How did the Monroe Doctrine reflect the attitude and
interests of the United States toward Latin America?
Jose M. Mayorga
CIEP 475
Summer II 2012
Loyola University Chicago
1 1. Title: How did the Monroe Doctrine reflect the attitude and interests of the United
States toward Latin America?
2. Overview:
•
•
•
•
•
This lesson can proceed after covering Independence in Latin America
This lesson will require 2-3 (55min.) class sessions.
The grade range for this topic are 10-12th grades
This lesson can be applied in: World Studies as a part of a unit on imperialism or in U.S.
History as a part of Nationalism/Expansionism.
Prior to this lesson during the 2nd quarter the students will have studied how the Latin
American colonies broke away during the early part of the 19th century. As the new
governments strove to recover from the calamitous costs of independence the European
monarchies strove to reassert their political and economic control. The United States faced
a choice. Make a joint declaration with the British or strike out on its own? With fears of a
rapprochement between ancient enemies in Europe the United States responded.
President James Monroe in 1823 warned the European powers the he ”would consider any
attempt on their part to extend their system to any portion of this hemisphere as
dangerous to our peace and safety.” (Keen and Haynes 521-528) A policy statement that
would be known as the Monroe Doctrine and set the tone for American foreign policy from
then onward. This would also set the context for future American intervention especially in
Latin America.
3. Objectives:
•
•
•
Analyze primary sources in the form of editorial cartoons from the Library of Congress
to decode the significance of the caricatures; and contextualize them in terms of the
interests and attitudes of the United States toward Latin America.
Demonstrate understanding of the Monroe Doctrine as it pertains to Latin America.
Write an FRQ (Free Response Question) to one focus question.
4. Standards (State and Common Core):
•
RH (9-10) 1. Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of the
information.
•
RH (9-10) 2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the
course of the text.
•
2 WHST (9-10) 1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships among
the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each
while
pointing out the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner that anticipates the audience’s knowledge
level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the
argument presented
RH (9-10) 1. Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of the
information.
•
RH (9-10) 2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the
course of the text.
•
WHST (9-10) 1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships among
the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each
while
pointing out the strengths and limitations of both claim(s) and counterclaims in a
3 discipline-appropriate form and in a manner that anticipates the audience’s knowledge
level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, andbetween claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the
argument presented.
5. Preparation
Materials Used:
1. Keen, Benjamin, and Keith A. Haynes. A History Of Latin America. Seventh.
Wadsworth Pub Co, 2004. 521-528. Print.
2. Danzer, Gerald A., J. Jorge Klor De Alva, Larry S. Krieger, Louis Wilson, and
Nancy Woloch. The Americans. McDougal Littell/Houghton Mifflin, 2005. Print.
3. B.A.S.I.C. : Steps to Interpreting Editorial Cartoons:
Wineburg, S., D. Martin, and C. Monte-Sano. Reading like a historian, teaching
literacy in middle and high school history classrooms. Teachers College Pr, 2011.
61. Print.
4."The Monroe Doctrine." The Monroe Doctrine. N.p., n.d. Web. 10 Aug. 2012.
<http://www.ushistory.org/documents/monroe.htm>.
5. "Readers, Teachers, and Learners: Expanding Literacy Across the Content Areas
(4th Edition) [Paperback]." Expanding Literacy Across the Content Areas (4th
Edition) (9780130978554): William G. Brozo, Michele L. Simpson: Books.
6. Time Required:
•
This lesson will require 2-3 class sessions 50-55 minutes each.
4 7. Recommended Grade Range:
•
This topic is for an 11th grade class but can be adapted 9-12th grades
8. Subject/Topic:
•
•
This lesson can proceed after covering Independence in Latin America in an elective course
such as Latin American history.
This lesson can be applied in: World Studies as a part of a unit on imperialism or in U.S.
History as a part of Nationalism/Expansionism.
9. LOC Resources Used:
1. Title: Uncle Sam's picnic / Dalrymple.
Creator(s): Dalrymple, Louis, 1866-1905, artist
Date Created/Published: N.Y. : Published by Keppler & Schwarzmann, 1898 September 28.
URL: http://www.loc.gov/pictures/item/2012647475/
5 2. Title: The Monroe doctrine - let Sam do it / Kep. Creator(s): Keppler, Udo J., 1872-1956,
artistDate Created/Published: N.Y. : Published by Keppler & Schwarzmann, Puck Building,
1911 April 5.
URL: http://hdl.loc.gov/loc.pnp/ppmsca.27724
6 7 3 Title: "Let us have peace" / C.J. Taylor. Creator(s): Taylor, Charles Jay, 18551929, artist
Date Created/Published: N.Y. : Published by
Keppler & Schwarzmann, 1896 January 22.
URL:
http://hdl.loc.gov/loc.pnp/ppmsca.28979
8 9 4. Title: His foresight / J.S. Pughe. Creator(s): Pughe, J. S. (John S.), 1870-1909,
artist
Date Created/Published: N.Y. : J.
Ottmann Lith. Co., Puck Bldg., 1901 October 9.
URL: http://hdl.loc.gov/loc.pnp/ppmsca.25571
10 11 5. Title: Mad dog? / Keppler. Creator(s): Keppler, Udo J., 1872-1956, artist
Date Created/Published: N.Y. : Published by Keppler & Schwarzmann, Puck
Building, 1913 August 6
URL: http://hdl.loc.gov/loc.pnp/ppmsca.27970
12 13 6. Title: Defining the doctrine / Keppler. Creator(s): Keppler, Udo J., 1872-1956,
artist
Date Created/Published: N.Y. :
J. Ottmann Lith. Co., Puck Bldg., 1902 January 22.
URL: http://hdl.loc.gov/loc.pnp/ppmsca.25600
14 15 7. Title: They can't fight / F. Opper. Creator(s): Opper, Frederick Burr, 1857-1937,
artist
Date Created/Published: N.Y. :
Published by Keppler & Schwarzmann, 1896 January 15.
URL: http://hdl.loc.gov/loc.pnp/ppmsca.28976
16 17 10. Description of Procedure
Activity Steps:
1. The students will have prior knowledge about the pressures of Imperialism/Expansionism
that led to the Monroe Doctrine from their reading of Chapter 7 section 2 pages 219-224
from the Danzer, Gerald A., J. Jorge Klor De Alva, Larry S. Krieger, Louis Wilson, and
Nancy Woloch. The Americans. McDougal Littell/Houghton Mifflin, 2005 or Chapter 20
pages 521-525 Keen, Benjamin, and Keith A. Haynes. A History Of Latin America.
seventh. Wadsworth Pub Co, 2004.
2. The students will activate prior knowledge by completing a QAR (Question Answer
Relationship) worksheet coupled with one of three assigned sections of the Monroe
Doctrine. http://www.ushistory.org/documents/monroe.htm
3. The teacher will then lead a class discussion where students will share their findings about
key aspects of the document recalling their reading from before and addressing key
takeaway points from the document.
4. The students will then break up into groups of four. Each group will be assigned a number
and each student in a given group will also be assigned a letter. For example group #1
will have four students and each will be 1a, 1b, 1c, and 1d.
5. Each group will get one LOC resource cartoon and each member a cartoon analysis
worksheet. They will work cooperatively to analyze the cartoon looking for the symbols
and their significance. They will also consider the following question:
a. What is the relationship of this cartoon the Monroe Doctrine?
b. Does it support or does it criticize Imperialism/Expansionism
c. Once all groups have completed their worksheets they will view the entry from the LOC
website and compare their findings within the group.
6. The students will then jigsaw for example the new groups will be 1a, 2a, 3a, 4a.
They will share their group findings with their new group.
7. The students can then reconvene and participate in a large group discussion sharing their
findings. Then students will be asked to respond a prompt/focus question.
18 8. The students can then support or refute one of the following focus questions/prompts
using evidence from the primary and secondary sources:
A. The Monroe Doctrine is a contradictory policy that thinly veiled the Imperialist
aspirations of the United States.
B. As a result of the Monroe Doctrine the United States developed a paternalistic
relationship with Latin America. Who profited more from the Monroe
Doctrine? The United States and its interests or Latin America from
benevolent American protection?
C. The United States is more interested in protecting the Western Hemisphere
than furthering its commercial interests.
9. The students will successfully demonstrate their knowledge and understanding of the topic
through their use of the primary and secondary sources in the lesson.
10.
Extension
A. The students can research a country in Latin America and research the history
of its relations with the United States and chart out both positive and negative
interactions. Using google earth the class can create marks displaying their
findings graphically as a class.
http://support.google.com/earth/bin/answer.py?hl=en&answer=148077&rd=1
B. RAFT ASSSIGNMENT: You are a diplomat from a chosen country in Latin
America. You have been selected as an official responder to America’s new
policy. What would you say to the United States?
EVALUATION
12. Evaluation
•
Students will be evaluated based on an analysis standard rubric (See Appendix Source )
CREDITS
13. Designer: Jose M Mayorga
19 APPENDIX
Source 1
"The Monroe Doctrine." The Monroe Doctrine. N.p., n.d. Web. 10 Aug. 2012.
<http://www.ushistory.org/documents/monroe.htm>.
The Monroe Doctrine
from President James Monroe's seventh annual message to Congress, December 2, 1823:
At the proposal of the Russian Imperial Government, made through the minister of the Emperor
residing here, a full power and instructions have been transmitted to the Minister of the United
States at St. Petersburgh to arrange, by amicable negotiation, the respective rights and
interests of the two nations on the northwest coast of this continent. A similar proposal has
been made by His Imperial Majesty to the Government of Great Britain, which has likewise been
acceded to. The Government of the United States has been desirous, by this friendly proceeding,
of manifesting the great value which they have invariably attached to the friendship of the
Emperor, and their solicitude to cultivate the best understanding with his Government. In the
discussions to which this interest has given rise, and in the arrangements by which they may
terminate the occasion has been judged proper for asserting, as a principle in which the rights
and interests of the United States are involved, that the American continents, by the free and
independent condition which they have assumed and maintain, are henceforth not to be considered
as subjects for future colonization by any European powers....
It was stated at the commencement of the last session that a great effort was then making in
Spain and Portugal, to improve the condition of the people of those countries, and that it
appeared to be conducted with extraordinary moderation. It need scarcely be remarked, that the
result has been, so far, very different from what was then anticipated. Of events in that
quarter of the globe, with which we have so much intercourse, and from which we derive our
origin, we have always been anxious and interested spectators. The citizens of the United States
cherish sentiments the most friendly, in favor of the liberty and happiness of their fellow men
on that side of the Atlantic. In the wars of the European powers, in matters relating to
themselves, we have never taken any part, nor does it comport
http://www.ushistory.org/documents/monroe.htm Page 1 of 4
The Monroe Doctrine 8/10/12 8:54 PM
with our policy to do so. It is only when our rights are invaded, or seriously menaced, that we
resent injuries, or make preparation for our defence. With the movements in this hemisphere, we
are, of necessity, more immediately connected, and by causes which must be obvious to all
enlightened and impartial observers. The political system of the allied powers is essentially
different, in this respect, from that of America. This difference proceeds from that which
exists in their respective governments. And to the defence of our own, which has been achieved
by the loss of so much blood and treasure, and matured by the wisdom of their most enlightened
citizens, and under which we have enjoyed unexampled felicity, this whole nation is devoted. We
owe it, therefore, to candor, and to the amicable relations existing between the United States
and those powers, to declare, that we should consider any attempt on their part to extend their
system to any portion of this hemisphere, as dangerous to our peace and safety. With the
existing colonies or dependencies of any European power we have not interfered, and shall not
interfere. But with the governments who have declared their independence, and maintained it, and
whose independence we have, on great consideration, and on just principles, acknowledged, we
could not view any interposition for the purpose of oppressing them, or controlling, in any
other manner, their destiny, by any European power in any other light than as the manifestation
of an unfriendly disposition towards the United States. In the war between those new governments
and Spain we declared our neutrality at the time of their recognition, and to this we have
adhered, and shall continue to adhere, provided no change shall occur, which, in the judgement
of the competent authorities of this government, shall make a corresponding change, on the part
of the United States, indispensable to their security.
20 The late events in Spain and Portugal, shew that Europe is still unsettled. Of this important
fact, no stronger proof can be adduced than that the allied powers should have thought it
proper, on any principle satisfactory to themselves, to have interposed, by force, in the
internal concerns of Spain. To what extent such interposition may be carried, on the same
principle, is a question, to which all independent powers, whose governments differ from theirs,
are interested; even those most remote, and surely none more so than the United States. Our
policy, in regard to Europe, which was adopted at an early stage of the wars which have so long
agitated that quarter of the globe, nevertheless remains the same, which is, not to interfere in
the internal concerns of any of its powers; to consider the government de facto as the
legitimate government for us; to cultivate
http://www.ushistory.org/documents/monroe.htm Page 2 of 4
The Monroe Doctrine
8/10/12 8:54 PM
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friendly relations with it, and to preserve those relations by a frank, firm, and manly policy;
meeting, in all instances, the just claims of every power; submitting to injuries from none.
But, in regard to these continents, circumstances are eminently and conspicuously different. It
is impossible that the allied powers should extend their political system to any portion of
either continent, without endangering our peace and happiness: nor can any one believe that our
Southern Brethren, if left to themselves, would adopt it of their own accord. It is equally
impossible, therefore, that we should behold such interposition, in any form, with indifference.
If we look to the comparative strength and resources of Spain and those new governments, and
their distance from each other, it must be obvious that she can never subdue them. It is still
the true policy of the United States to leave the parties to themselves, in the hope that other
powers will pursue the same course
21 Source 2 .
Question Answer Relationships In the document QAR’s In My Head QAR’s RIGHT THERE AUTHOR & YOU 22 Answer is in the document Answer is NOT in document. THINK & SEARCH ON MY OWN Put it together. Your own conclusion. 23 Source 3. Analyzing Editorial Cartoons-(next page)
24 25 Source 4
http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf
26 ST
E
C
T
QU
OBSERVE
E
Analyzing Political Cartoons
REFL
TEACHER’S GUIDE
BSERVE
ION
O
Guide students with the sample questions as they respond to the
primary source. Encourage them to go back and forth between the
columns; there is no correct order.
REFLECT
Have students identify and note details.
QUESTION
Encourage students to generate and
test hypotheses about the source.
Have students ask questions to lead to
more observations and reflections.
Describe what you see. · What do you notice
What's happening in the cartoon? · What was
What do you wonder about...
first? · What people and objects are shown? · What,
happening when this cartoon was made? · Who do
who? · what? · when? · where? · why? · how?
if any, words do you see? · What do you see that
you think was the audience for this cartoon? · What
looks different than it would in a photograph? · What
issue do you think this cartoon is about? · What
do you see that might refer to another work of art or
do you think the cartoonist's opinion on this issue is?
literature? · What do you see that might be a
What methods does the cartoonist use to persuade
symbol? · What other details can you see?
the audience?
Sample Questions:
F U R T H E R I N V E S T I G AT I O N
Help students to identify questions appropriate for further investigation, and to develop a research strategy for finding answers.
Sample Question:
What more do you want to know, and how can you find out?
A few follow-up
activity ideas:
Beginning
Think about the point the cartoonist was trying to make with
this cartoon. Were you persuaded? Why or why not?
Advanced
Select a political cartoon. Think about the point of view of the
cartoonist. Describe or draw how the cartoon might be different
if it had been created by a cartoonist with a different point of view.
For more tips on using primary
sources, go to
http://www.loc.gov/teachers
Intermediate
Compare two political cartoons that are on the same side of an
issue. Identify the different methods — like symbols, allusions, or
exaggeration — that the two cartoons use to persuade their audience.
LOC.gov/teachers
Source 5
27 http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf
Left Blank for Student Use
BSERVE
ST
E
T
QU
REFLECT
C
OBSERVE
E
Primary Source Analysis Tool
REFL
ION
O
QUESTION
FURTHER INVESTIGATION
LOC.gov/teachers
28 Source 6
Rubric:
Name: ______________
Monroe Doctrine
FRQ Performance Assessment Rubric—40
Period: __
Possible Points
Part of the essay and standard:
Developing:0-5 Points
1. THESIS:
-Made an ARGUMENT
2. BODY:
-Organized argument
into main body
paragraphs matching
categories of
argument
3. SOURCES:
-Effectively cited
sources in argument
4. CONCLUSION:
-Explored historical
significance
Meeting:8 Points
Exceeding:10 Points
Made no ARGUMENT or
took no position in regard
to the question asked
Made a BASIC
ARGUMENT or took a
basic position in regard
to the question asked
Made a CLEAR AND
SOPHISTICATED
ARGUMENT or took a
clear and sophisticated
position in regard to the
question asked
Did not ORGANIZE
ARGUMENT into AT LEAST
THREE BASIC BODY
PARAGRAPHS (matching
organizational categories/
major points)
ORGANIZED ARGUMENT
into THREE BASIC BODY
PARAGRAPHS (matching
organizational
categories/ major
points)
ORGANIZED ARGUMENT
into THREE CLEAR AND
SOPHISTICATED BODY
PARAGRAPHS
(matching
organizational
categories/ major
points)
Used at least one primary
source
Used more than one
primary source
Used at least one
secondary and two
primary sources
Did not address the
essay’s SIGNIFICANCE (so
what?), by exploring
NONE OF THE
FOLLOWING CRITERIA
FOR SIGNIFICANCE:
importance, profundity,
quantity, durability and
relevance.
Partially addressed its
SIGNIFICANCE (so
what?), by exploring
ONE OR TWO OF THE
FOLLOWING CRITERIA
FOR SIGNIFICANCE:
importance, profundity,
quantity, durability and
relevance.
Fully addressed its
SIGNIFICANCE (so
what?), by exploring
THREE OR MORE OF
THE FOLLOWING
CRITERIA FOR
SIGNIFICANCE:
importance, profundity,
quantity, durability and
relevance.
29 30 31