UNIT+6+--+THE+AGE+OF+IMPERIALISM

Unit Objectives:

 * The student understands the causes of European, American, and Japanese imperial expansion.
 * Explain leading ideas of Social Darwinism and scientific racism in 19th-century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia.
 * Describe advances in transportation, medicine, and weapons technology in Europe in the later 19th century and assess the importance of these factors in the success of imperial expansion.
 * Analyze the motives that impelled several European powers to undertake imperial expansion against peoples of Africa, Southeast Asia, and China.
 * Relate the Spanish-American War to United States participation in Western imperial expansion in the late 19th century.
 * Assess the effects of the Sino-Japanese and Russo-Japanese wars and colonization of Korea on the world-power status of Japan.
 * The student understands transformations in South, Southeast, and East Asia in the era of the “new imperialism.”
 * Analyze changes in Indian society and economy under British rule.
 * Explain the social, economic, and intellectual sources of Indian nationalism and analyze reactions of the British government to it.
 * Compare French and British colonial expansion in mainland Southeast Asia and analyze Thailand’s success in avoiding colonization.
 * Analyze how the termination of the Atlantic slave trade and increased output of European manufactured goods affected economies of West and Central Africa.
 * Analyze the sources and effectiveness of military, political, and religious resistance movements against European conquest in such regions as Algeria, Morocco, West Africa, the Sudan, Ethiopia, and South Africa.
 * Explain major changes in the political geography of northern and Sub-Saharan Africa between 1880 and 1914.



Reading Round-Up
Share your notes from p. 10-16 and ask your partner any questions you have about the text. Regroup and discuss as a class.

Berlin Conference and the Scramble for Africa
[|Berlin Conference General Act of 1885]

So what is Imperialism again anyway?
media type="youtube" key="OfxbnVHXEPE" height="344" width="425"

==="By 'imperialism' I mean the process whereby the dominant politico-economic interests of one nation expropriate for their own enrichment the land, labor, raw materials, and markets of another people." [|Michael Parenti]===


 * Homework:** Read p. 17-32 and take notes on your reading.

Imperialism Unit Teams

 * B Block || D Block ||
 * 1B. Lisa, Brian K., Youngkyu, Joodi || 1D. Jenny, Staci, Terry, Janet ||
 * 2B. Dennis, Jiheon, Sujin, Ho Joon || 2D. Ashley, Rachel L., Hyun, Jorma ||
 * 3B. Ryan, David, Andy || 3D. Jee Min, Winston, Shawn, Minhee ||
 * 4B. Jenny J., Stella, Jennifer N. || 4D. Sangwoo, Lisa, Rachel H., Patrick ||
 * 5B. Brian M., Claire, Jenny P. || 5D. Allison, DK, Soyon, Jiwon ||

Activity #1: Follow-Up Notes on Berlin Conference and Scramble for Africa
Please read these notes in your teams and challenge each other to ask the questions below:

The act of imperialism has truly changed the face of the earth. The world's distrust towards nations with wealth become much clearer as the Age of Imperialism unfolded. The first example we will be looking at is the relationship between Europe and Africa. Here are some questions you should ask yourself while studying this unit. **Answer these questions together in your teams after reading through the following notes together.**

1. Why did imperialism start in Europe? 2. What was the incentive of Europe to become imperialists over other countries? 3. Why was Africa imperialized? 4. How did imperialism change the world? 5. Do the benefits of imperialism outweigh the costs?

Imperialism Study Case 1: Africa and Europe Relations (1450-1890)

 * Part 1- A Brief History of the Relationship Between Sub-Saharan Africa and Europe**


 * The Period of Initial Contact (1450-1530)**
 * The initial reason for Europe's contact with Sub-Saharan Africa was that many countries within Europe were trying to find a way to bypass Muslim traders that dominated the land routes through the Middle-East and Northern Africa.
 * The country to first explore Sub-Saharan Africa was the Portuguese. They landed on the west side of the continent (modern day Ghana and Nigeria) and established ports for the purpose of resupplying their expeditions while trying to find a route to India, China and the Spice Islands.
 * There was a small amount of legitimate trading on the coast of western Africa. Items included gold, ivory and coconuts. Compared to India, China and the Spice Islands, there was very little economic interest in the region.
 * Africa's east coast and interior were not explored. It was perceived as a dangerous and dark place. The Portuguese did not start "exploring" the east coast of Africa until the 1530's when it needed to supply China and India with gold at a more constant rate. At this period of time, Africa was simply a nuisance for those trying to establish trade routes with the "East."


 * The Enslavement of Sub-Saharan Africans to the Americas (1490's-1880's)**
 * Slavery began prior to this era but became more of a widespread practice in Europe and the Americas because of Europeans' 'sweet tooth' for tobacco, sugar and rum.
 * The amount of Africans that were displaced during this time period is very much disputed. Some estimate as few as 6 million to as many as 30 million people were taken from the interior of Africa and shipped over to the Americas.
 * As Europe started to dominate the world, a feeling of superiority started to spread throughout the region. The idea of Eurocentrism, the belief that those from Europe were from a superior bloodline, took root. The concept of "race" started to be used during this time period. This easily allowed the human mind to justify social structures. Eventually, the word "slave" became associated with black Africans, this was how African slavery became both accepted and justified.
 * When slavery became illegal in Africa, a majority of European nations started to lose interest in the region. At this point, Africans were seen as savage animals or at least lesser humans by most Europeans. This belief was fueled by Charles Darwin's theories. A new concept known as Social Darwinism became very popular among educated circles.


 * The Age of Land Exploration in Sub-Saharan Africa (1840-1890)**
 * Even though traders were losing interest in Sub-Saharan Africa (only palm oil and ground nuts which were low in profit margin compared to slavery), a rising social class in Europe started to take notice of its raw materials. Take a guess....
 * Yes! Europe needed raw materials to produce goods and Sub-Saharan Africa had an abundance of such raw materials.
 * Between 1840-1890, explorers started to go into the interior of Africa. As each country started to send more and more expeditions out, it became clear that a fierce competition was starting to develop for access to African resources.
 * Europe had been in relative peace after the Congress of Vienna, which was a direct cause of Napoleon's takeover of Europe. Through the Congress's established policy of "balance of power," no __one__ country was stronger than another, but with the scramble for Africa taking in full swing, there were hints of war in the air once again. Business interests really began the tensions between nations rather than the governments themselves.
 * Instead of going to war, a conference was set up by the major European powers. Today, that conference is know as the Berlin Conference and you just simulated it. What lesson did you learn from the simulation?
 * What were the direct effects of colonization? This opened up a floodgate for European powers to set up colonies and spread Christianity and industrialization throughout Africa and eventually a majority of the world.

> Penetration: Quinine to cure malaria and steamships to rapidly access interior regions of countries > Weapons: Rapid-fire rifles and machine guns > Consolidation: waterways like Suez Canal, steamship lines, cables and railroads allowed Europeans to stay in closer contact and gain easier access to their holdings
 * Motives**
 * 1) Business: Access to natural resources and goods of Africa, Asia and Middle East
 * 2) Nationalism: Growing sense of national identities and pride fueling competition between European states
 * 3) Global dominance: Desire to establish global empire and overseas colonies were a means to do that
 * 4) Racism: Belief in Darwin's theories of natural selection and survival of the fittest made Europeans think they were superior to all other cultures
 * 5) Technology: Development of the following technologies were crucial to conquest of the world.


 * Berlin Conference Map** - Jenn Kim 9G



Activity #2: Becoming an Imperializer


One of the mysteries of imperialism is the idea that a foreign power can take over a country in one fell swoop. It is hard to imagine how a foreign country can take over an established society/culture in a matter of months. I want you to pretend that a foreign entente has come into your country and took it over. When first taking over your nation, the foreign power convinces whoever is in change that it will be allowed in your country's borders and has a right to change some of the existing laws and inject parts of its foreign culture into your society. What would be your reaction? What if you had to change religions, languages, or were treated as inferior? What could be some of the long-term consequences? Discuss this with your teammates before moving forward.

Let's now flip the role. You are a the leader of an expedition from a foreign nation that has been commissioned to imperialize a foreign nation. You know that your government and big businesses within your country are relying on you to gain control over the foreign country as soon as possible. If you succeed, it could mean riches beyond your wildest imagination and one day your name could be printed into a history book. So the question becomes, if you were in charge of getting a stronghold on this foreign country, how you would go about doing it?

Your team will be assigned one of the following imperialist strategies below on your team's page (see Class Links page below). For the rest of the class period, your challenge is to come up with a skit in which you act out your imperialist strategy so that other students can understand it. Using iMovie, you will film your imperialist skit, edit it, and post it by next class. Skits should be no more than **4 minutes** in length **maximum**. These skits will be graded based on whether you clearly and correctly demonstrate the strategy and post your work in a timely and correct manner. Be resilient!

Divide and Conquer Paternalism Indirect Rule Assimilation Force Policy
 * Terms:**

Post your iMovies on your team's page:

WORLD HISTORY BRIGHTMAN B WORLD HISTORY BRIGHTMAN D
 * CLASS LINKS**


 * Homework:** Read "Imperialism Takes Off" p. 192-208 (stop at "Germany became a modern..."). **Bring your Modern World History textbooks to class next time!**

Activity #1: Imperializer Skits
Start class by watching your classmates' Imperializer Skits. Make sure you understand all of the terms after watching the skits. If not, be sure to ask the other teams to help you better understand them.

Divide and Conquer Paternalism Indirect Rule Assimilation Force Policy
 * Terms:**

Activity #2: Imperialism Jigsaw Challenge
Over the course of this unit, we have been examining imperialism from both a European and African perspective. As your first reading explained, imperialism in the 19th century was a global phenomenon. Now that we have examined the causes of imperialism, we must tell the rest of the story from both perspectives and the consequences of global imperialism.

In teams, you will read about one part of the world that was overtaken, colonized, and exploited by Europe. Together, you will tell both sides of the story for the region you have been assigned. Finally, you will summarize what the consequences of imperialism were for your region. You will do this in two ways.


 * 1. Storytelling Presentation:** As budding historians, you need to become captivating storytellers. Until the modern era, this is how history was spread. Your team will need to develop a captivating story to tell your classmates. Within your story, you will need to share both perspectives: the European and the indigenous. To conclude your story, you will need to summarize the consequences for your region. Your presentation should last **10-12 minutes.** //Any presentation that lasts more than 12 minutes will be penalized a letter grade for each additional minute.//


 * 2. PowerPoint Presentation:** As a reference for your classmates, your team must collaborate on a PowerPoint or Keynote presentation that will be posted on your team's Wikispaces page. The PowerPoint or Keynote presentation must clearly share the perspectives of Europeans and the indigenous as shared in your class presentation. Your presentation must also conclude with a summary of the consequences for your region. //The PowerPoint may be used to supplement your class presentation, but if your team simply reads the PowerPoint to the class, your team will fail this project.//

Your regions and reading assignments are as follows in //Modern World History// (team numbers match up, so 1B/D is Africa, etc.):


 * 1) Africa p. 305-315
 * 2) India p.321-325
 * 3) Middle East p.317-320
 * 4) South East Asia, China and the Pacific Islands p. 326-329 & p. 334-339
 * 5) Latin America p. 344-347

In addition, check out ABC-CLIO to supplement the textbook. First, you will need to sign into ABC-CLIO.

Sign In: KIS Password: welcome

Once signed in go to: [| http://www.worldhistory.abc-clio.com/Eras/Default.aspx]

Scroll down to the era entitled, **Spheres of Influence, 1776-1914,** and find your region there. If you want to conduct additional research outside of the sources recommended to you, that is fine but remember that you will have to cite all sources. In addition, please remember not to plagiarize. If you are not sure if you are plagiarizing, please see your teacher for assistance.


 * 3. Rubric:** This project will be worth 50 points, and you will be assessed on this project as follows:



Post your projects on your team's page:

WORLD HISTORY BRIGHTMAN B WORLD HISTORY BRIGHTMAN D
 * CLASS LINKS**


 * Homework:** Imperialism Jigsaw Projects Due

Lesson 4: Jigsaw Presentation Day
Presentations will start at the beginning of class! Order will be decided the day of so make sure you come to ready.

Primary Source Practice: Imperialism!
Read the following sources and answer the questions that follow each source. These will help you prepare for the test.


 * "On French Colonial Expansion"** [| http://www.fordham.edu/halsall/mod/1884ferry.html]

What were the motives behind French Colonial expansion and did they correspond to the motives of other European imperialistic countries in this era?


 * The Platt Amendment** [| http://www.fordham.edu/halsall/mod/1901platt.html]

How much did the Platt Amendment allow the U.S. to infringe upon Cuba's independence?


 * "The Benefits of British Rule"** [| http://www.fordham.edu/halsall/mod/1871britishrule.html]

After analyzing the author's analysis of British rule in India, do you believe that there were more benefits or costs from the Indian perspective?


 * "When the whites came to our country, we had the land and they had the Bible, now we have the Bible and they have the land."** -- African proverb

Explain the paradox in the proverb above using examples from your studies regarding Imperialism.


 * Political Cartoon Question**



Closely examine the political cartoon above. What caption would you give this cartoon and why?


 * Homework:** Read "Rivalry and Resistance" p. 119-133