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Unpacking American Imperialism: a Critical Analysis

• Categories: Imperialism

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Published: Dec 3, 2020

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• httlis://kctcs.bnedcourseware.com/#/classes/01dd624a-873b-4eb5-b575-d0037949d87a
• httlis://history.state.gov/milestones/1899-1913/war
• httlis://elearning.kctcs.edu/bbcswebdav/liid-25722364-dt-content-rid-175378337_2/courses/SMC_4176_HIS_109_E0Z1_87941/03%20The%20Age%20of%20Imlierialism%20liictures.lidf
• httlis://elearning.kctcs.edu/bbcswebdav/liid-25722364-dt-content-rid-175378336_2/courses/SMC_4176_HIS_109_E0Z1_87941/03%20The%20Age%20of%20Imlierialism.lidf httlis://www.imb.org/who-was-lottie-moon

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American Imperialism Essay

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Introduction

Criticism of imperialism, outcome of the policy in the twentieth century, reference list.

Imperialism is the establishment of political and economic dominance over other nations. Many nations took part in colonial empires including the U.S. during the nineteenth century. America, on its own, is not supposed to be an empire. It was a rebel colony initially being the first system to dispose British rule.

Imperialism was first practiced in Samoa which motivated the rest of the America. The United States had positive motives when they got involved in the task. Their reason for participation was to control economy and compete with other industrialized nations as well as to maintain their reputation in other countries. Another motive was to obtain a constant market for gainful investments. There was also the religious motivation with the desire to introduce Christianity to foreign and traditional cultures (Streich, 2009, p.1).

Americans viewed imperialism as a way of uplifting the uncivilized people in the world in a moral way. Production was very high and America needed to protect its expanding foreign markets. Hawaii had been dominated by Americans way before the war. America had already started investing in Cuba’s natural resources while Hawaii’s best ports, already under America’s control, was used to access China for efficient trading. The state’s secretary pressured Europeans to stop blocking America’s participation in China’s trade.

America had a war with Spain in 1898 which after its conclusion, America was given the ownership of Cuba, Philippines and Puerto Rico which were previous possessions of Spain. America wanted an efficient and easier access of its navy to the Pacific and the Caribbean oceans.

A negotiation between American officials and Britain confirmed the America’s domination and regulation over the canal. A French canal company official gave Americans a central section of Panama to build the canal. He also gave America rights to take more land or use troops on Panama when necessary.

The Panamanians were to be given their independence only if they accepted the treaty, but they refused to sign it so the Americans took ownership of the canal region (Bella, 2003, p.1). The United States therefore destroyed all European empires after taking over Cuba and Philippines from Spain.

They built a navy ready for European in case they became troublesome or destabilized. In 1939 to 1945, the then American president, Roosevelt, extracted British colonies including the Caribbean and West Africa and in exchange He offered assistance to Britain during war. After years after the World War II, America was already exercising authority and power in Belgian Congo which was previously dominated by Britain, and French Indochina (Selfa, 1999, p.1).

Despite the fact that many Americans believed in overseas expansion, many other Americans opposed the move. They formed the American anti-imperialism league in 1899. However, their campaigns were not successful. The league argued that the imperialism policy was intimidating to personal liberty.

They argued that all human races no matter the color have the right to live and pursue happiness at all times. The group maintained that the government should obtain their rightful powers from the citizen’s consent. They insisted that forced control is criminal assault and lack of devotion to government principles.

The league firmly condemned the national administration in the Philippines and demanded an immediate stop to the discrimination against human liberty. They required Spain to initiate the process since it was one of the first countries to practice imperialism. They had the aim of forming a congress that would officially inform the Philippines of America’s intentions to grant them their rightful independence.

The group also disapproved strongly the American soldiers for being involved in an unjust war. Their arguments were based on the fact that the United States had always detested international laws which allowed forceful control o f the weak by the strong party. The obligation of nation’s citizens to support its government during hazardous moments did not fit applicably for this situation of imperialism (Halsall, 1997, p.1).

An obvious outcome is America now stretches from Atlanta the Pacific. With this entire region where there are no import and export tax barriers, it has been quite easy for America to increase its per capita. However, America was left with the heritage of oppression which is no different from slavery.

However, some positive effects have been felt especially through the Panama Canal that was constructed then which has helped improve the region’s economy. Transportation and communication services were extensively improved. Uncivilized areas got the opportunity of adopting higher livelihood values. The countries that were colonized were affected negatively as well especially in the economic sector where most of the key and productive elements are up to date owned or controlled by foreign economic agencies.

Imperialism can never be a good practice no matter the circumstances. It does not matter whether the imperialistic country has good intentions or not. If any nation at all feels the need to offer help to another country, it should do so in a better way and certainly not by controlling the other depriving them of their freedom and rights. Assistance can be offered as ideas and policies that the country should implement on its own depending on what suits the situation it is faced with.

Bella, R. (2003). Imperialism, American style . Web.

Halsall, P. (1997). American Anti-Imperialist League . Web.

Selfa, L. (1999). U.S. Imperialism: A Century of Slaughter . Web.

Streich, M. (2009). American Imperialism in the 1890s. Web.

• U.S. Involvement in International Affairs
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The Best US History Regents Review Guide 2020

General Education

Taking US History in preparation for the Regents test? The next US History Regents exam dates are Wednesday, January 22nd and Thursday, June 18th, both at 9:15am. Will you be prepared?

You may have heard the test is undergoing some significant changes. In this guide, we explain everything you need to know about the newly-revised US History Regents exam, from what the format will look like to which topics it'll cover. We also include official sample questions of every question type you'll see on this test and break down exactly what your answers to each of them should include.

What Is the Format of the US History Regents Exam?

Beginning in 2020, the US History Regents exam will have a new format. Previously, the test consisted of 50 multiple-choice questions with long essays, but now it will have a mix of multiple choice, short answer, short essay, and long essay questions (schools can choose to use the old version of the exam through June 2021). Here's the format of the new test, along with how it's scored:

In Part 2, there will be two sets of paired documents (always primary sources). For each pair of documents, students will answer with a short essay (about two to three paragraphs, no introduction or conclusion).

For the first pair of documents, students will need to describe the historical context of the documents and explain how the two documents relate to each other. For the second pair, students will again describe the historical context of the documents then explain how audience, bias, purpose, or point of view affect the reliability of each document.

Part A: Students will be given a set of documents focused on a civil or constitutional issue, and they'll need to respond to a set of six short-answer questions about them.

Part B: Using the same set of documents as Part A, students will write a full-length essay (the Civic Literacy essay) that answers the following prompt:

• Describe the historical circumstances surrounding a constitutional or civic issue.
• Explain efforts by individuals, groups, and/or governments to address this constitutional or civic issue.
• Discuss the extent to which these efforts were successful OR discuss the impact of the efforts on the United States and/or American society.

What Topics Does the US History Regents Exam Cover?

Even though the format of the US History Regents test is changing, the topics the exam focuses on are pretty much staying the same. New Visions for Public Schools recommends teachers base their US History class around the following ten units:

As you can see, the US History Regents exam can cover pretty much any major topic/era/conflict in US History from the colonial period to present day, so make sure you have a good grasp of each topic during your US History Regents review.

What Will Questions Look Like on the US History Regents Exam?

Because the US History Regents exam is being revamped for 2020, all the old released exams (with answer explanations) are out-of-date. They can still be useful study tools, but you'll need to remember that they won't be the same as the test you'll be taking.

Fortunately, the New York State Education Department has released a partial sample exam so you can see what the new version of the US History Regents exam will be like. In this section, we go over a sample question for each of the four question types you'll see on the test and explain how to answer it.

Multiple-Choice Sample Question

Base your answers to questions 1 through 3 on the letter below and on your knowledge of social studies.

• Upton Sinclair wrote this letter to President Theodore Roosevelt to inform the president about

1. excessive federal regulation of meatpacking plants 2. unhealthy practices in the meatpacking plants 3. raising wages for meatpacking workers 4. state laws regulating the meatpacking industry

There will be 28 multiple-choice questions on the exam, and they'll all reference "stimuli" such as this example's excerpt of a letter from Upton Sinclair to Theodore Roosevelt. This means you'll never need to pull an answer out of thin air (you'll always have information from the stimulus to refer to), but you will still need a solid knowledge of US history to do well.

To answer these questions, first read the stimulus carefully but still efficiently. In this example, Sinclair is describing a place called "Packingtown," and it seems to be pretty gross. He mentions rotting meat, dead rats, infected animals, etc.

Once you have a solid idea of what the stimulus is about, read the answer choices (some students may prefer to read through the answer choices before reading the stimulus; try both to see which you prefer).

Option 1 doesn't seem correct because there definitely doesn't seem to be much regulation occurring in the meatpacking plant. Option 2 seems possible because things do seem very unhealthy there. Option 3 is incorrect because Sinclair mentions nothing about wages, and similarly for option 4, there is nothing about state laws in the letter.

Option 2 is the correct answer. Because of the stimulus (the letter), you don't need to know everything about the history of industrialization in the US and how its rampant growth had the tendency to cause serious health/social/moral etc. problems, but having an overview of it at least can help you answer questions like these faster and with more confidence.

Short Essay

This Short Essay Question is based on the accompanying documents and is designed to test your ability to work with historical documents. Each Short Essay Question set will consist of two documents. Some of these documents have been edited for the purposes of this question. Keep in mind that the language and images used in a document may reflect the historical context of the time in which it was created.

Task: Read and analyze the following documents, applying your social studies knowledge and skills to write a short essay of two or three paragraphs in which you:

In developing your short essay answer of two or three paragraphs, be sure to keep these explanations in mind:

Describe means "to illustrate something in words or tell about it"

Historical Context refers to "the relevant historical circumstances surrounding or connecting the events, ideas, or developments in these documents"

Identify means "to put a name to or to name"

Explain means "to make plain or understandable; to give reasons for or causes of; to show the logical development or relationship of"

Types of Relationships :

Cause refers to "something that contributes to the occurrence of an event, the rise of an idea, or the bringing about of a development"

Effect refers to "what happens as a consequence (result, impact, outcome) of an event, an idea, or a development"

Similarity tells how "something is alike or the same as something else"

Difference tells how "something is not alike or not the same as something else"

Turning Point is "a major event, idea, or historical development that brings about significant change. It can be local, regional, national, or global"

It's important to read the instructions accompanying the documents so you know exactly how to answer the short essays. This example is from the first short essay question, so along with explaining the historical context of the documents, you'll also need to explain the relationship between the documents (for the second short essay question, you'll need to explain biases). Your options for the types of relationships are:

• cause and effect,
• similarity/difference
• turning point

You'll only choose one of these relationships. Key words are explained in the instructions, which we recommend you read through carefully now so you don't waste time doing it on test day. The instructions above are the exact instructions you'll see on your own exam.

Next, read through the two documents, jotting down some brief notes if you like. Document 1 is an excerpt from a press conference where President Eisenhower discusses the importance of Indochina, namely the goods it produces, the danger of a dictatorship to the free world, and the potential of Indochina causing other countries in the region to become communist as well.

Document 2 is an excerpt from the Tonkin Gulf Resolution. It mentions an attack on the US Navy by the communist regime in Vietnam, and it states that while the US desires that there be peace in the region and is reluctant to get involved, Congress approves the President of the United States to "take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression."

Your response should be no more than three paragraphs. For the first paragraph, we recommend discussing the historical context of the two documents. This is where your history knowledge comes in. If you have a strong grasp of the history of this time period, you can discuss how France's colonial reign in Indochina (present-day Vietnam) ended in 1954, which led to a communist regime in the north and a pro-Western democracy in the south. Eisenhower didn't want to get directly involved in Vietnam, but he subscribed to the "domino theory" (Document 1) and believed that if Vietnam became fully communist, other countries in Southeast Asia would as well. Therefore, he supplied the south with money and weapons, which helped cause the outbreak of the Vietnam War.

After Eisenhower, the US had limited involvement in the Vietnam War, but the Gulf of Tonkin incident, where US and North Vietnam ships confronted each other and exchanged fire, led to the Gulf of Tonkin Resolution (Document 2) and gave President Lyndon B. Johnson powers to send US military forces to Vietnam without an official declaration of war. This led to a large escalation of the US's involvement in Vietnam.

You don't need to know every detail mentioned above, but having a solid knowledge of key US events (like its involvement in the Vietnam War) will help you place documents in their correct historical context.

For the next one to two paragraphs of your response, discuss the relationship of the documents. It's not really a cause and effect relationship, since it wasn't Eisenhower's domino theory that led directly to the Gulf of Tonkin Resolution, but you could discuss the similarities and differences between the two documents (they're similar because they both show a fear of the entire region becoming communist and a US desire for peace in the area, but they're different because the first is a much more hands-off approach while the second shows significant involvement). You could also argue it's a turning point relationship because the Gulf of Tonkin Resolution was the turning point in the US's involvement in the Vietnam War. Up to that point, the US was primarily hands-off (as shown in Document 1). Typically, the relationship you choose is less important than your ability to support your argument with facts and analysis.

Short Answers and Civic Literacy Essay

This Civic Literacy essay is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purpose of this question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Keep in mind that the language and images used in a document may reflect the historical context of the time in which it was created.

Historical Context: African American Civil Rights

Throughout United States history, many constitutional and civic issues have been debated by Americans. These debates have resulted in efforts by individuals, groups, and governments to address these issues. These efforts have achieved varying degrees of success. One of these constitutional and civic issues is African American civil rights.

Task: Read and analyze the documents. Using information from the documents and your knowledge of United States history, write an essay in which you

Discuss means "to make observations about something using facts, reasoning, and argument; to present in some detail"

Document 1a

Document 1b

• Based on these documents, state one way the end of Reconstruction affected African Americans.

• According to this document, what is one way Booker T. Washington and W. E. B. Du Bois disagreed about how African Americans should achieve equality?

• According to this document, what is one reason Thurgood Marshall argued that the "separate but equal" ruling of Plessy v. Ferguson should be overturned?

Document 4a

Document 4b

• Based on these documents, state one result of the sit-in at the Greensboro Woolworth.

• According to Henry Louis Gates Jr., what was one result of the 1960s civil rights protests?

• Based on this document, state one impact of the civil rights movement of the 1960s.

Start by reading the instructions, then the documents themselves. There are eight of them, all focused on African American civil rights. The short answers and the civic literacy essay use the same documents. We recommend answering the short answer questions first, then completing your essay.

A short answer question follows each document or set of documents. These are straightforward questions than can be answered in 1-2 sentences. Question 1 asks, "Based on these documents, state one way the end of Reconstruction affected African Americans."

Reading through documents 1a and 1b, there are many potential answers. Choose one (don't try to choose more than one to get more points; it won't help and you'll just lose time you could be spending on other questions) for your response. Using information from document 1a, a potential answer could be, "After Reconstruction, African Americans were able to hold many elected positions. This made it possible for them to influence politics and public life more than they had ever been able to before."

Your Civic Literacy essay will be a standard five-paragraph essay, with an introduction, thesis statement, and a conclusion. You'll need to use many of the documents to answer the three bullet points laid out in the instructions. We recommend one paragraph per bullet point. For each paragraph, you'll need to use your knowledge of US history AND information directly from the documents to make your case.

As with the short essay, we recommended devoting a paragraph to each of the bullet points. In the first paragraph, you should discuss how the documents fit into the larger narrative of African American civil rights. You could discuss the effects of Reconstruction, how the industrialization of the North affected blacks, segregation and its impacts, key events in the Civil Rights movement such as the bus boycott in Montgomery and the March on Washington, etc. The key is to use your own knowledge of US history while also discussing the documents and how they tie in.

For the second paragraph, you'll discuss efforts to address African American civil rights. Here you can talk about groups, such as the NAACP (Document 3), specific people such as W.E.B. Du Bois (Document 2), and/or major events, such as the passing of the Civil Rights Act (Document 5).

In the third paragraph, you'll discuss how successful the effort to increase African American civil rights was. Again, use both the documents and your own knowledge to discuss setbacks faced and victories achieved. Your overall opinion will reflect your thesis statement you included at the end of your introductory paragraph. As with the other essays, it matters less what you conclude than how well you are able to support your argument.

3 Tips for Your US History Regents Review

In order to earn a Regents Diploma, you'll need to pass at least one of the social science regents. Here are some tips for passing the US Regents exam.

#1: Focus on Broad Themes, Not Tiny Details

With the revamp of the US History exam, there is much less focus on memorization and basic fact recall. Every question on the exam, including multiple choice, will have a document or excerpt referred to in the questions, so you'll never need to pull an answer out of thin air.

Because you'll never see a question like, "What year did Alabama become a state?" don't waste your time trying to memorize a lot of dates. It's good to have a general idea of when key events occurred, like WWII or the Gilded Age, but i t's much more important that you understand, say, the causes and consequences of WWII rather than the dates of specific battles. The exam tests your knowledge of major themes and changes in US history, so focus on that during your US History Regents review over rote memorization.

#2: Don't Write More Than You Need To

You only need to write one full-length essay for the US History Regents exam, and it's for the final question of the test (the Civic Literacy essay). All other questions (besides multiple choice) only require a few sentences or a few paragraphs.

Don't be tempted to go beyond these guidelines in an attempt to get more points. If a question asks for one example, only give one example; giving more won't get you any additional points, and it'll cause you to lose valuable time. For the two short essay questions, only write three paragraphs each, maximum. The short response questions only require a sentence or two. The questions are carefully designed so that they can be fully answered by responses of this length, so don't feel pressured to write more in an attempt to get a higher score. Quality is much more important than quantity here.

#3: Search the Documents for Clues

As mentioned above, all questions on this test are document-based, and those documents will hold lots of key information in them. Even ones that at first glance don't seem to show a lot, like a poster or photograph, can contain many key details if you have a general idea of what was going on at that point in history. The caption or explanation beneath each document is also often critical to fully understanding it. In your essays and short answers, remember to always refer back to the information you get from these documents to help support your answers.

What's Next?

Taking other Regents exams ? We have guides to the Chemistry , Earth Science , and Living Environment Regents , as well as the Algebra 1 , Algebra 2 , and Geometry Regents .

Need more information on Colonial America? Become an expert by reading our guide to the 13 colonies.

The Platt Amendment was written during another key time in American history. Learn all about this important document, and how it is still influencing Guantanamo Bay, by reading our complete guide to the Platt Amendment .

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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• New Visions Social Studies Curriculum
• Curriculum Development Team
• Content Contributors
• Getting Started: Baseline Assessments
• Getting Started: Resources to Enhance Instruction
• Getting Started: Instructional Routines
• Unit 9.1: Global 1 Introduction
• Unit 9.2: The First Civilizations
• Unit 9.3: Classical Civilizations
• Unit 9.4: Political Powers and Achievements
• Unit 9.5: Social and Cultural Growth and Conflict
• Unit 9.6: Ottoman and Ming Pre-1600
• Unit 9.7: Transformations in Europe
• Unit 9.8: Africa and the Americas Pre-1600
• Unit 9.9: Interactions and Disruptions
• 10.0: Global 2 Introduction
• 10.01: The World in 1750 C.E.
• 10.02: Enlightenment, Revolution, and Nationalism
• 10.03: Industrial Revolution
• 10.04: Imperialism
• 10.05: World Wars
• 10.06: Cold War Era
• 10.07: Decolonization & Nationalism
• 10.08: Cultural Traditions and Modernization
• 10.09: Globalization and the Changing Environment
• 10.10: Human Rights Violations
• Unit 11.0: US History Introduction
• Unit 11.1: Colonial Foundations
• Unit 11.2: American Revolution
• Unit 11.3A: Building a Nation
• Unit 11.03B: Sectionalism & the Civil War
• Unit 11.4: Reconstruction
• Unit 11.5: Gilded Age and Progressive Era
• Unit 11.6: Rise of American Power

Unit 11.7: Prosperity and Depression

• Unit 11.8: World War II
• Unit 11.9: Cold War
• Unit 11.10: Domestic Change
• Resources: Regents Prep: Global 2 Exam
• Regents Prep: Framework USH Exam: Regents Prep: US Exam
• Find Resources

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11.7 civic literacy essay document based essay task.

U.S. History

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Hanguk Shakespeare: Korean Receptions and Transformations

Shakespeare first travelled to the Korean peninsula at the turn of the twentieth century and has since enjoyed enduring popularity in classrooms, on the stage, and far beyond. The playwright's work has provided and continues to provide fertile ground for performance, from direct Korean-language stagings to hybrid productions which marry the Shakespearean text to Korean cultural forms such as operatic changgeuk and the traditional musical storytelling medium of pansori . Our proposed collection of essays, Hanguk Shakespeare: Korean Receptions and Transformations , aims to explore the rich tradition of Shakespeare in Korea from the turn of the twentieth century to the present day in all its various forms and manifestations. We are especially interested in interrogating the tension between the global/foreign and the local/familiar when thinking about Shakespeare in Korea, such as inter- and trans-culturality, linguistic and conceptual (un)translatability, as well as the politics of adaptation and appropriation. What are some of the (un)expected consequences of the encounter between the global/foreign and the local/familiar?

In addition to case studies and examples which explore these themes, we are also keen to offer fresh perspectives on theorising Shakespeare in Korea. To what extent are postcolonial theories and frameworks useful for understanding the distinctive ways in which Shakespeare has been adapted, appropriated, and transformed in Korea, especially when we take into consideration its distinctive non-Western colonial experience? And if these frameworks are not productive, how should we theorise Shakespeare in Korea? More broadly speaking, we also aim to question, destabilise, and rethink the boundaries which have confined the study of Shakespeare, adaptation, and performance, boundaries which more often than not assume an Anglophone starting point. For instance, we do not designate 'British Shakespeare' or 'American Shakespeare', and yet we specify (as this book inevitably does) 'Korean Shakespeare' or 'Shakespeare in East Asia' (and so on). Are these labels useful? What hierarchies and viewpoints do they fossilise? And returning to the question of the global/foreign and the local/familiar, what is their impact on Shakespeare scholarship and scholars of Shakespeare more generally? Ultimately, we hope for this book to be both a starting point for anyone interested in Shakespeare in Korea as well as a collection of the most up-to-date scholarship on thinking about Shakespeare in a Korean context.

Suggested themes and topics

We welcome contributions which include (but are not limited to) the following themes and topics:

-        Theorising Shakespearean adaptation and performance in Korea

-        Defining "new directions" for intercultural, multicultural, global, glocal, and postcolonial productions of Shakespeare adaptations

-        The necessity of categories such as "Asian" or "Korean" when discussing Shakespeare; the relationship between interculturalism and cultural imperialism

-        The history of Shakespeare reception, translation, and performance in the Korean peninsula

-        The use of Shakespeare in Korean political and nationalist agendas

-        Case studies of Shakespearean theatrical, cinematic, and literary adaptations in Korea

-        Shakespeare as commentary on Korean history, development, and industrialisation

-        Shakespeare in Korean popular culture

-        Pedagogical approaches to Korean Shakespeares and Shakespeare in Korea

-        The transmission, performance, and use(s) of Shakespeare in North Korea

Cross-cultural and cross-linguistic (e.g. Korean/Japanese; Korean/Chinese) approaches and examples are welcome, but contributors should bear in mind that this is first and foremost a book about Korean Shakespeare (and its categorisation).

Submission guidelines

We plan to submit a proposal to Arden’s Global Shakespeare Inverted series by the end of January 2025. Contributions are expected to be a chapter of roughly 6,000 - 7,000 words in length (including footnotes). While the book will be published in English, we may be able to access limited funding to support the translation of manuscripts should authors decide to write in Korean. All submissions must be original and not under consideration for publication elsewhere.

Interested contributors should send a proposal of 300 words and a short bio to [email protected] by 15th November 2024 outlining their topic and argument. Any questions should be directed to the same email address.