1. Imperialism in the Industrial Age
History of the Modern World
Imperialism in the Industrial Age
Mrs. McArthur
Walsingham Academy
Room 111
The War in China
We have them (China) good and fast
Hip, hip hooray!
Images: "Postkarte: Der Krieg in China" website of German Historical Museum, Berlin

2. In-Class Activity: Using Homework and Lecture Notes
Give 5 motivating factors for imperialism in the late 19th century.
What advantages did Europeans have at this time?
What was the difference between direct and indirect European rule? Which powers practiced each? What other vehicles did Europeans use to assert power and control over non-European areas?
Define in the context of our study: Imperialism, paternalism, genocide, bureaucracy, concessions
Maps of Africa (slides 10, 11, 12)

3. Section 1 Summary: Building Overseas Empires
The New Imperialism
Section 1 Summary: Building Overseas Empires
Witness History Audio: The White Man’s Burden
Witness History Audio: Empire Builders
Motives Driving the New Imperialism
European Imperialism grew out of a number of causes. The Industrial Revolution required natural resources not available in the home countries; the need for naval bases around the world and for prestige also furthered imperialism; missionaries sought to convert more souls; and social Darwinism made the idea of conquering other peoples more acceptable.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “Why would “the White Man” show pride?” (He thinks he is superior.) “Who does Kipling think profits from imperialism?” (the subject peoples) “Who do you think really profits from this relationship?” (Answers will vary.)
When showing Color Transparency 144, have students identify the cartoonist’s point of view. Then discuss whether or not powerful nations have responsibilities toward less powerful nations.
Note Taking Transparency 160

4. The Rapid Spread of Western Imperialism
Although a small group of Westerners were against colonialism, most were willing to take advantage of its perks, and conquering other lands proved quite easy. Several older civilizations were in decline during the time of Imperialism, and European powers had powerful armies and navies with technical advances such as the Maxim machine gun.
Color Transparency 144: Responsibilities of Powerful Nations
Forms of Imperial Rule
There were several kinds of colonial rule. Direct rule involved sending soldiers from the home country to control the population of the colony. Indirect rule used sultans, chiefs, or other local rulers to oversee operations in the colony. In a protectorate, local rulers followed the advice of their European advisors on issues of trade or missionary activity.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “Why would “the White Man” show pride?” (He thinks he is superior.) “Who does Kipling think profits from imperialism?” (the subject peoples) “Who do you think really profits from this relationship?” (Answers will vary.)
When showing Color Transparency 144, have students identify the cartoonist’s point of view. Then discuss whether or not powerful nations have responsibilities toward less powerful nations.
Progress Monitoring Transparency

5. Color Transparency 144: Responsibilities of Powerful Nations
In this cartoon, Cuban artist Carlucho (pen name for Carlos Villar Aleman, 1946-) depicts a herd of elephants bearing down on a group on unsuspecting frogs. This represents the Cuban view of US policy toward Cuba, or may be interpreted as the Latin American perspective of the US, or more generally, how poor nations view rich nations.
By extension this could be extended to the partition of Africa, the Suez Canal, or the Brit takeover of India.
Do stronger nations have a responsibility to help weaker nations.
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6. Progress Monitoring Transparency

7. Section 2 Summary: The Partition of Africa
The New Imperialism
Section 2 Summary: The Partition of Africa
Witness History Audio: Resisting Imperialism
Africa in the Early 1800s
When imperialists arrived in Africa, they met many different peoples who spoke hundreds of languages and had many different forms of government. Muslims had conquered or influenced much of North, East, and West Africa, but the Ottoman empire was in decline. In southern Africa the Zulus had expanded their control, but they in turn came to be dominated by the technology of the Boers.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “How does the German officer probably perceive Chief Machemba?” (as an inferior, his subject) “How does Chief Machemba perceive himself?” (as an equal) “Based on this letter, how do you think Africans responded to imperialism?” (They probably resisted it.)
When showing Color Transparency 145, use the lesson suggested in the transparency book to guide discussion.
When showing color Transparency 149, have students compare the maps showing the spread of European colonies. Then ask, “Why did countries want to control certain areas?” (proximity to ports, trade routes) “What did the European countries that seized the most territory in Africa have in common?” (They were the most industrialized nations.)
Color Transparency 145: European Explorations of Africa
Note Taking Transparency 161
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8. European Contact Increases
African resistance, difficult terrain, and diseases kept Europeans from much of the interior regions of the continent in the early stages of imperialism. Explorers finally pushed into the interior, followed soon after by missionaries. Dr. David Livingstone was both an explorer and missionary who wrote about Africa’s people and opposed the slave trade.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “How does the German officer probably perceive Chief Machemba?” (as an inferior, his subject) “How does Chief Machemba perceive himself?” (as an equal) “Based on this letter, how do you think Africans responded to imperialism?” (They probably resisted it.)
When showing Color Transparency 145, use the lesson suggested in the transparency book to guide discussion.
When showing color Transparency 149, have students compare the maps showing the spread of European colonies. Then ask, “Why did countries want to control certain areas?” (proximity to ports, trade routes) “What did the European countries that seized the most territory in Africa have in common?” (They were the most industrialized nations.)
A modern re-creation of Livington’s 4,000Km trek.
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9. A Scramble for Colonies
King Leopold II arranged trade treaties with African leaders and soon monopolized the Congo. This started the scramble for colonies by other European nations. An agreement about the process of colonizing Africa was reached at the Berlin Conference in 1884.
Color Transparency 149: The Scramble for Africa
Witness History Video: The Scramble for African Colonies
Africans Resist Imperialism
The colonizers often met with armed resistance. Ethiopia managed to resist European colonization altogether. In this Age of Imperialism, some Western-educated Africans developed an elite status, while others formed nationalist movements to pursue independence.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “How does the German officer probably perceive Chief Machemba?” (as an inferior, his subject) “How does Chief Machemba perceive himself?” (as an equal) “Based on this letter, how do you think Africans responded to imperialism?” (They probably resisted it.)
When showing Color Transparency 145, use the lesson suggested in the transparency book to guide discussion.
When showing color Transparency 149, have students compare the maps showing the spread of European colonies. Then ask, “Why did countries want to control certain areas?” (proximity to ports, trade routes) “What did the European countries that seized the most territory in Africa have in common?” (They were the most industrialized nations.)
Progress Monitoring Transparency
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10. Color Transparency 145: European Explorations of Africa

11. Color Transparency 149: The Scramble for Africa

12. Progress Monitoring Transparency

13. The New Imperialism Section 5 Summary: China and the New Imperialism
Witness History Audio: Trading Opium for Tea
Trade Between Britain and China
China moved from having a trade surplus with Western countries to having a trade deficit. When British merchants were getting rich from selling opium to the Chinese, China’s demands to shop the trade led to war. British warships had the latest technology and China was defeated. Britain then forced China to open more ports to trade and to give Britain the port of Hong Kong.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “Why do you think British traders introduced opium into China if it was prohibited in their own country?” (Sample: Opium addiction would guarantee a market.) Ask what the opium trade says about how the British viewed the Chinese.
When showing Color Transparency 148, ask students to identify the powers portrayed and explain what situation the cartoon is referring to. Then ask how the cartoonist views the great powers in China.
The Taiping Rebellion Weakens China
The peasant revolt known as the Taiping Rebellion nearly toppled the Qing dynasty and led to the deaths of 20–30 million Chinese. As a result, the Qing government had to share power with regional commanders.

14. Section 5: China and the New Imperialism
Geography Interactive: Imperialism in China
Launching Reform Efforts
When it became obvious that China was no match for Western powers or a modernized Japan, imperialists rushed to carve out spheres of influence along the coast. The U.S. introduced an Open Door Policy to keep Chinese trade open. In 1898, emperor Guang Xu began a reform program to modernize China called the Hundred Days of Reform, but the Conservatives soon retook control.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “Why do you think British traders introduced opium into China if it was prohibited in their own country?” (Sample: Opium addiction would guarantee a market.) Ask what the opium trade says about how the British viewed the Chinese.
When showing Color Transparency 148, ask students to identify the powers portrayed and explain what situation the cartoon is referring to. Then ask how the cartoonist views the great powers in China.
Color Transparency 148: The Great Powers Divide China
Note Taking Transparency 164

15. The Qing Dynasty Falls Empress Ci Xi
The Qing dynasty once again had to contend with foreign guns and demands after the Boxer Uprising brought in forces of the Western powers and Japan. A Chinese nationalist movement was growing and led to the birth of a republic after the empress Ci Xi died.
Progress Monitoring Transparency
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “Why do you think British traders introduced opium into China if it was prohibited in their own country?” (Sample: Opium addiction would guarantee a market.) Ask what the opium trade says about how the British viewed the Chinese.
When showing Color Transparency 148, ask students to identify the powers portrayed and explain what situation the cartoon is referring to. Then ask how the cartoonist views the great powers in China.
Empress Ci Xi

16. Color Transparency 148: The Great Powers Divide China

17. Progress Monitoring Transparency

18. Term 2 Review Justifications: 19th Century Liberalism Social Darwinism
Assassination of Archduke Ferdinand
Industrial Revolution
Justifications: 19th Century Liberalism Social Darwinism
Responses: Socialism, Marxism Labor Unions
Social Changes
Urban Industrial Environment
Finance Capitalism
Middle Class Rising in Power
Aristocracy Declining in Power
Working Class Living in Poverty
Peasants Struggling to Survive
Expansion of Gov't Services
City Services: Fire, Police, Water, Sanitation
Public Health Education
Requirements
Increased Competition
Raw Materials
New Markets
Investments
Nationalism
Imperialism
Militarism
Entangling Alliances
Underlying Causes of World War
Term 2 Review

19. Assignment 1: due Wed., 12/12
Chapter 24, The New Imperialism, will be covered with section summaries and supplementary PP. materials. Copies are on SPA and at phschool.com, web code nad-2401.
Read section summaries 1-2 (photocopies)
Complete Reading Check, Vocabulary Strategy, Reading Skill and Review questions
View PP slides #3-12 (Consult notes in the Notes View.)
Student Choice Activity Film: 55 Days at Peking, analysis is Due by 12/18

20. Assignment 2: due Fri., 12/14 Read section summaries 3-4 (photocopies)
Complete Reading Check, Vocabulary Strategy, Reading Skill and Review questions
Map Assignment due Tues. 12/18. Additional copies are also posted on SPA.
Student Choice Activity Film: 55 Days at Peking analysis is due 12/18

21. Assignment 3: due Monday., 12/17
Read section summary 5 (photocopy)
Complete Reading Check, Vocabulary Strategy, Reading Skill and Review questions.
Identify: concession, protectorate, sphere of influence
View PP slides #13-17 (Consult notes in the Notes View.)
Assignment 4: due Tues., 12/18
Complete Map Packet.

22. Remembrance: Term 3’s required novel must be read by the last week of January
New Paperback copies are hard to find in U.S. For new copies, you can go to:
Used copies are readily available on Amazon or:
A Kindle edition is also available
and
You may borrow an audio version from me to load in iTunes
ISBN-10:
ISBN-13: