Dollar Diplomacy (Taft)  Moral Diplomacy (Wilson) Dollar & Moral Diplomacy • William H

Total Page:16

File Type:pdf, Size:1020Kb

Dollar Diplomacy (Taft)  Moral Diplomacy (Wilson) Dollar & Moral Diplomacy • William H U.S. FOREIGN POLICY IN LATIN AMERICA U.S. Foreign Policy in Latin America Big Stick Diplomacy (Roosevelt) Roosevelt Corollary to the Monroe Doctrine Dollar Diplomacy (Taft) Moral Diplomacy (Wilson) Dollar & Moral Diplomacy • William H. Taft • Dollar Diplomacy – urge banks and business to invest in Latin America (US gained control of their railroads and national bank) • Economic pressure to influence other countries • Woodrow Wilson • Believed in “moral diplomacy” • Thought using money or force would hurt the U.S. and Latin America • Promote democratic gov’ts (would not recognize a gov’t of “butchers”Mexico) The Panama Canal: American motivations 1) Boost the nation’s economy 2) Shorten trade routes (helps to make $ faster) Building the Canal Problems Disease-carrying mosquitoes (yellow fever, malaria) Humidity Frequent accidents The Size More than 43,000 workers at one time 61 million pounds of dynamite Completed in 1914 (5,600 workers die from disease) Significance of Canal 50 mile canal Trip was 8,000 miles shorter Gateway between the Atlantic and Pacific “The Land Divided, the World United” One of the two most important canals in the world The Inauguration of the Canal Zone – S.S. Ancon Look at the map on Pg. 388-389 and answer #1 (“Interact w/ History”) THEN, look at the “Panama Canal Cross-Section” -What is an isthmus? -What potential problems do you see in building a canal at this location? REVIEW • Different types of foreign policy (4) • Am. Foreign Policy Spectrum • Beginnings of Imperialism (3 reasons, etc.) • Imperialism Worksheet • Factors leading to Spanish American War (3) • Notes • 3 Types of Diplomacy • America as a World Power Packet.
Recommended publications
  • An Emerging World Power (1877-1918) American Imperialism
    Chapter 21 – An Emerging World Power (1877-1918) Motivations for Overseas Expansion Alfred T. Mahan Causes & Results of Spanish-American War Queen Liliuokalani TR & the “Rough Riders” Anti-Imperialist League Emilio Aguinaldo & Philippine-American War Teller & Platt Amendments Open Door Policy & Boxer Rebellion U.S. & Panama Canal Roosevelt Corollary “Moral Diplomacy” & Pancho Villa Causes of US Entry to WWI US WWI Military Impacts Domestic Economic Impacts of WWI CPI & “100% Americanism” Espionage & Sedition Acts African-American Great Migration Carrie Catt, Alice Paul &19th Amendment Wilson & Treaty of Versailles Article X & Rejection of Treaty THIS SLIDESHOW RELATES TO TERMS IN RED 1890-1917 (Ch. 20 & First half of Ch. 21) Long Essay Assessment (LEQ) on Monday 2/10 American Imperialism: Crash Course US History #28 First Half of Chapter 21 United States Relations with Latin America & Asia (1890-1914) Simultaneous with Domestic Progressivism How are progressive & imperialistic impulses similar? How are these similar impulses illustrated in the cartoon? United States Interventions in Latin America & Asia (1890-1914) FOUR Key Motivations for U.S. Foreign Policy Expansionist / Imperialist Foreign Policy (1890-1914) Historians argue if this was a New Imperialism or an extension of older Manifest Destiny. Arguments for both sides? 1) Military For the US to be like other “great powers” in history Alfred T. Mahan, TR & others argue for a US presence around the world to support American interests 2) Social Many in US believe White Man’s Burden philosophy that it is an American responsibility to “help” non- whites around the world. An extension of Social Darwinism philosophy popular at this time.
    [Show full text]
  • Primary Document #1: the Open Door Notes (Policy) (1899-1900)
    Primary Document #1: The Open Door Notes (Policy) (1899-1900) By the late 19th century, Japan and the European powers had carved much of China into separate spheres of influence, inside of which each held economic dominance. The U.S., coming late to imperialism, held no sphere of influence in China. In 1899 U.S. Secretary of State John Hay proposed an "Open Door" policy in China in which all nations would have equal trading and development rights throughout all of China. Such a policy would put all the imperialist powers on equal footing in China and would limit the advantages of having one’s own sphere of influence. As you read, think about how the Open Door policy might be seen as noble and fair, and think about how it also reflects American political and economic self-interest. Document A: The Open Door Notes (Policy) Earnestly desirous to remove any cause of irritation and to insure at the same time to the commerce of all nations in China... [the United States urges all nations claiming a sphere of influence in China to declare] that [all nations] shall enjoy perfect equality of treatment for their commerce and navigation within such spheres.... We adhere to the policy... of peace with the Chinese nation, of furtherance of lawful commerce, and of protection of lives and property of our citizens by all means.... The policy of the Government of the United States is to seek a solution which may bring about permanent safety and peace to China, preserve Chinese territorial and administrative entity, protect all rights guaranteed to friendly powers by treaty and international law, and safeguard for the world the principle of equal and impartial trade with all parts of the Chinese Empire.
    [Show full text]
  • Unit: American Imperialism Page # 43
    Unit: American Imperialism Page # 43 Objectives: 1. Define and explain the Roosevelt Corollary and how TR used the big stick 2. Explain how the Panama Canal was annexed by the US and how TR used the big stick 3. Define and explain Taft’s Dollar Diplomacy and why it was imperialistic 4. Define and explain Wilson’s Moral Diplomacy and how he became a hypocrite V. United States and Latin America A. Where is Latin America? 1. Any nation Mexico and South B. Roosevelt Corollary 1. Is an extension of the Monroe Doctrine a. To keep out foreign nations 2. TR believed that it was the US’s job to restore law and order a. US should be able to intervene anytime in Latin America b. The US was to become a international police force 3. He uses this idea when European nations tried to expand influence in Latin America 4. To enforce this corollary TR uses the navy a. This will be called the big stick policy b. TR would “Speak softly but carry a big stick ” c. Used in 1) Nicaragua 2) Dominican Republic 3) Helped to start a revolt in Panama 5. US wanted a shorter path to trade and military a. Found that the Panama Isthmus was the shortest route b. The land was owned by Columbia c. TR tries to buy the land but Columbia refuses d. TR then allows the War Department to send hints that the US will support a revolt e. To ensure the revolt TR sends the Big Stick f. The US then takes over the canal started by France g.
    [Show full text]
  • The Teapot Dome Scandal
    CONSTITUTIONALRIGHTSFOUNDATION SPRING 2009BILLOFRIGHTSINACTIONVOLUME 24 NUMBER 4 The Teapot Dome Scandal The Teapot Dome scandal unfolded in the 1920s during the presidency of Warren Harding. It remains one of the most shocking stories of government corruption. President Harding died in office before most of the scan- dal became public. As the Senate investigated the scan- dal, the press and the public demanded to know how two of the richest oil barons in the country had bribed gov- ernment officials to obtain leases to oil fields on govern- ment land. It took six years, two civil trials, and six criminal trials to track down what one senator called “the slimiest of slimy trails beaten by privilege.” y the end of World War I, the demand for oil was grow- ing. During the war, the U.S. and British navies con- vertedB their ships from coal to oil. Cars were rolling off the assembly lines in huge numbers. By 1920, oil production had soared to 450 million barrels in the U.S., and the oil industry was booming. One man who made huge profits from the oil boom was The Teapot Dome scandal seemed to lead directly to the White House. Edward Doheny. Doheny struck oil in April 1893 near the The only person ultimately convicted of criminal charges was Harding’s La Brea Tar Pits in Los Angeles, and within a year had 81 secretary of the interior,Albert Fall. (Library of Congress) wells pumping in Los Angeles. By 1916, he had expanded the navy. Three Naval Petroleum Reserves were created in his oil empire into Mexico.
    [Show full text]
  • William Howard Taft and Dollar Diplomacy
    WILLIAM HOWARD TAFT AND DOLLAR DIPLOMACY - Roosevelt's successor, William Taft (1909-1913), did not carry a big stick - Taft adopted a foreign policy that was mildly expansionist but depended more on investors' dollars than on the navy's battleships - Taft's policy of trying to promote U.S. trade by supporting American enterprises abroad was given the name dollar diplomacy DOLLAR DIPLOMACY IN EAST ASIA AND LATIN AMERICA - Taft believed that private American financial investment in China & the nations of Central America would lead to greater stability there, while at the same time promoting U.S. business interests - Taft's policy was thwarted by one major obstacle: growing anti-imperialism both in the U.S. & overseas RAILROADS IN CHINA - Taft wanted U.S. bankers to be included in a British, French, and German plan to invest in railroads in China & Taft succeeded in securing American participation in an agreement signed in 1911 - In the northern province of Manchuria, however, the U.S., was excluded from an agreement between Russia & Japan to build railroads there - In direct defiance of the U.S. Open Door policy, Russian & Japan agreed to treat Manchuria as a jointly held sphere of influence INTERVENTION IN NICARAGUA - To protect U.S. investments, the U.S. intervened in Nicaragua's financial affairs in 1911, & sent in marines when a civil war broke out in 1912 - The marines remained, except for a short period, until 1933 THE LODGE COROLLARY - Henry Cabot Lodge, a Republican senator from Massachusetts, was responsible for another action
    [Show full text]
  • America's Choice Between Security Interests and Democratic Values
    This document is downloaded from DR‑NTU (https://dr.ntu.edu.sg) Nanyang Technological University, Singapore. Allies in crisis : America's choice between security interests and democratic values DK Nur Asyura Pg Hj Mohd Salleh 2019 DK Nur Asyura Pg Hj Mohd Salleh. (2019). Allies in crisis : America's choice between security interests and democratic values. Doctoral thesis, Nanyang Technological University, Singapore. https://hdl.handle.net/10356/105774 https://doi.org/10.32657/10220/48830 Downloaded on 29 Sep 2021 14:10:46 SGT ALLIES IN CRISIS: AMERICA’S CHOICE BETWEEN SECURITY INTERESTS AND DEMOCRATIC VALUES DK NUR ASYURA PG HJ MOHD SALLEH S. Rajaratnam School of International Studies Singapore Thesis submitted to the Nanyang Technological University in partial fulfillment of the requirement for the degree of Doctor of Philosophy 2019 Scanned with CamScanner Authorship Attribution Statement (A) This thesis does not contain any materials from papers published in peer-reviewed journals or from papers accepted at conferences in which I am listed as an author. 20 JUNE 2019 . Date DK NUR ASYURA PG HJ MOHD SALLEH ACKNOWLEDGEMENTS I would like to extend my heartfelt gratitude to my supervisors Dr. Evan Resnick and Dr. Ralf Emmers for their close support and consistent feedback that were crucial in guiding me from the beginning of my research to the final stages of drafting. I am also extremely grateful to Dr. Farish Noor and Dr. Ian Storey for their consistent motivation and strong moral support. My sincere thanks also goes out to many people in RSIS, including Roxane and Yee Ming, whose helpful advice aided me as I navigated my way around the procedures and library resources.
    [Show full text]
  • Station #6: Woodrow Wilson's "Moral Diplomacy"
    Station #6: Woodrow Wilson's "Moral Diplomacy" Wilson disliked the assertive policies of Taft and Theodore Roosevelt. He advocated "moral diplomacy" (a policy that made the U.S. the conscience of the world). He hoped to spread democracy, condemn colonialism, and promote peace. While he pledged to limit American interventions in Latin America, he ended up intervening more than any previous President, deploying troops to Haiti, the Dominican Republic, Nicaragua and Mexico. Document A: "Moral Diplomacy" "These States lying to the south of us, which have always been our neighbors, will now be drawn closer to us by innumerable ties, and I hope, chief of all, by the tie of a common understanding of each other. Interest does not tie nations together; it sometimes separates them. But sympathy and understanding does unite them[.] ...We must prove ourselves their friends and champions upon the terms of equality and honor... We must show ourselves friends by comprehending their interest, whether it squares with our own interest or not. It is a very perilous thing to determine the foreign policy of a nation in the terms of material interest. It not only is unfair to those with whom you are dealing, but it is degrading as regards your own actions." -President Woodrow Wilson, 1913 Document B: American Troops Practicing "Moral Diplomacy" in Nicaragua Document C: "Moral" Diplomacy in Nicaragua? U.S. officer and head of "the bandit Chief Silvino Herrera." "There is a strong feeling here that mistaken humanitarianism on our part has prevented the elimination of Sandino [the commander of guerilla forces that opposed U.S.
    [Show full text]
  • The United States and Latin America
    hsus_te_ch05_s04_s.fm Page 268 Friday, January 9, 2009 2:05 PM ᮤ Newspaper announcing Taft’s goal Step-by-Step WITNESS HISTORY AUDIO SECTION 4 Instruction Dollars for Bullets Like President Roosevelt, President William Howard SECTION 4 Taft stressed the need to assert American power around the world. Taft’s “dollar diplomacy” aimed Objectives to expand American investments abroad: As you teach this section, keep students “The diplomacy of the present administration . focused on the following objectives to help has been characterized as substituting dollars for them answer the Section Focus Question and bullets.... It is [a policy] frankly directed to the master core content. increase of American trade upon the axiomatic prin- • Examine what happened to Puerto Rico ciple that the government of the United States shall and Cuba after the Spanish-American War. extend all proper support to every legitimate and beneficial American enterprise abroad.” • Analyze the effects of Roosevelt’s “big —President William Howard Taft, 1912 stick” diplomacy. • Compare Wilson’s “moral diplomacy” with ᮡ William Howard Taft the foreign policies of his predecessors. The United States and Latin America Prepare to Read Objectives Why It Matters As the United States tentatively asserted its • Examine what happened to Puerto Rico and interests in East Asia, Americans called for a more aggressive role Background Knowledge L3 Cuba after the Spanish-American War. in Latin America. American entrepreneurs and government leaders viewed the region as the nation’s backyard and as a sphere of influ- • Analyze the effects of Roosevelt’s “big stick” Ask students to recall the challenges ence from which other great powers should be excluded.
    [Show full text]
  • Pearson Social Studies
    Name Class Date CHAPTER Section Summary 9 THE UNITED STATES AND LATIN AMERICA SECTION 4 After the Spanish-American War, the United States assumed control READING CHECK of Puerto Rico and Cuba. In 1900, the U.S. Congress passed the Foraker Act, which established a civil government in Puerto Rico. Why might Cubans have Later, in 1917, Puerto Ricans gained more citizenship rights and resented the Platt Amendment? greater control over their own legislature. Before the United States Army withdrew from Cuba in 1902, Congress forced Cuba to add the Platt Amendment to its constitu- tion. The amendment restricted the rights of newly independent Cubans, gave the United States the right to intervene in Cuba, and made Cuba a protectorate of the United States. After assuming the presidency, Theodore Roosevelt promoted “big stick” diplomacy, which relied on a strong U.S. military to achieve America’s goals. Roosevelt used this forceful approach to intimidate Colombia and gain control over the “Canal Zone” in Panama. America then built the Panama Canal, a waterway that VOCABULARY STRATEGY connected the Atlantic and Pacific oceans. In 1904, President Roosevelt announced the Roosevelt Corollary, What does the word nevertheless mean in the under- which updated the Monroe Doctrine for an age of economic imperi- lined sentence? Circle the words alism. The policy stated that the United States would serve as the in the underlined passage that policing power in Latin America and would restore order when nec- could help you learn what essary. Many Latin Americans resented America’s role as the hemi- nevertheless means.
    [Show full text]
  • IB History of the Americas May 2019 Examinations: Papers 1 and 2: Tuesday Afternoon, May 7 Paper 3: Wednesday Morning, May 8
    1 IB History of the Americas May 2019 examinations: Papers 1 and 2: Tuesday afternoon, May 7 Paper 3: Wednesday morning, May 8 Prescribed subject, Exam paper 1: 1 hour. Source-based questions. (a primary source booklet is provided.) Question 1 will have two parts, each analyzing the message of one source. (3 marks for part A, 2 marks for part B) Question 2 will ask “with reference to its origin, purpose, and content, assess the value and limitations for historians” for one of the sources. (4 marks) Question 3 will ask students to compare and contrast what two of the sources reveal to a historian studying the particular aspect of the prescribed subject. (6 marks) Question 4 will generally ask “using these sources and your own knowledge, explain...” (9 marks) You should probably choose “Prescribed subject 3: The move to global war.” (It would not hurt to check the questions for subjects 2 and 4 also. Subject 2 includes the conquest of Mexico and Peru, and subject 4 includes the civil rights movement in the United States.) Answer all four questions for the subject. Prescribed subject 3 focuses on military expansion from 1931 to 1941. Two case studies are prescribed, from different regions of the world, and both of these case studies must be studied. The first case study explores Japanese expansionism from 1931 to 1941, and the second case study explores German and Italian expansionism from 1933 to 1940. The focus of this prescribed subject is on the causes of expansion, key events, and international responses to that expansion.
    [Show full text]
  • Chapter 5 Lesson 3 American Diplomacy in Asia China
    Chapter 5 Lesson 3 American Diplomacy in Asia China The Advance of Imperialism: The European powers saw China’s weakness as an opportunity. Russia forced China to give up territory in the north (Siberia). In Tibet, Russia and GB argued over control. While neither of them achieved that control, Tibet was able to exert its independence from China. From the coast into the center of China, the European nations began forming spheres of influence (areas where imperial powers had exclusive trading rights). GB, Japan, France, Germany and Russia had all gained spheres by negotiating with warlords. China and Japan went to war in 1894 over Japanese involvement in Korea (which China controlled). The Chinese lost and Japan demanded the Liaodong Peninsula (Manchurian territory) and Taiwan. The other world powers forced Japan to return the L. Peninsula back to Chin, primarily because of Russian concerns over Japanese power. China was forced to give independence to Korea. China also had to give up the Shandong Peninsula to Germany after two German missionaries were killed. This opened the door to other European powers demanding territory. Responses to Imperialism: The United States was concerned about the survival of China and what would occur if the government collapsed. Secretary of State, John Hay, presented a proposal to the European powers called the Open Door Policy. All nations would have equal access to Chinese markets and the Chinese government would be preserved. No one objected, so Hay declared it official. The Open Door helped the US. 1) The US was really concerned about the survival of China.
    [Show full text]
  • World History
    American History Curriculum Document (Revised August 2011) Quarter 1 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies Strand: Early United States Content Standard 1: Students shall examine the causes and effects of migration patterns in the early history of North America. Essential Question: EUS.1.AH.1 List motivations Evaluate the motivations for the exploration of the New World EUS.1.AH.2 Identify political motive Migration Venn diagram Compare and contrast the political, Identify social motive social, economic, and geographic Identify economic motive motives for migration to the three Identify geographic motive colonial regions (e.g., New England, Middle, Southern) EUS.1.AH.3 Map activity Trace the routes of early exploration in what was to become the United States EUS.1.AH.4 Identify relevant primary sources Primary source Source material Research economic development in Identify relevant secondary Secondary source the three colonial regions using sources primary and secondary sources EUS.1.AH.5 Similarity Map activity Map the geographic similarities and Difference differences among the three colonial regions 1 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies EUS.1.AH.6 Venn diagram Compare and contrast economic development in the three colonial regions EUS.1.AH.7 Identify points of view by region Analyze different points of view regarding society, customs, and traditions in the three colonial regions EUS.1.AH.8 Timeline Compare changes which occurred over time in the three colonial regions EUS.1.AH.9 Manifest Destiny Explain how the concept of Manifest Destiny led to westward Westward expansion: expansion Louisiana Purchase War of 1812 territorial expansion annexation of Texas impact on American Indians 2 Strand: Early United States Content Standard 2: Students shall investigate the historical foundations of the United States government.
    [Show full text]