P6 | Wiley | ON-2, American Empire, D___ Name:America’s Quest for Empire, at “Home” & Abroad, up to WWI (1914)Cartoon from the Boston Globe, 1898 – Well, I Hardly Know Which To Take First!

1. What is meant by imperialism “at home”?

Role of Imperialism in U.S. History Imperialism : a policy of imposing economic, political, and/or

cultural control over other peoples For the U.S., when does it begin?

Old Answer New Answer• ________________________________________________• Any takeover(s) before that wasn’t imperialism, but rather

______________________________ • The U.S. were expansionists but not imperialists, like their

European counterparts

• The U.S. has _________________________ an imperial power• Taking of __________________________ lands• Assimilationist policies• Taking of various islands occurred pre-1898• In 1854, forced Japan to open to U.S. trade

Quest for Empire, at “Home”Expansion & Imperialism, up to 1850s Louisiana Purchase, 1803 (expansion) _____________________________________ Act, 1830 (imperialism) _____________________________________ War, 1846-’48 (imperialism)

Case Study: Japan—Treaty of Kanagawa, 1854 and its Impact Japan of the 17th – mid-19th centuries was a feudal society, shut off from almost all

contact In 1853, U.S. Commodore Perry traveled to Japan (uninvited) and issued an ultimatum to the Japanese:

________________________________________________________________________________________________________o Perry would come back in one year, with a larger force, to receive Japan’s reply

U.S. motives included: coal deposits, whale oil, access to supply ports

Less than a year later, Perry came back and the Japanese signed the Treaty of Kanagawa (1854)o Japan opened ports to the U.S. led to the presence of other foreigners as well

Japanese leadership felt it had _____________________________________ but to acquiesce to the U.S.

Aftermath of the TreatyModernization and Imperialism Impact of Japanese Rule in Korea

• In the aftermath of the forced opening of Japan, the Japanese ultimately came to the conclusion that the best way to _________________________________________________ Industrialization, modernization, and imperialism

o Became an imperial power for the same reasons as Westerners did, and also to avoid being taken over itself

• By early 1900, Japan was the strongest military power in Asia and had beaten the ________________________________, and taken Taiwan, Manchuria, and Korea

• Public protest forbidden• Korean newspapers shut down• Korean schools taken over by Japanese• Korean language and history replaced with Japanese• Land taken from Korean farmers• Forbade Koreans from going into business• High instances of rape• Modernized Korean factories and transportation and

communications systems

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At home: pp. 1-2Abroad, general: p. 3Alaska: p. 4Hawaii p. 4Spanish-American-Cuban War: pp. 4-5Philippine-American War pp. 6-7U.S.-China: p. 7Opposition to Imperialism: p. 7Roosevelt-Wilson Foreign Policy: p. 8

2. Evaluate America’s role in opening up Japan to the U.S. Consider the long-term consequences of this forced opening.

Expansion & Imperialism, 1860 to WWI (1814) Incorporating the West (_____________________________________):

o Homestead Act, 1862 and subsidizing the railroads Indian policy _____________________________________):

o Dawes Act, 1887; Indian boarding school movement; Indian Wars: Case Study—Wounded Knee, 1890 The U.S. looked abroad to expand its influence in (_____________________________________):

o Central and South America, the Caribbean, and Asia

Homestead Act, 1862 Passed by Lincoln administration during the Civil War Provided __________________________________________________________________________ Part of a broader plan to enable the government to assert authority over the direction and pace of expansion and settlement “The wilderness should be settled because we are safer if we do. . . . The man who goes and encouragers the frontier is as much a

solider as he who bears the musket.” (James Jones, governor of Tennessee) 1862-1900: approximately ______________ families took up the government’s offer; some succeeded but many struggled with harsh

climate and soil

Dawes Act, 1887 Divided up Indian reservations into private land parcels under the banner of __________________________________________

o Land given to Indians was often useless for farming _____ of Indian land lost and opened for settlement under the Homestead Act _____________________________________ result given the origins of the act: Helen Hunt Jackson’s A Century of Dishonor

o “It makes no difference where one opens the record of the history of the Indians; every page and every year has its dark stain.”

Motives / Revealing Quotes Senator Henry M. Teller , outspoken opponent of allotment: “The real aim of allotment was to get Indian lands and open them to

settlement. The provisions for the apparent benefit of the Indians are but the pretext to get at his lands and occupy them . . . If this were done in the name of Greed, it would be bad enough; but to do it in the name of Humanity . . . is infinitely worse.”

Colonel Militia Major : “Indians are an obstacle to civilization . . . [that] should be exterminated.” William T. Sherman , General of U.S. Army during Indian Wars: “The idea is to remove all of them to a safe place and then reduce them

to a _____________________________________.” Richard H. Pratt , founder of an Indian boarding school: “These schools are necessary in order to kill the Indian and

_____________________________________.”

Indian Boarding School Movement See course Indian Boarding School document. Picture: Football practice, Indian School 1911

Wounded Knee Massacre, 1890 Suffering Indian tribes turned to an Indian prophet who had a vision of a new

world after the end of this one: native lands would be restored, the buffalo would return, and whites would disappear

Prophet promised that if they performed the _____________________________________ ritual the vision would be realized (ghosts of their ancestors would return to earth—hence the word “ghost”)

Military leaders demanded the practice be stopped When the _____________________________________to stop the ritual, U.S.

military _____________________________________ hundreds of unarmed natives (current day South Dakota)

3. Make a list of the ways in which the U.S. government attempted to “culturally imperialize” Native Americans (begin with elements of the Dawes Act):

Subsidizing the Railroads

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Government subsidized many railroad companies to extend westward (_____________________________________)

Quest for Empire, AbroadU.S. Looks to Build an Empire By 1890s, U.S. government looked abroad for various political, economic, and social reasons Important context: _____________________________________, 1893 "A new consciousness seems to have come upon us - the consciousness of strength - and with it a new appetite, the yearning to

show our strength. . . . Ambition, interest, land hunger, pride, the mere joy of fighting, whatever it may be, we are animated by a new sensation. . . . The taste of Empire is in the _____________________________________. . . ." Editorial, Washington Post, 1898

Economic Objectives Imperialism was increasingly viewed as a _____________________________________ for continued economic growth New markets would solve problem of _____________________________________ “The trade of the world must and shall be ours. . . . We will establish trading-posts throughout the world as distributing points

for American products. . . . [They will be] great colonies governing themselves, flying our flag…” – Senator Albert Beveridge

Political & Military Objectives _____________________________________ scramble for empire Many wanted to become a great world power

Social/Cultural Objectives Belief in racial and cultural superiority U.S. had a __________________________________________________________________________ to the world’s inferior people

o The White Man’s Burden – Rudyard Kipling, 1898 "God has not been preparing the English-speaking . . . peoples for a thousand years for nothing . . . . No, He has made us adept

in government that we may administer government among savage and senile peoples - He has marked the American people as His chosen nation to finally lead in the redemption of the world." Senator Albert J. Beveridge, 1900

Pictures: Missionaries in Japan and China. Context for China picture: By the end of the nineteenth century, women represented 60 percent of the American missionary force in foreign lands. This photograph shows two Methodist women using “back chairs,” a traditional form of transportation, at Mount Omei in Szechwan, China.

4. If you had to choose one factor that contributed most directly to U.S. imperialism abroad, what would it be and why?

Purchase of Alaska, 1867 Russians built several military forts and settlements beginning in the 18th century but permanent settlement never occurred

o Land seemed to have little value and was hard to defend Russia offered to sell Alaska to the U.S. in 1859 but the Civil War delayed the sale; after the war, Secretary of State William

Seward purchased Alaska o U.S. paid little attention to Alaska; viewed as a wasteland until major gold deposit was discovered in 1896

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Became a territory in ______________ and a state in _________________

U.S. Interest/Involvement in Hawaii Missionaries arrived in 1790s, followed by sugar planters, and later, by merchants eager to

use the islands as stepping stone to _____________________________________ U.S. came to control most of the islands’ _____________________________________ Benefited from U.S. duty-free tax on sugar Bullied monarchs into giving political control to U.S. businessmen by 1880s Pearl Harbor, U.S. naval base, built in 1887

A new tariff in 1890 provoked crisis by eliminating the duty-free status of Hawaiian sugar Planters/business community called for U.S. annexation Meanwhile, Queen _____________________________________ proposed changes in

government that would restore political power to natives Business leaders, U.S. ambassador _____________________________________, and

pineapple tycoon Sanford B. Dole organized a coup in 1893 and deposed the queen

Picture: Queen Liliuokalani sought to limit outside influence. American marines and sugar planters joined in 1893 to drive her from her throne. A century later, the U.S. government apologized to native Hawaiians for this illegal act.

Annexation of Hawaii, 1898 President _____________________________________ directed that the queen be restored; saw her removal as illegal Dole (“president” of new regime) refused to surrender power The Queen refused to use violence; felt the U.S. would realize its error President McKinley annexed Hawaii in _________, without giving a chance for Hawaiian’s to vote on annexation

Background to Spanish-American-Cuban War Spain had owned Cuba since late 15th century Cuban wars for independence (1860s, 70s, + ‘90s) aroused concern among Americans

_____________________________________ invested in Cuba Spanish brutality (forced removal + concentration camps) increased U.S. _____________________________________ for Cuba Yellow _____________________________________ exaggerated atrocities to lure readers ($$) and provoke U.S. intervention

Spanish-American-Cuban War, 1898 Though McKinley initially called for avoiding war, he had to

concede after the _____________________________________ exploded and the press [_____________________________________] accused the Spanish

“You furnish the pictures and I’ll furnish the war” (newspaper editor William Randolph Hurst to artist)

Despite Spanish cease-fire agreement, public opinion favored war

To many, the war began to “bring peace to Cuba”—but those orchestrating the war would generate a much more complicated result

This illustration from the popular press depicts the explosion of the battleship “Maine” in the Havana harbor on February 15, 1898. War-mongering newspaper editors and journalists immediately charged the Spaniards with mining the harbor or torpedoing the ship.

Causes of S-A-C War A decaying Spanish empire

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Navy needed coaling stations/ports; Spanish possessions offered good opportunities to _____________________________________

U.S. had for a long time _____________________________________ U.S.S. Maine blew up while in Havana Yellow journalism Sympathy for Cuba’s people who had been fighting for independence American interest in _____________________________________

S-A-C Results

Took U.S. just _____ weeks to win Helped to unify the nation and increase prestige U.S. army would govern Cuba for 4 years after war; oversaw constitution creation and tightened U.S. control over industry and

agriculture Cuba felt betrayed _____________________________________, 1898

o U.S. would not annex Cuba but would exert control o Spain ceded Puerto Rico and Guam to the U.S. o U.S. paid $_____ million for Philippine Islands

Cubans forced to add the _____________________________________ to their constitution in 1903o U.S. had right to intervene to maintain order o Cuba could not go into debto U.S. could buy/lease land for naval stations o Led to _____________________________________ and Cuban calls for a return to arms to defend national honoro U.S. army/government stood firm and Cubans reluctantly agreed

U.S. assumed territorial control over southern portion of _____________________________________ in 1903

Cuba since S-A-C WarCuban-American Relations, pre-1959 Post-1959

• U.S. provided _____________________________________ aid and built schools

• Invested, and _____________________________________, all major industries

• _____________________________________ the island several times to quell popular uprisings

• Fidel Castro ushered in a communist era • Cold War (failed Bay of Pigs invasion, Cuban Missile Crisis)• Economic sanctions, embargo and travel restrictions due to Cuban

nationalization of industry (seen as a violation of U.S. property rights) • Diplomatic relations have just been restored by Obama (controversial)• Obama plans to close the Guantanamo Bay detention center

(controversial)

Puerto Rico Since S-A-C War Guam Since S-A-C War• U.S. companies were given many advantages over local owners;

eventually led to U.S. _____________________________________ over the economy

• Puerto Rico became a _____________________________________which is “organized but unincorporated”

• Puerto Ricans were given citizenship in 1917 but couldn’t (and still can’t) vote in presidential elections or elect voting members of Congress

o Today, Puerto Ricans have one elected representative in the House, but they cannot vote on legislation

• Debate ensues in Puerto Rico: status quo, _____________________________________, or independence?

• U.S. territory and citizenship• ___________________________________

__for U.S. government• Local autonomy; democratic government• Population: 161,785

Background to Philippine-American War Like

_____________________________________, the Philippines had also been fighting for independence from Spain

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Navy was sent to the Philippines on the eve of the S-A-C War Viewed as gateway to Asia U.S. _____________________________________ Filipinos help in securing independence Both worked together to fight the Spanish in 1898

Cartoon: President McKinley is shown holding the Philippines, depicted as a savage child, as the world looks on. The implied options for McKinley are to keep the Philippines, or give it back to Spain, which the cartoon compares to throwing a child off a cliff.

Background to Philippine-American War After the Treaty of Paris, Filipinos rightfully felt _____________________________________ by the U.S., who had promised

they were “liberators” In retaliation, Filipinos drafted a constitution declaring themselves an independent republic but U.S. soldiers reinforced U.S.

control Filipinos rose in armed revolt and fought the U.S. for _____ years until they eventually surrendered to the U.S.

Philippine-American War, 1899-1902 U.S. undermined population’s capacity to endure great suffering for sake of independence U.S. employed _____________________________________ _____________________________________ membership in Anti-Imperialist League Part of U.S. mission was _____________________________________ through education: Filipino language, flags, or customs

were illegal Immediate impact: U.S. would not be as ambitious when it came to imperialism in the future

Print shows Uncle Sam as a teacher, standing behind a desk in front of his new students who are labeled "Cuba, Porto Rico, Hawaii, [and] Philippines"; they do not look happy to be there. At the rear of the classroom are students holding books labeled "California, Texas, New Mexico, Arizona, [and] Alaska". At the far left, an African American boy cleans the windows, and in the background, a Native boy sits by himself, reading an upside-down book labeled "ABC", an a Chinese boy stands just outside the door. A book on Uncle Sam's desk is titled "U.S. First Lessons in Self-Government".

Aftermath of Philippine-American War After the U.S. won the war, they imposed a

military government Filipino’s would elect a lower house U.S. set up schools and hospitals but continued

in their attempts to

__________________________________________

McKinley’s Benevolent Assimilation Proclamation (1898)

In performing this duty [the extension of American sovereignty throughout the Philippines by means of force] the military commander of the United States is enjoined to make known to the inhabitants of the Philippine Islands that in succeeding to the sovereignty of Spain, in severing the former political relations, and in establishing a new political power, the authority of the United States is to be exerted for the securing of the persons and property of the people of the Islands and for the confirmation of all private rights and relations. It will be the duty of the commander of the forces of occupation to announce and proclaim in the most public manner that we come not as invaders or conquerors, but as friends, to protect the natives in their homes, in their employment, and in their personal and religious rights. All persons who, either by

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active aid or by honest submission, cooperate with the Government of the United States to give effect to these beneficent purposes will receive the reward of its support and protection. All others will be brought within the lawful rule we have assumed, with firmness if need be, but without severity, so far as may be possible….

Finally, it should be the earnest and paramount aim of the military administration to win the confidence, respect, and affection of the inhabitants of the Philippines by assuring them in every possible way that full measure of individual rights and liberties which is the heritage of a free people, and by assuring them in every possible way that full measure of individual rights and liberties which is the heritage of a free people, and by proving to them that the mission of the United States is one of the benevolent assimilation, substituting the mild sway of justice and right for arbitrary rule. In the fulfillment of this high mission, supporting the temperate administration of affairs for the greatest good of the governed, there must be sedulously maintained the strong arm of authority, to repress disturbance and to overcome all obstacles to the bestowal of the blessings of good and stable government upon the people of the Philippine Islands under the flag of the United States.

5. How does McKinley’s proclamation contrast with what occurred in the Philippines during this time?

6. What commonalities can you discern from the cartoons related to the S-A-C War and Philippine-American War?

7. Taken all of the information from S-A-C War to this point, what do you suspect truly motivated the U.S. government to declare war on Spain in 1898? Was the S-A-C, and subsequent Philippine-American War, justified? Why or why not?

U.S.-China Relations Growing struggle among countries for control of China’s resources caused the U.S. to propose the

‘_____________________________________policy in 1899o Open access to China’s coastal portso Maintain China’s _____________________________________ so all Westerners (+ Japan) could equally

_____________________________________ Remained in effect until after WWII U.S. aided a 1900 international fight against Chinese ‘_____________________________________’ who were opposed to

foreign infiltration

Opposition to U.S. Imperialism, c. 1900 Anti-Imperialist League formed 1898; roughly half a million members, including

notables like Twain and Carnegie _____________________________________: dark-skinned and “ignorant” were

unworthy of American citizenship _____________________________________: nonwhite immigration would overwhelm

U.S. labor and take jobs away from white Americans _____________________________________: costs of maintaining military force large

enough to protect positions abroad was too high

Roosevelt’s Foreign Policy TR wanted to increase the influence and prestige of the U.S.

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Believed that the exportation of American values and ideals would have an ennobling effect on the world “_____________________________________” diplomacy: America has a God-given role to promote a moral world order and

would use force if necessary in order to protect American interests Acted aggressively in foreign affairs, often acting without the support or consent of

Congress

Roosevelt & Latin America Feared European intervention if Latin America defaulted on loans Added _____________________________________ to Monroe Doctrine, stating the

U.S. had police power in the region and Europe must stay out Supported _____________________________________ against Colombia to gain

control of Panama Canal Zone Considered the canal his greatest achievement

8. Evaluate Roosevelt’s actions in Colombia in order to gain control of the Panama Canal:

Taft’s Foreign Policy Giving support to American investors in Latin America and China Substituted investment for military intervention Political influence would follow increased U.S. trade/investment _____________________________________ in Latin America

doubled _____________________________________ interventions

occurred in Honduras and Nicaragua

Wilson’s Foreign Policy (minus WWI) Program of “missionary/moral diplomacy;” the U.S. had a moral responsibility to promote and help establish

_____________________________________o Sent marines into Latin America to put down revolts against democratic leaderso Gave the Philippines more political autonomy o Apologized to the Colombian government for Roosevelt’s actions in Panama

Bought the _____________________________________from Denmark for $25 million Almost started war with Mexico, until WWI diverted U.S. attention

9. What key similarities and differences can you locate between the foreign policies of the Progressive presidents?

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