Thursday 2/13/14 RAP What three factors led to imperialism of the 1800s? (pg. 480) Please describe four motives to imperialism. Today: SWBAT describe the mad rush to claim land around the world. SWBAT understand the division of Africa. SWBAT describe the reasons for claiming Africa and the effects.

Notes on Expansionism--imperialism IMPERIALISM- means one country’s domination of the political, economic, and social life of another country. Chief goals of Western Empires were Exploit the natural resources of these lands Open up new markets for their own manufactured goods. Justification: bringing the blessings of western civilizations to their colonial subjects.

Four Reasons for imperialism Political Rivalries- Countries started to scramble for new territories and resources. Needed to get this new land before others grabbed it up. New Markets -The Industrial Revolution led to the desire for new markets for their materials and more raw resources were needed to feed the growth. Africa-rubber, copper, and gold India-cotton and jute. Also, bananas, oranges, melons, and other exotic fruits made their way to European markets.

3. New Opportunities- Great Britain, France, and Germany needed loyal citizens from their countries to run the newly acquired territories. Become rich Political opportunities Own your own land 4. “Civilizing” Mission- Religious and humanitarian issues inspired many individuals to leave their homes for distant lands. Catholic and Protestant missionaries set out to civilize and convert Africans and Indians. Social Darwinism was a theory of cultural superiority. Social Darwinists believed that white Europeans were the “fittest” people in the world and that they had a duty to spread Western ideas to “backward” peoples.

Famous poem by Rudyard Kipling—“The White Man’s Burden”—it was addressed to the U.S. to send their sons to civilize the rest of the world—the half –devil and half child of different cultures.

Forms of Imperialism- Colony – a territory that an imperial power ruled directly through colonial officials. Protectorate- had its own government, but its policies were guided by a foreign power. Sphere of influence- a region in which the imperial power had exclusive investment or trading rights.

4 Motivations for New Imperialism Economic *main motivation* - new markets, raw resources Desire for political power New Opportunities – colonize, explore, riches Sense of racial superiority; “White Man’s Burden” moral responsibility to civilize primitive people. Asia & Africa – source of raw materials and a market for western manufactured goods. Europeans NEEDED- Oil, Tin and Rubber to fuel European industries.

Indirect Rule- colonial government in which local rulers are allowed to maintain their positions of authority and status. Benefits- Easier to gain access to the region’s natural resources Lowered the cost of government because fewer officials had to be trained. Had less effect on local culture. If local elites resisted foreign conquest then:

Direct Rule- Colonial government in which local elites are REMOVED from power and replaced by a new set of officials brought from the mother country. Colonial powers did not want their colonists to develop their own industries. Colonial policy stressed the export of raw materials. Peasants worked for poverty level wages to keep the owner’s profits high. Government kept taxes high yet wages low. Did have some benefits: Helped to create an entrepreneurial class in rural areas. In Dutch East Indies small growers of rubber, palm oil, coffee, tea and spices began to share in the profits of the colonial enterprise. Most profits went back to colonial mother country. Colonial governments built railroads, highways and other structures that could benefit native people as well as colonies.

**Do you think imperialism led to progress? Why or why not? ** **CREATE four square picture notes of motives: in your notes Economic-new markets, new resources desire for political power New opportunities sense of racial superiority; social darwinism; “White man’s burden” moral responsibility to civilize primitive people. Four Square Motive picture requirements (10 minutes) Draw in your notes Must be neat Give a title Label each square PICTURES! 

Today Scramble for Africa- response Motives PPT As you read Ch. 16.2: The Partition of Africa please complete the African map and notes.

New Classroom Arrangement Groups—follow the directions on the handout. Discuss

The Scramble for Africa 1850-1914 European colonial powers became caught up in a race for pieces of Africa. Colonial powers claimed colonies without knowing exactly how it would benefit them. Britain had a head start in acquiring colonies, and other colonial powers scrambled to try and catch up. Colonial powers discussed the fairness of the scramble, and who should keep what colonies at the Berlin Conference, of 1884-1885, in which the European countries divided African territory amongst themselves and agreed on a colonial map of Africa.

FRIDAY 2/14/14 RAP What event took place 102 years ago; that we celebrate / acknowledge ? Explain this political cartoon. Today: -Complete motives PPT -Check notes Read and complete map and chart on 16.2

Respond to this: “The scramble for Africa was like… A) Prospectors racing to stake a claim in the gold country. B) Concert goers clamoring for the best seats C) Sharks in a feeding frenzy Because…

Imperial Motives in Africa Analyze each slide and describe what types of imperialistic motives you see in the pictures or illustration.

Open-shaft diamond mining at Kimberley, South Africa, in 1872. Imperial motives students might see here are economic (African labor, exploiting natural resources for profit) and ideological (Europeans treating Africans as inferior).

A Methodist Sunday School in Guiongua, Angola, in 1925. Imperial motives students might see here are religious (Europeans spreading Christian values and education) and ideological (teaching European customs and beliefs.

Germans taking possession of Cameroon in 1881. Imperial motives students might see here are political (flag shows national identity or desire to possess new territory, European and African leaders meeting, European military presence) and exploratory (exploring foreign lands).

Quote from explorer Henry Stanley in 1882. An imperial motive students might see here is ideological (belief in superiority of Europeans or that Europeans should “civilize” Africa).

Africans bringing ivory to the wagons in South Africa, c. 1860. An imperial motive students might see here is economic (collecting African resources).

Sketch map of Central Africa, showing Dr. Livingstone’s exploration. An imperial motive students might see here is exploratory (interest in unexplored territories, mapping geographic features of Africa).

An advertisement for Pears’ Soap from the 1890s, and one stanza of the British poet Rudyard Kipling’s poem, The White Man’s Burden, written in 1899. Imperial motives students might see here are ideological )belief in European superiority, need to “civilize” captive peoples, need to cleanse “dark corners of earth”) and economic (boats transporting goods to colonies, advertisement to sell a product).

Mrs. Maria C. Douglas, doctor and missionary, and the first class of pupil nurses in Burma, in 1888. Imperial motives students might see here are ideological (teaching European values) and religious (educating people of other cultures).

British cartoon showing the Chinese being savaged by European powers, and the poem The Partition of China, 1897 British France Russia Germany Imperial motives students might see here are political (Europeans depicted as animals competing for piece of China) economic (desire to trade in China to make cash), religious (Chinese depicted as heathen, calls on Christian duty to preach in China) and ideological (belief that foreigners should be “civilized” by Europeans).

Bagged groundnuts in pyramid stacks in West Africa. An imperial motive students might see here is economic (Africans transporting indigenous goods).

French capture of the citadel of Saigon, Vietnam. An imperial motive students might see here is economic (collecting African resources).

British Lipton Tea advertisement in the 1890s. Imperial motives students might see here are economic (goods from Ceylon transported to London, use of indigenous labor and resources, exportation of industrial technology) and political (gaining national prestige through international trade).

British cartoon “The Rhodes Colossus,” showing Cecil Rhodes’ vision of making Africa “all British from Cape to Cairo,” 1892. Imperial motives students might see here are political (desire to control African territory, desire to boost national pride and gain power by winning colonies, desire to have military presence) and exploratory (exploring or venturing into unknown territory).

Epitaph and quote from missionary and explorer David Livingstone Epitaph and quote from missionary and explorer David Livingstone. The epitaph reads: Brought by faithful hands over land and sea, Here rests David Livingstone, Missionary, Traveler, Philanthropist. Born March 19, 1813, at Blantyre, Lanarkshire. Died May 1, 1873, at Chitambo’s Village, Ulala. For 30 years his life was spent in an unwearied effort to evangelize the native races, to explore the undiscovered secrets, to abolish the desolating slave trade, of Central Africa, where with his last words he wrote, “All I can add to my solitude, is, May the Heaven’s rich blessing come down on everyone, American, English, or Turk, who will help to heal this open sore of the world.” Imperial motives students might see here are religious (missionary who spreads his faith, desire to abolish the slave trade) and exploratory (traveled to discover secrets of Africa).

An imperial yacht passing through the Suez Canal in Egypt at the opening of the canal in 1870. Imperial motives students might see here are economic (exportation of transportation methods to improve trade) and political (boosting national pride and prestige by controlling foreign territories).

Please read Ch. 16.2: The Partition of Africa and complete your map on Imperialism. Please fill in the country that imperialized the areas of North Africa, West Africa, etc. In the resource or why block -put why the imperial country wanted that area Effects are in the area you are reading and at the end of the section.