1. AP WORLD HISTORY CHAPTER 20 Colonial Encounters 1750-1914

2. Mounting Problems/Global Conext During the 1800s = most of the peoples of Asia, the Middle East, Africa, and Latin America were facing:  Internal problems and crises  A powerful and expanding Europe Some countries maintained their formal independence from Europe  China, the Ottoman Empire, Japan Some countries fell under official control of European powers  Many countries in Africa and Asia

3. Facing Europe/Context Four dimensions of an expansive Europe confronted these societies:  Immense military might and political ambitions of rival European states  Networks of trade, investment, and migration that stemmed from industrial and capitalist Europe  Aspects of traditional European culture  languages, Christianity, European literature and philosophy, etc.  Culture of modernity  scientific and technological achievements; ideas of nationalism, socialism, feminism, and individualism

4. European Imperialism: General Information Imperialism = empire building = extending the rule of an empire over foreign territories and acquiring colonies Took place between: 1812 and 1914 Territories officially incorporated into European colonial empires = India, Africa, Southeast Asia, and the islands of the Pacific A colony = a territory separate from, but ruled by, another power A sphere of influence = a region of the world in which one state is dominant Depiction of British Imperialism

5. European Imperialism: Motives Main catalyst = the Industrial Revolution Motive #1: New economic needs  raw materials, agricultural products, etc.  Needed to look abroad to find these Motive #2: Needed markets to sell their finished products to  More products sold = more money  Kept factories running and workers employed

6. European Imperialism: Motives Another factor driving European imperialism = rising nationalism Nationalism = loyalty to one’s own nation and the desire for national independence and advancement Intensified rivalries between European states Colonies and spheres of influence became symbols of national “Great Power” status Result = nations tried to acquire as many territories as quickly as possible  even if they had no real economic value

7. European Perceptions of the “Other” In the past = Europeans believed in their “religious superiority” over others With industrialization, they developed a more secularized view of their own superiority  They had started the Scientific and Industrial Revolutions, amassed great wealth, and built up a supreme military New “racial superiority” developed = based on modern “science”—was a bunch of garbage and not science

8. Science-Based “Racial Superiority” Scientists and physicians measured and classified the size and shape of human skulls  Conclusion = skulls of white people = larger = therefore more advanced Biologists applied notions of “rank” to human beings  Result = a hierarchy of races  Whites on top and less developed races beneath them New theory = race determined human intelligence, moral development, and destiny—Again, a bunch of garbage Conclusion = European expansion was natural and inevitable “The Progressive Development of Man”

9. “The White Man’s Burden” Europeans felt a sense of responsibility to the “weaker races” Author Rudyard Kipling referred to this idea as the “white man’s burden” Belief in a “civilizing mission” = meant bringing:  Christianity to the heathen  Good government to the disordered lands  Work discipline and production for the market to “lazy natives”  Education to the uneducated and illiterate  Clothing to the naked  Health care to the sick

10. Social Darwinism “Survival of the fittest” – but in society Natural weeding out of “weaker” peoples of the world would allow the “stronger” to flourish Belief = European dominance involved the displacement or destruction of backward peoples or “unfit” races

11. A Second Wave of European Conquests First Wave of European Colonialism Second Wave of European Colonialism 1500s - 1600s1750 – 1900 In the Western Hemisphere (Americas)In Africa and Asia Spain and Portugal = were major players; NOT ANYMORE DUN DUN DUN New countries involved = Germany, Italy, Belgium, the U.S., Japan Devastated native populationsNo massive devastation done to native peoples Europeans chose the path of conquest and outright colonial rule Europeans preferred informal control (cheaper & less likely to cause war) Construction of 2 nd -wave European empires in Africa and Asia involved military force or the threat of using it Although they would have preferred non-violent takeovers, Europeans often had to fight in wars of conquest to create their empires Always won in the end  superior militaries and weapons

12. Colonial Asia in the Early 20 th Century

13. Colonial Africa in the Early 20 th Century

14. Various Paths to Colonial Status India and Indonesia = colonial conquest grew out of earlier interactions with European trading companies  India = became controlled by Britain  Indonesia = became controlled by the Dutch  Neither country had a clear-cut plan for conquest  Conquest evolved slowly as local authorities and European traders made and unmade a variety of alliances  Acquisition of India and Indonesia = fairly easy because both were fragmented territories with no political unity British authorities meeting with Mughal leaders

15. Various Paths to Colonial Status Australia and New Zealand = both taken over by the British  Similar to the earlier colonization of North America  Conquest accompanied by: massive European settlement and diseases that reduced native numbers  Became settler colonies = “neo-European” societies in the Pacific White Settlers in Australia

16. Various Paths to Colonial Status Africa, mainland Southeast Asia, and the Pacific islands = occurred later = in the 2 nd half of the 19 th century  More abruptly and deliberately than anywhere else

17. The “Scramble for Africa” Until the 1800s = Europeans knew very little about Africa 1840 = David Livingstone went to Africa  Traveled around and explored there for 30 years  He lost contact with the outside world for 6 years in the 1860s  American Journalist Henry Stanley was sent to look for him -- ended up leading several expeditions himself Journeys of Livingstone and Stanley increased interest in Africa and its many resources Meeting of Livingstone and Stanley

18. The “Scramble for Africa” One European country after another began to claim parts of Africa  Able to take African territories easily because they had superior weapons and a lot of money 1885 = the Berlin Conference = Several European nations met in Berlin to decide how to divide up Africa  No African leaders invited  Peaceful negotiations made between the European powers that officially decided “who got what” By 1914 = Europeans controlled 90% of Africa  European powers often had to use extensive and bloody military action to maintain control within their acquired African territories The Berlin Conference

19. Varying Responses to European Encroachment Some tried to enlist Europeans in their own internal struggles for power or in their external rivalries with neighboring states Some tried to pit imperial powers against each other Some wanted to fight back against the Europeans Some believed resistance was futile and acceptance of the situation was the only option Some negotiated with Europeans in an effort to keep as much independence and power as possible African Resistance to Colonial Rule

20. Under European Rule: Cooperation Many groups and individuals willingly cooperated with colonial authorities Many men found employment, status, and security in the European-led armed forces Colonial rulers = expensive, in short supply, and could rarely communicate with their subjects  Result = local intermediaries needed  Local intermediaries = typically from elite or governing families  Local intermediaries = could retain their status and gain wealth by exercising authority at the local level

21. Under European Rule: Cooperation Many found it beneficial to pursue Western education  Western-educated class served the colonial state, European businesses, and Christian missions as teachers, clerks, translators, and lower-level administrators  Some with even more education = became lawyers, doctors, engineers, journalists, etc.

22. Under European Rule: Rebellion Periodic rebellions (both big and small) = a constant problem for colonial regimes everywhere Most famous colonial rebellion = the Indian Rebellion of 1857-1858  Also known as: the Sepoy Rebellion or Sepoy Mutiny  Sepoys = Indian soldiers in the service of European powers

23. Indian Rebellion of 1857-1858 Triggered by the introduction into the colony’s forces of a new cartridge smeared with animal fat from cows and pigs Remember: Indian troops = Hindus and Muslims  Hindus = find cows sacred  Muslims = regard pigs as unclean  Both = viewed this military “innovation” as a plot to harm them and convert them to Christianity Indian troops in Bengal mutinied against their British superiors

24. Indian Rebellion of 1857-1858 Indian Rebellion spread from Bengal to other regions and other social groups Many social groups within India were upset with British colonial rule  Local rulers = lost power  Landlords = deprived of their estates and/or rent  Peasants = overtaxed and exploited by urban moneylenders and landlords  Weavers = unemployed (displaced by machines)  Religious leaders = opposed to Christian missionary preaching

25. Indian Rebellion of 1857-1858 Crushed in 1858  but important results followed:  Widening of the racial divide in colonial India between native Indians and their British rulers  eroded British tolerance for their subjects  British = became more conservative and cautious when it came to trying to change Indian society  didn’t want another rebellion  British government assumed direct control over India  ended the British East India Company’s rule there

26. Colonial Empires with a Difference Major factor distinguishing the rulers from the ruled = race Education for colonial subjects = very limited  Limited to practical subjects  Europeans were afraid that education and knowledge would lead to power for colonial subjects

27. Colonial Empires with a Difference Colonies with large European settler populations = blatant pattern of racial segregation Example = apartheid  Racial segregation in South Africa  Racial system provided for separate: “homelands,” educational systems, residential areas, public facilities, etc.

28. Colonial Empires with a Difference European powers were much more involved and “hands on” with their colonial states in the 19 th century  Affected the daily lives of people far more than empires had in the past  Centralized tax-collecting agencies  New modes of transportation and communication  Imposed changes in landholding patterns  Integration of colonial economies into global trade network  Public health and sanitation measures European factories on the west coast of Africa

29. Colonial Empires with a Difference European colonizers felt the need to count, classify, and organize their colonial subjects  Wanted a way to manage the unfamiliar, complex, varied, and changing societies that they now controlled  Made colonial administration easier  Ex: In African colonies, Europeans identified and sometimes even invented distinct tribes  each with its own territory, language, customs, chief, etc.

30. Colonial Empires with a Difference European colonial policies contradicted their own values and practices at home European NationsEuropean Colonies Becoming more democraticWere mostly dictatorships (used to create order and stability) Swept up in nationalismTotal opposite of national independence Christian and Enlightenment idea of human equality Racial divisions, ranked racial classifications, etc. Industrialization and modernizationModernization discouraged because Europeans did not want modernization to cause opposition to colonial rule