Module 23

America as a World Power

Essential Question
Why did the United States turn to empire in the late 1800s?

About the Photo: Through a combination In this module you will learn about how the United States became a
of economic strength, military might, and world power in the late 1800s and early 1900s.
aggressive foreign policy, the United States made
its presence known in many parts of the world. What You Will Learn …
One such place was Panama, where the United Lesson 1: The United States Gains Overseas Territories. . . . . . . . 718
The Big Idea In the last half of the 1800s, the United States joined the
States built the Panama Canal, shown here.
race for control of overseas territories.
Lesson 2: The Spanish-American War . . . . . . . . . . . . . . . . . . . 724
Explore ONLINE! The Big Idea As a result of the Spanish- American War, the United
VIDEOS, including... States expanded its reach into new parts of the world.
• Panama Canal Locks Lesson 3: The United States and Latin America. . . . . . . . . . . . . 732
• China: The Boxer Uprising The Big Idea The United States expanded its role in Latin America in
the early 1900s with new foreign policy.
• The Battle of San Juan Hill
• Theodore Roosevelt: Big Stick
Foreign Policies

Document-Based Investigations
Graphic Organizers
Interactive Games
Image with Hotspots: Perry Arrives in
Japan
Interactive Map: War in the Caribbean
Animation: The Panama Canal

714 Module 23
Timeline of Events 1860–1920 Explore ONLINE!

United States World

1860

1867 The United States buys Alaska.

1868 Japan begins a time of
modernization known as the Meiji
Restoration.

1880

1885 The Indian National Congress is

formed in British-controlled India.

1890 Congress passes the McKinley Tariff,

which gives a subsidy to
U.S. sugar producers.

1895 Cubans rebel against Spanish rule.

1898 The United States wins the

Spanish-American War, gaining the
Philippine Islands and Puerto Rico. 1900 1900 The Boxer Rebellion erupts in China.

1903 Panama declares itself

an independent nation.

1910 The Mexican Revolution begins.

1914 The Panama Canal officially opens.

1920

America as a World Power 715

Reading Social Studies
THEME FOCUS:
Geography and Politics
In this module you will learn about how the political geography of the United
States changed as it acquired overseas territories. You will also read about how
national and international politics affected foreign policy and brought new
responsibilities to the government of the United States.

READING FOCUS:
Compare Historical Texts
A good way to learn what people in the past thought is to read what they wrote.
However, most documents will only tell you one side of the story. By comparing
writings by different people, you can learn a great deal about various sides of a
historical issue or debate.
Compare Texts When you compare historical texts, you should consider two
things: who wrote the documents and what the documents were meant to
achieve. To do this, you need to find the writers’ main point or points.

Document 1 Document 2

“We have cherished the policy of “Therefore, Mr. President, here is a

noninterference with affairs of war with terrible characteristics fla-
foreign governments wisely inau- grant [obvious] at our very doors [in
gurated [begun] by Washington, Cuba]. We have the power to bring it
keeping ourselves free from entan- to an end. I believe that the whole
glement, either as allies or foes, American people would welcome
content to leave undisturbed with steps in that direction.”
them the settlement of their own —Senator Henry Cabot Lodge, Speech in
Congress, 1896
domestic concerns.”
—President William McKinley,
First Inaugural Address, 1897

Document 1 Document 2
Writer
President William McKinley Senator Henry Cabot Lodge
Main Point
The United States should not involve itself The United States should go to war in
in the affairs of other countries. Cuba.
Both Sides of the Issue
Americans were torn over the war in Cuba. Some thought the United States should remain
uninvolved as it always had. Others thought it was time for a change in foreign policy.

716 Module 23
You Try It! Key Terms and People
Lesson 1
imperialism
Read the following passages, both taken from presidential isolationism
addresses to Congress. As you read, look for the main William H. Seward
Liliuokalani
point each president makes in his address. spheres of influence
Open Door Policy
Boxer Rebellion
Foreign Policy Lesson 2
In treating of our foreign policy and of the atti- yellow journalism
Teller Amendment
tude that this great Nation should assume in the
Emilio Aguinaldo
world at large, it is absolutely necessary to con- Anti-Imperialist League
sider the Army and the Navy, and the Congress, Platt Amendment
through which the thought of the Nation finds its Lesson 3
expression, should keep ever vividly in mind the Panama Canal
fundamental fact that it is impossible to treat our Roosevelt Corollary
dollar diplomacy
foreign policy, whether this policy takes shape in Mexican Revolution
the effort to secure justice for others or justice for John J. Pershing
ourselves, save as conditioned upon the attitude Francisco “Pancho” Villa
we are willing to take toward our Army, and espe-
cially toward our Navy.
—President Theodore Roosevelt,
Message to Congress, 1904

The diplomacy of the present administration has

sought to respond to modern ideas of commercial
intercourse [involvement]. This policy has been
­characterized as substituting dollars for bullets. It
is one that appeals alike to idealistic humanitar-
ian sentiments [feelings], to the dictates [rules]
of sound policy and strategy, and to legitimate
[make real] commercial aims.
—President William Howard Taft,
Message to Congress, 1912

After you read the passages, answer the following

questions.
1. What was the main point Roosevelt made in his
address?
2. What was the main point Taft made in his address?
3. How can a comparison of Roosevelt’s and Taft’s
addresses to Congress help you understand the
issues that shaped U.S. foreign policy in the early
1900s?

As you read Module 23, organize your notes to help

you point out the similarities and differences among
events or policies.

America as a World Power 717

 Lesson 1

The United States Gains Overseas

Territories
If YOU were there . . .
The Big Idea You are a Hawaiian living on Maui, one of the Hawaiian
In the last half of the 1800s, the
Islands, in 1890. Your parents work in a sugar mill owned
United States joined the race for by American planters. Although the mill supplies jobs,
control of overseas territories. you don’t trust the sugar planters. They have already
made your king sign a treaty that gives them a lot of
Main Ideas
power in the islands. You are afraid they will take over
■■ The United States ended its
the government.
policy of isolationism and
began imperial expansion. What would you do if the planters
■■ Hawaii became a U.S. territory
took over your islands?
in 1898.
■■ The United States sought trade End of Isolation
with Japan and China.
In the 1800s powerful Western nations were busy building
Key Terms and People naval bases to protect their shipping routes around the world.
imperialism This was an aspect of imperialism—building an empire by
isolationism founding colonies or conquering other nations. Between 1870
William H. Seward and 1914, Europeans used this foreign policy to extend their
Liliuokalani colonial empires until they controlled most of Africa and
spheres of influence Southeast Asia.
Open Door Policy
Boxer Rebellion Roots of Imperialism Several forces drove this wave of Euro-
pean imperialism. Countries wanted sources of raw mate-
rials—such as copper, rubber, and tin—to fuel industrial
growth. Businesspeople wanted new markets for their manu-
factured goods. And many Europeans saw colonies as a source
of power and national pride.
In contrast, the United States followed a limited foreign
policy of isolationism—avoiding involvement in the affairs
of other countries. In 1789 President George Washington had
warned Americans “to steer clear of permanent alliances” with
other countries. American leaders tried to follow this advice by
staying out of overseas conflicts.
By the late 1800s, however, some American leaders
believed the United States needed to expand to keep its
economy strong. They sought new sources for raw materials
and new places to sell goods. To do so, they wanted the United

718 Module 23
 States to expand beyond North America and establish territories overseas.
In 1890 Alfred T. Mahan wrote The Influence of Sea Power upon History. In
this book he argued that the United States needed a strong navy to protect
its economic interests. Such a navy would need overseas bases and coaling
stations—places for ships to take on coal for fuel.
Mahan and others argued that it was in the nation’s interest to shift its
foreign policy. They supported imperial expansionism. This is a policy of
gaining power by taking control of other lands. For the United States this
meant acquiring new lands as U.S. territories. Advocates of expansionism
claimed that it would increase the nation’s financial prosperity, strengthen
the nation’s military, and help spread democratic ideals. In the late 1800s
the U.S. foreign policy did indeed shift from isolationism to imperialism.
Seward’s Folly The United States took its first steps in becoming a world
power by acquiring Alaska. In 1867 the United States greatly expanded its
North American territory. Secretary of State William H. Seward arranged
the purchase of Alaska from Russia for $7.2 million. Some people thought
Alaska was a frozen wasteland, calling the deal “Seward’s Folly” [foolish
act]. But Seward had purchased an area more than twice the size of Texas
for two cents an acre. And as he had hoped, Alaska became a source of
valuable natural resources such as fur, timber, and minerals. Gold was
found in Alaska in the 1890s, bringing miners and settlers to the area.

Explore ONLINE!
U.S. Territories in the Pacific, 1856–1899

United States and

possessions
1898 Date of acquisition
0 1,000 2,000 Miles
ALASKA
1867 Boundary 0 1,000 2,000 Kilometers
RUSSIA disputed
until 1903
Sea of Bering Sea
Okhotsk
CANADA

Beijing
W E 40°N UNITED
KOREA JAPAN
STATES
Tokyo S PAC I F I C HRW Middle School American History Full v
CHINA MIDWAY OCEAN ah07fs_c22leg004aa.ai60°W
1867
TAIWAN U.S. Territories in the Pacific Legend
Tropic of Cancer
PHILIPPINES HAWAII MEXICO
Honolulu 1898 First proof: 03/10/05
1898
WAKE JOHNSTON
Manila GUAM ISLAND 140°W 100°W
ISLAND
1898 1898
1858
Interpret Maps
HOWLAND
0° Equator ISLAND Between 1856 and 1898, Alaska and
1856
many Pacific islands, including Hawaii,
DUTCH 140°E
Pago Pago became U.S. territories.
EAST
INDIES AMERICAN 1. Location What U.S. territory was
SAMOA
Tropic of Capricorn 1899 located below the equator?
100°E AUSTRALIA 180°
2. Region In what year did the United
States acquire the most territories?
40°S

America as a World Power 719

 Based on Seward’s belief that the United States “must continue to move
on westward,” the nation also annexed the Midway Islands in 1867. The
Reading Check islands’ location about halfway between the U.S. West Coast and Japan
Analyze Why did made Midway an excellent coaling station for the U.S. Navy.
U.S. leaders end
isolationist policies in The United States wanted the island group of Samoa for similar reasons.
the late 1800s? The United States and Germany agreed to divide Samoa in 1899.

Hawaii Becomes a Territory

Even more appealing than Samoa were the Hawaiian Islands. The islands
provided an economic opportunity for the United States and a chance to
gain even more world power. Hawaiians first saw Europeans in 1778. Trad-
ing and whaling ships in the Pacific soon began stopping in Hawaii. In the
early 1800s American missionaries came and attempted to convert Hawai-
ians to Christianity. Missionaries opened businesses and raised crops, such
as sugarcane. Some Americans became rich sugar planters.
By the 1840s most shops and shipyards in Hawaii were owned by
Americans. Sugar became a leading export of the Hawaiian economy. An
1875 treaty allowed Hawaiian sugar to be shipped duty-free to the United
States. (A duty is a tax on imported items.) This agreement helped the
Hawaiian sugar industry prosper.
The American planters used their power to force the Hawaiian king to
sign a new constitution in 1887. It became known as the Bayonet Constitu-
tion because the king was forced to sign it at gunpoint. The constitution
granted more power to the planter-controlled legislature. Many Hawaiians
feared the foreigners’ increase in power.
In 1891 the king died, and his sister, Liliuokalani (li--uh-woh-
kuh--ee), became queen. She proposed a new constitution that would
return power to the monarchy. American planters in Hawaii saw these
plans as threats to their political and economic interests. The planters

BIOGRAPHY

Liliuokalani 1838–1917 Draw Conclusions

Why do you think

Born in Honolulu, Queen Liliuokalani was
Liliuokalani was a
the first and only queen of Hawaii. She was a
symbol of Hawaiian
defender of Hawaiian traditions and territory. pride?
Even after being driven from power in 1893,
she continued speaking out on behalf of
native-born Hawaiians. In 1897 she traveled to
Washington, DC. She met with President Grover
Cleveland to argue against the annexation of
Hawaii by the United States. Today her reign is
a proud reminder of the islands’ history as an
independent nation.

720 Module 23
 revolted. John L. Stevens, U.S. minister to Hawaii, called 150 marines
ashore to support the revolt. It succeeded without a battle. The plant-
ers formed a new government. They asked the U.S. government to annex
Hawaii to become part of the United States.
U.S. leaders already understood the value of the islands. It was in their
interest to gain control. In 1887 they had negotiated with Hawaii’s king
to allow a U.S. base at Pearl Harbor. It was one of the best natural harbors
in the eastern Pacific. The base became an important refueling station for
American merchant and military ships bound for Asia. This helped the
United States continue to gain world political power.
Congress voted to annex the Hawaiian Islands in 1898. Hawaii officially
changed from an independent country to an American territory. As a terri-
tory, Hawaii would fall under the control of the United States.
Reading Check With American territory now stretching between two oceans, America
Identify Cause and was well placed to extend its influence in the Pacific. Through purchase
Effect Why did
American planters in and annexation, the nation began expanding beyond its shores and becom-
Hawaii stage a revolt? ing a world power.

United States Seeks Trade with

Japan and China
Economic interest also drew the United States to Japan and China. The
United States wanted to open and secure trade markets in both of these
Asian countries.
Opening Trade with Japan By the mid-1800s European powers had
formed strong trade ties with most East Asian countries. However, the
island nation of Japan had isolated itself from the rest of the world for
hundreds of years.
The United States wanted to open up trade with Japan before Europeans
arrived. President Millard Fillmore sent Commodore Matthew Perry to
Japan to secure “friendship, commerce, [and] a supply of coal and provi-
sions.” Perry attempted a peaceful alliance in 1853 to influence economic
change, but he was not successful.
Perry returned to Japan in 1854 with seven warships. He gave Japanese
leaders gifts and tried to show some of the benefits that Japanese-
American trade would have. For instance, Perry presented them with a
telegraph transmitter and a model train. This effort—and the presence
of U.S. naval power—persuaded Japanese officials to open trade with the
United States. The two countries signed a trade agreement in 1858.
Some Japanese leaders welcomed trade with the United States. In 1868
Academic people who favored the industrialization process came to power in Japan.
Vocabulary This began a 40-year period of modernization. By the 1890s Japan was
process a series of
steps by which a task becoming a major imperial power. It defeated China in the Sino-Japanese
is accomplished War from 1894 to 1895. As a result, Japan gained new territory and
enjoyed the same trading privileges in China as European countries. In
1904 Japan attacked Russian forces stationed in China. President Theo-
dore Roosevelt helped to negotiate a peace treaty to end the Russo-

America as a World Power 721

 Perry Arrives in Japan
Connect to the Arts This painting from 1854 shows
Commodore Perry landing at Yokohama, Japan. He staged a
parade to disembark and meet the imperial commissioners
who represented the emperor. This meeting was the first How might the
Japanese have
official meeting between an agent of the United States and
felt seeing
officials from Japan. these ships
What impression do you think Commodore Perry intended to make? arrive?

Japanese War a year later. Japan gained control of Korea, a lease on Port
Arthur in China, and other rights. Japan had become a world power.
Foreign Powers in China After Japan defeated China, other countries
took advantage of China’s weakness. They did this by seizing spheres of
influence—areas where foreign nations claimed special rights and eco-
nomic privileges. Germany, Great Britain, France, Japan, and Russia all
took control of areas within China.
Some U.S. leaders feared that the United States would be closed out
of Chinese markets and resources. To promote its national interests, the
United States took action. In 1899 Secretary of State John Hay sent notes
to Japan and many European countries announcing the Open Door Policy.
This policy stated that all nations should have equal access to trade in
China. The policy was neither rejected nor accepted by European powers
and Japan, but it made U.S. intentions clear.
As a result, many Chinese resented the power and control held by for-
eign nations. This hostility sparked the Boxer Rebellion. The Boxers were
Chinese nationalists who were angered by foreign involvement in China.
In their language, the group was called the Fists of Righteous Harmony.
Westerners called them Boxers because they used a clenched fist as their
symbol. Although officially denounced, they were secretly supported by
the Chinese government.

722 Module 23
 In June 1900 the Boxers took to
the streets of Beijing, China’s capital.
They laid siege to the walled settle-
ment where foreigners lived. They
killed more than 200 people.
The siege continued for two
months. Foreign military forces,
including United States Marines,
fought their way from the port of
Tianjin to Beijing. There they invaded
the Forbidden City, the imperial
palace complex. The Boxers were soon
defeated. China was forced to make Foreign forces engage Chinese nationalists
a cash payment of $333 million to in battle at Tianjin, China, in this illustration
of China’s Boxer Rebellion.
Reading Check foreign governments, $25 million
Identify Cause and of which went to the United States.
Effect What factors Secretary of State Hay then sent another Open Door note to Japan and the
led to the Boxer
Rebellion, and what European nations. The Open Door Policy remained in effect until World
was the result? War II again closed China’s borders to foreign influence.
Summary and Preview The United States greatly expanded its territory
and influence in the Pacific. In the next lesson you will learn about the
causes and effects of the Spanish-American War.

Lesson 1 Assessment
Review Ideas, Terms, and People Critical Thinking
1. a. Describe What policy had the United States 4. Generalize In this lesson you learned about the areas
followed regarding other countries before the late or trade rights gained by the United States. Create a
1800s? chart similar to the one below and identify the benefits
b. Analyze Why did the United States expand to of these areas and trade rights. Describe how these
Alaska and to islands in the Pacific? helped the United States become a world power.
c. Evaluate Why did the United States change its American Expansion
foreign policy from one of isolationism to imperialism?
Areas or Trade Rights Gained Benefits for United States
2. a. Sequence What events led to Hawaii’s annexation
as a U.S. territory?
b. Elaborate Explain why the planters revolted against
Queen Liliuokalani.
c. Compare and Contrast In what way did Hawaii
change when it became a territory of the United
States?
3. a. Describe What was the purpose of the Open Door
Policy?
b. Contrast How was the U.S. experience establishing
trade with China different from U.S. attempts to open
trade with Japan?
c. Evaluate Do you think Japan made the right
decision in agreeing to open trade with the United
States? Explain your answer.

America as a World Power 723

 Lesson 2

The Spanish-American War

If YOU were there . . .

The Big Idea You live in New York City in 1898. Newspaper headlines
As a result of the Spanish-
are screaming about the start of war in Cuba. You hear
American War, the United States that Theodore Roosevelt wants volunteers for a cavalry
expanded its reach into new troop called the Rough Riders. You know how to ride a
parts of the world. horse, and you’ve admired Roosevelt ever since he was
Main Ideas New York’s police commissioner. You know it will be
dangerous, but it also sounds like a great adventure.
■■ In 1898 the United States
went to war with Spain in the Would you join the Rough Riders? Why?
Spanish-American War.
■■ The United States gained
territories in the Caribbean
War with Spain
and Pacific. You read earlier that newspaper publishers Joseph Pulitzer and
William Randolph Hearst were in a fierce competition for read-
Key Terms and People ers. In the late 1890s their newspapers published stories from
yellow journalism Cuba, where Cuban rebels were fighting for independence from
Teller Amendment
Spain. To attract readers, Pulitzer and Hearst printed sensa-
Emilio Aguinaldo
Anti-Imperialist League
tional, often exaggerated, news stories. This technique is called
Platt Amendment yellow journalism. Vivid stories about Spanish brutality in
Cuba convinced many Americans that the U.S. military should
support the Cuban rebels.

Newspapers such as
this one used yellow
journalism to encourage
Americans to seek war
with Spain.

724 Module 23
 Despite growing support for military action in Cuba, President Grover
Cleveland was opposed to U.S. involvement. In 1896 William McKinley, a
supporter of Cuban independence, was elected president. At first, he was
against war, but American public opinion forced him to take action. Sev-
eral events soon led to war.
In February 1898, Hearst’s newspaper published a letter written by
the Spanish minister to the United States, Enrique Dupuy de Lôme. In
it, de Lôme called McKinley “weak and a bidder for the admiration of the
crowd.” Many Americans were outraged.
In January 1898, even before de Lôme’s letter became public, the United
States sent the battleship USS Maine to Havana Harbor. Riots had broken
out in Havana, the Cuban capital. The Maine’s mission was to protect U.S.
citizens and economic interests in Cuba from the violence. On February 15
the Maine exploded and sank, with a loss of 266 men. Although the cause
of the explosion was unclear, the American press immediately blamed
Spain. “Remember the Maine!” became a rallying cry for angry Americans.
President McKinley requested $50 million to prepare for war. Congress
approved the money. Although Cuba was not a U.S. territory, Congress
issued a resolution on April 20 declaring Cuba independent and demand-
ing that Spain leave the island within three days. Attached to the resolu-
tion was the Teller Amendment, which stated that the United States had
no interest in taking control of Cuba. In response to the resolution, Spain
declared war on the United States. The next day, Congress passed, and
McKinley signed, a declaration of war against Spain.

“Remember the Maine!”

Most of the men aboard the USS
Maine were sleeping when a terrible
explosion demolished the forward
third of the ship at 9:40 p.m. on
February 15, 1898. The rest of the
ship sank quickly. Some 266 men
were killed.

How do you think such images of the

Maine might have affected Americans?

America as a World Power 725

 War in the Philippines While attention was focused on Cuba, the U.S.
Navy won a quick victory nearly halfway around the world in the Philip-
pines, a Spanish colony in the Pacific. Filipinos, like Cubans, were rebelling
against Spanish rule.
As soon as the Spanish-American War began, American commodore
George Dewey raced to the Philippines with four large warships and two
small gunboats. On May 1, ignoring reports that mines beneath the water
barred his way, Dewey sailed into Manila Bay and destroyed the Spanish
Pacific fleet stationed there. Dewey’s forces sank or captured ten ships.
The Spanish lost 381 lives, but none of Dewey’s men were killed.
Dewey had defeated the Spanish, but he did not have enough troops
to occupy and secure the Philippines. Troops eventually arrived, and
on August 13, U.S. troops and Filipino rebels led by Emilio Aguinaldo
(ahg-ee--doh) took control of the Philippine capital, Manila.
War in the Caribbean In contrast to the navy, the U.S. Army was unpre-
pared for war. At the start of the Spanish-American War, the entire U.S.
Army had only 28,000 soldiers. New volunteers raised that figure to more
than 280,000 within months. The army did not have enough rifles or
bullets for these soldiers. It did not even have appropriate clothing for the
troops. Many soldiers received warm woolen uniforms even though Cuba
had a warm, tropical climate.
The soldiers faced harsh living conditions in Cuba. They ate canned meat
that one general called “embalmed beef.” Many were stricken with yellow
fever and other deadly diseases. More than 2,000 Americans died from
diseases they contracted in Cuba. Fewer than 400 were killed in battle.

BIOGRAPHY

Theodore Roosevelt 1858–1919 acres as national parks and forests. Roosevelt’s

aggressive foreign policy expanded American
Theodore Roosevelt was born into a wealthy power in the world.
family in New York City. As a young man,
following the tragic deaths of his mother and Draw Conclusions
wife, Roosevelt set out for a new life in the What characteristics made
Theodore Roosevelt a
Dakota Territory. For two years he lived as a cattle
successful leader?
rancher and cowboy. In 1886 he returned to New
York to pursue politics.
In 1898 Roosevelt became a national hero
for leading the Rough Riders in the Spanish-
American War. Soon after, he was elected
governor of New York. In 1901, while Roosevelt
was serving as vice president, President McKinley
was assassinated. At age 42, Roosevelt was the
youngest man in U.S. history to assume the
presidency. As president, Roosevelt fought for
progressive reforms and set aside millions of

726 Module 23
 The most colorful group of U.S. soldiers was the 1st Volunteer Cav-
alry, nicknamed the Rough Riders. Second in command of this group was
Lieutenant Colonel Theodore Roosevelt. Roosevelt had organized the
Rough Riders to fight in Cuba. Volunteers included Native Americans, col-
lege athletes, cowboys, miners, and ranchers. Newspaper stories of their
heroism earned the Rough Riders Americans’ admiration. Four privates
of the African American 10th Cavalry, who served with the Rough Riders,
received the Congressional Medal of Honor.
Landing on June 22, 1898, the U.S. troops captured the hills around the
main Spanish forces at Santiago. At the village of El Caney on July 1, some
7,000 U.S. soldiers, aided by Cuban rebels, overwhelmed about 600 Span-
ish defenders.
The main U.S. force then attacked and captured San Juan Hill. The
Rough Riders and the African American 9th and 10th cavalries captured
nearby Kettle Hill. The many accounts of the battle became popular with
the American public back home. A journalist on the scene described the
soldiers’ charge:

“It was a miracle of self-sacrifice, a triumph of bulldog courage. . . .

The fire of the Spanish riflemen . . . doubled and trebled [tripled] in
fierceness, the crests of the hills crackled and burst in amazed roars
and rippled with waves of tiny flame. But the blue line [of United
States soldiers] crept steadily up and on.”
—Richard Harding Davis, quoted in The American Reader, edited by Paul M. Angle

On July 3 the commander of the Spanish fleet decided to try breaking

through the U.S. blockade. Though every Spanish ship was destroyed in
the battle, American forces suffered only two casualties. Santiago surren-
Reading Check dered two weeks later. President McKinley began peace negotiations with
Compare How Spain, which was assured of defeat. A few days later, U.S. troops invaded
was fighting in
the Pacific and the Spanish-held Puerto Rico, which surrendered with little resistance. Spain
Caribbean similar? signed a cease-fire agreement on August 12, 1898.

United States Gains Territories

Although Americans had declared war to secure Cuba’s independence, U.S.
leaders began demanding that Spain also give up other colonies. As a result
of the Spanish-American War, the peace treaty placed Cuba, Guam, Puerto
Rico, and the Philippines under U.S. control. The United States was devel-
oping as a strong world political power.
In reaction, some Americans formed the Anti-Imperialist League. This
group opposed the treaty and the creation of an American colonial empire.
They argued that the treaty threatened democracy because it denied self-
government to the people living in the newly acquired territories. The
Senate approved the peace treaty by a vote of 57 to 27—just one vote more
than the two-thirds majority needed to ratify treaties.
Cuba The Teller Amendment had declared that the United States would
not annex Cuba and it would have independence. However, McKinley
wanted to create stability and increase U.S. economic activity there. He set

America as a World Power 727

 Explore ONLINE!
War in the Caribbean

UNITED STATES

30°N U.S. forces

ATLANTIC U.S. victories

Tampa OCEAN U.S. blockade
FLORIDA Spanish possessions
Gulf of
Mexico 0 200 400 Miles
BAHAMAS
(BR.) 0 200 400 Kilometers
USS Maine sunk,
February, 1898
Tropic of Cancer
Havana
Santiago
CUBA San Juan Hill, July, 1898
N DOMINICAN 20°N
REPUBLIC
HAITI PUERTO
W E RICO
S JAMAICA
(BR.)
The Battle of San Juan Hill, shown in this painting, became a
symbol of American courage in the Spanish-American War.

Caribbean Sea
Interpret Maps
1. Location What is significant about the location of the U.S.
naval blockade?

up a military government—a government controlled by the U.S. military.

He appointed Leonard Wood, who had commanded the Rough Riders
during the war, as governor. Wood quickly began building schools and a
sanitation system.
Even with the new sanitation system, disease remained a major prob-
lem. Dr. Walter Reed, head of the army’s Yellow Fever Commission, was
sent to Cuba in 1900 to help fight the disease. He and his volunteers
conducted experiments, including allowing themselves to be bitten by
infected insects. They soon proved that yellow fever was transmitted by
mosquitoes. Getting rid of the standing water where mosquitoes lived
helped health officials to control the disease.
Governor Wood also oversaw the writing of a Cuban constitution. The
document included the Platt Amendment. This amendment limited Cuba’s
right to make treaties and allowed the United States to intervene in Cuban
affairs. It also required Cuba to sell or lease land to the United States.
Cuban leaders compared the Platt Amendment to “handing over the keys
to our house so that they [the Americans] can enter it at any time, when-
ever the desire seizes them.” The Cubans reluctantly accepted the amend-
ment, and U.S. troops withdrew. The amendment remained in force until
1934. The U.S. government stayed actively involved in Cuban affairs until
the late 1950s.
Puerto Rico Like Cubans, Puerto Ricans had hoped for independence
after the war. Instead, the U.S. government made the island an Ameri-
can territory. The United States set up a government and appointed top
officials. Puerto Ricans were allowed little say in their own affairs. On
April 12, 1900, the Foraker Act established a civil government in Puerto
Rico. It was headed by a governor and included a two-house legislature.

728 Module 23
 A debate over the new territory soon arose. People who
lived in Puerto Rico were considered citizens of the island
but not of the United States. In 1917 the Jones Act gave
Puerto Ricans U.S. citizenship and made Puerto Rico a
­self-governing territory. This act allowed Puerto Ricans
to elect both houses of the legislature. However, another
30 years passed before Puerto Ricans could elect their
own governor. Today the island has its own constitution
and elected officials. However, it remains associated with
the United States as a commonwealth under U.S. control.
The Philippines Spain had surrendered the ­Philippines
in return for a $20 million payment from the United
States. Americans agreed with President ­McKinley,
who said that the United States would ­benefit from the
islands’ naval and commercial value. He also said that
This 1901 illustration shows the capture of Filipino annexing the islands would keep Europeans from seizing
rebel leader, Emilio Aguinaldo.
them.
Filipino rebels, however, had expected to gain independence after the
war. They had helped U.S. forces to capture Manila. When the United
States decided instead to keep the islands, war broke out. Rebels led by
Emilio Aguinaldo started a guerrilla war against the American forces.
More than 4,200 U.S. soldiers and hundreds of thousands of Filipinos died
before the conflict ended in 1902.
Reading Check That same year, Congress passed the Philippine Government Act. It
Summarize What ­provided that an appointed governor and a two-house legislature would
areas did the United
States control as a rule the Philippines. In 1946 the United States granted full independence to
result of the war? the Philippines.
Summary and Preview The United States fought a war with Spain and
gained new territories in the Pacific and Caribbean regions. In the next
lesson you will learn about U.S. interests in Latin America.

Lesson 2 Assessment
Review Ideas, Terms, and People Critical Thinking
1. a. Recall What was the cause of the conflict between 3. Categorize Review your notes on the results of
Cuba and Spain? the Spanish-American War. Then copy the graphic
b. Analyze How did yellow journalism affect public organizer shown below. Use your notes to identify
support for U.S. military action in Cuba? arguments for and against taking control of foreign
c. Elaborate In what way did the sinking of the USS territories.
Maine help cause the Spanish-American War?
2. a. Identify What territories did the United States gain Arguments against Arguments for
Imperialism Imperialism
as a result of the war?
b. Analyze Why did some Americans oppose the
vs.
annexation of the Philippines?
c. Elaborate Explain how the Spanish-American War
affected the relations between the United States and
other countries.

America as a World Power 729

 A debate over the new territory soon arose. People who
lived in Puerto Rico were considered citizens of the island
but not of the United States. In 1917 the Jones Act gave
Puerto Ricans U.S. citizenship and made Puerto Rico a
­self-governing territory. This act allowed Puerto Ricans
to elect both houses of the legislature. However, another
30 years passed before Puerto Ricans could elect their
own governor. Today the island has its own constitution
and elected officials. However, it remains associated with
the United States as a commonwealth under U.S. control.
The Philippines Spain had surrendered the ­Philippines
in return for a $20 million payment from the United
States. Americans agreed with President ­McKinley,
who said that the United States would ­benefit from the
islands’ naval and commercial value. He also said that
This 1901 illustration shows the capture of Filipino annexing the islands would keep Europeans from seizing
rebel leader, Emilio Aguinaldo.
them.
Filipino rebels, however, had expected to gain independence after the
war. They had helped U.S. forces to capture Manila. When the United
States decided instead to keep the islands, war broke out. Rebels led by
Emilio Aguinaldo started a guerrilla war against the American forces.
More than 4,200 U.S. soldiers and hundreds of thousands of Filipinos died
before the conflict ended in 1902.
Reading Check That same year, Congress passed the Philippine Government Act. It
Summarize What ­provided that an appointed governor and a two-house legislature would
areas did the United
States control as a rule the Philippines. In 1946 the United States granted full independence to
result of the war? the Philippines.
Summary and Preview The United States fought a war with Spain and
gained new territories in the Pacific and Caribbean regions. In the next
lesson you will learn about U.S. interests in Latin America.

Lesson 2 Assessment
Review Ideas, Terms, and People Critical Thinking
1. a. Recall What was the cause of the conflict between 3. Categorize Review your notes on the results of
Cuba and Spain? the Spanish-American War. Then copy the graphic
b. Analyze How did yellow journalism affect public organizer shown below. Use your notes to identify
support for U.S. military action in Cuba? arguments for and against taking control of foreign
c. Elaborate In what way did the sinking of the USS territories.
Maine help cause the Spanish-American War?
2. a. Identify What territories did the United States gain Arguments against Arguments for
Imperialism Imperialism
as a result of the war?
b. Analyze Why did some Americans oppose the
vs.
annexation of the Philippines?
c. Elaborate Explain how the Spanish-American War
affected the relations between the United States and
other countries.

America as a World Power 729

History and Geography

America’s Global Influence by 1900

By 1900 most of the current boundaries of the United States
had been established. But the world had become a much
smaller place. American inventions were spreading, changing
daily life in countries around the world. In addition, U.S. troops
stationed in China were displaying the increasing importance
of the United States in global affairs.

ASIA

Beijing

PACIFIC OCEAN

On July 5, 1900, William Jennings Bryan

spoke out against U.S. involvement in
Beijing Before 1898 U.S. troops had China, saying “Imperialism is the most
never fought outside of the Western dangerous of the evils now menacing
Hemisphere. But in 1900, U.S. troops [threatening] our country.”
joined an international force to put
down the Boxer Rebellion in Beijing.

730 Module 23
 New York City Nearly 500,000
Paris The Paris Exposition of 1900
people immigrated to the United
showcased many U.S. inventions. One
States in 1900. By 1920 more than
British writer claimed the exposition
16 million had come. Many arrived
displayed “the Americanization of the
in New York City.
world.”

London
EUROPE
Paris
ATLANTIC OCEAN

UNITED New York

STATES

London In August 1900

English farmers protested
in London against new farm
equipment introduced from
the United States that they
feared would cause farmers
to lose their jobs.

AFRICA

SOUTH
AMERICA

Interpret Maps
1. Region By 1900 what role was the U.S. military playing in China?
2. Movement In what ways did the U.S. role in world affairs
change in the late 1800s and early 1900s?

America as a World Power 731

 Lesson 3

The United States and Latin America

If YOU were there . . .

The Big Idea You are an engineer, and you’ve been working on the
The United States expanded its
Panama Canal for almost eight years. Your work crews
role in Latin America in the early used huge steam shovels to slice through a ridge of
1900s with new foreign policy. mountains and built a large artificial lake. You planned
a system to move ships through different water levels.
Main Ideas
Now your work is done. You can watch massive ships
■■ The United States built the
travel from the Atlantic to the Pacific.
Panama Canal in the early
1900s. Which part of the work on the canal
■■ Theodore Roosevelt changed
was the most challenging?
U.S. foreign policy toward Latin
America.
Building the Panama Canal
■■ Presidents Taft and Wilson
A canal across the narrow neck of Central America would link
promoted U.S. interests in Latin
America. the Atlantic and Pacific oceans and cut some 8,000 miles off
the voyage by ship from the West to the East coasts of the
Key Terms and People United States. It would also allow the U.S. Navy to link its
Panama Canal Atlantic and Pacific naval fleets quickly.
Roosevelt Corollary
dollar diplomacy Revolution in Panama No one was a stronger supporter of a
Mexican Revolution Central American canal than President Theodore Roosevelt. He
John J. Pershing knew it made good economic and political sense to build the
Francisco “Pancho” Villa canal. It would reduce travel time for commercial and military
transport. The Spanish-American War, fought in both oceans,
also made clear the need for such a shortcut.
Roosevelt knew that the best spot for the canal was the Isth-
mus of Panama. At the time, this area was part of the nation
of Colombia. Roosevelt was unable to convince the Colombian
senate to lease a strip of land across Panama to the United
States.
Roosevelt considered other ways to gain control of the
land. He learned that Panamanian revolutionaries were
planning a revolt against Colombia. On November 2, 1903,
a U.S. warship arrived outside Colón, Panama. The next day
the revolt began. Blocked by the U.S. warship, Colombian

732 Module 23
 forces could not reach Panama to stop the rebellion. Panama declared
itself an independent country. The United States then recognized the new
nation.
The new government of Panama supported the idea of a canal across its
land. The United States agreed to pay Panama $10 million plus $250,000 a
year for a 99-year lease on a ten-mile-wide strip of land across the isthmus.
Building the Canal Canal construction began in 1904. Building the canal
was a huge challenge. The first obstacle to overcome was tropical disease.
The canal route ran through 51 miles of forests and swamps filled with
mosquitoes, many of which carried the deadly diseases malaria and yel-
low fever.
Dr. William C. Gorgas, who had helped Dr. Walter Reed stamp out yel-
low fever in Cuba, organized a successful effort to rid the canal route of
disease-carrying mosquitoes. If Gorgas had not been successful, the canal’s
construction would have taken much longer. It also would have cost much
more in terms of both lives and money.
Even with the reduced risk of disease, the work was very dangerous.
Most of the canal had to be blasted out of solid rock with explosives. Work-
ers used dozens of steam shovels to cut a narrow, eight-mile-long channel
through the mountains of central Panama. Sometimes workers died when
their shovels struck explosive charges. “The flesh of men flew in the air
like birds every day,” recalled one worker from the West Indies.
More than 44,000 workers, including many black West Indians, labored
on the canal. Some 6,000 lives were lost during the American construction
of the Panama Canal. It was finally opened to ships on August 15, 1914,
linking the Atlantic and Pacific oceans. An opening ceremony was held the
next year. It had taken ten years to complete, and the cost was $375
Reading Check million. It was probably the most expensive construction project in the
Draw Conclusions world at that time. In the end, however, the world had its “highway between
Why did building the
canal cost so many the oceans.” Building the canal also began to change the relationship
lives? between the United States and Latin American nations.

The massive Gatun Locks, shown here under construction in 1914, raise
ships 85 feet onto Gatun Lake, an inland waterway on the Panama Canal.

America as a World Power 733

 Explore ONLINE!
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Increasing Exports The

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Map Area: 14p9 wide x 8p9 high

First proof
80°W 4/19/16 60°W 50°W 40°W 30°W

734 Module 23
 U.S. Policy Toward Latin America
As president, Theodore Roosevelt actively pursued progressive reforms at
home. He also believed the United States should play a more active role in
the Western Hemisphere. In 1900 Roosevelt said, “I have always been fond of
the West African proverb: ‘Speak softly and carry a big stick; you will go far.’”
Roosevelt wanted everyone to know he would use a “big stick”—meaning
U.S. military force—to protect economic and strategic interests of the United
States in Latin America.
Roosevelt’s foreign policy was a change from the policies of previous presi-
dents. In the 1823 Monroe Doctrine, President James Monroe had warned
European nations not to interfere in the Western Hemisphere. And, while the
Monroe Doctrine became a major principle of U.S. foreign policy, the United
States did not have the military strength to enforce it. By the time of Roos-
evelt’s presidency, this situation was changing. The United States was growing
stronger and expanding its influence as a world power.
How should the United States use its new power in Latin America? This
question came up often in the early 1900s. In the late 1800s Europeans and
Americans had invested large sums of money in Latin America. Much of this
investment had come in the form of bank loans. Venezuela, for example, fell
deeply in debt to British and German lenders. In 1902 Venezuela refused to
repay these debts. A similar situation arose in the Caribbean nation of the
Dominican Republic in 1904. European powers prepared to use military force
to collect the debts.
Roosevelt insisted the countries repay their debts. But he did not
want to allow Europeans to intervene in Latin America. The presence of

Historical Source

Roosevelt’s Imperialism
What do you think
Theodore Roosevelt’s foreign policy is this stick represents?
shown visually in this cartoon. Roosevelt
is the giant leading a group of ships
that represent debt collection. The U.S.
president is patrolling the Caribbean
Sea and Latin American countries, trying
to enforce the payment of debts to
European countries.

Analyze Historical Sources

What is the cartoonist trying to tell
viewers about the Roosevelt Corollary? Why are these vessels warships?

America as a World Power 735

 European forces there would violate the Monroe Doctrine and threaten
U.S. power in the region.
Roosevelt knew that U.S. officials would have to force debtor nations to
repay their loans in order to keep European nations from directly inter-
vening in Latin America. In December 1904 he announced what became
known as the Roosevelt Corollary to the Monroe Doctrine. This addition
Academic warned that in cases of “wrongdoing” by Latin American countries, the
Vocabulary United States might exercise “international police power.” The Roosevelt
role assigned Corollary expanded the Monroe Doctrine and increased United States
behavior
involvement in the affairs of Latin America.
Reading Check The Roosevelt Corollary asserted a new role for the United States as
Find Main Ideas an “international police power” in the Western Hemisphere. Roosevelt
Why did Roosevelt
announce the actively enforced the corollary throughout the rest of his presidency. This
Roosevelt Corollary? led to great resentment from Latin American countries.

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Quick Facts

U.S. Foreign Policy

Departing from the example set by the nation’s first president, George
Washington, future presidents increased U.S. involvement around the world,
particularly in Latin America.

Washington’s Roosevelt Corollary Taft’s Dollar Wilson and

Monroe Doctrine
Farewell Address The United States will Diplomacy Democracy
The United States
The United States police wrongdoing The United States The United States
will defend
will not become by nations in the will use economic will promote and
its interests in
involved in Western Hemisphere. means to aid its protect democracy
the Western
European affairs. interests in Latin in the Western
Hemisphere and
keep European America. Hemisphere.
powers out.

U.S. Interests in Latin America

William Howard Taft, who became president in 1909, also acted to protect
U.S. economic interests in Latin America. Taft used a foreign policy called
dollar diplomacy—influencing governments through economic, not mili-
tary, intervention.
President Taft described dollar diplomacy as “substituting dollars for
bullets. It is . . . directed to the increase of American trade.” He wanted to
encourage stability and keep Europeans out of Latin America by expanding
U.S. business interests there.
For example, in 1911 Nicaragua failed to repay a loan from British inves-
tors. American bankers lent Nicaragua $1.5 billion in return for control of
the National Bank of Nicaragua and the government-owned railway. When
local anger over this deal led to revolt in Nicaragua, Taft sent U.S. Marines
to protect American interests.
When President Woodrow Wilson took office in 1913, he rejected Taft’s
dollar diplomacy. He believed the United States had a moral obligation to
promote democracy in Latin America. This, he believed, would advance
American interests abroad. Nonetheless, Wilson was willing to use mili-
tary force to protect U.S. interests. When civil unrest shook Haiti in 1915
and the Dominican Republic in 1916, Wilson sent in military troops. In
both cases, U.S. Marines occupied the countries for years.
In 1910 many Mexicans revolted against the harsh rule of Mexican
dictator Porfirio Díaz. This was the start of the Mexican Revolution, a
long, violent struggle for power in Mexico. The war affected U.S. interests
because Americans had invested more than $1 billion in Mexican land,
mining, oil, and railways. American business leaders feared they would
lose their investments.

America as a World Power 737

 Though U.S. troops pursued
Mexican revolutionary Pancho Villa
(above) for nearly a year, they were
unable to capture him.

In 1914 President Wilson learned that a German ship carrying weapons

was headed to the port of Veracruz, Mexico. To keep the weapons from
reaching the rebels, Wilson ordered the navy to seize Veracruz. Wilson
acted again in 1916, sending General John J. Pershing and 15,000 U.S.
soldiers into Mexico. Pershing’s mission was to catch the rebel leader Fran-
cisco “Pancho” Villa, who had killed 17 Americans in New Mexico. The
farther Pershing pushed into Mexico, the more the Mexicans resented the
Americans. After 11 months of searching, Pershing failed to capture Villa
and Wilson recalled the troops. For the rest of Wilson’s presidency, rela-
tions between the United States and Mexico remained tense.
In 1917 a new constitution promised to bring order to Mexico. The
constitution contained ideas of Mexico’s revolutionary leaders, and it
protected the liberties and rights of citizens. Despite the new constitution,
however, fighting continued. Mexico’s economy suffered terribly. Agricul-
Reading Check ture was disrupted, mines were abandoned, and factories were destroyed.
Summarize How
did Wilson respond to Many Mexican men and women immigrated to the United States in search
events in Mexico? of work and a more stable life.
Summary and Review In the early 1900s the United States changed its
foreign policy and expanded its involvement in Latin America in order to
secure its strategic and economic interests.

Lesson 3 Assessment
Review Ideas, Terms, and People 3. a. Recall What did Woodrow Wilson believe was the
United States’s obligation to Latin America?
1. a. Recall Why did the United States want to build a
canal? b. Compare and Contrast How were the foreign
policies of Taft and Wilson toward Latin America
b. Analyze What challenges did the builders of the
similar, and how were they different?
Panama Canal face, and how did they overcome them?
c. Explain How did Roosevelt’s efforts to build the Critical Thinking
Panama Canal affect the economy of the United
States? 4. Categorize Review your notes on U.S. policies toward
Latin America. Then copy the web diagram below. Use
2. a. Describe What problem was causing conflict
it to analyze how national interest influenced Ameri-
between European and Latin American nations?
can policies toward Latin America.
b. Summarize How and why did Theodore Roosevelt
change U.S. policy toward Latin America? Monroe Taft
U.S. Foreign
c. Evaluate How did the Roosevelt Corollary affect Policy
the relationship between the United States and Latin Roosevelt Wilson
American nations?

738 Module 23
Social Studies Skills
Understand Continuity and Change
Define the Skill environment. Science has changed their
A well-known saying claims that “the more knowledge of the world, and changed their
things change, the more they stay the same.” lives, too.
Nowhere does this observation apply better 5. Economic Opportunity and Development
than to the study of history. Any examination From hunting and ­gathering to herding,
of the past will show many changes—nations farming, manufacturing, and trade, peo-
expanding or shrinking, empires rising and ple have tried to make the most of their
falling, changes in leadership, or people on the resources. The desire for a better life has also
move, for example. been a major reason people have moved
The reasons for change have not changed, from one place to another.
however. The same general forces have driven 6. The Impact of Individuals Political, religious,
the actions of people and nations across time. military, business, and other leaders have
These forces are the threads that run through been a major influence in history. The actions
history and give it continuity, or connectedness. of many ordinary people have also shaped
They are the “sameness” in a world of history.
continuous change. 7. Nationalism and Imperialism ­Nationalism
is the desire of a people to have their own
Learn the Skill country. Imperialism is the desire of a nation
You can find the causes of all events of the past to influence or control other nations. Both
in one or more of these major forces or themes have existed across time.
that connect all history. 8. Political and Social Systems People have
1. Cooperation and Conflict Throughout time, always been part of groups—families,
people and groups have worked together to ­villages, nations, or religious groups, for
achieve goals. They have also opposed others example. The groups to which people belong
who stood in the way of their goals. shape how they relate to others around
them.
2. Cultural Invention and Interaction The values
and ideas expressed in art, literature, cus-
toms, and religion have enriched the world. Practice the Skill
But the spread of cultures and their contact Check your understanding of continuity and
with other cultures have produced conflict as change in history by answering the following
well. questions.
3. Geography and Environment Physical envi- 1. What forces of history are illustrated by
ronment and natural resources have shaped the events in the module you just studied?
how people live. Efforts to gain, protect, or Explain with examples.
make good use of land and resources have 2. How do the events in this module show conti-
been major causes of cooperation and con- nuity with earlier periods in U.S. history?
flict in history.
4. Science and Technology Technology, or the
development and use of tools, has helped
humans across time make better use of their

America as a World Power 739

Module 23 Assessment
Review Vocabulary, Terms, and People
1. In which of the following did the United 3. Which president supported Panama’s revolt
States declare that it had no interest in against Colombia in 1903?
taking control of Cuba? a. Woodrow Wilson
a. Roosevelt Corollary b. William McKinley
b. Monroe Doctrine c. William Howard Taft
c. Open Door Policy d. Theodore Roosevelt
d. Teller Amendment
4. Who led U.S. forces into Mexico after attacks
2. Which leader upset sugar planters in Hawaii against U.S. citizens by Mexican rebels?
by proposing a plan to return power to the a. John Hay
monarchy? b. William H. Seward
a. Liliuokalani c. John J. Pershing
b. John L. Stevens d. Theodore Roosevelt
c. Millard Fillmore
d. Woodrow Wilson

Comprehension and Critical Thinking

Lesson 1 Lesson 3
5. a. Identify Into what areas did the United 7. a. Identify In what ways did the United
States expand in the late 1800s? States become involved in Latin Ameri-
b. Draw Conclusions How did the United can affairs?
States benefit from contact with foreign b. Draw Conclusions Why did the United
nations and territories? States expand its role in Latin America in
c. Elaborate Which policy would you have the early 1900s?
supported—isolationism or imperialism? c. Evaluate Do you think the United States
Explain your answer. should have been as actively involved
Lesson 2 in Latin America as it was? Explain your
6. a. Describe What events led the United answer.
States to declare war on Spain?
b. Draw Conclusions How did winning
the Spanish-American War help the U.S.
develop as a world power?
c. Predict How might foreign countries
have viewed the actions of the United
States in the Spanish-American War?

740 Module 23
Module 23 Assessment, continued
Review Themes Social Studies Skills
8. Geography How did the geography of the Understand Continuity and Change Use the
United States change after the end of its Social Studies Skills taught in this module to
policy of isolationism? complete the activity below.
9. Politics How did the policy of imperialism
affect American politics in the late 1800s 11. Pick three of the themes listed in the Social
and early 1900s? Studies Skills. Then, using the building of
the Panama Canal as a case study, identify
Reading Skills instances of continuity and change for
each theme. Summarize your findings in a
Compare Historical Texts Use the Reading Skills paragraph.
taught in this module to answer the question
about the reading selections below.
Focus on Writing
A. “Sad to say, this most precious and sublime 12. Write a List of Pros and Cons In this mod-
feature of the Yosemite National Park (Hetch ule you learned how the United States
Hetchy Valley), one of the greatest of all our increased its role in international affairs.
natural resources for the uplifting joy and peace Create a list of the pros and cons of U.S.
and health of the people, is in danger of being involvement with other nations in the late
dammed and made into a reservoir to help 1800s and early 1900s. Decide whether
supply San Francisco with water and light. . . .” you want to include in your lists only facts,
only opinions, or some of each. Consider
—John Muir, The Yosemite, 1912 how your analysis of history can help guide
U.S. foreign policy in the future. When you
B. “As we all know, there is no use of water have finished your list, use it as the basis
that is higher than the domestic use. Then, if for a paragraph recommending either that
there is, as the engineers tell us, no other source the United States continue to involve itself
of supply that is anything like so reasonably in the affairs of other nations or that it pull
available as this one; if this is the best, and, back from such involvement.
within reasonable limits of cost, the only means
of supplying San Francisco with water, we
come straight to the question of whether the
advantage of leaving this valley in a state of
nature is greater than the advantage of using it
for the benefit of the city of San Francisco.”

—Gifford Pinchot, address to Congress, 1913

10. How do the two men quoted above differ

on the issue of building a dam in the Hetch
Hetchy Valley?

America as a World Power 741

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