Download Imperialism - Dorsey High School

 Imperialism
is when a strong nation takes
over a weaker nation or region and
dominates its economic, political, or cultural
life.


A nation would experience industrialization prior
to practicing imperialism on a foreign nation or
region.
This was due to the nearly insatiable demand for
cheap raw materials and the need for markets to
buy manufactured goods.

Economic Motives


Nationalism


European nations wanted to demonstrate their power
and prestige to the world.
Balance of Power


The Industrial Revolution created an insatiable
demand for raw materials and new markets.
European nations were forced to acquire new colonies
to achieve a balance with their neighbors and
competitors.
White Man's Burden

The Europeans’ sense of superiority made them feel
obligated to “civilize the heathen savages” they
encountered.
 Rise
of Industrialization = Need of Raw
Materials


Asia, Africa, and Latin America were seen as a
source of raw materials for industrial production
and as a market for Europe’s manufactured
goods.
“new imperialism,”: was not content to have
trading posts and agreements, as the old
imperialism was, but wanted direct control over
territories.

Old Imperialism trade of slaves and goods to trading
posts and agreements
 pride
in one’s country
 Citizens were proud of their country’s
accomplishments, which sometimes included
taking over foreign areas.
 As European nations became competitive
with one another, there was an increased
pressure to practice imperialism in order to
maintain a balance of power in Europe.
 As
Europeans took over foreign lands, they
viewed the culture of the native population
to be inferior to their own.
 the duty of imperializing nations to bring
western culture and sensibility to the savage
native populations that were encountered in
far off lands.
 Social Darwinism: the belief that all human
groups compete for survival, and that the
stronger groups will replace the weaker
groups.
 imperialism
was a very profitable foreign
policy which came at the expense of the
foreign regions where it was being
practiced.
 Cultural diffusion also occurred, leading to
an exchange of ideas between the West and
the East.

European methods of education were adopted,
leading foreigners to study ideas of liberty
and democracy embraced during the
Enlightenment and various political revolutions.



The Dutch and the
Spanish controlled much
of Southeast Asia during
the early 1800s
The Dutch East
Indies was renowned
for its rich soil which
allowed the harvesting
of crops such as:
coffee, pepper,
cinnamon, sugar, indigo,
and tea.
Mines were formed to
exploit the rich deposits
of tin and copper.


Forests yielded valuable
timber including teak,
ebony, and other
hardwoods.
The Dutch became
notorious for the use of
forced slave labor,
known as the culture
system, to gather
these raw materials,
while purposely
discouraging westerniz
ation, or the spreading
of European culture

The Spanish used
similar methods to
reap the rewards
from their tobacco
and sugar plantations
located in the
Philippine Islands.
However in 1898, the
Philippines were given
to the United States
as part of the
settlement for their
loss of the SpanishAmerican War.

Spanish American
War: (1898) A war
between the United
States and Spain over
the control of Cuba.
The United States
won this war and
gained independence
for Cuba, and control
of the Philippines.
 Great
Britain led
the way in
nineteenth-century
imperial colonialism

The British took
control of Burma from
their colonial
stronghold in India in
the early 1800s
the French
imperialized
modern-day Laos,
Cambodia, and
Vietnam forming
French Indochina in
the 1880s.
 Siam was fought for
by G.B and France
eventually
guaranteed its
independence by a
treaty negotiated
between France and
Great Britain.

 After
the Meiji
Restoration led to
massive industrializ
ation in Japan, the
nation found itself
in great need
of natural
resources.
 Industrialization
makes a nation
dependent upon
iron, coal, and oil,
none of which were
found in great
quantity on the
Japanese archipelag
o.

This need led them to
invade mainland
Korea in order to
exploit the natural
resources there
 Japan
took over much of the coast of China
and the rest of Southeast Asiaforming
the Greater East Asia Co-Prosperity Sphere

Provided more natural resources
 East
Asian raw materials such as oil from the
Dutch East Indies and rubber from French
Indochina kept Japan’s manufacturing
industry and military in China well supplied.
 The Japanese war machine was eventually
aimed at the United States in WWII with
their attack on Pearl Harbor in 1941.
The French left French Indochina in the 1950s
after years of warfare with nationalist groups.
 Communism seemed destined to spread into the
region from China.
 The U.S. foreign policy of containment of
communism would lead to their involvement in
the area in the unpopular Vietnam Conflict.

Vietnam, Cambodia and Laos all eventually became
communist in the 1970s.
 In Cambodia, the Khmer Rouge orchestrated mass
killing of intellectuals and so-called reactionaries
which became known as the Killing Fields.

 During
the 1700s, a joint-stock
company called the British East India
Company was chartered by Queen Elizabeth
I of England.

The company’s main objective was to make a
profit for shareholders by exploiting the
abundant natural resources and gaining access
to the markets in India.
 the
British East India Company successfully used
“divide and conquer” tactics to increase their
control over entire regions of the
Indian subcontinent.
 This strategy entailed fanning the lames of
religious division between
native Muslim and Hindu groups, and taking
advantage of the political rivalries that existed
between local native rulers.
 By the 1830s, the British government had taken
over control of the East India Company. Under
British rule, native customs such assati, the
ritual suicide of a wife after her husband’s death,
were banned. The British built schools and
railroads, and missionaries spread Christianity.
 The
British government ruled India directly
through a British official known as a
viceroy—a governor who rules as a
representative of a monarch.

The viceroy was assisted by a British civil service
staff of about 3,500 people, who ruled 300
million
 British
rule had both benefits and costs
for India.
 One
benefit was Britain brought order to a
society wracked by civil war.
 It also led to a fairly honest government. Lord
Thomas Macaulay set up a new school system.


The goal of the new system was to train Indian
children to work in the colonial administrative system
and the army.
The new system served only upper-class Indians; 90
percent of the country remained illiterate.
 Britain
also introduced infrastructure like the
telegraph and railroads.
 The
greatest cost to the Indians of British
rule was economic.
 British rule brought severe hardships to most
of the population.

British manufactured goods destroyed local
industries, for example.
 In
rural areas the zamindars collected taxes
from the peasants.

Many zamindars took advantage of their
authority, increasing taxes and forcing many
peasants to become tenants or lose their
land entirely.

The British also persuaded many farmers to switch
from growing food to growing cotton. Food supplies
could not keep up with the population, therefore.


Between 1800 and 1900 thirty million Indians starved to
death.
British rule was degrading to the educated, upperclass Indians as well.



Top jobs were reserved for the British, and the rulers
believed they were superior to the Indians, as the views of
Lord Kitchener show.
The British showed disrespect for Indian culture. For
example, they used the Taj Mahal as a place of weddings
and parties, even chipping off pieces of it to take as
souvenirs.
British racial attitudes led to the Indian nationalist
movement.
The Taj Mahal was built by Mughal emperor Shah Jahan in memory of
his third wife, Mumtaz Mahal. The Taj Mahal is widely recognized as
"the jewel of Muslim art in India and one of the universally admired
masterpieces of the world's heritage."
 The
first Indian nationalists were upperclass, English-educated people who preferred
reform over revolution.

Many came from urban areas such as Mumbai
(then called Bombay) and Calcutta.
 The
slow pace of reform convinced most
Indian nationalists they had to do more.


In 1885 a small group of Indians formed the
Indian National Congress (INC).
At first it called only for a share in the governing
process, not full independence.
A
split between Hindus and Muslims plagued
the INC.

Muslims began to call for a separate league to
better represent the interests of India’s millions
of Muslims.
 In
1915 the return of a young lawyer gave
new life to the independence movement.


Mohandas Gandhi was born in Gujarat and
educated in England.
While working at a law firm in South Africa
serving the interests of Indian workers there,
Gandhi became aware of racial exploitation.
 Using
his
experiences in
South Africa, Gandhi
turned the Indian
independence
movement into one
of nonviolent
resistance.

Mohandas Gandhi at his law
office in 1895
The aim was to win
aid for the poor and
independence.
Gandhi’s movement
would indeed lead to
independence.
 India
experienced a cultural revival in the early
1800s.

A British college opened in Calcutta and a local
publishing house issued textbooks on subjects
including Sanskrit.
 The
work of writers such as the illustrious Indian
author Rabindranath Tagore tried
to promote pride in a national
Indian consciousness in the
face of British domination.


Tagore’s life work was to promote human dignity and
world peace.
His interest was ideas, and he set up a school that
became a national university

In the early 1800s, the British treasury was being
depleted due to its dependence upon imported tea
from China.
The Chinese still considered their nation to be the Middle
Kingdom, and therefore viewed the goods the Europeans
brought to trade with as nearly worthless trinkets.
 To solve this trade imbalance Britain imported opium,
processed from poppy plants grown in the Crown Colony of
India, into China.


Chinese officials attempted to ban the importation of
the highly addictive opium, but ultimately failed.


The British declared war on China in a series of conflicts
called the Opium Wars.
Superior British military technology allowed them to claim
victory and subject the Chinese to a series of unequal
treaties.
 According
to the 1842 Treaty of Nanjing, the
Chinese were to:
 Reimburse Britain for costs incurred fighting
the Chinese
 Open several ports to British trade
 Provide Britain with complete control of Hong
Kong
 Grant extraterritoriality to British citizens
living in China

Eventually several European nations followed suit,
forcing China to sign a series of unequal treaties.



Extraterritoriality guaranteed that European citizens in
China were only subject to the laws of their own nation
and could only be tried by their own courts.
Eventually western nations weary of governing foreign
lands, established spheres of influence within China
which guaranteed specific trading privileges to each
nation within its respective sphere.
Eventually the United States demanded equal
trading status within China, and rather than carve
out its own sphere of influence, simply announced
the Open Door Policy in 1899.

Disgusted with the failed efforts of the Manchu
Dynasty in ridding China of opium or foreign
influence after the Opium Wars, Chinese citizens
staged the Taiping Rebellion between 1850-1864.


Taiping Rebellion: (1850-1864) A revolt by the people of
China against the ruling Manchu Dynasty because of their
failure to deal effectively with the opium problem and
the interference of foreigners.
After the further insult of the Open Door Policy,
Chinese nationalist staged the Boxer Rebellion in
1900. (caused by anti-foreign sentiment)

Viewed as a threat to the profits they enjoyed in their
imperialist spheres of influence, foreign nations formed
an international coalition that ended the uprising. With
this victory, additional concessions were granted to
foreign nations within China.
 Finally,
5,000 years of dynastic rule in China
came to an end in 1911.



China tumbled into civil war as local warlords
sought to control their locals,
while nationalist leaders such as Sun Yixian sought
to unify China.
Civil war took hold of China after Sun’s death
as Mao Zedong and his communist forces battled
Sun's successor Jiang Jieshi for control of the
country.
In 1949, Mao established a communist government
in mainland China while Jiang Jieshi fled to Taiwan
and established a democratic government there.
 The
United States naval forces
under Commodore George Dewey defeated
the Spanish in Manila Bay in the Philippines

President William McKinley believed it was his
moral duty to civilize other parts of the world.
 Colonizing
the Philippines would also prevent
it from coming under Japanese rule and
would serve the United States’s interest in
securing a jumping-off point for trade
with China.
 Many
Filipinos
objected
to the colonization—
for example Emilio
Aguinaldo, the
leader of an
independence
movement.

His guerrilla forces
fought against the
Spanish and the
United States, who
defeated the
guerrillas.
 Europeans
did not hesitate to deceive
Africans in order to get their land and
natural resources.
 Driven by of rivalries among themselves,
Great Britain, France, Germany, Belgium,
and Portugal placed almost all of Africa
under European rule between 1880 and 1890.
 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.
 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 in West
Africa caused increasing tensions with local
African governments, who feared for their
independence.
 In 1874 Great Britain annexed (incorporated
a country within a state) the west coastal
states as the first British colony of Gold
Coast. Simultaneously, it established a
protectorate over warring Nigerian groups.
 France controlled the largest part of West
Africa, and Germany controlled Togo,
Cameroon, and German Southwest Africa
(now Namibia).
 In
1805, an officer of the Ottoman army
named Muhammad Ali seized power and
established a separate Egyptian state.

Ali introduced a series of reforms to modernize
Egypt. He modernized the army, set up a public
school system, and helped create small
industries.
 The
growing economic importance of the Nile
Valley along with the development of
steamships gave Europeans a desire to build
a canal east of Cairo to connect the
Mediterranean and Red Seas.

In 1854 Ferdinand de Lesseps, a Frenchman,
signed a contract to build the Suez Canal. The
canal was completed in 1869.
 Great
Britain bought Egypt’s share in the
Suez Canal.

Britain suppressed an 1881 revolt against foreign
influence, and Egypt became a British
protectorate in 1915.
 also
known by the
nickname "The
Highway to India", is
an artificial sealevel waterway in
Egypt, connecting
the Mediterranean
Sea and the Red Sea.
 allows water
transportation betwe
en Europe and Asia wi
thout navigation
around Africa.
 The
British believed they should control the
Sudan, south of Egypt.
 In 1881 the Muslim cleric Muhammad Ahmad
seized control of the Sudan and defeated the
British military force under General Charles
Gordon.
 The British army was wiped out at Khartoum;
Gordon died in the battle. The British seized
the Sudan again in 1898.
 In
1879, 150,000 French had settled in the
region of Algeria. The French government
established control there, along with making
protectorates of Tunisia and Morocco.
 Italy joined the competition for North African
colonies by trying to take over Ethiopia.

Ethiopian forces defeated the Italians in 1896.
Italy was humiliated and tried again in 1911 to
conquer Ethiopia. Italy seized Turkish Tripoli,
which it renamed Libya.
 King
Leopold II was the real driving force behind
the colonization of Central Africa.

In 1876 he hired Henry Stanley to set up Belgian
settlements in the Congo. Belgium’s claim to the vast
territories of the Congo worried other European
states.
 France
especially rushed to gain territories in
Central Africa.
 Belgium ended up with the territories south of
the Congo River, and France received the
territories north of the Congo River.
 By
1875 Britain and
Germany had become
the chief rivals in East
Africa
 At first Bismarck had
downplayed the
importance of colonies.

He became a convert to
colonialism, however,
after more and more
Germans called for a
German empire.
 Germany
was one of many European nations
interested in East African colonies


At the 1884 Berlin Conference, the major
European powers divided up East Africa, giving
recognition to German, British, and Portuguese
claims.
No African delegates were present at the
conference.
 By
1865 close to two hundred thousand white
people had moved to the southern part of
Africa.
 The Boers, also called Afrikaners, were the
descendants of the original Dutch settlers
who occupied Cape Town in South Africa in
the seventeenth century.


In the 1830s the Boers fled British rule, going
northward and establishing the independent
republics of Transvaal—later the South African
Republic—and the Orange Free State.
The Boers believed white supremacy was
ordained by God; therefore, they put a lot of the
indigenous (native) peoples on reservations.
 The
Boers
frequently battled
the Zulu, an
indigenous people.
The Zulu had risen
to prominence
under their great
ruler, Shaka. Later
the British
defeated the Zulu.
In the 1880s
British policy in
South Africa was
directed by Cecil
Rhodes, who had
set up diamond
and gold
companies that
had made him
fabulously
wealthy.


He named the
territory north of
the Transvaal
Rhodesia, after
himself.
 Rhodes’s
ambitions
led to his downfall
in 1896.
The British
government forced
him to resign as prime
minister of Cape
Colony after finding
out he planned to
overthrow the Boer
government of the
South African Republic
without British
approval.
 Conflict broke out
between the British
and the Boers, leading
to war.

 The

Boer War went from 1899 to 1902.
Fierce guerrilla resistance by the Boers angered
the British, who burned crops and herded more
than 150,000 Boer women and children into
detention camps, causing 26,000 to die.
 In
1910 the British created the independent
Union of South Africa, combining the Cape
Colony and the Boer republics.


This was a self-governing nation within the
British Empire.
To appease the Boers, the policy was that only
whites could vote.
By 1914 only Liberia, which had been created by
freed United States slaves, and Ethiopia were
African nations free of European domination.
 Britain especially relied on existing political
elites and institutions to govern its colonies.
 An advantage of indirect rule for the indigenous
peoples is that it interfered much less with their
traditions and customs.


However, most decisions came from the parent
country, and local rulers rubber-stamped and
enforced these decisions, maintaining their power.
This system sowed the seeds of later class and tribal
tensions among native peoples.
 Most
other European governments used
direct rule in Africa


The French, for example, appointed a governorgeneral and set up their own colonial
bureaucracy.
The French ideal was to assimilate the African
peoples. They did not want to preserve African
traditions.
 Latin



America
area rich in resources
countries with newly gained independence
area that needs money to modernize and
industrialize
Borrow
money from other
countries
Or
Becomes
“enslaved” by debt to
these countries
 The
natural resources of the Latin American
republics made them targets for a form of
economic dependence called free-trade
imperialism
 British and the United States’ entrepreneurs
financed and constructed railroads in order
to exploit the agricultural and mineral
wealth of Latin America.
 European
influence in Latin America was
very different than in Africa and Asia.

Europe penetrated South America with
investment and trade and immigration.
 Argentina,
Brazil, Chile, and other
countries took in the Irish, Germans,
Italians, eastern Europeans, and Spaniards.
 Direct imperialism would only come from
the United States.

U.S. declared war on Spain in 1898 and
captured the Philippines, Puerto Rico, and
Cuba.
 What

influenced revolt?
By the end of the eighteenth century, the
political ideals of the revolution in North America
were threatening European control of Latin
America.
 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 who lived there permanently)
controlled land and businesses. Mestizos, the
largest segment, worked as servants
or laborers.
 The
creole elites were especially influenced
by revolutionary ideals.


They found the ideas of a free press, free
trade, and equality before the law very
attractive.
They resented colonial control of trade, as well.
They especially 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.
 The
creole elites denounced the rule of Spain
and of Portugal.

There was a series of revolts between 1807 and
1825, due to the weakened condition of Spain
and Portugal from defeats at the hand of
Napoleon.
The unusual revolution led by FrançoisDominique Toussaint-Louverture on the
island of Hispaniola took place before
the main independence movements
began.



More than one hundred thousand slaves
rose up and seized control of the entire
island.
In 1804 the area now called Haiti became
the first independent state in Latin America.
 Mexico
experienced a revolt beginning in
1810.
 Miguel Hidalgo was the first hero of the
Mexican movement for independence.

Inspired by the French Revolution, he urged the
mestizos (people of European and Indian
descent) to free themselves from the Spanish
 In
1810 Hidalgo led
an unsuccessful
armed attack on
the Spaniards.


They were defeated
and Hidalgo was
executed, but his
memory lives on.
September 16, the
first day of the
uprising, is Mexico’s
Independence Day.
Father Hidalgo leads Mexicans in
revolt against the Spaniards
Simon Bolivar
Don Jose de San Martin
Two members of the creole elite—José de San
Martín of Argentina and Simón Bolívar of
Venezuela—are considered the liberators of South
America.
 San
Martín believed the Spanish had to be
removed from all of South America if any
South American nation was to be free.


He freed Argentina by 1810.
In 1817 he led forces against the Spanish in
Chile.

He crossed the Andes in an amazing march during
which many soldiers died. The arrival of his army in
Chile surprised the Spanish, and their forces were
defeated.
 San
Martín wanted to move on to Lima, the
center of Spanish authority.

He knew he would need the help of the man who
had freed Venezuela from the Spanish—Simón
Bolívar. They allied.
a Venezuelan military and political leader.
Together with José de San Martín, he played a
key role in Hispanic-Spanish America‘s successful
struggle for independence from the Spanish
Empire
 Bolívar participated in the foundation of the
first union of independent nations in HispanicAmerica, a republic, which was named Gran
Colombia, and of which he was president from
1819 to 1830.
 During his lifetime, he
led Colombia, Venezuela, Ecuador, and Bolivia
to independence, and helped lay the
foundations for democratic ideology in much of
Latin America.

By the end of the 1820s, South and
Central America were free of the
Spanish.




The one threat left was that the Concert
of Europe favored using troops to restore
Spanish rule in Latin America.
Britain disagreed because it wished to trade
with Latin America.
The United States president, James Monroe,
issued the Monroe Doctrine, which warned
against European involvement in Latin
America and guaranteed the
independence of the new Latin American
nations.
 The
new Latin American nations faced many
serious problems between 1830 and 1870,
such as border wars, a huge loss of
property and people, and no modern
infrastructure.
 Over the nineteenth century these new
countries would become economically
dependent on Europe and the United States
once again.
 The
new nations began as republics, but soon
strong leaders known as caudillos came to
power.


They ruled by force, and the landed elite
supported them.
Some of them were destructive, such as
Mexican ruler Antonio López de Santa Anna.

He misused state funds, halted reforms, and
created chaos. In 1835 American settlers in the
Mexican state of Texas revolted against him.
Texas gained its independence in 1836;
war between Mexico and the United
States soon followed (1846 to 1848).



Mexico lost almost one-half of its territory
to the United States after losing the Mexican
War.
Santa Anna’s disastrous rule was
followed by a period of reform (1855 to
1876), dominated by Benito Juárez, a
reformer, national hero, and child of
Native American peasants.

The United States’s intervention in Latin America
led to the building of the Panama Canal (opened
in 1914).


The United States controlled it for most of the
twentieth century.
Political independence did not translate into
economic independence.
Britain and other Western nations dominated the
Latin American economy.
 Latin America continued to be a source of raw
materials and food for the industrial West. Finished
consumer goods, especially textiles, were imported.
 The continuation of this old pattern assured that
Latin America would depend on Europe and the
United States.

A basic problem for all Latin American
nations was the domination of society by
the landed elite.


Large estates remain a way of life in Latin
America.
Land remained the basis of wealth,
prestige, and power in Latin America
throughout the nineteenth century.


The landed elite ran governments and made
huge profits, while the masses lived in dire
poverty.
After 1870 Latin American governments
wrote constitutions similar to those in the
United States and Europe. Ruling elites
kept their power, however, often by
restricting voting rights.
After the Spanish-American War, Cuba
became a United States protectorate and
Puerto Rico was annexed to the United
States.



In 1903, the United States supported a rebellion
that allowed Panama to become an independent
nation. In return the United States received the
land on which it built the Panama Canal.

American investments in Latin American soon
followed. Since 1898, military forces have been
sent into Latin America to protect American
interests.


The United States Marines were in Haiti from 1915 to
1934, and Nicaragua was occupied from 1909 to 1933.
Resentment built against the big power from the
north.
In Mexico, among other Latin American
countries, large landowners supported dictators
who looked out for the interests of the ruling
elite.

The dictator Porfirio Díaz ruled Mexico between 1877
and 1911 with the support of the army, the Catholic
Church, the aristocrats, and foreign capitalists.
 Wages
declined under this dictator, and 95
percent of the rural population did not own
land. A liberal landowner forced Díaz out,
and a wider revolution started.

A
Emiliano Zapata demanded agrarian reform. He
aroused the peasants against the wealthy.
new constitution enacted in 1917 set up a
government led by a president, created land
reform, established limits on foreign
investment, and set out to help workers


Latin America had a period of economic
prosperity after 1870 due to the
exportation of a few major items,
including wheat and beef from
Argentina, coffee from Brazil, and
bananas from Central America.
After 1900 Latin America began doing
more of its own manufacturing

Due to the prosperity, the middle sectors of
Latin American society grew, even though they
were too small to make up a genuine middle
class.


The middle sectors were only 5 to 10 percent of the
population.
Members of the Latin American middle sectors
had shared characteristics: they lived in cities,
sought education and decent incomes, and saw
the United States as a model, especially for
industrialization.

They sought reform, not revolution, and usually voted
with the landed elites.