What does this image imply about what Imperialism was?

What does this image imply about what Imperialism was? From Collins English Dictionary: 1. the policy or practice of extending a state's rule over...
Author: Julia Bell
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What does this image imply about what Imperialism was?

From Collins English Dictionary:

1. the policy or practice of extending a state's rule over other territories 2. an instance or policy of aggressive behaviour by one state against another From Encyclopedia Britannica:

The policy of a state aiming at establishing control beyond its borders over people generally unwilling to accept such control.

By 1900, the imperial powers (i.e. European countries) had divided up most of the world and controlled international trade

Why?

M.A.I.N.

Markets for Goods Q: Why did Europeans have so many goods to sell? A: IR leads to new products (and LOTS more of them!)

Q: Why did European countries need resources?

A: They needed cheap raw materials (cotton, rubber, oil, tin, lumber, etc) to transform into more expensive manufactured goods that they could then sell (Remember the IR?  ) European nations saw Imperialism as the best means to protect sources of raw materials and markets.

“The White Man’s Burden”— more developed and civilized people had a duty to go out and share their culture, technology and religion with those who were still “in the dark” (racist pun intended—to point out many Europeans’ and Americans’ views of the time)

19th century science (very inaccurately) taught that Caucasian Europeans were intellectually and biologically superior to everyone else This led them to believe that Europeans had a right and duty to take over foreign people because they needed raw materials, markets and naval bases They also believed they were bringing the benefits of their superior civilization to their not-sofortunate “inferiors”

Answer each of the following questions in your notes: A. What is this drawing supposedly showing? B. How is this argument made? C. What are some flaws with this argument?

“Types and Development of Man” D. What does the use of categories and the positioning of the representative “types” of humans suggest about the views of the artist and the ideas expressed at the World’s Fair of 1904?

A. What is “The White Man’s Burden” in this ad? B. What does this say about some motivations for Imperialism? C. To which groups would this ad have appealed?

Definition: Having a feeling of great or excessive pride in your native country Q: Why would this make countries want an empire? A: Every country wants to be the best and strongest—the fittest—and to demonstrate to other countries this fitness Social Darwinism (what is this?)

Social Darwinism was really a perversion of the scientific notions of Charles Darwin Darwin said that species evolved to fit their ever-changing conditions; one version of a species fit better in certain conditions, but was not inherently superior to another version of the same species—just better suited to survive and reproduce in that particular environment. Social Darwinism took his ideas about the evolution of animal species and applied the same logic to the evolution of human societies.

Man, in the evolutionary process, bred some races that were superior to others. Survival of the fittest ensured progress for all of mankind.

Social Darwinists believed that the white Europeans were quantifiably and unquestionably superior to other races. It was the duty of the “superior” European nations to spread Western Civilization to the “backward” countries. The loss of culture and tradition in these “backward” countries was a natural consequence of social evolution—of adapting the superior beliefs and behaviors of the Europeans.

Watch unitedstreaming.com video on race

Answer the following questions in at least 150 words total: What have you learned about race from this documentary? How has this documentary changed or deepened your views on interacting with other people? What are 3 things you could do to help slay racism?

Additional Reasons for Imperialism STRATEGIC Need for bases and coaling stations South Pacific islands Need to protect more valuable colonies Chad Egypt Protection of citizens Pressure to protect missionaries sometimes led to the takeover of foreign territory

U.S. Coaling Station at Pago-Pago

Suez Canal

Imperial rule took many forms.

1. Colonial Rule: Mother country controls everything Administrators and troops stationed in colony a) Direct Rule: Sending officials and soldiers to administer colony. Impose nation’s culture on their colonies and turn them into provinces b) Indirect Rule: Use local rulers to govern colonies. Encourages children of ruling class to get imperial nation’s education creating a new “westernized” generation of leaders and spread imperial country’s civilization.

2) Protectorates: Local rulers left in place but were expected to follow advice of European advisers on issues such as trade or missionary activity. Protectorates cost less to run than a colony. 3) Spheres of Influence: An area in which an outside power claimed exclusive investment or trading privileges.

If you were in a nation that was imperialized, which form of imperialism would you prefer? Why? If you were in an imperializing nation (and had to choose one), which form of imperialism would you prefer? Why?

Is Africa a country or a continent?

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To understand the impact of European domination, we must look at Africa in the early 1800s, before the scramble for colonies began. NORTH AFRICA

Region had close ties to the Muslim world and remained under the rule of the declining Ottoman empire. SOUTH AFRICA

Zulu aggression caused mass migrations and wars and created chaos across much of the region.

WEST AFRICA

The Asante controlled smaller states, who were ready to turn to Europeans to help them defeat their Asante rulers. EAST AFRICA

Islam had long influenced the coast, where a profitable slave trade was carried on.

European Contacts Increased 2

1. From the 1500s through the 1700s, difficult geography and disease prevented European traders from reaching the interior of Africa. 2. Medical advances and river steamships changed all that in the 1800s. EXPLORERS Explorers were fascinated by African geography but had little understanding of the people they met. Most famous European explorer was Dr. Livingstone

MISSIONARIES Catholic and Protestant missionaries sought to win people to Christianity. Most took a paternalistic view of Africans. They urged Africans to reject their own traditions in favor of western civilization.

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King Leopold II of Belgium sent explorers to the Congo River basin to arrange trade treaties with African leaders. Scramble

for Colonies King Leopold’s activities in the Congo set off a scramble among other European nations. Before long, Britain, France, and Germany were pressing for rival claims to the region. At the Berlin Conference, European powers agreed on how they could claim African territory without fighting amongst themselves.

European powers partitioned almost the entire African continent.

France’s share of Africa was about the size of the United States Britain had scattered holdings but those were rich in resources

1. Egypt (Suez Canal . . . . why?) 2. Sudan Nile water = essential for people of Egypt Needed to control Nile 3. Cape Town: great wealth

1. Algeria To stop Algerian pirates attacking FR ships 2. Tunisia & Morocco Wanted African empire From Dakar (W) to Somaliland (E)

Established direct rule Goal: assimilate Africans into FR culture

Europeans met armed resistance across the continent. Algerians battled the French for years. The Zulus in southern Africa and the Asante in West Africa battled the British. East Africans fought wars against the Germans. When Italy invaded, Ethiopia was prepared. Ethiopia was the only nation, aside from Liberia, to preserve its independence.

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After 1858, Parliament set up a system of colonial rule in India.

The British built roads and an impressive railroad network. The British flooded India with machine-made textiles, ruining India’s once-prosperous hand-weaving industry. Britain transformed Indian agriculture. Better health care and increased food production led to rapid population growth. Over-population led to terrible famines. The British revised the Indian legal system. British rule brought peace and order to the countryside. Upper-class Indians sent their sons to British schools.

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During the Age of Imperialism, Indians and British developed different views of each other’s culture.

INDIAN ATTITUDES Some educated Indians were impressed by British power and technology and urged India to follow a western model of progress.

Other Indians felt the answer to change lay with their own Hindu or Muslim cultures.

BRITISH ATTITUDES Most British knew little about Indian achievements and dismissed Indian culture with contempt. A few British admired Indian theology and philosophy and respected India’s ancient heritage.

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The British believed that western-educated Indians would form an elite class which would bolster British rule.

As it turned out, exposure to European ideas had the opposite effect. By the late 1800s, western-educated Indians were spearheading a nationalist movement. In 1885, nationalist leaders organized the Indian National Congress. Its members looked forward to eventual self-rule, but supported western-style modernization.

 GANDHI!

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CAUSES The British East India Company: Undermined and violated Hindu beliefs required sepoys, or Indian soldiers in its service, to serve anywhere, including overseas allowing Hindu widows to marry ordered the sepoys to bite off cartridges made of animal fat when loading their rifles

EFFECTS The sepoys brutally massacred British men, women, and children. The British took terrible revenge Both sides were left with a bitter legacy of fear, hatred, and mistrust. The British put India directly under British rule, sent more troops to India, and taxed Indians to pay for the cost of the occupying forces.

Background: Decline of Manchu Dynasty Corruption Peasant unrest Incompetence at court Rapid growth in population Q: How would this lead to its decline? … food shortage

A shocked Mandarin in Manchu robes in the back, with Queen Victoria (United Kingdom), Wilhelm II (Germany), Nicholas II (Russia), Marianne (France), and Emperor Meiji (Japan) discussing how to cut up a pie with Chine ("China" in French) written on it

Desperate to end the drain of British silver into China, British merchants began to trade opium in China in the late 18th century China tried to halt imports of the highly addictive drug In 1839, to keep trade open, the British fought with the Chinese in a conflict called THE OPIUM WAR Britain’s superior military and industrial strength led to a quick victory

The Opium War (1839) - Opium is a habitforming illegal drug (effects: similar to heroine & morphine) Guess: How do you think opium led to a war in China?

Opium Poppy

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CH imported tea, silk, porcelain sent Indian cotton to CH to pay Cotton not enough paid w/ silver To improve trade balance: shipped opium to CH market Q: Opium is highly addictive: any parallels to industries in US? D for opium   silver back to GB 3. Opium War CH wanted to end opium trafficking GB refused  CH blockaded ports  GB responded w/ force GB crushed CH

4. Treaty of Nanjing (1842) In 1842, Britain forced China to agree to the harsh terms of the Treaty of Nanjing China had to pay for Britain’s war costs, open ports to British trade, charge Britain limited taxes and give Britain the island of Hong Kong The western powers carved out spheres of influence, areas in which an outside power claimed exclusive trade privileges including the right to build roads, railroads and factories

The Taiping Rebellion- from 1850-1864, angry impoverished peasants revolted against Qing officials. Millions were killed and China suffered. Boxer Rebellion – in 1900, a group known as the Boxers assaulted foreign communities across China. Armies from the west and Japan crushed the rebellion and forced the Chinese to give foreign powers even more influence in China.

The Taiping Rebellion- from 1850-1864, angry impoverished peasants revolted against Qing officials. Millions were killed and China suffered. Boxer Rebellion – in 1900, a group known as the Boxers assaulted foreign communities across China. Armies from the west and Japan crushed the rebellion and forced the Chinese to give foreign powers even more influence in China.

In the early 1900’s Chinese nationalism grew in reaction to the increased western presence in China Sun Yat-sen led the movement to create a new government and replace the Qing Dynasty

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The Japanese had limited trade with the Dutch in the port of Nagasaki.

After the Tokugawa shoguns gained power in 1600, the reimposed centralized feudalism, closed Japan to foreigners and forbade Japanese to travel overseas.

By the 1800’s: •Shoguns were no longer strong leaders •Daimyo suffered financial hardship •Samurai were no longer fighters •Merchants had no political power •Peasants suffered under heavy taxes

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July 1853: American Commodore Matthew Perry persuades the Japanese give the U.S. trading rights: •Extraterritoriality •“Most Favored Nation”

1867: Discontented daimyo and samurai “restored” the 15-year-old emperor to power and moved the capital to Tokyo.

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 Period lasting from 1868 to 1912.

Meiji means “enlightened rule.” Goal: “A rich country, a strong military”

New leaders set out to study western ways, adapt them to Japanese needs and beat westerners at their own game.

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Strong Central Government based on German system: •Constitution said all citizens equal before law •Limited voting rights

Economic Reforms: •Industrialized using technologies of the west

Social Change: •Ended legal distinctions between classes •Opened educational opportunities •Women still had secondary roles

Overall, the Meiji Restoration reforms were very successful. Japan modernized and became a world power.

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As a small island nation, Japan had few resources essential to industrial growth  great hunger for an empire full of natural resources Spurred by nationalism and imperialism, Japan built an empire. 1894:Sino-Japanese War •Though outnumbered, Japan, with its new modern technology, defeated China.

1904: Russo-Japanese War •Japan’s armies defeated Russia in Manchuria. •Japanese navy almost destroyed a Russian fleet •1905 Treaty of Portsmouth: Japan gains control of Manchuria and Korea

Japanese Rule of Korea •1910: Japan annexes Korea •Japan modernizes Korea but profits went to Japanese •Imposed harsh rule on Koreans •Korean rebels created nationalist groups

There’s an interesting parallel between the drug trade in China in the 19th century & in the US today. The seeds of our drug trade seem to have been sown by the British. In both cases, the exporters (Britain then, Columbia & others today) claim the problem is with the users - if they don’t want drugs, they don’t buy them. The Chinese response was also very much like ours impose penalties for use, arrest dealers, & seize supplies. **Is there a lesson for the US in the experience of China? **Does drug use signal a decline of society? Should we focus on supply or demand? Why? How?

1800 Only Spain & Dutch had presence

1900 Area dominated by the west

Note France’s control of Vietnam— what will come of this?

Southeast Asia: Negative Impacts 1. -

Political Slow to create democratic institutions (whether indirect or direct rule) 2. Economic Colonial Powers: not eager to foster econ. development Chief Goals: (1) gain new source of inexpensive raw materials, (2) keep markets 4 manufactured goods Didn’t want colonists to dev. own industries (stressed exporting goods) Workers: paid poverty-level wages 2  profits Q: Have times changed? How? Why?

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In their relentless race for raw materials, new markets, and Christian converts, western industrial powers gobbled up Southeast Asia. By the 1890s, Europeans controlled most of Southeast Asia. They: introduced modern technology expanded commerce and industry set up new enterprises to mine tin and harvest rubber brought in new crops of corn and cassava built harbors and railroads These changes benefited Europeans far more than the people of Southeast Asia.

In the 1800s, the industrial powers began to take an interest in the islands of the Pacific. In 1878, the United States secured an unequal treaty from Samoa. Later, the United States, Germany, and Britain agreed to a triple protectorate over Samoa. From the mid-1800s, American sugar growers pressed for power in Hawaii. In 1898, the United States annexed Hawaii. At the conclusion of the Spanish-American War, the Philippines was placed under American control. The United States promised Filipinos self-rule some time in the future.

In the 1800s, the industrial powers began to take an interest in the islands of the Pacific. In 1878, the United States secured an unequal treaty from Samoa. Later, the United States, Germany, and Britain agreed to a triple protectorate over Samoa. From the mid-1800s, American sugar growers pressed for power in Hawaii. In 1898, the United States annexed Hawaii. At the conclusion of the Spanish-American War, the Philippines was placed under American control. The United States promised Filipinos self-rule some time in the future, which the Philippines got just after WWII.

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What political and economic problems faced new Latin American nations? How did Mexico struggle for stability? How did the United States influence Latin America?

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During the 1800s, most Latin American nations were plagued by revolts, civil war, and dictatorships. Many problems had their origins in colonial rule, as independence barely changed the existing social and political hierarchy. With few roads and no traditions of unity, the new nations were weakened by regionalism, loyalty to a local area.

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Economic dependence occurs when: less-developed nations export raw materials and commodities to industrial nations and import manufactured goods, capital, and technological know-how. The relationship is unequal because the more developed — and wealthier nation — can control prices and terms of trade.

Under colonial rule, mercantilist policies made Latin America economically dependent on Spain and Portugal. After independence, this pattern changed very little. The region remained as economically dependent as before.

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In 1823, the United States issued the Monroe Doctrine: stated that the American continents were no longer open to colonization by any European powers.

In 1904, the United States issued the Roosevelt Corollary to the Monroe Doctrine: Under this policy, the United States claimed “international police power” in the Western Hemisphere.

In the next decade, the United States frequently intervened militarily in Latin American nations to protect American lives and investments.

In 1903, the United States backed the Panamanians in a revolt against Colombia in order to gain land to build the Panama Canal.

UNOFFICIAL IMPERIALISM American economic growth benefited tremendously from harsh and repressive political conditions in Latin America American interests worked hard to perpetuate these conditions Result was alliance between American capitalism and Latin American dictatorships

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How did imperialism lead to new economic patterns? What was the cultural impact of imperialism?

How did political tensions develop as the result of imperialism?

SHORT-TERM RAMIFICATIONS ALMOST EVERY MAJOR EUROPEAN STATE (AND SEVERAL NONEUROPEAN ONES) BECAME CAUGHT UP IN THE NEW IMPERIALISM Great Britain, France, Germany, Italy, Spain, Portugal, Belgium, the Netherlands, Russia, Japan, and the United States Potential colonial territory decreased as more players entered the game Resulted in increased friction among the Great Powers and almost erupted in war on several occasions Fashoda Crisis (France vs Great Britain in the Sudan) Morocco Crises of 1904 and 1907 (Germany vs France)

OVERALL, THE COMPETITION FOR COLONIES CONTRIBUTED TO AN OVERALL DETERIORATION IN RELATIONS AMONG EUROPEAN NATIONS AND THUS PLAYED AN IMPORTANT ROLE IN CAUSING THE OUTBREAK OF WORLD WAR ONE

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A truly global economy emerged, dominated by the United States, Britain, France, and Germany.

Colonial rulers introduced a money economy that replaced the old barter system. Mass-produced goods from the industrialized world further disrupted traditional economies. Local economies that had once been self-sufficient became dependent on the industrial powers.

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As westerners conquered other lands, they pressed subject people to accept “modern” ways. By this, they meant western ideas, government, technology, and culture.

Many non-westerners, especially in conquered lands, came to accept a belief in western superiority. The overwhelming successes of the western imperialist nations sapped people’s confidence in their own leaders and cultures. Also, their own cultures had been smashed into pieces by the forced movements, the killings, and the forced labor. Western culture spread around the world.

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By the early 1900s, western-educated elites in Africa and Asia were organizing nationalist movements to end colonial rule The competition for imperial power was fueling tensions among western nations  help lead to World War I

In February 1899, British novelist and poet Rudyard Kipling wrote a poem entitled “The White Man’s Burden: The United States and The Philippine Islands.” In this poem, Kipling urged the U.S. to take up the “burden” of empire, as had Britain and other European nations. Theodore Roosevelt, soon to become vicepresident and then president, described it as “rather poor poetry, but good sense from the expansion point of view.”

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Take up the White Man's burden-Send forth the best ye breed-Go bind your sons to exile To serve your captives' need; To wait in heavy harness, On fluttered folk and wild-Your new-caught, sullen peoples, Half-devil and half-child.

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Take up the White Man's burden-The savage wars of peace-Fill full the mouth of Famine And bid the sickness cease; And when your goal is nearest The end for others sought, Watch sloth and heathen Folly Bring all your hopes to nought.

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Take up the White Man's burden-In patience to abide, To veil the threat of terror And check the show of pride; By open speech and simple, An hundred times made plain To seek another's profit, And work another's gain.

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Take up the White Man's burden-No tawdry rule of kings, But toil of serf and sweeper-The tale of common things. The ports ye shall not enter, The roads ye shall not tread, Go mark them with your living, And mark them with your dead.

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Take up the White Man's burden-- 7. And reap his old reward: The blame of those ye better, The hate of those ye guard-The cry of hosts ye humour (Ah, slowly!) toward the light:-"Why brought he us from bondage, Our loved Egyptian night?“

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Take up the White Man's burden-Ye dare not stoop to less-Nor call too loud on Freedom To cloke your weariness; By all ye cry or whisper, By all ye leave or do, The silent, sullen peoples Shall weigh your gods and you.

Take up the White Man's burden-Have done with childish days-The lightly proferred laurel, The easy, ungrudged praise. Comes now, to search your manhood Through all the thankless years Cold, edged with dear-bought wisdom, The judgment of your peers!

Not everyone was favorably impressed by the “burden” the white man was claimed to be carrying. African Americans, among many others, objected to the notion of the “white man’s burden.” Among the dozens of replies to Kipling’s poem was “The Black Man’s Burden,” written by African-American clergyman and editor H. T. Johnson and published in April 1899. A “Black Man’s Burden Association” was even organized with the goal of demonstrating that mistreatment of brown people in the Philippines was an extension of the mistreatment of black Americans at home.

Pile on the Black Man’s Burden. 'Tis nearest at your door; Why heed long bleeding Cuba, or dark Hawaii’s shore? Hail ye your fearless armies, Which menace feeble folks Who fight with clubs and arrows and brook your rifle’s smoke. Pile on the Black Man’s Burden His wail with laughter drown You’ve sealed the Red Man’s problem, And will take up the Brown, In vain ye seek to end it, With bullets, blood or death Better by far defend it With honor’s holy breath. Source: H.T. Johnson, “The Black Man’s Burden,” Voice of Missions, VII (Atlanta: April 1899), 1. Reprinted in Willard B. Gatewood, Jr., Black Americans and the White Man’s Burden, 1898–1903 (Urbana: University of Illinois Press), 1975, 183–184.

A. Write a response poem that shows either how people who were imperialized would have responded to Kipling’s poem, or how you respond to it now B. Draw a very detailed response that shows either how people who were imperialized would have responded to Kipling’s poem, or how you respond to it now C. Make a short video (music or otherwise) that shows either how people who were imperialized would have responded to Kipling’s poem, or how you respond to it now D. Propose another type of response  This will be worth 15 Assessment points.  It will show that you understand Imperialism and Kipling’s poem