WH10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

WH10.4.1 Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

WH10.4.2 Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

WH10.4.3 Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

Chapter 6 project

BACKGROUND To Europeans in the Age of Imperialism, conquering countries in other parts of
the world was seen as a way to increase European power as well as a way to spread religion and culture to new places. For the people living in the conquered lands, imperialism was viewed less favorably. They already had their own religion and cul- ture, and many people did not want to adopt those of the Europeans.

TASK You and a small group of your classmates have been asked to create a keynote for the student showcase that explores the topic of European and American imperialism in Asia, Africa, and Latin America from 1800 to 1914. Your keynote should include many different media, such as maps, captions, political cartoons, charts, graphs, artwork, letters, and journals.

PURPOSE The purpose of your keynote is to present European and American imperialism in Asia, Africa, and Latin America from two vantage points: the view of the conquerors and the view of the conquered. As a result, half of the material you include should present the European and American defense of imperialism: it helped create strong markets, build national power, and spread religion and culture. The other half should show how imperialism weakened the political, economic, and social structure of the conquered nations.


  1. Restate the assignment in your own words.
  2. Summarize what you know about imperialism from 1800 to 1914.
  3. List what you want to include in the keynote.
  4. Sketch the layout.
  5. Be sure everything supports the purpose and is directed to your audience.
  6. Prepare a task and time management plan to allocate tasks to each group member.
  7. Research any additional information you need.
  8. Select and create material to include with your keynote.
  9. Construct the keynote.
  10. Present the keynote to your audience.

Section 1
Vocabulary Define: New Imperialism, protectorate, exploit, indirect rule, direct rule, impose, regime.

People Identify: King Mongkut, King Chulalongkorn, Commodore George Dewey, Emilio Aguinaldo.

DIRECTIONS: Fill in the blanks

  1. Beginning in the 1880s, European states began an intense scramble for XXXXX territory.
  2. XXXXX is the extension of a nation’s power over other lands.
  3. Through “new imperialism,” European states sought nothing less than XXXXX over vast territories.
  4. As European affairs grew tense, states sought to acquire colonies abroad to gain an XXXXX over rivals.
  5. Some Europeans argued that they had a XXXXX responsibility to civilize primitive people.
  6. Britain wanted control of XXXXX in order to protect its possessions in India.
  7. To stop British moves into Vietnam, France decided in 1857 to force the Vietnamese to accept French XXXXX.
  8. After the French conquest of Indochina, Thailand was the only remaining XXXXX state.
  9. President William McKinley decided to turn the XXXXX into an American colony.
  10. In indirect rule, local rulers were allowed to XXXXX their positions of authority.
  11. When local elites resisted the foreign conquest, XXXXX was enacted, removing local rulers from power.
  12. Colonial policy stressed the XXXXX of raw materials as opposed to encouraging homegrown industries.
  13. While many early native resistance movements were overcome by Western powers, by the twentieth century, a new kind of resistance began to emerge that was based on the force of XXXXX.
  14. The leaders of resistance to colonial rule were often the westernized XXXXX in the cities.

Section 2
Vocabulary Define: annex, conflicting, indigenous, consequence.

People Identify: Muhammad Ali, David Livingstone, Henry Stanley, Zulu.

DIRECTIONS: Answer the following questions

1. Which five European countries placed virtually all of Africa under European control between 1880 and 1900?
2. What reforms did Muhammad Ali introduce during a 30-year reign in Egypt?
3. What did Great Britain believe concerning the Suez Canal?
4. In 1879, France established control over which North African country?
5. What humiliation did Italy suffer in North Africa in 1896?
6. By what means did King Leopold II of Belgium colonize Central Africa?
7. How were Britain and Germany’s competing claims over East Africa settled?
8. What part did African delegates play in the Berlin Conference as their continent was being carved up by European powers?
9. What did the Boers believe was ordained by God in relation to racial differences?
10. Describe one of the major goals of Cecil Rhodes.
11. By 1914, which two African countries remained as non-colonized free states?
12. What were some of the negative consequences of British indirect rule?
13. Explain the “gap” between theory and practice in colonial policy.

Section 3
Vocabulary Define: attitude, sepoy, transfer, viceroy.

People and Events Identify: Queen Victoria, Indian National Congress, Mohandas Gandhi.

DIRECTIONS: Fill in the blanks below

I. British power in India XXXXX while the power of XXXXX rulers declined.
A. The British had their own XXXXX and XXXXX to maintain power.
B. They hired Indian soldiers known as XXXXX to protect their interests.
C. In 1857, Indian distrust of the British led to a revolt, the First War of XXXXX
1. A rumor spread that the British were issuing bullets greased with XXXXX and XXXXX fat.
2. Within a year, loyal Indian troops along with the British, crushed the XXXXX

II. The British ruled India directly through an official called a XXXXX.
A. There were XXXXX to British rule.
1. It brought XXXXX and XXXXX to society.
2. It led to fairlyXXXXX and XXXXX government.
B. There were XXXXX to British rule.
1. It brought economic hardship to millions as local XXXXX was destroyed.
2. Despite education, Indians were never considered XXXXX of the British.

III. In 1885, a group of Indians met to form the XXXXX .
A. They began by calling for a share in the XXXXX process in India.
B. In 1915, XXXXX became active in an independence movement.
1. He set up a movement based on XXXXX resistance.
2. Ultimately, Gandhi’s movement was successful in XXXXX all India.

IV. The tension in India that arose from British domination led to a XXXXX, as
well as a political, awakening.
A. XXXXX wrote a widely read novel that reflected an Indian people who admired and imitated the British, but who agonized over how to establish their own XXXXX.

Section 4
Vocabulary Define: creole, peninsulare, dominate, mestizo, Monroe Doctrine, caudillo, emphasis, expand.

People Identify: José de San Martín, Simón Bolívar, Antonio López de Santa Anna, Benito Juárez.

DIRECTIONS: Fill in the blanks below

Political ideals stemming from the successful (1) XXXXX in North America were beginning to influence Latin America. When Napoleon overthrew the monarchies of Spain and Portugal, the authority of the (2) XXXXX and (3) XXXXX was weakened in their colonial empires. Between 1807 and 1825, revolutionary movements enabled most of Latin America to become (4) XXXXX .

The first real hero of Mexican independence was (5) XXXXX . On September 16, 1810, a crowd of (6) XXXXX and (7) XXXXX , armed with clubs, machetes, and a few guns, formed a mob army to attack the Spaniards. In 1821, Mexico declared its independence from Spain and became a (8) XXXXX in 1823.
(9) XXXXX believed that the Spaniards must be removed from all of South America if any South American nation was to be free. Unsure of their pre- cise boundaries, the new nations went to war with one another to settle (10) XXXXX disputes. Soon after independence, strong leaders known as (11) XXXXX came into power, who ruled by military force.

As a result of the (12) XXXXX War, Cuba became a United States protectorate, and Puerto Rico was (13) XXXXX to the United States. The United States was granted control of a strip of land in Panama where they built the (14) XXXXX .

Many in Latin America saw the United States as a (15) XXXXX . A result of the prosperity from increased (16) XXXXX was growth in the middle sectors of Latin American society. These middle sectors sought liberal (17) XXXXX, not revolution. Once they had the right to vote, they generally sided with the (18) XXXXX elites.

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