Download Imperialism in Southeast Asia and the Pacific

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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
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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
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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
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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.
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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