Social Studies Activity Book
Imaginative hands-on World History lessons
designed for individual students, cooperative groups, and whole-class learning.
Imperialism
Teacher’s Toolbook: World History
The Modern World
1750-1914
A delightful collection of reproducible lessons!!
Practice Test
There are 455 multiple-choice questions in this Teacher’s Toolbook.
Skills
Discover how major events are related to one other in time.
Develop a “mental timeline” of key events, people, and historical eras.
Using maps, identify physical and cultural features and trace the routes of people.
Distinguish relevant from irrelevant information.
Explain the central issues and problems of the past.
Distinguish cause and effect, sequence and correlation in historical events.
Examine the sources of historical continuity.
Discover how a combination of ideas and events explains the emergence of new patterns.
Recognize the role of chance, oversight, and error in history.
Discover how our interpretation of history changes as new information is uncovered.
Lessons
Perfect for either the block schedule or for the 45-minute class.
Lessons include maps, timelines, graphic organizers, mini-lectures, speeches, brain games,
memory games, role-playing, roundtable discussions, debates and issues to research.
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Using primary sources
Before you begin, examine this website:
www.proteacher.com/cgibin/outsidesite.cgi?external=http://sunsite.berkeley.edu/calheritage/k12/primary.htm&original=
http://www.proteacher.com/090093.shtml&title=Using Primary Sources
Due to the ever-changing environment of the Internet, Performance Education does not guarantee the
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please notify us at info@performance-education.com.
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Performance Education or any of its employees and associates. Educational institutions and news agencies,
which may be under governmental jurisdiction supply some of the content of the web links listed within, and
therefore, may be representative of the government's official policy, and not necessarily an objective
representation of the facts. Generally, possible cultural and political biases should be taken into consideration
when using any articles from any source for research purposes.
For documents on imperialism, please visit:
www.fordham.edu/halsall/mod/modsbook34.html#Imperialism
Table of Contents
1. The Causes
page 7
THE DEFINITION: Imperialism
Five Motives - economic, political, military, religious, and social.
The Industrial Revolution spurred the growth of imperialism.
Only industrialized countries became empires; the empires grabbed colonies.
The Europeans were superior in only one thing: Technology.
2. The Geography
page 25
THE MAPS
The Big Game
Europe carved up the world.
The Europeans took over all of Asia and Africa.
The Congress of Berlin, 1884: Europe carved up Africa.
The U.S. stopped European imperialism in Latin America.
The British Empire was the most powerful: “The sun never set on the British Empire.”
3. The Results
page 53
THE DEFINITION: Colonialism
The Colonizers vs The Colonized
The result of imperialism was . . . colonialism.
a. Imperialism is the grab for colonies.
b. Colonialism is how the Europeans ruled the colonies.
This section describes the relationship between the colonizers and the colonized.
The Europeans distorted the political system, economy, and cultural life of the colony.
Although the motive was chiefly economic, the Europeans pretended to be humanitarians.
“The White Man’s Burden” by Rudyard Kipling.
The colonized peoples responded to colonialism in three ways:
Resistance - the people revolt against the Europeans.
Acquiescence - grudgingly, the people give in to the Europeans.
Assimilation - the people embrace the European way. How Asia and Africa got Westernized.
4. The Independence Movements
page 87
THE DEFINITION: Nationalism
A close look at two independence movements
The British in India, 1947.
This is the story of Gandhi.
The French in Algeria, 1962.
This is very relevant for today’s world.
Does the means justify the ends?
Five Native Sons
Jose Marti .....................Cuba, 1890s
Aguinaldo ......................Philippines, 1898
Sun Yat-sen ..................China, 1910
Gandhi ..........................India, 1947
Jomo Kenyatta ..............Kenya, 1960
The Review
page 103
The Test
page 121
There are 455 questions.
Introduction
Dear Colleagues:
“Another book on the Modern World” Ah, but is it possible that this is a book of a new type? Yes: How about a
workbook-testbook that is geared just for you and your students’ success on the test? How this book differs from
others . . .
A Fat Workbook
Social Studies teachers nationwide have their work cut out for them! Two hundred fifty years of World History
and numerous standards that cover a multitude of subjects - each chock full of facts about people, places, and
events. To those non-teachers who say this is a long workbook, we say: “Why, yes. Did you not know? This is
what it takes for a student to learn the state standards for Social Studies.”
Student
Step #1:
Step #2:
Step #3:
Step #4:
Performance
Students do not memorize the facts.
Performance - in front of the class.
Performance - on paper.
Performance - on the practice test.
They manipulate them. Then perform what they know.
(Peer pressure can be wonderful.)
(Maps, graphic organizers, all the tricks in the book.)
(Many students learn after the fact - by trial and error.)
Your learning curve
There is no learning curve.
Xerox all these pages?
No. You do not need to xerox all of these pages. There are several types:
1. Some are student worksheets and must be copied.
2. Some should be turned into transparencies for use with an overhead.
3. Some are read aloud by the teacher - while students draw on their desk maps.
The Tests Are Too Hard
If your students can do well on these tests, the state test will be a breeze.
Our best to you,
Performance Education
Imperialism
Students analyze patterns of global change in the era of New Imperialism
in at least two of the following regions or countries:
Africa, Southeast Asia, China, India, Latin America, and the Philippines.
1. Describe the rise of industrial economies and their link to imperialism and colonialism:
The role played by national security and strategic advantage;
moral issues raised by the search for national hegemony,
Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology.
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial rule.
4. Describe the independence struggles of the colonized regions of the world,
including the roles of leaders, such as Sun Yat-sen in China,
and the roles of ideology and religion.
page 5
1. The Causes
Describe the rise of industrial economies and their link to imperialism and colonialism:
The role played by national security and strategic advantage;
moral issues raised by the search for national hegemony,
Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology.
THE DEFINITION: Imperialism
Five Motives - economic, political, military, religious, and social.
The Industrial Revolution spurred the growth of imperialism.
Only industrialized countries became empires; the empires grabbed colonies.
The Europeans were superior in only one thing: Technology.
page 7
1. Describe the rise of industrial economies and their link to imperialism and colonialism:
The role played by national security and strategic advantage;
moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology.
What is imperialism?
Transparency: Tell the story, then ask students to
a. Fill in the graphic organizer
b. Draw a cartoon about one motive for imperialism.
c. Make a mobile about the 5 motives for imperialism.
When
The New Imperialism arose during the late 19th century.
The Age of Imperialism
During the 1500s and 1600s, European powers took over lands in Asia, Africa and the Americas.
As you know, the British came to dominate North America and the Spanish dominated South America.
The old imperialism began to die out . . .
In the 1800s, the Industrial Revolution and the rise of nationalism in Europe created the New Imperialism.
Where
Asia, Africa, and Latin America.
During the
1.
2.
3.
late 1800s, European countries divided up the whole world:
They carved up China and the rest of Asia
the Scramble for Africa - they carved up continent of Africa.
Latin America - The Europeans would have carved up Latin America,
but Teddy Roosevelt stopped them.
4. Islands of the Pacific - The Europeans fought over these, too.
The European powers were: Belgium, France, Germany, Great Britain, Italy, Portugal, and Spain.
They all had empires.
What
Imperialism is a foreign policy.
You create an empire with colonies.
The expansionist country (European) takes over other countries (in Asia and Africa).
How
Only industrialized countries could build an empire.
Ships and guns gave them a technological superiority over the people of Asia and Africa.
The Navy - this was new! Ships could now QUICKLY sail to Asia and Africa.
The Industrial Revolution gave Europe the steamship.
The Navy became paramount: An imperialist country used its navy to conquer and control its colonies.
The Army
Conquest! The control is achieved by military means.
The imperialist country used military means to conquer countries.
page 9
Who
The ten imperialist powers were:
Great Britain, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
1. The Colonizers
England, as the world’s first industrial country, became the leading imperialist power.
It was a 400-pound gorilla: The British were the first to undergo the Industrial Revolution.
Because they were the first to industrialize, they dominated world affairs during the 19th century.
The Industrial Revolution encouraged the British Empire.
The British were already deep into imperialism and colonialism.
Victorian England was deep into imperialism - grabbing colonies in Asia and Africa.
The factory system stimulated imperialism.
Britain’s factories need raw materials.
Britain’s factories created a surplus of goods.
They needed to dump their surplus on new markets.
Britain searched the world for raw materials to feed its factories.
This is why the British set up colonies in Asia and Africa.
The Great Game
They carved up Asia and Africa, turning them into their colonies.
The Early Birds
Great Britain and France
Also the Netherlands, Portugal, and Italy.
The Latecomers
Germany, Japan and the U.S.
The United States focused on two regions: The Pacific and the Caribbean.
It seized the old Spanish Empire: Philippines, Cuba, Puerto Rico.
It seized Hawaii
A strategic spot in the Pacific Ocean.
It seized the Philippines.
A strategic spot in the Pacific Ocean.
It seized Cuba and Puerto Rico.
Islands in the Caribbean.
2. The Colonized
The people of Asia and Africa.
You already know that the British relied on child labor.
This should tell you how the Mother Country treated its colonies.
page 10
Why
Five motives for imperialism!
Why did the Europeans want colonies in Asia and Africa?
At first, England was the only industrialized country. It sold goods to Europe and the U.S.
When Europe and the U.S. became industrialized, who would England sell to?
1. Economic Reasons
The No. 1 motive was economic!
The Industrial Revolution
The factory system encouraged imperialism:
Factories needed raw materials.
Factories produced a surplus of manufactured goods.
Factories produced a surplus of capital.
Example: The British built railroads in India.
Asia and Africa could supply raw materials.
Goods could be sold in Asia and Africa.
Capital could be invested in Asia and Africa.
IN: Colonies could provide raw materials
The Industrial Revolution was a machine that had to be fed.
Colonies had natural resources - the raw materials for factories.
Asia and Africa were treasure chests of cotton, silk, rubber, tin, petroleum, and rare minerals.
They also had cheap labor. Remember, these are the folks who employed child labor.
Example: India produced cotton.
OUT: Colonies could provide a market for surplus goods
The factories spewed out an gigantic surplus of manufactured goods; colonies served as a market.
An industrialized country produced more manufactured goods than their people could buy.
The colonies could buy European manufactured goods.
Example: India bought textiles.
2. Political Reasons
To Protect European investments
You do not need to rule a country in order to buy from and sell to it.
So why govern Asia and Africa?
European investors insisted that their governments protect their investments.
Example: As a result, the British sent the Royal Navy, planted the flag, and took over the government of India.
Build an Empire
Each country wanted to build an empire bigger than the others’ empire.
Example: The British Empire was the biggest. “The sun never set on the British Empire.”
The French Empire tried to “outdo” the British. In the scramble for Africa, the French grabbed more land.
National hegemony
Every country wanted national hegemony: To have the biggest empire in the world.
They wanted to control as much of the world as possible.
National Pride: The nation’s greatness was measured by the quality and quantity of its colonies.
Each European country wanted to plant the flag in as many places as possible.
Recognition as a world power
To improve their reputation among other European countries.
To increase their political power and prestige - so the others would not roll over them.
Competition with rivals
Whether you wanted it or not, you grabbed territory to prevent your rival from getting it!
page 11
3. Military Reasons
National Security
Every imperialist country was worried about its own national security:
The competition among imperialist powers was vicious.
One had to protect one’s own country and its colonies.
Military Advantage
Every imperialist country wanted to gain military advantage over its rivals.
Gas Stations
A colony can serve as a fueling station for the Navy.
A ship stops and loads up on supplies.
Strategic Spots
Strategic advantage: Some spots in the world were strategically important.
A country needed to control vital waterways to and from its colonies.
The Navy was paramount: It must have freedom to travel to and from the colonies.
4. Cultural Reasons
Social Darwinism
Social Darwinism was the prevailing belief in Europe.
In the late 1800s, Herbert Spencer (a British philosopher) used Darwin’s theory to explain
Why some people were rich and some were poor:
1. People in a society must compete for survival.
2. The strong survive. Property was a sign of fitness. The rich were naturally superior.
3. The weak were unfit. Poverty was a sign of being unfit. The poor were naturally inferior.
Why some countries were rich and some were poor:
4. There were Superior Races (the British)
5. There were Inferior Races (the British colonies).
Racial Superiority / Cultural Superiority
Racial superiority encouraged imperialism.
Cultural superiority encouraged imperialism.
The Europeans regarded themselves as cultural superior to the people of Africa and Asia.
Humanitarianism
Humanitarians argued that it was Europe’s noble duty to uplife and enlighten the backward peoples.
Rudyard Kipling wrote about this in his poem, “Take up the White Man’s Burden.”
There was a lot of hypocrisy:
The Europeans spoke of uplifting people, but they were actually motivated by profit and greed!
5. Religious Reasons
The Missionary Impulse
Christianity is superior to all other religions.
It is the duty of a Christian missionary to spread Christianity to Asia and Africa.
Missionaries encouraged imperialism: They wanted to acquire territory in order to Christianize people.
Moral Issues
Christianity: All people are equal in God’s eyes.
Social Darwinism: “We” are superior and “They” are inferior.
page 12
The Definition
Imperialism:
Who, what, where, when, why and how?
When
Where
How
Imperialism
Who
What
Define imperialism.
Why
This is the biggie.
List 5 reasons why the
Europeans wanted
colonies in
Asia and Africa.
page 13
1. Describe the rise of industrial economies and their
link to imperialism and colonialism: The role played by
national security and strategic advantage; moral
issues raised by the search for national hegemony,
Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology.
The Causes
Why did European countries
want colonies in Asia and Africa?
Turn this into a mobile.
Hang in from the ceiling.
Burn it into your brain.
1. Economic Reasons
The Industrial Revolution
Natural Resources
“Students distinguish fact from opinion.”
Life is like a rock group
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
“The Great Game”:
What do you think of that?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class - giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Market for surplus goods
2. Political Reasons
Building an Empire
National Hegemony (the world’s biggest empire)
3. Military Reasons
National Security
Strategic Advantage
4. Cultural Reasons
Social Darwinism
5. Religious Reasons
The Missionary Impulse
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings)
to the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*Great for the colonizers. (The Europeans)
**Lousy for the colonized. (Asia and Africa)
***Define “The Great Game.”
****How would you feel if you lived in Asia or Africa?
*****It is a deadly game. The Europeans make war on Asia and
Africa. Soon, they will make war on each other. (World War I, 1914)
page 14
1. Describe the rise of industrial economies and their link to imperialism and colonialism:
The role played by national security and strategic advantage;
moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology.
Motives for Imperialism
European countries had five reasons for following the foreign policy called Imperialism.
Break into pairs. Fill in the boxes. Be brief! Turn this into a mobile and hang it from the ceiling.
1. Economic
Motives for
Imperialism
5. Religious
4. Cultural
2. Political
3. Military
Describe the
economic reasons
for taking colonies.
Describe the
political reasons
for taking colonies.
Describe the
military reasons
for taking colonies.
Describe the
cultural reasons
for taking colonies.
Describe the
religious reasons
for taking colonies.
page 15
The causes of
imperialism
Five
Reasons
Break into pairs.
Examine each fact.
Using the chart,
categorize each fact.
When you are finished,
play The Gong Show.
More advanced:
Categorize facts from
your textbook or the
encyclopedia.
1. Describe the rise of industrial economies and their link to imperialism and
colonialism: The role played by national security and strategic advantage; moral
issues raised by the search for national hegemony, Social Darwinism, and the
missionary impulse; material issues such as land, resources, and technology.
1. Economic
The Industrial Revolution stimulated the hunt for colonies. First, colonies provided raw materials. Second,
colonies served as a market for surplus manufactured goods.
2. Political
Every country wanted national hegemony - that is, to be the No. 1 imperialist country in the world. To
achieve this, they wanted to control as much of the world as possible. The nation’s greatness is measured
by the quality and quantity of its colonies. Folks wanted to plant the flag in as many places as possible.
Every country wanted recognition as a world power. They wanted to improve their reputation among other
European countries. They wanted to increase their political power and prestige. Every country was in competition with with its rivals. You took territory - simply to prevent your rival from getting it!
3. Military
Every imperialist country was worried about its own national security: The competition among imperialist
powers was vicious. One had to protect one’s own country and its colonies. Every country wanted to gain
military advantage over its rivals. A colony could serve as a fueling station for the Navy. A ship could stop
and load up on supplies. Some spots in the world, especially waterways, were strategically important. The
Navy was paramount: It must have freedom to travel to and from the colonies.
4. Cultural
Social Darwinism was the prevailing belief in Europe. It explained why some countries were rich and some
were poor: People compete for survival. The strong survive. The rich were naturally superior. The weak
were unfit. Poverty was a sign of being unfit. The poor were naturally inferior. The European colonizers
were the Superior Races. The African and Asian colonized were Inferior Races. The Europeans regarded
themselves as racially and cultural superior to the people of Africa and Asia. Humanitarians argued that it
was Europe’s noble duty to uplift and enlighten the backward peoples. Belief in Anglo-Saxon superiority.
5. Religious
The “missionary impulse”: Christianity is superior to all other religions; we must spread Christianity to Asia
and Africa. Religion encouraged imperialism: People felt they needed to acquire territory in order to
Christianize people. A serious moral issue: Christianity is in direct conflict with Social Darwinism. Under
Christianity, all people are equal in God’s eyes. Under Social Darwinism, the Europeans are superior and
the Africans and Asians are inferior. There was also a certain element of hypocrisy: While the Europeans
spoke of uplifting people, they were actually motivated by profit and greed.
1. The missionary impulse
2. Social Darwinism
3. The Industrial Revolution
4. National security
5. The hunt for natural resources
6. National hegemony
7. A market for surplus goods
8. Strategic advantage
9. Europeans countries were rich because they were fit.
10. You took territory to prevent your rival from getting it!
11. The European colonizers were the Superior Race.
12. People felt they needed to acquire territory in order to Christianize people.
13. A colony could serve as a fueling station for the Navy.
14. Asian and African countries were poor because they were unfit.
15. Great Britain was the No. 1 imperialist country in the world.
16. The Navy was paramount.
17. To control as much of the world as possible.
18. The Africans and Asians were Inferior Races.
19. The competition among imperialist powers was vicious.
20. A nation’s greatness was measured by the quality and quantity of its colonies.
21. Humanitarians argued that it was Europe’s noble duty to uplift and enlighten the backward peoples.
22. Plant the British flag!
23. One had to protect one’s own country and its colonies.
24. Every country wanted recognition as a world power.
25. A ship could stop and load up on supplies.
26. Some spots in the world, especially waterways, were strategically important.
27. Every country wanted to gain military advantage over its rivals.
28. They wanted to improve their reputation among other European countries.
29. They wanted to increase their power and prestige.
30. They regarded themselves as racially and cultural superior to the peoples of Africa and Asia.
31. Rivalry among the European nations.
page 16
The Answers
1. religious
2. cultural
3. economic
4. military
5. economic
6. political
7. economic
8. military
9. cultural
10. political
11. cultural
12. religious
13. military
14. cultural
15. political
16. military
17. political
18. cultural
19. political
20. political
21. cultural
22. political
23. military
24. political
25. military
26. military
27. military
28. political
29. political
30. culture
31. eco, political, military
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Gong Show
The week before
Go to Office Depot or Office Max and buy 5 bells. You know:
You bop it to call for service.
Make 5 signs: Economic, Political, Military, Cultural, Religious
Ask the school custodian for a wide table and 5 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Guy
Choose a student to play this role. We suggest a guy or gal who has been absent.
Give the student the answer sheet.
Explain: "When a student gives a wrong answer, you must bellow GONG.”
Encourage the class to join in on the GONG.
(p.s. Your music department probably has a gong.)
How to find a cheap gong on the internet:
We typed in “buy gong” and came up with a neat one for $19.95:
www.grothmusic.com/cgi-local/SoftCart.exe/online-store/scstore/pWH510.html?L+scstore+tczh8042ffea74ea+1045614491
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,
therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 17
1. Describe the rise of industrial economies and their link to imperialism and colonialism: The role played by
national security and strategic advantage; moral issues raised by the search for national hegemony, Social
Darwinism, and the missionary impulse; material issues such as land, resources, and technology.
The Great Race
Goal: Define each and draw a distinction between them.
Break into two teams. Choose a scorekeeper.
On the chalkboard, write
Economic
1.
2.
3.
4.
5.
Political
Military
Cultural
Religious
Break into two teams: Team A and Team B. Try guys vs gals.
Line up, single file - at least 15 feet from the board.
The teacher reads the power.
Two students race to the board and put a check under the correct answer.
Teacher gives correct answer. Students erase their check marks and go to the back of the lines.
Do it over and over again, until every student has mastered the material.
1. The missionary impulse
2. Social Darwinism
3. The Industrial Revolution
4. National security
5. The hunt for natural resources
6. National hegemony
7. A market for surplus goods
8. Strategic advantage
9. Europeans countries were rich because they were fit.
10. You took territory to prevent your rival from getting it!
11. The European colonizers were the Superior Race.
12. People felt they needed to acquire territory in order to Christianize people.
13. A colony could serve as a fueling station for the Navy.
14. Asian and African countries were poor because they were unfit.
15. Great Britain was the No. 1 imperialist country in the world.
16. The Navy was paramount.
17. To control as much of the world as possible.
18. The Africans and Asians were Inferior Races.
19. The competition among imperialist powers was vicious.
20. A nation’s greatness was measured by the quality and quantity of its colonies.
21. Humanitarians argued that it was Europe’s noble duty to uplift
and enlighten the backward peoples.
22. Plant the British flag!
23. One had to protect one’s own country and its colonies.
24. Every country wanted recognition as a world power.
25. A ship could stop and load up on supplies.
26. Some spots in the world, especially waterways, were strategically important.
27. Every country wanted to gain military advantage over its rivals.
28. They wanted to improve their reputation among other European countries.
29. They wanted to increase their power and prestige.
30. They regarded themselves as racially and cultural superior to the peoples of
Africa and Asia.
31. Rivalry among the European nations.
page 18
The Answers
1. religious
2. cultural
3. economic
4. military
5. economic
6. political
7. economic
8. military
9. cultural
10. political
11. cultural
12. religious
13. military
14. cultural
15. political
16. military
17. political
18. cultural
19. political
20. political
21. cultural
22. political
23. military
24. political
25. military
26. military
27. military
28. political
29. political
30. culture
31. economic,
political,
military
1. Describe the rise of industrial economies and their link to imperialism and colonialism: The role played by
national security and strategic advantage; moral issues raised by the search for national hegemony, Social
Darwinism, and the missionary impulse; material issues such as land, resources, and technology.
Social Darwinism
Take a closer look at their weird philosophy.
Darwin
Charles Darwin was a British naturalist.
During the 1830s, he took a voyage on a ship, the H.M.S. Beagle.
It was a British scientific expedition and he was the official naturalist.
In 1859, he wrote a book about his findings: Origin of the Species.
His book was shocking . . .
1. The Theory of Evolution
Over millions of years, all species of plants and animals evolved from a few common ancestors.
2. Natural Selection
The evolution occurred through a process of natural selection.
3. Survival of the Fittest
In nature, there is competition for food. Only the fittest species survived.
His impact
Darwin created a revolution in biology.
Today, scientists agree with Darwin.
Back then, Darwin created an uproar among people who were religious.
His theory contradicted Genesis in the Bible. (How God created the world in six days, including man.)
Many argued: We did not evolve from monkeys. We were created by God.
Social Darwinism
Individuals
In the late 1800s, Herbert Spencer (a British philosopher) used Darwin’s theory to explain
why some people were rich and some were poor:
1. People in a society must compete for survival.
2. The strong survive. Property was a sign of fitness. The rich were naturally superior.
3. The weak were unfit. Poverty was a sign of being unfit. The poor were naturally inferior.
Countries
Some used Darwin’s theory to explain why some countries were rich and some were poor:
4. There were Superior Races (the British)
5. There were Inferior Races (the British colonies).
Racism
Social Darwinism is racism.
A Social Darwinist believes in racial stereotypes.
A cartoonist who goes along with this draws racial stereotypes.
The Nazis
Superiority is a slippery slope. One you believe in the inferiority of one groups, you keep on going.
Within a few decades, the Nazis believe in the superiority of the German race.
They believed that other Europeans (the British, the French, the Russians) were inferior races.
page 19
Take a little seed and make it bloom into a lovely
flower (or poisonous plant).
Here’s what we came up with . . .
1. Social Darwinism
Bloom!
Social Darwinism
Transparency
1. Define
Using an encyclopedia, define “Social Darwinism.”
Social Darwinists used Darwin’s theory to explain
why some people were rich and some were poor:
a. People in a society must compete for survival.
b. The strong survive. Property was a sign of fitness.
The rich were naturally superior.
c. The weak were unfit. Poverty was a sign of being unfit.
The poor were naturally inferior.
Social Darwinists used Darwin’s theory to explain
why some countries were rich and some were poor:
d. There were Superior Races (the British)
e. There were Inferior Races (the British colonies).
2. Interpret
In your own words, explain “Social Darwinism.”
2. It was a rationalization, an excuse. The Europeans
were trying to explain how they got rich in Asia and
Africa.
3. Apply
What if you applied the principle of “Social Darwinism”
to your own life?
3. Your football team wins games. Not because they
cheat, but because of the natural abilities of the players.
4. Analyze
List the parts of “Social Darwinism.”
4. We want to make sure you get all the details:
Social Darwinists used Darwin’s theory to explain
why some people were rich and some were poor:
a. People in a society must compete for survival.
b. The strong survive. Property was a sign of fitness.
The rich were naturally superior.
c. The weak were unfit. Poverty was a sign of being unfit.
The poor were naturally inferior.
Social Darwinists used Darwin’s theory to explain
why some countries were rich and some were poor:
d. There were Superior Races (the British)
e. There were Inferior Races (the British colonies).
5. Synthesize
Add up the parts . . . and create a new thing.
6. Evaluate
Social Darwinism became a popular philosophy in
Europe beginning in the 1890s. Adolf Hitler was born
in 1889. What did Hitler and the Nazis think about
“Social Darwinism”?
page 20
5. Social Darwinists do not take a lot of things into
account. A person could simply be down on his/her
luck. A country could simply be a bit late in economic
development.
6. They regarded Germans as the Superior Race.
Believing this, they set out to become the Master
Race. As masters, they would rule over the world.
1. Describe the rise of industrial economies and their
link to imperialism and colonialism: The role played by
national security and strategic advantage; moral
issues raised by the search for national hegemony,
Social Darwinism, and the missionary impulse;
material issues such as land, resources,
and technology.
The Goal
We want an immediate off-the-cuff response.
At first, this will be a parody.
Over time, students are clever.
The teacher gives the situation
Social Darwinism:
What do you think of that?
Pause
While the gals dream up a way to capture this . . .
The guys put it into one-liners.
Then students respond
the valley girl
One catchy phrase from the social butterflies.
Alicia Silverstone: You know her style.
She’s not clueless; actually she’s quite clever.
Given this circumstance, what would she say?
We want only one answer from all the gals,
expressed by the lead gal.
the boyzintheback
How about a few bullets (uh, bullet-ins)
from the boyzintheback?
One-liners from the guys in the back row.
You know their style.
We want only one answer from all the guys,
expressed by the lead guy.
“Students distinguish fact from opinion.”
Life is like a rock group
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
Social Darwinism: What do you think of that?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class - giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings)
to the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*Great for the colonizers. (The Europeans)
**Lousy for the colonized. (The people of Asia and Africa)
***Give a full definition of Social Darwinism.
****If you didn’t like child labor, you sure won’t like Social
Darwinism. What do you think of Social Darwinism?
*****Social Darwinism is a form of racism. The heyday of racism in
the U.S. was the heyday of imperialism, the 1890s. Plessy v.
Ferguson: Segregation is okay. In foreign policy, we had
Imperialism. In domestic policy we had Social Darwinism, a form of
racism.
page 21
1. Describe the rise of industrial economies and their link to imperialism and
colonialism: The role played by national security and strategic advantage; moral
issues raised by the search for national hegemony, Social Darwinism, and the
missionary impulse; material issues such as land, resources, and technology.
Homework: The Motives
Read and interpret the documents.
Great Britain
The Answers
1. True
Political Motives
“It was impossible for Great Britain
to allow the troops of any other
power to occupy Egypt.”
2. False
“The British Empire is the greatest
engine of evil for the weak races
now existing in the world.”
“For myself I see nothing in it more
respectable than the wrangle of
two highwaymen over a captured
purse.”
1. www.fordham.edu/halsall/mod/1908cromer.html
True or False: The author supports imperialism.
What is the most surprising sentence?
“All the nations of Europe are making the same hell upon earth in
China, massacring and pillaging
and raping in the captured cities.”
2. www.fordham.edu/halsall/mod/1899blunt.html
True or False: The author supports imperialism.
What is the most surprising sentence?
3. False
“It is the Africans who carry the
'Black man's burden'. In hewing out
for himself a fixed abode in Africa,
the white man has massacred the
African in heaps.”
3. www.fordham.edu/halsall/mod/1903blackburden.html
True or False: The author supports imperialism.
What is the most surprising sentence?
France
4. www.fordham.edu/halsall/mod/1884ferry.html
True or False: The author supports imperialism.
What is the most surprising sentence?
Germany
4. True
Social Darwinism
“The superior races . . . have the
duty to civilize the inferior races.”
5. True
Military motives
“We shall be a conquering people
which takes its portion of the world
itself!”
5. www.fordham.edu/halsall/mod/1890pangerman.html
True or False: The author supports imperialism.
What is the most surprising sentence?
6. True
Military motives
“We have conquered for ourselves
a place in the sun.”
6. www.fordham.edu/halsall/mod/1901kaiser.html
True or False: The author supports imperialism.
What is the most surprising sentence?
7. True
Economic motives
“It is an American question. It is a
world question. Shall the American
people continue their march toward
the commercial supremacy of the
world?”
The United States
7. www.fordham.edu/halsall/mod/1898beveridge.html
True or False: The author supports imperialism.
What is the most surprising sentence?
8. www.fordham.edu/halsall/mod/1899antiimp.html
True or False: The author supports imperialism.
What is the most surprising sentence?
China
9. www.fordham.edu/halsall/mod/1842canton.html
True or False: The author supports imperialism.
What is the most surprising sentence?
10. www.fordham.edu/halsall/mod/1839lin2.html
True or False: The author supports imperialism.
What is the most surprising sentence?
page 22
8. False
“We regret that it has become necessary in the land of Washington
and Lincoln to reaffirm that all men,
of whatever race or color, are entitled to life, liberty and the pursuit of
happiness.”
9. False
“Behold that vile English nation!
Verily, the English barbarians murder all of us that they can.“
10. False
England introduced opium into
China!
Can you think of one term from A to Z?
The ABCs of Imperialism
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Recall
Define
Rap
Individuals
Teams
Without this sheet, go around the room. Can you remember one term, from A to Z?
Go to the library and define each term.
Using these terms, write a “Rap.” Perform it for the class.
Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Break into two teams. One point for a term; two points for defining the term.
Age of Imperialism, Anglo-Saxon superiority, “advanced countries,” annexation
B is for “backward” countries
Colony, competition among industrial nations, conquest, cultural superiority, commercial supremacy
D
Expansion, European domination, European world supremacy, Empire
Foreign policy, fueling stations for the Navy, fierce competition
Government protection: Businessmen wanted the government to protect their investments overseas.
Hypocrisy, humanitarianism, hegemony
Imperialism, the Industrial Revolution, “The Inferior Races”
Jingoism
Kingdoms become empires (from England to “The British Empire)
Late 19th century
Missionary, the missionary impulse, military advantage, a market for surplus goods, militarism
National pride, national prestige, national security, natural resources
Overseas, colonies served as an outlet for surplus goods
Patriotism
Queen Victoria
Rivalry, the rule of one country by another, recognition as a world power, raw materials, religious superiority
Social Darwinism, strategic naval bases, “Survival of the Fittest,” “The Superior Races”
T is for technology - It allowed the “advanced” (industrialized) to conquer the “backward” (undeveloped).
Uplifting the people
Victorian England
Western rule over the whole world. The drive to become a World Power
X marks the spot: The imperialists were European empires. They wanted colonies in Asia and Africa.
You need to know: There were five motives for imperialism.
Zee the difference: Imperialism is grabbing colonies. Colonialism is how they then ruled the colonies.
page 23
A game to learn terms.
And appreciate the logic of a multiple-choice test.
Can you talk like an imperialist?
The goal: To learn terms and understand the logic of a multiple-choice test.
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His or her team goes next.
Define these Terms
(Feel free to add terms from your textbook.)
Age of Imperialism
Anglo-Saxon superiority
annexation
Colony
commercial supremacy
expansion
European supremacy
Empire
Hypocrisy
humanitarianism
Imperialism
Jingoism
The missionary impulse
motives
outlet for surplus goods
Rivalry
raw materials
Social Darwinism
strategic naval bases
“Survival of the Fittest”
technological superiority
Uplifting the people
Western rule
world supremacy
world hegemony
page 24
a. Annexation
is when you grab land and announce it is now part of
your empire.
(Yes! This is the correct definition.)
b. Annexation
is when you you liberate a colony and let it become an
independent country.
(Nope, this is the exact opposite.)
c. Annexation
is when you you liberate a colony and let it become an
independent country. But you supervise the writing of
its Constitution so that a foreign power has no excuse
to invade it in the future.
(Close, but no cigar. This is what we did in Cuba.)
d. Annexation
is when you you liberate a colony and rule it until it is
ready for self-government. After a few decades, it
becomes an independent country.
(Close, but no cigar. This is what we did in the
Philippines.)
d. Annexation
is when you you liberate a colony and have it ruled by
a woman, like Queen Lillie or Queen Anne.
(Bogus.)
2. Geography
Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
THE MAPS
The locations of colonial rule . . .
The Big Game
Europe carved up the world.
The Europeans took over all of Asia and Africa.
The Congress of Berlin
Europe carved up Africa.
The Roosevelt Corollary to the Monroe Doctrine
The U.S. stopped European imperialism in Latin America.
The British Empire was the most powerful: “The sun never set on the British Empire.”
Wars of Conquest
The Opium War
The Boer War
The Spanish-American War
The Sino-Japanese War
Russo-Japanese War
The British made war on China.
War between Euros (Brits v Dutch boers)
War between Euros (U.S. v Spain)
The Japanese made war on China. It took Korea and Taiwan.
War between Euros (Russia v Japan)
Wars of Resistance
The Taiping Rebellion
The Boxer Rebellion
The Sepoy Revolt
The Philippine Revolt
The Zulu Wars
The people revolted against the Manchu dynasty. It was crushed by the British.
The people revolted against the Europeans. It was crushed by the Europeans.
The soldiers in India revolted against the British. It was crushed by the British.
Aguinaldo led a revolt against the U.S. Army. He wanted independence.
The Zulu, the largest ethnic group, fought the British in South Africa.
page 25
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
Great maps!
Visit http:///www.performance-education.com/toolbooks/BZ-4133.php
Map of the World
Map of the British Empire
Asia
Map of Asia
Map of China
The Trans-Siberian Railroad
The Russian railroad ran through China!
The Japanese Empire
Map of Indochina
Africa
Map of Africa
Ethnic groups in Africa
page 26
The Zulu were the biggest ethnic group in South Africa.
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
It’s not easy conquering the world
Militarism
Make no mistake: The Europeans conquered the world.
But it took its toll: The Europeans were drowning in militarism.
They were constantly at war and engaged in the glorification of war. War is not glorious.
Charge of the Light Brigade
During the 1850s, the British fought the Russians in the Crimean War. The British won.
In one battle, the British cavalry made a big mistake: In 20 minutes, 250 men were killed or wounded.
Ask a student to read Tennyson’s poem aloud. Class discussion: Militarism is the glorification of war. Does this poem glorify war?
Half a league half a league
Half a league onward
All in the valley of Death
Rode the six hundred:
Forward the Light Brigade
Charge for the guns' he said
Into the valley of Death
Rode the six hundred
Forward the Light Brigade!'
Was there a man dismay'd?
Not tho' the soldier knew
Some one had blunder'd:
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die,
Into the valley of Death
Rode the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volley'd & thunder'd;
Storm'd at with shot & shell,
Boldly they rode & well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.
Flash'd all their sabres bare,
Flash'd as they turn'd in air,
Sabring the gunners there,
Charging an army while
All the world wonder'd:
Plunged in the battery-smoke
Right thro' the line they broke;
Cossack & Russian
Reel'd from the sabre-stroke,
Shatter'd & sunder'd.
Then they rode back, but not
Not the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon behind them
Volley'd & thunder'd;
Storm'd at with shot & shell,
While horse & hero fell,
They that had fought so well
Came thro' the jaws of Death
Back from the mouth of Hell,
All that was left of them
Left of six hundred.
When can their glory fade?
O the wild charge they made!
All the world wonder'd.
Honour the charge they made!
Honour the Light Brigade,
Noble six hundred!
Florence Nightingale
Florence Nightingale was born into an extremely wealthy family in England.
When she chose nursing as her profession, her socialite mother nearly had a cow.
At 33, Florence became head of a women’s hospital in London.
During the Crimean War, Florence Nightingale served as a nurse.
She opened a hospital with 38 nurses just in time to take care of the wounded from the Light Brigade.
The wounded soldiers nicknamed her “Lady with a Lamp.”
Florence Nightingale is famous:
a. She was the founder of modern nursing.
b. She set the model for military hospitals and hospitals world-wide.
c. Thanks to bandages and sterilized surgical instruments, many soldiers survived surgery!
page 27
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
Timeline: Imperialism in India
As you tell the story, students color their maps with highlighters. (So you can still read the names of the countries.)
Create a legend to show what each color means:
The British ...................blue
The biggest empire.
The French ..................red
Second biggest empire.
The Dutch ....................purple
Just Indonesia.
The Italians ..................yellow
Not much.
The Russians ..............black
Not as powerful as it looks.
The Spanish ................brown
Dying empire.
The Portuguese ...........grey
Dying empire.
The Germans ..............green
Latecomer, but on the rise.
The Japanese .............orange
Latecomer, but on the rise.
The U.S. ......................pink
Latecomer, but on the rise.
1600s
The British arrive
The Mogul Empire allowed British ships to trade with India.
The British set up trading posts at Calcutta, Madras, and Bombay.
The East India Company, a private company, ran the show until the Sepoy Rebellion.
1756
The Black Hole of Calcutta
The local governor (Indian) imprisoned 146 Englishmen overnight in his local prison.
The British sailors called it “the black hole of Calcutta.” (It had no windows.)
The British took over the city of Calcutta. (Led by Sir Robert Clive and the British Navy.)
This was the beginning of India being a colony of the British Empire.
1850
The “Crown Jewel” of the British Empire
Bit by bit, the British conquered India.
By 1774, the British ruled the government.
By 1850, the British controlled all of India.
England was tiny. The British called India “The Subcontinent” because it was so big.
The British also took over Pakistan, Bangladesh, and Ceylon.
1857
The Sepoy Rebellion
The sepoys (soldiers) led a mutiny and revolt against the British.
It was over religion: The people were Hindu.
They resented British missionaries trying to convert them.
Being Hindu, the sepoy soldiers regarded cows as sacred. They could not eat beef.
The spark: The British spread beef fat on the soldiers’ bullets.
The British crushed the rebellion.
1858
British Rule - The British government sent a British governor to rule over India.
The government - The British Viceroy called the shots. In Parliament and civil service, there were people native to India.
The economy - They raised cotton for British textile mills. End to the handicraft system. No industrialization.
British investors built railroads, telegraph lines. The government built schools, hospitals. Population explosion.
The culture - English became the official language. English customs ruled the country.
1885
The Indian National Congress
This was a nationalist movement: They wanted independence and self-government.
1920
Gandhi leads the independence movement
He led a mass movement to force the British out of India.
He used a new method: Passive Resistance
Resistance: The people of India actively broke the law. They defied the law to show the British they could not rule India.
Passive:
The people were peaceful, never defended themselves, and accepted the consequences - beatings, prison.
The British were made to feel ashamed:
They were cracking the skulls of passive protesters who never defended themselves.
1947
India became independent
The British left.
Nehru became India’s first Prime Minister. (In 1966, his daughter Indira Gandhi became Prime Minister.)
In 1948, Gandhi was assassinated.
page 28
page 29
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
Timeline: Imperialism in China
As you tell the story, students color their maps with highlighters. (So you can still read the names of the countries.)
Create a legend to show what each color means:
The British ...................blue
The biggest empire.
The French ..................red
Second biggest empire.
The Russians ..............black
Not as powerful as it looks.
The Germans ..............green
Latecomer, but on the rise.
The Japanese .............orange
Latecomer, but on the rise.
The U.S. ......................pink
Latecomer, but on the rise.
1839
The Opium War
The Chinese government restricted the Europeans to one port - Canton. (Now called Guangzhou.)
The British were mad: They raised opium in India and wanted to sell it to China. (Greed, not morals, ruled the British.)
The Chinese government outlawed opium. It staged a “tea party”: Dumped 20,000 chests of opium into the harbor.
The British declared war! The British won. (The British had superior technology - a navy with giant cannons.)
1842
The Treaty of Nanking
The British annexed Hong Kong. They forced their way into five cities, including Shanghai and Canton.
With the Chinese government flat on its back, other European nations forced their way into China.
Spheres of Influence
The Europeans carved up China into “spheres of influence.” Exclusive trading rights.
The British had this chunk of China. The French had that chunk of China.
Gunboat Diplomacy
Whenever the Europeans were unhappy, they took over the capital of Peking.
They forced China to legalize the opium trade and proceeded to addict a whole nation.
Extraterritoriality
The Europeans lived in China, but they were not ruled by China.
1850
The Taiping Rebellion (1850-64)
A revolt against the Manchu dynasty of China.
It was crushed by the European powers.
1894
The Sino-Japanese War
The Japanese made war on China. The Japanese seized Korea and Taiwan.
1899
The Open Door Policy
The European rivals agreed: The US. would not be shut out. U.S. businessmen could operate anywhere in China.
1899
The Boxer Rebellion
It was a nationalist movement: The Chinese people rose in rebellion against the foreigners who occupied China.
It was a religious movement: The Chinese were Buddhists; they were offended by European missionaries.
It was supported by the government.
It was crushed by the Europeans, the Japanese, and the Americans.
It kept China as one nation. Otherwise, China would have been divided into separate colonies.
After this defeat, the Manchu government assimilated Western ways:
They abolished the Confucian civil service test. They established Western schools. They sent students to college in Europe.
1904
The Russo-Japanese War
It took 3/4 of a year for the Russian Navy to sail to Korea. The Japanese Navy sunk it in 3/4 of an hour.
Color the map
The British took Hong Kong. They owned it and ruled it for 100 years.
The British took over Shanghai and everything to the west: Label it the Yangtze River Valley. (Mines, factories, railroads.)
The French took over South China.
The Germans took the Shantung Peninsula.
The Russians took over Mongolia. Draw the Trans-Siberian Railroad, from Omsk to Harbin to Vladivostok.
The Japanese took over Korea and Taiwan. They defeated the Russians and took Manchuria.
1911
page 30
Sun Yat-sen
This is the beginning of modern China. On Peking, write SUN YAT-SEN.
Sun Yat-sen led a democratic revolution and overthrew the Manchu dynasty.
He was the George Washington of China:
He wrote the constitution, set up a republic, and became the first President of China.
page 31
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
Timeline: Imperialism in Asia
As you tell the story, students color their maps with highlighters.
(So you can still read the names of the countries.)
Create a legend to show what each color means:
The British ...................blue
The biggest empire.
The French ..................red
Second biggest empire.
The Dutch ....................purple
Just Indonesia.
The Italians ..................yellow
Not much.
The Russians ..............black
Not as powerful as it looks.
The Spanish ................brown
Dying empire.
The Portuguese ...........grey
Dying empire.
The Germans ..............green
Latecomer, but on the rise.
The Japanese .............orange
Latecomer, but on the rise.
The U.S. ......................pink
Latecomer, but on the rise.
East Asia
Korea did not become independent until after World War II.
1853
Commodore Perry sailed into Tokyo
The U.S. forced Japan to engage in world trade.
Japan knew that if it did not industrialize quickly, it would be gobbled up by the Europeans. (As China had been.)
The Emperor announced that Japan would turn to the West for technology and know-how.
During the Meiji Restoration (1867-1912), Japan underwent a rapid Industrial Revolution. (The U.S. was doing the same.)
Japan was the first industrialized nation in Asia.
1860
Russia established Vladivostok
The Russian Empire swept across Siberia to the Pacific Ocean.
The Russians took Siberia and Mongolia. (They wanted more, but the Japanese stopped them.)
They built the Trans-Siberian Railroad from Moscow to Vladivostok.
Just north of Korea, they set up Vladivostok, a seaport on the Pacific.
1904
The Russo-Japanese War
Japan was an industrial and military power. It became an imperialist power in the 1890s.
It took the Russian fleet 3/4 of a year to sail to Port Arthur. Find Port Arthur.
It took the Japanese 3/4 of an hour to sink it.
The Japanese took Korea and Manchuria.
Southeast Asia
Countries did not become independent until after World War II.
1860-90 The French took Vietnam, Cambodia, Laos
The British took Burma, Singapore, Malaysia
The Netherlands ruled Indonesia
They called it Indochina.
1898
The U.S. took the Philippines
In 1898, the U.S. declared war on Spain.
As a result of the Spanish-American War, the U.S. took Cuba, Puerto Rico, Guam, and the Philippines.
Central Asia
1880s
Russia took over Central Asia
West of the Caspian Sea, Russia took the Caucusus.
East of the Caspian Sea, Russia took Central Asia.
The British took over Iran.
The British ruled Pakistan, it was part of India.
The Middle East
Countries did not become independent until the 1990s. End of USSR.
Georgia, Armenia, and Azerbaijan.
2Tajikistan, 3Kyrgyzstan, 4Uzbekistan, 5Kazakhstan, 6Turkmenistan
They kept watch over 1Aftghanistan, the gateway to India.
7 Pakistan.
Saudi Arabia came into being in 1932, the year they discovered oil.
The British took over the coast of the Saudi Peninsula - from Kuwait to Aden.
The Ottoman Empire ruled over Turkey, Syria, Lebanon, Palestine, Iraq, and Saudi Arabia.
page 32
page 33
page 34
page 35
page 36
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
“Survivor Asia”
A simulation: Poor you. You got stuck in the middle of The Big Game in the late 1800s.
There’s no staff, no host Jeff Probst, and no food (unless you work for it). And forget about the million dollars.
Don’t worry about your torch being snuffed out.
This is the order in which your country was grabbed by the Europeans.
Explain: Who grabbed your country?
1. India
2. China
5. The Island
Nations
Hong Kong
Singapore
Malaysia
Indonesia
The Philippines
Who
are the
survivors?
3. East Asia
Japan
Korea
Mongolia
(Which two counties were
not colonized by the
Europeans?)
4. Indo-China
Vietnam
Laos
Cambodia
Burma
Thailand
The Answers
We could find only two independent countries in Asia: Japan. Thailand.
Can you find more?
page 37
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
Timeline: Imperialism in Africa
As you tell the story, students color their maps with highlighters.
(So you can still read the names of the countries.)
Create a legend to show what each color means:
The British ...................blue
The biggest empire.
The French ..................red
Second biggest empire.
The Dutch ....................purple
Just Indonesia.
The Italians ..................yellow
Not much.
The Russians ..............black
Not as powerful as it looks.
The Spanish ................brown
Dying empire.
The Portuguese ...........grey
Dying empire.
The Germans ..............green
Latecomer, but on the rise.
The Japanese .............orange
Latecomer, but on the rise.
The U.S. ......................pink
Latecomer, but on the rise.
“The Dark Continent”
The Europeans occupied the coast and had no idea what was in the interior.
Slowly, European explorers went up the famous rivers - the Nile, the Niger, the Congo, and the Zambezi.
From 1850 onward, David Livingstone was the greatest British explorer in Africa.
He travelled as a missionary and was the first European to see Victoria Falls on the Zambezi River.
In 1866, people thought he was lost: Stanley, a newspaper reporter went searching for him in Africa.
In 1871, Stanley stumbled across Livingstone and said: “Dr. Livingstone, I presume.”
Stanley then became an explorer: He travelled down the Congo River.
(Humphrey Bogart and Katherine Hepburn did that in the film, “The African Queen.”)
The Scramble for Africa
At the Congress of Berlin (1884), the Europeans carved up Africa.
Only Liberia and Ethiopia remained independent.
When drawing boundaries, the Europeans were arbitrary: They ignored geography and ethnic groups.
Each country had a mix of many ethnic groups. Today, this still causes problems.
The boundaries drawn at the Council of Berlin are today still the boundaries of countries in Africa!
1869
The Suez Canal
The French built it, so they could sail from the Mediterranean Sea to the Indian Ocean.
It was built by Ferdinand de Lesseps.
By 1875, the British owned it. (From Egypt, they bought up the majority of stock in the Suez Canal.)
1870
Cecil Rhodes
The British: In 1870, Cecil Rhodes, a British industrialist, made a fortune mining gold and diamonds.
1879
The Zulu War
The British conquered the Zulu people, the largest ethnic group in South Africa.
Today, most of the people in South Africa are Zulu.
1884
The Congress of Berlin
The European powers all agreed to all the carving-up of Africa. They set the modern borders of Africa.
The British
The French
The Germans
The Italians
The Portuguese
The Spaniards
Belgium
Egypt, Sudan, Nigeria, Ghana, Kenya, Zimbabwe (They called it Rhodesia, naming after Cecil Rhodes.)
Algeria, Tunisia, Morocco, Senegal, Madagascar
Cameroon, Togo, Tanzania, Namibia
Libya, Somalia, Eritrea
Mozambique, Angola (It was the oldest European colony in Africa.)
The Canary Islands
Dem. Rep. of the Congo (Tiny Belgium took this giant land.)
1899
The Boer War
Two European powers (British vs Dutch) went to war in South Africa.
The Boers were not “natives”! They were mean-spirited Dutch farmers.
The British won the war. South Africa became part of the British Empire.
In 1931, South Africa became an independent country.
In 1948, the Dutch won the elections, ran the government, and invented apartheid.
1950s
Independence!
Most countries in Africa did not become independent until the 1950s and 1960s.
page 38
page 39
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
The Congress of Berlin, 1884
The Scramble for Africa
At first, the Europeans called Africa “The Dark Continent.”
The Europeans hugged the coast, but they never went into the interior - a.k.a. “the hinterland.”
They were afraid to go into the interior of Africa because the geography was rough.
As always, the Europeans had five motives for grabbing territory in Africa.
Economic
Africa is a treasure chest of natural resources.
Just think of the cotton in Egypt or the coffee in Kenya.
Just think of the copper in the Congo or the gold and diamonds in South Africa.
As a result, the European empires were in fierce competition for these raw materials.
Other Reasons
Political: If you didn’t grab territory, the other guy would.
Military: Grab those strategic spots - like the Suez Canal and Cape of Good Hope.
Social Darwinism: The Europeans felt superior to people of color all over the world.
Religious: Christian missionaries wanted their home governments to rule Africa.
The Congress of Berlin
Everybody and his brother was planting his flag in Africa.
It didn’t take much for two empires to clash and go to war. Like the Boer War: British vs Dutch.
The main goal was to prevent European wars in Africa.
Carving up Africa
The Congress of Berlin did three things:
1. It carved up Africa.
2. It set the modern boundaries that exist today.
3. It set the ground rules for Europeans operating in Africa.
It was an international conference; only the European empires attended.
The conference did not care about the welfare of the African people.
The Boundaries
When the Europeans carved Africa into countries, the boundaries were arbitrary. The Europeans ignored
a. geography
b. ethnic groups
As a result, a country included a great jumble of different ethnic groups.
This problem still plagues African nations.
The boundaries of present-day Africa were largely determined at the Congress of Berlin.
Bismarck
The Congress of Berlin was held in Berlin, Germany.
The conference was run by Bismarck, the ruler of Germany. (He was more powerful than Kaiser Bill.)
The Spheres of Influence
If a European country controlled the coast, it also controlled the interior - a.k.a. “the hinterland.”
page 40
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
“Survivor Africa”
A simulation: Poor you. You got stuck in the middle of The Big Game in the late 1800s.
There’s no staff, no host Jeff Probst, and no food (unless you work for it). And forget about the million dollars.
Don’t worry about your torch being snuffed out.
This is the order in which your country was grabbed by the Europeans.
Explain: Who grabbed your country?
1. North Africa
Egypt
Algeria
2. West Africa
Ghana
Nigeria
5. Central Africa
The Congo
Who
are the
survivors?
3. East Africa
Kenya
(Which two counties were
not colonized by the
Europeans?)
4. South Africa
South Africa
The Answers
Only two countries in Africa escaped: Ethiopia and Liberia.
page 41
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
Timeline: Imperialism in Latin America
As you tell the story, students color their maps with highlighters.
Create a legend to show what each color means:
The British ...................blue
The biggest empire.
The French ..................red
Second biggest empire.
The Dutch ....................purple
Just Indonesia.
The Italians ..................yellow
Not much.
The Russians ..............black
Not as powerful as it looks.
The Spanish ................brown
Dying empire.
The Portuguese ...........grey
Dying empire.
The Germans ..............green
Latecomer, but on the rise.
The Japanese .............orange
Latecomer, but on the rise.
The U.S. ......................pink
Latecomer, but on the rise.
The Caribbean is strategically important (military strategy)
a. It lies close to the U.S.
b. It lies at the entrance to the Gulf of Mexico.
c. It lies on the way to the Panama Canal.
The Europeans used Dollar Diplomacy
The Europeans invested money in projects - mines, oil wells, building railroads.
When a Latin American government did not make its payments, they would send the Navy and annex the territory.
The Monroe Doctrine
In 1822, U.S. President Monroe issued The Monroe Doctrine, which said: “Europe, don’t mess with Latin America.”
Quite frankly, the U.S. regarded the Americas as its hemisphere. The Europeans did not see things that way.
The Roosevelt Corollary
This is the biggie!
In 1904, Teddy Roosevelt issued “The Roosevelt Corollary” to the Monroe Doctrine: “The U.S. will be the policeman of Latin America.”
When a Latin American country went bankrupt and could not pay its debts to European investors, the U.S. would fix it.
In this manner, Teddy Roosevelt stopped European imperialism in the Western Hemisphere.
This is what Teddy Roosevelt meant when he said, “Walk softly and carry a big stick.”
“The Colossus of the North.”
From then on, the U.S. intervened in many countries: The Dominican Republic, Nicaragua, Honduras, and Haiti.
When trouble brewed, the U.S. would send in the Marines.
From then on, Latin America regarded the U.S. as the “Colossus of the North.”
The Caribbean Sea
The Europeans already had a foothold in this region:
Cuba
Spain
In the 1890s, there arose an independence movement in Cuba.
Puerto Rico
Spain
Jamaica
British
The Bahamas
British
The Virgin Islands British
Bermuda
British (It lies in the Atlantic Ocean, but it’s the same premise.)
Martinique
France
Aruba
The Netherlands
Suriname
The Netherlands
The Spanish-American War
1998
Cuba
Puerto Rico
The Panama Canal
1903
Panama
page 42
During the Spanish-American War, the U.S. went to war with Spain - ostensibly to liberate Cuba.
Cuba won its independence. To this day, the U.S. owns the naval base at Guantanamo Bay.
During the Spanish-American War, the U.S. took Puerto Rico.
Today, it is still part of the U.S. But it is not a state.
U.S. President Teddy Roosevelt wanted to build the Panama Canal - across a strip of Colombia.
The people arose in revolt against the government of Colombia.
Teddy sent the U.S. Marines and Panama won its independence.
The U.S. leased the land and built the canal.
It allowed the U.S. Navy to sail from the Atlantic to the Pacific.
(No more going Around the Horn - the tip of South America.)
page 43
page 44
page 45
2. Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
Timeline: Imperialism in the Pacific Islands
We do not have a fine map of the Pacific Islands, so please visit: www.travelsmarter.com/mappi.htm
As you tell the story, students color their maps with highlighters.
Create a legend to show what each color means:
The British ...................blue
The biggest empire.
The French ..................red
Second biggest empire.
The Dutch ....................purple
Just Indonesia.
The Italians ..................yellow
Not much.
The Russians ..............black
Not as powerful as it looks.
The Spanish ................brown
Dying empire.
The Portuguese ...........grey
Dying empire.
The Germans ..............green
Latecomer, but on the rise.
The Japanese .............orange
Latecomer, but on the rise.
The U.S. ......................pink
Latecomer, but on the rise.
The Pacific Islands
From California, the islands were stepping stones to China and the rest of Asia.
It was all about the Navy:
In order to cross the Pacific Ocean, ships needed fueling stations along the way.
The British, French, Germans, and Americans fought over these islands.
They turned them into naval bases.
Pearl Harbor
The most famous naval base was Pearl Harbor in Hawaii.
It was the home of the U.S. Navy in the Pacific Ocean.
During World War II (December 7, 1941), it was attacked by the Japanese air force.
Japan, of course, was an island nation in the Pacific Ocean.
1842
Tahiti
The French took it. This also included the Society Islands.
1853
New Caledonia
The French took it. (It was rich in chromium.)
1874
The Fiji Islands
The British took them.
1884
New Guinea
The British took the south; the Germans took the north.
1890s
The Gilbert Islands
The Solomon Islands
The British took them.
The British took the south; the Germans took the north.
1893
The Hawaiian Islands
The Americans took them. Queen Liliukalani was very unhappy.
1898
The Spanish-American War
The U.S. began the war in Cuba, an island in the Caribbean Sea.
The U.S. ended up in the Philippines, a group of islands in the Pacific Ocean!
Admiral Dewey sailed the U.S. Navy into Manila Bay and took over.
1898
The Philippines
Guam
The Americans took it from Spain during the Spanish-American War.
The U.S. took it from Spain during the Spanish-American War.
1899
Samoa
The Marshalls, the Carolines, the Marianas
New Hebrides
The Americans and Germans took these islands.
The Germans bought these islands from Spain. (Coal for steamships.)
The British and French took it.
1899
War for Independence in the Philippines
Aguinaldo, a nationalist leader, fought for independence.
He had helped the U.S. Army defeat Spain.
But the U.S. went back on its promise of independence.
The guerrilla war lasted for three years, but was crushed by the U.S. Army.
1946
Independence!
The Philippines became an independent country.
page 46
Ten imperialist countries.
Each was a “Mother Country”
with colonies.
Ten
Mothers
Break into pairs.
Examine each fact.
Using the chart, categorize each fact. When you
are finished, play
The Gong Show.
More advanced:
Categorize facts from
your textbook or the
encyclopedia.
2. Discuss the locations of the colonial rule of such nations as England, France,
Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United
States.
1. The British Empire
“The sun never set on the British Empire.” The biggest empire.
ASIA
India. Burma, Malaysia, Singapore. Sphere of Influence in China.
AFRICA Egypt, Kenya, Ghana, Nigeria, South Africa. “From Cairo to Cape Town.” Controlled Suez Canal.
The British Empire was the biggest empire. The British owned colonies on every continent: Asia, Africa,
Europe (Ireland), North America (Canada), South America (British Guiana), and Australia. Not Antarctica.
2. The French Empire
ASIA
Indo-China = Vietnam, Laos Cambodia. Sphere of Influence in China.
AFRICA Morocco, Algeria, Tunisia. Controlled the most territory in Africa.
3. The German Empire
A latecomer: “We want a place in the sun.”
AFRICA Tanzania and the Cameroons.
ASIA
Sphere of Influence in China.
4. The Dutch Empire
ASIA
Indonesia
5. The Italian Empire
AFRICA Libya and Somalia
6. The Spanish Empire
In the Spanish-American War, it lost its empire to the U.S.
7. The Portugese Empire
AFRICA Angola and Mozambique
8. The Russian Empire
ASIA
Controlled from Moscow to Vladivostok. Lost the rest to Japan.
9. The Japanese Empire
ASIA
Taiwan, Korea, Manchuria
10. The American
CARIBBEAN
CENTRAL AMER
THE PACIFIC
“Land of the Rising Sun”
Empire
“Policeman of Latin America” and “Colossus of the North”
Puerto Rico
The Panama Canal Zone
Hawaii, Guam, Samoa, the Philippines
QUESTIONS
1. This empire had colonies on all the continents.
2. This empire ruled the Americas.
3. This empire ruled Africa “from Cairo to Cape Town.”
4. Lost its empire in the Spanish-American War.
5. Gained its empire in the Spanish-American War.
6. Took over parts of the Russian Empire and the Chinese Empire.
7. This was a latecomer; it lost its colonies in World War I.
8. Controlled the Suez Canal.
9. Controlled the Panama Canal.
10. Controlled Vladivostok, a seaport on the Pacific Ocean.
11. Owned stepping stones across the Pacific Ocean.
12. This empire was based in the Pacific Ocean.
13. Owned India.
14. Owned Indochina.
15. Owned Indonesia.
16. Owned the Philippines.
17. Owned Burma and Malaysia.
18. Owned Singapore and Hong Kong.
19. Owned South Africa.
20. Owned Egypt and Kenya.
21. Owned Ghana and Nigeria.
22. Owned Libya and Somalia.
23. Owned Angola and Mozambique. (It started the slave trade back in the 1400s.)
24. Owned Algeria and Vietnam.
25. “Colossus of the North”
26. “Policeman of Latin America”
The Answers
1. The British
2. The U.S.
3. The British
4. The Spanish
5. The U.S.
6. The Japanese
7. The Germans
8. The British (also the French)
9. The U.S.
10. The Russian
11. The U.S.
12. The Japanese
13. The British
14. The French
15. The Dutch
16. The U.S.
17. The British
18. The British
19. The British
20. The British
21. The British
22. The Italian
23. The Portuguese
24. The French
25. The U.S.
26. The U.S.
page 47
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Gong Show
The week before
Go to Office Depot or Office Max and buy 10 bells. You know:
You bop it to call for service.
Make 10 signs: One for each of the colonizers.
Ask the school custodian for a wide table and 10 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Guy
Choose a student to play this role. We suggest a guy or gal who has been absent.
Give the student the answer sheet.
Explain: "When a student gives a wrong answer, you must bellow GONG.”
Encourage the class to join in on the GONG.
(p.s. Your music department probably has a gong.)
How to find a cheap gong on the internet:
We typed in “buy gong” and came up with a neat one for $19.95:
www.grothmusic.com/cgi-local/SoftCart.exe/online-store/scstore/pWH510.html?L+scstore+tczh8042ffea74ea+1045614491
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,
therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 48
2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the
Netherlands, Russia, Spain, Portugal, and the United States.
The Great Race
Goal: Define each and draw a distinction between them.
Break into two teams. Choose a scorekeeper.
On the chalkboard, write
The names of the ten imperialist powers: The British, the French, etc.
1.
2.
3.
4.
5.
Break into two teams: Team A and Team B. Try guys vs gals.
Line up, single file - at least 15 feet from the board.
The teacher reads the power.
Two students race to the board and put a check under the correct answer.
Teacher gives correct answer. Students erase their check marks and go to the back of the lines.
Do it over and over again, until every student has mastered the material.
QUESTIONS
The Answers
1. This empire had colonies on all the continents.
2. This empire ruled the Americas.
3. This empire ruled Africa “from Cairo to Cape Town.”
4. Lost its empire in the Spanish-American War.
5. Gained its empire in the Spanish-American War.
6. Took over parts of the Russian Empire and the Chinese Empire.
7. This was a latecomer; it lost its colonies in World War I.
8. Controlled the Suez Canal.
9. Controlled the Panama Canal.
10. Controlled Vladivostok, a seaport on the Pacific Ocean.
11. Owned stepping stones across the Pacific Ocean.
12. This empire was based in the Pacific Ocean.
13. Owned India.
14. Owned Indochina.
15. Owned Indonesia.
16. Owned the Philippines.
17. Owned Burma and Malaysia.
18. Owned Singapore and Hong Kong.
19. Owned South Africa.
20. Owned Egypt and Kenya.
21. Owned Ghana and Nigeria.
22. Owned Libya and Somalia.
23. Owned Angola and Mozambique. (It started the slave trade back in the 1400s.)
24. Owned Algeria and Vietnam.
25. “Colossus of the North”
26. “Policeman of Latin America”
1. The British
2. The U.S.
3. The British
4. The Spanish
5. The U.S.
6. The Japanese
7. The Germans
8. The British (also the French)
9. The U.S.
10. The Russian
11. The U.S.
12. The Japanese
13. Owned India.
14. Owned Indochina.
15. Owned Indonesia.
16. Owned the Philippines.
17. Owned Burma and
Malaysia.
18. Owned Singapore and
Hong Kong.
19. Owned South Africa.
20. Owned Egypt and Kenya.
21. Owned Ghana and Nigeria.
22. Owned Libya and Somalia.
23. Owned Angola and
Mozambique. (It started the
slave trade back in the 1400s.)
24. Owned Algeria and
Vietnam.
25. The U.S.
26. The U.S.
page 49
Can you think of one term from A to Z?
The ABCs of Expansionism
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Recall
Define
Rap
Individuals
Teams
Without this sheet, go around the room. Can you remember one term, from A to Z?
Go to the library and define each term.
Using these terms, write a “Rap.” Perform it for the class.
Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Break into two teams. One point for a term; two points for defining the term.
Admiral Dewey, Aguinaldo, annexation
Boer War, British Empire, balance of power, The Big Game, Bismarck, Big Stick Diplomacy
Congress of Berlin, Colossus of the North, Caribbean Sea, Central America, Central Asia, Cape of Good Hope
Dark Continent, Dollar Diplomacy, Ferdinand de Lesseps
Extraterritoriality, extraterritorial rights
French Empire, French Foreign Legion
Gunboat diplomacy, Guantanamo Bay
Hong Kong, the hinterland
Indo-China, the interior (of a continent)
Japanese Empire
Kan you see that the Boer War and Spanish-American War = Europeans fighting each other.
Livingstone and Stanley, “Land of the Rising Sun”
Meiji Restoration, Monroe Doctrine, Roosevelt Corollary (Teddy added to) the Monroe Doctrine
N is for Florence Nightingale
Ottoman Empire, The Open Door policy
Protectorate, Africa was partitioned, the Panama Canal, Commodore Perry, the Pacific Islands, Peking
Queen Liliuokalani, Queen Victoria
Russo-Japanese War, Cecil Rhodes, Teddy Roosevelt, the Roosevelt Corollary
Spanish-American War, “The Scramble for Africa,” sphere of influence
Territorial acquisition, Trans-Siberian Railroad, Treaty of Nanking, Mark Twain
U need to know: Where is the subcontinent? What country was the crown jewel of the British Empire?
Vladivostok, viceroy
Western domination. “Walk softly and carry a big stick.”
X marks the spot: Find a narrow waterway and the Europeans will fight over it.
You need to know: First industrialized nation in Europe? First industrialized nation in Asia?
Z
page 50
A game to learn terms.
And appreciate the logic of a multiple-choice test.
Can you speak English?
The goal: To learn terms and understand the logic of a multiple-choice test.
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His or her team goes next.
Define these Terms
Admiral Dewey, Auinaldo, annexation
The Big Game, Bismarck, Big Stick Diplomacy,
balance of power
Congress of Berlin, Colossus of the North, Caribbean
Sea, Central America, Central Asia, Cape of Good
Hope
Dark Continent, Dollar Diplomacy
Extraterritoriality, extraterritorial rights
French Empire, French Foreign Legion
Gunboat diplomacy, Guantanamo Bay
Hong Kong, the hinterland
Indo-China, the interior
Livingstone and Stanley
Meiji Restoration, Monroe Doctrine
Florence Nightingale
“The Open Door policy”
Protectorate, partition, the Panama Canal,
Commodore Perry, the Pacific Islands, Peking
Queen Liliuokalani, Queen Victoria
Russo-Japanese War, Cecil Rhodes, Teddy Roosevelt,
the Roosevelt Corollary
Sphere of influence, Suez Canal, Spanish-American
War, “The Scramble for Africa”
Territorial acquisition, Trans-Siberian Railroad, Treaty
of Nanking, Mark Twain
U need to know: Where is the subcontinent? What
country was the crown jewel of the British Empire?
Vladivostok, viceroy
Western domination. “Walk softly and carry a big
stick.”
a. The balance of power
The Europeans did not want any one
European country to become too powerful.
(Bingo! That is the correct answer.)
b. The balance of power
The Europeans wanted the British to be top dog.
(Nope. That is the opposite.)
c. The balance of power
The British and French divided up the world.
(Close, but no cigar.)
d. The balance of power
The U.S., Germans, and Japanese divided up the
world.
(Close, but no cigar.)
e. The balance of power
The Europeans wanted Asians and Africans to be
politically powerful.
(Bogus.)
Wars of Conquest:
The Boer War
The Spanish-American War
Russo-Japanese War:
War between Euros (Brits v Dutch)
War between Euros (U.S. v Spain)
War between Euros (Russia v Japan)
Wars of Resistance :
Opium
Boxer
Sepoy
Philippine Revolt
Zulu War
page 51
2. Discuss the locations of the colonial rule of such nations as England, France,
Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United
States.
Homework: The Geography of Imperialism
Visit: http://www.performance-education.com/toolbooks/BZ-4133.php
Statistics
The Answers
1. Who controlled the most land and people?
1. The British Empire
2. 15 million people
2. How about the U.S.?
3. Here is our ranking:
Asia
3. The major imperialist powers
Who were the major imperialist powers in Asia? (Rank them, in order of power.)
The British .....India
The French ....IndoChina
The Dutch ......Indonesia
The U.S. ........Philippines
The Japanese (rising)
The Russians (falling)
Forget the Portuguese.
4. The exception to the rule
Which country defeated the Russians and built an empire in Asia?
4. Japan
Japan took Taiwan,
Korea, and Manchuria.
5. Southeast Asia
5. The French
Africa
6. Who owned the most territory in Africa?
The Caribbean
7. Teddy Roosevelt: Why do we remember him?
page 52
6. The French
7. He built the Panama
Canal. It allowed the U.S.
Navy to sail from the
Atlantic to the Pacific.
3. The Results
Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial rule.
THE DEFINITION: Colonialism
The Colonizers vs The Colonized
The result of imperialism was . . . colonialism.
a. Imperialism is the grab for colonies.
b. Colonialism is how the Europeans ruled the colonies.
This section describes the relationship between the colonizers and the colonized.
What the Europeans did
The Europeans distorted the economy, political system, and cultural life of the colony.
Although the motive was chiefly economic greed, the Europeans pretended to be humanitarians.
“The White Man’s Burden” by Rudyard Kipling.
What the people of Asia and Africa did
Resistance - the people revolt against the Europeans.
Acquiescence - go along grudgingly.
Assimilation - the people embrace the European way.
This is how Asia and Africa became Westernized.
IMMEDIATE response
LONG-RANGE response
LONG-RANGE response
Wars of Conquest
The Opium War
The British made war on China.
The Boer War
War between Euros (Brits v Dutch boers)
The Spanish-American War
War between Euros (U.S. v Spain)
The Sino-Japanese WarThe Japanese made war on China. It took Korea and Taiwan.
Russo-Japanese War
War between Euros (Russia v Japan)
Wars of Resistance
The Taiping Rebellion
The Boxer Rebellion
The Sepoy Revolt
The Philippine Revolt
The Zulu Wars
The people revolted against the Manchu dynasty. It was crushed by the British.
The people revolted against the Europeans. It was crushed by the Europeans.
The soldiers in India revolted against the British. It was crushed by the British.
Aguinaldo led a revolt against the U.S. Army. He wanted independence.
The Zulu, the largest ethnic group, fought the British in South Africa.
page 53
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial rule.
Colonialism
Transparency: Tell the story.
Ask students to draw a cartoon about the relationship between the Mother Country and her colonies.
What is colonialism?
The rule of one country by another.
How a foreign power rules a country.
The relationship between two groups - the colonizer and the colonized.
How it starts
An expansionist country seizes a country overseas.
The foreign power sends people to live in the colony, to govern it, and to use it as a source of wealth.
The Colony
A colony consists of the land and its people.
A colony lies overseas - it is separated by an ocean from the ruling nation.
The Mother Country is regarded as being superior; the colony is regarded as being inferior.
Why there is always conflict
The rulers and the ruled belong to different racial groups.
The rulers have technology that is more advanced than the ruled.
The rulers believe their culture is superior.
The Distance
Colonialism is, in all cases and at all times, bad.
But there was a difference between the British and the French.
If you had to choose between them, you would want to live in a British colony.
The British always sent a colonial governor to live in the new land.
The French did not. They directed governed directly from Paris!
When things got hot, Paris sent the French Foreign Legion.
Over time, the British allowed their colonial subjects to run parts of the government.
The British still called the shots, but the local people got experience in running a government.
When they fought for and won their independence, the people were more than ready for it.
Colonialism is mean-spirited
You already know that the British relied on child labor.
This should tell you how the Mother Country treated its colonies.
Imperialism caused arrogance
When a country became an Empire, the people became arrogant.
Even the tiniest shopkeeper in London felt attached to the British Empire.
Imperialism caused wars
Imperialism caused many wars that nobody ever remembers.
Like the Boer War. The Zulu War. Opium War. Spanish-American War. Sepoy Rebellion.
World War I
Imperialism caused the mother of all wars: World War I
The First World War (1914-1918) was fought over colonies.
page 54
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial rule.
The Results
From the viewpoint of the colonizer, imperialism and colonialism was good.
We were gung-ho for imperialism!
The “jingo”
A “jingo” is a guy who was gung-ho for imperialism.
It is the couch potato in London who loves the British Empire.
It is Bubba who loves Teddy Roosevelt and the Rough Riders.
It made the Europeans rich!
The British made gobs of money in India and South Africa.
The French made gobs of money in Vietnam and Algeria.
The Europeans built far-flung empires
“The sun never set on the British Empire.”
At any given time, the sun was over some part of the Earth.
The British owned colonies on every continent: Asia, Africa, Australia, and the Americas.
In North America, the British owned Canada and a few islands in the Caribbean.
What “we” did for “them”
The colonizers stressed their humanitarianism . . .
We improved their standard of living
The Europeans introduced their advances in technology.
The countries saw improvements in
a. Transportation
“We built them roads and railroads.”
b. Communication
“We built them telegraphs and telephones.”
c. Education
“We built them schools and universities.”
d. Sanitation
“We built them hospitals and trained their doctors.”
We brought them into the world-wide economic system
“We introduced them to capitalism.”
They imported and exported goods.
We ended local wars
Before the Europeans came, different ethnic groups* fought local wars.
The Europeans put a stop to that.
*We don’t say tribes anymore.
The author of this book is Irish. She belongs to an ethnic group, not a tribe.
The same goes for the Zulu people: They are an ethnic group, not a tribe.
page 55
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial rule.
The Results
From the viewpoint of the colonized, colonialism and imperialism were horrible.
Definitions
Oppression: unjust treatment.
Exploitation: ripped them off. Took advantage of them financially.
1. Economic exploitation
The people lost control of their own economy
The Europeans took over the land, labor, and natural resources without full compensation.
Exploitation is when you pay a worker 5 cents a day, when you should pay him more.
Cheap land, cheap labor, cheap raw materials. It was an investor’s paradise.
The Europeans distorted the economy
They disrupted the traditional economy .........They stopped making handicrafts and raising traditional crops.
They transformed the economy ......................To produce raw materials for the Mother Country.
They discouraged industrialization! .................Folks had to buy manufactured goods from the Mother Country.
“It’s all about me,” said the Mother Country. (Let’s see a political cartoon about that.)
Asia and Africa were kept undeveloped
The colony should remain agricultural; to produce raw materials for the Mother Country.
The colony should not industrialize! Instead, it should buy manufactured goods from the Mother Country.
The Mother Country deliberately stunted the teenager’s growth! (Let’s see a political cartoon about that.)
Look at how the British stunted India’s economic growth:
a. The people of India raised cotton.
b. The cotton was shipped to England; in factories, it was turned into textiles.
c. The British then sold textiles to India!
d. India was never allowed to have its own textile mills.
e. Gandhi protested against this.
2. Political repression
The people lost their independence
Make no mistake about it: Foreigners ruled the roost.
Most countries did not gain experience in self-government.
When the time came (after 1945), they were ill-prepared for self-rule.
3. Cultural oppression
The Europeans forced their way of life on the people
They regarded “our” culture as being superior; “their” culture as inferior.
The traditional way of life was destroyed.
The colonial government was insensitive to the people and their lifestyle.
To get ahead, people had to convert to Christianity.
The European language was the official language.
Struggle for cultural identity
The Europeans stayed for a century. During those years, they erased much of the culture.
When they finally left, people had to restore and redefine their cultural identity.
People expressed their national pride and cultural identity in terms of religion.
“I am a Hindu.” “I am a Muslim.” In Ireland, the Irish rallied around the Catholic Church.
page 56
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial rule.
The Response by Asia and Africa
How did people react to colonialism?
1. Resistance
The immediate response
The people revolt against the Europeans.
The Taiping Rebellion in China.
The Sepoys revolted in India.
The Boxers revolted in China.
The Zulus revolted in Africa.
Queen Liliuokalani protested in Hawaii.
Aguinaldo revolted in the Philippines.
The Caribbean was rife with revolutions.
Central America was rife with revolutions.
Mexico had a revolution in 1910.
2. Acquiescence
The long-range response
The people grudgingly gave in to the Europeans.
People tried to get along as best they could. They had no choice.
3. Assimilation
The people embraced the European lifestyle . . . but not religion.
Over time, people in Africa and Asia became Europeanized.
The people of Asia and Africa became Westernized.
They adopted European culture:
a. language
b. Western clothing
c. Western sports
The people often drew the line at religion
Think of Ireland: The Irish never wanted to be part of the British Empire.
To express their opposition to British rule, the Irish rallied around the Catholic Church.
The people of China remained Buddhist.
As a result, the people of India remained Hindu.
The people of North Africa and the Middle East remained Muslim.
See how the culture was distorted (worksheet on the next page)
Choose a country in Asia and Africa.
1. Which imperialist country ruled it?
2. How was the traditional culture turned into a westernized culture?
page 57
3. Explain imperialism from the perspective of the colonizers and
the colonized and the varied immediate and long-term responses
by the people under colonial rule.
European Languages
1. Language
Today, what is the official
language?
_______________.
Europe’s impact on
Asia and Africa
The Answers
In general . . .
1. European
2. Christians are the
majority south of the
Sahara Desert.
3. Constitution
4. Capitalism
5. European
6. Many wars
7. Not nice to the
minority
8. A mix of both
9. European
10. A mix of both
11. European
12. European: Soccer
France = French
Belgium = French
Portugal =
Portuguese
Spain = Spanish
Italy = Italian
2. Religion
The Europeans shaped
the culture. How so?
Choose one country in
Asia or Africa. Using the
encyclopedia, fill in the
blanks.
What % are Christian?
12. Sports
_______________
3. Government
The Europeans played
soccer. What is this
country’s national sport?
__________________.
Today, Europeans are . . .
The country has what
form of government?
England = Protestant
France = Catholic
Belgium = Catholic
Denmark = Protestant
Holland = Catholic
Germany = Protestant
Portugal = Catholic
Spain = Catholic
Italy = Catholic
_________________.
11. Transportation
The Europeans travelled
by car, bus, train, and
plane. Is it the same
here?
__________________
4. Economy
Europe was capitalist. Is
this country’s economy
based on capitalism?
________________
10. Clothing
5. Money
What is the currency?
(The British pound, the
French franc, the
American dollar?)
______________.
The Europeans wore
Western clothing. Do
people wear traditional
or European clothing?
_______________.
The
European
Legacy
9. Drink
The Europeans were
hefty drinkers. The typical
drink here: Is it European
or traditional?
_____________
6. Wars
Europe was always making war. Has this country
had wars?
________________.
7. Ethnic Groups
The colonizer always
treated the colonized as a
minority. Does this country have a true minority
group?
________________
page 58
8. Food
The Europeans ate
European food. What is
the typical meal here? Is
it European, traditional, or
a mix?
_______________
European Drinks
England = Hot tea
France = Wine
Belgium = Wine
Denmark = Beer
Holland = Beer
Germany = Beer
Portugal = Wine
Spain = Wine
Italy = Wine
3. Explain imperialism from the perspective of the
colonizers and the colonized and the varied immediate
and long-term responses by the people under colonial
rule.
The Mother Country
and the Teenager
Transparency:
You need a conversation between
the colonizer and the colonized.
Two Cows
Transparency: The teacher reads the descriptions.
Students draw a cartoon that fits one of the “isms.”
1. Colonialism
1. “Look at all what I have done for you.”
The Mother Country says the teenager is ungrateful.
She lists all the things she has done for him:
Transportation, communication, education, sanitation.
2. “You have stunted my economic growth.”
The Teenager lists his economic grievances.
3. “I need political freedom.”
The Teenager explains that he needs political freedom
to govern himself.
4. “I need cultural freedom”
The Teenager struggles for his own identity.
He needs cultural freedom to express himself in
music, art, language and religion.
You have no cows.
You used to own the farm, but now some foreigner
does.
He rules the roost:
You must work for him.
He insists you talk, dress, eat, drink, and worship like
him.
2. Nationalism
Nuts to that.
You do whatever you can to get rid of him.
Then you own the farm and work for yourself.
You talk, dress, eat, drink, and worship like your
parents and grandparents did.
5. “It’s all about me.”
The Mother Country explains that the teenager exists
purely to serve her needs.
6. “Your music is trash.”
The Mother Country explains that the teenager’s
music, art, language, and religion are all trash.
7. “You are not so powerful.”
The Teenager watches as the Mother Country nearly
loses World War I.
8. “I declare my independence!”
The Teenager becomes a Nationalist.
He joins a resistance group and fights for his own
independence.
At this point, the teenager turns 21 and becomes an
adult.
page 59
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial
rule.
“Take up the white man’s burden . . .”
by Rudyard Kipling, 1899
Step #1: Read the poem aloud.
Step #2: Break into pairs. Translate each section into your own words
Step #3: Class Discussion: Questions at the end of the poem.
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.
page 60
The White Man’s burden
is a euphemism for
imperialism.
When your country’s
foreign policy is
imperialism, you must
send your sons overseas
to govern your captives the wild people of Africa
and Asia. Sullen is key. It
indicates acquiescence protest and revolt is not
successful.
The soldiers and administrators are protecting
the property of a rich
man back home.
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.
Humanitarianism
The soldier and administrator provide people with
food and medicine. But
the people are lazy heathens (!), so all your good
work goes for nothing.
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.
The soldier often dies
overseas.
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?"
Although you improve
their lives, the people will
hate you. They were
happy with their
traditional life and culture.
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.
The people become
silent and sullen. They
pass judgment on you
and your religion.
(Christianity)
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.
When the soldier signed
up to go overseas, he
was young and idealistic.
Over the years, he
becomes wise: No one
appreciates his work,
except his fellow soldier.
Questions
1. The "white man's burden" is just another way of saying what?
1. Imperialism
2. He supports it.
2. Rudyard Kipling was a British poet: Did he support or oppose imperialism?
3. What are the advantages of imperialism?
4. What are the costs of imperialism?
5. Mark Twain said: "The White Man's Burden has been sung. Who will sing the
Brown Man's?" What did Mark Twain mean?
6. What does Rudyard Kipling’s poem have to do with Social Darwinism?
Further Research
At the time, many people disliked Rudyard Kipling’s poem! Visit:
www.boondocksnet.com/ai/kipling/
www.fordham.edu/halsall/mod/1903blackburden.html
3. Imperialism is noble. The
Europeans “helped” the people
of Africa and Asia with food and
medicine.
4. It takes decades + decades.
You send young men over
there: Some die; all are hated.
5. Imperialism was good for the
white Europeans. It was bad for
the people of Asia and Africa.
Mark Twain was anti-imperialist.
6. Like most Europeans,
Rudyard Kipling was a Social
Darwinist.
A Social Darwinist believes that
the European is superior
(racially, culturally) to the people of Asia and Africa.
page 61
Take a little seed and make it bloom into a lovely
flower (or poisonous plant).
Bloom!
The White Man’s Burden
Here’s what we came up with . . .
Transparency
1. Define
Using an encyclopedia, define it.
1. The White Man’s Burden
When your country’s foreign policy is imperialism, you
have a noble burden and a humanitarian duty. As the
advanced civilization, Europeans must uplift the
backward peoples of Asia and Africa. The missionary,
doctor, soldier, and government official must abolish
traditional ways and introduce modern advances.
2. Interpret
In your own words, explain it.
2. Hypocritical
The Europeans were in Asia and Africa to advance
themselves. Their main motives were profit and greed.
3. Apply
What if you applied this principle of to your own life?
3. I would announce my intention to uplift my
backward neighbor, then occupy his house.
4. Analyze
List the parts.
4. “The White Man’s Burden” speaks only of the
humanitarian motive. There are four more!
There are five causes for imperialism:
Economic - profit
Political - world power
Military - send the Navy
Cultural - humanitarian aid
Religious - convert the heathens
5. The whole premise is wrong
In the 19th century, Europe was technologically
superior. Duh. This is what World History is all about.
5. Synthesize
Add up the parts . . . and create a new thing.
6. Evaluate
A country that is technologically superior:
Is it racially superior?
Is it culturally superior?
Is it
page 62
When we studied Ancient Civilizations, we learned that at any given
time, one spot was more technologically advanced than the rest of
the world. First, it was Mesopotamia (Asia), then Egypt (Africa), then
India (Asia), China (Asia), then Greece (Europe), then Rome
(Europe.)
When we studied Medieval Civilizations, we learned that China and
the Middle East (both in Asia) were more technologically advanced
than Europe. In fact, Europe was backward. Most of Europe’s
inventions came from China!
6. No. A high-tech society is not racially, morally, or
culturally superior. Nazi Germany was high-tech; in
moral terms, they were monsters.
3. Explain imperialism from the perspective of the
colonizers and the colonized and the varied immediate
and long-term responses by the people under colonial
rule.
“Students distinguish fact from opinion.”
Life is like a rock group
The Goal
We want an immediate off-the-cuff response.
At first, this will be a parody.
Over time, students are clever.
The teacher gives the situation
The White Man’s Burden:
What do you think of that?
Pause
While the gals dream up a way to capture this . . .
The guys put it into one-liners.
Then students respond
the valley girl
One catchy phrase from the social butterflies.
Alicia Silverstone: You know her style.
She’s not clueless; actually she’s quite clever.
Given this circumstance, what would she say?
We want only one answer from all the gals,
expressed by the lead gal.
the boyzintheback
How about a few bullets (uh, bullet-ins)
from the boyzintheback?
One-liners from the guys in the back row.
You know their style.
We want only one answer from all the guys,
expressed by the lead guy.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
The White Man’s Burden:
What do you think of that?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class - giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings)
to the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*A moral justification for economic greed.
**A euphemism for imperialism and racism.
***Define Social Darwinism.
****If you lived in Africa or Asia, what would YOU think about it?
*****It is the reverse:
The burden of imperialism fell on Africans and Asians.
They were economically exploited and politically repressed.
Their culture was distorted beyond recognition.
page 63
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial
rule.
Great Quotations: Imperialism
Break into pairs. Translate the quotations into your own words.
The Answers
1. An Englishman describes education in India
“I have no knowledge of either Sanskrit or Arabic. But I have done what I could to
form a correct estimate of their value. I have read translations of the most
celebrated Arabic and Sanskrit works. I have conversed both here and at home
with men distinguished by their proficiency in the Eastern tongues. I am quite ready
to take the Oriental learning at the valuation of the Orientalists themselves. I have
never found one among them who could deny that a single shelf of a good
European library was worth the whole native literature of India and Arabia. The
intrinsic superiority of the Western literature is, indeed, fully admitted by those
members of the Committee who support the Oriental plan of education.”
1. He is contemptuous of
the literature of India.
2. An Englishman describes entertainment in India
“Though they have chess, a game played with tables and dice as backgammon is,
and cards (which are circular, in many suits, and painted with Hindu gods, etc.,
instead of kings, queens, and knaves), yet the great indoor amusement is to listen
to singing interspersed with slow movements which can scarcely be called dancing.
The attitudes are not ungraceful, and the songs are pleasing; but it is, after all, a
languid and monotonous entertainment; and it is astonishing to see the delight that
all ranks take in it; the lower orders, in particular, often standing for whole nights to
enjoy this unvaried amusement.”
4. The British
government is horrible: It
is drugging a nation.
3. The British raised opium in India
“You will say, if the British Government chooses to deal in opium, that is not our
concern. It is most emphatically our concern. Once a month, at these great auction
sales, the British Government distributes thousands of pounds of opium, which are
then turned loose upon the world, to bring destruction and ruin to the human race.”
4. The British sold the opium in China
“China was powerless to protect herself from this menace. As more and more of
the drug was smuggled in, and more and more of the people became victims of the
habit, the Chinese finally had a tea-party, very much like our Boston Tea Party, but
less successful in outcome. In 1839, the British traders found themselves with
20,000 chests of unsold opium on their store-ships, just below Canton. The
Chinese had repeatedly appealed to the British Government to stop these imports,
but the British Government had turned a persistently deaf ear. Therefore the
Emperor determined to deal with the matter on his own account. He sent a
powerful official who destroyed some twenty thousand chests of opium. In
retaliation, the British began the Opium War.”
page 64
2. Entertainment in India
does not measure up to
that in England.
3. The British
government is horrible: It
raised opium!
When China refused, the
British made war on
China.
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial rule.
The Cartoons
1. Using the worksheet (next page), students analyze the cartoons.
2. Standing in front of the class, one student explains one cartoon.
3. Class Discussion: It is very important that students draw conclusions!
The Colonizers
Ask students to move to the front of the class and show their cartoons . . .
Which cartoons show economic exploitation?
Which cartoons show political oppression?
Which cartoons show cultural oppression?
Which cartoons show racial stereotypes?
The Colonized
Ask students to move to the front of the class and show their cartoons . . .
Asians, Africans, Latin Americans resist the Europeans.
Which cartoons show resistance?
Which cartoons show acquiescence?
They give in to the inevitable.
Which cartoons show assimilation?
They embrace the European way.
page 65
3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and
long-term responses by the people under colonial rule.
Homework: Interpret a cartoon
These cartoons are about the Spanish-American War, 1898.
Choose one cartoon and analyze it. Bring a copy of the cartoon with you.
Symbols you need to
The British Empire:
The German Empire:
The Russian Empire:
The Americans:
The Japanese:
know
The lion.
The bear.
The eagle.
John Bull*. Queen Victoria.
Man with pointy helmet.
Uncle Sam.
The Emperor.
*John Bull is the British version of Uncle Sam.
Examine the facts
1. Title - What is the title of the cartoon and what does it mean to you?
2. Dates - What significant happened on that date?
3. People - Who is in the cartoon? What does the person represent?
4. Objects - What is in the cartoon? What does that object represent?
5. Symbols - What does the symbol stand for?
6. Emotions - What emotions is the person expressing?
7. The Action - What is happening here?
8. Statements - What is the person saying?
9. Key Word - What is the key word or phrase?
10. Pros & Cons - Who would agree with the cartoon? Disagree?
11. The Cartoonist - What is the cartoonist trying to tell you?
12. You, the Student -What did you learn? (In 25 words or less)
1. Title
______________________________________________________________________
2. Dates
______________________________________________________________________
3. People
______________________________________________________________________
4. Objects
______________________________________________________________________
5. Symbols
______________________________________________________________________
6. Emotions
______________________________________________________________________
7. Action
______________________________________________________________________
8. Statements ______________________________________________________________________
9. Key Word
______________________________________________________________________
10. Pro/Con
______________________________________________________________________
11. Cartoonist ______________________________________________________________________
12. You!
page 66
______________________________________________________________________
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial
rule.
Political Cartoons: Asia
Method #1: Turn these cartoons into transparencies for class discussion.
Method #2: Turn the cartoons into hand-outs; assign one cartoon to each pair.
Fill out the interpretation sheet (previous page).
Symbols you need to
The British Empire:
The German Empire:
The Russian Empire:
The Americans:
The Japanese:
know
The lion.
The bear.
The eagle.
John Bull*. Queen Victoria.
Man with pointy helmet.
The Answers
Uncle Sam.
The Emperor.
1. Beating the war drums
The British Army was serious
about conquering India.
*John Bull is the British version of Uncle Sam.
2. Empress of India
Queen Victoria
INDIA
1. Beating the war drums
www.britishempire.co.uk/forces/armyunits/britishcavalry/13thhussarsdrum1875.htm
2. The Empress of India
www.boondocksnet.com/cartoons/mcc160.html
3. India
www.boondocksnet.com/cartoons/mcc184.html
4. England’s Guilt
www.calvin.edu/academic/cas/gpa/images/ib/ibsnen.jpg
CHINA
5. China
http://notes.lakeshore.wnyric.org/WebJSwin.nsf/626e6035eadbb4cd85256499006b
15a6/ea8205a45804d56a85256cd8006e6248?OpenDocument
6. The race for China
http://www.boondocksnet.com/cartoons/mcc202.html
7. The fall of Peking (The capital of China)
www.boondocksnet.com/gallery/us_000600.html
8. The Europeans carve up China
www.hoover.archives.gov/exhibits/China/Political%20Evolution/19thc/pie.jpg
9. The Japanese invade China
www.boondocksnet.com/cartoons/mcc203.html
3. India
The British sit around gloating.
They have captured India (the
thin man who is sitting beside
the Bengal tiger).
4. England’s Guilt
The British were cruel to their
subjects. This cartoon was
drawn by a German.
5. China
The British lion, German eagle,
and Russian bear are all
fighting over the corpse of
“China.”
6. The race for China
The Europeans (and Japan)
line up for a race. Who will get
the biggest piece of China?
7. The Fall of Peking
The Europeans celebrate the
fall of Peking. The British,
French, Germans, Russians.
Even the U.S. Meanwhile,
“China” is very small.
8. Europeans carve up China
The British, Germans, French,
Americans, and Japanese cut
China into “Spheres of
Influence.” The Chinese people
tell them to stop.
9. Japanese invade China
The tiny Japanese man
celebrates his victory over Big
China.
page 67
10. Christian missionaries in China
www.boondocksnet.com/cartoons/mcc199.html
11. Japan takes Korea
www.boondocksnet.com/cartoons/mcc200.html
12. The U.S. in China
www.boondocksnet.com/cartoons/mcc201.html
13. The Open Door Policy
www.boondocksnet.com/gallery/us_000100a.html
14. The Boxer Rebellion - 1
www.diggerhistory.info/pages-conflicts-periods/other/boxer-handy.htm
15. The Boxer Rebellion - 2
www.cartoonnewsmagazine.com/historical.htm
16. Christian missionaries
http://historymatters.gmu.edu/d/6647/
10. Christian missionaries
The people of China did not like
them one bit.
11. Japan takes Korea
The woman is Korea.
12. The U.S. in China
Seeing China on its deathbed,
Uncle Sam offers to sell it a
coffin! The U.S. is unconcerned
about China; it wants to sell
manufactured goods to it.
13. The Open Door Policy
Uncle Sam forces China to
trade with the U.S. The door is
kept open by the U.S. Army and
Navy! (By military force.)
14. The Boxer Rebellion - 1
The Boxers are ready to fight,
but the Europeans have superior technology - ships with
cannons.
15. The Boxer Rebellion - 2
The Boxers put up a big fight.
They massacred lots of
Europeans. The Europeans
almost lost. The Europeans
were outnumbered and on the
defensive.
16. Christian Missionaries
The Chinese man asks, “What
are the Christians doing?” The
other answers: “Yesterday in
Europe, they killed 200,000 of
each other.” (In World War I.)
page 68
THE PHILIPPINES
17. The Philippines
www.boondocksnet.com/gallery/4july990800.html
18. Aguinaldo
www.boondocksnet.com/gallery/bradley990705.html
19. The King of Spain
www.boondocksnet.com/gallery/4july980705.html
20. Who celebrates the Fourth of July?
www.boondocksnet.com/gallery/4july980702.html
21. The American governor of the Philippines
www.boondocksnet.com/gallery/4july010800.html
22. No independence for the Philippines
www.boondocksnet.com/gallery/4july010706.html
23. The anti-imperialist candidate for President
www.boondocksnet.com/gallery/4july010720.html
24. Instead of independence
www.boondocksnet.com/gallery/4july020800a.html
25. Aguinaldo is let out of prison
www.boondocksnet.com/gallery/4july020800b.html
26. Teddy Roosevelt as King?
www.nypl.org/research/chss/epo/spanexhib/puck.html
27. The White Man’s Burden
www.boondocksnet.com/ai/kipling/pioneer.html
17. The Philippines
Uncle Sam forbids firecrackers
on July 4th. Ironic: The
Philippines has no
independence. Aguinaldo is
about to light a firecracker
under Uncle Sam.
18. Aguinaldo
He fights for independence in
the Philippines.
19. The King of Spain
The U.S. took the last
remaining parts of the Spanish
Empire:
Cuba, Puerto Rico, the
Philippines.
20. The Fourth of July
None of these (Hawaii, Cuba,
the Philippines) are allowed
independence. Racial
stereotypes.
21. The American Governor
There is to be no independence
for the Philippines. Racial
stereotypes.
22. No independence
The American governor is there
to stay. Racial stereotypes.
23. The anti-imperialist
He does not stand a chance.
President McKinley is extremely
popular. To read all of the antiimperialist speeches, visit:
www.boondocksnet.com/ai/ail/ju
ly4.html
24. Instead of independence
Uncle Sam gives the
Philippines “prosperity,”
“enlightenment,” and “civil
government.” Racial stereotype.
25. Aguinaldo out of prison
He is portrayed as a former
dictator. Racial stereotype.
26. Teddy as King?
Teddy buys a British crown.The
U.S. had an empire, now it
needed a king.
27. White Man’s Burden
U.S. beer hurts people in the
Philippines. Alcoholism.
page 69
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial
rule.
Political Cartoons: Africa
The Answers
Method #1: Turn these cartoons into transparencies for class discussion.
Method #2: Turn the cartoons into hand-outs; assign one cartoon to each pair.
Fill out the interpretation sheet.
Symbols you need to
The British Empire:
The German Empire:
The Russian Empire:
The Americans:
The Japanese:
know
The lion.
The bear.
The eagle.
John Bull*. Queen Victoria.
Man with pointy helmet.
Uncle Sam.
The Emperor.
*John Bull is the British version of Uncle Sam.
1. The Scramble for Africa
www.asis.com/sfhs/women/africa.html
www.uwm.edu/~lazarsk2/imperialism/scrmblcrtoon.htm
2. Egypt (early)
www.boondocksnet.com/cartoons/mcc190.html
3. Egypt (later)
www.boondocksnet.com/cartoons/mcc210.html
4. Sudan
www.boondocksnet.com/cartoons/mcc194b.html
5. Cecil Rhodes
www.boondocksnet.com/cartoons/mcc234.html
6. The Napoleon of South Africa
www.boondocksnet.com/cartoons/mcc241.html
7. South Africa
www.boondocksnet.com/cartoons/mcc236.html
8. The Boer War - 1
http://www.spartacus.schoolnet.co.uk/ARTspy.htm
9. The Boer War - 2
http://www.boondocksnet.com/cartoons/mcc239.html
10. England as Lady MacBeth
www.boondocksnet.com/cartoons/mcc237.html
page 70
1. The Scramble for Africa
All of the European countries
are fighting for a piece of Africa.
2. Egypt (early)
The U.S. has Uncle Sam.
The English have John Bull.
The British must fight their
European competitors in Egypt.
3. Egypt (later)
Like the Great Sphinx, the
British become a permanent
fixture in India.
4. Sudan
The British were defeated in the
Sudan. The British war maiden
is in grief.
5. Cecil Rhodes
The British industrialist straddles Africa. One foot is in Cairo
(Egypt) and the other is in Cape
Town (South Africa). The British
rule both. He made a fortune
mining gold and diamonds in
South Africa.
6. Napoleon of South Africa
Rhodes was a dictator.
7. South Africa
Queen Victoria paints South
Africa red. This refers to the
Boer War. She is very fat - she
represents the British Empire.
8. The Boer War - 1
Lord Roberts must have been a
British general. He is dressed
up in his African gear. His head
is big - to match his ego.
9. The Boer War - 2
The Dutch Boers vs the British.
Two Europeans fight each other
in South Africa.
10. Lady MacBeth
Like Lady MacBeth, England
has blood on her hands. The
blood is probably from the Zulu
War. Imperialism is a bloody
business.
11. Bismarck - the Congress of Berlin
www.spartacus.schoolnet.co.uk/ARTtissot.htm
12. The White Man’s Burden
www.boondocksnet.com/gallery/wmb06.html
13. England and France bring civilization to Africa
www.wwnorton.com/nael/nto/20thC/postcolonial/imlitho.htm
11. Bismarck
A hard man with a big hat and
big boots.
12. The White Man’s Burden
It is the Africans who bear the
burden. Uncle Sam and John
Bull ride the backs of Africans.
13. Civilization
England in Egypt and France in
Morocco. They stand on the
skulls of Africans.
page 71
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial
rule.
Political Cartoons: Latin America
The Answers
Method #1: Turn these cartoons into transparencies for class discussion.
Method #2: Turn the cartoons into hand-outs; assign one cartoon to each pair.
Fill out the interpretation sheet.
1. Europe
Europe tells Uncle Sam that the
Monroe Doctrine (Europe keep
out of Latin America) is dead.
Symbols you need to
The British Empire:
The German Empire:
The Russian Empire:
The Americans:
The Japanese:
2. Spain sinks a U.S. ship
The Spanish own Cuba. Spain
is portrayed as a brute.
know
The lion.
The bear.
The eagle.
John Bull*. Queen Victoria.
Man with pointy helmet.
Uncle Sam.
The Emperor.
*John Bull is the British version of Uncle Sam.
1. Europe is interested in Latin America
www.boondocksnet.com/cartoons/mcc252.html
2. Spain sinks a U.S. ship
http://www.boondocksnet.com/cartoons/mcc232.html
3. U.S. ships sail to Cuba
www.boondocksnet.com/cartoons/mcc231b.html
4. Why we went to war
www.nypl.org/research/chss/epo/spanexhib/IMAGE-drawing_of_star_in_east.html
5. Cuba
http://azimuth.harcourtcollege.com/history/ayers/chapter19/19.4.puck.html
6. The Platt Amendment
www.cohums.ohio-state.edu/history/projects/uscartoons/TRWarRecord.htm
7. Who started the war?
www.boondocksnet.com/gallery/4july980704.html
8. The Spanish-American War
www.boondocksnet.com/gallery/nast980609.html
9. Patriotism
www.boondocksnet.com/cartoons/mcc228.html
10. Teddy Roosevelt at San Juan Hill (Cuba)
www.boondocksnet.com/gallery/tr_981100b.html
11. Teddy Roosevelt, the War Hero
www.boondocksnet.com/gallery/tr_981200a.html
page 72
3. U.S. ships sail to Cuba
Spain owned Cuba. Spain
regarded the U.S. as a pig.
p.s. The U.S. still has a naval
base at Guantanamo Bay,
Cuba.
4. Why we went to war
To free Cuba.
5. Cuba
While Cuba does become an
independent country, the U.S.
calls the shots.
6. The Platt Amendment
Cuba becomes independent.
Platt: But it must follow rules set
by the U.S.
7. Who started the war?
Uncle Sam.
8. The Spanish-American War
An patriotic angel holds the
American flag. You can see the
Washington Monument and
Capitol Building in the background.
9. Patriotism
Patriotism is a cannon. Uncle
Sam warns: “Be careful, it’s
loaded.” Extreme patriotism
(jingoism) is a dangerous thing.
10. Teddy at San Juan Hill
The conquering hero comes
home riding an elephant. During
the war he became famous: He
led the “Rough Riders” up San
Juan Hill. To liberate Cuba from
Spain.
11. Teddy the War Hero
Teddy, the hero of the SpanishAmerican War, is very popular.
He is elected as Governor of
New York state.
12. Teddy dwarfs McKinley
Teddy, the war hero, has
President McKinley in his
pocket.
12. Teddy Roosevelt dwarfs President McKinley
www.authentichistory.com/images/1900s/cartoons/1900_mckinley_roosevelt.html
13. The Monroe Doctrine - 1
www.boondocksnet.com/gallery/us_120900a.html
14. The Monroe Doctrine - 2
www.authentichistory.com/images/1900s/cartoons/1900s_monroe_doctrine.html
15. The Monroe Doctrine - 3
www.authentichistory.com/images/1900s/cartoons/1914_monroe_doctrine.html
16. The Monroe Doctrine - 4
www.temple.edu/history/trmonroecart.jpg
17. Teddy Roosevelt intervenes in Panama
www.authentichistory.com/images/1900s/cartoons/190x_roosevelt_panama_canal.
html
18. Teddy bullies Colombia
www.temple.edu/history/trpanamacart2.jpg
19. Puppets in Panama
www.boondocksnet.com/gallery/tr_040123.html
20. The Panama Canal
www.boondocksnet.com/gallery/tr_031200.html
21. Teddy Roosevelt in Latin America
www.boondocksnet.com/gallery/tr_040900a.html
22. Teddy Roosevelt in the Caribbean Sea
www.authentichistory.com/images/1900s/cartoons/190x_roosevelt_big_stick.html
23. The Annexer
www.boondocksnet.com/gallery/walker031220.html
24. The Policeman
www.boondocksnet.com/gallery/us_020100a.html
25. Haiti and the Dominican Republic
www.boondocksnet.com/gallery/us_080300c.html
26. Haiti
www.boondocksnet.com/gallery/us_090100a.html
27. The Airplane
www.boondocksnet.com/gallery/us_091100a.html
13. The Monroe Doctrine, 1
Uncle Sam rules the Western
Hemisphere (North America,
South America). The Europeans
stay out of the Americas.
14. The Monroe Doctrine, 2
Uncle Sam tells the British and
Germans to stay out of Latin
America.
15. The Monroe Doctrine, 3
Uncle Sam builds a wall to
protect Latin America from
Europe.
16. The Monroe Doctrine, 4
Teddy aims a cannon at
England for meddling in the
Dominican Republic.
17. TR intervenes in Panama
TR has a big stick. If Colombia
raises a fuss, he’ll bop ‘em.
18. Teddy bullies Colombia
Racial stereotype.
19. Puppets in Panama
Teddy Roosevelt runs the
government (puppets) in
Panama.
20. The Panama Canal
Teddy Roosevelt shovels dirt
onto Bogota. He took the land
from Colombia.
21. TR in Latin America
Armed with his Big Stick, Teddy
represents imperialism.
22. TR in the Caribbean Sea
Teddy rules every country that
borders the Caribbean Sea.
23. The Annexer
What is annexation? Uncle Sam
grabs all the countries. Racial
stereotypes.
24. The Policeman
The U.S. acts as policeman in
Latin America.
25. Haiti, Dominican Republic
Uncle Sam chains them up to
prevent a revolution.
26. Haiti
Uncle Sam prevents a
revolution in Haiti.
27. The Airplane
This invention helps Uncle Sam
rule his far-flung colonial possessions.
page 73
28. Nicaragua
www.boondocksnet.com/gallery/us_010200a.html
29. Central America
www.boondocksnet.com/gallery/us_121100a.html
30. Teddy Roosevelt in Central America
www.temple.edu/history/trbigstick.jpg
31. Mexico
www.boondocksnet.com/gallery/us_110400a.html
32. Oil in Mexico
www.boondocksnet.com/gallery/us_140100a.html
28. Nicaragua
Uncle Sam uses force to control
Nicaragua.
29. Central America
Uncle Sam bullies Central
America.
30. Teddy in Central America
Teddy keeps Central America in
line
31. Mexico
After the Revolution of 1910,
Uncle Sam continues to play
policeman.
33. The U.S. Army lands in Veracruz, Mexico
www.boondocksnet.com/gallery/us_140600b.html
32. Oil in Mexico
Mexico is in turmoil, but the
only thing Uncle Sam sees is
petroleum.
34. The White Man’s Burden - 1
www.boondocksnet.com/gallery/wmb11.html
33. Veracruz, Mexico
The U.S. Army arrives.
35. The White Man’s Burden - 2
www.boondocksnet.com/ai/kipling/detroit.html
34. White Man’s Burden - 1
In 1915, Uncle Sam is helping
out Europe! It was torn up by
World War I.
36. A New Sentry in the Caribbean Sea
www.boondocksnet.com/gallery/us_160900a.html
35. White Man’s Burden - 2
The U.S. soldier carries a
Filipino up to a schoolhouse.
Racial stereotype.
36. Sentry in the Caribbean
Uncle Sam guards the
Caribbean region.
page 74
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial
rule.
Political Cartoons: Islands of the Pacific
Method #1: Turn these cartoons into transparencies for class discussion.
Method #2: Turn the cartoons into hand-outs; assign one cartoon to each pair.
Fill out the interpretation sheet.
Symbols you need to
The British Empire:
The German Empire:
The Russian Empire:
The Americans:
The Japanese:
know
The lion.
The bear.
The eagle.
John Bull*. Queen Victoria.
Man with pointy helmet.
Uncle Sam.
The Emperor.
*John Bull is the British version of Uncle Sam.
HAWAII
Note: These cartoons come from the Hawaii State Archives.
1. To the Rescue
http://library.kcc.hawaii.edu/~soma/cartoons/Rescue.html
2. Which will win?
http://library.kcc.hawaii.edu/~soma/cartoons/willwin.html
3. We draw the line at this
http://library.kcc.hawaii.edu/~soma/cartoons/draw.html
4. When we annex Hawaii
http://library.kcc.hawaii.edu/~soma/cartoons/annex.html
5. Another shotgun wedding
http://library.kcc.hawaii.edu/~soma/cartoons/wedding.html
6. School begins
http://library.kcc.hawaii.edu/~soma/cartoons/school.html
7. The American Policy
http://library.kcc.hawaii.edu/~soma/cartoons/policy.html
8. How the Europeans react
www.boondocksnet.com/cartoons/mcc219.html
The Answers
1. To the Rescue
King Kalakaua sits on the
Hawaiian throne. He is being
toppled by the "revolution."
Racial stereotypes.
2. Which will win?
King Kalakaua is drunk and his
crown is falling off. The British
John Bull is competing with
U.S. President Grover
Cleveland. Racial stereotypes.
3. We draw the line at this
U.S. soldiers prop up the
government of Queen
Liliuokalani. She is backward:
barefoot and has feathers in her
hair. The newspaper says her
government is full of scandal
and immorality. Racial
stereotypes.
4. When we annex Hawaii
"The bicycle will be in demand"
"Make Dave Hill king of the
Sandwich Islands."
"Transfer Tammany to the wilds
of Hawaii."
"A great American institution will
be at once adopted"- swindlers,
cheats, etc."
"Another great American
institution will beautify the
country" - i.e. saloon, liquor."
"The enterprising Yankee
agents will shortly afflict the
inhabitants."
"What a magnificent field for Dr.
Parkhurst."
"Queen Lily will have a great
time"-i.e. in a museum (sic) side
show attraction." Racial stereotypes.
5. Another shotgun wedding
Miss Hawaii and Uncle Sam are
getting married. The preacher is
U.S. President McKinley. The
bride wants to run. Behind the
couple, J.P. Morgan holds a
shotgun. He is the biggest
banker in the U.S.
6. School begins
Uncle Sam is the teacher.
Hawaii, the Philippines, Cuba,
and Puerto Rico are about to
learn some hard lessons. Racial
stereotypes.
7. The American Policy
Uncle Sam drags a student by
the ear. Racial stereotypes.
8. How the Europeans react
Uncle Sam courts Hawaii while
the Europeans look on. They
are not happy.
page 75
9. An eye-opener
http://library.kcc.hawaii.edu/~soma/cartoons/eyeopener.html
THE PHILIPPINES
10. How Europe reacts when the U.S. took the Philippines - 1
www.filamwars.org/images/dewey-eye-opener.gif
11. How Europe reacts when the U.S. took the Philippines- 2
www.filamwars.org/images/manila_incident.gif
12. President McKinley in the Philippines
www.darien.k12.ct.us/jburt/approject/1895-1905/group3/9505forpol.htm
13. What we he do?
www.filamwars.org/images/eyes-of-world.gif
14. Uncle Sam and the Philippines
www.boondocksnet.com/gallery/keep_em.html
15. Uncle Sam and his Elephant
www.filamwars.org/images/elephant.gif
16. The Goddess of Freedom
www.filamwars.org/images/goddess-liberty.gif
17. The Philippines
www.boondocksnet.com/gallery/tr_040130.html
18. Uncle Sam at the Expansion Restaurant
www.boondocksnet.com/gallery/us_980824war174b.html
19. Uncle Sam and Humanitarian Expansion
www.boondocksnet.com/gallery/us_980900c.html
9. An eye-opener
Uncle Sam stands on the island
of Hawaii and tells the British
that under the Monroe Doctrine,
there is to be no foreign
interference in Hawaii.
10. How Europe reactions - 1
Europe’s monarchies are
shocked when the U.S. sails
into Manila and takes the
Philippines.
11. How Europe reacts - 2
They are all surprised; some
are angry.
12. President McKinley
He is standing on an island, the
Philippines. He is standing on
top of a person. He is a tyrant.
13. What we he do?
Will McKinley give the
Philippines back to Spain?
Heck, no. (Think of the five
motives for imperialism.)
Racial stereotype.
14. Uncle Sam and Philippines
He looks at a globe and
decides to keep the islands.
15. The Elephant
Many Americans regard the
Philippines as a useless thing.
Like a white elephant at a yard
sale.
16. Goddess of Freedom
The U.S. brought freedom to
the people of the Philippines.
17. The Philippines
The American eagle carries off
the lamb. The lamb is the
Philippines. Uncle Sam took off
his 1776 duds and put on an
imperialist uniform.
18. Uncle Sam in Restaurant
He loves dining on tropical
foods from his new colonial
possessions.
19. Humanitarian Expansion
Uncle Sam used to be thin.
Now he is obese to the max.
It is unhealthy. Will it kill him?
page 76
20. Uncle Sam and his Globe
www.boondocksnet.com/gallery/us_980900b.html
21. Sitting on top of Aguinaldo
www.filamwars.org/images/pi-governor.gif
22. Planting the Flag
www.boondocksnet.com/gallery/us_98war158b.html
23. 10,000 miles
www.filamwars.org/images/big-eagle.gif
24. The Acrobat
www.boondocksnet.com/gallery/us_98war169a.html
25. Civilization begins at Home
www.boondocksnet.com/ai/ail/afamhist.html
26. Uncle Sam and Imperialism
www.history.ohio-state.edu/projects/uscartoons/verdict/ht/25Sept1899.htm
27. The Poker Game
www.filamwars.org/images/quiet_game.gif
28. George Washington is our stepfather
www.filamwars.org/images/geo-wash-as-stepdad.gif
29. What the U.S. has fought for
http://us.history.wisc.edu/hist102/photos/html/1084.html
20. Uncle Sam and his Globe
The U.S. will not give up its
colonial possessions.
21. Sitting on top of Aguinaldo
Admiral Dewey and the new
U.S. governor of the Philippines
are sitting on top of Aguinaldo.
22. Planting the Flag
It’s a stretch, but Uncle Sam
plants a flag in both Puerto Rico
and the Philippines.
23. 10,000 miles
The American Empire spans
10,000 miles - from the Atlantic
to the Pacific.
24. The Acrobat
Europe is surprised that the
U.S., with its army and navy,
were capable of taking the
Philippines. Racial stereotypes.
25. Civilization at Home?
While the President studies a
map of the Philippines, there is
a black American outside. He
has been lynched!
26. Uncle Sam and Imperialism
Imperialism is killing the U.S.
Uncle Sam is killed with a
cannon that is labeled
“Imperialism.”
27. The Poker Game
The U.S. and Europe are
playing cards. After the
Philippines, Europe wonders
what new colonies the U.S. will
grab.
28. GW is our stepfather
Some people in Hawaii and the
Philippines begin to relate to the
U.S. This is assimilation.
29. What the U.S. fought for
The people of the Philippines
are no longer living under
oppression.
page 77
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial
rule.
Photos: Colonialism
A picture is worth 1,000 words . . .
Choose a region, study the photos, report to the class.
What you are looking for
Resistance - the people revolt against the Europeans
Acquiescence - grudgingly, the people give in to the Europeans
Assimilation - the people embrace the European way
1. China
www.boondocksnet.com/china/china_uu100_photoindex.html
2. Africa
www.wheaton.edu/bgc/archives/exhibits/collins/colins02.htm
www.kwazulu.co.uk/
3. The Congo
www.boondocksnet.com/congo/congo_kodak.html
4. Hawaii
www.boondocksnet.com/stereo/cv_hawaii.html
5. Cuba
www.boondocksnet.com/stereo/cv_cuba.html
6. Puerto Rico
www.boondocksnet.com/stereo/cv_puerto_rico.html
7. Guam & Samoa
www.boondocksnet.com/stereo/cv_guam.html
www.boondocksnet.com/stereo/cv_samoa.html
8. The Philippines
www.boondocksnet.com/stereo/cv_philippines.html
www.boondocksnet.com/stereo/parlor_index.html
www.boondocksnet.com/stereo/stereointro.html
9. Panama
www.boondocksnet.com/stereo/cv_panama.html
10. The Spanish American War, 1898
http://memory.loc.gov/ammem/collections/finder.html
1. Scoot down and hit: 1850-1899
2. Type in: Spanish-American War
A lot of African Americans fought in this war.
page 78
We’ve done the first one
for you . . .
1. CHINA
Resistance
“Watching the foreign devils”:
The Boxers clearly hate the
Europeans.
Acquiescence
“Looking down the Zhu River
We had to read the text:
On the steamship, there is
segregation. There is a “First
class for the Europeans.” There
is another “First Class for
Natives.” There is “Second
Class for Natives.” The Chinese
who wanted to ride steamships
had to along with this.
Assimilation
“A Chinese Bible Woman”
She became a Christian and
was ostracized by her people.
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial rule.
The Top Ten Reasons
why colonialism is horrible . . .
Break into groups of three. Use the information you already know!
1. Your culture is distorted . . . your country is westernized.
2. Your political system is distorted . . . there is no self-government.
3. Your economic growth is stunted . . . industrialization is discouraged.
4.
5.
6.
7.
8.
9.
10.
page 79
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial rule.
The International Court
Each student takes on a role. For homework read about the person.
In class, you have two minutes (use a kitchen timer!) to present your case:
Are you for imperialism or against it? Explain why.
In the last five minutes, the International Court deliberates.
The court renders its judgment: Which side is the most convincing?
The court awards one student with being MVP - most valuable player.
The International Court
In those days, there was no United Nations.
You will need one Chief Justice and five justices.
The Anti- imperialists
The Imperialists
Queen Victoria
Queen of England.
Empress of India.
Cecil Rhodes
A British industrialist.
Founded South Africa’s
gold and diamond mines.
Bismarck
Chancellor of Germany
United his country.
Built up the military.
Took colonies in Africa.
Ran the Berlin Conference
in 1884
of the U.S. Navy.
In the 1850s, he sailed to
Tokyo and forced the
Japanese to trade with the
U.S.
The Emperor
of Japan
The French engineer.
He built the Suez Canal.
Japan is imperialist.
It took the Russian Navy
3/4 of a year to sail to the
Pacific Ocean.
It took the Japanese Navy
3/4 of an hour to sink it.
Two British men in Africa.
Stanley: A newspaper
reporter turned explorer.
Livingstone: A missionary.
A Social Darwinist
Believed Europe was
racially and culturally
superior to Asia + Africa.
page 80
Queen of Hawaii
Her country was taken
over by the U.S
Aguinaldo
Rebel leader in the
Philippines.
His country was taken
over by the U.S
Commodore
Perry
Ferdinand
de Lesseps
Stanley and
Livingstone
Queen
Liliuokalani
Teddy
Roosevelt
U.S. President
Built the Panama Canal
Rudyard
Kipling
British poet.
Lived in India.
The Emperor
of China
The British introduced
opium into China.
The Europeans carved
China into “spheres of
influence.”
A Sepoy
A native soldier in India.
Opposed the British
during the
Sepoy Rebellion.
A Boxer
A nationalist in China.
Opposed all foreigners in
China.
Belonged to the
“Society of Harmonious
Fists.”
Mark
Twain
U.S. novelist.
Opposed imperialism.
An Opium
Addict
A person in China
who was addicted to
British opium.
For the simulation, “The International Court”
Research your role!
The Colonizers
The Colonized
Queen Victoria
www.victorianstation.com/queen.html
www.pbs.org/empires/victoria/text.html
Queen Liliuokalani
www.smplanet.com/imperialism/hawaii.html
www.royalty.nu/America/Hawaii.html
www.interlog.com/~gilgames/liliuo.htm
Cecil Rhodes
www.infoplease.com/ce6/people/A0860725.html
http://wombat.cusd.chico.k12.ca.us/~bsilva/projects/scr
amble/rhodes.htm
Otto von Bismarck
www.firstworldwar.com/bio/bismarck.htm
Commodore Matthew Perry
http://members.tripod.com/~MickMc/perry.html
www.colorado.edu/iec/SUMMER00RW/perry.htm
Ferdinand de Lesseps
www.sis.gov.eg/calendar/html/cl171196.htm
www.wonderclub.com/WorldWonders/SuezHistory.html
The Emperor of Japan, 1905
www.infoplease.com/ce6/history/A0842745.html
Stanley and Livingstone
http://de.essortment.com/davidlivingston_rhif.htm
http://wombat.cusd.chico.k12.ca.us/~bsilva/projects/scr
amble/livingstone.htm
Teddy Roosevelt
www.boondocksnet.com/gallery/tr_intro.html
www.whitehouse.gov/history/presidents/tr26.html
www.smplanet.com/imperialism/joining.html
Rudyard Kipling
www.nobel.se/literature/laureates/1907/kipling-bio.html
http://www.kirjasto.sci.fi/kipling.htm
Aguinaldo
www.loc.gov/rr/hispanic/1898/aguinaldo.html
www.bol.ucla.edu/~randolf/aguichron.htm
(Focus on 1898-1901)
Emperor of China
http://users.erols.com/mwhite28/chin1910.htm
www.smplanet.com/imperialism/fists.html
www.mcps.k12.md.us/departments/isa/ninvest/imperial/chinaimp.htm
A Sepoy
www.geocities.com/Broadway/Alley/5443/indmut.htm
www.bartleby.com/65/in/IndianMu.html
www.workmall.com/wfb2001/india/india_history_sepoy
_rebellion_1857_59.html
A Boxer
www.smplanet.com/imperialism/fists.html
/www.wsu.edu:8080/~dee/CHING/BOXER.HTM
An Opium Addict
www.wsu.edu/~dee/CHING/OPIUM.HTM
www.2020site.org/opium/china.html
www.oldnewspublishing.com/opium.htm
Mark Twain
www.boondocksnet.com/ai/twain/index.html
www.boondocksnet.com/twainwww/homes_hi.html
A Social Darwinist
www.smplanet.com/imperialism/activity.html
www.ioa.com/~shermis/socjus/socdar.html
http://husky1.stmarys.ca/~wmills/course203/8Racism.h
tml
page 81
We conducted 50 dreadful debates until we came up with . . .
The Great Debate!
"Resolved, the policy of Imperialism was great!"
The Boomers (half the class) present evidence and argue the positive.
The Busters (the other half) present evidence and argue the negative.
The Court: Choose 5 introverts to sit at a table in front of the class. They choose the Chief Justice.
Before you begin, visit this website
http://learningcurve.pro.gov.uk/victorianbritain/
The month before
Ask the Rotarians to donate a gavel to your class. This is an old-fashioned debate. Go heavy on the ritual.
The Court
Listen to the evidence. Add up the facts and draw conclusions. You will deliberate and render your decision:
Which team won? Who is the MVP? Choose a Chief Justice and give him/her the gavel. Make a formal
announcement: “As Chief Justice, you are in charge of keeping order in the courtroom.”
The grading system
Give one grade for every comment.
A - excellent analysis of facts.
B - very good analysis.
C - repeating another student, with elaboration.
D - a half-baked thought, has a tiny kernel of merit.
E - fuzzy thinking. The student has missed the point.
F - interrupting another student.
To get the floor, simply say "WELL . . . "
Once you have uttered that magic word, the floor is yours. An F for every interruption. Civility is crucial.
How to begin
Heavy on the ritual. Flip a coin and turn to one team: “Call it.” It is heads and they called heads: “What is your
pleasure? Would you like to go first or have the opposition go first?” It is heads and they called tails, turn to the
other team: “What is your pleasure?” The teams alternate: A student from Team A speaks, then a student from
Team B speaks.
A debate is like an airplane taking off.
First it has to crawl down the runway! Do not worry if the debate starts off slowly. Ignore the silence: Be busy
writing on your gradesheet. Once the kids see you have no intention of intervening, they’ll play along. Some kids
were born to debate. Let them model for the rest.
The teacher’s role
Recede to the back of the classroom. Do not look up. Be busy filling out names on your gradesheet. Remember:
Give a grade every time a student makes a comment.
How to end
Ten minutes before the end of class, the judges leave the room to deliberate. Remind them: Which team won?
Who is the MVP? While they are out, pass around the gradesheet. When a student looks at his/her line of
grades, he/she will know how to improve next time. Examples: “My name has no grades beside it. I’d better
say something next time!” "I repeat what others say. I’d better say something original next time." "Half-baked!
Next time I’ll do the reading." "A string of Fs. I’d better stop interrupting others!" As kids leave class, post the
gradesheet on the bulletin board outside your classroom. In red, label the MVP.
page 82
3. Explain imperialism from the perspective of the colonizers and the colonized
and the varied immediate and long-term responses by the people under colonial rule.
Great Films about colonialism
Colonialism: The relationship between the colonizer and the colonized.
How did they relate to one another?
Zulu
Starring Michael Caine, a British soldier who is gung-ho for imperialism.
It is about the 1879 battle between British troops and Zulu warriors in Natal, South Africa.
The British outpost, manned by 150 soldiers, was besieged by 4,000 warriors.
Suprisingly, British troops suffered relatively light casualties while the Zulus fell in droves.
Outnumbered, the British had guns; the Zulus only had spears and sheer manpower.
The Zulus quickly adapted: While their enemy had firearms, they only had a limited supply of bullets.
Narrated by Richard Burton.
Resistance
The Zulu people made war on the British.
Out of Africa
The true story of a Danish woman who owns a coffee plantation in Kenya.
It’s a love story, starring Meryl Streep and Robert Redford.
The movie swept the 1985 Academy Awards, winning seven Oscars including Best Director, Best
Cinematography and Best Picture.
Acquiescence
The people in the countryside gave in and worked on plantations owned by the Europeans.
They had no choice: The British took their land. If they did not work, they did not eat!
A Passage to India
The scenery in India is visually stunning.
How two cultures - the colonizer and the colonized - relate to each other.
A young British woman visits India and falls in love with a young doctor who is a native of India.
Thanks to racial stereotypes and a clash of cultures, she denies and resists this love.
She gets the young doctor into a great deal of trouble.
Assimilation
The young man becomes westernized.
He goes to a British medical school and becomes a doctor.
He falls in love with a British woman.
She kicks him in the teeth.
He has a change of heart: He retreats from British “civilization.”
page 83
Can you think of one term from A to Z?
The ABCs of Colonialism
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Recall
Define
Rap
Individuals
Teams
Without this sheet, go around the room. Can you remember one term, from A to Z?
Go to the library and define each term.
Using these terms, write a “Rap.” Perform it for the class.
Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Break into two teams. One point for a term; two points for defining the term.
Assimilation, acquiescence, Aguinaldo
Boxer Rebellion
Cash crop, the colonizers, the colonized, colonialism, cultural identity, cultural oppression
Distortion of the economy, the political system, and the culture. Discouraged industrialization.
Exploitation, Europeanization of the culture, European colonialism, ethnocentrism, ethnic groups
F
G
Handicrafts, humanitarianism, hypocrisy
Insensitive
Justification
K is for Rudyard Kipling
Level of development: The colonies were not “backward.” They lacked technology.
Modernization
N
Opium War, oppression
Philippine Insurrection, paternalism
Question: What is the basic difference between a developed country and a developing country? (Technology.)
Resistance, racial stereotypes, racism
Sepoy Rebellion
Taiping Rebellion, traditional culture
Uncle Sam and John Bull
Viceroy
White Man’s Burden, westernization, Western clothing
X
Y
Zulu War
page 84
A game to learn terms.
And appreciate the logic of a multiple-choice test.
Can you speak European?
The goal: To learn terms and understand the logic of a multiple-choice test.
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His or her team goes next.
Define these Terms
Assimilation, acquiescence, Aguinaldo
Boxer Rebellion
Cash crop, the colonizers, the colonized, colonialism,
cultural identity, cultural oppression
Distortion of the economy/government/culture.
Discouraged industrialization.
Exploitation, Europeanization of the culture, European
colonialism, ethnocentrism, ethnic groups
Handicrafts, humanitarianism, hypocrisy
Insensitive
Justification
Rudyard Kipling
modernization
Opium War, oppression
Philippine Insurrection, paternalism
Resistance, racial stereotypes
Sepoy Rebellion
Taiping Rebellion, traditional culture
Uncle Sam and John Bull
Viceroy
White Man’s Burden, westernization, Western clothing,
wars of resistance
Zulu War
a. The Boxer Rebellion
The Chinese rose in revolt against the Europeans.
(Bingo! That is the correct answer.)
b. The Boxer Rebellion
The British went to war against China over trade.
(Close, but no cigar. That was the Opium War.)
c. The Boxer Rebellion
The British made war on the native people of South
Africa.
(Close, but no cigar. That was the Zulu War.)
d. The Boxer Rebellion
The British crushed a revolt by soldiers in India.
(Close, but no cigar. That was the Sepoy Revolt.)
e. The Boxer Rebellion
The U.S. crushed Aguinaldo’s revolt in the Philippines.
(Close, but no cigar. That was the Philippine Revolt.)
f. The Boxer Rebellion
Mike Tyson rose in revolt against the British
occupation of Las Vegas.
(Bogus.)
page 85
4. The Independence Movements
Describe the independence struggles of the colonized regions of the world,
including the roles of leaders, such as Sun Yat-sen in China,
and the roles of ideology and religion.
THE DEFINITION: Nationalism
A close look at two independence movements
The British in India, 1947.
The French in Algeria, 1962.
Does the means justify the ends?
This is the story of Gandhi.
This is relevant for today’s world.
Five Native Sons
Jose Marti .....................Cuba, 1890s
Aguinaldo ......................Philippines, 1898
Sun Yat-sen ..................China, 1910
Gandhi ..........................India, 1947
Jomo Kenyatta ..............Kenya, 1960
page 87
4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders,
such as Sun Yat-sen in China, and the roles of ideology and religion.
Nationalism
Nationalism is an ideology.
Transparency
1. Colonialism
Foreigners take over your country.
They run the government, the economy, and the culture.
You are a second-class person in your own country.
You must work for the foreigners, or starve.
To add insult to injury, they try to make you talk, dress, eat, drink, and worship like them.
2. Nationalism
Fed up, you decide to rebel.
The Definition
Nationalism is a people’s sense of belonging together as a nation.
A nationalist takes pride in his/her
a. nation
b. culture - traditional language, religion, customs, way of life
c. history
d. government
Since his country does not have self-government, the nationalist fights for independence.
The nationalist wants the Europeans to pack up and go home.
Nationalism is an ideology.
An ideology is one way of looking at society and how it is run.
There are many ideologies: Colonialism, Nationalism, Communism.
Political Freedom
The people want self-government!
The people want to run their own country!
a. The right to vote.
b. The right to form their own political parties.
c. The right to make law for themselves.
Economic Freedom
This is a tougher problem:
The Europeans own most of the country’s farms, factories, mines and businesses.
At the very least, the nationalist wants these businesses to be taxed according to their true value.
The money should be used to industrialize the economy.
Cultural Freedom
The role of religion is very important!
The nationalist longed to restore many aspects of the traditional culture:
Namely the right to
dress in traditional clothes
express oneself in traditional art
At the top of the list, was to restore traditional religion to its proper place in society.
page 88
Take a little seed and make it bloom into a lovely
flower (or poisonous plant).
Bloom!
Nationalism
Transparency
Here’s what we came up with . . .
1. Define
Using your textbook, define it in 25 words or less.
1. Nationalism
Nationalism is a people’s sense of belonging together
as a nation.
A nationalist takes pride in his/her nation, history,
culture (language, religion, customs, and traditional
way of life).
Since the country does not have self-government, the
nationalist fights for independence.
2. Interpret
Translate it into your own words. Make it memorable.
2. Before 1922, I live in Ireland. Even though the
British say the Irish are dogs, I am proud of my people
and my country. We rally around the Catholic Church
because the British look down their noses at it. We
fight for independence from the British. We win
independence in 1922.
3. Apply
What if you applied the principle of “Nationalism” to
your own life?
3. There was a time when people look down upon
skateboarders and snowboarders. They fought for
their right to exist. Today, both are recognized sports
4. Analyze
List the parts.
4. POLITICS: The nationalist wants political
independence, self-government, home rule.
ECONOMICS: Control of the economy.
CULTURE: The uplifting of traditional culture.
5. Synthesize
Add up the parts . . . and create a new thing.
5. In 1776, Americans were nationalists.
6. Evaluate
What is the difference between colonialism and
nationalism?
6. Colonialism
Colonialism oppressed the people of Asia and Africa.
Nationalism sought to end this oppression.
page 89
4. Describe the independence struggles of the
colonized regions of the world, including the roles of
leaders, such as Sun Yat-sen in China, and the roles
of ideology and religion.
“Students distinguish fact from opinion.”
Life is like a rock group
The Goal
We want an immediate off-the-cuff response.
At first, this will be a parody.
Over time, students are clever.
The teacher gives the situation
Nationalism: What do you think of it?
Pause
While the gals dream up a way to capture this . . .
The guys put it into one-liners.
Then students respond
the valley girls
One catchy phrase from the social butterflies.
Alicia Silverstone: You know her style.
She’s not clueless; actually she’s quite clever.
Given this circumstance, what would she say?
We want only one answer from all the gals,
expressed by the lead gal.
the boyzintheback
How about a few bullets (uh, bullet-ins)
from the boyzintheback?
One-liners from the guys in the back row.
You know their style.
We want only one answer from all the guys,
expressed by the lead guy.
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
The teacher states the situation:
Nationalism: What do you think of it?
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class - giving each group time
to present its views.
Team #1: The Boomers*
Describe all the positive facts and consequences.
These are the sunniest students in the class. These
optimists are ready to tell you all the positive aspects.
Team #2: The Busters**
Describe all the negative facts and consequences.
These are the gloomiest students in the class. These
pessimists are ready to tell you all the negative
aspects.
Team #3: The Factoids***
Present the facts and only the facts. No opinions
whatsoever. These no-nonsense students excel in
math and science. On paper, they boil it down to ten
facts or less.
Team #4: The Emotionals****
Present only your reactions (emotions and feelings)
to the problem. These are the social butterflies. They
care only about their emotional reactions. They are
known for their compassion.
Team #5: The Outrageous Ones*****
Come up with a new way of looking at the situation
that stuns everyone. Free spirits, they are divergent
thinkers. They see it in a new light. They present a
totally new way to look at it.
*Nationalism led to independence for Asia and Africa.
**Colonialism led to the oppression of Asia and Africa.
***Define nationalism.
****How did Americans feel in 1776?
*****If nationalism was good for the U.S. in 1776, it’s good for India
in 1947.
page 90
4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders,
such as Sun Yat-sen in China, and the roles of ideology and religion.
Gandhi
Analyze the film, starring Ben Kingsley.
Introduction to the film
This is a true story.
It is the biography of Mahatma Gandhi, the man who led India to independence.
India was the crown jewel of the British Empire.
The British were trying to hold onto the British Empire.
They would not let India go - without a fight!
In 1982, this film won swept the Academy Awards in Hollywood.
Ben Kingsley, the man who plays Gandhi, won Best Actor.
The film won eight Oscars: Best Picture, Best Actor, Best Director, Best Art Direction/Set Decoration,
Best Cinematography, Best Costume Design, Best Screenplay, and Best Film Editing.
In South Africa
Introduction to this section
Strangely enough, the film begins in South Africa.
South Africa was the home of apartheid - the government enforced TOTAL racial segregation.
Racial segregation is always evil, but South Africa was bizarre.
People were separated into separate groups:
The Whites. The Blacks. The Coloureds (mixed). People from Asia (Gandhi).
When the story opens, Gandhi is a rich young lawyer who set up a practice in South Africa.
Watch the film. When the section on “South Africa” ends, stop the video and ask questions . . .
Questions
1. What sort of prejudice did Gandhi face in South Africa?
(He was not white. He was not black. But he did face racial prejudice and racial segregation.)
2. Gandhi fought for his rights as a British citizen. Why?
(As a British citizen, he believed he was entitled to certain rights under British law.)
3. Gandhi came from a high caste and rich family in India. He could have chosen any profession.
Why do you suppose he became a lawyer?
(He trusts the law to give him justice. It did not.)
4. The Europeans wanted wealthy colonial subjects, like Gandhi, to be “Westernized.”
Gandhi is “Western.” How so?
(He speaks English. Dresses British; suit, hat, umbrella. Has British mannerisms.
Has the British tone: He is a formal guy.)
He is a perfect example of assimilation.
page 91
Gandhi becomes a spiritual leader
Introduction
For whatever reason, Gandhi changes his life radically.
He abandons being a lawyer and no longer relies on British law.
a. He chucks all that British assimilation stuff.
b. He returns to the traditional culture of India.
c. Religion is at the heart of India’s culture. (Hinduism)
d. Gandhi becomes a religious leader.
e. The colonized rejects the colonizer!
Watch the film. When the section on “Gandhi as a religious leader” ends, stop the video and ask questions . . .
Questions
1. Why do you think Gandhi rejected the British?
(All of his youth, Gandhi swallowed the myth that the British culture was superior.
He no longer believes that propaganda.)
2. Why do you think Gandhi became a religious leader?
After all, he could have written books, become an artist, etc.?
(The British always regarded native religion - Hinduism, Buddhism - as downright “heathen.”
Gandhi knows this and is in rebellion.
He became a moral leader because he felt morally superior to the British.
Put another way: Gandhi regarded the British as moral infants.)
Passive Resistance
Introduction
If you like Dr. Martin Luther King, Jr., you will like this part of the movie.
Gandhi adopts a policy of passive resistance.
Make no mistake: This is his STRATEGY to defeat the British. And it worked. They went home to England.
The March to the Sea is very important: It is the turning-point.
Before, the British were winning. Afterward, Gandhi is winning.
Watch the film. When the section on “Passive Resistance” ends, stop the video and ask questions . . .
Questions
1. What is passive resistance?
Resistance: The colonized resist the colonizers! They refuse to obey the law.
They look for opportunities to actively break the law. Like the March to the Sea.
2. What happens when the colonized break the colonizer’s law?
Passive: They get their heads bashed in. This is what they want.
3. Why do they do this?
To shame the British.
The British troops are used to fighting; they expect the people of India to fight.
When the people do not fight, the British are at a loss.
They feel like MONSTERS beating and shooting innocent, unarmed civilians. (They are monsters.)
page 92
The Conclusion
Introduction
In 1947, India won its independence.
The British packed up and went home. We wave goodbye to the British Viceroy.
Watch the film. When the section it ends, ask questions . . .
Questions
1. Why did the British pack up and go home?
(The jig was up. The British always considered that they played fair. They did not.
Gandhi handed them a mirror and they did not like what they saw.)
2. The British Empire began collapsing in World War I. That ended in 1918.
The British Empire nearly collapsed during World War II. That ended in 1945.
In 1947, the British Empire officially died. Why?
(India won its independence in 1947. India had been the crown jewel in the British Empire.)
All of Asia and Africa became independent after which war? World War II.
3. When the British left India, everything was honky-dory?
(No. There was a religious conflict - between Hindus and Muslims.)
4. Why do you think Gandhi was assassinated?
(For the same reason Dr. Martin Luther King, Jr. was assassinated.
To people brought up on hatred and war, some people cannot stand love and peace.
Gandhi wanted the Hindus and Muslims of India to live together in peace.
He was assassinated by a Hindu who hated Muslims.)
5. If Gandhi had not lived in the British Empire, would things have been the same?
That is, if Gandhi had lived somewhere in the French Empire, would he have been successful?
(Probably not. You see, in order for passive resistance to work, you must be able to shame the enemy.
The British were shame-able, so Gandhi’s policy of passive resistance worked in India.
They believed in playing fair and playing by the rules.
They believed in the rule of law.
The Americans were shame-able, so Dr. King’s policy of passive resistance working in the United States.
We believed in the Declaration of Independence and the U.S. Constitution.
We believed in equality under the law.
We believed in the Bible.
From all accounts, the French had no shame. So this strategy might not have worked with them.)
Let’s see what was happening in the French Empire . . .
page 93
4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders,
such as Sun Yat-sen in China, and the roles of ideology and religion.
The Battle of Algiers
Analyze the film. Don’t shy away from this film because it is controversial. It is relevant for us since 9/11.
Introduction to the film
This is the famous, powerful, award-winning film that hit the 1960s like a ton of bricks.
It is about Algeria, a country in North Africa.
The French rule Algeria and the Algerians don’t like it one bit.
In 1954, the Algerians rose up against the French.
The movie is in French.
Don’t worry about the subtitles.
After a while, you’ll get used to it.
If it bothers you, don’t read the subtitles.
You can tell by the ACTION what is going on.
Remember: A picture is worth 1,000 words.
The story is true.
It looks like a documentary, but it is not.
The actors are regular people, not professional actors.
This film was made in 1966, during the Vietnam War.
The film is relevant for 2003 War in Iraq.
The Pentagon is holding its breath, hoping that Baghdad does not turn into “another Algiers.”
The hero is Ali
Introduction to this section
The story opens with Ali.
He lives in the city of Algiers.
He lives in the neighborhood called The Casbah.
He hates the French, who rule his city and his country.
Watch “The story of Ali,” then stop the video and ask questions . . .
Questions
1. What sort of person is Ali?
(He is young and full of rage. He is a strong individual. He is an urban guerrilla. He becomes a terrorist.)
2. The film-maker wants us to identify with Ali. He wants us to like him, or at least sympathize with him.
Do you?
(The film-maker presents Ali as a hero. You may sympathize with him.
For our part, we like Gandhi and Dr. Martin Luther King, Jr.
You cannot like them both. You must choose: Dr. King or Ali. Which is it?)
3. To Ali, the means justifies the ends. What does this mean?
(Ali uses violence to achieve justice.
Gandhi would respond: It is important how you behave. It is not important what you achieve.)
page 94
The French
Introduction to this section
Ali is a nationalist. He is anti-colonialism.
Ali hates the French, who rule his city and his country.
What are the French like?
Watch “The French,” then stop the video and ask questions . . .
Questions
1. What are the French colonizers like?
(Shoot, they live a NICE life in Algeria. They are rich and happy in Algeria.
They own vineyards in the countryside and businesses in the city of Algiers.
In the city, they live in a fashionable neighborhood, attend fashionable schools, go to fashionable outdoor cafes.
For the French, it’s a nice life.)
2. The film-maker wants us to dislike the French. Do you?
(Yes. He has done an effective job. We think of the French as being spoiled rich kids.
This is propaganda. No matter how badly a person acts, he or she has a right to live.)
The Algerian Underground
Introduction to this section
Ali belongs to the Algerian underground.
They want the French to leave Algeria.
They want Algerian to win its independence.
How do they win their independence?
Watch “The Algerians,” then stop the video and ask questions . . .
Questions
1. What is the strategy of Ali and the Algerians?
(Terrorism. They plant bombs in places where the French will get blown up.)
2. The girl with the bomb. What does this remind you of?
(Israel today - the Palestinians plant bombs in restaurants and cafes. They target civilians.)
3. The French turn Algeria into an armed camp. Why?
(To prevent acts of terrorism. Also, the French are a tiny minority. The Algerians are the overwhelming majority.)
4. In 1962, the Algerians won. They won their independence and the French Foreign Legion left.
Does the means justifies the ends?
(Terrorism brought them freedom and justice.)
5. In light of September 11th, what do you think of this film?
(People like Ali bombed the World Trade Center. But that issue was not independence.
It was clearly an act of terrorism. It was clearly an act of hatred.
Some Americans believe that it springs from a specific hatred: The U.S. supports Israel, not the Palestinians.
Some Americans believe that it springs from a generalized hatred. There’s not too much you can do about that.
Or is there?)
page 95
4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders,
such as Sun Yat-sen in China, and the roles of ideology and religion.
The Top Ten Reasons
why nationalism can be a good thing . . .
Every movement for independence is different.
India used passive resistance and it worked.
The Algerians used terrorism and it worked.
In 1776, we tried to use humor. When that did not work, George Washington formed a regular army.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
page 96
4. Describe the independence struggles of the
colonized regions of the world, including the roles of
leaders, such as Sun Yat-sen in China, and the roles
of ideology and religion.
The Answers
They are all nationalist leaders.
Leaders of
independence movements
For each person, tell the following:
Jose Martin
1. Lawyer
2. Spain - The Spanish occupation of his country
3. Independence for Cuba
4. He died fighting Spain
5. He wrote a poem that was turned into Cuba’s national song:
Guantanamera.
1. What was his profession?
2. Who was he fighting?
3. What did he want?
4. What was his fate? (How did his life turn out?)
5. Anything particularly interesting about him.
Make sure you know the name of his country!
Aguinaldo
1. Son of a government official, he became an officer in the
Philippine Army. For a brief time, he was President of the
Philippines.
2. First, he fought the Spanish. Then the U.S.
3. Independence for the Philippines.
4. He was captured by the U.S. Army. Then he was let out of
prison.
5. In 1946, the Philippines became independent.
1. Jose Marti
Sun Yat-sen
1. The son of a peasant, he became a medical doctor.
2. In China, the Manchu rulers of the Ching Dynasty.
3. A republic (no emperor for China). A China free of European
domination.
4. He was the first President of China. He was the founder of
modern China.
5. He established China as the first democracy in Asia.
http://web.usf.edu/~lacs/Marti_Biography.htm
Or:
http://artsedge.kennedy-center.org/teaching_
materials/curricula/curric/496_guantanamera/496_
marti.html
2. Aguinaldo
www.loc.gov/rr/hispanic/1898/aguinaldo.html
www.msc.edu.ph/centennial/aguinaldo.html
3. Sun Yat-sen
http://ikdasar.tripod.com/sa_2000/renaissance/Sun/sun
.htm
www.wsu.edu/~dee/MODCHINA/SUN.HTM
4. Gandhi
www.lucidcafe.com/library/95oct/mkgandhi.html
www.stanford.edu/group/King/about_king/
encyclopedia/gandhi.htm
5. Jomo Kenyatta
www.infoplease.com/ce6/people/A0827421.html
www.africawithin.com/bios/jomo_kenyatta.htm
Gandhi
1. Lawyer
2. He led a movement against the British, who controlled India.
3. Independence for India.
4. A year after India won independence, Gandhi was assassinated
by a Hindu who did not want the Hindus and Muslims to live
together in peace.
5. Gandhi was both a political leader and a spiritual leader.
Mahatma means “Great Soul.” “The March to the Sea”:
He used nonviolent civil disobedience to achieve independence
for India. He believed that the way people behave is more important
than what they achieve. He believed it was honorable to go to jail
for a just cause. Dr. Martin Luther King, Jr. adopted this strategy in
the U.S.
Jomo Kenyatta
1. He worked for a number of European and Asian businesses. He
worked for the British government in Kenya. Later in life, he owned
his own farm.
2. The British.
3. Independence for Kenya.
4. During the Mau Mau Revolt, he was imprisoned.
He became the first President of Kenya.
5. He is one of Africa’s best-known nationalist leaders.
page 97
Ten leaders of the
independence movement
Five
Native Sons
4. Describe the independence struggles of the colonized regions of the world,
including the roles of leaders, such as Sun Yat-sen in China, and the roles of
ideology and religion.
1. Jose Marti
2. Aguinaldo
Break into pairs. Examine
each fact. Using the
chart, categorize each
fact. When you are
finished, play
The Gong Show.
More advanced:
Categorize facts from
your textbook or the
encyclopedia.
Cuba, 1890s
Trained as a lawyer, he was a Cuban nationalist. Cuba was a colony of Spain. He led a revolt against
the Spanish occupation of his country. He wanted independence for Cuba. In 1895, he died fighting the
Spanish. He wrote a poem that has been turned into Cuba’s national song: Guantanamera.
Philippines, 1898
The son of a government official, he was a nationalist. He became an officer in the Philippine Army. 2.
First, he fought the Spanish. During the Spanish-American War, the U.S. defeated Spain and took over
the Philippines. When the U.S. did not grant independence to his country, Aguinaldo conducted a
guerrilla war against the U.S. The Philippines Revolt was designed to bring independence. For a brief
time, he was President of the Philippines. He was captured by the U.S. Army. Then he was let out of
prison. In 1946, the Philippines became independent.
3. Sun Yat-sen
China, 1910
He was the son of a peasant and rose to become a medical doctor. He became a nationalist. He led a
democratic revolution and was successful in overthrowing the Chinese government - the Manchu rulers
of the Ching Dynasty. He established a republic - no more emperors or dynasties. From then on, China
was free of European domination. He was the first President of China. He was the founder of modern
China. He established China as the first democracy in Asia.
4. Gandhi
India, 1947
Trained as a lawyer, he became a nationalist. He led a movement against the British, who controlled
India. He forced the British out of India and achieved independence for India. A year after India won
independence, Gandhi was assassinated by a Hindu who did not want the Hindus and Muslims to live
together in peace. Gandhi was both a political leader and a spiritual leader. Mahatma means “Great
Soul.” “The March to the Sea”: Gandhi used nonviolent civil disobedience to achieve independence
for India. He believed that the way people behave is more important than what they achieve. He
believed it was honorable to go to jail for a just cause. Dr. Martin Luther King, Jr. adopted Gandhi’s strategy in the U.S.
5. Jomo Kenyatta
Kenya, 1960
He worked for a number of European and Asian businesses. He worked for the British government in
Kenya. Later in life, he owned his own farm. He successfully fought the British and achieved
independence for Kenya. His methods were not those of Gandhi. The Mau Mau Revolt was bloody - like
the Boxer Rebellion, it sought to oust the “foreign devils” from Kenya. During the Mau Mau Revolt, he
was imprisoned. When the British left Kenya, he became the first President of Kenya. He is one of
Africa’s best-known nationalist leaders.
1. The leader of modern China.
2. Won independence for India.
3. Fought for independence in the Philippines.
4. Fought for independence in Kenya.
5. Fought for independence in Cuba.
6. He established the first democracy in Asia.
7. He used nonviolent civil disobedience.
8. He overthrew the Manchu dynasty.
9. He lived in the crown jewel of the British Empire.
10. He wrote Cuba’s national song.
11. He was a political and religious leader.
12. He led the Philippines Revolt.
13. He led the Mau Mau Revolt.
14. He was the founder of modern China.
15. He was a man of peace.
16. He led the “March to the Sea.”
page 98
The Answers
1. Sun Yat-sen
2. Gandhi
3. Aguinaldo
4. Kenyatta
5. Marti
6. Sun Yat-sen
7. Gandhi
8. Sun Yat-sen
9. Gandhi
10. Marti
11. Gandhi
12. Aguinaldo
13. Kenyatta
14. Sun Yat-sen
15. Gandhi
16. Gandhi
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Gong Show
The week before
Go to Office Depot or Office Max and buy 5 bells. You know:
You bop it to call for service.
Make 5 signs: Marti, Aguinaldo, Sun Yat-sen, Gandhi, Jomo Kenyatta
Ask the school custodian for a wide table and 5 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Guy
Choose a student to play this role. We suggest a guy or gal who has been absent.
Give the student the answer sheet.
Explain: "When a student gives a wrong answer, you must bellow GONG.”
Encourage the class to join in on the GONG.
(p.s. Your music department probably has a gong.)
How to find a cheap gong on the internet:
We typed in “buy gong” and came up with a neat one for $19.95:
www.grothmusic.com/cgi-local/SoftCart.exe/online-store/scstore/pWH510.html?L+scstore+tczh8042ffea74ea+1045614491
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,
therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 99
4. Describe the independence struggles of the colonized regions of the world,
including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
The Great Race
Goal: Define each and draw a distinction between them.
Break into two teams. Choose a scorekeeper.
On the chalkboard, write
Marti
1.
2.
3.
4.
5.
Aguinaldo
Sun Yat-sen
Gandhi
Kenyatta
Break into two teams: Team A and Team B. Try guys vs gals.
Line up, single file - at least 15 feet from the board.
The teacher reads the power.
Two students race to the board and put a check under the correct answer.
Teacher gives correct answer. Students erase their check marks and go to the back of the lines.
Do it over and over again, until every student has mastered the material.
1.
2.
3.
4.
5.
The leader of modern China.
Won independence for India.
Fought for independence in the Philippines.
Fought for independence in Kenya.
Fought for independence in Cuba.
6. He established the first democracy in Asia.
7. He used nonviolent civil disobedience.
8. He overthrew the Manchu dynasty.
9. He lived in the crown jewel of the British Empire.
10. He wrote Cuba’s national song.
11. He was a political and religious leader.
12. He led the Philippines Revolt.
13. He led the Mau Mau Revolt.
14. He was the founder of modern China.
15. He was a man of peace.
16. He led the “March to the Sea.”
For homework: Think up some more questions!
page 100
The Answers
1. Sun Yat-sen
2. Gandhi
3. Aguinaldo
4. Kenyatta
5. Marti
6. Sun Yat-sen
7. Gandhi
8. Sun Yat-sen
9. Gandhi
10. Marti
11. Gandhi
12. Aguinaldo
13. Kenyatta
14. Sun Yat-sen
15. Gandhi
16. Gandhi
Can you think of one term from A to Z?
The ABCs of Nationalism
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Recall
Define
Rap
Individuals
Teams
Without this sheet, go around the room. Can you remember one term, from A to Z?
Go to the library and define each term.
Using these terms, write a “Rap.” Perform it for the class.
Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Break into two teams. One point for a term; two points for defining the term.
A is for Emiliano Aguinaldo. Anti-colonialism.
B
Civil disobedience
D
E
F
G is for Mahatma Gandhi
H
Ideology, independence movements
Jewel: Which country was the crown jewel of the British Empire?
K is for Jomo Kenyatta
L
M is for Jose Marti. The Mau Mau Revolt. “The March to the Sea.”
Nationalism, nonviolence
O
Passive resistance
Question: The countries achieved independence after a war. Which war?
Republic, restore traditional culture, restore traditional religion
S is for Sun Yat-sen. Self-government.
T is for “The means justifies the ends.” (Gandhi disagreed.)
U
V
W
X
Y
Z
(World War II)
page 101
A game to learn terms.
And appreciate the logic of a multiple-choice test.
Can you talk like a nationalist?
The goal: To learn terms and understand the logic of a multiple-choice test.
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His or her team goes next.
Define these Terms
(Feel free to add terms from your textbook.)
Emiliano Aguinaldo
Anti-colonialism
Civil disobedience
crown jewel of the British Empire
Gandhi
Ideology
Independence movements
Kenyatta
Jose Marti
The Mau Mau Revolt
“The March to the Sea”
Nationalism
nonviolence
Passive resistance
Republic
Traditional culture
Dr. Sun Yat-sen
Self-government
The means justifies the ends.”
a. Independence movements
The countries of Asia and Africa achieved
independence after the Spanish-American War.
(Nah.)
b. Independence movements
The countries of Asia and Africa achieved
independence after the Boxer Rebellion.
(Nah.)
c. Independence movements
The countries of Asia and Africa achieved
independence after the Sepoy Rebellion.
(Nah.)
d. Independence movements
The countries of Asia and Africa achieved
independence after World War I.
(Don’t fall for this one.)
e. Independence movements
The countries of Asia and Africa achieved
independence after World War II.
(Bingo!)
Why? Because we all fought Hitler in WW2.
He believed in racial superiority.
After the war was over, Asia and Africa said:
Don’t be a hypocrite:
The people of color in Asia and Africa want freedom.
And they want it now.
page 102
Review
page 103
1. Describe the rise of industrial economies and their link to imperialism and colonialism:
The role played by national security and strategic advantage;
moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology.
Cause or Effect?
Step #1: Distinguish between Cause & Effect.
Break into pairs. Examine each thing:
There are 5 causes of Imperialism. (There are more than five because we say them in different ways.)
Can you find them? Put a dot next to each one.
Step #2: Division of the House!
Cut up the things. Give one to each student.
Mark one side of your classroom “Cause” and the other side “Results.”
As you call out one of the things, a student must get up from his/her desk and
move to one side of the room.
Step #3: The Transparency
The answers are on the next page.
Using it, check to see that each student is on the proper side of the room.
When a student is wrong, thank them!
This helps us all when it comes to the test.
The Causes of Imperialism
The Results of Imperialism
The Open Door Policy
economic exploitation
competition among industrial nations
carving up China
the desire for commercial supremacy
balance of power
loss of national identity
colonies could provide natural resources
the scramble for Africa
colonies could serve as an outlet for surplus goods
racial stereotypes
jingoism
cultural oppression
national prestige
Congress of Berlin
national patriotism
wars of resistance
world hegemony
Gunboat Diplomacy
Dollar Diplomacy
Big Stick Diplomacy
Roosevelt Corollary
recognition as a world power
wars of conquest
the drive to become an empire
Opium War
Boer War
Russo-Japanese War
Spanish-American War
conquest and annexation
spheres of influence
Colonialism
the missionary impulse
Sepoy Rebellion
Boxer Rebellion
The Sino-Japanese War
Philippine Revolt
Zulu War
national security
Treaty of Nanking
the search for strategic naval bases
political repression
extraterritorial rights
ethnocentrism
westernization
Social Darwinism
insensitivity to traditional culture
belief in “Survival of the Fittest”
assimilation by individuals
the belief in Anglo-Saxon superiority
paternalism
regard Christianity as superior to all other religions
humanitarianism as a justification
page 104
1. Describe the rise of industrial economies and their link to imperialism and colonialism:
The role played by national security and strategic advantage;
moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology.
Cause or Effect?
Transparency: The Answers
The Causes of Imperialism
The Results of Imperialism
1. Economic
competition among industrial nations
the desire for commercial supremacy
colonies could provide natural resources
colonies could serve as an outlet for surplus goods
Carving up the Continents
spheres of influence
extraterritorial rights
the scramble for Africa
Congress of Berlin
The Open Door Policy
Roosevelt Corollary
Treaty of Nanking
2. Political
jingoism
national prestige
national patriotism
world hegemony
recognition as a world power
the drive to become an empire
3. Military
conquest and annexation
national security
the search for strategic naval bases
4. Social
ethnocentrism
Social Darwinism
belief in “Survival of the Fittest”
the belief in Anglo-Saxon superiority
5. Religious
the missionary impulse
regard Christianity as superior to all other religions
Diplomacy
Gunboat Diplomacy
Dollar Diplomacy
Big Stick Diplomacy
balance of power
Wars of Conquest
Opium War
Boer War
Sino-Japanese War
Russo-Japanese War
Spanish-American War
Wars of Resistance
Taiping Rebellion
Sepoy Rebellion
Boxer Rebellion
Philippine Insurrection
Zulu War
Colonialism
economic exploitation
political repression
cultural oppression
loss of national identity
insensitivity to traditional culture
paternalism
racial stereotypes
assimilation by individuals
westernization
humanitarianism as a justification
page 105
4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders,
such as Sun Yat-sen in China, and the roles of ideology and religion.
Photos: Famous People
Go to the website and print out the picture.
Using the encyclopedia, write down hints as to who you are.
Play “Name that Guy!” “Name that Gal!”
Try to stump the class!
The Colonizers
Queen Victoria
British queen who encouraged the British Empire.
www.lib.utexas.edu/photodraw/portraits/victoria.jpg
Bismarck
German iron man who presided over Congress of Berlin.
www.lib.utexas.edu/photodraw/portraits/bismarck.jpg
Cecil Rhodes
www.chirundu.com/history/rhodes02.htm
British industrialist (diamonds) in South Africa.
Commodore Perry
www.smplanet.com/imperialism/perry.html
U.S. Navy guy who forced Japan to trade with the U.S.
Admiral Dewey
U.S. Navy guy who invaded the Philippines.
www.smplanet.com/imperialism/dewey.html
www.smplanet.com/imperialism/newspaper.html
William McKinley
U.S. President during the Spanish-American War.
http://lcweb2.loc.gov/pnp/cph/3a50000/3a53000/3a53200/3a53298r.jpg
www.lib.utexas.edu/photodraw/portraits/mckinley.jpg
Teddy Roosevelt
U.S. President who built the Panama Canal. Big Stick!
http://lcweb2.loc.gov/pnp/cph/3a50000/3a53000/3a53200/3a53299r.jpg
http://lcweb2.loc.gov/pnp/cph/3a10000/3a10000/3a10200/3a10269r.jpg
http://teachpol.tcnj.edu/amer_pol_hist/thumbnail245.html
Rudyard Kipling
British poet in favor of imperialism.
www.lib.utexas.edu/photodraw/portraits/kipling.jpg
David Livingstone
British missionary who explored Africa. Stanley found him.
www.lib.utexas.edu/photodraw/portraits/livingstone.jpg
Florence Nightingale
British nurse. Uplifted medical care in military hospitals.
http://lcweb2.loc.gov/pnp/cph/3a00000/3a09000/3a09100/3a09175r.jpg
www.lib.utexas.edu/photodraw/portraits/nightingale.jpg
page 106
The Colonized
Gandhi
Led India to independence. Passive resistance.
http://lcweb2.loc.gov/pnp/cph/3b40000/3b43000/3b43300/3b43389r.jpg
Sun Yat-sen
The father of modern China. Overthrew Manchu dynasty.
www.geocities.com/Athens/Academy/7146/sun0.htm
http://lcweb2.loc.gov/pnp/cph/3a00000/3a09000/3a09200/3a09269r.jpg
www.lib.utexas.edu/photodraw/portraits/sun.jpg
Jose Marti
Fought for Cuban independence from Spain.
www.embacubalebanon.com/JoseMartiPhotos.htm
Aguinaldo
Fought the U.S.; wanted the Philippines to be independent.
http://teachpol.tcnj.edu/amer_pol_hist/thumbnail252.html
www.harwich.edu/depts/history/pp/imperialism/sld034.htm
Jomo Kenyatta
www.africawithin.com/bios/jomo_kenyatta.htm
www.web-marketing.co.uk/britwellbooks/jomo.htm
The Empress of China
The Europeans took over China when she was empress.
www.smplanet.com/imperialism/fists.html#Fists
Queen Liliuokalani
The U.S. evicted her as Queen of Hawaii.
www.harwich.edu/depts/history/pp/imperialism/sld006.htm
www.uic.edu/depts/owa/history/liliuokalani.html
http://digital.library.upenn.edu/women/liliuokalani/hawaii/liliuokalani.gif
A Boxer
Tried to evict the Europeans from China.
www.smplanet.com/imperialism/fists.html#Their
http://teachpol.tcnj.edu/amer_pol_hist/thumbnail257.html
Guerilla soldiers in the Philippines Were led by Aguinaldo.
http://teachpol.tcnj.edu/amer_pol_hist/thumbnail249.html
page 107
Imperialism involved
constant warfare.
Wars of Conquest
Ten Wars
Break into pairs. Examine
each fact. Using the
chart, categorize each
fact. When you are finished, play
The Gong Show.
More advanced:
Categorize facts from
your textbook or the
encyclopedia.
The Opium War
CHINA: The British made war on China.
The Boer War
SOUTH AFRICA: The British made war on the boers.
The boers were white - Dutch farmers who were racist.
The British won. South Africa became a British colony.
The Spanish-American War
BEGAN IN THE CARIBBEAN. ENDED UP IN THE PACIFIC.
The U.S. made war on Spain.
The U.S. took Spain’s colonies: Puerto Rico, Guam, Philippines
The Sino-Japanese War
CHINA: The Japanese made war on China.
Japan took Korea and Taiwan.
Russo-Japanese War
CHINA: Russia and Japan went to war over Korea, Manchuria.
It took the Japanese 3/4 of an hour to sink the Russian navy
Wars of Resistance
The Sepoy Revolt
INDIA: The soldiers in India revolted against the British.
It was crushed by the British.
The Taiping Rebellion
CHINA: The biggest revolt in China during the 19th century.
It did not begin as a revolt against European imperialism.
The Chinese people revolted against the Manchu dynasty.
The Manchu dynasty called in the British to crush it! (Bad idea)
The Boxer Rebellion
CHINA: The Chinese people revolted against the Europeans.
It was crushed by the Europeans.
The Philippine Revolt
PHILIPPINES: Aguinaldo led a revolt against the U.S.
He wanted independence. Crushed by U.S. Army.
The Zulu Wars
SOUTH AFRICA: The Zulu fought the British in South Africa.
They were the largest ethnic group in South Africa.
INDIA
1. Hindu soldiers revolted against the British.
CHINA
2. The British made war on the Manchu dynasty.
3. The Chinese people revolted against the Manchu dynasty.
4. The Manchu dynasty asked the British to crush a revolt in China.
5. The Chinese people revolted against the Europeans.
6. The Japanese made war on China.
7. Japan and Russia went to war over territory that formerly belonged to China.
8. Japan took Korea and Taiwan.
9. At Port Arthur, it took the Japanese 3/4 of an hour to sink the Russian navy
THE PHILIPPINES
10. Aguinaldo led a revolt against the U.S.
SOUTH AFRICA
11. The British made war on the Dutch in South Africa.
12. The British went to war against the largest ethnic group in South Africa.
THE CARIBBEAN
13. The U.S. made war on Spain.
14. This war began in the Caribbean Sea, but ended up in the Pacific Ocean.
15. The U.S. took Spain’s colonies: Puerto Rico, Guam, Philippines.
page 108
The Answers
1. Sepoy
2. Opium
3. Taiping
4. Taiping
5. Boxer
6. Sino-Japanese
7. Russo-Japanese
8. Sino-Japanese
9. Russo-Japanese
10. Philippine
11. Boer
12. Zulu
13. Spanish-American
14. Spanish-American
15. Spanish-American
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Gong Show
The week before
Go to Office Depot or Office Max and buy 10 bells. You know:
You bop it to call for service.
Make 10 signs: One for each war
Ask the school custodian for a wide table and 10 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Guy
Choose a student to play this role. We suggest a guy or gal who has been absent.
Give the student the answer sheet.
Explain: "When a student gives a wrong answer, you must bellow GONG.”
Encourage the class to join in on the GONG.
(p.s. Your music department probably has a gong.)
How to find a cheap gong on the internet:
We typed in “buy gong” and came up with a neat one for $19.95:
www.grothmusic.com/cgi-local/SoftCart.exe/online-store/scstore/pWH510.html?L+scstore+tczh8042ffea74ea+1045614491
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,
therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 109
4. Describe the independence struggles of the colonized regions of the world,
including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
The Great Race
Goal: Define each and draw a distinction between them.
Break into two teams. Choose a scorekeeper.
On the chalkboard, write
All 10 wars
1.
2.
3.
4.
5.
Break into two teams: Team A and Team B. Try guys vs gals.
Line up, single file - at least 15 feet from the board.
The teacher reads the power.
Two students race to the board and put a check under the correct answer.
Teacher gives correct answer. Students erase their check marks and go to the back of the lines.
Do it over and over again, until every student has mastered the material.
INDIA
1. Hindu soldiers revolted against the British.
CHINA
2. The British made war on the Manchu dynasty.
3. The Chinese people revolted against the Manchu dynasty.
4. The Manchu dynasty asked the British to crush a revolt in China.
5. The Chinese people revolted against the Europeans.
6. The Japanese made war on China.
7. Japan and Russia went to war over territory that formerly belonged to China.
8. Japan took Korea and Taiwan.
9. At Port Arthur, it took the Japanese 3/4 of an hour to sink the Russian navy
THE PHILIPPINES
10. Aguinaldo led a revolt against the U.S.
SOUTH AFRICA
11. The British made war on the Dutch in South Africa.
12. The British went to war against the largest ethnic group in South Africa.
THE CARIBBEAN
13. The U.S. made war on Spain.
14. This war began in the Caribbean Sea, but ended up in the Pacific Ocean.
15. The U.S. took Spain’s colonies: Puerto Rico, Guam, Philippines.
For homework, dream up some more questions!
page 110
The Answers
1. Sepoy
2. Opium
3. Taiping
4. Taiping
5. Boxer
6. Sino-Japanese
7. Russo-Japanese
8. Sino-Japanese
9. Russo-Japanese
10. Philippine
11. Boer
12. Zulu
13. Spanish-American
14. Spanish-American
15. Spanish-American
Two ideologies
4. Describe the independence struggles of the colonized regions of the world,
including the roles of leaders, such as Sun Yat-sen in China,
and the roles of ideology and religion.
Colonialism
Two
“isms”
Break into pairs. Examine each
fact. Using the chart, categorize each fact. When you are
finished, play The Gong Show.
More advanced: Categorize
facts from your textbook or the
encyclopedia.
Wars of conquest.
The colonizer distorted the country - economic exploitation, political repression, and cultural oppression.
The colonized reacted in three ways - revolt, acquiescence, and assimilation.
Assimilation means the person adopted the lifestyle of the colonizer. Became westernized.
While the traditional culture was erased, many of the colonized kept their traditional religion.
Wars of resistance.
Nationalism
The people of Asia and Africa became nationalists.
Nationalists developed a love for their country, its history, language, and religion.
Nationalists led the struggle for independence. They were successful.
The nations of Asia and Africa won their independence after World War II.
The People
1. Queen Victoria
2. The Viceroy of India
3. Cecil Rhodes
4. Otto von Bismarck
5. Stanley and Livingstone
6. Commodore Perry
7. The Meiji Emperor
8. Jose Marti
9. Queen Liliuokalani
10. Teddy Roosevelt
11. Admiral Dewey
12. Emiliano Aguinaldo
13. Rudyard Kipling
14. Sun Yat-sen
15. Mahatma Gandhi
16. Jomo Kenyatta
The Events
17. The Opium War
18. Treaty of Nanking
19. Sepoy Rebellion
20. Congress of Berlin
21. Boxer Rebellion
22. Spanish-American War
23. The Philippine Revolt
24. Boer War
25. The Sino-Japanese War
26. Russo-Japanese War
27. The March to the Sea
28. The Mau Mau Revolt
The Answers
1.
2.
3.
4.
5.
6.
7.
Colonialism
Colonialism
Colonialism
Colonialism
Colonialism
Colonialism
Colonialism
8. Lived under colonialism.
9. Lived under colonialism
10. Colonialism
11. Colonialism
12. Lived under colonialism.
Fought a war of resistance.
13. Colonialism
14. Nationalism
15. Nationalism
16. Nationalism
17. Colonialism
War of conquest
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Colonialism
Colonialism:
Colonialism
Colonialism:
Colonialism:
Colonialism:
Colonialism:
Colonialism:
Colonialism:
Nationalism
Nationalism
Colonialism
Nationalism
War of resistance
War of resistance
Euros fight each other
War of resistance
Euros fight each other
War of conquest
War of conquest
The Strategy
29. Gunboat diplomacy
33. Passive Resistance
page 111
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Gong Show
The week before
Go to Office Depot or Office Max and buy 2 bells. You know:
You bop it to call for service.
Make 2 signs: Colonialism, Nationalism
Ask the school custodian for a wide table and 2 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Guy
Choose a student to play this role. We suggest a guy or gal who has been absent.
Give the student the answer sheet.
Explain: "When a student gives a wrong answer, you must bellow GONG.”
Encourage the class to join in on the GONG.
(p.s. Your music department probably has a gong.)
How to find a cheap gong on the internet:
We typed in “buy gong” and came up with a neat one for $19.95:
www.grothmusic.com/cgi-local/SoftCart.exe/online-store/scstore/pWH510.html?L+scstore+tczh8042ffea74ea+1045614491
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,
therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 112
4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders,
such as Sun Yat-sen in China, and the roles of ideology and religion.
The Great Race
Goal: Define each and draw a distinction between them.
Break into two teams. Choose a scorekeeper.
On the chalkboard, write
Colonialism
1.
2.
3.
4.
5.
Nationalism
Break into two teams: Team A and Team B. Try guys vs gals.
Line up, single file - at least 15 feet from the board.
The teacher reads the power.
Two students race to the board and put a check under the correct answer.
Teacher gives correct answer. Students erase their check marks and go to the back of the lines.
Do it over and over again, until every student has mastered the material.
The People
1. Queen Victoria
2. The Viceroy of India
3. Cecil Rhodes
4. Otto von Bismarck
5. Stanley and Livingstone
6. Commodore Perry
7. The Meiji Emperor
8. Jose Marti
9. Queen Liliuokalani
10. Teddy Roosevelt
11. Admiral Dewey
12. Emiliano Aguinaldo
13. Rudyard Kipling
14. Sun Yat-sen
15. Mahatma Gandhi
16. Jomo Kenyatta
The Events
17. The Opium War
18. Treaty of Nanking
19. Sepoy Rebellion
20. Congress of Berlin
21. Boxer Rebellion
22. Spanish-American War
23. The Philippine Revolt
24. Boer War
25. The Sino-Japanese War
26. Russo-Japanese War
27. The March to the Sea
28. The Mau Mau Revolt
The Strategy
29. Gunboat diplomacy
33. Passive Resistance
The Answers
1. Colonialism
2. Colonialism
3. Colonialism
4. Colonialism
5. Colonialism
6. Colonialism
7. Colonialism
8. Lived under colonialism.
9. Lived under colonialism
10. Colonialism
11. Colonialism
12. Lived under colonialism.
Fought a war of resistance.
13. Colonialism
14. Nationalism
15. Nationalism
16. Nationalism
17. Colonialism: resistance
18. Colonialism
19. Colonialism: resistance
20. Colonialism
21. Colonialism: resistance
22. Colonialism: Euros fight
23. Colonialism: resistance
24. Colonialism: Euros fight
25. Colonialism: conquest
26. Colonialism: conquest
27. Nationalism
28. Nationalism
29. Colonialism
30. Nationalism
page 113
Colonialism vs
Nationalism
What if your
school were
run . . .
the way the
British ran
India?
Break into two groups.
Each group creates a new
school.
Imagine
If your school were run by
one of these men,
what would be different?
Be Specific
New name of the school
school rules and discipline
the principal
the teachers
courses
extracurricular activities
sports
field trips
cafeteria food
clothing
What if your school
were run by . . .
1.
2.
3.
4.
5.
Cecil Rhodes
Teddy Roosevelt
Sun Yat-sen
Gandhi
Jomo Kenyatta
page 114
The Answers
1. “Cecil Rhodes High School”
The Principal is a greedy guy who is dripping in diamonds and gold chains. He
puts the students to work in gold and diamond mines. Students are treated like
dirt and paid pennies a day. Every once in a while, after ripping off all the students, he gives one bright student a full scholarship to study for one year at
Oxford University near London, England. After decades of oppression, students overthrow the principal and install a new one: His name is Nelson
Mandela.
2. “Teddy Roosevelt High School”
The Principal is a macho guy. He grew up in New York City, went to Harvard,
then went out west and joined a group of cowboys called the “Rough Riders.”
He walks around the school (softly) carrying a Big Stick. While he is Anglo, all
the students are Asian and Latino. Whenever students get out of line, he
sends in the R.O.T.C. - to beat their heads. On the bright side, he teaches
courses on environmentalism and takes students on great field trips - like
horseback riding on a dude ranch in the Wild West.
3. “Sun Yat-sen High School”
The Principal runs a modern, democratic school. Trained as a doctor, he
makes sure that students receive a fine education.
4. “Gandhi High School”
The Principal is a moral leader. He dresses in traditional Indian clothing and
teaches classes in nonviolence. He ensures harmony between all ethnic
groups and students of all religions. He makes sure that students receive a
fine education. He is assassinated by one of his students.
5. “Jomo Kenyatta High School”
The Principal led the Mau Mau revolt, spent years in prison, and is one tough
guy. He dresses in traditional African clothing and teaches courses in African
history. While some students wear western clothing, many wear traditional
African clothing. Every morning, students sing the African national anthem.
The cafeteria serves only traditional African food.
Once again, with feeling!
The Great Debate!
"Resolved, the Age of Imperialism was a great step forward for humanity."
The Boomers (half the class) present evidence and argue the positive.
The Busters (the other half) present evidence and argue the negative.
The Court: Choose 5 introverts to sit at a table in front of the class. They choose the Chief Justice.
The month before
Ask the Rotarians to donate a gavel to your class. This is an old-fashioned debate. Go heavy on the ritual.
The Court
Listen to the evidence. Add up the facts and draw conclusions. You will deliberate and render your decision:
Which team won? Who is the MVP? Choose a Chief Justice and give him/her the gavel. Make a formal
announcement: “As Chief Justice, you are in charge of keeping order in the courtroom.”
The grading system
Give one grade for every comment.
A - excellent analysis of facts.
B - very good analysis.
C - repeating another student, with elaboration.
D - a half-baked thought, has a tiny kernel of merit.
E - fuzzy thinking. The student has missed the point.
F - interrupting another student.
To get the floor, simply say "WELL . . . "
Once you have uttered that magic word, the floor is yours. An F for every interruption. Civility is crucial.
How to begin
Heavy on the ritual. Flip a coin and turn to one team: “Call it.” It is heads and they called heads: “What is your
pleasure? Would you like to go first or have the opposition go first?” It is heads and they called tails, turn to the
other team: “What is your pleasure?” The teams alternate: A student from Team A speaks, then a student from
Team B speaks.
A debate is like an airplane taking off.
First it has to crawl down the runway! Do not worry if the debate starts off slowly. Ignore the silence: Be busy
writing on your gradesheet. Once the kids see you have no intention of intervening, they’ll play along. Some kids
were born to debate. Let them model for the rest.
The teacher’s role
Recede to the back of the classroom. Do not look up. Be busy filling out names on your gradesheet. Remember:
Give a grade every time a student makes a comment.
How to end
Ten minutes before the end of class, the judges leave the room to deliberate. Remind them: Which team won?
Who is the MVP? While they are out, pass around the gradesheet. When a student looks at his/her line of
grades, he/she will know how to improve next time. Examples: “My name has no grades beside it. I’d better
say something next time!” "I repeat what others say. I’d better say something original next time." "Half-baked!
Next time I’ll do the reading." "A string of Fs. I’d better stop interrupting others!" As kids leave class, post the
gradesheet on the bulletin board outside your classroom. In red, label the MVP.
page 115
Face off between a gal and a guy.
You’ve seen the National Enquirer in the supermarket.
Now it’s your turn to write the stories behind the . . .
Mars / Venus
Screaming Headlines
How much do you know about this topic?
One concept, a cluster of facts
1. Two chairs at the front of the room.
2. A guy and a gal sit facing each other, knee to
knee*.
3. Teacher provides one concept: Thomas Jefferson
4. Guy responds with a related fact.
5. Gal responds with a related fact.
Pair keeps going until they stall.
Give a pair three chances.
At the end of each pair, the teacher makes corrections
and additions. “You could have added . . .”
Move on to the next pair.
Teacher: Imperialism
Mars
Europeans
carved up Africa
and Latin America
For political power
To beat their rivals
grabbing colonies
Led to empire.
World War I
Venus
Their foreign policy
carved up Asia
For economic profit
For military advantage
The Big Game
The Navy enforced it.
Led to war.
The mother of all wars.
Explain the game to the class
Just another zany way to review for a test? Nope . . .
1. One Concept
If you really know this topic, you can go on forever.
2. Cluster of facts
You must recall a cluster of facts
that surround that big concept.
3. Relaxed on test day
Puts a student on the spot in class.
Puts him/her at ease when taking the test.
When the guy reads a test question,
he actually hears the gal talking.
*Guaranteed to make anyone nervous.
That’s the idea.
We are trying to kill a student’s fear of the test.
If you can survive the classroom, the test will be a breeze.
page 116
Break into pairs.
Each pair writes two newspaper stories.
Here are the headlines, now you write the story.
A. Give the dateline
Year (When) and place (Where).
B. In one paragraph, tell
Who, What, Why, and How.
The Events
The Treaty of Nanking
Commodore Perry sails to Tokyo Bay
The Open Door Policy
Queen Liliuokalani loses her throne
The Congress of Berlin
Cecil Rhodes discovers diamonds in South Africa
Rudyard Kipling writes a poem, “The White Man’s Burden”
Teddy Roosevelt issues the Roosevelt Corollary
The Panama Canal is built
Wars of Conquest
The Boer War
The Spanish-American War
Sino-Japanese War
Russo-Japanese War
Wars of Resistance
The Taiping Rebellion
The Sepoy revolt
The Opium War
The Boxer Rebellion
The Philippine Insurrection
The Zulu War
Struggle for Independence
Sun Yat-sen establishes the Republic of China
The March to the Sea
The Mau Mau Revolt
One rainy day, when we were in no mood to do anything else, we invented . . .
Name that Concept!
The object
To become acquainted with terms that relate to the U.S. Constitution.
What to do ahead of time
Xerox one copy of this list. Cut it up into little pieces. Put it into a hat.
How to play
The first student in the first row draws a slip of paper from the hat.
"Go to the blackboard and draw one clue at a time.
Class, raise your hand and guess the term.
Draw pictures on the blackboard until someone guesses the term."
Go around the room, giving everyone a chance to play.
When students are comfortable with the game, let them choose their own terms and their own clues.
The Events
Wars of
Conquest
Wars of
Resistance
Struggle for
Independence
The Treaty of Nanking
Draw a piece of paper.
On it, write “Hong Kong.”
The Boer War
Draw two men fighting.
Draw South Africa.
Draw a Dutch wooden shoe.
The Taiping Rebellion
Write: “The biggest revolt in
19th century China.”
Sun Yat-sen establishes
the Republic of China
Draw a map of China.
Label it: “The doctor.”
Commodore Perry sails to
Tokyo Bay
Draw a ship sailing to an island.
Label it “Japan.”
The Open Door Policy
Draw a door that is open.
Queen Liliuokalani loses her
throne
Draw a queen being knocked
off her throne.
The Congress of Berlin
Draw a map of Africa.
Draw a knife.
Cecil Rhodes discovers diamonds in South Africa
Draw a man with a diamond
ring on his finger.
Teddy Roosevelt issues the
Roosevelt Corollary
Draw a piece of paper.
Label it “The Monroe Doctrine.”
Draw a policeman.
The Spanish-American War
Draw a big body of water with
islands.
Label it “The Caribbean.”
Draw another big body of water
with islands.
Label it “The Pacific Ocean.”
The Russo-Japanese War
Draw ships sinking.
Write: “It took only 45 minutes
to sink the Russian Navy.”
The Sepoy revolt
Draw a rifle.
Draw a cow.
Write: “The Hindu soldiers
revolted.”
The Opium War
Draw a man smoking a pipeful
of opium.
Draw a box.
Label it: “British opium”
Gandhi leads the
March to the Sea
Draw a map of India.
Label the Indian Ocean.
Write: “Passive Resistance.”
Jomo Kenyatta leads
the Mau Mau Revolt
Draw a map of Africa.
Write: “The end justifies the
means.”
The Boxer Rebellion
Write “China.”
Draw a pair of boxing gloves.
The Philippine Insurrection
Draw a clump of trees.
Draw a guerrilla fighter.
Label him “Aguinaldo.”
The Zulu War
Draw a map of Africa.
At the southern tip, write:
“South Africa.”
Then write: “The largest ethnic
group in South Africa.”
The Panama Canal is built
Draw a big ditch.
Draw a ship.
page 117
Make your own personal assessment
Yeah, yeah. You wanted us to call this “Honk if you
love history.” But that ain’t always the case.
Rank the famous people
Honk if you hate history!
Sometimes we watch the tv station E.
You know, the folks who rank everybody?
(Hollywood’s sexiest man . . .)
1. Queen Victoria
2. The Viceroy of India
3. Cecil Rhodes
4. Otto von Bismarck
5. Stanley and Livingstone
6. Commodore Perry
7. The Meiji Emperor
8. Jose Marti
9. Queen Liliuokalani
10. Teddy Roosevelt
11. Admiral Dewey
12. Emiliano Aguinaldo
13. Rudyard Kipling
14. Sun Yat-sen
15. Mahatma Gandhi
16. Jomo Kenyatta
17. Florence Nightingale
Read the test aloud!
1. Put a table and two chairs at the front of the room.
2. Put two honkers* on the table and put two guys in
the chairs.
3. Read a test question. Silence in the room.
4. Read the question again.
Honk when you hear the right answer.
5. Allow this pair ten questions. Move on to the next
pair. Try Team A vs Team B.
“All of the following statements about blah-blah
are true, except . . .” is a typical question on the test.
It is the type of question that makes students freeze
up. Honk when you hear the wrong answer.
Rank them from “best” to “worst”
This takes more thought.
Keep the two teams.
Team A lines up from “best” to “worst.”
Each student must explain why he or she is “bad” or
“good.” Team B does the same. The teacher corrects
errors. Opinions vary: Here’s how we would rank
these folks . . .
Hall of Fame
1. Mahatma Gandhi
2. Sun Yat-sen
3. Jose Marti
4. Jomo Kenyatta
5. Emiliano Aguinaldo
6. Queen Liliuokalani
7. Florence Nightingale
8. The Meiji Emperor
No. 1 being the best.
Hall of Shame
9. Rudyard Kipling
10. Stanley and Livingstone
11. Commodore Perry
12. Admiral Dewey
13. Teddy Roosevelt
14. The Viceroy of India
15. Queen Victoria
16. Otto von Bismarck
17. Cecil Rhodes
The last is the worst.
page 118
The honker is a bulb horn, invented by Harpo Marx.
If you get the answers wrong, you are not dumb.
You only sound dumb.
Explain the game to the class
Just another zany way to review for a test? Nope . . .
1. Reasoning skills
Right or wrong, you can ask a student why he honked.
“What were you thinking?”
2. Listening skills
All of the following statements are true, except . . .
allows you to listen for an answer that DOES NOT FIT.
3. Relaxed on test day
Puts a student on the spot in class.
Puts him at ease when taking the test.
When he reads a test question,
he actually hears the horn honk in his mind’s ear.
*On the internet, simply type in “clown horn.”
We found honkers at
www.bubbasikes.com/novelties.html
#IN-21 Bulb horn cost: $6.50
www.magicmakers.com/retail/clown%20stuff/horn.html
#03128 Bulb horn cost: $7.20
Dang, that teacher has guts . . .
Stump the Teacher!
The Last Man Standing . . .
Read the test aloud!
Do you remember Bruce Willis in the film,
“The Last Man Standing”?
Great shoot-out.
The Goal
The state test is tough
Some students hit one tough question and freeze up
for the rest of the test!
Show students how to make an error and bounce
back.
Demonstrate your human-ness by joining the gang . . .
The set-up
Table in front of the class.
Five chairs.
Five signs: a, b, c, d, e
Five bells, one for each student to ring.
You are the 5th student!
Choose four students and become the fifth!
(Become a or b because they answer are the only
ones that answer the True/False questions.)
The Reader
Give the test to one student to read aloud.
If a is the answer, Student a must ring his/her bell.
Homework: Read your textbook chapter.
Read the test aloud
1. All the guys stand up.
2. The teacher asks test questions of each guy.
3. When a guy is wrong (or silent), he must sit down.
4. The next guy tries it.
5. The winner is the last man standing.
Create a poster: “The Bad Guys of History.”
This week’s winner: ___________________.
Run this game only once a week.
Get a polaroid camera.
(This is more important than you can imagine.)
Each week, take the winner’s picture.
Put the photo on the poster.
Put the poster on your classroom door.
Now it’s time for the gals . . .
Exactly the same.
The Scorekeeper
Five students keeps score.
(Each scorekeeper keeps track of one person at the
table.)
The number of questions you answered correctly.
The number of questions you answered incorrectly.
Create a poster: “Great Women in History.”
When you get an answer wrong
When get an answer wrong, grouch about it for the
rest of the class. “Dang! Who would’ve thought that . .
.” That is one answer they will never forget on the
test!
Accept the challenge
Nothing surprises students more than role reversal.
It says, “Yep, I am human too.”
It says, “What the heck, I’ll give it my best shot.”
It says, “If you can do it, so can I.”
If you get a bunch wrong, tell them that you did
not eat breakfast and did not get a good night’s
sleep. Researchers have proved that this affects
test scores.
page 119
The Test
page 121
Imperialism
If you answer them in order, you will score well. They are in logical order.
If you jumble them up, you will score less well. That’s how it’s done on the real test.
All of our definitions
come from the
American Heritage
dictionary.
Test Questions
The Definition
The Answers
1. Imperialism is a foreign policy that is
a. isolationist.
b. expansionist.
1. b
2. Imperialism is the policy of extending a nation's authority
a. by territorial acquisition.
b. by the establishment of economic and political hegemony.
c. both
d. neither
3. a
3. Hegemony ___ the predominant influence of one country over another.
a. is
b. is not
6. c
4. Hegemony is when one country ____ another.
a. dominates
b. is on equal footing with
8. d
5. An empire is
a. a political unit.
b. has extensive territory.
c. is ruled by a single supreme authority.
d. all of the above
e. none of the above
6. A colony is
a. territory politically controlled by a distant country.
b. a dependency.
c. both
d. neither
When
7. The Old Imperialism, begun in 1492, began to die out. It was revived by
a. nationalism
b. the Industrial Revolution
c. both
d. neither
8. The Age of Imperialism took place at the end of the ___ century.
a. 16th
b. 17th
c. 18th
d. 19th
e. 20th
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2. c
4. a
5. d
7. c
9. The Age of Imperialism took place at the end of the
a. 1500s
b. 1600s
c. 1700s
d. 1800s
e. 1900s
9. d
Who
11. a
10. Which country was not an imperialist power?
a. England
g. Netherlands
b. France
h. Russia
c. Germany
i. Spain
d. Ireland
j. Portugal
e. Italy
k. United States
f. Japan
12. a
11. It was
a.
b.
c.
d.
e.
f.
g.
the world’s first industrial country.
England
h. Russia
France
i. Japan
Germany
j. United States
Italy
Netherlands
Spain
Portugal
12. It was
a.
b.
c.
d.
e.
f.
g.
the world’s leading imperialist power.
England
h. Russia
France
i. Japan
Germany
j. United States
Italy
Netherlands
Spain
Portugal
10. d
Ireland was on the
receiving end of British
imperialism.
13. a
14. a
15. b
13. True or False: The country that was the first to industrialize dominated world
affairs during the 19th century.
a. True
b. False
14. The early imperialists were
a. Great Britain and France.
b. Germany, Japan and the U.S.
15. The latecomers to imperialism were
a. Great Britain and France.
b. Germany, Japan and the U.S.
page 123
Where
16. For the most part, the empires were based in ____; the colonies were based in
____.
a. Europe; Asia and Africa
b. Asia and Africa; Europe
17. There were two imperialist countries that lay outside of Europe.
What were they?
a. England and France
b. Germany and Russia
c. U.S. and Japan
d. The Netherlands and Italy
e. Spain and Portugal
18. Which continent was not affected by imperialism?
a. Europe
b. Asia
c. Africa
d. Australia
e. Antarctica
f. North America
g. South America
19. Which region of the world was not carved up by the Europeans?
a. China
b. India
c. Indochina
d. Indonesia
e. Central Asia
f. Africa
g. Latin America
h. Pacific Islands
How
20. What made it possible for European countries to dominate such a large area of
the globe? It was their ___ that allowed them to do it.
a. culture
b. religion
c. language
d. technology
e. constitutional government
21. In the late 19th century, which invention aided the Europeans in conquering
foreign lands?
a. the railroad
b. the airplane
c. the telegraph
d. the telephone
e. the steamship
page 124
16. a
17. c
18. e
Europe was the cause
and beneficiary of imperialism. In North America,
Canada was a colony of
the British Empire.
Australia was, too.
19. g
Teddy Roosevelt and his
big stick kept the
Europeans in line.
20. d
Industrial technology was
translated into military
technology. The best
example is the steam
engine. It became the
steamship. Loaded with
cannon, the steamship
was a high-tech weapon.
It could blow chunks out
of a city.
21. e
22. All of the following statements are true, except:
a. Only an industrialized countries was able to build an empire.
b. The Industrial Revolution gave the steamship to Europe.
c. Steamships could sail quickly to Asia and Africa.
d. The needs of the imperial army became paramount.
e. An imperialist country used its navy to conquer and control its colonies.
23. Which statement is true? The imperialist country
a. uses military means to conquer countries.
b. humanitarianism to win over the hearts and minds of people.
24. A steamship sailed up the river and trained its cannon on the city.
This process is known as
a. Dollar Diplomacy
b. Gunboat Diplomacy
25. Technology is the application of science to ____ objectives.
a. military
b. industrial
c. commercial
d. all of the above
e. none of the above
26. When the French Army was stationed in forts overseas, it was called the
a. French Army.
b. French Foreign Legion.
22. d
The government cared
about the imperial navy.
The foot soldiers in the
army took a backseat.
Today, we see that the
needs of the air force are
paramount.
23. a
We regard
humanitarianism as an
afterthought. That is, the
imperialists took a
country and made a
fabulous fortune from it.
Since they lived there,
they decided to improve
the situation.
24. b
25. d
26. b
page 125
What the imperialists did
27. Sometimes, an imperialist power incorporated a country into their empire.
The action was called
a. annexation.
b. partition.
27. a
28. b
29. b
28. Sometimes, the imperialist power took one country and carved it into parts.
The action was called
a. annexation.
b. partition.
29. When several imperialist powers divided up one country (or continent),
this action was called
a. annexation.
b. partition.
30. a
31. a
32. b
33. b
34. a
30. When the imperialist power grabs a country and announces that it owns it,
this action was called
a. annexation.
b. partition.
31. When the people of India woke up one morning and discovered that their
country was now part of the British Empire, this action was called
a. annexation.
b. partition.
32. When the European powers cut China into spheres of influence,
this action was called
a. annexation.
b. partition.
33. When the Congress of Berlin carved up a whole continent, this action was
called
a. annexation.
b. partition.
34. When the British went to war and announced South Africa was now part of the
British Empire, this action was called
a. annexation.
b. partition.
35. When the Pacific Islands were divided up among the U.S. and various
European powers, this action was called
a. annexation.
b. partition.
36. When the U.s. President took Hawaii and announced it was now part of the
United States, this action was called
a. annexation.
b. partition.
page 126
35. b
36. a
What the imperialists called it
37. When the imperialist power had exclusive trading rights or investments rights,
the territory was called a
a. colony.
b. protectorate.
c. sphere of influence.
37. c
38. When the imperialist power ruled a territory directly through colonial officials,
the territory was called a
a. colony .
b. protectorate.
c. sphere of influence.
40. b
39. When a country had its own government, but its policies were guided by a
foreign power, the country was called a
a. colony .
b. protectorate.
c. sphere of influence.
43. c
38. a
39. b
41. c
42. d
40. When an imperialist power acted as a policeman for a weaker country,
the weaker country was called a
a. colony .
b. protectorate.
c. sphere of influence.
41. A protectorate is a relationship of ___ by a superior power over a dependent
country.
a. protection
b. partial control
c. both
d. neither
Just a few independent countries
42. Which were the only truly independent countries in Asia?
a. India and China
b. Korea and Taiwan
c. Malaysia and Indonesia
d. Japan and Thailand
e. Uzbekistan and Afghanistan
43. Which were the only truly independent countries in Africa?
a. Algeria and Nigeria
b. Egypt and South Africa
c. Ethiopia and Liberia
d. Angola and Mozambique
e. Morocco and Tunisia
page 127
The motives for Imperialism
44. What were the Europeans’ motives for imperialism?
a. economic
b. political
c. military
d. social and religious
e. all of the above
45. The primary motive of imperialism was
a. profits.
b. humanitarianism.
Economic
46. The Industrial Revolution ____ the growth of imperialism.
a. encouraged
b. discouraged
47. By the late 19th century, the Industrial Revolution in Europe required
a. raw materials
b. new markets
c. both
d. neither
48. Asia and Africa ___ used as a dumping ground for European manufactures.
a. were
b. were not
49. The Europeans ____ for Africa's raw materials and markets.
a. competed
b. cooperated with each other
50. True or False: Only industrialized countries became empires.
a. True
b. False
51. The factory system ____ imperialism.
a. stimulated
b. discouraged
52. Which dominated Victorian England?
a. Imperialism
b. The Industrial Revolution
c. both
d. neither
53. The British searched the world for raw materials to feed its
a. people.
b. factories.
page 128
44. e
45. a
46. a
47. c
48. a
49. a
50. a
51. a
52. c
The Victorian era
spanned the 1800s.
53. b
54. By the late 19th century, European industrialists were complaining because
their factories were producing a ____ of goods.
a. surplus
b. shortage
55. All of the following statements are true, except:
a. At first, England was the only industrialized country.
b. It sold goods to Europe and the U.S.
c. Then Europe became industrialized.
d. The the U.S. became industrialized.
e. Everyone faced a surplus of markets.
54. a
55. e
There was a surplus of
goods, but a shortage of
markets.
56. c
57. b
58. b
56. The empires grabbed colonies to
a. provide a source of raw materials.
b. dump their surplus of manufactured goods.
c. both
d. neither
59. a
60. a
61. a
57. England was a ____ country with a ___ of natural resources.
a. big; surplus
b. small; shortage
58. Japan was a ____ country with a ___ of natural resources.
a. big; surplus
b. small; shortage
59. The United States was a ____ country with a ___ of natural resources.
a. big; surplus
b. small; shortage
62. e
Not so fast. If Asia and
Africa have their own
factories, then they don’t
have to buy European
goods. That defeats the
purpose of imperialism.
63. b
60. The Europeans ____ interested in cheap labor in their colonies.
a. were
b. were not
61. European investors ____ interested in investing their colonies.
a. were
b. were not
62. All of the following statements about imperialism are true, except:
a. The factories spewed out a gigantic surplus of manufactured goods.
b. An industrialized country produced more manufactured goods than
its people could buy.
c. The colonies could provide a market for surplus goods
d. Asia and Africa could buy European manufactured goods.
e. Asia and Africa could develop their own factories.
63. An unprocessed natural product used in manufacture is a
a. market.
b. raw material.
page 129
64. During the Age of Imperialism, it was standard operating procedure for the
British government to send the Royal Navy, plant the flag, and proceed to take over
the
a. economy
b. government
c. both
d. neither
64. c
65. You ___ need to rule a country in order to buy from it and sell to it.
a. do
b. do not
66. a
In Hawaii, for example,
the Dole pineapple company wanted the U.S. to
own Hawaii.
66. True or False: The European powers governed Asia and Africa in order to
protect European investments.
a. True
b. False
65. b
The Europeans ruled a
country because if they
did not, one of their rivals
would.
67. a
67. European investors ___ insist that their governments protect their investments.
a. did
b. did not
68. d
Investors did not care too
much about the culture.
68. Investors wanted the government to protect their overseas investments.
For this reason, they insisted upon ____control of the colonies.
a. economic
b. political
c. cultural
d. only A and B
e. only B and C
69. a
69. Imperialism was profitable for the
a. colonizer.
b. colonized.
page 130
Political
70. Patriotism is
a. love of and devotion to one's country.
b. jingoism.
71. Nationalism is
a. a devotion to the interests or culture of one's nation.
b. the aspirations for national independence in a country under
foreign domination.
c. both
d. neither
72. The rise of nationalism in Europe ____ imperialism.
a. encouraged
b. discouraged
73. During the Age of Imperialism, ruling an empire was viewed as a measure of a
nation's
a. morality.
b. greatness.
c. ethical standards.
d. all of the above
e. none of the above.
74. When a country owns colonies, it ___ automatically an empire.
a. is
b. is not
75. Each country wanted to build an empire bigger than the others’ empire.
This ___ rivalry.
a. was
b. was not
70. b
Jingoism is extreme
patriotism. It is patriotism
gone mad.
71. c
The Europeans were
nationalists. The Asian
and African peoples were
nationalists. So
nationalism must mean
both things.
72. a
73. b
74. a
75. a
76. e
Yep, they did. This is why
they held the Congress
of Berlin. To prevent the
Europeans from fighting
each other in Africa.
77. e
76. Which statement is correct?
a. The British Empire was the biggest empire.
b. The French Empire tried to “outdo” the British.
c. In the scramble for Africa, the French grabbed more land.
d. In the scramble for Africa, the British grabbed more people.
e. The British and French never fought each other over colonies.
77. Each European power wanted to control as much of ____ as possible.
a. Asia
b. Africa
c. Latin America
d. the Pacific Islands
e. the world
page 131
78. During the Age of Imperialism, a nation’s greatness was measured by its
a. trade.
b. amount of gold.
c. number of colonies.
d. level of technology.
e. citizens’ health and happiness.
78. c
79. b
80. e
81. a
79. Each European country wanted to plant its ___ in as many places as
possible.
a. cotton
b. flag
80. Who wanted recognition as a world power?
a. The British
b. The U.S.
c. The Japanese
d. The Europeans
e. all of the above
81. When a country owned colonies, it ___ improve its reputation in Europe.
a. did
b. did not
82. When a country owned colonies, it ___ increase their power and prestige.
a. did
b. did not
83. In the race for colonies, competition among the European rivals was
a. mild
b. fierce
84. When
a.
b.
c.
did a European country grab a colony?
Only when it had natural resources.
Only when it had strategic military value.
At all times.
85. True or False: Whether you wanted it or not, you grabbed territory to prevent
your rival from getting it.
a. True
b. False
page 132
82. a
83. b
84. c
First you grab it, then you
discover what it has. The
British were very pleased
to discover that Nigeria
had oil. The Americans
were very pleased to discover that Alaska had oil.
85. a
Military
86. Which military motive encouraged imperialism?
a. national security
b. military advantage
c. both
d. neither
86. c
87. During the Age of Imperialism, national security meant that a European power
used its military to protect
a. the homeland.
b. the colonies.
c. both
d. neither
89. a
From the start, the
Europeans were militarily
superior to their colonies.
88. Imperialism ___ militarism.
a. encouraged
b. discouraged
91. b
89. Every
a.
b.
c.
d.
93. b
imperialist power tried to gain military advantage over its
rivals.
colonies.
both
neither
87. c
88. a
90. b
92. a
94. b
90. A colony with a seacoast could serve as a fueling station for the
a. army.
b. navy.
91. During the Age of Imperialism, which transportation route was strategically
important for the Europeans?
a. the Silk Road
b. the Suez Canal
c. the Panama Canal
d. the Pacific Ocean
e. the Caribbean Sea
92. A country needed to control vital ___ to and from its colonies.
a. waterways
b. roads and highways
93. Which branch of the armed forces was paramount?
a. the army
b. the navy
94. How did the colonizer travel to and from the colonies?
a. by land
b. by sea
page 133
95. All of the following statements about the Suez Canal are true, except:
a. It is 100 miles long.
b. It was built through South Africa.
c. It links the Red Sea and the Mediterranean Sea.
d. It was built by a French company, under the supervision of
Ferdinand de Lesseps.
e. It was opened in 1869 and soon came under British control.
96. All of the following statements about the Panama Canal are true, except:
a. It is 50 miles long.
b. It was built through Nicaragua.
c. It links the Caribbean Sea with the Pacific Ocean.
d. It was built by the U.S. government.
e. It was opened in 1914 and belonged to the U.S. government.
page 134
95. b
It was built through
Egypt.
96. b
It was built through
Panama.
Social
97. During the late 19th century, Europeans believed that their civilization was
a. on the decline.
b. equal to other civilizations.
c. reaching the highest level of human achievement.
d. in a moral crisis, due to industrialization and child labor.
e. spiritually threatened by colonialism and imperialism.
97. c
98. a
99. b
100. a
"God has not been preparing the English-speaking and Teutonic peoples
for a thousand years for nothing but vain and idle self-admiration. No! He had
made us the master organizers of the world to establish systems where chaos
reigns. He has made us adept in government that we may administer government
among savages and senile peoples."
- U.S. Senator Albert Beveridge
98. Senator Beveridge’s statement ___ Social Darwinism.
a. supports
b. opposes
101. c
102. a
103. d
Make sure you read all
the answers before
choosing one!
99. In terms of ____, the Europeans were superior to the people of Asia and
Africa.
a. ethics
b. technology
c. both
d. neither
100. The Europeans believed they were ____ superior because they were ____
superior.
a. morally; technologically
b. technologically; morally
101. The Europeans were superior in only one thing: ____.
a. Language
b. Religion
c. Technology
d. Morality
e. Culture
102. Which was the prevailing philosophy in Europe?
a. Social Darwinism
b. The Social Gospel
c. both
d. neither
103. Social Darwinism is
a. the application of Darwinism to the study of human society.
b. a theory in sociology.
c. the belief that individuals or groups achieve advantage over others
as the result of genetic or biological superiority.
d. all of the above
e. none of the above
page 135
104. “Survival of the Fittest” is the philosophy of
a. Social Darwinism
b. The Social Gospel
c. both
d. neither
104. a
105. The Europeans used Social Darwinism to explain
a. why some countries were rich.
b. why some countries were poor.
c. both
d. neither
107. a
106. A Social Darwinist ___ believe that he belongs to the Superior Race.
a. does
b. does not
110. a
107. A Social Darwinist ___ believe that Asians and Africans are inferior races.
a. does
b. does not
112. a
108. A Social Darwinist ___ believe that the colonizers are the Superior Race.
a. does
b. does not
114. a
109. A Social Darwinist ___ believe that the colonized are the Inferior Race.
a. does
b. does not
110. A Social Darwinist ___ a racist.
a. is
b. is not
111. Theories of racial superiority ___ imperialism.
a. encouraged
b. discouraged
112. The belief in cultural superiority ___ imperialism.
a. encouraged
b. discouraged
113. The Europeans ___ regard themselves as being cultural superior to the people of Africa and Asia.
a. did
b. did not
114. The Europeans ___ believe in the superiority of the Anglo-Saxon race.
a. did
b. did not
page 136
105. c
106. a
108. a
109. a
111. a
113. a
115. Ethnocentrism is
a. the belief in the superiority of one's own ethnic group.
b. the overriding concern with race.
c. both
d. neither
115. c
116. The Europeans ___ believe that it was their noble duty to uplift and enlighten
the “backward” peoples.
a. did
b. did not
118. b
116. a
117. a
119. d
120. d
117. Which expresses the idea of European humanitarianism?
a. “Take up the White Man’s Burden.”
b. “Walk softly and carry a big stick.”
c. “The sun never set on t he British Empire.”
d. all of the above
e. none of the above
121. b
Duh.
122. b
118. While some Europeans spoke of uplifting the people, many were actually
motivated by greed. This is known as
a. sincerity
b. hypocrisy
119. Humanitarianism is
a. a concern for human welfare.
b. philanthropy.
c. the belief that the sole moral obligation of humankind is the
improvement of human welfare.
d. all of the above
e. none of the above
120. Philanthropy is
a. the effort to increase the well-being of humankind.
b. giving donations to those in need.
c. an activity or institution intended to promote human welfare.
d. all of the above
e. none of the above
121. If one makes a profit from an activity, he ___ a humanitarian.
a. is
b. is not
122. If one makes a profit from an activity, he ___ a philanthropist.
a. is
b. is not
page 137
Religion
123. What is a missionary?
a. One who is sent on a mission to do religious work in a foreign country.
b. One who attempts to persuade or convert others to a particular religion.
c. both
d. neither
123. c
124. European missionaries ___ imperialism.
a. encouraged
b. discouraged
126. a
125. The desire to Christianize “savage” cultures is known as
a. jingoism.
b. isolationism.
c. ethnocentrism.
d. Social Darwinism.
e. the missionary impulse.
128. a
126. During the Age of Imperialism, European missionaries ___ believe that
Christianity was superior to all other religions.
a. did
b. did not
127. During the Age of Imperialism, European missionaries had ___ for Hinduism,
Buddhism, and Islam.
a. respect
b. contempt
128. During the Age of Imperialism, European missionaries ___ want to acquire
territory in order to Christianize people.
a. did
b. did not
page 138
124. a
125. e
127. b
Conquering the World
Wars of Conquest
129. Commodore Perry sailed into
a. Calcutta.
b. Cape Town.
c. Tokyo Bay.
d. Manila Bay.
e. Pearl Harbor.
129. c
1854 Perry to Japan.
1898 Dewey to the
Philippines (Manila Bay).
130. The British made war on China in order to open its seaports to trade.
This was the
a. Boer War
b. Opium War
c. Sepoy Revolt
d. Boxer Rebellion
e. Taiping Rebellion
131. d
After that, there was the
Philippine revolt.
131. As a
a.
b.
c.
d.
e.
133. b
Sino mean China.
result of the ___, the Philippines became a colony.
Sepoy Revolt
Sino-Japanese War
Russo-Japanese War
Spanish-American War
Philippine Insurrection
130. b
132. c
and the British took Hong
Kong
134. c
132. What was the result of the Opium War?
a. The British had to give Hong Kong back to China.
b. The Russians built the Trans-Siberian Railroad.
c. The British were given trading rights in Chinese cities.
d. The French took over the cities of Shanghai and Canton.
e. The Japanese took over neighboring Korea and Taiwan.
133. When the Japanese made war on China, this was known as the
a. Sepoy Revolt
b. Sino-Japanese War
c. Russo-Japanese War
d. Spanish-American War
e. Philippine Insurrection
134. When the Japanese made war on Russia, this was known as the
a. Sepoy Revolt
b. Sino-Japanese War
c. Russo-Japanese War
d. Spanish-American War
e. Philippine Insurrection
page 139
135. As a
a.
b.
c.
d.
e.
result of the Sino-Japanese War, Japan acquired which territory?
Korea
Taiwan
Hong Kong
only a and b
only b and c
135. d
Purists might say that the
Japanese took only
Taiwan. Nevertheless,
the Japanese controlled
Korea.
136. Why
a.
b.
c.
d.
e.
did China lose the Opium War?
China was hit by a devastating earthquake.
The British were militarily and technologically superior.
The Japanese were militarily and technologically superior.
Confucian scholars refused to defend the Manchu dynasty.
The Taiping Rebellion tried to overthrow the Manchu dynasty.
136. b
137. Who
a.
b.
c.
d.
e.
wanted to sell opium in China?
India
The British
The Boxers
The Taipings
The Manchu dynasty
138. From this war, the U.S. emerged as a world power.
a. Sepoy Revolt
b. Sino-Japanese War
c. Russo-Japanese War
d. Spanish-American War
e. Philippine Insurrection
139. During the Spanish-American War, the United States acquired all of these
territories, except:
a. Hawaii and Alaska
b. Guam
c. Puerto Rico
d. the Philippines
140. All of the following statements about the Opium War are true, except:
a. The Chinese government restricted the Europeans to one port, Canton.
b. The British wanted to sell opium in China.
c. The Chinese government allowed the sale of opium.
d. The Chinese staged a “tea party” and dumped 20,000
chests of opium into the harbor.
e. The British declared war on china.
141. The British took Hong Kong under the Treaty of
a. Treaty of Nanking
b. Treaty of Portsmouth
c. Treaty of Shimonoseki
d. none of the above
e. all of the above
page 140
137. b
138. d
139. a
The U.S. got Alaska and
Hawaii before that war.
140. c
Absolutely not!
141. a
China was forced into
that treaty.
Conquered Continents
142. “The sun never set on the British Empire.” The British had colonies on every
continent, except:
a. Asia
b. Africa
c. Australia
d. Antarctica
e. North America
143. Which continent was called “The Dark Continent”?
a. Asia
b. Africa
c. Australia
d. Europe
e. South America
142. d
In North America, the
British owned Canada.
143. a
144. b
Impossible to navigate
the rivers, thick rainforests, great deserts,
malaria, wild game.
145. a
146. a
144. It was called “the Dark Continent” because of its
a. people.
b. geography.
147. a
148. b
145. The interior of any continent is known as
a. the hinterland.
b. the seacoast.
149. b
150. g
146. The “Scramble for Africa” ___ refer to the Congress of Berlin.
a. does
b. does not
147. The main goal of the Congress of Berlin ____ to prevent European wars in
Africa.
a. was
b. was not
148. The Congress of Berlin was an international conference attended by whom?
a. Representatives from both Africa and Europe.
b. Only the European empires attended.
149. Those who attended the Congress of Berlin ___ concerned about the welfare
of the African peoples.
a. were
b. were not
150. Which nation did not participate in the carving-up of Africa?
a. the British
b. the French
c. the Germans
d. the Italians
e. the Portuguese
f. the Spaniards
g. the United States
page 141
151. Who presided over the Congress
a. Queen Victoria
b. Cecil Rhodes
c. Otto von Bismarck
d. Rudyard Kipling
e. Teddy Roosevelt
f. Commodore Perry
g. Admiral Dewey
h. Stanley and Livingstone
i. The Meiji Emperor
of Berlin?
j. Attaturk
k. Queen Liliuokalani
l. Jose Marti
m. Emiliano Aguinaldo
n. Florence Nightingale
o. Sun Yat-sen
p. Mahatma Gandhi
q. Jomo Kenyatta
r. Zapata, Carranza, Pancho Villa
152. How
a.
b.
c.
d.
e.
were boundaries drawn in Africa?
along ethnic lines
along geographic borders
arbitrarily, by the Europeans
all of the above
none of the above
153. Who
a.
b.
c.
d.
set the modern borders of countries in Africa?
the independence movements
the European powers
both
neither
154. As a result of the Congress of Berlin, each African country has
a. one ethnic group.
b. a mix of ethnic groups.
155. By 1914, what % of Africa was controlled by European empires?
a. 10%
b. 25%
c. 50%
d. 75%
e. 90%
page 142
151. c
His name sounds
German, no?
152. c
153. b
154. b
Today, this still causes
problems.
155. e
Only Liberia and Ethiopia
were independent.
Conquered Regions
156. Queen Victoria was Empress of
a. China.
b. India.
c. Indochina.
d. Indonesia.
e. Central Asia.
f. Africa.
g. Latin America.
h. the Pacific Islands.
156. b
157. a
158. f
159. b
160. j
157. The first region cut into spheres of influence was
a. China.
b. India.
c. Indochina.
d. Indonesia.
e. Central Asia.
f. Africa.
g. Latin America.
h. the Pacific Islands.
158. The Congress of Berlin determined the fate of
a. China.
b. India.
c. Indochina.
d. Indonesia.
e. Central Asia.
f. Africa.
g. Latin America.
h. the Pacific Islands.
159. Which country was called “the Subcontinent”?
a. China
b. India
c. Indochina
d. Indonesia
e. Central Asia
f. Africa
g. Latin America
h. the Pacific Islands
160. Who
a.
b.
c.
d.
e.
f.
g.
was called “The Colossus of the North”?
England
h. Russia
France
i. Japan
Germany
j. United States
Italy
Netherlands
Spain
Portugal
page 143
161. The French ruled all of
a. China.
b. India.
c. Indochina.
d. Indonesia.
e. Central Asia.
f. Africa.
g. Latin America.
h. the Pacific Islands.
161. c
162. The Dutch ruled all of
a. China.
b. India.
c. Indochina.
d. Indonesia.
e. Central Asia.
f. Africa.
g. Latin America.
h. the Pacific Islands.
165. g
163. The British and Russians divided up
a. China.
b. India.
c. Indochina.
d. Indonesia.
e. Central Asia.
f. Africa.
g. Latin America.
h. the Pacific Islands.
164. The Europeans were not surprised when the U.S. became involved in Latin
America. They were shocked when the U.S. became involved in
a. China.
b. India.
c. Indochina.
d. Indonesia.
e. Central Asia.
f. Africa.
g. Latin America.
h. the Pacific Islands.
165. The Monroe Doctrine refers to which region?
a. China
b. India
c. Indochina
d. Indonesia
e. Central Asia
f. Africa
g. Latin America
h. Pacific Islands
page 144
162. d
163. e
The stans: Uzbekistan,
etc.
164. h
166. The Open Door policy refers to which region?
a. China
b. India
c. Indochina
d. Indonesia
e. Central Asia
f. Africa
g. Latin America
h. the Pacific Islands
166. a
167. The United States focused on two regions. What were they?
a. China and India
b. Indochina and Indonesia
c. Central Asia and the Middle East
d. Africa and Latin America
e. Latin America and the Pacific Islands
170. h
167. e
168. d
169. e
He told the Euros to stay
out.
171. a
168. By 1900, which territory belonged to the United States?
a. Hawaii and Alaska
b. Guam and Puerto Rico
c. the Philippines
d. all of the above
e. none of the above
169. Who prevented European imperialism in Latin America?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
170. Oceania is the proper term for
a. China.
b. India.
c. Indochina.
d. Indonesia.
e. Central Asia.
f. Africa.
g. Latin America.
h. the Pacific Islands.
171. Before World War I, the Ottoman Empire ____ control most of the Middle
East.
a. did
b. did not
page 145
172. The Russians built ____ because they wanted an empire in Asia.
a. the seaport of Vladivostok
b. the Trans-Siberian Railroad
c. both
d. neither
172. c
Read all the answers
before you choose one!
173. Which was the “crown jewel” of the British Empire?
a. China
b. India
c. Egypt
d. South Africa
e. Singapore
174. a
173. b
175. f
176. e
177. a
174. In China, who controlled Hong Kong, Shanghai, and the Yangtze River
Valley?
a. The British
b. The French
c. The Germans
d. The Russians
e. The Japanese
f. The U.S.
175. Which foreign power did not control territory in China?
a. The British
b. The French
c. The Germans
d. The Russians
e. The Japanese
f. The U.S.
176. All of the following statements about the Pacific Islands were true, except:
a. From California, the islands were stepping stones to Asia.
b. To cross the Pacific Ocean, the navy needed fueling stations.
c. The British, French, Germans, and Americans were rivals here.
d. They turned them into into naval bases.
e. The most famous of them was Singapore.
177. During the Age of Imperialism, who owned Bermuda, the Bahamas, and
Jamaica?
a. England
h. Russia
b. France
i. Japan
c. Germany
j. United States
d. Italy
e. Netherlands
f. Spain
g. Portugal
page 146
178. The Caribbean is strategically important because it lies
a. close to the U.S.
b. at the entrance to the Gulf of Mexico.
c. on the way to the Panama Canal.
d. all of the above
e. none of the above
178. d
179. a
180. e
181. c
179. The Spanish-American War began on which island(s)?
a. Cuba
b. Puerto Rico
c. Guam
d. Hawaii
e. the Philippines
182. j
180. The Spanish-American War ended on which island(s)?
a. Cuba
b. Puerto Rico
c. Guam
d. Hawaii
e. the Philippines
181. The Marshalls, the Carolines, and the Marianas - all had coal for steamships.
After the Spanish-American War, who bought these islands from Spain?
a. The British
b. The French
c. The Germans
d. The Russians
e. The Japanese
182. With
a.
b.
c.
d.
e.
f.
g.
the exception of Canada, this country ruled the Americas.
England
h. Russia
France
i. Japan
Germany
j. United States
Italy
Netherlands
Spain
Portugal
page 147
183. This
a.
b.
c.
d.
e.
f.
g.
empire ruled Africa “from Cairo to Cape Town.”
England
h. Russia
France
i. Japan
Germany
j. United States
Italy
Netherlands
Spain
Portugal
184. Lost
a.
b.
c.
d.
e.
f.
g.
its empire in the Spanish-American War.
England
h. Russia
France
i. Japan
Germany
j. United States
Italy
Netherlands
Spain
Portugal
185. Gained its empire in the Spanish-American War.
a. England
h. Russia
b. France
i. Japan
c. Germany
j. United States
d. Italy
e. Netherlands
f. Spain
g. Portugal
186. Took
a.
b.
c.
d.
e.
f.
g.
over parts of the Russian Empire and the Chinese Empire.
England
h. Russia
France
i. Japan
Germany
j. United States
Italy
Netherlands
Spain
Portugal
187. This
a.
b.
c.
d.
e.
f.
g.
was a latecomer; it lost its colonies in World War I.
England
h. Russia
France
i. Japan
Germany
j. United States
Italy
Netherlands
Spain
Portugal
188. Controlled the Suez Canal.
a. England
h. Russia
b. France
i. Japan
c. Germany
j. United States
d. Italy
e. Netherlands
f. Spain
g. Portugal
page 148
183. a
184. f
185. j
186. i
187. c
Germany lost WW1.
188. a
189. Controlled the Panama Canal.
a. England
h. Russia
b. France
i. Japan
c. Germany
j. United States
d. Italy
e. Netherlands
f. Spain
g. Portugal
189. j
190. h
191. a
192. a
193. a
190. Controlled Vladivostok, a seaport on the Pacific Ocean.
a. England
h. Russia
b. France
i. Japan
c. Germany
j. United States
d. Italy
e. Netherlands
f. Spain
g. Portugal
194. d
191. Owned Burma and Malaysia, Singapore and Hong Kong.
a. England
h. Russia
b. France
i. Japan
c. Germany
j. United States
d. Italy
e. Netherlands
f. Spain
g. Portugal
192. Owned South Africa.
a. England
b. France
c. Germany
d. Italy
e. Netherlands
f. Spain
g. Portugal
h. Russia
i. Japan
j. United States
193. Owned Egypt and Kenya, Ghana and Nigeria.
a. England
h. Russia
b. France
i. Japan
c. Germany
j. United States
d. Italy
e. Netherlands
f. Spain
g. Portugal
194. Owned Libya and Somalia.
a. England
h. Russia
b. France
i. Japan
c. Germany
j. United States
d. Italy
e. Netherlands
f. Spain
g. Portugal
page 149
195. Owned Angola and Mozambique.
a. England
h. Russia
b. France
i. Japan
c. Germany
j. United States
d. Italy
e. Netherlands
f. Spain
g. Portugal
195. g
196. b
Remember the film?
The Battle of Algiers.
197. d
198. b
196. Owned Algeria and Vietnam.
a. England
h. Russia
b. France
i. Japan
c. Germany
j. United States
d. Italy
e. Netherlands
f. Spain
g. Portugal
199. b
197. Russia, Japan, and the United States: What did they have in common?
They were all located in
a. Asia.
b. Africa.
c. Europe.
d. the Pacific.
e. the Americas.
198. The first country that was carved into spheres of influence was ____.
a. India
f. Egypt
k. Cuba
b. China
g. Kenya
l. Panama
c. Indochina
h. Algeria
m. Mexico
d. Indonesia
i. Nigeria
e. the Philippines
j. Ghana
199. Peking was the capital of what country?
a. India
f. Egypt
b. China
g. Kenya
c. Indochina
h. Algeria
d. Indonesia
i. Nigeria
e. the Philippines
j. Ghana
page 150
k. Cuba
l. Panama
m. Mexico
The Europeans fought among themselves
200. The Europeans ___ compete with each other over China.
a. did
b. did not
200. a
201. The Europeans ___ compete with each other over Africa.
a. did
b. did not
202. a
202. The main goal of the Congress of Berlin ____ to prevent European wars in
Africa.
a. was
b. was not
204. a
201. a
203. b
205. a
206. a
203. No one wanted one imperialist power to become too powerful.
For this reason, the Europeans tried to follow
a. one-man rule.
b. a balance of power.
207. e
204. When the British went to war against the Dutch in South Africa,
the result was the
a. Boer War.
b. Zulu War.
c. Sepoy Revolt.
d. Boxer Rebellion.
e. Taiping Rebellion.
205. As a
a.
b.
c.
d.
e.
result of the Boer War, who controlled South Africa?
The British
The Dutch
The Zulu
The Boxers
The Sepoys
206. The Open Door policy was designed especially to include what country?
a. U.S.
b. France
c. Russia
d. England
e. Germany
207. Under the Open Door policy, China had to
a. hold democratic elections.
b. welcome immigrants from Europe.
c. hand over Hong Kong to the British.
d. evict the Japanese from trade in China.
e. allow U.S. businessmen to operate in China.
page 151
The Exception to the Rule
The Rule
208. During the Age of Imperialism, Japan was
a. isolationist.
b. imperialist.
209. During the late 19th century, Japan became
a. a military power
b. an industrial power
c. an imperial power
d. all of the above
e. none of the above
210. How
a.
b.
c.
d.
did Japan respond when warships forced their way into their country?
isolationism
industrialization
both
neither
211. Who
a.
b.
c.
d.
e.
sailed to Japan and forced it to trade with the world?
U.S.
France
Russia
England
Germany
212. Who sailed to Japan and forced it to trade with the world?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
213. Who industrialized Japan?
a. Queen Victoria
b. Cecil Rhodes
c. Otto von Bismarck
d. Rudyard Kipling
e. Teddy Roosevelt
f. Commodore Perry
g. Admiral Dewey
h. Stanley and Livingstone
i. The Meiji Emperor
page 152
j. Attaturk
k. Queen Liliuokalani
l. Jose Marti
m. Emiliano Aguinaldo
n. Florence Nightingale
o. Sun Yat-sen
p. Mahatma Gandhi
q. Jomo Kenyatta
r. Zapata, Carranza, Pancho Villa
The colonizer was European;
the colonized were Asian or
African.
Japan was a colonizer, but it
was Asian.
208. b
209. d
Japan watched as the
Europeans carved up China. To
avoid this, it became industrialized and militarized.
210. b
211. a
212. f
Perry is Japan.
Dewey is the Philippines.
213. i
214. During the Meiji period, what important development took place in Japan?
a. The government banned all foreigners.
b. The government banned Christian missionaries.
c. The government banned European businessmen.
d. The shogun turned the Emperor into a puppet.
e. Japan adopted Western models of industrialization.
214. e
215. i
216. a
215. Who prevented European imperialism in Japan?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
216. Japan lies on what continent?
a. Asia
b. Africa
c. America (North)
d. America (South)
e. Australia
page 153
Diplomacy
217. The Treaty of Nanking was a(n) ____ treaty.
a. equal
b. unequal
218. The Europeans lived in China, but they were not ruled by China.
They were immune from Chinese law and the court system.
This is known as
a. protectionism
b. extraterritoriality
219. In China, whenever the Europeans were unhappy, they took over the capital
of Peking. This is known as
a. Dollar Diplomacy
b. Gunboat Diplomacy
c. the Open Door policy
d. the Monroe Doctrine
e. the Roosevelt Corollary
220. When a country uses military force to get its way, this is known as ____.
a. Dollar Diplomacy
b. Gunboat Diplomacy
c. The Open Door policy
d. The Monroe Doctrine
e. The Roosevelt Corollary
221. The policy established by the United States in 1820s that sought to limit
European influence in the Western Hemisphere was
a. Dollar Diplomacy.
b. Gunboat Diplomacy.
c. the Open Door policy.
d. the Monroe Doctrine.
e. the Roosevelt Corollary.
222. Under ____, the U.S. would become the policeman of Latin America.
a. Dollar Diplomacy
b. Gunboat Diplomacy
c. the Open Door policy
d. the Monroe Doctrine
e. the Roosevelt Corollary
223. “Walk softly and carry a big stick” refers to
a. Dollar Diplomacy.
b. Gunboat Diplomacy.
c. the Open Door policy.
d. the Monroe Doctrine.
e. the Roosevelt Corollary.
page 154
217. b
The British forced the
Chinese to sign the
treaty.
218. b
219. b
220. b
The Roosevelt Corollary
applied only to Latin
America.
221. d
222. e
223. e
224. “Walk softly and carry a big stick.”
a. Queen Victoria
b. Cecil Rhodes
c. Otto von Bismarck
d. Rudyard Kipling
e. Teddy Roosevelt
f. Commodore Perry
g. Admiral Dewey
h. Stanley and Livingstone
i. The Meiji Emperor
Who was famous for saying this?
j. Attaturk
k. Queen Liliuokalani
l. Jose Marti
m. Emiliano Aguinaldo
n. Florence Nightingale
o. Sun Yat-sen
p. Mahatma Gandhi
q. Jomo Kenyatta
r. Zapata, Carranza, Pancho Villa
224. e
225. a
226. b
The Americas lie in the
Western Hemisphere.
You live in the Western
Hemisphere.
227. b
225. When the Europeans invested money in projects - mines, oil wells, building
railroads - this was known as
a. Dollar Diplomacy
b. Gunboat Diplomacy
c. the Open Door policy
d. the Monroe Doctrine
e. the Roosevelt Corollary
226. Under the Monroe Doctrine, the U.S. regarded ___ Hemisphere as its own.
a. Eastern
b. Western
227. When a Latin American country went bankrupt and could not pay its debts to
European investors, the U.S. would “fix” it with
a. Dollar Diplomacy
b. Big Stick Diplomacy
page 155
Strategic Spots
228. The U.S. Navy needed to sail quickly and easily from the Atlantic Ocean to
the Pacific Ocean. As a result, the U.S.
a. annexed Nicaragua.
b. built the Suez Canal.
c. built the Panama Canal.
d. elected Teddy Roosevelt as president.
e. declared war on Spain and seized its colonies.
229. The Europeans needed to sail quickly and easily from the Mediterranean Sea
to the Indian Ocean. As a result, they
a. annexed Algeria.
b. built the Suez Canal.
c. built the Panama Canal.
d. elected Otto von Bismarck as president.
e. declared war on the British and seized their colonies.
230. The Europeans needed to sail quickly and easily from the China Sea to the
Indian Ocean. As a result, the British
a. annexed Singapore.
b. built the Suez Canal.
c. built the Panama Canal.
d. elected Queen Victoria as Empress of India.
e. declared war on the Japanese and seized their colonies.
231. The U.S. Navy needed to sail quickly and easily across the Pacific Ocean.
As a result, the U.S.
a. annexed Alaska.
b. built the Suez Canal.
c. built the Panama Canal.
d. overthrew Queen Liliuokalani.
e. declared war on Germany and seized its colonies.
232. Before the Suez Canal was built, the Europeans had to sail around
a. Cape Horn.
b. Cape Fear.
c. Cape Verde.
d. Cape Canaveral.
e. the Cape of Good Hope.
233. Before the Panama Canal was built, the Americans had to sail around
a. Cape Horn.
b. Cape Fear.
c. Cape Verde.
d. Cape Canaveral.
e. the Cape of Good Hope.
page 156
228. c
229. b
230. a
Singapore lies on a
strategic spot on a
narrow waterway.
231. d
232. e
Near Cape Town,
South Africa.
Southernmost tip of
Africa.
233. a
Cape Horn =
“Around the Horn.”
The Imperialists
234. Who ruled the British Empire?
a. Queen Victoria
b. Cecil Rhodes
c. Otto von Bismarck
d. Rudyard Kipling
e. Teddy Roosevelt
f. Commodore Perry
g. Admiral Dewey
h. Stanley and Livingstone
i. The Meiji Emperor
j. Attaturk
k. Queen Liliuokalani
l. Jose Marti
m. Emiliano Aguinaldo
n. Florence Nightingale
o. Sun Yat-sen
p. Mahatma Gandhi
q. Jomo Kenyatta
r. Zapata, Carranza, Pancho Villa
Notice the choices!
The colonizers are on the
left. The colonized are on
the right.
234. a
235. d
236. h
237. e
235 The British poet who justified imperialism was
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
236. Who explored the Nile and Congo rivers in Africa?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
237. Who became famous for Big Stick Diplomacy?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
page 157
238. Which British industrialist ruled South Africa?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
239. Who set the rules and guidelines
a. Queen Victoria
b. Cecil Rhodes
c. Otto von Bismarck
d. Rudyard Kipling
e. Teddy Roosevelt
f. Commodore Perry
g. Admiral Dewey
h. Stanley and Livingstone
i. The Meiji Emperor
for the “Scramble for Africa”?
j. Attaturk
k. Queen Liliuokalani
l. Jose Marti
m. Emiliano Aguinaldo
n. Florence Nightingale
o. Sun Yat-sen
p. Mahatma Gandhi
q. Jomo Kenyatta
r. Zapata, Carranza, Pancho Villa
240. Who went to war against both China and Russia?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
241. Who convinced Japan of the need to modernize and industrialize?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
page 158
238. b
239. c
He presided over the
Congress of Berlin.
240. i
Japan
241. f
Perry sailed to Japan and
forced them to trade with
the U.S. The Japanese
got the hint: If they did
not industrialize, they
would be carved up like
China.
Colonialism
242. Colonialism is the policy by which a nation maintains its control over
a. its foreign dependencies.
b. independent countries.
242. a
243. A colony is ____ the mother country.
a. independent of
b. dependent upon
244. b
244. Colonialism is the policy by which an imperial power maintains control over
a. independent countries.
b. its foreign dependencies.
246. c
245. A colony consists of
a. the land.
b. its people.
c. both
d. neither
248. a
243. b
245. c
247. d
249. d
250. e
246. Which statement is true?
a. A colony usually lies overseas.
b. A colony is usually separated by an ocean from the ruling nation.
c. both
d. neither
247. When the expansionist power seizes a country overseas, it sends people to
a. live in the colony.
b. govern it.
c. use it as a source of wealth.
d. all of the above
e. none of the above
248. Once
a.
b.
c.
d.
in the colony, the colonizers become the
ruling class.
laboring class.
both
neither
249. How
a.
b.
c.
d.
e.
did the European colonizers relate to the colonized?
economic exploitation
political repression
cultural oppression
all of the above
none of the above
250. Under colonialism, the colonized had
a. economic freedom
b. political freedom
c. cultural freedom
d. all of the above
e. none of the above
page 159
Racism
251. Which statement is true?
a. The colonizer and the colonized usually belong to different racial
groups.
b. The colonizer has technology that is more advanced than the colonized.
c. The colonizer regards his culture as being superior to that of the
colonized.
d. all of the above
e. none of the above.
251. d
252. a
253. a
254. c
255. a
252. Under colonialism, the colonizers ____ practiced racial segregation.
a. did
b. did not
256. a
257. a
253. Under colonialism, the colonizers ____ use racial stereotypes.
a. did
b. did not
254. Which statement is true?
a. The colonizer is regarded as a first-class citizen.
b. The colonized is regarded as a second-class citizen.
c. both
d. neither
255. The colonized people ____ treated as second-class citizens in their own
country.
a. were
b. were not
256. Racism is the belief that race accounts for differences in human character or
ability and that a particular race is superior to others. A racist practices discrimination or prejudice based on race. Social Darwinism ____ a form of racism.
a. was
b. was not
257. Colonialism ____ racism.
a. encouraged
b. discouraged
page 160
The Economy
258. Under colonialism, the Europeans ____ the traditional economy.
a. changed
b. maintained
258. a
259. Under colonialism, the economy was based on
a. factories.
b. cash crops.
260. e
This would defeat the
purpose. If the colonized
had factories, they would
not buy from the
colonizer.
260. All of the following statements about imperialism are true, except:
a. European factories produced a surplus of capital.
b. Capital could be invested in Asia and Africa.
c. The British built railroads in India.
d. The British opened mines in South Africa.
e. The Europeans industrialized the countries of Asia and Africa.
261. All of the following statements about imperialism are true, except:
a. The Industrial Revolution was a machine that had to be fed.
b. Colonies had natural resources - the raw materials for factories.
c. Asia and Africa were treasure chests of cotton, silk, rubber, tin,
petroleum, and rare minerals.
d. Asia and Africa had cheap labor.
e. The Europeans built factories in Asia and Africa.
262. Which statement is true?
a. India produced cotton.
b. The British built cotton textile mills in India.
c. both
d. neither
263. When the Age of Imperialism ended, the countries of Asia and Africa were
a. developed.
b. underdeveloped.
264. All of the following statements about colonialism are true, except:
a. Food crops were replaced by cash crops.
b. The handicraft system was ended.
c. The factory system was introduced.
d. all of the above
e. none of the above
259. b
261. e
262. a
The British did not build
textile mills in India. This
would defeat the purpose
of imperialism.
263. b
Normally, we don’t use
the term underdeveloped.
However, the Europeans
wanted Asia and Africa to
be underdeveloped.
If Asia and Africa became
developed (had their own
factories), the purpose of
imperialism would be
defeated.
264. c
265. c
265. What did European investors build in the colonies?
a. railroads
b. telegraph lines
c. both
d. neither
page 161
266. The colonizers ____ bring Asia and Africa into the world-wide economic
system.
a. did
b. did not
267. The ___ grew opium in ___ and sold it to ___.
a. Chinese; China; the Chinese
b. Chinese; China; the British
c. British; India; India.
d. British; India; the Chinese
e. people of India; India; the Chinese
268. The opium trade is a good example of British
a. paternalism.
b. humanitarianism.
c. constitutionalism.
d. moral superiority.
e. commercial supremacy.
266. a
267. d
268. e
The British sold opium to
make a profit.
269. c
270. c
271. a
272. b
273. a
274. a
269. What is the basic difference between the level of development in a developed
country and that of a developing country?
a. religion
b. language
c. technology
d. educational system
e. constitutional government
270. Which statement is true?
a. The British made gobs of money in India and South Africa.
b. The French made gobs of money in Vietnam and Algeria.
c. both
d. neither
271. The colonizers believe that they ____ the country’s economic growth.
a. helped
b. stunted
272. The colonized believed that they ____ the country’s economic growth.
a. helped
b. stunted
273. Everyone agrees that colonialism helped the ___ more than the ___.
a. colonizers; colonized
b. colonized; colonizers
274. What currency was used in the colony?
a. That of the mother country
b. The traditional currency
page 162
275. Under colonialism, the colonizers ____ the colonized financially.
a. helped
b. took advantage of
275. b
276. Under colonialism, the colonized ___ their own economy.
a. controlled
b. lost control of
277. b
277. The Europeans took over the land, labor, and natural resources ____ full
compensation.
a. with
b. without
279. c
276. b
278. a
280. c
281. b
278. Under colonialism, the colonies ____ an investor’s paradise.
a. were
b. were not
282. b
283. c
279. Which statement about the colonizers is true?
a. They stopped the making of traditional handicrafts.
b. They stopped the raising of traditional crops.
c. both
d. neither
280. Which statement about the colonizers is true?
a. They transformed the economy to produce raw materials
for the mother country.
b. They discouraged industrialization, so the colony would buy
manufactured goods from the mother country
c. both
d. neither
281. As a
a.
b.
c.
d.
result of colonialism, Asia and Africa
became developed.
were kept undeveloped.
both
neither
282. Under colonialism, the colonies
a. became industrialized.
b. remained agricultural.
c. both
d. neither
283. Which statement is true?
a. The colony remained agricultural.
b. It produced raw materials for the Mother Country.
c. both
d. neither
page 163
The Political System
284. Under colonialism, the Europeans ____ the traditional political system.
a. changed
b. maintained
284. a
285. The British ___ have a local Parliament in each colony.
a. did
b. did not
286. a
286. The British ___ spread constitutional government throughout Asia and Africa.
a. did
b. did not
288. c
287. Constitutionalism is the spread of the British
a. culture.
b. technology.
c. political system.
290. c
288. The British governor of India was called the
a. governor
b. rajah
c. viceroy
289. Which empire allowed the people some measure of self-government?
a. England
b. France
c. Germany
e. Ireland
f. Italy
g. Japan
h. Netherlands
i. Russia
j. Spain
k. Portugal
l. United States
290. Which statement is true?
a. The British always sent a colonial governor to live in the new colony.
b. The French governed their colonies directly from Paris.
c. both
d. neither
291. Under colonialism, the colonized experienced ____ treatment.
a. just
b. unjust
292. Under colonialism, the colonizer always treated the colonized as the
a. minority.
b. majority.
page 164
285. a
287. c
289. a
291. b
292. a
Incredible, eh?
The majority was
regarded as the minority.
293. Colonialism ____ wars of conquest.
a. caused
b. prevented
293. a
294. Colonialism ____ wars of resistance.
a. caused
b. prevented
295. a
Especially World War I.
294. a
296. a
295. Colonialism ____ European wars.
a. caused
b. prevented
297. a
298. a
296. Colonialism ____ bring an end to local wars between ethnic groups.
a. did
b. did not
299. a
300. a
297. Under colonialism, the people ____ their independence.
a. lost
b. gained
301. b
302. b
298. In the colony, who ruled the roost?
a. foreigners
b. the native-born
299. Over time, ____ allowed their colonial subjects to run parts of the
government.
a. the British
b. the French
300. Under ___, the local people got experience in running a government.
a. the British
b. the French
301. Under colonialism, most countries ____ gain experience in self-government.
a. did
b. did not
302. When the time came for independence, the colonized were ____ for self-rule.
a. prepared
b. ill-prepared
page 165
The Culture
303. Under colonialism, the Europeans ____ the traditional culture.
a. changed
b. maintained
303. a
304. The Europeans ___ their culture on Asia and Africa.
a. imposed
b. encouraged
305. a
305. Westernization is the spread of European
a. culture.
b. technology.
c. political systems.
307. b
304. a
306. d
308. b
309. b
306. Which is the result of British colonialism in India?
a. Hinduism
b. the sacred cow
c. the caste system
d. constitutional government
e. the custom of arranged marriages
307. In a colony, what was the dominant culture?
a. the traditional culture
b. the culture of the colonizer
c. both
d. neither
308. In a colony, what was the official language?
a. the native language
b. the language of the colonizer
c. both
d. neither
309. Under colonialism, the Europeans
a. shared their way of life with the people.
b. forced their way of life on the people.
310. Under colonialism, the traditional way of life was
a. preserved.
b. destroyed.
311. Under colonialism, the colonial government was ____ to the people
and their culture.
a. sensitive
b. insensitive
page 166
310. b
311. b
312. Under colonialism, to get ahead, professional people ____ encouraged to
convert to Christianity.
a. were
b. were not
312. a
313. a
314. a
313. Under colonialism, to get ahead, professional people ____ have to learn the
European language.
a. did
b. did not
314. Under colonialism, to get ahead, professional people ____ have to dress in
western clothing.
a. did
b. did not
315. a
316. d
317. a
318. a
319. c
315. Under colonialism, the ___ language was the official language.
a. European
b. traditional
320. a
321. a
316. Under colonialism, the European language was used in the
a. schools
b. government
c. law courts
d. all of the above
e. none of the above
317. Over time, the colonized ____ their cultural identity.
a. lost
b. preserved
318. The Europeans stayed for a century. During those years, they ____ much of
the culture.
a. erased
b. preserved
319. When the Europeans left, people had to ____ their cultural identity.
a. restore
b. redefine
c. both
d. neither
320. During the European occupation and long afterward, people ____ express
their national pride and cultural identity in terms of their religion.
a. did
b. did not
321. During colonialism and long afterward, a nationalist ___ rally around his
country’s traditional religion.
a. did
b. did not
page 167
Humanitarianism
322. The colonizers ____ stress their humanitarianism.
a. did
b. did not
322. a
323. The colonizers ____ improve the standard of living in Asia and Africa.
a. did
b. did not
324. e
324. The colonized countries saw improvements in
a. Transportation
b. Communication
c. Education
d. Public Health
e. all of the above
326. d
Ever wonder why China
and India have such a
large population?
325. What did European governments build in their colonies?
a. schools
b. hospitals
c. both
d. neither
326. As a
a.
b.
c.
d.
e.
result of colonialism,
health care improved.
the death rate fell.
there was a population explosion.
all of the above
none of the above
327. Who was the British poet who stressed the humanitarianism of colonialism?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
page 168
323. a
325. c
327. d
Good ol’ Rudy.
Wars of Resistance
328. As a
a.
b.
c.
d.
e.
result of the Sepoy Rebellion, the British decided to ___ India.
leave
directly control
stop raising opium in
establish a republic in
restore the traditional culture of
329. In order to crush the Taiping Rebellion, the government of China
a. promised land reform.
b. established a democratic republic.
c. asked the British to crush the revolt.
d. ended the centuries-old civil service test.
e. surrendered Hong Kong and five cities to the British.
330. The Philippine Insurrection was a revolt against the U.S. It was led by
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
328. b
329. c
This was a bad idea.
The British now knew the
government was weak.
Next time, the British
came in uninvited.
330. m
331. b
332. d
333. b
The Boxers were beyond
tough. The Europeans
decided they could not
conquer China.
331. Which was an Asian response to imperialism?
a. the Boer War
b. the Boxer Rebellion
c. the Sino-Japanese War
d. the Russo-Japanese War
e. the Spanish-American War
332. During this war, the Chinese people rose up against the Manchu dynasty.
a. the Boer War
b. the Sepoy Revolt
c. the Boxer Rebellion
d. the Taiping Rebellion
e. the Philippine Insurrection
333. Which revolt prevented the complete break-up of China?
a. the Boer War
b. the Boxer Rebellion
c. the Sino-Japanese War
d. the Russo-Japanese War
e. the Spanish-American War
page 169
334. The Chinese tried to evict the “foreign devils” during the
a. Boer War
b. Opium War
c. Sepoy Revolt
d. Boxer Rebellion
e. Taiping Rebellion
334. d
335. c
336. b
337. b
335. The soldiers of India rose up against the British.
a. Boer War
b. Opium War
c. Sepoy Revolt
d. Boxer Rebellion
e. Taiping Rebellion
336. The British went to war against the biggest ethnic group in South Africa during the
a. Boer War
b. Zulu War
c. Sepoy Revolt
d. Boxer Rebellion
e. Taiping Rebellion
337. The Sepoys were ____; they ____ like European missionaries who converted
people to Christianity.
a. Hindu; did
b. Hindu; did not
c. Buddhist; did
d. Buddhist; did not
e. Christian; did
338. The Boxers were ____; they ____ like European missionaries who converted
people to Christianity.
a. Hindu; did
b. Hindu; did not
c. Buddhist; did
d. Buddhist; did not
e. Christian; did
339. What was the result of the Sepoy Revolt?
a. The British took over parts of China.
b. The British took over all of India.
340. What did the Boxer Rebellion, the Zulu Wars, and the March to the Sea have
in common? They all wanted to
a. westernize.
b. industrialize.
c. evict the Europeans.
d. resort to armed force.
e. engage in passive resistance.
page 170
338. d
339. b
340. c
How the colonized reacted to colonialism
341. How
a.
b.
c.
did colonized peoples first react to European imperialism?
resistance
alliance
assimilation
342. Over time, the colonized responded to colonialism with acquiescence.
That is, they
a. continued to protest for decades.
b. gave their passive assent to colonialism.
341. a
342. b
Their revolts were
crushed, there was not
much else to do.
343. c
344. b
343. Over time, the colonized responded to colonialism with acquiescence.
That is, they
a. grudgingly gave in to the Europeans.
b. tried to get along as best they could.
c. both
d. neither
344. Rudyard Kipling complained that the people of India were sullen and
ungrateful to the British. Their sullen-ness and ingratitude was their way of
expressing
a. resistance.
b. acquiescence.
c. assimilation.
345. c
346. c
347. c
348. c
345. Over the long term, how did colonized peoples react to European culture?
a. resistance
b. acquiescence
c. assimilation
346. Eventually, the colonized embraced the European lifestyle.
This is known as
a. resistance
b. acquiescence
c. assimilation
347. Over time, people in Africa and Asia became Europeanized.
This is known as
a. resistance
b. acquiescence
c. assimilation
348. Over time, the people of Asia and Africa became Westernized.
This is known as
a. resistance
b. acquiescence
c. assimilation
page 171
349. Over time, the colonized adopted European culture. This is known as
a. resistance
b. acquiescence
c. assimilation
349. c
350. e
351. b
350. The people of Africa and Asia drew the line at ____.
On this issue, they would not change.
a. language
b. clothing
c. sports
d. food
e. religion
352. b
353. b
354. b
355. d
351. Under colonialism, the people of China
a. became Christian.
b. remained Buddhist.
356. a
357. c
352. Under colonialism, the people of India
a. became Christian.
b. remained Hindu.
353. Under colonialism, the people of North Africa and the Middle East
a. became Christian.
b. remained Muslim.
354. In many cases, a person who converted to the colonizer’s religion was
a. embraced.
b. ostracized.
355. After
a.
b.
c.
d.
e.
the Boxer Rebellion, how did the Manchu dynasty react?
They abolished the Confucian civil service test.
They established Western schools.
They sent students to college in Europe.
all of the above
none of the above
356. The British invented soccer. Today, the biggest sport Africa and Asia is
a. soccer.
b. the traditional sport.
357. When you adopt the culture of the colonizer, you follow a policy of
a. resistance.
b. alliance.
c. assimilation.
page 172
Nationalism
358. Nationalism ____ an ideology.
a. is
b. is not
359. An ideology is one way of looking at society and how it is run.
Which is an ideology?
a. Colonialism
b. Nationalism
c. Communism
d. all of the above
e. none of the above
360. Nationalism ____ a reaction to colonialism.
a. can be
b. cannot be
361. Nationalism is ____ a set of ideas reflecting the social needs and aspirations
of a a nation.
a. is
b. is not
358. a
359. d
360. a
361. a
362. a
363. e
364. b
365. b
366. a
367. d
362. Nationalism ____ a people’s sense of belonging together as a nation.
a. is
b. is not
363. A nationalist takes pride in his or her
a. nation
b. culture
c. history
d. religion
e. all of the above
364. When his or her country does not have self-government, the nationalist
a. makes an alliance with the colonizer.
b. fights for independence.
365. Under colonialism, the nationalist wanted the Europeans to
a. stay.
b. go home.
366. A nationalist is
a. anti-colonialist.
b. a colonialist.
367. A nationalist wants ____ freedom.
a. economic
b. political
c. cultural
d. all of the above
e. none of the above
page 173
368. A nationalist ___ want self-government.
a. does
b. does not
368. a
369. A nationalist ___ want home rule.
a. does
b. does not
370. d
370. What does the nationalist want?
a. The right to vote.
b. The right to form political parties.
c. The right to make law for themselves.
d. all of the above
e. none of the above
372. a
The nationalist, however,
often wanted to abolish
some traditional customs
- footbinding in China,
wearing the veil in
Turkey, etc.
371. The Europeans own most of the country’s farms, factories, mines and
businesses. What does the nationalist want?
a. Businesses to be taxed according to their true value.
b. Foreigners should sell their holdings to people in the country.
c. both
d. neither
372. The nationalist ____ want to restore many aspects of the traditional culture.
a. did
b. did not
373. The nationalist ____ want the right to wear traditional clothing.
a. did
b. did not
374. The nationalist ____ want the right to express himself/herself using traditional
art.
a. did
b. did not
375. The nationalist ____ want to restore traditional religion to its proper place in
society.
a. did
b. did not
376. ____ oppressed the people of Asia and Africa.
____ sought to end this oppression.
a. colonialism; nationalism
b. nationalism; colonialism
377. True or False: A nationalist always uses force and violence to achieve his/her
goals.
a. True
b. False
page 174
369. a
371. c
373. a
374. a
375. a
376. a
377. b
Gandhi was a nationalist.
He was opposed to
violence.
378. Gandhi ____ a nationalist.
a. was
b. was not
378. a
379. Sun Yat-sen ____ a nationalist.
a. was
b. was not
380. a
380. Zapata ____ a nationalist.
a. was
b. was not
382. a
381. Aguinaldo ____ a nationalist.
a. was
b. was not
384. a
379. a
381. a
383. a
385. a
382. Jomo Kenyatta ____ a nationalist.
a. was
b. was not
383. Jose Marti ____ a nationalist.
a. was
b. was not
384. Pancho Villa ____ a nationalist.
a. was
b. was not
385. Attaturk ____ a nationalist.
a. was
b. was not
page 175
Gandhi
386. Gandhi was born into a ___ caste.
a. low
b. high
386. b
387. Gandhi was trained as a
a. doctor
b. lawyer
c. farmer
d. soldier
e. spiritual leader
388. b
388. Gandhi, in his early life, followed a policy of
a. resistance.
b. assimilation.
c. nationalism.
389. Which statement about Gandhi is true?
a. He trusted British law to give him justice.
b. He ignored and broke British laws.
c. both
d. neither
390. Gandhi ____ use religion to further the struggle for independence.
a. did
b. did not
391. When Gandhi returned to India, he
a. continued his policy of assimilation.
b. returned to the traditional culture of India.
392. Religion ____ at the heart of India’s culture.
a. was
b. was not
393. The traditional religion of India was
a. Judaism
b. Christianity
c. Islam
d. Hinduism
e. Buddhism
394. Which statement about Gandhi is true?
a. He believed that the British culture was superior.
b. He rejected the British.
c. both
d. neither
page 176
387. b
389. c
At first, he trusted British
law. Later, he broke it.
390. a
391. b
392. a
393. d
394. c
At first, he admired the
British. Later, he did not.
395. Gandhi became a spiritual leader because he felt morally ___ to the British.
a. inferior
b. superior
395. b
That is, he regarded the
British as moral infants.
396. In his philosophy, Gandhi resembled which U.S. political leader?
a. FDR
b. Calvin Coolidge
c. John F. Kennedy
d. Dr. Martin Luther King, Jr.
e. Richard Nixon
396. d
397. What tactic did Gandhi use to defeat the British?
a. a revolutionary army
b. a mass movement
398. What strategy did Gandhi use to defeat the British?
a. violence
b. non-violence
397. b
398. b
399. b
The Great Trek?
The Dutch farmers
(Boers) walked
somewhere in South
Africa. We only
remember that they
invented apartheid.
399. The high point of of Gandhi’s protest was the
a. Great Trek
b. March to the Sea
400. c
400. What tactic did Gandhi use?
a. He looked for opportunities to actively break British laws.
b. He and his followers refused to obey British laws.
c. both
d. neither
402. b
401. b
403. c
401. The British always prided themselves on their sense of fair play.
Gandhi made the British feel ____ of themselves.
a. proud
b. ashamed
402. The British Empire began weakening during
a. Spanish-American War
b. World War I
c. World War II
d. Korean War
e. Vietnam War
403. The British Empire officially collapsed after
a. Spanish-American War
b. World War I
c. World War II
d. Korean War
e. Vietnam War
page 177
404. All of the European empires collapsed after
a. Spanish-American War
b. World War I
c. World War II
d. Korean War
e. Vietnam War
404. c
405. c
406. b
407. c
405. All of Asia and Africa became independent after which war?
a. Spanish-American War
b. World War I
c. World War II
d. Korean War
e. Vietnam War
406. When the British left, what happened in India?
a. The people lived happily ever after.
b. There was religious conflict between the Hindus and the Muslims.
407. Which statement is true?
a. Gandhi wanted the Hindus and Muslims to live together in peace.
b. Gandhi was assassinated by a Hindu who hated Muslims.
c. both
d. neither
408. Which statement is true?
a. Gandhi, a man of peace, died by violence.
b. Dr. Martin Luther King, Jr., a man of peace, died by violence.
c. both
d. neither
409. In order for passive resistance to work, you must be able to ____ the enemy.
a. fight and defeat
b. shame
page 178
408. c
409. b
Independence Movements
China
410. Who led China’s independence movement?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
410. o
411. o
412. o
413. o
411. Who led the Chinese Revolution in 1911?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
412. Who led a democratic revolution in China?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
413. Who overthrew the Manchu dynasty?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
page 179
414. Who wrote a constitution for China?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
415. Who was the first President of China?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
416. Who created modern China?
a. Queen Victoria
b. Cecil Rhodes
c. Otto von Bismarck
d. Rudyard Kipling
e. Teddy Roosevelt
f. Commodore Perry
g. Admiral Dewey
h. Stanley and Livingstone
i. The Meiji Emperor
j. Attaturk
k. Queen Liliuokalani
l. Jose Marti
m. Emiliano Aguinaldo
n. Florence Nightingale
o. Sun Yat-sen
p. Mahatma Gandhi
q. Jomo Kenyatta
r. Zapata, Carranza, Pancho Villa
417. Who set up Asia’s first republic?
a. Queen Victoria
b. Cecil Rhodes
c. Otto von Bismarck
d. Rudyard Kipling
e. Teddy Roosevelt
f. Commodore Perry
g. Admiral Dewey
h. Stanley and Livingstone
i. The Meiji Emperor
j. Attaturk
k. Queen Liliuokalani
l. Jose Marti
m. Emiliano Aguinaldo
n. Florence Nightingale
o. Sun Yat-sen
p. Mahatma Gandhi
q. Jomo Kenyatta
r. Zapata, Carranza, Pancho Villa
page 180
414. o
415. o
416. o
417. o
Sun Yat-sen in 1911.
Gandhi’s India did not
become free until 1947.
India
418. Who led the independence movement in India?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
418. p
419. p
420. a
421. b
422. d
419. Whose strategy was passive resistance?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
420. Which event helped India win independence?
a. the British were weakened during World War II.
b. the Hindus and Muslims in India were on the verge of war.
c. the U.S. supported Gandhi’s movement for independence.
d. the U.S. and Soviet Union were engaged in the Cold War.
e. the U.S. government gave Gandhi a great deal of support.
421. Passive resistance is resistance by ____ methods to a government,
an occupying power, or specific laws.
a. violent
b. non-violent
422. Passive resistance means
a. refusing to comply with the law.
b. demonstrating in protest.
c. fasting.
d. all of the above
e. none of the above
page 181
The Middle East
423. Who led the revolution in Turkey?
a. Queen Victoria
b. Cecil Rhodes
c. Otto von Bismarck
d. Rudyard Kipling
e. Teddy Roosevelt
f. Commodore Perry
g. Admiral Dewey
h. Stanley and Livingstone
i. The Meiji Emperor
423. j
j. Attaturk
k. Queen Liliuokalani
l. Jose Marti
m. Emiliano Aguinaldo
n. Florence Nightingale
o. Sun Yat-sen
p. Mahatma Gandhi
q. Jomo Kenyatta
r. Zapata, Carranza, Pancho Villa
Africa
424. Who led the Mau Mau revolt?
a. Queen Victoria
b. Cecil Rhodes
c. Otto von Bismarck
d. Rudyard Kipling
e. Teddy Roosevelt
f. Commodore Perry
g. Admiral Dewey
h. Stanley and Livingstone
i. The Meiji Emperor
j. Attaturk
k. Queen Liliuokalani
l. Jose Marti
m. Emiliano Aguinaldo
n. Florence Nightingale
o. Sun Yat-sen
p. Mahatma Gandhi
q. Jomo Kenyatta
r. Zapata, Carranza, Pancho Villa
425. Who led the independence movement in Kenya?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
426. Most countries in Africa did not become independent until the
a. 1920s and 1930s.
b. 1930s and 1940s.
c. 1940s and 1950s.
d. 1950s and 1960s.
e. 1960s and 1970s
page 182
424. q
425. q
426. d
Latin America
427. Who led Cuba’s independence movement?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
427. l
428. l
429. r
Zapata is our hero.
How about you?
428. Who wrote the poem Guantanamera?
a. Queen Victoria
j. Attaturk
b. Cecil Rhodes
k. Queen Liliuokalani
c. Otto von Bismarck
l. Jose Marti
d. Rudyard Kipling
m. Emiliano Aguinaldo
e. Teddy Roosevelt
n. Florence Nightingale
f. Commodore Perry
o. Sun Yat-sen
g. Admiral Dewey
p. Mahatma Gandhi
h. Stanley and Livingstone
q. Jomo Kenyatta
i. The Meiji Emperor
r. Zapata, Carranza, Pancho Villa
429. Who led the Mexican Revolution
a. Queen Victoria
b. Cecil Rhodes
c. Otto von Bismarck
d. Rudyard Kipling
e. Teddy Roosevelt
f. Commodore Perry
g. Admiral Dewey
h. Stanley and Livingstone
i. The Meiji Emperor
in 1910?
j. Attaturk
k. Queen Liliuokalani
l. Jose Marti
m. Emiliano Aguinaldo
n. Florence Nightingale
o. Sun Yat-sen
p. Mahatma Gandhi
q. Jomo Kenyatta
r. Zapata, Carranza, Pancho Villa
page 183
Ideology
430. When a country follows an expansionist foreign policy, grabs colonies and
turns itself into an empire, this is
a. jingoism.
b. militarism.
c. colonialism.
d. nationalism.
e. imperialism.
430. e
431. When one country dominates the economy, political system, and culture of
another, this is
a. jingoism.
b. militarism.
c. colonialism.
d. nationalism.
e. imperialism.
434. a
432. Pride in one's own nation is
a. jingoism.
b. militarism.
c. colonialism.
d. nationalism.
e. imperialism.
433. When a country glorifies war and engages in constant warfare, that country is
gripped by
a. jingoism.
b. militarism.
c. colonialism.
d. nationalism.
e. imperialism.
434. When a person holds an attitude of extreme patriotism and favors a
belligerent foreign policy, that person engages in
a. jingoism.
b. militarism.
c. colonialism.
d. nationalism.
e. imperialism.
435. “The
a.
b.
c.
d.
e.
page 184
end justifies the means.” Who disagreed with this?
Gandhi
Bismarck
Machiavelli
Cecil Rhodes
Queen Victoria
431. c
432. d
433. b
435. a
All of the others agreed!
The Firsts
436. Which was the first country in Europe to industrialize?
a. Italy
b. France
c. Russia
d. England
e. Germany
437. The first country that was carved into spheres of influence was ____.
a. India
f. Egypt
k. Cuba
b. China
g. Kenya
l. Panama
c. Indochina
h. Algeria
m. Mexico
d. Indonesia
i. Nigeria
e. the Philippines
j. Ghana
436. d
437. b
438. c
439. b
Don’t say India or Japan.
438. Which was the first country in Asia to industrialize?
a. India
b. China
c. Japan
d. Vietnam
e. the Philippines
439. Which was the first democracy in Asia?
a. India
b. China
c. Japan
d. Vietnam
e. the Philippines
page 185
The Lasts
440. The competition for colonies led Europe into which war?
a. Spanish-American War
b. World War I
c. World War II
d. Korean War
e. Vietnam War
441. Colonialism ____ World War I.
a. caused
b. prevented
442. The First World War ____ fought over colonies.
a. was
b. was not
443. The de-colonialization movement took place after
a. the Spanish-American War.
b. World War I.
c. World War II.
d. the Korean War.
e. the Vietnam War.
444. The Philippines became independent after which war?
a. Spanish-American War
b. World War I
c. World War II
d. Korean War
e. Vietnam War
445. Today, what still belongs to the U.S. government?
a. The Panama Canal
b. The Trans-Siberian Railroad
c. The naval base at Guantanamo Bay, Cuba.
d. The naval base at Manila Bay, the Philippines.
e. none of the above
446. Today, what still belongs to the British government?
a. The Suez Canal
b. The Trans-Siberian Railroad
c. The naval base at Singapore.
d. The naval base at Bombay, India.
e. none of the above
page 186
440. b
441. a
442. a
443. c
444. c
445. c
President Jimmy Carter
gave back the canal to
Panama.
446. e
Cause or result?
447. Which was not a cause of imperialism?
a. The Congress of Berlin
b. competition among industrial nations
c. the desire for commercial supremacy
d. colonies could provide natural resources
e. colonies could serve as an outlet for surplus goods
448. Which was not a cause of imperialism?
a. jingoism
b. national hegemony
c. The open door policy
d. recognition as a world power
e. national prestige and patriotism
449. Which was not a cause of imperialism?
a. national security
b. military advantage
c. gunboat diplomacy
d. the need for naval bases
e. invention of the steamship
450. Which was not a cause of imperialism?
a. ethnocentrism
b. Social Darwinism
c. the belief in “Survival of the Fittest”
d. cultural oppression of the colonized
e. the belief in Anglo-Saxon superiority
Think in terms of
Before the ships sailed.
After the Euros landed.
447. a
It was a result.
448. c
It was a result.
449. c
It was a result.
450. d
It was a result.
451. a
It was a result.
452. e
It was a cause.
453. e
It was a cause.
451. Which was not a cause of imperialism?
a. westernization
b. the missionary impulse
c. regarding Christianity as superior to all other religions
d. regarding Muslims, Hindus, and Buddhists as “heathens”
e. missionaries wanted their governments to control territory
452. Which was not a result of imperialism?
a. assimilation
b. westernization
c. Europeanization
d. spheres of influence
e. “Survival of the Fittest”
453. Which was not a result of imperialism?
a. extraterritorial rights
b. spheres of influence
c. the scramble for Africa
d. carving up the continents
e. the desire for commercial supremacy
page 187
454. Which was not a result of imperialism?
a. Social Darwinism
b. Treaty of Nanking
c. Congress of Berlin
d. Roosevelt Corollary
e. The Open Door Policy
455. Which was not a result of imperialism?
a. Dollar Diplomacy
b. Big Stick Diplomacy
c. Gunboat Diplomacy
d. Survival of the Fittest
e. The Balance of Power
page 188
454. a
It was a cause.
455. e
It was a cause.