AFRICA Motives for Colonizing exploratory religious economic political

AFRICA: Motives for Colonizing: • exploratory • religious • economic • political • ideological What do these two countries have in common?

• reduced local warfare • improved sanitation, lifespan, & literacy • provided hospitals & schools • improved transportation & communication systems • famine (why? ) • new diseases introduced • loss of traditional African culture • war between British & Boers (Dutch) • divisions of continent created ethnic disputes that still exist today • Africans continuously fought for independence • rebelled through military & religious movements • Between 1955 and 1975 most African nations gained their independence

CHINA: What type of imperialism existed in China? “Sphere of Influence” What is a sphere of influence? Exclusive trading privileges between nations. Motive for Colonizing: economic Why were European nations able to gain spheres of influences in China?

• led to a strong sense in Nationalism • led to some government reforms • deadly rebellions against foreign intervention (ex: Boxer Rebellion) • Boxer Rebellion was a rebellion against foreign influence • Although it failed, it did lead to government reform • In an attempt to stabilize China became a constitutional monarchy (1917) • however, remained weak for more than 40 years

SOUTHEAST ASIA: Motives for Colonizing: • religious • economic • political • ideological Natural Resources: • sugar cane • coffee • cocoa • rubber • coconuts • bananas • pineapple • oil • tin Who took control over the Philippines in 1898? Why?

• improved communication & transportation systems (improved roads, harbors, railways) • improved education, health, sanitation • food shortages (Why? 2 reasons) • European immigrants to region led to diversity that has caused lasting racial & religious conflict • Southeast Asian countries were unable to resist colonial rule due to inferior weapons/technology • remained colonies until after WWII (1945)

INDIA: Motives for Colonizing: • religious • economic What role did the East India Company have in colonizing India?

• improved transportation (built railroads, modern roads, canals, bridges) • improved communication (telephone & telegraph wires) • improved sanitation & public health • built schools (improved literacy) • ended local warfare • led to sense of nationalism • weakened Indian industry (textiles) because the British restricted Indian industry • famine (why? ) • clash between British & nationalists led to violence (ex: Sepoy Mutiny) • unable to resist British control because of weak leadership & disagreements between Hindus & Muslims • began to modernize/westernize in an attempt to gain independence • two nationalist groups formed to end colonial rule in the late 1800 s • India became independent in 1947

Economic

Religious

Political

Ideological

Economic

Exploratory

Religious or Ideological

Ideological

Economic

Political

Economic

Political or Ideological

Exploratory

Economic

The White Man’s Burden

Debate over U. S. imperialism at the turn of the twentieth century occurred not only in newspapers and political speeches, but in poetry as well. In 1899, the British novelist and poet Rudyard Kipling wrote the poem "The White Man's Burden, " which urged the U. S. to take up the "burden" of empire, as had Britain and other European nations. President Theodore Roosevelt copied the poem and sent it to his friend, Senator Henry Cabot Lodge, commenting that it was "rather poor poetry, but good sense from the expansion point of view. " Although Kipling’s poem mixed encouraging empirebuilding with the warnings of the costs involved, imperialists within the United States latched onto the phrase “White man’s burden” as a catchphrase for imperialism that seemed to justify the policy as a noble enterprise.

Take up the White Man's burden-Send forth the best ye breed-Go, bind your sons to exile To serve your captives' need; To wait, in heavy harness, On fluttered folk and wild-Your new-caught sullen peoples, Half devil and half child.

Take up the White Man's burden-In patience to abide, To veil the threat of terror And check the show of pride; By open speech and simple, An hundred times made plain, To seek another's profit And work another's gain.

Take up the White Man's burden-The savage wars of peace-Fill full the mouth of Famine, And bid the sickness cease; And when your goal is nearest (The end for others sought) Watch sloth and heathen folly Bring all your hope to nought.

Take up the White Man's burden-No iron rule of kings, But toil of serf and sweeper-The tale of common things. The ports ye shall not enter, The roads ye shall not tread, Go, make them with your living And mark them with your dead.

Take up the White Man's burden, And reap his old reward-The blame of those ye better The hate of those ye guard-The cry of hosts ye humour (Ah, slowly!) toward the light: -"Why brought ye us from bondage, Our loved Egyptian night? "

Take up the White Man's burden-Ye dare not stoop to less-Nor call too loud on Freedom To cloak your weariness. By all ye will or whisper, By all ye leave or do, The silent sullen peoples Shall weigh your God and you.

Take up the White Man's burden! Have done with childish days-The lightly-proffered laurel, The easy ungrudged praise: Comes now, to search your manhood Through all the thankless years, Cold, edged with dear-bought wisdom, The judgment of your peers.

Discuss… • According to Kipling, what was the “White Man’s Burden”? Who, or what, was supposedly a burden to the white man? ” • Why does Kipling suggest it is important for the white man to “take up” this burden? • Do you believe that he is correct or incorrect in his assertions? Do you think that this poem has any relevance to America’s role in the world today?

Primary Sources – 6 Cs • With a partner, review the political cartoon given to you. • Complete the 6 C’s of Primary Source Analysis handout (for portfolio): – Content – Citation (this may or may not always be available) – Context (reflect on case studies knowledge) – Connections (reflect on case studies knowledge) – Communication – Conclusions