Ask students to discuss the Monroe Doctrine and explain how American foreign policy leaders applied it in the decades immediately following the Civil War
What will be an ideal response?
ANSWER: Students will note that, with the exception of Mexico, the United States never threatened to
use military force against any European nation that might have had colonial ambitions in the Western Hemisphere. Even in the case of Mexico, Seward never invoked the Monroe Doctrine by name. He did, however, earn the respect of European nations for the resolve of the United States to act in its own interests with regard to the Western Hemisphere. Better students will point out that, despite the failure of the United States to acquire territory in Latin America, it did manage to expand its economic influence, especially through the efforts of Hamilton Fish. The result was a gradual de facto assertion of the Monroe Doctrine. Fish's efforts were capped by Grant's corollary to the Monroe Doctrine, which specified that no territory in the Western Hemisphere could ever be transferred to a European power.
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Among the many Americans who supported versions of Manifest Destiny for their own respective reasons were all of the following groups EXCEPT
A) land speculators and promoters of extending the railroadsâ€"they were attempting to exploit vast lands in the West. B) farmers dreaming of starting over in rich and cheap new western lands. C) workers who believed that rapid national expansion would guarantee industrial profits and their jobs or at least give them a chance to start over, if necessary. D) most Whigs, such as Henry Clay, whose primary goal was a better-developed and prosperousâ€"although not necessarily a largerâ€"country with roads, canals, railroads, and industries knitting it together.
How were connections, both scientific and social, most easily made while on the Grand Tour?
a) Letters of introduction, both from home and from places already visited, helped travelers gain access to important people, libraries, and scientific collections. b) A traveler with a well-known portfolio of scientific articles would already be familiar to the scientific community of a place. Consider This: How did the English group in the narrative gain access to royal households? See 3.8: Narrative: Science on Tour. c) Formal membership in one of the corresponding royal or princely science societies was required for introductions abroad. Consider This: How did the English group in the narrative gain access to royal households? See 3.8: Narrative: Science on Tour. d) Generally, no special introduction was needed—travelers simply arrived and asked to be shown around. Consider This: How did the English group in the narrative gain access to royal households? See 3.8: Narrative: Science on Tour.
In 1815, ____________________ was the largest American city
Fill in the blank(s) with correct word
How did Muhammad, his followers, and the Jews of Medina relate to one another?
What will be an ideal response?