Download AP United States History - Terms and People – Unit 9, Chapter 27

AP United States History - Terms and People – Unit 9, Chapter 27 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential and
become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
Empire and Expansion, 1890 – 1909
Before studying Chapter 27, read over these “Themes”:
Theme: In the 1890s a number of economic and political forces sparked a spectacular burst of imperialistic expansionism
for the United States that culminated in the Spanish-American War, a war that started over freeing Cuba and ended with the
highly controversial acquisition of the Philippines and other territories.
Theme: In the wake of the Spanish-American War, President Theodore Roosevelt pursued a bold and sometimes
controversial new policy of asserting Americas influence abroad, particularly in East Asia and Latin America.
After studying Chapter 27 in your textbook, you should be able to:
1. Explain why the United States suddenly abandoned its isolationism and turned outward at the end of the
nineteenth century.
2. Describe the forces pushing for American overseas expansion, and the causes of the Spanish-American
War.
3. Describe and explain the unintended results of the Spanish-American War, especially the conquest of Puerto
Rico and the Philippines.
4. Explain McKinley’s decision to keep the Philippines and list the opposing arguments in the debate about
imperialism.
5. Analyze the consequences of the Spanish-American War, including the Filipino rebellion against U.S. rule
and the war to suppress it.
6. Explain the growing U.S. involvement in East Asia, and summarize America’s “Open Door” policy toward
China.
7. Discuss the significance of the “pro-imperialist” Republican victory in 1900 and the rise of Theodore
Roosevelt as a strong advocate of American power in international affairs.
8. Describe Roosevelt’s assertive policies in Panama and elsewhere in Latin America, and explain why his
“corollary” to the Monroe Doctrine aroused such controversy.
9. Discuss Roosevelt’s foreign policies and diplomatic achievements, especially regarding Japan.
Know the following people and terms. Consider the historical significance of each term or person. Also
note the dates of the event if that is pertinent.
A. People
Alfred Thayer Mahan
James G. Blaine
Richard Olney
Valeriano Weyler
Dupuy de Lóme
William McKinley
Leon Czolgosz
+Theodore Roosevelt
George Dewey
Emilio Aguinaldo
William Howard Taft
+William Randolph Hearst
Joseph Pulitzer
John Hay
Philippe Bunau-Varilla
George Washington Goethals
AP United States History - Terms and People – Unit 9, Chapter 27 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential and
become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
B. Terms:
reconcentration
jingoism
imperialism
guerrilla warfare
spheres of influence
“yellow peril”
Pan-American Conference
*DeLôme Letter (1898) (see page 6)
*Joint Resolution to Provide for Annexing the Hawaiian Islands to the United States
Maine
Teller Amendment
Rough Riders
Treaty of Paris
Anti-Imperialist League
Foraker Act
*Platt Amendment
Insular Cases
Open Door notes
Boxer Rebellion
big-stick diplomacy
Clayton-Bulwer treaty
Hay-Pauncefote Treaty
Hay-Bunau-Varilla Treaty
Panama Canal
Roosevelt Corollary
Russo-Japanese War
Portsmouth Conference
Gentleman’s Agreement
Great White Fleet
“the full dinner pail”
+=One of the 100 Most Influential Americans of All Time, as ranked by The Atlantic. Go to Webpage to see all 100.
*=A 100 Milestone Document from the National Archive. Go to Webpage to link to these documents.
C. Sample Essays: Using what you have previously learned and what you read in Chapter 27, you
should be able to answer an essay such as this one:
How was the U.S. overseas imperialism in the 1898 similar to and different from earlier American
expansion across North America, or “Manifest Destiny”? Was this “new imperialism” a fundamental
departure from American traditions, or simply a further extension of “westward migration”?
AP United States History - Terms and People – Unit 9, Chapter 27 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential and
become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
D. Voices from the past:
“The state which controlled the seas controlled its own fate.”
Alfred Thayer Mahan, The Influence of Sea Power upon History, 1660–1783 (1890)
I, Liliuokalani, by the grace of God and under the constitution of the Hawaiian Kingdom, Queen, do hereby solemnly protest against
any and all acts done against myself and the constitutional Government of the Hawaiian Kingdom by certain persons claiming to have
established a provisional government of and for this Kingdom.
That I yield to the superior force of the United States of America, whose minister plenipotentiary, His Excellency John L. Stevens,
has caused United States troops to be landed at Honolulu and declared that he would support the said provisional government.
Now, to avoid any collision of armed forces and perhaps the loss of life, I do, under this protest, and impelled by said force, yield my
authority until such time as the Government of the United States shall, upon the facts being presented to it, undo the action of its
representatives and reinstate me in the authority which I claim as the constitutional sovereign of the Hawaiian Islands.
Done at Honolulu this 17th day of January, A. D. 1893.
Queen Liliuokalani protesting the annexation of the Hawaiian Islands by the United States
*The DeLôme Letter
Below is the controversial DeLôme letter. The Spanish diplomat's letter was critical of U.S. President William McKinley and
the prospects for peace. It was intercepted in 1898 by a Cuban agent and leaked to William Randolph Hearst's New York
Journal. Hearst publicized the DeLôme letter under the screaming headline: "WORST INSULT TO THE UNITED STATES
IN ITS HISTORY". Days later an explosion sank the U.S.S. Maine in Cuban's Havana harbor. The Journal and Joseph
Pulitzer's New York World already had been fueling the war flames with accounts of Spanish atrocities in Cuba when the
mysterious sinking of the battleship Maine occurred. Publication of the DeLôme letter forced the recall of the minister and
pushed the two nations one step closer to war.
December 1897
LEGATION DE ESPANA, WASHINGTON
Eximo Senor DON JOSE CANALEJAS:
My Distinguished and Dear Friend: - You need not apologize for not having written to me; I also ought to have written to you, but have
not done so on account of being weighed down with work and nous sommes quites.
The situation here continues unchanged. Everything depends on the political and military success in Cuba. The prologue of this second
method of warfare will end the day that the Colonial Cabinet shall be appointed, and it relieves us in the eyes of this country of a part of
the responsibility for what happens there, and they must cast the responsibility upon the Cubans, whom they believe to be so
immaculate.
Until then we will not be able to see clearly, and I consider it to be a loss of time and an advance by the wrong road - the sending of
emissaries to the rebel field, the negotiations with the Autonomists not yet declared to be legally constituted, and the discovery of the
intentions and purpose of this government. The exiles will return one by one, and when they return, will come walking into the
sheepfold and the chiefs will gradually return. Neither of these had the courage to leave en masse, and they will not have the courage
thus to return.
The message has undeceived the insurgents who expected something else, and has paralyzed the action of Congress, but I consider it
bad.
Besides the natural and inevitable coarseness with which he repeats all that the press and public opinion of Spain has said of Weyler, it
shows once more what McKinley is: weak and catering to the rabble, and, besides, a low politician, who desires to leave a door open to
me and to stand well with the jingoes of his party.
Nevertheless, as a matter of fact, it will only depend on ourselves whether he proves bad and adverse to us. I agree entirely with you;
without a military success nothing will be accomplished there, and without military and political success, there is here always danger
that the insurgents will be encouraged, if not by the government, at least by part of the public opinion.
I do not believe you pay enough attention to the role of England. Nearly all that newspaper canaille which swarms in your hotel are
English, and at the same time are correspondents of the Journal, they are also correspondents of the best newspapers and reviews of
England. Thus it has been since the beginning. To my mind the only object of England is that the Americans should occupy themselves
with us and leave her in peace, and if there is a war, so much the better; that would further remove what is threatening her - although
that will never happen.
It would be most important that you should agitate the question of commercial relations, even though it would be only for effect, and
that you should send here a man of importance in order that I might use him to make propaganda among the senators and others in
opposition to the Junta and win over exiles.
There goes Amblard. I believe he comes deeply taken up with little political matters, and there must be something very great or we shall
lose.
Adela returns your salutations, and we wish you in the new year to be a messenger of peace and take this New Year's present to poor
Spain.
Always your attentive friend and servant, who kisses your hands,
ENRIQUE DUPUY DE LOME
AP United States History - Terms and People – Unit 9, Chapter 27 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential and
become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
E. Map work: Using the reference numbers on the map, locate and identify the listed places.
15
18
13
17
14
12
16
Identify the places referred to by number on the above map:
1.__________________
6.__________________
11.__________________
16. _____________
2.__________________
7.__________________
12.__________________
17._____________
3.__________________
8.__________________
13.__________________
18._____________
4.__________________
9.__________________
14.__________________
5.__________________
10._________________
15.__________________
A. The 3 territorial acquisitions made by the U.S. in the 1898 Treaty of Paris:
____ _________________
______________________
______________________
B. The independent republic annexed by the U.S. during the Spanish-American War: ___________________
C. The two nations whose boundary dispute in 1895 nearly involved the U.S. in war: __________________
__________________
F. What was “the white man’s burden”? Read on:
AP United States History - Terms and People – Unit 9, Chapter 27 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential and
become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
The White Man's Burden (1899):
Rudyard Kipling
Born in British India in 1865, Kipling was educated in England before returning to India in 1882. From 1892-96 he and his
wife lived in Vermont, where he wrote the two Jungle Books. After returning to England, he published "The White Man's
Burden," an appeal to the United States to assume the task of developing the Philippines, recently won in the SpanishAmerican War.
Take up the White Man's burden-Send forth the best ye breed-Go bind your sons to exile
To serve your captives' need;
To wait in heavy harness,
On fluttered folk and wild-Your new-caught, sullen peoples,
Half-devil and half-child.
Take up the White Man's burden-In patience to abide,
To veil the threat of terror
And check the show of pride;
By open speech and simple,
An hundred times made plain
To seek another's profit,
And work another's gain.
Take up the White Man's burden-The savage wars of peace-Fill full the mouth of Famine
And bid the sickness cease;
And when your goal is nearest
The end for others sought,
Watch sloth and heathen Folly
Bring all your hopes to nought.
Take up the White Man's burden-Ye dare not stoop to less-Nor call too loud on Freedom
To cloke your weariness;
By all ye cry or whisper,
By all ye leave or do,
The silent, sullen peoples
Shall weigh your gods and you.
Take up the White Man's burden-Have done with childish days-The lightly proferred laurel,
The easy, ungrudged praise.
Comes now, to search your manhood
Through all the thankless years
Cold, edged with dear-bought wisdom,
The judgment of your peers!
Take up the White Man's burden-No tawdry rule of kings,
But toil of serf and sweeper-The tale of common things.
The ports ye shall not enter,
The roads ye shall not tread,
Go mark them with your living,
And mark them with your dead.
Take up the White Man's burden-And reap his old reward:
The blame of those ye better,
The hate of those ye guard-The cry of hosts ye humour
(Ah, slowly!) toward the light:-"Why brought he us from bondage,
Our loved Egyptian night?"
What is it today's reader finds so repugnant about Kipling's poem?
If you were a citizen of a colonized territory, how would you respond to Kipling?
AP United States History - Terms and People – Unit 9, Chapter 27 (13th Ed.)
HONOR PLEDGE: I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential and
become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.
GREAT WHITE FLEET ROUTE AROUND THE WORLD
The Fleet departed Hampton Roads, VA. Dec. 16, 1907, and returned there on Feb. 22, 1909