About this Video

• Video Title: US Modern Ch. 21
• Channel: Professor Kiser
• Speakers: Professor Kiser
• Duration: 01:58:38

Introduction

This video lecture covers Chapter 21, focusing on American imperialism and its role in shaping global events leading up to and including World War I. The professor analyzes the underlying ideologies, key figures, and significant conflicts of this era, highlighting the complex interplay between economic interests, national security, and racial biases.

Key Takeaways

1. American Exceptionalism and Imperialism: The lecture explores how the concept of American exceptionalism, coupled with Social Darwinism and racial ideologies, fueled the expansionist policies of the late 19th and early 20th centuries. This is exemplified by figures like Josiah Strong, who advocated for the spread of Protestant Christianity and American culture globally.

2. The Spanish-American War (1898): The Spanish-American War is presented not as a humanitarian intervention to free Cuba, but as a strategic move to acquire territories like the Philippines, Guam, and Puerto Rico for economic and strategic advantage. The sinking of the USS Maine, while presented as a catalyst, is also analyzed for its possible mechanical causes.

3. Intervention in Latin America: The video details US interventions in various Latin American countries, portraying them as self-serving acts prioritizing American economic interests and national security over the sovereignty of those nations. The occupation of Veracruz, Mexico, is cited as a prime example.

4. US Entry into World War I (1917): The lecture explains how the US initially maintained neutrality but profited from the war through arms sales and loans. The sinking of the Lusitania and the Zimmermann Telegram are highlighted as pivotal events shifting public opinion and ultimately leading to US entry into the conflict.

5. Consequences of World War I: The Treaty of Versailles, imposed on Germany, is analyzed as a factor contributing to the rise of extremism and ultimately World War II. The lecture also discusses the creation of the League of Nations and the establishment of mandates, which effectively continued colonial exploitation under a new guise.

The provided transcript contains information related to several of your specified subjects. Here's a breakdown with timestamps and a summary:

Teddy Roosevelt:

• Timestamps: 00:14:54 - 00:15:01, 00:24:01 - 00:24:52, 00:26:37 - 00:26:50.
• Summary: Teddy Roosevelt is mentioned in relation to the Spanish-American War. He volunteered for service and, due to his elite status, was quickly given an officer rank despite lacking formal military training. He participated in the pivotal Battle of San Juan Hill, though the lecture emphasizes that African-American soldiers did the majority of the fighting and dying in that battle. His involvement contributed to his later rise in politics.

War of 1898 (Spanish-American War):

• Timestamps: 00:08:23 - 00:16:15, 00:20:56 - 00:35:00, 00:50:33 - 00:52:46.
• Summary: A significant portion of the lecture focuses on the Spanish-American War. The professor argues that the war was less about liberating Cuba and more about US expansionism and gaining control of strategic territories like the Philippines and Puerto Rico. The sinking of the USS Maine is discussed as a key event used to rally public support for war, although the lecture also discusses the possibility of a mechanical failure on the ship. The concentration camps used by the Spanish in Cuba are mentioned as contributing to public outrage.

Woodrow Wilson:

• Timestamps: 00:38:56 - 00:42:27, 00:44:32 - 00:45:00, 00:57:08 - 00:59:14, 1:02:21 - 1:08:31, 1:42:28 - 1:45:19.
• Summary: Woodrow Wilson's presidency is discussed in the context of continued US interventionism in Latin America, particularly the invasion of Veracruz, Mexico. Despite his earlier statements against such intervention, he authorized the action citing protection of American economic interests. His attempts at peace negotiations during World War I and the creation of his Fourteen Points plan are also covered. His efforts failed due to the unwillingness of European powers like Britain and France to compromise. The lecture highlights Wilson's idealistic approach contrasting with the realities of power politics.

Nativist and Religious Culture Wars:

• Timestamps: 00:02:03 - 00:05:05, 00:29:13 - 00:31:56, 1:27:39 - 1:33:56, 1:33:57 - 1:38:20
• Summary: The lecture connects nativist sentiment to the broader context of American imperialism and the Spanish-American War. Josiah Strong's writings are presented as reflecting American exceptionalism and racial superiority, justifying the expansion of Protestant Christianity and American culture. Later, the "100% American" campaign during World War I is presented as a tool to suppress dissent and assimilate immigrants, targeting German-Americans in particular. This section also includes the discussion of the restriction of freedom of speech, press and religion targeting German-Americans during WWI. The context of women's suffrage is presented as a counterpoint to the nativist sentiments, showing that women of different races united to obtain voting rights.

Urban Machines:

• Timestamps: There is no direct mention of "Urban Machines" in the provided transcript. The lecture does discuss the significant population shifts to urban areas due to the war and the resulting economic changes. If you're interested in the implications of this population shift for urban development, timestamps 1:38:47 - 1:40:27 would be relevant, as the lecture addresses increased urbanization, job opportunities in factories, and the economic boost that resulted from the war.

Please note that the summary is concise and focuses on the specific elements requested. The lecture provides more nuanced detail and context.

Here are specific citations from the transcript related to each of the five topics, keeping in mind that some topics are intertwined in the lecture:

1. Teddy Roosevelt:

• Citation 1 (00:14:54 - 00:15:01): "...most of them never ever fought a hundreds of thousands volunteer including Teddy Roosevelt the president..." This introduces Roosevelt's involvement in the war effort.
• Citation 2 (00:24:01 - 00:24:52): "the Rough Riders were a cavalry unit and they were directly involved in the conflict one of the more pivotable pivotal battles...this Battle of San Juan Hill right here this is actually Teddy Roosevelt...most the soldiers were black...most of the people who died in this battle...most of the dead were african-american soldiers Teddy Roosevelt said 'it for it I'm not I'm sure he did fighting and whatnot but still the real much the real fighting and dying was done by black men..." This describes Roosevelt's role in the Battle of San Juan Hill and highlights the disproportionate contribution of African-American soldiers.

2. War of 1898 (Spanish-American War):

• Citation 1 (00:08:23 - 00:08:43): "...the war of 1898 floor of 18 I needs a war with Spain spanish-american war we call it so it all starts in Cuba in 1895 Cubans began a guerrilla war against Spain Spain controlled Cuba it was a Spanish colony so they began a war against Spain to force Spain to leave the island..." This sets the stage for the war.
• Citation 2 (00:09:52 - 00:10:07): "...over two hundred thousand Cubans diets and concentration camps executed starved disease malnutrition dehydration was brutal was bad just outright murder from the Spanish authorities Spain was running literally to do anything to hold on to the camp to hold on to Cuba hold on to it..." This describes the Spanish atrocities in Cuba.
• Citation 3 (00:14:16 - 00:14:29): "well the Maine is one of those ships and the Maine explodes in 1898 the Maine goes boom...it explodes and kills about 260 American sailors it's bad is bad I mean hundreds of American lives lost in a second when the Maine explodes and sinks..." This describes the sinking of the USS Maine.
• Citation 4 (00:32:34-00:33:02): "...the easiest explanation is distance we started the word of free Cuba and Cuba's 90 miles away if we were going to then continue to dominate Cuba it would show that the whole war was a sham was all fraud which was it was show it's all a fraud so we had to lay Cuba go it's right there 90 miles right well the Philippines is the other side of the world it's like eight thousand miles away or something it's it's it's Asia so it's so far away..." This explains the strategic reasons behind the US actions concerning Cuba and the Philippines.

3. Woodrow Wilson:

• Citation 1 (00:38:56 - 00:39:08): "Wilson becomes president in 12 and he's very critical of his predecessors Roosevelt and Taft and McKinley and he said he wouldn't get any more land or any torn territory he would stop all this American expansion stuff he would stop this imperialism as pretty much the US have been doing for about 20 years..." This introduces Wilson's initial stance.
• Citation 2 (00:41:52 - 00:42:27): "...the u.s. Wilson and the Congress decides we have to get involved we simply have to intervene because it is hurting Americans America economy it's hurting the American economy worried about spilling over to our borders Wilson feared our interest to being negatively impacted by all this and he just decides we have to get involved even though he made it very clear in 1912 he would not get involved other countries deals or issues he would not involve us in other countries problems..." This describes Wilson's intervention in Mexico.
• Citation 3 (1:02:21 - 1:02:56): "Wilson actually goes over to Europe Wilson tries to negotiate for a peace treaty...he thought he could somehow bring the different parties to the table and they would all work out their differences and the u.s. as a third as a would we call a neutral third party would be able to come in and bring peace Wilson tried failed failed miserably they wouldn't even talk I was it was ridiculous I had no luck his negotiations don't work..." This details Wilson's failed peace negotiations.

4. Nativist and Religious Culture Wars:

• Citation 1 (00:02:03 - 00:02:10): "...this is what we would consider and accept a example of American exceptionalism the reason we want to spread Christianity around the world Protestant Christianity is because it's the exceptional Christianity it's the Christianity that's more important than others according to zai strong..." This shows the connection between religious belief and American exceptionalism.
• Citation 2 (00:02:39 - 00:03:14): "...lots of racist stuff it really talks about our white racial destiny of America and Protestant Christianity and we have to exert our authority upon all the color people of the world the heathens the uncivilized the uneducated the unchristian yeah you kind of get the way it's going per the white racism white supremacy ideas blended with Christianity this ideology that the US America is the white anglo-saxon race had unique destiny..." This illustrates the racial underpinnings of American exceptionalism.
• Citation 3 (1:27:39 - 1:28:20): "...CPI is created Committee on Public Information it was a propaganda agency in essence it was a propaganda advertising agency for the government to educate people at democracy to educate people about what we're fighting for and also to assimilate immigrants quickly in other words if you come to America you have to immediately become 100% American you have to prove your loyalty to our country immediately...we're we're immigrants coming from well even at this time period most of our immigrants come as they always have from Europe so many people were fleeing war in Europe coming to America including Germans lots of Germans and so many people are concerned hey can we trust the Germans can we trust Italians can we trust Austrian people or are they trustworthy..." This highlights the assimilation campaign during WWI and the targeting of German-Americans.

5. Urban Machines (Implied):

• Citation (1:38:47 - 1:40:27): "...opportunities jobs work many of them came to the cities we see large influx of urban populations many people coming to the cities to find better paying jobs get off the farms especially black sharecroppers...massive boost to the economy...makes us the end of World War one makes us one of the leading well probably the leading probably the leading economic and industrial powerhouse in the world..." While not explicitly mentioning "urban machines," this passage describes the significant population shift to urban centers and the resulting economic growth, which is relevant to the topic of urban development and the impact of war on urban centers. There's no direct discussion of political machines, however.

These citations provide direct textual evidence supporting the themes within the lecture. Remember the context of the entire lecture is important for a full understanding of the professor's arguments.

The transcript shows a strong connection between nativist sentiment and the religious and cultural context of the time, particularly during and leading up to World War I. Here are some specific citations illustrating this:

American Exceptionalism and Religious Superiority:

• Citation 1 (2:03-2:10): "...American exceptionalism...the reason we want to spread Christianity around the world Protestant Christianity is because it's the exceptional Christianity it's the Christianity that's more important than others according to zai strong..." This highlights the belief in the superiority of Protestant Christianity and its role in justifying American expansionism.
• Citation 2 (2:15-2:20): "...our culture usually goes with it American Native American Christianity and our American culture are very very blended so you spread one you spread the other this is American exceptionalism..." This further emphasizes the intertwining of religious and cultural beliefs in the ideology of American exceptionalism.

Racialized Imperialism:

• Citation 1 (2:33-2:44): "...this is also really racial imperialism because part of this if you read the book and it's not that long you could look up the internet there's a lot of frankly it's racist lots of racist stuff it really talks about our white racial destiny of America and Protestant Christianity..." This directly links racial ideology to the imperialist ambitions.
• Citation 2 (2:44-3:06): "...and we have to exert our authority upon all the color people of the world the heathens the uncivilized the uneducated the unchristian yeah you kind of get the way it's going per the white racism white supremacy ideas blended with Christianity..." This explicitly shows the racist beliefs used to justify the domination of other peoples.

Anti-Imperialist Arguments (often rooted in Nativism):

• Citation 1 (29:13-29:27): "...they don't want some Americans would have said we don't want to get involved with the Philippines because they're inferior they're an inferior race we don't want to crossbreeding inbreeding between the two different people's they're inferior they're there they're not equal to us..." This illustrates the anti-imperialist arguments based on racial inferiority.
• Citation 2 (29:52-30:04): "...also work competition if we start bringing Filipinos into our country or start using the Philippines or Cuba well then we're gonna have a lot more competition for jobs factories might relocate which they do factories might relocate really cheap labor things like that so you don't want that..." This shows another concern: economic competition with the populations of the newly acquired territories.

World War I and the "100% American" Campaign:

• Citation 1 (1:27:39-1:28:20): "...CPI is created Committee on Public Information...to assimilate immigrants quickly...if you come to America you have to immediately become 100% American...so many people were fleeing war in Europe coming to America including Germans lots of Germans and so many people are concerned hey can we trust the Germans..." This reveals the government's effort to assimilate immigrants quickly and the suspicion directed towards German-Americans.
• Citation 2 (1:28:46-1:29:18): "...100% American campaign...you must show your loyalty...if you are not 100% on our side you are 100% against us there is no middle ground...this is not about freedom or independence or equality or freedom of thought..." This illustrates the intense pressure to conform to a specific patriotic ideal and the suppression of dissenting views.
• Citation 3 (1:30:06-1:31:05): "...we targeted Germans...Germans had to...they couldn't speak their language in America...they couldn't listen to German music...German religious face...were under suspect...large groups of Germans meeting...would have been suspicious...American Protective League neighborhood spies we are to spy on each other..." This shows the targeting of German-Americans and the establishment of a spy network to monitor their activities.

These citations demonstrate how the concepts of American exceptionalism and racial superiority were used to justify imperialism and how nativist anxieties fueled government actions during World War I, leading to the suppression of dissent and the targeting of specific ethnic groups.

The video lecture reveals a complex interplay between nativist sentiment, religious beliefs, and the unfolding of American imperialism, particularly during the lead-up to and involvement in World War I. The concept of American exceptionalism, as articulated by figures like Josiah Strong (2:03-2:10), served as a powerful justification for expansionist policies. Strong’s assertion that Protestant Christianity was “exceptional” (2:10) and the blending of American culture and this specific form of Christianity (2:20) fueled the idea of a divinely ordained mission to spread American influence globally. However, this ideology was inextricably linked to racialized notions of superiority (2:33-2:44), with a belief in a “white racial destiny” (2:44) and the need to exert authority over “color people of the world” (2:44). This racialized imperialism is evident in the justifications for interventions in Latin America and the conquest of the Philippines.

This inherent connection between religious fervor and racial bias intensified during World War I. The government’s “100% American” campaign (1:28:46-1:29:18) attempted to enforce unwavering loyalty and suppress dissent, targeting German-Americans specifically (1:30:06-1:31:05). Suspicion toward German immigrants and their culture was rampant (1:30:06-1:31:05), leading to restrictions on speech, press, and even religious practices (1:30:30-1:31:05). The creation of the American Protective League (1:31:05-1:31:36), a network of neighborhood spies tasked with monitoring fellow citizens, showcases the paranoia and fear that gripped the nation. This fear was fueled by propaganda (1:27:39-1:28:20), designed to both encourage support for the war and to quickly assimilate new immigrants into a strictly defined American identity.

The intense pressure to conform to a specific definition of American identity during wartime, coupled with the underlying racist and nativist undercurrents, created a climate of fear and intolerance. While the video notes the achievement of women's suffrage (1:33:57-1:38:20) as a significant social change during this period, it also serves to highlight the paradox of a nation supposedly fighting for democracy while simultaneously restricting fundamental freedoms at home. The lasting effects of these nativist and religious culture wars continue to impact American society and its relationship with its immigrant populations.

The ideology of American exceptionalism, deeply intertwined with Protestant Christianity and fueled by a sense of racial superiority, provided a powerful justification for US imperialism (2:03-2:10). This belief in a divinely ordained mission to spread American influence globally (2:20) led to interventions in Latin America and the conquest of the Philippines, actions underpinned by racist justifications for dominating "color people of the world" (2:44). This expansionist drive was not solely a government policy but also reflected a pervasive cultural attitude.

This nationalistic fervor intensified during World War I, manifesting in the government's "100% American" campaign (1:28:46-1:29:18). This campaign aimed to suppress dissent and swiftly assimilate immigrants, particularly targeting German-Americans due to existing nativist anxieties. The intense pressure to conform and the resulting suppression of free speech and religious expression (1:30:06-1:31:05) represent a stark contrast to the ideals of democracy the nation claimed to be fighting for.

The legacy of these nativist and religious culture wars is a complex one. While the period witnessed positive social change, such as the women's suffrage movement, it also showcased a dark underbelly of intolerance and the restriction of fundamental freedoms in the name of national unity. The actions taken during this period continue to resonate in contemporary American society and its complex relationship with its immigrant communities.

American exceptionalism, a belief in the nation's divinely ordained mission to spread its influence globally, fueled the expansionist policies of the late 19th and early 20th centuries (2:03-2:10). This ideology, however, was inextricably linked to racialized notions of superiority, justifying the domination of other cultures and peoples. The resulting actions, such as interventions in Latin America and the conquest of the Philippines, reflected not only government policy but also a widely held cultural belief in American dominance.

This nationalistic fervor reached a fever pitch during World War I. The government's "100% American" campaign (1:28:46-1:29:18) aimed to suppress dissent and assimilate immigrants, particularly targeting German-Americans. The intense pressure to conform, coupled with the suppression of free speech and religious practices, created a climate of fear and intolerance, highlighting a profound contradiction between the nation's stated commitment to democracy and its actions at home.

The legacy of these nativist and religious culture wars continues to shape American society. While the period also saw positive social change, such as the women's suffrage movement, the underlying tensions between a claimed commitment to democratic ideals and the simultaneous suppression of freedoms remain a significant aspect of the nation's history. This legacy continues to influence contemporary discussions about immigration, cultural identity, and the ongoing struggle for equality and inclusion.