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Chapter Introduction
Section 1 Colonial Rule in Southeast
Asia
Section 2 Empire Building in Africa
Section 3 British Rule in India
Section 4 Nation Building in Latin
America
Chapter Summary
Chapter Assessment
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Key Events
As you read this chapter, look for the key
events in the history of imperialism. 
• Competition among European nations
led to the partition of Africa. 
• Colonial rule created a new social class
of Westernized intellectuals. 
• British rule brought order and stability to
India, but with its own set of costs. 
• As a colonial power, the United States
practiced many of the same imperialist
policies as European nations.
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The Impact Today
The events that occurred during this time
period still impact our lives today. 
• Rhodesia became the nation of
Zimbabwe. 
• India adopted a parliamentary form of
government like that of Great Britain. 
• The United States gave up rights to the
Panama Canal Zone on December 31,
1999. 
• Europeans migrated to the Americas,
Australia, New Zealand, and South Africa.
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Chapter Objectives
After studying this chapter, you should be
able to: 
• describe how colonial powers took over
and ruled other territories. 
• discuss how Western nations imposed
their values and institutions. 
• describe how nationalism gave subjects
means for seeking their freedom. 
• describe how colonies provided raw
materials and new markets for
industrialized nations.
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Chapter Objectives
After studying this chapter, you should be
able to:
• describe the social divisions in the
colonies between the colonizers and
those who were colonized.
Colonial Rule in Southeast Asia
Main Ideas
• Through the “new imperialism,” Westerners
sought to control vast territories. 
• Colonial export policies exploited native
populations and opened up markets for
European manufactured goods. 
Key Terms
• imperialism 
• indirect rule 
• protectorate 
• direct rule
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Colonial Rule in Southeast Asia
People to Identify
• King Mongkut 
• King Chulalongkorn

• Commodore George
Dewey 
• Emilio Aguinaldo
Places to Locate
• Singapore 
• Thailand 
• Burma 
• Philippines
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
Colonial Rule in Southeast Asia
Preview Questions
• Why were Westerners so determined to colonize
Southeast Asia? 
• What was the chief goal of the Western nations?
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Colonial Rule in Southeast Asia
Preview of Events
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listen to the audio again.
The eruption of the Krakatoa volcano on
an island between Java and Sumatra in
1883 was one of the most catastrophic in
history. At its climax explosions were
heard 2,200 miles away, and ash was
blown to a height of 50 miles. The
volcano triggered a series of tidal waves,
the largest of which killed 36,000 people
on Java and Sumatra.
The New Imperialism
• In the 1800s European nations began a
new push of imperialism–the extension of
a nation’s power over other lands. 
• A new phase of Western expansion into
and trade with Asia and Africa began in
the nineteenth century. 
• Asia and Africa were seen as a source of
raw materials for industrial production and
as a market for Europe’s manufactured
goods.
(pages 647–648)
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The New Imperialism (cont.)
• This “new imperialism,” as some
historians have called it, was not content
to have trading posts and agreements, as
the old imperialism was, but wanted direct
control over territories. 
• There was a strong economic motive for
Western nations to increase their search
for colonies after 1880. 
• Europeans wanted direct control of the
raw materials and markets it found in
Asia, Africa, and Latin America.
(pages 647–648)
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The New Imperialism (cont.)
• European nations also acquired colonies
to gain an advantage over European rivals
looking for colonies and world power. 
• Having colonies was a source of national
prestige as well.
(pages 647–648)
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The New Imperialism (cont.)
• The new imperialism was tied to racism
and social Darwinism. 
• To social Darwinists, the imperialist
European nations were simply exerting
themselves in the struggle for the fittest to
survive. 
• Losing nations were racially inferior
nations, these people argued
erroneously.
(pages 647–648)
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The New Imperialism (cont.)
• Others believed that the Western nations
had a moral or religious duty to “civilize”
Asian, African, and Latin American
nations, which often meant to Christianize
them.
(pages 647–648)
The New Imperialism (cont.)
What is the definition of racism?
Racism is the belief that race determines
the basic traits and capabilities of the
individual members of the race. Use this
question to generate a discussion about
racial stereotypes and prejudice.
(pages 647–648)
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Colonial Takeover in
Southeast Asia
• By 1900, almost all of Southeast Asia was
under Western rule. 
• Great Britain led the way in nineteenthcentury imperial colonialism. 
• In 1819, Great Britain founded a colony
on a small island called Singapore (“city
of the lion”). 
• In the new age of steamships, Singapore
soon became a major port for traffic to
and from China.
(pages 649–650)
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Colonial Takeover in
Southeast Asia (cont.)
• The British moved deeper into Southeast
Asia in the next decades. 
• Britain took control of Burma (present-day
Myanmar) to protect its possessions in
India and to have a land route to South
China.
(pages 649–650)
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Colonial Takeover in
Southeast Asia (cont.)
• France had interests in Vietnam and was
alarmed by British expansion into
Southeast Asia. 
• To stop any British move on Vietnam, the
French government decided in 1857 to
force the Vietnamese to accept French
protection. 
• In 1884, the French seized control of
Hanoi and later made the Vietnamese
Empire into a French protectorate–a
political unit that depends on another
government for its protection.
(pages 649–650)
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Colonial Takeover in
Southeast Asia (cont.)
• In the 1880s, France extended its control
over neighboring Cambodia, Laos,
Annam, and Tonkin.
(pages 649–650)
Colonial Takeover in
Southeast Asia (cont.)
• In the final quarter of the nineteenth
century, both Britain and France tried
to make Thailand into a colony. 
• Two remarkable rulers prevented the
takeover–King Mongkut (memorialized
in The King and I) and his son King
Chulalongkorn. 
• Both promoted friendly relations with the
West and Western learning.
(pages 649–650)
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Colonial Takeover in
Southeast Asia (cont.)
• In 1896, France and Britain agreed to
maintain Thailand as an independent
buffer state between their possessions.
(pages 649–650)
Colonial Takeover in
Southeast Asia (cont.)
• The United States naval forces under
Commodore George Dewey defeated
the Spanish in Manila Bay in the
Philippines. 
• President William McKinley believed it
was his moral duty to civilize other parts
of the world. 
• Colonizing the Philippines would also
prevent it from coming under Japanese
rule and would serve the United States’s
interest in securing a jumping-off point for
trade with China.
(pages 649–650)
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Colonial Takeover in
Southeast Asia (cont.)
• Many Filipinos objected to the
colonization–especially Emilio
Aguinaldo, the leader of an
independence movement. 
• His guerrilla forces fought against
the Spanish and the United States,
who defeated the guerrillas.
(pages 649–650)
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Colonial Takeover in
Southeast Asia (cont.)
Why did imperialism change from having
trade relations with territories to
governing and administering territories ?
The answer is two-fold: European
nations needed to guarantee control so
other European nations would not move
in on their territories; governing gave a
tighter economic hold on the areas
under European control.
(pages 649–650)
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Colonial Regimes in Southeast
Asia
• The chief goal of the Western powers in
their colonies was to exploit the natural
resources and open up markets for
Western manufactured goods. 
• The colonial powers ruled either indirectly
or directly.
(pages 650–651)
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Colonial Regimes in Southeast
Asia (cont.)
• Indirect rule allowed local rulers and
political elites to use their authority in
cooperation with the goals of
the Western parent country. 
• This approach was the preferred route
because it made ruling easier and less
costly.
(pages 650–651)
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Colonial Regimes in Southeast
Asia (cont.)
• Especially when local elites resisted
foreign conquest, indirect rule was not
practicable. 
• In these cases, new officials from the
mother country were put in charge of
taxes, law and order, and other
governmental matters. 
• This system is called direct rule. 
• This was Britain’s approach in Burma, for
example, where the British abolished the
monarchy.
(pages 650–651)
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Colonial Regimes in Southeast
Asia (cont.)
• France used direct and indirect rule in
Indochina. 
• It imposed direct rule in the southern
provinces in the Mekong delta, which had
been ceded to France as a colony after
the first war in 1858 to 1862. 
• In the northern parts of Vietnam, France
used indirect rule (protectorate).
(pages 650–651)
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Colonial Regimes in Southeast
Asia (cont.)
• Western powers often justified their
conquests by arguing they brought
civilization and development. 
• These same powers, however, often
feared the indigenous peoples gaining
political rights. 
• The native peoples might want full
participation in the government or
independence.
(pages 650–651)
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Colonial Regimes in Southeast
Asia (cont.)
• Colonial powers did not want their
colonists to develop their own industries. 
• Thus, the parent countries stressed
exporting raw materials–teak wood,
rubber, tin, spices, tea, coffee, sugar,
and others.
(pages 650–651)
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Colonial Regimes in Southeast
Asia (cont.)
• In many places, the native people
worked as wage laborers on plantations
owned by foreign investors. 
• Plantation owners kept wages at a
poverty level. 
• Conditions on plantations often were
horrible. 
• Colonial governments often levied high
taxes on the peasants.
(pages 650–651)
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Colonial Regimes in Southeast
Asia (cont.)
• Colonial rule did bring benefits to
Southeast Asia. 
• It began a modern economic system
and improved infrastructure. 
• Expanded exports developed an
entrepreneurial class in rural areas,
even though most of the export profits
went to the mother country.
(pages 650–651)
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Colonial Regimes in Southeast
Asia (cont.)
What aspect of French colonial Vietnam
policy seems reflected in the era of the
American Vietnam War?
The communist liberation movements
came out of the areas [in the north] that
the French governed indirectly.
Presumably the indirect rule gave more
opportunity for such movements to take
root and spread.
(pages 650–651)
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Resistance to Colonial Rule
• Initial resistance to colonial rule came
from the ruling classes among the subject
peoples. 
• Sometimes resistance to Western rule
took the form of peasant revolts. 
• Peasants often were driven off land to
make way for plantation agriculture.
(pages 651–652)
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Resistance to Colonial Rule (cont.)
• Early resistance movements were
overcome by Western powers. 
• At the beginning of the twentieth century,
a new kind of resistance based on the
force of nationalism emerged. 
• The leaders often were a new class
created by colonial rule: westernized
intellectuals in the cities.
(pages 651–652)
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Resistance to Colonial Rule (cont.)
• These new leaders were part of a new
urban middle class–merchants, clerks,
students, and professionals–which had
been educated in Western schools, spoke
Western languages, and knew Western
customs. 
• At first, the resistance movements
organized to protect religious traditions
and economic interests. 
• In the 1930s, these resistance
movements began to demand national
independence.
(pages 651–652)
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Resistance to Colonial Rule (cont.)
Why is the demand for national
independence a natural outgrowth of
having been educated in Western schools?
The idea of national democracies is a
strong part of the modern Western
heritage. The resistance leaders were
promoting the ideals they had learned
in the West.
(pages 651–652)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A 1. the extension of a nation’s
power over other lands
A. imperialism
__
C 2. colonial government in
which local rulers are
allowed to maintain their
positions of authority and
status
C. indirect rule
B. protectorate
D. direct rule
__
B 3. a political unit that depends on another
government for its protection
__
D 4. colonial government in which local elites are
removed from power and replaced by a new set
of officials brought from the mother country
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Checking for Understanding
Explain how the “new imperialism”
differed from old imperialism. Also
explain how imperialism came to be
associated with Social Darwinism.
During the old imperialism, European
states set up a few trading posts.
During the new imperialism, European
states wanted direct control of colonial
raw materials and markets. In the
struggle between nations, the fit–
Western imperialists–are victorious.
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Checking for Understanding
List some of the benefits colonial rule
brought to Southeast Asia. Do you
think these benefits outweighed the
disadvantages? Why or why not?
Because of colonial rule, railroads,
highways, and other structures were
built, and it created an entrepreneurial
class.
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Critical Thinking
Making Inferences Why were resistance
movements often led by natives who had
lived and been educated in the West?
Initially, what were the goals of these
resistance leaders? How did their goals
change over time?
Resistance movements were often led by
natives who had lived and been educated
in the West because they understood
Western institutions. Originally, the
resistance leaders wanted to defend their
peoples, but over time, their goals changed
to independence.
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Analyzing Visuals
Describe the situation being endured
by the Vietnamese prisoners in the
photo on page 652 of your textbook.
Be specific in your description of their
confinement. Based on your reading
of the living conditions in Southeast
Asian colonies at this time, do you
think you would have risked this type
of punishment if you had been in their
position? Explain.
Close
The economy for colonies was based
on unequal exchange. Low-value raw
materials were exported to Europe,
and high-cost manufactured goods
were imported. List the benefits and
negative effects that resulted from this
policy.
Empire Building in Africa
Main Ideas
• Great Britain, France, Germany, Belgium, and
Portugal placed virtually all of Africa under
European rule. 
• Native peoples sought an end to colonial rule. 
Key Terms
• annex 
• indigenous
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Empire Building in Africa
People to Identify
• Muhammad Ali 
• Henry Stanley 
• David Livingstone 
• Zulu 
Places to Locate
• Suez Canal 
• Rhodesia 
• Union of South Africa
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Empire Building in Africa
Preview Questions
• What new class of Africans developed in many
African nations? 
• What was the relationship between the Boers
and the Zulu?
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Empire Building in Africa
Preview of Events
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listen to the audio again.
The imperialist Cecil Rhodes established in
his will a scheme to award scholarships at
Oxford to men throughout the Englishspeaking world. Although Rhodes himself
used the words “white” and “civilized”
interchangeably, his will forbade
disqualification on the grounds of race, so
many nonwhite students have benefited
from the Rhodes Scholarship. In 1976, the
program was expanded to include women.
West Africa
• Europeans did not hesitate to deceive
Africans in order to get their land and
natural resources. 
• Driven by rivalries among themselves,
Great Britain, France, Germany, Belgium,
Italy, Spain, and Portugal placed almost
all of Africa under European rule between
1880 and 1890.
(pages 654–656)
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West Africa (cont.)
• West Africa was particularly affected by
the slave trade, but trafficking in slaves
had declined after it was declared illegal
by both Great Britain and the United
States by 1808. 
• By the 1890s, slavery was abolished in
all the major countries of the world.
(pages 654–656)
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West Africa (cont.)
• As slavery declined, Europe’s interest
in other forms of trade increased–for
example, trading manufactured goods for
peanuts, timber, hides, and palm oil. 
• In the early nineteenth century, the British
established settlements along the Gold
Coast and in Sierra Leone. 
• The growing European presence in West
Africa caused increasing tensions with
local African governments, who feared for
their independence.
(pages 654–656)
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West Africa (cont.)
• In 1874, Great Britain annexed
(incorporated a country within a state)
the west coastal states as the first British
colony of Gold Coast. 
• Simultaneously, it established a
protectorate over warring Nigerian
groups.
(pages 654–656)
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West Africa (cont.)
• France controlled the largest part of
West Africa, and Germany controlled
Togo, Cameroon, German Southwest
Africa, and German East Africa.
(pages 654–656)
West Africa (cont.)
Imagine your grandparents or even
parents had been enslaved by
Europeans. Now those same Europeans
want to trade goods and use your natural
resources. How would you respond?
(pages 654–656)
North Africa
• Egypt had been part of the Ottoman
Empire. 
• In 1805, an officer of the Ottoman army
named Muhammad Ali seized power and
established a separate Egyptian state. 
• Ali introduced a series of reforms to
modernize Egypt. 
• He modernized the army, set up a public
school system, and helped create small
industries.
(page 656)
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North Africa (cont.)
• The growing economic importance of the
Nile Valley, along with the development of
steamships, gave Europeans a desire to
build a canal east of Cairo to connect the
Mediterranean and Red Seas. 
• In 1854, Ferdinand de Lesseps, a
Frenchman, signed a contract to build
the Suez Canal. 
• The canal was completed in 1869.
(page 656)
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North Africa (cont.)
• Great Britain bought Egypt’s share in the
Suez Canal. 
• Britain suppressed an 1881 revolt against
foreign influence, and Egypt became a
British protectorate in 1914.
(page 656)
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North Africa (cont.)
• The British believed they should control
the Sudan, south of Egypt. 
• In 1881, the Muslim cleric Muhammad
Ahmad seized control of the Sudan and
defeated the British military force under
General Charles Gordon in 1885. 
• The British army was wiped out at
Khartoum; Gordon died in the battle. 
• The British seized the Sudan in 1898.
(page 656)
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North Africa (cont.)
• The French had colonies in North Africa. 
• In 1879, about 150,000 French had
settled in the region of Algeria. 
• The French government established
control there, along with making
protectorates of Tunisia and Morocco.
(page 656)
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North Africa (cont.)
• Italy joined the competition for North
African colonies by trying to take over
Ethiopia. 
• Ethiopian forces defeated the Italians
in 1896. 
• Italy was humiliated and tried again
in 1911 to conquer Ethiopia. 
• Italy seized Turkish Tripoli, which
it renamed Libya.
(page 656)
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North Africa (cont.)
Why was Great Britain especially
interested in the Suez Canal?
Britain referred to the canal as its “lifeline
to India.” Clearly, the canal greatly
enhanced access to India for the British.
(page 656)
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Central Africa
• European explorers had generated
European interest in the dense tropical
jungles of Central Africa. 
• David Livingstone was one such
explorer. 
• He arrived in Africa in 1841 and trekked
through the unexplored interior for 30
years. 
• When he disappeared for a while, the
New York Herald sent the young journalist
Henry Stanley to find him.
(pages 656–657)
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Central Africa (cont.)
• When Stanley found him, he said the now
famous words, “Dr. Livingstone, I
presume.” 
• Although he said he disliked the place,
Stanley stayed in Africa, and in the 1870s
he sailed down the Congo River. 
• He encouraged the British to send settlers
to the Congo River basin. 
• When Britain refused, Stanley turned to
King Leopold II of Belgium.
(pages 656–657)
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Central Africa (cont.)
• King Leopold II was the real driving force
behind the colonization of Central Africa. 
• In 1876, he hired Henry Stanley to set up
Belgian settlements in the Congo. 
• Belgium’s claim to the vast territories of
the Congo worried other European states.
(pages 656–657)
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Central Africa (cont.)
• France especially rushed to gain
territories in Central Africa. 
• Belgium ended up with the territories
around the Congo River, and France
occupied the territories farther north.
(pages 656–657)
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Central Africa (cont.)
What impact do you think Livingstone and
Stanley had on European colonization of
Africa?
Stanley’s reputation led Belgium to hire
him to help establish settlements.
Through reports of Livingstone’s and
Stanley’s travels, Europeans received
first-hand accounts from Africa. They
probably fed the imagination and
sparked interest in a continent about
which Europeans knew little.
(pages 656–657)
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East Africa
• By 1885, Britain and Germany had
become the chief rivals in East Africa. 
• At first, Bismarck had downplayed the
importance of colonies. 
• He became a convert to colonialism,
however, after more and more Germans
called for a German empire.
(pages 657–658)
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East Africa (cont.)
• Germany was one of many European
nations interested in East African
colonies. 
• At the 1884–1885 Berlin Conference, the
major European powers divided up East
Africa, giving recognition to German,
British, and Portuguese claims. 
• No African delegates were present at the
conference.
(pages 657–658)
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East Africa (cont.)
How do you respond to the fact that there
were no African delegates at the Berlin
Conference, where European powers
divided up African territory?
Possible answer: This fact reveals that
those who have wealth and military
might often lose perspective in their bids
for power.
(pages 657–658)
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South Africa
• The European presence in Africa grew
most rapidly in the south. 
• By 1865, close to two hundred thousand
white people had moved to the southern
part of Africa.
(pages 658–659)
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South Africa (cont.)
• The Boers, also called Afrikaners, were
the descendants of the original Dutch
settlers who occupied Cape Town in South
Africa in the seventeenth century. 
• Later, the British seized these lands. 
• In the 1830s, the Boers fled British rule,
going northward and establishing the
independent republics of Transvaal–later
the South African Republic–and the
Orange Free State.
(pages 658–659)
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South Africa (cont.)
• The Boers believed white supremacy was
ordained by God; therefore, they put a
many indigenous (native) peoples on
reservations. 
• The Boers frequently battled the Zulu,
an indigenous people. 
• The Zulu had risen to prominence under
their great ruler, Shaka. 
• Later the British defeated the Zulu.
(pages 658–659)
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South Africa (cont.)
• In the 1880s British policy in South Africa
was influenced by Cecil Rhodes, who had
set up diamond and gold companies that
had made him fabulously wealthy. 
• He named the territory north of the
Transvaal Rhodesia, after himself.
(pages 658–659)
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South Africa (cont.)
• Rhodes’s ambitions led to his downfall in
1896. 
• The British government forced him to
resign as prime minister of Cape Colony
after finding out he planned to overthrow
the Boer government of the South African
Republic without British approval. 
• Conflict broke out between the British and
the Boers, leading to war.
(pages 658–659)
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South Africa (cont.)
• The Boer War was fought from 1899 to
1902. 
• Fierce guerrilla resistance by the Boers
angered the British, who burned crops
and herded about 120,000 Boer women
and children into detention camps,
causing some 20,000 to die.
(pages 658–659)
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South Africa (cont.)
• In 1910, the British created the
independent Union of South Africa,
combining the Cape Colony and the Boer
republics. 
• This was a self-governing nation within
the British Empire. 
• To appease the Boers, the policy was that
only whites and a few propertied Africans
could vote.
(pages 658–659)
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South Africa (cont.)
Where is there a strong analogy between
the Boer treatment of indigenous African
peoples and the United States treatment
of Native Americans?
In both cases, the indigenous peoples
were put on reservations.
(pages 658–659)
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Colonial Rule in Africa
• By 1914, only Liberia, which had been
created by freed United States slaves,
and Ethiopia were African nations free
of European domination. 
• Native armed forces had been devastated
by the superior European forces.
(pages 659–660)
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Colonial Rule in Africa (cont.)
• Britain especially relied on existing
political elites and institutions to govern
its colonies. 
• An advantage of indirect rule for the
indigenous peoples is that it interfered
much less with their traditions and
customs. 
• However, most decisions came from the
parent country, and local rulers rubberstamped and enforced these decisions,
maintaining their power.
(pages 659–660)
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Colonial Rule in Africa (cont.)
• This system sowed the seeds of later
class and tribal tensions among native
peoples.
(pages 659–660)
Colonial Rule in Africa (cont.)
• Most other European governments used
direct rule in Africa. 
• The French, for example, appointed a
governor-general and set up their own
colonial bureaucracy. 
• The French ideal was to assimilate the
African peoples. 
• They did not want to preserve African
traditions.
(pages 659–660)
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Colonial Rule in Africa (cont.)
If you were an African subject to either
French or British rule, which would you
prefer?
Possible answer: The British approach
kept the African elite in power and did not
disturb local customs, but it did not give
Africans a voice in decision making. The
French approach tried to include native
participation, but it imposed French culture
and suppressed native culture.
(pages 659–660)
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Rise of African Nationalism
• A new class of African leaders emerged
in the early twentieth century. 
• Mostly intellectuals, they knew about the
West from their education in colonial and
Western schools. 
• The members of this new class often
admired Western culture and wanted to
introduce Western ideas and institutions
to their culture because they saw certain
aspects of European culture as superior
to their own cultures.
(page 660)
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Rise of African Nationalism (cont.)
• These same people often resented the
foreigners and their contempt for Africa. 
• These intellectuals saw the gap between
Western democratic theory and Western
colonial practice. 
• Africans had little chance to participate in
the colonial institutions, and many had
lost their farms for terrible jobs in
sweatshops or on plantations.
(page 660)
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Rise of African Nationalism (cont.)
• Middle-class Africans also could complain,
not just the poor peasants. 
• They usually had only menial jobs in the
government or bureaucracy, and they
were paid much less than whites. 
• Europeans segregated most of society
and often called adult black males “boy.”
(page 660)
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Rise of African Nationalism (cont.)
• During the first quarter of the twentieth
century, resentment turned to action. 
• Educated native peoples began to
organize political parties and movements
to end foreign rule.
(page 660)
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Rise of African Nationalism (cont.)
What was the point of calling the African
men by their first names or “boy”?
It was supposed to assert the superiority
of the one speaking over the person
being called this name and to strip the
African adult of his maturity.
(page 660)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. native to a region
__
A 2. incorporate territory into
an existing political unit,
such as a city or country
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A. annex
B. indigenous
Checking for Understanding
Explain why the British were
interested in East Africa. What other
countries claimed parts of East Africa?
The British were interested in acquiring
East Africa because it would connect
the British Empire in Africa from South
Africa to Egypt. Germany claimed parts
of East Africa.
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Checking for Understanding
List the ways in which the French
system of direct rule included Africans.
Africans could run for public office and
even serve in the National Assembly in
Paris under the French system of direct
rule.
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Critical Thinking
Drawing Conclusions What can
you conclude from the fact that African
delegates were not included in the
Berlin Conference of 1884–1885?
Possible answer: Because African
delegates were not included in the
Berlin Conference of 1884–1885, one
could conclude that no one wanted to
hear what they thought of European
plans for their continent.
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Analyzing Visuals
Examine the painting on page 656 of
your textbook. What was the painter
trying to say about the hostilities
between the British and the people of
the Sudan? If forced to choose, whom
would you support in this
confrontation?
The British were not intimidated, even
when they appear to be outnumbered
and unarmed compared to the
Sudanese.
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Close
Summarize the effects of imperialism
on Africa. What benefits and hardships
did colonization bring to the continent?
Explain the political, economic, cultural,
and technological influences of
expansion on both Europeans and nonEuropeans.
British Rule in India
Main Ideas
• British rule brought stability to India but
destroyed native industries and degraded
Indians. 
• Mohandas Gandhi advocated nonviolent
resistance to gain Indian independence
from Great Britain. 
Key Terms
• sepoy 
• viceroy
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British Rule in India
People to Identify
• Queen Victoria 
• Mohandas Gandhi 
• Indian National
Congress 
Places to Locate
• Kanpur 
• Mumbai
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British Rule in India
Preview Questions
• What was the goal of the Indian National
Congress? 
• Why was India called the “Jewel in the Crown”
of the Empress of India?
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British Rule in India
Preview of Events
Click the Speaker button to
listen to the audio again.
Mohandas Gandhi’s nonviolent resistance
movement against British colonialism was
based on a principle Gandhi called
satyagraha, which means “truth force” or
“devotion to truth” in Sanskrit. Practicing
satyagraha means having the nonviolence
of mind to gain insight into the true nature
of evil, understand all the ways to not
cooperate with evil, and respond to evil with
peace and love. One hope of this approach
is that the person confronted with the force of
truth will convert so the evil dissipates without
leaving winners and losers.
The Sepoy Mutiny
• During the eighteenth century, British
power in India increased as the power
of the Mogul rulers declined. 
• To rule India, the British East India
Company had its own soldiers and forts. 
• It also hired Indian soldiers, called
sepoys, to protect the company’s
interests.
(pages 666–667)
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The Sepoy Mutiny (cont.)
• In 1857, Indians revolted against the
British. 
• This was known as the Sepoy Mutiny, or
Great Rebellion, to the British, and as the
First War of Independence to the Indians. 
• The immediate cause was the rumor that
the British were passing out bullets
greased with cow and pig fat. 
• The cow is sacred to the Hindus, and the
pig is taboo to Muslims. 
• Thus a group of sepoys refused to use the
bullets.
(pages 666–667)
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The Sepoy Mutiny (cont.)
• The British arrested the offenders, causing
the sepoys to go on a rampage and kill 50
European men, women, and children. 
• The revolt spread quickly, but it was
crushed within a year. 
• The Indians were vastly outnumbered and
rivalries between Muslims and Hindus hurt
cooperation among their forces.
(pages 666–667)
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The Sepoy Mutiny (cont.)
• Atrocities were terrible on both sides. 
• At Kanpur, Indians with swords and
knives massacred two hundred
defenseless women and children. 
• When they recaptured Kanpur, the
British took their revenge. 
• As a result of the Sepoy uprising, the
British Parliament transferred the powers
of the British East India Company to the
British government. 
• In 1876 Queen Victoria acquired the title
of Empress of India.
(pages 666–667)
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The Sepoy Mutiny (cont.)
Why did the same war have such different
names–the Sepoy Mutiny and the First War
of Independence?
Names of historical events often reflect a point
of view. Another example is the American Civil
War, referred to at the time by Southerners as
the war of Northern aggression.
(pages 666–667)
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Colonial Rule
• The British government ruled India directly
through a British official known as a
viceroy–a governor who rules as a
representative of a monarch. 
• The viceroy was assisted by a British
civil service staff of about 3,500 people,
who ruled 300 million. 
• British rule had both benefits and costs
for India. 
• One benefit was that Britain brought
order to a society wracked by civil war.
(pages 667–669)
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Colonial Rule (cont.)
• It also led to a fairly honest government. 
• Lord Thomas Macaulay set up a new
school system. 
• The goal of the new system was to train
Indian children to work in the colonial
administrative system and the army. 
• The new system served only upper-class
Indians; 90 percent of the country
remained illiterate. 
• Britain also introduced infrastructure like
the telegraph and railroads.
(pages 667–669)
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Colonial Rule (cont.)
• Perhaps the greatest cost to the Indians of
British rule was economic. 
• British rule brought severe hardships to
most of the population. 
• British manufactured goods destroyed
local industries, for example. 
• In rural areas, the zamindars collected
taxes from the peasants. 
• Many zamindars took advantage of their
authority, increasing taxes and forcing
many peasants to become tenants or lose
their land entirely.
(pages 667–669)
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Colonial Rule (cont.)
• The British also persuaded many farmers
to switch from growing food to growing
cotton. 
• Food supplies could not keep up with the
population, therefore. 
• Between 1800 and 1900, thirty million
Indians starved to death. 
• British rule was degrading to the
educated, upper-class Indians as well.
(pages 667–669)
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Colonial Rule (cont.)
• Top jobs were reserved for the British,
and the rulers believed they were
superior to the Indians. 
• The British showed disrespect for Indian
culture. 
• For example, they used the Taj Mahal
as a place of weddings and parties,
even chipping off pieces of it to take
as souvenirs. 
• British racial attitudes led to the Indian
nationalist movement.
(pages 667–669)
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Colonial Rule (cont.)
Why did the British encourage Indian
farmers to grow cotton instead of food?
The cotton was a raw material shipped to
Great Britain’s textile factories.
(pages 667–669)
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An Indian Nationalist Movement
• The first Indian nationalists were upperclass, English-educated people who
preferred reform over revolution. 
• Many came from urban areas such as
Mumbai (then called Bombay) and
Calcutta.
(pages 669–670)
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An Indian Nationalist Movement (cont.)
• The slow pace of reform convinced most
Indian nationalists they had to do more. 
• In 1885, a small group of Indians formed
the Indian National Congress (INC). 
• At first it called only for a share in the
governing process, not full
independence. 
• A split between Hindus and Muslims
plagued the INC. 
• Muslims began to call for a separate
league to better represent the interests
of India’s millions of Muslims.
(pages 669–670)
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An Indian Nationalist Movement (cont.)
• In 1915, the return of a young lawyer gave
new life to the independence movement. 
• Mohandas Gandhi was born in Gujarat
and educated in England. 
• While working at a law firm in South Africa
serving the interests of Indian workers
there, Gandhi became aware of racial
exploitation.
(pages 669–670)
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An Indian Nationalist Movement (cont.)
• Using his experiences in South Africa,
Gandhi turned the Indian independence
movement into one of nonviolent
resistance. 
• The aim was to win aid for the poor and
independence. 
• Gandhi’s movement would indeed lead
to independence.
(pages 669–670)
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An Indian Nationalist Movement (cont.)
Gandhi advocated living very simply, owning
few possessions, and having little money. He
claimed that living in this manner was the way
to genuine freedom. Is Gandhi correct that
possessions and material concerns can
enslave a person? Why or why not?
(pages 669–670)
Colonial Indian Culture
• India experienced a cultural revival in the
early 1800s. 
• A British college opened in Calcutta and
a local publishing house issued textbooks
on subjects including Sanskrit.
(page 670)
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Colonial Indian Culture (cont.)
• The work of writers such as the illustrious
Indian author Rabindranath Tagore tried to
promote pride in a national Indian
consciousness in the face of British
domination. 
• Tagore’s life work was to promote human
dignity and world peace. 
• His interest was ideas, and he set up a
school that became a national university.
(page 670)
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Colonial Indian Culture (cont.)
Do authors today help forge a sense
of cultural identity or cross-cultural
understanding?
(page 670)
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Colonial Indian Culture (cont.)
Yes. Examples include Sandra Cisneros, Alice
Walker, Toni Morrison, Amy Tan, and Louise
Erdrich. Today, films are also a powerful medium
to express cultural identity and to explore issues
of cross-cultural communication. By portraying life
in a culture that is not the dominant one, they
affirm that culture and promote recognition and
pride. Contemporary books and films can also be
spread to a worldwide audience much more easily
than in the past, and they allow people around the
world to experience the perspective of a particular
culture.
(page 670)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A 1. an Indian soldier hired
by the British East India
Company to protect the
company’s interests in
the region
__
B 2. a governor who ruled as
a representative of a monarch
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A. sepoy
B. viceroy
Checking for Understanding
Explain why the Muslim League was
created. What were the advantages of
its formation? What were the
disadvantages?
The Muslim League was created
because Hindus dominated the National
Congress. The advantage of the
League was that it represented Muslim
interests, but it also split the nationalist
movement.
Click the mouse button or press the
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Checking for Understanding
List the economic costs to the Indian
people that resulted from India being
ruled by the British. What benefits to the
Indian population, if any, resulted from
British rule?
As a result of India being ruled by the
British, British textiles destroyed local
industry, peasants were overtaxed by
zamindars, and cotton growing led to
mass starvation. The benefits included
a new school system and improved
transportation and communications.
Click the mouse button or press the
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Critical Thinking
Predict Consequences Many British
lived in India for decades. Do you think
living in India would have changed
British attitudes toward Indians?
Explain.
Analyzing Visuals
Interpret the messages conveyed by
the two images on page 669 of your
textbook. Describe your reactions to the
paintings. Why might your reactions be
the same as or different from reactions
of English teenagers viewing these
paintings in the late 1800s?
Close
To show your understanding of the
political and economic impact of
imperialism, analyze the British
Empire.
Nation Building in Latin America
Main Ideas
• Latin American countries served as a source of
raw materials for Europe and the United States. 
• Because land remained the basis of wealth
and power, landed elites dominated Latin
American countries. 
Key Terms
• creole 
• Monroe Doctrine 
• peninsulare

• caudillo
• mestizo 
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Nation Building in Latin America
People to Identify
• José de San Martín 
• Simón Bolívar 
• Antonio López de
Santa Anna 
• Benito Juárez 
Places to Locate
• Puerto Rico 
• Haiti 
• Panama Canal 
• Nicaragua
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Nation Building in Latin America
Preview Question
• How did the American Revolution inspire
political changes in Latin America?
Nation Building in Latin America
Preview of Events
Click the Speaker button to
listen to the audio again.
After the overthrow of Venustiano
Carranza’s government in 1920, “Pancho”
Villa was granted a pardon and a ranch
near Parral, Chihuahua, in return for a
promise to retire from politics. Three years
later he was assassinated on his ranch.
Thus, all three leaders of the Mexican
Revolution–Carranza, Zapata, and Villa–
died at the hands of assassins.
Nationalist Revolts
• By the end of the eighteenth century, the
political ideals of the revolution in North
America were threatening European
control of Latin America.
(pages 671–673)
Nationalist Revolts (cont.)
• Social classes based on privilege divided
colonial Latin America. 
• The top level, the peninsulares, held the
important positions. 
• Creoles (descendants of Europeans born
in Latin America who lived there
permanently) controlled land and
businesses. 
• Mestizos, the largest segment, worked
as servants or laborers.
(pages 671–673)
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Nationalist Revolts (cont.)
• The creole elites were especially
influenced by revolutionary ideals. 
• They found the ideas of a free press, free
trade, and equality before the law very
attractive. 
• They resented colonial control of trade,
as well. 
• They especially resented the
peninsulares–Spanish and Portuguese
officials who resided temporarily in Latin
America for political and economic gain
and then returned to their mother
(pages 671–673)
countries.
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Nationalist Revolts (cont.)
• The creole elites denounced the rule of
Spain and of Portugal. 
• There was a series of revolts between
1807 and 1825, due to the weakened
condition of Spain and Portugal from
defeats at the hands of Napoleon.
(pages 671–673)
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Nationalist Revolts (cont.)
• The unusual revolution led by FrançoisDominique Toussaint-Louverture on the
island of Hispaniola took place before the
main independence movements began. 
• More than one hundred thousand slaves
rose up and seized control of the entire
island. 
• In 1804, the area now called Haiti became
the first independent state in Latin
America.
(pages 671–673)
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Nationalist Revolts (cont.)
• Mexico experienced a revolt beginning
in 1810. 
• Miguel Hidalgo was the first hero of the
Mexican movement for independence. 
• Inspired by the French Revolution, he
urged the mestizos (people of European
and Indian descent) to free themselves
from the Spanish.
(pages 671–673)
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Nationalist Revolts (cont.)
• In 1810, Hidalgo led an unsuccessful
armed attack on the Spaniards. 
• They were defeated and Hidalgo was
executed, but his memory lives on. 
• September 16, the first day of the
uprising, is Mexico’s Independence Day.
(pages 671–673)
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Nationalist Revolts (cont.)
• The involvement of Indians and mestizos
in the revolt against Spain frightened both
the creoles and peninsulares. 
• They cooperated in defeating the popular
revolutionary forces. 
• They then overthrew the Spanish in order
to preserve their own power.
(pages 671–673)
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Nationalist Revolts (cont.)
• In 1821, Mexico declared its
independence from Spain. 
• The creole military leader Agustín de
Iturbide named himself emperor in 1822,
but was deposed. 
• Mexico became a republic.
(pages 671–673)
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Nationalist Revolts (cont.)
• Two members of the creole elite –José de
San Martín of Argentina and Simón
Bolívar of Venezuela–are considered the
liberators of South America. 
• San Martín believed the Spanish had to
be removed from all of South America if
any South American nation was to be
free. 
• He freed Argentina by 1810. 
• In 1817, he led forces against the Spanish
in Chile.
(pages 671–673)
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Nationalist Revolts (cont.)
• He crossed the Andes in an amazing
march during which many soldiers died.

• The arrival of his army in Chile surprised
the Spanish, and their forces were
defeated. 
• San Martín wanted to move on to Lima,
the center of Spanish authority. 
• He knew he would need the help of the
man who had freed Venezuela from the
Spanish–Simón Bolívar. 
• They allied.
(pages 671–673)
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Nationalist Revolts (cont.)
• By the end of the 1820s, South and
Central America were free of the Spanish. 
• The one threat left was that the Concert
of Europe favored using troops to restore
Spanish rule in Latin America. 
• Britain disagreed because it wished to
trade with Latin America.
(pages 671–673)
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Nationalist Revolts (cont.)
• The United States president, James
Monroe, issued the Monroe Doctrine,
which warned against European
involvement in Latin America and
guaranteed the independence of the
new Latin American nations.
(pages 671–673)
Nationalist Revolts (cont.)
Why did the Europeans make such
distinctions among creoles, mestizos,
and mulattos (people of European and
African descent)?
Generally, Western colonizers were
interested in what they thought of as their
racial “purity/superiority” and understanding
people in terms of their race or mixed racial
background. The categorizations serve to
create a social hierarchy for keeping
various peoples in their “correct” places.
(pages 671–673)
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Difficulties of Nation Building
• The new Latin American nations faced
many serious problems between 1830
and 1870, such as border wars, a huge
loss of property and people, and no
modern infrastructure. 
• Over the nineteenth century these new
countries would become economically
dependent on Europe and the United
States once again.
(pages 673–676)
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Difficulties of Nation Building (cont.)
• The new nations began as republics, but
soon strong leaders known as caudillos
came to power. 
• They ruled by force, and the landed elite
supported them. 
• Some of them were destructive, such as
Mexican ruler Antonio López de Santa
Anna. 
• He misused state funds, halted reforms,
and created chaos. 
• In 1835, American settlers in the Mexican
state of Texas revolted against him. (pages 673–676)
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Difficulties of Nation Building (cont.)
• Texas gained its independence in 1836;
war between Mexico and the United
States soon followed (1846 to 1848). 
• Mexico lost almost one-half of its territory
to the United States after losing the
Mexican War. 
• Santa Anna’s disastrous rule was followed
by a period of reform (1855 to 1876),
dominated by Benito Juárez, a reformer,
national hero, and child of Native
American peasants.
(pages 673–676)
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Difficulties of Nation Building (cont.)
• The United States’s intervention in Latin
America led to the building of the Panama
Canal (opened in 1914). 
• The United States controlled it for most of
the twentieth century.
(pages 673–676)
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Difficulties of Nation Building (cont.)
• Political independence did not translate
into economic independence. 
• Britain and other Western nations
dominated the Latin American economy. 
• Latin America continued to be a source of
raw materials and food for the industrial
West. 
• Finished consumer goods, especially
textiles, were imported. 
• The continuation of this old pattern
assured that Latin America would depend
on Europe and the United States. (pages 673–676)
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Difficulties of Nation Building (cont.)
• A basic problem for all Latin American
nations was the domination of society by
the landed elite. 
• Large estates remain a way of life in Latin
America. 
• Land remained the basis of wealth,
prestige, and power in Latin America
throughout the nineteenth century. 
• The landed elite ran governments and
made huge profits, while the masses lived
in dire poverty.
(pages 673–676)
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Difficulties of Nation Building (cont.)
Colonialism depends in part on people in
the parent country buying goods made or
grown in the colonies. Are there
contemporary situations in which we in
the United States buy things made or
grown in poorer countries where the
workers are paid little and work in bad
conditions?
Yes, one area is in clothing, for which
many articles are made in sweatshops
abroad.
(pages 673–676)
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Political Change in Latin America
• After 1870, Latin American governments
wrote constitutions similar to those in the
United States and Europe. 
• Ruling elites kept their power, however,
often by restricting voting rights.
(page 676)
Click the mouse button or press the
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Political Change in Latin America
• After the Spanish-American War,
Cuba became a United States
protectorate and Puerto Rico was
annexed to the United States. 
(cont.)
• In 1903, the United States supported a
rebellion that allowed Panama to become
an independent nation. 
• In return the United States received the
land on which it built the Panama Canal.
(page 676)
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Political Change in Latin America
(cont.)
• American investments in Latin America
soon followed. 
• Beginning in 1898, military forces were
sent into Latin America to protect
American interests. 
• The United States Marines were in Haiti
from 1915 to 1934, and Nicaragua was
occupied from 1909 to 1933. 
• Resentment built against the big power
from the north.
(page 676)
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Political Change in Latin America
• In Mexico, among other Latin
American countries, large landowners
supported dictators who looked out for
the interests of the ruling elite. 
(cont.)
• The dictator Porfirio Díaz ruled Mexico
between 1877 and 1911 with the support
of the army, the Catholic Church, the
aristocrats, and foreign capitalists.
(page 676)
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Political Change in Latin America
• Wages declined under this dictator,
and 95 percent of the rural population
did not own land. 
(cont.)
• A liberal landowner forced Díaz out,
and a wider revolution started. 
• Emiliano Zapata demanded agrarian
reform. 
• He aroused the peasants against the
wealthy. 
• Between 1910 and 1920, the Mexican
Revolution raged.
(page 676)
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Political Change in Latin America
(cont.)
• A new constitution enacted in 1917
set up a government led by a president,
created land reform, established limits on
foreign investment, and set out to help
workers.
(page 676)
Political Change in Latin America
(cont.)
Why was the United States so interested
in building the Panama Canal?
The canal significantly cut down on
travel time for shipping because ships
no longer had to sail around South
America.
(page 676)
Click the mouse button or press the
Space Bar to display the answer.
Economic Change in Latin America
• Latin America had a period of economic
prosperity after 1870 due to the
exportation of a few major items, including
wheat and beef from Argentina, coffee
from Brazil, and bananas from Central
America. 
• After 1900, Latin America began doing
more of its own manufacturing.
(page 677)
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Economic Change in Latin America
(cont.)
• Due to the prosperity, the middle
sectors of Latin American society grew,
even though they were too small to make
up a genuine middle class. 
• The middle sectors were only 5 to 10
percent of the population.
(page 677)
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Economic Change in Latin America
(cont.)
• Members of the Latin American middle
class had shared characteristics: They
lived in cities, sought education and
decent incomes, and saw the United
States as a model, especially for
industrialization. 
• They sought reform, not revolution, and
usually voted with the landed elites.
(page 677)
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Economic Change in Latin America
(cont.)
Why would the Latin American middle
class vote with the landed elites against
the peasants?
Peasant demands generally asked for
a redistribution of land and, therefore,
wealth. The middle class did not want
the government to have that power for
fear of losing its own wealth and
holdings.
(page 677)
Click the mouse button or press the
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. a person born on the
Iberian Peninsula; typically,
a Spanish or Portuguese
official who resided
temporarily in Latin America
for political and economic
gain and then returned to
Europe
A. creole
B. peninsulare
C. mestizo
D. Monroe Doctrine
E. caudillo
__
A 2. a person of European descent born in Latin
America and living there permanently
__
C 3. a person of mixed European and native
American Indian descent
Click the mouse button or press the
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
D 4. the United States policy
guaranteeing the
independence of Latin
American nations and
warning against European
intervention in the Americas,
made by President James
Monroe in 1823
A. creole
B. peninsulare
C. mestizo
D. Monroe Doctrine
E. caudillo
__
E 5. in postrevolutionary Latin America, a strong
leader who ruled chiefly by military force, usually
with the support of the landed elite
Click the mouse button or press the
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Checking for Understanding
Describe British motives for protecting
Latin American states.
The British protected Latin America
because they wanted to trade with
Latin America.
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Checking for Understanding
List the powers and privileges of the
landed elites.
The landed elites ran governments,
controlled courts, and kept a system
of inexpensive labor.
Click the mouse button or press the
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Critical Thinking
Examine Why did eliminating
European domination from Latin
America not bring about significant
economic and social change?
Landed elites excluded the vast
majority of the population from any
role in governing.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Visuals
Describe the painting on page 672 of
your textbook. What action is taking
place? How would you describe the
emotions of the people in the scene?
How has the painter tried to convey
the importance of the event?
The action taking place includes an
angry mob taking up arms. The
prominent swords, flames, and
banners convey energy and motion.
Click the mouse button or press the
Space Bar to display the answer.
Close
Discuss the causes of instability that
led to revolution in Latin America.
Focus on either internal problems like
land distribution, churches, etc., or
external events like the American
Revolution or the Napoleonic wars in
Europe.
Chapter Summary
The Age of Imperialism
The imperialist powers of the nineteenth
century conquered weaker countries and
carved up the lands they seized. Their
actions had a lasting effect on the world,
especially the conquered peoples of Asia
and Africa. The chart on the following slide
organizes selected events that occurred
during the age of imperialism according
to four themes.
Chapter Summary
Using Key Terms
Insert the key term that best completes each of the following
sentences.
1. The establishment of overseas colonies is called
_______________.
imperialism
2. A _______________
is a political unit that depends
protectorate
on another state for its protection, such as
Cambodia in its relationship with France in the
1880s.
3. The method of colonial government in which local
rulers maintain their authority is called
indirect rule
_______________.
4. Indian soldiers in the service of the British East India
sepoys
Company were called _______________.
5. To prevent foreign interference in Latin America, the
president of the United States issued the
_______________.
Monroe Doctrine
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Reviewing Key Facts
Geography What African state was
founded as a refuge for former
slaves?
Liberia was founded as a refuge for
former slaves.
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Reviewing Key Facts
Government Describe the zamindar
system, which was used by the British
in India.
Zamindars were local officials used by
the British to collect taxes. Many took
advantage of their authority to increase
taxes, forcing the less fortunate
peasants to become tenants or lose
their land entirely.
Click the mouse button or press the
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Reviewing Key Facts
History What were the goals of
Mohandas Gandhi?
The goals of Mohandas Gandhi were to
force the British to help the poor and
grant independence to India.
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Reviewing Key Facts
History Why was the Haitian
revolution unique?
More than 100,000 slaves revolted,
overthrowing French rule.
Click the mouse button or press the
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Reviewing Key Facts
History What arrangement did the
United States make with Panama?
The United States would support
Panama’s rebellion against Colombia in
exchange for control of a 10-mile-wide
(16.09 km) strip of land running from
coast to coast.
Click the mouse button or press the
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Critical Thinking
Analyzing Explain the circumstances
surrounding the building of the
Panama Canal. How did the United
States benefit?
In 1903, the United States supported
Panama’s revolt against Colombia in
exchange for control of a 10-mile-wide
(16.09 km) strip of land running from
coast to coast. The canal built there
shortened the traveling distance
between the U.S. coasts, making
shipping faster and cheaper.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Making Comparisons Discuss the various
concerns of people under colonial rule. Did
social class affect how they viewed colonial
power? How were the concerns of different
social classes similar? How were they
different?
Most people under colonial rule resented it. In
many cases, the elite classes resented foreign
rule the most because they understood the
institutions and values of the West. Peasant
unrest often came about as a result of
displacement from lands that were seized by
colonists; peasants were often forced into
virtual slavery on new plantations. The
colonists’ superior attitude resulted in a
growing resentment and native pride.
Click the mouse button or press the
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Analyzing Maps and Charts
Study the map below and answer the questions on the
following slides.
Analyzing Maps and Charts
Approximately
how long is the
Suez Canal?
The Suez Canal is
about 100 miles
(160 km) long.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
Why is control of
the Suez Canal so
important?
Control of the Suez
Canal is important
because it provides
a shorter route from
Europe to Asia.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
What two seas are
connected by the
Suez Canal?
The Mediterranean
and Red Seas are
connected by the
Suez Canal.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
What route was
used for trade and
transportation in
this area prior to
the building of the
Suez Canal?
Without the canal,
ships in the
Mediterranean Sea
had to travel around
Africa to reach Asia.
Click the mouse button or press the
Space Bar to display the answer.
Standardized Test Practice
Directions: Choose the best answer to the following
question.
Which of the following was a consequence of British colonial
rule in India?
A the defeat of the Mogul dynasty
B the popularity of the joint-stock company
C the exploitation of resources
D the Berlin Conference of 1884
Test-Taking Tip If you do not immediately know the
right answer to a question, look at each answer choice
carefully. Try to recall the context in which these events
were discussed in class. Remembering this context may
help you eliminate incorrect answer choices.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
Geography Use maps in this chapter or in the
Reference Atlas to measure the distance involved
in Cecil Rhodes’s “Cape to Cairo” railroad. What
terrain would this railroad have to go through?
Economics After the sepoy rebellion, the British
spent immense sums of money on economic
development in India. What might have been the
British motives for this investment? What seems to
have been of little concern to the British?
Sociology
Speech
Click on a hyperlink to view the corresponding slide.
Sociology Research how the culture of a city or a
country is modified when colonial powers dominate
a region. For example, Singapore acquired many
British traits, and the official language of Vietnam
became French.
Speech Read Senator Beveridge’s speech on page
650 of your textbook as a politician might. What are
the two reasons given in the speech for the United
States to retain control over the Philippines? How
would the senator feel about the “white man’s
burden”?
Government
Journalism
Click on a hyperlink to view the corresponding slide.
Government Choose a country mentioned in this
section, research the current political situation using
Internet resources, write a brief summary about that
country, and present it to the class.
Journalism Draw a political cartoon depicting a
major event from this section and present it to the
class.
Malaria
David Livingstone
The Zulu
Lake Tanganyika
Sir Richard Francis Burton
Click on a hyperlink to view the corresponding slide.
Malaria People who have contracted malaria
sometimes suffer relapses after their first infection.
Malaria is still a common disease in Africa, Central
America, and Southeast Asia.
David Livingstone Although remembered
primarily for his explorations and humanitarian
work, David Livingstone worked to bring Africa into
the world community of nations. His body is buried
in Westminster Abbey, but he gave instructions that
his heart was to remain in Africa. It is buried in
Blantyre, Malawi, a city named after his birthplace
in Scotland.
The Zulu The Zulu army that defeated the British
at the Battle of Isandhlwana in 1879 included a
regiment of men in their sixties. Zulu regiments
were divided by age, and each regiment lived in
a separate village in peacetime.
Lake Tanganyika Bordered by four countries–Burundi,
Democratic Republic of Congo, Tanzania, and Zambia–
Lake Tanganyika is the longest freshwater lake in the
world. It is the second deepest, after Lake Baikal in
Russia. It lies in the Great Rift Valley, which accounts for
its great depth, just under 0.9 miles (1,433 m). Lake
Tanganyika has about 1,181 miles (1,900 km) of
shoreline; north to south it is 410 miles (660 km) long
and 31 miles (50 km) wide. Over 350 different species of
fish live in the lake. The bottom 3,900 feet (1,200 m) of
the lake is either too low in oxygen or too high in
hydrogen sulphide to support life, and some scientists
believe that this “fossil water” may be as much as 20
million years old.
Sir Richard Francis Burton (1821–1890)
Richard Burton was a British explorer. He and his
companion John Speke were the first Europeans
to visit Somalia. Burton then received a commission
from the British Royal Geographical Society to
identify the sources of the Nile, and in 1857, he led
an expedition that began in Zanzibar. He and Speke
were the first Europeans to view Lake Tanganyika,
but it was Speke who would discover that the actual
source of the Nile is Lake Victoria. Burton was also
a linguist and a prolific writer who authored and
translated many books during his lifetime.
The construction of the Panama Canal greatly
increased the military and economic capabilities of
the United States by drastically reducing the time it
took to sail between the country’s two coasts.
Evaluating a Web Site
Why Learn This Skill?
Your little sister has developed a strange rash on her back, so
you decide to check the Internet to see whether or not it might
be chicken pox and how the rash should be treated. When
you look for a Web site, however, you find dozens, and they
are all giving different advice. How do you determine which
site is giving the most accurate and up-to-date information? 
The Internet has become a valuable research tool. It is
convenient to use and contains plentiful information.
Unfortunately, some Web site information is not necessarily
correct or reliable. When using the Internet as a research tool,
the user must distinguish between quality information and
inaccurate or incomplete information.
This feature can be found on page 661 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Evaluating a Web Site
Learning the Skill
To evaluate a Web site, ask yourself the following questions: 
• Where does the site originate? If it is a university, a wellknown organization or agency, or a respected publication,
then the information is likely to be trustworthy. 
• Are the facts on the site documented? Where did this
information originally come from? Is the author clearly
identified? 
• Are the links to other parts of the site appropriate? Do they
take you to information that helps you learn more about the
subject?
This feature can be found on page 661 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Evaluating a Web Site
Learning the Skill
To evaluate a Web site, ask yourself the following questions:
• Is more than one source used for background information
within the site? If so, does the site contain a bibliography?

• When was the last time the site was updated? 
• Does the site explore the topic in-depth? 
• Does the site contain links to other useful and up-to-date
resources? Although many legitimate sites have products to
sell, some sites are more interested in sales than in
providing accurate information.
This feature can be found on page 661 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Evaluating a Web Site
Learning the Skill
To evaluate a Web site, ask yourself the following questions:
• Is the information easy to access? Is it properly labeled?
• Is the design appealing?
This feature can be found on page 661 of your textbook.
Click the mouse button or press the Space Bar to display the information.

Evaluating a Web Site
Practicing the Skill
Visit the Web site about Mohandas Gandhi at
http://www.mkgandhi.org featured on page 661 of your
textbook. Then, answer the questions on the following
slides.
This feature can be found on page 661 of your textbook.
Evaluating a Web Site
Practicing the Skill
Who is the author or sponsor of the Web site?
The sponsors of the Web site are the supporters
of Mohandas Gandhi.
This feature can be found on page 661 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Evaluating a Web Site
Practicing the Skill
What information does the home page link you
to? Are the links appropriate to the topic?
The home page links to works by and about
Gandhi, a time line of his life, images of Gandhi,
and links to other useful sources.
This feature can be found on page 661 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Evaluating a Web Site
Practicing the Skill
What sources were used for the information
contained on the site? When was it last
updated?
The “About Us” feature explains the sources
and contains the date of the last update.
This feature can be found on page 661 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Evaluating a Web Site
Practicing the Skill
Does the site explore the topic in-depth? Why
or why not?
The site has extensive written and multimedia
material both by and about Gandhi.
This feature can be found on page 661 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Evaluating a Web Site
Practicing the Skill
Are there links to other useful sources and are
they up-to-date?
By clicking on “On Gandhi” you get to “Other
Links.” These have summaries that describe
the resource.
This feature can be found on page 661 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Evaluating a Web Site
Practicing the Skill
Is the design of the site appealing? Why or why
not? When was Gandhi born? How easy or
difficult was it to locate this information?
It is very visual, with pictures of Gandhi, as well
as audio and video clips and an interactive time
line.
This feature can be found on page 661 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
David Livingstone
Livingstone expedition in Africa, c. 1855
Read Livingstone in Africa on page 646 of your
textbook. Then answer the questions on the following
slides.
This feature can be found on page 646 of your textbook.
How did David Livingstone’s description of Africa
differ from people’s perception of the region?
People thought Africa was barren, hot, dry,
windy, and full of dangerous creatures.
Livingstone found a bountiful region of fruit
trees and rivers.
This feature can be found on page 646 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
How did David Livingstone say Great Britain
could bring “civilization” to Africa?
Livingstone said Great Britain could bring
“civilization” to Africa through Christianity
and commerce.
This feature can be found on page 646 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Click the image on the
right to listen to an
excerpt from page 653
of your textbook. Read
the information on
page 653 of your
textbook. Then answer
the questions on the
following slides.
This feature can be found on page 653 of your textbook.
Click the Speaker button to listen to the audio again.
What do the writers of the quoted lines want
their fellow Vietnamese to do?
The writers want their fellow Vietnamese to
resist the French.
This feature can be found on page 653 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
What are the writer’s feelings toward those who
worked with the French administration? How can
you tell?
The writer despises those who collaborated
with the French. His language reveals his
feelings toward the collaborators. In his
proclamation, the author says that the
collaborators are “decay, garbage, filth, swine”
and “idiots, fools, lackeys, scoundrels.”
This feature can be found on page 653 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
British Official’s Home in India
During the time that India was a
British colony, many British
government officials spent a
considerable amount of time there
fulfilling their administrative duties.
Their families usually came with
them during their tours of duty,
bringing their Victorian lifestyle
and many of the furnishings that
went with it.
Read the excerpt on pages 668–
669 of your textbook and answer
the questions on the following
slides.
This feature can be found on pages 668–669 of your textbook.
Identifying What were the responsibilities of the
wife of a British officer in India?
The wife of a British officer was expected to
oversee the running of the household and to
entertain in the evening.
This feature can be found on pages 668–669 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Writing about History What do you learn
about British-Indian social relations from this
reading?
The most common relationship between the
British and the Indian was probably as master
and servant.
This feature can be found on pages 668–669 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Imperialism
Objectives
After viewing “Imperialism,” you should: 
• Understand that Europeans were motivated both by racism
and greed when they colonized underdeveloped lands in the
late 19th century. 
• Know that King Leopold of
Belgium was responsible for
the brutal devastation of the
Congo Free State and its people. 
• Realize that European imperialism
ravaged the natural resources of
Africa and Asia.
Click the mouse button or press the Space Bar to display the information.
Click in the window above to view a preview of the World History video.
Imperialism
What was the purpose of the Congo Reform
Association?
The Congo Reform Association was created to
bring attention to the plight of the Congolese
under King Leopold's rule.
Click the mouse button or press the
Space Bar to display the answer.
Imperialism
How did King Leopold's army contribute to the
deadly famine that occurred in the Congo?
Leopold's army destroyed Congolese villages
and stole their food and crops.
Click the mouse button or press the
Space Bar to display the answer.
Maps
Panama Canal
Travel Distance
Panama Canal Locks
Panama Canal Facts
Click on a hyperlink to view the corresponding slide.
desire for control of raw
materials for industries
led to control of large
territories
through belief that qualities
of people were racially
determined and that the
most fit would be victorious
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to help Asia and
Africa develop
capitalist
democracies
Africans forced to give
up many customs
around which family life
revolved
taxation of Africans
probably high since
Africans had no say
Click the mouse button or press the
Space Bar to display the answers.
Africans lost their
farms to Europeans.
He or she ignores the
authority of the state.
He or she does not resist.
Click the mouse button or press the
Space Bar to display the answers.
It gives him or her an
opportunity to rebel
against the state and
to win sympathy
from others.
Hidalgo
Chile and Peru
1821
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Space Bar to display the answers.
Símon Bolívar
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