Materials

• Computer with Internet access
• LCD projector
• Map of Latin America

Instructional Activities

1. Explain to students that as the 20th century began, the world “became smaller.” Discuss what this means. Encourage students to think about changes in communication and transportation that made interaction with other nations easier. Discuss how these changes may prevent a country from closing her borders and remaining uninvolved in international affairs. Provide timeline of communication and transportation progress, including events such as the following:
   •  In 1492, Christopher Columbus’ journey from Spain to San Salvador began August 3 and ended October 12. (Point out the routes of this journey.)
   •  In 1830, the telegraph could send 40 to 50 words per minute.
   •  In 1840, the cruise ship Britannia made a transatlantic crossing in 14 days.
   •  In 1840, the journey on the Oregon Trail from Independence, Missouri, to Oregon City, Oregon, took five months.
   •  In 1860, the pony express could travel 10 miles per hour, changing horses every 10 to 15 miles and riders every 100 miles.
   •  In 2004, one can call most places in the world and connect within seconds.
   •  In 2004, a flight from Virginia to Hong Kong will take 16 hours with one stop
   
   
2. Explain that by 1895, European nations had carved out “spheres of influence” in China. Discuss briefly what this means. Explain that the United States was fearful of being excluded from this trading opportunity. Discuss with students why this might alarm the United States (lack of a foreign market for our products).
   
   
3. Display the following prompt on the board or overhead:
   
   In an effort to open trade opportunities for the United States in China, Secretary of State John Hay proposed in 1899 an Open Door Policy to European leaders and Japan call for equal trading routes for all countries. When no country responded to Hay’s letters, he announced that it was approved.
   
   If you have access to a projector to display a Web site, display the following political cartoon and encourage students to interpret its meaning. <http://www.boondocksnet.com/gallery/us_000100a.html>. NOTE: Press “Reset” if the cartoon does not appear. Discuss briefly whether or not the United States had a right to expect a trading opportunity in the Far East. Also, encourage students to discuss whether John Hay had the right to declare the Open Door Policy. The following Web site may prove helpful to this discussion: <http://www.u-s-history.com/pages/h908.html>.
   
   
4. Display the following prompt on the board or overhead:
   
   In an attempt to discourage European intervention in Latin America, President Taft established in 1912 “Dollar Diplomacy.” This was the policy of the United States loaning countries in Latin America money so they would not be encouraged to go to European countries for economic assistance.
   
   Explain that since the early 1800s, the United States has attempted to limit European intervention in Latin America. Display a map of Latin America, and review the areas included. Remind them that the Monroe Doctrine warned European nations not to attempt to establish new colonies in Latin America. The Roosevelt Corollary to the Monroe Doctrine declared that the United States intended to intervene, with force if necessary, in Latin American nations to prevent European interventions. United States influence in Latin America grew during the Taft Administration. Check for student understanding of the Monroe Doctrine, Dollar Diplomacy, and Roosevelt Corollary. The following Web site may prove helpful to this discussion: <http://www.mtholyoke.edu/acad/intrel/taft2.htm>.
   
   
5. Explain that historically, U.S. presidents’ terms have often been characterized by policies or programs instituted during their presidency. For example, Lyndon Johnson’s presidency is often referred to as the “Great Society” and Franklin Roosevelt’s first term was known as the “New Deal.” Sometimes presidential candidates define the focus of their planned presidency during the campaign. Often that focus shifts as a result of world events. For example, President George W. Bush’s tenure in office began on the platform of education reform. The tragedies of September 11, 2001, when terrorists caused planes to crash into the World Trade Center, the Pentagon, and in Pennsylvania, changed his focus, which may define his presidency. Ask students to imagine that they are the president and to share what issues would define their presidency.
   
   
6. Display the following prompt on the board or overhead:
   
   Growth in international trade during the late 1800s and early 1900s contributed to a “global economy.”
   
   Guide students in a discussion of the definition of a “global economy.” Encourage them to think about what historical events contributed to this globalization. Encourage them to think about products they have in their home that were not produced in the United States. Prompt discussion by asking whether it is practical in today’s world for a country to isolate itself economically.
   
   
7. Assign a teacher-selected reading, worksheet, or other reinforcement activity, using available resources.