Chapter 19: Internal Troubles, External
Threats: China, the Ottoman Empire,
and Japan, 1800–1914
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Questions
a. Japan’s industrialization
b. Japan’s rejection of external expansion and its defense
of other regional states threatened by Western powers
c. Major reforms in the Japanese government
d. The selective borrowing in Japan of western ideas
a. was no longer driven by the needs of trade because
Europe produced all the manufactured goods that it
required.
b. did not bring cultural change because Europeans
considered their culture of modernity beyond the
capacity of non-Europeans to understand.
c. never led to large-scale migration of Europeans.
d. was backed by far more powerful militaries.
a. Japan was less reliant on Western finance than either the
Ottoman Empire or China.
b. Only Japan saw parts of its territory physically occupied by
Western troops.
c. Japan chose not to renegotiate its “capitulation” treaties with
Western powers while both the Ottoman Empire and China
did.
d. Western powers considered Japan of far greater strategic and
economic importance leading to more active Western
intervention in Japan than either the Ottoman Empire or
China.
1.
2.
3.
Answer is B
Answer is D
Answer is A
To examine the ways in which Europeans created
their nineteenth-century empires
 To consider the nineteenth-century development
of racism as an outcrop of European feelings of
superiority and to investigate the ways in which
subject peoples were themselves affected by
European racial categorization
 To consider the extent to which the colonial
experience transformed the lives of Asians and
Africans
 To define some of the distinctive qualities of
modern European empires in relationship to
earlier examples of empire
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 The
British, French, Germans, Italians,
Belgians, Portuguese, Russians, and
Americans all had colonies.
 The period 1750–1900 saw a second,
distinct phase of European colonial
conquest.
• focused on Asia and Africa
• several new players (Germany, Italy, Belgium, U.S.,
Japan)
• was not demographically catastrophic like the first
phase
• was affected by the Industrial Revolution
 The
establishment of the second-wave
European empires was based on military
force or the threat of using it.
 over the nineteenth century, Europeans
developed an enormous firepower
advantage (repeating rifles and machine
guns)
 Becoming a colony happened in a variety of
ways.
• India and Indonesia: grew from interaction with
European trading firms

Becoming a colony happened in a variety of ways:
• India and Indonesia: grew from interaction with European
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trading firms
most of Africa, Southeast Asia, and the Pacific islands:
deliberate conquest
decentralized societies without a formal state structure were
the hardest to conquer
Australia and New Zealand: more like the colonization of North
America (with massive European settlement and diseases
killing off most of the native population)
Taiwan and Korea: Japanese takeover was done European-style
United States and Russia continued to expand
Liberia: settled by freed U.S. slaves
Ethiopia and Siam (Thailand) avoided colonization skillfully
Asian and African societies generated a wide range of
responses to the European threat.
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European takeover was often traumatic for the colonized
peoples; the loss of life and property could be devastating.
governments and missionaries promoted European
education
periodic rebellions
racism was especially pronounced in areas with a large
number of European settlers (e.g., South Africa)
colonial states imposed deep changes in people’s daily lives
colonizers were fascinated with counting and classifying
their new subjects
colonial policies contradicted European core values and
practices at home
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hundreds of thousands of workers
came to work on Southeast Asian plantations
millions of Indians migrated to work elsewhere in the British
Empire
especially in Africa, people moved to European
farms/plantations because they had lost their own land
South Africa in 1913: 88 percent of the land belonged to
whites
much of highland Kenya was taken over by 4,000 white
farmers
colonial cities attracted many workers
• segregated, unsanitary, overcrowded
• created a place for a native, Western-educated middle class
• created an enormous class of urban poor that could barely live and
couldn’t raise families
colonial rule did help integrate Asian and African
economies into a global exchange network
 colonial rule did introduce some modernizing
elements
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• schools
• health care
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What was the overall economic impact of colonial
rule?
• defenders: it jump-started modern growth
• critics: long record of exploitation and limited, uneven growth
 getting
a Western education created a
new identity for many
• the almost magical power of literacy
• access to better jobs
• social mobility and elite status
 many
people embraced European
culture
 many of the Western-educated elite saw
colonial rule as the path to a better future,
at least at first
 widespread
conversion to Christianity in
New Zealand, the Pacific islands, and nonMuslim Africa
• around 10,000 missionaries had gone to Africa by
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1910
by the 1960s, some 50 million Africans were
Christian
Christianity was attractive to many in Africa
Christianity was associated with modern education
Christianity gave opportunities to the young, the
poor, and many women
 Christianity
was Africanized
• continuing use of charms, medicine men
• some simply demonized their old gods
• wide array of “independent churches” was
established
 Christianity
did not spread widely in
India
• but it led intellectuals and reformers to define
Hinduism
• Hindu leaders looked to offer spiritual support
to the spiritually sick Western world