...American imperialism in the late 19th century and early 20th century was beneficial and necessary for the country. American imperialism was beneficial to many countries, along with America itself. It helped America with trade, benefited other nations, and helped other countries with economic advancements, and protection. American imperialism helped America with trade, because according to the map in Document C, many of America’s annexations and acquisitions were located in the Pacific. This was for both oil, and trade purposes. Because the islands were in the Pacific, and America had access to islands like the Philippines, trade was increased with Asia (specifically China). Many islands like Hawaii were also beneficial due to their abilities...
Words: 493 - Pages: 2
...radicalism. In Hawaii, the sugar prices were expensive and Queen Liliuokalani was challenging white planters. The US got involved in order to protect the American planters; in turn they got involved in Hawaii. These four reasons were used to justify American...
Words: 836 - Pages: 4
...By 1900, 90.4% of Africa belongned to European Powers (document 1). They used African Territories for mostly economic reasons. Countries could have a market for their products and gain whatever resources were in Africa. This kind of ruling was unfair to natives for many reasons, although Europeans didn't see it that way. Often territory was colizationed in violent ways, hurting Africans even more. In the 19th century, Western Europeans explained their imperialism as economic, and African countries were taking over violently, disrupting what had been there, although colonists really thought the natives got the better deal. A reason why the europeans felt they needed to take over these countries was for exports; France especially felt this way....
Words: 564 - Pages: 3
...During the late 19th century, there were very different opinions on how the US should function as a global power. Some believed that the US should be a nation with ideals similar to “Conquer and Civilize” when dealing with smaller surrounding countries seeking independence. Other people, sometimes involved in some of the progressive reform movements, felt that the US should not become an Imperialist nation, stating that we broke away from one so why become another. Either way that Imperialism was viewed, its discourse greatly shaped the US leading into the 20th century. During the 1890s America began to expand its economies and thus needed new markets. Because of the treaties we created with other nations and the wars we participated in- the Spanish American War- we had an isolationist attitude; not exactly the best attitude for dealing with foreign affairs. After the war when we “claimed” the territories that we had fought in, Americans had mixed feelings. Of those who agreed, there were a few reasons on it would be good to participate in the war and what...
Words: 1199 - Pages: 5
...The effects of European imperialism in Africa was economic negative because European took away their properties and using Africans and Indians for labor which caused to lose food. According to document one by Ndansi Kumalo, who was a chief from Rhodesia in 1890s states, Africans were angry at the British because they took away their animals, property and land. This is a negative effect because they were not able to make money to live without having their property. They had to obey the British rules because they made the Africans look weak since they had nothing and were unable to fight back. Another reason is that the Africans started to lose food.On document 4 by Elinor Burns, who is a British writer from West Africa in 1927 states, Africans...
Words: 269 - Pages: 2
...Imperialism DBQ The U.S. overseas expansion in the 19th and 20th centuries were aimed towards creating a global presence on the world stage. The U.S.’s military interests to extend their control lead to their intentions of assimilating foreigners into the “best” culture because of the influence of the Progressive Movement that was taking place. Based off the idea of Social Darwinism and Anglo Saxon, this lead people to believing that the U.S. should civilize these “savages” through spreading Christianity and democracy. They assumed that they were the best race and that everyone else was uncivilized. Document C mentions that “the highest civilization will spread itself over the earth” and “this competition of races will be the survival...
Words: 719 - Pages: 3
...Michael Sylvia World Civ DBQ Mrs. Garno 1/30/13 Europe was a colonizing machine throughout the 19th and 20th centuries. After Europe’s leap to industrialization and growth in population, the abundance of food was drastically decreasing. This inspired Europe to begin an imperialistic sparked Europe’s approach. Nonetheless, Europe’s growing empire was striking fear on to surrounded non western countries. Europe’s motivation for colonizing all over the world was sparked by three main topics: military factors, political factors and economic factors. Military was an enormous factor in imperialism. Leaders and countries often felt that the only way to remain safe and secure was to create naval bases around the globe. Naval bases were a “win-win” situation because the bases could also be used as merchant bases and trading ports. This meant Europe was able to increase both money and prestige due to the fact that their products were now available literally worldwide. Naval/merchant bases weren’t the only incentive to conquer; prestige and fear were sought after also. Both prestige and fear gave Europe a “leg-up” on its opponents due to basic human nature. Europe’s efforts to create fear by building naval bases and expanding their empire made Europe’s opponents feel weak and full of anxiety. This is very evident in Document 4, “Now, the French come, with their powerful weapons of war, to cause dissension among us. We are weak against them; our commanders and soldiers have been vanquished…”...
Words: 619 - Pages: 3
...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
Words: 16161 - Pages: 65
...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
Words: 16161 - Pages: 65
