COMPARE AND CONTRAST SOURCES
Read the two sets of primary sources. For
each, complete a Venn diagram to compare
and contrast the author’s message. Consider
the reasons given in support of/ against
American imperialism.
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Comparison of American Imperialism: Roosevelt's 'Big Stick' vs. Taft's 'Dollar Diplomacy', Lecture notes of Diplomacy
An analysis of American imperialism during the late 19th and early 20th centuries, focusing on the foreign policies of Presidents Theodore Roosevelt and William Howard Taft. the characteristics of American imperialism, including commercial goals, expansion of American business, and the use of military intervention and economic ties to exert influence. The document also introduces the concepts of 'Big Stick Diplomacy' and 'Dollar Diplomacy' and provides examples of their implementation.
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2021/2022
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COMPARE AND CONTRAST SOURCES
Read the two sets of primary sources. For
each, complete a Venn diagram to compare
and contrast the author’s message. Consider
the reasons given in support of/ against
American imperialism.
VALUE AND LIMITATIONS
Choose 2 of the primary sources you just read.
Identify the origin and purpose of the source first.
Then use the chart to find the value and limitations
of each source for a historian studying the reasons
for American imperialism.
LEARNING OBJECTIVE
SWBAT describe the increasingly active role of
the Americas in world affairs between 1880
and 1929 IOT evaluate the impact of
modernization on foreign policy in the region.
INQUIRY
Was American intervention in Latin
America and the Caribbean justified?
To what extent did the U.S. act on
economic concerns?
AFTER THE TREATY OF PARIS (1898)
- Cuba – Platt Amendment gave the US right to intervene in Cuban affairs and set a precedent for further intervention in the western hemisphere.
- Philippines – the 1899 Senate ratification of the Treaty of Paris set off a 3-year war (Philippine-American War) against Philippine Republic led by Emilio Aguinaldo - Status remained that of a colony – governed by a commission headed by William Howard Taft - 1912 – process of Filipinization began, which gave Filipinos more say in self-governance, with an eye toward eventual independence - 1935 – designated a commonwealth with a greater degree of autonomy - 1946 – the U.S. recognized Philippine independence after a period of Japanese occupation during WWII
- Puerto Rico – Foraker Act (1900) established a US-dominated system of government; Jones Act (1917) gave Puerto Ricans U.S. citizenship; In 1952, PR was designated a commonwealth, with a greater degree of autonomy.
CHARACTERISTICS OF AMERICAN IMPERIALISM
• Commercial Goals
• Expansion of American business in Latin America and the Caribbean
• Protecting American commercial interests depended on maintaining
peace in those regions, sometimes through military intervention
• Early 20
th
century- “Progressive diplomacy”
• Presidents Roosevelt, Taft, and Wilson Reflected idea that the
role of the U.S. was to maintain order, and that U.S. engagement
in foreign countries was always for their benefit
ROOSEVELT COROLLARY TO THE MONROE
DOCTRINE (“BIG STICK” DIPLOMACY)
Monroe Doctrine (1823)
The U.S. would get
involved in the affairs of
the Americas ONLY when
needed to end the
intervention of a
European Power
Roosevelt Corollary (1904)
The U.S. had the RIGHT
to intervene in Latin
American countries in
economic crisis, whether
or not a European Power
planned to intervene
Speak softly and carry a big stick.
EXAMPLES OF THE “BIG STICK” IN ACTION:
▪ Intervention in the Dominican Republic and Venezuela
▪ Obtaining land in Panama for the Panama Canal
▪ The Open Door Policy in China
OTHER EXAMPLES OF ROOSEVELT’S FOREIGN POLICY:
▪ Arbitration after the Russo-Japanese War
▪ “Gentlemen’s Agreement” with Japan
A MAN, A PLAN, A CANAL: PANAMA.
https://youtu.be/W20uDG4tVPw
EXAMPLES OF “DOLLAR DIPLOMACY”:
▪ U.S. Intervention in
Nicaragua and
Honduras
▪ https://youtu.be/79sxHMSJSYQ
WOODROW WILSON’S “MORAL DIPLOMACY”:
Moral Diplomacy: belief that contact with the
US could only benefit others; belief that US
was morally superior to other nations and its
diplomacy was governed by noble and
benevolent principles.
Wilson believed desire to do good should
govern US foreign policy
E.g. Gave Colombia $25 million in reparations
for the role the US had played in encouraging
the Panamanian revolution
Implication – Wilson would oppose military
dictatorships or revolutionary governments
CLASSWORK
Read the “1.3 US foreign policy” student text and
completed the graphic organizer provided (except for the
last column).
Then, pick up a primary source packet. In the last column
of your chart, list 1-2 quotes from the primary source set
that supports what you listed as strengths and weaknesses
of each foreign policy.
ASSIGNMENT #4 – DUE 2/10 (A), 2/11 (B)
Choose one Latin American or Caribbean country from the list below. You will conduct some research to answer the following: In 1-2 pages (12-point font, double- spaced), discuss how the country you chose was affected by U.S. expansionist policies in the period between 1880 –
- How does this history relate to the current relationship between the country you chose and the United States? Cite your sources in MLA format. Choose from:
- Mexico - Cuba - Haiti - Panama - Nicaragua - Guatemala - Honduras - Dominican Republic - Venezuela