1 / 108

AP U.S. History Unit 8

AP U.S. History Unit 8. American Imperialism and involvement in World War I. Focus while reading. Clash between the United States government and Native Americans in the western territories and the atrocities that resulted. The creation of the United States’ overseas empire

zuri
Download Presentation

AP U.S. History Unit 8

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. AP U.S. HistoryUnit 8 American Imperialism and involvement in World War I

  2. Focus while reading • Clash between the United States government and Native Americans in the western territories and the atrocities that resulted. • The creation of the United States’ overseas empire • The theories and justifications of both those that supported imperialism and those that were opposed. • Creation of the Open Door Policy in China • United States interventionism in Central and South America. • German violations of American neutrality and the role played by economic ties and British propaganda in shaping American public opinion about World War I. • The effect of World War I on American civil liberties • The nature of the Treaty of Versailles and the role it played in causing World War II. • The idealism of Woodrow Wilson, the formation of the League of Nations, and opposition faced by Wilson at home.

  3. Introduction to American Imperialism • Manifest Destiny shaped American expansion prior to the Civil War, but this expansionist sentiment was interrupted by Abolition, Women’s Rights, and Civil War. • With the nation once again unified the United States resumed its spirit of expansionism outside of the continental United States. • By the end of the Nineteenth Century the United States was a major economic and military power, a status that was enhanced further by participation in World War I, and cemented by the outcome of World War II. • Many of the “driving forces” behind Manifest Destiny returned in the push for American Imperialism, but before the U.S. could look outward it had to deal with issues related to Native Americans in the west.

  4. Unit 8.1: U.S. Policy towards the Native Americans following the Civil War. • What did the closing of the frontier mean for American society? • How did the “Indian Wars” lead to atrocities committed by both the Native Americans and United States military in the process of ending resistance on the Great Plains? • What role did the Dawes Severalty Act play in the relationship between the Native American tribes and the U.S. Government? • What events resulted in the end of Native American resistance on the Great Plains?

  5. Unit 8.1: U.S. Policy towards the Native Americans following the Civil War. • What did the closing of the frontier mean for American society? • In 1890 the U.S. census officially declared that, with few exceptions, the frontier had been settled. • Frederick Jackson Turner authored “The Significance of the Frontier in American History” detailing the reaction to this event. • According to Turner, the Frontier had been the source of American independence and individualism. • It had led to the blossoming of democracy • It made Americans inventive and pragmatic • The availability of free land had been a “safety valve” for America’s discontent, where would they go now? • The death of the frontier coincided with the death of the dominance of rural culture in American society. More people were now moving to the cities, not out to rural areas. • Turner believed that the death of the frontier doomed America to the class division and class warfare that plagued Europe.

  6. Unit 8.1: U.S. Policy towards the Native Americans following the Civil War. • How did the “Indian Wars” lead to atrocities committed by both the Native Americans and United States military in the process of ending resistance on the Great Plains? • As white settlers closed the frontier the Native American lost his homeland and his ability to live according to his traditions. • Two-thirds of the Native population lived on the Great Plains as nomadic hunter-gatherers, giving up farming in colonial times after the Spanish introduced the horse. • Andrew Jackson initiated the policy of forced removal of Eastern Native American tribes on the belief that the land west of the Mississippi would be forever “Indian Country”, but the transcontinental railroad, gold rush, and Oregon Trail busted that fantasy. • The Treaty of Fort Laramie renewed the Reservation System, establishing “permanent” boundaries for Indian lands, but if the Buffalo weren’t going to cooperate with these boundaries the Natives couldn’t either. • Obviously these tensions led to conflict.

  7. Unit 8.1: U.S. Policy towards the Native Americans following the Civil War. • How did the “Indian Wars” lead to atrocities committed by both the Native Americans and United States military in the process of ending resistance on the Great Plains? • As miners, cattlemen, and homesteaders flooded onto Native lands war became inevitable. • Sporadic clashes turned into bloody wars characterized by horrific atrocity. • In 1864 the Colorado Militia massacred Cheyenne women, children, and elderly under a white flag of surrender at Sand Creek. • In 1867 the Sioux slaughtered an Army column, dismembering bodies and gauging out eyes (to disable their enemies in the afterlife). • Conflicts between gold miners and Natives caused violence in the Black Hills of South Dakota. • Possibly the most significant event of the Indian Wars was the defeat (massacre) of General Custer and his men at the Battle of Little Big Horn in 1876. The defeat of the “Rock Star General” prompted more troops to be sent to the region and an intense pressure to force tribes to reservation. • In 1877 Chief Joseph tried to lead a band of Nez Pierce Indians to Canada, but were hunted down and forced to reservation. Chief Joseph then made his famous statement “I am tired, from where the sun now sets I shall fight no more forever”. • Ultimately, the slaughter of the Buffalo doomed the Native American’s way of life and pushed them onto Reservation.

  8. Unit 8.1: U.S. Policy towards the Native Americans following the Civil War. • What role did the Dawes Severalty Act play in the relationship between the Native American tribes and the U.S. Government? • The Dawes Severalty Act of 1887 sought to remedy the problem of dealing with each individual Native American Tribe as if it were a separate nation. • By abolishing the tribal system, supporters of the Dawes Act hoped to create a path to citizenship and civilization for the Native Americans by turning them (Americanizing them) into farmers. • Tribal land was divided up into 160 acre plots and Natives who stayed on the land for 25 years and adopted the “habits of civilized life” would be granted citizenship. • Although 47 million acres were distributed to Native Americans, 90 million acres of formerly reservation land would be sold by the government, land speculators, or Native Americans themselves to whites. • Disease and poverty ultimately reduced the Native American population to 200,000 by 1900, many of whom lived as wards of the Federal Government.

  9. Unit 8.1: U.S. Policy towards the Native Americans following the Civil War. • What events resulted in the end of Native American resistance on the Great Plains? • The last effort to resist U.S. domination was the “Ghost Dance” Movement. • When Sitting Bull, a famous Sioux Medicine Man and leader at the Battle of Little Big Horn, initiated the movement to drive the whites from Native American ancestral lands the U.S. Government sent the military to arrest him. When a skirmish broke out at his arrest, Sitting Bull was shot and killed. • The United States Military had by now come to associated Native American dancing as a prelude to war. The Ghost Dance Movement heightened sensitivities to dancing on reservation and usually prompted searches for illegal firearms. • When one such search was conducted at Wounded Knee Creek Reservation in South Dakota a shot was fired and the military massacred 200 Sioux women, children, elderly, and others. • The Massacre at Wounded Knee broke Native American resistance on the Great Plains. • The 1924 Snyder Act granted Native Americans citizenship, whether they complied with the Dawes Act or not. • As part of Franklin Roosevelt’s New Deal the Indian Reorganization Act (1934) reestablished the Tribal System. • Today 1.8 million Native Americans live, on and off reservation land, in the United States as part of 116 different tribes.

  10. Unit 8.2: The New Imperialism • How was the philosophy of imperialism being developed around the world and what role did this play in shaping American support for the concept? • How did the importance of a powerful military shape the urgency of American Imperialism? • What role did religion play in the desire to acquire an “overseas empire”? • In what ways did the, previously discussed, theory of Social Darwinism impact the nation’s support for imperialism?

  11. Unit 8.2: The New Imperialism • How was the philosophy of imperialism being developed around the world and what role did this play in shaping American support for the concept? • The United States was actually quite late getting into the race to build an empire. • Because of this, there was a greater sense of urgency because there was limited territories available that were not already controlled by some foreign rival. • Social Scientists have produced numerous theories explaining the impulse for imperialism: • John Hobson: Colonies provide an answer to overproduction/underconsumption. The Colony becomes a market for surplus commodities of the home country. A critic of imperialism, Hobson argued you could solve this problem by simply raising workers’ wages. • Vladimir Lenin: The leader of the Bolshevik Revolution, Lenin saw imperialism as a part of the nature of Capitalism. • Rosa Luxemburg: A German Marxist, Luxemburg believed that when the Capitalist nations of the world ran out of new colonies, that Capitalism would collapse.

  12. Unit 8.2: The New Imperialism • How did the importance of a powerful military shape the urgency of American Imperialism? • The definitive work that explained the military component of imperialism was written by Alfred T. Mahan (The Influence of Sea Power Upon History). • Mahan explained that in order for the United States to become a major world power it had to enlarge and modernize its Navy and acquire Pacific and Caribbean Colonies to serve as refueling stations. • Mahan also advocated for the construction of a canal through Panama that would link the Atlantic and Pacific Oceans and strengthen the United States economically and militarily. • Mahan’s work had a profound influence on President Theodore Roosevelt, himself a staunch supporter of a U.S. Global Empire.

  13. Unit 8.2: The New Imperialism • What role did religion play in the desire to acquire an “overseas empire”? • The concept that civilized western (Anglo-Saxon) culture had an opportunity, through imperialism, to take Christian civilization out to lesser cultures was embraced by nativist Reverend Josiah Strong. • In many cases the “Missionary Rationale” was used to mute criticisms of “Economic Imperialism” and justify such a foreign policy to those that may have opposed the acquisition of new markets and exploitation of raw materials in these lesser developed nations. • Strong and others pushed an agenda that it was the obligation of the Anglo-Saxon race to dominate the world and civilized the people of less-developed nations.

  14. Unit 8.2: The New Imperialism • In what ways did the, previously discussed, theory of Social Darwinism impact the nation’s support for imperialism? • Advocates of imperialism maintained that the United States was morally and biologically superior to those cultures and people that were being dominated. • Imperialism was merely a reflection of that superiority. • Rudyard Kipling (author of The Jungle Book) wrote the hymn to United States Imperialism: The White Man’s Burden, in which he expressed that it was the “cross to bear” of nations like the United States and Great Britain to civilize the world. • Others simply opposed a U.S. foreign policy based on ethical and theoretical justifications. • These people supported what has become known as Realpolitik, or the Politics of Reality. • Based on this a nation operates its foreign policy off of the practical and realistic needs and concerns of the nation. • Advocates of U.S. imperialism would argue that expanding a global empire was both politically and economically necessary for the growing nation.

  15. Unit 8.3: Methods used to achieve imperialist aims. • What was “Formal Imperialism” and what were some examples of how this was employed by the United States? • What was “Informal Imperialism” and what were some examples of how this was employed by the United States? • What did many politicians, military leaders, and social scientists believe that the United States stood to gain from a foreign policy based on imperialism?

  16. Unit 8.3: Methods used to achieve imperialist aims. • What was “Formal Imperialism” and what were some examples of how this was employed by the United States? • Formal Imperialism is a pervasive method, used by the United States and other nations, that involves the physical presence of the mother country politically and/or militarily. • Examples of formal imperialism involving the United States include: • Hawaii • Guam • Puerto Rico • The Philippines

  17. Unit 8.3: Methods used to achieve imperialist aims. • What was “Informal Imperialism” and what were some examples of how this was employed by the United States? • In this sense of imperialism, formal control is not necessary. • Instead of a physical presence in a colony, nation, or region the mother country can use several other means to dominate that culture: • Imperialists can “prop up” a “puppet” state and give financial/military assistance to governments that support their agenda. • The imperialist can draft treaties that subordinate the interests of the dominated nation to the interests of the mother country. • It can use economic leverage and trade agreements to inure that the dominated region follows the political agenda of the mother country. • John Hay’s “Open Door” Policy, first implemented in China then in other continents, is an excellent example of this form of domination. • The Open Door Policy allowed penetration of any area by imperialist nations under the guise of “free trade”.

  18. Unit 8.3: Methods used to achieve imperialist aims. • What did many politicians, military leaders, and social scientists believe that the United States stood to gain from a foreign policy based on imperialism? • An imperialist policy would bring the economy out of immediate economic crisis (The Depression of 1893). • An imperialist policy would increase opportunities for investment. • An imperialist policy would reduce tension between the working class and the Corporations by: • By increasing demand in overseas markets, unemployment would be reduced. • Some of the benefits of a policy of imperialism would be passed along to the working class through increased wages • Class tensions would be muted by an intensified patriotism • Not to mention that the closing of the Frontier meant that there was only one direction left to expand – outward.

  19. Unit 8.4: Opponents of Imperialism • What role did Imperialism play in the Presidential election of 1900? • What groups and noted individuals were vocally opposed to imperialism? • What was it about imperialism that offended those that were opposed to U.S. involvement in this renewed expansionist program?

  20. Unit 8.4: Opponents of Imperialism • What role did Imperialism play in the Presidential election of 1900? • The former President, Grover Cleveland, was staunchly opposed to imperialism. He was against the annexation of Hawaii, for example. • Republican President McKinley, who would preside over the annexation of Hawaii and lead the U.S. into the Spanish-American War, was a supporter of imperialism (although he was hesitant to go to war with Spain). • Republican Vice President Theodore Roosevelt was also a supporter of a Global U.S. Empire. He was instrumental in destroying the Spanish Fleet and conquering the Philippines as well as leading the famous “Roughriders” in Cuba during the Spanish-American War. • Democrat nominee William Jennings Bryan was opposed to imperialism, he saw it as tool to make the corporate class even wealthier.

  21. Unit 8.4: Opponents of Imperialism • What groups and noted individuals were vocally opposed to imperialism? • The Anti-Imperialist League • William Jennings Bryan – politician • Mark Twain – writer • Andrew Carnegie – Economic Activist/Philanthropist • Charles Francis Adams – Scholar • William Sumner - Scholar

  22. Unit 8.4: Opponents of Imperialism • What was it about imperialism that offended those that were opposed to U.S. involvement in this renewed expansionist program? • The Costs necessary to maintain an Empire • The immorality of denying others self-determination • Opposition to the racist notion that incorporating “lesser” cultures into a U.S. Empire would weaken American purity.

  23. Unit 8.5: The Spanish-American War and its aftermath in Latin America • What caused the United States to declare war on Spain in 1898? • What were the major military “turning points” of the war? • What were the terms of the Peace Treaty and what role would the “Monroe Doctrine” play in expanding U.S. influence over Latin America? • As a newly established “World Power” the U.S. asserted its expansionist agenda in Asia and the Pacific. How did events in China and Japan lead to an expanded U.S. role in the region?

  24. Unit 8.5: The Spanish-American War and its aftermath in Latin America • What caused the United States to declare war on Spain in 1898? • Spain’s brutal treatment of Cuban civilians during a rebellion led by poet/journalist Jose Marti. • The United States’ support for the Cuban Independence Movement (Cuba Libre). • Cuba’s strategic location in the Caribbean made it valuable to the United States in enforcing the Monroe Doctrine. • The war between Cuban Rebels and the Spanish Authorities was damaging American business interests in Cuba. • Believing a war with Spain would expand newspaper readership, William Randolph Hearst and Joseph Pulitzer’s newspapers unscrupulously sensationalized Spanish atrocities in Cuba. The American reading public devoured the exaggerated stories of the Yellow Press.

  25. Unit 8.5: The Spanish-American War and its aftermath in Latin America • What caused the United States to declare war on Spain in 1898? • The DeLome Letter • In 1898 an American newspaper published the private letter of DeLome, a Spanish Ambassador to the United States, stolen from his living quarters. • In the letter, Deputy DeLome made derogatory remarks about President McKinley (although Theodore Roosevelt had made worse statements about the President publicly). • When the letter was published the American public was outraged. DeLome resigned his post, but the damage was done. • The Explosion of the U.S.S. Maine • In 1898 the Battleship U.S.S. Maine was sent to the Port of Havana to protect American nationals and American property in Cuba. • One week after the DeLome incident, a massive explosion destroyed the Maine and killed 250 American Sailors. • By the time the Yellow Press was through sensationalizing the explosion there could be no other verdict than the Spanish had committed this atrocious act and murdered those sailors. • Although the true cause of the explosion is still a mystery , the American public was eager for war with Spain to avenge the Maine and restore American honor. • The Declaration of War came in the form of the Teller Amendment, which also guaranteed the Cuban people independence and self-determination after the Spanish were defeated.

  26. Unit 8.5: The Spanish-American War and its aftermath in Latin America • What were the major military “turning points” of the war? • At the order of then Assistant Secretary to the Navy Theodore Roosevelt, the U.S. Pacific Fleet sailed to the Philippines and destroyed the Spanish Navy in Manila Bay on June 1, 1898. • By August 1, 1898 Manila, Capital of the Philippines, was captured by American forces assisted by Filipino rebels. • Unprepared for tropical warfare, outgunned by the modern weapons of the Spanish, and hastily trained and unorganized the U.S. Army and Cuban rebels eventually wore down the Spanish and won victory. • One of the most important events of the ground campaign in Cuba was the famous “Charge up San Juan Hill” executed by the Roughriders Cavalry Regiment and the Buffalo Soldiers. • The Roughriders were a “snapshot” of Americana. The Cavalry Regiment featured everything from western outlaws to New England Polo players. • They were led by General Leonard Wood, but organized by the Second in Command, Theodore Roosevelt who resigned his post as Assistant Secretary to the Navy to go fight in Cuba. • The Spanish Caribbean Fleet was destroyed at Santiago Bay on July 3, 1898 convincing the Spanish to open negotiations for peace.

  27. Unit 8.5: The Spanish-American War and its aftermath in Latin America • What were the terms of the Peace Treaty and what role would the “Monroe Doctrine” play in expanding U.S. influence over Latin America? • The Treaty of Paris of 1898 was signed in December ending the war, its terms were as follows: • Cuba was granted its independence • Spain relinquished control of Puerto Rico and Guam to the United States • The U.S. acquired a key strategic base in Southeast Asia by purchasing the Philippines for $20 Million from Spain. Unfortunately for the U.S. the Filipinos would rebel against U.S. authority as they had against the Spanish. The Philippines would be granted their independence after World War II in 1946. • The Platt Amendment gave the United States the right to intervene in Cuban Affairs if it felt that U.S. interests were threatened. It also gave the U.S. lease to a Naval Base at Guantanamo Bay. • The Foraker Act gave Puerto Rico substantial autonomy, while exerting heavy political and economic influence over Puerto Rico as a Commonwealth of the United States. • One controversy that arose from the situation in Puerto Rico was whether or not people living in U.S. Overseas Territories were afforded protections under the Constitution. • In a series of cases known as the Insular Cases, the Supreme Court ruled that the Constitution does not follow the flag, that people living under the United States Flag in overseas territories are not automatically afforded constitutional rights.

  28. Unit 8.5: The Spanish-American War and its aftermath in Latin America • What were the terms of the Peace Treaty and what role would the “Monroe Doctrine” play in expanding U.S. influence over Latin America? • Extensions of the Monroe Doctrine play a major role in Central America and the Caribbean: • Theodore Roosevelt: The Roosevelt Corollary • Roosevelt pledged that the U.S. would act as an “International Police Power” to deal with “chronic wrongdoers” in Latin America. • The Roosevelt Corollary was part of what Theodore Roosevelt called his “Big Stick Diplomacy”. • Roosevelt would use the U.S. Military to intervene in Latin American Affairs, and in the process created serious Anti-American sentiment in the region. • William Howard Taft: Dollar Diplomacy • Taft modified the Roosevelt Corollary by “replacing bullets with dollars”. • Wilson believed that political and economic instability in Latin America required U.S. intervention. • When he authorized American banks to help prop up Latin American governments, he would give them a piece of the pie (for example granting a U.S. Bank control over the national railroad of Nicaragua). • Woodrow Wilson: The Moral (Missionary) Diplomacy • A major focus of Wilson’s foreign policy was the “righting of past wrongs” in Puerto Rico, the Philippines, in the Panama Canal, and in dealings with Mexico. • After involving the U.S. in a Mexican Civil War, Wilson sent the U.S. Army led by John J. Pershing to hunt down a rebel leader named Poncho Villa, whose men were launching raids into Texas and New Mexico and murdering Americans. • Wilson withdrew U.S. forces in 1917 as entry into World War I seemed imminent. • At the Pan-American Conference in 1923 and 1928 the U.S. agreed to treat all Latin American nations on “equal footing” and repudiated the Roosevelt Corollary. • President Franklin Roosevelt, facing the prospect of World War II, would replace Dollar Diplomacy with the Good Neighbor Policy. • The Good Neighbor policy was intended to shore up U.S. alliances in Latin America by promising that no nation would interfere in the internal affairs of another.

  29. Unit 8.5: The Spanish-American War and its aftermath in Latin America • As a newly established “World Power” the U.S. asserted its expansionist agenda in Asia and the Pacific. How did events in China and Japan lead to an expanded U.S. role in the region? • Gaining an economic foothold in China (as well as the rest of Asia) was significant to building a powerful empire and improving your nation’s status. • By 1914 it was clear that the United States and Japan were the leading candidates for hegemony in Asia. • Japan had defeated China in the Sino-Japanese War in 1895 • Japan defeated Russia in the Russo-Japanese War in 1905 • The U.S. had defeated Spain in the Spanish-American War in 1898 and acquired colonies in the Pacific and Southeast Asia. • The first decade of the twentieth century witnessed several attempts to mend the steadily worsening relationship between the U.S. and Japan. • President Theodore Roosevelt mediated the Treaty of Portsmouth ending the Russo-Japanese War in 1905. (although the Japanese won concessions from Russia, the Japanese Military class blamed Roosevelt for what they considered only modest gains). • In the Taft-Katsura Agreement in 1905 the Japanese recognized U.S. control of the Philippines and the U.S. recognized Japanese control of Korea. • In 1907 Theodore Roosevelt sent the “Great White Fleet” on a world cruise that the Japanese may have viewed as a threat to their dream of dominating all of Southeast Asia. • The Root-Takahira Agreement improved (temporarily) relations between the two growing powers.

  30. Unit 8.5: The Spanish-American War and its aftermath in Latin America • As a newly established “World Power” the U.S. asserted its expansionist agenda in Asia and the Pacific. How did events in China and Japan lead to an expanded U.S. role in the region? • Meanwhile, the other European Powers were in a massive territorial grab in China. • The U.S., in order to prevent the total dissection of China, authored the “Open Door Policy”, which the Japanese supported in the Root-Takahira Agreement. • The intent of the Open Door Policy was to promote free trade in China, really just to make sure that the United States was not excluded from the rich China Market. • In 1900 a group of Chinese traditionalists, known as the Boxers (actually the Union of Harmonious Fists), rebelled in an effort to drive out the western influences from China. • The U.S. organized a coalition to put down the Boxer Rebellion and sent 20,000 soldiers to participate. The U.S. used its position of leadership to organized a settlement that preserved Chinese Independence. The other European powers, however, charged China indemnities for putting down the rebellion in an effort to weaken the government. The U.S. gave back the vast majority of its money to a very appreciative Chinese Government.

  31. Unit 8.5: The Spanish-American War and its aftermath in Latin America • As a newly established “World Power” the U.S. asserted its expansionist agenda in Asia and the Pacific. How did events in China and Japan lead to an expanded U.S. role in the region? • Other U.S. possessions in the Pacific: • Hawaii • The key commodity that fostered trade between American Merchants and Hawaiians was Sugar. • American Sugar Planters began seizing control of Hawaii when they forced the King to sign the “Bayonet Constitution” limiting his own authority and the ability of Hawaiians to serve in their own government. • When the King died, his daughter (now Queen) Liliuokalani implemented a “Hawaii for Hawaiians” Campaign, which prompted the American Sugar Planters, led by Sanford Dole, to rebel and depose the Queen. • The Rebellion was aided by U.S. Ambassador John Stevens who authorized the U.S. Navy to assist the American rebels. • Eventually Hawaii was annexed by the U.S. and became the 50th State to avoid paying a tariff on Sugar. • Samoa • The U.S. received rights to a Naval Base in Samoa in the decade following the Civil War. (The U.S. Navy nearly went to war with Germany over the islands, but the conflict was peacefully resolved). • Alaska • Alaska was purchased from Russia in 1867 for $7.5 million. • The purchase was heavily criticized as was Secretary of State William Seward for authorizing it. • It was called “Seward’s Ice Box” and “Seward’s Folly” by opponents of the purchase. • These critics were later silenced when gold and oil were discovered in the territory.

  32. Practice Question #1 • The Dawes Severalty Act of 1887: • Made Puerto Rico a protectorate of the United States • Placed limitations on the political rights of the citizens of Guam • Punished Spain for its abuses of the Cuban people • Was an attempt by the United States government to assimilate Native Americans • Denied Native Americans their rights as citizens of the United States

  33. Practice Question #2 • This theorist claimed that underconsumption in the center, or mother country, is the primary reason why nations adopt an imperialist policy. • Joseph Schumpeter • Vladimir Lenin • Rosa Luxemburg • Sanford Dole • John Hobson

More Related