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Lively Times for Theodore Roosevelt and Panama
Randi Dorman
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Theodore Roosevelt became president in 1901 when President McKinley was assassinated. Many times, a vice-president can be unprepared to become president, but Roosevelt was well prepared to march into the White House. Being a wealthy, Harvard lawyer Roosevelt had entered the political life in the 1880s. Serving with the U. S. Civil Service and as president of the Police Commission of New York provided experience for policy decision-making and for his role as governor of New York. Serving as assistant secretary of the navy and lieutenant-colonel of the First U. S. Volunteer Cavalry (Rough Riders) in the Spanish-American War, he became a war hero. Roosevelt often quoted an old African saying: "Speak softly, and carry a big stick". Yet he was the first American to receive the Nobel Prize for his advocacy of peace. Throughout his career, Roosevelt tended to move forward while others debated his actions. One of these lively debates occurred during the construction of the Panama Canal. Desiring world power status for the United States, Roosevelt sought to connect the Atlantic and Pacific Oceans. This would provide world trade markets, easier transportation from the East and West coasts of the United States, and the establishment of a strong U. S. Navy. First, Roosevelt attempted to purchase land for building the canal from Colombia, but he felt that their government was irresponsible. In a letter to his son, Kermit, Roosevelt expressed his need to interfere for the interest of the United States and the people of Panama. While quietly siding with people who rebelled from Colombia, Roosevelt visually sent two American battleships to show support. The three-day-revolution ended and the rebels established a Republic of Panama that signed a treaty with the United States to build a canal. Many Americans believed that Roosevelt had committed an illegal act by violating an existing treaty between Colombia and the United States which had earlier provided the building of the Panama Railroad. Newspaper articles and political cartoons spread over the nation.
Set during the Progressive Era of the United States, this lesson will involve the lively times of the Panama Canal and President Theodore Roosevelt. Student will infer an understanding of the politics as seen through the eyes of political cartoonists.
Theodore Roosevelt, Letters and Speeches. New York: Library of America, 2004.
Access to internet
Autonomy Political Cartoon http://www.boondocksnet.com/gallery/tr_040123.html
The News Reaches Bogota http://www.boondocksnet.com/gallery/tr_031200.html
A New Sentry in the Caribbean Sea http://www.boondocksnet.com/gallery/us_160900a.html
Why He Bought Them http://www.boondocksnet.com/gallery/us_020400a.html
Uncle Sam Strictly In It http://www.boondocksnet.com/gallery/us_091100a.html
To Have and To Hold http://www.boondocksnet.com/gallery/us_010200a.html
Guess I'll Keep ‘Em! http://www.boondocksnet.com/gallery/keep_em.html
Now, Will He Let Go? http://www.boondocksnet.com/gallery/us_980900b.html
A Canal This Time, at All Hazards http://www.boondocksnet.com/gallery/us_030300a.html
His Hat (Monroe Doctrine) Is In the Ring http://www.boondocksnet.com/gallery/us_120900a.html
The World's Constable http://www.pbs.org/wgbh/amex/presidents/26_t_roosevelt/psources/ps_toons_08.html
TR and Colombia http://www.pbs.org/wgbh/amex/presidents/26_t_roosevelt/psources/ps_toons_03.html
TIME Photo Essay: The Roosevelt Cartoons http://www.time.com/time/photoessays/2006/roosevelt_cartoons/
Cartoon Analysis Evaluation (Handout) Download from Links
60 minutes
3Y3
Essential Question: How did Americans justify imperialism through the building of the Panama Canal?
Content Specific: How did Americans react to the building of the Panama Canal?
Using the internet, display the political cartoon, "Autonomy," http://www.boondocksnet.com/gallery/tr_040123.html or download the cartoon by using the Send a Postcard. The political cartoon appeared in The Public on January 23, 1904.
Ask the students to write a definition of autonomy by using the political cartoon. Remind them that political cartoon have humor or political satire about political events.
Questions to answer are written on the board or paper.
1) What appears to be taking place in this drawing?
2) Identify the man/ symbol behind the stage? In front of the stage?
3) Why is there humor in calling the puppets/Republic of Panama an autonomy?
Autonomy: a self-governing structure or body; especially: the right of self-government. Refer to the Overview for information concerning the Panamanian Revolt that established the Republic of Panama which allowed the building of the Panama Canal by the United States with Theodore Roosevelt as president.
After discussion of the Autonomy cartoon, remind students of the lively character of Theodore Roosevelt. Review the information in the Overview section of this lesson. Write or read the following quotation by Roosevelt in a letter to his son, Kermit.
"Any interference I undertake now will be in the interest of the United States and of the people of the Panama Isthmus themselves. There will be some lively times in carrying out this policy. Of course, I may encounter checks, but I think I shall put it through all right."
---Theodore Roosevelt, Letters and Speeches, p. 304. New York: Library of America, 2004.
Explain that Roosevelt's personality and self-confidence in the presidency became a target with political cartoonists in the 1900s newspapers. Many arguments developed concerning the building of the Panama Canal. The newspapers portrayed Roosevelt and/or Uncle Sam as an imperialist. As Roosevelt had predicted, debates could be carried on while the Panama Canal was being built. In the end, the United States took pride in the construction of the canal and Americans seemed to whisper that the end justified the beginning.
Distribute the Cartoon Analysis Evaluation among the students. Depending on individual needs, students may work alone or they may work with a partner or in small groups. The student(s) selects one of the political cartoons as cited in the Materials section of this lesson plan. Many of the cartoons can be downloaded through the Send a Postcard section. As a whole group, the teacher may decide to review the Autonomy political cartoon in the Bell Assignment of this lesson by using the Cartoon Analysis Evaluation.
Review the elements of political cartooning.
Symbolism: Use simple objects to stand for larger ideas.
Exaggeration: Often, cartoonists overdo to demonstrate a viewpoint.
Labeling: Usually, objects or people are labeled to make it clear.
Analogy: There is a comparison between two unlike things such as a difficult issue with a normal situation.
Irony: This is the difference between the ways things are and the way things are expected to be. The cartoonist gives an opinion.
Then assign small groups/partnerships to analyze other cartoons.
Ask each group to share their observations with the rest of the class.
Class discussion should involve the cartoonists' opinions of imperialism.
Class discussion should produce ways that Americans justified the Panama Canal such as world markets available, United States Navy's ability to travel between oceans, jobs and industry to a small republic, protection by the U.S. in Panama, etc.
Time permitting, online TIME magazine has a photo essay of Roosevelt that is a narration of his thirty-five years in politics using political cartoons. http://www.time.com/time/photoessays/2006/roosevelt_cartoons/
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