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wh07_te_ch25_s02_na_s.fm Page 791 Tuesday, mgwh07_se_ch25_S2_s.fm Page 791 Wednesday, December 6, 2006February 3:50 PM 13, 2007 11:22 AM A European woman being transported in a rickshaw in French Indochina WITNESS HISTORY 2 AUDIO A Patriot’s Dilemma In 1867, Phan Thanh Gian, a Vietnamese official, faced a dilemma. The French were threatening to invade. As a patriot, Phan Thanh Gian wanted to resist. But as a devoted follower of Confucius, he was obliged “to live in obedience to reason.” And based on the power of the French military, he concluded that the only reasonable course was to surrender: French have immense warships, filled with soldiers and “ The armed with huge cannons. No one can resist them. They go where they want, the strongest [walls] fall before them. ” Currency from a British colony in Malaya Focus Question How did industrialized powers divide up Southeast Asia and the Pacific, and how did the colonized peoples react? SECTION Objectives As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content. ■ Outline how Europeans colonized Southeast Asia and how Siam avoided colonial rule. ■ Explain how the United States gained control over the Philippines. ■ Describe how imperialism spread to the Pacific islands. Imperialism in Southeast Asia and the Pacific Objectives • Outline how Europeans colonized Southeast Asia and how Siam avoided colonial rule. • Explain how the United States gained control over the Philippines. • Describe how imperialism spread to the Pacific islands. Terms, People, and Places Spanish-American War Liliuokalani French Indochina Mongkut Reading Skill: Identify Causes and Effects As you read, fill in a flowchart similar to the one below to record the causes, events, and effects of imperialism in Southeast Asia and the Pacific. Causes • • Events • • • • Effects • • Leaders throughout Southeast Asia faced the same dilemma as Phan Thanh Gian did in 1867. As they had in Africa, Western industrial powers divided up the region in search of raw materials, new markets, and Christian converts. Europeans Colonize Southeast Asia Southeast Asia commands the sea lanes between India and China. The region had been influenced by both civilizations. From the 1500s through the 1700s, European merchants gained footholds in Southeast Asia, but most of the area remained independent. This changed in the 1800s. Westerners—notably the Dutch, British, and French—manipulated local rivalries and used modern armies and technology to colonize much of Southeast Asia. Build Background Knowledge Set a Purpose ■ Definition and Sample Sentence n. passage from one way to another Some scientists found the transition from working as a group in the field to working alone in the laboratory difficult. L3 WITNESS HISTORY Read the selection aloud or play the audio. AUDIO Witness History Audio CD, A Patriot’s Dilemma Ask What reasons does Phan Thanh Gian give for favoring surrender? (Vietnam could not defeat the superior French forces, so fighting would be futile.) The British in Burma and Malaya In the early 1800s, rulers of Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 5, p. 88; Teaching Resources, Skills Handbook, p. 3 L3 In the last section, students learned how Japan’s imperialist ambitions affected East Asia. This section examines the competition for colonies in Southeast Asia and the Pacific. Have students suggest reasons why industrialized nations might want colonies in Southeast Asia. the Dutch East India Company established bases on the island of Java and in the Moluccas, or Spice Islands. From there, the Dutch slowly expanded to dominate the rest of the Dutch East Indies (now Indonesia). The Dutch expected their Southeast Asian colonies to produce profitable crops of coffee, indigo, and spices. Vocabulary Builder High-Use Word transition, p. 795 Prepare to Read The Dutch East Indies Established During the early 1600s, Burma (present-day Myanmar) clashed with the British, who were expanding eastward from India. The Burmese suffered disastrous defeats in several wars. They continued to resist British rule, however, even after Britain annexed Burma in 1886. 2 Step-by-Step Instruction ■ Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 2 Assessment answers.) ■ Preview Have students preview the Section Objectives and the list of Terms, People, and Places. ■ Have students read this section using the Structured Read Aloud strategy (TE, p. T20). As they read, have students fill in the flowchart recording the causes and effects of imperialism in Southeast Asia and the Pacific. Reading and Note Taking Study Guide, p. 226 Chapter 25 Section 2 791 wh07_te_ch25_s02_na_s.fm Page 792 Friday, July 21, 2006 11:17 AM mgwh07_se_ch25_S2_s.fm Page 792 Friday, July 21, 2006 11:09 AM At the same time, the British expanded their influence in Malaya. The busy port of Singapore grew up at the southern tip of the peninsula. Soon, natural resources and profits from Asian trade flowed through Singapore to enrich Britain. Teach Europeans Colonize Southeast Asia French Indochina Seized The French, meanwhile, were building an empire on the Southeast Asian mainland. In the 1500s, Portuguese traders had set up a trading center in what today is Vietnam. Christian missionaries from France and other European countries moved into Vietnam and won some converts. Threatened by growing Western influence, Vietnamese officials tried to suppress Christianity by killing converts and missionary priests. Partly in response, France invaded Vietnam in 1858. The French also wanted more influence and markets in Southeast Asia. The Vietnamese fought fiercely but could not withstand superior European firepower. By the early 1860s, France had seized a portion of southern Vietnam. Over the next decades, the French took over the rest of Vietnam and all of Laos and Cambodia. The French and other Westerners referred to these holdings as French Indochina. (Mainland Southeast Asia was known during this period as “Indochina.”) L3 Instruct ■ Introduce Ask students to read the introductory paragraph under the red heading Europeans Colonize Southeast Asia. Have them make predictions about how the colonizers and the colonized peoples viewed each other. ■ Teach Use the Numbered Heads strategy (TE, p. T22) and ask students to list the ways in which European colonization affected Southeast Asia. Ask What were the main reasons why the Dutch, British, and French established colonies in Southeast Asia? (All wanted raw materials for industrial development. France was also interested in Christian converts.) Who benefited most from the changes that the colonial powers made in Southeast Asia? (the colonial powers) ■ Quick Activity Have students access Web Code nap-2521 to take the Geography Interactive Audio Guided Tour and then answer the map skills questions in the text. Independent Practice ■ Have students fill in the Outline Map Imperialism in Asia and label key places in East Asia and Southeast Asia. ■ Biography To help students better understand the role of King Mongkut in modernizing Siam and preventing European colonization, have them read the selection King Mongkut of Siam and complete the worksheet. Two Paths in Southeast Asia King Mongkut of Siam managed to keep his kingdom out of European control. In other parts of Southeast Asia, colonized peoples labored to produce export crops for their colonial rulers. Below, workers process sugar cane in the Philippines in the early 1900s. Teaching Resources, Unit 5, p. 95 Teaching Resources, Unit 5, p. 92 Siam Survives The kingdom of Siam (present-day Thailand) lay between British-ruled Burma and French Indochina. The king of Siam, Mongkut (mahng KOOT), who ruled from 1851 to 1868, did not underestimate Western power. He studied foreign languages and read widely on modern science and mathematics. He used this knowledge to negotiate with the Western powers and satisfy their goals in Siam by making agreements in unequal treaties. In this way, Siam escaped becoming a European colony. Mongkut and his son, Chulalongkorn, (CHOO lah lawng kawrn) set Siam on the road to modernization. They reformed the government, modernized the army, and hired Western experts to teach Thais how to use the new technology. They abolished slavery and gave women some choice in marriage. As Siam modernized, Chulalongkorn bargained to remove the unequal treaties. Colonial Southeast Asia During this period, many Chinese people migrated to Southeast Asia to take advantage of the economic opportunities there. They left China to escape hardship and turmoil. Despite local resentment, these communities formed vital networks in trade, banking, and other economic activities. By the 1890s, Europeans controlled most of Southeast Asia. They introduced modern technology and expanded commerce and industry. Europeans directed the mining of tin, the harvesting of rubber, and the building of harbors and railroads. But these changes benefited the European colonizers far more than they did the Southeast Asians. How did the Burmese and the Vietnamese respond to attempts to colonize them? Monitor Progress ■ ■ As students fill in their flowcharts, circulate to make sure they understand the effects of imperialism on colonies and colonizers. For a completed version of the flowchart, see Note Taking Transparencies, 166 Check students’ Outline Maps for accuracy. Answer They fiercely resisted European rule. 792 New Global Patterns Solutions for All Learners L2 Less Proficient Readers L2 English Language Learners To help students describe the spread of imperialism to Southeast Asia and the Pacific, have them work in pairs and create a four-column chart, listing the colonized countries and when, why, and by whom they were colonized. Then have them use their charts to describe the spread of imperialism to this region. Use the following resources to help students acquire basic skills. Adapted Reading and Note Taking Study Guide ■ Adapted Note Taking Study Guide, p. 226 ■ Adapted Section Summary, p. 227 wh07_te_ch25_s02_na_s.fm 793 Wednesday, 26, mgwh07_se_ch25_S2_s.fm Page 793Page Wednesday, April 26, 2006 April 5:30 PM 2006 5:33 PM For: Audio guided tour Web Code: nap-2521 Imperialism in South Asia, 1900 CHINA INDIA Map Skills Spices first attracted Europeans to Southeast Asia. Later, the Industrial Revolution encouraged the search for raw materials and new markets. 1. Locate (a) the Dutch East Indies (b) French Indochina (c) Siam (d) the Philippines 2. Regions Which Europeans claimed territory on the mainland? 3. Draw Inferences According to the map, which Europeans controlled the widest variety of resources? Equator Formosa (Japanese) Burma 20° N Bay of Bengal SIAM 80° E French Indochina South China Sea Philippines North Borneo Malaya Sarawak 0° Sumatra Singapore (Br.) E a s t Java u as D u t c h E ol Celebes N W M Borneo cc British Dutch French German Portuguese United States Coffee Fruit Rice Rubber Spices Timber Tin Pacific Ocean I n d i e s The United States and the Philippines Instruct ■ Introduce: Vocabulary Builder Have students read the Vocabulary Builder term and definition. Then have them locate the Philippines on the map on this page. Based on other Southeast Asian countries’ responses to imperialism, have students predict how Filipinos would react to the transition from Spanish rule to American rule. ■ Teach Ask How did Filipino rebels become involved in the SpanishAmerican War? (They helped U.S. forces defeat the Spanish in the Philippines.) What led to armed conflict between the United States and the Filipino rebels? (The rebels expected the United States to recognize Filipino independence, but American officials bought the Philippines from Spain and claimed it as an American colony.) What was the outcome of the conflict? (The United States took control of the Philippines.) ■ Quick Activity Display Color Transparency 151: What Will He Do With It? Use the lesson suggested in the transparency book to discuss different views on the role of the United States in the Philippines. Discuss the political cartoon and whether the cartoonist supports or opposes U.S. imperialism. Color Transparencies, 151 New Guinea Timor S Miller Projection 0 250 500 mi Indian Ocean 0 100° E 140° E 250 500km AUSTRALIA 120° E 160° E The United States and the Philippines In the 1500s, Spain had seized the Philippines. Catholic missionaries spread Christianity among the Filipinos. As the Catholic Church gained enormous power and wealth, many Filipinos accused the Church of abusing its position. By the late 1800s, their anger fueled strong resistance to Spanish rule. The opening of the Suez Canal in 1860 helped the economy of the Philippines by making trade with European countries easier. Some upper class Filipinos gained access to better education. Leaders such as José Rizal inspired Filipinos to work to gain better treatment from Spain. The Spanish-American War broke out in 1898 between Spain and the United States over Cuba’s attempts to win independence from Spain. During the war, American battleships destroyed the Spanish fleet, which was stationed in the Philippines. Encouraged by American naval officers, Filipino rebel leaders declared independence from Spain. Rebel soldiers threw their support into the fight against Spanish troops. In return for their help, the Filipino rebels expected the Americans to recognize their independence. Instead, in the treaty that ended the war with Spain, the United States agreed to give Spain $20 million in return for control of the Philippines. Within the United States, debate raged over the treaty’s ratification. American imperialists wanted to join the European competition for territory. Anti-imperialists wanted the United States to steer clear of foreign entanglements. The United States Senate ratified the treaty by only one vote over the required two-thirds majority. Bitterly disappointed, Filipino nationalists renewed their struggle. From 1899 to 1901, Filipinos led by Emilio Aguinaldo (ah gee NAHL doh) battled American forces. Thousands of Americans and hundreds of thousands of Filipinos died. In the end, the Americans crushed the rebellion. L3 Independent Practice ■ Web Code nap-2522 will take students to an interactive Infographic. Have students complete the interactivity and then answer the questions in the text. ■ Biography To learn more about the Filipino struggle for independence, have students read the biography José Rizal and complete the worksheet. Teaching Resources, Unit 5, p. 91 Monitor Progress Link to Literature The King of Siam Unlike many Southeast Asian leaders, King Mongkut pursued a policy of openness toward the West. His tolerance and willingness to negotiate with Western powers helped keep Siam independent. In 1944, a popular book by Margaret Landon brought King Mongkut to the attention of Western readers. Landon based her book, Anna and the King of Siam, on the memoirs of Anna Leonowens, a British teacher who served as a governess to King Mongkut’s children at the royal court. Her depiction of the monarch as an inflexible and tyrannical ruler was inaccurate, but the book increased interest in Thailand (as it was later renamed). It also inspired the popular Broadway musical The King and I, two movies, and a television show. Point out the Infographic on the next page. To check student understanding, have students summarize how imperialism affected Southeast Asia. Answers Map Skills 1. Review locations with students. 2. the British, the French 3. the Dutch Chapter 25 Section 2 793 wh07_te_ch25_s02_na_s.fm Page 794 Wednesday, April 19, 2006 2:12 mgwh07_se_ch25_S2_s.fm PM Page 794 Monday, February 13, 2006 12:43 PM Western Powers Seize the Pacific Islands L3 Instruct ■ Introduce Have students locate Samoa, the Hawaiian Islands, and other South Pacific island groups that were claimed by European nations or the United States on the map of Australia, New Zealand, and Oceania on page 1144 of the Atlas. Ask students to predict the reasons that the United States and European countries would become interested in these islands. ■ Teach Ask Why did the industrialized powers want colonies on islands in the Pacific? (to serve as supply bases for British, French, and American whaling and sealing ships; for missionary work; to grow cash crops) How did the competition for colonies among Western powers influence the U.S. decision to annex Hawaii? (The competition for colonies provided American planters and supporters of annexation with a strong argument for their point of view.) ■ Quick Activity Have students debate Hawaii’s annexation by the United States. Have them suggest arguments that imperialists and anti-imperialists might have made. Western imperialism had an enormous impact around the world. It affected different places in different ways. Some common effects are listed below. Cultural Political Economic • Missionaries spread Christianity and European languages to colonized people as they established schools and hospitals. Above, a missionary works with children in Seoul, Korea. • Some colonized peoples came to believe in Western superiority and lost confidence in their own culture. • Pre-colonial traditions were weakened by economic and political disruption in some areas, especially where family members were forced to travel long distances to find work. • New colonial administrations changed traditional political units. In India, British rulers worked with local rulers to meet their goals. In the painting above, the British King Edward VII greets Indian leaders. • Colonizers often defined the borders of their new colonies without an understanding of the local political or ethnic situations. • Colonized people took on European ideas of nationalism and agitated for their own independence. • To meet the export goals of their colonial rulers, colonized people often grew cash crops instead of food. This man (above) worked on a Malayan rubber plantation. • As they became part of a money economy, some colonized people were forced to work for their colonial rulers so that they could pay their taxes. • Imports of machine-made goods destroyed indigenous cottage industries. Independent Practice A German collector’s card (left) showing a Sumatran plantation. A carved stool from Gabon, Africa, (right) depicts a European missionary. Have students create a timeline showing the colonization of Southeast Asia and the Pacific. Have students decide which events were most significant. Monitor Progress ■ As students complete their timelines, circulate to confirm that the information is accurate and that events are in sequence. Ask each student to summarize the experience of one colony for the class. ■ Check Reading and Note Taking Study Guide entries for student understanding. Thinking Critically 1. Categorize How is migrating to find work a cultural as well as an economic effect of imperialism? 2. Predict Consequences How might grouping several rival ethnic groups into one political unit cause friction when that region gains independence? For: Interactive content Web Code: nap-2522 History Background Answers Thinking Critically 1. Pre-colonial traditions were weakened when many community members migrated to find work to pay their taxes. 2. Sample: The rivals might fight each other when not restricted by colonial rule. 794 New Global Patterns Annexing Hawaii The fight over Hawaii’s annexation lasted for nearly a decade. In 1893, U.S. President Grover Cleveland delayed signing the annexation treaty drafted by sugar growers until events leading to the overthrow of Liliuokalani’s government could be investigated. When the investigation showed that most Hawaiians opposed annexation, Cleveland refused to approve the treaty. In 1897, however, staunch imperialist William McKinley became president. McKinley negotiated a new treaty. Antiimperialist lawmakers delayed its ratification for more than a year, but the Spanish-American War turned the tide. During the war, the use of the U.S. naval base at Pearl Harbor showed Americans Hawaii’s strategic importance. In 1900, a resolution by Congress made Hawaii a U.S. territory. 0791_wh09te_Ch25s2_s.fm Page 795 Tuesday, June 19, 2007 5:18 PM 0791_wh09se_Ch25s2_s.fm Page 795 Wednesday, May 23, 2007 11:33 AM The United States set out to modernize the Philippines through education, improved health care, and economic reforms. The United States also built dams, roads, railways, and ports. In addition, the United States promised Filipinos a gradual transition to self-rule some time in the future. Assess and Reteach Vocabulary Builder transition—(tran ZISH un) n. passage from one way to another Assess Progress ■ Have students complete the Section Assessment. ■ Administer the Section Quiz. ■ To further assess student understanding, use Progress Monitoring Transparencies, 105 How did the United States gain control of the Philippines? Teaching Resources, Unit 5, p. 85 Western Powers Seize the Pacific Islands In the 1800s, the industrialized powers also began to take an interest in the islands of the Pacific. The thousands of islands splashed across the Pacific include the three regions of Melanesia, Micronesia, and Polynesia. At first, American, French, and British whaling and sealing ships looked for bases to take on supplies in the Pacific. Missionaries, too, moved into the region and opened the way for political involvement. In 1878, the United States secured an unequal treaty from Samoa, a group of islands in the South Pacific. The United States gained rights such as extraterritoriality and a naval station. Other nations gained similar agreements. As their rivalry increased, the United States, Germany, and Britain agreed to a triple protectorate over Samoa. Beginning in the mid-1800s, American sugar growers pressed for power in the Hawaiian Islands. When the Hawaiian queen Liliuokalani (lih lee uh oh kuh LAH nee) tried to reduce foreign influence, American planters overthrew her in 1893. They then asked the United States to annex Hawaii, which it finally did in 1898. Supporters of annexation argued that if the United States did not take Hawaii, Britain or Japan might do so. By 1900, the United States, Britain, France, and Germany had claimed nearly every island in the Pacific. Reteach If students need more instruction, have them read the section summary. Reading and Note Taking L3 Study Guide, p. 227 L1 L2 Adapted Reading and Note Taking Study Guide, p. 227 Spanish Reading and L2 Note Taking Study Guide, p. 227 Extend Why did some Americans think the United States should control Hawaii? 2 Terms, People, and Places 1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance. 2. Reading Strategy: Identify Causes and Effects Use your completed chart to answer the Focus Question: How did industrialized powers divide up Southeast Asia and the Pacific, and how did the colonized peoples react? Progress Monitoring Online For: Self-quiz with vocabulary practice Web Code: naa-2521 Comprehension and Critical Thinking 3. Summarize What steps did Siam take to preserve its independence? 4. Draw Conclusions Why were Filipino rebels disappointed when the United States took control of the Philippines? 5. Synthesize Information How did Hawaii become part of the United States? 6. Make Comparisons Compare the partition of Southeast Asia to the partition of Africa. How was it similar? How was it different? Section 2 Assessment 1. Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section. 2. The Dutch took over the Dutch East Indies; the British took over Burma and Malaya; the French took over French Indochina; and the United States took over the Philippines and Hawaii. Colonized peoples often fought their colonizers but could not withstand them. L3 ● Writing About History Quick Write: Examine the Question To answer a short answer or extendedresponse question effectively, first examine the question. Look for key words like explain, compare, or persuade, which will tell you what type of answer to provide. Then look for words that signal the topic. Identifying key words will help you focus and organize your response. Copy the prompt below and underline its key words. • Compare Siam’s relationship with imperial powers to that of Vietnam. 3. Siam avoided incidents that might provoke invasion. Its leaders reformed the government, modernized the army, and hired Western experts to teach them about new technology. 4. The rebels had thought the United States supported their cause. 5. The United States annexed Hawaii after American planters overthrew the queen. 6. As in Africa, the Western powers used military force and treaties to gain control L4 Display Color Transparency 152: Inter-Cultural Influences and point out the influence of African art on Picasso. Then ask students to research ways in which the culture of the colonies discussed in this section influenced the nations that ruled them. Color Transparencies, 152 Answers They bought the country from Spain for $20 million and then crushed a Filipino rebellion. If the United States did not take Hawaii, Britain or Japan might. of Southeast Asia. One difference is that the United States acquired the Philippines but had no colonies in Africa. ● Writing About History Students should underline the word compare. For additional assessment, have students access Progress Monitoring Online at Web Code naa-2521. Chapter 25 Section 2 795