1. society
2. unrest and war

Component II: The Expansion of US
Power from the 1840s to the 1930s
EXAMPLES
Essential Question – 1/20/2015
What was “Manifest Destiny,” and how did it relate to
American westward expansion during the mid-1800s?
The United States in 1840
• By 1840, the United States had
expanded to consist of roughly half
of its present size
• Large parts of the West were still
desired by American settlers
• Mexico controlled most of the
Southwest
• Britain and the U.S. shared the
Northwest
• Native American tribes were
settled in the Midwest
The Doctrine of Manifest Destiny
• Also, by 1840, American society had
created a racial identity: the “Angl0Saxon”
• Believers claimed heritage was
derived from Western Europeans
• Protestant Christians, not Catholic
• Many Americans believed the White,
Anglo-Saxon, Protestant (WASP) to be:
• Superior in faith, work ethic, and
intelligence
• Chosen by God to conquer North
America, tame the wilderness, and
subdue less-civilized cultures (i.e.
Mexicans and Indians) and fulfill
Manifest Destiny
The Doctrine of Manifest Destiny
• As American settlement grew closer to lands
controlled by other groups, a concept known
as “Manifest Destiny” became popular
• Phrase was first used by newspaper
reporter John L. O’Sullivan in 1845
• Belief that American settlers were
destined to expand across and conquer
the North American continent
• Widely accepted in the mid-1800s
• Included beliefs of American superiority
over other cultures, especially Mexicans
and Indians
• Also suggested that conquered peoples
would benefit
The Doctrine of Manifest Destiny
• Historians have noted that Manifest
Destiny was used as a justification for
expansion
• Portrayed Indians as savages and
Mexicans as lazy
• Excused wars of aggression that
took land from Mexico and native
American tribes
John Gast, American Progress, 1872
Emanuel Gottlieb Leutze, Westward the Course of Empire Takes Its Way, 1861
Reginald Horsman, Race and Manifest Destiny
(Harvard University Press, 1981)
Reflection: 1/22/2015
• Dialectical Journal: Copy down the following template in the reflection section of your
binder.
• Now, take seven minutes to read the excerpt from John L. O’Sullivan.
• Next, identify one quote from the text that captures the main idea of the passage.
Topic: John L. O’Sullivan
Using the template provided,
respond to each of the selected
quotes by completing one of the
following for each:








Asking a question
Extending the thought
Analyzing (describing the parts)
Interpreting (explaining the
meaning)
Evaluating (explaining the value)
Reflecting (expressing your
opinion)
Summarizing the text
Predicting the effect
Quotation from Text
Student Response
Walt Whitman
(1819-1892)
Pioneers! O Pioneers!
1855
Manifest Destiny Revisited
Reflection: 1/22/2015
• Dialectical Journal: Copy down the following template in the reflection section of your
binder.
• Now, take seven minutes to read the excerpt from Walt Whitman.
• Next, identify one quote from the text that captures the main idea of the passage.
Using the template provided,
respond to each of the selected
quotes by completing one of the
following for each:








Asking a question
Extending the thought
Analyzing (describing the parts)
Interpreting (explaining the
meaning)
Evaluating (explaining the value)
Reflecting (expressing your
opinion)
Summarizing the text
Predicting the effect
Topic: Walt Whitman – Pioneers! O Pioneers!
Quotation from Text
Student Response
Opening Activity: 1/22/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
What was “Manifest Destiny,” and how did it relate to American westward expansion
during the mid-1800s?
• Also, be sure to include and underline the “top terms” in your summary:
– Manifest Destiny
– John L. O’Sullivan
– Westward Expansion
– Anglo-Saxon
– W.A.S.P.
Essential Question – 1/22/2015
How and why did the United States enter into war with
Mexico in 1846, and what were the consequences?
Independent Research
• You have 20 minutes to research today’s essential question. At the end of the
research period, two teams will conduct a 4/4 minute Socratic Seminar. All
students will be graded on their effort and findings in relation to the question.
• Essential Question: How and why did the United States enter into war with
Mexico in 1846, and what were the consequences?
• Suggested Sites:
– Wikipedia – The Mexican War
– Shmoop – The Mexican War and Manifest Destiny
– PBS – The Mexican War
– The History Channel – The Mexican War
– Descendants of Mexican War Veterans Page – Mexican War
– The Textbook (find .pdf on blog)
The Mexican War, 1846-1848
• 1845: Mexico breaks off relations with
the U.S. in protest over the Texas
annexation
• American settlers had also been
moving into other areas of Mexico,
such as California and New Mexico
• Additionally, Polk:
• …ordered the Navy to prepare
for war with Mexico
• …told Americans in California
that the U.S. would assist in
any revolution against the
Mexican government
Mexico, 1835
The United States of America, 1845
The Mexican War, 1846-1848
• Polk attempts to purchase the land
from Mexico; Mexico refuses
• May, 1846: After months of standoffs,
violence breaks out between the two
sides
• Polk and Congress immediately
declare war
• Polk: “War exists by the act of
Mexico herself.”
The Mexican War, 1846-1848
• A volunteer army of 50,000 Americans
invade Mexico
• Also, Polk ordered troops to assist
a rebellion in California
• By 1848, U.S. troops occupied Mexico
City
• At first, Polk demanded all of
Mexico, but eventually conceded to
take only California and New
Mexico, along with Texas
• Treaty of Guadalupe Hidalgo
• February 2, 1848
• U.S. gives Mexico $15 million in
return for the occupied land,
known as the “Mexican Cession”
Note that Texas was annexed by the U.S. prior to the war and,
therefore, is not considered a part of the Mexican Cession.
Reflection: 1/22/2015
• Dialectical Journal: Copy down the following template in the reflection section of your
binder.
• Now, take seven minutes to read the excerpt from Howard Zinn’s A People’s History of
the United States.
• Next, identify one quote from the text that captures the main idea of the passage.
Topic: Howard Zinn – The Mexican-American War
Using the template provided,
respond to each of the selected
quotes by completing one of the
following for each:








Asking a question
Extending the thought
Analyzing (describing the parts)
Interpreting (explaining the
meaning)
Evaluating (explaining the value)
Reflecting (expressing your
opinion)
Summarizing the text
Predicting the effect
Quotation from Text
Student Response
Opening Activity: 1/26/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
How and why did the United States enter into war with Mexico in 1846, and
what were the consequences?
• Also, be sure to include and underline the “top terms” in your summary:
– James K. Polk
– Annexation of Texas
– Manifest Destiny
– Treaty of Guadalupe Hidalgo
– Mexican Cession
Essential Question – 1/26/2015
Why did American settlers and troops engage in a series of
conflicts with American Indians in the mid-to-late 1800s,
and what were the consequences?
The Displacement of Native American
Nations
• As Americans moved westward, Native
Americans were pushed off their land
• 1830: President Andrew Jackson signs
Indian Removal Act
– Orders U.S. Army to force all eastern
Indian tribes to move west of
Mississippi River
– Creates “Indian Territory” from lands
unsettled by Americans west of the
Mississippi River
• 1830-1840: nearly 60,000 eastern Indians
are forced to move to Indian Country
– As many as 25% die along the “Trail of
Tears”
The Destruction of the Plains Indians
• By 1850s, most American Indians were west of
Mississippi River
• After 1850s, western settlers encountered Plains
Indians
– Between 1860-1890, settlers and the U.S.
Army engaged in various “Indian Wars” to
exterminate or relocate the Plains Indians
– Depletion of buffalo, conflict, loss of land to
railroads, and barbed wire all reduced
population further
The Destruction of the Plains Indians
• Indian Peace Commission of 1867
– Decided to remove all remaining Indian tribes
to reservations in Dakotas and Oklahoma
• Dawes Act of 1887
– Federal act that sought to “civilize” Indians by
dividing communal tribal land on
reservations into private holdings
– In reality, the Dawes Act led to the loss of
nearly 80% of the remaining land to white
settlers and businessmen
• Indians were unfamiliar with contracts,
language, and concept of private property
• By 1900, only about 250,000 native Americans
remained in the U.S., living in remote,
undesirable lands (approx. 7,000,000 in 1500)
Independent Research – The Indian Wars
• In your teams, create a Prezi using the timeline template to depict the
causes and effects of:
– The Sand Creek Massacre
– The Red River War
– Little Bighorn
– The Battle of Wounded Knee
• Each presentation should focus on the following:
– Dates of the conflict
– Causes of the conflict
– Main events of the conflict
– Results for the American power
– Consequences for the Native Americans
• Share the Prezi with me: [email protected]
The Massacre at Wounded Knee
Quick Facts
• Date: December 29, 1890
• Background: 7th U.S. Cavalry sent to disarm Sioux, led by Spotted Elk
(aka Big Foot), at the Pine Ridge Indian Reservation due to fears around
Ghost Dance ritual. U.S. soldiers intercept the Sioux and hold them at a
camp near Wounded Knee Creek. U.S. soldiers then surround the Sioux
and wait for reinforcements.
• Event: Some Indians resist as soldiers attempt to take their guns. U.S.
soldiers open fire, killing nearly all men, women, and children.
• Strength
– U.S. Army: 500 Cavalry and Artillerymen
– Lakota Sioux: 120 Men, 230 Women and Children
• Fatalities
– U.S. Army: 25
– Lakota Sioux: 90 Men, 200 Women and Children
November 22, 1890
November 23, 1890
December 30, 1890
February 13, 1891
Opening Activity: 1/28/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
Why did American settlers and troops engage in a series of conflicts with
American Indians in the mid-to-late 1800s, and what were the
consequences?
• Also, be sure to include and underline the “top terms” in your summary:
– Indian Removal Act
– Plains Indians
– Indian Wars and mention a specific event
– Buffalo
– Dawes Act
Essential Question – 1/28/2015
Why did the United States purchase Alaska in 1867?
The Purchase of Alaska
• Russia was a territory of Alaska
– U.S. purchased it in 1867 for $7.2 million at the
urging of Secretary of State William Seward
– Some thought it was a useless purchase; called it
“Seward’s Folly”
• Reasons for the Deal
– Russia had a difficult time managing AK
• Sign of good relationship was important
– The U.S. saw it as a chance to gain more Pacific
coastland and keep British from gaining more
• Could possibly lead to taking British
Columbia
– Potential for resources (gold, oil, fisheries later
were profitable)
Opening Activity: 1/30/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
Why did the United States purchase Alaska in 1867?
• Also, be sure to include and underline the “top terms” in your summary:
– Russia
– William Seward
– British Columbia
– Resources
AICE U.S. Quiz – 3.1
•
On Friday, January 30, you will have a quiz on the second overarching question on this theme.
•
There will be three questions, from which I will choose one for the class to complete. Questions are
worth ten (10) points and should be answered in the following format:
•
•
•
Paragraph 1 – Intro with thesis (1-2 sentence answer with categories/reasons)
Paragraph 2 – Analysis/Explanation of most significant category/reason
Paragraph 3 – Discussion of other categories/reasons with reaffirmation of why category/reason #1 is
the most crucial
1. Why did war break out between the USA and Mexico in 1846?
2. Why, in 1867, did the USA acquire Alaska from Russia?
3. Why was the USA able to expand its power in North America from the 1840s to the 1890s?
In preparation of the quiz,
complete the quiz outline
worksheet.
In your teams, design a flow chart that depicts the process of American westward expansion.
Each frame should be a visual representation of one of the main points in the syllabus. Also,
beneath each image, please include a brief text outline of the key events.
Essential Question – 2/3/2015
How did the United States-Latin America relationship
change between the 1840s and the 1930s?
U.S. Views of its Role in the Western Hemisphere
• Since its early years, the U.S. viewed itself as the
dominant power in the Western Hemisphere
• Monroe Doctrine: Name referring to policy issued by
President James Monroe in 1823
– Declared that Europeans must not intervene in
Western Hemisphere
– Often cited by U.S. Presidents ever since
– U.S. sought to keep European powers out of Latin
America, both economically and militarily
– Roosevelt Corollary to Monroe Doctrine: added in
1904 by President Theodore Roosevelt
• Declared that the U.S. would intervene in
weak Latin American nations in order to
prevent instability from threatening U.S.
• Sparked by “Venezuela Crisis” of 1902-03 in
which Venezuela was blockaded by Germany
due to unpaid debt
U.S.-Latin American Relations: 1840-1890
• 1840-1890, the U.S. was involved in
Latin America sporadically
– Most U.S. involvement was to expand
and keep Europe out of Western
Hemisphere
– Mexican-American War (1846-1848)
– Some interest to purchase Cuba from
Spain
– Continental expansion and civil
issues were more of a priority
U.S.-Latin American Relations: 1890-1930
• 1890-1930, the U.S. took a more active interest in Latin
America
– Militarily:
• 1898: Spanish-American War; U.S. takes most of
Spain’s remaining colonies
• U.S. acquires Panama Canal citing Roosevelt
Corollary to Monroe Doctrine
• Sent U.S. Marines to various L.A. nations to
protect U.S. business interests
– Economically:
• 1910: Dollar Diplomacy; President W. Taft
encourages businesses to loan money to L.A.
nations in order to safeguard American interests
• 1912: Moral Diplomacy; President W. Wilson
declared that U.S. would only assist nations with
similar values, such as democracy
Fordlandia
• Established in 1928 in the Amazon of Brazil
• Ford controlled all factors of production except rubber; created a
factory town, and tried to re-create a Midwestern American factory
town
• Attempted to socially engineer the population to express American
values
• Considered a complete failure; culminated in revolts by workers and
was ultimately sold for $20 million loss
U.S.-Latin American Relations: 1930-1940
• 1933-1945, Good Neighbor Policy; President
Franklin Roosevelt seeks better terms with
L.A.
• Declares that the U.S. will no longer
intervene in L.A.
1. U.S. public supported isolation after
the negative effects of WWI
2. U.S. needed to expand alliances and
resources as WWII neared
3. Great Depression of 1930s made
military spending a problem
• Marines were withdrawn from Nicaragua
and Haiti
• U.S. government commissioned businesses
to improve U.S.-L.A. relations
1840-1890:
Limited involvement, just
don’t get in our way or let
Europe into our side of the
world
The Evolution of U.S.
Views toward Latin
America, 1840s-1930s
1890-1930:
We’re the leaders of the
hemisphere; do what we say or
else…
1930-1940:
We’re actually kind of poor right
now and Europe is going crazy…
let’s be friends!
Take three minutes to compose a
question for your Cornell Notes.
1. Questions/Prompts
2. Notes
3. Summary
Reflection – 2/3/2015
• With a partner, research the following events/periods in Mexico’s history:
– The Reform War, 1857
– Maximilian of Austria, 1863
– Presidency of Diaz, 1876-1911
– The Mexican Revolution, 1910
– The Search for Pancho Villa, 1916
• For each event/period, complete the graphic organizer below:
Event
U.S. Response (15 Words
or Less)
How U.S. Response is
Typical of its Approach
toward Latin America
during that Period (20
Words or Less)
The Reform War, 1857
U.S. supported Liberals who
liked U.S. businesses and
opposed European-style
government
Between 1840-1890, the U.S.
was interested in keeping
Europe out of N. Am., so they
supported Liberals with military
aid
Opening Activity: 2/5/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
How did the United States-Latin America relationship change between the
1840s and the 1930s?
• Also, be sure to include and underline the “top terms” in your summary:
– Monroe Doctrine
– 1840s-1890s (Limited)
– 1890s-1930s (Dollar Diplomacy, Roosevelt Corollary, Interventions)
– 1930s-1940s (Good Neighbor Policy)
Reflection: 2/5/2015
• Dialectical Journal: Copy down the following template in the reflection section of your
binder.
• Now, take ten minutes to read the excerpt from Howard Zinn.
• Next, identify one quote from the text that captures the main idea of the passage.
Using the template provided,
respond to each of the selected
quotes by completing one of the
following for each:








Asking a question
Extending the thought
Analyzing (describing the parts)
Interpreting (explaining the
meaning)
Evaluating (explaining the value)
Reflecting (expressing your
opinion)
Summarizing the text
Predicting the effect
Topic: Howard Zinn; A People’s History of the United States
Quotation from Text
Student Response
Essential Question – 2/5/2015
How did the United States-Mexico relationship change
between the 1840s and the 1920s?
U.S. Relations with Mexico – 1846-1920
• After the Mexican-American War (1846-1848),
Mexico was torn between liberals and
conservatives
– Conservatives wanted to maintain a monarchy
and keep economic control; disliked the U.S.
– Liberals wanted to reform gov’t and allowed
U.S. businesses to invest in Mexico
• During this time, Mexico underwent frequent
conflict, with the U.S. acting to assist U.S.-friendly
factions
• U.S. intervened in the Reform War (1857) to assist
liberals
• Opposed the Conservative-led gov’t of Maximilian I
(1864-1867) during French takeover
U.S. Relations with Mexico – 1846-1920
• From 1876-1910, Porfirio Diaz was the liberal
President of Mexico
– Diaz tried to modernize Mexico and
encouraged U.S. businesses to invest
• Between 1910-1920, Mexico fell into civil war
amongst revolutionaries led by Pancho Villa and
others
– The U.S. was worried that instability would
hurt business investments
– U.S. President Woodrow Wilson used
military force
• U.S. Navy occupied port of Veracruz to
prevent rebels from importing arms
• U.S. troops attempted to hunt down Villa
after he raided U.S. towns and railroads
Thomas M. Leonard, on why the U.S. favored the Porfirio Diaz Administration
U.S. Troops Occupying Port of Veracruz
Reflection: 2/5/2015
• In your teams, take ten minutes to compose a rap song to reflect the
relationship between the United States and Mexico from 1840-1920. Your
song should reflect two things:
– The way in which the U.S. remained consistent during the period in its
approach toward Mexico
– The way in which the U.S. changed during this period in its approach
toward Mexico
• Once complete, choose one person to perform for the group
Reflection: 2/9/2015
Writing With Original Thought: Copy down the following outline. Then, in your teams,
work together to complete the rest of the template.
 Topic Sentence:
 Concrete Detail: In the 1860s, the U.S. opposed the government of Maximillian I.
 Explanation of Detail:
 Transition with Commentary:
 Concrete Detail: In the 1880s, the U.S. supported the administration of Porfirio Diaz.
 Explanation of Detail:
 Transition with Commentary:
 Concrete Detail: During the Mexican Revolution, U.S. Marines occupied the Port of Veracruz.
 Explanation of Detail:
 Transition with Commentary:
 Concluding Sentence:
Opening Activity: 2/9/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
How did the United States-Mexico relationship change between the 1840s
and the 1920s?
• Also, be sure to include and underline the “top terms” in your summary:
– Liberals and conservatives
– Porfirio Diaz
– Mexican Revolution
– Pancho Villa
– Port of Veracruz
Essential Question – 2/9/2015
How did the United Cuba relationship change between
the 1890s and the 1940s?
U.S. Policies Toward Cuba– 1897-1930
• By 1890, the U.S. was looking to expand
its global influence
– Western expansion was over; Indians
pacified
– Many argued that global power was
necessary to compete with European
powers
• A. T. Mahan: The Influence of Sea
Power (1890)
– Argued that U.S. must expand
naval control in Caribbean and
Pacific
The Spanish American War, 1898
• By 1890, Spain maintained a small number
of lands, including Cuba, Philippines,
Puerto Rico, and Guam
– 1895: Cubans revolt against Spanish
rule; rebels have some success
• Congress approves President W. McKinley
to use military action in April, 1898
– Influenced by Theodore Roosevelt and
other pro-war “hawks”
• Reasons U.S. entered:
1. Potential to expand naval influence
2. Citing the Monroe Doctrine
3. February, 1898: The U.S. battleship
“USS Maine” exploded in Havana; U.S.
blamed Spanish
Cuba and Puerto Rico
Philippines
Guam
“I walked the floor of the White House night after night until midnight; and I
am not ashamed to tell you, gentlemen, that I went down on my knees and
prayed Almighty God for light and guidance more than one night. And one
night late it came to me this way...(1) that we could not give them back to
Spain -- that would be cowardly and dishonorable; (2) that we could not turn
them over to France or Germany -- our commercial rivals in the Orient -- that
would be bad business and discreditable; (3) that we could not leave them to
themselves -- they were unfit for self-government -- and they would soon
have anarchy and misrule worse than Spain's was; and (4) that there was
nothing left for us to do but take them all, and to educate the Filipinos, and
uplift and civilize them, and by God's grace do the very best we could by
them...”
William McKinley, Speech to Methodist Church Group, 1899
The Spanish American War, 1898
• U.S. vowed to free Cubans from
Spanish tyranny
– The American “Yellow Press” ran
sensational and fake stories to
increase readership
– Led many Americans to support war
• April 18, 1898: Congress issues “Teller
Amendment”
– Declared that the U.S. would not
occupy Cuba after Spain was
defeated
• U.S. military engages Spain in Cuba,
Puerto Rico, and the Philippines by
May, 1898
The Spanish American War, 1898
• By August, 1898, Spain surrendered
– Under 1898 Treaty of Paris, U.S
took control of Puerto Rico,
Guam, and the Philippines
– 1901: U.S. passes the Platt
Amendment
• U.S. would occupy Cuba until
Cubans were ready for
independence
• Replaced Teller Amendment
• Guaranteed U.S. naval base at
Guantanamo Bay to protect
Cuba
Independent Research – 2/9/2015
• You have 20 minutes to research today’s essential question. At the end of the
research period, two teams will conduct a 4/4 minute Socratic Seminar. All
students will be graded on their effort and findings in relation to the question.
• Research Question: In what ways did U.S. policies toward Cuba change
between 1897 and 1940?
• Topics to Investigate (try to create a one-sentence summary with date and then cite
one key fact for support):
– Teller Amendment
– Platt Amendment
– 1903 Treaty of Relations
– Occupation/Pacification 1906-09
– War of 1912 (The Negro Rebellion)
– U.S. influence on sugar markets during the 1920s
– Warships in Cuba in 1933 (p. 123-124)
– Good Neighbor Policy and 1934 Treaty of Relations
The U.S. and Cuba
• Teller Amendment (1898) – stated that Cuba
would not be annexed after war with Spain was
over
• Platt Amendment (1901) – after three years of
occupation; outlined conditions for Cuban
independence;
– Cuba could not enter into treaties with any
other country,
– Must allow U.S. to lease/buy land in Cuba for
military bases and businesses
– Must allow U.S. military intervention to
“maintain independence”
• 1903 Treaty of Relations – outlined and
formalized goals of the Platt Amendment
The U.S. and Cuba
• Between 1901-1933, the U.S. was heavily involved in
Cuban affairs
• The Cuban Pacification (1906-1909)
– Troops ordered to occupy Cuba by President T.
Roosevelt after political turmoil
– Withdrawn in 1909 after new elections were held
• The Negro Rebellion (1912)
– U.S. troops sent to help Cuban Army put down a
rebellion of Afro-Cuban field workers and protect
U.S. sugarcane plantations
• 1920s Sugar Markets
– By mid-1920s, U.S. corporations controlled 2/3 of
Cuban sugar production
– Worker rebellions kept down by U.S. Marines and
Cuban Army
The U.S. and Cuba
• Good Neighbor Policy (1933-1945)
– F.D. Roosevelt’s attempt to improve relations
with Latin America
– Military occupations were removed and old
treaties changed
• 1933 Revolution
– Rebels overthrew a dictator government,
established liberal human rights, and cancelled
the Platt Amendment
– U.S. supported its overthrow with military aid to
Fulgencio Batista who was friendly to U.S.
businesses
• 1934 Treaty of Relations
– Removed all provisions of the Platt Amendment
except the naval base at Guantanamo Bay
Reflection – 2/11/2015
• In your teams, read the two following primary sources regarding the U.S.
and Latin America in the early-1900s:
– The Roosevelt Corollary (Theodore Roosevelt)
– To Roosevelt (Ruben Dario)
• Then, as a team, create a “Dual Philosophies” poster: For this, the poster
should feature two images depicting the same idea:
– The depiction of the United States (and Theodore Roosevelt) in the
eyes of the author.
Opening Activity: 2/13/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
How did the U.S.-Cuba relationship change between the 1890s and the
1940s?
• Also, be sure to include and underline the “top terms” in your summary:
– Spanish American War
– Teller Amendment and Platt Amendment
– Discuss one intervention in Cuba by the U.S.
– Discuss the importance of the Cuban sugar markets to the U.S.
– Good Neighbor Policy
Essential Question – 2/13/2015
Why did the U.S. engage in the “Banana Wars”
between 1898 and 1934?
The Banana Wars
• The “Banana Wars” refers to U.S. military
action in Central and South America between
the Spanish-American War (1898) and the Good
Neighbor Policy (1934)
• U.S. businesses desired stability in Latin
America to provide agricultural produce at a low
cost
– United Fruit Company (now Chiquita) was
the largest landowner in Latin America
• Exerted influence on U.S. government
as well
– Favored strong dictatorships that allowed an
“open door” for U.S. businesses and kept
wages low
The Banana Wars
• Notable Examples
• The Panama Canal (1904)
– Attempts had been made since 1880 to
build a canal through Panama, a province
of Colombia
• Colombia was unwilling to sell canal
zone to U.S.
– 1903: U.S. supports a planned revolution
in Panama, and gives support to rebels
– U.S. quickly recognizes Panamanian
independence, and new gov’t agrees to
deal with U.S.
– Panama Canal opens in 1914
Reflection: 2/13/2015
• In your teams, read the Hay-BunauVarilla Treaty of 1903 between the
United States and the new Republic
of Panama.
• Next, for each article of the treaty
write a ten-word-or-less summary
of the main idea of the article.
The Banana Wars
• Banana Massacre (1928)
– Workers on a UFC banana plantation in Columbia led
a month-long strike to improve working conditions
– U.S. government threatened to send in Marines if
Columbian government did not end the strike
– Columbian Army, using machine guns, killed approx.
1000 workers and families at a Sunday church mass
• Occupation of Nicaragua (1912-1933)
– U.S. made Nicaragua a protectorate and had constant
military presence
– Opposed by Augusto Sandino
• Nicaraguan revolutionary who opposed U.S.
occupation
• Became a folk hero in much of Latin America
– Occupation ended once a pro-American dictator was
established and Good Neighbor Policy began
Independent Research: 2/13/2015
• Research the following prompt. Next class, we will conduct a Socratic
Seminar and each student will be required to share.
• Prompt: “The United States relationship with Latin America had
fundamentally changed by the 1930s.” How far do you agree with this
statement?
Opening Activity: 2/18/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
Why did the U.S. engage in the Banana Wars between 1898-1934?
• Also, be sure to include and underline the “top terms” in your summary:
– Banana Wars
– United Fruit Company
– Panama Canal
– Roosevelt Corollary
Essential Question – 2/18/2015
How did the United States use “Dollar Diplomacy”
during the early-1900s?
Dollar Diplomacy
• U.S. policy during the early-1900s encouraging
U.S. businesses to invest money to Latin
American nations
– Initiated by President W. H. Taft from 19091913
– U.S. gov’t backed any loans made by
businesses to L.A. nations to reduce fear of
loss
– This allowed U.S. businesses to invest in
Latin America and increased U.S. influence
– Wanted to keep European economic interests
out of Western Hemisphere
– Was an economic complement to the use of
military force promoted by Roosevelt
Corollary and used in Banana Wars
AICE U.S. Quiz – 3.2
•
On Friday, February 20, you will have a quiz on the second overarching question on this theme.
•
There will be three questions, from which I will choose one for the class to complete. Questions are
worth ten (10) points and should be answered in the following format:
•
•
•
Paragraph 1 – Intro with thesis (1-2 sentence answer with categories/reasons)
Paragraph 2 – Analysis/Explanation of most significant category/reason
Paragraph 3 – Discussion of other categories/reasons with reaffirmation of why category/reason #1 is
the most crucial
1.
2.
3.
4.
Why did the U.S. engage in a series of Banana Wars between 1898-1930?
Why did the U.S. enter into war with Spain in 1898?
Why did the U.S. initiate the Good Neighbor Policy in the 1930s?
Why did Theodore Roosevelt issue the Roosevelt Corollary to the Monroe Doctrine in 1904?
In preparation of the quiz,
complete the quiz outline
worksheet.
Reflection: 2/20/2015
• In your teams, design a storyboard to depict an element of U.S.
involvement in Latin America between 1846 and 1940. Your strip should
evidence understanding of one of the periods we discussed and be
centered around a specific event/content piece covered in the course:
– 1840-1890: Limited Intervention
– 1890-1934: High Levels of Intervention
– 1934-1940: Good Neighbors
Essential Question – 2/24/2015
How much had the relationship between the U.S.
and Europe changed by the end of the 1800s?
The Relationship Between the U.S. and Europe, 1776-1840
• In its early years, the U.S. and Europe had
limited interaction
• Relations did exist over the control of lands near
the early U.S. by France and England
– 1803: U.S. purchases Louisiana from France
– 1812: U.S. fights British to a draw over trade
issues
– 1819: U.S. acquires Florida from Spain
– 1823: U.S. President James Monroe issues
Monroe Doctrine
• By 1840, the U.S. was a growing power, but
behind the British and French in prestige
The Relationship Between the U.S. and Europe, 1840-1890
• By the 1840s, the U.S. was again ready to
expand
• Oregon was a territory shared by the U.S.
and Britain since 1818 with few settlers
– 1844: Polk offered to split Oregon in
half at 49o; British refused
– Polk and Americans threaten war for
the whole territory (“54o40’ or Fight!”),
but eventually settle on 49o
– Resolved since neither side felt the
issue worth war
Independent Research
• You have 20 minutes to research today’s essential question. At the end
of the research period, the class will conduct a Socratic Seminar. All
students will be graded on their effort and findings in relation to the
question.
• Essential Question: “There was never a serious chance that the British
and French would have intervened in the Civil War.” How far do you
agree with the prompt?
– The Trent Affair
– British Attitudes toward the Civil War
– French Attitudes toward the Civil War
The Relationship Between the U.S. and Europe,
1840-1890
• Relations with the British were also a concern
for Lincoln
• 1861: U.S. Navy captures two CSA diplomats
on a British mail ship, the Trent
– The Trent Affair led to serious tension
– British were outraged U.S. would search a
U.K. ship and take prisoners
– After a month, Lincoln releases prisoners
and tensions calm
– British were unlikely to support CSA;
1. War with Union was still unappealing
and there was nothing to gain
2. Cotton could be supplied by India
3. Slavery was unpopular in England due
to Uncle Tom’s Cabin and other
reports
The Relationship Between the U.S. and Europe,
1840-1890
• The French had a strong interest in supporting CSA
– Emperor Napoleon III was attempting to build a
global empire in Mexico
– Placed Maximilian I as Emperor of Mexico (186467)
– Thought CSA would support French interests in
Central America in return for help
– French never intervened in Civil War:
1. Slavery made CSA difficult to support; made
more unlikely by Emancipation
Proclamation in 1863
2. CSA strategy of Cotton Diplomacy failed
3. French were only willing to follow British,
who were against entering war
• After the Civil War, the French lost control of Mexico
The Relationship Between the U.S. and Europe,
1840-1890
• After the Civil War, the United States was
largely focused on internal expansion
– Purchased Alaska from Russia in 1867,
with hopes of acquiring British Columbia
to complete Pacific coast
– British granted Canada self-governance in
1867; a takeover would have appeared bad
• By 1890, the U.S. was the dominant power in
North America and ready to expand overseas
– Not quite to the level of prestige of
England and France, but the U.S. had
closed the gap considerably
Opening Activity: 2/26/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
How much had the relationship between the U.S. and Europe changed by the end of the 1800s?
• Also, be sure to include and underline the “top terms” in your summary:
– Provide an analysis of the relationship in 1840
– Oregon Boundary Dispute
– Trent Affair
– Maximilian I of Mexico
– Provide an analysis of the relationship by 1890
Essential Question – 2/26/2015
Why did the United States expand its naval power in the
late-1800s and early-1900s?
The Growth of U.S. Naval Power, 1890-1910
• As continental expansion concluded by 1890, U.S.
leaders began to look overseas
• A common belief among many leaders was the need
for a strong navy to establish “sea power”
• Alfred Thayer Mahan
– Published The Influence of Sea Power in 1890
– Thesis: Historically, the strength of a navy
determines a nation’s success
– Main Points
• U.S. should acquire colonies in Caribbean and
Pacific
• U.S. should build a canal through Central
America and control it as a global highway
– Very influential on U.S. policy-makers during late1800s and early-1900s, especially T. Roosevelt
The Growth of U.S. Naval Power, 1890-1910
• Theodore Roosevelt was very active in
strengthening the U.S. navy during his
presidency (1901-1909)
• Strong believer in Mahan’s work
– Believed the U.S. needed to become a
modern, global power in order to compete
with Europeans
– Wanted to have influence in Latin America
and Asia
– Supported war with Spain in 1898 and later
the building of the Panama Canal
– Sent the Great White Fleet on a global tour
(1907-1909) to project strength
• 16 modern battleships; docked in key
global ports for one week each
The Great White Fleet, 1907-1909
The Great White Fleet, 1907-1909
Reflection: 2/26/2015
• Song Connections
• Goal: Students should work to connect the lyrics/message of
a song to the overall spirit of a historical process or event.
– Students will, citing a lyrical example, connect the song
to a historical process or event discussed in class.
• Process
– Song ID: “Bigger Than My Body” – John Mayer (2003)
– Syllabus Bullet Point:
– Lyrical Example:
– Explanation (3-4 sentences citing precise evidence):
Opening Activity: 3/2/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
Why did the U.S. expand its naval power in the late-1800s and early-1900s?
• Also, be sure to include and underline the “top terms” in your summary:
– Alfred Thayer Mahan
– Competition with Europe
– Economic
– Theodore Roosevelt
– Great White Fleet
Essential Question – 3/2/2015
Why did the U.S. enter World War I, and what was its
impact?
The United States and World War I
• Tension in Europe had grown since the late-1800s
between rival powers
– Most major European powers were competing to
assemble strong militaries, colonies, national
pride
– Most major powers formed alliances for security
• June 28, 1914: Archduke Franz Ferdinand of Austria
is assassinated by Serbian nationalist Gavrilo Princip
– Austria declares war on Serbia, who has an
alliance with Russia
• The web of alliances initiates two sides and World
War I begins:
– Allied Powers: UK, France, Russia
– Central Powers: Germany, Austro-Hungarian
Empire, Ottoman Empire
The United States and World War I
• U.S. President Woodrow Wilson (D) (19131921) declared the U.S. neutral in WWI
• Early U.S. popular opinion favored neutrality
• British naval blockade of Germany ended U.S.German trade
– Privately, many U.S. businesses made large
profits off sales to England and France ($2
Billion by 1917)
• Had a positive effect on U.S. economy
– J.P. Morgan & Co. became a primary
financer of England and France
• A loss by the Allies would result in no
return on all U.S. loans
The United States and World War I
• Between 1914-1916, support for the Allies was growing
in the U.S.
– Germany, feeling as if it were losing, began using its
U-Boats to sink any Allied ships in the Atlantic
– 1915: RMS Lusitania is torpedoed in North Atlantic;
128 Americans on board killed
• Germans believed passengers ships were being
used to carry ammo; later proven correct
• Wilson won reelection in 1916 on a platform of neutrality
– By 1917, Germans were using U-Boats on any ships
in North Atlantic, regardless of origin
• Many U.S. ships were sunk; U.S. media becomes
strongly anti-German
• Wilson broke relations with Germany, but
remained neutral in war
A warning from the
German Embassy
printed in U.S.
newspapers a week
before departure of
Lusitania
The United States and World War I
• February 25, 1917: British provide
Americans with a telegram intercepted
from Germany
– From Arthur Zimmerman, German
foreign minister, to the gov’t of Mexico
– Proposed that if the U.S. enters WWI,
Mexico should join Central Powers and
attack U.S.
– Germany would help Mexico regain
land lost in 1848
– Widely published in U.S. press; public
demand for war grows
• April 2, 1917: Wilson asks Congress to
declare war on Germany
The United States and World War I
• Once the U.S. entered the war, their impact was
significant
– Russia had just withdrawn, so the U.S. entry
was a huge morale boost
– U.S. the strongest financial power in the
world; financed the Allied Powers after 1917
– American Expeditionary Force sent 2 million
troops to France; nearly 117,000 deaths
• American troops were influential in
victories defending France against the
German “Spring Offensive” of 1918
– Had a positive effect on the U.S. industrial
economy
• November 11, 1918: Germans plea for peace
Reflection: 3/2/2015
• Dialectical Journal: Copy down the following template in the reflection section of your
binder.
• Now, take five minutes to read the excerpt from Howard Zinn’s A People’s History.
• Next, identify one quote from the text that captures the main idea of the passage.
Topic: Howard Zinn – Why the U.S. Entered World War I
Using the template provided,
respond to each of the selected
quotes by completing one of the
following for each:








Asking a question
Extending the thought
Analyzing (describing the parts)
Interpreting (explaining the
meaning)
Evaluating (explaining the value)
Reflecting (expressing your
opinion)
Summarizing the text
Predicting the effect
Quotation from Text
Student Response
Opening Activity: 3/2/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
Why did the U.S. enter World War I, and what was its impact?
• Also, be sure to include and underline the “top terms” in your summary:
– The Allied Powers/Central Powers
– Woodrow Wilson
– Financial Interests
– J.P. Morgan & Co.
– U-Boat Warfare
– Zimmerman Telegram
– German “Spring Offensive”
Essential Question – 3/2/2015
How was the U.S. involved in the post-WWI peace
settlement?
The U.S. and the Post-War Settlement in the 1920s
• After U.S. entered WWI in April, 1917,
Wilson began to organize his war aims
• Presents his “Fourteen Points” to Congress
in Jan., 1918
– 1-13 dealt with new European
boundaries and international conduct
– 14 called for a League of Nations
• Republicans in the U.S. opposed it and won
both houses of Congress in 1918
The “Big Four”: L-R – David Lloyd
George (UK); Vittorio Orlando (Italy);
Georges Clemenceau (France);
Woodrow Wilson (USA)
Future Vietnamese Communist
revolutionary Ho Chi Minh requested to be
heard at Paris to request Vietnam be given
independence from France; he was ignored
The U.S. and the Post-War Settlement in the 1920s
• The Paris Peace Conference (JanuaryJune, 1919)
– England, France, U.S., and Italy
sent representatives
• No Russian or German
representative invited
– Wilson himself represented U.S.
• Wilson’s goal was to establish a
new world order and end war
• England and France more
concerned with punishing
Germany and prevent future
German strength
The U.S. and the Post-War Settlement in the 1920s
• Most of Wilson’s points were defeated by
other Allies
– Example: Wilson opposed fines and guiltclause for Germany; England and France
insisted
• Wilson did secure agreement on the League
of Nations
• The Treaty of Versailles signed June 28, 1919
• Considered a failure for many reasons
– Too harsh toward Germany, but didn’t
permanently weaken it
– Wilson secured League of Nations
without approval of U.S. Senate
The U.S. and the Post-War Settlement in the 1920s
• The Treaty of Versailles was a failure for
Wilson, too
• When he returned from Paris, he began a
speaking tour to create support for
Congress to approve it
– Experienced a series of strokes; never
fully recovered
– Senate suggested changes; Wilson
refused to compromise
The U.S. and the Post-War Settlement in the 1920s
• The U.S. Senate rejected the Treaty in
November, 1919, and the U.S. never joined
the League of Nations
• Why:
1. Wilson’s failure to secure support at
home
2. Congress worried League of Nations
would limit Congress’s war power
3. Americans were wary of being too
closely connected with Europe after
WWI
Opening Activity: 3/6/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
How was the U.S. involved in the post-WWI peace settlement?
• Also, be sure to include and underline the “top terms” in your summary:
– Paris Peace Conference
– Wilson’s 14 Points
– Treaty of Versailles
– League of Nations
– U.S. Congress
– List three reasons why the Treaty of Versailles was never accepted by
the U.S.
Reflection: 3/6/2015
• Research the effects of the U.S. entry into World War I.
• Consider the prompt: “It was the U-Boat campaign of 1917 which brought
America into the First World War.” How far do you agree with the prompt?
– Students should identify three arguments, at least two of which should
be for one side and one of which should be for the other.
• Suggested Resources:
– Textbook Readings (On Blog)
– Wikipedia (Sub thread) – American Entry into World War I
– Wikipedia – U-Boat Campaign World War I
– Shmoop (A.P. U.S. History Page) – World War I
– U.S. Office of the Historian – World War I
Essential Question – 3/6/2015
What was the U.S. relationship with Europe like after
World War I?
The U.S. and Europe in the 1920s
• After WWI, the U.S. embraced
isolationism
• Many Americans saw WWI as a war for
nothing and feared ties with Europe
– Immigration Restrictions
• Quota Act of 1921: linked
immigration to 3% of total
population of nationality already in
U.S.
• Johnson-Reed Act (1924): reduced
to 2%; heavy restrictions on Asians
– Increased tariffs on foreign trade
– Didn’t join League of Nations
United States Immigration: 1820 - 2000
The U.S. and Europe in the 1920s
• The U.S. was not completely isolationist
during the 1920s, though
• Washington Conference (1921)
– Set international battleship limits for
major naval powers
– Policies generally favored U.S. since
largest rivals in Europe already had
larger navies
• Dawes Plan (1924)
– U.S. lent money to Germany to repay
Allies
– Since England and France owed U.S.
money, it turned into “circular loans” in
which U.S. gained all profit from interest
The U.S. and Europe in the 1920s
• Kellogg-Briand Pact (1928)
– International treaty signed in
Paris outlawing war
– Gained worldwide support;
over 50 nations agreed
– Had no method of enforcement;
relied on the “moral force” of
world opinion
The U.S. and Europe in the 1930s
• Throughout the 1930s, the U.S. became even
more isolationist
– Growing tensions in Europe led most to
predict another war
– Great Depression caused U.S. to focus
more inward
• Franklin Roosevelt was a strong supporter of
isolation in the 1930s
– Did not attend the World Economic
Conference in 1933
– Supported neutrality acts in mid-1930s to
keep U.S. out of European conflicts
• U.S. only started to support Britain in late1930s as Hitler and Nazi German began to
grow in strength
Opening Activity: 3/10/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
What was the U.S. relationship with Europe like after WWI?
• Also, be sure to include and underline the “top terms” in your summary:
– Quota Acts
– Tariffs
– League of Nations
– Washington Naval Conference
– Dawes Plan
– Kellogg-Briand Pact
3.3 Quiz
• Your Semester 1 Final Exam will be a 20-point essay from a previous AICE
Exam.
• The 20-point essay should be 4-5 paragraphs in length and follow this
format:
•
•
•
•
•
Paragraph 1: Intro with thesis identifying three categories
Paragraph 2: First category with supporting facts
Paragraph 3: Second category with supporting facts
Paragraph 4: Counter category; why the claim isn’t entirely true
Paragraph 5: Conclusion
• “It was the U-Boat campaign of 1917 which brought America into the
First World War.” How far do you agree with the prompt?
Reflection: 3/10/2015
• In your teams, design a poster which depicts
the United States relationship with Europe
through the following eras:
• 1840-1890
• 1890-1920
• 1920 – 1930
• The poster should include three mini-posters,
in which each frame depicts the major theme
of the relationship during the particular
period.
• Additionally, your poster should depict the
relationship within the context of the
“Atlantic Family Dynamics”
Essential Question – 3/12/2015
How did the U.S. relationship with China change
between 1840 and 1940?
The U.S. and China, 1840-1930
• After the U.S. acquired the Mexican Cession in
1848 and access to the Pacific, China was
viewed as a market with great potential
• The British forced Qing China to open up trade
through military force in early 1800s
– By the 1840s, the U.S. was worried it would
lose out to the British if they didn’t have
access to China too
• 1844: Treaty of Wangxia
– U.S.-China Treaty that gave U.S. “mostfavored nation” status similar to U.K.
– U.S. citizens could travel in China, buy land,
and were exempt from laws
The U.S. and China, 1840-1930
• The U.S. continued to push for favorable treaties
with China throughout the mid-to-late 1800s
– 1858: Treaty of Tianjin opened up all of
China to U.S. trade
– 1868: Burlingame Treaty renewed “mostfavored nation” status
• All of these treaties, including European, were
later referred to as the “unequal treaties” by the
Chinese
– The treaties granted foreigners full access to
China without having to abide by laws
– China could not control its own ports or set
its own tariffs
The U.S. and China, 1840-1930
• As the U.S. increased its influence in China,
Americans were not welcoming to immigrants
from China
– 1882: U.S. passes Chinese Exclusion Act
preventing Chinese immigration and the
“Yellow Peril”
• By the 1900, the U.S. insisted on full access
to Chinese markets
– European powers had created “spheres of
influence” and carved up China
– U.S. Sec. of State John Hay called for U.S.
and Europe to share China through the
“Open Door Policy”
– Said no nation should colonize China;
Chinese have seen it as a humiliation
The U.S. and China, 1840-1930
• By 1900, Chinese had grown to resent foreign influence
– The Boxer Rebellion sought to expel all American
and Europeans from China
– U.S. and Europeans sent troops to protect business
interests
• 1911: Chinese Revolution overthrows Qing Empire and
creates Republic of China
– A major theme of the rebellion was a feeling that the
Qing had been too weak to foreigners
• During the Communist Revolution of 1949, the previous
century (1849-1949) was referred to as the “Century of
Humiliation”
• Although the U.S. never had deep trade connections
with China, it tried to prevent Europeans from taking
full control
Independent Research
• In your teams, create a iTunes playlist for the theme:
– The U.S. relationship with China, 1840-1940
• Your playlist must have at least five songs and an explanation of 2-3 sentences
which:
– Explains why this song fits the theme
– Mention one lyrical example
– Cites at least one piece of precise evidence from the notes or research
• Example: Backstreet Boys – “I Want it That Way”
– Explanation: This song is about the fears of an uneven relationship. The
lyric “aint nothing but a heartache, aint nothing but a mistake” can be linked
to the Chinese frustration of the Unequal Treaties of the mid-1840s seen in
the 1900 Boxer Rebellion.
Opening Activity: 3/16/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
How did the U.S. relationship with China change between 1840 and 1940?
• Also, be sure to include and underline the “top terms” in your summary:
– Treaty of Wangxia
– The “Unequal Treaties”
– Open-Door Policy
– Boxer Rebellion
– 1911 Chinese Revolution
Essential Question – 3/16/2015
Why did it become increasingly difficult for the U.S. and
Japan to maintain good relations between 1840 and 1940?
The U.S. and Japan, 1840-1940
• As the U.S. gained pacific access in 1848, its
businesses also wanted access to Japanese markets
• Japan, like China, did not trust outsiders and
resisted U.S. trade offers
• 1853: Navy Commodore Matthew Perry arrived
with U.S. warships
– Under orders from U.S. President Millard
Fillmore
– Perry threatened to destroy Japanese capital of
Edo (now Tokyo) if Japan did not agree to
trade with U.S.
The U.S. and Japan, 1840-1940
• Throughout the 1800s, the U.S. and Japan had a
tense relationship
– Japan wanted to control more of China; the U.S.
wanted an Open Door
– Japan built a powerful Navy and defeated Russia
in the 1905 Russo-Japanese War
• U.S. negotiated peace between Japan and
Russia; made a secret deal with Japan to
honor each other’s lands in Pacific
– U.S and Japan agreed on the Root-Takahira
Agreement of 1908 to:
• Respect each other’s interests in China and
Pacific
• U.S. allowed Japan to annex Korea
The U.S. and Japan, 1840-1940
• Throughout the early-1900s, the U.S. became
more concerned with Japan
– Japanese interest in China and growing
military caused concern
– U.S. immigration restriction applied to
Japanese in 1900
• California schools segregated Japanese
migrant children
• Ended with the 1908 “Gentlemen’s
Agreement” between the two nations
• After WWI, the U.S.-Japan relationship became
increasingly tense
– U.S. denied Japan’s request that League of
Nations be “racially equal”
The U.S. and Japan, 1840-1940
• The Washington Naval Conference (1921-1922)
– Aim was to end naval arms race which, in
part, started WWI
– East tensions over Pacific competition
• U.S., Britain, France, Japan, and Italy agreed to
limit navies and destroy some warships
– Also would not build any new warships for
10 years
• U.S., Japan, Britain, and France agreed to consult
with each other before acting in Pacific
• All sides agreed to an Open Door in China
• By 1931, Japan had invaded North China
(Manchuria) and left the League of Nations
– Ended Washington Naval Treaty in 1936
Opening Activity: 3/18/2015
• Take five minutes to complete the summary from your Cornell Notes for
last class. Remember that your summary should answer the essential
question:
Why did it become increasingly difficult for the U.S. and Japan to maintain good
relations between 1840 and 1940?
• Also, be sure to include and underline the “top terms” in your summary:
– Commodore Matthew Perry
– Russo-Japanese War
– Root-Takahira Agreement
– 1908 Gentlemen’s Agreement
– Washington Naval Conference
Essential Question – 3/18/2015
How did the U.S. acquire Hawaii and the Philippines,
and what were the consequences?
The U.S. Acquisition of Hawaii
• By the late-1800s, Hawaii had become a frequent stop
for American merchant travelling between China and
U.S.
– American businessmen became increasingly
powerful on the island; had large land holdings
– Also, as U.S. expanded naval power after 1890,
Hawaii was seen as a valuable military site
• In 1887, Hawaiians were forced to allow a U.S. naval
base at Pearl Harbor
• 1891: U.S. businessmen stage a rebellion and ask for
U.S. help
– Provisional government was established; mostly
white Americans
– 1898: New government is granted annexation into
the U.S.
The U.S. Acquisition of the Philippines
• The Philippine-American War (1899-1902)
– Filipinos had been rebelling against Spanish rule
prior to 1898
• Continued to rebel against Americans after
Spanish-American War
– Emilio Aguinaldo: led Filipino resistance
– U.S. forces used executions and concentration
camps; sent 50,000 troops
– Casualties:
• U.S. – 10,000
• Filipinos – 250,000
– 15:1 killed-to-wounded ratio (U.S. Civil War: 1:5)
– Filipino resistance is defeated by 1902;
• U.S. takes control of Philippines
• Slowly introduces some freedom until
independence is granted in 1946
American Views on Expansion During the Late1800s and Early-1900s
• Many Americans opposed the
expansion of Hawaii and the
Spanish-American War
• Anti-Imperialist League est. 1898;
opposed imperialism and the Paris
treaty for various reasons
– Included Mark Twain and
Andrew Carnegie
– Argued U.S. not prepared to
control other cultures
– Could corrupt U.S. population
– Morally wrong
American Views on Expansion During the Late1800s and Early-1900s
• Many supported expansion
– U.S. has already subjugated other
cultures well
– Believed U.S. could civilize and
educate the people of new lands
• Which side was more popular?
– William McKinley won the 1900
election over anti-imperialist
William Jennings Bryan
– Teddy Roosevelt was VP for
McKinley
Take three minutes to compose a
question for your Cornell Notes.
1. Questions/Prompts
2. Notes
3. Summary
Timeline Project
•
•
Due Date: Thursday, March 26 (there must be a hard copy)
Assignment: Individually, or with one partner, design a timeline that accomplishes the
following:
– Identifies and explains the significance of at least 25 key events from each theme
• Component 1: The Origins of the Civil War, 1846-1861
• Component 2: Civil War and Reconstruction 1861-1877
• Component 2: The Expansion of US Power from the 1840s to the 1930s
– Each event should be labeled and explained with a clear ID of:
• Who? (Key players in the event)
• What? (Description of the event)
• When? (Should be indicated on timeline; most specific date possible;
ALL Civil War battles should include date and month)
• Where? (Geography of the event)
• Why? (Causes of the event)
– The timeline should be one large work, with all three components
represented in a color-coordinated fashion.
– See following slide for an example.
September 17, 1862: Battle of
Antietam; Union victory as CSA
attempts to invade Maryland; allows
Lincoln to issue Emancipation
Proclamation afterward
1890: Alfred Thayer
Mahan publishes
The Influence of Sea
Power; argues U.S.
should expand naval
power and gain
colonies/canal;
influential with T.
Roosevelt
Below Target – 1
Approaching Target - 2
Target - 3
Historical
Content
The content depicted in
the timeline is factually
incomplete or incorrect;
significant errors or
omissions exist
The content included is generally
true, but may lack the substance to
indicate the true significance of the
event; just got the job done;
content may be unevenly
distributed or represent an unequal
amount from one sub-section
The content included is
accurate, thorough, and
completely explains the reason
for the significance of the
event; content is evenly
distributed throughout each
theme and sub-section
Historical
Awareness
The selection of events to
include seems random and
lacks reason; it seems as if
they were just chosen in
order to meet quantity
requirement
For the most part, the events seem
to represent the most significant
events from each component
The events chosen are clearly
the most important events
from the unit of study; they
work together to describe the
trends of the era
Meeting
Requirements
The minimum
requirements of the project
have consistently not been
met; too few events were
included or the
information was not in line
with expectations
The requirements of the project are
mostly met; there may be a very
few select omissions, but these are
rare
The requirements of the
project were met in every
single way
Visual
Aesthetic
The project lacks a
pleasing presentation; it
may seem rushed, sloppy,
or lacking care to detail;
may include sloppy or
hard-to-read handwritten
notes
The project appears to be complete
and has a presentable appearance;
it may lack flair or uniqueness to
separate it from others
The project is presentable,
clear to read, visually
appealing, and has distinct
qualities which separate it
from others
12 – 100
11 – 95
10 – 85
9 – 75
8 – 65
7 – 55