5-3 The student will

demonstrate an understanding

of major domestic and foreign

developments that contributed

to the United States becoming

a world power.

INDUSTRIAL REVOLUTION is

the period from the Civil War to

the early 1900s. Advances in

industry, communication,

transportation, and agriculture

contributed ideas that changed

life for the whole world.

5-3.1 Explain how the Industrial Revolution was furthered by new inventions and technologies, including:

• methods of mass production and

transportation

• the invention of the light bulb, the telegraph, and the telephone.

Mass production—was a system in which one laborer would learn a single step in the production of a product. Production increased, but the worker was often bored.

The assembly line was an adjustment to the division of

labor system. Revolving around the idea of a conveying belt, and using interchangeable parts, it

lowered the cost of labor. Production was increased and

the cost saved was passed to the consumers.

Interchangeable Parts

Mass transportation allowed workers in densely populated areas to get to work. People could live away from the city. Most Eastern cities had horse-drawn carriages and steam railroads built on elevated tracks.

Intercity trains followed, as did cable cars, electric streetcars or trolleys and finally subway systems and

automobiles.

So as you can see, the major changes in the United States was because we were moving from an

AGRICULTURAL society to an MANUFACTURING society!

5-3.2 Identify prominent inventors and scientists of the period and summarize their inventions or discoveries, including:

• Thomas Edison• Alexander Graham Bell• The Wright Brothers• Albert Einstein.

Thomas EdisonThomas Edison

• born February 11, 1847 in Ohio

• very little formal education

• scarlet fever at age 14 left him 100% deaf in left ear and 80% in right

• loved to read and had many jobs

• not a good money manager

• died October 18, 1931 at age 84

Thomas Edison invented…Thomas Edison invented…

• electric light bulb

• system for generating and distributing electricity

• phonograph, vitascope, dictaphone, mimeograph, storage battery

• made improvements to the telephone and added sound to movies

“Many of life’s failures are people who did not realize how close they were to success when

they gave up.”

~Thomas Edison

He built a machine that could speak.

Alexander Graham BellAlexander Graham Bell

• born in Scotland in 1847

• his father was a teacher; his mother was deaf

• he was good at music and science

• taught deaf students during the day;

experimented with sound at night

• began working with Tom Watson

Alexander Graham Bell…Alexander Graham Bell…

• 1876 invented the telephone

•1915 made the first telephone call across the United States

• had ideas for solar energy and energy from methane gas

• had the idea to remove water vapor from air, and help the deaf

“A man, as a general rule, owes very little to what he is born with –

a man is what he makes of himself.”

~Alexander Graham Bell

The Wright BrothersThe Wright Brothers

• Wilbur was born April 16, 1867 in Millville, Indiana

• Orville was born August 19, 1871 in Dayton, Ohio

• worked in printing, machinery design, newspaper publishing, and in bicycle manufacturing (which financed their flying experiments)

The Wright BrothersThe Wright Brothers

• neither attended college

• they founded the Wright Company to build and produce airplanes for the U.S. Army

• Wilbur died suddenly in 1912 of typhoid fever

• Orville died in 1948

The Wright Brothers The Wright Brothers

• they achieved the first powered, sustained, and controlled flight in 1903 with a heavier-than-air flying machine at Kitty Hawk, NC

• Orville flew for 12 seconds and went 120 feet; Wilbur flew 852 feet in 59 seconds (four flights that day)

A glider piloted by Wilbur Wright at

Kitty Hawk.

“We could hardly wait to get up in the

morning.”

~Wilbur Wright

E=mc²

Albert EinsteinAlbert Einstein

• born in Germany on March 14, 1879

• enjoyed classical music and played the violin

• won the Nobel Prize for Physics in 1921

• died on April 18, 1955

Albert Einstein inventedAlbert Einstein invented

• scientific theories (energy and light)

• E=mc2 is from his theory of relativity which states that energy equals mass times the speed of light squared

• his ideas helped to pave the way for laser technology, nuclear energy, vacuum tube

“Anyone who has never made a mistake

has never tried anything new.”

~Albert Einstein

Inventors Cereal

Each student will be given an important inventor and create a cereal box on that person.The idea comes from reading the back of your cereal box with your morning breakfast. The box may be a real cereal box wrapped and decorated with your knowledge of the Inventor. Instead of nutrition facts, you may make fun facts or fascinating facts of your person.You must include the following on your box:___ Biography (the story of a person’s life written by another)___ At least 8 fun facts about that persons’ life.___ At least 1 picture or representation of your person___ A box that will represent a cereal box___ Explain why this person and their invention(s) were important in history.Grading Scale: 25-21 points = A; 20-16 points = B; 15-11 points = C; 10-6 points = D; 5 or less = F

0 1 2 3 4 5

2 or fewer fun facts 3 or fewer fun facts 4 or fewer fun facts 5 or fewer fun facts 7 or fewer fun facts 8 or more fun facts

Biography is not informative; many mistakes and errors which cause the reader to not understand the content.

Biography is not very informative; numerous mistakes in spelling and punctuation take away from the reader’s ability to understand.

Biography is not thorough enough; more information is needed; more than 6 mistakes in punctuation or spelling

Biography could use a little more information; 3-6 mistakes in spelling or punctuation.

Biography is thorough; 2-3 mistakes in spelling or punctuation.

Biography is thorough, no mistakes in spelling or punctuation.

No pictures included of inventor

At least one picture of inventor included

Importance of person is not informative; many mistakes and errors which cause the reader to not understand the content.

Importance of person is not very informative; numerous mistakes in spelling/ punctuation take away from the reader’s ability to understand.

Importance of person is not thorough enough; more information is needed; more than 6 mistakes in punctuation or spelling

Importance of person could use a little more information; 3-6 mistakes in spelling or punctuation.

Importance of person is thorough; 2-3 mistakes in spelling or punctuation.

Importance of person is thorough, no mistakes in spelling or punctuation.

Project is messy. Writing is illegible. Pieces are coming off. Personal best is not apparent.

Project is messy. Pieces are coming off. Edges are rough and writing is not very legible.

Project is not very neat. Edges are rough. 2 or 3 pieces are coming off.

Project is okay. Edges are rough. 1 or 2 pieces are coming off.

Project is neat; 1 or 2 pieces seem rushed. Personal best is obvious

Project is very neat, put together well; personal best is obvious.

Scoring Rubric

5-3.3 Explain the effects of immigration and urbanization on the American economy during the Industrial Revolution, including:

• role of immigrants in the work force• the growth of cities• the shift from an agrarian to an industrial economy• the rise of big business.

Immigrants in the Work ForceImmigrants in the Work Force

• new arrivals had to find a place to live and a job

• some started their own small business while others worked in factories, mines, and railroads

Immigrants in the Work ForceImmigrants in the Work Force

• they faced hardship and prejudice

• forced to take low-paying or undesirable jobs to make a living

• children often worked in the mills, mines, or farms

The Growth of CitiesThe Growth of Cities

• cities were overcrowded, dirty, and noisy

• traffic was bad

• violence increased

• prejudice was aimed at immigrants

The PoorThe Poor

• tenements often had no windows, no heat, no inside bathrooms

• outbreaks of disease were common

• more than half of all babies died before their first birthday

The Middle ClassThe Middle Class

• lived in row houses or new apartment buildings

• diseases were kept under control

• joined clubs and charity groups

The RichThe Rich

• lived a lavish lifestyle in the prime parts of the cities

Virtual Field Trip to Ellis Island

http://teacher.scholastic.com/activities/immigration/

Economy: Agrarian to Economy: Agrarian to IndustrialIndustrial

• the development of farm machinery reduced the need for rural labor

• after the Civil War, blacks moved to the cities for better jobs and schools

The Rise of Big BusinessThe Rise of Big Business

• they took risks to create wealth

• provided jobs for many people

• provided goods and services

• destroyed competition

Cornelius Cornelius VanderbiltVanderbilt

RailroadsRailroads

Andrew Andrew CarnegieCarnegie

SteelSteel

J. P. J. P. MorganMorgan

BankingBanking

John D. John D. RockefellerRockefeller

OilOil

5-3.4 Summarize the significance of large-scale immigration and the contributions of immigrants to America in the early 1900s, including:

• the countries from which they came• the opportunities and resistance they faced when they arrived• the cultural and economic contributions they made

So where did the immigrants come from?

Immigrants in the late 19th and early 20th centuries (1800s- 1900s) came increasingly from eastern and southern Europe.

Before 1890 most immigrants came from western Europe (Ireland, Great Britain, Germany). We referred to these people as Anglo-Saxons.

Immigration from Europe

Before 1890:

Western Europe

After 1890: Eastern and

Southern Europe

The “new” immigrants arriving after 1890 came from southern and eastern Europe (Italy, the Slavic states of the Balkan Peninsula, Russia).

Many of the new immigrants wereCatholics or Jews, whereas the old

immigrants had been mostly Protestants.

 Immigration from China was

significantly limited by the 1890s because of U.S. government

restrictions that required that newimmigrants prove that they had

relatives already living in the United States.

Others came from Canada, Mexico, Cuba, Puerto Rico, China, Japan, and the Philippines.

 Immigration from Japan

slowed because of an agreement between the United States

government and the government of Japan in

the early 1900s.

Others came from Canada, Mexico, Cuba, Puerto Rico, China, Japan, and the Philippines.

Why did the immigrants come to America?

Push and Pull

• What were push and pull factors that caused immigrants to leave their homelands (push) and move to America (pull)?

• Push=bad things that happened in their home country

• Pull= Opportunities and good things that encouraged people to move to America

Push and Pull

• Immigrants came to the United States for many reasons. Some were “pushed” out of their home country; others were “pulled” to the United States.

Push Factor

• Many fled (left) their home country in order to get away from religious persecution, war or poverty.

Pull Factor

• Almost all immigrants were pulled by the opportunity to make money in America because of the growing economy.

Pull Factor

• They also came for political freedom and social equality.

Ellis IslandImmigrants from

Europe were processed here. Doctors checked

them for dangerous diseases and

questioned them regarding where

they would live and work.

They arrived on the ship deck…

… and waited to land at Ellis Island.

These men arrived from southern Italy in 1911.

The children wore arrival tags.

Angel Island

Immigrants from China were processed here. These immigrants had to prove

they already had family members living in the United States.

Immigrants faced resistance from native-born

Americans for many reasons.

Anti-Catholicprejudice was widespread among

American Protestants who believed that since Catholics followed the

authority of the Pope in religious matters they would not be good

American democrats.

Americans alsofeared that city political bosses were

manipulating the votes of their immigrant constituents andpromoting corruption in city

government.

‘Native-born’ Americans were prejudiced against the new

immigrants because Americans believed that they were morally corrupt

and associated them withdrinking and radical labor politics.

The anti-drinking temperance movement was largely directed against

immigrants.

Some Americans thought European immigrants drank too much alcohol, and that they encouraged Americans to drink,

too.

Groups formed in America to make alcohol consumption illegal.

Industrialization in America brought conflict and stress between businesses and the labor

force. In the 19th century, the labor force began to form Labor Unions that would help them to

bargain for better rights. The first of these were limited in being

successful because of the imbalance of power.

There were occasional strikes that showed the signs of conflict between employers and

workers.

Opposition to labor unions was, in part, the result of fear of foreign radicals.

Native-bornworkers feared that new immigrants would take their jobs or drive down

wages.

Ideas such as SocialDarwinism and Anglo-Saxon superiority

also contributed to anti-immigrant prejudices and a movement to

restrict immigration.

Many Americans felt that the life of humans in society was a struggle for existence ruled by

"survival of the fittest," as the scientist Darwin said of plants and animals. Wealth was said to be a sign

of natural superiority, its absence a sign of unfitness.

Native-born Americans were of Anglo Saxon descent, meaning they were racially “white.” They

argued that the United States had a responsibility to spread Christianity and "civilization" to the world's

"inferior peoples." This viewpoint narrowly defined "civilization"

according to the standards of only one culture.

Immigration from China was limited in the 1880s because native-born

Americansdid not want to compete with the

Chinese for jobs.

When the public schools in San Francisco set up a

segregated school system for Japanese immigrant children, the

resulting diplomatic confrontation with the Japanese government led to

limitations on immigration from Japan imposed by the Japanese government

[Gentleman’s Agreement].

The Gentlemen's Agreement of 1907 was an informal agreement between the United States and the Empire of Japan

whereby the U.S. would not impose restriction on Japanese immigration or students, and Japan would not allow

further immigration to the U.S.

The goal was to reduce tensions between the two powerful Pacific

nations.

Some reformers wanted to place restrictions on immigration by requiring

a literacy test (just like Southerners were limiting the political power of the

African Americans).

In the1920s, immigration was restricted

through a quota system that discriminated against immigrants who

arrived after 1890 – the ‘new’ immigrants.

Native-born Americans felt immigrants took their jobs and were gaining

political power.

Despite this resistance, immigrants continued to find political, social and

economic opportunities in theUnited States.

Immigrants found jobs in American factories and comfort in the ethnic

neighborhoods thatdeveloped in the cities.

Public schools had been established in the early 1800s as a means of

assimilatingimmigrants into American democratic

and social values. These schools provided educational

opportunities for those immigrant children who did not have to work to

help their families survive.

Immigrants had the opportunity to vote and some even gained political office

with the support of theirimmigrant communities.

Others started their own businesses.

In turn, immigrants have made many contributions to the

growth and development of the United States.

The majority of workers who built the transcontinental railroads were Irish

and Chinese immigrants.

Some first generation immigrants were entrepreneurs who promoted economic

growth such as AndrewCarnegie and Alexander Graham Bell

from Scotland.

Immigrants supplied a great part of the labor force

that helped to make the U.S. the world’s largest

industrial power by the end of the 19th century.

Second and third generation immigrants

went to school and became doctors, lawyers

and businessmen.

Immigrant groups also contributed to the political and cultural life of the

nation.

Immigrants turned out tovote in large numbers and exercised political influence through the political

bosses and political clubs inethnic neighborhoods.

Although at first diversity provoked resistance from native-born Americans.

Eventually the diversity provided by

immigration helped to promote tolerance and a more democratic

society.

Ethnic neighborhoods provided foods and customs that gradually became

part of the Americanculture, including such diverse

contributions as Santa Claus and pizza.

5-3.5 Explain how building cities and industries led to progressive reforms, including:

• labor reforms• business reforms • Prohibition.

The progressive movement developed in response to the social and

political problems that arose as aresult of the growth of industry and

cities in the late 19th century.

Progressivism was largely a middleclass movement that promoted the idea that society’s problems could be solved

by the passage of laws.

Big Business.asf30 minutes

Progressivism

Progressive pete

Let’s practice what we’ve learned!

The movement started as a political response to problems at the city

government level and moved to the

state and national level.

As cities grew with the increase in immigration and movement from the farm, middle class

Americanswere concerned about the living conditions and

the corruption of city governments.

Crowded conditionsled to problems providing sanitation, water and housing and contributed to the opportunities forcorruption among city officials who were often

supported by their ethnic constituents.

Middle classAmericans lived in the cities too and paid taxes

for city government.

Progressive reformers advocated theestablishment of city parks and beautification

projects, safer housing and sanitation.

They also promotedteaching immigrants to adapt to their new country

by establishing settlement houses where immigrants

were taught social skills.

Progressives were also very concerned about unsafe conditions

in factories and about the long hours that

workers, particularly women and children, were expected to work.

However, they did not support laborunions’ actions such as collective bargaining and strikes to address

these issues.

Instead they advocatedthe passage of laws.

Conditions in the factories were publicized by the increasingly popular newspapers

and magazines, illustrated with photographs

showing the unsafe working conditions.

Writers of exposesabout corporate power and unsafe working conditions

were called muckrakers, a term first used byPresident Teddy Roosevelt, because they exposed the

corruption of the system.

Reformers advocatedrestricting child labor and passing laws requiring

that children attend school.

This was in direct opposition to the wishes of many working class families who needed the

income provided by theirworking children.

Somecompulsory school attendance laws were passed at the state level, but a federal child labor law wasdeclared unconstitutional by the Supreme Court.

The federal government did not successfully enforce child labor laws or minimum wage and maximum hours laws for workers until the New

Deal reformsfollowing the Great Depression in the 1930s.

Progressives were more successful at the federal level in addressing the problems

associated with BigBusiness.

Progressives feared that Big Business not only had too much control over the economy but also

that trusts had too much influence over the American government.

Business Reforms

Some companies joined together to form trusts. Acting like monopolies, competition was destroyed and higher prices were charged. The Sherman Antitrust Act was passed allowing the government to force trusts to break up into smaller companies.

However, this law did not end monopolies because the Supreme Court limited its

effectiveness.

When Theodore Roosevelt became president in 1901, there was an assertive progressive in

the White House.

The president was encouraged by muckraking writers such as Ida Tarbell, who exposed

the oil trust, and Upton Sinclair, who exposed the meat-packing trust.

Roosevelt began to use the old lawto successfully break up trusts and earned the name

“trust-buster.”

Roosevelt also protected the rights ofthe consumer by pushing for the passage of the Meat Inspection Act and the Pure Food and Drug Act and

he promoted the regulation of railroads.

Theodore_Roosevelt.asf6 minutes

Mukraker News!

What a Tragedy!

Presidents William Howard Taft and Woodrow Wilsoncontinued this work and are known, along with

Roosevelt, as the progressive presidents.

TaftWilson

T. Roosevelt

Progressives were also concerned about improving society by controlling the moral behavior of allAmericans and particularly of the immigrants.

The movement to limit the consumption of alcohol [thetemperance movement] had been going on since the

time of the American Revolution and got a popularboost as a result of the influx of immigrants in the late

19th century.

ProhibitionSome states passed prohibition laws

and others passed blue laws to limit the sale of alcohol.

Blue Laws were passed to help solve some social problems. One law prevented people from buying alcohol on Sundays. When the manufacture and sale of alcohol was made

illegal, crime flourished.

When World War I started, propaganda againstthe Germans, who were known for their beer drinking,

and the voluntary rationing of grain, helpedprogressives push through Congress a national

prohibition amendment that was then ratified by the states.

The 18th amendment outlawed the manufacture and sale of alcoholic beverages.

However, it could not stop people from drinking, and thus it promoted illegal activities such as

bootlegging and speakeasies untilit was repealed by the 21st amendment in the

1930s.

World War I helped to pass progressive initiatives such as

Prohibition and women’s suffrage.

5-3.6 Summarize the actions by the United States that contributed to the rise of this nation as a world power, including:

• the annexation of new territory following the Spanish-American War• the role played by the United States in the building of the Panama Canal• the role played by the United States in World War I.

As a result of the economic development of the late 19th century, the United States became a

leadingindustrial producer and this contributed to the nation’s rise to world

power.

Economic growth led manyAmericans to advocate for a larger role in the world in order to secure

sources of raw materials andmarkets for the finished products of

American factories.

Many people in the United States believed that

they had a God-given right to expand across the seas as they

had done across the continent. This new Manifest Destiny was also

motivated by the missionary spirit and the idea of American superiority

[SocialDarwinism] as well as by economics.

All of these motivations played a role in the United States’declaration of war against

Spain, in the American involvement in the Panamanian

revolt which led to thebuilding of the canal, and in the American involvement in World

War I.

The United States Buys Alaska!

Read pages 250-251 in your text book.

Spanish – American War

• Puerto Rico & Cuba – Spain’s Empire

• 1895: Cubans revolted against the Spaniards…imprisoned Cubans

• Americans were angered by this treatment and because American buisness were being destoyed.

• Now read pages 253-255 in your text book.

The outbreak of the Spanish American war led to the

annexation of territories by the United States. Atthe start of the war, the

United States declared that it had no intention of annexing

Cuba.

However, theUnited States quickly annexed Hawaii, where a revolt led by

American businessmen had alreadyoverthrown the Hawaiian queen

[1893]. Hawaii was an ideal fueling stop on the way to the markets of

China.

Now read page 252 in your text.

The Spanish American War started with the takeover of Manila

harbor in the Spanish colony ofthe Philippines by the American

fleet stationed in the Pacific [1898]. The Philippines would

provide anideal location from which to

access the markets of China.

The Spanish in Cuba were quickly defeated and a treaty was negotiated by the executive

branch andratified by the Senate that granted the United States control of formerly Spanish territories

includingGuam, the Philippines and Puerto Rico.

Despite the armed protests of Filipinos who sought

independence, the United States continued to control the Philippines as a territory until the

end of WorldWar II.

Cuba was occupied by American forces off and on for more than 30

years and the United Statessecured a permanent naval base on the island of Cuba. Eventually Hawaii was admitted as the 50th

state.The United States continues to

control Guam and the territory of Puerto Rico today.

The United States also played a significant role in a revolution in Panama. Since the time of the

California Gold Rush, it was evident that Americans wanted a quick ocean

route from the east coast to thewest coast. The desire to expand trade

with the Far East intensified this desire.

The Panama Canal

Now read pages 256-258 in your text.

The dangerous work of building

the Panama Canal.

President TheodoreRoosevelt offered Colombia, which controlled the Isthmus of Panama,

money for the right to build acanal. Colombia rejected the offer. A

few Panamanians organized a bloodless revolution that was

supported by American gunboats and then signed an agreement with the United States allowing the US to

lease the isthmus and build the canal.

The building of the Panama Canal allowed American

commercial and war ships to travel from the Atlantic to the

Pacific more quickly and contributed to

America’s commercial and military might and to its image

as a world power.

THE WAR BEGINS!

Read pages 272-274

May 17, 1915

• May 7, 1915 brought the United States into World War I. A German submarine sank the British ocean liner Lusitania off the coast of Ireland. More than 1,000 passengers were killed, including 128 Americans. The people of the United States were shocked! Wilson did not declare war, but instead asked Germany for an apology, for damages to be paid, and for a promise not to attack any more passenger ships. Italy then entered the war for the Allies and attacked Austria-Hungary from the south.

Sinking the Lusitania: 1915

• In February, 1915, the German government announced an unrestricted warfare campaign. This meant that any ship taking goods to Allied countries was in danger of being attacked. This broke international agreements that stated commanders who suspected that a non-military vessel was carrying war materials, had to stop and search it, rather than do anything that would endanger the lives of the occupants.

Sinking the Lusitania: 1915 cont.

• The Lusitania, was at 32,000 tons, the largest passenger vessel on transatlantic service, left New York harbour for Liverpool on 1st May, 1915. It was 750ft long, weighed 32,500 tons and was capable of 26 knots. On this journey the ship carried 1,257 passengers and 650 crew.

Sinking the Lusitania: 1915 cont.

• At 1.20pm on 7th May 1915, the U-20, only ten miles from the coast of Ireland, surfaced to recharge her batteries. Soon afterwards Captain Schwieger, the commander of the German U-Boat, observed the Lusitania in the distance. Schwieger gave the order to advance on the liner. The U20 had been at sea for seven days and had already sunk two liners and only had two torpedoes left. He fired the first one from a distance of 700 metres. Watching through his periscope it soon became clear that the Lusitania was going down and so he decided against using his second torpedo.

Sinking the Lusitania: 1915 cont.

• After a second, larger explosion, the Lusitania rolled over and sank in eighteen minutes. A total of 1,198 people died (785 passengers and 413 crew). Those killed included 128 US citizens.

"The World In Shambles"

• "It is a fearful thing to lead this great peaceful people into war.... but the right is more precious than peace, and we shall fight for the things which we have always carried nearest our hearts."

•Woodrow Wilson

At first, the United States tried to maintain a neutral role in World War

I. It is important that studentsunderstand that America became

involved in the war reluctantly as a result of a multitude of factors.

Wartime propaganda [similar to the yellow journalism of the Spanish American War period], traditional

sympathies and commercial ties with and loans to Great Britain strained

neutrality.

Most importantly, theunrestricted submarine warfare declared by the Germans on the

high seas and waged against neutral ships

trading with Britain and France led the President Woodrow Wilson to ask the Congress for a declarationof war to “make the world safe for

democracy.”

The sinking of the Lusitania [1915] was not

the directcause of the US

declaration of war [1917]. It was only one incident in a series of sinkings.

Theinterception of the Zimmerman telegram

by the British and its publication by sensationalist press in the

United States led the American public to support going to war. American

troops, known as doughboys,were instrumental in repelling the final

assaults of German troops on the western front and breaking the

deadlock of trench warfare.

The Central Powers (Germany, Austria Hungary and the Ottoman Empire)

agreed to an armistice with the Allies (Great Britain, France and the United States) on the

condition thatpeace negotiations would be based on Woodrow

Wilson’s 14 Points.

President Wilson played asignificant role at the peace negotiations,

although many of his 14 Points were ignored by the othernations.

Wilson helped to redraw state borders in Europe so that they better reflected nations,

groups ofpeople with the same language, religion and

ethnic heritage.

The Treaty of Versailles included aninternational peace-keeping organization,

the League of Nations, which Wilson hoped would put an end

to war.

However, the United States Senate refused to ratify the treaty because many Senators

thought thatthe League of Nations would compromise Congress’s constitutional right to declare

war.

Despite theirrefusal to join the League, the United States

continued to be involved in world trade in the 1920s.

In the1930s, the Congress limited American

involvement in world affairs in a series of laws called theNeutrality Acts.

These acts attempted to keep the United States out of the war that was brewing inEurope by addressing what Americans thought were the causes of American

involvement in World War I.

When the United States finally became involved in World War II, the U.S. allied with

Great Britain,France and others as the United Nations.

This alliance became the basis for the creation of the, the United

Nations after World War II, which replaced the League of Nations with a more effective

peace-keepingorganization.

New Territory

• Alaska – Russia

• Increase the US size by 20%

• March 30, 1867, US bought Alaska for $7.2 million.

• In 1912, it became the 50th state of the US.

• Known for their salmon and gold

New Territory

• Hawaii – Europe – under a Queen: Liliuokalani

• Americans worked in Hawaii; however, the Queen did not like the agreement. Therefore, she did not sign the new agreement

• Revolt: American planters gained power

• Hawaii was annexed in July 1898