Primary differences between colonialism & Imperialism

The first three e-lectures focused on U.S. history in
the south, west and north.
This lecture turns our attention beyond the U.S.’s
national borders.
In 1865, the U.S. was one of the most powerful
nations in the western hemisphere.
 By 1900, the U.S. was one of the most powerful imperial
nations in the world. How did this transformation take place?
& THE CULTURAL JUSTIFICATION
“TAKE UP THE WHITE MAN’S BURDENYE
DARE NOT STOOP TO LESS—
NOR CALL TOO LOUD ON FREEDOM
TO CLOKE YOUR WEARINESS; ”
– RUDYARD KIPLING’ S “THE WHITE MAN’S BURDEN”
( 1899)
“AS AMERICA GOES, SO GOES THE WORLD, ” –
CONGREGATIONAL MINISTER JOSIAH STRONG ( 1885 )
U.S. Imperialism
(1860s-1900s)
Primary differences between colonialism & Imperialism
 Colonialism emphasizes
 Settlement &…
 Economical benefits (e.g. sugar plantations, crops, timber)
 Imperialism emphasizes those points, but also…
 Encourages the adaptation of the home country’s Cultural, Political, Religious, &
Social Values
 The three C’s, Christianity, Civilization and Commerce (similar to the Wild West’s
Three G’s)
 Application of imperialism varied from…
 Total domination (German domination of Southwest Africa, Belgium’s mercenary
armies in the Congo, both instances were accompanied with vast amounts of
atrocities)
 To Minimal military manpower (British rule over India, e.g. Britain had 5,000 British,
but 600,000 Indian police officers in India by 1900)
 How did it work?
Defining Imperialism – Background
Defining Cultural Imperialism – Background
 Review this portrait – Who is
portrayed as the most
enlightened? The Least? (Expand
the image to read the text)
 What type of countries are the most
enlightened (industrial or
agricultural?)
Who do you think created and
supported this depiction? Why?
 Does Social Darwinism support this
illustration, why or why not?
When reviewing the next slide,
think about how the images
(along with this one) illustrate
the U.S.’s cultural image.
Defining Cultural Imperialism, cont.
Detroit Journal, “White Man’s
Burden” (1898) – above
Social Darwinism coupled with
Cultural imperialism argued U.S./
western Europeans were racially,
culturally, politically, and
economically superior to all other
civilizations across the globe.
The U.S. as an Expansionist Power
U.S. history is filled with events related to expansionism. We
reviewed a few of these events during the Wild West lecture, but
there are even more examples!
Revolutionary War (1775-83) – The desire to expand beyond the
Appalachian mountain range partially began the Revolutionary War.
Monroe Doctrine (1823) – U.S. President James Monroe states
European powers should not interfere in the western hemisphere
 Although initially a powerless document, the doctrine’s message of opposing
European intervention in Latin America laid the groundwork for late 19th century
foreign policy
 Example of how powerless it was: From 1823-1880s, there were over four dozen
European armed interventions in Central/South America
“Commodore Perry & The Opening of Japan” (1853) – Marks the
end of over two centuries of partial isolation in Tokugawa Japan and
the U.S.’s interest in foreign trade
The World in 1900
 Review the following map
carefully (feel free to expand
it)
 What regions were not
colonized by 1900?
 Even those regions (such as
South America and Qing China)
were largely influenced by
imperial powers
Not only was it true that the
“Sun never set on the British
Empire,” but also that a
handful of European nations
(including the U.S.) ruled the
globe by 1900
Eddie Izzard on Imperialism

• a comedian’s explanation
  How did the U.S. get involved
  in this race for power?
  The U.S.’s first steps towards Empire – Russia Alaska
  “Seward’s Folly” refers to Secretary of
  State William Seward promoting the
  U.S. purchase of Alaska from Russia in
  March,1867
   Was largely criticized by Seward’s peers and
  the press as a waste of $$$
   The total cost was $7.2 million
   Opened up vast natural resources for the U.S.
  (at first this included timber, fishing, and gold
  by the late 19th century).
   By the 1950s/60s, vast quantities of oil
  were discovered (currently, Alaska alone
  holds 5.5 months of the world’s oil
  supplies)
   Despite the vast number of resources,
  Americans who traveled to Alaska were
  largely left to their own devices.
   For example, in the late 19th century,
  American settlers pleaded for British (not
  U.S.) military assistance when facing
  hostilities from the local Inuit tribes
  (Above) “Seward’s Icebox,” A
  damning critique of the U.S.’s
  purchase of Alaska
  The Annexation of Hawaii
  In 1875, sugar imported from
  Hawaii became duty free.
  Between 1875-90, Hawaii was
  flooded with U.S. sugar planters
  & Missionaries
   From 1876-1885, sugar production
  went from 26 million to 171 million
  pounds (99% was sold to the U.S.)!
   The U.S. plantation owners largely
  relied on “Chinese, Japanese &
  Portuguese” laborers
   The native Hawaiian population
  had not been exposed to several
  diseases and suffered severely
  (mainly from smallpox). By 1890,
  native Hawaiians became a
  minority
  Hawaii’s Story – Hawaii’s history,
  by Queen Liliuokalani (1838-1917)
  – she strongly opposed U.S.
  annexation in the 1890s, but…
  The Annexation of Hawaii, cont.
  In 1890, Queen Liliuokalani attempted to regain control of her
  nation. However, American planters and missionaries requested
  U.S. marines for assistance and created a provisional government
  in 1893
  After sending a federal commissioner that was sympathetic to the
  native Hawaiians, U.S. president Grover Cleveland refused to annex
  Hawaii
   U.S. President William McKinley had no reservations and approved U.S.
  annexation in 1898
  “The Hawaiian pear is now fully ripe, and this is the golden hour
  for the U.S. to pluck it.” – U.S. Minister John Stevens
   Hawaii became an additional source for coffee and sugar, as well as served as an
  essential military navy base (coal fueled ships at this time, which meant
  international navies needed coal stations across the globe).
  Spanish/Cuban/U.S. Relations
  As indicated by documents like the Monroe Doctrine, the U.S. was
  specifically interested in the western hemisphere, particularly the Spanish
  colony of Cuba.
  For the exception of a few colonies in the Caribbean, Spanish America had
  ceased to exist in the 1820s
  But from 1850 onward, even Spanish-Cuban relations deteriorated
   The Spanish swiftly crushed any Cuban movement for autonomy by both political and
  military means
   By the late 19th century, Spain had setup detention centers for Cuban insurgents (400,000+
  people) that were poorly supplied or maintained
  U.S. interest in Cuba stemmed as far back as the 1820s
  U.S. motives to intervene included…
   Economic benefits (Cuba, like Hawaii, had several cash crops including sugar and tobacco)
   Cuban self-rule (just as the 13 colonies fought off the British, should not Cuba fight off
  Spain?) or…
   Cuban Annexation (should Cuba become a part of the American experiment?)
   Yellow journalism underlined all of these motives
  Yellow Journalism whips up the U.S. Public
  Criticized Spanish General Weyler
  (nicknamed “The Butcher” – in
  charge of the Concentration camps
  where 90,000 Cubans died)
  Fabricated tale about Spanish
  officials stripping Cuban girls
  How do these images depict Spanish officials
  (the U.S.)? How would this effect U.S. public
  opinion of a Spanish Cuba?
  Spanish-U.S. Relations Fall Apart
  Above – San Francisco Call (March 26,
  1898)
  On February 15, 1898, the USS Maine
  blew up in Havana Harbor, Cuba. Over
  260 American sailors died
   More than likely the result of an engine
  room failure, U.S. newspapers quickly
  blamed the Spanish government
   Despite a U.S. Navy court of inquiry that found
  no grounds for Spanish sabotage, U.S. public
  opinion remained infuriated with Spain
  President McKinley (a veteran of the U.S.
  civil war) had no interest in fighting
  another war
   His own assistant Secretary of the Navy,
  Theodore Roosevelt stated McKinley, “had
  no more backbone than a chocolate
  éclair.”
  The combination of public pressure, and
  a leaked Spanish telegram that mocked
  McKinley, led the U.S. to declare war on
  Spain on April 25, 1898
  Spanish-American War: Rush for Tampa!
  How does OpenStax describe the U.S.’s
  military position on p. 645?
  In June, 1898 approximately 17,000
  troops (majority were militia)
  disembarked from Tampa, FL for Cuba
   Troop mobilization was a free for all – no
  distinction between U.S. volunteers &
  regulars
   Yet the U.S. navy was far more modernized
  than their Spanish counterparts
  Despite the U.S.’s pre-war status, the
  Spanish troops were in an even worse
  position and suffered from poor morale
  & supplies (also 4,000 miles away from
  their home country!).
  Consequently, U.S. forces quickly
  defeated Spanish forces in Cuba
  The “Rough Riders” and the Battle of Kettle Hill
  Theodore (“Teddy”) Roosevelt resigned as assistant
  secretary of Navy and formed a cavalry unit called the
  “Rough Riders”
   This included 700 troopers from varying parts of Roosevelt’s life (mostly
  Ivy Leaguers, & cowboys and sharpshooters from out west)
  On July 1, 1898, they successfully attacked a Spanish
  entrenched position (which had machine guns) at Kettle Hill
   Present French military observers noted this success (significant
  consequences for 1914…)
  Roosevelt became a public hero from this event. The next
  slide shows two images depicting this event, which do you
  think is more accurate?
  Theodore (Teddy) Roosevelt’s Rough Riders
  Fictional Account – Only a few of the
  Rough Rider’s horses made it to Cuba
  due to poor logistics (they were
  renamed the “Weary Walkers”)
  Regardless, this event greatly bolsters
  Roosevelt’s cult of personality
  More Accurate Account – of course
  horses are not going to charge
  machine guns…but even this
  account does not include the 2
  supporting U.S. black companies…
  War in the Pacific
  Before resigning his post, Roosevelt
  ordered U.S. Commodore George
  Dewey to lead the U.S. Asiatic fleet
  and attack the Spanish fleet
  stationed Manila Bay, Philippines
   Quickly destroyed the Spanish fleet
  (May 1, 1898), losses:
   Spanish, 381 men
   U.S., 8 wounded
   Unresolved issues? – Dewey has no
  troops to take the Philippines. He has
  to wait 3 long months (as German
  ships prowl the horizon) before Army
  reinforcements arrive
  On August 13, Dewey takes Manila
  with the assistance of Filipino
  insurgents
  “A Splendid Little War” – Sec. of State John Hay
  The Spanish-American War lasted all of 4 months with a
  resounding U.S. victory
  The Treaty of Paris (December 10, 1898) gave the U.S.
  the Philippines, Puerto Rico, Cuba, and Guam
   President McKinley confessed he could not locate the Philippines on
  a map!
  Cuba obtained its independence, but the U.S. limited its
  actual autonomy via economic intervention (also reserves
  the right to intervene militarily in case of civil unrest)
  Puerto Rico & Guam became U.S. territories
  Concerning the Philippines, President McKinley stated…
  President McKinley’s reflection on the Philippines
   “And one late night it came to me this way – I don’t know how it
  was, but it came: (1) that we could not give them back to Spain-that
  would be cowardly and dishonorable; (2) that we could not turn
  them over to France or Germany – our commercial rivals in the
  Orient – that would be bad business and discreditable; (3) that we
  could not leave them to themselves – they were unfit for selfgovernment-
  and they would soon have anarchy and misrule over
  there worse than Spain’s was; and (4) that there was nothing left
  for us to do but to take them all, and by God’s grace do the very
  best we could by them, as our fellowmen for whom Christ also
  died. And then I went to bed, and went to sleep and slept soundly.”
   What –isms does the above excerpt support? Why, according to
  McKinley, does the U.S. have to make the Philippines a U.S.
  colony?
  Rudyard Kipling’ “The White Man’s Burden”
   Kipling (1865-1936) grew up
  in British India
   Strongly opposed practices like
  Sati (widow burning) &…
   He strongly advocated
  imperialism
  He wrote several works, but is
  most known for…
   “The Jungle Book” (1894)
   & “The White Man’s Burden”
  (1899) – he specifically wrote this
  in support of McKinley’s decision
   Go to this website: what
  message(s) does this poem
  convey? How does it describe the
  “White Man’s Burden”?
  How does the below image
  support this notion?
  The U.S.-Philippines Conflict
  The War After the “Splendid Little War”
  From 1896-99, Filipino independence leader
  Emilio Aguinaldo (1869-1964) fought against
  Spanish colonial rule 
   By the time U.S. troops arrived, Aguinaldo controlled
  the majority of the Philippines
  Following McKinley’s revelation, the U.S. began a 3
  year struggle with Aguinaldo’s forces. It began with
  a conventional format (armies fighting armies), but
  Aguinaldo quickly changed to guerrilla war tactics
  The war resulted in…
   Military atrocities (Filipino rebels would pour molasses
  over U.S. corpses, carnivorous ants would then eat the
  bodies)
   and the lives of… “4,200 American”
   “20,000 Filipino combatants”
   & “200,000 Filipino civilians” – largely as a
  consequence of disrupted food supplies
  In 1902, President Roosevelt issued a general
  amnesty
  Consequently, The Philippines did not obtain their
  independence until July 4, 1946 (after they
  endured a horrific occupation under the Japanese)
   U.S.
  soldiers
  posing with
  dead Filipino
  insurgents
  Review
  the following text:
  What are
  Aguinaldo’s
  messages to the
  U.S.? Who does he
  compare the
  Filipinos to? What
  are the Filipinos
  fighting for?
  U.S./European Public Opinion
  “JOHN BULL: (England) It’s really most
  extraordinary what training will do. Why,
  only the other day I thought that man unable
  to support himself.”
  How do the following images
  justify actions like the U.S.
  annexation of the Philippines?
  Did all Americans/Europeans
  support imperialism?
  U.S./European Public Opinion, Cont.
  No! The American Anti-Imperialism League
  (1899-1921) strongly opposed international
  expansion – both Samuel Gompers and Andrew
  Carnegie joined this league!
  How do the following images criticize U.S.
  imperialism?
  Global Imperialism
  Despite home protests
  against imperialism, “In the
  two decades starting in
  1875, over one quarter of
  the land surface of the globe
  was seized by half-a-dozen
  European powers.”
  By 1918, Great Britain alone
  held over a 1/3 of the
  world’s land surface
  By early 1900s, a
  U.S./Eurocentric view of the
  world was the norm
  Even regions not directly colonized
  were heavily influenced by imperial
  powers, such as…
   Qing (Pure)
  China!
  In 1800, Qing
  China was the
  most prosperous
  and powerful
  nation in the
  world.
  A century later, it
  was falling apart
  due to a corrupt
  imperial court,
  nonindustrialized
  method of
  agriculture, and
  encroaching
  imperial powers.
  Review the above map, which regions are colonized? Why would
  the U.S. be interested in this portion of the globe?
  Fall of the Qing Empire
  China’s natural resources were vast
  and diverse (Economist Adam Smith
  stated China had more resources than
  all of Europe combined). The
  combination of Opium Wars, unequal
  treaties, and imperial nations with
  modernized military technology
  humbled the Qing dynasty.
  Several imperial powers carved out spheres of
  influence in mainland China. These spheres were not
  direct colonies. Instead, they provided trade
  advantages to each respective imperial power.
  John Hay’s Open Door Policy
  What was the U.S.’s role in China?
   Secretary of State John Hay became increasingly concerned
  by these spheres of influence (particularly Japan’s). He
  proposed the…
   The Open Door Policy (1898), which promoted equal & fair
  trade, and would allow Chinese officials to collect tariffs
   All imperial powers agreed to Hay’s proposal verbally, but there
  were no means to enforce this policy (When a Japanese official
  asked Hay how the U.S. would enforce this policy, Hay
  responded the U.S. did not have a policy for that eventuality)
  Tensions climaxed with the Boxers Rebellion in

1. The Boxers (aka “The Fists of Righteous
   Harmony”) were a ultra-nationalist/martial group
   that wanted to restore power to the Chinese
    An international imperialist coalition defeated the Boxers
    U.S. Marines enter Peking (watch first minute)
    Hay added that all imperialist powers should “preserve
   Chinese territorial & administrative integrity” to the Open
   Door Policy
    However, the policy, “had little more legal standing than a pious
   affirmation.”
   Back in the U.S., Roosevelt becomes President! (1901)
   President McKinley was
   assassinated by anarchist Leon
   Czolgosz on September 6, 1901
   in Buffalo, NY
    VP Theodore Roosevelt (1858-
   1919) becomes President
    An Ohioan observer stated, “Now
   look, that damned cowboy is
   President of the U.S.!”
   Roosevelt about the American
   people: “I don’t know the way
   the people do feel…I only know
   how they ought to feel.”
    From this quote, what type of
   person/leader do you think
   Roosevelt was like?
   We will analyze more of Roosevelt’s
   background next week when we focus
   on Progressivism. However, concerning
   international affairs, Roosevelt was a
   staunch U.S. nationalist, and nonapologetic
   imperialist
   The Yankee Factor in Latin America
   Similar to Qing China, several
   Central/South American nations were
   politically independent
   Yet there was a strong Yankee (U.S.)
   factor that fostered the creation of
   banana republics
    These republics referred to central
   American nations largely dominated by
   U.S. trade companies, such as…
    The United Fruit Co. (1899-1970, now a
   part of Chiquita) promoted…
    Technological & Infrastructural
   improvements such as railways, canals,
   and telegram wiring
    Trade in Bananas, sugar & cacao largely at
   the expense of native workers
    While creating a monopoly in these
   trades
   A Poetic Response
   Expand the above map, what natural
   resources are listed? Why would U.S.
   companies be interested in these
   goods?
   Yankee Factor (cont.)
   Banana Republics also gained
   revenue from tourism
    This effectively created split nations
   in countries like Jamaica, which have
   continued to a certain extent today
    The resort Jamaica which affluent
   Americans visited, and the
   impoverished Jamaica where the
   majority of native Jamaicans lived
   The Yankee Factor and Banana
   Republics are examples of
   neocolonialism
    Instead of direct colonization, the
   U.S. dominated Central America
   through economic channels
   supported by military interventions
   (refer to OpenStax, pp. 657-58)
   “Speak Softly, and carry a big stick” – T. Roosevelt
   In 1904 Roosevelt adds the
   Roosevelt Corollary to the
   Monroe Doctrine
    It states the U.S. has the
   right to use military force in
   Central/South American
   Affairs and discourages
   European/Japanese
   adventurism
    Lays the groundwork for
   U.S./Central-South
   American relations
   throughout the 20th & 21st
   centuries
   The U.S. & Latin America, A Paternalistic
   Relationship?
   Many U.S. businesses and politicians
   argued they were acting in the best
   interests of their southern neighbors,
   for instance…
   U.S. investment in Latin America
   skyrocketed from $1.6 million in 1897 to
   $300+ million by 1914
    Engineering feats like the Panama Canal
   enabled ships to travel through Central
   America
   Perhaps most importantly, the
   Conference of American States was
   established in 1890 (which was partially
   funded by Andrew Carnegie)
    It is the foundation of today’s OAS (1948-
   Today)
    If you happen to be bilingual in Spanish,
   French, or Portuguese, they also offer a
   very rewarding internship program!
   The OAS is by no means as cohesive as
   international organizations like the EU or NATO.
   Instead, it provides soft political power by
   enabling all nations of the western hemisphere
   to discuss regional and continental issues.
   Russo-Japanese War (1904-05)
   Roosevelt also took an active role in
   East Asian affairs
   Russia & Japan’s increasing interests in
   northeastern China (Manchuria) led to
   an all out conflict in 1904 known as the
   Russo-Japanese War
    Japanese swiftly defeated both the
   Russian Army & Navy (the latter sailed
   over 18,000 miles just to be defeated by
   the Japanese fleet)
   Roosevelt mediated the peace
   negotiations at
   Portsmouth, New Hampshire
    Japan gained Korea, but both sides
   evacuated Manchuria (much to the anger
   to the Japanese)
   U.S./European countries become
   increasingly fearful of the “yellow peril”
   U.S. Anti-Sino/Anti-Japanese Legislation
   Yellow peril refers to the fear of U.S./Western European imperial
   powers that Asiatic hordes will rise up and consume western culture.
   Regardless of how absurd this might sound today, there are several
   events in U.S. history that reflect Yellow Peril, such as:
   The Chinese Exclusion Act (1882)
    Only Chinese who could claim a Chinese-American parent could enter the country
    One Chinese man waiting on Angel Island lamented, “This place is called an Island of
   Immortals, When, in fact, this mountainous wilderness is a prison.”
   San Francisco School Board segregates Chinese, Japanese & Korean
   children from all other U.S. children (1906)
    Quickly reversed due to Roosevelt’s insistence
   The Gentleman’s Agreement (1907)
    Similar to the Chinese Exclusion Act, but directed towards the Japanese (this law
   has not been publicly released to this day!)
   President Teddy Roosevelt & “The Threat of Japan” –
   1909
   Before leaving the White House, Roosevelt wrote the following to a
   Pennsylvania Senator:
   “…Japan’s case is different. She is a most formidable military power.
   Her people have peculiar fighting capacity. They are very proud, very
   warlike, very sensitive, and are influenced by two contradictory
   feelings; namely, a great self-confidence, both ferocious and
   conceited, due to their victory over the mighty empire of Russia; and
   a great touchiness because they would like to be considered as on a
   full equality with Occidental nations…Moreover, Japan’s population
   is increasing rapidly and demands an outlet; and the Japanese
   laborers, small farmers, and petty traders would, if permitted, flock
   by the hundred thousand into the United States, Canada, and
   Australia.”
   Do you consider the above a prophetic message, why or why not?
   Roosevelt Wins the Nobel Peace Prize?
   As imperial nations carved one portion
   of the world for their empires after
   another, it soon became apparent that
   land was running out
    Kaiser Wilhelm II (r. 1888-1918)
   wanted Germany’s “Place in the Sun”
    On March 31, 1905, Wilhelm II landed at
   Tangier, Morocco and gave a speech
   strongly criticizing British & French
   colonial rule across the globe
   To avoid a war, Roosevelt initiated talks
   at Algeciras, Spain
    The Act of Algeciras (1906) promoted an
   open door policy in Morocco – this act
   averts war between the French and
   German Empires
    In conjunction with his role mediating the
   Russo-Japanese peace talks, Roosevelt
   wins the Peace Prize in 1906 for his efforts
   The Great White Fleet Sails the World (1907-09)
   The Fleet’s World Route (Below) Before leaving the presidency,
   Roosevelt wanted to
   demonstrate to the world the
   U.S.’s modernized navy to
   demonstrate its ability to defend
   its newly won Empire
    The voyage of 16 U.S. heavy
   cruisers/early dreadnaughts took
   place from Dec., 1907 – Feb., 1909.
   Great White Fleet (cont.)
   The Fleet’s voyages accumulated all sorts of amusing stories,
   such as the following:
    “One White Fleet veteran remembered one man aboard the
   Connecticut who couldn’t read. He said whenever this fellow got
   mail, “He’d have someone read his letters to him. And he’d make
   whoever was doing it stick cotton in his ears so he wouldn’t be able
   to hear what he was reading. He thought he could keep his privacy
   that way.“
   At the same time, it was a significant diplomatic (the ships were
   painted white as a symbol of peace) and military achievement
   The following sailor’s comment captures the essence of the fleet’s
   mission: “We just wanted to let the world know we were
   prepared for anything they wanted to kick up. We wanted to
   show the world what we could do.”
   America in 1865
   Where else can Imperialist powers expand after 1910?
   In Conclusion…
   From 1890-1910, the U.S. was no longer just an industrial
   power, but also a world power
    Obtained territories in the Pacific & Caribbean
    By 1900, the U.S.’ industrial productivity outmatched both Britain &
   Germany
   U.S.-Japanese relations sour because of…
    The threat of “Yellow Peril”
    U.S. Anti-Asian immigration Acts
    Japanese Expansionism
   The Monroe Doctrine Becomes a Reality
   U.S./European Imperialist vs. Anti-Imperialist Debate is
   ongoing
    Where else can Imperialist powers expand after 1910?
   Excluding all images –
   04_Week_4_American_Expansion_Overseas” by
   James Furgol, Montgomery College is licensed
   under CC BY-NC-SA 4.0

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