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Chapter 27 - The Age of Imperialism 1850-1914 packet

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Section 1 notesSection 1 homework: read section 1 and answer questions 1 and 2 in your notebook.David Livingstone Explores Southern Africa (27-1)Guided reading 27-2Letter from Menelik II (27-2)Guided Reading 27-3Section 4 homework: read section 4 and answer questions 1 and 2 in your notebook.Letter Opposing the English (27-4)Guided reading 27-5Hawaii's Story by Hawaii's Queen (27-5)Chapter 27 summary

Charts:

Causes and Effects of ImperialismComparing Imperialist Styles

Chapter 27 - The Age of Imperialism 1850-1914

Section 1 (685-689) Imperialists Divide Africa

Big idea: Ignoring the claims of African ethnic groups, kingdoms and city-states, European countriesestablished colonies and dominated Africa politically, economically and socially.

Imperialism - a policy in which a strong nation seeks to dominate other countries politically,economically or socially.

Examples - Great Britain taking control in India, South Africa, Egypt.France taking control in Algeria and Morocco. Belgium taking control of the Congo.

Write these questions down in your notebook:

Does a technologically advanced nation have a responsibility toshare its advances with less developed nations?

Is it acceptable to impose your culture on another culturegroup?

Who should benefit from the resources of a place?

Is there such a thing as having too much power over others?

We will discuss these questions in groups and together in class.

Homework:

Read Ch 27-1 (685-689) and answer #1 (definitions) and #2 in your notebook.

For sections 2 through 5, see the section called chapter summary.

The Age of Imperialism 43

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GEOGRAPHY APPLICATION: MOVEMENT

David Livingstone Explores Southern AfricaDirections: Read the paragraphs below and study the map carefully. Then answerthe questions that follow.Section 1

Scottish explorer David Livingstone, born in1813, explored southern Africa on three differ-

ent expeditions from 1841–1873. He journeyedthere to bring “Christianity, commerce, and civiliza-tion” to the heart of the continent.

In 1841, Africa was a mystery to manyEuropeans. They thought of it as dry and infertilewith little commercial value. However, Livingstoneamazed them during his travels by sending backreports of a continent filled with lush forests, huge waterfalls, and massive grasslands. Initially,Livingstone’s goal was to convert Africans toChristianity. However, that soon gave way to explo-ration and the attempt to discover trade routes thatcould undercut and possibly end the slave trade.

Livingstone also covered a great deal of territory.In 1855, he explored the turbulent and wild watersof the Zambezi River, which funnels into a greatwaterfall. He named it the Victoria Falls in honorof his monarch, Queen Victoria. In addition, hisjourneys across sub-Saharan Africa were the first by

a European and rank as one of the greatest landexplorations in history.

During his travels, Livingstone survived a varietyof hardships that killed many of his companions.Aside from the extreme heat, driving rain, andknee-deep mud, Livingstone suffered under theconstant threat that the men traveling with himmight mutiny and kill him. In addition, Livingstonebattled repeated attacks of malaria. He also sufferedfrom terrible headaches, dizziness, vomiting, anddiarrhea. In one three-year stretch, he endured 27attacks of fever. Livingstone was even mauled by alion, an attack that permanently damaged his lefthand.

Livingstone died in 1873 at the end of his thirdexpedition. By that time, he had influenced attitudestoward Africa all over the Western world. Despitetraditional thinking of the time that European cul-ture was superior, Livingstone truly believed inAfrica’s ability to advance to the modern world.

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0˚ Equator

10˚S

20˚S

Tropic of Capricorn

30˚S

50˚E

40˚E

10˚E

Luanda

Cape TownPort Elizabeth

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Comoro Islands

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A T L A N T I C

O C E A N

I N D I A N

O C E A N

L a k eVi c t o r i a

L a k eTa n g a n y i k a

L a k eN g a m i

L a k eN y a s a

0˚ Equator

10˚S

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Tropic of Capricorn

30˚S

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40˚E

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A T L A N T I C

O C E A N

I N D I A N

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L a k eVi c t o r i a

L a k e Ta n g a n y i k a

L a k eN g a m i

L a k eN y a s aLuanda

Cape TownPort Elizabeth

Livingstone’s Travels

Livingstone’s firstexpedition, 1841–1856

0 800 Kilometers

0 400 Miles

Livingstone’s secondexpedition, 1858–1863

Livingstone’s thirdexpedition, 1866–1873

Departure points

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44 Unit 6, Chapter 27

Interpreting Text and Visuals

1. Were any of Livingstone’s explorations in the northern hemisphere? Explain. ____________

____________________________________________________________________________

____________________________________________________________________________

2. Name two lakes in eastern Africa that Livingstone explored. ____________________________

____________________________________________________________________________

3. During which expedition did Livingstone travel on the ocean?

____________________________________________________________________________

4. What large river flowing into the Indian Ocean did he travel along? ______________________

5. About how many miles did he travel from Port Elizabeth to Luanda to Quelimane? ________

6. During which expedition did Livingstone cover the most territory and where did this journey

take him? ____________________________________________________________________

____________________________________________________________________________

7. Describe some of the problems that Livingstone encountered on his travels.

____________________________________________________________________________

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8. What were the three primary reasons that Livingstone undertook his journeys? ____________

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Name David Livingstone Explores Southern Africa continued

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GUIDED READING Patterns of Change: ImperialismSection 2

A. Recognizing Facts and Details As you read this section, take notes to answerthe questions.

B. Using Context Clues On the back of this paper, explain the policies of paternalismand assimilation.

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European nations used various forms of colonial control.

1. How did the British control

Nigeria and other British

colonies?

2. What method of management

did the French use with their

colonies?

African societies tried to resist European attempts at colonization.

3. How did Algeria’s resistance

to French rule differ from the

East Africans’ resistance to

German rule?

4. Why was Ethiopia able to

successfully resist European

rule?

European colonial rule greatly transformed African society.

5. How did Africans benefit from

colonial rule?

6. What were the negative con-

sequences of colonial rule

for the African continent?

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PRIMARY SOURCE Letter from Menelik II

From 1889 to 1913, Emperor Menelik II ruled Ethiopia, the only African nation toresist colonization. He wrote the following letter to the caliph of the Sudan toexpress his opposition to European expansion and his desire to strengthen hisalliance with the Sudan. How did Menelik II intend to resist European attemptsto colonize his country?

Section 2

This is to inform you that the Europeans whoare present round the White Nile with the

English have come out from both the east and thewest, and intended to enter between my countryand yours and to separate and divide us. And I,when I heard of their plan, dispatched an expedition,sending detachments in five directions. The group[of Europeans] who are near are the English andthe French, who are located in the direction fromwhich the Belgians came. And do you rememberwhen I sent to you Kantiba Jiru, you wrote to meby him that you have men in the direction fromwhich the Belgians came?; and I ordered the chiefsof [my] troops that if they met with them, theywere to parley with them and explain [my] intention.And now I have ordered my troops to advancetowards the White Nile. And perhaps [if] you heardthe news from merchants or from others you mightmisunderstand my action, [so now] I have writtento you so that you would understand the object [ofthis expedition].

And you look to yourself, and do not let theEuropeans enter between us. Be strong, lest if the

Europeans enter our midst a great disaster befall usand our children have no rest. And if one of theEuropeans comes to you as a traveler, do yourutmost to send him away in peace; and do not listento rumors against me. All my intention is to increasemy friendship with you, and that our countries maybe protected from [their] enemies.

from G.N. Sanderson, “The Foreign Policy of NegusMenelik” in the Journal of African History, Vol. 5, 1964.Reprinted in Alvin M. Josephy, Jr., ed., The Horizon Historyof Africa (New York: American Heritage, 1971), 429.

Discussion Questions

Recognizing Facts and Details

1. According to Menelik II, what was the Europeans’plan?

2. What steps did Menelik II take in response tothe Europeans’ plan?

3. Making Inferences Based on your reading ofthis letter, what can you infer about the methodssome European countries used to control Africanland and peoples?

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A. Perceiving Cause and Effect As you read this section, explain how each of thefactors listed contributed to the decline of Muslim states.

B. Recognizing Main Ideas Describe the policies European nations used to gaincontrol of Muslim lands.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

C. Perceiving Cause and Effect On the back of this paper, write a paragraphexplaining the causes and outcomes of the Crimean War.

GUIDED READING Muslim Lands Fall to Imperialist Demands

Section 3

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1. Death of Suleiman I

2. Rise of nationalism

3. Geopolitics

4. Construction of the

Suez Canal

5. Discovery of oil in Persia


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PRIMARY SOURCE Letter Opposing the Englishby Moulavy Syad Kutb Shah Sahib

During British imperial rule in the 19th century, many Indians believed that theBritish were trying to force them to convert to Christianity. In a letter, Muslimleader Moulavy Syad Kutb Shah Sahib issued a warning to Hindus and Muslimsin order to protect them from the British. The following excerpt from his letterreflects Indians’ resentment toward the British because of religious differences.What course of action did Moulavy Syad Shah recommend Indians should take?

Section 4

The English are people who overthrow all reli-gions. You should understand well the object of

destroying the religions of Hindustan; they have fora long time been causing books to be written andcirculated throughout the country by the hands oftheir priests, and, exercising their authority, havebrought out numbers of preachers to spread theirown tenets: this has been learned from one of theirown trusted agents. . . . [The English] ordered theBrahmans and others of their army to bite car-tridges, in the making up of which fat had beenused. The Mussulman [Muslim] soldiers perceivedthat by this expedient the religion of the Brahmansand Hindus only was in danger, but neverthelessthey also refused to bite them. On this the Englishnow resolved on ruining the faith of both. . . . It isnow my firm conviction that if these English con-tinue in Hindustan they will kill every one in thecountry, and will utterly overthrow our religions. . . .Under these circumstances, I would ask, whatcourse have you decided on to protect your livesand faith? Were your views and mine the same, wemight destroy them entirely with a very little trou-ble; and if we do so, we shall protect our religionsand save the country. . . . All you Hindus are here-by solemnly adjured, by your faith in Ganges, Tulsi,and Saligram; and all you Mussulmans, by yourbelief in God and the Koran, as these English arethe common enemy of both, to unite in consideringtheir slaughter extremely expedient, for by thisalone will the lives and faith of both be saved. It isexpedient, then, that you should coalesce and slaythem. The slaughter of kine [cows] is regarded bythe Hindus as a great insult to their religion. Toprevent this a solemn compact and agreement hasbeen entered into by all the Mahomedan chiefs ofHindustan, binding themselves, that if the Hinduswill come forward to slay the English, theMahomedans will from that very day put a stop tothe slaughter of cows, . . . but if the Hindus will not

gird their loins to kill the English, but will try tosave them, they will be as guilty in the sight of Godas though they had committed the sins of killingcows and eating flesh. Perhaps the English may, fortheir own ends, try to assure the Hindus that as theMussulmans have consented to give up killing cowsfrom respect for the Hindu religion, they willsolemnly engage to do the same, and will ask theHindus to join them against the Mussulmans; butno sensible man will be gulled by such deceit, forthe solemn promises and professions of the Englishare always deceitful and interested. Once theirends are gained they will infringe their engage-ments, for deception has ever been habitual withthem, and the treachery they have always practisedon the people of Hindustan is known to rich andpoor. Do not therefore give heed to what they maysay. . . . I trust you will all write answers approvingof what has been proposed herein. This letter hasbeen printed under the direction of Moulavy SyadKutb Shah Sahib, at the Bahaduri press, in the cityof Bareilly.

from Selections from the Records of the Government ofPunjab and its Dependencies, New Series, No. VII (Lahore:Punjab Printing Company, Ltd., 1870), 173–175. Reprintedin Peter N. Stearns, ed., Documents in World History, Vol.II (New York: Harper Collins, 1988), 70–72.

Discussion Questions

Recognizing Facts and Details

1. According to this letter, why were the English athreat to Indians?

2. What course of action did Moulavy Syad Shahbelieve Indians should take against the English?

3. Perceiving Cause and Effect What connec-tions, if any, do you perceive between the atti-tudes expressed in this letter and the outbreak ofthe Sepoy Mutiny?

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A. Recognizing Facts and Details As you read about the colonization of SoutheastAsia, write notes about each group.

B. Recognizing Facts and Details On the back of this paper, identify the following people:

King Mongkut Emilio Aguinaldo Liliuokilani

GUIDED READING Western Powers Rule

Southeast AsiaSection 5

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1. Dutch East India Company

Lands claimed Major products Impact of colonization

2. British

Lands claimed Immigration policy Impact of colonization

3. French

Lands claimed Method of management Impact of colonization

4. Americans

Lands claimed Method of management Impact of colonization

HAWAII’S STORY BY HAWAII ’S QUEEN (1898)

Queen Liliuokalani (ruled 1891–1895) was the last monarch to rule the Hawaiian Islands. In 1893,a group of foreign businessmen, wanting closer ties to the United States, asked Liliuokalani toabdicate (give up her power). When she refused, the group declared her deposed and established atemporary government. In 1895, supporters of the queen tried to overthrow the government butfailed. Liliuokalani was arrested and forced to sign a document giving up the throne in exchangefor her life and the lives of her supporters. The following account is Liliuokalani’s story of thesigning.

THINK THROUGH HISTORY: Analyzing Motives Why does Liliuokalani object to the signing of her abdication?

For the first few days nothing occurred to disturb the quiet of my apartments save the tread of thesentry. On the fourth day I received a visit from Mr. Paul Neumann, who asked me if, in the eventthat it should be decided that all the principal parties to the revolt must pay for it with their lives, Iwas prepared to die? I replied to this in the affirmative, telling him I had no anxiety for myself, and felt no dread of death. He then told me that six others besides myself had been selected to be shotfor treason, but that he would call again, and let me know further about our fate. I was in a state ofnervous prostration, as I have said, at the time of the outbreak, and naturally the strain upon mymind had much aggravated my physical troubles; yet it was with much difficulty that I obtainedpermission to have visits from my own medical attendant.

About the 22d of January a paper was handed to me by Mr. Wilson, which, on examination, provedto be a purported act of abdication for me to sign. It had been drawn out for the men in power bytheir own lawyer, Mr. A. S. Hartwell, whom I had not seen until he came with others to see me signit. The idea of abdicating never originated with me. I knew nothing at all about such a transactionuntil they sent to me, by the hands of Mr. Wilson, the insulting proposition written in abject terms.For myself, I would have chosen death rather than to have signed it; but it was represented to methat by my signing this paper all the persons who had been arrested, all my people now in trouble by reason of their love and loyalty towards me, would be immediately released. Think of myposition,—sick, a lone woman in prison, scarcely knowing who was my friend, or who listened tomy words only to betray me, without legal advice or friendly counsel, and the stream of bloodready to flow unless it was stayed by my pen.

My persecutors have stated, and at that time compelled me to state, that this paper was signed andacknowledged by me after consultation with my friends whose names appear at the foot of it aswitnesses. Not the least opportunity was given to me to confer with any one; but for the purpose ofmaking it appear to the outside world that I was under the guidance of others, friends who hadknown me well in better days were brought into the place of my imprisonment, and stood around tosee a signature affixed by me. When it was sent to me to read, it was only a rough draft. After I hadexamined it, Mr. Wilson called, and asked me if I were willing to sign it. I simply answered that Iwould see when the formal or official copy was shown me. On the morning of the 24th of Januarythe official document was handed to me, Mr. Wilson making the remark, as he gave it, that hehoped I would not retract, that is, he hoped that I would sign the official copy. Then the followingindividuals witnessed my subscription of the signature which was demanded of me: William G.Irwin, H. A. Widemann, Samuel Parker, S. Kalua Kookano, Charles B. Wilson, and Paul Neumann.

The form of acknowledgment was taken by W. L. Stanley, Notary Public. So far from the presenceof these persons being evidence of a voluntary act on my part, was it not an assurance to me thatthey, too, knew that, unless I did the will of my jailers, what Mr. Neumann had threatened wouldbe performed, and six prominent citizens immediately put to death. I so regarded it then, and I stillbelieve that murder was the alternative. Be this as it may, it is certainly happier for me to reflect to-day that there is not a drop of the blood of my subjects, friends or foes, upon my soul. When itcame to the act of writing, I asked what would be the form of signature; to which I was told to sign,“Liliuokalani Dominis.” This sounding strange to me, I repeated the question, and was given thesame reply. At this I wrote what they dictated without further demur, the more readily for thefollowing reasons.

Before ascending the throne, for fourteen years, or since the date of my proclamation as heirapparent, my official title had been simply Liliuokalani. Thus I was proclaimed both PrincessRoyal and Queen. Thus it is recorded in the archives of the government to this day. The ProvisionalGovernment nor any other had enacted any change in my name. All my official acts, as well as myprivate letters, were issued over the signature of Liliuokalani. But when my jailers required me to sign “Liliuokalani Dominis,” I did as they commanded. Their motive in this as in other actions wasplainly to humiliate me before my people and before the world. I saw in a moment, what they didnot, that, even were I not complying under the most severe and exacting duress, by this demandthey had overreached themselves. There is not, and never was, within the range of my knowledge,any such a person as Liliuokalani Dominis.

It is a rule of common law that the acts of any person deprived of civil rights have no force norweight, either at law or in equity; and that was my situation. Although it was written in thedocument that it was my free act and deed, circumstances prove that it was not; it had beenimpressed upon me that only by its execution could the lives of those dear to me, those beloved bythe people of Hawaii, be saved, and the shedding of blood be averted. I have never expected therevolutionists of 1887 and 1893 to willingly restore the rights notoriously taken by force orintimidation; but this act, obtained under duress, should have no weight with the authorities of theUnited States, to whom I appealed. But it may be asked, why did I not make some protest at thetime, or at least shortly thereafter, when I found my friends sentenced to death and imprisonment? Idid. There are those now living who have seen my written statement of all that I have recalled here.It was made in my own handwriting, on such paper as I could get, and sent outside of the prisonwalls and into the hands of those to whom I wished to state the circumstances under which thatfraudulent act of abdication was procured from me.

This I did for my own satisfaction at the time. After those in my place of imprisonment had allaffixed their signatures, they left, with the single exception of Mr. A. S. Hartwell. As he preparedto go, he came forward, shook me by the hand, and the tears streamed down his cheeks. This was amatter of great surprise to me. After this he left the room. If he had been engaged in a righteous andhonorable action, why should he be affected? Was it the consciousness of a mean act whichovercame him so? Mr. Wilson, who stood behind my chair throughout the ceremony, made theremark that those were crocodile’s tears. I leave it to the reader to say what were his actual feelings in the case.

Source: “Imprisonment—Forced Abdication” (Chapter XLIV) from Hawaii’s Story by Hawaii’s Queen by Liliuokalani (Rutland,Vermont: Charles E. Tuttle, 1964), pp. 273–277. Copyright © 1964 by Charles E. Tuttle Company, Inc.


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TELESCOPING THE TIMES The Age of Imperialism,1850–1914

CHAPTER OVERVIEW Several factors led Europeans to claim control of almost allof Africa. Some Africans resisted, but most efforts failed. The Ottoman Empirebroke apart, and European powers took some of its lands. The British took con-trol of India, where they modernized the economy to benefit themselves.Europeans gained lands in Southeast Asia, and the United States sought colonies.

Summary

Imperialists Divide AfricaKEY IDEA Ignoring the claims of African ethnic groups,

kingdoms, and city-states, Europeans established colo-

nial claims.

In the early 1800s, European nations had just atoehold in Africa, holding only areas along the

coast. In the mid-1800s, though, Europeans hadrenewed interest in Africa. This rose, in part, from adesire to create overseas empires, a movementcalled imperialism. European nations wanted tocontrol lands that had raw materials they needed fortheir industrial economies. They also wanted toopen up markets for the goods they made. National-ism fed the drive for empires as well. A nation oftenfelt that gaining colonies was a measure of its great-ness. Racism was another reason. Europeansthought that they were better than Africans. Finally,Christian missionaries supported imperialism. Theythought that European rule would end the slavetrade and help them convert native peoples.

As a result of these factors, the nations ofEurope began to seize lands in Africa. Technologyhelped them succeed. Steam engines, railroads,and telegraphs made them able to penetrate deepinto Africa and still have contact with the homecountry. Machine guns gave them a weapon of fargreater power than any African peoples possessed.Finally, discovery of quinine gave doctors a weaponagainst malaria, which struck Europeans. Theywere also helped by the lack of unity amongAfrican peoples.

The events called the European “scramble forAfrica” began in the 1880s. The discovery of goldand diamonds in Africa increased European inter-est in the continent. So that they would not fightover the land, European powers met in Berlin in1884–85. They agreed that any nation could claimany part of Africa simply by telling the others andby showing that it had control of the area. Theythen moved quickly to grab land. By 1914, only

Liberia and Ethiopia were independent ofEuropean control.

The Europeans began to build plantationswhere they grew peanuts, palm oil, cocoa, and rub-ber. They also took important minerals. The Congoproduced copper and tin. South Africa had goldand diamonds.

In South Africa, three groups struggled over the land. In the early 1800s, the Zulu chief Shakafought to win more land. Meanwhile, the Britishwon control of the Dutch colony on the southerncoast. Many thousands of Dutch settlers, calledBoers, moved north to escape the British. Theyfought the Zulus, whose land they were entering.At the end of the century, Boers fought a viciouswar with the British. The Boers lost, and theyjoined the British-run Union of South Africa.

Patterns of Change:Imperialism

KEY IDEA Europeans embarked on a new phase of

empire-building that affected both Africa and the rest of

the world.

European nations wanted to control more of thelife of their conquered peoples. As a result, each

colonized region operated under one of these forms:

• colony—governed by a foreign power• protectorate—allowed its own government but

was under the control of a foreign power• sphere of influence—claimed as the exclusive

investment or trading realm of a foreign power• economic imperialism—controlled by private

businesses rather than by a foreign government

The imperialist powers had two main methodsof running their colonies. Britain and the UnitedStates used indirect control. In this system, localrulers had power over day-to-day matters. Therewere also councils of native peoples and govern-ment officials. These councils were a first step for

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native peoples to someday govern themselves.Britain tried to rule Nigeria through indirect

control. Because the area was huge and peopled bymany different groups, it was difficult for the Britishto rule directly. They let local chiefs maintain orderover their areas and collect taxes. The system didnot always work. Chiefs had not existed before inthe east and southwest of Nigeria. Thus, the Britishwere putting a new system in place, and it did notwork well.

France and other European nations used theother method—direct control. Feeling that nativepeoples could not handle the complex business ofrunning a country, the European power governed.The French also had a policy of assimilation. Allinstitutions were patterned after their counterpartsin France. They hoped that the native peopleswould learn French ways.

Some Africans tried to resist imperialism.People in Algeria fought against the French foralmost 50 years. In German East Africa, thousandsdied when they tried to use spiritual power to fightGerman machine guns. Only in Ethiopia did resis-tance succeed. There, Emperor Menelik II cleverlyplayed one European country against another. In1896, he used European weapons to defeat aninvading Italian army. With this victory, Ethiopiastayed independent.

Africans did enjoy some benefits from colonialrule. European governments put an end to ethnicconflict. Colonial powers brought Africaneconomies fully into the world market and builtrailroads, dams, and telephone and telegraph lines.

For the most part, though, imperialism causeddamage. Traditional African society was destroyed.People were forced out of their homes and made towork under horrible conditions. Finally, the politi-cal boundaries that Europeans drew had no rela-tion to ethnic divisions in Africa. These boundariescreated problems many decades later when thecolonies became independent nations.

Muslim Lands Fall toImperialist Demands

KEY IDEA European nations expand their empires by

seizing territories from Muslim states.

The Ottoman Empire, based in modern Turkey,had lasted for hundreds of years. By the 1800s,

it was weak. In 1830, Greece won its independenceand Serbia won the right to govern itself. European

nations eyed what remained of the empire hungrily.Russia hoped to win control of the Black Sea so

it could ship grain across the Mediterranean Sea. Itfought a war with the Ottomans in the 1850s, butlost when Britain and France joined against it. Still,the Ottomans later lost almost all of their land inEurope and parts of Africa. By 1914, the empirewas much smaller than it had ever been. Muslimleaders, seeing this decline, decided to modernizetheir countries.

In Egypt, Muhammad Ali broke away fromOttoman control. He put in place reforms to changethe army and the economy. He pushed Egypt’sfarmers to grow cotton, a cash crop in demand inEurope. However, peasants suffered when theywere turned away from growing food. His grandsoncontinued to modernize. He joined with the Frenchin building the Suez Canal, which connected theMediterranean to the Red Sea. When Egypt hadmoney troubles, Britain took control of the canal—and the country.

In Persia, the Russians and the British com-peted for control with local powers. Russia wantedto win Persia to have access to the Indian Ocean.Britain wanted some land there as a barrierbetween Russia and its colony in India. In the early1900s, oil was discovered in Persia. A British com-pany signed an agreement with Persia’s ruler todevelop these oil fields. Persians rebelled againsttheir ruler—who was corrupt—and the growinginfluence of Europeans. Then Russia and Britainstepped in and took control of the land.

British Imperialism in IndiaKEY IDEA As the Mughal Empire declined, Britain

seized almost the whole subcontinent of India.

In the early 1700s, the Mughal Empire of Indiafell into decline. By the middle of the century,

the British East India Company was becoming themost important power in India. It held hugeamounts of land—almost the entire subcontinent.

British law forced India to supply raw materialssuch as tea, indigo (a dye), coffee, and cotton. Thelaw also forced Indian manufacturing out of business.India became even more important when the EastIndia Company built rail lines that linked growingregions in the interior with ports on the coast.

India enjoyed some gains from British rule. Itsrail system was the third largest in the world andhelped make the economy more modern. The

Name The Age of Imperialism continued

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British made other improvements, too. They builttelephone and telegraph lines, dams, bridges, andcanals. They also improved sanitation and publichealth and built schools. More and more Indianslearned to read.

British rule caused problems as well. Many eco-nomic benefits flowed out of India to Britain. Indianindustry died out because of British trade laws.Many farmers and villages lost their ability to feedthemselves because they were made to grow cashcrops. Many peoples died when famines struck.British racist attitudes damaged Indian culture.

By the mid-1800s, many Indians felt growingresentment. When Indian soldiers heard rumorsthat offended their religious feelings, manyrebelled. The East India Company needed a year—and British troops—to put it down. The Indianslost because of their own divisions. Muslims andHindus did not trust each other. After the revolt,the British government took direct control ofBritish India.

Indians tried other ways of resisting British con-trol. Leaders such as Ram Mohun Roy urgedchanges in traditional Indian practices to makeIndian society more modern. He hoped to freeIndia of foreign control with these changes. Indiansresented the fact that they were treated unfairly.They formed two groups—the Indian NationalCongress and the Muslim League. Both began topush the British to make changes. In the early1900s, they called for self-government.

Western Powers RuleSoutheast Asia

KEY IDEA Demand for Asian products drove Western

imperialists to seek possession of Southeast Asian lands.

European nations also grabbed land in SoutheastAsia and the islands on the edge of the Pacific

Ocean. They wanted the area for its resources andbecause it was close to China. The United Statesjoined this quest for colonies.

European powers found that these lands weregood for growing such cash crops as sugar, coffee,cocoa, rubber, and fruit. As trade in these itemsgrew, Europeans moved to take more land. TheDutch ran Indonesia, where their settlers remainedat the top of society. The British took the port ofSingapore plus Malaysia and Burma (modernMyanmar). Needing workers, the British broughtmany Chinese to Malaysia. France grabbed

Indochina (modern Laos, Cambodia, and Vietnam).They made farmers grow rice for export. Becausemost of the rice was shipped away, the farmers hadless to eat even though they were growing morerice than before. One land—Siam (modernThailand)—stayed independent. King Mongkut andhis son modernized Siam without giving up power.

Colonialism brought some features of modernlife to these regions. However, economic changesbenefited European-run businesses, not local people.The native peoples did benefit from better schooling,health, and cleanliness. Plantation farming broughtmillions of people from other areas to Southeast Asia.The mix of cultures and religions did not always gosmoothly. Even today, some conflict between groupsresults from this period.

In the late 1800s, the United States also beganto seek colonies. In 1898, as a result of the Spanish-American War, the United States won possession of Puerto Rico, Guam, and the Philippine Islands.Filipino nationalists fought Americans for theirfreedom, just as they had fought the Spaniardsbefore. The United States defeated the rebels andpromised to give the Philippines self-rule later. Inthe meantime, American businesses took advantageof Filipino workers.

Some American businessmen grew wealthyfrom sugar plantations in Hawaii. In the 1890s,when Queen Liliuokalani tried to regain control ofher country, they overthrew her. They declared arepublic and asked the United States to annex—take possession of—Hawaii. In 1898, it became aterritory of the United States.

Review1. Identifying Supporting Ideas What led to

European imperialism, and why did it succeed?2. Perceiving Cause and Effect What happened

when Africans tried to resist imperialism?3. Perceiving Relationships Contrast how the

British and French ruled their colonies.4. Making Generalizations How were the effects

of imperialism in Southeast Asia typical of thosefor other regions?

Name The Age of Imperialism continued

5

Chart: Causes and Effects of Imperialism 1850-1914

The Industrial Revolution stirred the ambitions of many European nations. These countriessought more of the natural resources needed to fuel their industrial production, as well asadditional markets for their many new goods. Europeans determined that the lands of Africaand Asia could satisfy both of these needs. In the mid-1800s, European merchants andsoldiers began turning Africa and parts of the Middle East and Asia into a patchwork ofcolonies. Europeans conquered the native peoples before taking the lands’ preciousresources and turning the regions into markets for cloth, plows, guns, and their otherindustrial products.

The Age of Imperialism, 1850–1914

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Colonization

Colonial Economics

Christianization

Nationalism

Economic Competition

Missionary Spirit

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To gain power, European

nations compete for

colonies and trade.

Demand for raw materials

and new markets spurs a

search for colonies.

Europeans believe they

must spread their Christian

teachings to the world.

Europeans control land and

people in areas of Africa,

Asia, and Latin America.

Europeans control trade in

the colonies and set up

dependent cash-crop

economies.

Christianity is spread to

Africa, India, and Asia.

Europeansexerted influence over the economic, political,

and social lives of people they colonized.

EFFECTSCAUSES

Chart: Comparing Imperialist Styles 1850 - 1900

After 1850, a new kind of empire building called imperialism—the control by one powerfulnation over the political and economic affairs of another nation or region—becamewidespread. Although colonies were established, settlement was not the chief goal of thisperiod of expansion. European nations scrambled to divide up Africa and Southeast Asia.Britain made India “the jewel in her crown,” while the United States added island territoriesand other overseas possessions.

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Comparing Imperialist Styles, 1850–1900

France

Colony(1840s)

Direct control

Missionaries were killed; French army invaded Vietnam; combined it with Laos and Cambodia; Frenchmen filled the colonial posts

Discouraged local industry; rice became the major export crop

Imposed French culture; all schools, courts, and businesses followed French models; export crop caused resentment

ImperialistPower

Form of Imperialism

Form of Control

How brought under control

EconomicPolicies

Colonial Impact

Indochina

England

Colony(1857)

Indirect control

1757 East India Co. extended control over trade; after Sepoy mutiny, the British began to rule directly over area called the Raj

India to produce raw materials and buy British goods; competition with British prohibited

Built rail network, telephone, roads, schools; irrigation; improved health; focus on cash crops produced famines; racist attitudes

India

England

Protectorate(1885)

Indirect control

Royal Niger Co. controlled palm oil trade; Berlin Conf. gave Niger River Delta protectorate status; 1914 British claimed as a colony

British used local chiefs to keep order and collect taxes

Colonial policies reduced local warfare; artificial boundaries that combined or divided groups created ethnic problems

Nigeria

United States

Economic Imperialism (1898)

Indirect control

Acquired during Spanish–AmericanWar; sugar planters overthrew the Hawaiian queen, set up a republic, then asked U.S. to annex

Cash crops grown at expense of basic food crops; Dole Fruit Co. controlled pineapple trade

Built roads, rail system, hospitals, and schools, but exploited islands; set up plantation economy

Philippines; Hawaii