Imperialism

1. Imperialism • Ch 24 and 25 What is the difference between empires and imperialism?

2. Ch 24, Section 1 and 4 Define imperialism. What type of imperialism is shown on this map: sphere of influence protectorate or colonial rule? What vocabulary words from the chapter are related to this topic? How? Must read page # in textbook:

3. Chapter 24, Section 1 • Causes for Imperialism: Must read page # in textbook:

4. Ch 24, Section 2 Explain how the continent of Africa changed by completing the following sentence: “In 1850 .... by 1914.... The change was due to ....” What vocabulary words from the chapter are related to this topic? How? Must read page # in textbook: Berlin Conference 1884-85

5. Ch 24, Section 2 Who? What? Where? When? Why? How? The more of the world we inhabit the better it is for the human race. If there be a God, I think what he would like me to do is to paint as much of the map of Africa British red as possible. Source: Cecil, Rhodes, a leading promoter of British imperialism Must read page # in textbook:

6. Chapter 24, Section 3 What story about imperialism does this map tell? How do you know? Explain what is happening by answering: Who? What? Where? When? Why? How? Why did Egypt end up as a protectorate of Britain? Must read page # in textbook:

7. Chapter 25, Section 2 and 4 White Man’s Burden What is it saying? “The White Man’s Burden” Take up the White Man’s burden— Send forth the best ye breed— Go bind your sons to exile To serve your captives’ need… What is it saying? 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 What is it saying? Take up the White Man's burden-- Have done with childish days-- The lightly proferred 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! What is the poem about? How do you know? What is the author’s point of view on this topic? Source: Rudy Kipling, British poet, 1899

8. Ch 25, Section 4 The guns that thundered off Manila and Santiago left us echoes of glory, but they also left us a legacy of duty. If we drove out a medieval tyranny only to make room for savage anarchy we had better not have begun the task at all. It is worse than idle to say that we have no duty to perform, and can leave to their fates the islands we have conquered. Such a course would be the course of infamy. It would be followed at once by utter chaos in the wretched islands themselves. Some stronger manlier power would have to step in and do the work, and we would have shown ourselves weaklings, unable to carry to successful completion the labors that great and high-spirited nations are eager to undertake." Source: Theodore Roosevelt, after the defeat of Spain in the Spanish-American War in 1899 and future president of the U.S. What is the document about? How do you know? What is the author’s point of view on this topic?

9. Chapter 25, Section 4 • How does Kipling’s poem relate to Roosevelt’s document? In other words, do they support or contradict each other? • Explain.

10. Chapter 24, Section 2 “Before becoming emperor of Ethiopia, Menelik II ruled the Shoa region in central Ethiopia. He ensured that he would succeed John IV as emperor by marrying John’s daughter. After John died in 1889, Menelik took the throne. Menelik used the profits from ivory sales to buy modern weapons. He then hired European advisers to teach his soldiers how to use the new guns. Menelik’s army conquered neighboring lands and owned a stunning victory over the Italians at Adowa. European nations rushed to establish diplomatic ties with Ethiopia. Around the world, people of African decent hailed Menelik’s victory over European imperialism.” Source: Biography of Menelik II, King of Ethiopia during the late 19th century. According to the passage, how did Menelik II preserve Ethiopian independence during the age of European Imperialism? Where did you find the answer?

11. Ch. 24, Section 1 • Why did some Westerners at home criticize imperialism? Give 3 reasons:

12. Ch 24, Section 3 Do some research on pages 578 and 595 in order to answer the following question: What was the Armenian massacre? Did it show the positive or negative side of nationalism? Explain. Your answer should be 3 - 5 sentences in length.

13. Ch 24, Section 4 • “We must at present do our best to form a class who may be interpreters between us and the millions whom we govern; a class of persons, Indian in blood and color, but English in taste, in opinions, in morals, and in intellect.” • Source: Thomas Babington Macaulay, a British statesman who lived in Calcutta India between 1834 and 1838 and served on the British "Supreme Council for India".This is an except from his Minute on Education, written in February 1835. • 1. What is the passage saying? • 2. Who would most likely agree with this: a sepoy or a viceroy? Why? 13

14. Ch. 24, Section 5 During the period known as the Canton trade system (1757–1842), hong merchants acted as exclusive liaisons between American traders and the Chinese. Holding the license to trade issued by the Chinese government, the hong merchants enjoyed considerable power. All foreign trade was required to be channeled through them. They purchased most of the imports, arranged for exports back to America, and made sure Westerners followed customs and duty regulations. Source: A Chronicle of the China Trade from the Historical Collections Exhibit, Harvard Business School. http://www.library.hbs.edu/hc/heard/canton-trade.html 1. According to the text, who was controlling trade between China and Westerners at this time? 2. How do you know? 3. What was the Opium War and how did it change trade between China and the West?

15. Ch. 24, Sec. 5 • 1. How does the political cartoon support the map? • 2. How did China end up being divided into Spheres of Influences? • 3. What were extraterritoriality rights and who did it protect in China: Chinese or British merchants? • 4. Describe: • Taiping Rebellion of 1850 - 1864 • Boxer Uprising of 1899 • Were either events related to the topic due to the condition shown on the map and political cartoon? Explain.

16. Ch. 24, Section 5. “The [size] of China as a country is equal to that of India and the fertility of her land is superior to that of Turkey, but her conformity to the defective ways which have accumulated and her incapacity to stand up and reform make her also like a brother of these two countries…Whenever there is a flood or drought, communications are severed, there is no way to transport famine relief, the dead are abandoned to fill the ditches or are disregarded, and nine out of ten houses are emptied…The members of secret societies are scattered over the whole country, waiting for the chance to move. Industry is not developed, commerce is not discussed, the native goods daily become less salable…” Source: Liang Ci’-ch’oa, an influential Chinese thinker, written in 1896. According to the author, how is China similar to India and Turkey? How did the government of China change between 1908 and 1911?

17. Ch 25, Section 4 1. What is the focus of this map? 2. How did the U.S. gain control of this area? Include the following in your answer: Panama, Colombia

18. Ch. 25, Sec. 3 Read about these colonies in your textbook. What may have been a reason for Britain granting them self-rule while at the same time imperializing and keeping control of other lands and other people?

19. Ch. 25, Sec. 1 • What’s going on? • Include the following in your story: • Matthew Perry • 1853 • Treaty of Kanagawa • Meiji rule of Japan Lists political, economic and social reforms of the Meiji government between 1868 and 1912 (p. 600 - 602)

20. Ch. 25, Sec. 2 “The American continents are henceforth not to be considered as subjects for future colonization by any European powers.” Source: President James Monroe, 1823 The above statement is known as the .... What war is this cartoon about? How do you know?

21. Ch. 25, Sec. 2 “I have been criticized a good deal about the Philippines, but don’t serve it. The truth is I didn’t want the Philippines, and when they came to us, as a gift from the gods, I did not know what to do with them . . . . And one night late it came to me this way – I don’t know how it was, but it came: (1) That we could not give them back to Spain – that would be cowardly and dishonorable; (2) that we could not turn them over to France and Germany – our commercial rivals in the Orient – that would be bad business an discreditable; (3) that we could not leave them to themselves – they were unfit for self-government – and they would soon have anarchy and misrule over there worse than Spain’s was; and (4) that there was nothing left for us to do but to take them all, and to educate the Filipinos, and uplift and civilize and Christianize them . . .” Source: Remarks to a delegation of Methodist church leaders by President William McKinley on November 21, 1899 1. Who is the speaker and what is he saying? 2. When does the speaker trying to appeal to capitalists? 3. Who is the audience? When does he try to appeal to them? 4. What statement reflects Social Darwinist ideas?

22. Ch. 25, Sec. 2 What is the message? What is the tone? What is the message? What is the message? Which of the two images best supports the idea of “Yankee Imperialism”?