Spanish american war essay questions
President Grover Cleveland, a Democrat, was in office when the insurrection first broke out. He was decidedly in the anti-interventionist camp. Cleveland sought to protect American citizens and property while encouraging a peaceful settlement of the conflict.
Republican President William McKinley, who assumed office in March , likewise sought a diplomatic solution in which Spain would grant substantial autonomy to Cuba. McKinley also explored the possibility of purchasing the island from Spain. The government in Madrid did not feel it could make such concessions, however, in light of strong domestic opposition to surrendering the last vestiges of the Spanish empire. Spain offered only limited reforms and recalled General Weyler. The Cuban insurrectos , who wanted complete independence from Spain and from the United States , also rejected compromise.
Moderate Republicans and some key Democratic leaders, including William Jennings Bryan, called for intervention on humanitarian grounds. The official U. The obvious inference was that Spain was responsible. Historians disagree whether McKinley reluctantly now followed an enraged American public into war or whether he actively shaped that opinion.
The President insisted on Spanish acceptance of U. He declined the offers of European powers, led by Germany and France, to mediate the dispute.
American Expansion - C3 Teachers
His Congressional supporters carefully orchestrated a joint resolution that supported Cuban independence and authorized the use of force. To promote cooperation with the Cuban insurrectos and reassure European powers of U. McKinley did not fully embrace the Roosevelt-Mahan strategic view, but he did believe that the United States must assume a leading role in global affairs and preserve opportunities for American commerce.
The Spanish — American War was fought with these larger goals in mind. The U. But McKinley and his advisers decided that the war would be won primarily at sea. The newly-modernized U.
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Within three months, the Spanish government sued for peace. The two sides signed a peace treaty in Paris on December With its victory in the Spanish — American War the United States claimed status as a global political-military power. Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
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Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources. Distinguish between long-term causes and triggering events in developing a historical argument.
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Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Review the lesson plan. Download and print out selected documents and duplicate copies as necessary for student viewing. Alternatively, excerpted versions of these documents are available as part of the downloadable PDF. This file contains excerpted versions of the documents used in the various activities, as well as questions for students to answer. Print out and make an appropriate number of copies of the handouts you plan to use in class.
Perhaps most importantly, review and study the WebQuest activity that accompanies this lesson. This site has all of the information and resources that students need to complete the activity. In addition, if your students need assistance with primary source documents, the following EDSITEment-reviewed websites may be useful:. During months of conflict between the Spanish Army and irregular native forces in Cuba, the United States government attempted to broker a diplomatic solution that would avoid the need for American military intervention and end the humanitarian disaster on the island.
With the explosion of the battleship Maine in Havana harbor in February , however, events quickly spiraled out of control and Americans rushed to war. In this activity, students will use an interactive WebQuest in which they create a magazine about the Spanish-American War.
Origins of the war
To begin, hand out the following document, located in its excerpted form on pages of the Text Document that accompanies this lesson:. Make a list of these reasons on the board. How do his arguments differ from those of President Cleveland? What has changed? In order to make this the complete story, each group member will be writing articles from one of the following roles:. Next, direct students to the interactive WebQuest. Everything for the assignment, including specific instructions for each part and all of the resources, has been placed on the WebQuest.
Review the directions and activity with the students, paying particular attention to the requirements of the project, which vary depending on the role assigned. Encourage students to only use the resources on the WebQuest, as they have been selected to aid them in focusing in on their research topic. Below are the requirements for each of the roles. Many photographs of the Spanish American war have been published. Excessive partiality for one foreign nation and excessive dislike of another cause those whom they actuate to see danger only on one side and serve to veil and even second the arts of influence on the other.
The great rule of conduct for us, in regard to foreign nations, is in extending our commercial relations to have with them as little political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith.
Here let us stop. Europe has a set of primary interests which to us have none, or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. That should guide how you answer this question. Two of the responses were framed in terms of US interests; Westward expansion was mostly domestic, with the French and Spanish serving as proxies for policies the United States wanted to carry on at home and international democratic principles in the First World War were linked to domestic policies and domestic safety.
This is a policy best articulated by the Monroe Doctrine. Fellow citizens, it is a noble land that God has given us; a land that can feed and clothe the world;.. It is a mighty people that he has planted on this soil. It is a glorious history our God has bestowed upon his chosen people;. I answer: The rule of liberty that all just government derives its authority from the consent of the governed, applies only to those who are capable of self-government.
I answer, We govern the Indians without their consent, we govern our territories without their consent, we govern our children without their consent.
They ask us how we will govern these new possessions. I answer: If England can govern foreign lands, so can America. If Germany can govern foreign lands, so can America. In Cuba, alone, there are 15,, acres of forest unacquainted with the axe. There are exhaustless mines of iron.