One American’s StoryImperialism and AmericaIn 1893 Queen Liliuokalani (lE-lCQE-I-kE-läPnC) realized that her reign in Hawaii had come to an end. More than 160 U.S. sailors and marines stood ready to aid the haoles (white for- eigners) who planned to overthrow the Hawaiian monarchy. In an eloquent statement of protest, the proud monarch sur- rendered to the superior force of the United States.A PERSONAL VOICE QUEEN LILIUOKALANI I, Liliuokalani, . . . do hereby solemnly protest against any and all acts done against myself and the constitutional govern- ment of the Hawaiian Kingdom. . . . Now, to avoid any collision of armed forces and perhaps the loss of life, I do under this protest . . . yield my authority until such time as the Government of the United States shall . . . undo the action of its representatives and reinstate me in the authority which I claim as the constitutional sovereign of the Hawaiian Islands.quoted in Those Kings and Queens of Old HawaiiU.S. ambassador to Hawaii John L. Stevens informed the State Department, The Hawaiian pear is now fully ripe, and this is the golden hour for the United States to pluck it. The annexation of Hawaii was only one of the goals of Americas empire builders in the late 19th century.American Expansionism Americans had always sought to expand the size of their nation, and throughout the 19th century they extended their control toward the Pacific Ocean. However, by the 1880s, many American leaders had become convinced that the United States should join the imperialist powers of Europe and establish colonies over- seas. Imperialismthe policy in which stronger nations extend their economic, political, or military control over weaker territorieswas already a trend around the world.Terms & NamesTerms & NamesMAIN IDEAMAIN IDEAQueen Liliuokalaniimperialism Alfred T. MahanWilliam Seward Pearl Harbor Sanford B. DoleBeginning in1867 and continuing through the century, global competition caused the United States to expand.During this time period, the United States acquired Hawaii and Alaska, both of which became states in 1959.WHY IT MATTERS NOWWHY IT MATTERS NOW?Hawaiis Queen Lil announced that if restored to power, she would behead those who had conspired to depose her.342 CHAPTER 1342-345-Chapter 10 10/21/02 5:09 PM Page 342GLOBAL COMPETITION European nations had been establishing colonies for centuries. In the late 19th century Africa had emerged as a prime target of European expansionism. By the early 20th century, only two countries in all of AfricaEthiopia and Liberiaremained independent.Imperialists also competed for territory in Asia, espe- cially in China. In its late-19th-century reform era, Japan replaced its old feudal order with a strong central govern- ment. Hoping that military strength would bolster industri- alization, Japan joined European nations in competition for China in the 1890s.Most Americans gradually warmed to the idea of expansion overseas. With a belief in manifest destiny, they already had pushed the U.S. border to the Pacific Ocean. Three factors fueled the new American imperialism: desire for military strength thirst for new markets belief in cultural superiority
Diversity and the National IdentityBefore the first Europeans arrived, a variety of cultural groupscoastal fishing societies, desert farmers, plains and woodland huntersinhabited North America. With the arrival of Europeans and Africans, the cultural mix grew more complex. Although this diversity has often produced tension, it has also been beneficial. As different groups learned from one another about agriculture, technology, and social customs, American culture became a rich blend of cultures from around the world.THE EMANCIPATION PROCLAMATION At the midpoint of the Civil War, President Abraham Lincoln issued the Emancipation Proclamation, freeing all slaves in areas of the Union that were in rebellion. Although the Proclamation could not be enforced immediately, it was a strong statement of opposition to slavery, and it paved the way for African Americans citizenship.186218631870s SPANISH NORTH AMERICA Spanish missionaries in the Southwest tried to impose their culture upon Native Americans. However, many Native Americans retained aspects of their original cultures even as they took on Spanish ways. For example, today many Pueblo Indians of New Mexico per form ancient ceremonies, such as the Corn Dance, in addition to celebrating the feast days of Catholic saints. Later, the first cowboysdescendants of the Spanishwould introduce to white Americans cattle-ranching techniques developed in Mexico.
Possible Response He re- cognized the importance of the Philippines to U.S. interests.B. Making Inferences Why did Theodore Roosevelt put the U.S. fleet in Hong Kong on alert?William Randolph Hearst ran this headline in his New York Journal before authoritieshad a chance to determine the cause of the Maines explosion.Deweys forces had destroyed the Spanish fleet. About 380 Spanish sailors were dead or wounded. No Americans died. U.S. troops, aided by Filipino rebels, took control of Manila in August.Dewey became an instant hero in the United States. Thousands of babies born at the time of the victory in Manila Bay were named for him, and a chewing gum called Deweys Chewies became popular.The War in the Caribbean When the Spanish-American War began, the U.S. Army had only 28,000 men. Within four months, over 200,000 more joined up. Among the new recruits was Theodore Roosevelt, who had resigned from the Navy Depart- ment to volunteer.Roosevelt helped to organize the First United States Volunteer Cavalry. This unit was nicknamed the Rough Riders. Its recruits included cowboys, miners, college students, New York policemen, athletes, and Native Americans.In June, the Rough Riders and about 16,000 other soldiers nearly a quarter of them African Americangathered in Tampa, Florida. They then set out for Santiago, a Spanish stronghold in southern Cuba. When the Rough Riders arrived, their dark-blue wool uniforms were too hot for the Cuban climate. Also, many of the soldiers came down with tropical diseases. Even so, they fought their way toward Santiago.In order to gain control of Santiagos port, American troops had to capture San Juan Hill. They attacked the Spanish on July 1.
Read the Washington Post article, “How the News Media Distorts Black Families: A new study shows outlets from Fox to CNN to the New York Times are guilty of misrepresentation,” by Nicole Rodgers and Rashad Robinson, at this link: https://www.washingtonpost.com/outlook/2017/12/29/a374a268-ea6d-11e7-8a6a-80acf0774e64_story.html?tid=ss_fb-bottom&utm_term=.e9d1d8ccfbf5 (Links to an external site.)Then, consider the political usefulness of art–fiction, poetry, painting, performance, music, and so on–in identifying and describing social problems. How do the selections this week illustrate social problems? What is the role of art? Especially consider this question in light of how much image making is in the service of creating and maintaining social hierarchies in popular culture. Why is it important that African American art is made widely available and even promoted. Make at least 2 specific, cited references to this week’s reading.
Many of the narratives we have been reading reveal dehumanizing stereotypes based on race that have been used to justify cruel treatment toward human beings based on a socially constructed idea of race. In “Where Bias Begins: The Truth about Stereotypes,” Anne Murphy Paul argues that stereotyping “others” is deeply rooted and resistant to change even in the face of challenging evidence. In fact, she asserts, “We all use stereotypes, all the time, without knowing it. We have met the enemy of equality, and the enemy is us” (found in the 6th edition of Rothenberg’s of Race, Class, and Gender in the U.S., in Part VII, #105). In your journal, write down examples of gender, race, or class bias you suspect you engage in unconsciously. Analyze your own reaction times in situations where you deal with someone who is different than you. Does being conscious of your own thought processes help or hurt your ability to challenge such stereotypes? Discuss your own attempts at “de-automization,” as Paul puts it, to catch and change your thoughts.
For this project, select a person whom you believe had significant influence (positive or negative) on a movement for social, economic, and/or political change in the 20th and 21st centuries. Explore and address the following in your project:Summarize the person’s ideas.How did the ideas or changes affect the establishment and status quo?What was the context in which this person proposed ideas/change?How did the government or the people respond to the ideas/changeWhat sort of following or support did he/she have?How have the ideas/actions of the person influenced contemporary cultures and ideas?For the final presentation, make sure to go beyond the surface information and go into depth about the person you are researching.Here is a brief breakdown of the project:
Both Pa Chin (Ba Jin) and Tanizaki are extremely influential writers in East Asia. In his famous novel, Family, Pa Chin documented the lives of individuals in the process of cultural and social transformation. Tanizaki did the same in Some Prefer Nettles. How would you compare and contrast the two novels? It is important that you reflect on the main themes of the two novels. In addition, you may want to dissect how Pa Chin and Tanizaki constructed their characters to express their own views on modernity and tradition.1. When you quote the two authors novels and other publications, you need to indicate the sources. You may add a footnote, and the format is as follows:Please put in brackets the name of the author, the publication date, and page numbers.ExampleKaname thought of the faces of the ancients in the dusk (Tanizaki, 1981: 132).Make sure that you add a bibliography at the end of the exam.2. The length of the paperbetween 1200-1400 words.3. Make sure that you refer to the comparative analysis rubric for grading criteria. The paper should be well-organized and coherent, and your arguments must be carefully and solidly made. In addition, attention to details and facts will be appreciated. You will receive a lowered grade, if you describe history inaccurately (e.g. Tanizaki is a Chinese writer). plagiarism.4. Your paper will not be graded, if you commit plagiarismSpecific InstructionOn the basis of your reading of Pa Chins Family and Junichir? Tanizakis Some Prefer Nettles, please compare and contrast the two novels.Please refer to the rubric for grading criteria: rubric (see attachment )
The lecture notes and assigned readings for this module/week have provided introductory material and an overview of American literature from the early Colonial period through the American Renaissance. Provide reasons why it is important to study these periods of American literature, especially from a Christian worldview perspective. Both your thread and your reply must be well-planned, clearly articulated, and thorough. Writing must be 250-300 words.You will complete initial writing and one reply to a classmate with 200-250 word count. Please follow the Instructions and Grading Rubric for the assignment.