.

ONE AMERICAN’S STORYAlfred T. Mahan served in the U.S. Navy for

nearly 40 years. In the 1890s, he wrote

several books on the historical importance of

sea power, trading stations, and colonies.

A VOICE FROM THE PAST

The trading-station . . . [was] the same as the . . .colony. In both cases the mother-country hadwon a foothold in a foreign land, seeking anew outlet for what it had to sell, a new spherefor its shipping, more employment for itspeople, and more comfort and wealth for itself.

A. T. Mahan, The Influence of Sea Power uponHistory, 1660–1805

Mahan encouraged government officials to build up American naval

forces. In this section you will learn how the United States

began to extend its influence beyond the national boundaries.

Reasons for U.S. ExpansionAmericans had always sought to expand the size of their nation.Throughout the 19th century, they extended their control toward thePacific Coast. By the 1880s, however, many leaders became convincedthat the United States should join the imperialist powers of Europe andestablish colonies overseas. Imperialism—the policy by which strongernations extend their economic, political, or military control over weakerterritories—was a trend around the world.

European nations had been establishing colonies for centuries. In thelate 19th century, Africa became a major area of European expansion. Bythe early 20th century, only two countries in Africa—Ethiopia andLiberia—remained independent.

Imperialist countries also competed for territory in Asia, especially inChina. There, European nations had to compete with Japan, which hadalso become a world power by the end of the 1800s.

Naval historian Alfred Thayer Mahan at the turn of the century


CST3 Students use a variety ofmaps and documents to identifyphysical and cultural features ofneighborhoods, cities, states, andcountries and to explain the histori-cal migration of people, expansionand disintegration of empires, andthe growth of economic systems.

REP3 Students distinguish relevantinformation, essential from inciden-tal information, and verifiable fromunverifiable information in histori-cal narratives and stories.

HI2 Students understand and distin-guish cause, effect, sequence, andcorrelation in historical events,including the long- and short-termcausal relations.

Most Americans gradually came to approve of the idea of expansionoverseas. Three factors helped to fuel the development of Americanimperialism.

1. Economic Interests. Economic leaders argued that expansionwould increase U.S. financial prosperity. Industry had greatlyexpanded after the Civil War. Many industrialists saw newcolonies as a potential source of cheap raw materials. Agriculturehad also expanded. Farmers pointed out that colonies would meannew markets for their products.

2. Military Interests. In his books, Alfred T. Mahan had argued thateconomic interests went hand-in-hand with military interests.Foreign policy experts agreed. They urged U.S. leaders to followthe European example and establish a military presence overseas.

3. Belief in Cultural Superiority. Many Americans believed thattheir government, religion, and even race were superior to those ofother societies. Some people hoped to spread democratic ideasoverseas. Others saw a chance to advance Christianity. Racist ideasabout the inferiority of the nonwhite populations in many foreigncountries were also used to justify American imperialism.

Each of these developments—economic interests, military interests,and a belief in cultural superiority—led the United States to a larger roleon the world stage.

Seward and AlaskaA strong backer of expansion wasWilliam Seward, Secretary of Stateunder presidents Abraham Lincolnand Andrew Johnson. Seward madehis biggest move in 1867, when hearranged the purchase of Alaskafrom Russia.

Not everyone was pleased bySeward’s move, though. At the time,the $7.2-million deal was widely criti-cized. Newspapers called Alaska a“Polar Bear Garden” and “Seward’sIcebox.” Even so, the purchase of theresource-rich territory turned out to bea great bargain for the United States.

Throughout his career, Sewardcontinued to pursue new territory.Before he retired in 1869, he consid-ered acquiring the Hawaiian Islands, agroup of volcanic and coral islands inthe central Pacific Ocean. That wouldnot happen, however, for almost 30more years.

Hawaii

Maui

OahuKauai

Molokai

Hawaiian Islands, 1898

PearlHarbor

PACIFICOCEAN

UNITEDSTATES

RUSSIA

Alaska, 1867

N O R T HA M E R I C A

180°

160°

W

140°

W

120°

W

100°

W

20°N

0° Equator

Tropic of Cancer

Arctic Circle

40°N

60°N

2,000 Miles 0

4,000 Kilometers 0

United States andits possessions

Alaska, 1867 & Hawaii, 1898

GEOGRAPHY SKILLBUILDERInterpreting Maps1. Location What country lies to the west of Alaska?2. Location On which Hawaiian island is Pearl Harbor?

660

SkillbuilderAnswers 1. Russia 2. Oahu

BackgroundIn the late 1800s,large gold fieldswere discoveredin Alaska. Theterritory was alsorich in fur-bearinganimals, timber,copper, coal, and oil.

A. MakingInferences Whymight economicand militaryinterests go handin hand?A. PossibleResponse If acountry’s eco-nomic interestswere threatened,the militarywould be neededto protect them.

The Annexation of HawaiiIn the early 1800s, Christian missionaries from theUnited States had moved to the Kingdom of Hawaii toconvert the local population. Some of the missionaries’descendants started sugar plantations. By the late 1800s,wealthy planters dominated Hawaii’s economy.

In 1891, Queen Liliuokalani (lee•LEE•oo•oh•kah•LAH•nee) became the leader of Hawaii. Believing thatplanters had too much influence, she wanted to limit theirpower. Around the same time, U.S. trade laws changed tofavor sugar grown exclusively in American states.

American planters in Hawaii were upset by thesethreats to their political and economic interests. InJanuary 1893, they staged a revolt. With the help ofU.S. Marines, they overthrew the queen and set up theirown government. They then asked to be annexed by theUnited States.

U.S. leaders already understood the value of theislands. In 1887, they had pressured Hawaii to allow aU.S. naval base at Pearl Harbor, the kingdom’s best port.The base became an important refueling station forAmerican merchant and military ships bound for Asia.

Thus, when President Benjamin Harrison receivedthe planters’ request in 1893, he gave his approval andsent a treaty to the Senate. But before the Senate couldact, Grover Cleveland became president. He did notapprove of the planters’ actions and withdrew the treaty.Hawaii would not be annexed until 1898, during theSpanish-American War. In the next section, you willread about the events that led to that war.


2. Using GraphicsUse a chart like the oneshown to record causes ofU.S. expansion overseas inthe late 1800s.Causes Effect

Which was the most impor-tant cause? (HI2)

3. Main Ideasa. Where was the focus ofU.S. expansion before thelate 1800s? (HI1)

b. How did William Sewardcontribute to U.S. expansion?(HI1)

c. Why did the Americanplanters’ request for theannexation of Hawaii fail in the early 1890s? (HI1)

4. Critical ThinkingMaking Inferences Whatbenefits were Americanplanters looking for whenthey staged a revolt in 1893?(REP5)

THINK ABOUT• the new policies of Queen

Liliuokalani• changes in U.S. trade laws

1. Terms & NamesExplain the

significance of:• imperialism• William Seward• Queen Liliuokalani

Section Assessment

ACTIVITY OPTIONS

TECHNOLOGYART

Read more about Hawaii’s Queen Liliuokalani. Outline a video presentationon the overthrow of the queen or plan a mural that depicts the event. (HI1)

1

QUEEN LILIUOKALANI1838–1917

As a young princess, Liliuokalanireceived a Western education andtoured the world. Although shelearned about many cultures, sheremained committed to Hawaii.An excellent musician, she wrotethe famous Hawaiian song“Aloha Oe [Farewell to Thee].”

She was the first queen ofHawaii and proved to be a goodleader. She resisted the foreigntakeover of Hawaii and inspired a revolt against the planters. Onlyin 1895, when the safety of hersupporters was threatened, didshe agree to give up her throne.

How did Queen Liliuokalaniprotect her followers afterplanters seized power?

B. Reading a MapLocate theHawaiian Islandson the map onpage 660.

UnitedStates

expansion

Vocabularyannex: to add

662 CHAPTER 23

ONE AMERICAN’S STORYJosé Martí was forced to leave Cuba in the 1870s. In

those years, Cuba was a Spanish colony, and he had

spoken out for independence. Martí later described the

terrible conditions suffered under Spanish rule.


Cuba’s children . . . suffer in indescribable bitterness as theysee their fertile nation enchained and also their humandignity stifled . . . all for the necessities and vices of the[Spanish] monarchy.

José Martí, quoted in José Martí, Mentor of the Cuban Nation

In New York City, Martí began to plan a revolt

against Spain that began in 1895. Martí’s lifelong

struggle for Cuban independence made him a symbol of

liberty throughout Latin America. In this section, you

will read how U.S. disapproval of Spain’s treatment of

Cubans led to the Spanish-American War.

Rebellion Against SpainThe Spanish empire was crumbling at the end of the 19th century. Spainhad once controlled most of the Americas, including land that became partof the United States. By the 1890s, however, it owned only a few colonies.Among them were the Philippine Islands in the Pacific and the Caribbeanislands of Cuba and Puerto Rico. (See the maps on page 665.) Many ofthe inhabitants of these colonies had begun to demand independence.

Cubans had revolted against Spain several times in the second half of thenineteenth century. Each time, Spanish soldiers defeated the rebels. In1895, an ongoing economic depression had increased Cubans’ anger overSpanish rule, and they rebelled again. José Martí, who had helped to organ-ize the rebellion from New York, returned to Cuba. He was killed in a skir-mish with Spanish troops shortly after, but the revolt continued.

José Martídedicated his lifeto the Cubanstruggle forindependencefrom Spain.

22

The Spanish-American War



Independence movements in Spanishcolonies led to the Spanish-AmericanWar in 1898.

U.S. involvement in Latin Americaand Asia expanded greatly after theSpanish-American War.

yellow journalism

U.S.S. Maine

Spanish-AmericanWar

Rough Riders

Platt Amendment

Anti-Imperialist League

Luis Muñoz Rivera



8.3.7 Understand the functions andresponsibilities of a free press.


REP3 Students distinguish relevantinformation, essential from inciden-tal information, and verifiable fromunverifiable information in histori-cal narratives and stories.

REP4 Students assess the credibilityof primary and secondary sourcesand draw sound conclusions fromthem.

Spain sent General Valeriano “the Butcher” Weyler to crush therebels. Weyler’s methods were harsh. He forced many Cubans from theirhomes and placed them in camps guarded by Spanish troops. Thousandsdied of starvation and disease in the camps.

The revolt in Cuba caused alarm in the United States. Business lead-ers were concerned because the fighting disrupted U.S. trade with Cuba.Most Americans, however, became outraged when the press began todescribe the brutality of Spanish officials. Two New York City newspa-pers, in particular, stirred up people’s emotions.

The World, owned by Joseph Pulitzer, and the New York Journal, ownedby William Randolph Hearst, were battling for customers. Both ownerswere able to attract readers by printing stories that described—and oftenexaggerated—news about Spanish cruelty. This sensational style of writingwas known as yellow journalism. It was named after “The Yellow Kid,” apopular comic strip that ran in the two New York papers.

The United States Goes to WarWilliam McKinley, the U.S. president in 1898, did not want war. “I havebeen through [the Civil War],” he told a friend. “I have seen the deadpiled up, and I do not want to see another.”

Even so, public opinion—stirred up by sensational newspaperreports—forced McKinley to take action. He demanded that Spain haltits harsh treatment of Cubans. Spain did bring General Weyler home,but conditions remained severe.

In January 1898, McKinley sent the U.S.S. Maine to Cuba. Riots hadbroken out in the capital, Havana, and the battleship was dispatched toprotect U.S. citizens. Then, the following month, the Maine explodedand sank in Havana’s harbor, killing 260 sailors.

No one knows what caused the explosion. Most historians todaybelieve that it was an accident. For example, a spark might have set off anexplosion in the ship’s coal bunker. Even so, Americans blamed Spain.

663

The explosion ofthe Maine andaccounts of theevent by yellowjournalists ledmany Americans to favor waragainst Spain.

A. FormingOpinions Howcan newspapersaffect publicopinion?A. PossibleResponseStudents maypoint out thatthousands of peo-ple read the samenewspaper.

“Remember the Maine!” became a call to arms. On April 20, 1898,President McKinley signed a congressional resolution that called forCuba’s independence and demanded a withdrawal of Spanish forces. Hegave Spain three days to respond. Spain refused, and the Spanish-American War began.

The War in the PhilippinesThe United States went to war to fight for Cuban freedom. But the firstmajor battle of the Spanish-American War took place in a Spanishcolony on the other side of the world—the Philippine Islands. ManyFilipinos, as the inhabitants of the islands were called, had also revoltedagainst Spanish rule in the 1890s.

Before the war began, the Filipino independence movement hadattracted the attention of Theodore Roosevelt. At that time, Rooseveltwas assistant secretary of the navy. He put a fleet of American ships inHong Kong on alert. Their leader, Commodore George Dewey, pre-pared his forces and made contact with the head of the Filipino rebelforces, Emilio Aguinaldo (eh•MEE•lyoh AH•gee•NAHL•doh).

When the war began, Dewey set out for Manila, the Philippine cap-ital, where part of the Spanish fleet was located. The battle in ManilaBay began early on the morning of May 1, 1898. By a little past noon,

664 CHAPTER 23

Detecting Bias in the MediaModern journalists try to report the news without bias—that is,without letting their personal opinions or those of their employerinfluence what they write. Unbiased reporting is one of the responsi-bilities of a free press. It allows citizens to weigh the facts and cometo their own understanding of issues and events.

As you have read, journalists and their employers do not alwaysavoid bias. In fact, in the 1890s, journalists were not concerned withbias. Before the United States declared war on Spain in 1898, ‘yellowjournalists’ exaggerated stories to help sell newspapers. These storieshelped turn U.S. public opinion in favor of war against Spain. Theyused words and images to reflect their bias that the United Statesshould declare war on Spain—and sell more papers along the way.

Can You Find Bias inthe Media?1. With a small group, collect

news stories from differentsources that cover the sameissue or event.

2. Record any differences in theway a specific issue or event iscovered by the oral, written, orvisual sources you haveselected.

3. Review the differences anddecide whether any of theauthors of the sources showedbias in their coverage.

4. Write a report that describesany bias you might detect.Explain why the biased sourcemight have reported the storythe way it did.

See Citizenship Handbook, page 284.

For more about the news media . . .

RESEARCH LINKSCLASSZONE .COM

B. PossibleResponse He re-cognized theimportance of thePhilippines to U.S.interests.

B. MakingInferences Whydid TheodoreRoosevelt put theU.S. fleet in HongKong on alert?

William RandolphHearst ran thisheadline in hisNew York Journalbefore authoritieshad a chance todetermine thecause of theMaine’s explosion.


Dewey’s forces had destroyed theSpanish fleet. About 380 Spanishsailors were dead or wounded. NoAmericans died. U.S. troops, aidedby Filipino rebels, took control ofManila in August.

Dewey became an instant hero inthe United States. Thousands ofbabies born at the time of the victoryin Manila Bay were named for him,and a chewing gum called “Dewey’sChewies” became popular.

The War in theCaribbeanWhen the Spanish-American Warbegan, the U.S. Army had only28,000 men. Within four months,over 200,000 more joined up.Among the new recruits wasTheodore Roosevelt, who hadresigned from the Navy Depart-ment to volunteer.

Roosevelt helped to organizethe First United States VolunteerCavalry. This unit was nicknamedthe Rough Riders. Its recruitsincluded cowboys, miners, collegestudents, New York policemen,athletes, and Native Americans.

In June, the Rough Riders andabout 16,000 other soldiers—nearly a quarter of them AfricanAmerican—gathered in Tampa,Florida. They then set out forSantiago, a Spanish stronghold insouthern Cuba. When the RoughRiders arrived, their dark-bluewool uniforms were too hot for theCuban climate. Also, many of thesoldiers came down with tropicaldiseases. Even so, they fought theirway toward Santiago.

In order to gain control ofSantiago’s port, American troopshad to capture San Juan Hill. Theyattacked the Spanish on July 1.

0

0

400 Miles

800 Kilometers

20°N

Tropic of Cancer

30°N

80°W

70°W

PUERTORICO

FLORIDA

UNITEDSTATES

BAHAMAS (Br.)

CUBA

HAITI

DOMINICANREPUBLICJAMAICA (Br.)

Tampa

Santiago

Havana

Santiago

San Juan HillJuly 1, 1898

Spanish fleet destroyedJuly 3, 1898

U.S.S. Mainesunk,

Feb. 1898

G u l f o f

M e x i c o

A T L A N T I CO C E A N

C a r i b b e a nS e a

SantiagoHarbor

0

0

400 Miles

800 Kilometers

110°

E

120°

E

10°N

20°N

CHINA

PHILIPPINEISLANDS

FORMOSA(TAIWAN)

Hong Kong

Manila

Dewey

S o u t hC h i n a

S e aS u l uS e a

P A C I F I CO C E A N

American forcesSpanish forcesAmerican victoriesU.S. naval blockadeSpanish possessions

War in the Philippines


War in the Caribbean


GEOGRAPHY SKILLBUILDER Interpreting Maps1. Movement Where was Dewey’s fleet before it steamed

toward the Philippines?2. Location About how far is Havana from the tip of

southern Florida?

665

SkillbuilderAnswers1. in the port ofHong Kong on theChinese mainland2. about 150 miles

African-American soldiers from the Tenth Cavalry began to drive theSpanish back. Roosevelt and the Rough Riders joined them as theyrushed forward and captured the hill.

Two days later, American ships destroyed Spain’s fleet as it tried toescape Santiago Harbor. On July 17, the city surrendered. A week later,U.S. forces took Puerto Rico. Finally, on August 12, 1898, Spain signeda truce. To U.S. Secretary of State John Hay, it had been “a splendid lit-tle war.” For Spain, four centuries of glory had come to an end.

Results of the WarAlthough the war had been fought over Cuba, U.S. leaders demandedthat Spain give up other colonies after the war—including Puerto Rico,the island of Guam, and the Philippines. Spain had no choice but toagree. The final peace treaty was signed in Paris in December 1898.

One of the most difficult questions for U.S. leaders after the war waswhat to do with the Philippines. Filipinos had fought alongsideAmericans during the war and believed that Spain’s defeat would bringthem independence. But President McKinley eventually decided that thePhilippines should become an American colony.

Filipinos were bitterly disappointed. Led by Emilio Aguinaldo, theybegan to fight against their new colonial rulers. American troops sent toput down the resistance were not able to restore order until 1902.

The United States was also reluctant to grant Cuba complete independ-ence. First, Cuba had to add the Platt Amendment to its constitution.This gave the United States the right to intervene in Cuban affairs anytimethere was a threat to “life, property, and individual liberty.” Cuba also hadto allow a U.S. naval base at Guantánamo Bay.

Puerto Rico became an American territory. The United States set upa government and appointed the top officials. Puerto Ricans had little to

666 CHAPTER 23

On July 1, 1898, U.S. troops,including the Rough Riders,attacked San Juan Hill outsideof Santiago, Cuba. This paintingshows Theodore Roosevelt lead-ing a cavalry charge up thehill—even though the regi-ment’s horses had been leftbehind in Florida.

Why did the artist show the Rough Riders on horseswhen they made theircharge on foot?

C. MakingInferences Whydid the UnitedStates demandthat Spain giveup territories inaddition to Cuba?C. PossibleResponse U.S.leaders mighthave thought the territorieswould be eco-nomically ormilitarily useful.

say in their own affairs. Only in 1917 would the UnitedStates agree to make Puerto Rico a self-governing ter-ritory and grant U.S. citizenship to all Puerto Ricans.

The Anti-Imperialist LeagueU.S. treatment of Spain’s former colonies after theSpanish-American War disappointed many people inthe United States.

Several well-known Americans, including business-man Andrew Carnegie, reformer Jane Addams, andwriter Mark Twain, joined with others to form theAnti-Imperialist League. Members of the Leaguebelieved that Americans should not deny other peoplethe right to govern themselves.


We hold that the policy known as imperialism is hostile toliberty. . . . We regret that it has become necessary in theland of Washington and Lincoln to reaffirm that all men, ofwhatever race or color, are entitled to life, liberty, and thepursuit of happiness.

From the Platform of the American Anti-Imperialist League

The voice of the Anti-Imperialist League was lost,however, in the roar of popular approval of the Spanish-American War.

Many Americans hoped that their nation would sur-pass the glory of the old Spanish empire. In the nextsection, you will read more about how the United Statescontinued its involvement overseas.


2. Using GraphicsUse a time line to record themajor events of the Spanish-American War.

Spanish-American War, 1898

About how long did theSpanish-American War last?(CST2)

3. Main Ideasa. What led to the Cubanrebellion against Spain in1895? (HI2)

b. What was the first majormilitary event of the Spanish-American War? (HI2)

c. What happened in thePhilippines after the war?(HI2)

4. Critical ThinkingForming Opinions Did theUnited States betray itsdemocratic principles when it made the Philippines acolony? (REP4)

THINK ABOUT• the public’s response to

yellow journalists and U.S.military victories

• the work of the Anti-Imperialist League


significance of:• yellow journalism• U.S.S. Maine• Spanish-American

War• Rough Riders• Platt Amendment• Anti-Imperialist

League• Luis Muñoz Rivera

Section Assessment

ACTIVITY OPTIONS

LANGUAGE ARTSMATH

Research the Spanish-American War. Write a television news script covering amajor battle or create a database of wartime casualties. (HI1)

2

LUIS MUÑOZ RIVERA1859–1916

Luis Muñoz Rivera devoted hislife to obtaining self-governmentfor Puerto Rico—first from Spainand then from the United States.

After Spain granted PuertoRico self-rule in 1897, MuñozRivera joined the government. Heresigned and renewed his strug-gle when Puerto Rico became aU.S. territory.

Muñoz Rivera died just beforethe United States granted PuertoRicans U.S. citizenship and a largemeasure of self-government.

In what ways did MuñozRivera use his leadershipskills to help his country?

D. Finding MainIdeas Why didthe Anti-ImperialistLeague opposeU.S. efforts tocollect colonies?C. The Leaguebelieved peopleshould governthemselves andthat “imperialismis hostile toliberty.”

668 CHAPTER 23

ONE AMERICAN’S STORYIn 1852, President Millard Fillmore sent

Commodore Matthew Perry on a mission to

open Japan to U.S. trade. For over two

centuries, Japan’s rulers had kept the country

closed to most foreigners. Perry wanted to

break Japan’s traditional policy.


[I was determined] to adopt an entirely contraryplan of proceedings from that of all others whohad . . . visited Japan on the same errand [to openup trade]: to demand as a right and not to [ask]as a favor those acts of courtesy which are duefrom one civilized nation to another.

Commodore Matthew Perry, Personal Journal

Under the threat of force, Japan signed a

treaty in 1854 giving American ships access to its ports. In this section, you

will read more about U.S. involvement in Asia, as well as in Latin America.

A Power in the PacificThroughout the 1800s, the United States continued to expand itsinvolvement in Asia. Toward the end of the century, the United Statesacquired a chain of islands—including Hawaii and Guam—thatstretched across the Pacific Ocean to Asia.

During the Spanish-American War, Americans fought in thePhilippine Islands, a Spanish colony in eastern Asia. After the war, theUnited States annexed the islands and put down the Filipino independ-ence movement.

Some Americans objected to the annexation of the Philippines.However, supporters of imperialism, such as Indiana senator AlbertBeveridge, applauded U.S. actions. Beveridge boasted, “The Philippines

Commodore Matthew Perrymeets with Japaneseofficials in 1853.


33

U.S. Involvement Overseas


In the early 1900s, the United Statesexpanded its involvement in Asiaand Latin America.

The United States still tradesextensively with Asian and LatinAmerican countries.

sphere ofinfluence

Open Door Policy

Boxer Rebellion

Panama Canal

Roosevelt Corollary




REP4 Students assess the credibilityof primary and secondary sourcesand draw sound conclusions fromthem.

are ours forever. And just beyond the Philippines are China's [unlim-ited] markets. We will not retreat from either. . . . The power that rulesthe Pacific is the power that rules the world.”

Many Americans looked forward to the profitspromised by Asian markets and resources. Otherssaw a chance to extend U.S. democracy and culturein the region. The Philippines would provide abase for these activities.

The United States in ChinaAs Senator Beveridge noted, control of the Philippines gave Americansgreater access to China. However, by the time the United Statesacquired the islands, other imperialist nations, including Japan, werealready deeply involved in China.

When Commodore Perry opened Japan to U.S. trade in the 1850s, healso opened the nation to Western ideas. After Perry’s voyages, Japanbegan to modernize and soon emerged as a world power. In the 1890s,Japan demonstrated its strength in a successful war against China.

After the war, both Japan and the major European powers expandedtheir spheres of influence in China. These were areas where foreignnations claimed special rights and economic privileges. By the late 1890s,France, Germany, Britain, Japan, and Russia had established prosperoussettlements along the coast of China. They also claimed exclusive rightsto railroad construction and miningdevelopment in the nation’s interior.

The competition for spheres ofinfluence worried U.S. leaders whowanted access to China’s markets andresources. In 1899, Secretary of StateJohn Hay asked nations involved inthe region to follow an Open DoorPolicy. This meant that no singlecountry should have a monopoly ontrade with China. Eventually, most ofthe nations accepted Hay’s proposal.

Many Chinese people were notpleased by the presence of foreigners.One group, called the “Boxers,” wasangered by the privileges given to for-eigners and the disrespect theyshowed toward Chinese traditions. In1900, Chinese resentment toward for-eigners’ attitude of cultural superiorityled to a violent uprising known as theBoxer Rebellion. Many foreignerswere killed before the uprising was putdown by an international force.

A. AnalyzingCauses Why didJohn Hay pro-pose the OpenDoor Policy?A. PossibleResponse Heworried thatother nations inChina would pre-vent U.S. accessto the country’smarkets.

P A C I F I CO C E A N

Shanghai

Macao(Portuguese)

HongKong(Br.)

Beijing(Peking)

CHINA

JAPAN

KOREA

MANCHURIA

MONGOLIA

PHILIPPINEISLANDS(U.S.)

FORMOSA(TAIWAN)

60°N10

0°E 130°E70

°E

30°N

0

0

1,000 Miles

2,000 Kilometers

Russian sphereGerman sphereBritish sphereFrench sphereJapanese sphere

Imperialism in Asia, 1900

GEOGRAPHY SKILLBUILDER Interpreting Maps

1. Place What country controlled the port of Macao?2. Region What country had the largest sphere of influence

in the coastal region of China?

669

SkillbuilderAnswers1. Portugal2. Britain

“The power thatrules the Pacific . . .rules the world.”

Albert Beveridge

The Panama CanalAs American interests in the Pacific expanded, easy access to the regionbecame vital. For that reason, U.S. leaders proposed a canal to connect theAtlantic and Pacific oceans. A canal would mean that U.S. ships wouldnot have to travel around South America. The Spanish-American War,fought in both oceans, also made clear the need for such a shortcut.

The South American nation of Colombia controlled the best spot forthe canal—the Isthmus of Panama. But Colombia was unwilling to give upthis land. Ignoring Colombia’s right to control its territory, PresidentRoosevelt sent the U.S. Navy to support a revolution on the isthmus. Outof this revolution, the new nation of Panama was created in 1903.

The new Panamanian leaders granted the U.S. government rights toa ten-mile-wide strip of land called the Canal Zone. In return, theUnited States paid Panama $10 million and an annual fee of $250,000.There, the United States would build the Panama Canal, the shortcutthat would connect the Atlantic and Pacific oceans.

Some people in Latin America and the United States opposedRoosevelt’s actions. They believed that he had interfered in Colombia’saffairs in order to cheat it out of land. In 1921, the United States finallypaid Colombia $25 million for the loss of Panama.

Building the CanalBuilding the canal was extremely difficult. The land was swampy andfull of mosquitoes that carried the organism that causes malaria. In spite

of the difficulties, the project movedforward. When Roosevelt visitedPanama in 1906, he wrote a letterdescribing the work.


Steam shovels are hard at it; scoopinghuge masses of rock and gravel and dirtpreviously loosened by the drillers anddynamite blasters, loading it on trainswhich take it away. . . . They are eatingsteadily into the mountain cutting itdown and down. . . . It is an epic feat.

Theodore Roosevelt, from a letter sent to his son

More than 45,000 workers, in-cluding many black West Indians,labored for years on the canal. Theydid not finish the work until 1914.The canal cost $352 million, themost expensive project up to thattime. It was expensive in humanterms, too. More than 5,000 workersdied from diseases or accidents.

B. SummarizingWhat politicaldifficulty facedU.S. leaders whowanted to buildthe PanamaCanal?B. PossibleResponseColombia did notwant to sell theland needed forthe constructionof the canal.

Canal routeCanal Zone

0

0

10 Miles

10 Kilometers

GatúnLake

MaddenLake

ChagresR.

P A C I F I C O C E A N

A T L A N T I CO C E A N

MirafloresLake

Ch agres R.

GatúnLocks

GatúnDam

MaddenDam

Pedro MiguelLocks

MirafloresLocks

Gaillard(Culebra)

Cut

Colón

Cristóbal

PanamaCity

Balboa

Panama Canal

GEOGRAPHY SKILLBUILDER Interpreting Maps1. Location Which locks are closest to Panama City?2. Movement In which direction do ships move through

the canal from the Atlantic Ocean to the Pacific Ocean?

670

Vocabularyisthmus: a nar-row strip of landconnecting twolarger masses ofland

SkillbuilderAnswers1. Miraflores Locks2. Southeast

BackgroundIn 1977, theUnited Statessigned a treatythat transferredownership of thecanal to Panamaon December 31,1999.

How the Panama Canal WorksEngineers faced a problem in building the Panama Canal. Because of theregion’s different landscape elevations, no waterway would remain level.They solved this dilemma by building three sets of locks—water-filledchambers that raise or lower ships to match a canal’s different water levels.

CONNECT TO HISTORY1. Drawing Conclusions Why

did the United States want ashorter route between theAtlantic and Pacific oceans?

CONNECT TO TODAY2. Researching What is the

economic and political status of the Panama Canal today?

For more about the Panama Canal . . .

RESEARCH LINKSCLASSZONE .COM

The locks, whose steel gates rise sixstories high, can hold as much as 26million gallons of water—enough tosupply a major U.S. city for one day.

671

1

2

3

This cross-section shows the different elevations and locks that a shipmoves through on the 8–9 hour trip through the canal. Before thecanal was built, a trip around South America could take two months.

●1 The lock gates open on one end to allow the ship to enter.

●2 The gates close, and water is pumped in or out dependingon whether the ship is moving up or down.

●3 Once the water in the chamber and the canal ahead is level, the second gate opens and the ship moves on.

51 miles

AtlanticOcean

PacificOcean

GatúnLake

Culebra Cut Pedro Miguel Locks

MirafloresLocks

Gatún LocksMiraflores

Lake


8.12.1 Trace patterns ofagricultural and industrialdevelopment as theyrelate to climate, use ofnatural resources, markets,and trade and locate suchdevelopment on a map.


U.S. Involvement in Latin AmericaThe Panama Canal was only one sign of U.S. involvement in LatinAmerica. As the U.S. economy continued to grow, so did Americans’interest in the resources of their southern neighbors.

Businesses in the United States found that they could cheaply buyfood and raw materials—for example, bananas, coffee, and copper—from Latin America. They shipped these goods to the United States andsold them for higher prices. U.S. companies also bought large amountsof land in the region for farming and mining.

As economic interests drew the United States deeper into LatinAmerican affairs, U.S. leaders became concerned about political stabil-ity in the region. They were especially worried that instability mighttempt European nations to intervene in the region.

Policing the HemisphereDuring his presidency, Theodore Roosevelt made it clear that the UnitedStates would remain the dominant power in the Western Hemisphere. Hesummed up his foreign policy toward the region with an African saying:“Speak softly, but carry a big stick.” Roosevelt, however, rarely spoke softly.He made sure that everyone knew the United States would use militaryforce if its interests were threatened.

Roosevelt reminded European powers of the Monroe Doctrine—thepolicy that prevented other nations from intervening in Latin America.In 1904, he added the Roosevelt Corollary. Now, the doctrine wouldnot only prevent European intervention in Latin America; it alsoauthorized the United States to act as a “policeman” in the region. Thatis, U.S. leaders would now intervene in Latin America’s domestic affairs

672 CHAPTER 23

Vocabularycorollary: a state-ment that followslogically from anearlier statement

30°N

20°N

0° Equator

90°W

80°W

60°W

100°W110°

W

120°

W

Mexico City Veracruz

Havana

Guantánamo

Columbus UNITED STATES

MEXICO CUBA

HAITI

PANAMA

COSTA RICA

EL SALVADORGUATEMALA NICARAGUA

HONDURAS

BR. HONDURAS

PUERTORICO

DOMINICANREPUBLIC

Gulf ofMexico

CaribbeanSea

PACIFICOCEAN

ATLANTICOCEAN

0

0

500 Miles

1,000 Kilometers

U.S. in Latin America, 1898–1917

GEOGRAPHY SKILLBUILDERInterpreting Maps1. Location On what island is the U.S.

naval base at Guantánamo?2. Place To how many Latin American

countries did the United States sendtroops?

C. MakingInferences Whywas the UnitedStates interestedin the politicalstability of LatinAmerica?C. PossibleResponse Itwanted to makesure that its eco-nomic interests inthe region werenot threatened.

Skillbuilder Answer1. Cuba2. Five—Mexico,Nicaragua, Cuba,Haiti, and theDominicanRepublic

U.S. acquired Canal Zone, 1903; Canal completed, 1914

U.S. troops, 1909–1910, 1912–1925, 1926–1933;Financial supervision, 1911–1924

U.S. troops, 1915–1934; Financial supervision, 1916–1941

U.S. troops, 1916–1924; Financial supervision,1905–1941

U.S. possessionafter 1898

U.S. troops, 1916–1917

U.S. troops, 1914

U.S. naval base, 1903

U.S. troops, 1898–1902, 1906–1909, 1912, 1917–1922;Platt Amendment, 1901-1934

when they believed that such action was necessary tomaintain stability.

In 1905, the United States used the RooseveltCorollary to take control of the Dominican Republic’sfinances after the country failed to pay its foreign debts.A year later, when a revolt threatened Cuba’s govern-ment, the policy was used to send troops there.

Later presidents expanded on Roosevelt’s “big stickdiplomacy.” William Howard Taft urged Americanbusinesses to invest in Latin America, promising mili-tary action if anything threatened these investments.He kept his word. In 1912, Taft sent marines toNicaragua to restore order.

President Taft’s successor, Woodrow Wilson, alsointervened in Latin America. When a revolution inMexico began to threaten U.S. interests, Wilson tookaction. In 1914, he sent a fleet to Veracruz after U.S.sailors were arrested. Two years later, he sent troops intoMexico after a Mexican revolutionary named PanchoVilla (PAHN•choh VEE•yah) raided New Mexico andkilled 19 Americans in the town of Columbus.

Americans rarely questioned U.S. actions in LatinAmerica. They saw their nation as a good police officer,maintaining peace and preventing disorder. But manyLatin Americans saw the United States as an imperialpower that cared only about its own interests. Thismistrust continues to trouble U.S. relations with itsneighbors. In the next chapter, you will read about U.S.involvement in another part of the world—Europe.


2. Using GraphicsUse a chart like the onebelow to record details aboutU.S. involvement in Asia andLatin America.

How was U.S. involvement inAsia different from that inLatin America? (REP3)

3. Main Ideasa. Why was the United Statesinterested in the Philippines?(HI2)

b. Why was the nation ofPanama created in 1903?(HI2)

c. How did the RooseveltCorollary change U.S. foreignpolicy? (HI2)

4. Critical ThinkingDrawing ConclusionsWhy did the United Statesbecome so heavily involved inAsia and Latin America? (HI2)

THINK ABOUT• U.S. economic growth• American military interests


significance of:• sphere of influence• Open Door Policy• Boxer Rebellion• Panama Canal• Roosevelt Corollary

Section Assessment

ACTIVITY OPTIONS

SCIENCEMATH

Research the Panama Canal. Build a simple model of the canal or create a graphthat shows how many ships use the canal each year. (CST3)

3

Asia Latin America

BackgroundTaft’s policy wasknown as “dollardiplomacy.”

GLOBO COP?In the early 1900s, the UnitedStates used its "police powers"in the Western Hemisphere.Today, U.S. forces participate inpolice actions all over the globe.This fact has led some journaliststo call the United States the“Globo Cop.”

In the 1990s, U.S. forceshelped lead international policeactions in Somalia (see photobelow), Yugoslavia, and otherareas in crisis. The United Statesalso led the Gulf War forces thatliberated Kuwait after it wasseized by Iraq.

The United States continuesto patrol its own hemisphere,too. In 1989, U.S. troops invadedPanama to overthrow dictatorManuel Noriega.

674 CHAPTER 23

TERMS & NAMESBriefly explain the significance ofeach of the following.

1. imperialism

2. Queen Liliuokalani

3. yellow journalism

4. Spanish-American War

5. Rough Riders

6. Anti-Imperialist League

7. Open Door Policy

8. Boxer Rebellion

9. Panama Canal

10. Roosevelt Corollary

REVIEW QUESTIONSThe United States Continues toExpand (pages 659–661)

1. Why did Americans becomeinterested in overseas expansionin the late 1800s? (HI2)

2. How did the public react whenWilliam Seward negotiated thepurchase of Alaska in 1867? (HI2)

3. Why did the United States takean interest in Hawaii? (HI2)

4. Why might President Clevelandhave wanted to restoreLiliuokalani to the Hawaiianthrone? (HI1)

The Spanish-American War(pages 662–667)

5. How did the Spanish-AmericanWar begin? (HI2)

6. What were the most importantbattles of the war? (HI1)

7. What territories did the UnitedStates take control of as a result ofits victory over the Spanish? (HI2)

U.S. Involvement Overseas(pages 668–673)

8. Why did U.S. leaders want accessto China’s markets after theSpanish-American War? (HI1)

9. Why was there an interest inbuilding a canal across LatinAmerica? (HI1)

10. How were the Latin Americanpolicies of Roosevelt, Taft, andWilson similar? (HI1)

CRITICAL THINKING1. USING YOUR NOTES:FINDING MAIN IDEASUsing your completed chart,answer the questions below. (HI2)

a. How did U.S. economic interestsin Latin America influence theforeign policy of the UnitedStates?

b. In what ways was the BoxerRebellion a reaction to the attitude of foreigners in China?

2. ANALYZING LEADERSHIPWhat qualities made TheodoreRoosevelt an effective leader? (HI1)

3. THEME: EXPANSIONHow did U.S. expansion at the endof the 19th century compare withexpansion that occurred earlier?Discuss both similarities and differ-ences. (CST1)

4. APPLYING CITIZENSHIP SKILLSHow might the activities of theAnti-Imperialist League havehelped to remind citizens of theirdemocratic responsibilities? (HI1)

5. FORMING OPINIONSThe “yellow journalism” of majornewspapers influenced U.S. foreignpolicy at the turn of the century.How does modern media, such astelevision, shape public opiniontoday? (CST1)

How has your study of U.S. involve-ment overseas at the turn of thecentury influenced your opinionabout getting involved in theaffairs of another country?

VISUALSUMMARY

23Chapter ASSESSMENT

Becoming aWorld Power (CST1)

Reasons forU.S. ExpansionOverseas

Milit

ary I

ntere

sts

Economic

Intere

sts

Belief in Cultural

Superiority

The United States Continues to Expand

In the late 1800s, the UnitedStates began to expand overseas.• Alaska was purchased from

Russia.• Planters took over Hawaii’s

government.

The Spanish-American WarEvents in Cuba, a Spanish colonyin the Caribbean, led to theSpanish-American War.• U.S. forces won victories in the

Caribbean and in Asia.

• Spain gave up its colonies inCuba, Puerto Rico, thePhilippines, and Guam.

U.S. Involvement OverseasIn both Asia and Latin America,the United States began to play a larger role.• U.S. leaders insisted on an

Open Door Policy in China.

• The United States built thePanama Canal.

Interact with History


TEST PRACTICECLASSZONE .COM

Use the graph and your knowledge of U.S. historyto answer questions 1 and 2.

Additional Test Practice, pp. S1–S33.

1. In what year was the value of U.S. importsapproximately $1,500,000,000? (8.12.1)

A. 1885

B. 1895

C. 1905

D. 1915

2. In what time period did the value of U.S. exportsremain nearly the same? (8.12.1)

A. 1875–1885

B. 1885–1895

C. 1895–1905

D. 1905–1915

This quotation from the Anti-Imperialist League isabout imperialism. Use the quotation and yourknowledge of U.S. history to answer question 3.

PRIMARY SOURCE

We hold that the policy known as imperialism is hos-tile to liberty. . . . We regret that it has become nec-essary in the land of Washington and Lincoln toreaffirm that all men, of whatever race or color, areentitled to life, liberty, and the pursuit of happiness.

From the Platform of the American Anti-Imperialist League

3. Which conclusion best sums up this passage? (8.12.5)

A. The League believed people of all nationsshould be free to make their own choices.

B. The League believed American freedoms shouldbe brought to the world.

C. The League believed imperialism was moreimportant than liberty.

D. The League believed all nations of the worldwanted American help to become free.

CLASSZONE .COMINTERNET ACTIVITY

ALTERNATIVE ASSESSMENT1. WRITING ABOUT HISTORYSuppose that you are a construction worker buildingthe Panama Canal. Write a letter home that describesyour work and living conditions. (REP3)

• Research your letter using library resources.

• Include a map or a diagram in your letter.

• Decide if you believe the canal is a good or a badproject and make your letter reflect your opinion.

2. COOPERATIVE LEARNINGWork with three or four other students to help toplan, write, and illustrate a news story that features animportant event from the Spanish-American War.Remember to use a journalistic style, presenting infor-mation in an unbiased manner. (REP3)

INTEGRATED TECHNOLOGYDOING INTERNET RESEARCHWhen the United States annexed the Philippines afterthe Spanish-American War, Filipinos rose in rebellion.Prepare a multimedia presentation on the Philippine-American War that resulted from that rebellion. (REP5)

• Find quotes that express views of the Filipino andAmerican soldiers, including African-Americantroops. Use online encyclopedias in your research.

• Use presentation software to show descriptions orimages of the battle. Record any quotes you’vefound and play them along with your presentation.

• Prepare a datasheet or a chart indicating casualtieson both sides during the conflict.

For more about the Philippine-American war . . .

STANDARDS-BASED ASSESSMENT

0500

1000150020002500300035004000

Exports Imports191519051895188518751865

Source: Historical Statistics of the United States

Do

llars

(in

mill

ion

s)

U.S.Trade Expansion, 1865–1915



Documents

Section 1 The United States Continues to Expand …€¦ · Thus, when President Benjamin Harrison received the planters’ request in 1893, he gave his approval and sent a treaty