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Presentation Plus! The American Republic Since 1877
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Chapter Introduction
Section 1 The Imperialist Vision
Section 2 The Spanish-American
War
Section 3 New American Diplomacy
Chapter Summary
Chapter Assessment
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Chapter Objectives
Section 1: The Imperialist Vision
• Analyze how a desire for more trade and
markets led to political change between
1877 and 1898. 
• Cite the motivations for and methods of
American expansion in the Pacific.
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Chapter Objectives
Section 2: The Spanish-American War
• Describe the circumstances that led to war
between the United States and Spain in
1898. 
• Explain how the war made the United States
a world power.
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Chapter Objectives
Section 3: New American Diplomacy
• Critique Theodore Roosevelt’s foreign policy
as president. 
• Explain the Open Door policy and its effects on
relations between the United States and Asia.
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Why It Matters
During this era, economic and military
competition from world powers convinced
the United States it must be a world power.
The United States became an empire when
it acquired the Philippines and territory in
the Caribbean. American influence in
Central and South America grew as the
United States took a more active role in
Latin American affairs.
The Impact Today
Events of this time continue to influence
American politics. 
• The United States continues to use its
navy to protect its overseas interests. 
• The Panama Canal serves as a major
route for international commerce. 
• Puerto Rico remains tied to the United
States as a commonwealth.
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continued
on next slide
Guide to Reading
Main Idea
In the late 1800s, many Americans wanted the
United States to expand its military and economic
power overseas. 
Key Terms and Names
• imperialism 
• Queen Liliuokalani
• protectorate 
• Pan-Americanism 
• Anglo-Saxonism

• Matthew C. Perry 

• Alfred T. Mahan 
• Henry Cabot Lodge
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the development
of the United States as a world power, use the
major headings of the section to create an
outline similar to the one on page 392 of your
textbook. 
Reading Objectives
• Analyze how a desire for more trade and
markets led to political change between 1877
and 1898. 
• Cite the motivations for and methods of
American expansion in the Pacific.
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Guide to Reading (cont.)
Section Theme
Global Connections America’s growing trade
with the world and rivalry with European
nations led to a naval buildup and a search
for territory overseas.
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Building Support for Imperialism
• Beginning in the 1880s, Americans
wanted the United States to become
a world power. 
• Their change in attitude was a result
of economic and military competition
from other nations and a growing
feeling of cultural superiority. 
• Imperialism, the economic and
political domination of a strong nation
over weaker nations, was a view held
by many Europeans nations as they
expanded their power overseas. (pages 392–394)
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Building Support for Imperialism
(cont.)
• To protect their investments, European
nations exerted control over territories
where they had invested capital and
sold products. 
• Some areas became colonies while
others became protectorates. 
• In a protectorate, the imperial power
allowed local rulers to remain in control
while protecting them against rebellion
and invasion.
(pages 392–394)
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Building Support for Imperialism
(cont.)
• In return, local rulers had to accept
advice from the Europeans on how
to govern their country. 
• Americans wanted to develop overseas
markets to keep the economy strong. 
• Social Darwinists argued that as nations
competed, only the strongest would
survive. 
• Americans used these ideas to justify
expanding American power overseas.
(pages 392–394)
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Building Support for Imperialism
(cont.)
• John Fiske, a historian and writer, wrote
about “Anglo-Saxonism,” the idea that
the English-speaking nations had
superior character, ideas, and systems
of government and were destined to
dominate the planet. 
• Josiah Strong linked missionary work
to Anglo-Saxonism, convincing many
Americans to support imperialism.
(pages 392–394)
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Building Support for Imperialism
(cont.)
Why did Americans increasingly support
imperialism during the 1880s?
(pages 392–394)
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Building Support for Imperialism
(cont.)
Americans wanted to develop overseas markets
to keep the economy strong. Social Darwinists
argued that as nations competed, only the
strongest would survive. John Fiske wrote about
“Anglo-Saxonism,” the idea that the Englishspeaking nations had superior character, ideas,
and systems of government and were destined
to dominate the planet. Anglo-Saxonism was a
popular idea because it fit with the idea of
Manifest Destiny. Josiah Strong linked
missionary work to Anglo-Saxonism, convincing
many Americans to support imperialism. (pages 392–394)
Expansion in the Pacific
• Americans expanded across the Pacific
Ocean and toward East Asia looking for
overseas markets. 
• Americans hoped to trade with China
and Japan, but Japan only allowed trade
with the Chinese and the Dutch. 
• In 1852 President Franklin Pierce
ordered Commodore Matthew C. Perry
to travel to Japan to negotiate a trade
treaty.
(pages 394–395)
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Expansion in the Pacific (cont.)
• In 1854 the Japanese, impressed by
American technology and power, signed
a treaty opening two ports to American
trade. 
• By the 1890s, Japan had a powerful
navy and had set out to build its own
empire in Asia. 
• Following an 1872 recession in Hawaii,
the United States exempted Hawaiian
sugar from tariffs in 1875.
(pages 394–395)
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Expansion in the Pacific (cont.)
• When the treaty later came up for
renewal, the Senate insisted that Hawaii
give the United States exclusive rights
to a naval base at Pearl Harbor. 
• The trade treaty led to a boom in
the Hawaiian sugar industry. 
• The McKinley Tariff in 1890 gave
subsidies to sugar producers in the
United States, causing the sale of
Hawaiian sugar to decline. 
• As a result, the Hawaiian economy
also declined.
(pages 394–395)
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Expansion in the Pacific (cont.)
• In 1891 Queen Liliuokalani became
the queen of Hawaii. 
• She disliked the influence of American
settlers in Hawaii. 
• In 1893 a group of planters, supported by
U.S. Marines, forced the queen to give up
her power after she unsuccessfully tried
to impose a new constitution that
reasserted her authority as ruler of the
Hawaiian people. 
• The group of planters set up a temporary
government and asked the United States
to annex the islands.
(pages 394–395)
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Expansion in the Pacific (cont.)
How did the United States expand in the
Pacific?
(pages 394–395)
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Expansion in the Pacific (cont.)
In 1852 President Franklin Pierce ordered Commodore
Matthew C. Perry to travel to Japan to negotiate a trade
treaty. In 1854 the Japanese signed a treaty opening two
ports to American trade. During an 1872 recession in
Hawaii, the United States exempted Hawaiian sugar from
tariffs. When the treaty later came up for renewal, the
Senate insisted that Hawaii give the United States
exclusive rights to a naval base at Pearl Harbor. In 1893
Queen Liliuokalani of Hawaii was forced, by a group of
planters supported by U.S. Marines, to give up her power
after she unsuccessfully tried to impose a new
constitution that reasserted her authority as ruler of the
Hawaiian people. The planters set up a temporary
government and asked the United States to annex the
(pages 394–395)
islands.
Trade and Diplomacy
in Latin America
• In the 1800s, the United States
wanted to increase its influence in
Latin America by increasing the sale
of American products in the region. 
• Americans wanted Europeans to
realize that the United States was
the dominant power in the region.
(pages 395–396)
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Trade and Diplomacy
in Latin America (cont.)
• Secretary of State James G. Blaine
led early efforts to expand American
influence in Latin America. 
• He proposed the idea that the United
States and Latin America work
together in what came to be called
Pan-Americanism. 
• In 1889 the first Pan-American
conference was held in Washington,
D.C.
(pages 395–396)
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Trade and Diplomacy
in Latin America (cont.)
• The goals of the conference were to
create a customs union between Latin
America and the United States, and to
create a system for American nations
to work out their disputes peacefully. 
• The Latin Americans rejected both ideas. 
• Latin Americans agreed to create the
Commercial Bureau of the American
Republics, an organization that worked
to promote cooperation among the
nations of the Western Hemisphere.
(pages 395–396)
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Trade and Diplomacy
in Latin America (cont.)
• Today this organization is called the
Organization of American States
(OAS).
(pages 395–396)
Trade and Diplomacy
in Latin America (cont.)
What were the two goals of the first PanAmerican conference?
James G. Blaine wanted to create a
customs union between Latin America
and the United States, and create a
system for American nations to work out
their disputes peacefully.
(pages 395–396)
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Building a Modern Navy
• Americans were willing to risk war to
defend American interests overseas. 
• This led to American support for a large
modern navy. 
• Captain Alfred T. Mahan of the United
States Navy published his lectures in a
book called The Influence of Seapower
Upon History, 1660–1783.
(pages 396–397)
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Building a Modern Navy (cont.)
• The book suggested that a nation needed
a large navy to protect its merchant ships
and to defend its right to trade with other
countries. 
• Mahan felt it necessary to acquire territory
overseas for naval bases. 
• Henry Cabot Lodge and Albert J.
Beveridge, two powerful senators, pushed
for the construction of a new navy. 
• By the late 1890s, the United States was
on its way to becoming one of the topranked naval powers in the world. (pages 396–397)
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Building a Modern Navy (cont.)
• In the spring of 1898, war began between
Spain and the United States.
(pages 396–397)
Building a Modern Navy (cont.)
What were the ideas that convinced Congress
to pay for building a strong, modern U.S. navy?
Businesses wanted new markets overseas,
and Anglo-Saxonism convinced many Americans
that they had a destiny to dominate the world.
European imperialism threatened America’s
security. United States Navy Captain Alfred T.
Mahan suggested that a nation needed a large
navy to protect its merchant ships and to defend
its right to trade with other countries. He felt
it necessary to acquire territory overseas for
naval bases.
(pages 396–397)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A 1. the actions used by one
nation to exercise political or
economic control over a
smaller or weaker nation
__
B 2. a country that is technically
independent but is actually
under the control of another
country
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A. imperialism
B. protectorate
Checking for Understanding (cont.)
Explain why Secretary of State James
G. Blaine convened the Pan-American
conference in 1889.
He convened the conference to support
peace and increase trade among the
Americas.
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Reviewing Themes
Global Connections What events in
the world convinced Americans to
support a large navy?
Germany tried to control the Samoa
Islands, a Chilean mob attacked
American soldiers, and the United States
backed Venezuela in a border dispute.
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Critical Thinking
Forming an Opinion Do you think the
United States should have supported the
planters in their attempt to overthrow
Queen Liliuokalani of Hawaii? Why or
why not?
Answers will vary.
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Analyzing Visuals
Analyzing Art Study the painting on
page 394 of your textbook. How is the
U.S. Navy portrayed in relation to the
Japanese residents of Yokohama? Do
you think the artist shows any bias in this
representation? Why or why not?
The U.S. troops are more numerous and
surround the Japanese representatives.
The author does show probable bias.
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Close
Cite the motivations for and the methods
of American expansion in the Pacific.
Guide to Reading
Main Idea
The United States defeated Spain in a war,
acquired new overseas territories, and became
an imperial power. 
Key Terms and Names
• José Martí 
• jingoism 
• William Randolph
Hearst 
• Theodore
Roosevelt 
• Joseph Pulitzer 
• Platt Amendment
• yellow journalism 
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the SpanishAmerican War, complete a graphic organizer
like the one on page 399 of your textbook by
listing the circumstances that contributed to
war with Spain. 
Reading Objectives
• Describe the circumstances that led to war
between the United States and Spain in 1898. 
• Explain how the war made the United States
a world power.
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Guide to Reading (cont.)
Section Theme
Government and Democracy The United States
fought Spain to help Cubans gain their
independence.
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The Coming of War
• Cuba, a Spanish colony, provided wealth
for Spain with sugarcane plantations. 
• In 1868 Cuban rebels declared
independence and began a guerrilla
attack against Spanish authorities. 
• After the attack failed, the Cuban rebels
fled to the United States to plan a new
revolution. 
• Writer and poet José Martí, an exiled
leader of Cuba’s revolution, fled to New
York City.
(pages 399–401)
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The Coming of War (cont.)
• He raised money from Americans and
began purchasing weapons and training
troops to prepare for an invasion of
Cuba. 
• In 1894, after the United States imposed
new tariffs on sugar, the economy of Cuba
was devastated. 
• Martí and his followers began a new
rebellion in February of 1895. 
• They seized control of eastern Cuba,
declared its independence, and set up
the Republic of Cuba in September 1895.
(pages 399–401)
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The Coming of War (cont.)
• At the start of the Cuban revolution,
Americans were neutral. 
• But after reports in two newspapers,
the New York Journal owned by William
Randolph Hearst and the New York
World owned by Joseph Pulitzer,
Americans began to side with the rebels. 
• The newspapers, trying to outdo each
other, began to use yellow journalism
by running exaggerated stories of
Spanish attacks on Cubans.
(pages 399–401)
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The Coming of War (cont.)
• The Cuban rebels attacked and
destroyed American property, hoping
for American intervention in the war. 
• The Spanish appointed General Valeriano
Weyler to serve as governor. 
• He caused the deaths of tens of
thousands of Cuban villagers by sending
them to reconcentration camps. 
• This led Americans to call for intervention
in the war.
(pages 399–401)
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The Coming of War (cont.)
• The Spanish ambassador to the U.S.,
Enrique Dupuy de Lôme, wrote a
private letter, describing President
McKinley as weak and seeking
admiration of Americans. 
• The New York Journal printed the letter,
causing Americans to become angry
over the insult.
(pages 399–401)
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The Coming of War (cont.)
• In February 1898, the U.S.S. Maine,
anchored in Havana, Cuba, exploded,
killing 266 American officers and sailors. 
• Although no one knows why the ship
exploded, many Americans blamed
Spain. 
• President William McKinley did not
want to intervene in the war, fearing
it would cost the United States too
many lives and hurt the economy.
(pages 399–401)
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The Coming of War (cont.)
• Within the president’s own political party,
jingoism was very strong. 
• In 1898, after much pressure, McKinley
authorized Congress to declare war on
Spain.
(pages 399–401)
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The Coming of War (cont.)
What factors led Americans to call for war
against Spain in the late 1800s?
(pages 399–401)
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The Coming of War (cont.)
After sensational reports in two newspapers, the New
York Journal owned by William Randolph Hearst and the
New York World owned by Joseph Pulitzer, Americans
began to side with the rebels. The Cuban rebels
attacked and destroyed American property, hoping for
American intervention in the war. The Spanish Governor
of Cuba, General Valeriano Weyler, caused the deaths
of tens of thousands of Cuban villagers by sending them
to reconcentration camps. This led Americans to call for
intervention in the war. The Spanish ambassador to the
U.S. wrote a letter describing President McKinley as
weak. This angered Americans. In February 1898, the
U.S.S. Maine, anchored in Havana, Cuba, exploded,
killing 266 American officers and sailors. Many
(pages 399–401)
Americans blamed Spain.
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A War on Two Fronts
• The United States Navy’s North Atlantic
Squadron blockaded Cuba. 
• An American fleet in British Hong Kong
was ordered to attack the Spanish fleet
in the Philippines–a Spanish colony. 
• In May 1898, Commodore George
Dewey led a squadron that destroyed
or captured Spanish warships in Manila
Bay in the Philippines.
(pages 401–403)
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A War on Two Fronts (cont.)
• McKinley sent 20,000 American troops
to the Philippines and, along the way,
seized the island of Guam–a Spanish
possession in the Pacific. 
• The American army was untrained and
unequipped. 
• Poor conditions in training camps
resulted in more Americans dying
in training than in battle.
(pages 401–403)
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A War on Two Fronts (cont.)
• In June, American troops advanced
toward Santiago Harbor in Cuba. 
• One group attacked the village of El
Caney, and another group attacked San
Juan Heights. 
• Among the American troops were the
“Rough Riders” led by Colonel Leonard
Wood, with Theodore Roosevelt as
second in command. 
• Both attacks were American victories.
(pages 401–403)
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A War on Two Fronts (cont.)
• Along with the Rough Riders were the allblack 9th and 10th Cavalry Regiments. 
• About one-fourth of the American
troops fighting in Cuba were African
American. 
• Spanish resistance ended with the
surrender of Santiago. 
• On August 12, 1898, Spain and the
United States agreed to a cease-fire.
(pages 401–403)
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A War on Two Fronts (cont.)
Who were the “Rough Riders”?
The “Rough Riders” were a group of
volunteer cavalry regiment from the
American West. The group was a mix of
cowboys, miners, and law officers with
Theodore Roosevelt as second in
command. They attacked Kettle Hill on foot
and assisted in the capture of San Juan Hill.
(pages 401–403)
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An American Empire is Born
• Many Americans supported annexing
the Philippines because it would provide
a naval base in Asia, a stopover on
the way to China, a large market for
American goods, and the ability to
teach “less civilized” peoples. 
• On December 10, 1898, the United
States and Spain signed the Treaty
of Paris. 
• Cuba became an independent country.
(pages 403–405)
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An American Empire is Born (cont.)
• The United States acquired Puerto Rico
and Guam and paid Spain $20 million
for the Philippines. 
• This treaty made the United States an
imperial power. 
• Controlling its new empire was not easy
for the United States. 
• Emilio Aguinaldo, a Filipino revolutionary,
ordered his troops to attack American
soldiers stationed in the Philippines.
(pages 403–405)
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An American Empire is Born (cont.)
• American General Arthur MacArthur was
forced to set up reconcentration camps
resulting in thousands of Filipinos dying. 
• William Howard Taft, the first U.S. civilian
governor of the Philippines, introduced
reforms in education, transportation, and
health care to try to win over the Filipino
people. 
• These reforms slowly lessened Filipino
hostility toward American rule.
(pages 403–405)
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An American Empire is Born (cont.)
• By April 1902, all Filipino resistance
stopped. 
• In 1946 the United States granted
independence to the Philippines. 
• In 1900 Congress passed the Foraker
Act, making Puerto Rico an
unincorporated territory. 
• Congress gradually allowed the people
a degree of self-government. 
• In 1917 Puerto Ricans were made citizens
of the United States.
(pages 403–405)
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An American Empire is Born (cont.)
• In 1947 the island was given the right to
elect its own governor. 
• Today the debate on whether to grant
Puerto Rico statehood, to become an
independent country, or to continue
as a Commonwealth and part of the
United States still exists. 
• After the war, the United States set up
a military government in Cuba. 
• Steps were taken to ensure that Cuba
would remain tied to the United States.
(pages 403–405)
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An American Empire is Born (cont.)
• The Platt Amendment specified that (1)
Cuba could not make a treaty with
another nation that would weaken its
power or allow another foreign power to
gain territory in Cuba; (2) Cuba had to
allow the United States to buy or lease
naval stations in Cuba; (3) Cuba’s debts
had to be kept low to prevent foreign
countries from landing troops to enforce
payment; and (4) the United States would
have the right to intervene to protect
Cuban independence and keep order.
(pages 403–405)
An American Empire is Born (cont.)
• Cuba reluctantly accepted the
Amendment. 
• It was repealed in 1934.
(pages 403–405)
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An American Empire is Born (cont.)
How did the Foraker Act affect Puerto
Rico?
This act meant that the Puerto Ricans were
not citizens and had no constitutional rights.
It also gave Congress the power to pass
whatever laws it wanted for the island.
(pages 403–405)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. extreme nationalism marked
by aggressive foreign policy
A. yellow
journalism
__
A 2. type of sensational, biased,
and often false reporting for
the sake of attracting readers
B. jingoism
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Checking for Understanding (cont.)
Explain why many Americans blamed
Spain for the explosion of the USS
Maine.
Cuba was fighting for its independence,
and many Americans saw the Spanish
as tyrants.
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Reviewing Themes
Government and Democracy Why did
many Filipinos feel betrayed by the U.S.
government after the Spanish-American
War?
The Filipinos did not want their homeland
annexed.
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Critical Thinking
Interpreting Do you think President
McKinley could have taken a different
course of action with Spain over Cuba?
If so, what kind? If no, why not?
Answers will vary.
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Analyzing Visuals
Analyzing Art Examine the painting on
page 391 of your textbook. Considering
what you have learned about the Rough
Riders and this battle, what is inaccurate
about the painting? What kind of artistic
bias is evident in this painting?
The Rough Riders are on horseback
in the painting, but in battle they were
actually on foot. The painting glorifies
the Rough Riders.
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Close
Explain how the war made the United
States a world power.
Guide to Reading
Main Idea
Under President Theodore Roosevelt, the United
States increased its power on the world stage. 
Key Terms and Names
• sphere of influence 
• Open Door Policy 
• Boxer Rebellion

• “Great White Fleet” 
• Hay-Pauncefote
Treaty 
• Roosevelt Corollary 
• dollar diplomacy
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the increasing
presence of the United States in the world,
complete a graphic organizer like the one on
page 408 of your textbook by listing the reasons
President Roosevelt gave for wanting a canal
in Central America. 
Reading Objectives
• Critique Theodore Roosevelt’s foreign policy
as president. 
• Explain the Open Door policy and its effects on
relations between the United States and Asia.
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Guide to Reading (cont.)
Section Theme
Continuity and Change The commercial interests
of the United States spurred its involvement in
distant parts of the world, such as China and
Latin America.
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to listen to the audio again.
Theodore Roosevelt’s Rise to Power
• In the 1900 election, President McKinley
defeated William Jennings Bryan by a
wide margin. 
• On September 6, 1901, Leon Czolgosz
shot President McKinley, who died a few
days later. 
• Theodore Roosevelt, McKinley’s vice
president, became the youngest person
to become president.
(pages 408–409)
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Theodore Roosevelt’s Rise to Power
(cont.)
• Roosevelt believed the United States had
a duty to shape the “less civilized” parts
of the world. 
• He wanted the United States to
become a world power.
(pages 408–409)
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Theodore Roosevelt’s Rise to Power
(cont.)
How did Theodore Roosevelt view the role
of the United States in the world?
He believed the U.S. had a duty to shape
the “less civilized” parts of the world, and he
wanted the U.S. to become a world power.
(pages 408–409)
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American Diplomacy in Asia
• In 1899 the United States was a major
power in Asia. 
• Between 1895 and 1900, American
exports to China quadrupled. 
• In 1894 war began between China and
Japan over what is now Korea. 
• This ended in a Japanese victory. 
• In the peace treaty, China gave Korea
independence and Japan territory in
Manchuria.
(pages 409–411)
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American Diplomacy in Asia (cont.)
• The war showed that China was weaker
than people had thought, and that Japan
had successfully adopted Western
technology. 
• Japan’s rising power worried Russia. 
• Russia forced Japan to give back the part
of Manchuria to China and later made
China lease the territory to Russia. 
• Leasing a territory meant it would still
belong to China but a foreign power
would have control.
(pages 409–411)
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American Diplomacy in Asia (cont.)
• This leasehold became the center of a
sphere of influence, an area where a
foreign nation controlled economic
development such as railroad and
mining. 
• President McKinley and Secretary of
State John Hay supported an Open
Door policy in China. 
• They believed all countries should be
allowed to trade with China.
(pages 409–411)
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American Diplomacy in Asia (cont.)
• Hay sent notes to countries with
leaseholds in China asking to keep ports
open to all nations. 
• Hay expected all powers would abide by
this plan. 
• Secret Chinese societies were
organized to end foreign control. 
• Members of the Boxers started the
Boxer Rebellion.
(pages 409–411)
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American Diplomacy in Asia (cont.)
• Group members invaded foreign
embassies in Beijing and killed more than
200 foreigners and took others prisoner. 
• An international force stopped the
rebellion in August 1900. 
• Theodore Roosevelt won the Nobel
Peace prize in 1906 for his efforts in
ending the war between Japan and
Russia.
(pages 409–411)
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American Diplomacy in Asia (cont.)
• After the peace treaty between Japan
and Russia, relations between the United
States and Japan worsened. 
• Each nation wanted greater influence
in Asia. 
• They agreed to respect each other’s
territorial possessions, to uphold the
Open Door policy, and to support
China’s independence.
(pages 409–411)
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American Diplomacy in Asia (cont.)
• The Great White Fleet, 16 battleships of
the new United States Navy, was sent
around the world to show the country’s
military strength. 
• Visiting Japan did not help the tension
that already existed.
(pages 409–411)
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American Diplomacy in Asia (cont.)
What did Roosevelt do to end the war
between Japan and Russia?
Roosevelt convinced Russia to recognize
Japan’s territorial gains, and he persuaded
Japan to stop fighting and seek no further
territory.
(pages 409–411)
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A Growing Presence in
the Caribbean
• In 1901 the Hay-Pauncefote Treaty
signed by the U.S. and Great Britain gave
the United States exclusive rights to build
and control any proposed canal through
Central America. 
• A French company that had begun to
build a canal through Panama offered to
sell its rights and property in Panama to
the United States.
(pages 412–413)
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A Growing Presence in
the Caribbean (cont.)
• In 1903 Panama was still a part of
Colombia, which refused John Hay’s offer
to purchase the land and gain rights to
build the canal. 
• Panamanians decided to declare their
independence from Colombia and make
their own deal with the United States to
build the canal. 
• The short uprising against Colombia was
supported by the United States, which
sent ships to Panama to prevent
Colombia from interfering.
(pages 412–413)
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A Growing Presence in
the Caribbean (cont.)
• The United States recognized Panama’s
independence, and the two nations
signed a treaty to have the canal built. 
• Construction of the 50-mile canal took
ten years. 
• It shortened the distance from the
Atlantic to the Pacific Ocean by about
8,000 nautical miles.
(pages 412–413)
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A Growing Presence in
the Caribbean (cont.)
• The 1904 Roosevelt Corollary to the
Monroe Doctrine stated that the United
States would intervene in Latin American
affairs when necessary to maintain
stability in the Western Hemisphere. 
• The corollary was first applied to the
Dominican Republic when it fell behind in
its debt payments to European nations. 
• Latin American nations resented the
growing American influence.
(pages 412–413)
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A Growing Presence in
the Caribbean (cont.)
• The new president of the United States,
William Howard Taft, continued
Roosevelt’s policies. 
• He believed that if American business
leaders supported Latin American
development, everyone would benefit. 
• His policy came to be called dollar
diplomacy.
(pages 412–413)
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A Growing Presence in
the Caribbean (cont.)
How did the United States gain the rights to build
the Panama Canal?
Panamanians decided to declare their
independence from Colombia and make their own
deal with the United States to build the canal. The
short uprising against Colombia was supported by
the United States that sent ships to Panama to
prevent Colombia from interfering. The United
States recognized Panama’s independence, and
the two nations signed a treaty to have the canal
(pages 412–413)
built.
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A 1. section of a country where
one foreign nation enjoys
special rights and powers
__
C 2. a policy of joining the
business interests of a
country with its diplomatic
interest abroad
__
B 3. a policy that allowed each
foreign nation in China to
trade freely in the other
nations’ spheres of influence
Click the mouse button or press the
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A. sphere of
influence
B. Open Door
policy
C. dollar
diplomacy
Reviewing Themes
Continuity and Change Why do you
think Latin American nations resented
American influence in the region?
Possible answers: They wanted the
right to self-determination. They knew
that America would act in its own
interests, not the interests of Latin
American countries.
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Critical Thinking
Analyzing How did the Open Door
policy and dollar diplomacy affect U.S.
relations with other countries?
The Open Door policy kept China
open to U.S. trade. Dollar diplomacy
generally created Latin American
resentment.
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Analyzing Visuals
Analyzing Graphs Examine the graph
on page 409 of your textbook. Why do
you think such a small number of U.S.
exports went to China and Japan?
Possible answers: American products
were in little demand; the Chinese and
Japanese could not afford them.
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Close
Explain the Open Door policy and its effects
on relations between the United States and
Asia.
Reviewing Key Terms
Define Match the terms on the right with their definitions on
the left.
__
A 1. the actions used by one
nation to exercise political or
economic control over a
smaller or weaker nation
__
G 2. a policy of joining the
business interests of a
country with its diplomatic
interests abroad
__
B 3. a country that is technically
independent but is actually
under the control of another
country
__
D 4. extreme nationalism marked
by aggressive foreign policy
Click the mouse button or press the
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A.
imperialism
B.
protectorate
C.
yellow
journalism
D.
jingoism
E.
sphere of
influence
F.
Open Door
policy
G.
dollar
diplomacy
Reviewing Key Terms (cont.)
Define Match the terms on the right with their definitions on
the left.
__
C 5. type of sensational, biased,
and often false reporting for
the sake of attracting readers
__
F 6. a policy that allowed each
foreign nation in China to
trade freely in the other
nations’ spheres of influence
__
E 7. section of a country where
one foreign nation enjoys
special rights and powers
Click the mouse button or press the
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A.
imperialism
B.
protectorate
C.
yellow
journalism
D.
jingoism
E.
sphere of
influence
F.
Open Door
policy
G.
dollar
diplomacy
Reviewing Key Facts
Why did the United States seek to
become a world power in the 1890s?
It wanted to compete economically and
militarily with other countries, and there
was a growing feeling of superiority.
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Reviewing Key Facts (cont.)
How did yellow journalism contribute
to American support of the Cuban
revolution?
Newspapers that practiced yellow
journalism made up outrageous
stories about the Spanish treatment
of the Cuban people. They inflamed
American citizens’ negative
sentiments toward the Spanish.
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Reviewing Key Facts (cont.)
What were the provisions of the Treaty of
Paris of 1898?
Cuba became an independent country,
the United States acquired Puerto Rico
and Guam, and the United States
agreed to pay Spain $20 million for
the Philippines.
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Reviewing Key Facts (cont.)
Why did President Theodore Roosevelt
help negotiate peace between Japan
and Russia?
He wanted to prevent any single nation
from monopolizing trade in the Far East.
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Reviewing Key Facts (cont.)
What was dollar diplomacy?
It was the policy that placed less
emphasis on military force and more
on investing American dollars in Latin
America.
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Critical Thinking
Analyzing Themes: Government and
Democracy Why did American
sugarcane planters in Hawaii revolt
against Queen Liliuokalani?
She attempted to impose a new
constitution and to decrease the power
of American planters.
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Critical Thinking (cont.)
Explaining What was the significance
of the year 1898 as a turning point for
the United States?
The United States declared war on
Spain. After the war the U.S. gained
territory outside the continental United
States and established itself as a world
power. The United States also annexed
Hawaii in 1898.
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Geography and History
The map below shows the expansion of the United States in
1900. Study the map and answer the questions on the
following slides.
Geography and History (cont.)
Interpreting Maps
Approximately how
far west is the
island of Guam
from the west coast
of the United
States?
Guam is
approximately 6,500
miles (10,500
kilometers) from the
west coast of the
United States.
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Geography and History (cont.)
Applying
Geography Skills
Why did the United
States acquire so
much island
territory in the
Pacific?
The United States
acquired it for
military and trade
purposes.
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Directions: Choose the best answer to the following question.
Which of the following statements about the Platt
Amendment is true?
A It guaranteed that Cuba would be independent by 1915.
B It prevented the United States from intervening in
Cuban foreign affairs.
C It essentially made Cuba a U.S. protectorate.
D It opened up territory in Cuba to a variety of foreign
powers.
Test-Taking Tip Eliminate answers you know are incorrect.
The Platt Amendment laid out conditions desired by the United
States, and so you can eliminate answers that would not be
beneficial to the United States.
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What was the cause of the Boxer
Rebellion in China?
The fear of foreign control of China
caused several secret societies to
band together and attack foreign
embassies.
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Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
The American Republic Since 1877 Web site. At this site, you will
find interactive activities, current events information, and Web
sites correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://tarvol2.glencoe.com
Language Arts “Yellow” journalism takes its
name from the “Yellow kid” comic strip, which
featured a scrappy little bald kid in a flashy
yellow nightshirt. Drawn by R.F. Outcault, the
comic strip first ran in 1895 in Joseph Pulitzer’s
New York World. The bright yellow ink attracted
readers. Therefore, yellow journalism came to
refer to flashy, unsubstantiated news accounts.
Science Constructing the Panama Canal
involved three main engineering projects. First,
the workers had to excavate the Gaillard Cut,
which was 300 feet (91 meters) wide across the
isthmus. Next, they had to build a dam across the
Chagres River to create an artificial lake. Finally,
they had to construct the canal’s locks. The
hardest job was digging the Gaillard Cut, because
the hill through which the cut runs consists of soft
volcanic material. When workers dug a hole, more
rock and earth would slide into the space or push
up from below.
In 1826, many years before the Pan-American
conference was held in Washington, D.C., Simón
Bolívar convened the Congress of Panama with
the idea of creating an association of states in the
Western Hemisphere. The OAS charter was
signed in 1948. At the same conference,
participants also signed the American Declaration
of the Rights and Duties of Man, which was the
first international statement expressing human
rights principles.
President McKinley
Tenth Calvary
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When President McKinley asked Congress for a
declaration of war, the House of Representatives
voted 311 to 6 in support of the declaration. The
Senate was more evenly divided, voting 42 to 35.
To appease some reluctant members of
Congress, the Teller amendment was added to
the declaration. The amendment called for the
United States to help Cuba become an
independent country once the war had ended.
The Tenth Cavalry was one of four African
American units to serve in Cuba. Although
their courage was highly praised, they were
not considered equals. The U.S. Army did
not abolish segregated units until 1948.
The Boxers
John Hay
U.S. Legislators
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The Boxers, also known as the Righteous and
Harmonious Fists, were members of a secret
society opposed to foreign influence in China.
As the Boxers laid siege to the foreign
legations in Beijing, diplomats, foreign
civilians, and Chinese Christians were trapped
behind barricades for nearly 60 days before an
international rescue team ended the uprising.
John Hay studied law in an office next to
Abraham Lincoln. He was Lincoln’s assistant
private secretary when Lincoln was president.
Many U.S. legislators opposed Roosevelt’s
corollary, claiming that his actions were
unconstitutional because it was the Senate’s
right to make such decisions. Most Americans
approved of the corollary, however, so the
Senate agreed in 1907 to a treaty that
maintained United States control of Dominican
customs.
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to listen to the audio again.
Annex The word annex comes from Latin
and literally means “to bind to.”
Strong Ego
Literature
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Strong Ego William Randolph Hearst sent
artist Frederic Remington to Cuba to cover
events after the explosion of the Maine. When
the expected conflict between the United States
and Spain did not immediately materialize, the
artist asked if he should return home. Hearst
called back, “You furnish the pictures, I’ll furnish
the war.”
Literature Rudyard Kipling wrote “The White
Man’s Burden” in 1899 to persuade the
Americans to make the Philippines a colony.
Anti-Imperialist
Regulating the Canal
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Anti-Imperialist William Jennings Bryan was
nominated for president three times. He lost in
1896, 1900, and 1908. In part his antiimperialist stand helped defeat him. He did go
on to become secretary of state under
President Woodrow Wilson. In that post Bryan
continued to oppose U.S. expansionist policies.
Regulating the Canal Water flows in an out of
the locks by gravity, so no pumps are needed.
Locks are used to handle changes in elevation
along the course of the canal and in tide level
near the seacoast. Cut is an engineering term
for an artificially created passageway or
channel.
Using an Electronic
Spreadsheet
Electronic spreadsheets can help people
manage numbers quickly and easily. Historians
use spreadsheets to easily manipulate
statistical data. You can use a spreadsheet any
time a problem involves numbers that can be
arranged in rows and columns.
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to listen to the audio again.
Using an Electronic
Spreadsheet
Learning the Skill
A spreadsheet is an electronic worksheet that follows a
basic design of rows and columns. Each column (vertical)
is assigned a letter or number. Each row (horizontal) is
assigned a number. Each point where a column and row
intersect is called a cell. The cell’s position on the
spreadsheet is labeled according to its column and row.
Therefore, Column A, Row 1 is referred to as cell A1;
Column B, Row 2 is B2, and so on. 
Spreadsheets use standard formulas to calculate
numbers. You create a simple mathematical equation that
uses these standard formulas, and the computer does the
calculations for you.
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Using an Electronic
Spreadsheet
Practicing the Skill
Use these steps to create a spreadsheet that will
provide the population densities (population per square
mile) of the states in the United States in 1900. 
1. In cell A1 type State; in cell B1 type Population; in cell
C1 type Land area (square miles); in cell D1 type
Population per square mile. 
2. In cells A2–A46, type each state’s name. In cell A47,
type the words Total for the United States. 
3. In cells B2–B46, enter the population of each of the
states listed in cells A2–A46.
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Using an Electronic
Spreadsheet
Practicing the Skill (cont.)
4. In cells C2–C46, enter the land area (square miles)
of each state shown in cells A2–A46. 
5. In cell D2, create a formula to calculate the population
per square mile. The formula tells what cells (B2 ÷ C2)
to divide. Copy this formula into cells D3–D46. 
6. Use the process in step 5 to create and copy a formula
to calculate the nation’s total population (B2 + B3 +
B4 . . .) for cell B47. 
7. Use the process in step 5 to create and copy a formula
to calculate the nation’s population per square mile
(B47 ÷ C47) for cell D47.
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Using an Electronic
Spreadsheet
Practicing the Skill (cont.)
This spreadsheet will give the population density of
each state. Use an almanac, a statistical abstract, or
other reference source to obtain each state’s land area
and population in 1900. Remember that Oklahoma,
New Mexico, Arizona, Alaska, and Hawaii were not
states in 1900.
Teddy Roosevelt and Yellow
Journalism
Objectives
After viewing “Teddy Roosevelt and Yellow Journalism,”
you should: 
• Know the origin of the term “yellow journalism” and
its meaning. 
• Understand the impact of
yellow journalism on Teddy
Roosevelt’s career. 
• Be able to identify examples of
yellow journalism today.
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Teddy Roosevelt and Yellow
Journalism
Discussion Questions
How did “yellow journalism” come into
existence?
During the mid-1890’s publishers Joseph
Pulitzer and William Randolph Hearst
employed a sensational style of reporting
(rather than an objective one) that came
to be called yellow journalism.
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Teddy Roosevelt and Yellow
Journalism
Discussion Questions
Where can you find examples of yellow
journalism today?
Examples of sensational reporting can be
found in print and broadcast media,
including tabloid newspapers and cable
television.
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Spanish-American War in the Philippines
and the Caribbean, 1898
U.S. Deaths in the Spanish-American War
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