Transcript Presentation

October 23, 2013
Test today! Take a few minutes to study!
October 22, 2013
Make sure that you get a chapter 16 study
guide and the Spanish American War
worksheet with map.
Do the Spanish American War worksheet
first. You will turn this in for a grade.
Then you will work on your study guide
independently!
October 21, 2013
Finish up Articles today…do article #VII
(7).
If you are done with articles, then you are to
work on your chapter 16 outline.
•President George Washington's Farwell
Address guided American foreign policy
for over 100 years: “… steer clear of
permanent alliances with any portion of the
foreign world.”
• While some believed this policy meant the
U.S. should be isolationist others pointed
out Washington supported trade with other
countries and was not calling for complete
isolation in the world.
•In 1890, the nation had expanded from sea
to shining sea and the government issued a
report announcing the end of the frontier. To
many Americans this lack of a frontier was
alarming and they began to look beyond
America’s boarders (expansionism) for a
new frontier with the goal of expanding
trade and to compete for political influence.
Imperialism
•The 1900’s were called the age of imperialism a time when many
European nations created large empires by obtaining economic and
political control over weaker nations
•The search for raw materials and markets fueled imperialism
•European powers competed for power and influence in Asia and
Africa.
•Secretary of State William H. Seward pictured an American empire
that would dominate the Caribbean, Central America, and the Pacific.
•Central to maintaining this empire would be a canal across Central
America that would link the Atlantic and Pacific Oceans.
•Seward purchased Alaska in 1867, from Russia for $7.2 million a
territory twice the size of Texas.
•Many newspapers and people criticized the purchase as a barren
wasteland and it was dubbed Seward’s Folly by his critics.
•After gold was discovered in the 1890’s (and later on oil and other
resources) Seward’s Folly became a bargain
British Empire
Expansions
Scotland (1707) and Ireland
(1800) united to England
North America (1600s)
Asia under East India
Company (1857)
Africa (1800s)
Asia (1800s)
Explorers and scientists
James Cook (1728-1779)
HMS Beagle (1831)
David Livingstone (18131873)
•Section 1 Section
Lecture Notes
1-2
•Introduction
•2 of 14
• Imperialism means one country’s domination
of the political, economic, and social life of
another country. 
• By the end of the 1800s, a handful of European
countries, together with the United States,
controlled nearly the entire world. 
• The era between 1800 and 1914 has come to be
known as the Age of Imperialism.
The Imperialism of the 1800s resulted
from three key factors:
– Nationalism prompted rival European nations to build
empires. 
– The Industrial Revolution created a tremendous demand
for raw materials and expanded markets. 
– Both religious fervor and feelings of racial and cultural
superiority inspired Europeans to impose their cultures on
distant lands.
Political Rivalries
Once begun, the quest for colonies became a
continuing enterprise that seemed to have no
limits. 
Due to slow communication between Europe and
remote colonies, colonial governors and generals
took matters into their own hands.
Military officials based in a colony often used
their armies to expand the colony’s borders. 
As new conflicts arose, European troops found
themselves facing off on remote battlefields in
Africa and Asia.
Factories in Europe and the United States
consumed tons of raw materials and churned out
thousands of manufactured goods. 
Colonial raw materials spurred the growth of
European and American industries and financial
markets. 
The colonies also provided new markets for the
finished products of the Industrial Revolution.
One of the most spectacular success stories of the
era belonged to Cecil Rhodes, a British
adventurer who made a fortune from gold and
diamond mining in southern Africa. 
Rhodes went on to found a colony that bore his
name: Rhodesia (now Zimbabwe).
Colonial expansion was fueled by the desire to
spread Western technology, religion, customs, and
traditions. 
During the Age of Imperialism, growing numbers
of Catholic and Protestant missionaries decided to
spread the Christian message. 
The missionaries believed that, in order to become
“civilized,” the people of Africa and Asia would
have to reject their old religions and convert to
Christianity.
As the British government continued to acquire
land in Africa, Asia, and the Pacific, the phrase
“the sun never sets on the British Empire” became
a popular way of describing Great Britain’s vast
holdings.
Strong-minded individuals saw emigration as a
chance to strike it rich or make a name for
themselves.
Seeking New Opportunities
Great Britain, France, and Germany needed their
own citizens to run newly acquired territories and
keep them productive. 
Throughout the 1800s, European leaders urged
their citizens to move to far-off colonies. 
Many of them responded, emigrating to Algeria,
Australia, and New Zealand.
Some Europeans adapted Darwin’s ideas about the
evolution of animals–particularly his notion of
“the survival of the fittest”–to explain differences
among human beings
Social Darwinists believed that white Europeans
were the “fittest” people in the world and that
Western nations had a duty to spread Western
ideas and traditions to “backward” peoples living
overseas.
A Sense
of
Mission
•Some Americans had a belief they could lift up people
they considered “uncivilized” by sharing Christianity and
Western Civilization with the rest of the world.
•Josiah Strong proposed missionaries be sent to teach
Christian religious beliefs and Western culture to the
uncivilized peoples of the world especially in Latin
America
• A sense that there was a “White Man’s Burden” existed in
many nonsectarian citizens who looked for America to help
civilize her savage neighbors.
In 1899 the British writer Rudyard
Kipling captured the essence of the
imperialist attitude in his famous poem
“The White Man’s Burden.”
Take up the White Man's burden-Send forth the best ye breed-Go bind your sons to exile
To serve your captives' need;
To wait in heavy harness,
On fluttered folk and wild-Your new-caught, sullen peoples,
Half-devil and half-child.
Take up the White Man's burden-In patience to abide,
To veil the threat of terror
And check the show of pride;
By open speech and simple,
An hundred times made plain
To seek another's profit,
And work another's gain.
Take up the White Man's burden-The savage wars of peace-Fill full the mouth of Famine
And bid the sickness cease;
And when your goal is nearest
The end for others sought,
Watch sloth and heathen Folly
Bring all your hopes to nought.
The film revolves
around Louis
Pinnock, a white
factory worker
(John Travolta),
who kidnaps
Thaddeus Thomas,
a black factory
owner (Harry
Belafonte) who
fired him over a
perceived slight.
Plot
Louis Pinnock (John Travolta) is a struggling urban factory worker. In
this alternative reality, it is a large underclass of white Americans who
live in rundown, crime-infested ghettos and face prejudice from the
broader society, while the comfortable middle and upper class is
predominantly black.
In an effort to go above and beyond in his position (hoping to become
a foreman soon), in the candy factory in which he works, Pinnock
delivers a package for his boss, to successful (CEO) Thaddeus Thomas
(Harry Belafonte). After Pinnock accidentally sees Thomas's wife
coming out of the shower, he is subsequently fired, beaten up by the
police and forced to watch his family evicted. In a radical quest for
justice, Pinnock kidnaps Thomas, which forces the two men to bond,
as well as argue over race relations and the roots of social inequality.
Imperial nations gained new lands through
treaties, purchases, and military conquest. 
Once in power, they used several forms of
territorial control: 
– A colony was a territory that an imperial power ruled
directly through colonial officials. 
– A protectorate had its own government, but its policies
were guided by a foreign power. 
– A sphere of influence was a region of a country in which
the imperial power had exclusive investment or trading
rights.
Within these general
forms of control,
each imperial nation
exercised its power
differently
Section Focus Transparency
16-2
Section Focus Transparency 16-2
October 17, 2013
Bell Work: Answer the questions for Article
Act III and IV. When you are done, make
sure to put my articles back on the back
cabinet.
1. Africans forced
to give up many
customs around
which family life
revolved
Section Focus Transparency
16-2 (Answers)
2. taxation of
Africans
probably high
since Africans
had no say
3. Africans lost
their farms to
Europeans.
Section Focus Transparency 16-2
October 18, 2013
Bell Work: Article Act # V & VI.
Section Focus Transparency
16-4
Section Focus Transparency 16-4
1. The chickens are
Latin American
nations.
2. protecting
chickens from
European
powers
Section Focus Transparency
16-4 (Answers)
3. with the Monroe
Doctrine
Section Focus Transparency 16-4
March 21, 2014
Make sure that you get section 4 outline and
Chapter 16 study guide.
You will work on study guide when
finished with lecture today!
Section 4 Lecture Notes
2 of 26
Introduction
Section 4-2
The United States was determined to use The
Monroe Doctrine to block the spread of
European imperialism in neighboring Latin
America. 
In doing so, the United States was also
promoting its own brand of imperialism that
involved the penetration of new economic
markets and the acquisition of overseas
territories.
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Section 4 Lecture Notes
3 of 26
Section 4-3
The Monroe Doctrine
Even before the independence of all the Latin
American countries was well established,
Spain had sought the support of other
European powers in reconquering its former
colonies. 
Both the United States and Great Britain
opposed Spain’s plan to reconquer its former
colonies.
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Section 4 Lecture Notes
4 of 26
Section 4-4
The Monroe Doctrine (cont.)
Great Britain suggested to the United States
that a joint warning be issued to the various
European powers. 
However, in 1823 President James Monroe
and Secretary of State John Quincy Adams
decided to act alone.
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Section 4 Lecture Notes
5 of 26
Section 4-5
The Monroe Doctrine (cont.)
The Monroe Doctrine, as the warning was
later called, contained two major points: 
– “The American continents, by the free and
independent condition which they have assured
and maintain, are hence forth not to be considered
as subjects for future colonization by any
European powers. 
– We should consider any attempt on their part to
extend their system to any portion of this
hemisphere as dangerous to our peace and safety.”
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CUBA: Discovered by Columbus (1493)
& “Pearl” of Spanish Empire (Sugar)
U.S. and Cuba:
Economic Relations
1894: 90% of Cuba’s exports go
to U.S.
Raw sugar sold to U.S. refiners
90 miles from FL keys
Section 4 Lecture Notes
7 of 26
The Spanish-American War Section 4-7
Cuba and the neighboring island of Puerto
Rico were still Spanish colonies in the late
1800s. 
In 1895 José Martí, a writer and political
activist, led Cubans in a revolution against
Spanish rule.
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Section 4 Lecture Notes
8 of 26
The Spanish-American War Section
(cont.) 4-8
Martí was killed in a battle against the Spaniards,
and Spanish troops rounded up thousands of
Cubans and sent them to prison camps where
conditions were brutal. 
Disease and starvation soon claimed more than
400,000 Cuban lives.
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The Cuban Rebellion
•Cubans longed for their colonial ruler Spain to leave
•Spain smashed and defeated a Cuban rebellion forcing Jose
Marti to flee to the U.S. to gather money, arms, and troops
•In 1895, Marti returned to Cuba and led a revolt
•Many people including Marti died. The rebels burned
sugarcane fields hoping to get the Spaniards to leave
•The Spaniards retaliated by herding Cubans into
reconcentration camps to separate them from the rebels
•Thousands died in the camps from starvation and disease
•The Cuban struggle got the attention of U.S. businessmen
who wanted to protect their investments and trade with the
island
•Others were afraid of rebellion so close to the U.S.
•President Grover Cleveland opposed U.S. intervention
•When William McKinley became President he too looked to
keep the U.S. out of the war
The Spanish-American War
Spanish-American War:
Cuban Revolution: rebels
declared independence &
launched a guerrilla war against
Spanish authorities
US remained neutral
Spain sent General Valeriano
(“Butcher”) Weyler to handle
the Revolution
Section 4 Lecture Notes
9 of 26
Remember the Maine!
Section 4-9
The struggle of the Cubans for freedom
attracted much sympathy in the
United
States. 
In January 1898, President William
McKinley ordered the battleship Maine to
Havana, the capital of Cuba, to demonstrate
growing American interest in Cuban affairs.
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Section 4 Lecture Notes
10 of 26
Remember the Maine! (cont.) Section 4-10
A few weeks later, an explosion ripped through
the Maine while it was still anchored in Havana
harbor, sinking the ship and killing 260
American sailors. 
In April 1898, under pressure from all sides,
McKinley asked Congress to declare war on
Spain. 
The Spanish-American War lasted four months
and ended with a victory for the United States.
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Remember The Maine
•After rioting broke out in the Cuban Capital of Havana President McKinley
sent the battleship Maine to protect American citizens and property
•After three weeks the ship exploded and sunk in Havana Harbor killing about
260 officers and crew
•American Newspapers blamed the Spanish and the slogan “Remember The
Maine” became a rallying cry for revenge and war against Spain
•When negotiations failed to easy American concerns Congress recognized
Cuban independence
•On April 25, 1898 Congress declared war on Spain
Newspapers take up the cry “Remember
the Maine -- the hell with Spain.”
February 15, 1898
Controversy over the Maine
266 American sailors killed
March 25th, a report was released
which said that the Maine
explosion was caused by
submerged mine.
In reality, the explosion was
caused by a spontaneous
combustion fire in a coal bunker
(an accident!).
War In Cuba:
Havana
U.S. wanted to
drive out
Spanish
Rough Riders: Battle of San Juan
Hill; T. Roosevelt; won the battle &
war for the US
America Wins the War & an
• Spain gives up
Empire: the Philippines,
Treaty of Paris
• Signed on December
10, 1898;
• Granted Cuban
independence, but
keep them under
U.S. protection
Cuba, Guam,
and Puerto Rico;
• U.S. gives $20
million for the
Philippines
New York Journal Newspaper
Section 4 Lecture Notes
11 of 26
American Territorial Gains Section 4-11
During the late 1800s, the United States made
many significant territorial gains. 
In 1867 the United States purchased Alaska from
Russia. 
In 1898 it annexed Hawaii shortly after American
entrepreneurs on the islands had overthrown the
Hawaiian queen Liliuokalani.
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Imperialism in the Pacific
•Secretary of State William H. Seward
believed the U.S. could build its empire in
Hawaii through trade.
•In 1868, Seward acquired two more small
Pacific Islands of Midway as a stopping
off point for American ships going to China
•The navy and merchant ships needed more
than just these small islands to secure the
Pacific.
•Hawaii would be a great port that would
help secure the Pacific
•Christian missionaries had already arrived
in Hawaii in the 1820’s.
•A large sugar plantation business had been established by merchants who
brought in workers from Japan and China to work the land.
•Hawaiians led by Queen Liliuokalani tried to regain economic control
from the Americans.
•U.S. diplomat John Stevens arranged for marines to assist an uprising and
secure the annexation of Hawaii to the U.S. the treaty was signed by
President Benjamin Harrison
• Discovered
by
PHILIPPINES:
Magellan
(1521)
• Major
exports:
Sugar, hemp,
& tobacco
Section 4 Lecture Notes
12 of 26
American Territorial Gains (cont.)
Section 4-12
As a result of the Spanish-American War, the
United States gained the Philippines, Guam,
and Puerto Rico. 
Although independent, Cuba was under
American protection. 
In 1917 the United States purchased the Virgin
Islands –St. Thomas, St. John, and St. Croix–
from Denmark.
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Section 4 Lecture Notes
13 of 26
The Panama Canal
Section 4-13
Victory in the Spanish-American War made the
United States a world power. 
It became important for the United States to be
able to move its fleet quickly between the Pacific
and Atlantic Oceans. 
What was needed was a canal across the Isthmus
of Panama, a narrow neck of land that linked
Central America and
South America.
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Section 4 Lecture Notes
14 of 26
The Panama Canal (cont.)
Section 4-14
In the 1880s the Frenchman Ferdinand de
Lesseps, who had built the Suez Canal, tried–and
failed–to build a canal in Panama. 
Thirteen years after the bankruptcy of de
Lesseps’s company, United States President
Theodore Roosevelt received the backing of
Congress to acquire the Panama canal rights and
property.
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Section 4 Lecture Notes
15 of 26
The Panama Canal (cont.)
Section 4-15
In 1902, however, Panama was part of
Colombia, who refused to sign the treaty giving
the United States the right to build. 
American agents encouraged the people of Panama
to revolt against the government
of Colombia. 
They did so on the night of November 3, 1903, and
the rebellion was over within a day. 
The new Republic of Panama quickly signed a
treaty granting the United States the land to build
the Panama Canal.
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Roosevelt’s quote:
“Speak softly and
carry a big stick”.
Section 4 Lecture Notes
16 of 26
The Panama Canal (cont.)
Section 4-16
Construction of the canal began in 1904 and
took more than 40,000 workers 10 years to
complete. 
When the first ship finally steamed through the
canal in August 1914, the canal was hailed as
one of the world’s great engineering feats. 
Possession of the Panama Canal gave the
United States even more of a stake in Latin
America.
Panama Canal:
TR in Panama (Construction begins in 1904)
Building of the Panama Canal:
Section 4 Lecture Notes
17 of 26
The Panama Canal (cont.)
Section 4-17
In 1904 President Theodore Roosevelt extended the
Monroe Doctrine in what became known as the
Roosevelt Corollary. 
Under this addition, the United States would
actively intervene to force Latin American
countries to honor their foreign debts. 
Most Latin Americans viewed American actions
as moves to turn their countries into “colonies”
of the United States and
to protect foreign
businesses that were exploiting their resources.
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Roosevelt Corollary:
Enforcing the Monroe
Doctrine: the western
hemisphere was closed to
European colonization.
Pres. Roosevelt said the US
would intervene in Latin
American affairs when needed
The Roosevelt
Corollary to
the Monroe
Doctrine:
1905
Section 4 Lecture Notes
18 of 26
Mexico
Section 4-18
During the 1830s, opposition to the dictatorial rule
of General Antonio López de Santa Anna–the
dictatorial ruler of Mexico–grew in the Mexican
state of Texas, where many Americans had settled.

In 1835 the Americans and some Mexicans in
Texas revolted and the next year set up an
independent republic.
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Section 4 Lecture Notes
19 of 26
Mexico (cont.)
Section 4-19
In 1845, ignoring Mexican opposition, Texas
joined the American republic as
a state. 
Conflict soon developed between Mexico and
the United States, and Mexico lost the Mexican
War. 
In the Treaty of Guadalupe Hidalgo (1848),
nearly half of Mexico’s territory went to the
United States.
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Section 4 Lecture Notes
20 of 26
Reform and Conflict
Section 4-20
After the Mexican War, Mexico entered an era
of change known as La Reforma. 
In 1855 Mexican voters chose Benito Juárez, a
lawyer of Native American background, as
president. 
In 1863, when Mexico could not pay its foreign
debts, French troops occupied Mexico City. 
In 1864 Mexican conservatives, supported by the
French, named Austrian Archduke Maximilian
emperor of Mexico.
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Section 4 Lecture Notes
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Reform and Conflict (cont.)
Section 4-21
The French, under American pressure, withdrew
their troops from Mexico, and Juárez returned to
power. 
Four years after Juárez’s death in 1872, General
Porfirio Díaz seized power. 
Díaz strengthened the army and limited individual
freedoms. 
While the rich prospered, most Mexicans remained
poor farmers, working on large estates for low
wages.
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Section 4 Lecture Notes
22 of 26
Section 4-22
The Mexican Revolution
Discontent with Díaz eventually led to
revolution. From 1910 to 1920, Mexico was
engulfed by the first major social upheaval in
modern Latin America. 
During this time, armies of farmers, workers,
ranchers, and even soldaderas, or women
soldiers, fought the authorities and each other
throughout Mexico.
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Section 4 Lecture Notes
23 of 26
Section 4-23
The Mexican Revolution (cont.)
The revolution began when Francisco
Madero, a liberal reformer, and his supporters
overthrew Díaz in 1910. 
Once in power, Madero was murdered by one of his
generals, Victoriano Huerta. 
A year later, Huerta himself was toppled from
power.
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Section 4 Lecture Notes
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Section 4-24
The Mexican Revolution (cont.)
Three revolutionary leaders– Emiliano Zapata,
Francisco “Pancho” Villa, and Venustiano
Carranza–competed for power. 
Zapata and his followers fought for the rights of
impoverished farmers. Like Zapata, Villa proposed
radical reforms.
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Section 4 Lecture Notes
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Section 4-25
The Mexican Revolution (cont.)
The more conservative Carranza, however,
was able to become president in 1915 with
American support. 
In retaliation, Villa crossed the border into New
Mexico and killed 18 Americans. 
United States President Woodrow Wilson then
sent American troops into Mexico to capture
Villa.
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Wilson’s Moral Diplomacy is Challenged in Mexico
•Mexican Civil War broke out
against the government of
Porfirio Diaz a brutal dictator
•The rebels were led by Francisco Madero who was then
overthrown by Victoriano Huerta. Huerta’s government
was brutal and not recognized by Wilson. Without U.S.
support it was hoped it would collapse
•Wilson sold arms to Huerta’s rival and Huerta’s troops
arrested some American sailors. Wilson sent troops to the
port of Veracruz, the show of force made Huerta flee
• Pancho Villa a rebel continued fighting and attacked the
U.S. and killed 16 Americans
•The U.S. sent General Pershing to try and capture Villa
in Mexico. They pursued him for a year before
withdrawing. War was barely averted.
Section 4 Lecture Notes
26 of 26
Section 4-26
The Mexican Revolution (cont.)
In 1917 Carranza reluctantly introduced a
liberal constitution but was slow in carrying
out reforms. 
In 1920 Carranza himself was killed during a revolt
that brought General Álvaro Obregón to power. 
As the revolutionary violence began to subside in
the early 1920s, relations between Mexico and the
United States became less tense.
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Section 4 Lecture Notes
26 of 26
Section 4-26
The Mexican Revolution (cont.)
In 1917 Carranza reluctantly introduced a
liberal constitution but was slow in carrying
out reforms. 
In 1920 Carranza himself was killed during a revolt
that brought General Álvaro Obregón to power. 
As the revolutionary violence began to subside in
the early 1920s, relations between Mexico and the
United States became less tense.
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Constable of the
World
The End
Yellow Journalism
•1898, newspapers provided the major source of news in America. At
this time, it was common practice for a newspaper to report the editor's
interpretation of the news rather than objective journalism. If the
information reported was inaccurate or biased, the American public had
little means for verification. With this sort of influence, the newspapers
wielded much political power. In order to increase circulation, the
publishers of these papers often exploited their position by sponsoring a
flamboyant and irresponsible approach to news reporting that became
known as "yellow journalism." The term was used to describe the
journalistic practices of Joseph Pulitzer & William Randolph Hearst. Of
the two men today, it is Hearst’s name that is synonymous with "yellow
journalism. The two men used the practice to help stir the American
public to a call for war with Spain
Fighting in Cuba
•The Spanish fleet entered the harbor of Santiago in Cuba on May 19
•An American naval force trapped the Spanish in the harbor and
blockaded the coast
•An American land force of 17,000, one quarter of which was African
American landed near the city
•Much of the U.S. force was ill-equipped yet, they joined forces with the
Cuban rebels and engaged the Spanish
•Teddy Roosevelt had resigned his position as Secretary of the Navy to
join the fighting in Cuba. He led the 1st. Regiment of U.S. Cavalry
Volunteers known as the Rough Riders
•On July 1, the Rough Riders along with African American soldiers of
the Ninth and Tenth Cavalries, joined in the Battle of San Juan Hill
•The Americans captured San Juan Hill after intense fighting.
•This led to a Spanish attempt at retreat by breaking out of the blockade
of Santiago, after a four hour battle the Spanish fleet was destroyed. This
ended Spanish resistance in Cuba
The Rough Riders
The Spanish American War in the Pacific
•Although events in Cuba started the War the first military action was
seen in the Spanish colony of the Philippines
•The islands served as a Pacific base for the Spanish fleet
•On May 1, Commodore George Dewey launched a surprise attack on
the Spanish fleet in Manila Bay destroying most of the ships
•American troops arrived in July and helped Filipino rebels led by
Emilio Aquinaldo
•The American forces seized the capital Manila and the island of Luzon
•The rebels declared independence and looked to the U.S. for support
•The U.S. debated what to do with the islands and did not support the
rebels
•The U.S. gained possession of the Philippines after the war which, led
to anti-imperialist debates at home and a new rebellion in the
Philippines against the new American colonial rulers
•Over 4000 Americans died in the fighting while the Filipinos suffered
at least 200,000 soldiers and civilians killed
•When Aguinaldo was captured much of the fighting ended.
•In 1901 William Howard Taft transferred authority to the Filipinos
who gained full independence in 1946
Map of The Pacific
“A Splendid Little War”
•Secretary of State John Hay called the
Spanish American War “a splendid little
war”
•The war lasted four months and 400
Americans died.
•More than 2000 additional died from
tropical diseases like yellow fever and
malaria
•African Americans faced discrimination
and segregation in the military battling
alongside the Cuban rebel army where
black and white troops fought as equals
American Acquisitions
•The U.S. and Spain signed The Treaty of Paris Dec. 10, 1898 marking
an end to the war
•Cuba became a U.S. protectorate (an independent country under
control of another country)
•Puerto Rico and Guam became territories of the U.S.
•Spain also surrendered the Philippines to the U.S. for $20 million
•In 1901, the U.S. granted Cuba independence but only if their new
constitution included concessions to the U.S. known as the Platt
Amendment
•The amendment prohibited Cuba from making treaties with other
nations and gave America control of the U.S. naval base at
Guantanamo Bay. The U.S. could also interfere in Cuban affairs if the
countries independence was threatened
Latin American Policies
•The U.S. wished to build a canal across Central America to connect her
two oceans and newly acquired territories, thereby ending the long
voyage around South America
•The French had a contract to build a canal in the Columbian province of
Panama, an isthmus (a strip of land connecting two larger bodies of land)
•The French had failed at building the canal and the U.S. bought the
lease from the French for $40 million
•In 1903, Secretary Hays negotiated a treaty for a 99 year lease on the
land in exchange for $10 million and an annual rent of $250,000
•Columbian opposition grew against the deal. This angered President
Roosevelt
•He used the Big Stick Foreign policy to support Panamanian rebels in
a revolt against Columbia and intervened against Columbia when they
sent troops
•On Nov. 6, the U.S. recognized Panama’s independence and Hays
signed a new treaty with the country of Panama
•Some members of Congress were angered by Roosevelt’s actions but
Roosevelt replied: “I took the canal zone and let Congress debate”
Building the Canal
•Workers in Panama faced many hardships including heat , a damp
tropical jungle, and mosquitoes that swarmed and carried many diseases
including yellow fever and malaria
•Colonel William Gorgas, an Army doctor went to Panama to fight the
diseases
•Gorgas instructed workers to drain swamps, spray insecticide, spread
oil on stagnant pools of water, and cut grassy marshes in order to
destroy mosquito breeding
•By 1906, the measures eliminated most diseases
•Without disease the canal was finished and is regarded as one of the
greatest engineering feats of all time.
•The canal cut through dense jungle and over mountains. Huge amounts
of earth were dug out and used to build a dam, a large lake was created,
and giant locks raised and lowered ships from sea level , over the
mountains, and back down again on the other side.
Policing the Western Hemisphere
Roosevelt Corollary
•America has the right to act as “policeman” in Latin America
•To preserve American interests the U.S. would intervene reluctantly
•This policy was an addition to the Monroe Doctrine
Dollar Diplomacy
•While Roosevelt thought of American power in military terms his
successor William Howard Taft took a different view
•Taft wanted to alter American foreign policy by “substituting
dollars for bullets”
•Taft was willing to intervene in other nations when U.S. business
interests were threatened
•He believed American investments would bring stability to troubled
areas of the world as well as profit and power to the U.S.
Moral Diplomacy
•Woodrow Wilson believed in the ideals of American Democracy.
Wilson understood the need for military power but also attempted to
follow a foreign policy based on moral principles.