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TEACHING TRANSPARENCIES
Graphic Organizer Student
Activity 21 Transparency
Chart
What I Learned
CHAPTER TRANSPARENCY 21
European Ancestry of Some Americans
How Can I
Learn More
Map Overlay Transparency
The Height of Imperialism (1800–1914)
21
60°N
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300 mi.
FINLAND
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UNITED
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North
Sea
SWEDEN
DENMARK
a
What I Want
to Find Out
What I Know
Map Overlay
Transparency 21
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Graphic Organizer 2: K-W-L-H
Chapter
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RUSSIA
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IRELAND
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LITHUANIA
NETHERLANDS
GERMANY
ATLANTIC
OCEAN
POLAND
CZECH
REPUBLIC
SLOVAKIA
UKRAINE
SWITZERLAND
PORTUGAL
FRANCE
HUNGARY
AUSTRIA
CROATIA
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ITALY
YUGOSLAVIA
Less than 1,000,000
1,000,000 to 4,999,999
5,000,000 to 10,000,000
More than 10,000,000
GREECE
Country names provided are
present-day names of countries
APPLICATION AND ENRICHMENT
Name
Date
Class
★
PRIMARY SOURCE R
EADING
21
Gandhi on Nonviolent Protest
explorer Lawrence Oates, noted for his
composure under pressure, walked to his
death in 1912 in an attempt to help his companions. They were starving to death during an expedition to the North Pole. As he
left, Oates said: “I am just going outside
and I may be some time.” Ludwig van
Beethoven, the German composer who was
deaf for the last 29 years of his life, died in
1827, saying, “I shall hear in heaven.” Selfassured General John Sedgwick, Union
commander in the Civil War, was killed at
the Battle of Spotsylvania Courthouse,
Virginia, in 1864. He was shot while looking over a balcony at the enemy lines and
saying: “They couldn’t hit an elephant at
this dist—.”
8. James Monroe __________________________________________________________________
9. Pancho Villa ___________________________________________________________________
Copyright © by The McGraw-Hill Companies, Inc.
Copyright © by The McGraw-Hill Companies, Inc.
6. Empress Ci Xi __________________________________________________________________
7. Sun Yat-sen ____________________________________________________________________
10. Porfirio Díaz ___________________________________________________________________
U
se the following worksheet to plan your page of The Imperial Press.
Work as a group to make decisions about assignments and information to include. Record the name of each group member according to
the job he or she selects. You should also refer to the list of steps included as
you plan and keep track of your time schedule and deadline. Check off each
box when the task is complete.
Designers
Where there is only a choice between cowardice and violence, I would advise violence.
Thus when my eldest son asked me what he
should have done, had he been present when I
was almost fatally assaulted in 1908, whether he
should have run away and seen me killed or
whether he should have used his physical force
which he could and wanted to use, and
defended me, I told him that it was his duty to
defend me even by using violence. Hence it was
that I took part in the Boer War, the so-called
Zulu Rebellion, and [World War I]. Hence also
do I advocate training in arms for those who
believe in the method of violence. I would rather
have India resort to arms in order to defend her
honour than that she should, in a cowardly manner, become or remain a helpless witness to her
own dishonour.
But I believe that non-violence is infinitely
superior to violence, forgiveness is more manly
than punishment. Forgiveness adorns a soldier.
But abstinence [from violence] is forgiveness
only when there is the power to punish; it is
meaningless when it pretends to proceed from a
helpless creature. A mouse hardly forgives a cat
when it allows itself to be torn to pieces by her. I
therefore appreciate the sentiment of those who
cry out for the condign [deserved] punishment
of General Dyer [British commander at
Amritsar] and his ilk. They would tear him to
pieces, if they could. But I do not believe India to
be helpless. I do not believe myself to be a helpless creature. Only I want to use India’s and my
strength for a better purpose. Let me not be misunderstood. Strength does not come from physical capacity. It comes from an indomitable will.
An average Zulu is any way more than a match
for an average Englishman in bodily capacity.
But he flees from an English boy, because he
fears the boy’s revolver or those who will use it
for him. He fears death and is nervous in spite of
his burly figure. We in India may in a moment
realize that 100,000 Englishmen need not
frighten 300 million human beings. A definite
forgiveness would, therefore, mean a definite
recognition of our strength. With enlightened
forgiveness must come a mighty wave of
strength in us, which would make it impossible
for a Dyer . . . to heap affront [insult] on India’s
devoted head. It matters little to me that for the
moment I do not drive my point home. We feel
too downtrodden not to be angry and revengeful. But I must not refrain from saying that India
can gain more by waiving the right of punishment. We have better work to do, a better
mission to deliver to the world.
I am not a visionary. I claim to be a practical
idealist. The religion of non-violence is not
merely for the risbis [holy people] and saints. It
is meant for the common people as well. Nonviolence is the law of our species as violence is
the law of the brute. The spirit lies dormant in
the brute, and he knows no law but that of
physical might. The dignity of man requires
obedience to a higher law—to the strength of
the spirit.
1
2
Decide on stories, visuals, and so on to
include on the page.
Begin the tasks your group has assigned to
its members:
Check with other groups to make sure
no story or visual is duplicated.
If you find another group that wants to
use the same material, you will have to
decide where that material best
belongs for the overall good of the
newspaper.
Write stories or editorials
Make visuals
Draw cartoons
Create a rough layout for the page
3
When tasks are completed:
Review
Rewrite and redesign as necessary until
it is time to go to press.
Class
!
4
At press time your group must stop editing
and rewriting and begin pasting the final
product on poster board.
Press Time Deadline
Day
Hour
illiam Randolph Hearst was ambitious, bold, and rich when in 1895
he purchased the failing New York Morning Journal. He had a plan to
make the Journal the best-selling paper in New York City. To do so, however,
the Journal would have to compete with the successful New York World and
the powerful publisher Joseph Pulitzer. Hearst’s plan and the ensuing circulation war with Pulitzer invented yellow journalism.
The key concept of yellow journalism is sensationalism, in form and content. Hearst used huge, banner headlines, melodramatic illustrations, and
outlandish promotional schemes. The Journal’s content was long on lurid
stories of crime, vice, and corruption, and the paper had a strong nationalistic slant. In matters of foreign affairs, the Journal never passed up a chance
to rattle sabers and beat America’s chest.
The Cuban cause was perfect for yellow journalism, and in 1897 and
1898 Hearst’s papers whipped up public passions against Spain. When
Cuban rebels began struggling again against the Spanish, Spain’s repressive
response was portrayed graphically in Hearst’s papers. They then created the
idea that U.S. citizens were in extreme danger, and Americans called increasingly for military intervention in Cuba. When the American battleship Maine
mysteriously exploded in Havana, the call became a cry and a chorus.
Much of that chorus was orchestrated by Hearst’s yellow journalism. One
legend even has it that Hearst had the Maine blown up to finally cause the
war. No evidence shows that Hearst did this, though the origin of the legend
is easy to understand. When one correspondent Hearst had sent to Cuba
wired in complaint that he could not find a war and hence had no stories to
file, Hearst cabled back that if the correspondent supplied stories, he would
supply the war.
Hearst’s journalism was successful in one sense, but unsuccessful in
another. The Journal gained a wide circulation, but it did so at the expense
of a concern for the truth. Historians agree that its reporting was often
exaggerated and biased, and sometimes just dishonest.
DIRECTIONS: Answer the following questions on a separate sheet of paper.
l
l
ld
R
R
The following videotape program is available
from Glencoe as a supplement to Chapter 21:
• Mahatma Gandhi: Pilgrim of Peace
(ISBN 0–7670–0668–2)
644A
Name
★
Date
Cooperative Learning Activity
Class
21 ★
Mapping British Imperialism
anti-Catholic Protestant crusaders? The
jingoistic journalism spearheaded by two
rival New York newspapers, the New York
World and the New York Journal? Perhaps
all these factors played important roles.
Certainly one factor was the journalism that
came to be known as yellow journalism.
BACKGROUND
Although many nations shared imperialist ambitions, no nation in the world exemplified the spirit of imperialism in the nineteenth and early twentieth centuries
more than Great Britain. “The sun never sets on the British Empire” became a
familiar saying of the early twentieth century and was literally true. By creating an
annotated, historical world map of the British Empire in 1914, you will learn more
about Great Britain’s colonial empire and the lasting impact that British imperialism has had on nations around the globe.
W
Cartoonists
Copyright © by The McGraw-Hill Companies, Inc.
5. Theodore Roosevelt _____________________________________________________________
The historian Paul Johnson writes that
the Spanish American War was the United
States’ “one imperialist adventure.” Whether
or not it was our only one, it was our first.
Historians disagree on the war’s cause. Was
it business interests? A true concern about
the Cuban people oppressed by Spain? The
imperialist spirit of the time reinforced by
The Imperial Press—Worksheet
Reporters
Cooperative Learning
Activity 21
WAR!
HANDOUT MATERIAL
Editors
Date
Historical Significance Activity 21
21
Guided Reading In this selection, read to learn Gandhi’s opinion of nonviolence and when he thinks it should
be practiced.
1. Rudyard Kipling ________________________________________________________________
4. Ferdinand de Lesseps ___________________________________________________________
CTIVITY
M
ing explorers, politicians, and writers listed below from Chapter 21. Be sure each person’s
last words reveal something about his or her character or history.
3. King Leopold II of Belgium ______________________________________________________
I M U L AT I O N
ohandas K. Gandhi, called the Mahatma, or “Great Soul,” by his followers, was the leading figure in India’s independence movement
for 30 years. His simple, quiet, persistent efforts gained the respect
and admiration of people around the world and became the model for other
protest movements, including the fight for racial equality in the United States
led by Dr. Martin Luther King, Jr. This excerpt from Gandhi’s writings dates
from 1919, the year of the Amritsar Massacre. In it, he also refers to the time
he spent as a lawyer (1893–1915) in South Africa, where he led a protest
movement against the discrimination that South African laws and officials
imposed on Indian residents as well as on Black South Africans.
DIRECTIONS: Use the space provided to write some likely last words for each of the follow-
2. Henry M. Stanley _______________________________________________________________
Name
Class
ISTORY
❐
❐
Historical figures are sometimes remembered for their last words spoken before
dying. Read the following passage for some
examples.
One of the people of the Age of
Imperialism who gained great wealth was
Cecil Rhodes, the South African explorer,
statesman, and businessman. Rhodes made
a fortune from mining gold and diamonds
in southern Africa. Rhodes then went on to
establish a South African colony and named
it after himself: Rhodesia. The country is
now known as Zimbabwe. On his deathbed
in 1902, Rhodes is reputed to have said: “So
little done—so much to do.”
Other famous figures of the day departed
with equally characteristic words. British
Date
HS
A
❐
★
Historical Significance
Activity 21
To order, call Glencoe at 1–800–334–7344. To find
classroom resources to accompany this video,
check the following home pages:
A&E Television: www.aande.com
The History Channel: www.historychannel.com
GROUP DIRECTIONS
1. Use your textbook and library resources, such as an atlas or the Internet, to find
historical and current maps of the British “world.” Many geopolitical maps
have traditionally shown countries of the British Empire (and, later, the British
Commonwealth) in pink.
2. Use what you learn to make a color-coded, annotated political map of the
British Empire prior to 1914. For each colony, dominion, or protectorate, include
a data sheet or card that indicates the name of the country, the date of colonization or direct entry into the British sphere of influence, and the key historical
events in that country’s association with British rule or influence from 1800 to
1914. On a separate sheet, brainstorm and make two separate lists of what the
group considers would have been the major advantages and disadvantages of
British colonialism and imperialism to the subject countries and regions.
Consider British imperial interests by continent:
Copyright © by The McGraw-Hill Companies, Inc.
Class
Enrichment Activity 21
Famous Last Words
❐
Date
Name
★
History Simulation
Activity 21
❐
❐
❐
❐
Name
Primary Source
Reading 21
Copyright © by The McGraw-Hill Companies, Inc.
Enrichment Activity 21
Asia
Africa
North America
South America
Europe
Australia
ORGANIZING THE GROUP
1. Decision Making As a group, assign members to each continent to research the
individual countries and regions that were part of the British Empire and decide
who will design, and construct the map itself.
2. Individual Work Use political and historical maps and other sources to find the
names and exact locations and related historical events from 1800 to 1914 of the
British Empire countries and regions in your assigned continent. Make brief
notes and create sketch maps of the areas to be included.
★
Chapter 21 Resources
REVIEW AND REINFORCEMENT
Linking Past and Present
Activity 21
Time Line Activity 21
Name
Name ____________________________________ Date ________________ Class __________
Date
Reteaching Activity 21
Name
Class
‘
Time Line Activity 21
Date
Critical Thinking Skills
Activity 21
Vocabulary Activity 21
Class
Name
f
Reteaching Activity 21
Date
Name
Class
Date
Class
Critical Thinking Skills Activity 21
Vocabulary Activity 21
Distinguishing Fact from Opinion
Linking Past and Present Activity 21
The Height of Imperialism
Nineteenth-century social, political, and economic factors led to a period of
expansion called the Age of Imperialism. During this period, European countries divided Africa, India, and China among themselves, while the United States extended its
power into Latin America. The time line below lists some of the key events in this period of
expansion.
1824 Great Britain wins the
Oplum War.
1800
1850
Major Events of the Age of Imperialism
Event
1869 Suez Canal opens.
Major People
Outcome
Gold rush in Africa
1900
1950
imperialism
H.
indigenous
B.
colony
I.
creole
C.
protectorate
J.
mestizo
D.
direct rule
K.
indirect rule
DIRECTIONS: Read the following passage about the fate of explorer David Livingstone. Then
E.
annex
L.
peninsular
analyze each statement to decide if it is a fact or an opinion. Write the number of each fact
and opinion in the appropriate column of the chart.
F.
sepoys
M.
caudillos
G.
viceroy
1. David Livingstone died in the village of Chitambo in 1873. 2. Chitambo is
located in what is now Zambia. 3. Determined to return Livingstone’s body
to his native land, the locals removed his heart, brain, liver, and other internal organs and buried them. 4. Next, they used salt to embalm the body and
dried it in the sun. 5. The journey with the body to the coast near Zanzibar
was brutal. 6. It took the men nearly a year to cover the 1,000 miles; 10
men died on the way. 7. The survivors were treated very poorly at the end of
their journey. 8. Their only rewards were their usual wages and a special
medal. 9. The men should have received much more for their efforts. 10.
Only Chuma and Susi—the two men who led the journey—got a suitable
reward. 11. They were invited to England to share what they knew about
Livingstone; as a result, they got many jobs guiding European explorers
when they returned to Africa.
1. a set of officials brought from the mother country to rule in place of the local
elites
Colonization of Africa
2. highest social class in Latin America
1914 Panama Canal opens.
1898 United States wins the
Spanish-America War.
A.
1857 Indian Revolt occurs.
1885 Fourteen European nations
meet to partition Africa.
1900 Boxer Rebellion occurs.
3. person of mixed European and Indian ancestry
1905 Japan wins the RussoJapanese War.
4. governor ruling as a royal representative
Building of Suez Canal
5. person of European descent born in Latin America
Examples of Imperialism
Monroe Doctrine
is declared
Copyright © by The McGraw-Hill Companies, Inc.
3. Synthesizing information: Explain how
NAFTA has helped Mexico. Do research in
the library and on the Internet to find some
of the specific ways in which NAFTA has
benefited Mexico, as well as the ways in
which NAFTA has created problems for
some people in Mexico.
Social
Political
Economic
6. territory that an imperialistic power ruled directly
Explanation
x
Extended American
interests in Latin
America.
7. strong leaders who ruled by military force
Sepoy Rebellion
Copyright © by The McGraw-Hill Companies, Inc.
Event
Critical Thinking
Directions: Answer the following questions
on a separate sheet of paper.
1. Making comparisons: How does the zapatistas revolt in Chiapas resemble the Texas
revolt against Mexico?
2. Making inferences: Explain how the long
rule of one political party in Mexico might
have led to corruption.
1853 Commodore Perry reaches Japan.
DIRECTIONS: Match each term with its definition by writing the correct letter on the blank.
dle column, write the names of important individuals involved in each event. In the righthand column, write a brief description of the outcome of each event.
DIRECTIONS: Study the events shown on the time line. Then complete the chart by selecting
any five events from the time line and explaining how they were examples of imperialism.
First, check off which factors the event most strongly influenced: social, political, or economic.
Then write a sentence justifying your choice. One event has been completed for you as a model.
1823 Monroe Doctrine is declared.
The Height of Imperialism: 1800–1914
Between 1800 and 1914, a powerful group of European countries and the United States
came to control much of the world. In so doing, they forever changed the people and cultures of the lands they conquered.
DIRECTIONS: Complete the chart below to review the main events in Chapter 21. In the mid-
8. territory with its own government that an imperialistic power guided, especially
in foreign affairs
9. domination of the political, economic, and social life of one country by another
country
Monroe Doctrine
10. native to a region
11. allowing local rulers to maintain authority and status in a colonial setting
12. Indian soldiers
Spanish-American War
13. incorporate a territory into an existing political unit such as a country or state
Copyright © by The McGraw-Hill Companies, Inc.
Now Today, Mexico is a country of almost 100
million people and is rich in natural resources.
The relative political stability in Mexico has
come at a high price: Corruption can be found
at many levels of government. Some police
and army leaders have been found to be
directly involved in the drug trade. In 2000
Vicente Fox became president. His election
marked the first defeat since 1929 for the long
ruling Institutional Revolutionary Party. Many
hope that Fox’s leadership will free the government from the grip of corruption.
Economic problems in rural areas have
forced many Mexicans to move to Mexico’s
cities, creating overcrowding and slum conditions. Millions of others have migrated north
to the United States—many illegally—to
search for work.
In 1994 Mexico signed the North American
Free Trade Agreement (NAFTA) with the
United States and Canada. The agreement
eliminated all tariffs and trade restrictions
between the three largest countries in North
America. NAFTA has been a great boost to
business in Mexico. Yet, political problems still
remain. In the state of Chiapas, Indians have
staged an armed revolt against the government to gain civil rights and economic justice.
The zapatistas, as they call themselves, take
their name from Emiliano Zapata, an Indian
rebel in the revolutionary struggle during the
time of Pancho Villa.
Then Mexico has had a violent and turbulent
history. It began when the Spanish conquistador, Hernán Cortés, conquered the Aztec.
Cortés destroyed their capital, Tenochtitlán,
and built a new capital, Mexico City, on the
same site.
In 1810 a priest named Miguel Hidalgo
started a revolution to free Mexico from
Spanish rule. Hidalgo was captured and killed
by the Spanish. However, in 1821 Mexico succeeded in winning its independence from
Spain.
In 1836 Americans living in the Mexican
province of Texas revolted against the Mexican
government when it curbed religious and
other freedoms. After a massacre of Texans at
the Alamo in San Antonio, Texas leader Sam
Houston surprised Mexican President Santa
Anna at the Battle of San Jacinto and captured
him. Texas became an independent republic
for nine years. Its annexation by the United
States in 1845 precipitated the Mexican War, a
war sought by United States President James
K. Polk.
In 1867 Mexican forces loyal to Benito
Juárez, the first Indian president of Mexico,
captured Emperor Maximilian, who had been
sent to take over Mexico by Napoleon III of
France.
Mexico also went through a series of revolutions and uprisings around the turn of the
twentieth century. At one point, Pancho Villa,
the Mexican bandit and rebel, raided towns in
New Mexico. American troops invaded
Mexico in search of Villa but failed in their
attempts to catch him.
time. To distinguish between facts and
opinions, first look for statements that you
can verify from direct observation or in a
reference book, magazine, or newspaper.
Then see which statements cannot be
proved. These will be opinions. Often, opinions will contain the words always, never,
must, all, none, the most important, the least
important, and should.
Facts are statements that can be proved
by direct observation or reliable sources.
Opinions are personal beliefs that cannot be
proved. For example, it is a fact that the
sepoys started a rebellion in 1857. It is an
opinion that the British treated the sepoys
badly. Although this opinion can be supported by examples, it is a value judgment
and would have been open to debate at that
Distinguishing Facts and Opinions
Copyright © by The McGraw-Hill Companies, Inc.
Copyright © by The McGraw-Hill Companies, Inc.
Mexico
The Height of Imperialism
Facts
Opinions
41
ASSESSMENT AND EVALUATION
Chapter 21 Test
Form A
Chapter 21 Test
Form B
Performance Assessment
Activity 21
ExamView® Pro
Testmaker CD-ROM
Standardized Test Practice
Workbook Activity 21
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭
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✔
★ Performance Assessment Activity 21
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭
✔
Score
Chapter 21 Test, Form A
Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice
Score
Chapter 21 Test, Form B
Use with Chapter 21.
A
CTIVITY 21
Interpreting Primary Sources
The Height of Imperialism
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (4 points each)
Column A
Column A
Column B
A. Muhammad Ali
2. leader of a movement for independence in the Philippines
C. FrançoisDominique
ToussaintLouverture
3. Ottoman officer who seized power in Egypt and
established a separate Egyptian state
4. talented ruler who carved out an empire for the Zulu
people
A. Mohandas Gandhi
2. allowed local rulers to maintain positions of authority in
the new colonial setting
C. indirect rule
5. governor who ruled as a representative of a monarch
6. group that called for a share in the governing process of
India
F.
6. formed a nonviolent movement to force improvements for
the Indian poor and gain Indian independence
7. Indian author who worked for human diginity, world peace,
and the mutual understanding and union of East and West
G. José de San Martín
First War of
Independence
I.
Indian National
Congress
J.
Rabindranath
Tagore
caudillos
G. King Mongkut
H. David
Livingstone
7. held all the important positions in colonial Latin America
8. guaranteed the independence of the new Latin American
nations and warned against any European intervention
I.
Monroe Doctrine
J.
viceroy
11. Who established the colony of Singapore?
A. Sir Stamford Raffles
C. Commodore George Dewey
B. King Mongkut
D. King Chulalongkorn
12. If a colony was run by
, local elites were removed from power and
replaced with a new set of officials from the mother country.
A. indirect rule
C. direct rule
B. colonial rule
D. Queensbury rule
13. Originally sent to Africa to find David Livingstone, Henry Stanley was
A. killed on a journey down the Congo River by Watusi warriors.
B. hired by King Leopold II of Belgium to set up Belgian settlements in the Congo.
C. hailed as an even greater explorer than Livingstone and rewarded richly by the
British Parliament.
D. the author of many books about Livingstone’s adventures and discoveries.
DIRECTIONS: Multiple Choice Choose the item that best completes each sentence
or answers each question. Write the letter of the item in the blank to the left of the
sentence. (4 points each)
11. What was the “white man’s burden”?
A. the Native American perception that American government was responsible for
Native American welfare
B. the belief that Europeans had a moral responsibility to civilize primitive peoples
C. the crowded urban living conditions created by the Second Industrial Revolution
D. the unpopular belief that Europeans were responsible for the mass destruction of
many African cultures
12.
Use the following guidelines to help you identify primary sources.
Your audience is visitors to your school library.
• Determine the origins of the source, the
source’s author, and when and where the
source was written.
• Analyze the data for the main idea or
concept as well as supporting ideas.
★ PURPOSE
10. led the Mexican Revolution, seizing the estates of wealthy
landholders
DIRECTIONS: Multiple Choice Choose the item that best completes each sentence
or answers each question. Write the letter of the item in the blank to the left of the
sentence. (4 points each)
★ Learning to Interpret Primary Sources
★ AUDIENCE
9. ruled chiefly by military force and were usually supported
by the landed elites
Copyright © by The McGraw-Hill Companies, Inc.
H. “white man’s
burden”
9. hailed as one of the “Liberators of South America”
Original records of events made by eyewitnesses are known as primary sources. Primary
sources include letters, journals, autobiographies, legal documents, drawings, photographs, maps
and other objects made at the time. Each primary source can give some kinds of information but
not necessarily all of the information. For example, a letter from an immigrant to another country
might tell about the difficult journey but will not tell how many people immigrated.
You and a small group of your classmates have been asked to create a bulletin
board for your school library that explores the topic of European and American imperialism in Asia, Africa, and Latin America from 1800 to 1914. Your bulletin board
should include many different media, such as maps, captions, political cartoons,
charts, graphs, artwork, letters, and journals.
E. Cecil Rhodes
F.
Reading Objective 3: The student will summarize a variety of written texts.
Writing Objective 1: The student will respond appropriately in a written composition to the
purpose/audience specified in a given topic.
★ TASK
D. peninsulares
4. man who set British policy in South Africa in the 1880s
E. Emilio Aguinaldo
8. led the revolt in the French colony of Saint Domingue
B. Emiliano Zapata
3. spent 30 years exploring uncharted regions of Africa
D. Shaka
5. Indian revolt known to the British as the Sepoy Mutiny
10. brought liberal reforms to Mexico, including land
distribution to the poor
led a movement for independence in the Philippines.
A. Albert Beveridge
C. Emilio Aguinaldo
B. King Chulalongkorn
D. Commodore George Dewey
The purpose of your bulletin board is to present European and American imperialism in Asia, Africa, and Latin America from two vantage points: the view of the
conquerors and the view of the conquered. As a result, half of the material you
include should present the European and American defense of imperialism: it helped
create strong markets, build national power, and spread religion and culture. The
other half should show how imperialism weakened the political, economic, and social
structure of the conquered nations.
★ PROCEDURES
1. Restate the assignment in your own words.
2. Summarize what you know about imperialism from 1800 to 1914.
3. List what you want to include in the bulletin board. Sketch the layout. Be sure
everything supports the purpose and is directed to your audience.
4. Prepare a task and time-management plan to allocate tasks to each group
member.
5. Research any additional information you need.
• Learn what data is provided and what data is
missing or needed for a full understanding of
the concept.
• Consider the author’s personal beliefs and
attitudes.
★ Practicing the Skill
6. Select and create material to include on the bulletin board.
7. Construct the bulletin board. Fasten items securely with tacks, tape, or staples.
8. Present the bulletin board to your audience.
13. Who seized power in Egypt in 1805 and established a separate Egyptian
state?
A. Muhammad Ali
C. Muhammad Ahmad
B. Ferdinand de Lesseps
D. General Charles Gordon
Read the following selection and complete the activity that follows.
The Age of Imperialism
The term imperialism means a country’s
domination of the political, economic, and social
life of another country. By the end of the 1800s,
a handful of European countries, together with
the United States, carried out policies of
imperialism through which they controlled nearly
the entire world. Not surprisingly, the era
between 1800 and 1914 has come to be called
the Age of Imperialism.
The imperialism of the 1800s and early
1900s resulted in three key developments. First,
nationalism prompted rival nations to build
empires in their quests for power. Second, the
Industrial Revolution created a tremendous
demand in the West for raw materials and new
markets. Finally, feelings of cultural and racial
superiority inspired Western peoples to impose
their cultures on distant lands.
Imperial powers built roads, railroads, ports,
and urban centers in the overseas lands they
acquired. They also set up schools, health clinics,
and hospitals. However, many ruling nations
took advantage of their colonies by exploiting
natural resources without providing economic
benefits for most of the people.
The relentless pursuit of colonies and foreign
trade by the Western powers heightened
international tensions during the late 1800s and
early 1900s. In 1914, this growing rivalry
contributed to the outbreak of World War I. This
conflict heralded the end of the imperial era and
Europe’s dominant role in world affairs.
S
d di d T
P
i
TAE
43
INTERDISCIPLINARY ACTIVITIES
Mapping History
Activity 21
Date
World Art and Music
Activity 21
History and Geography
Activity 21
Class
Name
Date
Mapping History Activity 21
World Art and
Class
Music Activi
Name
ty 21
★
Africa’s Natural Resources
Many European nations sought to control the diverse natural resources of Africa.
The map below shows political boundaries in Africa in 1914. The table lists the
location of many of Africa’s resources. Regions with large deposits are shown in
dark type.
Sierra Leone, German East
Africa, Angola, Union of
South Africa, Belgian
Congo, Bechuanaland
Morocco
(lead),
Gold Coast
(bauxite),
Northern Rhodesia
(copper, uranium),
Southern Rhodesia
(copper),
French West Africa
(uranium),
German Southwest Africa
(zinc, uranium)
Rio de
Oro
Algeria
Libya
Egypt
a
Gold Coast, Belgian Congo,
Union of South Africa
French
AngloGambia French
FrenchWest
WestAfrica
Africa
Eritrea Somaliland
Egyptian
Portuguese
French Sudan
Guinea
British
Equatorial
Sierra
Nigeria
Somaliland
Africa
Leone
ETHIOPIA
Cameroon
Italian
Togo
Somaliland
Gold
Uganda British
Coast Rio Muni
East
Africa
Belgian
N
German
Congo
INDIAN
East Africa
ATLANTIC
OCEAN
E
W
OCEAN
Angola Northern
S
Nyasaland
Rhodesia
LIBERIA
Natural Gas/
Petroleum
Coal
Gold
Diamonds
Other Minerals
Southern
Madagascar
German
Rhodesia
Southwest Bechuana- Mozambique
Africa
land
Union of
South Africa
1. In which regions of Africa is most of the continent’s petroleum and natural gas
found?
2. Which resources would have been found in the British colonies south of the
Equator?
3. Review the landholdings of European nations in Africa. Compare the territory
claimed by France, Portugal, Great Britain, and Germany. Then rank the countries from 1 to 4 on the basis of the natural resources they controlled. Give your
reasons for each ranking.
Most Control of Resources
ishnu, the preserver or
savior, is the supreme god
of Hinduism. His form takes
multiple manifestations—fish,
tortoise, boar, man-lion, and
dwarf. Most often, he is portrayed wearing a crown, and
each of his four hands holds one
of his emblems: a conch shell, a
wheel or discus (representing
man), a mace (representing
woman), and a lotus flower.
Some sculptures relate their
stories in a kind of visual shorthand easily recognized by
Hindus. For example, one sculpture of Vishnu shows him as a
cosmic boar. Under one foot is
the serpent king, and Vishnu
holds a woman in his jaws. This
sculpture refers to a particular
creation story in which Vishnu
saved the earth, symbolized by a
goddess, from serpents. Another
sculpture shows Vishnu dreaming of the cosmic nightmare,
where the various aspects of
good and evil take on a more or
less human form. In these
scenes, Brahma, the four-headed Ganesha, son of Siva
god of creation, is usually shown
being “born” on a lotus blossom in Vishnu’s navel.
Sometimes, however, Brahma is merely sitting on a
V
Suez
Canal
d Se
Union of South Africa
Gold
Other Minerals
Tunisia Mediterranean Sea
Re
Coal
Diamonds
DIRECTIONS: Read the passage below, then answer the questions in the space
provided.
Africa, 1914
Spanish
Morocco
Morocco
1.
2.
lotus. That, along with his four
heads, provided enough information for anyone to recognize
him.
Siva, the destroyer, is a fierce
god. He is also the god of fertility and rebirth. Is this a contradiction? No, because the Hindu
concept of reincarnation says
that everything dies and then is
reborn. Siva lived on the sacred
Mount Kailasa (like Mount
Olympus of the Greeks), and
sculptures sometimes show him
on his mountain. Under the
mountain is the many-armed
demon Ravana. Ravana begins
to shake the mountain, but
powerful Siva pushes the earth
back in to place with only his
toe and restores calm.
Like Vishnu, Siva appears in
many manifestations. He creates,
destroys, and maintains the
cosmos. One sculpture shows
him with three heads. The left
face is destructive, with a
hooked nose, cruel mouth, and
a headdress ornamented with a
cobra. The right face is creative
and feminine, with pearls and
flowers in the hair, and a lotus in the hand. The central face is serene and represents the loving Siva.
(continued)
Copyright © by The McGraw-Hill Companies, Inc.
Algeria, Libya, Egypt,
Nigeria, Angola, French
Equatorial Africa (coastal
region)
Indian writer Rabindranath Tagore published a short story in 1898 about a man
named Pramathanath, who visits Great
Britain and returns to his native India
proudly wearing European clothes. After
seeing the British insult his fellow Indians
on a new train, however, Pramathanath
angrily throws his clothes into a blazing
fire. How did British rule in India create
conflicts for Indians?
The bloody Sepoy Rebellion of 1857
had a lasting impact on British-Indian
relations. The British living in India built
whites-only towns that could be easily
defended in case of future revolts. Many
Indians, on the other hand, sought to
improve their lives through education.
Some attended colleges in Great Britain,
where they perfected their English, studied
law, and witnessed democracy at work.
India changed rapidly after the Sepoy
Rebellion. British companies built thousands of miles of railroads, dug dozens
of coal mines, and started huge coffee and
Most Indian sculpture is religious and illustrates a variety of representations of the Hindu gods Brahma, Vishnu, and Siva. Brahma is the creator,
Vishnu is the preserver, and Siva is the destroyer. By depicting these gods, the
sculptures encompass the entire life cycle of humanity and the world.
Copyright © by The McGraw-Hill Companies, Inc.
Location
Petroleum and
Natural Gas
Date
Date
Class
ld History: Activity
People in Wor
21
P r o f i le 1
Lobengula (C. 1833–1894)
Ask any man what nationality he would prefer to be, and
ninety-nine out of a hundred will tell you that they
would prefer to be Englishmen.
Pulled Between Two Cultures
On the return journey, a European Sergeant of
the Police expelled some Indian gentlemen
from a railway-carriage with great insolence.
Pramathanath, dressed in his European
clothes, was there. He, too, was getting out,
when the Sergeant said: “You needn’t move,
sir. Keep your seat, please.”
At first Pramathanath felt flattered at
the special respect thus shown to him. When,
however, the train went on, the dull rays of
the setting sun, at the west of the fields, now
ploughed up and stripped of green, seemed in
his eyes to spread a glow of shame over the
whole country. Sitting near the window of
his lonely compartment, he seemed to catch
a glimpse of the downcast eyes of his
Motherland, hidden behind the trees. As
Pramathanath sat there, lost in reverie,
burning tears flowed down his cheeks, and
his heart burst with indignation.
Cecil Rhodes, British industrialist who helped
colonize Matabele lands
— From “We Crown Thee King”
by Rabindranath Tagore
This locomotive overturned as Indian laborers were laying tracks, in about
1880. India’s vast and rugged terrain presented many problems for train
crews. However, as they tied the country together, railroads helped transport
India into the modern age. India had only 432 miles of railroad track in
1859; by 1899, it had 25,000 miles of track.
MULTIMEDIA
Vocabulary PuzzleMaker CD-ROM
Interactive Tutor Self-Assessment
CD-ROM
ExamView® Pro Testmaker CD-ROM
Audio Program
World History Primary Source
Document Library CD-ROM
Name
Class
HISTORY AND GEOGRAPHY ACTIVITY 21
Railroads in India
Indian Sculpture
DIRECTIONS: First, create symbols to complete the key and indicate on the map
how natural resources were dispersed across the African continent. Then answer
the questions that follow. Use a separate sheet of paper.
Resource
People in World History
Activity 21
MindJogger Videoquiz
Presentation Plus! CD-ROM
TeacherWorks CD-ROM
Interactive Student Edition CD-ROM
The World History Video Program
Copyright © by The McGraw-Hill Companies, Inc.
Name
Copyright © by The McGraw-Hill Companies, Inc.
Copyright © by The McGraw-Hill Companies, Inc.
B. Benito Juárez
★ BACKGROUND
To Europeans in the Age of Imperialism, conquering countries in other parts of
the world was seen as a way to increase European power as well as a way to spread
religion and culture to new places. For the people living in the conquered lands,
imperialism was viewed less favorably. They already had their own religions and cultures, and many people did not want to adopt those of the Europeans.
Column B
1. promoted Western learning in Thailand and maintained
friendly relations with Europe
Copyright © by The McGraw-Hill Companies, Inc.
1. the moral responsibility of Europeans to civilize primitive
peoples
Copyright © by The McGraw-Hill Companies, Inc.
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (4 points each)
Lobengula was the last king of the
Matabele (or Ndebele) nation, located in
present-day Zimbabwe. His father was
Mzilikazi, the first king of the Matabele
nation. Fleeing the Zulu nation, Mzilikazi
had led his people to Zimbabwe in the
1840s and established the South African
nation of Matabeleland. When Mzilikazi
died in 1868, a bitter civil war ensued. It
took Lobengula two years, and a struggle
with his brother Nkulumane, before he
obtained the throne. This was only the
beginning of his troubles.
During the 1880s white British and Boer
settlers began to move onto the Matabele
lands. Faced with this external threat and
with continuing internal conflict, Lobengula
attempted to secure his throne by negotiating with the British. In 1886 Lobengula
granted farming rights to British settlers.
Two years later, he decided to give exclusive mineral rights to the British authorities
in the area and to the colonial industrialist
Cecil Rhodes in exchange for rifles and the
promise that
only ten
Europeans
would arrive.
Lobengula felt
that these
efforts would
stave off further invasion
and help him
Lobengula, center, last king of Matabeleland
preserve his
throne from ambitious rivals.
Rhodes, however, failed to honor the limits set forth in the treaty. Prospectors and
speculators rushed into the area, anxious to
mine the rich gold fields near the capital of
Bulawayo. In an attempt to prevent a war
that he knew would be disastrous for his
people, Lobengula agreed to let the white
people settle on the Matabele lands.
Despite his attempts to maintain peace,
matters reached a crisis in 1893, and the
Matabele were forced to leave their lands.
The kingdom was destroyed in October of
that year. Rhodes’s agents, armed with
machine guns, set fire to Bulawayo.
Lobengula and many of his people fled
northward; Lobengula died shortly afterward. The territory claimed was named
Rhodesia, now Zimbabwe.
REVIEWING THE PROFILE
Directions: Answer the following questions on a separate sheet of paper.
1. Why did Mzilikazi lead his people to Zimbabwe, Africa, in the mid-nineteenth century?
2. What rights did Lobengula grant British settlers? Based on these rights, what can you
infer about Matabele lands?
3. Critical Thinking Making Comparisons. How is the situation Lobengula faced similar to
the experiences of many Native Americans during the 1800s?
4. Critical Thinking Drawing Conclusions. How would you characterize Lobengula’s abilities as a leader?
SPANISH RESOURCES
The following Spanish language materials
are available in the Spanish Resources
Binder:
• Spanish Guided Reading Activities
• Spanish Reteaching Activities
• Spanish Quizzes and Tests
• Spanish Vocabulary Activities
• Spanish Summaries
644B
Chapter 21 Resources
SECTION RESOU RCES
Daily Objectives
SECTION 1
Colonial Rule in Southeast Asia
1. Explain how, through the “new
imperialism,” Westerners sought to
control vast territories.
2. Describe how colonial export policies exploited native populations
and opened up markets for
European manufactured goods.
SECTION 2
Empire Building in Africa
1. Discuss how Great Britain, France,
Germany, Belgium, and Portugal
placed virtually all of Africa under
European rule.
2. Report how native peoples sought
an end to colonial rule.
SECTION 3
British Rule in India
1. Discuss how British rule brought stability to India but destroyed native
industries and degraded Indians.
2. Identify Mohandas Gandhi, who
advocated nonviolent resistance to
gain Indian independence from
Great Britain.
SECTION 4
Nation Building in Latin America
1. Explain how Latin American countries served as a source of raw materials for Europe and the United
States.
2. Explain that because land remained
the basis of wealth and power,
landed elites dominated Latin
American countries.
Reproducible Resources
Multimedia Resources
Reproducible Lesson Plan 21–1
Daily Lecture and Discussion Notes 21–1
Guided Reading Activity 21–1*
Section Quiz 21–1*
Reading Essentials and Study Guide 21–1
Daily Focus Skills Transparency 21–1
Interactive Tutor Self-Assessment
CD-ROM
ExamView® Pro Testmaker CD-ROM
Presentation Plus! CD-ROM
Reproducible Lesson Plan 21–2
Daily Lecture and Discussion Notes 21–2
Guided Reading Activity 21–2*
Section Quiz 21–2*
Reading Essentials and Study Guide 21–2
Daily Focus Skills Transparency 21–2
Interactive Tutor Self-Assessment
CD-ROM
ExamView® Pro Testmaker CD-ROM
Presentation Plus! CD-ROM
Reproducible Lesson Plan 21–3
Daily Lecture and Discussion Notes 21–3
Guided Reading Activity 21–3*
Section Quiz 21–3*
Reading Essentials and Study Guide 21–3
Daily Focus Skills Transparency 21–3
Interactive Tutor Self-Assessment
CD-ROM
ExamView® Pro Testmaker CD-ROM
Presentation Plus! CD-ROM
Reproducible Lesson Plan 21–4
Daily Lecture and Discussion Notes 21–4
Guided Reading Activity 21–4*
Section Quiz 21–4*
Reteaching Activity 21*
Reading Essentials and Study Guide 21–4
Daily Focus Skills Transparency 21–4
Interactive Tutor Self-Assessment
CD-ROM
ExamView® Pro Testmaker CD-ROM
Presentation Plus! CD-ROM
Assign the Chapter 21 Reading Essentials and Study Guide.
*Also Available in Spanish
644C
Blackline Master
Transparency
CD-ROM
DVD
Poster
Music Program
Audio Program
Videocassette
Chapter 21 Resources
Teacher’s
Corner
INDEX TO
NATIONAL GEOGRAPHIC MAGAZINE
The following articles relate to this chapter:
• “El Libertador: Simon Bolivar,” by Bryan Hodgson, March
1994.
• “Malaysia,” by T.R. Reid, August 1997.
• “India,” by Geoffrey C. Ward, May 1997.
• “Burma, the Richest of Poor Countries,” by Joel L.
Swerdlow, July 1995.
Access National Geographic’s new dynamic MapMachine
Web site and other geography resources at:
www.nationalgeographic.com
www.nationalgeographic.com/maps
WORLD HISTORY
Use our Web site for additional resources. All essential content is
covered in the Student Edition.
You and your students can visit www.tx.wh.glencoe.com , the
Web site companion to Glencoe World History. This innovative
integration of electronic and print media offers your students a
wealth of opportunities. The student text directs students to the
Web site for the following options:
• Chapter Overviews
• Self-Check Quizzes
• Student Web Activities
• Textbook Updates
Answers to the Student Web Activities are provided for you in the
Web Activity Lesson Plans. Additional Web resources and
Interactive Tutor Puzzles are also available.
From the Classroom of…
KEY TO ABILITY LEVELS
Teaching strategies have been coded.
L1
L2
L3
ELL
BASIC activities for all students
AVERAGE activities for average to above-average
students
CHALLENGING activities for above-average students
ENGLISH LANGUAGE LEARNER activities
Activities that are suited to use within the block
scheduling framework are identified by:
Anna Mae Grimm
Homestead High School
Mequon, Wisconsin
Experiencing Apartheid
One of the legacies of European settlement in
Africa was the separation of races, called apartheid,
enacted in South Africa in 1948. For one class period,
designate about half the students to be part of an
“underclass” that will not be allowed to participate in
activities with the rest of the class. Have the “underclass” sit at the back of the room. Provide an interesting activity for the rest of the class, and assign the
separated students routine worksheets. Hold an election during the class period (for example, elect a discussion leader) and exclude the separated students
from voting.
During the next class period, discuss how students
felt during the simulation—both those in the “underclass” and those in the mainstream. Use this as a
springboard for discussing apartheid in South Africa.
WH: 1A, 17A, 18C, 25C
644D
Introducing
CHAPTER 21
The Height of
Imperialism
Performance
Assessment
Refer to Activity 21 in the
Performance Assessment
Activities and Rubrics
booklet.
1800–1914
Key Events
The Impact Today
As you read this chapter, look for the key events in the history of imperialism.
• Competition among European nations led to the partition of Africa.
• Colonial rule created a new social class of Westernized intellectuals.
• British rule brought order and stability to India, but with its own set of costs.
• As a colonial power, the United States practiced many of the same imperialist policies
as European nations.
Few nations retain colonies, but problems
that arose from colonialism are still visible, especially in Africa and Latin America.
Discuss these problems, and possible
solutions, with students. Help students to
locate remnants of imperialism that exist
around the world today.
The Impact Today
The events that occurred during this time period still impact our lives today.
• Rhodesia became the nation of Zimbabwe.
• India adopted a parliamentary form of government like that of Great Britain.
• The United States gave up rights to the Panama Canal Zone on December 31, 1999.
• Europeans migrated to the Americas, Australia, New Zealand, and South Africa.
The World History
Video Program
World History Video The Chapter 21 video, “Imperialism,” chronicles
imperialism on three continents.
To learn more about nineteenthcentury imperialism, students can view
the Chapter 21 video, “Imperialism,”
from The World History Video
Program.
Sir Thomas Raffles,
founder of Singapore
1848
Mexico loses almost
half of its territory to
the United States
MindJogger Videoquiz
Use the MindJogger Videoquiz to
preview Chapter 21 content.
Available in VHS.
1810
1820
1830
1840
1850
1855
David Livingstone is
first European to see
Victoria Falls
1860
1819
British colony
of Singapore
founded
Victoria Falls,
in Zimbabwe
644
TWO-MINUTE LESSON LAUNCHER
Ask students to speculate about how the spread of empires might have affected peoples in Asia,
Africa, and Latin America. Ask: How did colonial peoples respond to Western rule? (Colonized people
were introduced to Western traditions and technologies—sometimes against their will. Often, they
were also led to reject native customs and beliefs. Imperialists exploited laborers and sometimes
split up families and villages. Western rule inspired nationalist movements that led to independence.) L1 WH: 5B; ELA: Gr9/Gr10: 16A
644
Introducing
CHAPTER 21
Chapter Objectives
After studying this chapter,
students should be able to:
1. describe how colonial powers
took over and ruled other territories;
2. discuss how Western nations
imposed their values and
institutions;
3. describe how nationalism
gave subjects means for seeking their freedom;
4. describe how colonies provided raw materials and new
markets for industrialized
nations;
5. describe the social divisions
in the colonies between the
colonizers and those who
were colonized.
HISTORY
British family celebrating Christmas in India, c. 1900
Chapter Overview
Introduce students to chapter
content and key terms by having
them access Chapter Overview
21 at tx.wh.glencoe.com .
Zulus meet the British.
1896
Britain and France
agree to maintain
Thailand as a
buffer state
1879
Zulu king meets
with British
ambassadors
1870
1880
1880
“New
imperialism”
begins
1890
1884
France makes
the Vietnam
Empire a
protectorate
1900
1898
The United
States defeats
Spain for
control over
the Philippines
1900
Virtually all of
Southeast Asia
is under
European rule
1910
HISTORY
Chapter Overview
1920
1910
Emiliano Zapata
leads peasant
movement in
Mexico
Visit the Glencoe World
History Web site at
tx.wh.glencoe.com and click
on Chapter 21–Chapter
Overview to preview
chapter information.
Time Line Activity
Have students select a region noted
on the time line and write a brief
description of the impact of imperialism on native peoples in that region.
L1 WH: 5B; ELA: Gr9/Gr10: 4C
Emiliano Zapata
645
MORE ABOUT THE ART
Colonial Families The view above of an English family enjoying an afternoon together portrays just
a few of the large number of servants assigned to British families during colonial times. Prosperous
families had at least 25 servants, and even a single man had a minimum of a dozen. In this illustration, a very small child is seen in the care of an Indian nurse. It was the custom to send European
children who were over the ages of eight or ten to boarding schools in England where they could
start to prepare for a successful career. Because older children were often at school and husbands
were frequently away on official business, family times such as the one depicted were infrequent
in British colonies. WH: 21A
645
Introducing
A Story That Matters
Depending on the ability levels
of your students, select from the
following questions to reinforce
the reading of A Story That
Matters.
• How did David Livingstone’s
description of Africa differ
from people’s perception of
the region? (People thought
Africa was barren, hot, dry,
windy, and full of dangerous
creatures. Livingstone found a
bountiful region of fruit trees
and rivers.)
• How did David Livingstone
say Great Britain could bring
“civilization” to Africa?
(through Christianity and commerce) L1 ELA: Gr9/Gr10: 7B
David Livingstone
Livingstone expedition in Africa, c. 1855
Livingstone in Africa
I
n 1841, the Scottish doctor and missionary David Livingstone began a series of journeys that took him through
much of central and southern Africa. Livingstone was a gentle man whose goal was to find locations for Christian missions on behalf of the London Missionary Society. He took
great delight in working with the African people.
Livingstone’s travels were not easy. Much of his journey
was done by foot, canoe, or mule. He suffered at times from
rheumatic fever, dysentery, and malaria. He survived an
attack by armed warriors and a mutiny by his own servants.
Back in Great Britain, his exploits made Livingstone a
national hero. His book Missionary Travels and Researches in
South Africa was a best-seller. People jammed into lecture halls
to hear him speak of the beauty of Africa. As the London Journal reported, “Europe had always heard that the central
regions of southern Africa were bleak and barren, heated by
poisonous winds, infested by snakes . . . [but Livingstone
spoke of] a high country, full of fruit trees, abounding in
shade, watered by a perfect network of rivers.”
Livingstone tried to persuade his listeners that Britain
needed to send both missionaries and merchants to Africa.
Combining Christianity and commerce, he said, would
achieve civilization for Africa.
About the Art
The large illustration shows the
Livingstone expedition in Africa.
Ask students if they feel this is a
highly romantic view or a realistic view of expeditions in Africa
during this time. Why might
illustrations such as this have
been produced, and who would
have been their intended
audience? Students will learn
more about Livingstone in the
National Geographic feature that
begins on page 662.
Why It Matters
During the nineteenth and early
twentieth centuries, Western colonialism spread throughout the nonWestern world. Great Britain, Spain,
Holland, France, Germany, Russia,
and the United States competed for
markets and raw materials for their
expanding economies. By the end of
the nineteenth century, virtually all
of the peoples of Asia and Africa
were under colonial rule. Although
Latin America successfully resisted
European control, it remained economically dependent on Europe and
the United States.
History and You Territorial and
trade dominance are among the primary goals of imperialist nations.
Create a map of either Asia or
Africa to help you understand how
the various imperialists viewed
those regions. Code the territories
according to exports or European
dominance.
646
HISTORY AND YOU
ELA:
Page 646: Gr9/Gr10: 7B, 8A–B
Page 647: Gr9/Gr10: 4D, 6A, 7A,
7D, 7F, 8B; Gr9: 7I; Gr10: 7H
646
Emphasize to students that the “new imperialism” of the nineteenth century was partly based on the idea of the
right and duty of Western nations to impose their values and institutions on subject peoples. Imperialism tended
to create severe social divisions in the colonies between imperial rulers and subjects, who were often treated as
social inferiors. Even the education of native peoples often meant the education of native elites in the languages
and ideas of the colonial power in the hope that they would share the outlook of the colonial rulers. After colonies
gained their independence, Western and native institutions continued to influence each other as states sought to
reestablish their own identities and traditions. Ask students to speculate on their possible reponses to becoming
subjects of an imperialistic regime.
Social Studies TAKS tested at Grades 10/11:
Obj 5: WH26C(10,11)
CHAPTER 21
Section 1, 647–652
Colonial Rule in
Southeast Asia
1 FOCUS
Section Overview
Guide to Reading
Main Ideas
People to Identify
Reading Strategy
• Through the “new imperialism,” Westerners sought to control vast territories.
• Colonial export policies exploited native
populations and opened up markets for
European manufactured goods.
King Mongkut, King Chulalongkorn, Commodore George Dewey, Emilio Aguinaldo
Identifying Information Make a chart
showing which countries controlled what
parts of Southeast Asia.
Key Terms
Preview Questions
Places to Locate
Singapore, Burma, Thailand, Philippines
Holland
1. Why were Westerners so determined
to colonize Southeast Asia?
2. What was the chief goal of the Western nations?
imperialism, protectorate, indirect rule,
direct rule
Spain (until 1898)
United States (after 1898)
France
Great Britain
This section describes the “new
imperialism,” the three colonial
powers that established control
of Southeast Asia, the differences
between direct and indirect rule,
the impact of colonialism on
local economies and cultures,
and the rise of nationalist movements in Southeast Asia.
BELLRINGER
Preview of Events
✦1850
✦1870
✦1890
1887
France completes its control
of Indochina
✦1910
✦1930
✦1950
Skillbuilder Activity
1930
Saya San leads
Burma uprising
1896
France and Great Britain agree to
maintain Thailand as a buffer state
Project transparency and have
students answer questions.
Available as a blackline master.
Daily Focus Skills Transparency
21–1
Voices from the Past
Copyright © by The McGraw-Hill Companies, Inc.
UNIT
4
DAILY FOCUS SKILLS
ANSWERS
1. desire for control of raw materials 2. belief that
qualities of people were racially bound 3. to help Asia and
Africa
Chapter 21 TRANSPARENCY 21-1
Colonial Rule in Southeast Asia
In 1860, E. Douwes Dekker wrote a book on the Dutch colonial system on the
island of Java. He said:
1
The [Dutch government] compels [the Javanese farmer] to cultivate certain prod“
ucts on his land; it punishes him if he sells what he has produced to any purchaser but
Dutch plantation in Java,
mid-1800s
Describe how economics
motivated the imperialism
of Western nations.
Economic
• Raw
materials
• Control of
areas with
raw
materials
itself; and it fixes the price actually paid. The expenses of transport to Europe through
a privileged trading company are high; the money paid to the chiefs for encouragement increases the prime cost; and because the entire trade must produce profit, that
profit cannot be got in any other way than by paying the Javanese just enough to keep
him from starving, which would lessen the producing power of the nation.
2
How was social Darwinism
tied to imperialism?
Humanitarian
Political
• Bring the
benefits of
democracy to
Southeast Asia
• Rival
European
states sought
advantages
• Bring the
benefits of
capitalism to
Southeast Asia
• National
prestige
3
What motivated the
imperialism of
humanitarians?
Social Darwinism
• Belief that the
most fit will be
victorious
• Belief that race
determines the
traits and
characteristics
of humans
”
—The World of Southeast Asia: Selected Historical Readings,
Harry J. Benda and John A. Larkin, eds., 1967
Guide to Reading
Dekker, a Dutch colonial official, was critical of the havoc the Dutch had wreaked
on the native peoples of Java.
The New Imperialism
In the nineteenth century, a new phase of Western expansion into Asia and
Africa began. European nations began to view Asian and African societies as a
source of industrial raw materials and a market for Western manufactured
goods. No longer were Western gold and silver traded for cloves, pepper, tea,
CHAPTER 21
The Height of Imperialism
647
Answers to Graphic: Spain: Philippines; Holland: Dutch East Indies;
United States: Philippines; France:
Indochina; Great Britain: Singapore,
Burma
Preteaching Vocabulary: Discuss
how the word imperialism means the
policy of extending central authority
outside a nation’s natural boundaries.
L1 ELL
SECTION RESOURCES
Reproducible Masters
• Reproducible Lesson Plan 21–1
• Daily Lecture and Discussion Notes 21–1
• Guided Reading Activity 21–1
• Section Quiz 21–1
• Reading Essentials and Study Guide 21–1
Transparencies
• Daily Focus Skills Transparency 21–1
Multimedia
Interactive Tutor Self-Assessment CD-ROM
ExamView® Pro Testmaker CD-ROM
Presentation Plus! CD-ROM
WORLD HISTORY:
Page 646: 7A–B, 11A, 19B
Page 647: 1C, 7A–B, 25C, 26A,
26C–D
647
CHAPTER 21
Section 1, 647–652
2
and silk. Now the products of European factories
were sent to Africa and Asia in return for oil, tin,
rubber, and the other resources needed to fuel European industries.
Beginning in the 1880s, European states began an
intense scramble for overseas territory. Imperialism,
the extension of a nation’s power over other lands,
was not new. Europeans had set up colonies in North
and South America and trading posts around Africa
and the Indian Ocean by the sixteenth century.
However, the imperialism of the late nineteenth
century, called the “new imperialism” by some, was
different. Earlier, European states had been content,
especially in Africa and Asia, to set up a few trading
posts where they could carry on trade and perhaps
some missionary activity. Now they sought nothing
less than direct control over vast territories.
Why did Westerners begin to increase their search
for colonies after 1880? There was a strong economic
motive. Capitalist states in the West were looking for
both markets and raw materials, such as rubber, oil,
and tin, for their industries. Europeans also wanted
more direct control of the areas with the raw materials and markets.
The issue was not simply an economic one, however. European nation-states were involved in heated
rivalries. As European affairs grew tense, states
sought to acquire colonies abroad in order to gain an
advantage over their rivals.
Colonies were also a source of national prestige.
To some people, in fact, a nation could not be great
without colonies. One German historian wrote that
TEACH
Answer: (1) economic, (2) desire for
political power, (3) sense of racial
superiority (social Darwinism),
(4) moral responsibility to civilize
primitive people (“the white man’s
burden”)
Answers:
1. Sweden, Finland, Denmark,
Switzerland, Austria-Hungary,
Greece, Russia
2. Britain; because they had territories in every part of the world, so
that it was always daylight somewhere in the British Empire
WH: 26C
Daily Lecture and
Discussion Notes 21–1
Copyright © by The McGraw-Hill Companies, Inc.
Southeast
Asia
Chapter 21, Section 1
?
The eruption of the Krakatoa volcano on an
island between Java and Sumatra in 1883 was one of the most catastrophic in history. At its climax explosions were heard 2,200 miles
away, and ash was blown to a height of 50 miles. The volcano triggered a series of tidal waves, the largest of which killed 36,000
people on Java and Sumatra.
I.
Africa
Britain
Belgium
The New Imperialism (pages 647–648)
A. In the 1800s European nations began a new push of imperialism—the extension of a
nation’s power over other lands.
B. A new phase of Western expansion into and trade with Asia and Africa began in the
nineteenth century. Asia and Africa were seen as a source of raw materials for industrial production and as a market for Europe’s manufactured goods.
Guided Reading Activity 21–1
Date
Italy
Class
Netherlands
Guided Reading Activity 21-1
Portugal
Colonial Rule in Southeast Asia
DIRECTIONS: Fill in the blanks below as you read Section 1.
Spain
1. Beginning in the 1880s, European states began an intense scramble for
territory.
2.
India
In the late 1800s a “new imperialism”
flourished, with most of the major
European countries attempting to
take control of territories in Asia and
Africa.
1. Identifying Look at a political
map of Europe in Chapter 20.
Which European countries did
not try to colonize parts of Asia
or Africa?
2. Analyzing It has been said about
one of the countries identified in
the chart that “the sun never sets”
on this particular empire. To
which country does this phrase
refer? What do you think the
phrase means?
France
Germany
Name
Reading Check Describing What were four primary
motivations for the “new imperialism”?
Major Regions of European Control
Daily Lecture and Discussion Notes
Did You Know
“all great nations in the fullness of their strength have
the desire to set their mark upon barbarian lands and
those who fail to participate in this great rivalry will
play a pitiable role in time to come.”
In addition, imperialism was tied to Social Darwinism and racism. Social Darwinists believed that
in the struggle between nations, the fit are victorious. Racism is the belief that race determines traits
and capabilities. Racists erroneously believe that
particular races are superior or inferior. Racist beliefs
have led to the use of military force against other
nations. One British professor argued in 1900, “The
path of progress is strewn with the wrecks of
nations; traces are everywhere to be seen of the
[slaughtered remains] of inferior races. Yet these
dead people are, in very truth, the stepping stones
on which mankind has arisen to the higher intellectual and deeper emotional life of today.”
Some Europeans took a more religious and
humanitarian approach to imperialism. They argued
that Europeans had a moral responsibility to civilize
primitive people. They called this responsibility the
“white man’s burden.”
These people believed that the nations of the West
should help the nations of Asia and Africa. To some,
this meant bringing the Christian message to the
“heathen masses.” To others, it meant bringing the
benefits of Western democracy and capitalism to
these societies.
is the extension of a nation's power over other lands.
3. Through “new imperialism,” European states sought nothing less than
over vast territories.
4. As European affairs grew tense, states sought to acquire colonies abroad to gain an
over rivals.
5. Some Europeans argued that they had a
648
CHAPTER 21
The Height of Imperialism
responsibility to civilize
primitive people.
6. Britain wanted control of
in order to protect its possessions in
CRITICAL THINKING ACTIVITY
ELA:
Page 648: Gr9/Gr10: 8B, 10B, 19B,
20B
Page 649: Gr9/Gr10: 6A, 8B, 19B,
20B
648
Evaluating Social Darwinists seized on the theory of evolution, particularly the idea of the survival
of the fittest, to justify racist attitudes toward non-Western people. Social Darwinists believed that,
as in biological evolution, the “fittest” nations would survive in struggles with other nations. This
idea was used to justify colonizing non-Western countries, which were judged to be backward.
These theorists argued that the loss of culture and tradition was a natural consequence of social
evolution. Ask students how social Darwinism would have been used by the African slave traders
or the Spanish explorers. Does this theory justify their actions? Was it a justification for imperialism
in the nineteenth century? Is it a valid argument for cultural prejudice today? WH: 7B
Social Studies TAKS tested at Grades 10/11:
WH26C(10,11)
Obj 2: 8.10B(10), US8B(11); Obj 5: WG21C(10,11),
CHAPTER 21
Section 1, 647–652
Imperialism in Southeast Asia, 1900
100°E
120°E
CHINA
130°E
140°E
Formosa
(Taiwan)
TROPIC OF CANCER
Jap.
BURMA
Hanoi
R.
ng
ek o
N
Mariana Is.
E
W
Se
a
THAILAND
FRENCH
INDOCHINA
Manila
S
Ger.
Pacific
Ocean
Guam
U.S.
na
PHILIPPINES
10°N
C
hi
Saigon
th
MALAYA
Caroline Is.
u
NORTH
So
BORNEO
BRUNEI
SARAWAK
tra
ma
Su
SINGAPORE
U.K.
Ger.
EQUATOR
Borneo
0°
Celebes
Indian
Ocean
0
S
ICE
SP
Java
New Guinea
DUTCH EAST INDIES
400 miles
Timor
10°S
400 kilometers
0
Mercator projection
Possessions:
British
Dutch
French
In search of new markets
and raw materials, several
European nations worked
aggressively to colonize
Southeast Asia in the late
1800s.
2. Thailand’s independence was
supported by both Britain and
France to provide a buffer
between French Indochina and
British Burma.
1. Interpreting Maps
Which two European
nations had the most territory in Southeast Asia?
2. Applying Geography
Skills Using the map
and information from
your text, describe Thailand’s unique status in
Southeast Asia.
Sociology Ask students to
research how the culture of a city or
a country is modified when colonial
powers dominate a region. For
example, Singapore acquired many
British traits, and the official language of Vietnam became French.
L2 WH: 5B; ELA: Gr9/Gr10: 13B
Raw materials:
German
Portuguese
United States
Coffee
Palm oil
Colonial Takeover
in Southeast Asia
The new imperialism of the late nineteenth century
was evident in Southeast Asia. In 1800, only two societies in this area were ruled by Europeans: the Spanish Philippines and the Dutch East Indies. By 1900,
virtually the entire area was under Western rule.
Great Britain
Answers:
1. The Netherlands (Dutch) and
Great Britain
20°N
M
The process began with Great Britain.
In 1819, Great Britain, under Sir Thomas Stamford
Raffles, founded a new colony on a small island at the
tip of the Malay Peninsula called Singapore (“city of
the lion”). In the new age of steamships, Singapore
soon became a major stopping point for traffic going
to or from China. Raffles was proud of his new city
and wrote to a friend in England, “Here all is life and
activity; and it would be difficult to name a place on
the face of the globe with brighter prospects.”
During the next few decades, the British advance
into Southeast Asia continued. Next to fall was the
kingdom of Burma (modern Myanmar). Britain
wanted control of Burma in order to protect its possessions in India. It also sought a land route through
Burma into South China. Although the difficult terrain along the frontier between Burma and China
S
ICE
SP
Rubber
Sugar
Timber
Spices
Tea
Tin
caused this effort to fail, British activities in Burma
led to the collapse of the Burmese monarchy. Britain
soon established control over the entire country.
France
The British advance into Burma was
watched nervously by France, which had some missionaries operating in Vietnam. The French missionaries were persecuted by the local authorities, who
viewed Christianity as a threat to Confucian doctrine. However, Vietnam failed to stop the Christian
missionaries. Vietnamese internal rivalries divided
the country into two separate governments, in the
north and the south.
France was especially alarmed by British attempts
to monopolize trade. To stop any British move into
Vietnam, the French government decided in 1857 to
force the Vietnamese to accept French protection.
The French eventually succeeded in making the
Vietnamese ruler give up territories in the Mekong
River delta. The French occupied the city of Saigon
and, during the next 30 years, extended their control
over the rest of the country. In 1884, France seized the
city of Hanoi and later made the Vietnamese Empire
a French protectorate—a political unit that depends
on another government for its protection.
CHAPTER 21
The Height of Imperialism
Enrich
In order to administer and control their new colonies, European
governments encouraged citizens to move to the colonies
with their families to run the
economy and the government.
Have students design an advertisement intended to induce
people to relocate to the new
territories. Remind them that
many people were attracted to
the economic opportunities and
lavish lifestyle available in the
new territories. L1 ELL WH: 21A
649
INTERDISCIPLINARY CONNECTIONS ACTIVITY
Geography Ask students to name the countries on the above map and to identify the colonizer
and date of claim or control of each country. Ask students what they notice about the dates of colonization. (Except for Malaya [1786], all countries were colonized before the early 1600s or after
1800.) Ask students what feature of Vietnam might explain its having been divided several times in
its history (very long and narrow country with north and south connected by a narrow strip). How
long (north to south) is Vietnam? (about 1,200 miles [1,931 km]) How wide (east to west) is it at
its narrowest point? (less than 50 miles [80 km]) WH: 11B, 12C
WORLD HISTORY:
Page 648: 7A–B, 25H, 26C
Page 649: 7A–B, 11B, 15B, 19A–B,
26A, 26C
649
CHAPTER 21
Section 1, 647–652
In the 1880s, France extended its control over
neighboring Cambodia, Annam, Tonkin, and Laos.
By 1887 France included all of its new possessions in
a new Union of French Indochina.
Answer: Both were important in providing access to China. However,
Britain’s primary interest in Burma
was to protect its possessions in
India.
Thailand—The Exception After the French conquest of Indochina, Thailand (then called Siam) was
the only remaining free state in Southeast Asia. During the last quarter of the nineteenth century, British
and French rivalry threatened to place Thailand, too,
under colonial rule.
Two remarkable rulers were able to prevent that from
happening. One was King Mongkut (known to theatergoers as the king in The King and I), and the other was his
son King Chulalongkorn. Both promoted Western
learning and maintained friendly relations with the
major European powers. In 1896, Britain and France
agreed to maintain Thailand as an independent buffer
state between their possessions in Southeast Asia.
Speech Have one of your students
read Senator Beveridge’s speech as a
politician might. What are the two
reasons given in the speech for the
United States to retain control over
the Philippines? (to provide access to
markets in China and to spread civilization) How would the senator feel
about the “white man’s burden”?
(He would accept it as valid.) L1
Reading Check Identifying What spurred Britain to
control Singapore and Burma?
The United States
One final conquest in Southeast
Asia occurred at the end of the nineteenth century. In
1898, during the Spanish-American War, United States
naval forces under Commodore George Dewey
defeated the Spanish fleet in Manila Bay.
Believing it was his moral obligation to “civilize”
other parts of the world, President William McKinley
decided to turn the Philippines, which had been under
Spanish control, into an American colony. This action
would also prevent the area from falling into the hands
of the Japanese. In fact, the islands
gave the United States a convenient
jumping-off point for trade with
China.
This mixture of moral idealism
and desire for profit was reflected
in a speech given in the Senate in
January 1900 by Senator Albert
Beveridge of Indiana:
WH: 14A
Writing Activity
Have students write an essay
identifying the causes and
effects of imperialism. The
essays should include an introduction; a paragraph each for
political, economic, and social
causes and effects; and a conclusion. L1 WH: 5A
Colonial Regimes in Southeast Asia
Western powers governed their new colonial
empires by either indirect or direct rule. Their chief
goals were to exploit the natural resources of these
lands and open up markets for their own manufactured goods. To justify their actions, they often spoke
of bringing the blessings of Western civilizations to
their colonial subjects.
Mr. President, the times call
“
for candor. The Philippines are
ours forever. And just beyond the
Philippines are China’s unlimited
markets. We will not retreat from
either. We will not abandon an
opportunity in [Asia]. We will not
renounce our part in the mission
of our race, trustee, under God,
of the civilization of the world.
Critical Thinking
Ask students to describe the connection between the Industrial
Revolution in Europe and the
rise of imperialism in the nineteenth century. Then ask students to evaluate the impact of
the Industrial Revolution on
colonial societies. L2 WH: 5A, 24A
The Filipinos did not agree with the
American senator. Emilio Aguinaldo
(ah•gee•NAHL•doh) was the leader
of a movement for independence in
the Philippines. He began his revolt
against the Spanish. When the United
States acquired the Philippines,
Aguinaldo continued the revolt and
set himself up as the president of
the Republic of the Philippines. Led
by Aguinaldo, the guerrilla forces
fought bitterly against the United
States troops to establish their independence. However, the United States
defeated the guerrilla forces, and PresEmilio Aguinaldo
ident McKinley had his steppingstone to the rich markets of China.
”
Scene from decisive Manila Bay battle
650
CHAPTER 21
The Height of Imperialism
EXTENDING THE CONTENT
ELA
Page 650: Gr9/Gr10: 6A, 8B, 10B
Page 651: Gr9/Gr10: 8B, 10B
650
Filipinos As a result of anti-Chinese immigration laws in the United States, in the early twentieth
century many sugar, pineapple, and other agricultural planters in Hawaii and California began to
recruit cheap Filipino labor. Because the overwhelming proportion of Filipino immigrants were
male, and because of racial prejudice, many states prohibited marriage or any other contact
between Asian males and Caucasian females. In fact, Filipinos were not even eligible for U.S. citizenship until the late 1940s. Today more immigrants to the United States come from the Philippines than from any other Asian nation. WH: 18C
CHAPTER 21
Section 1, 647–652
Indirect and Direct Rule
Sometimes, a colonial power could realize its goals most easily
through cooperation with local political elites. In
these cases, indirect rule was used. Local rulers
were allowed to maintain their positions of
authority and status in a new colonial setting.
In Southeast Asia, colonial powers, wherever
possible, tried to work with local elites. This
made it easier to gain access to the region’s natural resources. Indirect rule also lowered the cost
of government, because fewer officials had to be
trained. Moreover, indirect rule had less effect
on local culture.
One example of indirect rule was in the Dutch
East Indies. Officials of the Dutch East India Company allowed local landed aristocrats in the Dutch
East Indies to control local government. These
Local peasants, shown here in Ceylon in the late 1800s, worked at povertylocal elites maintained law and order and collevel wages for foreign plantation owners during the colonial period.
lected taxes in return for a payment from the
Dutch East India Company.
Indies; and sugar from the Philippines. In many
Indirect rule, then, was convenient and cost
cases, this policy led to some form of plantation agriless. Indirect rule was not always possible, however,
culture, in which peasants worked as wage laborers
especially when local elites resisted the foreign conon plantations owned by foreign investors.
quest. In such cases, the local elites were removed
Plantation owners kept the wages of their workers
from power and replaced with a new set of officials
at poverty levels in order to increase the owners’ profbrought from the mother country. This system is
its. Conditions on plantations were often so unhealthy
called direct rule.
that thousands died. In addition, high taxes levied by
In Burma, for example, the monarchy staunchly
colonial governments to pay for their administrative
opposed colonial rule. As a result, Great Britain abolcosts were a heavy burden for peasants.
ished the monarchy and administered the country
Nevertheless, colonial rule did bring some benefits
directly through its colonial government in India.
to Southeast Asia. It led to the beginnings of a modern
In Indochina, France used both direct and indirect
economic system. Colonial governments built railrule. It imposed direct rule on the southern provinces
roads, highways, and other structures that could benin the Mekong delta, which had been ceded to France
efit native peoples as well as colonials. The
as a colony after the first war in 1858 to 1862. The
development of an export market helped to create an
northern parts of Vietnam, seized in the 1880s, were
entrepreneurial class in rural areas. In the Dutch East
governed as a protectorate. The emperor still ruled
Indies, for example, small growers of rubber, palm oil,
from his palace in Hue, but he had little power.
coffee, tea, and spices began to share in the profits of
To justify their conquests, Western powers had spothe colonial enterprise. Most of the profits, however,
ken of bringing the blessings of advanced Western civwere taken back to the colonial mother country.
ilization to their colonial subjects. Many colonial
powers, for example, spoke of introducing representaReading Check Explaining Why did colonial powers
tive institutions and educating the native peoples in
prefer that colonists not develop their own industries?
the democratic process. However, many Westerners
Colonial Economies
The colonial powers did not
want their colonists to develop their own industries.
Thus, colonial policy stressed the export of raw materials—teak wood from Burma; rubber and tin from
Malaya; spices, tea, coffee, and palm oil from the East
Writing Activity
Have students imagine the circumstances of a European
colonist living in a new territory.
Ask students to write a one-page
letter home describing their new
environment, lifestyle, and interactions with the indigenous
peoples. L1 WH: 1A
3
ASSESS
Assign Section 1 Assessment as
homework or as an in-class
activity.
Have students use Interactive
Tutor Self-Assessment CD-ROM.
Section Quiz 21–1
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭
✔
Score
Chapter 21
Section Quiz 21-1
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (10 points each)
Column A
Column B
1. extension of a nation’s power over other lands
A. direct rule
2. governing by working with existing political elites
B. Singapore
3. replacement of local rulers with officials from the mother
country
C. imperialism
4. political unit dependent on another for protection
E. indirect rule
D. protectorate
5. “city of the lion”
DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best
completes the statement or answers the question. (10 points each)
6. The Spanish-American War resulted in
A. humiliating defeat for the U.S.
B. an important peace conference.
C. war with Thailand.
D. new territories for the U.S.
7. All of the following came under French control except for one.
Which one?
A. Vietnam
C. Thailand
B. Cambodia
D. Laos
Resistance to Colonial Rule
Inc.
came to fear the idea of native peoples (especially educated ones) being allowed political rights.
Answer: They wanted the colonies to
provide a market for their own manufactured goods and to provide raw
materials for those goods.
Many subject peoples in Southeast Asia were quite
unhappy with being governed by Western powers. At
first, resistance came from the existing ruling class. In
Burma, for example, the monarch himself fought
Western domination. By contrast, in Vietnam, after
CHAPTER 21
The Height of Imperialism
8. In 1800, the only two societies in Southeast Asia that were under
Critical Thinking
651
INTERDISCIPLINARY CONNECTIONS ACTIVITY
Literature “The White Man’s Burden” is the title of the Rudyard Kipling poem written in 1899. Ask
student volunteers to find the poem and read it to the class. Arrange with a literature teacher to
discuss other literature from this period that deals with imperialism or life in colonized countries.
Possibilities include E.M. Forster’s A Passage to India, a novel about life in India under British rule,
or Heart of Darkness by Joseph Conrad, a story about one man’s journey up the Congo River. Ask
students to read excerpts from these novels and to prepare oral reports that summarize the works’
themes and views on imperialism. L2 WH: 20B; ELA: Gr9/Gr10: 15A, 18A
Have students look at the photo
on page 652 and identify the
means of restraint used on the
prisoners (stocks). Why would
the French have believed it
acceptable to hold prisoners in
such harsh, inhumane conditions? L1 ELL
WORLD HISTORY:
Page 650: 7A–B, 15B, 26A
Page 651: 7A–B, 17B, 19B
For grading this activity, refer to the Performance Assessment Activities booklet.
651
CHAPTER 21
Social Studies TAKS tested at Grades 10/11:
Obj 5: WH25C(10), US24B(11)
Section 1, 647–652
Answer: (1) resistance from the ruling class to Western takeover; (2)
peasant revolts, often as a result of
being driven off their land to make
way for plantation agriculture; (3)
Westernized urban middle class
began to demand independence
Reading Essentials and
Study Guide 21–1
Name
Date
In 1907, Vietnamese prisoners await trial
for plotting against the French.
Class
the emperor had agreed to French control of his country, a number of government officials set up an organization called Can Vuoug (“Save the King”). They
fought against the French without the emperor’s help.
Sometimes, resistance to Western control took the
form of peasant revolts. Under colonial rule, peasants
were often driven off the land to make way for plantation agriculture. Angry peasants then vented their
anger at the foreign invaders. For example, in Burma,
in 1930, the Buddhist monk Saya San led a peasant
uprising against the British colonial regime many
years after the regime had completed its takeover.
Reading Essentials and Study Guide
Chapter 21, Section 1
For use with textbook pages 647–652
COLONIAL RULE IN SOUTHEAST ASIA
KEY TERMS
imperialism
protectorate
the extension of a nation’s power over other lands (page 647)
a political unit that depends on another government for its protection (page 649)
indirect rule a system of colonial government in which local rulers were allowed to maintain
their positions of authority and status (page 650)
direct rule a system of colonial government in which local rulers were removed from power and
replaced with a new set of officials brought from the mother country (page 650)
DRAWING FROM EXPERIENCEII
Do you think there are any good reasons for one country to take control of another
country? If so, under what circumstances do you think it would be justified? If not, why
not?
In this section, you will learn about the “new imperialism” of the late nineteenth century. During this time, European nations began to acquire colonies in Asia and Africa in
d t bt i
t i l
d
k t f th i
f t d
d
Early resistance movements failed, overcome by
Western powers. At the beginning of the twentieth
century, a new kind of resistance began to emerge
that was based on the force of nationalism. The leaders were often a new class that had been created by
colonial rule: westernized intellectuals in the cities.
In many cases, this new urban middle class—composed of merchants, clerks, students, and professionals—had been educated in Western-style schools.
They were the first generation of Asians to understand the institutions and values of the West. Many
spoke Western languages and worked in jobs connected with the colonial regimes.
At first, many of the leaders of these movements
did not focus clearly on the idea of nationhood but
simply tried to defend the economic interests or religious beliefs of the natives. In Burma, for example,
the first expression of modern nationalism came from
students at the University of Rangoon. They formed
an organization to protest against official persecution
of the Buddhist religion and British lack of respect for
local religious traditions. They protested against
British arrogance and failure to observe local customs
in Buddhist temples. Not until the 1930s, however,
did these resistance movements begin to demand
national independence.
Reading Check Summarizing Explain three forms of
resistance to Western domination.
Reteaching Activity
Have students identify the historical figures mentioned in this
section and explain the role each
played in the conquest of Southeast Asia. L1
4
CLOSE
The economy for colonies was
based on unequal exchange. Lowvalue raw materials were
exported to Europe and highcost manufactured goods were
imported. Ask students to list
the benefits and negative effects
that resulted from this policy.
(Benefits: jobs, infrastructure development. Negative effects: lowpaying jobs, destroying local crafts
and industries, preventing growth
of local economy, establishing a class
system, creating dependence on
Europe) L1
ELA: Page 652: Gr9/Gr10: 1A–B,
4A–B, 4D, 4F, 6A, 7B–E, 7G–H, 8B,
10A–B, 19B, 20B; Gr9: 7I; Gr10: 7F
Page 653: Gr9/Gr10: 7B, 18B, 9A
652
Checking for Understanding
Critical Thinking
Analyzing Visuals
1. Define imperialism, protectorate, indirect rule, direct rule.
6. Making Inferences Why were resistance movements often led by natives
who had lived and been educated in
the West? Initially, what were the goals
of these resistance leaders? How did
their goals change over time?
8. Describe the situation being endured
by the Vietnamese prisoners in the
photo above. Be specific in your
description of their confinement. Based
on your reading of the living conditions
in Southeast Asian colonies at this time,
do you think you would have risked
this type of punishment if you had
been in their position? Explain.
2. Identify King Mongkut, King Chulalongkorn, Commodore George Dewey,
Emilio Aguinaldo.
3. Locate Singapore, Burma, Thailand,
Philippines.
4. Explain how the “new imperialism”
differed from old imperialism. Also
explain how imperialism came to be
associated with social Darwinism.
7. Cause and Effect In a diagram like the
one below, identify the effects of colonial rule on the colonies.
Effects of
colonial rule
5. List some of the benefits colonial rule
brought to Southeast Asia. Do you
think these benefits outweighed the
disadvantages? Why or why not?
652
CHAPTER 21
9. Expository Writing Use varied
media to determine what the United
States’s relationship is today with the
Philippines and how Filipino political
groups view this relationship. Write
an essay based on your findings.
The Height of Imperialism
1. Key terms are in blue. WH: 26A
2. King Mongut (p. 650); King Chulalongkorn (p. 650); Commodore
George Dewey (p. 650); Emilio
Aguinaldo (p. 650)
3. See chapter maps. WH: 12A
4. old: European states set up a few
trading posts; new: European
states wanted direct control of
colonial raw materials and mar-
kets; in the struggle between
nations, the fit—Western imperialists—are victorious WH: 7A–B
5. built railroads, highways, and other
structures, created an entrepreneurial class; answers will vary WH:
7B
6. understood Western institutions;
defend peoples; independence
WH: 25C
7. introduced representative institutions; developed plantation agriculture; high taxes; began modern
economic system; built railroads,
highways; developed export market; resistance movements WH:
7B, 25C, 26C–D
8. Answers will vary. WH: 26C
9. Students will write an essay.
WH: 25H
Social Studies TAKS tested at Grades 10/11:
Obj 5: 8.30A(10), WH25C(10), US24A(11), US24B(11)
TEACH
Analyzing Primary Sources
A Call to Arms
Although students may not recognize it as such, this selection
may be classified as propaganda—information that is presented with the purpose of
persuading people to accept or
believe a particular point of
view. Ask students to identify
some particularly emotional passage from the writing. Then ask
students to create a list of questions that might be used as a
guide to determine whether a
piece of writing is propaganda.
Ask students to bring in an article, speech, or pamphlet that
they consider to be propaganda
and to explain why. L2 ELA:
Gr9/Gr10: 7A
IN 1862, THE VIETNAMESE
emperor granted three
provinces in southern
Vietnam to the French.
In outrage, many patriotic
Vietnamese military
officers and government
officials appealed to their
fellow Vietnamese to rise
up and resist the foreigners. The following lines
were written in 1864.
This is a general procla“
mation addressed to the
scholars and the people. . . .
Our people are now suffering through a period of
anarchy and disorder. . . .
Let us now consider our
French troops battle Vietnamese resistance fighters.
situation with the French
today.
Rather, we should go to the shores of the sea in
We are separated from them by thousands of
search of talented men.
mountains and seas.
Do not envy the scholars who now become provinBy hundreds of differences in our daily customs.
cial or district magistrates [in the French adminisAlthough they were very confident in their copper
tration]. They are decay, garbage, filth, swine.
battleships surmounted by chimneys,
Do not imitate some who hire themselves out to
Although they had a large quantity of steel rifles and
the enemy. They are idiots, fools, lackeys,
lead bullets,
scoundrels.
These things did not prevent the loss of some of
—An Appeal to Vietnamese Citizens
their best generals in these last years, when they
to Resist the French
attacked our frontier in hundreds of battles. . . .
You, officials of the country,
Analyzing Primary Sources
Do not let your resistance to the enemy be blunted
by the peaceful stand of the court,
1. What do the writers of the quoted lines
Do not take the lead from the three subjected
want their fellow Vietnamese to do?
provinces and leave hatred unavenged.
2. What are the writer’s feelings toward
So many years of labor, of energy, of suffering—shall
those who worked with the French
we now abandon all?
administration? How can you tell?
Rather, we should go to the far ends of jungles or to
the high peaks of mountains in search of heroes.
Critical Thinking
This image depicts a battle scene
from the French invasion of
Southeast Asia. Ask students to
decide whether they perceive a
bias toward one side or the other
in the representation. (Students
may note that the Vietnamese forces
appear to be in disarray and in
retreat while the French are fighting
in a well-organized formation.) L1
WH: 20B, 25G
”
653
ANSWERS TO ANALYZING PRIMARY SOURCES
1. The writers want their fellow Vietnamese to resist the
French.
2. The writer despises those who collaborated with the
French. His language reveals his feelings toward the
collaborators. In his proclamation, the author says that
the collaborators are “decay, garbage, filth, swine” and
“idiots, fools, lackeys, scoundrels.”
WORLD HISTORY:
Page 652: 7A–B, 12A, 17B, 19B,
25C, 25H, 26A, 26C–D
Page 653: 7B, 25B–C
653
CHAPTER 21
Social Studies TAKS tested at Grades 10/11:
Section 2, 654–660
Empire Building
in Africa
1 FOCUS
Section Overview
This section describes the effects
imperialism had on the continent of Africa.
BELLRINGER
Skillbuilder Activity
Project transparency and have
students answer questions.
Guide to Reading
Main Ideas
People to Identify
Reading Strategy
• Great Britain, France, Germany,
Belgium, and Portugal placed virtually
all of Africa under European rule.
• Native peoples sought an end to
colonial rule.
Muhammad Ali, David Livingstone, Henry
Stanley, Zulu
Categorizing Information Make a chart
like the one below showing what countries controlled what parts of Africa.
Key Terms
Copyright © by The McGraw-Hill Companies, Inc.
UNIT
4
DAILY FOCUS SKILLS
Empire Building in Africa
1
Family ties and extended
families have always been
important in Africa. How
does the chart explain how
European rule might have
disrupted family life?
2
What can you infer about
the relationship between
the amount of taxes
Africans paid and their
inability to vote?
3
✦1880
1869
Suez Canal
completed
ANSWERS
1. Africans forced to give up many customs around which
family life revolved 2. taxation of Africans probably high
since Africans had no say 3. Africans lost their farms to
Europeans.
What happened to African
farms when Europeans
took control?
Suez Canal, Rhodesia, Union of South
Africa
Controlling Country Part of Africa
West Africa
North Africa
(including Egypt)
1. What new class of Africans developed
in many African nations?
2. What was the relationship between
the Boers and the Zulu?
Preview of Events
✦1860
✦1870
Daily Focus Skills Transparency
21–2
Places to Locate
Preview Questions
annex, indigenous
Available as a blackline master.
Chapter 21 TRANSPARENCY 21-2
Obj 5: WH25C(10), WH26C(10,11), US24B(11)
✦1890
✦1900
1884-1885
Berlin Conference divides
Africa among Europeans
1896
Ethiopia defeats
Italian forces
Central Africa
East Africa
South Africa
✦1910
✦1920
1914
Egypt becomes
British protectorate
Cause
Africans
lost right
to rule
themselves.
Africans
forced to adopt
European customs,
languages, and
ways of life.
EUROPEANS
CONQUERED
AFRICA
Effect
African
farmers lost
their lands to
Europeans.
Voices from the Past
Africans
had to pay
taxes but could
not vote.
Africans
were forced to
work for
Europeans at low
wages.
A southern African king, Lobengula, wrote a letter to Queen Victoria about how he
had been cheated:
Some time ago a party of men came to my country, the principal one appearing to
“
be a man called Rudd. They asked me for a place to dig for gold, and said they would
Guide to Reading
give me certain things for the right to do so. I told them to bring what they could give
and I would show them what I would give. A document was written and presented to
me for signature. I asked what it contained, and was told that in it were my words and
the words of those men. I put my hand to it. About three months afterwards I heard
from other sources that I had given by the document the right to all the minerals of
my country.
Answers to Graphic: West Africa:
Great Britain, France; North Africa
(including Egypt): France, Great
Britain, Italy; Central Africa: Belgium,
France; East Africa: Great Britain,
Portugal, Germany, Belgium; South
Africa: Great Britain
”
King Lobengula,
seated, c. 1880
—The Imperialism Reader, Louis L. Snyder, ed., 1962
Europeans did not hesitate to deceive native Africans in order to get African lands.
Preteaching Vocabulary: Have stu-
West Africa
dents research the word indigenous.
(originating in a specified place or
country; native) L1 ELL : ELA:
Before 1880, Europeans controlled little of the African continent directly. They
were content to let African rulers and merchants represent European interests.
Between 1880 and 1900, however, fed by intense rivalries among themselves,
Great Britain, France, Germany, Belgium, Italy, Spain, and Portugal placed virtually all of Africa under European rule.
Gr9/Gr10: 6E
654
CHAPTER 21
The Height of Imperialism
SECTION RESOURCES
Reproducible Masters
ELA:
Page 654: Gr9/Gr10: 4D, 6A, 7A,
7D, 7F, 8B, 13C; Gr9: 7I; Gr10: 7H
Page 655: Gr9/Gr10: 8B, 19B, 20B
654
• Reproducible Lesson Plan 21–2
• Daily Lecture and Discussion Notes 21–2
• Guided Reading Activity 21–2
• Section Quiz 21–2
• Reading Essentials and Study Guide 21–2
Transparencies
• Daily Focus Skills Transparency 21–2
Multimedia
Interactive Tutor Self-Assessment CD-ROM
ExamView® Pro Testmaker CD-ROM
Presentation Plus! CD-ROM
Social Studies TAKS tested at Grades 10/11:
Obj 5: WG21C(10,11), WH26C(10,11)
CHAPTER 21
Section 2, 654–660
Imperialism in Africa, 1914
2
Algiers
SPANISH
MOROCCO
Atlantic
Ocean
TUNISIA Mediterranean Sea
IFNI MOROCCO
Suez
Canal
Tripoli
TEACH
Cairo
T R O PIC
ALGERIA
O F C A N CE
R
EGYPT
ea
dS
Re
Belgian
Boer
British
French
German
Independent
Italian
Ottoman
Portuguese
Spanish
LIBYA
RIO DE
ORO
FRENCH WEST AFRICA
Khartoum
GAMBIA
PORTUGUESE
GUINEA
SIERRA
LEONE
Monrovia
Ababa
FRENCH
SOMALILAND
BRITISH
10°N
SOMALILAND
ETHIOPIA
ITALIAN
SOMALILAND
Fernando P´oo
RIO MUNI
Príncipe
S`˜ao Tom´e
Annob´on
Imperialism in Africa, 1880
UGANDA
BRITISH
EAST
AFRICA
BELGIAN
CONGO
Mogadishu
Pemba
GERMAN
EAST AFRICA
CABINDA
Aldabra Is.
S
Congo R
.
0
TROPIC OF
CAPRICORN
Indian
Ocean
SOUTHERN
GERMAN
RHODESIA
SOUTHWEST
AFRICA BECHUANALAND
SWAZILAND
BASUTOLAND
Johannesburg
UNION OF
SOUTH AFRICA
N
W
30°W
Cape Town
E
20°W
S
10°W
0°
10°E
20°E
30°E
20°S
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 2
50°E
Did You Know
30°S
1,000 kilometers
0
Bipolar Oblique projection
40°E
Daily Lecture and
Discussion Notes 21–2
1,000 miles
0
1,000 miles
1,000 kilometers
0
50°W
40°W
Bipolar Oblique projection
NORTHERN
RHODESIA
MA
DA
GA
SCA
R
ger
Ni
Atlantic
Ocean
ANGOLA
E
W
R.
10°S
Comoro Is.
M
OZ
AM
BI
QU
E
Nile R
N
.
0°
indian
ocean
Zanzibar
NYASALAND
Lake
Victoria
Lake
Tanganyika
2. Ottomans lost territory to Britain
and Italy; Britain also expanded
into southern Africa; France
expanded into northwest and
central Africa; Boer territory was
incorporated into British-held
Union of South Africa; most
of Africa was under European
control. WH: 11B
ERITREA
ANGLOEGYPTIAN
SUDAN Addis
CAMEROON
TOGO
LIBERIA
FRENCH
EQUATORIAL
AFRICA
NIGERIA
GOLD
COAST
EQUATOR
EQUATOR
Answers:
1. Liberia, Ethiopia
20°N
?
The imperialist Cecil Rhodes established in his
will a scheme to award scholarships at Oxford to men throughout
the English-speaking world. Although Rhodes himself used the
words “white” and “civilized” interchangeably, his will forbade disqualification on the grounds of race, so many nonwhite students
have benefited from the Rhodes Scholarship. In 1976 the program
was expanded to include women.
60°E
I.
West Africa (pages 654–656)
A. Europeans did not hesitate to deceive Africans in order to get their land and natural
resources.
West Africa had been particularly affected by the
slave trade, but that had begun to decline by 1800. By
1808, both Great Britain and the United States had
declared the slave trade illegal. Other European
countries eventually followed suit. Slavery was abolished in the United States in 1865 and in Cuba and
Brazil within the next 25 years. By the 1890s, slavery
had been abolished in all major countries of the
world.
As slavery declined, Europe’s interest in other
forms of trade increased. Europeans sold textiles and
other manufactured goods in exchange for such West
African natural resources as peanuts, timber, hides,
and palm oil. Encouraged by this growing trade,
European governments began to push for a more
permanent presence along the coast. Early in the
nineteenth century, the British set up settlements
along the Gold Coast and in Sierra Leone.
B. Because of rivalries among themselves, Great Britain, France, Germany, Belgium, and
Portugal placed almost all of Africa under European rule between 1880 and 1890.
More so in Africa than in Asia, European countries
competed against each other in their attempts to colonize
new territories.
C. West Africa was particularly affected by the slave trade, but trafficking in slaves had
declined after it was declared illegal by both Great Britain and the United States by
1808. By the 1890s slavery was abolished in all the major countries of the world.
D. As slavery declined, Europe’s interest in other forms of trade increased—for example,
trading manufactured goods for peanuts, timber, hides, and palm oil. In the early nineteenth century, the British established settlements along the Gold Coast and in Sierra
Leone. The growing European presence caused increasing tensions with African governments, who feared for their independence.
1. Interpreting Maps Identify the two independent countries in Africa in 1914.
2. Applying Geography Skills Describe the changes that
occurred in Africa from 1880 to 1914 for the Ottoman
Empire, France, Britain, and the Boers.
E In 1874 Great Britain annexed (incorporate a country within a state) the west coastal
Guided Reading Activity 21–2
Name
Date
Class
Guided Reading Activity 21-2
The growing European presence in West Africa led
to increasing tensions with African governments in
the area. For a long time, most African states were
able to maintain their independence. However, in
1874, Great Britain stepped in and annexed (incorporated a country within a state) the west coastal states
as the first British colony of Gold Coast. At about the
same time, Britain established a protectorate over
Empire Building in Africa
DIRECTIONS: Answer the following questions as you read Section 2.
1. Which five European countries placed virtually all of Africa under European control
between 1880 and 1900?
2. What reforms did Muhammad Ali introduce during a 30 year reign in Egypt?
3. What did Great Britain believe concerning the Suez Canal?
4. In 1879, France established control over what North African country?
5. What humiliation did Italy suffer in North Africa in 1896?
6. State the famous words of Henry Stanley upon discovering David Livingstone in
Central Africa.
CHAPTER 21
The Height of Imperialism
655
7. By what means did King Leopold II of Belgium, colonize Central Africa?
8. What part did African delegates play in the Berlin Conference as their continent was
b i
d
b E
?
CRITICAL THINKING ACTIVITY
Drawing Conclusions The resistance to colonial rule points out the inherent contradictions in
colonial policy. In a class discussion, ask students to consider the expected and unintended effects
of colonial policies. Under education, for example, an expected result was suppression of traditional culture and values. An unintended result was pride in tradition and resentment of colonial
disrespect. Conclude the discussion by pointing out to students that the Europeans’ attempts to
insure their own dominance, power, and control, as well as their lavish lifestyle, sowed the seeds
for their own downfall. L2 WH: 5B
Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities
in the TCR.
WORLD HISTORY:
PAGE 654: 1C, 7A–B, 25C, 26A,
26C–D
Page 655: 7A–B, 11B, 26C
655
CHAPTER 21
Social Studies TAKS tested at Grades 10/11:
Section 2, 654–660
Obj 2: WH12B(10), WG1A(10,11); Obj 5: WG8B(10,11)
warring groups in Nigeria. By 1900, France had
added the huge area of French West Africa to its
colonial empire. This left France in control of the
largest part of West Africa. In addition, Germany
controlled Togo, Cameroon, German Southwest
Africa, and German East Africa.
Answer: Slavery was gradually abolished in all major countries.
Reading Check Explaining Why did the slave trade
decline in the 1800s?
Answer: Because the Suez Canal
linked the Red Sea and the Mediterranean, Britain considered it the “lifeline to India.”
North Africa
Egypt had been part of the Ottoman Empire, but
as Ottoman rule declined, the Egyptians sought their
independence. In 1805, an officer of the Ottoman
army named Muhammad Ali seized power and
established a separate Egyptian state.
During the next 30 years, Muhammad Ali introduced a series of reforms to bring Egypt into the
modern world. He modernized the army, set up a
public school system, and helped create small industries in refined sugar, textiles, munitions, and ships.
The growing economic importance of the Nile Valley in Egypt, along with the development of steam-
Critical Thinking
Ask students to conduct outside
research and report on French
colonies in North Africa. What
problems did the French
encounter in maintaining control
over these colonies during the
mid twentieth century? L1 WH:
7B; ELA: Gr9/Gr10: 13B
General Gordon’s Last Stand by George William Joy
Charting Activity
Divide the class into groups and
ask each group to create a chart
listing reasons why Africa was
important to the European countries. Have groups share their
charts with the class. (to exploit
the continent’s resources for their
own purposes, to control trade to
their own advantage, to enhance
national prestige by increasing overseas possessions, and to establish
Christian missions) L1 ELL WH: 5A
Writing Activity
Have students research and
write a brief essay describing
how advances in medicine,
travel, and communications
increased the pace of nineteenthcentury imperialism. L2 WH: 5B,
23A
ships, gave Europeans the
desire to build a canal east
of Cairo to connect the
Mediterranean and Red
Seas. In 1854, a French
entrepreneur, Ferdinand
de Lesseps, signed a contract to begin building the
Suez Canal. The canal was
completed in 1869.
The British took an
active interest in Egypt Ferdinand de Lesseps
after the Suez Canal was opened. Believing that the
canal was its “lifeline to India,” Great Britain sought
as much control as possible over the canal area. In
1875, Britain bought Egypt’s share in the Suez Canal.
When an Egyptian army revolt against foreign influence broke out in 1881, Britain suppressed the revolt.
Egypt became a British protectorate in 1914.
The British believed that they should also control
the Sudan, south of Egypt, to protect their interests in
Egypt and the Suez Canal. In 1881, Muslim cleric
Muhammad Ahmad, known as the Mahdi (“the
rightly guided one,” in Arabic), launched a revolt
that brought much of the Sudan under his control.
Britain sent a military force under General
Charles Gordon to restore Egyptian authority over
the Sudan. However, Gordon’s army was wiped
out at Khartoum in 1885 by Muhammad Ahmad’s
troops. Gordon himself died in the battle. Not until
1898 were British troops able to seize the Sudan.
The French also had colonies in North Africa.
In 1879, after about 150,000 French people had
settled in the region of Algeria, the French government established control there. Two years
later, France imposed a protectorate on neighboring Tunisia. In 1912, France established a protectorate over much of Morocco.
Italy joined in the competition for colonies in
North Africa by attempting to take over Ethiopia,
but Italian forces were defeated by Ethiopia in
1896. Italy now was the only European state
defeated by an African state. This humiliating loss
led Italy to try again in 1911. Italy invaded and
seized Turkish Tripoli, which it renamed Libya.
Reading Check Explaining Great Britain was
determined to have complete control of the Suez Canal. Why?
Central Africa
Territories in Central Africa were also added to
the list of European colonies. Explorers aroused
656
CHAPTER 21
The Height of Imperialism
COOPERATIVE
LEARNING
ACTIVITY
EXTENDING
THE CONTENT
ELA:
Page 656: Gr9/Gr10: 8B, 10B
Page 657: Gr9/Gr10: 7E, 8B, 10B
656
Staging a Debate Divide the class into small groups and have some groups research the development, history, and ownership of the Suez Canal. Groups should prepare a map of the Eastern
Hemisphere, using the Suez Canal as the central focus of the map. Students should provide statistical information to support their analysis of the effects of physical and human geographic factors on
the effects of the opening of the Suez Canal on world trade patterns. Other groups should prepare
similar reports on the Panama Canal. When the groups have finished their work, organize a class
debate over the question of which canal is more important in terms of worldwide economy and
strategic location. L2 WH: 5B, 12B, 24B; ELA: Gr9/Gr10: 13B
Social Studies TAKS tested at Grades 10/11:
popular interest in the dense tropical jungles of Central Africa. David Livingstone, as we have seen, was
one such explorer. He arrived in Africa in 1841. For 30
years he trekked through unchartered regions. He
spent much of his time exploring the interior of the
continent.
When Livingstone disappeared for a while, the
New York Herald hired a young journalist, Henry
Stanley, to find him. Stanley did, on the eastern shore
of Lake Tanganyika, and greeted the explorer with
the now famous words, “Dr. Livingstone, I presume.”
After Livingstone’s death in 1873, Stanley
remained in Africa to carry on the great explorer’s
work. Unlike Livingstone, however, Stanley had a
strong dislike of Africa. He once said, “I detest the
land most heartily.”
In the 1870s, Stanley explored the Congo River in
Central Africa and sailed down it to the Atlantic
Ocean. Soon, he was encouraging the British to send
settlers to the Congo River basin. When Britain
refused, he turned to King Leopold II of Belgium.
King Leopold II was the real driving force behind
the colonization of Central Africa. He rushed enthusiastically into the pursuit of an empire in Africa. “To
open to civilization,” he said, “the only part of our
globe where it has not yet penetrated, to pierce the
Obj 2: WH23A(10, 11); Obj 5: WH25C(10), US24B(11)
darkness which envelops whole populations, is a
crusade, if I may say so, a crusade worthy of this century of progress.” Profit, however, was equally
important to Leopold. In 1876, he hired Henry Stanley to set up Belgian settlements in the Congo.
Leopold’s claim to the vast territories of the Congo
aroused widespread concern among other European
states. France, in particular, rushed to plant its flag in
the heart of Africa. Leopold ended up with the territories around the Congo River. France occupied the
areas farther north.
CHAPTER 21
Section 2, 654–660
Answer: By putting Belgian settlements in the Congo, he aroused
widespread concern among other
European states, and France rushed
in to stake its claims in central Africa.
Reading Check Examining What effect did King
Leopold II of Belgium have on European colonization of the
Congo River basin?
East Africa
By 1885, Britain and Germany had become the
chief rivals in East Africa. Germany came late to the
ranks of the imperialist powers. At first, the German
chancellor Otto von Bismarck had downplayed the
importance of colonies. As more and more Germans
called for a German empire, however, Bismarck
became a convert to colonialism. As he expressed it,
“All this colonial business is a sham, but we need it
for the elections.”
Answers:
1. Students will identify fears that
inhibit exploration and research.
2. Answers will vary depending on the
answers to the previous question.
Who?What?Where?When?
Malaria People who have contracted
malaria sometimes suffer relapses
after their first infection. Malaria is
still a common disease in Africa, Central America, and Southeast Asia.
The Role of Quinine
Before 1850, the fear of disease was a major factor
in keeping Europeans from moving into Africa. Especially frightening was malaria, an often fatal disease
spread by parasites. Malaria is especially devastating in
tropical and subtropical regions, which offer good conditions for breeding the mosquitoes that carry and
spread the malaria parasites.
By 1850, European doctors had learned how to treat
malaria with quinine, a drug that greatly reduced the
death rate from the disease. Quinine is a bitter drug
obtained from the bark of the cinchona tree, which is
native to the slopes of the Andes in South America. The
Indians of Peru were the first people to use the bark of
the cinchona tree to treat malaria.
The Dutch took the cinchona tree and began to grow
it in the East Indies. The East Indies eventually became
the chief source of quinine. With the use of quinine and
other medicines, Europeans felt more secure about
moving into Africa.
By the beginning of the twentieth century, more than 90 percent of African lands were under
the control of the European powers. A drug found in the bark of
Latin American trees, which were
then grown in Asia, had been
used by Europeans to make possible their conquest of Africa.
Who?What?Where?When?
David Livingstone Although remembered primarily for his explorations
and humanitarian work, David Livingstone worked to bring Africa into the
world community of nations. His
body is buried in Westminster Abbey,
but he gave instructions that his heart
was to remain in Africa. It is buried in
Blantyre, Malawi, a city named after
his birthplace in Scotland.
The bark from cinchona trees dries in the sun.
Fear of disease kept Europeans from moving into
Africa. Once quinine was discovered, Europeans
felt safer about Africa.
1. What fears do we have today that prevent or
inhibit exploration or research?
2. What technological advances would be
required to overcome those fears?
CHAPTER
CHAPTER
CHAPTER
5 5Rome
Rome
21and and
the
TheRise
the
Height
Rise
of Christianity
of Imperialism
Christianity
657 657
INTERDISCIPLINARY CONNECTIONS ACTIVITY
Government and Economics Nowhere were the excesses of colonialism more evident than in
Africa. Leopold, in spite of his claims of bringing civilization, exemplifies the worst treatment of
the African natives. He enslaved the Congolese people to work on his plantations, had forests cut
down to build rubber plantations, and had elephant herds slaughtered for ivory. In twenty years of
brutal rule, Leopold “The Civilizer” stripped the Congo of its culture, its people, and its resources.
Ask students to research the situation in the Democratic Republic of the Congo (formerly Zaire)
today. What problems does this country face today? Are these current problems an outgrowth of
Leopold’s colonial legacy? Why or why not? L2 WH: 5B; ELA: Gr9/Gr10: 13B
WORLD HISTORY:
Page 656: 7A–B, 12B, 15B, 19B
Page 657: 7A–B, 23A, 25C
657
CHAPTER 21
Section 2, 654–660
In addition to its West African holdings, Germany
tried to develop colonies in East Africa. Most of East
Africa had not yet been claimed by any other power.
However, the British were also interested in the area
because control of East Africa would connect the
British Empire in Africa from South Africa to Egypt.
Portugal and Belgium also claimed parts of East
Africa.
To settle conflicting claims, the Berlin Conference
met in 1884 and 1885. The conference officially recognized both British and German claims for territory in
East Africa. Portugal received a clear claim on
Mozambique. No African delegates were present at
this conference.
Answer: Conflicting claims over East
Africa were settled without African
delegates present.
Geography Have students use
maps in this chapter or in the Reference Atlas to measure the distance
involved in Cecil Rhodes’s “Cape to
Cairo” railroad. What terrain would
this railroad have to go through? L2
Reading Check Evaluating What was significant
about the Berlin Conference?
South Africa
Nowhere in Africa did the European presence
grow more rapidly than in the south. By 1865, the
WH: 12C
total white population of the area had risen to nearly
two hundred thousand people.
The Boers, or Afrikaners—as the descendants of
the original Dutch settlers were called—had occupied
Cape Town and surrounding areas in South Africa
since the seventeenth century. During the Napoleonic
Wars, however, the British seized these lands from the
Dutch. Afterward, the British encouraged settlers to
come to what they called Cape Colony.
In the 1830s, disgusted with British rule, the Boers
fled northward on the Great Trek to the region
between the Orange and Vaal (VAHL) Rivers and to
the region north of the Vaal River. In these areas, the
Boers formed two independent republics—the
Orange Free State and the Transvaal (later called the
South African Republic). The Boers, who believed
white superiority was ordained by God, put many of
the indigenous (native to a region) peoples in these
areas on reservations.
The Boers had frequently battled the indigenous
Zulu people. In the early nineteenth century, the
Who?What?Where?When?
The Zulu The Zulu army that
defeated the British at the Battle of
Isandhlwana in 1879 included a regiment of men in their sixties. Zulu regiments were divided by age, and each
regiment lived in a separate village in
peacetime.
“
Who Benefited from
the New Imperialism?
Enrich
Europeans justified colonization
of Africa and Asia in many
ways. Native peoples viewed
the takeover of their lands
differently. Rudyard Kipling
and Edward Morel were
British journalists who
held opposing viewpoints about
imperialism.
The imperialists, with their
desire to colonize and control
Africa, often clashed with the
diverse indigenous groups.
Have students research some
of the original inhabitants of
Africa and their relations with
the imperialists and report to
the class on their findings. This
exercise may be done in small
groups. L2 WH: 5B; ELA: Gr9/Gr10:
13B
658
CHAPTER 21
Take up the White Man’s burden—
Send forth the best ye breed—
Go bind your sons to exile
To serve your captives’ needs;
To wait in heavy harness,
On fluttered folk and wild—
Your new-caught sullen peoples,
Half-devil and half-child. . . .
Take up the White Man’s burden—
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?’
”
—Rudyard Kipling, 1899
The White Man’s Burden
“
It is [the Africans] who carry the ‘Black man’s
burden. . . . ’ In hewing out for himself a fixed
abode in Africa, the white man has massacred the
African in heaps. . . .
The Height of Imperialism
EXTENDING THE CONTENT
ELA:
Page 658: Gr9/Gr10: 8B, 10B
Page 659: Gr9/Gr10: 7E, 8B, 10B
658
African Civilization It is important that students realize that there was already an established
civilization in southern Africa before the arrival of the Europeans. Great city-states, such as Great
Zimbabwe, existed and had established trade routes, built elaborate cities with administrative
centers, mined precious minerals, and had distinctive cultures and traditions. For many years,
white explorers and historians refused to accept evidence of these civilizations and made up
fantastic stories of lost white civilizations to explain away the advanced artifacts. Edgar Rice
Burroughs’s “Tarzan” stories grew out of this tradition. WH: 6A
CHAPTER 21
Zulu, under a talented ruler named Shaka, had
carved out their own empire. After Shaka’s death, the
Zulu remained powerful. Finally, in the late 1800s,
the British became involved in conflicts with the
Zulu, and the Zulu were defeated.
In the 1880s, British policy in South Africa was
influenced by Cecil Rhodes. Rhodes had founded
diamond and gold companies that had made him a
fortune. He gained control of a territory north of the
Transvaal, which he named Rhodesia after himself.
Rhodes was a great champion of British expansion. He said once, “I think what [God] would like
me to do is to paint as much of Africa British red as
possible.” One of Rhodes’s goals was to create a
series of British colonies “from the Cape to Cairo”—
all linked by a railroad.
Rhodes’s ambitions eventually led to his downfall
in 1896. The British government forced him to resign
as prime minister of Cape Colony after discovering
that he planned to overthrow the Boer government of
the South African Republic without his government’s
What the partial occupation of his soil by the
white man has failed do; . . . what the [machine
gun] and the rifle, the slave gang, labour in the
bowels of the earth and the lash, have failed to
do; what imported measles, smallpox and
syphilis have failed to do; whatever the overseas
slave trade failed to do; the power of modern
capitalistic exploitation, assisted by modern
engines of destruction, may yet succeed in
accomplishing. . . .
Thus the African is really helpless against the
material gods of the white man, as embodied in
the trinity of imperialism, capitalistic exploitation,
and militarism.
”
—Edward Morel, 1903
The Black Man’s Burden
1. What was the impact of imperialism on the
colonized territories in Africa, according to Morel?
2. Quote lines in Rudyard Kipling’s poem that reflect
his view of colonized peoples. What values did
Kipling assume his readers shared with him?
Section 2, 654–660
approval. The British action was too late to avoid a
war between the British and the Boers, however.
This war, called the Boer War, dragged on from
1899 to 1902. Fierce guerrilla resistance by the Boers
angered the British. They responded by burning
crops and herding about 120,000 Boer women and
children into detention camps, where lack of food
caused some 20,000 deaths. Eventually, the vastly
larger British army won.
In 1910, the British created an independent Union
of South Africa, which combined the old Cape
Colony and the Boer republics. The new state would
be a self-governing nation within the British Empire.
To appease the Boers, the British agreed that only
whites, with a few propertied Africans, would vote.
Answers:
1. The impact was negative: Africans
died from guns and disease; were
forced into slave labor.
2. Answers will vary. He assumed
readers believed in the superiority
of European culture.
Reading Check Describing What happened to the
Boers at the end of the Boer War?
Answer: Their lands were combined
with Cape Colony to form the Union
of South Africa, a self-governing
nation within the British Empire. To
appease the Boers, the British agreed
that only whites could vote.
Colonial Rule in Africa
By 1914, Great Britain, France, Germany, Belgium,
Italy, Spain, and Portugal had divided up Africa.
Only Liberia, which had been created as a homeland
for freed United States slaves, and Ethiopia remained
free states. Native peoples who dared to resist were
simply devastated by the superior military force of
the Europeans.
As was true in Southeast Asia, most European
governments ruled their new territories in Africa
with the least effort and expense possible. Indirect
rule meant relying on existing political elites and
institutions. The British especially followed this
approach. At first, in some areas, the British simply
asked a local ruler to accept British authority and to
fly the British flag over official buildings.
The concept of indirect rule was introduced in
the Islamic state of Sokoto, in northern Nigeria,
beginning in 1903. This system of indirect rule in
Sokoto had one good feature: it did not disrupt local
customs and institutions. However, it did have
some unfortunate consequences.
The system was basically a fraud because British
administrators made all major decisions. The native
authorities served chiefly to enforce those decisions.
Another problem was that indirect rule kept the old
African elite in power. Such a policy provided few
opportunities for ambitious and talented young
Africans from outside the old elite. In this way British
indirect rule sowed the seeds for class and tribal tensions, which erupted after independence came in the
twentieth century.
CHAPTER 21
The Height of Imperialism
3
ASSESS
Assign Section 2 Assessment as
homework or as an in-class
activity.
Have students use Interactive
Tutor Self-Assessment CD-ROM.
Section Quiz 21–2
Name Date Class ✔
Chapter 21
Score
Section Quiz 21-2
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (10 points each)
Column A
Column B
1. shortcut between Europe and Asia
A. Muhammad Ali
2. Scottish explorer, missionary and doctor
3. nineteenth century Egyptian ruler
B. David
Livingstone
4. Dutch settlers in South Africa
C. Afrikaners
5. incorporate a country within another state
D. annex
E. Suez Canal
DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best
completes the statement or answers the question. (10 points each)
6. All of the following powers had colonies in West Africa by 1900 EXCEPT
659
INTERDISCIPLINARY CONNECTIONS ACTIVITY
Technology Shaka Zulu, called “The Napoleon of Africa,” rose from being an obscure tribal chief
to building one of the greatest empires ever seen in southern Africa. He accomplished this primarily by exerting great discipline over his army and with two technical innovations. Shaka Zulu gave
his soldiers large shields which fitted together to protect soldiers from flying spears. Soldiers carried
just one stabbing spear (assagai) instead of a number of long-handled throwing spears so they
could run fast and tackle the enemy in hand-to-hand combat. Shaka Zulu’s disciplined army surprised the British with its fierce resistance to superior British military resources. Ask students to
research the Zulu’s military technology. How does their technology compare to that used by other
great armies discussed in previous chapters? How did the British finally defeat the Zulu? WH: 6A
WORLD HISTORY:
Page 658: 7A–B, 18C, 25B, 25E
Page 659: 7A–B, 15B, 18C, 25C
659
CHAPTER 21
Social Studies TAKS tested at Grades 10/11:
Section 2, 654–660
Most other European nations governed their
African possessions through a form of direct rule.
This was true in the French colonies. At the top was a
French official, usually known as a governor-general.
He was appointed from Paris and governed with the
aid of a bureaucracy in the capital city of the colony.
The French ideal was to assimilate African subjects
into French culture rather than preserve native traditions. Africans were eligible to run for office and even
serve in the French National Assembly in Paris. A
few were appointed to high positions in the colonial
administration.
Answer: The French wanted to
assimilate their African subjects into
the French culture. The British used
indirect rule, ruling through existing
political elites and institutions.
Reading Check Comparing How did the French system of colonial rule differ from that of Great Britain?
Answer: Westerners exalted democracy, equality, and political freedom,
but they did not apply these values
in the colonies.
Rise of African Nationalism
As in Southeast Asia, a new class of leaders
emerged in Africa by the beginning of the twentieth
century. Educated in colonial schools or in Western
nations, they were the first generation of Africans to
know a great deal about the West.
On the one hand, the members of this new class
admired Western culture and sometimes disliked the
ways of their own countries. They were eager to
introduce Western ideas and institutions into their
own societies.
On the other hand, many came to resent the foreigners and their arrogant contempt for African peoples. These intellectuals recognized the gap between
theory and practice in colonial policy. Westerners had
exalted democracy, equality, and political freedom
but did not apply these values in the colonies.
Reading Essentials and
Study Guide 21–2
Name
Date
Class
Reading Essentials and Study Guide
Chapter 21, Section 2
For use with textbook pages 654–660
EMPIRE BUILDING IN AFRICA
KEY TERMS
annex
to incorporate a country within a state (page 655)
indigenous
native to a region (page 658)
DRAWING FROM EXPERIENCEII
Has anyone ever told you that your traditions and customs were wrong? How would
this make you feel?
In the last section, you read about imperialism in Southeast Asia. In this section, you
will learn about imperialism in Africa. Most colonial powers did not respect the local
customs and traditions of the countries they controlled.
Reteaching Activity
Ask students to identify the role
each of the following played in
the imperialist expansion in
Africa: Stanley and Livingstone,
Suez Canal, Leopold II, Afrikaners, palm oil, Liberia. L2
4
Have students summarize the
effects of imperialism on Africa.
What benefits and hardships did
colonization bring to the continent? Have students explain the
political, economic, cultural, and
technological influences of
expansion on both Europeans
and non-Europeans. L1 WH: 5B, 7B
ELA:
Page 660: Gr9/Gr10: 1A–B, 4A–B,
4D, 4F, 6A, 7B–D, 7H, 8B, 10A–B,
19B, 20B; Gr9: 7I; Gr10: 7H
Page 661: Gr9/Gr10: 8B, 13B, 19B,
20B
660
Checking for Understanding
1. Define annex, indigenous.
2. Identify Muhammad Ali, David Livingstone, Henry Stanley, Zulu.
CLOSE
Obj 5: WH25C(10), US24B(11)
3. Locate Suez Canal, Rhodesia, Union of
South Africa.
4. Explain why the British were interested
in East Africa. What other countries
claimed parts of East Africa?
There were few democratic institutions. Native
peoples could have only low-paying jobs in the colonial bureaucracy. To many Africans, colonialism had
meant the loss of their farmlands or employment on
plantations or in factories run by foreigners.
Middle-class Africans did not suffer as much as
poor African peasant plantation workers. However,
members of the middle class also had complaints.
They usually qualified only for menial jobs in the
government or business. Even then, their salaries
were lower than those of Europeans in similar jobs.
Europeans expressed their superiority over
Africans in other ways. Segregated clubs, schools,
and churches were set up as more European officials
brought their wives and began to raise families.
Europeans also had a habit of addressing Africans by
their first names or calling an adult male “boy.”
Such conditions led many members of the new
urban educated class to feel great confusion toward
their colonial masters and the civilization the
colonists represented. The educated Africans were
willing to admit the superiority of many aspects of
Western culture. However, these intellectuals fiercely
hated colonial rule and were determined to assert
their own nationality and cultural destiny. Out of this
mixture of hopes and resentments emerged the first
stirrings of modern nationalism in Africa.
During the first quarter of the twentieth century,
resentment turned to action. Across Africa, native
peoples began to organize political parties and movements seeking the end of foreign rule.
Reading Check Evaluating Why were many African
intellectuals frustrated by colonial policy?
Critical Thinking
Analyzing Visuals
6. Drawing Conclusions What can you
conclude from the fact that African delegates were not included in the Berlin
Conference of 1884?
8. Examine the painting on page 656.
What was the painter trying to say
about the hostilities between the British
and the people of the Sudan? If forced
to choose, whom would you support in
this confrontation?
7. Organizing Information Using a chart
like the one below, identify key figures
of African resistance to colonial rule.
Leader
Country
opposed
Dates of
resistance
5. List the ways in which the French system of direct rule included Africans.
660
CHAPTER 21
9. Expository Writing Research the
importance of the Suez Canal today.
Write a paper comparing the presentday significance of the canal to its
historical significance.
The Height of Imperialism
5. Africans could run for public office
1. Key terms are in blue. WH: 26A
and even serve in the National
2. Muhammad Ali (p. 656); David LivAssembly in Paris. WH: 15B
ingstone (p. 657); Henry Stanley
6. Answers may include that no one
(p. 657); Zulu (p. 658)
wanted to hear what they thought
3. See chapter maps. WH: 12A
of European plans for their conti4. Acquiring East Africa would connent. WH: 7B, 25C
nect the British Empire in Africa
7. Muhammad Ahmad (Sudan):
from South Africa to Egypt; GerBritain:1881–1898; Shaka (Zulu):
many WH: 7A
Boers: early nineteenth century
WH: 26C–D
8. The British were not intimidated,
even when they appear to be outnumbered and unarmed, compared to the Sudanese. WH: 26C
9. Students will compare past and
present significance of the Suez
Canal. ELA: Gr9/Gr10: 1A–B,
4A–B, 4F
Social Studies TAKS tested at Grades 10/11:
Obj 5: 8.30A(10), WH25C(10), US24A(11), US24B(11)
TEACH
Evaluating a Web Site It is as
Evaluating a Web Site
Visit the Web site about Mohandas Gandhi
at http://www.mkgandhi.org featured on this page.
Then, answer the following questions.
important to evaluate Web sites
as it is to evaluate print sources.
Students should corroborate the
information found on a Web site
with the information found on at
least one other site. As with print
sources, students should identify
the author or sponsor of a Web
site to help evaluate the purpose
and accuracy of the information
posted. Remind students to
check whether university Web
sites are authored by a professor
or by students since this could
affect the accuracy of the information posted.
Learning the Skill
1 Who is the author or sponsor of the Web site?
To evaluate a Web site, ask yourself the
following questions:
2 What information does the home page link
you to? Are the links appropriate to the topic?
Additional Practice
• Where does the site originate? If it is a university, a well-known organization or agency, or a
respected publication, then the information is
likely to be trustworthy.
3 What sources were used for the information
contained on the site? When was it last
updated?
Why Learn This Skill?
Your little sister has developed a strange rash
on her back, so you decide to check the Internet to
see whether or not it might be chicken pox and
how the rash should be treated. When you look
for a Web site, however, you find dozens, and they
are all giving different advice. How do you determine which site is giving the most accurate and
up-to-date information?
The Internet has become a valuable research
tool. It is convenient to use and contains plentiful
information. Unfortunately, some Web site information is not necessarily correct or reliable.
When using the Internet as a research tool, the
user must distinguish between quality information and inaccurate or incomplete information.
• Are the facts on the site documented? Where
did this information originally come from? Is
the author clearly identified?
• Are the links to other parts of the site appropriate? Do they take you to information that helps
you learn more about the subject?
• Is more than one source used for background
information within the site? If so, does the site
contain a bibliography?
• Is the information easy to access? Is it properly
labeled?
• Is the design appealing?
Practicing the Skill
Skills Reinforcement
Activity 21
Name
✎
4 Does the site explore the topic in-depth? Why
or why not?
Date
Class
Skills Reinforcement Activity 21
Evaluating a Web Site
The Internet is a wonderful research tool,
but all the information you find there isn’t
necessarily accurate or reliable. To evaluate
a Web site, consider how well the facts presented are documented and the sources
5 Are there links to other useful sources and are
they up-to-date?
used for background information. Ask
yourself whether the links are up-to-date
and look for the credentials of the site
author. Also consider the site design and
the ease of accessing information.
DIRECTIONS: Visit the web site listed below, and search the site for information on the
Indian author Rabindranath Tagore. Then answer the questions below in the space provided.
6 Is the design of the site appealing? Why or
why not? When was Gandhi born? How easy
or difficult was it to locate this information?
http://www.nobel.se/
1. Who is the author or sponsor of this site? What does this tell you about the reliability
of the site?
Applying the Skill
• When was the last time the site was updated?
• Does the site explore the topic in-depth?
• Does the site contain links to other useful and
up-to-date resources? Although many legitimate sites have products to sell, some sites are
more interested in sales than in providing accurate information.
Comparing Web Sites Locate two other Web sites
that provide information about Mohandas Gandhi.
Evaluate each one for accuracy and usefulness, and
then compare them to the site featured above
(http://www.mkgandhi.org).
CD-ROM
Glencoe Skillbuilder
Interactive Workbook
CD-ROM, Level 2
661
This interactive CD-ROM reinforces
student mastery of essential social
studies skills.
ANSWERS TO PRACTICING THE SKILL
1. The sponsors of the Web site are the supporters of
Mohandas Gandhi.
2. The home page links to works by and about Gandhi, a
time line of his life, images of Gandhi, and links to
other useful sources.
3. The “About Us” feature explains the sources and contains the date of the last update.
4. The site has extensive written and multimedia material
both by and about Gandhi.
5. By clicking on “On Gandhi” you get to “Other Links.”
These have summaries that describe the resource.
6. It is very visual, with pictures of Gandhi, as well as
audio and video clips and an interactive time line.
Applying the Skill: Answers will vary depending on the
Web sites students locate.
WORLD HISTORY:
Page 660: 7A–B, 15B, 25C, 25H,
26A, 26C–D
Page 661: 25C, 25F
661
SPECIAL
REPORT
SPECIAL REPORT SUMMARY
David Livingstone was both an
explorer and a missionary who was
the first European to explore extensive
regions of Africa. His detailed notes
and reports were used to revise maps
of the African continent.
■
Livingstone’s primary goal was to
find a navigable river that would
open the center of Africa to European
commerce.
■
Livingstone was the first European to
travel to the mouth of the Zambezi
River and named Victoria Falls after
the British queen.
■
Henry Stanley was sent by a newspaper to find Livingstone in Africa, and
when Stanley finally found him near
Lake Tanganyika, Livingstone was near
death. Stanley traveled with Livingstone for five months, exploring Lake
Tanganyika.
stanley and livingstone
In afric a
More than three years had passed with no word from
M
Dr. David Livingstone. The renowned Scottish missionary and explorer had left Britain in August 1865, bound
for East Africa, where the Royal Geographical Society
had asked him, among other things, to try to determine
the source of the Nile River. The explorer Richard Burton favored Lake Tanganyika while the late John Hanning Speke had been certain the Nile arose in Lake
Victoria. The 52-year-old Livingstone had arrived at the
island of Zanzibar in January 1866. He and his party of
about 60 men were taken to the mainland some six
weeks later and were known to have headed into the
1
reached the coast.
TEACH
In October 1869, James Gordon
Bennett, son of the publisher of the
New York Herald, met with reporter
Henry M. Stanley in the Grand Hotel
in Paris. “Go and find him wherever
you may hear that he is and get what
news you can of him,” Bennett told
Stanley. “And perhaps the old man
may be in want; take enough with you
to help him should he require it. Of
course, you will act according to your
own plans, and do what you think
best—but find Livingstone!”
The man Stanley was supposed to
find was known and admired both for
his achievements as an explorer and
for his dedicated efforts to end the
slave trade. Since going out to Africa
in 1841 as a 27-year-old medical
Points to Discuss
After students have read this
selection, discuss the following:
What two very different concepts motivated Livingstone to
travel to Africa? (He wanted to
find a navigable river that would
open the center of Africa to European commerce, and he wanted to
end the slave trade.) What medical
problems did Livingstone
encounter during his first years
in Africa? (He suffered from
malaria and lost the use of his left
arm from a lion attack.) How did
Livingstone differ from other
European explorers to Africa?
662
CHAPTER 21
Teacher’s Notes
662
interior. Months later, the first rumors of his death
missionary, David Livingstone had
covered thousands of miles of territory previously unexplored by Europeans. Sometimes he traveled by
canoe or on the back of an ox, but
mostly he went on foot. In the early
years he traveled with his wife, Mary,
and their young children.
Though he suffered from malaria
and had lost the use of his left arm
after being attacked by a wounded
lion, Livingstone remained determined. He made detailed notes and
reports, which he sent to London
whenever he could. The information
he sent was used to revise the maps of
Africa.
All the exploration that Livingstone did in the mid-1850s had one
The Height of Imperialism
goal: to find a navigable river that
would open the center of Africa to
legitimate European commerce and
to Christianity. In so doing, Livingstone hoped to drive out the slave
trade, an evil that he called “this open
sore of the world.”
In the spring of 1852, Livingstone
sent his family back to England.
Then, starting from Cape Town,
South Africa, he trekked north to the
Upper Zambezi and then west to
Luanda on the Atlantic coast (in present-day Angola). After a brief rest,
he headed to Quelimane on the east
coast (now in Mozambique). The trip
of some 4,300 miles (6,919 km) finally
ended in May 1856. Livingstone traveled with a small party of 25 or so
SPECIAL REPORT
3
Africans. In contrast to other European expedition leaders, the missionary
regarded the men not as his servants
but as his friends. His loyalty to them
was returned manyfold.
The expedition traveled light,
although Livingstone always carried
his navigational instruments, a Bible, a nautical
almanac, and his journal.
He also carried a magic
lantern (an early slide
projector) and slides, so
he could tell Bible stories
to any who would listen. On the
second half of the journey, from 2
the interior to the mouth of the
Zambezi River, Livingstone became
the first European to see the spectacular waterfall the Africans called “Mosioa-tunya” (the smoke that thunders).
Livingstone named it Victoria Falls,
after the British queen.
When the missionary got back to
Britain in late 1856, he found that
word of his explorations and discoveries had preceded him. He was now
famous. The following year
Livingstone turned his journals into a book—Missionary
Travels and Researches in South
Africa—which quickly became
a best-seller. In his book and
at every public opportunity
he could find, he raised the
issue of the slave trade. He
condemned those who tolerated it and profited by it.
When he sailed back to Africa in
the spring of 1858, Dr. Livingstone
was the newly appointed British ConCHAPTER 21
1 Tipping his pith helmet, Henry Morton Stanley greets the explorer with his
restrained inquiry: “Dr. Livingstone, I
presume?”
2 The scarcity of paper did not prevent Livingstone from recording his
observations in meticulous detail, as
seen in this fragment from his journals.
He would also record topographical
measurements taken with the sextant.
SPECIAL
REPORT
(Students should note that Livingstone sent back notes and diaries to
London so that maps of Africa could
be revised; in addition, he regarded
the native Africans with whom he
traveled as friends, not as servants.
He was loyal to them, and they were
loyal to Livingstone.) Why did
Livingstone carry a projector
and slides with him? (He told
Bible stories to any who would listen and illustrated the stories with
his slides.) How did the waterfall
known as “Mosi-oa-tunya”
become Victoria Falls? (Livingstone named the falls after the
British queen, Victoria.) What
were some of the problems Livingstone encountered during
his trip that began in 1858?
(Although Livingstone had backing
from the British government, he
encountered numerous problems.
His wife fell ill; his six European
assistants quarreled among themselves; the boat was not appropriate
for Africa; and he was greatly hampered by the Quebrasa Falls; later,
in 1862, Mary Livingstone died
while on expedition with her husband.) What is the source of the
Nile? (Lake Victoria)
3 “It had never been seen before by
European eyes,” Livingstone wrote of
his first view of Victoria Falls, “but
scenes so lovely must have been
gazed upon by angels in their flight.”
His drawing of the falls and the meandering Zambezi River below it (inset)
hardly does the scene justice.
The Height of Imperialism
663
FUN FACTS
■
Henry Stanley was born in Wales, came to the United
States and fought in the Civil War as a Confederate
and then as a Union soldier.
■
Henry Stanley was as famous for being an author as
he was for being an explorer. He was a contemporary
of Mark Twain and Joseph Conrad.
■
After Livingstone was attacked by a lion he was asked
what profound thoughts he was thinking. Livingstone
answered, “I was wondering what part of me he
would eat first.”
■
Charles Dickens had a low opinion of missionaries.
However, after he read Livingstone’s work Missionary
Travels and Researches in South Africa, Dickens said
they were written by “as honest and as courageous a
man as ever lived.”
663
SPECIAL
REPORT
A
R
I
C
A
N
ile
Geography Have students use the
map of Africa in the Reference Atlas
in their textbooks to locate the areas
in Africa explored by Livingstone.
Have students create their own maps
that trace Livingstone’s path from
Britain to Victoria Falls and Lake Tanganyika. You might also wish to
assign students to research place
names in Africa to see which have
or have had European names. (For
example, Zimbabwe was formerly
known as Rhodesia, named for Cecil
Rhodes.)
DEMOCRATIC
Co n g o
REPUBLIC OF
alaba
Nyangwe
N
R usizi
THE CONGO
Atlantic
Ocean
0 mi.
0 km
664
CHAPTER 21
Teacher’s Notes
A
ZIMBABWE
I
B
M
Victoria Falls
U
E
Quelimane
Chinde
Kuruman
INDIaN
Ocean
AFRICA
Cape Town
Port Elizabeth
everyone in his expedition was
exhausted— this was an obstacle no
boat could get past.
Even though his efforts were
adding daily to European knowledge
of the African interior and would be
of benefit to all who came after him,
Livingstone was frustrated at not finding the navigable river that would
surely bring an end to the slave trade.
Then, tragedy struck. In early
1862, Mary Livingstone was well
enough to join her husband, but a few
months later she fell ill again. In April,
she died. Grief stricken, Livingstone
threw himself into his work, but his
increased efforts did not pay off. In
July 1863, the expedition was ordered
to return home.
Livingstone stayed in Britain only
long enough to write a second book,
The Zambezi and Its Tributaries, and to
drum up support for his next expedi-
The Height of Imperialism
Q
Comoros Is.
SOUTH
600
900
sul for the East Coast of Africa. With
substantial government backing and
far more equipment and personnel
than he had previously enjoyed, he
continued to explore the Zambezi and
its tributaries. His wife sailed with him
but then fell ill and went to rest in
Cape Town.
Despite its advantages, this expedition was plagued with problems.
There was quarreling among Livingstone’s six European assistants, and the
fuel-eating boat he had been given was
more trouble than it was worth.
Worst of all was the discovery that
on his previous trip down the Zambezi
he had bypassed a bend in the river
that held big problems. When the
party headed upriver from the east
coast of Africa, they came around that
bend only to be stopped by the Quebrabasa Rapids. Try as he might—and
Livingstone insisted on trying, until
I
Z a m b ez i
BOTSWANA
Livingstone, 1852–1856
Livingstone, 1858–1863
Livingstone, 1866–1871
Livingstone-Stanley, 1871–1873
Livingstone, 1872–1873
B
Mikindani
Lake Malawi
(Lake Nyasa)
ZA
NAMIBIA
Z A M
Zanzibar
MO
Sesheke
Linyanti
S
Ruvuma
Chitambo
E
W
Tabora
Lake Bangweulu
Cabora Basa
(Quebrabasa)Rapids
Have students imagine that they
are either David Livingstone or
Henry Stanley. Ask them to
write either a diary account of
the meeting between the two
men or the newspaper account
that Stanley might have written
following his meeting with
Livingstone. Have students
illustrate their writings and
share results with other class
members.
Ujiji
Lake
Victoria
Lake
Tanganyika
TANZANIA
Lu
Luanda
ANGOLA
Writing Activity
664
F
4
tion. On his third and final trip to
Africa, the great explorer disappeared.
Henry Stanley left to carry out his
employer’s orders soon after the Paris
meeting. He took a roundabout route
to Africa to cover other stories for the
Herald, including the opening of the
Suez Canal in Egypt. James Bennett
hoped that by delaying Stanley’s
arrival in Africa, the reporter would
come back with definite news of Livingstone—that he was dead or alive
and not just missing. (“If he is dead,”
Bennett had said, “bring back every
possible proof of his death.”)
By the time Stanley finally reached
Africa in late January 1871, Livingstone had been struggling with nearstarvation, chronic dysentery,
sore-covered feet, and hostile groups.
Of the 60 men he had started with,
only a small handful remained,
including Chuma, a freed slave, and
SPECIAL REPORT
Susi, a Yao servant. Both of them
had been with him for years. Desperately sick and without medicine, Livingstone had been repeatedly nursed
back to relatively good health by
Arab slave traders. The passionate
antislavery activist owed his life to
the very people he wished to banish
from Africa.
5
In July 1871, ill and discouraged,
Livingstone headed to Ujiji, on the
east bank of Lake Tanganyika. He
expected to find several months’
worth of supplies, medicine, and mail
waiting for him there. In late October,
“reduced to a skeleton,” as he put it,
he hobbled into the village—only to
learn that all his supplies and precious
medicines had been plundered by the
headman of the place. Extremely
depressed, he felt he couldn’t do anything but wait for a miracle.
Several weeks later, the miracle
arrived under a waving Stars and
Stripes. Henry Stanley could hardly
contain his emotion as he approached
the pale white man.“I would have run
to him, only I was a coward in the
presence of such a mob,” Stanley later
wrote, “[I] would have embraced him,
only he being an Englishman, I did
not know how he would receive me;
so I did what cowardice and false
pride suggested was the best thing—
walked deliberately to him, took off
my hat, and said: ‘Dr. Livingstone, I
Lake Tanganyika Bordered by four
countries—Burundi, Democratic
Republic of Congo, Tanzania, and
Zambia—Lake Tanganyika is the
longest freshwater lake in the world.
It is the second deepest, after Lake
Baikal in Russia. It lies in the Great
Rift Valley, which accounts for its
great depth, just under 0.9 miles
(1,433 m). Lake Tanganyika has
about 1,181 miles (1,900 km) of
shoreline; north to south it is 410
miles (660 km) long and 31 miles
(50 km) wide. Over 350 different
species of fish live in the lake. The
bottom 3,900 feet (1,200 m) of the
lake is either too low in oxygen or too
high in hydrogen sulphide to support
life, and some scientists believe that
this “fossil water” may be as much
as 20 million years old.
4 Livingstone made two significant
crossings of the African continent—from
the interior west to Luanda in 1853–
1854, and then east to Quelimane in
1855–1856. On his expedition in 1866
to find the source of the Nile, illness
and other difficulties hampered his
progress. Henry Stanley found him at
Ujiji on November 10, 1871.
Who?What?Where?When?
5 The all-too familiar sight of captives
in chains drove Livingstone to denounce
the collaboration of European authorities in the widespread traffic in slaves.
6 Henry Morton Stanley developed a
great interest in exploring Africa after
he found Livingstone.
INTERPRETING THE PAST
1. What were two of Dr. Livingstone’s
reasons for exploring Africa?
2. What waterfall did Livingstone
encounter on his trip from the interior
to the mouth of the Zambezi River ?
3. What were the main obstacles that
Livingstone faced?
CHAPTER 21
Answers:
Who?What?Where?When?
30, in the village of Chitambo, Susi
helped him to bed, last speaking with
him at midnight. The next morning,
his companions found Livingstone
kneeling by the bed, his head in his
hands in prayer—dead.
Resolving that Livingstone should
be returned to Britain, they buried his
heart under a large tree near the hut
where he died. Then they filled the
body with salt, smeared it with
brandy, and left it to dry for two
weeks before beginning the long journey to the coast. Eight months and
a thousand miles (1,609 km) later,
they delivered Livingstone’s body to
the British Consul in Zanzibar. April
18, 1874, was declared a national day
of mourning and all of London came
to a halt as Dr. Livingstone was
buried in Westminster Abbey.
presume?’ ‘Yes,’ said he, with a kind
smile, lifting his cap slightly.”
Stanley remained with Livingstone
for five months and explored Lake
Tanganyika with him. That trip
proved that Burton was wrong about
the Ruzizi, the river he thought led
from the lake to become the Nile.
Livingstone was now determined to
prove his own theory, which was that
the Nile originated with the headwaters of a river called the Lualaba. (As
it turns out, the Lualaba is actually
part of the Congo River system.
Speke was right all along: The Nile’s
source is Lake Victoria.)
Unable to persuade the older
man to return to Britain, Stanley
left in March 1872. Reaching the
coast in May, his news of finding
Livingstone reached Europe and
America in August. At about that
time, Livingstone received the fresh
supplies and men that Stanley had
promised to send back to him. He
promptly set off toward Lakes Tanganyika and Bangweulu.
The old explorer’s will was great,
but his long-suffering body was no
longer up to the demands of the trip.
By April 22, 1873, he was being carried in a litter. On the night of April
6
The Height of Imperialism
SPECIAL
REPORT
Sir Richard Francis Burton (1821–
1890) Richard Burton was a British
explorer. He and his companion John
Speke were the first Europeans to
visit Somalia. Burton then received a
commission from the British Royal
Geographical Society to identify the
sources of the Nile, and in 1857, he
led an expedition that began in Zanzibar. He and Speke were the first
Europeans to view Lake Tanganyika,
but it was Speke who would discover
that the actual source of the Nile is
Lake Victoria. Burton was also a
linguist and a prolific writer who
authored and translated many books
during his lifetime.
665
INTERPRETING THE PAST
1. Livingstone’s two main objectives were to find the
source of the Nile and to find a navigable river that
would open Africa to trade and Christianity, thus
eliminating slave trade.
2. He encountered Victoria Falls.
3. The main obstacles he faced included the sheer size
of Africa, disease, the need for supplies, hostile
groups, and long separations from his family.
665
CHAPTER 21
Social Studies TAKS tested at Grades 10/11:
Section 3, 666–670
1 FOCUS
Section Overview
This section describes the expansion of British control over India;
the effects of British rule on the
economy, politics, and culture of
India; the causes of Indian nationalism; and the establishment of a
modern Indian identity.
Obj 5: WH25C(10), WH26C(10,11), US24B(11)
British Rule in India
Guide to Reading
Main Ideas
People to Identify
Reading Strategy
• British rule brought stability to India but
destroyed native industries and
degraded Indians.
• Mohandas Gandhi advocated nonviolent resistance to gain Indian independence from Great Britain.
Queen Victoria, Indian National Congress,
Mohandas Gandhi
Cause and Effect Using a chart like the
one below, identify some causes and
effects of British influence on India.
Key Terms
1. What was the goal of the Indian
National Congress?
2. Why was India called the “Jewel in the
Crown” of the Empress of India?
Places to Locate
Preview of Events
✦1840
✦1850
Skillbuilder Activity
✦1860
✦1870
1857
Sepoy Mutiny
fails
Project transparency and have
students answer questions.
Effect
1. British textiles
Preview Questions
sepoy, viceroy
BELLRINGER
Cause
Kanpur, Mumbai
2. cotton crops
3. school system
4. railroad, telegraph,
telephone services
✦1880
1876
Queen Victoria is named
“Empress of India”
✦1890
✦1900
1885
Indian National
Congress forms
Available as a blackline master.
Voices from the Past
Daily Focus Skills Transparency
21–3
Copyright © by The McGraw-Hill Companies, Inc.
UNIT
4
DAILY FOCUS SKILLS
ANSWERS
1. He or she ignores the authority of the state. 2. He or
she does not resist. 3. It gives him or her an opportunity
to rebel against the state and to win sympathy from others.
Thomas Macaulay, who was charged with the task of introducing an educational
system into India, decided that it would use the English language:
Chapter 21 TRANSPARENCY 21-3
British Rule in India
1
What does a person
who practices civil
disobedience do?
2
How does a civil resister
react to force?
3
Why do you think a civil
resister invites
imprisonment and force?
What, then shall the language of education be? [Some] maintain that it should be
“
the English. The other half strongly recommend the Arabic and Sanskrit. The whole
Complete Civil Disobedience is
rebellion without the element of
violence in it. An out and out
civil resister simply ignores
the authority of the state. He
becomes an outlaw claiming
to disregard every unmoral
state law. . . . In doing all this
he never uses force and never
resists force when it is used
against him. In fact, he
invites imprisonment
and other uses of force.
question seems to me to be, which language is the best worth knowing? . . . It is,
I believe, no exaggeration to say that all the historical information which has been
collected from all the books written in the Sanskrit language is less valuable than
what may be found in short textbooks used at preparatory schools in England.
”
—Mohandas Gandhi
—A New History of India, Stanley Wolpert, 1977
Macaulay’s attitude reflects the sense of superiority that the British brought with
them to India.
Thomas Macaulay
Guide to Reading
The Sepoy Mutiny
Answers to Graphic: textiles: local
Over the course of the eighteenth century, British power in India had increased
while the power of the Mogul rulers had declined (see Chapter 15). A trading company, the British East India Company, was given power by the British government
to become actively involved in India’s political and military affairs.
To rule India, the British East India Company had its own soldiers and forts. It
also hired Indian soldiers, known as sepoys, to protect the company’s interests in
the region.
In 1857, a growing Indian distrust of the British led to a revolt. The revolt was
known to the British as the Great Rebellion or the Sepoy Mutiny. Indians call it the
First War of Independence.
industry severely damaged; cotton:
food supplies unable to keep up with
growing population; school: trained
children to serve in government,
army; railroad: improved transportation, communications
Preteaching Vocabulary: Ask students to use dictionaries to define the
two key terms in this section. Review
definitions with the class. L2
666
CHAPTER 21
The Height of Imperialism
SECTION RESOURCES
Reproducible Masters
ELA:
Page 666: Gr9/Gr10: 4D, 6A, 7A,
7D–F, 8B; Gr9: 7I; Gr10: 7H
Page 667: Gr9/Gr10: 6A, 8B, 10B,
19B, 20B
666
• Reproducible Lesson Plan 21–3
• Daily Lecture and Discussion Notes 21–3
• Guided Reading Activity 21–3
• Section Quiz 21–3
• Reading Essentials and Study Guide 21–3
Transparencies
• Daily Focus Skills Transparency 21–3
Multimedia
Interactive Tutor Self-Assessment CD-ROM
ExamView® Pro Testmaker CD-ROM
Presentation Plus! CD-ROM
CHAPTER 21
Section 3, 666–670
2
TEACH
Indian sepoy
British viceroy
History
Answer: Rivalries between Hindus
and Muslims kept them from working
together.
Answer: The East India Company
became an agent of the British government. Queen Victoria was made
Empress of India.
Daily Lecture and
Discussion Notes 21–3
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
History
The major immediate cause of the revolt was the
spread of a rumor that the British were issuing their
Indian troops new bullets that were greased with
cow and pig fat. The cow was sacred to Hindus; the
pig was taboo to Muslims. A group of sepoys at an
army post near Delhi refused to load their rifles with
the new bullets. When the British arrested them, the
sepoys went on a rampage and killed 50 European
men, women, and children.
From this beginning, the revolt quickly spread.
Within a year, however, Indian troops loyal to the
British, along with fresh British troops, had crushed
the rebellion. Although Indian troops fought bravely
and outnumbered the British by about 230,000 to
40,000, they were not well organized. Rivalries
between Hindus and Muslims kept Indians from
working together.
Atrocities were terrible on both sides. At Kanpur
(Cawnpore), Indians armed with swords and knives
massacred two hundred defenseless women and
children in a building known as the House of the
Ladies. When the British recaptured Kanpur, they
took their revenge before executing the Indians.
Chapter 21, Section 3
Did You Know
?
Mahatma Gandhi’s nonviolent resistance
movement against British colonialism was based on a principle
Gandhi called satyagraha, which means “truth force” or “devotion to
truth” in Hindi. Practicing satyagraha means having the nonviolence
of mind to gain insight into the true nature of evil, understand all
the ways to not cooperate with evil, and respond to evil with peace
and love. One hope of this approach is that the person confronted
with the force of truth will convert so the evil dissipates without
leaving winners and losers.
After the 1857 revolt, officials of the British government
ruled India. The sepoys were unsuccessful and paid
dearly, as is shown by the British execution of Indian
soldiers above. Why did the Indian revolt fail?
I.
The Sepoy Mutiny (pages 666–667)
A. Over the eighteenth century British power in India increased as the power of the
As a result of the uprising, the British Parliament
transferred the powers of the East India Company
directly to the British government. In 1876, the title of
Empress of India was bestowed on Queen Victoria.
The people of India were now her colonial subjects,
and India became her “Jewel in the Crown.”
Guided Reading Activity 21–3
Name
Date
Class
Guided Reading Activity 21-3
British Rule in India
Reading Check Describing What were two effects of
DIRECTIONS: Fill in the blanks below as you read Section 3.
the Great Rebellion?
I. British power in India
while the power of
rulers declined.
A. The British had their own
and
to maintain
power.
B. They hired Indian soldiers known as
Colonial Rule
to protect their interests.
C. In 1857, Indian distrust of the British led to a revolt, the First War of
.
1. A rumor spread that the British were issuing bullets greased with
The British government ruled India directly
through a British official known as a viceroy (a governor who ruled as a representative of a monarch), who
was assisted by a British civil service staff. This staff of
about 3,500 officials ruled almost 300 million people,
the largest colonial population in the world. British
rule involved both benefits and costs for Indians.
CHAPTER 21
The Height of Imperialism
and
fat.
2. Within a year, loyal Indian troops along with the British, crushed the
Enrich
667
CRITICAL THINKING ACTIVITY
Compare and Contrast Have students write two different histories of the events surrounding the
1857 revolt in India. One should be a British account of the Sepoy Mutiny, the other the Indian
account of the First War of Independence (different names for the same event). These could be
written as newspaper articles explaining the events to a specific audience (the British community
in India, the Hindu community, or Muslim readers). Ask the students to discuss how opinions and
points of view will affect a historian’s perception of historical facts. L2 WH: 5B; ELA : Gr9/Gr10: 1A
Guide students in a discussion of
British insensitivity to Indian
culture. Is a lack of sensitivity or
understanding common to all
European colonization attempts?
L1 WH: 5B
WORLD HISTORY:
Page 666: 1C, 7A–B, 25C, 26A,
26C–D
Page 667: 7A–B, 15B, 19B, 20B,
26A
667
CHAPTER 21
Section 3, 666–670
Benefits of British Rule British rule in India had
several benefits for subjects. It brought order and
stability to a society that had been badly divided by
civil war. It also led to a fairly honest and efficient
government.
Through the efforts of the British administrator
and historian Lord Thomas Macaulay, a new school
system was set up. Its goal was to train Indian children to serve in the government and army. The new
system served only elite, upper-class Indians, however. Ninety percent of the population remained
illiterate.
Railroads, the telegraph, and a postal service were
introduced to India shortly after they appeared in
Great Britain. In 1853 the first trial run of a passenger train traveled the short distance from Bombay to
Thane. By 1900, 25,000 miles (40,225 km) of railroads
crisscrossed India. ; (See page 997 to read excerpts from
Economics After the sepoy rebellion, the British spent immense sums
of money on economic development
in India. Ask students what the
British motives might have been for
this investment. (to support the
needs of the British Empire while
repressing any rebellion or conflict
with the Indians) What seems to
have been of little concern to the
British? (the beliefs and culture of
the Indians or their economic security) L2 WH: 5B
Dadabhai Naroji’s The Impact of British Rule in India in the Primary
Sources Library.)
Costs of British Rule The Indian people, however,
paid a high price for the peace and stability brought
by British rule. Perhaps the greatest cost was
economic. British entrepreneurs and a small number
of Indians reaped financial benefits from British rule,
but it brought hardship to millions of others in both
the cities and the countryside. British manufactured
goods destroyed local industries. The introduction of
British textiles put thousands of women out of work
and severely damaged the Indian textile industry.
In rural areas, the British sent the zamindars to
collect taxes. The British believed that using these
local officials would make it easier to collect taxes
from the peasants. However, the zamindars in India
took advantage of their new authority. They
increased taxes and forced the less fortunate peasants
to become tenants or lose their land entirely. Peasant
unrest grew.
The British also encouraged many farmers to
switch from growing food to growing cotton. As a
result, food supplies could not keep up with the
growing population. Between 1800 and 1900, thirty
million Indians died of starvation.
Finally, British rule was degrading, even for the
newly educated upper classes, who benefited the
Charting Activity
Have students research and list
the various languages spoken in
India. (Eighteen languages are recognized in the Indian constitution
including Hindi, Telugu, Bengali,
Tamil, and Urdu) What conclusions can students draw about
Indian society from examining
the number of languages spoken
in the country? L2 WH: 13B
British Official’s Home in India
D
uring the time that India was a British
colony, many British government officials spent a considerable amount of time
there fulfilling their administrative duties.
Their families usually came with them during their tours of duty, bringing their Victorian lifestyle and many of the furnishings
that went with it.
British officials in India built comfortable
bungalows, as they were called. Bungalows (The name comes from the Indian
word bungla, which means Bengali.) were
elegant and spacious country houses.
Many had large porches that were open to
breezes while protecting the inhabitants
from the sun. Surrounding the bungalows
The following literature from the
Glencoe Literature Library may
enrich the teaching of this chapter:
Nectar in a Sieve by K. Markandaya
A House for Mr. Biswas by
were cottages where dozens of Indian servants lived with their families.
The official was the sahib—the master.
The official’s wife was the memsahib, or
madam-sahib. The memsahib was
expected to oversee the running of the
household on a daily basis, especially since
the sahib was often away on official business. At the beginning of each day, she
assigned duties to all the servants. For
example, she fixed the menu for the day
with the cook and directed the gardeners
about how to plant the gardens with seeds
from home. In the evening, she was
expected to entertain. Supper parties with
other British families were the usual form
of entertainment.
V.S. Naipaul
668
INTERDISCIPLINARY CONNECTIONS ACTIVITY
ELA:
Page 668: Gr9/Gr10: 6A, 8B
Page 669: Gr9/Gr10: 1A–B, 4A–B,
4F, 8B, 10B
668
Economics There were positive and negative effects of British rule in India. The British instituted
improvements in the health, education, infrastructure, and customs of India, but they did so primarily to serve their own interests. Ask students to discuss how these changes benefited Britain economically. (The British were attempting to create stable conditions to produce materials for British
industry and markets for British goods. Most of the changes were necessary to provide workers,
land, and social conditions for British industry, administration, and colonial lifestyle.) L1 WH: 5B
CHAPTER 21
most from it. The best jobs and the best housing were
reserved for Britons. Although many British colonial
officials sincerely tried to improve the lot of the
people in India, British arrogance cut deeply into the
pride of many Indians.
Despite their education, the Indians were never
considered equals of the British. Lord Kitchener, one
of Britain’s military commanders in India, said, “It is
this consciousness of the inherent superiority of the
European which has won for us India. However well
educated and clever a native may be, and however
brave he may prove himself, I believe that no rank we
can bestow on him would cause him to be considered
an equal of the British officer.”
The British also showed disrespect for India’s cultural heritage. The Taj Mahal, for example, a tomb for
the beloved wife of an Indian ruler, became a favorite
site for English weddings and parties. Many partygoers even brought hammers to chip off pieces as
souvenirs. British racial attitudes led to the rise of an
Indian nationalist movement.
Reading Check Examining How was British rule
degrading to Indians?
Section 3, 666–670
An Indian Nationalist Movement
The first Indian nationalists were upper class and
English-educated. Many of them were from urban
areas, such as Mumbai (then called Bombay), Chennai (Madras), and Calcutta. Some were trained in
British law and were members of the civil service.
At first, many preferred reform to revolution, but
the slow pace of reform convinced many Indian
nationalists that relying on British goodwill was
futile. In 1885, a small group of Indians met in Mumbai to form the Indian National Congress (INC). The
INC did not demand immediate independence but
did call for a share in the governing process.
The INC had difficulties because of religious differences. The goal of the INC was to seek independence
for all Indians, regardless of class or religious background. However, many of its leaders were Hindu
and reflected Hindu concerns. Eventually, Muslims
began to call for the creation of a separate Muslim
League to represent the interests of the millions of
Muslims in Indian society.
In 1915, the return of a young Hindu from South
Africa brought new life to India’s struggle for
Answer: The British were arrogant
about their “inherent superiority,” the
best housing and jobs were reserved
for Britons, and the British showed
disrespect for India’s cultural heritage.
Answers:
1. oversee running of the household, entertain in the evening
2. that the most common relationship between British and Indian
was probably as master and
servant
Connecting Across Time
Ask students to research and discuss the ways in which the
teaching of Mohandas Gandhi
directly affected Martin Luther
King, Jr., and the American civil
rights movement. L2 WH: 10B
A British
officer
receives a
pedicure from
an Indian
servant.
Many British officials had a high standard of living and were expected to have a
large number of servants. One woman
wrote in 1882: “It is one of the social
duties of Indian life that you must keep
three servants to do the work of one.” A
well-to-do family had at least 25 servants.
Even bachelors had at least a dozen. Indians served as cooks, maids, butlers, gardeners, tailors, and nursemaids for the
children. All household servants wore uniforms—usually white with bands on their
turbans—and went barefoot in the house.
3
ASSESS
Assign Section 3 Assessment as
homework or as an in-class
activity.
The wife of a British officer is attended by Indian servants.
A British merchant waits to speak to her.
Have students use Interactive
Tutor Self-Assessment CD-ROM.
CONNECTING TO THE PAST
1. Identifying What were the responsibilities of the
wife of a British officer in India?
Section Quiz 21–3
2. Writing about History What do you learn about
British-Indian social relations from this reading?
Name Date Class ✔
Score
Chapter 21
Section Quiz 21-3
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (10 points each)
Column A
1. hired Indian soldiers used by the British East India
Company
669
2. British monarch’s representative rulers
3. Queen Victoria’s “Jewel in the Crown”
Column B
A. viceroys
B. Mohandas
Gandhi
4. Indian independence champion
C. British East India
Company
5. ruling British power in India before 1876
D. sepoys
E. India
EXTENDING THE CONTENT
British Rule of India Over time, the British rulers of India became increasingly isolated from India
and Indians. The British viceroy of India spent half the year at his mountain retreat and the other
half in Calcutta where most of his dealings were with English gentlemen, merchants, and civil service workers. The establishment of an overland telegraph in India in 1856, the opening of the Suez
Canal in 1869, and the installation of a submarine cable in 1870 meant that British officials would
often have closer contact with each other than with the people of India. As a result, they had little
understanding of the effects of their policies on the people in the land that they ruled. WH: 5B, 24B
DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best
completes the statement or answers the question. (10 points each)
WORLD HISTORY:
Page 668: 7A–B, 21A, 26A
Page 669: 6C, 7A–B, 21A
669
CHAPTER 21
Social Studies TAKS tested at Grades 10/11:
Section 3, 666–670
independence. Mohandas Gandhi was born in 1869
in Gujarat, in western India. He studied in London
and became a lawyer. In 1893, he went to South
Africa to work in a law firm serving Indian workers
there. He soon became aware of the racial exploitation of Indians living in South Africa.
On his return home to India, Gandhi became
active in the independence movement. Using his
experience in South Africa, he set up a movement
based on nonviolent resistance. Its aim was to force
the British to improve the lot of the poor and grant
independence to India. Ultimately, Gandhi’s movement would lead to Indian independence.
Answer: to force the British to help
the poor, and to grant independence
to India
Answer: Indian novelists and poets
began writing historical romances
and epics, both of which typically
foster nationalism.
Reading Check Summarizing What were the two
goals of Mohandas Gandhi?
Reading Essentials and
Study Guide 21–3
Name
Date
Colonial Indian Culture
The love-hate tension in India that arose from
British domination led to a cultural, as well as a political, awakening. The cultural revival began in the early
nineteenth century with the creation of a British college in Calcutta. A local publishing house was opened.
It issued textbooks on a variety of subjects, including
the sciences, Sanskrit, and Western literature. The publisher also printed grammars and dictionaries in the
various Indian languages.
This revival soon spread to other regions of India,
leading to a search for modern literary expression and
a new national identity. Indian novelists and poets
Class
Reading Essentials and Study Guide
Chapter 21, Section 3
For use with textbook pages 666–670
BRITISH RULE IN INDIA
KEY TERMS
sepoy
viceroy
an Indian soldier serving in the British army (page 666)
a governor who ruled as a representative of a monarch (page 667)
DRAWING FROM EXPERIENCEII
Have you ever read any stories or poems by the British writer Rudyard Kipling?
What insights do his stories and poems give us into life in India during the Age of
Imperialism?
In the last two sections, you learned about imperialism in Southeast Asia and Africa.
In this section, you will learn about the British Empire in India.
Enrich
The Age of Exploration (covered
in Chapter 13) led to expansion
and colonization and ultimately
to “new imperialism” covered
in this chapter. Ask students
to identify the changes that
resulted from the European age
of colonization. L2 WH: 1B
Reteaching Activity
Create a group outline of the section on the board. Have students
contribute oral summaries of
each part for class discussion. L1
4
CLOSE
To show their understanding of
the political and economic impact
of imperialism, ask students to
analyze the British Empire. L1
WH: 7A
ELA: Page 670: Gr9/Gr10: 1A–B,
4A–B, 4D, 4F, 6A, 7B–D, 7G–H, 8B,
10A–B, 19B, 20B; Gr9: 7I; Gr10: 7F
Page 671: Gr9/Gr10: 4D, 6A, 7A,
7D–F, 8B; Gr9: 7I; Gr10: 7H
Checking for Understanding
1. Define sepoy, viceroy.
2. Identify Queen Victoria, Indian
National Congress, Mohandas Gandhi.
3. Locate Kanpur, Mumbai.
4. Explain why the Muslim League was
created. What were the advantages
of its formation? What were the
disadvantages?
670
CHAPTER 21
began writing historical romances and epics. Some
wrote in English, but most were uncomfortable with a
borrowed colonial language. They preferred to use
their own regional tongues.
The most illustrious Indian author was
Rabindranath Tagore. A great writer and poet, Tagore
was also a social reformer, spiritual leader, educator,
philosopher, singer, painter, and international
spokesperson for the moral concerns of his age. He
liked to invite the great thinkers of the time to his
country estate. There he set up a school that became
an international university.
Tagore’s life mission was to promote pride in a
national Indian consciousness in the face of British
domination. He wrote a widely read novel in which
he portrayed the love-hate relationship of India
toward its colonial mentor. The novel depicted a
country that admired and imitated the British model
while also agonizing over how it could establish a
modern identity separate from that of Great Britain.
Tagore, however, was more than an Indian nationalist. His life’s work was one long prayer for human
dignity, world peace, and the mutual understanding
and union of East and West. As he once said, “It is my
conviction that my countrymen will truly gain their
India by fighting against the education that teaches
them that a country is greater than the ideals of
humanity.”
Reading Check Comparing How did the nationalist
movement parallel cultural developments in India?
Critical Thinking
Analyzing Visuals
6. Predict Consequences Many British
lived in India for decades. Do you think
living in India would have changed British attitudes toward Indians? Explain.
8. Interpret the messages conveyed by
the two images on page 669. Describe
your reactions to the paintings. Why
might your reactions be the same as
or different from reactions of English
teenagers viewing these paintings in
the late 1800s?
7. Organizing Information Draw a graph
like the example below to show the
percentage of India’s population that
died of starvation in the 1800s.
Death
due to
starvation
5. List the economic costs to the Indian
people that resulted from India being
ruled by the British. What benefits to
the Indian population, if any, resulted
from British rule?
9. Descriptive Writing Imagine you
are a member of India’s upper-class.
You have just attended a reception
at the home of a British official.
Describe in writing your impressions
of the home, making a comparison
to your own residence.
The Height of Imperialism
1. Key terms are in blue. WH: 26A
2. Queen Victoria (p. 667); Indian
National Congress (p. 669);
Mohandas Gandhi (p. 670)
3. See chapter maps. WH: 12A
4. Hindus dominated National Congress; represented Muslim interests; split nationalist movement
WH: 27A
670
Obj 5: WH25C(10), US24B(11)
5. British textiles destroyed local
industry, peasants overtaxed by
zamindars, cotton growing led to
mass starvation; new school system, improved transportation and
communications WH: 7B
6. Answers will vary. WH: 25C
7. Ten percent died WH: 18C, 25I,
26C–D
8. Answers should be supported by
logical arguments. Remind students that servants were common
even in middle-class British homes
during this time. WH: 25H, 26C
9. Answers will vary. WH: 25B; ELA:
Gr9/Gr10: 1A–B, 4A–B, 4F
Social Studies TAKS tested at Grades 10/11:
Obj 5: WH25C(10), WH26C(10,11), US24B(11)
CHAPTER 21
Section 4, 671–677
Nation Building
in Latin America
1 FOCUS
Section Overview
Guide to Reading
Main Ideas
People to Identify
Reading Strategy
• Latin American countries served as a
source of raw materials for Europe and
the United States.
• Because land remained the basis
of wealth and power, landed elites
dominated Latin American countries.
José de San Martín, Simón Bolívar, Antonio López de Santa Anna, Benito Juárez
Compare and Contrast Create a Venn
diagram comparing and contrasting colonial rule in Africa and in Latin America.
Key Terms
Preview Question
Places to Locate
Puerto Rico, Panama Canal, Haiti,
Nicaragua
Latin America
1. How did the American Revolution
inspire political changes in Latin
America?
creole, peninsulare, mestizo, Monroe
Doctrine, caudillo
Preview of Events
✦1800
✦1805
Africa
This section describes the import
and export of materials and
goods in Latin American
nations, how the domination
of the landed elite caused political instability in Latin America,
and the causes of the Mexican
Revolution.
BELLRINGER
Skillbuilder Activity
✦1810
✦1815
1810
Mexico experiences
its first revolt
✦1820
✦1825
✦1830
Project transparency and have
students answer questions.
1825
Most of Latin America
becomes independent
1821
Mexico declares
independence
Available as a blackline master.
Daily Focus Skills Transparency
21–4
Voices from the Past
4
Who led Mexico to
independence?
On August 10, 1819, Simón Bolívar issued a proclamation to the people of New
Granada (present-day Colombia):
3
When did Mexico gain
independence?
4
Who led Bolivia to
freedom?
LEADER(S)
RESULTS
Haiti
Slaves
François-Dominique Independence 1804
Toussaint-Louverture
Mexico
Native Americans and
mestizos
Hidalgo
and Morelos
Independence 1821
Northern
S. America
Volunteer Army
Simón Bolívar
Freed Venezuela,
Columbia, Bolivia,
Ecuador
Southern
S. America
Creole Army
San Martín
Freed Chile and
Peru
Guide to Reading
Answers to Graphic: Africa: direct
or indirect rule, some democratic
institutions; Latin America: direct rule,
no democratic institutions; Both:
trade dominated by colonizers, Europeans felt superior to native peoples
—World Civilizations, Philip J. Adler, 1996
Bolívar was one of the leaders in liberating South America from Spanish and
Portuguese control.
Nationalist Revolts
By the end of the eighteenth century, the new political ideals stemming from the
successful revolution in North America were beginning to influence Latin America. European control would soon be in peril.
The Height of Imperialism
What countries did
San Martín lead to
freedom?
REVOLUTIONARIES
“
CHAPTER 21
2
UPRISINGS IN SPANISH LATIN AMERICA
Granadans! America’s day is come; no human power can stay the course of nature
guided by the hand of Providence. Join your efforts to those of your brothers:
Venezuela marches with me to free you, as in past years you marched with me to free
Venezuela. Already our advance guard fills whole provinces of your territory with the
luster of its arms; and the same advance guard, powerfully aided, will hurl the
destroyed of New Granada into the seas. The sun will not have completed the course
of its present round through the heavens without beholding in all your territory the
proud altars of liberty.
Portrait of Simón Bolívar
DAILY FOCUS SKILLS
Nation Building in Latin America
1
”
ANSWERS
1. Hidalgo 2. Chile and Peru
3. 1821 4. Símon Bolívar
Copyright © by The McGraw-Hill Companies, Inc.
UNIT
Chapter 21 TRANSPARENCY 21-4
Preteaching Vocabulary: Ask students to describe the significance of
the Monroe Doctrine. L1
671
SECTION RESOURCES
Reproducible Masters
• Reproducible Lesson Plan 21–4
• Daily Lecture and Discussion Notes 21–4
• Guided Reading Activity 21–4
• Section Quiz 21–4
• Reading Essentials and Study Guide 21–4
Transparencies
• Daily Focus Skills Transparency 21–4
Multimedia
Interactive Tutor Self-Assessment CD-ROM
ExamView® Pro Testmaker CD-ROM
Presentation Plus! CD-ROM
WORLD HISTORY:
Page 670: 6C, 7A–B, 12A, 18C,
19B, 25B–C, 25H–I, 26A, 26C–D,
27A
Page 671: 1C, 8C, 15C, 25C, 26A,
26C–D
671
CHAPTER 21
Section 4, 671–677
2
authority of the Spaniards and Portuguese in their
colonial empires was severely weakened. Between
1807 and 1825, a series of revolts enabled most of Latin
America to become independent.
Before the main independence movements began,
an unusual revolution took place in the French colony
of Saint Domingue, on the island of Hispaniola.
Led by François-Dominique Toussaint-Louverture
(TOO•SAN LOO•vuhr•TYUR), more than a hundred
thousand slaves rose in revolt and seized control of
all of Hispaniola. On January 1, 1804, the western
part of Hispaniola, now called Haiti, announced its
freedom and became the first independent state in
Latin America.
TEACH
Answer: When Napoleon overthrew
the monarchies of Spain and Portugal, it weakened their authority over
their empires, giving the creole elites
the opportunity to overthrow colonial
rule.
Reading Check Describing How did Napoleon’s
wars affect Latin America?
Daily Lecture and
Discussion Notes 21–4
Revolt in Mexico
Copyright © by The McGraw-Hill Companies, Inc.
Daily Lecture and Discussion Notes
Chapter 21, Section 4
Did You Know
?
After the overthrow of Venustiano Carranza’s
government in 1920, “Pancho” Villa was granted a pardon and a
ranch near Parral, Chihuahua, in return for a promise to retire from
politics. Three years later he was assassinated on his ranch. Thus, all
three leaders of the Mexican Revolution—Carranza, Zapata, and
Villa—died at the hands of assassins.
I.
Father Hidalgo leads Mexicans in revolt against the Spaniards.
Nationalist Revolts (pages 671–673)
Social classes based on privilege divided colonial
Latin America. Peninsulares, at the top, held all
important positions. Creoles controlled land and
business but were regarded as second-class citizens
by peninsulares. Mestizos were the largest group but
worked as servants or laborers.
A. By the end of the eighteenth century, the political ideals of the revolution in North
America were threatening European control of Latin America.
B. Social classes based on privilege divided colonial Latin America. The top level, the
peninsulares held the important positions. Creoles (descendants of Europeans born in
Latin America and who lived there permanently) controlled land and businesses, and
Guided Reading Activity 21–4
Name
Date
Class
Prelude to Revolution
The creole elites were especially influenced by revolutionary ideals. Creoles
were descendants of Europeans born in Latin America who lived there permanently. They found the
principles of the equality of all people in the eyes of
the law, free trade, and a free press very attractive. In
addition, they, along with a growing class of merchants, disliked the domination of their trade by
Spain and Portugal.
Creoles deeply resented the peninsulares, Spanish
and Portuguese officials who resided temporarily in
Latin America for political and economic gain and
then returned to their mother countries. These Europeans dominated Latin America and drained the
Americas of their wealth.
The creole elites soon began to denounce the rule of
the Spanish and Portuguese. At the beginning of the
nineteenth century, Napoleon’s wars provided them
with an opportunity for change. When Napoleon
overthrew the monarchies of Spain and Portugal, the
Guided Reading Activity 21-4
Nation Building in Latin America
DIRECTIONS: Fill in the blanks below as you read Section 4.
Political ideals stemming from the successful (1)
in North
America were beginning to influence Latin America. When Napoleon overthrew the
monarchies of Spain and Portugal, the authority of the (2)
(3)
and
was weakened in their colonial empires. Between 1807 and
1825, a series of revolts enabled most of Latin America to become
(4)
.
The first real hero of Mexican independence was (5)
September 16, 1810, a crowd of (6)
(7)
. On
and
, armed with clubs, machetes, and a few guns, formed a
mob army to attack the Spaniards In 1821 Mexico declared its independence from
Government Ask students to
choose a country mentioned in this
section, research the current political
situation using Internet resources,
write a brief summary about that
country, and present it to the class.
L1 WH: 4A, 13B
672
CHAPTER 21
Beginning in 1810, Mexico, too,
experienced a revolt. The first real hero of Mexican
independence was Miguel Hidalgo, a parish priest in a
small village about a hundred miles (160 km) from
Mexico City.
Hidalgo, who had studied the French Revolution,
roused the local Indians and mestizos (people of
European and Indian descent) to free themselves
from the Spanish: “My children, this day comes to us
as a new dispensation. Are you ready to receive it?
Will you be free? Will you make the effort to recover
from the hated Spaniards the lands stolen from your
forefathers 300 years ago?”
On September 16, 1810, a crowd of Indians and
mestizos, armed with clubs, machetes, and a few
guns, formed a mob army to attack the Spaniards.
Hidalgo was an inexperienced military leader, however, and his forces were soon crushed. A military
court sentenced Hidalgo to death, but his memory
lived on. In fact, September 16, the first day of the
uprising, is Mexico’s Independence Day.
The participation of
Indians and mestizos in
HISTORY
Mexico’s revolt against
Spanish control frightened
Web Activity Visit
both creoles and peninsuthe Glencoe World
lares there. Afraid of the
History Web site at
masses, they cooperated in
tx.wh.glencoe.com and
defeating the popular revclick on Chapter 21–
olutionary forces. ConserStudent Web Activity
vative elites—both creoles
to learn more about
and peninsulares—then
independence movedecided to overthrow
ments in Latin America.
Spanish rule as a way of
The Height of Imperialism
EXTENDING THE CONTENT
ELA:
Page 672: Gr9/Gr10: 6A, 8B, 10B
Page 673: Gr9/Gr10: 8B, 10B
672
Toussaint-Louverture François-Dominique Toussaint-Louverture, the grandson of an African king,
was born a slave in Saint Domingue, now Haiti, in 1743. Inspired by news of the French Revolution, black slaves in Saint Domingue revolted in 1791 under Toussaint-Louverture’s leadership. By
1801, Toussaint-Louverture controlled Saint Domingue and freed all slaves. Napoleon Bonaparte
refused to accept Toussaint-Louverture’s control of France’s richest colony. In 1802, ToussaintLouverture was tricked into surrendering, arrested, and taken to France where he died a year later.
Haiti, however, became free when Toussaint-Louverture’s lieutenant drove out the French forces
in 1804. WH: 10A
CHAPTER 21
Section 4, 671–677
preserving their own power. They
selected a creole military leader, Agustín
de Iturbide (EE•TUR•BEE•thay), as their
leader.
In 1821, Mexico declared its independence from Spain. Iturbide named himself
emperor in 1822 but was deposed in 1823.
Mexico then became a republic.
Answer: Miguel Hidalgo, who had
studied the French Revolution, led
the local Indians and mestizos in a
revolt against the Spanish that failed.
The Mexican elites then revolted and
declared Mexico independent.
Revolts in South America
José de San
Martín of Argentina and Simón Bolívar
of Venezuela, both members of the creole
elite, were hailed as the “Liberators of
South America.” These men led revolutions throughout the continent. San
Martín believed that the Spaniards must
be removed from all of South America if
any South American nation was to be free.
By 1810, the forces of San Martín had Painting of early twentieth-century coffee plantation by Candido Portinari
liberated Argentina from Spanish authority. Bolívar began the struggle for independence in
America. The British, who wished to trade with Latin
Venezuela in 1810 and then went on to lead revolts in
America, disagreed. They proposed joint action with
New Granada (Colombia) and Ecuador.
the United States against any European moves in
In January 1817, San Martín led his forces over the
Latin America.
Andes to attack the Spanish in Chile. The journey
Distrustful of British motives, United States presiwas an amazing feat. Two-thirds of the pack mules
dent James Monroe acted alone in 1823. In the Monand horses died during the trip. Soldiers suffered
roe Doctrine, he guaranteed the independence of the
from lack of oxygen and severe cold while crossing
new Latin American nations and warned against any
mountain passes that were more than two miles
European intervention in the Americas.
(3.218 km) above sea level.
More important to Latin American independence
The arrival of San Martín’s forces in Chile comthan American words, however, was Britain’s navy.
pletely surprised the Spaniards. Spanish forces were
Other European powers feared British naval power,
badly defeated at the Battle of Chacabuco on Februwhich stood between Latin America and any Euroary 12, 1817. In 1821, San Martín moved on to Lima,
pean invasion force.
Peru, the center of Spanish authority.
Reading Check Evaluating How did the French RevConvinced that he could not complete the liberaolution
affect Mexico?
tion of Peru alone, San Martín welcomed the arrival
of Bolívar and his forces. The “Liberator of Venezuela” took on the task of crushing the last significant
Spanish army at Ayacucho on December 9, 1824.
By the end of 1824, Peru, Uruguay, Paraguay,
The new Latin American nations faced a number
Colombia, Venezuela, Argentina, Bolivia, and Chile
of serious problems between 1830 and 1870. The
had all become free of Spain. Earlier, in 1822, the
wars for independence had resulted in a staggering
prince regent of Brazil had declared Brazil’s indeloss of people, property, and livestock. Unsure of
pendence from Portugal. The Central American
their precise boundaries, the new nations went to
states had become independent in 1823. In 1838 and
war with one another to settle border disputes. Poor
1839, they divided into five republics: Guatemala, El
roads, a lack of railroads, thick jungles, and mounSalvador, Honduras, Costa Rica, and Nicaragua.
tains made communication, transportation, and
In the early 1820s, only one major threat remained
national unity difficult. During the course of the
to the newly won independence of the Latin Amerinineteenth century, the new Latin American nations
can states. Members of the Concert of Europe favored
would become economically dependent on Western
the use of troops to restore Spanish control in Latin
nations once again.
Enrich
The text explains how San
Martín surprised the Spanish in
Chile by an unexpected attack
through the Andes Mountains.
Ask students to name two other
examples of victories won by
soldiers who appeared from an
unexpected direction. (Students
might suggest Hannibal descending
into northern Italy by crossing the
Alps; or George Washington crossing the Delaware and surprising the
British at Trenton.) L2 WH: 12B
Journalism Ask students to draw
a political cartoon depicting a major
event from this section and present it
to the class. L1
Difficulties of Nation Building
CHAPTER 21
The Height of Imperialism
Charting Activity
Have students create a chart that
identifies and explains the political, economic, cultural, and technological influences of European
expansion on both Europeans
and non-Europeans. L3 WH: 5B
673
CRITICAL THINKING ACTIVITY
Evaluating Ask students to research the Monroe Doctrine and compile their findings into an
essay. The Monroe Doctrine laid the foundations of U.S. policy in Latin America. It was developed
because the United States and Britain were concerned about possible European colonial expansion. By separating Europe from America, Monroe emphasized the existence of distinctly American,
and specifically U.S., interests. Ask students to evaluate the effectiveness of the Monroe Doctrine.
How did the doctrine change to reflect world events? What countries benefited the most and the
least from the Monroe Doctrine? How did the doctrine influence the development of Latin American states, and what is its legacy today? L1 WH: 5B; ELA: Gr9/Gr10: 13B
WORLD HISTORY:
Page 672: 7B, 8A, 8C, 15B, 19B,
26A
Page 673: 7B, 8C, 15B
673
CHAPTER 21
Social Studies TAKS tested at Grades 10/11:
Section 4, 671–677
Obj 2: WH12B(10), WG1A(10,11); Obj 5: WG8B(10,11), WG21C(10,11)
Panama Canal
Canal
Railroad
Answers:
1. Atlantic and Pacific
Atlantic Ocean
2. 7,700 miles (12,389 km)
Gulf of
3. because that was where the isthmus was the narrowest; also,
Nicaragua was an independent
nation and Panama needed support that the United States could
provide in exchange for control
of the isthmus WH: 25I
Alajuela
Lake
MADDEN
Cha Gamboa Gold Hill
gres
DAM
R.
Mexico
Breakwater
Col´on
Cha g r e
s R.
GATUN
LOCKS
Pacific
Ocean
San Miguelito
CULEBRA CUT
PA N A M A R A I L R O A D
Panama
Breakwater
LO MIR
LO PED
CK AF
CK RO
S
MI S LORE
GU
S
EL
Spillway
GATUN
DAM
Gatun Lake
Travel Distance
60°N
Scale varies in this perspective.
Critical Thinking
San
Francisco
Organize a class debate on the
following topic: “Resolved:
Imperialism was a necessary, if
sometimes painful, stage in the
evolution and modernization of
non-European societies.” You
will need to choose (1) an affirmative team, (2) a negative team,
(3) a moderator, and (4) judges.
The order of the debate should
be (1) affirmative case, (2) negative case, (3) affirmative rebuttal,
(4) negative rebuttal, (5) questions from judges directed to the
affirmative team, (6) questions
from judges directed to the negative team, (7) negative summary,
and (8) affirmative summary. L2
WH: 5A–B
The United States’s intervention in Latin America in the
early 1900s led to the building of the Panama Canal
(opened in 1914). The United States controlled the canal
throughout most of the twentieth century.
1. Interpreting Maps The Panama Canal provides a
shorter route between which two oceans?
2. Interpreting Maps What is the difference in miles
between the two routes from New York City to San
Francisco?
3. Applying Geography Skills Nicaragua was an alternate site for the canal. Determine why Panama was
selected.
Rule of the Caudillos
Most of the new nations of
Latin America began with republican governments,
but they had had no experience in ruling themselves.
Soon after independence, strong leaders known as
caudillos came into power.
Caudillos ruled chiefly by military force and were
usually supported by the landed elites. Many kept
the new national states together. Some were also
modernizers who built roads and canals, ports, and
schools. Others were destructive.
Antonio López de Santa Anna, for example, ruled
Mexico from 1833 to 1855. He misused state funds,
halted reforms, and created chaos. In 1835, American
settlers in the Mexican state of Texas revolted against
Santa Anna’s rule.
Texas gained its independence in 1836 and United
States statehood in 1845. War between Mexico and
674
CHAPTER 21
New York City
Atlantic
Ocean 30°N
12,600
miles
4,900
miles
Panama
Canal
EQUATOR
N
Pacific
Ocean
0
W
1,000 miles
30°S
0 1,000 kilometers
Lambert Azimuthal
Equal-Area projection
90°W
120°W
E
S
Strait of
Magellan
60°W
60°S
30°W
0°
Route via the Strait of Magellan
Route via the Panama Canal
the United States soon followed (1846–1848). Mexico
was defeated and lost almost one-half of its territory
to the United States in the Mexican War.
Fortunately for Mexico, Santa Anna’s disastrous
rule was followed by a period of reform from 1855 to
1876. This era was dominated by Benito Juárez, a
Mexican national hero. The son of Native American
peasants, President Juárez brought liberal reforms to
Mexico, including separation of church and state,
land distribution to the poor, and an educational system for all of Mexico.
Other caudillos, such as Juan Manual de Rosas in
Argentina, were supported by the masses, became
extremely popular, and brought about radical change.
Unfortunately, the caudillo’s authority depended on
his personal power. When he died or lost power, civil
wars for control of the country often erupted.
The Height of Imperialism
MEETING INDIVIDUAL NEEDS
ELA:
Page 674: Gr9/Gr10: 8B, 19B, 20B
Page 675: Gr9/Gr10: 8B, 10B
674
Visual/Kinesthetic Divide the class into four groups: 1) Southeast Asia, 2) Africa, 3) India, and
4) Latin America. Have each group re-read their respective section. Each group should then prepare a bulletin board display that will show how imperialism affected their part of the world. The
bulletin boards may include items such as maps, examples of art, religious symbols, products
associated with the regions, etc. For example, Southeast Asia: Christianity, production of rubber,
palm oil, coffee, tea; Africa: sugar, textiles, ivory; India: Hinduism, spices; Latin America: sugar,
Christianity, beef, coffee, bananas, silver. L1 WH: 7B; ELA: Gr9/Gr10: 13B, 21B
Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities
in the TCR.
CHAPTER 21
Section 4, 671–677
Panama Canal Locks
1 A ship arrives from the Atlantic
Ocean or the Pacific Ocean.
Connecting Across Time
2 The ship enters the first lock and
4
3
2
Have students research and
write short reports on public
reaction to a more recent attempt
by the United States to shape
political events in Latin America
by supporting the Nicaraguan
contras. Ask students to consider
how attitudes toward American
intervention in the Western
Hemisphere may have changed
over the century. L2 ELA:
Gr9/Gr10: 4A, 13B
steel gates close behind it.
Water flows into the lock from an
artificial lake. When the water
reaches the level of the next higher
lock, gates open and the ship
moves forward.
1
3 Electric towing locomotives called
mules pull the ship by cables
through the locks.
4 In a descending lock, water is
drained to the level of the next
lower lock and the ship advances.
Panama Canal Facts
Workers building
the Panama Canal
• In 1534, Holy Roman Emperor Charles V ordered the first survey of
a proposed canal route across the Isthmus of Panama. The survey
came back “impossible.”
3
• The canal was constructed in two stages: between 1881 and 1888
by a French company and between 1904 and 1914 by the United
States.
ASSESS
Assign Section 4 Assessment as
homework or as an in-class
activity.
• The canal is 51 miles (82 km) long. The average time a ship spends
in transit is 8 to 10 hours.
Have students use Interactive
Tutor Self-Assessment CD-ROM.
• There are 6 pairs of locks, or a total of 12 locks. Each lock is 1,000
feet (305 m) long and 110 feet (34 m) wide. The lock system lifts
ships 85 feet (26 m) above sea level.
Section Quiz 21–4
• About 140 million tons (127 million t) of commercial cargo pass
through the canal each year.
Name Date Class ✔
Chapter 21
Score
Section Quiz 21-4
A New Imperialism
Political independence brought
economic independence, but old patterns were
quickly reestablished. Instead of Spain and Portugal,
Great Britain now dominated the Latin American
economy. British merchants moved into Latin America in large numbers, and British investors poured in
funds. Old trade patterns soon reemerged.
Latin America continued to serve as a source of
raw materials and foodstuffs for the industrial
nations of Europe and the United States. Exports
included wheat, tobacco, wool, sugar, coffee, and
hides. At the same time, finished consumer goods,
especially textiles, were imported.
The emphasis on exporting raw materials and
importing finished products ensured the ongoing
domination of the Latin American economy by
foreigners. Latin American countries remained
DIRECTIONS: Matching Match each item in Column A with the items in Column B.
Write the correct letters in the blanks. (10 points each)
economic colonies of Western nations, even though
they were no longer political colonies.
Column A
Persistent Inequality
A fundamental, underlying
problem for all of the new Latin American nations
was the domination of society by the landed elites.
Large estates remained a way of life in Latin America. By 1848, for example, the Sánchez Navarro family in Mexico possessed 17 estates made up of 16
million acres (6,480,000 ha). Estates were often so
large that they could not be farmed efficiently.
Land remained the basis of wealth, social prestige,
and political power throughout the nineteenth century. Landed elites ran governments, controlled
courts, and kept a system of inexpensive labor. These
landowners made enormous profits by growing single, specialized crops, such as coffee, for export. The
The Height of Imperialism
A. caudillos
2. guarantee by U.S. to protect Latin America from Europe
B. Santa Anna
3. leaders of newly formed Latin American republics
C. peninsulares
4. Mexican ruler from 1829-1855
D. Benito Juárez
5. Mexican reform leader
E. Monroe Doctrine
DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best
completes the statement or answers the question. (10 points each)
6. The Mexican reform movement from 1855 to 1876 brought about all of
the following EXCEPT
Reading Essentials and
Study Guide 21–4
Name
Date
Class
Reading Essentials and Study Guide
Chapter 21, Section 4
For use with textbook pages 671–677
NATION BUILDING IN LATIN AMERICA
KEY TERMS
creole a person of European descent who was born in Latin America and who lived there permanently (page 672)
peninsular a Spanish or Portuguese official who resided temporarily in Latin America for political and economic gain (page 672)
mestizo
a person of European and Indian descent (page 672)
Monroe Doctrine a doctrine stated by U.S. President James Monroe in which he guaranteed the
independence of the new Latin American nations and warned against any European intervention in the Americas (page 673)
caudillo
CHAPTER 21
Column B
1. most privileged Latin American class
a Latin American leader who ruled chiefly by military force (page 674)
675
INTERDISCIPLINARY CONNECTIONS ACTIVITY
Economics According to the theory of “economic dependency,” developing countries can never
catch up with developed countries. Since developing countries cannot afford to buy technology,
and have only low-valued goods to exchange, the theory says that they are forever dependent on
the developed countries for technological products. Have students choose one of the countries discussed in this section and research that country’s current economic condition. Ask students if they
can suggest developing countries that do seem to be making advances. WH: 7B
WORLD HISTORY:
Page 674: 7B, 11B, 12B, 15B, 26C
Page 675: 7B, 15B
For grading this activity, refer to the Performance Assessment Activities booklet.
675
CHAPTER 21
Social Studies TAKS tested at Grades 10/11:
Section 4, 671–677
Obj 3: WG18A(10)
masses, with no land to grow basic food crops, experienced dire poverty.
Reading Check Describing What were some of the
difficulties faced by the new Latin American republics?
Answer: fighting over boundaries;
poor roads, lack of railroads, thick
jungles, and mountains made communication, transportation, and
national unity difficult
Political Change in Latin America
One hundred years of direct United
States involvement in the Panama Canal ended on
December 31, 1999, when the canal reverted to Panamanian control.
After 1870, Latin American governments, led by
large landowners, wrote constitutions similar to
those of the United States and European democracies. The ruling elites were careful to keep their
power by limiting voting rights, however.
The construction of the Panama
Canal greatly increased the military
and economic capabilities of the
United States by drastically reducing
the time it took to sail between the
country’s two coasts.
The United States in Latin America By 1900, the
United States, which had emerged as a world power,
had begun to intervene in the affairs of its southern
neighbors. As a result of the Spanish-American War
(1898), Cuba became a United States protectorate,
and Puerto Rico was annexed to the United States.
In 1903, the United States supported a rebellion
that enabled Panama to separate itself from Colombia and establish a new nation. In return, the United
States was granted control of a strip of land 10 miles
History
Answer: Puerto Rico, the Philippines,
and Guam
Answer: American military forces
were sent to many Latin American
countries to protect American investments; in some cases, military occupation lasted for many years.
Critical Thinking
Ask students to summarize the
main barriers to national unity
in Latin America. (the failure of
nationalists to address the unequal
class system; the continued economic dependence on Europe created by the colonial system; the rebel
elite continued to profit from the
sale of raw materials; Latin America
exchanged political colonialism for
economic colonialism)
History
United States marines hoist the American flag following a
United States victory in the Spanish-American War. What
territory in addition to Cuba came under American
control as a result of the Spanish-American War?
676
CHAPTER 21
(16.09 km) wide running from coast to coast in
Panama. There, the United States built the Panama
Canal, which was opened in 1914.
American investments in Latin America soon followed, as did American resolve to protect those
investments. Beginning in 1898, American military
forces were sent to Cuba, Mexico, Guatemala, Honduras, Nicaragua, Panama, Colombia, Haiti, and the
Dominican Republic to protect American interests.
Some expeditions remained for many years. United
States Marines were in Haiti from 1915 to 1934, and
Nicaragua was occupied from 1909 to 1933. Increasing
numbers of Latin Americans began to resent this interference from the “big bully” to the north.
Revolution in Mexico
In some countries, large
landowners supported dictators who looked out for
the interests of the ruling elite. Porfirio Díaz, who
ruled Mexico between 1877 and 1911, created a conservative, centralized government with the support
of the army, foreign capitalists, large landowners,
and the Catholic Church. All these groups benefited
from their alliance. However, forces for change in
Mexico led to a revolution.
During Díaz’s dictatorial reign, the wages of
workers had declined. Ninety-five percent of the
rural population owned no land, whereas about a
thousand families owned almost all of Mexico. When
a liberal landowner, Francisco Madero,
forced Díaz from power in 1911, he
opened the door to a wider revolution.
Madero’s ineffectiveness created a
demand for agrarian reform. This new
call for reform was led by Emiliano
Zapata. Zapata aroused the masses of
landless peasants and began to seize the
estates of wealthy landholders.
Between 1910 and 1920, the Mexican
Revolution caused great damage to the
Mexican economy. Finally, a new constitution enacted in 1917 set up a government led by a president, created
land-reform policies, established limits
on foreign investors, and set an agenda
to help the workers. The revolution also
led to an outpouring of patriotism. Intellectuals and artists sought to capture
what was unique about Mexico, with
special emphasis on its past.
Reading Check Describing What
was the United States’s role as a colonial power?
The Height of Imperialism
EXTENDING THE CONTENT
ELA:
Page 676: Gr9/Gr10: 8B, 10B, 19B,
20B
Page 677: Gr9/Gr10: 1A–B, 4A–B,
4D, 4F, 6A, 7B–D, 8B, 10A–B, 19B,
20B; Gr9: 7I; Gr10: 7H
676
The Panama Canal President Theodore Roosevelt wanted to boost American power and to compete more effectively with the imperial powers of Europe and Japan. The Panama Canal helped
accomplish this goal by strengthening the military posture of the United States. The canal eliminated 7,700 miles (12,389 km) from the sea voyage between New York City and San Francisco. It
cost $380 million and tens of thousands of lives, and took ten years to complete. It was a testament to the skill of American engineers. Without the significant advances made in technology during the 1800s, the canal could not have been built. WH: 7B
CHAPTER 21
Section 4, 671–677
Economic Change
in Latin America
After 1870, Latin America began an
age of prosperity based to a large
extent on the export of a few basic
items. These included wheat and beef
from Argentina, coffee from Brazil,
coffee and bananas from Central
America, and sugar and silver from
Peru. These foodstuffs and raw materials were largely exchanged for finished goods—textiles, machines, and
luxury items—from Europe and the
United States. After 1900, Latin Americans also increased their own industrialization, especially by building
textile, food-processing, and construction material factories.
One result of the prosperity that came from
increased exports was growth in the middle sectors
(divisions) of Latin American society—lawyers,
merchants, shopkeepers, businesspeople, schoolteachers, professors, bureaucrats, and military officers. These middle sectors accounted for only 5 to 10
percent of the population, hardly enough in numbers
to make up a true middle class. Nevertheless, after
1900, the middle sectors of society continued to
expand.
Regardless of the country in which they lived,
middle-class Latin Americans shared some common
characteristics. They lived in the cities; sought educa-
Checking for Understanding
1. Define creole, peninsulare, mestizo,
Monroe Doctrine, caudillo.
2. Identify José de San Martín, Simón
Bolívar, Antonio López de Santa Anna,
Benito Juárez.
3. Locate Puerto Rico, Panama Canal,
Haiti, Nicaragua.
History
Answer: The buildings are well maintained, people are well dressed; there
seems to be an abundance of automobiles.
Answer: prosperity from increased
exports
5. List the powers and privileges of the
landed elites.
beef and wheat
Reading Check Evaluating What caused the growth
4
Analyzing Visuals
8. Describe the painting on page 672.
What action is taking place? How would
you describe the emotions of the people in the scene? How has the painter
tried to convey the importance of the
event?
9. Expository Writing Why did Latin
American countries remain economic colonies of Western nations
when they were no longer political
colonies? Write a brief essay explaining why this happened.
bananas and coffee
sugar and silver
pensive labor. WH: 15B
6. Landed elites excluded the vast
majority of the population from
any role in governing. WH: 7B
7. coffee: Brazil; bananas and coffee:
Central America; beef and wheat:
Argentina; sugar and silver: Peru
WH: 26C–D
8. An angry mob is taking up arms.
Prominent swords, flames, and
The Height of Imperialism
CLOSE
Ask students to discuss the
causes of instability that led to
revolution in Latin America. Students can focus on either internal
problems like land distribution,
churches, etc., or external events
like the American Revolution or
the Napoleonic wars in Europe.
Allow each student the opportunity to participate. L2 WH: 5B, 8A
Country
CHAPTER 21
1. Key terms are in blue. WH: 26A
2. José de San Martín (p. 673); Simón
Bolívar (p. 673); Antonio López de
Santa Anna (p. 674); Benito Juárez
(p. 674) ELA: Gr9/Gr10: 10B
3. See chapter maps. WH: 12A
4. The British wanted to trade with
Latin America. WH: 7A
5. They ran governments, controlled
courts, and kept a system of inex-
Ask students which country in
Latin America was the first to
obtain independence. (Haiti,
1804) Which country was the last
to obtain independence?
(Dominican Republic, 1844) What
is ironic about the answers to the
above questions? (both countries
share the same island) L1 WH: 11B
of a middle class in Latin America?
7. Organizing Information Fill in the
chart below to identify which country
exported each product listed.
Product
Reteaching Activity
tion and decent incomes; and saw the United States
as a model, especially in regard to industrialization.
The middle sectors in Latin America sought liberal
reform, not revolution. Once they had the right to
vote, they generally sided with the landholding elites.
Critical Thinking
coffee
Using information from this text,
have students describe the defining characteristics of this era of
imperialism. L2 WH: 1A
This photo shows Montevideo, Uruguay, in the
early twentieth century. What signs of increasing prosperity do you see in this photo?
6. Examine Why did eliminating European domination from Latin America
not bring about significant economic
and social change?
4. Describe British motives for protecting
Latin American states.
Enrich
History
677
banners convey energy and
motion. Answers will vary.
WH: 26C
9. New nations relied on exporting a
few basic raw materials and
importing manufactured goods
until they could develop their own
industries. WH: 7B
WORLD HISTORY:
Page 676: 1B, 7B, 15C, 19B, 20B
Page 677: 7A–B, 12A, 15B, 20B,
26A, 26C–D
677
CHAPTER 21
Assessment and Activities
MJ
Using Key Terms
MindJogger Videoquiz
Use the MindJogger Videoquiz to
review Chapter 21 content.
Available in VHS.
Using Key Terms
1. imperialism 2. protectorate 3. indirect rule 4. direct rule 5. annexed
6. indigenous 7. sepoys 8. viceroy
9. Monroe Doctrine 10. creole WH:
26A; ELA: Gr9/Gr10: 6A
The Age Of Imperialism
The imperialist powers of the nineteenth century conquered
weaker countries and carved up the lands they seized. Their
actions had a lasting effect on the world, especially the conquered peoples of Asia and Africa. The chart below organizes
selected events that occurred during the age of imperialism
according to four themes.
Movement
• Imperialistic nations set up colonies and protectorates.
• Christian missionaries preach in Africa and Asia.
• Cecil Rhodes makes a fortune in South Africa.
Reviewing Key Facts
11. as a source of raw materials and
markets for their manufactured
goods; source of national prestige;
belief in their inherent superiority
over indigenous peoples WH: 7A
12. Liberia WH: 18C
Change
• Ferdinand de Lesseps completes the Suez Canal in 1869.
• King Leopold II of Belgium colonizes the Congo Basin.
• The United States gains new territory after the SpanishAmerican War.
• The Panama Canal opens in 1914.
13. Great Britain, France, Germany,
Belgium, Portugal WH: 7A
14. destroyed local textile industry; tax
collectors overtaxed peasants; farmers encouraged to grow cotton
instead of food, leading to mass
starvation; new school system to
train Indian children; establishment
of railroads, telegraph, and postal
service improved transportation and
communications WH: 7B
15. Zamindars were local officials used
by the British to collect taxes. Many
took advantage of their authority to
increase taxes, forcing the less fortunate peasants to become tenants or
lose their land entirely. WH: 15B
Reaction
• The British East India Company controls India.
• Afrikaners set up independent republics.
Nationalism
• The United States creates the Monroe Doctrine in 1823.
• In May 1857, the sepoys rebel against British
commanders.
• Afrikaners fight the British in the Boer War from
1899 to 1902.
17. More than 100,000 slaves revolted,
overthrowing French rule. ELA:
Gr9/Gr10: 10B
18. It would support Panama’s rebellion
against Colombia in exchange for
control of a 10-mile-wide (16.09 km)
strip of land running from coast to
coast. WH: 12B
678
Reviewing Key Facts
11. Economics Why did European states wish to establish
colonies?
12. Geography What African state was founded as a refuge for
former slaves?
13. History By 1914, what European countries had divided up
Africa?
14. Culture What were the effects of British rule in India?
15. Government Describe the zamindar system, which was
used by the British in India.
16. History What were the goals of Mohandas Gandhi?
17. History Why was the Haitian revolution unique?
18. History What arrangement did the United States make with
Panama?
19. Geography What country in Southeast Asia remained independent? Why?
Critical Thinking
20. Analyzing Explain the circumstances surrounding the building of the Panama Canal. How did the United States benefit?
21. Making Comparisons Discuss the various concerns of
people under colonial rule. Did social class affect how they
viewed colonial power? How were the concerns of different
social classes similar? How were they different?
16. to force the British to help the poor
and grant independence to India
WH: 19B
1. The establishment of overseas colonies is called
.
2. A
is a political unit that depends on another state for
its protection, such as Cambodia in its relationship with
France in the 1880s.
3. The method of colonial government in which local rulers
maintain their authority is called
.
4. When foreigners govern the colony instead of locals it is
called
.
5. Puerto Rico was
by the United States.
6. The people who are native to a country are also known as
.
7. Indian soldiers in the service of the British East India Company were called
.
8. The
of India was assisted by a large British civil
service staff.
9. To prevent foreign interference in Latin America, the president of the United States issued the
.
10. The
elite led the fight for independence in South
America.
678
CHAPTER 21
The Height of Imperialism
19. Thailand; to serve as a buffer state between British and
French possessions in Southeast Asia WH: 12A
Critical Thinking
20. In 1903, the United States supported Panama’s revolt
against Colombia in exchange for control of a 10-milewide (16.09 km) strip of land running from coast to
coast. The canal built there shortened the traveling distance between the U.S. coasts, making shipping faster
and cheaper. WH: 12B, 25C
21. Most people under colonial rule resented it. In many
cases, the elite classes resented foreign rule the most
because they understood the institutions and values of
the West. Peasant unrest often came about as a result
of displacement from lands that were seized by
colonists; peasants were often forced into virtual slavery on new plantations. The colonists’ superior attitude
resulted in a growing resentment and native pride.
WH: 7B, 25C; ELA: Gr9/Gr10: 7E
CHAPTER 21
Assessment and Activities
Suez Canal
HISTORY
30°E
33°E
Self-Check Quiz
Visit the Glencoe World History Web site at
tx.wh.glencoe.com and click on Chapter 21–Self-Check
Quiz to prepare for the Chapter Test.
Suez
”
23. Describe the tone of this quote. What emotions is Hidalgo
trying to arouse? Is Hidalgo correct when he claims that the
Spanish stole the land?
24. Do you think Native Americans in North America are justified in feeling that their lands were stolen? Why or why not?
SINAI
Making Decisions
Aqab
a
Gulf
of
Riv
er
N ile
ez
Will you make the effort to recover from the hated
Spanish the lands stolen from your forefathers 300
years ago?
JORDAN
EGYPT
u
of S
My children, this day comes to us as a new dispen“
sation. Are you ready to receive it? Will you be free?
Have students visit the Web site at
tx.wh.glencoe.com to review Chapter
21 and take the Self-Check Quiz.
Bitter
Lakes
Cairo
Gu lf
Read the following quote by Miguel Hidalgo:
ISRAEL
Suez
Canal
Writing About History
Analyzing Sources
Gaza
Port Said
30°N
22. Persuasive Writing Pretend you are a British colonist who
has been living abroad for a year. Decide whether you are
for or against colonialism and write a letter to your family
convincing them of your views. Use examples from the text
or your own research.
HISTORY
Mediterranean Sea
26. Answers will vary but should be
consistent with the material presented in this chapter. WH: 27B
N
W
E
S
27. Answers will vary but should be
supported by logical arguments.
100 miles
0
100 kilometers
0
Lambert Azimuthal Equal-Area projection
Red Sea
WH: 12B
Analyzing Maps and Charts
Use your text and the map above to answer the following
questions.
29. Approximately how long is the Suez Canal?
30. Why is control of the Suez Canal so important?
31. What two seas are connected by the Suez Canal?
32. What route was used for trade and transportation in this area
prior to the building of the Suez Canal?
28. Answers will vary but should be
supported by references and logical
arguments. WH: 11B, 26C, 25I;
ELA: Gr9/Gr10: 19B, 20B
Analyzing Maps and Charts
29. about 100 miles (160 km) WH: 12B
30. It provides a shorter route from
Europe to Asia.
Applying Technology Skills
31. The Mediterranean and Red Seas.
25. Using the Internet Use the Internet to research Emilio
Aguinaldo and the Philippine quest for independence.
Create a map showing the various battle sites.
32. Without the canal, ships in the
Mediterranean Sea had to travel
around Africa to reach Asia.
Making Decisions
26. You are a local ruler in your country. You deeply resent the
colonial power that has asked you to rule in its interest. Do
you continue to rule or do you resign? What are the
consequences of your decision?
27. Originally the Panama Canal was a French project. When the
French ran into difficulties, they attempted to sell their project to the United States. As a United States senator, decide
whether or not the United States should take over the
project. Give reasons for your decision.
28. Simón Bolívar is considered to be the George Washington of
South America. Do further research on Bolívar in your
school library. If necessary, review information you have
previously learned about George Washington. Decide
whether or not you think the comparison between Bolívar
and Washington is fair. Explain your decision.
Directions: Choose the best answer to the
following question.
Which of the following was a consequence of British colonial rule in India?
A the defeat of the Mogul dynasty
B the popularity of the joint-stock company
C the exploitation of resources
D the Berlin Conference of 1884
Test-Taking Tip: If you do not immediately know the right
answer to a question, look at each answer choice carefully.
Try to recall the context in which these events were discussed in class. Remembering this context may help you
eliminate incorrect answer choices.
CHAPTER 21
Writing About History
22. Answers should be consistent with material presented
in this chapter. WH: 25B, 25E; ELA: Gr9/Gr10:
1A–B, 4A–B, 4F
Analyzing Sources
23. He is trying to inflame their anger against the “hated
Spanish,” as well as a feeling of righteous indignation.
Answers will vary. ELA: Gr9/Gr10: 9A
Answer: C
Answer Explanation: Students can
automatically eliminate answers not
related to India, such as D.
The Height of Imperialism
Bonus Question
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24. Answers will vary but should be supported by logical
arguments and information about recent legal cases.
?
Have students write a definition of
nationalism. Ask: What do nationalist movements hope to gain or
preserve? (cultural and political
independence)
WH: 25H
Applying Technology Skills
25. Answers will vary. Students will create maps. WH:
11A, 25B, 25E; ELA: Gr9/Gr10: 4C, 13B
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