Richard A. Silocka
Introduction
The topic of American overseas expansion may be introduced in the following activity. Divide the class into several small groups. Ask each group to list on one side of a piece of paper the way in which they, their peers, and their families depend on or have been affected by countries outside the United States. They should consider such things as family ties, consumer goods, travel, military service. Then have them list on the other side of the paper the roles which the United States government played in any of the items of the first list. Here they might mention such things as import duties, passports, currency changes, military assignments, and citizenship processes. When the lists have been completed, have the groups compare and discuss their lists.
This activity should both personalize the study of foreign affairs for the class and should start students thinking about the ways in which nations become involved with each other and about the roles governments play in these involvements.
Map Work
1.
|
On an outline map of the Caribbean area locate the following: Cuba, Puerto Rico, Santo Domingo, Venezuela, Nicaragua, Colombia, Panama, the Canal Zone, and the Panama Canal. With the completed map before you, discuss in class the strategic relation of countries listed above to the Panama Canal.
|
(figure available in print form)
2.
|
On an outline map of the Eastern part of Asia and the Pacific locate the following: the Philippine Islands, China, Korea, Manchuria, Port Arthur, Japan, Wake Island, Guam, Samoa, Hawaiian Islands.
|
3.
|
Prepare a map talk show about the economic and strategic importance of the Panama Canal to the United States.
|
4.
|
On an outline map of the world show the areas acquired by the United States between 1865 and 1900, with the date when each was acquired.
|
5.
|
On an outline map of the world, show places connected with
The Spanish-American War
, including Cuba, Santiago, Guantanamo Bay, Puerto Rico, the Philippines, Manila Bay, Guam;
The Open Door Policy
: Peking, Port Arthur, Formosa, Shantung Peninsula, Hong Kong, Manchuria.
|
6.
|
Prepare an outline map of the world to show A) European colonial possessions acquired by 1815; B) those acquired between 1815 and 1914; C) American colonial holdings in 1914. How many of these are still colonies?
|
Names, Terms, Events, Places
Are you able to identify and explain the significance of the following:
Individuals and Groups:
Commodore Matthew Perry
|
General Valeriano Weyler
|
William H. Seward
|
Joseph Pulitzer
|
Rough Riders
|
William Randolph Hearst
|
Walter Reed
|
Theodore Roosevelt
|
George W. Goethals
|
Commodore George Dewey
|
Josiah Strong
|
William Jennings Bryan
|
Alfred Thayer Mahan
|
General Leonard Wood
|
James G. Blaine
|
Emilio Aguinaldo
|
Pan-American Union
|
John Hay
|
Queen Liliuokalani
|
Boxers
|
Guerillas
Terms:
isolationism
|
Social Darwinism
|
continentalism
|
Big Stick
|
commercial imperialism
|
customs union
|
Foreign markets
|
“White Man’s burden”
|
debtor nation
|
unincorporated territories
|
jingoism
|
sphere of influence
|
Roosevelt Corollary
|
Open Door
|
Dollar Diplomacy
|
Yellow Press
|
commonwealth status
|
colony
|
Drago Doctrine
|
trusteeship
|
“Manifest Destiny”
Events:
annexation of Midway
|
Maine
|
first Pan-American Congress
|
joint resolution declaring
|
Russo-Japanese War
|
Cuba free
|
Battle of Santiago Bay
|
Teller Amendment
|
McKinley Tariff
|
The Treaty of Paris, 1898
|
“republic” of Hawaii
|
Insular Cases
|
Platt Amendment
Places:
Alaska
|
Manila
|
Santo Domingo
|
San Juan Hill
|
Isthmian Canal
|
Guam
|
Samoan Islands
|
Puerto Rico
|
China
|
Philippine Islands
|
Havana
|
Guantanamo Bay
|
Literature
Divide the class into three groups and assign each group literature that was contemporary in 1898. One group can read
Mr. Dooley on Ivrything and Ivrybody
by Finley Peter Dunne. A second group can use a collection of writings by Mark Twain and the third can read through the writings of Theodore Roosevelt. Finley Peter Dunne was a prolific American humorist who commented on nearly everything; so did Mark Twain. Teddy Roosevelt was also free with his opinions. Therefore all three groups can complete the same reaction sheet on which they will summarize how their individual felt about American expansion, the Spanish-American War, the defects and strengths of Americans, the place of America in the world, the prospects for the future, etc. The individuals in each group will combine their findings as they meet to prepare a “TV commentary” to be made in class. Subsequent discussion can center on students’ reactions to each of the three. How much insight did each have into the American character? What pieces of “advice” ought to be remembered? rejected? Which of the three would be most comfortable in today’s America?
Biographies
Come-to-life color can be found in the lives of great men and women. Use the flow charts included in this unit to aid your students in a study of ethnic heroes, world adventurers and explorers, military persons, Presidents, scientists and inventors, and world leaders.
Book Reports
Another means for introducing students to a variety of approaches to the past is the book review. This approach also assists students to develop their critical abilities. The less able student could be assigned to report on one book, discussing what it is saying, how effectively it is presented, and finally what its importance is. The more able student should be required to do this for two or more books covering the same topic or area. Careful planning of this kind of assignment could mean that individual students will have something “special” or “extra” to contribute to class discussions as the unit or term progresses.
Research Topics
1.
|
Have some students do a research project on the role of the press before and during the various wars in which the United States has been involved. Their research may be limited to a particular time period, or may range all the way from the American Revolution up to the present. Have them consider the following as they do their research.
|
|
A.
|
Does the role of the press right before or during a war seem to have changed over the years, or has it remained constant?
|
|
B.
|
In which war or wars did the press seem to be most active? Least active?
|
|
C.
|
What criticisms have been leveled at the press for its activities before or during a war? Do you think these criticisms were/are justified?
|
|
D.
|
What problems does the role of the press before and during a war raise with respect to the First Amendment guarantees?
|
2.
|
Analyze one of the causes of imperialism.
|
3.
|
Why did naval expansionists want colonies?
|
4.
|
What arguments support the idea that business interests caused war with Spain?
|
5.
|
What arguments deny that business interests caused war Spain?
|
6.
|
How did religious leaders contribute to imperialism?
|
7.
|
Can you reconcile the Teller Amendment with the Platt Amendment?
|
8.
|
Using historical examples clarify the distinctions between A) colony, B) protectorate, C) sphere of influence, D) mandate, and E) trusteeship.
|
9.
|
Research the Northwest Ordinance to see how America provided for governing land and people beyond the original thirteen states. Why was the precedent set up in 1787 not applied overseas?
|
10.
|
The medical research on yellow fever makes a dramatic story. Read DeKruif,
Men Against Death
. And report to your class your findings.
|