Chapter 19 Sections 1, 2, 3, 4
How did American business and government actions serve to undermine the Native government in Hawai'i?
American business and government actions served to undermine the Native government in Hawai'i by forcing the signing of a treaty, the Mckinley Tariff of 1890, and the Annexation Club. In 1887, Americans forced the Hawaiian king to sign a constitution that allowed foreigners the right to vote, which sifted decision-making authority from the monarch to the legislature. Additionally, the McKinley Tariff of 1890 created an economic crisis for Hawai'i by eliminating the duty-free status of Hawaiian sugar exports in the U.S. After this, Americans created the Annexation club which dispatched troops to Honolulu, resulting in the Queen surrendering and giving up authority to the U.S. government.
How did Great Britain and the United States address a boundary dispute in Venezuela?
Great Britain and the United States addressed a boundary dispute in Venezuela with the Monroe Doctrine and Anglo-American arbitration board. In 1895, the Secretary of State, Richard Olney, told the British that they could not deny self-government to nations in the Western Hemisphere because of the Monroe Doctrine. After this, Britain retreated from the crisis, however, in 1896, the Anglo-American arbitration board still divided the disputed territory between Britain and Venezuela.
How were the interests of Cubans and Americans intertwined with one another in the late nineteenth century?
In the late nineteenth century, the interests of Cubans and Americans intertwined with one another through a crisis, culture, and economy. At the time, Cuba was struggling to battle Spain for independence and desperately need help, and Americans wanting to show that they were the "saviors" of other nations, gladly helped with financial support. Additionally, many Cuban children attend school in the U.S. and adopted its culture (wearing American clothes, speaking English, playing baseball, becoming Protestant, and taking American names), adding to the combined interests of the Cunabns and Americans. Furthermore, America invested $50 million in sugar plantations in Cuba, and Cuba exported more than 90% of its sugar to the U.S.
What developments drew the United States into war with Spain over Cuba?
The developments that drew the United States into war with Spain over Cuba were the Sinking of Maine, a Spanish letter, and a failed armistice. Maine was a battleship that was sent to Havana, Cuba, to put down rioting pro-Spanish loyalists; however, an explosion ripped the Maine, resulting in 266 Americans dying. Furthermore, a week prior, a private letter from the Spanish minister in Washington, belittled Mckinley as "weak and a bidder for the admiration of the crowd." This combined with the Sinking of Maine heaving fueled anti-Spanish sentiment. While support for war was high, Mckinley tried to give Spain an armistice that would end reconcentration; however, after Madrid abolished reconcentration and rejected the armistice, but later accepted it, Mckinley declared war.
What early actions did the national government take to advance American interests abroad?
The early actions the national government took to advance American interests abroad were the building of institutions to support overseas ambitions and guiding principles. For example, William H. Seward was a New York senator who argued relentlessly for expansionism. Although many of his plans to did not come to fruition, he successfully, drove France out of Mexico by sending troops to the Mexican border and demanding France abandon its puppet regime there and bought Alaska from Russia.
What motivated Americans to support and participate in war with Spain?
The humanitarian impulse to stop the bloodletting, a concern for commerce and property, and the psychological need to end the nightmarish anxiety motivated Americans to support and participate in war with Spain. Additionally, Republicans wanted Mckinley to resolve the war so that they would not lose in upcoming congressional elections and businesspeople believed that ejecting Spain from Cuba would open new markets for surplus production. Imperialists saw it as an opportunity to fulfill expansionist dreams and conservatives welcomed it as a nation unifier. Many also saw the war as an adventure and an expression of masculinity.
Why did the United States take a more active role in international affairs and foreign policy in the late nineteenth century?
The United States took a more active role in international affairs and foreign policy in the late nineteenth century because of its benefits to the United States. Most of the people who took part in expansionism (international affairs and foreign policy), were above the average American and believed the United State's prosperity and security depended on influence abroad. This would allow these people to make more profits, and use the foreign markets as safety valves to relieve overproduction, unemployment, economic depression, and social tension.
What characteristics defined the debate over empire between anti-imperialists and imperialists?
The debate over empire between anti-imperialists and imperialists was defined by the characteristics of American ideals, race, and economy. Anti-imperialists argued that the Constitution and Declaration of Independence stated that "the conquest of people against their will violate the right of self-determination." Additionally, they argued that the annexation of people of color would undermine Anglo-Saxon purity and supremacy in America, and undercut American labor. In response, imperialists it was America's responsibility to uplift inferior people (white man's burden) and that it would boost the American economy. Furthermore, they stated that national honor dictated that Americans keep what they had shed blood to take.
What institutions and structures were established to help the United States expand its influence abroad?
The institutions and structures that were established to help the United States expand its influence abroad were international communications and the navy. In 1886 America built an underwater transatlantic cable that linked European and American telegraph networks. Furthermore, in 1890, more telegraph lines were made to connect America to Latin America; and in 1903, a submarine cable reached across the Pacific to the Philippines, Japan, and China. These allowed information about markets, crises, and war to flow steadily and quickly, greatly expanding America's influence. Additionally, Alfred Thayer Mahan advocated for a bigger navy to protect America's shipping and create more colonies, later causing Congress to authorize the construction of the first steel-hulled warships.
What intellectual developments contributed to American activism abroad?
The intellectual developments that contributed to American activism abroad were nationalism and racist ideologies. During this time, many American officials championed nationalism based on notions of American supremacy. Leaders called non-Americans "manliness" or "weakling", many took on racist ideologies (such as phrenology, physiognomy, and Social Darwinism) to put the white Anglo-Saxon Americans on top, and thought of themselves as "saviors" to foreign lands, adding to this new nationalist thought. This was also reinforced in magazines, cartoons, world fairs, postcards, school textbooks, museums, and political orations by making immigrants look strange, exotic, or premodern.
What methods did expansionists seek to use to spread American influence abroad?
The methods expansionists used to spread American influence abroad were foreign trade and a change in policy. Foreign commerce allowed the U.S. to build a larger navy, professionalize foreign service, and make more colonies. Additionally, in 1865, U.S. exports totaled $234 million, but by 1914, they totaled $2.5 billion, showing just have much more America was spreading its influence. This came as a result of the U.S. changing its policy of trade from one of imports to one of exports. Furthermore, many countries became dependent on the U.S. steel, copper, and petroleum.
