Deck 19: The Quest for Empire

Question 1

What were the political, social, economic, and/or cultural consequences of this item: Hawaii's 1887 constitution?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Answer 1

Answer not provided.

Question 2

What were the political, social, economic, and/or cultural consequences of this item: the purchase of Alaska?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Answer 2

Answer not provided.

Question 3

What were the political, social, economic, and/or cultural consequences of this item: the transatlantic cable?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Answer 3

Answer not provided.

Question 4

What were the political, social, economic, and/or cultural consequences of this item: Lottie Moon?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 5

What were the political, social, economic, and/or cultural consequences of this item: Student Volunteers for Foreign Missions?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 6

What were the political, social, economic, and/or cultural consequences of this item: the New Navy?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 7

What were the political, social, economic, and/or cultural consequences of this item: Our Country?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 8

What were the political, social, economic, and/or cultural consequences of this item: American exceptionalism?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 9

What were the political, social, economic, and/or cultural consequences of this item: William H. Seward?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 10

What were the political, social, economic, and/or cultural consequences of this item: the foreign policy elite?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 11

What were the political, social, economic, and/or cultural consequences of this item: "race thinking"?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 12

What were the political, social, economic, and/or cultural consequences of this item: the San Francisco School Board's segregation order?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 13

What were the political, social, economic, and/or cultural consequences of this item: the controversy over the Samoan Islands?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 14

What were the political, social, economic, and/or cultural consequences of this item: male ethos and imperialism?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 15

What were the political, social, economic, and/or cultural consequences of this item: expansionism versus imperialism?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 16

What were the political, social, economic, and/or cultural consequences of this item: the Burlingame Treaty?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 17

What were the political, social, economic, and/or cultural consequences of this item: the 1885 massacre at Rock Springs, Wyoming?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 18

What were the political, social, economic, and/or cultural consequences of this item: navalism?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 19

What were the political, social, economic, and/or cultural consequences of this item: Captain Alfred T. Mahan?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 20

What were the political, social, economic, and/or cultural consequences of this item: Turner's frontier thesis?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 21

What were the political, social, economic, and/or cultural consequences of this item: McKinley's war message?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 22

What were the political, social, economic, and/or cultural consequences of this item: the Hawaiian annexation issue?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 23

What were the political, social, economic, and/or cultural consequences of this item: imperialist arguments?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 24

What were the political, social, economic, and/or cultural consequences of this item: the McKinley Tariff of 1890?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 25

What were the political, social, economic, and/or cultural consequences of this item: the Spanish-American War?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 26

What were the political, social, economic, and/or cultural consequences of this item: the Treaty of Paris?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 27

What were the political, social, economic, and/or cultural consequences of this item: Commodore George Dewey?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 28

What were the political, social, economic, and/or cultural consequences of this item: the Venezuelan crisis of 1895?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 29

What were the political, social, economic, and/or cultural consequences of this item: the Maine?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 30

What were the political, social, economic, and/or cultural consequences of this item: the 1895 Cuban revolution?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 31

What were the political, social, economic, and/or cultural consequences of this item: the Philippine Insurrection?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 32

What were the political, social, economic, and/or cultural consequences of this item: the Wilson-Gorman Tariff?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 33

What were the political, social, economic, and/or cultural consequences of this item: the de Lôme letter?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 34

What were the political, social, economic, and/or cultural consequences of this item: the Moros?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 35

What were the political, social, economic, and/or cultural consequences of this item: José Martí?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 36

What were the political, social, economic, and/or cultural consequences of this item: General Valeriano Weyler?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 37

What were the political, social, economic, and/or cultural consequences of this item:the 1893 overthrow of the Hawaiian government?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 38

What were the political, social, economic, and/or cultural consequences of this item: anti-imperialist arguments?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 39

What were the political, social, economic, and/or cultural consequences of this item: the Teller Amendment?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 40

What were the political, social, economic, and/or cultural consequences of this item: Emilio Aguinaldo?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 41

What were the political, social, economic, and/or cultural consequences of this item: Puerto Rican-United States relations?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 42

What were the political, social, economic, and/or cultural consequences of this item: the Roosevelt Corollary to the Monroe Doctrine?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 43

What were the political, social, economic, and/or cultural consequences of this item: the Jones Act?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 44

What were the political, social, economic, and/or cultural consequences of this item: the Panama Canal?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 45

What were the political, social, economic, and/or cultural consequences of this item: the Great White Fleet?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 46

What were the political, social, economic, and/or cultural consequences of this item: dollar diplomacy?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 47

The leaders who guided American foreign relations between 1865 and 1914

A) failed to recognize the relationship between expansion and economic growth.
B) allowed foreign policy to be shaped almost exclusively by public opinion.
C) believed that exertion of American influence abroad would help maintain prosperity at home.
D) rejected the concept of power politics, advancing instead the idea that all nations are equals in the world community.

Question 48

What were the political, social, economic, and/or cultural consequences of this item: Walter Reed?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 49

What were the political, social, economic, and/or cultural consequences of this item: the Root-Takahira Agreement?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 50

What were the political, social, economic, and/or cultural consequences of this item: Anglo-American rapprochement?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 51

What were the political, social, economic, and/or cultural consequences of this item: the Portsmouth Conference?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 52

During the 1890s, leaders who favored economic expansion but not the annexation of overseas territory

A) became more vocal and began to dominate government decision making.
B) gradually lost ground to those who advocated both formal and informal imperialism.
C) completely abandoned their position in the aftermath of the Spanish-American-Cuban-Filipino War.
D) came to be concentrated almost exclusively in the Republican party.

Question 53

What were the political, social, economic, and/or cultural consequences of this item: the Hay-Pauncefote Treaty of 1901?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 54

What were the political, social, economic, and/or cultural consequences of this item: the Open Door policy?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 55

What were the political, social, economic, and/or cultural consequences of this item: the Panamanian revolution?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 56

What were the political, social, economic, and/or cultural consequences of this item: American investments in Mexico?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 57

What were the political, social, economic, and/or cultural consequences of this item: the Taft-Katsura Agreement?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 58

What were the political, social, economic, and/or cultural consequences of this item: the Boxer Rebellion?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 59

What were the political, social, economic, and/or cultural consequences of this item: the United Fruit Company?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 60

What were the political, social, economic, and/or cultural consequences of this item: the Platt Amendment?
Instructions:
-Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
-Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Question 61

Annexationists in Hawai'i plotted the 1893 overthrow of the Hawaiian government for which of the following reasons?

A) To avoid paying the new American tariff on Hawaiian sugar imported into the United States
B) To provoke a war between the United States and Japan
C) To place Queen Liliuokalani in power
D) To keep more Chinese and Japanese from migrating to Hawai'i

Question 62

Captain Alfred T. Mahan argued that the nation's well-being depended on

A) a commitment to educational excellence.
B) the building of a strong, efficient navy.
C) doubling the size of the United States Army.
D) the spread of democratic principles throughout the world.

Question 63

Which of the following precipitated a crisis with Japan in 1906 and led to a gentleman's agreement with Tokyo restricting Japanese immigration to the United States?

A) The refusal of the United States to grant citizenship to Asians
B) The decision by the San Francisco School Board to segregate Japanese, Koreans, and Chinese in special schools
C) Taft's decision to implement dollar diplomacy in China
D) A California law denying Japanese residents the right to own land

Question 64

Which important event occurred in 1866 largely because of the efforts of Cyrus Field?

A) The first permanent, underwater transatlantic telegraph cable was successfully laid, linking Europe and America.
B) Russia sold Alaska to the United States.
C) A United States naval squadron seized and laid claim to the Midway Islands.
D) The first transcontinental railroad was completed, linking the east and west coasts of the United States.

Question 65

Hawai'i was annexed by the United States under President

A) Grover Cleveland.
B) Benjamin Harrison.
C) William McKinley.
D) Theodore Roosevelt.

Question 66

Which of the following statements is most consistent with Frederick Jackson Turner's frontier thesis?

A) The prevalence of violence in American society may be explained by the fact that Americans have continually had to tame and civilize a vast wilderness.
B) The American character has been shaped by the ever-expanding continental frontier.
C) Now that North America has been civilized, the American people will look inward with the goal of creating a truly egalitarian democracy.
D) With the passing of the frontier, Americans must fulfill their destiny by acquiring an overseas empire.

Question 67

Most American deaths in the Spanish-American-Cuban-Filipino War were caused by

A) combat wounds.
B) tainted food.
C) disease.
D) heat stroke.

Question 68

The United States declaration of war on Spain in 1898

A) was the result of Spain's refusal to respond to United States diplomatic proposals.
B) came after Spain made some diplomatic concessions to the United States.
C) came after Spain stepped up its reconcentration policy.
D) was the result of Spain's rejection of a United States offer to buy Cuba.

Question 69

As a consequence of the sinking of the Maine,

A) Congress authorized President McKinley's request for $50 million in defense funds.
B) Spain agreed to allow the United States to arbitrate the dispute between Cuban insurgents and the Spanish government.
C) Cuban terrorists bombed the Spanish embassy in Washington, D.C.
D) Enrique Dupuy de Lôme publicly belittled President McKinley.

Question 70

The Venezuelan crisis

A) indicated that England was spoiling for war with the United States.
B) showed the subtleties and caution of United States foreign policy.
C) indicated that the United States wanted war with England.
D) indicated that the rights of smaller nations are often not considered when two major powers confront each other.

Question 71

Which of the following played a role in precipitating the Cuban revolution of 1895?

A) The abolition of slavery in Cuba
B) The beginning of Cuban industrialization
C) An American military invasion
D) The imposition of a United States tariff on Cuban sugar

Question 72

The Teller Amendment

A) detailed humanitarian reasons for the declaration of war against Spain.
B) approved the annexation of Hawai'i.
C) approved Commodore Dewey's attack on the Spanish fleet in the Pacific.
D) disclaimed any American intention to annex Cuba.

Question 73

Which of the following was a consequence of race-based explanations for expansion by United States leaders?

A) Such explanations led American leaders to study other societies and cultures so that they could create a world community of nations based on mutual respect and cooperation.
B) Such explanations led United States policymakers to make unwise concessions to some nations because they were considered to be weak and inferior and in need of aid.
C) Such explanations hampered the development of a modern navy because they led United States leaders to believe that God would always protect Americans.
D) Such explanations justified domination and war because they fostered the belief that superior people do not negotiate with inferiors.

Question 74

The massacre at Rock Springs, Wyoming, in 1885 is evidence of which of the following?

A) Miners and railway workers in the American West often reacted with violence against newly hired Hispanic workers.
B) Labor strikes often led to disorder and violence in mining communities in the American West in the late nineteenth century.
C) Discrimination against African Americans was just as prevalent in the American West as in the South during the late nineteenth century.
D) Racist attitudes against Chinese immigrants were prevalent in the American West in the late nineteenth century.

Question 75

Which of the following best expresses the beliefs of William H. Seward?

A) War is the only means by which the United States can acquire an empire.
B) America will acquire an empire without war because of the natural process of gravitation toward the United States.
C) The United States must resist the temptation of annexing territories populated by nonwhites.
D) As missionaries spread the Christian message, the other peoples of the Western Hemisphere will be drawn into the American orbit.

Question 76

Those who advocated the acquisition of an American empire in the late nineteenth and early twentieth century espoused which of the following ideas?

A) When the United States intervenes and remakes the societies of weaker nations, it is extending the benefits of liberty and prosperity to less fortunate people.
B) Because the American empire will be built by peaceful means, there is no need for expansion of the navy.
C) American involvement in other lands will be confined to the sharing of American technology and will be initiated only at the request of foreign peoples.
D) In acquiring colonies abroad, the United States must allow the peoples of those lands to shape their own economic and political destiny.

Question 77

Which of the following is true of both the Venezuelan crisis and the Cuban crisis?

A) In both instances, the United States insisted that it would set the rules of conduct in the Western Hemisphere.
B) Both situations indicated a willingness on the part of European powers to back down in the face of American might.
C) Both situations contributed to a general deterioration of American relations with the European powers.
D) In both instances, the United States waged war without a congressional decision to do so.

Question 78

The annexation of the Hawaiian Islands was preceded by

A) a request for such action by Queen Liliuokalani.
B) the discovery by the State Department that the Japanese living on the islands were preparing for the annexation of the islands by Japan.
C) a revolution in which all foreign business interests were forced out of the islands.
D) the seizure of Hawaii's government, which was plotted by American sugar growers and carried out with the assistance of American troops.

Question 79

One way to arouse patriotism and gain local support for naval expansion was to

A) name ships after prominent Americans.
B) name ships after states and cities.
C) ask local politicians to christen ships.
D) have sailors from only one state serve on board a ship.

Question 80

Secretary of State William H. Seward successfully acquired which of the following for the United States?

A) Alaska
B) Guam
C) Puerto Rico
D) the Virgin Islands