Expansionism and WWI
http://quizlet.com/1544664/imperialism-flash-cards/
Early Imperialism Web Sites
Crucible of Empire: The Spanish-American War
This site offers a timeline of the major events before, during, and after the war; original 1890s sheet music popular during the War; photographs of the major figures involved; newspaper articles and headlines from 1890s newspapers; classroom activities for teachers and students; historical resources, including recent scholarship concerning the war, bibliographies, and links to other web sites; and a quiz designed to test visitor knowledge about the war and this colorful moment in American history.
The World of 1898: The Spanish American War
This Library of Congress presentation provides resources and documents about the Spanish-American War, and focuses on key individuals who participated in actual fighting or contributed literary commentary. The presentation includes chronologies, bibliographies, and a variety of pictorial and textual material from Spanish-English sources, an overview essay, and special presentations on Cuba, Philippines, Puerto Rico, and Spain.
Puerto Rico at the Dawn of the Modern Age
Created by the American Memory Project of the Library of Congress, this site seeks to inform and educate about Nineteenth- and Early-Twentieth-Century Puerto Rico and how it became a modern nation. An article by Marisabel Brás, a Senior Analyst at the Department of Defense, provides an excellent and in depth report on the struggles through which Puerto Rice went to find its national identity. There are also18 Puerto Rican maps and 39 political pamphlets, 13 monographs, and a journal that were published between 1831 and 1929. For each item, the full text is provided as well as images of the authentic document.
A War in Perspective: Public Appeals, Memory, and the Spanish American Conflict
A War in Perspective was an exhibition at The New York Public Library Humanities and Social Sciences Library and includes several components: Chronology, Antecedents 1895-1898, Part II: Public Appeals, 1898, Part III: Popular Participation, 1898-1899, Part IV: Public Memories, Part V: Historical Perspectives.
A brief discussion of President Theodore's legacy in regards to the Panama Canal. This section is part of an American Experience site that features real audio interviews, biographies, a timeline, and a teacher's guide.
Commercial site, but contains a good mix of text, photos, links, and video clips about American imperialism at the turn of the century. Also includes a critical-thinking lesson plan to help students understand what motivated the United States to adopt expansionism and imperialism in the nineteenth century.
This is a PBS video companion site about Hawaiian Queen Lili'uokalani and her legacy. Following her succession to the in 1891, Lili'uokalani worked to draft a constitution that would restore power to native Hawaiians. But, the US government effectively revoked Hawaii's favored status in the American sugar market and Lili'uokalani's kingdom was on the brink of collapse. Incudes a timeline, quiz, teacher's guide, and bibliography.
Part of the From Revolution to Reconstruction project, this page leads to a series of helpful essays that discuss the philosophy, components, and "shades" of manifest destiny.
Documents Relating to American Foreign Policy: 1898-1914
Useful set of links to primary and secondary sources.
The Panama Canal Authority: History
The official web site of the Canal Authority provides a detailed history of the controversial Panama Canal from the early days of the French construction period, to its completion by the United States, and into the present. The photo gallery provides downloadable historical images and animations show how the story.
This large site presents an account of the voyage of the Great White Fleet and boasts 2000 items, including images, personal correspondence, and postcards.
I. Causes of U.S. imperialism
A. End of the frontier: 1890 report from the Superintendent of the Census
1. Many Americans believed U.S. had to expand or explode.
a. Increase in population, wealth, and industrial production demanded more
resources.
i. Some feared existing resources in U.S. might eventually dry up
ii. Panic of 1893 convinced some businessmen industry had overexpanded resulting
in overproduction & underconsumption
b. Labor violence and agrarian unrest (Populism) rampant due to industrialism.
c. Overseas markets a possible safety valve for U.S. internal pressures.
2. The experience of subjugating the Plains Indian tribes after the Civil War had
established a precedent for exerting colonial control over dependent peoples.
B. Foreign trade becoming increasingly important to American economy in late 19th c.
-- Americans considered acquiring new colonies to expand markets further.
C. Desire to compete with Europe for overseas empires.
1. Influential minority sought international status for U.S. like Great European Powers.
2. Between 1870 and 1900, Europeans had taken over 1/5 of land and 1/10 of population
of the world.
3. Germany became America�s biggest imperialist foe and largely spurred U.S. into
imperialism; Germany sought colonies in Africa, Asia, Latin America & Caribbean.
D. Proponents of U.S. expansion
1. Captain Alfred Thayer Mahan: The Influence of Sea Power upon History,
(1890)
a. Thesis: Control of the sea was the key to world dominance and empire.
i. U.S. should build large navy and build defensive bases and refueling stations
strategically placed on world�s oceans.
-- Take Hawaii and other Pacific islands.
ii. Advocated U.S. build a canal across the isthmus of Central America to link Atlantic
& Pacific Oceans.
b. Helped stimulate naval race among the great powers.
c. Persuaded �yellow journalists� to push for modern navy of steel ships.
d. By 1898, the U.S. had fifth most powerful navy; third by 1900.
2. Josiah Strong: Our Country(1885)
a. Advocated superiority of Anglo-Saxon civilization
b. Urged Americans spread religion & democratic values to �backward� peoples.
3. Theodore Roosevelt and Henry Cabot Lodge
a. Social Darwinism meant earth belonged to the strong & fit -- U.S.
-- Stronger nations dominating weak ones was part of natural law.
b. If U.S. was to survive in competition of modern states, it too would have
to become an imperial power
4. Senator Albert Beveridge: The American Republic is part of the movement of a superior
race, ordained by God
5. �Yellow journalism� of Joseph Pulitzer and William Randolph Hearst stimulated
Americans� interest abroad.
E. Pan-Americanism, James G. Blaine
1. Secretary of State under Presidents Garfield and B. Harrison.
2. �Big Sister� policy aimed to gain Latin American support of U.S. leadership
and to open Latin American markets to U.S. products.
-- Essentially guaranteed U.S. hegemony in Latin America in 1880s.
3. First Pan-American Conference in Washington, D.C. held in 1889.
a. U.S. proposals rejected by Latin American countries.
i. Inter-American customs union not appealing because European
goods were cheaper for Latin Americans.
ii. Hemispheric arbitration organization rejected due to fears
of U.S. dominance.
b. Opened door for future hemispheric conferences.
F. Samoan crisis @ Pago Pago
1. U.S. and German navies nearly engaged each other in 1889 over Samoan Islands.
-- Germany did not wish to provoke U.S. and agreed to settlement
2. Issue resolved in 1900 treaty with Germany and Britain
a. U.S. gained 76 square miles -- American Samoa including Pago Pago.
b. Germany received the two largest islands.
c. Britain was compensated with other territories in the Pacific.
II. Venezuela Boundary Dispute, 1895-1896
A. Boundary between British Guiana and Venezuela in dispute for over half a century.
-- Issue became moot when gold was discovered in the border region.
B. President Cleveland warned Britain not to takeVenezuelan territory
1. Violated Monroe Doctrine; U.S. stated it now called shots in Western Hemisphere.
2. London should submit the dispute to arbitration.
C. Britain denied legality of Monroe doctrine and refused arbitration.
D. Cleveland urged appropriation from Congress for commission of experts who would
create an equitable border between Venezuela and Br. Guiana.
-- If Britain refused to accept it, U.S. would go to war.
E. Britain had no real urge to fight (despite naval superiority of 32-5 in battleship class warships)
1. Biggest reason for British concern: Boer War in South Africa
2. Canada still vulnerable
3. British merchant marine vulnerable to American commerce raiders.
4. British preoccupied with German naval threat and Russian & French unfriendliness.
F. London consented to arbitration.
G. Results
1. Prestige Monroe Doctrine enhanced
2. Latin American republics pleased by U.S. determination to protect them.
3. Britain courted U.S. for friendship in the face of the continental threat.
-- Left U.S. able to pursue aggressive foreign policy w/o British reprisals.
III. Hawaii
A. Since early 19th century, America gradually came to regard Hawaiian Islands as an
extension of the Pacific Coast.
B. 1890, McKinley Tariff raised barriers against Hawaiian sugar.
-- American sugar planters sought annexation as it would eliminate tariffs.
C. Queen Liliuokalani, a nationalist, insisted Hawaiians should control Hawaii
--White planters, mostly Americans, alarmed at Queen�s policies and American tariff.
D. Tiny minority of white planters led by Sanford B. Dole organized successful revolt in 1893.
1. Openly assisted by American troops who landed under unauthorized orders of U.S.
minister in Honolulu, John C. Stevens.
2. Stevens: �The Hawaiian pear is now fully ripe and this is the golden hour for the
U.S. to pluck it.�
3. Treaty for annexation rushed to Washington
E. Before treaty could be passed through Senate, Cleveland assumed office and refused to sign
any annexation bill and sent special investigator to Hawii.
1. Findings indicated majority of Hawaiians did not favor annexation:
2. Provisional gov�t had been established by force
3. Cleveland ordered troops to be removed
F. Results
1. Cleveland unsuccessful in reinstating the queen.
a. U.S. public opinion would not have tolerated force to unseat white planters.
b. Revolutionaries proclaimed a Hawaiian Republic on July 4, 1894 with Dole
as president.
2. Annexation abandoned until 1898; Dole served as territorial governor from 1900-03
3. First full-fledged imperialistic debate in U.S. history.
a. Cleveland savagely criticized for trying to stem the new Manifest Destiny.
b. Cleveland�s motives honorable in the face of international imperialism..
IV. Cuba
A. Atrocities in Cuba sensationalized (and even made up) by �yellow press�
1. Spanish misrule as well as the devastating Wilson-Gorman Tariff of 1894 damaged
Cuba�s sugar-based economy (many plantations owned by Americans)
-- A new Cuban rebellion in the 1890s resulted in American property losses as well as
Cuban and Spanish
2. Reconcentration -- Spanish military concentrated masses of Cuban civilians in areas
under their control. -- About 100,000 died between 1896 and 1898.
-- Spain�s leader in Cuba, Valeriano Weyler, portrayed in U.S.as �Butcher Weyler�
3. President Cleveland refused to intervene and issued neutrality proclamation.
-- U.S. mediation was offered in the conflict but Spain refused.
4. Pulitzer and Hearst attempted to out do each other; lesser competitors also involved
a. Hearst sent artist Frederic Remington to Cuba to draw sketches.
b. When Remington reported conditions not bad enough to warrant hostilities,
Randolph allegedly replied, �You furnish the pictures & I�ll furnish the war.�
c. Remington depicted Spanish customs officials as brutally disrobing and searching an
American woman.(In reality, female attendants did the duty)
5. McKinley�s ascension to presidency began stronger rhetoric toward Spain.
a. In autumn of 1897, McKinley came close to delivering an ultimatum to Spain that
would have resulted in war.
b. Spain ended reconcentration in 1897, removed Weyler, & gave some autonomy to
Cubans
c. It appeared war might be avoided.
B. Cuban Revolt
1. Spanish in Cuba rioted to protest Spain�s talk of granting Cuba type of self-gov�t.
2. U.S. sent Battleship Maine to Cuba in 1898
a. Aimed to protect and evacuate Americans if danger occurred while also
giving voice to popular distaste for Spain�s reconcentration policies.
b. Sent ostensibly as a �friendly visit�
3. de Lome letter
a. Feb. 9, 1898, Hearst sensationally headlined a stolen private letter written by Spanish
minister in Washington, Dupuy de Lome that portrayed McKinley as corrupt and
indicated Spain lacked good faith in instituting reforms in Cuba.
b. U.S. uproar forced Dupuy de Lome to resign before U.S. called for his recall.
C. Explosion of Maine, Feb. 15, 1898 � immediate cause of Spanish American War
a. 266 officers and men dead.
b. Spanish investigation announced explosion as internal, presumably accidental.
c. American version reported blast caused by a submarine mine.
-- 1976 U.S. Navy report showed blast inside the ship was accidental.
d. Americans accepted the submarine mine view and leapt to conclusion that
Spanish gov�t was responsible. Yellow press helped to fuel the public fire.
e. Americans now cried for war: �Remember the Maine! To hell with Spain!�
V. Spanish-American War -- 1898
A. Spain agreed to US demands: revocation of reconcentration & armistice with Cuban rebels.
B. McKinley and Wall Street not eager for war but yellow press forced the issue
1. McKinley did not want war but was savagely criticized by jingoes e.g. TR.
-- McKinley did not believe Cuban independence was in U.S. long-term interests.
2. Mark Hanna and Wall Street did not want war: might interfere with trade in Cuba.
3. Public, prodded by yellow press, demanded war to free the abused Cubans.
4. Demands of preserving Republican party biggest factor in decision for war.
C. McKinley sent war message to Congress on April 11, 1898.
1. Urged armed intervention to free oppressed Cubans; Congress agreed
2. Teller Amendment -- Proclaimed to the world that when the U.S. had overthrown
Spanish misrule, it would give the Cubans their freedom.
-- Europeans skeptical
D. U.S. army small and weak compared to Spain; U.S. Navy slightly less powerful than Spain�s
E. Admiral Dewey victorious at Manila Bay
1. While Secretary of War was away, Undersecretary of War Roosevelt cabled
Commodore George Dewey to attack Spain�s Philippines in the event of war.
-- McKinley subsequently confirmed these instructions
2. May, 1898, Dewey�s 6 warships sailed into Manila Harbor and destroyed all 10 of
Spain�s ten warships; 400 Spaniards killed & wounded; 1 American death (heat stroke)
3. Germans arrived with 5 warships; more powerful than Dewey.
a. Dewey threatened German commander with war �as soon as you like�
b. False story emerged that British prevented Germans from destroying U.S. fleet.
4. Three months later, American troops finally arrived and captured Manila in August.
-- Aided by Filipino insurgents commanded by their well-educated, part-Chinese leader,
Emilio Aguinaldo (brought in from exile).
5. After U.S. annexation of Philippines, Aguinaldo led an insurrection against the U.S.
F. Annexation of Hawaii (July 1898)
1. U.S. used the pretense of needing Hawaii as a coaling and provisioning way
station, in order to send supplies and reinforcements to Dewey in Manila Harbor.
2. White-dominated gov�t in Hawaii eager to be annexed (like Texas earlier)
3. Joint resolution of annexation rushed through Congress and approved by McKinley
-- Hawaiians granted U.S. citizenship and received full territorial status in 1900.
G. U.S. invasion of Cuba and Puerto Rico
1. Spanish fleet eventually landed at bottle-shaped Santiago Harbor where they were
promptly blockaded by the more powerful American fleet.
2. Invading American army took high ground near Santiago without serious opposition.
a. Theodore Roosevelt�s Rough Riders part of the invading army.
b. Heavy fighting on at El Caney and San Juan Hill where �Rough Riders� charged up after
the hill had been largely won.
i. Two black regiments provided heavy support (about 1/4 of invasion force)
ii. In actuality, the �Rough Riders� first took Kettle Hill; heavy casualties.
3. July 1, Spanish fleet completely destroyed
a. U.S.S. Oregon used more firepower than Spain�s 4 armored cruisers combined.
-- About 500 Spaniards killed; only one American .
b. Santiago surrendered by Spain shortly thereafter.
4. U.S. casualties: about 379 dead in battle; over 5,000 dead due to disease
H. U.S. Army invaded Puerto Rico
1. U.S. sought to take the island before the war with Spain ended.
2. Most of population regarded U.S. soldiers as liberating heroes.
3. Spain signed Armistice on August 12, 1898.
I. Treaty of Paris, 1898
1. Cuba freed from Spain
2. U.S. received Pacific island of Guam which they had captured early in the war.
3. U.S. gained Puerto Rico, the last vestige of Spain�s American empire.
4. Philippine issue a major dilemma in the negotiations.
a. U.S. took Manila the day after Spain sued for peace
i. Philippines thus not one of the spoils of war.
ii. U.S. agreed to pay Spain $20 million.
b. McKinley�s dilemma
i. Valuable Philippines larger than British Isles; population of 7 million.
ii. Did not feel U.S. should give islands back to Spain esp. after fighting
a war to free Cuba.
iii. If left alone, Philippines might fall into anarchy
-- Perhaps Germany would then seize it creating a world war.
iv. Least of evils was to take Philippines and leave independence for later.
VI. Imperialism debate touched off by spoils of Spanish American War
A. Philippines issue created a huge imperialism debate
1. Expansionist pressure from various groups also forced McKinley�s hand
a. Philippines (& Hawaii) seen as necessary stepping-stones to Asia (esp. China).
b. Protestant missionaries eager to convert Catholic Filipinos.
c. Businessmen clamored for new Philippine market inc. Hanna.
d. Raw materials desireable
2. McKinley later reported as saying an inner voice told him to take all the Philippines and
Christianize and civilize them after he had knelt seeking divine guidance.
B. Democrats tended to be anti-imperialist especially William Jennings Bryan.
1. Feared foreign issues would overshadow much needed reform at home.
2. Some feared foreign workers would lower wages at home.
3. Others feared American factories would be relocated overseas.
4. Colonies would require standing army; farmers� son�s would be in harm�s way.
-- Increased army would result in higher taxes.
5. Others feared mongrelization of America.
6. Exploited racial minorities in America opposed to doing the same overseas.
C. Anti-Imperialist League
1. Formed to oppose McKinley�s expansionism.
2. Group inc. presidents of Stanford & Harvard Universities, philosopher William James,
and Mark Twain; Samuel Gompers and Andrew Carnegie.
3. Filipinos wanted freedom and annexation violated �consent of the governed�
philosophy in the Declaration of Independence.
-- Despotism abroad might lead to despotism at home.
4. Annexation would entangle the U.S. politically and military in Asia.
D. Expansionists and imperialists
1. Appealed to patriotism and to the glory of annexation.
2. Played up possible trade profits; Manila might become another Hong Kong.
3. Philippines had abundance of natural resources.
4. U.S. should help uplift (and exploit) the world�s poor.
E. Senate passed treaty on Feb. 6, 1899 with the unexpected support of Bryan.
1. He claimed the sooner U.S. passed treaty, the sooner Filipinos would get their
independence.
2. Responsibility for the Philippines thus rested with the Republicans.
F. Insular cases
1. Cases appeared before the Supreme Court concerning extent to which constitutional
rights applied to peoples of newly acquired territories.
2. 1901 Supreme Court rulings
a. Some rights are fundamental and applied to all American territory.
b. Other rights are procedural and should not be imposed upon those
unfamiliar with American law.
c. Congress must determine which procedural rights applied in unincorporated
territories.
d. The Constitution did not follow the flag.
G. The question of Cuban independence
1. U.S. military gov�t set up under General Leonard Wood (Rough Riders)
a. Major advances achieved in gov�t, finance, education, agriculture, and
public health.
b. Gains made on yellow fever epidemic by Dr. Walter Reed.
2. U.S. withdrew from Cuba in 1902 in honor of the Teller Amendment.
3. Platt Amendment
a. Mechanism to ensure that Cuba would not be vulnerable to foreign
powers and to maintain U.S. influence in Cuban affairs.
b. Cubans forced to write Platt Amendment into their own Constitution of 1901
c. Provisions:
i. Cuba bound itself not to impair their independence by treaty or by
contracting a debt beyond their resources.
-- U.S. gov�t had right to approve all Cuban treaties.
ii. U.S. might intervene with troops to restore order and to provide mutual protection.
iii. Cubans promised to sell or lease needed coaling or naval stations.
-- Guantanamo Bay Naval Base still controlled by U.S. today.
VII. Post-war nationalism after the Spanish American War (�splendid little war�--John Hay)
A. Established America�s first overseas empire, albeit modest compared to contemporary
European standards.
B. European powers accorded U.S. more respect; Monroe Doctrine given a significant boost.
-- Latin America deeply suspicious of U.S. motives
C. Britain became an ally while Germany grew more frustrated.
D. Philippines drew U.S. into Asian affairs; later proved a liability to defend (WWII vs. Japan)
E. Mahan�s view of necessity for larger navy prevailed; U.S. undertook a large naval buildup.
F. Elihu Root improved War Department; later important when U.S. involved in World War I.
G. War served to further heal the rift between North and South; soldiers fought side by side.
H. Nationalism the result of an urban, mass-culture, industrial society.
VIII. Insurrection in the Philippines
A. Filipinos assumed they would be granted freedom after the war, like the Cubans.
1. Senate narrowly refused to pass such a resolution; Philippines became a protectorate
2. Filipinos were thus tragically deceived.
B. Open rebellion began Feb. 1899; Emilio Aguinaldo declared Philippines independent.
1. More savage fighting and resulted in more casualties than Spanish American War.
2. Filipino armies fled to the jungle where they waged vicious guerrilla warfare.
-- Infuriated American troops responded with atrocities
3. 4,300 Americans and 57,00 Filipinos dead
C. Anti-Imperialists redoubled their protests.
1. U.S. fighting to free Cuba, was now waging a war 10,000 miles away and depriving
the population of their liberty.
2. Atrocity stories boosted their protests (like �Butcher� Weyler in Cuba)
D. Insurrection finally broken in 1901 when Aguinaldo was captured.
E. McKinley appointed Philippine Commission to make appropriate recommendations in 1901.
1. Led by William H. Taft who called Filipinos his �little brown brothers�
2. U.S instituted education, sanitation, public health, and infrustructure reforms though
Filipinos remained resentful..
3. Philippines finally got their independence on July 4, 1946.
IX. Open Door Policy in China
A. Foreign powers in China lured by huge Chinese market and missionary zeal.
1. By late 19th c., Japan and western European powers had carved much of China
into separate spheres of influence.
-- Within each sphere, on nation held economic dominance.
2. Americans manufacturers feared Chinese markets would be monopolized by Europeans
while American missionaries had a number of groups in China.
B. Open Door Note (summer of 1899)
1. Issued by Secretary of State John Hay (ex-Lincoln secretary)
-- U.S. at a disadvantage geographically compared to Russian and Japan and Americans
feared they might get frozen out if they didn�t act quickly.
2. Urged all the Great Powers to announce that in their leaseholds or spheres of influence
they would respect certain Chinese rights and ideal of fair competition.
-- In effect, when any Great Power dealt with a foreign trader, it would observe
Open Door.
3. Open Door gained wide acceptance in the U.S.
4. Policy did not gain international acceptance as it was weak and relatively short-lived.
C. Boxer Rebellion (1900)
1. Millions of Chinese enraged over Open Door Policy
2. Superpatriotic group of Chinese �Boxers� killed over 200 missionaries & other whites.
-- A number of foreign diplomats besieged in Beijing.
3. Multinational force of about 18,000 arrived to put down the rebellion.
-- Included Japan, Russia, Britain, France, Germany and U.S. troops (2.5K)
4. Victorious allies assessed an indemnity of $333 million (U.S. share $24.5 mil)
a. When Washington found their sum excessive, remitted $18 million.
b. Appreciative of U.S., Chinese gov�t set aside money to educate a select group of
Chinese students in the U.S. as a gesture of goodwill.
-- Students played significant role in westernizing the Orient.
D. Hay announced in 1900 that henceforth the Open Door would embrace territorial
integrity of China in addition to its commercial treaty.
1. Sought to eliminate carving up of China with Boxer outrages as a pretext.
2. Hay did not ask for formal acceptances.
3. China thus spared partition during these years.
-- Probably due more to distrust among great powers than Hay�s policy.
X. Election of 1900 and Theodore Roosevelt�s ascendancy to the White House
A. Election of 1900
1. Republicans nominated McKinley
a. Had won the war, acquired territory, est. gold standard, and brought
economic prosperity.
b. Platform endorsed prosperity, gold standard, and overseas expansion.
-- Yet, between 60-88% of Americans were poor or very poor.
c. Theodore Roosevelt nominated as vice president.
2. Democrats nominated William Jennings Bryan
-- Ill-conceived platform once again pushed for free silver
3. Campaign similar to 1896
a. McKinley waged a �front porch� campaign
b. Bryan campaigned throughout the nation criticizing Republican imperialism
and support of trusts; imperialism issue now passe.
c. Teddy Roosevelt out-campaigned Bryan and cut into his Midwest following.
-- Claimed that Bryan would rock the boat of prosperity.
4. McKinley d. Bryan 292-155 and by nearly 900,000 popular votes.
B. McKinley assassinated in Sept. 1901 by deranged anarchist (Polish immigrant), Leon
Czolgosz
1. TR became the youngest president thus far in U.S. history at age 42.
2. Roosevelt pledged he would carry out policies of his predecessor.
C. Theodore Roosevelt
1. 1st President to play a significant role in world affairs
2. Imperialism in the Western Hemisphere: �Speak softly but carry a big stick [and] you
will go far�
3. Major proponent of military and naval preparedness.
XI. Panama Canal
A. Spanish-American War emphasized need for a canal to connect Atlantic & Pacific Oceans.
-- U.S. now had to protect Puerto Rico, Hawaii, the Philippines, & the U.S. merchant marine.
B. Overcoming legal challenges
1. Clayton-Bulwer Treaty of 1850 prohibited any country from securing exclusive
control over an isthmian canal.
2. Between 1878 & 1889 the builder of Suez Canal, Ferdinand de Lesseps, could not make
a canal in Panama work. U.S. now eager to take over project.
3. Hay-Pauncefote Treaty (1901)
a. Britain agreed to give U.S. right to build canal and right to fortify it as well.
b. Britain occupied with unfriendly Europe and South African Boer War.
4. Colombian Senate rejected a treaty negotiated with the U.S. for a canal in Panama (which
was part of Colombia); declared U.S. inadequate for such a valuable region.
C. Creation of Panama -- �gunboat diplomacy� on part of U.S.
1. French representative, Phillipe Bunau-Varilla, worked with Panama revolutionists to raise
tiny �patriot� army and win independence from Colombia.
2. Nov. 3, 1903, Panama revolution
a. U.S. naval forces did not allow Colombian troops across the isthmus.
b. Nov. 6, TR extended recognition of Panama.
3. Hay--Bunau-Varilla Treaty (November, 1903)
a. Bunau-Varilla, now Panamanian minister despite his French citizenship, signed
treaty in Washington with Sec. of State John Hay.
b. Provisions:
i. U.S. would pay Bunau-Varillas�s New Panama Canal Co. $40 million.
ii. Zone of canal widened from 6 miles to 10 miles.
D. Roosevelt�s role in Panama issue became controversial
1. Although American public initially saw Roosevelt�s role in Panama as politically legitimate,
TR in 1911 claimed �I took the canal,� thus sparking a wave of controversy.
2. U.S. suffered diplomatically as Europeans sneered at apparent U.S hypocrichy.
3. Latin American countries grew weary of the �Colossus of the North�
in the face of Puerto Rico, Cuba, and now Panama.
E. Canal completed in 1914 at initial cost of $400 million
1. Organization perfected under Colonel George Washington Goethals.
2. Colonel William C. Gorgas, made canal zone safe by using sanitation methods
he also used in Havana.
XII. Roosevelt Corollary to the Monroe Doctrine
A. Motivation: TR concerned German & British bill collection violated Monroe Doctrine.
1. Specifically, both Venezuela and Dominican Republic owed much money
2. Venezuela Crisis, 1902 -- Germany sank two Venezuelan gunboats trying to seek
forced payment for heavy Venezuelan debt to Germany.
-- Britain also owed by Venezuela
3. TR devised policy of �preventive intervention� (Roosevelt Corollary)
B. Policy: In future financial crises concerning Latin American debt, U.S. would intervene,
take over customshouses, pay off the debts, and keep European powers out of the
Western Hemisphere.
1. U.S. had moral obligation because it would not allow European nations themselves
to intervene in bankrupt �banana republics.�
2. Thus, U.S. became "Policeman of the Caribbean."
-- Contrasted with Monroe Doctrine that had merely told Europeans to stay out.
3. TR�s policy radical departure but its association with Monroe Doctrine helped it to gain
public acceptance.
4. More than any other factor, policy promoted the �Bad Neighbor� policy toward
Latin America during these years.
5. Policy eventually used to justify wholesale interventions and repeated landings of
U.S. marines
C. In 1905, a Dominican treaty gave U.S. supervisory powers over Dominican tariff collections.
-- In effect, Dominican Republic became a protectorate of the U.S.
D. Cuba
1. U.S. kept high tariffs against Cuban sugar at behest of U.S. sugar growers.
2. Resulting recession in Cuba combined with discontent over Platt Amendment led to a
Cuban revolution in 1906.
3. TR sent in Marines in 1906 who remained until 1909.
4. U.S. troops would reoccupy Cuba in 1917 during WWI and remain until 1922.
XIII. Russo-Japanese War (1904) and Japanese-American relations
A. Russia and Japan went to war over issue of ports in Manchuria & Korea.
1. Japan destroyed much of Russian fleet
-- First defeat of a non-European power since the Turkish invasion of 1500s.
2. As war dragged on, Japanese ran short of men and money.
3. TR eager to prevent either side from gaining a monopoly in Asia but did not seek war.
a. Concerned about safety of newly acquired Philippines.
b. Japan secretly asked Roosevelt to help sponsor peace negotiations.
B. Treaty of Portsmouth (1905)
1. Both sides met at Portsmouth, NH, in 1905.
a. Japanese demanded huge indemnity and all of strategic Sakhalin island.
b. Russians refused to concede defeat.
2. Agreement: Japanese gained southern half of Sakhalin but no indemnity.
-- Secretly, TR agreed to accept future Japanese dominance of Korea.
3. For his mediation, TR received the Nobel Peace Prize in 1906.
-- Also for his helping arrange int�l conference at Algeciras, Spain in 1906 to
mediate North African disputes.
4. Negative results:
a. U.S. -- Russian relations soured that TR robbed them of military victory.
-- Savage massacres of Russian Jews drew U.S. protest
b. Japan felt robbed of its indemnity and blamed U.S.
-- Naval arms race bet. U.S. & Japan in Asia resulted as mutual distrust grew
C. San Francisco Schoolboard Incident
1. 1906, 70,000 Japanese immigrants poured into California as a result of dislocations and
tax burdens caused by the Russo-Japanese War.
-- Californians feared being confronted with another �yellow peril� and feared
mongrelization of the races; formed influential Asian Exclusion League.
2. Local San Francisco school officials ruled Asian children should attend a special school.
-- School system hard pressed in face of devastating 1906 earthquake.
3. People of Japan furious over discrimination, highly sensitive to race issues.
a. Irresponsible talk of war sizzled in the �yellow press�
b. TR concerned of California starting a war other states would have to fight.
4. TR invited entire San Francisco Board of Education to the White House.
a. Coerced Californians to repeal the order and accept what came to be known
as the �Gentleman�s Agreement�
b. Provisions:
i. Japanese agreed to stop flow of laborers to U.S.
ii. Californians agreed not to ban Japanese from public schools.
D. U.S. -- Japanese Relations to 1920
1. Fearing Japanese perception of U.S. weakness, TR sent the �Great White Fleet�
on a highly visible tour around the world in 1907 starting in VA.
2. Root-Takahira Agreement (1908)
a. U.S. and Japan pledged to respect each other�s territorial possessions in the
Pacific and to uphold the Open Door in China.
b. TR regarded the voyage of his fleet as his most important contribution to peace.
3. Lansing-Ishii Agreement (1917)
a. U.S. acknowledged Japan�s �special interests� in China through reiteration of
its Open Door policy.
b. Aimed partially to reduce German influence in & around China in WWI.
XIV. "Dollar Diplomacy" under President Taft (1909-1913)
A. Two aspects:
1. Using foreign policy to protect Wall Street dollars invested abroad (esp. Far East)
2. Using Wall Street dollars to uphold foreign policy.
a. Sought to reduce rival powers e.g. Germany, from taking advantage of
financial chaos in the Caribbean.
b. Thus, U.S. bankers would strengthen U.S. defenses and foreign policies
while bringing prosperity to the U.S.
3. Thus, �Dollar Diplomacy� supplanted the �Big Stick�
B. China -- Manchurian Railroad Scheme
1. Taft saw the Manchurian railway monopoly by Russia and Japan as a threat to
the Open Door.
2. 1909, Taft proposed that a group of U.S. and foreign bankers buy the railroads and
turn them over to China under a self-liquidating arrangement.
a. Plan ill-conceived as Japan and Russia refused to give up important railroads.
b. Taft showered in ridicule.
C. Caribbean
1. Washington urged Wall Street bankers to pump money into Honduras and Haiti
to keep out foreign funds.
2. Ultimately, U.S. sent forces to Cuba, Honduras, the Dominican Republic, and Nicaragua
to restore order.
XV. Imperialism under Wilson -- aimed to reinforce Western Hemisphere in the face of WWI.
A. Although Wilson hated imperialism he eventually invaded more countries in Latin America
than any other president in U.S. history (to protect U.S. lives and property in those countries)
1. Kept marines in Nicaragua making that country, in effect, a U.S. protectorate.
2. U.S. forces sent to Haiti in 1914-15 when Haitian president torn to pieces.
3. 1916, U.S. marines sent to Dominican Republic when riots & civil war broke out.
a. Debt-cursed country became a protectorate of U.S.
4. 1917, U.S. purchased Virgin Islands from Denmark
-- Caribbean sea increasingly now dominated by U.S. (along with Panama route)
B. U.S. invaded Mexico in attempt to capture Pancho Villa.
Bibliography:
Bailey, Thomas A., Kennedy, David M.: The American Pageant, 10th edition, Lexington,
Massachusetts: D.C. Heath, 1994
Brinkley, Alan, American History: A Survey, Compton�s Encyclopedia of American History,
McGraw-Hill, 1995
College Board, Advanced Placement Course Description: History -- United States, European
History, College Entrance Examination Board, 1996
Foner, Eric & Garraty, John A. editors: The Reader�s Companion to American History, Boston:
Houghton MifflinCompany, 1991
Hofstadter, Richard, The American Political Tradition, New York: Alfred Knopf, 1948
Loewen, James W., Lies My Teacher Told Me: Everything Your American History Textbook
Got Wrong, New York: The New Press, 1995
Miller, Nathan, Theodore Roosevelt: A Life, New York: William Morrow and Company, Inc.,
1992
Nash, Gary : American Odyssey, Lake Forest, Illinois: Glencoe, 1992
Painter, Nell Irvin, Standing at Armageddon: The United States, 1877-1919,
New York: W. W. Norton 1987
Schultz, Constance G., The American History Videodisc Master Guide, Annapolis, Maryland:
Instruction Resources Corporation, 1995
Zinn, Howard, A People�s History of the United States, New York: Harper and Row, 1980
USH.2A identify the major characteristics that define an historical era;
USH.2B identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
USH.2C apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
USH.2D explain the significance of the following years as turning points: 1898 (Spanish-American War),
1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther KingJr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and
2008 (election of first black president, Barack Obama).
USH.4A explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, TheodoreRoosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power;
USH.4B evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and
Puerto Rico;
USH.4C identify the causes of World War I and reasons for U.S. entry;
USH.4D understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing;
USH.4E analyze the impact of significant technological innovations in World War I such as machine guns, airplanes, tanks, poison gas, and trench warfare that resulted in thestalemate on the Western Front;
USH.4F analyze major issues such as isolationism and neutrality raised by U.S. involvement in World War I, Woodrow Wilson's Fourteen Points, and the Treaty of Versailles; and
USH.4G analyze significant events such as the Battle of Argonne Forest.
USH.12A analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and thelevee failure in New Orleans after Hurricane Katrina; and
USH.12B identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts
USH.26F discuss the importance of congressional Medal of Honor recipients, including individuals of all races and genders such as Vernon J. Baker, Alvin York, and RoyBenavidez
USH.19B explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, WorldWar II, the 1960s, and 9/11;
USH.15C explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882,
the Open Door Policy, Dollar Diplomacy, and immigration quotas;
USH.15D describe the economic effects of international military conflicts, including the Spanish-American
War and World War I, on the United States
P: 29A, 29B, 29D, 29G, 29H, 30B, 31B