The Scramble for Africa • Summarize the Motives of European Colonizers and the Factors That Allowed Them to Control Africa

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LESSON PLAN 1 Aboriginal bark painting from Battle of Isandhlwana, 1879, Zululand OBJECTIVES Milingimbi, Australia (now in South Africa) • Describe Africa before European domination. The Scramble for Africa • Summarize the motives of European colonizers and the factors that allowed them to control Africa. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Identify three groups that clashed in EMPIRE BUILDING Ignoring the African nations continue to feel • imperialism • Shaka claims of African ethnic groups, the effects of the colonial • racism • Boer South Africa. kingdoms, and city-states, presence more than 100 years • Social Darwinism • Boer War Europeans established colonies. later. • Berlin Conference FOCUS & MOTIVATE Ask students to discuss times they Industrialization stirred ambitions in many European SETTING THE STAGE may have tried to dominate someone nations. They wanted more resources to fuel their industrial production. They competed for new markets for their goods. Many nations looked to Africa as a source younger, smaller, or weaker. How did of raw materials and as a market for industrial products. As a result, colonial pow- they assert their power? (Possible ers seized vast areas of Africa during the 19th and early 20th centuries. This seizure Answers: by force, coercion, or bribes) of a country or territory by a stronger country is called imperialism. As occurred throughout most of Africa, stronger countries dominated the political, economic, and social life of the weaker countries. INSTRUCT Africa Before European Africa Before European Domination TAKING NOTES Domination In the mid-1800s, on the eve of the European domination of Africa, African peo- Outlining Use an outline to list the forces and ples were divided into hundreds of ethnic and linguistic groups. Most continued events surrounding Critical Thinking to follow traditional beliefs, while others converted to Islam or Christianity. These imperialism in Africa. groups spoke more than 1,000 different languages. Politically, they ranged from • How did the many linguistic and ethnic large empires that united many ethnic groups to independent villages. The Scramble groups in Africa contribute to European for Africa Europeans had established contacts with sub-Saharan Africans as early as the colonization? (Possible Answer: African I. Africa Before 1450s. However, powerful African armies were able to keep the Europeans out European groups were not united, making them of most of Africa for 400 years. In fact, as late as 1880, Europeans controlled Domination easier to control.) A. only 10 percent of the continent’s land, mainly on the coast. • Why did colonization of Africa begin Furthermore, European travel into the interior on a large-scale basis was vir- B. in the Congo? (Belgium supported tually impossible. Europeans could not navigate African rivers, which had many II. Forces Driving rapids, cataracts, and changing flows.The introduction of steam-powered river- Imperialism Stanley’s exploration of the Congo, boats in the early 1800s allowed Europeans to conduct major expeditions into the which led to colonization.) interior of Africa. Disease also discouraged European exploration. In-Depth Resources: Unit 6 Finally, Africans controlled their own trade networks and provided the trade • Guided Reading, p. 47 (also in Spanish) items. These networks were specialized. The Chokwe, for example, devoted themselves to collecting ivory and beeswax in the Angolan highlands. Nations Compete for Overseas Empires Those Europeans who did penetrate TEST-TAKING RESOURCES the interior of Africa were explorers, missionaries, or humanitarians who Test Generator CD-ROM opposed the European and American slave trade. Europeans and Americans learned about Africa through travel books and newspapers. These publications Strategies for Test Preparation competed for readers by hiring reporters to search the globe for stories of adven- Test Practice Transparencies, TT101 ture, mystery, or excitement. Online Test Practice The Age of Imperialism 773

SECTION 1 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS • Literature: “The Burial,” p. 60 In-Depth Resources: Unit 6 In-Depth Resources: Unit 6 • Guided Reading, p. 47 • Guided Reading, p. 47 • Geography Application: Livingstone, p. 54 • Building Vocabulary, p. 52 eEdition CD-ROM • Geography Application: Livingstone, p. 54 Formal Assessment Voices from the Past Audio CD • Section Quiz, p. 436 • Reteaching Activity, p. 66 Power Presentations CD-ROM Reading Study Guide, p. 257 Electronic Library of Primary Sources ENGLISH LEARNERS Reading Study Guide Audio CD In-Depth Resources in Spanish • “The Boer War” • Guided Reading, p. 189 GIFTED AND TALENTED STUDENTS • “Stanley Finds Livingstone” • “Private Company Rule in the Congo” • Geography Application, p. 195 In-Depth Resources: Unit 6 Reading Study Guide (Spanish), p. 257 • Primary Source: British Contract with an classzone.com Reading Study Guide Audio CD (Spanish) African King, p. 56 Teacher’s Edition 773 wh10te-062701-0773-0778 8/29/03 1:57 PM Page 774

CHAPTER 27 • Section 1

More About . . .

Collecting Wild Rubber Rubber production under Belgian rule was one of the worst exploitations of Africans in the history of African colonialism. Armed soldiers drove people into the forest to collect wild rubber. Those who refused were killed or mutilated. In some cases, a victim’s hand was taken as a trophy to show the commissioner. ▲ This stamp The hands were then counted to deter- celebrates the The Congo Sparks Interest In the late 1860s, David Livingstone, a missionary mine that the soldiers had not wasted centenary (100th) from Scotland, traveled with a group of Africans deep into central Africa to pro- anniversary of mote Christianity. When several years passed with no word from him or his party, cartridges. European outrage over this Stanley and practice forced the Belgians to Livingstone’s many people feared he was dead. An American newspaper hired reporter Henry Stanley to find Livingstone. In 1871, he found Dr. Livingstone on the shores of discontinue it. meeting in 1871. Lake Tanganyika. Stanley’s famous greeting—“Dr. Livingstone, I presume?”— made headlines around the world. Stanley set out to explore Africa himself and trace the course of the Congo River. His explorations sparked the interest of King Leopold II of Belgium, who commissioned Stanley to help him obtain land in the Congo. Between 1879 and 1882, Stanley signed treaties with local chiefs of the Congo River valley. The treaties gave King Leopold II of Belgium control of these lands. Leopold claimed that his primary motive in establishing the colony was to abol- Forces Driving Imperialism ish the slave trade and promote Christianity. However, he licensed companies that brutally exploited Africans by forcing them to collect sap from rubber plants. At Critical Thinking least 10 million Congolese died due to the abuses inflicted during Leopold’s rule. • How did the Industrial Revolution lead As a result of his cruelty, humanitarians around the world demanded changes. In to European colonization? (Factories in 1908, the Belgian government took control of the colony away from Leopold. The Europe needed more and more raw Belgian Congo, as the colony later became known, was 80 times larger than Belgium. The Belgian government’s seizure of the Congo alarmed France. Earlier, materials which could be gotten in 1882, the French had approved a treaty that gave France the north bank of the cheaply if the source was colonized.) Congo River. Soon Britain, Germany, Italy, Portugal, and Spain were also claiming • What basic assumption of Social parts of Africa. Darwinism would Africans most likely disagree with? (that fitness for Forces Driving Imperialism survival is measured in scientific and The motives that drove colonization in Africa were also at work in other lands. technological development) Similar economic, political, and social forces accelerated the drive to take over land In-Depth Resources: Unit 6 in all parts of the globe. The Industrial Revolution in particular provided European countries with a reason to add lands to their control. As European nations industri- • Primary Source: British Contract with an alized, they searched for new markets and raw materials to improve their economies. African King, p. 56 • Literature: “The Burial,” p. 60 Belief in European Superiority The race for colonies also grew out of a strong sense of national pride. Europeans viewed an empire as a measure of national great- Electronic Library of Primary Sources ness. As the competition for colonies intensified, each country was determined to • “Stanley Finds Livingstone” plant its flag on as much of the world as possible. • “Private Company Rule in the Congo” 774 Chapter 27

Name Date

GEOGRAPHY APPLICATION: MOVEMENT CHAPTER 27 David Livingstone Explores Southern Africa DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Directions: Read the paragraphs below and study the map carefully. Then answer the ques- Section 1 tions that follow.

cottish explorer David Livingstone, born in a European and rank as one of the greatest land S1813, explored southern Africa on three differ- explorations in history. ent expeditions from 1841–1873. He journeyed During his travels, Livingstone survived a variety there to bring “Christianity, commerce, and civiliza- of hardships that killed many of his companions. tion” to the heart of the continent. Aside from the extreme heat, driving rain, and In 1841, Africa was a mystery to many knee-deep mud, Livingstone suffered under the Tracing the Exploration of Southern Africa Europeans. They thought of it as dry and infertile constant threat that the men traveling with him with little commercial value. However, Livingstone might mutiny and kill him. In addition, Livingstone amazed them during his travels by sending back battled repeated attacks of malaria. He also suffered reports of a continent filled with lush forests, from terrible headaches, dizziness, vomiting, and huge waterfalls, and massive grasslands. Initially, diarrhea. In one three-year stretch, he endured 27 Livingstone’s goal was to convert Africans to attacks of fever. Livingstone was even mauled by a Class Time 30 minutes answer the questions on page 55 and discuss their Christianity. However, that soon gave way to explo- lion, an attack that permanently damaged his left ration and the attempt to discover trade routes that hand. could undercut and possibly end the slave trade. Livingstone died in 1873 at the end of his third Livingstone also covered a great deal of territory. expedition. By that time, he had influenced attitudes In 1855, he explored the turbulent and wild waters toward Africa all over the Western world. Despite answers with other pairs. of the Zambezi River, which funnels into a great traditional thinking of the time that European cul- Task Studying a map of David Livingstone’s travels waterfall. He named it the Victoria Falls in honor ture was superior, Livingstone truly believed in of his monarch, Queen Victoria. In addition, his Africa’s ability to advance to the modern world. journeys across sub-Saharan Africa were the first by

0˚ Equator Livingstone’s Travels Ask students to compare the map of Livingstone’s travels . L LakLakee R u VictoriaVictoria Purpose To appreciate the role of explorers in awakening o a g l

n a

o b C a LakeLake INDIAN R TanganyikaTanganyika OCEAN . ed.

LakeLake v European interest in Africa with the the map of Africa on page 777. Which European Luanda NyasaNyasa 10˚S AATLANTICTLANTIC ComorComoroo OCEAN Islands ights reser

b e s i All r a m R Z . nations claimed the lands in the areas Livingstone ascar LakeLake

NgamiNgami Madag Instructions Have students read the Geography 50˚E 20˚S Tropicropic of Capricorn Livingstone’s first expedition, 1841–1856

O Livingstone’s second 10˚E r a n g e R explored? (Belgium, Portugal, Great Britain, France, and expedition, 1858–1863 McDougal Littell Inc. . Livingstone’s third © 30˚S Application worksheet on page 54 of In-Depth Resources: 0 400 Miles expedition, 1866–1873 Cape TownTown Departure points 0 800 Kilometers Port Elizabeth 40˚E Unit 6. You might want to make a transparency of the Germany) Do students think Livingstone would have map of Livingstone’s travels on the bottom of that page. approved or disapproved of the land grab? Why? (Possible 54 Unit 6, Chapter 27 Answer: disapproved because he respected African cul- Ask students to work in pairs to study the map and In-Depth Resources: Unit 6 discuss the material they have read. Then have them ture and rejected the idea of European superiority)

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Many Europeans believed that they were better than other peoples. The belief CHAPTER 27 • Section 1 that one race is superior to others is called racism. The attitude was a reflection of Social Darwinism, a social theory of the time. In this theory, Charles Darwin’s ideas about evolution and “survival of the fittest” were applied to human society. Those who were fittest for survival enjoyed wealth and success and were considered superior to others. According to the theory, non-Europeans were considered to More About . . . be on a lower scale of cultural and physical development because they had not made the scientific and technological progress that Europeans had. Europeans Cecil Rhodes believed that they had the right and the duty to bring the results of their progress Cecil Rhodes first went to South Africa to other countries. Cecil Rhodes, a successful businessman and a major as a young man to improve his health. supporter of British expansion, clearly stated this position: He became involved in the diamond business and amassed an immense PRIMARY SOURCE Analyzing I contend that we [Britons] are the first race in the world, and the more fortune mining this plentiful natural Primary Sources of the world we inhabit, the better it is for the human race. . . . It is our resource of southern Africa. In his will, What attitude duty to seize every opportunity of acquiring more territory and we he left a portion of this fortune to Oxford about the British should keep this one idea steadily before our eyes that more territory does Rhodes’s simply means more of the Anglo-Saxon race, more of the best, the University to establish scholarships for statement display? most human, most honourable race the world possesses. English-speaking students. Former British A. Answer CECIL RHODES, Confession of Faith, 1877 President Clinton was among many superiority to all other groups The push for expansion also came from missionaries who worked illustrious Rhodes scholars. to convert the peoples of Asia, Africa, and the Pacific Islands to Christianity. Many missionaries believed that European rule was the best way to end evil practices such as the slave trade. They also wanted to “civi- lize,” that is, to “Westernize,” the peoples of the foreign land. ▲ Rhodes’s More About . . . Factors Promoting Imperialism in Africa Several factors contributed to the De Beers Europeans’ conquest of Africa. One overwhelming advantage was the Europeans’ Consolidated Mines is the Malaria technological superiority. The Maxim gun, invented in 1884, was the world’s first biggest diamond Malaria remains a deadly and widespread automatic machine gun. European countries quickly acquired the Maxim, while the company in the resisting Africans were forced to rely on outdated weapons. world today. disease today, with over 40% of the European countries also had the means to control their empire. The invention of the world’s population at risk. As many as steam engine allowed Europeans to easily travel on rivers to establish bases of control 500 million cases and 1 million deaths deep in the African continent. Railroads, cables, and steamships allowed close com- occur each year. munications within a colony and between the colony and its controlling nation. Even with superior arms and steam engines to transport them, another factor might have kept Europeans confined to the coast. They were highly susceptible to malaria, a disease carried by the dense swarms of mosquitoes in Africa’s interior. The perfection of the drug quinine in 1829 eventually protected Europeans from becoming infected with this disease. Factors within Africa also made the continent easier for Europeans to colonize. Africans’ huge variety of languages and cultures discouraged unity among them. Wars fought between ethnic groups over land, water, and trade rights also prevented a unified stand. Europeans soon learned to play rival groups against each other. The Division of Africa

The Division of Africa Critical Thinking Vocabulary • Why were no African rulers invited scramble: a frantic The scramble for African territory had begun in earnest about 1880. At that time, struggle to obtain the French began to expand from the West African coast toward western Sudan. to attend the Berlin Conference? something. The The discoveries of diamonds in 1867 and gold in 1886 in South Africa increased (Europeans believed they had the word is frequently used to describe the European interest in colonizing the continent. No European power wanted to be left right to decide Africa’s fate.) competition for out of the race. • How did colonization change Africans’ African land. basic economy? (Cash crops replaced families’ food crops.) The Age of Imperialism 775

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Imperialism, Racism, Social Darwinism Class Time 25 minutes Word Meaning of Suffix Meaning of Word Task Creating a chart of words ending in -ism Purpose To learn a strategy for analyzing the -ism words imperialism act takeover of a country by a Instructions Point out to students that the three key terms on stronger one pages 773 and 775—imperialism, racism, and Social Darwinism—all end in racism doctrine belief in the superiority of the suffix -ism. Explain that this suffix is used to create nouns from other one race nouns, adjectives, or verbs and that it has several meanings, including “doctrine or theory” and “act or practice.” Have students work in pairs or Social doctrine ideas about “survival of the small groups to create a chart including the key term, the meaning of the Darwinism fittest” applied to humans suffix, and the meaning of the word. Ask them to brainstorm other -ism words and add them to their charts. Completed charts may look like this: criticism act act of criticizing Teacher’s Edition 775 wh10te-062701-0773-0778 8/29/03 1:58 PM Page 776

CHAPTER 27 • Section 1 Berlin Conference Divides Africa The competition was so fierce that European countries feared war among themselves. To prevent conflict, 14 European nations met at the Berlin Conference in 1884–85 to lay down rules for the division of Africa. They agreed that any European country could claim land in Africa by noti- fying other nations of its claims and showing it could control the area. The Tip for English Learners European nations divided the continent with little thought about how African eth- The word Afrikaans refers to the nic or linguistic groups were distributed. No African ruler was invited to attend language spoken by the Dutch who these meetings, yet the conference sealed Africa’s fate. By 1914, only Liberia and Clarifying settled South Africa. Afrikaner means Ethiopia remained free from European control. What was the purpose of the Demand for Raw Materials Shapes Colonies When European countries began an Afrikaans-speaking South African of Berlin Conference? colonizing, many believed that Africans would soon be buying European goods in European ancestry. B. Answer to lay great quantities. They were wrong; few Africans bought European goods. However, down rules for the European businesses still needed raw materials from Africa. The major source of division of Africa great wealth in Africa proved to be the continent’s rich mineral resources. The Belgian Congo contained untold wealth in copper and tin. Even these riches More About . . . seemed small compared with the gold and diamonds in South Africa. Businesses eventually developed cash-crop plantations to grow peanuts, palm The Berlin Conference oil, cocoa, and rubber. These products displaced the food crops grown by farmers to feed their families. King Leopold of Belgium had several motives for attending the Berlin Three Groups Clash over South Africa Conference. He fancied himself a great South Africa demonstrated the impact that Europeans had on African peoples. The statesman and wanted to build a king- history of South Africa is a history of Africans, Dutch, and British clashing over dom in Africa that would extend from the land and resources. Although the African lands seemed empty to the Europeans, ▼ Reinstated as Congo to the Nile. All he got, however, ruler over part of various ethnic groups had competing claims over huge areas. The local control of was the central Congo, primarily because his former these lands, especially in the east, had been in dispute for about 100 years. nation, King France, Germany, and England wanted a Zulus Fight the British From the late 1700s to the late 1800s, a series of local Cetshwayo was buffer zone among their African holdings. soon driven wars shook southern Africa. Around 1816, a Zulu chief, Shaka, used highly disci- away and died plined warriors and good military organization to create a large centralized state. in exile in 1884. Shaka’s successors, however, were unable to keep the kingdom together against the superior arms of the Three Groups Clash Over British invaders. In 1879, after Zulu king Cetshwayo South Africa refused to dismiss his army and accept British rule, the British invaded the Zulu nation. Although the Zulus Critical Thinking used spears and shields against British guns, they • What conclusion can you draw about nearly defeated the great European army. In July 1879, however, the Zulus lost the Battle of Ulundi and their the Zulus from their near-defeat of the kingdom. The Zulu nation fell to British control British invaders? (They were highly in 1887. trained and motivated to fight for Boers and British Settle in the Cape The first their land.) Europeans to settle in South Africa had been the • How did the Boer War differ from Dutch. The Dutch came to the Cape of Good Hope in other patterns of colonization in Africa? 1652 to establish a way station for their ships sailing (It was a war between European between the Dutch East Indies and the Netherlands. Dutch settlers known as Boers (Dutch for “farmers”) colonizers on African soil with minimal gradually took Africans’ land and established large participation by native Africans.) farms. (The Boers are also known as Afrikaners.) When the British took over the Cape Colony permanently in the early 1800s, they and the Boers clashed over British policy regarding land and slaves.

776 Chapter 27

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Events of the Boer War Boers claim British take Boers move Boers try to Class Time 35 minutes land and over Cape north to protect claims Task Charting the events in the Boer War establish Colony. escape British to minerals and Purpose To clarify the causes and effects of the conflict farms in and clash with blame British Instructions Have students work in pairs to reread the material South Africa. Zulus. for rebellion. about the Boer War. Ask them to think about the following questions: • Who were the Boers? (Settlers of Dutch descent) • Why did they clash with the British? (The British claimed the South Boers attack British win war. Boers joined African colony and set up policies that the Boers didn’t like.) British. into Union of Then hand out copies of Critical Thinking Transparency CT73 chronological South Africa order chart. Have students list the events in the Boer war in order. under British control. 776 Chapter 27 wh10te-062701-0773-0778 8/29/03 1:58 PM Page 777

Traditional Ethnic Boundaries of Africa Imperialism in Africa, 1913 CHAPTER 27 • Section 1 0 ° EUROPE

ITALY History from Visuals PORTUGAL 40°N SPAIN OTTOMAN EMPIRE Interpreting the Map Str. of Gibraltar Algiers SPANISH MOROCCO M Ask students to examine the main map TUNISIA edit erran ean Se MADEIRA MOROCCO Tripoli a Suez and the two inset maps. About what (Port.) Canal Ethnic group IFNI Agadir (Sp.) Borders of percentage of Africa was colonized by Cairo

CANARY ISLANDS N Africa, 1913 i (Sp.) ALGERIA LIBYA l Europeans in 1878? (10 percent) In 1913? e R RIO . (96 percent) Which two imperial powers DE ORO EGYPT 0 1,000 Miles controlled the most African territory in Tropic of Cancer R

e 0 2,000 Kilometers 1913? (France and Great Britain) What was the largest single landholding at that FRENCH WEST AFRICA N time? (French West Africa and Algeria) ig ANGLO- ERITREA e r EGYPTIAN FRENCH Dakar R L. Chad . SUDAN SOMALILAND Extension Have students compare the GAMBIA PORTUGUESE main map and the map showing tradi- GUINEA TOGO NIGERIA BRITISH Fashoda SOMALILAND D tional ethnic boundaries. What do they SIERRA FRENCH Addis N A LEONE EQUATORIAL Ababa L GOLD Lagos I AFRICA L notice? (The borders of the colonies LIBERIA COAST ETHIOPIA A CAMEROONS M O FERNANDO PO S are drawn with no regard for ethnic RIO MUNI N (Sp.) IA (Sp.) . L go R A boundaries.) How might this fact have PRINCIPE Con BRITISH T EAST I ° SÃO TOMÉ FRENCH 0 Equator (Port.) BELGIAN AFRICA contributed to some of the problems EQUATORIAL CONGO UGANDA AFRICA L. Victoria that resulted from imperialism? (Ethnic ATLANTIC Mombasa CABINDA L. Tanganyika conflicts might have been incited or OCEAN GERMAN ZANZIBAR EAST (Br.) worsened by bringing hostile groups AFRICA

NYASALAND within colonial borders.) ANGOLA COMORO IS. (Fr.) Imperialism in Africa, 1878 NORTHERN RHODESIA SKILLBUILDER Answers Ceuta Melilla TUNISIA E R A 1. Region Very little of the continent was ALGERIA U INDIAN Q C SOUTHERN I S GERMAN RHODESIA B A colonized in 1878, while most of it had TRIPOLI SOUTHWEST D M N G OCEAN A AFRICA A A L Z D A O come under European control by 1913. N A Tropic of Cancer EGYPT A M BAY M U Tropic of Capricorn (Br.) H Pretoria 2. Region There were hundreds of C SENEGAL E JohannesburgB SWAZILAND different ethnic groups. GAMBIA 0 1,000 Miles PORTUGUESE GUINEA BASUTOLAND SIERRA LEONE UNION OF ETHIOPIA SOUTH 0 2,000 Kilometers LAGOS AFRICA IVORY COAST GOLD Fernando Po COAST Principe 0° Equator Cape Town Belgian Italian São Tomé GABON Interactive This map is available in an Boer Ottoman British Portuguese interactive format on the eEdition, where ANGOLA ATLANTIC French Spanish OCEAN students can view the African colonies of German Independent states E U each imperial power separately. IQ B

TRANSVAAL M A Tropic of Capricorn Z O

ORANGE 40 GEOGRAPHY SKILLBUILDER: Interpreting Maps M ° 0

FREE STATE E ° 1. Region How does imperialism in Africa in 1878 compare with that in 1913? 0 1,500 Miles CAPE NATAL 2. Region What does the map of ethnic boundaries suggest about the number of COLONY INDIAN ethnic groups in Africa in 1913? 0 3,000 Kilometers OCEAN 777

COOPERATIVE LEARNING

Dramatizing South African History Class Time 40 minutes about the clash of cultures on pages 776–778 of the text. Ask them to Task Creating and presenting skits dramatizing a central event in South choose an incident to portray that exemplifies their group’s values and African history goals. Examples might include: Purpose To understand history from different points of view • Zulus—war council deciding whether or not to fight the British Instructions Divide students into three groups—Zulus, Boers, and British. • Boers—a day on the Great Trek Explain that each group will research, write, and perform a 5- to 10-minute • British—the discovery of gold or diamonds in South Africa skit dramatizing an event central to its role in the conflict over South Africa. Have students perform their skits for the class. You might suggest that Distribute “The Boer War: The Suffering of the Civilian Population” from the other groups respond from their particular point of view. Electronic Library of Primary Sources. Instruct students to read for informa- Electronic Library of Primary Sources tion that will help them portray the motives, feelings, and actions of their particular group. Then have the groups reread and discuss the material • “The Boer War: The Suffering of the Civilian Population” Teacher’s Edition 777 wh10te-062701-0773-0778 8/29/03 1:58 PM Page 778

CHAPTER 27 • Section 1 In the 1830s, to escape the British, several thousand Boers began to move north. This movement has become known as the Great Trek. The Boers soon found themselves fighting fiercely with Zulu and other African groups whose land they were taking. Historyin Depth The Boer War Diamonds and gold were discovered in southern Africa in the 1860s and 1880s. Suddenly, adven- Winston Churchill and the turers from all parts of the world rushed in to make their for- Boer War tunes. The Boers tried to keep these “outsiders” from As a boy, Winston Churchill stuttered and gaining political rights. An attempt to start a rebellion was at the bottom of his class. His father, against the Boers failed. The Boers blamed the British and, Winston Churchill in 1899, took up arms against them. Lord Randolph Churchill, reportedly hated and the Boer War In many ways, the Boer War (also known as the South his son and wrote to the boy’s grand- Winston Churchill, who served as the African War) between the British and the Boers was the first mother that Winston lacked “cleverness, British prime minister during World War II, first came to public attention modern “total” war. The Boers launched commando raids and knowledge and any capacity for settled during the Boer War. used guerrilla tactics against the British. The British countered work.” Churchill reacted by idolizing his A war correspondent, Churchill was by burning Boer farms and imprisoning women and children father and trying to avenge his idol’s traveling with British soldiers when in disease-ridden concentration camps. C. Answer It was their train was ambushed by the Black South Africans were also involved in the war. Some failed political career with his own illustri- Boers. Churchill pulled some of the between two Euro- fought; others served as scouts, guards, drivers, and workers. ous one. Winston succeeded not only in wounded men to safety. When he pean nations, not Many black South Africans were captured by the British and between Europeans the political arena, but in the artistic one returned to help the others, however, he was arrested by a Boer soldier. placed in concentration camps, where over 14,000 died. and Africans. as well, winning the Nobel Prize for (The soldier, Louis Botha, would later Britain finally won the war. In 1910, the Boer republics become the prime minister of the literature in 1953. were joined into a self-governing Union of South Africa, Contrasting Union of South Africa and Churchill’s which was controlled by the British. How was the close friend.) struggle for land in Churchill managed to escape The establishing of colonies signaled a change in the way of life of the Africans. The Europeans made efforts to the Boer War differ- from the South African prison. When ent from other he returned to Britain, Churchill was change the political, social, and economic lives of the peo- takeovers in Africa? hailed as a national hero at the age ples they conquered. You will learn about these changes in of 26. Section 2. ASSESS SECTION 1 ASSESSMENT SECTION1 ASSESSMENT Have students work with a partner TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. to answer the questions and discuss • imperialism • racism • Social Darwinism • Berlin Conference • Shaka • Boer • Boer War

the answers. USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING Formal Assessment 2. How did Europeans use Social 3. Why did the Europeans control 6. MAKING INFERENCES What can you infer about the Darwinism to justify empire such a small portion of Africa Europeans’ attitude toward Africans from the Berlin • Section Quiz, p. 435 building? in the 1800s? Conference?

The Scramble 4. What were some of the internal 7. FORMING OPINIONS Why do you think Africans weren’t RETEACH for Africa factors that contributed to interested in buying European products? I. Africa Before imperialism in Africa? 8. DEVELOPING HISTORICAL PERSPECTIVE What sort of European Have students read the Reading Study Domination 5. Why did the Boers and the problems might result from combining or splitting groups Guide and answer the questions to A. British fight over southern of people without regard for ethnic or linguistic traditions? B. Africa? 9. WRITING ACTIVITY EMPIRE BUILDING Write an expository help them review the main ideas of II. Forces Driving essay explaining which European motive behind the section. Imperialism imperialism in Africa was the most powerful. Reading Study Guide, p. 257 INTERNET ACTIVITY In-Depth Resources: Unit 6 Use the Internet to find out about the population and status of INTERNET KEYWORD Afrikaners, or Boers, in South Africa today. Present your findings in an Afrikaners in South Africa • Reteaching Activity, p. 66 oral report. 778 Chapter 27

ANSWERS

1. imperialism, p. 773 • racism, p. 775 • Social Darwinism, p. 775 • Berlin Conference, p. 776 • Shaka, p. 776 • Boer, p. 776 • Boer War, p. 778 2. Sample Answer: I. A. diverse peoples, 4. Africans’ vast spectrum of languages and 9. Rubric Expository essays should B. trading networks. II. A. racism, B. Social cultures, wars between ethnic groups, lack of • indicate that economic competition was the Darwinism, C. technological superiority, weapons and technology strongest motivator. D. medical advances. Europeans believed 5. Both wanted access to gold and diamonds. • include details from the chapter. they were superior people and had a duty 6. They thought Africans were inferior and had and right to impose their culture on no right to decide the fate of their lands. non-Europeans. 7. preferred their own products; had no use for Rubric Oral reports should 3. powerful African armies, impassable European products • discuss the number of Afrikaners living in rivers, diseases 8. They might fight each other or try to return to South Africa today and their status. their own people. • consider conflicts between Afrikaners and black South Africans. 778 Chapter 27 wh10te-062702-0779-0785 8/29/03 1:43 PM Page 779

LESSON PLAN 2 OBJECTIVES • Explain the different forms of Imperialism colonial control. Case Study: Nigeria • Trace British rule in Nigeria. • Summarize African resistance MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES movements. • Analyze the impact of colonial rule POWER AND AUTHORITY Many former colonies have • paternalism Europeans embarked on a new political problems that are the • assimilation in Africa. phase of empire building that result of colonial rule. • Menelik II affected both Africa and the rest of the world. FOCUS & MOTIVATE Ask students what they already know SETTING THE STAGE The Berlin Conference of 1884–85 was a European conference. And, although black South Africans participated in it, the Boer War about Nigeria. (Possible Answers: English was largely a European war. Europeans argued and fought among themselves is the official language; authors Wole over the lands of Africa. In carving up the continent, the European countries Soyinka and Chinua Achebe) Explain that paid little or no attention to historical political divisions or to the many ethnic this country, the most populous in Africa, and language groupings in Africa. Uppermost in the minds of the Europeans was a British colony until 1960. was the ability to control Africa’s land, its people, and its resources.

A New Period of Imperialism TAKING NOTES INSTRUCT The imperialism of the 18th and 19th centuries was conducted differently from Summarizing Use a web to record the A New Period of Imperialism the explorations of the 15th and 16th centuries. In the earlier period, imperial forms and methods of powers often did not penetrate far into the conquered areas in Asia and Africa. European imperialism Nor did they always have a substantial influence on the lives of the people. in Africa, the resistance Critical Thinking During this new period of imperialism, the Europeans demanded more influence it met with, and its • Which has more relative freedom, impact. over the economic, political, and social lives of the people. They were deter- a colony or a protectorate? Why? mined to shape the economies of the lands to benefit European economies. They (protectorate—has its own government also wanted the people to adopt European customs. forms and methods under foreign control) Forms of Control Each European nation had certain policies and goals for • How might assimilation be considered establishing colonies. To establish control of an area, Europeans used different Imperialism less harsh than paternalism? in Africa techniques. Over time, four forms of colonial control emerged: colony, protec- (Possible Answer: Assimilation does torate, sphere of influence, and economic imperialism. These terms are defined resistance impact not deny peoples’ right to practice their and discussed in the chart on page 780. In practice, gaining control of an area might involve the use of several of these forms. own culture.) Methods of Management European rulers also developed methods of day-to- In-Depth Resources: Unit 6 day management of the colony. Two basic methods emerged. Britain and other • Guided Reading, p. 48 (also in Spanish) nations—such as the United States in its Pacific Island colonies—preferred indirect control. France and most other European nations wielded a more direct con- TEST-TAKING RESOURCES trol. Later, when colonies gained independence, the management method used had an influence on the type of government chosen in the new nation. Test Generator CD-ROM Indirect Control Indirect control relied on existing political rulers. In some Strategies for Test Preparation areas, the British asked a local ruler to accept British authority to rule. These local officials handled much of the daily management of the colony. In addition, Test Practice Transparencies, TT102 Online Test Practice CASE STUDY 779

SECTION 2 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS • Connections Across Time and Cultures: Two Periods In-Depth Resources: Unit 6 In-Depth Resources: Unit 6 of Colonization and Imperialism, p. 65 • Guided Reading, p. 48 • Guided Reading, p. 48 Electronic Library of Primary Sources • History Makers: Menelik II, p. 63 • Building Vocabulary, p. 52 • from “Africa at the Center” Formal Assessment • Reteaching Activity, p. 67 • Section Quiz, p. 436 Reading Study Guide, p. 259 Reading Study Guide Audio CD eEdition CD-ROM ENGLISH LEARNERS Power Presentations CD-ROM In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS Electronic Library of Primary Sources • Guided Reading, p. 190 In-Depth Resources: Unit 6 • from “Africa at the Center” Reading Study Guide (Spanish), p. 259 • Primary Source: Letter from Menelik II, p. 57 classzone.com Reading Study Guide Audio CD (Spanish) • Literature: from Things Fall Apart, p. 61

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CHAPTER 27 • Section 2

Imperialism In 1905, the British Empire • was the largest and most Analyzing Key Concepts Imperialism is a policy in which one country seeks to extend its authority powerful in the world’s by conquering other countries or by establishing economic and political history. dominance over other countries. The first chart below discusses the four • covered about 11 million OBJECTIVE forms of imperialist authority. The second chart shows the two management square miles. methods that can be used to control an area. • had about 400 million • Compare the forms of imperialism and inhabitants. methods of management. Today, the United Kingdom Forms of Imperialism has 13 small dependent territories and is the head of Form Definition Example INSTRUCT a voluntary association of 54 Colony A country or a territory Somaliland in East Africa was independent states. Point out to students that, although all governed internally by a a French colony. African Colonization and foreign power imperialism involves subjugation of a Independence In 1884, Western leaders weaker country by a stronger one, there Protectorate A country or a territory with Britain established a • its own internal government protectorate over the Niger met to divide Africa into are various forms of domination that but under the control of an River delta. colonial holdings. grant different degrees of rights and outside power • By 1914, nearly all of Africa had been distributed Sphere of Liberia was under the sphere participation to the dominated people. An area in which an outside among European powers. All of these forms of imperialism have Influence power claims exclusive of influence of the United investment or trading States. • European imperial powers been played out on the world stage. privileges set national borders in Africa without regard for Economic An independent but less- The Dole Fruit company local ethnic or political Imperialism developed country controlled controlled pineapple trade in divisions. This continues to by private business interests Hawaii. be a problem for African rather than other governments nations today. More About . . . Independent African Countries Liberia Imperial Management Methods 50 This country on the west coast of Africa Indirect Control Direct Control was established by freed slaves from the • Local government officials used • Foreign officials brought in to rule United States and the West Indies. In fact, • Limited self-rule • No self-rule 4 its name means “free land.” The descend- • Goal: to develop future leaders • Goal: assimilation 1945 2003 ants of these African-American settlers, • Government institutions are based on • Government institutions are based called Americo-Liberians, constitute only European styles but may have local only on European styles. rules. about 2.5 percent of Liberia’s population but controlled the country until 1980. At Examples: Examples: that time, native Africans revolted and • British colonies such as Nigeria, India, • French colonies such as Somaliland, Burma Vietnam regained political power. • U.S. colonies on Pacific Islands • German colonies such as German 1. Forming and Supporting Opinions East Africa Which form of managing imperial interests do you think would be most • Portuguese colonies such as Angola effective and why? See Skillbuilder Handbook, page R20.

2. Recognizing Effects Use the Internet or library resources to research the problems many African nations are RESEARCH LINKS For more on imperialism, facing today as a result of imperialism. go to classzone.com Report your findings to the class.

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1. Forming and Supporting Opinions 2. Recognizing Effects Possible Answers: Indirect control—Because Possible Answers: Reports will vary based on it involved local officials in government and research, but some topics that may be discussed was based on local laws, it would be more are national borders dividing existing ethnic readily accepted by the colonized people and and political groups, reestablishing a food-crop so, more effective. Direct control—Because it agricultural system rather than a cash-crop ignored local input, it would not be sidetracked system, and educating the population about by compromise and could effectively promote African history—a topic suppressed under its programs. imperial rule.

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each colony had a legislative council that included colonial officials as well as CHAPTER 27 • Section 2 local merchants and professionals nominated by the colonial governor. The assumption was that the councils would train local leaders in the British method of government and that a time would come when the local population would govern itself. This had happened earlier in the British colonies of Australia and Canada. In the 1890s, the United States began to colonize. It chose the indirect History from Visuals method of control for the Philippines. Interpreting the Map Direct Control The French and other European powers preferred more direct control of their colonies. They viewed the Africans as unable to handle the complex Make sure students understand that the business of running a country. Based on this attitude, the Europeans developed a colored areas represent traditional territo- policy called paternalism. Using that policy, Europeans governed people in a ries for the ethnic groups indigenous to parental way by providing for their needs but not giving them rights. To accomplish Nigeria. Europeans generally disregarded this, the Europeans brought in their own bureaucrats and did not train local people such boundaries. in European methods of governing. The French also supported a policy of assimilation. That policy was based on Extension Ask students to trace the map the idea that in time, the local populations would adopt French culture and become and to draw new borders that respect like the French. To aid in the transition, all local schools, courts, and businesses traditional ethnic territories. Does each were patterned after French institutions. In practice, the French abandoned the ethnic group gain or lose land compared ideal of assimilation for all but a few places and settled for a policy of “associa- with the borders drawn by Europeans? tion,” which was similar to indirect control. They recognized African institutions (Hausa-Fulani—gains; Igbo—remains the and culture but regarded them as same; Yoruba—loses) inferior to French culture.

SKILLBUILDER Answers CASE STUDY: Nigeria Nigeria, 1914 1. Region three; difficulty getting them

E A British Colony ° to communicate and work together A close look at Britain’s rule of 10 FRENCH WEST AFRICA 2. Movement to gain control of trade on Nigeria illustrates the forms of impe- N ig L e a the river and access to all ethnic areas rialism used by European powers to r k R e gain control of an area. It also shows . C had management methods used to continue the control of the economic and In 1851, British annex Lagos. A British Colony political life of the area. 10°N Gaining Control Britain gained NIGERIA Critical Thinking control of southern Nigeria through After 1884–85 Berlin • Which of Nigeria’s three main ethnic Benue R. both diplomatic and military means. Conference, Britain groups would have been most likely Some local rulers agreed to sign declares a protect- Lagos orate over Niger Delta. to unite? (the Igbo and Yoruba, since treaties of protection with Britain The Royal Niger Niger R. they shared both religion and style and accepted British residents. Company controls However, others opposed the foreign the palm-oil trade. CAMEROONS of government)

intervention and rebelled against it. Culture Groups • Do you think direct rule would have The British used force to put down Gulf of Guinea Hausa-Fulani worked better or worse than indirect Igbo and defeat these rebellions. Yoruba rule with the Hausa-Fulani? Why? British conquest of northern 0 250 Miles British-imposed border (Possible Answer: Worse—Local officials Nigeria was accomplished by the 0 500 Kilometers probably would have resisted.) Royal Niger Company. The company GEOGRAPHY SKILLBUILDER: Interpreting Maps gained control of the palm-oil trade 1. Region How many major culture regions are found within the along the Niger River after the Berlin colony of Nigeria? What sort of problems might result from Conference gave Britain a protec- combining or splitting groups of people? torate over the Niger River delta. In 2. Movement Why might the British want to be able to control the 1914, the British claimed the entire Niger River? area of Nigeria as a colony. CASE STUDY 781

Name ______Date ______

CHAPTER 27 Section 2 (pages 779–784) TÉRMINOS Y NOMBRES paternalismo Gobierno en forma “paternal” que satisface Imperialism necesidades pero no otorga DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS derechos asimilación Política de absorber al Case Study: Nigeria pueblo colonizado a la cultura de la nación imperialista ANTES DE LEER Menelik II Dirigente de la resistencia etíope En la sección pasada, aprendiste acerca de las razones del imperialismo. En esta sección, leerás acerca de la forma en que los The Vocabulary of Imperialism imperialistas controlaron las colonias. AL LEER Usa el cuadro para diferenciar el gobierno directo del indirecto. Class Time 20 minutes GOBIERNO DIRECTO GOBIERNO INDIRECTO Word Meaning Related Los colonos controlaban los asuntos coloniales Los gobernantes manejaban los asuntos cotidianos Task Creating a chart showing the meanings of key terms and other words legislative having to do with the legislator making of laws

ed. A New Period of v 1. ¿En que se diferencia un protectorado Purpose To better understand imperialism Imperialism (page 777–781) de una colonia?

ghts reser ¿Cuáles fueron las formas i

nominated named, appointed nomination All r del control colonial? Cada potencia tenía metas para sus colonias. Hay Instructions Have students create a chart in which they cuatro formas de control: colonia, protectorado, Patterns of Imperialist esfera de inﬂuencia e imperialismo económico. Una colonia es una región gobernada por un go- Mangagement: A British Colony bierno extranjero. Un protectorado maneja sus (pages 781–782) paternalism treating people as children paternal McDougal Littell Inc. © asuntos cotidianos, pero está controlado por una ¿Cómo gobernaron sus colonias define in their own words the two key terms and other nación imperialista. Una esfera de inﬂuencia es una región donde una nación imperialista tiene dere- los gobiernos imperialistas? chos económicos exclusivos. El imperialismo Las naciones imperialistas tenían dos métodos económico es una situación donde una nación básicos de gobernar sus colonias. Los británicos assimilation adoption of a conqueror’s assimilate independiente está controlada por empresas usaron control indirecto. Mediante este sistema, difficult vocabulary on this page. Suggest that they use extranjeras, no por gobiernos extranjeros. the Reading Study Guide in Spanish for Section 2 on culture by conquered CHAPTER 27 THE AGE OF IMPERIALISM 259 page 259 for help. They should also brainstorm related diplomatic done by discussion diplomacy Reading Study Guide: Spanish words and list them in their charts. Completed charts bureaucrat person who manages a bureaucracy Translations might look like this: government department Teacher’s Edition 781 wh10te-062702-0779-0785 8/29/03 1:44 PM Page 782

CHAPTER 27 • Section 2 Managing the Colony In this new age of imperialism, it was necessary not only to claim a territory but also to govern the people living there. However, managing Nigeria would not prove to be easy. It was one of the most culturally diverse areas Summarizing in Africa. Which forms of About 250 different ethnic groups lived there. The three largest groups were the imperialistic control African Resistance Hausa-Fulani in the north, the Yoruba in the southwest, and the Igbo in the south- did Britain use in Nigeria? east. These groups were different from one another in many ways, including lan- A. Answers protec- Critical Thinking guage, culture, and religion. The Hausa-Fulani people were Muslim and had a torate, colony, and • Why do you think Africans resisted strong central government. The Igbo and Yoruba peoples followed traditional reli- economic imperial- imperialism despite the superiority of gions and relied on local chiefs for control. ism (Royal Niger Company) European military technology? (Possible Britain did not have enough troops to govern such a complex area. As a result, the British turned to indirect rule of the land. Ruling indirectly through local offi- Answer: They were fighting to retain cials worked well with the Hausa-Fulani. However, this management method did their land and way of life.) not work as well with the Igbo and Yoruba peoples. Their local chiefs resented hav- • What strategy allowed Ethiopia to resist ing their power limited by the British. European dominance? (pitting the European powers against each other) African Resistance In-Depth Resources: Unit 6 As in Nigeria, Africans across the continent resisted European attempts to colonize • Primary Source: Letter from Menelik II, p. 57 their lands. However, the contest between African states and European powers was • History Makers: Menelik II, p. 63 never equal because of the Europeans’superior arms. Africans resisted the Europeans with whatever forces they could raise and often surprised the Europeans with their military ability. With the single exception of Ethiopia, though, all these attempts at resistance ultimately failed. History Makers Edward Morel, a British journalist who lived for a time in the Congo, made an observation about the Africans’ dilemma: Samori Touré Samori Touré about 1830–1900 What character traits distinguished Samori Touré is a hero of the PRIMARY SOURCE Samori Touré? (nationalistic fervor, Mandingo people. His empire is often Nor is violent physical opposition to abuse and injustice henceforth possible for the African in any part of Africa. His determination, and leadership) When compared to the great Mali Empire of the 1300s. chances of effective resistance have been steadily dwindling Touré was 20, his mother was taken as Touré was a nationalist who built a with the increasing perfectibility in the killing power of a slave, and Samori joined her captor’s powerful Mandingo kingdom by modern armament. Thus the African is really helpless against the material gods of army to gain her release. This experience conquering neighboring states. His kingdom became the third largest the white man, as embodied in the trinity of imperialism, honed his military skills and determina- empire in West Africa. capitalistic exploitation, and militarism. tion to fight for his people. For 16 years, Touré opposed the EDWARD MOREL, The Black Man’s Burden French imperialists in West Africa. The well-armed Mandingo were Unsuccessful Movements The unsuccessful resistance France’s greatest foe in West Africa, attempts included active military resistance and resistance and the two armies clashed several through religious movements. Algeria’s almost 50-year resis- times. The Mandingo Empire was tance to French rule was one outstanding example of active Rubric Maps should finally brought down, not in battle, • clearly indicate the borders of the but by a famine. resistance. The resistance movement led by Samori Touré in Mandingo Empire. West Africa against the French is another example. After modernizing his army, Touré fought the French for 16 years. • include the boundaries of modern Africans in German East Africa put their faith in a spiri- African countries. INTERNET ACTIVITY Draw a map showing the extent of the Mandingo tual defense. African villagers resisted the Germans’ insis- Empire. Go to classzone.com for tence that they plant cotton, a cash crop for export, rather your research. than attend to their own food crops. In 1905, the belief suddenly arose that a magic water (maji-maji) sprinkled on their bodies would turn the Germans’ bullets into water. The uprising became known as the Maji Maji rebellion. Over 20 different ethnic groups united to fight for their freedom. The fighters believed that their war had been ordained by God and that their ancestors would return to life and assist their struggle. 782 Chapter 27

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African Resistance: Analyzing a Primary Source Class Time 25 minutes The white man’s weapons are too powerful. Task Expressing Edward Morel’s ideas in everyday language The white man has many things and large armies and a great Purpose To understand historical conditions desire to conquer land. Instructions Have students work in small groups to reread the primary Ask students to discuss the following questions: source quotation from Edward Morel on this page. Ask students to analyze the quotation sentence by sentence, and restate the ideas in their own 1. What kinds of weapons do you think the Africans had? (Possible Answer: words. Instruct them to discuss their restatements with their group and spears and sticks, some older guns) then record them to share with the whole class. Here are some examples: 2. What “material goods of the white man” do you think Morel is referring It is impossible for Africans to fight against the wrongs to? (Possible Answer: weapons but also road-building equipment, boats, machinery of various kinds) done to them. Tell students that the guns, equipment, and desire for raw materials made 782 Chapter 27 the imperialist powers successful conquerors. wh10te-062702-0779-0785 8/29/03 1:44 PM Page 783

However, when resistance fighters armed with spears and protected by the ▼ After CHAPTER 27 • Section 2 magic water attacked a German machine-gun post, they were mowed down by the defeating Italy, thousands. Officially, Germans recorded 75,000 resisters dead. But more than Menelik II modernized twice that number perished in the famine that followed. The Germans were shaken Ethiopia by by the rebellion and its outcome. As a result, they made some government reforms constructing a in an effort to make colonialism more acceptable to the Africans. railroad and More About . . . weakening the Ethiopia: A Successful Resistance Ethiopia was the only African nation that power of the African Resistance successfully resisted the Europeans. Its victory was due to one man—Menelik II. nobility. He became emperor of Ethiopia in 1889. He successfully played A fundamental cause of African resistance Italians, French, and British against each other, all of whom were to imperialism was the completely alien striving to bring Ethiopia into their spheres of influence. In the nature of Western civilization, with its meantime, he built up a large arsenal of modern weapons pur- emphasis on science and technology. chased from France and Russia. In 1889, shortly after Menelik had A member of the Herero, a people in signed a treaty with Italy, he discovered differences between the southwestern Africa, observed: “The wording of the treaty in the Ethiopian language and in Italian. European is devoted to dead metals . . . Menelik believed he was giving up a tiny portion of Ethiopia. However, the Italians claimed all of Ethiopia as a protectorate. [W]e get our joy out of living creatures.” Meanwhile, Italian forces were advancing into northern Ethiopia. Menelik declared war. In 1896, in one of the greatest battles in the history of Africa—the Battle of Adowa—Ethiopian forces successfully defeated the Italians and kept their nation independent. After the battle, Menelik continued to stockpile rifles and other modern weapons in case another foreign power challenged History from Visuals Ethiopia’s liberty. Interpreting the Map Ask students which resistance movement occurred first. (Algerian Berbers 40 40 ° W 40°N ° and Arabs) Algerian Berbers E and Arabs Extension Have students arrange the Resistance Movements 1830–1884 TUNISIA Mediterranean Sea resistance movements along a time line. in Africa, 1881–1906 Arabi Pasha N

ile R 1881–1882 Make sure they notice that many of the ALGERIA LIBYA . Red Sea movements overlap. Ask them to discuss EGYPT Tropic of Cancer possible reasons for this fact. (Possible Area of Rabih ANGLO- Mahdist State resistance Mandingo 1897–1900 EGYPTIAN 1881–1898 Answers: One movement could inspire 1884–1898 SUDAN FRENCH WEST AFRICA others; trade routes among territories L. Khartoum BRITISH Chad SOMALILAND 0 1,000 Miles could spread word of resistance.) Daboya Fashoda Menelik II 0 2,000 Kilometers GOLD ETHIOPIA 1893–1896 COAST SKILLBUILDER Answers CAMEROONS A ITALIAN BRITISH SOMALILAND 1. Region Anglo-Egyptian Sudan ° EAST 0 Equator Asante AFRICA BELGIAN UGAND 2. Region parts of northwest and 1900 CONGO GERMAN central Africa EAST AFRICA Maji-Maji ATLANTIC 1905–1906 OCEAN Mashona 1896 ANGOLA R INDIAN

A C OCEAN S GERMAN A Interactive An interactive version of GEOGRAPHY SKILLBUILDER: Interpreting Maps SOUTHERN G SOUTHWEST RHODESIA A 1. Region Which region had the largest area affected AFRICA D this map on the eEdition allows Tropic of Capricorn A by resistance? Ndebele 1896 M students to focus on each resistance 2. Region Was any region unaffected by resistance Herero Menalamba movements? and San 1898–1904 movement individually. SOUTH ZULULAND 1904–1906 AFRICA 783

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CHAPTER LITERATURE SELECTION from Things Fall Apart 27 by Chinua Achebe DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Nigerian novelist Chinua Achebe grew up in a small Igbo village near the Niger Section 2 River. His novel Things Fall Apart, written in 1958, shows how European colonization led to the breakdown of age-old patterns of African village life. Achebe illustrates this theme by focusing upon the story of Okonkwo, a respected man in the traditional Igbo village of Umuofia, who finds himself powerless to halt the changes Europeans are bringing to his land. The following excerpt takes place after Okonkwo and five other villagers have been arrested, imprisoned, and fined for destroying a Christian church in retaliation for Christians’ crimes against the Igbo religion. After the men are released, Okonkwo recalls life before the Europeans came to Umuofia. What is Okonkwo’s response to the Literature of Resistance Europeans? s he thought of these things he heard the find its way to the earth again. And many more Asound of the [town crier’s] iron gong in the dis- people were coming from every quarter of the nine tance. He listened carefully, and could just hear the villages. It warmed Okonkwo’s heart to see such crier’s voice. But it was very faint. He turned on his strength of numbers. But he was looking for one bed and his back hurt him. He ground his teeth. man in particular, the man whose tongue he dread- Class Time 40 minutes reading in this section of the text. Ask students to take the The crier was drawing nearer and nearer until he ed and despised so much. passed by Okonkwo’s compound. “Can you see him?” he asked Obierika. “The greatest obstacle in Umuofia.” Okonkwo “Who?” thought bitterly, “is that coward, Egonwanne. His “Egonwanne,” he said, his eyes roving from one roles of the following characters in the village of Umuofia: sweet tongue can change fire into cold ash. When corner of the huge market-place to the other. Most Task Reading and conducting a marketplace meeting he speaks he moves our men to impotence. If they of the men were seated on goatskins on the ground. had ignored his womanish wisdom five years ago, A few of them sat on wooden stools they had brought we would not have come to this.” He ground his with them. teeth. “Tomorrow he will tell them that our fathers “No,” said Obierika, casting his eyes over the never fought a ‘war of blame.’ If they listen to him crowd. “Yes, there he is, under the silk-cotton tree. based on Chinua Achebe’s Things Fall Apart • Okonkwo I shall leave them and plan my own revenge.” Are you afraid he would convince us not to fight?” The crier’s voice had once more become faint, “Afraid? I do not care what he does to you. I and the distance had taken the harsh edge off his despise him and those who listen to him. I shall iron gong. Okonkwo turned from one side to the fight alone if I choose.” other and derived a kind of pleasure from the pain They spoke at the top of their voices because ed. v his back gave him. “Let Egonwanne talk about a everybody was talking, and it was like the sound of Purpose To appreciate an African author’s view • Head messenger ‘war of blame’ tomorrow and I shall show him my a great market. back and head.” He ground his teeth. “I shall wait till he has spoken,” Okonkwo ghts reser i thought. “Then I shall speak.”

All r The market-place began to ﬁll as soon as the “But how do you know he will speak against of imperialism sun rose. Obierika was waiting in his obi [large living war?” Obierika asked after a while. • Obierika quarters of the head of the family] when Okonkwo “Because I know he is a coward,” said came along and called him. He hung his goatskin Okonkwo. Obierika did not hear the rest of what he bag and his sheathed matchet on his shoulder and said because at that moment somebody touched his went out to join him. Obierika’s hut was close to shoulder from behind and he turned round to McDougal Littell Inc. the road and he saw every man who passed to the shake hands and exchange greetings with ﬁve or six © Instructions Have students read the excerpt from market-place. He had exchanged greetings with friends. Okonkwo did not turn around even though • Okika many who had already passed that morning. he knew the voices. He was in no mood to When Okonkwo and Obierika got to the exchange greetings. But one of the men touched meeting-place there were already so many people him and asked about the people of his compound. Nigerian author Chinua Achebe’s Things Fall Apart on Then have them address a marketplace meeting about that if one threw up a grain of sand it would not “They are well,” he replied without interest. The Age of Imperialism 61 pages 61–62 of In-Depth Resources: Unit 6. Have them whether to go to war with the Europeans. Stress that they discuss the views of imperialism the characters represent should explain and support their positions with facts and In-Depth Resources: Unit 6 and relate them to what they have learned from their details from their reading.

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CHAPTER 27 • Section 2 The Legacy of Colonial Rule European colonial rule forever altered Africans’ lives. In some cases, the Europeans brought benefits, but for the most part, the effects were negative. Negative Effects On the negative side, Africans lost control of their land and their The Legacy of Colonial Rule independence. Many died of new diseases such as smallpox. They also lost thousands of their people in resisting the Europeans. Famines resulted from the change Critical Thinking to cash crops in place of subsistence agriculture. • Why might Africans have admired Africans also suffered from a breakdown of their traditional cultures. Traditional authority figures were replaced. Homes and property were transferred with little European culture, even though it was regard to their importance to the people. Men were forced to leave villages to find destroying their own? (Possible Answer: ways to support themselves and their families. Contempt for the traditional culture It represented power and mastery of and admiration of European life undermined stable societies and caused identity the environment.) problems for Africans. • How did colonialism help reduce The most harmful political legacy from the colonial period was the division of local warfare? (Possible Answers: by the African continent. Long-term rival chiefdoms were sometimes united, while at controlling the actions of the people; other times, kinship groups were split between colonies. The artificial boundaries combined or unnaturally divided groups, creating problems that plagued African by improving economic conditions colonies during European occupation. These boundaries continue to create prob- and education) lems for the nations that evolved from the former colonies. B. Possible Answer In-Depth Resources: Unit 6 The European mili- Positive Effects On the positive side, colonialism reduced local warfare. tary would not be • Connections Across Time and Cultures: Humanitarian efforts in some colonies improved sanitation and provided hospitals there to prevent Two Periods of Colonization and Imperialism, and schools. As a result, lifespans increased and literacy rates improved. Also pos- rival groups from p. 65 itive was the economic expansion. African products came to be valued on the inter- fighting. national market. To aid the economic growth, railroads, dams, and telephone and telegraph lines were built in African colonies. But for the most part, these bene- Drawing fited only European business interests, not Africans’ lives. Conclusions The patterns of behavior of imperialist powers were similar, no matter where Why might the problems caused by their colonies were located. Dealing with local traditions and peoples continued to artificial boundaries cause problems in other areas of the world dominated by Europeans. Resistance to continue after the ASSESS the European imperialists also continued, as you will see in Section 3. Europeans left? SECTION 2 ASSESSMENT SECTION ASSESSMENT Have students answer the questions 2 individually and discuss their answers TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. with a partner. • paternalism • assimilation • Menelik II

Formal Assessment USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING • Section Quiz, p. 436 2. Do you think the positive 3. What idea is the policy of 6. FORMING OPINIONS Do you think Europeans could have effects of imperialism assimilation based on? conquered Africa if the Industrial Revolution had never outweighed the negative occurred? Explain your answer. 4. Why were African resistance impact? Why or why not? RETEACH movements usually 7. COM PAR I NG How was the policy of paternalism like unsuccessful? Social Darwinism? Divide students into four groups forms and methods 5. How did colonial rule cause a 8. ANALYZING CAUSES Why would the French and Russians and have each group fill out a breakdown in traditional sell arms to Ethiopia? Imperialism African culture? 9. WRITING ACTIVITY POWER AND AUTHORITY Write a speech cause-and-effect chart for one of in Africa that you might deliver to colonial rulers, expressing your the objectives listed at the beginning resistance impact views on European imperialism in Africa. of the section. Critical Thinking Transparencies • CT75 Cause and Effect CONNECT TO TODAY CREATING A POSTER After gaining its independence from Portugal in 1975, Angola was plagued by civil war for 27 In-Depth Resources: Unit 6 years. Research to learn what role the legacy of colonialism played in Angola’s conflict. • Reteaching Activity, p. 67 Summarize your findings on a poster using text, pictures, maps, and charts. 784 Chapter 27

ANSWERS

1. paternalism, p. 781 • assimilation, p. 781 • Menelik II, p. 783 2. Sample Answer: Forms and methods—Colony, 5. traditional authorities replaced; men forced to 9. Rubric Speeches should protectorate, sphere of influence, economic leave their villages to find work; society under- • express a clear position. imperialism, direct control, indirect control; mined by contempt for traditional culture • be supported with facts and examples. Resistance—Movements in all but Ethiopia 6. Possible Answer: No—Technology provided • conclude with a summary of the position. failed; Impact—Societies and cultures devas- access to the interior, rapid communication, CONNECT TO TODAY tated, traditional ethnic boundaries ignored. superior weapons; these and treatment for Rubric Posters should No—Africa still suffers from the colonial legacy. malaria enabled Europeans to defeat all • indicate the influence of artificial borders 3. the idea that local people would eventually be other armies. established by imperialists. absorbed into the colonizers’ culture 7. Both saw Europeans as better able to run a • mention recent stabilizing efforts. 4. Europeans’ superior weapons colony than the local people. • include visuals such as pictures, maps, charts, 8. Possible Answer: to prevent Britain or Italy and time lines. from taking over Ethiopia 784 Chapter 27 wh10te-062702-0779-0785 8/29/03 1:45 PM Page 785

Using Primary and Secondary Sources CHAPTER 27 • Section 2

Views of Imperialism Different Perspectives European imperialism extended to the continents beyond Africa. As imperialism spread, the colonizer and the colonized viewed the experience of imperialism in very different ways. Some Europeans were outspoken about the superiority they felt toward the OBJECTIVE peoples they conquered. Others thought imperialism was very wrong. Even the conquered had mixed feelings about their encounter with the Europeans. • Compare and contrast four different views of imperialism.

A PRIMARY SOURCE B PRIMARY SOURCE C PRIMARY SOURCE J. A. Hobson Dadabhai Naoroji Jules Ferry INSTRUCT Hobson’s 1902 book, Imperialism, made Dadabhai Naoroji was the first Indian The following is from a speech Ferry People who wielded power in overseas a great impression on his fellow Britons. elected to the British Parliament. In delivered before the French National colonies usually had dramatically differ- 1871, he delivered a speech about the Assembly on July 28,1883. ent views of imperialism than those For Europe to rule Asia by force for impact of Great Britain on India. purposes of gain, and to justify that rule Nations are great in our times only by who spoke on behalf of the colonized. by the pretence that she is civilizing To sum up the whole, the British rule means of the activities which they Speakers on both sides often expressed Asia and raising her to a higher level of has been—morally, a great blessing; develop; it is not simply ‘by the peaceful themselves in emotionally intense lan- spiritual life, will be adjudged by politically peace and order on one shining forth of institutions . . .’ that they guage, upholding their individual political history, perhaps, to be the crowning hand, blunders on the other, materially, are great at this hour. . . . Something wrong and folly of Imperialism. What impoverishment. . . . The natives call else is needed for France: . . . that she opinions and moral beliefs. Asia has to give, her priceless stores of the British system “Sakar ki Churi,” the must also be a great country exercising wisdom garnered from her experience knife of sugar. That is to say there is no all of her rightful influence over the of ages, we refuse to take; the much or oppression, it is all smooth and sweet, destiny of Europe, that she ought to little which we could give we spoil by but it is the knife, notwithstanding. I propagate this influence throughout the the brutal manner of our giving. This is mention this that you should know world and carry everywhere that she Interactive This feature is available what Imperialism has done, and is these feelings. Our great misfortune is can her language, her customs, her flag, in an interactive format on the doing, for Asia. that you do not know our wants. When her arms, and her genius. you will know our real wishes, I have eEdition. Students can hear readings not the least doubt that you would do of the sources, explanations, and justice. The genius and spirit of the background information. British people is fair play and justice. Electronic Library of Primary Sources • from “Africa at the Center”

Inclusion Tip D PRIMARY SOURCE 1. According to Hobson (Source A), Visually impaired students may benefit This 1882 American what mistake did European imperialists make in Asia? from the enlarged version of the political political cartoon, titled cartoon on the eEdition. “The Devilfish in Egyptian 2. What position on imperialism Waters,” depicts England does Jules Ferry take in Source C? as an octopus. Notice that 3. In Source D, what does the Egypt is not yet one of the representation of England suggest areas controlled by the about the cartoonist’s view of British. British imperialism? 4. In what way does the view of imperialism in Source B contrast with that in Source D?

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1. They didn’t take advantage of Asia’s age-old wisdom. 4. The writer of Source B believes that British imperialists are 2. He fully supports French imperialism, believing that colonized countries fundamentally fair and just. The author of Source D does not seem to can only benefit from French influence. see anything redeeming about British imperialism. 3. The representation of England as a grasping octopus suggests a negative veiw of British imperialism. The cartoonist sees England as power-mad, voraciously seizing land around the world.

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LESSON PLAN 3 OBJECTIVES Aboriginal bark painting from Battle of Isandhlwana, 1879, Zululand • Summarize the decline of the Milingimbi, Australia (now in South Africa) Ottoman Empire. • Describe the Crimean War. Europeans Claim Muslim Lands • Analyze Egypt’s reforms. • Evaluate Persia’s response to MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES foreign pressure. EMPIRE BUILDING European Political events in this vital • geopolitics nations expanded their empires resource area are still influenced • Crimean War by seizing territories from by actions from the imperialistic • Suez Canal FOCUS & MOTIVATE Muslim states. period. Ask students what they know about the Ottoman Empire. (Muslim faith, great SETTING THE STAGE The European powers who carved up Africa also looked expansion, social and cultural achieve- elsewhere for other lands to control. The Muslim lands that rimmed the ments, long-lived) Explain that, in the late Mediterranean had largely been claimed as a result of Arab and Ottoman con- 19th century, this vast empire became a quests. As you learned in Chapter 18, the Ottoman Empire at its peak stretched target for European imperialism. from Hungary in the north, around the Black Sea, and across Egypt all the way west to the borders of Morocco. (See map opposite.) But during the empire’s last 300 years, it had steadily declined in power. Europeans competed with each other INSTRUCT to gain control of this strategically important area. Ottoman Empire Loses TAKING NOTES Ottoman Empire Loses Power Power Determining Main Ideas The declining Ottoman Empire had difficulties trying to fit into the modern Use a diagram to fill in three details that support world. However, the Ottomans made attempts to change before they finally were Critical Thinking the main idea. unable to hold back the European imperialist powers. • What part did internal corruption play Reforms Fail When Suleyman I, the last great Ottoman sultan, died in 1566, he in the decline of Ottoman power? Muslim states failed was followed by a succession of weak sultans. The palace government broke up (It led to a weakened economy and to keep European into a number of quarreling, often corrupt factions. Weakening power brought imperialists out of technological stagnation.) their lands. other problems. Corruption and theft had caused financial losses. Coinage was • How did European nations take devalued, causing inflation. Once the Ottoman Empire had embraced modern advantage of the Ottomans’ weakness? detail detail detail technologies, but now it fell further and further behind Europe. When Selim III came into power in 1789, he attempted to modernize the army. (They saw it as an opportunity for However, the older janissary corps resisted his efforts. Selim III was overthrown, imperialism.) and reform movements were temporarily abandoned. Meanwhile, nationalist In-Depth Resources: Unit 6 feelings began to stir among the Ottomans’ subject peoples. In 1830, Greece • Guided Reading, p. 49 (also in Spanish) gained its independence, and Serbia gained self-rule. The Ottomans’ weakness was becoming apparent to European powers, who were expanding their territories. They began to look for ways to take the lands away from the Ottomans. TEST-TAKING RESOURCES Test Generator CD-ROM Europeans Grab Territory Geopolitics, an interest in or taking of land for its strategic location or prod- Strategies for Test Preparation ucts, played an important role in the fate of the Ottoman Empire. World powers Test Practice Transparencies, TT103 were attracted to its strategic location. The Ottomans controlled access to the Mediterranean and the Atlantic sea trade. Merchants in landlocked countries Online Test Practice 786 Chapter 27

SECTION 3 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 6 In-Depth Resources: Unit 6 eEdition CD-ROM • Guided Reading, p. 49 • Guided Reading, p. 49 Power Presentations CD-ROM Formal Assessment • Building Vocabulary, p. 52 World Art and Cultures Transparencies • Section Quiz, p. 437 • Reteaching Activity, p. 68 • AT58 Reception at the Court of Sultan Selim III Reading Study Guide, p. 261 classzone.com ENGLISH LEARNERS Reading Study Guide Audio CD In-Depth Resources in Spanish • Guided Reading, p. 191 Reading Study Guide (Spanish), p. 261 Reading Study Guide Audio CD (Spanish)

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that lay beyond the Black Sea had to go through Ottoman lands. Russia, for exam- CHAPTER 27 • Section 3 ple, desperately wanted passage for its grain exports across the Black Sea and into the Mediterranean Sea. This desire strongly influenced Russia’s relations with the Ottoman Empire. Russia attempted to win Ottoman favor, formed alliances with Ottoman enemies, and finally waged war against the Ottomans. Discovery of oil in Persia around 1900 and in the Arabian Peninsula after World War I focused Europeans Grab Territory even more attention on the area. Russia and the Crimean War Each generation of Russian czars launched a war on Critical Thinking the Ottomans to try to gain land on the Black Sea. The purpose was to give Russia • Why did the discovery of oil in Persia a warm-weather port. In 1853, war broke out between the Russians and the increase the value of Ottoman territory? Ottomans. The war was called the Crimean War, after a peninsula in the Black Sea (The oil had to pass through Ottoman where most of the war was fought. Britain and France wanted to prevent the land to Europe.) A. Answer Even Russians from gaining control of additional Ottoman lands. So they entered the war though the • In what way were Russian, British, and on the side of the Ottoman Empire. The combined forces of the Ottoman Empire, Ottomans were vic- French motivations in the Crimean War torious, the war Britain, and France defeated Russia. The Crimean War was the first war in which revealed their mili- women, led by Florence Nightingale, established their position as army nurses. It similar? (They all wanted to control tary weakness. was also the first war to be covered by newspaper correspondents. Ottoman territory.) The Crimean War revealed the Ottoman Empire’s military weakness. Despite World Art and Cultures Transparencies Making the help of Britain and France, the Ottoman Empire continued to lose lands. The • AT58 Reception at the Court of Sultan Inferences Russians came to the aid of Slavic people in the Balkans who rebelled against the Selim III How did the Ottomans. The Ottomans lost control of Romania, Montenegro, Cyprus, Bosnia, Crimean War help lead to the decline Herzegovina, and an area that became Bulgaria. The Ottomans lost land in Africa of the Ottoman too. By the beginning of World War I, the Ottoman Empire was reduced in size and Empire? in deep decline.

Ottoman Empire at its RUSSIA Ottoman Empire, greatest extent in 1699 Ottoman Empire in 1914 (to Russia 1699–1914 (to Austria Territory becomes 1699, 1878) AUSTRIA 1783) part of

° ° History from Visuals

0 HUNGARY 40 FRANCE ROMANIA CRIMEA (to Russia Interpreting the Map SERBIA 1803, 1829) C a s ITALY Black Sea p Which countries acquired land from BULGARIA i a Constantinople n the Ottomans? (Austria, Russia, France, ALBANIA (Istanbul) SPAIN S e 40° N BALKANS a Italy, Britain, independent Azerbaijan, GREECE (independent ANATOLIA independent Balkans, and partially ATLANTIC 1817, 1913) M e AZERBAIJAN OCEAN TUNISIA s independent Egypt) ALGERIA o (independent Me p (to France (to France dite Cyprus SYRIA o 1730) Extension Ask students to compare this 1881) rra ta 1830) nean (to Britain m MOROCCO Sea 1878) ia PERSIA map with the one on page 777. Which (to France TRIPOLI parts of the African Ottoman Empire did 1912) (to Italy P EGYPT e European countries take over? (Egypt and 1912) r 0 500 Miles (partially s ia independent n Suez—Britain; Libya/Tripoli—Italy; Algeria 0 1,000 Kilometers 1841) G R ARABIA u and Tunisia—France) e lf d S Tropic of Cancer e a Mecca SKILLBUILDER Answers GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Region about two-thirds 1. Region Approximately how much of the Ottoman Empire was lost by 1914? 2. Region five; Azerbaijan, Egypt, Balkans 2. Region How many European nations claimed parts of the Ottoman Empire? Which areas became independent?

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CHAPTER 27 GUIDED READING Europeans Claim DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Muslim Lands Section 3

A. Perceiving Cause and Effect As you read this section, explain how each of the factors listed contributed to the decline of Muslim states. Charting the Decline of the Ottoman Empire 1. Death of Suleiman I 2. Rise of nationalism Class Time 30 minutes entry for the moment) and present their results to the 3. Geopolitics Task Making a cause-and-effect chart for the decline class. A sample chart follows: 4. Construction of the Suez Canal of the Ottoman Empire 5. Discovery of oil in Persia

Death of corruption, declining technological ed. Purpose To understand why Muslim states fell v ghts reser i Suleiman I skills, internal quarrels All r B. Recognizing Main Ideas Describe the policies European nations used to gain to Europeans control of Muslim lands. ______

______McDougal Littell Inc. Instructions Have students read pages 261–262 of the Rise of further weakening of empire’s © ______C. Perceiving Cause and Effect On the back of this paper, write a paragraph Reading Study Guide and work with a partner to answer explaining the causes and outcomes of the Crimean War.

nationalism internal control 49 the questions. Have them discuss their answers with other The Age of Imperialism pairs and reconcile any discrepancies. Then make copies Geopolitics European interest in Ottoman land In-Depth Resources: Unit 6 of the cause-and-effect chart on page 49 of In-Depth Resources: Unit 6 and give a copy to each pair of stu- Discovery of increased motivation for seizing dents. Have them fill in the chart (ignoring the Suez Canal oil in Persia Ottoman territory Teacher’s Edition 787 CHAPTER 27 • Section 3 The Great Game For much of the 19th century, Great Britain and Russia engaged in yet another geopolitical struggle, this time over Muslim lands in Central Asia. Known as the “Great Game,” the war was waged over India, one of Britain’s most profitable colonies. Russia sought to extend its empire and gain access to India’s riches. Britain defended its colony and also attempted to spread its empire beyond More About . . . India’s borders. Afghanistan, which lay between the Russian and British empires, became the center of their struggle. (See the map on page 771.) The Khyber Pass In the 1800s, Afghanistan was an independent Muslim kingdom. Its dry, moun- The 33-mile-long Khyber Pass winds tainous terrain and determined people continually frustrated the invading imperial through the Hindu Kush mountains, powers. After decades of fighting, Great Britain finally withdrew from Afghanistan connecting the northern parts of in 1881. In 1921, Britain formally agreed that its empire would not extend beyond Afghanistan and Pakistan. Alexander the the Khyber Pass, which borders eastern Afghanistan. The newly formed Soviet Union, meanwhile, signed a nonaggression pact with Afghanistan. That agreement Great’s army entered India through the was honored until 1979, when the Soviet Union invaded Afghanistan. Khyber Pass in 326 B.C., and it has been a major trade and invasion route since that Egypt Initiates Reforms time. The British built a highway and rail- Observing the slow decline of the Ottoman Empire, some Muslim leaders decided road through the Pass during the 1920s. that their countries would either have to adjust to the modern world or be consumed by it. Egypt initiated political and social reforms, in part to block European domination of its land. Tip for Struggling Readers M Muhammad Ali Military and Economic Reforms Modernization came to Egypt as a result of the was a common interest in the area created by the French occupation. Egypt’s strategic location at When a country modernizes, it attempts soldier who rose the head of the Red Sea appeared valuable to France and Britain. After Napoleon to move away from traditional ways to leadership as a result of his military failed to win Egypt, a new leader emerged: Muhammad Ali. The Ottomans sent of doing such key things as farming. skill and political him as part of an expeditionary force to govern Egypt, but he soon broke away For farmers, that might mean planting shrewdness. from Ottoman control. Beginning new crops or using new types of in 1831, he fought a series of bat- farm machinery. tles in which he gained control of Syria and Arabia. Through the combined efforts of European powers, Muhammad Ali and his Egypt Initiates Reforms heirs were recognized as the hereditary rulers of Egypt. Critical Thinking Muhammad Ali began a series • How was Muhammad Ali’s promotion of reforms in the military and in of cotton production similar to the economy. Without foreign B. Answer brought European imperialists’ actions in Africa? assistance, he personally directed a shift of Egyptian agriculture to a Egyptians into the (Both substituted production of cash plantation cash crop—cotton. international mar- crops for food crops.) ket, reduced pro- This brought Egypt into the inter- duction of food • Why was the completion of the Suez national marketplace but at a cost crops Canal cause for international celebra- to the peasants. They lost the use tion? (It greatly decreased the time of lands they traditionally farmed Recognizing needed to travel from Europe to East and were forced to grow cash Effects Africa and Asia.) crops in place of food crops. What two effects did raising The Suez Canal Muhammad Ali’s cotton have on efforts to modernize Egypt were Egyptian agriculture? continued by his grandson, Isma’il. Isma’il supported the construction of the Suez Canal. The canal was a human-made waterway that cut 788 Chapter 27

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Debating Use of the Suez Canal Class Time 30 minutes • nations’ access to vital waterways in the late 1850s Task Debating about access to the Suez Canal • the strategic importance of the canal Purpose To broaden understanding of the Suez Canal by exploring • the relationships among the nations that used the canal different points of view • the rights of the nations that must oversee and maintain the canal Instructions Divide students into two groups and explain that they will Have students stage a formal debate and ask the entire class to vote to debate the proposition, “All countries should have equal access to strategic determine the strongest argument. In addition to the debate, you might waterways such as the Suez Canal.” Have each group appoint members to ask interested students to research access to the canal today. Who uses it? act as researchers, presenters, coaches, timekeepers, and producers of Who oversees it? Who does and does not have access to it? graphic aids. In their presentations, ask them to pay particular attention to the following issues:

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Mediterranean E E

Sea

30 Suez Suez Canal Canal The Suez Canal was viewed as the “Lifeline of the Empire” because 30N EGYPT it allowed Britain quicker access to its colonies in Asia and Africa. . Historyin R Depth In a speech to Parliament, Joseph Chamberlain explained that he e l i believed Britain should continue its occupation of Egypt because of N SINAI “the necessity for using every legitimate opportunity to extend our Interpreting the Map 0 100 Miles influence and control in that great African continent which is now In addition to connecting the being opened up to civilization and to commerce.“ 0 200 Kilometers Red Sea This painting represents the opening celebration of the canal Mediterranean Sea and Red Sea, on November 17, 1869. GEOGRAPHY SKILLBUILDER: what effect did the Suez Canal have on Interpreting Maps Place Approximately how long is the Suez Canal? Egypt and Sinai? (It created a barrier between them.) Extension Have students compare this map with the one on page 771. What route would Europeans have had to take to East Africa before the Suez Canal was built? (through the Atlantic Ocean down the west coast, around the southern tip, and up the east coast of Africa)

SKILLBUILDER Answer Place about 100 miles

through the Isthmus of Suez. It connected the Red Sea to the Mediterranean. It was built mainly with French money from private interest groups, using Egyptian labor. The Suez Canal opened in 1869 with a huge international celebration. However, Isma’il’s modernization efforts, such as irrigation projects and communication networks, were enormously expensive. Egypt soon found that it could not pay its European bankers even the interest on its $450 million debt. The British insisted on overseeing financial control of the canal, and in 1882 the British occupied Egypt. Persia Pressured to Change

Persia Pressured to Change Critical Thinking Elsewhere in southwest Asia, Russia and Britain competed to exploit Persia com- • What advantages did granting business mercially and to bring that country under their own spheres of influence. (See map concessions to Western countries on page 787.) Russia was especially interested in gaining access to the Persian Gulf and the Indian Ocean. Twice Persia gave up territories to Russia, after military offer Persia? (income, development defeats in 1813 and 1828. Britain was interested in using Afghanistan as a buffer of their resources, and participation between India and Russia. In 1857, Persia resisted British demands but was forced in world events) to give up all claims to Afghanistan. Britain’s interest in Persia increased greatly • How did Persia’s granting of conces- after the discovery of oil there in 1908. sions eventually lead to its takeover Persia lacked the capital to develop its own resources. To raise money and to gain by Britain and Russia? (Concessions economic prestige, the Persian ruler began granting concessions to Western busi- allowed Western countries to establish nesses. These concessions allowed businesses to buy the right to operate in a certain area or develop a certain product. For example, a British corporation, the Anglo- an economic foothold in Persia, which Persian Oil Company, began to develop Persia’s rich oil fields in the early 1900s. they exploited when the Persian government lost control of the country.) The Age of Imperialism 789

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Understanding Reforms in Egypt Words Definitions/Examples Class Time 25 minutes modernization Up-to-date, recent; Ex: modern weapons, new methods for farming, new communication systems Task Defining words and giving examples hereditary rulers ruling power passed to family members; Ex: son Purpose To understand imperialism in Muslim lands who rules after his father Instructions To help students understand what was happening in Egypt, exploit selfishly make use of; Ex: Asia, Russia, and Britain Persia, and Russia, work with them on some of the vocabulary used on made use of Persia’s resources without proper pages 788 and 789. Have pairs of students read the material under the payment headings “Egypt Initiates Reforms” and “Persia Pressured to Change.” buffer a separation; Ex: Afghanistan separated India and Have students identify words they find unfamiliar or difficult. Then work Russia with them to develop definitions and examples for each word. Here are economic prestige wealth admired by others; Ex: Persia sold the right some examples: to develop oil fields to Western businesses to gain wealth and admiration. Teacher’s Edition 789 CHAPTER 27 • Section 3 Battle over Tobacco Tension arose between the often corrupt rulers, who wanted to sell concessions to Europeans, and the people. The people were often backed by religious leaders who feared change or disliked Western influence in their nation. In 1890, Persian ruler Nasir al-Din sold a concession to a British company to export Persian More About . . . tobacco. This action outraged Jamal al-Din al-Afghani, a leader who supported the modernization of Persia. He helped set up a tobacco Jamal al-Din al-Afghani boycott by the heavy-smoking Persians. In the following quote, he While in the British colony of India expresses his contempt for the Persian ruler: seeking an education in the mid-1850s, Jamal al-Din al-Afghani experienced PRIMARY SOURCE He has sold to the foes of our Faith the greater part of the Persian lands Analyzing firsthand the uprising of Muslims and and the profits derived from them, for example . . . tobacco, with the Primary Sources Hindus against British imperial domina- chief centers of its cultivation, the lands on which it is grown and the Why did al- tion. He returned to Persia resolved to warehouses, carriers, and sellers, wherever these are found. . . . Afghani condemn In short, this criminal has offered the provinces of Persia to auction the actions of the fight for his country’s religious values and among the Powers, and is selling the realms of Islam and the abodes of Persian ruler? independence from foreign influence. Muhammad and his household to foreigners. C. Answer He sold JAMAL AL-DIN AL-AFGHANI, in a letter to Hasan Shirazi, April 1891 the land and the profits from it to L Nasir al-Din The tobacco boycott worked. Riots broke out, and the ruler was forced to can- foreigners. was killed by one cel the concession. As unrest continued in Persia, however, the government was of al-Afghani’s unable to control the situation. In 1906, a group of revolutionaries forced the ruler followers a few years after the to establish a constitution. In 1907, Russia and Britain took over the country and boycott. divided it into spheres of influence. They exercised economic control over Persia. In the Muslim lands, many European imperialists gained control by using economic imperialism and creating spheres of influence. Although some governments made attempts to modernize their nations, in most cases it was too little too late. In other areas of the globe, imperialists provided the modernization. India, for exam- ASSESS ple, became a colony that experienced enormous change as a result of the occupation of the imperialist British. You will learn about India in Section 4. SECTION 3 ASSESSMENT Have students list the pages where answers to the questions can be SECTION3 ASSESSMENT found to help them review for the TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. chapter assessment. • geopolitics • Crimean War • Suez Canal Formal Assessment • Section Quiz, p. 437 USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. What imperialistic forms of 3. What is geopolitics? 6. COMPARING AND CONTRASTING How were the reactions control did the Europeans use 4. Why did Great Britain want to of African and Muslim rulers to imperialism similar? How RETEACH to govern these lands? control the Suez Canal? were they different? 5. Why did the Persian people 7. MAKING PREDICTIONS What do you think happened as a Divide the class into six groups to portray Muslim states failed oppose their ruler’s policy of result of Muhammad Ali’s agriculture reform? the Ottoman Empire, Britain, France, to keep European selling business concessions to 8. ANALYZING BIAS What does the quotation in the History imperialists out of Europeans? in Depth on page 789 suggest about Joseph Russia, Egypt, and Persia. Ask them to their lands. Chamberlain’s view of British imperialism in Africa? have a discussion in which the Asian 9. WRITING ACTIVITY EMPIRE BUILDING Write a cause-and- and African countries explain why they detail detail detail effect paragraph about reform efforts undertaken in Muslim lands. came under European control and the European powers explain their reasons CONNECT TO TODAY CREATING A TIME LINE for seizing these lands. Iran (formerly Persia) has undergone many changes since the late 1800s. Create a time line In-Depth Resources: Unit 6 of important events in Iran’s modern history. Include photographs that illustrate the events. • Reteaching Activity, p. 68 790 Chapter 27

ANSWERS

1. geopolitics, p. 786 • Crimean War, p. 787 • Suez Canal, p. 788 2. Sample Answer: Details—Ottoman Empire 5. They disliked Western influence. 9. Rubric Paragraphs should tries to reform but fails; Egyptian leaders 6. Possible Answer: Both resisted Europeans; • list the reforms undertaken in Muslim lands. cannot complete modernization; Persia falls Muslims tried to modernize to resist Western • describe the effects of these reforms. to economic imperialism. Europeans used imperialism, but all the African rulers except CONNECT TO TODAY spheres of influence and economic imperial- Menelik II simply gave up their lands. Rubric Time lines should ism to govern the Muslim states. 7. Possible Answer: food shortages • include events from 1979 to the present. 3. an interest in or taking of land for its strategic and starvation • be in chronological order. location or products 8. He believed that Africa would benefit from • include photographs to illustrate events. 4. for quicker access to its colonies in Africa Britain’s “civilizing” influence and from and Asia increased commerce.

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LESSON PLAN 4 Aboriginal bark painting from Battle of Isandhlwana, 1879, Zululand OBJECTIVES Milingimbi, Australia (now in South Africa) • Describe the British takeover of India. • Identify positive and negative aspects British Imperialism in India of British colonialism in India. • Trace early nationalist movements MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES in India.

EMPIRE BUILDING As the India, the second most • sepoy • Sepoy Mughal Empire declined, Britain populated nation in the world, • “jewel in Mutiny FOCUS & MOTIVATE seized Indian territory and soon has its political roots in this the crown” •Raj controlled almost the whole colony. Ask students if they have ever heard of subcontinent. the phrase jewel in the crown. What does it refer to? (Britain’s colony of India) British economic interest in India began in the 1600s, SETTING THE STAGE Explain that they will learn how this jewel when the British East India Company set up trading posts at Bombay, Madras, and Calcutta. At first, India’s ruling Mughal Dynasty kept European traders did not passively accept being set on the under control. By 1707, however, the Mughal Empire was collapsing. Dozens of head of a foreign monarch. small states, each headed by a ruler or maharajah, broke away from Mughal control. In 1757, Robert Clive led East India Company troops in a decisive victory INSTRUCT over Indian forces allied with the French at the Battle of Plassey. From that time until 1858, the East India Company was the leading power in India. British Expand Control over India British Expand Control over India TAKING NOTES Recognizing Effects Use The area controlled by the East India Company grew over time. Eventually, it a diagram to identify the Critical Thinking governed directly or indirectly an area that included modern Bangladesh, most effects of the three causes of southern India, and nearly all the territory along the Ganges River in the north. listed. • Why did the governor of Bombay think the sepoys might turn against East India Company Dominates Officially, the British government regulated the East India Company’s efforts both in London and in India. Until the begin- Cause Effect the British? (The sepoys’ primary ning of the 19th century, the company ruled India with little interference from 1. Decline of allegiance was to their own country, the British government. The company even had its own army, led by British offi- the Mughal not to Britain.) Empire cers and staffed by sepoys, or Indian soldiers. The governor of Bombay, • How did missionaries threaten tradi- Mountstuart Elphinstone, referred to the sepoy army as “a delicate and danger- 2. Colonial tional Indian life? (They tried to ▼ A sepoy in ous machine, which a little mismanagement may easily turn against us.” policies uniform convert Indians from their native Britain’s “Jewel in the Crown” At first, the British treasured India more for its 3. Sepoy religions to Christianity.) potential than its actual profit. The Industrial Revolution had turned Britain into Mutiny the world’s workshop, and India was a major supplier of raw materials for that In-Depth Resources: Unit 6 workshop. Its 300 million people were also a large potential market for British- • Guided Reading, p. 50 (also in Spanish) made goods. It is not surprising, then, that the British considered India the bright- est “jewel in the crown,” the most valuable of all of Britain’s colonies. The British set up restrictions that prevented the Indian economy from TEST-TAKING RESOURCES operating on its own. British policies called for India to produce raw mate- Test Generator CD-ROM rials for British manufacturing and to buy British goods. In addition, Indian competition with British goods was prohibited. For example, Strategies for Test Preparation India’s own handloom textile industry was almost put out of business by Test Practice Transparencies, TT104 imported British textiles. Cheap cloth and ready-made clothes from England flooded the Indian market and drove out local producers. Online Test Practice The Age of Imperialism 791

SECTION 4 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 6 In-Depth Resources: Unit 6 eEdition CD-ROM • Guided Reading, p. 50 • Guided Reading, p. 50 Power Presentations CD-ROM • Skillbuilder Practice: Analyzing Bias, p. 53 • Skillbuilder Practice: Analyzing Bias, p. 53 Geography Transparencies Formal Assessment • Reteaching Activity, p. 69 • GT27 India Under British Rule, 1805–1886 • Section Quiz, p. 438 Reading Study Guide, p. 263 World Art and Cultures Transparencies Reading Study Guide Audio CD ENGLISH LEARNERS • AT59 Raja Ram Singh in Procession In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS Electronic Library of Primary Sources • Guided Reading, p. 192 In-Depth Resources: Unit 6 • “The Rise of the Color Bar” • Skillbuilder Practice, p. 194 • Primary Source: Letter Opposing the English, p. 58 classzone.com Reading Study Guide (Spanish), p. 263 Electronic Library of Primary Sources Reading Study Guide Audio CD (Spanish) • “The Rise of the Color Bar” Teacher’s Edition 791 wh10te-062704-0791-0795 8/29/03 1:51 PM Page 792

CHAPTER 27 • Section 4 British Transport Trade Goods India became increasingly valuable to the British after they established a railroad network there. Railroads transported raw products from the interior to the ports and manufactured goods back again. Most of the raw materials were agricultural products produced on plantations. Plantation crops Vocabulary included tea, indigo, coffee, cotton, and jute. Another crop was opium. The British jute: a fiber used for More About . . . shipped opium to China and exchanged it for tea, which they then sold in England. sacks and cord Trade in these crops was closely tied to international events. For example, the British Economic Impact on Crimean War in the 1850s cut off the supply of Russian jute to Scottish jute mills. Indian Society This boosted the export of raw jute from Bengal, a province in India. Likewise, cot- British economic policies affected Indian ton production in India increased when the Civil War in the United States cut off Summarizing classes unequally, although they were supplies of cotton for British textile mills. On which continents were Indian Impact of Colonialism India both benefited from and was harmed by British colo- supposed to improve the lot of poor goods being farmers. In fact, the only classes to bene- nialism. On the negative side, the British held much of the political and economic traded? power. The British restricted Indian-owned industries such as cotton textiles. The fit from British rule were the zamindars, A. Answer Asia emphasis on cash crops resulted in a loss of self-sufficiency for many villagers. The and Europe or landowners, and the entrepreneurs of conversion to cash crops reduced food production, causing famines in the late Calcutta. The farmers themselves 1800s. The British officially adopted a hands-off policy regarding Indian religious remained as poor as ever throughout and social customs. Even so, the increased presence of missionaries and the racist British rule. attitude of most British officials threatened traditional Indian life. On the positive side, the laying of the world’s third largest railroad network was a major British achievement. When completed, the railroads enabled India to develop a modern economy and brought unity to the connected regions. Along with the railroads, a modern road network, telephone and telegraph lines, dams, bridges, and irrigation canals enabled India to modernize. Sanitation and public health improved. Schools and colleges were founded, and literacy increased. Also, British troops cleared central India of bandits and put an end to local warfare among com- History from Visuals peting local rulers. 120 Interpreting the Map 80 ° ° E E Sea Which countries in Asia were not under of Western-Held Territories in Asia, 1910 Beijing 40°N e Japan European domination in 1910? (Arabia, H ) . g KOREA n R a w (Japan) u lo Persia, Afghanistan, Nepal, Bhutan, Siam, H el Tokyo N (Y A Yellow T JAPAN China, Taiwan, Korea, Japan) IS Sea N H PERSIA A I CHINA H . M A G R L TIBET ng Extension Ask students to identify the F s A ia East A u Y J d g ) AS n R. P n BHUTAN a e China e I h tz features indicated in the map that made r N C g s EP an Sea ia Delhi A Y n Ga L ( G ng India the “jewel in the crown” for Great u es R lf . ARABIA TAIWAN Britain. Have them consider not only Macao (Japan) Tropic of Cancer BRITISH Calcutta (Portugal) INDIA Hong Kong resources, but also India’s strategic BURMA (Britain) Hanoi location. What problems would Britain France Bombay I Arabian N F South PACIFIC Rangoon D R Germany O E China Sea N OCEAN have faced trying to trade in the Far SIAM C Bay of C Sea Great Britain H PHILIPPINES

H I East if it had not held India? (a long The Netherlands Bengal Bangkok N Manila

A United States Madras and difficult journey by sea or overland Saigon

through Europe and Asia) BRITISH CEYLON N. BORNEO 0 1,000 Miles INDIAN MALAY BRUNEI SKILLBUILDER Answers STATES OCEAN 0 2,000 Kilometers SARAWAK 1. Region Great Britain Singapore GEOGRAPHY SKILLBUILDER: Interpreting Maps (Britain) Borneo 0° Equator D 2. Location It has access to Southeast U 1. Region Which nation in 1910 held the most land in colonies? T C H Asia, East Asia, and Africa. E 2. Location How is the location of India a great advantage for trade? AS Batavia T I New Guinea NDIES 792

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CHAPTER LITERATURE SELECTION “The Burial” 27 by Rudyard Kipling DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Rudyard Kipling (1865–1936), a British poet, novelist, and short-story writer, Section 1 lived in India during the time of British imperial rule. He believed that imperialism brought important beneﬁts to the people of Asia and Africa. In his writings, Kipling expressed the belief that the work of the British government was noble and honorable. His elegy for British ﬁnancier and colonizer Cecil Rhodes, “The Burial,” echoes these sentiments. Rhodes chose for his burial site the Matoppos—or Matopo Hills—in present-day Zimbabwe (formerly Rhodesia), a colony Rhodes founded. Why does Kipling admire Rhodes?

(C. J. Rhodes, buried in the Matoppos, April 10, And there await a people’s feet Colonialism in Literature 1902) In the paths that he prepared. There, till the vision he foresaw When that great Kings return to clay, Splendid and whole arise, Or Emperors in their pride, Grief of a day shall ﬁll a day, And unimagined Empires draw Because its creature died. To council’neath the skies, Class Time 40 minutes • Prem Chand, The Gift of a Cow But we—we reckon not with those The immense and brooding Spirit still Whom the mere Fates ordain, Shall quicken and control. This Power that wrought on us and goes Living he was the land, and dead, Back to the power again. His soul shall be her soul!

Dreamer devout, by vision led Research Options Task Reading and reporting on literary treatments of • Rabindranath Tagore, The Crescent Moon Beyond our guess or reach, The travail of his spirit bred 1. Using Research in Writing Find out more Cities in place of speech. about Cecil Rhodes. Then write a brief biograph- So huge the all-mastering thought that drove— ical sketch and share it with the class. Discuss So brief the terms allowed— with your classmates whether you agree with British colonialism in India Kipling’s assessment of Rhodes in “The Burial.” • Works by R. K. Narayan, such as The Grandmother’s Nations, not words, he linked to prove His faith before the crowd. 2. Determining Word Meaning Use a dictionary, It is his will that he look forth an encyclopedia, or a handbook of literary terms Across the world he won— to ﬁnd a deﬁnition of elegy. Then discuss with ed. The granite of the ancient North— your classmates whether it was appropriate for v Purpose To learn more about life in British-ruled India Tale and Other Stories and A Tiger for Malgudi, Great spaces washed with sun. Kipling to write an elegy about Cecil Rhodes.

There shall he patient take his seat ights reser (As when the Death he dared), Instructions Have students read short stories and novels provide a contrast, depicting Indian village life All r McDougal Littell Inc. about the period of British rule in India. For a point of relatively unchanged under British rule. © view sympathetic to the British, suggest that they read the Have students report to the class on the point of view fiction of Rudyard Kipling. They might start by reading presented in their selection. Encourage them to critically 60 Unit 6, Chapter 27 Kipling’s poem “The Burial” on page 60 of In-Depth evaluate the work and discuss how persuasive it is. In-Depth Resources: Unit 6 Resources: Unit 6. For an Indian perspective, they might choose one of the following works: 792 Chapter 27 wh10te-062704-0791-0795 8/29/03 1:51 PM Page 793

CHAPTER 27 • Section 4

Social Class in India In the photograph at right, a British officer is waited on by Social History Indian servants. This reflects the class system in India.

British Army Social Class in India Social class determined the way of life for the British Army Make sure students understand that in India. Upper-class men served as officers. Lower-class British served at lesser rank and did not advance past the social class influenced the daily lives of rank of sergeant. Only men with the rank of sergeant and both British army officers and their Indian above were allowed to bring their wives to India. servants. Ask students how the lives of Each English officer’s wife attempted to re-create England in the home setting. Like a general, she these two groups differed. In what ways directed an army of 20 to 30 servants. were they similar? (Possible Answers: The Indian Servants dominant position of the British afforded Caste determined Indian occupations. Castes were divided them more leisure time than the Indians into four broad categories called varna. Indian civil servants enjoyed. The groups were similar in that were of the third varna. House and personal servants were both socialized only with their own kind.) of the fourth varna. Even within the varna, jobs were strictly regulated, which is why such large servant staffs were required. For example, in the picture here, both servants were of the same varna. However, the person washing the British officer’s feet was of a different caste than the person doing the fanning.

The Sepoy Mutiny The Sepoy Mutiny By 1850, the British controlled most of the Indian subcontinent. However, there were many pockets of discontent. Many Indians believed that in addition to con- Critical Thinking trolling their land, the British were trying to convert them to Christianity. The Indian • What British action caused the sepoys’ people also resented the constant racism that the British expressed toward them. refusal of the cartridges to escalate? Indians Rebel As economic problems increased for Indians, so did their feelings of (jailing of the rebellious soldiers) resentment and nationalism. In 1857, gossip spread among the sepoys, the Indian sol- • How did the Sepoy Mutiny lead to diers, that the cartridges of their new Enfield rifles were greased with beef and pork increased British racism? (Possible B. Possible Answer fat. To use the cartridges, soldiers had to bite off the ends. Both Hindus, who con- Yes, he predicted sider the cow sacred, and Muslims, who do not eat pork, were outraged by the news. Answer: It built British resentment of problems with A garrison commander was shocked when 85 of the 90 sepoys refused to accept the Indians’ resistance and rebellion.) sepoy armies if they the cartridges. The British handled the crisis badly. The soldiers who had disobeyed were not handled In-Depth Resources: Unit 6 were jailed. The next day, on May 10, 1857, the sepoys rebelled. They marched to correctly. The • Primary Source: Letter Opposing the Delhi, where they were joined by Indian soldiers stationed there. They captured the mutiny was proof of English, p. 58 this. city of Delhi. From Delhi, the rebellion spread to northern and central India. Some historians have called this outbreak the Sepoy Mutiny. The uprising spread Electronic Library of Primary Sources Recognizing over much of northern India. Fierce fighting took place. Both British and sepoys tried • “The Rise of the Color Bar” Effects to slaughter each other’s armies. The East India Company took more than a year to Look back at regain control of the country. The British government sent troops to help them. Elphinstone’s com- The Indians could not unite against the British due to weak leadership and seri- ment on page 791. ous splits between Hindus and Muslims. Hindus did not want the Muslim Mughal Did the Sepoy Mutiny prove him Empire restored. Indeed, many Hindus preferred British rule to Muslim rule. Most correct? of the princes and maharajahs who had made alliances with the East India

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CHAPTER DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS 27 GUIDED READING British Imperialism in India Section 4

A. Percepción de causa y efecto Al leer acerca del imperialismo en India, anota brevemente la causa o efecto (dependiendo de cuál sea la faltante) en cada situación.

Causas Efectos 1. La Compañía de las Indias Orientales obtiene el Causes and Effects of British Rule in India control de India.

2. Gran Bretaña construye una red ferroviaria Class Time 25 minutes 1. Cause—Mughal Empire weakens and East India en India.

3. Los campesinos ya no son suﬁcientes; disminuye Task Creating a chart of causes and effects Company defeats Indian troops. la producción de alimentos y hay una hambruna.

2. Effect—India becomes united and develops a 4. Estalla el Motín de Cipayos y los levantamientos Purpose To clarify important ideas about British se extienden por gran parte del norte de India.

modern economy. ed. 5. Se forma el Congreso Nacional de India y, después, imperialism in India v la Liga Musulmana, que piden el autogobierno. ghts reser i

3. Cause—British force India to produce cash crops. All r 6. Gran Bretaña divide a Bengala en secciones Instructions Divide students into small groups and have hinduistas y musulmanas. 4. Effect—British government takes direct command McDougal Littell Inc. them read and discuss pages 791–795 of the text. Hand © of India. B. Elaboración de conclusiones Al reverso de esta hoja, explica brevemente las razones por las cuales Gran Bretaña consideraba a India como la “joya out copies of page 192 of In-Depth Resources in Spanish. de la corona”. 5. Cause—Nationalism grows in India. The Age of Imperialism 273 Then have students work together to fill in the causes 6. Effect—Acts of terrorism take place. and effects missing from the chart. Instruct them to Ask students to think about how history might have In-Depth Resources in Spanish consult with other groups, if needed, to complete this been different if any of the events listed as causes had task. Possible answers for the missing information not happened. might include: Teacher’s Edition 793 wh10te-062704-0791-0795 8/29/03 1:52 PM Page 794

CHAPTER 27 • Section 4 Company did not take part in the rebellion. The Sikhs, a religious group that had been hostile to the Mughals, also remained loyal to the British. Indeed, from then on, the bearded and turbaned Sikhs became the mainstay of Britain’s army in India. Turning Point The mutiny marked a turning point in Indian history. As a result of More About . . . the mutiny, in 1858 the British government took direct command of India. The part of India that was under direct British rule was called the Raj. The term Raj referred The British Raj to British rule over India from 1757 until 1947. A cabinet minister in London directed policy, and a British governor-general in India carried out the govern- The term raj is a Hindi word meaning ment’s orders. After 1877, this official held the title of viceroy. “rule” or “sovereignty.” It has been To reward the many princes who had remained loyal to Britain, the British used to refer both to British rule of India promised to respect all treaties the East India Company had made with them. They and to the viceroy of India, who was also promised that the Indian states that were still free would remain independent. appointed by the British government for Unofficially, however, Britain won greater and greater control of those states. The Sepoy Mutiny fueled the racist attitudes of the British. The British attitude C. Possible five or six years. By 1910, the Raj was one is illustrated in the following quote by Lord Kitchener, British commander in chief Answers More of of the most powerful rulers in the world. India was under of the army in India: He governed 300 million subjects and British control; greater distrust had one of the finest armies of the time. PRIMARY SOURCE between Indians It is this consciousness of the inherent superiority of the European which has won for us and the British. Geography Transparencies 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 • GT27 India Under British Rule, 1805–1886 Recognizing considered an equal of the British officer. ▼ This engraving Effects World Art and Cultures Transparencies LORD KITCHENER, quoted in K. M. Panikkar, Asia and Western Dominance shows sepoys In what ways • AT59 Raja Ram Singh in Procession attacking the did the Sepoy The mutiny increased distrust between the British and the Indians. A political British infantry Mutiny change the at the Battle of pamphlet suggested that both Hindus and Muslims “are being ruined under the political climate of Cawnpore in tyranny and oppression of the . . . treacherous English.” India? Tip for English Learners 1857. The “inherent superiority” statement by Lord Kitchener means he believes the English, from birth, were better than the Indians.

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CHAPTER 27 SKILLBUILDER PRACTICE Analyzing Bias SKILLBUILDER PRACTICE: ANALYZING BIAS An assumption is a belief or an idea that is taken for granted to be true. Some Section 4 assumptions are based on factual evidence, while others are based on personal opinion and observations. Bias is a one-sided, prejudiced point of view. As you read the passage below, look for clues that signal the author’s point of view. Then answer the questions below. (See Skillbuilder Handbook)

very Englishman is born with a certain mirac- takes the market as a reward from heaven. . . . Eulous power that makes him master of the You will never find an Englishman in the world. When he wants a thing he never tells him- wrong. He does everything on principle. He self that he wants it. He waits patiently till there fights you on patriotic principles; he robs you on Identifying and Evaluating Biases comes into his head, no one knows how, a burning business principles; he enslaves you on imperial conviction that it is his moral and religious duty to principles; he bullies you on manly principles; conquer those who have got the thing he wants. he supports his king on loyal principles, and cuts Then he . . . conquers half the world and calls it off his king’s head on republican principles. His Colonization. When he wants a new market for his watchword is always duty; and he never forgets adulterated Manchester goods, he sends a mission- that the nation which lets its duty get on the Class Time 25 minutes facts. To help students detect biases, instruct them to look ary to teach the natives the gospel of peace. The opposite side to its interest is lost. natives kill the missionary: he flies to arms in defense from George Bernard Shaw, The Man of Destiny, 1905 of Christianity; fights for it; conquers for it; and Task Reading critically for biased material for language that conveys a strongly positive or negative 1. What assumptions does the author make about Englishmen?______slant on the subject. 2. What are some words in the passage that reflect value judgments and appeal to Purpose To build skills in evaluating information the reader’s emotions? ______ed. Instructions Explain to students that bias is a prejudiced Have students read “A Voice from the Past” on this page. v 3. Which statements are factual? Which statements are opinions or judgments? ______ghts reser

i ______Ask them to to analyze Kitchener’s biases. All r point of view. Prejudiced views are typically formed with- 4. How would you describe the tone of the passage? ______McDougal Littell Inc. out examining the facts and are unreasonable and nega- • Europeans are inherently superior. © 5. What is the author’s point of view? ______tive. Biased historical accounts tend to be one-sided and • Natives can never be equal.

The Age of Imperialism 53 to reflect the personal prejudices of the writer. Even • Natives cannot be trusted with positions of authority, though the account may be from a first-person primary no matter how clever or well educated they are. In-Depth Resources: Unit 6 source, it is important to examine the material to see if it • Europeans must always remain in control. is reasonable and based on thoughtful examination of 794 Chapter 27 wh10te-062704-0791-0795 8/29/03 1:53 PM Page 795

Nationalism Surfaces in India CHAPTER 27 • Section 4 In the early 1800s, some Indians began demanding more modernization and a greater role in governing themselves. Ram Mohun Roy, a modern-thinking, well- educated Indian, began a campaign to move India away from traditional practices and ideas. Sometimes called the “Father of Modern India,” Ram Mohun Roy saw Nationalism Surfaces in India arranged child marriages and the rigid caste separation as parts of religious life that needed to be changed. He believed that if the practices were not changed, India Critical Thinking would continue to be controlled by outsiders. Roy’s writings inspired other Indian • How might child marriages and reformers to call for adoption of Western ways. Roy also founded a social reform movement that worked for change in India. rigid caste separation have prevented Besides modernization and Westernization, nationalist feelings started to surface India from becoming independent? in India. Indians hated a system that made them second-class citizens in their own (Possible Answer: by keeping people’s country. They were barred from top posts in the Indian Civil Service. Those who minds closed to modern ideas and managed to get middle-level jobs were paid less than Europeans. A British engineer approaches needed to operate inde- on the East India Railway, for example, made nearly 20 times as much money as an pendently in the modern world) Indian engineer. • In what way were Indian nationalism D. Possible Answer This growing nationalism led to the founding of two Nationalist Groups Form and westernization compatible goals? Because these nationalist groups, the Indian National Congress in 1885 and the Muslim League groups often were (Westernization provided Indians the in 1906. At first, such groups concentrated on specific concerns for Indians. By the hostile to each ideas and technology to use in service other, it would early 1900s, however, they were calling for self-government. make control of the The nationalists were further inflamed in 1905 by the partition of Bengal. The of their own country.) areas easier. province was too large for administrative purposes, so the British divided it into a Hindu section and a Muslim section. As a result, acts of terrorism broke out. In Analyzing Motives 1911, yielding to pressure, the British took back the order and divided the province Why would the in a different way. British think that Conflict over the control of India continued to develop between the Indians and dividing the Hindus the British in the following years. Elsewhere in Southeast Asia, the same struggles and Muslims into separate sections for control of land took place between local groups and the major European pow- would be good? ers that dominated them. You will learn about them in Section 5. ASSESS SECTION 4 ASSESSMENT Have students answer the questions SECTION ASSESSMENT 4 without consulting the text, and then TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. check their answers by locating the • sepoy • “jewel in the crown” • Sepoy Mutiny • Raj relevant information.

USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING Formal Assessment 2. Which of the effects you listed 3. Why did Britain consider India 6. MAKING INFERENCES How did economic imperialism • Section Quiz, p. 438 later became causes? its “jewel in the crown”? lead to India’s becoming a British colony? 4. Why didn’t Indians unite Cause Effect 7. EVALUATING DECISIONS What might the decision to against the British in the Sepoy grease the sepoys’ cartridges with beef and pork fat RETEACH 1. Decline of Mutiny? reveal about the British attitude toward Indians? the Mughal Display the concept web graphic Empire 5. What form did British rule take 8. SYNTHESIZING How did imperialism contribute to unity under the Raj? and to the growth of nationalism in India? organizer. Ask students to work in groups 2. Colonial policies 9. WRITING ACTIVITY EMPIRE BUILDING Write an editorial to to fill in the web, using this sentence as an underground Indian newspaper, detailing grievances 3. Sepoy the main idea: “The Indian population Mutiny against the British and calling for self-government. never fully accepted British rule.” Critical Thinking Transparencies CONNECT TO TODAY CREATING A POLITICAL CARTOON • CT78 Concept Web In 1947, India was divided into two countries: mostly Hindu India and mostly Muslim Pakistan. However, the two countries maintain a tense relationship today. Research to learn about the In-Depth Resources: Unit 6 cause of this tension and illustrate it in a political cartoon. • Reteaching Activity, p. 69 The Age of Imperialism 795

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1. sepoy, p. 791 • “jewel in the crown,” p. 791 • Sepoy Mutiny, p. 793 • Raj, p. 794 2. Sample Answer: Effects—1. East India by British officials. 9. Rubric Editorials should Company expanded its colonial territory; 6. The British East India Company had its • state the Indians’ grievances against the British. 2. Created resentment and nationalistic own army but was unable to regain control • present supporting facts, reasons, feelings among Indians; 3. Built support during the Sepoy Mutiny. This opened the and examples. for nationalist groups. Each effect became way for Britain to step in, seize control, and • conclude with a call to action. the cause of the next effect. claim India as a colony. 3. because India was the most valuable 7. It revealed their insensitivity and British colony indifference to Indians’ religious customs. Rubric Political cartoons should 4. weak leadership and conflicts between 8. Hindus and Muslims were united in • focus on a source of tension between India Hindus and Muslims hating British rule; all Indians resented and Pakistan today. 5. direct rule; India was divided into job discrimination, lower pay, • clearly identify each nation. provinces and districts and ruled directly and condescension. • exhibit originality. Teacher’s Edition 795 wh10te-062705-0796-0799 8/29/03 1:46 PM Page 796

LESSON PLAN 5 OBJECTIVES Aboriginal bark painting from Battle of Isandhlwana, 1879, Zululand • Summarize the acquisition of European Milingimbi, Australia (now in South Africa) colonies in Southeast Asia. • Explain how Siam remained Imperialism in Southeast Asia independent.

• Describe U.S. acquisition of the MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES Philippines and Hawaii. ECONOMICS Demand for Asian Southeast Asian independence • Pacific Rim • annexation products drove Western struggles in the 20th century • King • Queen FOCUS & MOTIVATE imperialists to seek possession have their roots in this period of Mongkut Liliuokalani of Southeast Asian lands. imperialism. • Emilio Ask students to explain what they Aguinaldo know about countries such as Vietnam, Just as the European powers rushed to divide Africa, Thailand, and the Philippines, all in the SETTING THE STAGE they also competed to carve up the lands of Southeast Asia. These lands form Pacific Rim. Explain that these countries part of the Pacific Rim, the countries that border the Pacific Ocean. Western have always had strategic value for nations desired the Pacific Rim lands for their strategic location along the sea imperialistic nations. route to China. Westerners also recognized the value of the Pacific colonies as sources of tropical agriculture, minerals, and oil. As the European powers began to appreciate the value of the area, they challenged each other for their own parts INSTRUCT of the prize. European Powers Invade the TAKING NOTES European Powers Invade the Pacific Rim Pacific Rim Clarifying Use a spider map to identify a Western Early in the 18th century, the Dutch East India Company established control over most of the 3,000-mile-long chain of Indonesian islands. The British established Critical Thinking power and the areas it controlled. a major trading port at Singapore. The French took over Indochina on the • What was the force above all others Southeast Asian mainland. The Germans claimed the Marshall Islands and parts that drove imperialism in Southeast of New Guinea and the Solomon islands. Asia? (trade) The lands of Southeast Asia were perfect for plantation agriculture. The major • What were the positive and negative Western powers focus was on sugar cane, coffee, cocoa, rubber, coconuts, bananas, and pineap- in Southeast Asia aspects of colonization on the ple. As these products became more important in the world trade markets, resident people? (Negative—Took European powers raced each other to claim lands. away independence, introduced Dutch Expand Control The Dutch East India Company, chartered in 1602, actively sought lands in Southeast Asia. It seized Malacca from the Portuguese racism. Positive—Schools, hospitals, and fought the British and Javanese for control of Java. The discovery of oil and transportation networks.) tin on the islands and the desire for more rubber plantations prompted the Dutch In-Depth Resources: Unit 6 to gradually expand their control over Sumatra, part of Borneo, Celebes, the • Guided Reading, p. 51 (also in Spanish) Moluccas, and Bali. Finally the Dutch ruled the whole island chain of Indonesia, then called the Dutch East Indies. (See map opposite.) Management of plantations and trade brought a large Dutch population to the TEST-TAKING RESOURCES islands. In contrast to the British, who lived temporarily in India but retired in Test Generator CD-ROM Britain, the Dutch thought of Indonesia as their home. They moved to Indonesia and created a rigid social class system there. The Dutch were on top, wealthy Strategies for Test Preparation and educated Indonesians came next, and plantation workers were at the bot- Test Practice Transparencies, TT105 tom. The Dutch also forced farmers to plant one-fifth of their land in specified export crops. Online Test Practice 796 Chapter 27

SECTION 5 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 6 In-Depth Resources: Unit 6 eEdition CD-ROM • Guided Reading, p. 51 • Guided Reading, p. 51 Power Presentations CD-ROM • History Makers: Mongkut, p. 64 • Building Vocabulary, p. 52 Critical Thinking Transparencies Formal Assessment • Reteaching Activity, p. 70 • CT27 Comparing Imperialist Styles • Section Quiz, p. 439 Reading Study Guide, p. 265 • CT63 Chapter 27 Visual Summary Reading Study Guide Audio CD ENGLISH LEARNERS Electronic Library of Primary Sources In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS • from Hawaii’s Story by Hawaii’s Queen • Guided Reading, p. 193 In-Depth Resources: Unit 6 classzone.com Reading Study Guide (Spanish), p. 265 • Primary Source: In Favor of Imperialism, p. 59 Reading Study Guide Audio CD (Spanish) Electronic Library of Primary Sources • from Hawaii’s Story by Hawaii’s Queen 796 Chapter 27 wh10te-062705-0796-0799 8/29/03 1:46 PM Page 797

British Take the Malayan Peninsula To com- Colonies in Southeast CHAPTER 27 • Section 5 pete with the Dutch, the British sought a trading Asia, 1895

E base that would serve as a stop for their ships CHINA °

that traveled the India-China sea routes. They Tropic of Cancer 120 Macao I F Hong Kong PACIFIC found a large, sheltered harbor on Singapore, an BURMA N R D E History from Visuals island just off the tip of the Malay Peninsula. O N South OCEAN Rangoon C C China P H H H The opening of the Suez Canal and the increased I Sea I SIAM N L British A I Interpreting the Map demand for tin and rubber combined to make Bangkok Manila P Dutch P I N Singapore one of the world’s busiest ports. French Ask students which colony covered the E

Saigon S Britain also gained colonies in Malaysia and in Portuguese greatest expanse in the area. (Dutch East Spanish Burma (modern Myanmar). Malaysia had large Independent 0 500 Miles Indies) Which had the greatest land area? state MALAY deposits of tin and became the world’s leading rub- PENINSULA Sumatra 0 1,000 Kilometers (French Indochina) ber exporter. Needing workers to mine the tin and Singapore 0° Equator tap the rubber trees, Britain encouraged Chinese to Borneo Extension Have students consult a A. Possible Answer DU Celebes INDIAN TCH Moluccas They were search- immigrate to Malaysia. Chinese flocked to the EAST reference book to determine the status OCEAN Batavia INDIES ing for jobs. area. As a result of such immigration, the Malays Java Bali Timor of these former colonies today. (None are soon became a minority in their own country. now under foreign control.) Analyzing Motives Conflict between the resident Chinese and the GEOGRAPHY SKILLBUILDER: Interpreting Maps Why do you native Malays remains unresolved today. 1. Location What was Siam’s location relative to the SKILLBUILDER Answers think so many nearest European colonies? French Control Indochina The French had Chinese moved to 2. Region Which European country could access both 1. Location It was sandwiched between been active in Southeast Asia since the 17th cen- Malaysia? the Indian and the Pacific oceans from its colony? French Indochina and British Burma. tury. They even helped the Nguyen (nuh•WIN) dynasty rise to power in Vietnam. In the 1840s, 2. Region the Netherlands during the rule of an anti-Christian Vietnamese emperor, seven French missionaries were killed. Church leaders and capitalists who wanted a larger share of the overseas market demanded military intervention. Emperor Napoleon III ordered Siam Remains Independent the French army to invade southern Vietnam. Later, the French added Laos, Cambodia, and northern Vietnam to the territory. The combined states would even- Critical Thinking tually be called French Indochina. • How did Siam’s geographic location Using direct colonial management, the French themselves filled all important positions in the government bureaucracy. They did not encourage local industry. influence its political decisions? Four times as much land was devoted to rice production. However, the peasants’ (Its position between French and British consumption of rice decreased because much of the rice was exported. Anger over colonies kept it neutral and resistant to this reduction set the stage for Vietnamese resistance against the French. foreign domination.) Colonial Impact In Southeast Asia, colonization brought mixed results. • What values motivated Mongkut and Economies grew based on cash crops or goods that could be sold on the world mar- Chulalongkorn? (respect for education, ket. Roads, harbors, and rail systems improved communication and transportation independence, and progress) but mostly benefited European business. However, education, health, and sanitation did improve. In-Depth Resources: Unit 6 Unlike other colonial areas, millions of people from other areas of Asia and the • History Makers: Mongkut, p. 64 world migrated to work on plantations and in the mines in Southeast Asia. The region became a melting pot of Hindus, Muslims, Christians, and Buddhists. The resulting cultural changes often led to racial and religious clashes that are still seen today. Tip for Struggling Readers Siam Remains Independent After the invention of the automobile, While its neighbors on all sides fell under the control of imperialists, Siam there was a huge demand for rubber (present-day Thailand) maintained its independence throughout the colonial tires. Rubber was a driving force for period. Siam lay between British-controlled Burma and French Indochina. (See imperialism in Southeast Asia. map above.) France and Britain each aimed to prevent the other from gaining control of Siam. Knowing this, Siamese kings skillfully promoted Siam as a neutral zone between the two powers. The Age of Imperialism 797

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CHAPTER 27 Section 5 (pages 796–799) TERMS AND NAMES Paciﬁc Rim Southeast Asian mainland and islands along the rim of Imperialism in the Paciﬁc Ocean DIFFERENTIATING INSTRUCTION: STRUGGLING READERS King Mongkut King who helped Siam Southeast Asia modernize Emilio Aguinaldo Leader of Filipino nationalists BEFORE YOU READ annexation Adding of territory In the last section, you saw how the Indians reacted Queen Liliuokalani Last Hawaiian to imperialism. ruler of Hawaii In this section, you will read about imperialism in Colonization in Southeast Asia Southeast Asia. Power Lands Claimed Major Trade AS YOU READ Use the web below to show the various lands controlled by each Western nation.

Class Time 25 minutes Products Dutch Americans Indonesia

Task Examining the events of imperialism in Southeast Asia Dutch Java, Sumatra, Oil, tin, rubber British French Southeast Asia Borneo, Celebes,

ed. European Powers Invade the cated Indonesians came next. Plantation workers v Purpose To understand how European powers Paciﬁc Rim (pages 796–797) were at the bottom. The Dutch forced farmers to use one-ﬁfth of their land for export crops.

ghts reser Which Western powers grabbed i The British took the port of Singapore plus

the Moluccas, Bali All r land in Southeast Asia? Malaysia and Burma (modern Myanmar). They colonized Southeast Asia European nations also grabbed land in the Paciﬁc used Singapore as a base for trade. It became one Rim, Southeast Asia and the islands on the edge of of the world’s busiest ports. The British encour- the Paciﬁc Ocean. The lands of Southeast Asia aged the Chinese to move to Malaysia. The were perfect for plantation agriculture. Sugar, cof- Malaysians have become a minority in their own country. Tension between the Malays and the McDougal Littell Inc. fee, cocoa, rubber, coconuts, bananas, and pineap- © ples were important products. Chinese remains to this day. Instructions Have pairs of students read the Reading British Malaysia, Burma Tin, rubber France grabbed Indochina (modern Laos, The Dutch controlled Indonesia. Many of the Dutch who moved to Indonesia thought of Cambodia, and Vietnam). The French ruled Indonesia as their home. They set up a class system Indochina directly and tried to push French cul- Study Guide for Section 5 and study the map on page that kept the Dutch at the top. Wealthy and edu- ture on the Indochinese. The French did not 797. Remind students that they are probably already French Vietnam, Laos, Rice CHAPTER 27 THE AGE OF IMPERIALISM 265 somewhat familiar with the present-day countries of Cambodia Reading Study Guide Vietnam, Thailand, Cambodia, and the Philippines. Have Americans Philippines, Hawaii Sugar, bananas, students make a chart of how each imperial power pineapples impacted the lands they colonized. Teacher’s Edition 797 wh10te-062705-0796-0799 8/29/03 1:47 PM Page 798

CHAPTER 27 • Section 5 Siam modernized itself under the guidance of King Mongkut and his son Chulalongkorn. In a royal proclamation, King Chulalongkorn showed his understanding of the importance of progress:

PRIMARY SOURCE U.S. Imperialism in the As the times and the course of things in our country have changed, it is essential to Pacific Islands promote the advancement of all our academic and technical knowledge and to prevent it from succumbing [giving in] to competition from the outside. In order to achieve this, it is imperative to make haste in education so that knowledge and ability will increase. Critical Thinking KING CHULALONGKORN, “Royal Proclamation in Education” • Did President McKinley support or op- To accomplish the changes, Siam started schools, reformed the legal system, and pose imperialism? How do you know? reorganized the government. The government built its own railroads and telegraph (support; His statement expresses systems and ended slavery. Because the changes came from their own government, typical imperialistic paternalism.) the Siamese people escaped the social turmoil, racist treatment, and economic • What factors contributed to U.S. interest exploitation that occurred in other countries controlled by foreigners. in Hawaii? (its strategic location and sugar cane plantations) U.S. Imperialism in the Pacific Islands Critical Thinking Transparencies Because Americans had fought for their independence from Britain, most of them • CT27 Comparing Imperialist Styles, disliked the idea of colonizing other nations. However, two groups of Americans 1850–1900 were outspoken in their support of imperialism. One group of ambitious empire builders felt the United States should fulfill its destiny as a world power, colonizing like the Europeans. The other group, composed of business interests, welcomed the opening of new markets and trade possibilities. The Philippines Change Hands The United States acquired the Philippine More About . . . Islands, Puerto Rico, and Guam as a result of the Spanish-American War in 1898. Gaining the Philippines touched off a debate in the United States over imperialism. Emilio Aguinaldo President McKinley’s views swayed many to his side. He told a group of Methodist Vocabulary ▼ This ministers his intention to “educate Filipinos, and uplift and Christianize them.” Filipino: an inhabi- Emilio Aguinaldo’s relationship with the photograph Filipino nationalists were not happy to trade one colonizer—the Spanish—for tant of the United States fluctuated as he waged shows American Philippine Islands soldiers fighting another, the Americans. Emilio Aguinaldo (eh•MEE•lyoh AH•gee•NAHL•doh), the ongoing battle to free his country the Filipino leader of the Filipino nationalists, claimed that the United States had promised from foreign influence. In 1898, he nationalists in immediate independence after the Spanish-American War ended. The nationalists resisted Spanish occupation, fighting with the early years of declared independence and established the Philippine Republic. the war. the Americans when they attacked the The United States plunged into a fierce struggle with Philippines during the Spanish-American the Filipino nationalists in 1899 and defeated them in War. Then, as head of the Filipino govern- 1902. The United States promised the Philippine people that it would prepare them for self-rule. To achieve this ment, he fought U.S. occupation, a strug- goal, the United States built roads, railroads, and hospi- gle he continued until he was captured tals, and set up school systems. However, as with other in 1901 and swore allegiance to the Southeast Asian areas, businessmen encouraged grow- United States. During World War II, he ing cash crops such as sugar at the expense of basic food was again captured by American troops crops. This led to food shortages for the Filipinos. and held as a suspected collaborator with Hawaii Becomes a Republic U.S. interest in Hawaii the Japanese occupiers. began around the 1790s when Hawaii was a port on the way to China and East India. Beginning about the 1820s, sugar trade began to change the Hawaiian economy. Americans established sugar-cane plantations and became highly successful. By the mid-19th century, American sugar plantations accounted for 75 percent of Hawaii’s wealth. At the same time, American sugar planters also gained great political power in Hawaii. 798 Chapter 27

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CHAPTER PRIMARY SOURCE In Favor of Imperialism 27 Speech by Albert Beveridge DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS While running for the Senate in 1898, Indiana’s Albert Beveridge gave a cam- Section 5 paign speech in which he explained why the United States should keep the Philippines. As you read this excerpt, consider his arguments in favor of U.S. imperialism.

t is a noble land that God has given us; a land Hawaii is ours; Puerto Rico is to be ours; at the Ithat can feed and clothe the world; a land whose prayer of the people, Cuba will finally be ours; . . . coastlines would enclose half the countries of at the very least the flag of a liberal government is Europe; a land set like a sentinel between the two to float over the Philippines, and I pray God it may Analyzing a Speech imperial oceans of the globe, a greater England be the banner that Taylor unfurled in Texas and with a nobler destiny. It is a mighty people that He Frémont carried to the coast—the stars and stripes has planted on this soil; a people sprung from the of glory. most masterful blood of history; . . . a people imperial The march of the flag! . . . by virtue of their power, by right of their institutions, Think of the thousands of Americans who will by authority of their heaven-directed purposes—the pour into Hawaii and Puerto Rico when the repub- Class Time 20 minutes • What did Beveridge want the U.S. to do? Why? propagandists and not the misers of liberty. lic’s laws cover those islands with justice and safety! It is a glorious history our God has bestowed Think of the tens of thousands of Americans who upon His chosen people; a history whose keynote will invade mine and field and forest in the was struck by the Liberty Bell; a history heroic with Philippines when a liberal government . . . shall faith in our mission and our future; a history of establish order and equity there! Think of the hun- (bring the Philippines and Hawaii under U.S. control; statesmen who flung the boundaries of the republic dreds of thousands of Americans who will build a Task Reading and discussing Albert Beveridge’s speech to out into unexplored lands and savage wildernesses; soap-and-water, common-school civilization of a history of soldiers who carried the flag across the energy and industry in Cuba when a government of blazing deserts and through the ranks of hostile law replaced the double reign of anarchy and tyran- mountains, even to the gates of sunset; a history of ny. Think of the prosperous millions that empress provide new territories for U.S. citizens; bring progress a multiplying people who overran a continent in of islands will support when, obedient to the law of the U.S. Senate in 1898 half a century. . . . political gravitation, her people ask for the highest Therefore, in this campaign, the question is honor liberty can bestow, the sacred Order of the larger than a party question. It is an American Stars and Stripes, the citizenship of the Great question. It is a world question. Shall the American Republic! people continue in their restless march toward the and prosperity to the islands) ed. from Thomas B. Reed, ed., Modern Eloquence, Vol. XI Purpose To broaden understanding of views about v commercial supremacy of the world? Shall free (Philadelphia, 1903), 224–243. institutions broaden their blessed reign as the children of liberty wax in strength, until the empire of ghts reser i our principles is established over the hearts of all Discussion Questions • Based on the information in Chapter 27, which of his All r mankind?. . . Recognizing Facts and Details U.S. imperialism God bless the soldiers of 1898, children of the 1. Whose hand did Beveridge see in America’s heroes of 1861, descendants of the heroes of 1776! destiny? In the halls of history they will stand side by side 2. According to Beveridge, what would Hawaii, with those elder sons of glory, and the opposition to Puerto Rico, the Philippines, and Cuba gain the government at Washington shall not deny them. from their association with the United States? goals did the United States accomplish? (acquiring McDougal Littell Inc.

© No! They shall not be robbed of the honor due 3. Making Judgments Which arguments for the Instructions Hand out copies of the speech given by them, nor shall the republic be robbed of what they expansion of the American empire do you ﬁnd won for their country. . . . most persuasive? Albert Beveridge, a candidate for the U.S. Senate from the Philippines and Hawaii) Indiana in 1898, found on page 59 of In-Depth Resources: • Which of Beveridge’s arguments for expansion do The Age of Imperialism 59 Unit 6. Ask volunteers to read sections of the speech you find most persuasive? Why? (Possible Answer: In-Depth Resources: Unit 6 aloud. Ask them to discuss the following questions: establishing order, equity, and a government of law; these arguments reveal concern for the dominated people.) 798 Chapter 27 wh10te-062705-0796-0799 8/29/03 1:47 PM Page 799

Then in 1890, the McKinley Tariff Act passed by the U.S. CHAPTER 27 • Section 5 government set off a crisis in the islands. The act eliminated the tariffs on all sugar entering the United States. Now, sugar from Hawaii was no longer cheaper than sugar produced elsewhere. That change cut into the sugar producers’ profits. Some U.S. business leaders pushed for annexation History Makers of Hawaii, or the adding of the territory to the United States. Making Hawaii a part of the United States meant that Queen Liliuokalani Hawaiian sugar could be sold for greater profits because How would you describe Queen American producers got an extra two cents a pound from Liliuokalani’s politics? (fiercely nationalis- the U.S. government. tic) Queen Liliuokalani received a modern About the same time, the new Hawaiian ruler, Queen education and toured the Western world Liliuokalani (luh•LEE•uh•oh•kuh•LAH•nee), took the throne. In 1893, she called for a new constitution that would before taking the throne of Hawaii. A tal- increase her power. It would also restore the political power ented musician, she is best known for Queen Liliuokalani her song “Aloha Oe,” the national song of of Hawaiians at the expense of wealthy planters. To prevent 1838–1917 this from happening, a group of American businessmen Liliuokalani was Hawaii’s only queen farewell in Hawaii. hatched a plot to overthrow the Hawaiian monarchy. In and the last monarch of Hawaii. She Electronic Library of Pirmary Sources 1893, Queen Liliuokalani was removed from power. bitterly regretted her brother’s loss of In 1894, Sanford B. Dole, a wealthy plantation owner and power to American planters and • from Hawaii’s Story by Hawaii’s Queen politician, was named president of the new Republic of worked to regain power for the Hawaii. The president of the new republic asked the United Hawaiian monarchy. As queen, she refused to renew a treaty signed by States to annex it. At first, President Cleveland refused. In her brother that would have given 1898, however, the Republic of Hawaii was annexed by the commercial privileges to foreign United States. businessmen. It was a decision that The period of imperialism was a time of great power and would cost her the crown. domination of others by mostly European powers. As the 19th century closed, the lands of the world were all claimed. The RESEARCH LINKS For more on Queen European powers now faced each other with competing claims. Liliuokalani, go to classzone.com Their battles would become the focus of the 20th century. ASSESS SECTION 5 ASSESSMENT Have students complete the assessment SECTION5 ASSESSMENT and exchange papers with a partner to TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. check their answers. • Pacific Rim • King Mongkut • Emilio Aguinaldo • annexation • Queen Liliuokalani Formal Assessment USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING • Section Quiz, p. 439 2. Which Western power do you 3. How were the Dutch East India 6. DRAWING CONCLUSIONS How did the reforms of the think had the most negative Trading Company and the Siamese kings help Siam remain independent? impact on its colonies? British East India Company 7. ANALYZING BIAS What does President McKinley’s desire RETEACH similar? to “uplift and Christianize” the Filipinos suggest about his Display the visual summary for 4. What changes took place in perception of the people? Southeast Asia as a result of 8. ANALYZING MOTIVES Why do you think Sanford Dole Chapter 27 and divide the class into Western powers colonial control? in Southeast Asia wanted the United States to annex Hawaii? four groups. Have each group present 5. Why did some groups believe 9. WRITING ACTIVITY ECONOMICS Compose a letter to the the information about imperialism that the United States should editor expressing a Hawaiian’s view on the U.S. colonize like the Europeans? businessmen who pushed for the annexation of Hawaii for the Dutch, British, French, or the for economic gain. United States. Critical Thinking Transparencies CONNECT TO TODAY DRAWING A BAR GRAPH • CT63 Chapter 27 Visual Summary Research to find out about the economic situation of Southeast Asian countries today. Rank the economies and present your findings in a bar graph. In-Depth Resources: Unit 6 • Reteaching Activity, p. 70 The Age of Imperialism 799

ANSWERS

1. Pacific Rim, p. 796 • King Mongkut, p. 798 • Emilio Aguinaldo, p. 798 • annexation, p. 799 • Queen Liliuokalani, p. 799 2. Sample Answer: Dutch—Indonesia; 5. They believed the United States was destined • express indignation at businessmen’s British—Malay Peninsula; French—Indochina; to become a world power. desire to profit at Hawaii’s expense. U.S.—Philippines/Hawaii. Most negative 6. Siam modernized, making it competitive • call for an end to annexation. impact—France, because it tried to completely with Europeans. CONNECT TO TODAY subjugate the Indochinese by imposing its cul- 7. Possible Answer: He saw them as primitive, Rubric Bar graphs should ture, government, industry, and agriculture irreligious, and inferior. • reveal information about Southeast Asian 3. Both were trading companies that practiced 8. Possible Answer: He was a plantation owner economies today. economic imperialism. and knew he would benefit from annexation. • indicate which Southeast Asian countries 4. economies grew; education and health 9. Rubric Letters to the editor should have the healthiest economies. improved; areas unified but lost local leaders; • be written from the viewpoint of a Hawaiian. migration resulted in cultural change.

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