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UNIT 5: THE AGE OF IMPERIALISM
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British Empire, 1914 UNIT 5A: CAUSES KNOW By 1900, a few European countries & the U.S. controlled most of the world. The Age of Imperialism ( ), or Colonialism, was the political, economic, social & cultural control of a weaker region by a more powerful nation. 12 12
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Map by Stuart Laycock (via The Telegraph)
UNIT 5A: CAUSES DO NOT COPY INTERESTING FACT The nations in white represent the 22 countries in the world that Britain has never invaded (not shown: Sao Tome & Principe). Map by Stuart Laycock (via The Telegraph)
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Spain & Portugal’s claims during the Ages of Exploration
UNIT 5A: CAUSES KNOW It was similar to the Age of Exploration ( ), but it was led by gov’ts, not individuals or companies, & sought to create markets worthy of investments in Africa & Asia, not the America’s. Do Not Copy Spain & Portugal’s claims during the Ages of Exploration 14 14
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UNIT 5A: CAUSES KNOW Political Cause = NATIONALISM (national rivalries over power & prestige) Economic Cause = INDUSTRIAL REVOLUTION (demand for resources & markets) Social Cause #1 = CHRISTIAN MISSIONARIES (had to convert to become “civilized”)
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UNIT 5A: CAUSES KNOW Social Cause #2 = ETHNOCENTRISM (belief in one’s cultural superiority) Europeans believed their civilization was superior & imposed their languages & culture on conquered people. Some used Social Darwinism as proof believing they were the “fittest” because they were more powerful, & it was their duty to spread their culture to “backward” peoples.
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“The World’s Plunderers” By Thomas Nast, Harper’s Weekly, 1885
UNIT 5A: CAUSES DO “The World’s Plunderers” By Thomas Nast, Harper’s Weekly, 1885 Analyzing the Cartoon What are the important objects in the cartoon, and what do they represent? What are the important actions in the cartoon, and what do they represent? How do you think the artist feels about “The World’s Plunderers?” What could be another title for this cartoon?
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UNIT 5A: CAUSES DO: Land Grab Game
Objective: Understand why political boundaries change and considerations that Europeans dealt with when colonizing. Materials Per Group: Continent of Akbar/Who Wins? Handout; two 1” x 1” blank cards; 2 different colored pencils/highlighters. Goal: You & your partner will compete to “colonize” the Continent of Akbar. Your objective is to gain control of as much land, particularly the most valuable land, as possible. Procedures: You and your opponent will play “Rock, Paper, Scissors” (paper trumps rock; rock trumps scissors; and scissors trumps paper) to determine the winner of the round. Whoever wins each round uses the paper square to outline a plot of land on the Continent Akbar that you want to claim. You cannot conquer land previously conquered by your opponent. Play the game until the entire continent is colonized unless your teacher has set a time limit.
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UNIT 5A: CAUSES DO: Land Grab Game Debriefing
And the Winner is…. Turn your game sheet over to the “Who Wins?” side and complete the questions as a group. Write your answers down in YOUR notebook. Discussion: In determining which sections of Continent Akbar to “colonize,” how much, if at all, did the continent’s indigenous people figure into your decisions? Answers will vary, but relate to African Imperialism. Discussion: Explain how your motives in the game were similar to those of European imperialists who “colonized” much of the world?
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UNIT 5B: ACTS OF IMPERIALISM
KNOW Nations gained lands through treaty, purchase & war, but kept control using: COLONY: annex region as part of empire CONCESSION: obtain specific economic privilege in a country PROTECTORATE: “protecting” region by allowing their ruler to remain as a figurehead, while making all major decisions SPHERE OF INFLUENCE: gain sole economic control to trade, invest, develop mines, or build factories/railroads. African Colonies 1914
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UNIT 5B: ACTS OF IMPERIALISM KNOW
Before 1800, Europeans traded liquor/guns for ivory/slaves on the coast. No colonial interest because of diseases & terrain. After 1800, they wanted resources. After scrambling to claim lands, 14 European nations met at the Berlin Conference (1885) & partitioned of Africa. 23
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UNIT 5B: ACTS OF IMPERIALISM DO: Example Matrix (Put an X underneath the appropriate column)
EXAMPLE COLONY CONCESSION Portugal takes over Angola and controls all activities, making it part of their empire. The Arabs let the British drill for oil & build a railroad in the Middle East. While Arab rulers would gain some profits from the sale of oil, the British kept most of the profits & expanded their economic & political control in the region. The French annexed Algeria and Indochina, making it part of their empire. X X X
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UNIT 5B: ACTS OF IMPERIALISM DO: Example Matrix (Put an X underneath the appropriate column)
EXAMPLE PROTECTORATE SPHERE England gains sole economic power in China and has exclusive rights to all mineral resources. France allows a Moroccan leader to rule, but really makes all the key decisions. In China, each foreign nation present, such as Germany, had economic control of a specific region. In general, other foreign nations would respect this arrangement. X X X
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UNIT 5B: ACTS OF IMPERIALISM KNOW
By 1914, they controlled 90% of Africa (Ethiopia & Liberia were indep.). While “westernizing,” African nationalist groups learned of the ideals of liberty & equality. By 1975, all of Africa was independent.
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UNIT 5B: ACTS OF IMPERIALSIM KNOW
Japan’s isolation ended (1854) by treaty with U.S. Commodore Perry & other nations. They began industrializing (1870s) & became a Great Power by WWI. India became a British colony (1857) after a rebellion. Peaceful protests led to indep. (1947). DO: India DBQ (See “IMP-India DBQ #17” WORD file) Europeans & Japan had spheres of influence in China, but agreed to an “Open Door Policy” (1899) allowing all nations to trade. Democracy est. in 1912. 37
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UNIT 5B: ACTS OF IMPERIALSIM KNOW
Spain sought help to re-conquer their colonies in L. America. U.S. issued the Monroe Doctrine (1823), warning Europe not to interfere in America & was supported by the British navy. The U.S. purchased Alaska from Russia (1867), annexed Hawaii (1898), won the Philippines, Guam & Puerto Rico during the Spanish American War (1898) (Hughes Video) & purchased the Virgin Islands (1917).
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Is the U.S. an empire? UNIT 5B: ACTS OF IMPERIALSIM DISCUSS
Great Seal of the U.S.
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UNIT 5B: REVIEW DO: Effects DBQ (See “IMP-Effects DBQ #6” WORD file
DO: Imperialism Video (14m) Review by Crash Course DO: European Imperialism for Dummies Video (23:36) by Keith Hughes DO: American Empire Debate BACKGROUND: Imperialism means nations that have grown to become empires that dominate the economics, politics, & governments of other nations. Some historians consider the U.S. to have joined the imperial ranks with the Spanish-American War. STEPS: Divide the class in half. First, each team gives their definition of imperialism. One team argues that the U.S. is imperialist because of the dominance of its politics, military, economy, & culture throughout world history. The other team argues against, saying that the U.S. is not. Each team uses past & current policies & legislation as well as historic & current events to argue their position. Teams are comprised of 2 speakers, a final copy editor & researchers. SOURCE FOR STUDENTS: Check out the turn-based strategy game "Imperialism", which deals with seven Great Powers and 16 Minor Nations, starting at the end of the Battle of Waterloo, 1815! Click Imperialism for an outline of the game & places whence you can get it. Try this link to play:
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UNIT 5B: REVIEW DO: British Empire Time Line (Source) – The British Empire was the largest the world ever saw, encompassing a quarter of the world’s population & land mass from Have teams create a time line of British accession and economic dominance ranging from 1600 to the present. STEPS: Divide the class into 8 teams. Each team chooses a different color of brightly colored stick pins, representing 50 years on the time line. Beginning in 1600, the teams will place their stick pins on a large globe to demonstrate Britain’s world imperialism by showing it’s rule throughout the world in Europe, India, Africa, Asia, the America’s & Australia.
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UNIT 5B: REVIEW FLOCABULARY: Hip Hop in the Classroom for Imperialism - "The Sun Never Sets" In this song, we’re in the Age of Imperialism. British and other European settlers invade Africa and Asia and claim the land for themselves. They called it the White Man’s Burden—but the European “civilizing missions” looked different from the native perspective, just as they seem different from our modern viewpoint. Eventually, the colonized peoples had enough and revolted against imperialism. The say the sun never sets on the British Empire. Or does it? NOTE: This site requires a $5 monthly subscription.
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UNIT 5: THE AGE OF IMPERIALISM
DO: Using Quizlet.com make Vocabulary Study Stacks to review for your test. If you took 4W’s Notes or made an ABC Chart, use those terms to make your study stacks. Teacher-student accounts need to be set up.
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UNIT 5: THE AGE OF IMPERIALISM DO:
Kahoot! is great for reviews or as an alternative test. You can ask multiple choice questions with up to four answers. Students answer on their electronic device, and the teacher can save or print the scores. Check it out at
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