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History
Date
Dec 6, 2023
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1.
A
MERICA
B
ECOMES A
W
ORLD
P
OWER
O
VERVIEW OF THE
V
IDEO
While Progressive leaders showed their dis-
trust of power in their dealings with large
corporations at home, they still grasped the
growing need for national power in world
relations at the beginning of the 20th cen-
tury. The U.S. Navy had built up its mus-
cles in the Far East and the Caribbean. The
Spanish-American War set the stage for the
United States to become the watchdog for
the entire Western Hemisphere. The presi-
dencies of McKinley, T. Roosevelt, Pierce,
and Wilson demonstrated different
approaches toward involving America in foreign affairs. The United States was on
its way to becoming a world power.
N
ATIONAL
S
TANDARDS FOR
H
ISTORY
(From The National Center for History in the Schools, 1996. Found at:
http://www.sscnet.ucla.edu/nchs/standards/
)
U.S. History—Era 7—Standard 2:
The changing role of the United States in world affairs through World War I
2A–The student understands how the American role in the world
changed in the early 20th century.
V
OCABULARY
annexation
de facto
isolationist
Big Stick Diplomacy
Dollar Diplomacy
Moral Diplomacy
blockade
expansion
Open Door Policy
Boxer Rebellion
Great White Fleet
Ragtime
concentration camp
imperialism
Roughrider
Yellow Journalism
©2003
America Becomes a World Power
1
2
America in the 20th Century
©2003
B
EFORE THE
V
IDEO
Review the major events in U.S. and world history from 1865 to 1900 before
beginning the video. (These events are summarized briefly at the beginning of the
episode.) Emphasize:
America’s growing desire for products from around the world, such as coffee
from Brazil, silk from Italy and China, or tin from Malaysia.
How sectional rivalry over the slavery issue prior to the Civil War had so con-
sumed the U.S. Congress that President Pierce’s efforts to annex Hawaii and buy
Cuba, Alaska, and all of Lower California were continually stymied.
The size of the U.S. Navy during the Spanish-American War, and how U.S.
political and naval leaders felt about it.
The nation’s emerging interest in foreign affairs.
D
URING THE
V
IDEO
There are natural PAUSE POINTS within this episode that separate the content
into sections. Pause the video at these times for class discussion, using the following
questions as springboards.
1.
TIME CODE 06:16—What are the reasons Expansionists gave for wanting
America to become a world power, and what was the main reason Anti-Imperialists
were opposed to it?
ANSWER:
Expansionists felt that it would help the nation’s economy by allowing
us to gather more raw materials and markets around the world; that we needed a
military strength to defend those markets; and that we had a “God-given duty” to
civilize the inferior races of the world by spreading Christianity. Those opposed to
creating an American empire saw the expansion agenda as a threat to the American
values of self-governance and independence.
2.
TIME CODE 10:03—What were the three different methods America used to
expand its influence in Japan, Alaska, and Hawaii?
ANSWER:
America used the threat of force to open trade with Japan, but it pur-
chased Alaska from the Russians and annexed Hawaii after fomenting a revolution
among the settlers that overthrew the queen.
3.
TIME CODE 23:47—What role did Spain’s General “Butcher” Weyler play in
involving the United States in the situation in Cuba?
ANSWER:
When Cuban rebels began agitating for independence, Weyler ordered
all Cubans to concentrate themselves in the towns. Thousands died of disease and
starvation. The United States was naturally sympathetic to another American revo-
lution, and the yellow press kept all Americans informed of the atrocities.
“To ‘protect the
weak’ has
always been the
excuse of the
ruler and tax-
gatherer, the
chief, the king,
the baron; and
now, at last, of
‘the white
man’.”
—Jane Addams,
Founder of Hull-
House in Chicago
(1899)
A
FTER THE
V
IDEO
The episode ends with an on-screen Video Quiz, a series of True/False questions
(see page 6).
This quiz may be copied for classroom use.
Video Quiz Answer Key
1.
T
2.
F
3.
F
4.
T
5.
F
6.
T
7.
T
8.
F
9.
F
10.
T
For in-depth discussion:
1.
What were the terms of the Monroe Doctrine?
How did Grover Cleveland use the
spirit if not the intent of the doctrine to his favor in Venezuela? How did Theodore
Roosevelt stretch the meaning of the Monroe Doctrine in the Dominican
Republic?
2.
Could American newspapers today shape public opinion on a foreign policy issue
to the extent that a war would result, as happened with the Spanish in Cuba?
3.
How does America’s behavior in the Philippines after the Spanish-American War
compare to Spain’s behavior in Cuba?
E
XTENDING THE
L
ESSON
Research topics for either group or individual study.
1.
Time, Continuity, and Change.
Create a three-part chart comparing and con-
trasting Japan of the early 19th century (prior to the influence of Commodore
Matthew Perry and the opening of trade with the West) with Japan of the early
20th century and the post-Marshall Plan Japan of the late 20th century. Your chart
should address the culture, health, technology, and economy of the nation.
2.
Viewpoints.
Why didn’t President Woodrow Wilson recognize Huerta’s govern-
ment of Mexico
de facto
? How might Teddy Roosevelt with his Big Stick
Diplomacy or Taft with his Dollar Diplomacy have handled the events in Mexico
differently? Would you consider Wilson successful in his dealings with Mexico?
Why or why not?
3.
Political Perspectives.
How did President McKinley’s Secretary of State, John
Hay, use Great Britain to help push through America’s Open Door Policy? In what
ways did this policy benefit all the countries involved, and in what ways was it a
tool to further U.S. political and economic self-interests? Did the U.S. govern-
ment’s response to the Boxer Rebellion fit in with the spirit of the Open Door
Policy?
4.
Presidential Focus.
Investigate William Howard Taft’s effectiveness as Governor
General of the Philippines. What reforms did he put in place? What was his stand
on colonizing the Philippine Islands? Compare his effectiveness in the Philippines
to his effectiveness as President of the United States and, ultimately, his effective-
ness as Chief Justice of the Supreme Court.
©2003
America Becomes a World Power
3
“The Hawaiian
pear is now
fully ripe, and
this is the gold-
en hour for the
United States to
pluck it.”
—John L. Stevens,
U.S. Ambassador to
Hawaii (1893)
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4
America in the 20th Century
©2003
5.
History and Technology.
On August 15, 1914, the Panama Canal opened.
Research the remarkable engineering feat of this waterway. How do canals operate?
How many miles are saved in an ocean journey from Florida to California by tak-
ing the canal instead of circumnavigating South America? How much does it cost
to travel through the canal? Who owns the canal now? When did the United States
cede its rights to the waterway? What are some interesting facts and stories associat-
ed with the Panama Canal?
6.
Signs of the Times.
Investigate the “comic wars” between the
New York World
and the
New York Journal
that surrounded the character The Yellow Kid. How did
the argument start? Who was the cartoonist? What influence did this first comic
strip have on American society?
7.
Curriculum Connections (Music).
What elements defining Ragtime made it
such a departure from traditional styles? Who are some recognized composers of
Ragtime music? Find a recording of Ragtime music and listen to the syncopated
melody line with the steady, on-the-beat bass line. Try to duplicate the beat by clap-
ping or beating a drum.
8.
Your Region in History.
Check the archives of a newspaper in your area that was
in print at the beginning of the 20th century. What stand, if any, did that newspa-
per take on the Spanish-American War in its opinions/editorial sections?
9.
Career exploration (Secretary of State).
John Hay was a very powerful secretary
of state, serving under both Presidents William McKinley and Theodore Roosevelt.
What are the official duties of this cabinet position? Name some other powerful
secretaries of state throughout our nation’s history.
B
IBLIOGRAPHY
Doctorow, E.L.
Ragtime.
New York: Modern Library, 1997.
Three remarkable families’ lives become entwined with Henry Ford, Harry
Houdini, J.P. Morgan, Theorore Dreiser, Sigmund Freud, and Emiliano Zapata
at the turn of the 20th century.
Haley, P. Edward.
Revolution and Intervention: The Diplomacy of Taft and Wilson
with Mexico, 1910–1917.
Cambridge: MIT Press, 1970.
American response to foreign revolution is the theme of this diplomatic history
of the attitudes and policies of U.S. Presidents Taft and Wilson toward revolt in
Mexico. (Out of print)
Harrington, Peter.
China 1900: The Eyewitnesses Speak: The Experience of Westerners
in China.
London: Greenhill Books/Lionel Leventhal, 2000.
Combines eighteen rare first-hand accounts by Western and Japanese soldiers
and civilians of the entire course of the Boxer Rebellion—from the opening
shots in June and the punitive expeditions to the Allied occupation of 1901.
“You furnish
the pictures and
I’ll furnish the
war.”
—William Randolph
Hearst, publisher/
owner of
The New
York Journal,
in a
cable to Fredric
Remington, artist, in
Cuba (1898)
Morris, Edmund.
Theodore Rex.
New
York: Modern Library, 2002.
In this sequel to his Pulitzer Prize-
winning biography
The Rise of
Theodore Roosevelt,
Morris charts
Teddy Roosevelt’s accomplishments:
the acquisition of the Panama Canal
and the Philippines, the creation of
national parks and monuments, and
more.
Perry, Matthew C.
Narrative of the
Expedition to the China Seas and Japan,
1852–1854.
New York: Dover, 2000.
Based on Commodore Perry’s journals
and supplemented with journal entries from members of his crew and official
documents and reports, this account of the opening of Japan is enhanced with
more than 200 rare illustrations.
Zimmerman, Warren.
First Great Triumph.
New York: Farrar Straus & Giroux,
2002.
The author of this book argues that the “consequences right up to today” of
American expansionism between the 1880s and 1910s “owes a great deal to”
the five fathers of modern American imperialism: corporate lawyer Elihu Root,
naval strategist Alfred T. Mahan, U.S. Senator Henry Cabot Lodge, Secretary of
State John Hay, and politician Theodore Roosevelt.
©2003
America Becomes a World Power
5
6
America in the 20th Century
©2003
V
IDEO
Q
UIZ
: A
MERICA
B
ECOMES A
W
ORLD
P
OWER
Name_______________________________________________
Date________________________________________________
Read each of the following statements and circle T if it is true, or F if it is false.
T
F
1.
Factors motivating U.S. expansionism were economic interests, desire for
military strength, and belief in the “White Man’s Burden.”
T
F
2.
After the Civil War, the United States adopted an isolationist policy.
T
F
3.
Vietnam was believed to be an ideal location for U.S. ships to refuel.
T
F
4.
The queen of Hawaii had to surrender her throne so that the United States
could make the land its own territory.
T
F
5.
The land of Alaska was given to the United States as a gift from Russia.
T
F
6.
Establishing refueling ports in the Atlantic Ocean was key to U.S. expansion-
ist strategy.
T
F
7.
The explosion of the USS
Maine
battleship was a large factor in America’s
declaration of war against Spain.
T
F
8.
The United States wanted to guarantee equal trading rights in an “Open
Door Policy” with Cuba.
T
F
9.
Members of the Fists of Righteous Harmony, the Boxers, were fighting to
maintain foreign influence in China.
T
F
10. President Theodore Roosevelt sent U.S. warships, known as the Great White
Fleet, on a world tour to show naval strength.
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