chapter 21 resources - houston independent school · pdf fileand i may be some time.”...

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Chapter 21 ResourcesTimesaving Tools

• Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

• Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

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dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

The following videotape program is available from Glencoe as a supplement to Chapter 21:

• Mahatma Gandhi: Pilgrim of Peace(ISBN 0–7670–0668–2)

To order, call Glencoe at 1–800–334–7344. To findclassroom resources to accompany this video,check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

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TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESChapter Transparency 21

Graphic Organizer StudentActivity 21 Transparency

CHAPTER TRANSPARENCY 21

The Height of Imperialism (1800–1914)What I Know What I Want

to Find Out What I Learned How Can ILearn More

Graphic Organizer 2:K-W-L-H Chart

Map OverlayTransparency 21

European Ancestry of Some Americans

40°N

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Less than 1,000,0001,000,000 to 4,999,9995,000,000 to 10,000,000More than 10,000,000

Country names provided arepresent-day names of countries

POLAND

LITHUANIA

RUSSIA

SWEDEN

FINLAND

YUGOSLAVIA

CROATIA

DENMARK

FRANCEHUNGARYPORTUGAL

SWITZERLAND

GREECE

ITALY

GERMANY

NETHERLANDS

IRELAND

AUSTRIA

CZECHREPUBLIC

NORWAY

SPAIN

UNITEDKINGDOM

SLOVAKIA

UKRAINE

Map Overlay Transparency 21

Enrichment Activity 21

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Historical figures are sometimes remem-bered for their last words spoken beforedying. Read the following passage for someexamples.

One of the people of the Age ofImperialism who gained great wealth wasCecil Rhodes, the South African explorer,statesman, and businessman. Rhodes madea fortune from mining gold and diamondsin southern Africa. Rhodes then went on toestablish a South African colony and namedit after himself: Rhodesia. The country isnow known as Zimbabwe. On his deathbedin 1902, Rhodes is reputed to have said: “Solittle done—so much to do.”

Other famous figures of the day departedwith equally characteristic words. British

★ Enrichment Activity 21 ★★

explorer Lawrence Oates, noted for hiscomposure under pressure, walked to hisdeath in 1912 in an attempt to help his com-panions. They were starving to death dur-ing an expedition to the North Pole. As heleft, Oates said: “I am just going outsideand I may be some time.” Ludwig vanBeethoven, the German composer who wasdeaf for the last 29 years of his life, died in1827, saying, “I shall hear in heaven.” Self-assured General John Sedgwick, Unioncommander in the Civil War, was killed atthe Battle of Spotsylvania Courthouse,Virginia, in 1864. He was shot while look-ing over a balcony at the enemy lines andsaying: “They couldn’t hit an elephant atthis dist—.”

Famous Last Words

DIRECTIONS: Use the space provided to write some likely last words for each of the follow-ing explorers, politicians, and writers listed below from Chapter 21. Be sure each person’slast words reveal something about his or her character or history.

1. Rudyard Kipling ________________________________________________________________

2. Henry M. Stanley _______________________________________________________________

3. King Leopold II of Belgium ______________________________________________________

4. Ferdinand de Lesseps ___________________________________________________________

5. Theodore Roosevelt _____________________________________________________________

6. Empress Ci Xi __________________________________________________________________

7. Sun Yat-sen ____________________________________________________________________

8. James Monroe __________________________________________________________________

9. Pancho Villa ___________________________________________________________________

10. Porfirio Díaz ___________________________________________________________________

Primary Source Reading 21

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Gandhi on Nonviolent Protest

Mohandas K. Gandhi, called the Mahatma, or “Great Soul,” by his fol-lowers, was the leading figure in India’s independence movementfor 30 years. His simple, quiet, persistent efforts gained the respect

and admiration of people around the world and became the model for otherprotest movements, including the fight for racial equality in the United Statesled by Dr. Martin Luther King, Jr. This excerpt from Gandhi’s writings datesfrom 1919, the year of the Amritsar Massacre. In it, he also refers to the timehe spent as a lawyer (1893–1915) in South Africa, where he led a protestmovement against the discrimination that South African laws and officialsimposed on Indian residents as well as on Black South Africans.

Guided Reading In this selection, read to learn Gandhi’s opinion of nonviolence and when he thinks it shouldbe practiced.

Where there is only a choice between cow-ardice and violence, I would advise violence.Thus when my eldest son asked me what heshould have done, had he been present when Iwas almost fatally assaulted in 1908, whether heshould have run away and seen me killed orwhether he should have used his physical forcewhich he could and wanted to use, anddefended me, I told him that it was his duty todefend me even by using violence. Hence it wasthat I took part in the Boer War, the so-calledZulu Rebellion, and [World War I]. Hence alsodo I advocate training in arms for those whobelieve in the method of violence. I would ratherhave India resort to arms in order to defend herhonour than that she should, in a cowardly man-ner, become or remain a helpless witness to herown dishonour.

But I believe that non-violence is infinitelysuperior to violence, forgiveness is more manlythan punishment. Forgiveness adorns a soldier.But abstinence [from violence] is forgivenessonly when there is the power to punish; it ismeaningless when it pretends to proceed from ahelpless creature. A mouse hardly forgives a catwhen it allows itself to be torn to pieces by her. Itherefore appreciate the sentiment of those whocry out for the condign [deserved] punishmentof General Dyer [British commander atAmritsar] and his ilk. They would tear him topieces, if they could. But I do not believe India tobe helpless. I do not believe myself to be a help-less creature. Only I want to use India’s and my

strength for a better purpose. Let me not be mis-understood. Strength does not come from physi-cal capacity. It comes from an indomitable will.An average Zulu is any way more than a matchfor an average Englishman in bodily capacity.But he flees from an English boy, because hefears the boy’s revolver or those who will use itfor him. He fears death and is nervous in spite ofhis burly figure. We in India may in a momentrealize that 100,000 Englishmen need notfrighten 300 million human beings. A definiteforgiveness would, therefore, mean a definiterecognition of our strength. With enlightenedforgiveness must come a mighty wave ofstrength in us, which would make it impossiblefor a Dyer . . . to heap affront [insult] on India’sdevoted head. It matters little to me that for themoment I do not drive my point home. We feeltoo downtrodden not to be angry and revenge-ful. But I must not refrain from saying that Indiacan gain more by waiving the right of punish-ment. We have better work to do, a better mission to deliver to the world.

I am not a visionary. I claim to be a practicalidealist. The religion of non-violence is notmerely for the risbis [holy people] and saints. Itis meant for the common people as well. Non-violence is the law of our species as violence isthe law of the brute. The spirit lies dormant inthe brute, and he knows no law but that of physical might. The dignity of man requires obedience to a higher law—to the strength of the spirit.

P R I M A R Y S O U R C E R E A D I N G 21

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTHistory SimulationActivity 21

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HANDOUT MATERIAL

The Imperial Press—Worksheet

Use the following worksheet to plan your page of The Imperial Press.Work as a group to make decisions about assignments and informa-tion to include. Record the name of each group member according to

the job he or she selects. You should also refer to the list of steps included asyou plan and keep track of your time schedule and deadline. Check off eachbox when the task is complete.

l l ld

Editors Reporters Designers Cartoonists

1Decide on stories, visuals, and so on toinclude on the page.

Check with other groups to make sureno story or visual is duplicated.

If you find another group that wants touse the same material, you will have todecide where that material bestbelongs for the overall good of thenewspaper.

❐

❐ 2Begin the tasks your group has assigned toits members:

Write stories or editorials

Make visuals

Draw cartoons

Create a rough layout for the page

❐

❐

❐

❐

3When tasks are completed:

Review

Rewrite and redesign as necessary untilit is time to go to press.

❐

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4At press time your group must stop editingand rewriting and begin pasting the finalproduct on poster board.

Press Time Deadline

Day

Hour

21H I S T O R Y

S I M U L A T I O N

AC T I V I T Y

Historical SignificanceActivity 21

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The historian Paul Johnson writes that the Spanish American War was the UnitedStates’ “one imperialist adventure.” Whetheror not it was our only one, it was our first.Historians disagree on the war’s cause. Wasit business interests? A true concern aboutthe Cuban people oppressed by Spain? Theimperialist spirit of the time reinforced by

anti-Catholic Protestant crusaders? The jingoistic journalism spearheaded by tworival New York newspapers, the New YorkWorld and the New York Journal? Perhaps all these factors played important roles.Certainly one factor was the journalism thatcame to be known as yellow journalism.

Historical Significance Activity 21

WAR!

!

DIRECTIONS: Answer the following questions on a separate sheet of paper.

William Randolph Hearst was ambitious, bold, and rich when in 1895 he purchased the failing New York Morning Journal. He had a plan to

make the Journal the best-selling paper in New York City. To do so, however,the Journal would have to compete with the successful New York World andthe powerful publisher Joseph Pulitzer. Hearst’s plan and the ensuing circula-tion war with Pulitzer invented yellow journalism.

The key concept of yellow journalism is sensationalism, in form and con-tent. Hearst used huge, banner headlines, melodramatic illustrations, andoutlandish promotional schemes. The Journal’s content was long on luridstories of crime, vice, and corruption, and the paper had a strong nationalis-tic slant. In matters of foreign affairs, the Journal never passed up a chanceto rattle sabers and beat America’s chest.

The Cuban cause was perfect for yellow journalism, and in 1897 and 1898 Hearst’s papers whipped up public passions against Spain. WhenCuban rebels began struggling again against the Spanish, Spain’s repressiveresponse was portrayed graphically in Hearst’s papers. They then created theidea that U.S. citizens were in extreme danger, and Americans called increas-ingly for military intervention in Cuba. When the American battleship Mainemysteriously exploded in Havana, the call became a cry and a chorus.

Much of that chorus was orchestrated by Hearst’s yellow journalism. Onelegend even has it that Hearst had the Maine blown up to finally cause thewar. No evidence shows that Hearst did this, though the origin of the legendis easy to understand. When one correspondent Hearst had sent to Cubawired in complaint that he could not find a war and hence had no stories tofile, Hearst cabled back that if the correspondent supplied stories, he wouldsupply the war.

Hearst’s journalism was successful in one sense, but unsuccessful inanother. The Journal gained a wide circulation, but it did so at the expenseof a concern for the truth. Historians agree that its reporting was often exaggerated and biased, and sometimes just dishonest.

Cooperative LearningActivity 21

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Mapping British Imperialism

★ Cooperative Learning Activity 21 ★★

BACKGROUNDAlthough many nations shared imperialist ambitions, no nation in the world exem-plified the spirit of imperialism in the nineteenth and early twentieth centuriesmore than Great Britain. “The sun never sets on the British Empire” became afamiliar saying of the early twentieth century and was literally true. By creating anannotated, historical world map of the British Empire in 1914, you will learn moreabout Great Britain’s colonial empire and the lasting impact that British imperial-ism has had on nations around the globe.

GROUP DIRECTIONS1. Use your textbook and library resources, such as an atlas or the Internet, to find

historical and current maps of the British “world.” Many geopolitical mapshave traditionally shown countries of the British Empire (and, later, the BritishCommonwealth) in pink.

2. Use what you learn to make a color-coded, annotated political map of theBritish Empire prior to 1914. For each colony, dominion, or protectorate, includea data sheet or card that indicates the name of the country, the date of coloniza-tion or direct entry into the British sphere of influence, and the key historicalevents in that country’s association with British rule or influence from 1800 to1914. On a separate sheet, brainstorm and make two separate lists of what thegroup considers would have been the major advantages and disadvantages ofBritish colonialism and imperialism to the subject countries and regions.Consider British imperial interests by continent:

AsiaAfricaNorth AmericaSouth AmericaEuropeAustralia

ORGANIZING THE GROUP1. Decision Making As a group, assign members to each continent to research the

individual countries and regions that were part of the British Empire and decidewho will design, and construct the map itself.

2. Individual Work Use political and historical maps and other sources to find thenames and exact locations and related historical events from 1800 to 1914 of theBritish Empire countries and regions in your assigned continent. Make briefnotes and create sketch maps of the areas to be included.

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Chapter 21 Resources

ASSESSMENT AND EVALUATION

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-AssessmentCD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramWorld History Primary SourceDocument Library CD-ROM

MindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMThe World History Video Program

MULTIMEDIAMULTIMEDIAThe following Spanish language materialsare available in the Spanish ResourcesBinder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries

SPANISH RESOURCESSPANISH RESOURCES

Linking Past and PresentActivity 21

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Name ____________________________________ Date ________________ Class __________

Then Mexico has had a violent and turbulenthistory. It began when the Spanish conquista-dor, Hernán Cortés, conquered the Aztec.Cortés destroyed their capital, Tenochtitlán,and built a new capital, Mexico City, on thesame site.

In 1810 a priest named Miguel Hidalgostarted a revolution to free Mexico fromSpanish rule. Hidalgo was captured and killedby the Spanish. However, in 1821 Mexico suc-ceeded in winning its independence fromSpain.

In 1836 Americans living in the Mexicanprovince of Texas revolted against the Mexicangovernment when it curbed religious andother freedoms. After a massacre of Texans atthe Alamo in San Antonio, Texas leader SamHouston surprised Mexican President SantaAnna at the Battle of San Jacinto and capturedhim. Texas became an independent republicfor nine years. Its annexation by the UnitedStates in 1845 precipitated the Mexican War, awar sought by United States President JamesK. Polk.

In 1867 Mexican forces loyal to BenitoJuárez, the first Indian president of Mexico,captured Emperor Maximilian, who had beensent to take over Mexico by Napoleon III ofFrance.

Mexico also went through a series of revo-lutions and uprisings around the turn of thetwentieth century. At one point, Pancho Villa,the Mexican bandit and rebel, raided towns inNew Mexico. American troops invadedMexico in search of Villa but failed in theirattempts to catch him.

Now Today, Mexico is a country of almost 100million people and is rich in natural resources.The relative political stability in Mexico hascome at a high price: Corruption can be foundat many levels of government. Some policeand army leaders have been found to bedirectly involved in the drug trade. In 2000Vicente Fox became president. His electionmarked the first defeat since 1929 for the longruling Institutional Revolutionary Party. Manyhope that Fox’s leadership will free the gov-ernment from the grip of corruption.

Economic problems in rural areas haveforced many Mexicans to move to Mexico’scities, creating overcrowding and slum condi-tions. Millions of others have migrated northto the United States—many illegally—tosearch for work.

In 1994 Mexico signed the North AmericanFree Trade Agreement (NAFTA) with theUnited States and Canada. The agreementeliminated all tariffs and trade restrictionsbetween the three largest countries in NorthAmerica. NAFTA has been a great boost tobusiness in Mexico. Yet, political problems stillremain. In the state of Chiapas, Indians havestaged an armed revolt against the govern-ment to gain civil rights and economic justice.The zapatistas, as they call themselves, taketheir name from Emiliano Zapata, an Indianrebel in the revolutionary struggle during thetime of Pancho Villa.

Linking Past and Present Activity 21

Mexico

Critical Thinking

Directions: Answer the following questionson a separate sheet of paper.1. Making comparisons: How does the zap-

atistas revolt in Chiapas resemble the Texasrevolt against Mexico?

2. Making inferences: Explain how the longrule of one political party in Mexico mighthave led to corruption.

3. Synthesizing information: Explain howNAFTA has helped Mexico. Do research inthe library and on the Internet to find someof the specific ways in which NAFTA hasbenefited Mexico, as well as the ways inwhich NAFTA has created problems forsome people in Mexico.

Time Line Activity 21

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Time Line Activity 21

The Height of ImperialismNineteenth-century social, political, and economic factors led to a period ofexpansion called the Age of Imperialism. During this period, European coun-

tries divided Africa, India, and China among themselves, while the United States extended itspower into Latin America. The time line below lists some of the key events in this period ofexpansion.

DIRECTIONS: Study the events shown on the time line. Then complete the chart by selectingany five events from the time line and explaining how they were examples of imperialism.First, check off which factors the event most strongly influenced: social, political, or economic.Then write a sentence justifying your choice. One event has been completed for you as a model.

Examples of ImperialismEvent Social Political Economic Explanation

Monroe Doctrine x Extended Americanis declared interests in Latin

America.

1800 1850 1900 1950

1824 Great Britain wins theOplum War.

1823 Monroe Doctrine is declared. 1853 Commodore Perry reaches Japan.

1914 Panama Canal opens.

1857 Indian Revolt occurs.

1869 Suez Canal opens.

1898 United States wins theSpanish-America War.

1885 Fourteen European nationsmeet to partition Africa.

1900 Boxer Rebellion occurs.1905 Japan wins the Russo-Japanese War.

Reteaching Activity 21

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The Height of Imperialism

Between 1800 and 1914, a powerful group of European countries and the United Statescame to control much of the world. In so doing, they forever changed the people and cul-tures of the lands they conquered.

DIRECTIONS: Complete the chart below to review the main events in Chapter 21. In the mid-dle column, write the names of important individuals involved in each event. In the right-hand column, write a brief description of the outcome of each event.

Reteaching Activity 21‘

Name Date Class

Major Events of the Age of ImperialismEvent Major People Outcome

Gold rush in Africa

Colonization of Africa

Building of Suez Canal

Sepoy Rebellion

Monroe Doctrine

Spanish-American War

Vocabulary Activity 21

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The Height of Imperialism: 1800–1914DIRECTIONS: Match each term with its definition by writing the correct letter on the blank.

Vocabulary Activity 21f

1. a set of officials brought from the mother country to rule in place of the localelites

2. highest social class in Latin America

3. person of mixed European and Indian ancestry

4. governor ruling as a royal representative

5. person of European descent born in Latin America

6. territory that an imperialistic power ruled directly

7. strong leaders who ruled by military force

8. territory with its own government that an imperialistic power guided, especiallyin foreign affairs

9. domination of the political, economic, and social life of one country by anothercountry

10. native to a region

11. allowing local rulers to maintain authority and status in a colonial setting

12. Indian soldiers

13. incorporate a territory into an existing political unit such as a country or state

A. imperialism

B. colony

C. protectorate

D. direct rule

E. annex

F. sepoys

G. viceroy

H. indigenous

I. creole

J. mestizo

K. indirect rule

L. peninsular

M. caudillos

Chapter 21 TestForm A

Chapter 21 TestForm B

Performance AssessmentActivity 21

Name �� Date �� Class ��

Use with Chapter 21.

The Height of Imperialism

BACKGROUNDTo 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 spreadreligion and culture to new places. For the people living in the conquered lands,imperialism was viewed less favorably. They already had their own religions and cul-tures, and many people did not want to adopt those of the Europeans.

TASKYou and a small group of your classmates have been asked to create a bulletin

board for your school library that explores the topic of European and American impe-rialism in Asia, Africa, and Latin America from 1800 to 1914. Your bulletin boardshould include many different media, such as maps, captions, political cartoons,charts, graphs, artwork, letters, and journals.

AUDIENCEYour audience is visitors to your school library.

PURPOSEThe purpose of your bulletin board is to present European and American imperi-

alism in Asia, Africa, and Latin America from two vantage points: the view of theconquerors and the view of the conquered. As a result, half of the material youinclude should present the European and American defense of imperialism: it helpedcreate strong markets, build national power, and spread religion and culture. Theother half should show how imperialism weakened the political, economic, and socialstructure of the conquered nations.

PROCEDURES1. 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 bulletin board. Sketch the layout. Be sureeverything supports the purpose and is directed to your audience.

4. Prepare a task and time-management plan to allocate tasks to each group member.

5. Research any additional information you need.

6. Select and create material to include on the bulletin board.

7. Construct the bulletin board. Fasten items securely with tacks, tape, or staples.

8. Present the bulletin board to your audience.

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★ Performance Assessment Activity 21

ExamView® ProTestmaker CD-ROM

Mapping History Activity 21

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Africa’s Natural ResourcesMany European nations sought to control the diverse natural resources of Africa.The map below shows political boundaries in Africa in 1914. The table lists thelocation of many of Africa’s resources. Regions with large deposits are shown indark type.

DIRECTIONS: First, create symbols to complete the key and indicate on the maphow natural resources were dispersed across the African continent. Then answerthe questions that follow. Use a separate sheet of paper.

Mapping History Activity 21

1. In which regions of Africa is most of the continent’s petroleum and natural gasfound?

2. Which resources would have been found in the British colonies south of theEquator?

3. Review the landholdings of European nations in Africa. Compare the territoryclaimed by France, Portugal, Great Britain, and Germany. Then rank the coun-tries from 1 to 4 on the basis of the natural resources they controlled. Give yourreasons for each ranking.

Most Control of Resources 1.

2.

Petroleum and Algeria, Libya, Egypt, Natural Gas Nigeria, Angola, French

Equatorial Africa (coastalregion)

Coal Union of South Africa

Gold Gold Coast, Belgian Congo,Union of South Africa

Diamonds Sierra Leone, German East Africa, Angola, Union ofSouth Africa, BelgianCongo, Bechuanaland

Other Minerals Morocco(lead),

Gold Coast(bauxite),

Northern Rhodesia (copper, uranium),

Southern Rhodesia(copper),

French West Africa (uranium),

German Southwest Africa(zinc, uranium)

Resource Location

ATLANTICOCEAN

INDIANOCEAN

Mediterranean SeaMediterranean Sea

Red Sea

SuezCanal

SpanishMorocco

Morocco

GambiaPortugueseGuinea

SierraLeone

French West Africa

GermanSouthwest

Africa

Union ofSouth Africa

Bechuana-land

NorthernRhodesia

SouthernRhodesia

GermanEast Africa

BritishEast

Africa

Egypt

Uganda

PortugueseGuinea

SierraLeone

LIBERIAGold

Coast

Togo

Nigeria

Algeria

Cameroon

Rio Muni

FrenchEquatorial

Africa

French West Africa

Angola

GermanSouthwest

Africa

Union ofSouth Africa

Bechuana-land

NorthernRhodesia

SouthernRhodesia

Nyasaland

GermanEast Africa

BritishEast

Africa

ItalianSomaliland

ETHIOPIA

BritishSomaliland

FrenchSomalilandEritreaAnglo-

EgyptianSudan

EgyptLibya

Tunisia

BelgianCongo

Rio deOro

Uganda

Madagascar

Mozambique

N

S

EW

Natural Gas/PetroleumCoalGoldDiamondsOther Minerals

Africa, 1914

World Art and MusicActivity 21

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Vishnu, the preserver orsavior, is the supreme god

of Hinduism. His form takesmultiple manifestations—fish,tortoise, boar, man-lion, anddwarf. Most often, he is por-trayed wearing a crown, andeach of his four hands holds oneof his emblems: a conch shell, awheel or discus (representingman), a mace (representingwoman), and a lotus flower.

Some sculptures relate theirstories in a kind of visual short-hand easily recognized byHindus. For example, one sculp-ture of Vishnu shows him as acosmic boar. Under one foot isthe serpent king, and Vishnuholds a woman in his jaws. Thissculpture refers to a particularcreation story in which Vishnusaved the earth, symbolized by agoddess, from serpents. Anothersculpture shows Vishnu dream-ing of the cosmic nightmare,where the various aspects ofgood and evil take on a more orless human form. In thesescenes, Brahma, the four-headedgod of creation, is usually shownbeing “born” on a lotus blossom in Vishnu’s navel.Sometimes, however, Brahma is merely sitting on a

lotus. That, along with his fourheads, provided enough infor-mation for anyone to recognizehim.

Siva, the destroyer, is a fiercegod. He is also the god of fertil-ity and rebirth. Is this a contra-diction? No, because the Hinduconcept of reincarnation saysthat everything dies and then isreborn. Siva lived on the sacredMount Kailasa (like MountOlympus of the Greeks), andsculptures sometimes show himon his mountain. Under themountain is the many-armeddemon Ravana. Ravana beginsto shake the mountain, butpowerful Siva pushes the earthback in to place with only histoe and restores calm.

Like Vishnu, Siva appears inmany manifestations. He creates,destroys, and maintains thecosmos. One sculpture showshim with three heads. The leftface is destructive, with ahooked nose, cruel mouth, anda headdress ornamented with acobra. The right face is creativeand feminine, with pearls and

flowers in the hair, and a lotus in the hand. The cen-tral face is serene and represents the loving Siva.

Indian SculptureMost Indian sculpture is religious and illustrates a variety of representa-

tions of the Hindu gods Brahma, Vishnu, and Siva. Brahma is the creator,Vishnu is the preserver, and Siva is the destroyer. By depicting these gods, thesculptures encompass the entire life cycle of humanity and the world.

DIRECTIONS: Read the passage below, then answer the questions in the spaceprovided.

WoWorld Art and Music Activity 21

Ganesha, son of Siva

History and GeographyActivity 21

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HISTORY AND GEOGRAPHY ACTIVITY 21★

Railroads in India

This locomotive overturned as Indian laborers were laying tracks, in about1880. India’s vast and rugged terrain presented many problems for traincrews. However, as they tied the country together, railroads helped transportIndia into the modern age. India had only 432 miles of railroad track in1859; by 1899, it had 25,000 miles of track.

Indian writer Rabindranath Tagore pub-lished a short story in 1898 about a mannamed Pramathanath, who visits GreatBritain and returns to his native Indiaproudly wearing European clothes. Afterseeing the British insult his fellow Indianson a new train, however, Pramathanathangrily throws his clothes into a blazingfire. How did British rule in India createconflicts for Indians?

The bloody Sepoy Rebellion of 1857had a lasting impact on British-Indianrelations. The British living in India builtwhites-only towns that could be easilydefended in case of future revolts. ManyIndians, on the other hand, sought toimprove their lives through education.Some attended colleges in Great Britain,where they perfected their English, studiedlaw, and witnessed democracy at work.

India changed rapidly after the SepoyRebellion. British companies built thou-sands of miles of railroads, dug dozensof coal mines, and started huge coffee and

Pulled Between Two CulturesOn the return journey, a European Sergeant ofthe Police expelled some Indian gentlemenfrom a railway-carriage with great insolence.Pramathanath, dressed in his Europeanclothes, was there. He, too, was getting out,when the Sergeant said: “You needn’t move,sir. Keep your seat, please.”

At first Pramathanath felt flattered atthe special respect thus shown to him. When,however, the train went on, the dull rays ofthe setting sun, at the west of the fields, nowploughed up and stripped of green, seemed inhis eyes to spread a glow of shame over thewhole country. Sitting near the window ofhis lonely compartment, he seemed to catcha glimpse of the downcast eyes of hisMotherland, hidden behind the trees. AsPramathanath sat there, lost in reverie,burning tears flowed down his cheeks, andhis heart burst with indignation.

— From “We Crown Thee King”by Rabindranath Tagore

People in World History Activity 21

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Ask any man what nationality he would prefer to be, andninety-nine out of a hundred will tell you that theywould prefer to be Englishmen.

Cecil Rhodes, British industrialist who helpedcolonize Matabele lands

Lobengula was the last king of theMatabele (or Ndebele) nation, located inpresent-day Zimbabwe. His father wasMzilikazi, the first king of the Matabelenation. Fleeing the Zulu nation, Mzilikazihad led his people to Zimbabwe in the1840s and established the South Africannation of Matabeleland. When Mzilikazidied in 1868, a bitter civil war ensued. Ittook Lobengula two years, and a strugglewith his brother Nkulumane, before heobtained the throne. This was only thebeginning of his troubles.

During the 1880s white British and Boersettlers began to move onto the Matabelelands. Faced with this external threat andwith continuing internal conflict, Lobengulaattempted to secure his throne by negotiat-ing with the British. In 1886 Lobengulagranted farming rights to British settlers.Two years later, he decided to give exclu-sive mineral rights to the British authoritiesin the area and to the colonial industrialistCecil Rhodes in exchange for rifles and the

promise thatonly tenEuropeanswould arrive.Lobengula feltthat theseefforts wouldstave off fur-ther invasionand help himpreserve histhrone from ambitious rivals.

Rhodes, however, failed to honor the lim-its set forth in the treaty. Prospectors andspeculators rushed into the area, anxious tomine the rich gold fields near the capital ofBulawayo. In an attempt to prevent a warthat he knew would be disastrous for hispeople, Lobengula agreed to let the whitepeople settle on the Matabele lands.

Despite his attempts to maintain peace,matters reached a crisis in 1893, and theMatabele were forced to leave their lands.The kingdom was destroyed in October ofthat year. Rhodes’s agents, armed withmachine guns, set fire to Bulawayo.Lobengula and many of his people flednorthward; Lobengula died shortly after-ward. The territory claimed was namedRhodesia, now Zimbabwe.

Lobengula (C. 1833–1894)

People in WoWorld History: Activity 21 Profile 1

REVIEWING THE PROFILE

Directions: Answer the following questions on a separate sheet of paper.

1. Why did Mzilikazi lead his people to Zimbabwe, Africa, in the mid-nineteenth century?

2. What rights did Lobengula grant British settlers? Based on these rights, what can youinfer about Matabele lands?

3. Critical Thinking Making Comparisons. How is the situation Lobengula faced similar tothe experiences of many Native Americans during the 1800s?

4. Critical Thinking Drawing Conclusions. How would you characterize Lobengula’s abili-ties as a leader?

Lobengula, center, last king of Matabeleland

Critical Thinking SkillsActivity 21

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Name Date Class

Critical Thinking Skills Activity 21 Distinguishing Fact from Opinion

Facts are statements that can be provedby direct observation or reliable sources.Opinions are personal beliefs that cannot beproved. For example, it is a fact that thesepoys started a rebellion in 1857. It is anopinion that the British treated the sepoysbadly. Although this opinion can be sup-ported by examples, it is a value judgmentand would have been open to debate at that

time. To distinguish between facts andopinions, first look for statements that youcan verify from direct observation or in areference book, magazine, or newspaper.Then see which statements cannot beproved. These will be opinions. Often, opin-ions will contain the words always, never,must, all, none, the most important, the leastimportant, and should.

DIRECTIONS: Read the following passage about the fate of explorer David Livingstone. Thenanalyze each statement to decide if it is a fact or an opinion. Write the number of each factand opinion in the appropriate column of the chart.

1. David Livingstone died in the village of Chitambo in 1873. 2. Chitambo islocated in what is now Zambia. 3. Determined to return Livingstone’s bodyto his native land, the locals removed his heart, brain, liver, and other inter-nal organs and buried them. 4. Next, they used salt to embalm the body anddried it in the sun. 5. The journey with the body to the coast near Zanzibarwas brutal. 6. It took the men nearly a year to cover the 1,000 miles; 10men died on the way. 7. The survivors were treated very poorly at the end oftheir journey. 8. Their only rewards were their usual wages and a specialmedal. 9. The men should have received much more for their efforts. 10.Only Chuma and Susi—the two men who led the journey—got a suitablereward. 11. They were invited to England to share what they knew aboutLivingstone; as a result, they got many jobs guiding European explorerswhen they returned to Africa.

Facts Opinions

Distinguishing Facts and Opinions

Standardized Test PracticeWorkbook Activity 21

Standardized Test Practice

S d di d T P i TAE 43

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Name __________________________________ Date ____________________ Class ____________

Reading Objective 3: The student will summarize a variety of written texts.Writing Objective 1: The student will respond appropriately in a written composition to thepurpose/audience specified in a given topic.

Original records of events made by eyewitnesses are known as primary sources. Primarysources include letters, journals, autobiographies, legal documents, drawings, photographs, mapsand other objects made at the time. Each primary source can give some kinds of information butnot necessarily all of the information. For example, a letter from an immigrant to another countrymight tell about the difficult journey but will not tell how many people immigrated.

★ Practicing the SkillRead the following selection and complete the activity that follows.

The term imperialism means a country’sdomination of the political, economic, and sociallife of another country. By the end of the 1800s,a handful of European countries, together withthe United States, carried out policies ofimperialism through which they controlled nearlythe entire world. Not surprisingly, the erabetween 1800 and 1914 has come to be calledthe Age of Imperialism.

The imperialism of the 1800s and early1900s resulted in three key developments. First,nationalism prompted rival nations to buildempires in their quests for power. Second, theIndustrial Revolution created a tremendousdemand in the West for raw materials and newmarkets. Finally, feelings of cultural and racial

superiority inspired Western peoples to imposetheir cultures on distant lands.

Imperial powers built roads, railroads, ports,and urban centers in the overseas lands theyacquired. They also set up schools, health clinics,and hospitals. However, many ruling nationstook advantage of their colonies by exploitingnatural resources without providing economicbenefits for most of the people.

The relentless pursuit of colonies and foreigntrade by the Western powers heightenedinternational tensions during the late 1800s andearly 1900s. In 1914, this growing rivalrycontributed to the outbreak of World War I. Thisconflict heralded the end of the imperial era andEurope’s dominant role in world affairs.

The Age of Imperialism

★ Learning to Interpret Primary SourcesUse the following guidelines to help you identify primary sources.

• Determine the origins of the source, thesource’s author, and when and where thesource was written.

• Analyze the data for the main idea orconcept as well as supporting ideas.

• Learn what data is provided and what data ismissing or needed for a full understanding ofthe concept.

• Consider the author’s personal beliefs andattitudes.

ACTIVITY 21Interpreting Primary Sources

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. promoted Western learning in Thailand and maintainedfriendly relations with Europe

2. allowed local rulers to maintain positions of authority inthe new colonial setting

3. spent 30 years exploring uncharted regions of Africa

4. man who set British policy in South Africa in the 1880s

5. governor who ruled as a representative of a monarch

6. formed a nonviolent movement to force improvements forthe Indian poor and gain Indian independence

7. held all the important positions in colonial Latin America

8. guaranteed the independence of the new Latin Americannations and warned against any European intervention

9. ruled chiefly by military force and were usually supportedby the landed elites

10. led the Mexican Revolution, seizing the estates of wealthylandholders

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. What was the “white man’s burden”?A. the Native American perception that American government was responsible for

Native American welfareB. the belief that Europeans had a moral responsibility to civilize primitive peoplesC. the crowded urban living conditions created by the Second Industrial RevolutionD. the unpopular belief that Europeans were responsible for the mass destruction of

many African cultures

12. led a movement for independence in the Philippines.A. Albert Beveridge C. Emilio AguinaldoB. King Chulalongkorn D. Commodore George Dewey

13. Who seized power in Egypt in 1805 and established a separate Egyptianstate?A. Muhammad Ali C. Muhammad AhmadB. Ferdinand de Lesseps D. General Charles Gordon


Score✔ ScoreChapter 21 Test, Form B

Column B

A. Mohandas Gandhi

B. Emiliano Zapata

C. indirect rule

D. peninsulares

E. Cecil Rhodes

F. caudillos

G. King Mongkut

H. DavidLivingstone

I. Monroe Doctrine

J. viceroy

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Column A

1. the moral responsibility of Europeans to civilize primitivepeoples

2. leader of a movement for independence in the Philippines

3. Ottoman officer who seized power in Egypt andestablished a separate Egyptian state

4. talented ruler who carved out an empire for the Zulupeople

5. Indian revolt known to the British as the Sepoy Mutiny

6. group that called for a share in the governing process ofIndia

7. Indian author who worked for human diginity, world peace,and the mutual understanding and union of East and West

8. led the revolt in the French colony of Saint Domingue

9. hailed as one of the “Liberators of South America”

10. brought liberal reforms to Mexico, including landdistribution to the poor

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. Who established the colony of Singapore?A. Sir Stamford Raffles C. Commodore George DeweyB. King Mongkut D. King Chulalongkorn

12. If a colony was run by , local elites were removed from power andreplaced with a new set of officials from the mother country.A. indirect rule C. direct ruleB. colonial rule D. Queensbury rule

13. Originally sent to Africa to find David Livingstone, Henry Stanley was A. killed on a journey down the Congo River by Watusi warriors.B. hired by King Leopold II of Belgium to set up Belgian settlements in the Congo.C. hailed as an even greater explorer than Livingstone and rewarded richly by the

British Parliament.D. the author of many books about Livingstone’s adventures and discoveries.


Score✔ ScoreChapter 21 Test, Form A

Column B

A. Muhammad Ali

B. Benito Juárez

C. François-DominiqueToussaint-Louverture

D. Shaka

E. Emilio Aguinaldo

F. First War ofIndependence

G. José de San Martín

H. “white man’sburden”

I. Indian NationalCongress

J. RabindranathTagore

644C


Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

*Also Available in Spanish

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

SECTION 1Colonial Rule in Southeast Asia1. Explain how, through the “new

imperialism,” Westerners sought tocontrol vast territories.

2. Describe how colonial export poli-cies exploited native populationsand opened up markets forEuropean manufactured goods.

Reproducible Lesson Plan 21–1Daily Lecture and Discussion Notes 21–1Guided Reading Activity 21–1*Section Quiz 21–1*Reading Essentials and Study Guide 21–1

Daily Focus Skills Transparency 21–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

SECTION 3British Rule in India1. Discuss how British rule brought sta-

bility to India but destroyed nativeindustries and degraded Indians.

2. Identify Mohandas Gandhi, whoadvocated nonviolent resistance togain Indian independence fromGreat Britain.



SECTION 4Nation Building in Latin America1. Explain how Latin American coun-

tries served as a source of raw mate-rials for Europe and the UnitedStates.

2. Explain that because land remainedthe basis of wealth and power,landed elites dominated LatinAmerican countries.

Reproducible Lesson Plan 21–4Daily Lecture and Discussion Notes 21–4Guided Reading Activity 21–4*Section Quiz 21–4*Reteaching Activity 21*Reading Essentials and Study Guide 21–4


SECTION 2Empire Building in Africa1. Discuss how Great Britain, France,

Germany, Belgium, and Portugalplaced virtually all of Africa underEuropean rule.

2. Report how native peoples soughtan end to colonial rule.



Assign the Chapter 21 Reading Essentials and Study Guide.

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Teacher’s Corner

The following articles relate to this chapter:

• “El Libertador: Simon Bolivar,” by Bryan Hodgson, March1994.

• “Malaysia,” by T.R. Reid, August 1997.• “India,” by Geoffrey C. Ward, May 1997.• “Burma, the Richest of Poor Countries,” by Joel L.

Swerdlow, July 1995.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

Access National Geographic’s new dynamic MapMachineWeb site and other geography resources at:www.nationalgeographic.comwww.nationalgeographic.com/maps

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Activities that are suited to use within the blockscheduling framework are identified by:

Anna Mae Grimm Homestead High SchoolMequon, Wisconsin

Experiencing ApartheidOne of the legacies of European settlement in

Africa was the separation of races, called apartheid,enacted in South Africa in 1948. For one class period,designate about half the students to be part of an“underclass” that will not be allowed to participate inactivities with the rest of the class. Have the “under-class” sit at the back of the room. Provide an interest-ing activity for the rest of the class, and assign theseparated students routine worksheets. Hold an elec-tion during the class period (for example, elect a dis-cussion leader) and exclude the separated studentsfrom voting.

During the next class period, discuss how studentsfelt during the simulation—both those in the “under-class” and those in the mainstream. Use this as aspringboard for discussing apartheid in South Africa.WH: 1A, 17A, 18C, 25C

From the Classroom of…

WORLD HISTORY

Use our Web site for additional resources. All essential content iscovered in the Student Edition.

You and your students can visit , theWeb site companion to Glencoe World History. This innovativeintegration of electronic and print media offers your students awealth of opportunities. The student text directs students to theWeb site for the following options:

• Chapter Overviews • Self-Check Quizzes

• Student Web Activities • Textbook Updates

Answers to the Student Web Activities are provided for you in theWeb Activity Lesson Plans. Additional Web resources andInteractive Tutor Puzzles are also available.

www.tx.wh.glencoe.com

http://www.tx.wh.glencoe.com

http://www.nationalgeographic.com

http://www.nationalgeographic.com/maps

644

The Impact TodayFew nations retain colonies, but problemsthat arose from colonialism are still visi-ble, especially in Africa and Latin America.Discuss these problems, and possiblesolutions, with students. Help students tolocate remnants of imperialism that existaround the world today.

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The Height ofImperialism

1800–1914

Key EventsAs 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.

The Impact TodayThe 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.

World History Video The Chapter 21 video, “Imperialism,” chroniclesimperialism on three continents.

1810 1820 1830 1840 1850 1860

1848Mexico loses almosthalf of its territory tothe United States

1855David Livingstone isfirst European to seeVictoria Falls

1819British colony of Singaporefounded

Sir Thomas Raffles,founder of Singapore

Victoria Falls, in Zimbabwe

IntroducingCHAPTER 21


TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERAsk students to speculate about how the spread of empires might have affected peoples in Asia,Africa, and Latin America. Ask: How did colonial peoples respond to Western rule? (Colonized peoplewere introduced to Western traditions and technologies—sometimes against their will. Often, theywere also led to reject native customs and beliefs. Imperialists exploited laborers and sometimessplit up families and villages. Western rule inspired nationalist movements that led to independ-ence.) L1 WH: 5B; ELA: Gr9/Gr10: 16A

Refer to Activity 21 in thePerformance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

The World HistoryVideo ProgramTo learn more about nineteenth-century imperialism, students can viewthe Chapter 21 video, “Imperialism,”from The World History Video Program.

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 21 content.

Available in VHS.

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British family celebrating Christmas in India, c. 1900

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at

and click on Chapter 21–ChapterOverview to preview chapter information.

1870 1880 1890 1900 1910 1920

1879Zulu king meetswith Britishambassadors

1898The UnitedStates defeatsSpain forcontrol over the Philippines

1884France makesthe VietnamEmpire aprotectorate

1896Britain and Franceagree to maintainThailand as abuffer state

1900Virtually all ofSoutheast Asiais underEuropean rule

1880“Newimperialism”begins

1910Emiliano Zapataleads peasantmovement inMexico

Zulus meet the British.

Emiliano Zapata

tx.wh.glencoe.com

645



Colonial Families The view above of an English family enjoying an afternoon together portrays justa few of the large number of servants assigned to British families during colonial times. Prosperousfamilies had at least 25 servants, and even a single man had a minimum of a dozen. In this illustra-tion, a very small child is seen in the care of an Indian nurse. It was the custom to send Europeanchildren who were over the ages of eight or ten to boarding schools in England where they couldstart to prepare for a successful career. Because older children were often at school and husbandswere frequently away on official business, family times such as the one depicted were infrequent in British colonies. WH: 21A

MORE ABOUT THE ART

Chapter ObjectivesAfter studying this chapter,students should be able to:1. describe how colonial powers

took over and ruled other ter-ritories;

2. discuss how Western nationsimposed their values andinstitutions;

3. describe how nationalismgave subjects means for seek-ing their freedom;

4. describe how colonies pro-vided raw materials and newmarkets for industrializednations;

5. describe the social divisionsin the colonies between thecolonizers and those whowere colonized.

Time Line Activity

Have students select a region notedon the time line and write a briefdescription of the impact of imperial-ism on native peoples in that region.L1 WH: 5B; ELA: Gr9/Gr10: 4C

HISTORY

Chapter OverviewIntroduce students to chaptercontent and key terms by havingthem access Chapter Overview21 at .tx.wh.glencoe.com

http://www.glencoe.com/sec/socialstudies/worldhistory/gwh2003/tx/content.php4/751/1

http://www.glencoe.com/sec/socialstudies/worldhistory/gwh2003/tx/content.php4/751/1

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Livingstone in African 1841, the Scottish doctor and missionary David Living-stone began a series of journeys that took him through

much of central and southern Africa. Livingstone was a gen-tle man whose goal was to find locations for Christian mis-sions on behalf of the London Missionary Society. He tookgreat delight in working with the African people.

Livingstone’s travels were not easy. Much of his journeywas done by foot, canoe, or mule. He suffered at times fromrheumatic fever, dysentery, and malaria. He survived anattack by armed warriors and a mutiny by his own servants.

Back in Great Britain, his exploits made Livingstone anational hero. His book Missionary Travels and Researches inSouth Africa was a best-seller. People jammed into lecture hallsto hear him speak of the beauty of Africa. As the London Jour-nal reported, “Europe had always heard that the centralregions of southern Africa were bleak and barren, heated bypoisonous winds, infested by snakes . . . [but Livingstonespoke of] a high country, full of fruit trees, abounding inshade, watered by a perfect network of rivers.”

Livingstone tried to persuade his listeners that Britainneeded to send both missionaries and merchants to Africa.Combining Christianity and commerce, he said, wouldachieve civilization for Africa.

I Why It MattersDuring the nineteenth and earlytwentieth centuries, Western colo-nialism spread throughout the non-Western world. Great Britain, Spain,Holland, France, Germany, Russia,and the United States competed formarkets and raw materials for theirexpanding economies. By the end ofthe nineteenth century, virtually allof the peoples of Asia and Africawere under colonial rule. AlthoughLatin America successfully resistedEuropean control, it remained eco-nomically dependent on Europe andthe United States.

History and You Territorial andtrade dominance are among the pri-mary goals of imperialist nations.Create a map of either Asia orAfrica to help you understand howthe various imperialists viewedthose regions. Code the territoriesaccording to exports or Europeandominance.

David Livingstone

Livingstone expedition in Africa, c. 1855

IntroducingA Story That MattersDepending on the ability levels of your students, select from thefollowing questions to reinforcethe reading of A Story ThatMatters.• How did David Livingstone’s

description of Africa differfrom people’s perception ofthe region? (People thoughtAfrica was barren, hot, dry,windy, and full of dangerouscreatures. Livingstone found abountiful region of fruit treesand rivers.)

• How did David Livingstonesay Great Britain could bring“civilization” to Africa?(through Christianity and com-merce) L1 ELA: Gr9/Gr10: 7B

About the ArtThe large illustration shows theLivingstone expedition in Africa.Ask students if they feel this is ahighly romantic view or a realis-tic view of expeditions in Africaduring this time. Why mightillustrations such as this havebeen produced, and who wouldhave been their intendedaudience? Students will learnmore about Livingstone in theNational Geographic feature thatbegins on page 662.

HISTORY AND YOUEmphasize to students that the “new imperialism” of the nineteenth century was partly based on the idea of theright and duty of Western nations to impose their values and institutions on subject peoples. Imperialism tendedto create severe social divisions in the colonies between imperial rulers and subjects, who were often treated associal inferiors. Even the education of native peoples often meant the education of native elites in the languagesand ideas of the colonial power in the hope that they would share the outlook of the colonial rulers. After coloniesgained their independence, Western and native institutions continued to influence each other as states sought toreestablish their own identities and traditions. Ask students to speculate on their possible reponses to becomingsubjects of an imperialistic regime.

ELA:Page 646: Gr9/Gr10: 7B, 8A–BPage 647: Gr9/Gr10: 4D, 6A, 7A,7D, 7F, 8B; Gr9: 7I; Gr10: 7H

Guide to Reading

Answers to Graphic: Spain: Philip-pines; Holland: Dutch East Indies;United States: Philippines; France:Indochina; Great Britain: Singapore,Burma

Preteaching Vocabulary: Discusshow the word imperialism means thepolicy of extending central authorityoutside a nation’s natural boundaries.L1 ELL

647

1887France completes its controlof Indochina

Guide to Reading

Colonial Rule in Southeast Asia

Preview of Events

1930Saya San leadsBurma uprising

✦1850 ✦1870 ✦1890 ✦1910 ✦1930 ✦1950

In 1860, E. Douwes Dekker wrote a book on the Dutch colonial system on theisland of Java. He said:

“The [Dutch government] compels [the Javanese farmer] to cultivate certain prod-ucts on his land; it punishes him if he sells what he has produced to any purchaser butitself; and it fixes the price actually paid. The expenses of transport to Europe througha privileged trading company are high; the money paid to the chiefs for encourage-ment increases the prime cost; and because the entire trade must produce profit, thatprofit cannot be got in any other way than by paying the Javanese just enough to keephim from starving, which would lessen the producing power of the nation.”

—The World of Southeast Asia: Selected Historical Readings,Harry J. Benda and John A. Larkin, eds., 1967

Dekker, a Dutch colonial official, was critical of the havoc the Dutch had wreakedon the native peoples of Java.

The New ImperialismIn the nineteenth century, a new phase of Western expansion into Asia and

Africa began. European nations began to view Asian and African societies as asource of industrial raw materials and a market for Western manufacturedgoods. No longer were Western gold and silver traded for cloves, pepper, tea,

Voices from the Past

Main Ideas• Through the “new imperialism,” West-

erners sought to control vast territories.• Colonial export policies exploited native

populations and opened up markets forEuropean manufactured goods.

Key Termsimperialism, protectorate, indirect rule,direct rule

People to IdentifyKing Mongkut, King Chulalongkorn, Com-modore George Dewey, Emilio Aguinaldo

Places to LocateSingapore, Burma, Thailand, Philippines

Preview Questions1. Why were Westerners so determined

to colonize Southeast Asia?2. What was the chief goal of the West-

ern nations?

Reading StrategyIdentifying Information Make a chartshowing which countries controlled whatparts of Southeast Asia.

CHAPTER 21 The Height of Imperialism 647

Spain (until 1898)

Holland

United States (after 1898)

France

Great Britain

1896France and Great Britain agree tomaintain Thailand as a buffer state

Dutch plantation in Java, mid-1800s

Social Studies TAKS tested at Grades 10/11: Obj 5: WH26C(10,11) CHAPTER 21Section 1, 647–652CHAPTER 21Section 1, 647–652

Project transparency and havestudents answer questions.

Available as a blackline master.

DAILY FOCUS SKILLSTRANSPARENCY 21-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. desire for control of raw materials 2. belief thatqualities of people were racially bound 3. to help Asia andAfrica


UNIT

4Chapter 21

Describe how economicsmotivated the imperialismof Western nations.

How was social Darwinismtied to imperialism?

What motivated theimperialism ofhumanitarians?

1 2 3

• Raw materials

• Control ofareas withraw materials

• Bring the benefits ofdemocracy toSoutheast Asia

• Bring the benefits ofcapitalism toSoutheast Asia

• RivalEuropeanstates soughtadvantages

• National prestige

• Belief that themost fit will bevictorious

• Belief that racedetermines thetraits and characteristicsof humans

Economic Humanitarian Political Social Darwinism

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 21–1

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 21–1• Daily Lecture and Discussion Notes 21–1• Guided Reading Activity 21–1• Section Quiz 21–1• Reading Essentials and Study Guide 21–1

Transparencies• Daily Focus Skills Transparency 21–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

WORLD HISTORY:Page 646: 7A–B, 11A, 19BPage 647: 1C, 7A–B, 25C, 26A,26C–D

1 FOCUSSection OverviewThis section describes the “newimperialism,” the three colonialpowers that established controlof Southeast Asia, the differencesbetween direct and indirect rule,the impact of colonialism onlocal economies and cultures,and the rise of nationalist move-ments in Southeast Asia.

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2 TEACH

“all great nations in the fullness of their strength havethe desire to set their mark upon barbarian lands andthose who fail to participate in this great rivalry willplay a pitiable role in time to come.”

In addition, imperialism was tied to Social Dar-winism and racism. Social Darwinists believed thatin the struggle between nations, the fit are victori-ous. Racism is the belief that race determines traitsand capabilities. Racists erroneously believe thatparticular races are superior or inferior. Racist beliefshave led to the use of military force against othernations. One British professor argued in 1900, “Thepath of progress is strewn with the wrecks ofnations; traces are everywhere to be seen of the[slaughtered remains] of inferior races. Yet thesedead people are, in very truth, the stepping stoneson which mankind has arisen to the higher intellec-tual and deeper emotional life of today.”

Some Europeans took a more religious andhumanitarian approach to imperialism. They arguedthat Europeans had a moral responsibility to civilizeprimitive people. They called this responsibility the“white man’s burden.”

These people believed that the nations of the Westshould help the nations of Asia and Africa. To some,this meant bringing the Christian message to the“heathen masses.” To others, it meant bringing thebenefits of Western democracy and capitalism tothese societies.

Describing What were four primarymotivations for the “new imperialism”?

Reading Check

648 CHAPTER 21 The Height of Imperialism

Britain

Belgium

France

Germany

Italy

Netherlands

Portugal

Spain

SoutheastAsia

Africa India

Major Regions of European Control

and silk. Now the products of European factorieswere sent to Africa and Asia in return for oil, tin,rubber, and the other resources needed to fuel Euro-pean industries.

Beginning in the 1880s, European states began anintense scramble for overseas territory. Imperialism,the extension of a nation’s power over other lands,was not new. Europeans had set up colonies in Northand South America and trading posts around Africaand the Indian Ocean by the sixteenth century.

However, the imperialism of the late nineteenthcentury, called the “new imperialism” by some, wasdifferent. Earlier, European states had been content,especially in Africa and Asia, to set up a few tradingposts where they could carry on trade and perhapssome missionary activity. Now they sought nothingless than direct control over vast territories.

Why did Westerners begin to increase their searchfor colonies after 1880? There was a strong economicmotive. Capitalist states in the West were looking forboth markets and raw materials, such as rubber, oil,and tin, for their industries. Europeans also wantedmore direct control of the areas with the raw materi-als and markets.

The issue was not simply an economic one, how-ever. European nation-states were involved in heatedrivalries. As European affairs grew tense, statessought to acquire colonies abroad in order to gain anadvantage over their rivals.

Colonies were also a source of national prestige.To some people, in fact, a nation could not be greatwithout colonies. One German historian wrote that

In the late 1800s a “new imperialism”flourished, with most of the majorEuropean countries attempting totake control of territories in Asia andAfrica.

1. Identifying Look at a politicalmap of Europe in Chapter 20.Which European countries did not try to colonize parts of Asia or Africa?

2. Analyzing It has been said aboutone of the countries identified inthe chart that “the sun never sets”on this particular empire. Towhich country does this phraserefer? What do you think thephrase means?

CHAPTER 21Section 1, 647–652CHAPTER 21Section 1, 647–652

Guided Reading Activity 21–1

Name Date Class


DIRECTIONS: Fill in the blanks below as you read Section 1.

1. Beginning in the 1880s, European states began an intense scramble for

territory.

2. is the extension of a nation's power over other lands.

3. Through “new imperialism,” European states sought nothing less than

over vast territories.

4. As European affairs grew tense, states sought to acquire colonies abroad to gain an

over rivals.

5. Some Europeans argued that they had a responsibility to civilize

primitive people.

6. Britain wanted control of in order to protect its possessions in

Guided Reading Activity 21-1

Daily Lecture and Discussion Notes 21–1

I. The New Imperialism (pages 647–648)

A. In the 1800s European nations began a new push of imperialism—the extension of anation’s power over other lands.

B. A new phase of Western expansion into and trade with Asia and Africa began in thenineteenth century. Asia and Africa were seen as a source of raw materials for industri-al production and as a market for Europe’s manufactured goods.

Daily Lecture and Discussion Notes

Chapter 21, Section 1

Did You Know? The eruption of the Krakatoa volcano on anisland between Java and Sumatra in 1883 was one of the most cata-strophic in history. At its climax explosions were heard 2,200 milesaway, and ash was blown to a height of 50 miles. The volcano trig-gered a series of tidal waves, the largest of which killed 36,000people on Java and Sumatra.

Copyright © by The McGraw-Hill Companies, Inc.

Answers:1. Sweden, Finland, Denmark,

Switzerland, Austria-Hungary,Greece, Russia

2. Britain; because they had territo-ries in every part of the world, sothat it was always daylight some-where in the British Empire WH: 26C

Answer: (1) economic, (2) desire forpolitical power, (3) sense of racialsuperiority (social Darwinism), (4) moral responsibility to civilizeprimitive people (“the white man’sburden”)

ELA:Page 648: Gr9/Gr10: 8B, 10B, 19B,20BPage 649: Gr9/Gr10: 6A, 8B, 19B,20B

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYEvaluating Social Darwinists seized on the theory of evolution, particularly the idea of the survivalof the fittest, to justify racist attitudes toward non-Western people. Social Darwinists believed that,as in biological evolution, the “fittest” nations would survive in struggles with other nations. Thisidea was used to justify colonizing non-Western countries, which were judged to be backward.These theorists argued that the loss of culture and tradition was a natural consequence of socialevolution. Ask students how social Darwinism would have been used by the African slave tradersor the Spanish explorers. Does this theory justify their actions? Was it a justification for imperialismin the nineteenth century? Is it a valid argument for cultural prejudice today? WH: 7B

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGeography Ask students to name the countries on the above map and to identify the colonizerand date of claim or control of each country. Ask students what they notice about the dates of col-onization. (Except for Malaya [1786], all countries were colonized before the early 1600s or after1800.) Ask students what feature of Vietnam might explain its having been divided several times inits history (very long and narrow country with north and south connected by a narrow strip). Howlong (north to south) is Vietnam? (about 1,200 miles [1,931 km]) How wide (east to west) is it atits narrowest point? (less than 50 miles [80 km]) WH: 11B, 12C

649

EnrichIn order to administer and con-trol their new colonies, Europeangovernments encouraged citi-zens to move to the colonieswith their families to run theeconomy and the government.Have students design an adver-tisement intended to inducepeople to relocate to the new territories. Remind them thatmany people were attracted tothe economic opportunities andlavish lifestyle available in thenew territories. L1 WH: 21AELL

Colonial Takeover in Southeast Asia

The new imperialism of the late nineteenth centurywas evident in Southeast Asia. In 1800, only two soci-eties in this area were ruled by Europeans: the Span-ish Philippines and the Dutch East Indies. By 1900,virtually the entire area was under Western rule.

Great Britain The process began with Great Britain.In 1819, Great Britain, under Sir Thomas StamfordRaffles, founded a new colony on a small island at thetip of the Malay Peninsula called Singapore (“city ofthe lion”). In the new age of steamships, Singaporesoon became a major stopping point for traffic goingto or from China. Raffles was proud of his new cityand wrote to a friend in England, “Here all is life andactivity; and it would be difficult to name a place onthe face of the globe with brighter prospects.”

During the next few decades, the British advanceinto Southeast Asia continued. Next to fall was thekingdom of Burma (modern Myanmar). Britainwanted control of Burma in order to protect its pos-sessions in India. It also sought a land route throughBurma into South China. Although the difficult ter-rain along the frontier between Burma and China

caused this effort to fail, British activities in Burmaled to the collapse of the Burmese monarchy. Britainsoon established control over the entire country.

France The British advance into Burma waswatched nervously by France, which had some mis-sionaries operating in Vietnam. The French mission-aries were persecuted by the local authorities, whoviewed Christianity as a threat to Confucian doc-trine. However, Vietnam failed to stop the Christianmissionaries. Vietnamese internal rivalries dividedthe country into two separate governments, in thenorth and the south.

France was especially alarmed by British attemptsto monopolize trade. To stop any British move intoVietnam, the French government decided in 1857 toforce the Vietnamese to accept French protection.

The French eventually succeeded in making theVietnamese ruler give up territories in the MekongRiver delta. The French occupied the city of Saigonand, during the next 30 years, extended their controlover the rest of the country. In 1884, France seized thecity of Hanoi and later made the Vietnamese Empirea French protectorate—a political unit that dependson another government for its protection.

649CHAPTER 21 The Height of Imperialism

S

N

EW

400 kilometers0Mercator projection

400 miles0

EQUATOR

140°E130°E120°E100°E

20°N

10°N

0°

10°S

TROPIC OF CANCER

Pacific

Ocean

Indian

Ocean

S outh

Chin

aS

ea

M

ekong

R.

CHINA

BURMA

THAILAND

FRENCHINDOCHINA

SARAWAK

SINGAPOREU.K.

PHILIPPINES

BRUNEI

Timor

DUTCH EAST INDIES

NORTHBORNEO

Sumatra

Celebes

Borneo

JavaNew Guinea

Formosa(Taiwan)

Jap.

Mariana Is.Ger.

GuamU.S.

Caroline Is.Ger.

MALAYA

Hanoi

Saigon

Manila

SPICES

Imperialism in Southeast Asia, 1900

BritishDutchFrench

Coffee

Palm oil

Rubber

Spices

GermanPortugueseUnited States SPICES

Sugar

Tea

Timber

Tin

Possessions: Raw materials:

Social Studies TAKS tested at Grades 10/11: Obj 2: 8.10B(10), US8B(11); Obj 5: WG21C(10,11),WH26C(10,11)

In search of new marketsand raw materials, severalEuropean nations workedaggressively to colonizeSoutheast Asia in the late1800s.

1. Interpreting MapsWhich two Europeannations had the most ter-ritory in Southeast Asia?

2. Applying GeographySkills Using the mapand information fromyour text, describe Thai-land’s unique status inSoutheast Asia.


WORLD HISTORY:Page 648: 7A–B, 25H, 26CPage 649: 7A–B, 11B, 15B, 19A–B,26A, 26C

Answers:1. The Netherlands (Dutch) and

Great Britain

2. Thailand’s independence wassupported by both Britain andFrance to provide a bufferbetween French Indochina andBritish Burma.

Sociology Ask students toresearch how the culture of a city ora country is modified when colonialpowers dominate a region. Forexample, Singapore acquired manyBritish traits, and the official lan-guage of Vietnam became French.L2 WH: 5B; ELA: Gr9/Gr10: 13B

650

Answer: Both were important in pro-viding access to China. However,Britain’s primary interest in Burmawas to protect its possessions inIndia.

In the 1880s, France extended its control overneighboring Cambodia, Annam, Tonkin, and Laos.By 1887 France included all of its new possessions ina new Union of French Indochina.

Thailand—The Exception After the French con-quest of Indochina, Thailand (then called Siam) wasthe only remaining free state in Southeast Asia. Dur-ing the last quarter of the nineteenth century, Britishand French rivalry threatened to place Thailand, too,under colonial rule.

Two remarkable rulers were able to prevent that fromhappening. One was King Mongkut (known to theater-goers as the king in The King and I), and the other was hisson King Chulalongkorn. Both promoted Westernlearning and maintained friendly relations with themajor European powers. In 1896, Britain and Franceagreed to maintain Thailand as an independent bufferstate between their possessions in Southeast Asia.

The United States One final conquest in SoutheastAsia occurred at the end of the nineteenth century. In1898, during the Spanish-American War, United Statesnaval forces under Commodore George Deweydefeated the Spanish fleet in Manila Bay.

Believing it was his moral obligation to “civilize”other parts of the world, President William McKinleydecided to turn the Philippines, which had been underSpanish control, into an American colony. This actionwould also prevent the area from falling into the handsof the Japanese. In fact, the islandsgave the United States a convenientjumping-off point for trade withChina.

This mixture of moral idealismand desire for profit was reflectedin a speech given in the Senate inJanuary 1900 by Senator AlbertBeveridge of Indiana:

“Mr. President, the times call for candor. The Philippines are ours forever. And just beyond thePhilippines are China’s unlimitedmarkets. We will not retreat fromeither. We will not abandon anopportunity in [Asia]. We will notrenounce our part in the mission of our race, trustee, under God, of the civilization of the world.”


Scene from decisive Manila Bay battle

The Filipinos did not agree with theAmerican senator. Emilio Aguinaldo(ah•gee•NAHL•doh) was the leaderof a movement for independence inthe Philippines. He began his revoltagainst the Spanish. When the UnitedStates acquired the Philippines,Aguinaldo continued the revolt andset himself up as the president ofthe Republic of the Philippines. Ledby Aguinaldo, the guerrilla forcesfought bitterly against the UnitedStates troops to establish their inde-pendence. However, the United Statesdefeated the guerrilla forces, and Pres-ident McKinley had his stepping-stone to the rich markets of China.

Identifying What spurred Britain tocontrol Singapore and Burma?

Colonial Regimes in Southeast AsiaWestern powers governed their new colonial

empires by either indirect or direct rule. Their chiefgoals were to exploit the natural resources of theselands and open up markets for their own manufac-tured goods. To justify their actions, they often spokeof bringing the blessings of Western civilizations totheir colonial subjects.

Reading Check

Emilio Aguinaldo


ELAPage 650: Gr9/Gr10: 6A, 8B, 10BPage 651: Gr9/Gr10: 8B, 10B

Speech Have one of your studentsread Senator Beveridge’s speech as apolitician might. What are the tworeasons given in the speech for theUnited States to retain control overthe Philippines? (to provide access tomarkets in China and to spread civi-lization) How would the senator feelabout the “white man’s burden”?(He would accept it as valid.) L1WH: 14A

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTFilipinos As a result of anti-Chinese immigration laws in the United States, in the early twentiethcentury many sugar, pineapple, and other agricultural planters in Hawaii and California began torecruit cheap Filipino labor. Because the overwhelming proportion of Filipino immigrants weremale, and because of racial prejudice, many states prohibited marriage or any other contactbetween Asian males and Caucasian females. In fact, Filipinos were not even eligible for U.S. citi-zenship until the late 1940s. Today more immigrants to the United States come from the Philip-pines than from any other Asian nation. WH: 18C

Writing ActivityHave students write an essayidentifying the causes and effects of imperialism. Theessays should include an intro-duction; a paragraph each forpolitical, economic, and socialcauses and effects; and a conclu-sion. L1 WH: 5A

Critical ThinkingAsk students to describe the con-nection between the IndustrialRevolution in Europe and therise of imperialism in the nine-teenth century. Then ask stu-dents to evaluate the impact ofthe Industrial Revolution oncolonial societies. L2 WH: 5A, 24A

Indirect and Direct Rule Sometimes, a colo-nial power could realize its goals most easilythrough cooperation with local political elites. Inthese cases, indirect rule was used. Local rulerswere allowed to maintain their positions ofauthority and status in a new colonial setting.

In Southeast Asia, colonial powers, whereverpossible, tried to work with local elites. Thismade it easier to gain access to the region’s nat-ural resources. Indirect rule also lowered the costof government, because fewer officials had to betrained. Moreover, indirect rule had less effecton local culture.

One example of indirect rule was in the DutchEast Indies. Officials of the Dutch East India Com-pany allowed local landed aristocrats in the DutchEast Indies to control local government. Theselocal elites maintained law and order and col-lected taxes in return for a payment from theDutch East India Company.

Indirect rule, then, was convenient and cost less. Indirect rule was not always possible, however,especially when local elites resisted the foreign con-quest. In such cases, the local elites were removedfrom power and replaced with a new set of officialsbrought from the mother country. This system iscalled direct rule.

In Burma, for example, the monarchy staunchlyopposed colonial rule. As a result, Great Britain abol-ished the monarchy and administered the countrydirectly through its colonial government in India.

In Indochina, France used both direct and indirectrule. It imposed direct rule on the southern provincesin the Mekong delta, which had been ceded to Franceas a colony after the first war in 1858 to 1862. Thenorthern parts of Vietnam, seized in the 1880s, weregoverned as a protectorate. The emperor still ruledfrom his palace in Hue, but he had little power.

To justify their conquests, Western powers had spo-ken of bringing the blessings of advanced Western civ-ilization to their colonial subjects. Many colonialpowers, for example, spoke of introducing representa-tive institutions and educating the native peoples inthe democratic process. However, many Westernerscame to fear the idea of native peoples (especially edu-cated ones) being allowed political rights.

Colonial Economies The colonial powers did notwant their colonists to develop their own industries.Thus, colonial policy stressed the export of raw mate-rials—teak wood from Burma; rubber and tin fromMalaya; spices, tea, coffee, and palm oil from the East

Indies; and sugar from the Philippines. In manycases, this policy led to some form of plantation agri-culture, in which peasants worked as wage laborerson plantations owned by foreign investors.

Plantation owners kept the wages of their workersat poverty levels in order to increase the owners’ prof-its. Conditions on plantations were often so unhealthythat thousands died. In addition, high taxes levied bycolonial governments to pay for their administrativecosts were a heavy burden for peasants.

Nevertheless, colonial rule did bring some benefitsto Southeast Asia. It led to the beginnings of a moderneconomic system. Colonial governments built rail-roads, highways, and other structures that could ben-efit native peoples as well as colonials. Thedevelopment of an export market helped to create anentrepreneurial class in rural areas. In the Dutch EastIndies, for example, small growers of rubber, palm oil,coffee, tea, and spices began to share in the profits ofthe colonial enterprise. Most of the profits, however,were taken back to the colonial mother country.

Explaining Why did colonial powersprefer that colonists not develop their own industries?

Resistance to Colonial RuleMany subject peoples in Southeast Asia were quite

unhappy with being governed by Western powers. Atfirst, resistance came from the existing ruling class. InBurma, for example, the monarch himself foughtWestern domination. By contrast, in Vietnam, after

Reading Check


Local peasants, shown here in Ceylon in the late 1800s, worked at poverty-level wages for foreign plantation owners during the colonial period.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLiterature “The White Man’s Burden” is the title of the Rudyard Kipling poem written in 1899. Askstudent volunteers to find the poem and read it to the class. Arrange with a literature teacher todiscuss other literature from this period that deals with imperialism or life in colonized countries.Possibilities include E.M. Forster’s A Passage to India, a novel about life in India under British rule,or Heart of Darkness by Joseph Conrad, a story about one man’s journey up the Congo River. Askstudents to read excerpts from these novels and to prepare oral reports that summarize the works’themes and views on imperialism. L2 WH: 20B; ELA: Gr9/Gr10: 15A, 18A

For grading this activity, refer to the Performance Assessment Activities booklet.651

Answer: They wanted the colonies toprovide a market for their own man-ufactured goods and to provide rawmaterials for those goods.

Writing ActivityHave students imagine the cir-cumstances of a Europeancolonist living in a new territory.Ask students to write a one-pageletter home describing their newenvironment, lifestyle, and inter-actions with the indigenous peoples. L1 WH: 1A

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.


WORLD HISTORY:Page 650: 7A–B, 15B, 26APage 651: 7A–B, 17B, 19B

Critical ThinkingHave students look at the photoon page 652 and identify themeans of restraint used on theprisoners (stocks). Why wouldthe French have believed itacceptable to hold prisoners insuch harsh, inhumane condi-tions? L1 ELL

Section Quiz 21–1

Inc.


Column A

1. extension of a nation’s power over other lands

2. governing by working with existing political elites

3. replacement of local rulers with officials from the mothercountry

4. political unit dependent on another for protection

5. “city of the lion”

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. The Spanish-American War resulted in A. humiliating defeat for the U.S. C. war with Thailand.B. an important peace conference. D. new territories for the U.S.

7. All of the following came under French control except for one. Which one?A. Vietnam C. ThailandB. Cambodia D. Laos

8. In 1800, the only two societies in Southeast Asia that were under


Score✔ ScoreChapter 21

Section Quiz 21-1

Column B

A. direct rule

B. Singapore

C. imperialism

D. protectorate

E. indirect rule

1. Key terms are in blue. WH: 26A2. King Mongut (p. 650); King Chula-

longkorn (p. 650); CommodoreGeorge Dewey (p. 650); EmilioAguinaldo (p. 650)

3. See chapter maps. WH: 12A4. old: European states set up a few

trading posts; new: Europeanstates wanted direct control ofcolonial raw materials and mar-

kets; in the struggle betweennations, the fit—Western imperial-ists—are victorious WH: 7A–B

5. built railroads, highways, and otherstructures, created an entrepreneu-rial class; answers will vary WH:7B

6. understood Western institutions;defend peoples; independenceWH: 25C

7. introduced representative institu-tions; developed plantation agricul-ture; high taxes; began moderneconomic system; built railroads,highways; developed export mar-ket; resistance movements WH:7B, 25C, 26C–D

8. Answers will vary. WH: 26C9. Students will write an essay.

WH: 25H652

Reteaching ActivityHave students identify the his-torical figures mentioned in thissection and explain the role eachplayed in the conquest of South-east Asia. L1

4 CLOSEThe economy for colonies wasbased on unequal exchange. Low-value raw materials wereexported to Europe and high-cost manufactured goods wereimported. Ask students to listthe benefits and negative effectsthat resulted from this policy.(Benefits: jobs, infrastructure devel-opment. Negative effects: low-paying jobs, destroying local craftsand industries, preventing growthof local economy, establishing a classsystem, creating dependence onEurope) L1

the emperor had agreed to French control of his coun-try, a number of government officials set up an organ-ization called Can Vuoug (“Save the King”). Theyfought against the French without the emperor’s help.

Sometimes, resistance to Western control took theform of peasant revolts. Under colonial rule, peasantswere often driven off the land to make way for plan-tation agriculture. Angry peasants then vented theiranger at the foreign invaders. For example, in Burma,in 1930, the Buddhist monk Saya San led a peasantuprising against the British colonial regime manyyears after the regime had completed its takeover.

Early resistance movements failed, overcome byWestern powers. At the beginning of the twentiethcentury, a new kind of resistance began to emergethat was based on the force of nationalism. The lead-ers were often a new class that had been created bycolonial rule: westernized intellectuals in the cities.

In many cases, this new urban middle class—com-posed of merchants, clerks, students, and profession-als—had been educated in Western-style schools.They were the first generation of Asians to under-stand the institutions and values of the West. Manyspoke Western languages and worked in jobs con-nected with the colonial regimes.

At first, many of the leaders of these movementsdid not focus clearly on the idea of nationhood butsimply tried to defend the economic interests or reli-gious beliefs of the natives. In Burma, for example,the first expression of modern nationalism came fromstudents at the University of Rangoon. They formedan organization to protest against official persecutionof the Buddhist religion and British lack of respect forlocal religious traditions. They protested againstBritish arrogance and failure to observe local customsin Buddhist temples. Not until the 1930s, however,did these resistance movements begin to demandnational independence.

Summarizing Explain three forms ofresistance to Western domination.

Reading Check


Checking for Understanding1. Define imperialism, protectorate, indi-

rect rule, direct rule.

2. Identify King Mongkut, King Chula-longkorn, Commodore George Dewey,Emilio Aguinaldo.

3. Locate Singapore, Burma, Thailand,Philippines.

4. Explain how the “new imperialism” differed from old imperialism. Alsoexplain how imperialism came to beassociated with social Darwinism.

5. List some of the benefits colonial rulebrought to Southeast Asia. Do youthink these benefits outweighed the disadvantages? Why or why not?

Critical Thinking6. Making Inferences Why were resist-

ance movements often led by nativeswho had lived and been educated inthe West? Initially, what were the goalsof these resistance leaders? How didtheir goals change over time?

7. Cause and Effect In a diagram like theone below, identify the effects of colo-nial rule on the colonies.

Analyzing Visuals8. Describe the situation being endured

by the Vietnamese prisoners in thephoto above. Be specific in yourdescription of their confinement. Basedon your reading of the living conditionsin Southeast Asian colonies at this time,do you think you would have riskedthis type of punishment if you hadbeen in their position? Explain.

9. Expository Writing Use variedmedia to determine what the UnitedStates’s relationship is today with thePhilippines and how Filipino politicalgroups view this relationship. Writean essay based on your findings.

Effects of colonial rule

In 1907, Vietnamese prisoners await trial for plotting against the French.

Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), US24B(11)CHAPTER 21Section 1, 647–652CHAPTER 21Section 1, 647–652

ELA: Page 652: Gr9/Gr10: 1A–B,4A–B, 4D, 4F, 6A, 7B–E, 7G–H, 8B,10A–B, 19B, 20B; Gr9: 7I; Gr10: 7FPage 653: Gr9/Gr10: 7B, 18B, 9A

Answer: (1) resistance from the rul-ing class to Western takeover; (2)peasant revolts, often as a result ofbeing driven off their land to makeway for plantation agriculture; (3)Westernized urban middle classbegan to demand independence

Reading Essentials andStudy Guide 21–1

DRAWING FROM EXPERIENCEII

Do you think there are any good reasons for one country to take control of anothercountry? If so, under what circumstances do you think it would be justified? If not, whynot?

In this section, you will learn about the “new imperialism” of the late nineteenth cen-tury. During this time, European nations began to acquire colonies in Asia and Africa in

d t bt i t i l d k t f th i f t d d

Reading Essentials and Study GuideChapter 21, Section 1

For use with textbook pages 647–652

COLONIAL RULE IN SOUTHEAST ASIA

KEY TERMS

imperialism the extension of a nation’s power over other lands (page 647)

protectorate a political unit that depends on another government for its protection (page 649)

indirect rule a system of colonial government in which local rulers were allowed to maintaintheir positions of authority and status (page 650)

direct rule a system of colonial government in which local rulers were removed from power andreplaced with a new set of officials brought from the mother country (page 650)

Name Date Class

ANSWERS TO ANALYZING PRIMARY SOURCES

1. The writers want their fellow Vietnamese to resist theFrench.

2. The writer despises those who collaborated with theFrench. His language reveals his feelings toward the

collaborators. In his proclamation, the author says thatthe collaborators are “decay, garbage, filth, swine” and“idiots, fools, lackeys, scoundrels.”

653

653

A Call to Arms

Analyzing Primary Sources

1. What do the writers of the quoted lines want their fellow Vietnamese to do?

2. What are the writer’s feelings toward those who worked with the French administration? How can you tell?

IN 1862, THE VIETNAMESEemperor granted threeprovinces in southern Vietnam to the French. In outrage, many patrioticVietnamese military officers and governmentofficials appealed to theirfellow Vietnamese to riseup and resist the foreign-ers. The following lineswere written in 1864.

“This is a general procla-mation addressed to thescholars and the people. . . .Our people are now suffer-

ing through a period ofanarchy and disorder. . . .

Let us now consider our situation with the Frenchtoday.

We are separated from them by thousands ofmountains and seas.

By hundreds of differences in our daily customs.Although they were very confident in their copper

battleships surmounted by chimneys,Although they had a large quantity of steel rifles and

lead bullets,These things did not prevent the loss of some of

their best generals in these last years, when theyattacked our frontier in hundreds of battles. . . .

You, officials of the country,Do not let your resistance to the enemy be blunted

by the peaceful stand of the court,Do not take the lead from the three subjected

provinces and leave hatred unavenged.So many years of labor, of energy, of suffering—shall

we now abandon all?Rather, we should go to the far ends of jungles or to

the high peaks of mountains in search of heroes.

Rather, we should go to the shores of the sea insearch of talented men.

Do not envy the scholars who now become provin-cial or district magistrates [in the French adminis-tration]. They are decay, garbage, filth, swine.

Do not imitate some who hire themselves out to the enemy. They are idiots, fools, lackeys,scoundrels.”

—An Appeal to Vietnamese Citizens to Resist the French

French troops battle Vietnamese resistance fighters.

Social Studies TAKS tested at Grades 10/11: Obj 5: 8.30A(10), WH25C(10), US24A(11), US24B(11)

WORLD HISTORY:Page 652: 7A–B, 12A, 17B, 19B,25C, 25H, 26A, 26C–DPage 653: 7B, 25B–C

TEACHAnalyzing Primary SourcesAlthough students may not rec-ognize it as such, this selectionmay be classified as propa-ganda—information that is pre-sented with the purpose ofpersuading people to accept orbelieve a particular point ofview. Ask students to identifysome particularly emotional pas-sage from the writing. Then askstudents to create a list of ques-tions that might be used as aguide to determine whether apiece of writing is propaganda.Ask students to bring in an arti-cle, speech, or pamphlet thatthey consider to be propagandaand to explain why. L2 ELA:Gr9/Gr10: 7A

Critical ThinkingThis image depicts a battle scenefrom the French invasion ofSoutheast Asia. Ask students todecide whether they perceive abias toward one side or the otherin the representation. (Studentsmay note that the Vietnamese forcesappear to be in disarray and inretreat while the French are fightingin a well-organized formation.) L1WH: 20B, 25G

654

1 FOCUSSection OverviewThis section describes the effectsimperialism had on the conti-nent of Africa.

Empire Building in Africa

1869Suez Canalcompleted

1884-1885Berlin Conference dividesAfrica among Europeans

1914Egypt becomesBritish protectorate

Guide to Reading

Preview of Events

1896Ethiopia defeatsItalian forces

✦1860 ✦1870 ✦1880 ✦1890 ✦1900 ✦1910 ✦1920

A southern African king, Lobengula, wrote a letter to Queen Victoria about how hehad been cheated:

“Some time ago a party of men came to my country, the principal one appearing tobe a man called Rudd. They asked me for a place to dig for gold, and said they wouldgive me certain things for the right to do so. I told them to bring what they could giveand I would show them what I would give. A document was written and presented tome for signature. I asked what it contained, and was told that in it were my words andthe words of those men. I put my hand to it. About three months afterwards I heardfrom other sources that I had given by the document the right to all the minerals of my country.”

—The Imperialism Reader, Louis L. Snyder, ed., 1962

Europeans did not hesitate to deceive native Africans in order to get African lands.

West AfricaBefore 1880, Europeans controlled little of the African continent directly. They

were content to let African rulers and merchants represent European interests.Between 1880 and 1900, however, fed by intense rivalries among themselves,Great Britain, France, Germany, Belgium, Italy, Spain, and Portugal placed virtu-ally all of Africa under European rule.


Main Ideas• Great Britain, France, Germany,

Belgium, and Portugal placed virtuallyall of Africa under European rule.

• Native peoples sought an end to colonial rule.

Key Termsannex, indigenous

People to IdentifyMuhammad Ali, David Livingstone, HenryStanley, Zulu

Places to LocateSuez Canal, Rhodesia, Union of SouthAfrica

Preview Questions1. What new class of Africans developed

in many African nations?2. What was the relationship between

the Boers and the Zulu?

Reading StrategyCategorizing Information Make a chartlike the one below showing what coun-tries controlled what parts of Africa.


Controlling Country Part of Africa

West Africa

North Africa (including Egypt)

Central Africa

East Africa

South Africa

King Lobengula, seated, c. 1880

Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), WH26C(10,11), US24B(11)CHAPTER 21Section 2, 654–660CHAPTER 21Section 2, 654–660





Guide to Reading

Answers to Graphic: West Africa:Great Britain, France; North Africa(including Egypt): France, GreatBritain, Italy; Central Africa: Belgium,France; East Africa: Great Britain,Portugal, Germany, Belgium; SouthAfrica: Great Britain

Preteaching Vocabulary: Have stu-dents research the word indigenous.(originating in a specified place orcountry; native) L1 : ELA:Gr9/Gr10: 6E

ELL




Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Africans forced to give up many customs around whichfamily life revolved 2. taxation of Africans probably highsince Africans had no say 3. Africans lost their farms toEuropeans.


UNIT

4Chapter 21

Family ties and extendedfamilies have always beenimportant in Africa. Howdoes the chart explain howEuropean rule might havedisrupted family life?

What can you infer aboutthe relationship between the amount of taxes Africans paid and theirinability to vote?

What happened to Africanfarms when Europeans took control?

1 2 3

Africans lost right to rule

themselves.

EUROPEANSCONQUERED

AFRICA

Effect

Africans had to pay

taxes but couldnot vote.

Africans forced to adopt

European customs,languages, and

ways of life.

African farmers lost their lands toEuropeans.

Africans were forced to

work forEuropeans at low

wages.

Cause



ELA:Page 654: Gr9/Gr10: 4D, 6A, 7A,7D, 7F, 8B, 13C; Gr9: 7I; Gr10: 7HPage 655: Gr9/Gr10: 8B, 19B, 20B

655

2 TEACH

West Africa had been particularly affected by theslave trade, but that had begun to decline by 1800. By1808, both Great Britain and the United States haddeclared the slave trade illegal. Other Europeancountries eventually followed suit. Slavery was abol-ished in the United States in 1865 and in Cuba andBrazil within the next 25 years. By the 1890s, slaveryhad been abolished in all major countries of theworld.

As slavery declined, Europe’s interest in otherforms of trade increased. Europeans sold textiles andother manufactured goods in exchange for such WestAfrican natural resources as peanuts, timber, hides,and palm oil. Encouraged by this growing trade,European governments began to push for a morepermanent presence along the coast. Early in thenineteenth century, the British set up settlementsalong the Gold Coast and in Sierra Leone.

The growing European presence in West Africa ledto increasing tensions with African governments inthe area. For a long time, most African states wereable to maintain their independence. However, in1874, Great Britain stepped in and annexed (incorpo-rated a country within a state) the west coastal statesas the first British colony of Gold Coast. At about thesame time, Britain established a protectorate over


1,000 kilometers0Bipolar Oblique projection

1,000 miles0

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TROPIC OFCAPRICORN

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TROPIC OF CANCER

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indian

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ALGERIA

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UNION OFSOUTH AFRICA

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MA

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GERMANEAST AFRICA

UGANDABRITISH

EASTAFRICA

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ETHIOPIA

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ERITREA

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Comoro Is.NYASALAND

Mogadishu

AddisAbaba

Khartoum

Cairo

Tripoli

Algiers

Monrovia

Cape Town

Johannesburg

0Bipolar Oblique projection S

N

EW1,000 kilometers

1,000 miles0

EQUATOR

Atlantic

Ocean

Indian

Ocean

Niger

R.

Congo R.

LakeVictoria

LakeTanganyika

Nil

eR.

Imperialism in Africa, 1914

More so in Africa than in Asia, European countries competed against each other in their attempts to colonize new territories.

1. Interpreting Maps Identify the two independent coun-tries in Africa in 1914.

2. Applying Geography Skills Describe the changes thatoccurred in Africa from 1880 to 1914 for the OttomanEmpire, France, Britain, and the Boers.

BelgianBoerBritishFrenchGermanIndependentItalianOttomanPortugueseSpanish

Imperialism in Africa, 1880

Social Studies TAKS tested at Grades 10/11: Obj 5: WG21C(10,11), WH26C(10,11) CHAPTER 21Section 2, 654–660CHAPTER 21Section 2, 654–660


Name Date Class


DIRECTIONS: Answer the following questions as you read Section 2.

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 what North African country?

5. What humiliation did Italy suffer in North Africa in 1896?

6. State the famous words of Henry Stanley upon discovering David Livingstone in

Central Africa.

7. By what means did King Leopold II of Belgium, colonize Central Africa?

8. What part did African delegates play in the Berlin Conference as their continent was

b i d b E ?



I. West Africa (pages 654–656)

A. Europeans did not hesitate to deceive Africans in order to get their land and naturalresources.

B. Because of rivalries among themselves, Great Britain, France, Germany, Belgium, andPortugal placed almost all of Africa under European rule between 1880 and 1890.

C. West Africa was particularly affected by the slave trade, but trafficking in slaves haddeclined after it was declared illegal by both Great Britain and the United States by1808. By the 1890s slavery was abolished in all the major countries of the world.

D. 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 nine-teenth century, the British established settlements along the Gold Coast and in SierraLeone. The growing European presence caused increasing tensions with African gov-ernments, who feared for their independence.

E In 1874 Great Britain annexed (incorporate a country within a state) the west coastal



Did You Know? The imperialist Cecil Rhodes established in hiswill a scheme to award scholarships at Oxford to men throughoutthe English-speaking world. Although Rhodes himself used thewords “white” and “civilized” interchangeably, his will forbade dis-qualification on the grounds of race, so many nonwhite studentshave benefited from the Rhodes Scholarship. In 1976 the programwas expanded to include women.


Answers:1. Liberia, Ethiopia

2. Ottomans lost territory to Britainand Italy; Britain also expandedinto southern Africa; Franceexpanded into northwest andcentral Africa; Boer territory wasincorporated into British-heldUnion of South Africa; most of Africa was under Europeancontrol. WH: 11B

WORLD HISTORY:PAGE 654: 1C, 7A–B, 25C, 26A,26C–DPage 655: 7A–B, 11B, 26C

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYDrawing Conclusions The resistance to colonial rule points out the inherent contradictions incolonial policy. In a class discussion, ask students to consider the expected and unintended effectsof colonial policies. Under education, for example, an expected result was suppression of tradi-tional culture and values. An unintended result was pride in tradition and resentment of colonialdisrespect. Conclude the discussion by pointing out to students that the Europeans’ attempts toinsure their own dominance, power, and control, as well as their lavish lifestyle, sowed the seedsfor their own downfall. L2 WH: 5B

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

656

Answer: Slavery was gradually abol-ished in all major countries.

Answer: Because the Suez Canallinked the Red Sea and the Mediter-ranean, Britain considered it the “life-line to India.”

Critical ThinkingAsk students to conduct outsideresearch and report on Frenchcolonies in North Africa. Whatproblems did the Frenchencounter in maintaining controlover these colonies during themid twentieth century? L1 WH:7B; ELA: Gr9/Gr10: 13B

Charting ActivityDivide the class into groups andask each group to create a chartlisting reasons why Africa wasimportant to the European coun-tries. Have groups share theircharts with the class. (to exploitthe continent’s resources for theirown purposes, to control trade totheir own advantage, to enhancenational prestige by increasing over-seas possessions, and to establishChristian missions) L1 WH: 5A

Writing ActivityHave students research andwrite a brief essay describinghow advances in medicine,travel, and communicationsincreased the pace of nineteenth-century imperialism. L2 WH: 5B,23A

ELL

ships, gave Europeans thedesire to build a canal eastof Cairo to connect theMediterranean and RedSeas. In 1854, a Frenchentrepreneur, Ferdinandde Lesseps, signed a con-tract to begin building theSuez Canal. The canal wascompleted in 1869.

The British took anactive interest in Egyptafter the Suez Canal was opened. Believing that thecanal was its “lifeline to India,” Great Britain soughtas much control as possible over the canal area. In1875, Britain bought Egypt’s share in the Suez Canal.When an Egyptian army revolt against foreign influ-ence broke out in 1881, Britain suppressed the revolt.Egypt became a British protectorate in 1914.

The British believed that they should also controlthe Sudan, south of Egypt, to protect their interests inEgypt and the Suez Canal. In 1881, Muslim clericMuhammad Ahmad, known as the Mahdi (“therightly guided one,” in Arabic), launched a revolt

that brought much of the Sudan under his control.Britain sent a military force under General

Charles Gordon to restore Egyptian authority overthe Sudan. However, Gordon’s army was wipedout at Khartoum in 1885 by Muhammad Ahmad’stroops. Gordon himself died in the battle. Not until1898 were British troops able to seize the Sudan.

The French also had colonies in North Africa.In 1879, after about 150,000 French people hadsettled in the region of Algeria, the French gov-ernment established control there. Two yearslater, France imposed a protectorate on neighbor-ing Tunisia. In 1912, France established a protec-torate over much of Morocco.

Italy joined in the competition for colonies inNorth Africa by attempting to take over Ethiopia,but Italian forces were defeated by Ethiopia in1896. Italy now was the only European statedefeated by an African state. This humiliating lossled Italy to try again in 1911. Italy invaded andseized Turkish Tripoli, which it renamed Libya.

Explaining Great Britain wasdetermined to have complete control of the Suez Canal. Why?

Central AfricaTerritories in Central Africa were also added to

the list of European colonies. Explorers aroused

Reading Check


warring groups in Nigeria. By 1900, France hadadded the huge area of French West Africa to its colonial empire. This left France in control of thelargest part of West Africa. In addition, Germanycontrolled Togo, Cameroon, German SouthwestAfrica, and German East Africa.

Explaining Why did the slave tradedecline in the 1800s?

North AfricaEgypt had been part of the Ottoman Empire, but

as Ottoman rule declined, the Egyptians sought theirindependence. In 1805, an officer of the Ottomanarmy named Muhammad Ali seized power andestablished a separate Egyptian state.

During the next 30 years, Muhammad Ali intro-duced a series of reforms to bring Egypt into themodern world. He modernized the army, set up apublic school system, and helped create small indus-tries in refined sugar, textiles, munitions, and ships.

The growing economic importance of the Nile Val-ley in Egypt, along with the development of steam-

Reading Check

Ferdinand de Lesseps

General Gordon’s Last Stand by George William Joy

Social Studies TAKS tested at Grades 10/11: Obj 2: WH12B(10), WG1A(10,11); Obj 5: WG8B(10,11)CHAPTER 21Section 2, 654–660CHAPTER 21Section 2, 654–660

ELA:Page 656: Gr9/Gr10: 8B, 10BPage 657: Gr9/Gr10: 7E, 8B, 10B

EXTENDING THE CONTENTStaging a Debate Divide the class into small groups and have some groups research the develop-ment, history, and ownership of the Suez Canal. Groups should prepare a map of the EasternHemisphere, using the Suez Canal as the central focus of the map. Students should provide statisti-cal information to support their analysis of the effects of physical and human geographic factors onthe effects of the opening of the Suez Canal on world trade patterns. Other groups should preparesimilar reports on the Panama Canal. When the groups have finished their work, organize a classdebate over the question of which canal is more important in terms of worldwide economy andstrategic location. L2 WH: 5B, 12B, 24B; ELA: Gr9/Gr10: 13B

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGovernment and Economics Nowhere were the excesses of colonialism more evident than inAfrica. Leopold, in spite of his claims of bringing civilization, exemplifies the worst treatment of the African natives. He enslaved the Congolese people to work on his plantations, had forests cutdown to build rubber plantations, and had elephant herds slaughtered for ivory. In twenty years ofbrutal rule, Leopold “The Civilizer” stripped the Congo of its culture, its people, and its resources.Ask students to research the situation in the Democratic Republic of the Congo (formerly Zaire)today. What problems does this country face today? Are these current problems an outgrowth ofLeopold’s colonial legacy? Why or why not? L2 WH: 5B; ELA: Gr9/Gr10: 13B

657

Answer: By putting Belgian settle-ments in the Congo, he arousedwidespread concern among otherEuropean states, and France rushedin to stake its claims in central Africa.

657CHAPTER 21 The Height of Imperialism 657CHAPTER 5 Rome and the Rise of Christianity 657CHAPTER 5 Rome and the Rise of Christianity

The Role of QuinineBefore 1850, the fear of disease was a major factor

in keeping Europeans from moving into Africa. Espe-cially frightening was malaria, an often fatal diseasespread by parasites. Malaria is especially devastating intropical and subtropical regions, which offer good con-ditions for breeding the mosquitoes that carry andspread the malaria parasites.

By 1850, European doctors had learned how to treatmalaria with quinine, a drug that greatly reduced thedeath rate from the disease. Quinine is a bitter drugobtained from the bark of the cinchona tree, which isnative to the slopes of the Andes in South America. TheIndians of Peru were the first people to use the bark ofthe cinchona tree to treat malaria.

The Dutch took the cinchona tree and began to growit in the East Indies. The East Indies eventually becamethe chief source of quinine. With the use of quinine andother medicines, Europeans felt more secure aboutmoving into Africa.

By the beginning of the twen-tieth century, more than 90 per-cent of African lands were underthe control of the European pow-ers. A drug found in the bark ofLatin American trees, which werethen grown in Asia, had beenused by Europeans to make pos-sible their conquest of Africa.

darkness which envelops whole populations, is acrusade, if I may say so, a crusade worthy of this cen-tury of progress.” Profit, however, was equallyimportant to Leopold. In 1876, he hired Henry Stan-ley to set up Belgian settlements in the Congo.

Leopold’s claim to the vast territories of the Congoaroused widespread concern among other Europeanstates. France, in particular, rushed to plant its flag inthe heart of Africa. Leopold ended up with the terri-tories around the Congo River. France occupied theareas farther north.

Examining What effect did KingLeopold II of Belgium have on European colonization of theCongo River basin?

East AfricaBy 1885, Britain and Germany had become the

chief rivals in East Africa. Germany came late to theranks of the imperialist powers. At first, the Germanchancellor Otto von Bismarck had downplayed theimportance of colonies. As more and more Germanscalled for a German empire, however, Bismarckbecame a convert to colonialism. As he expressed it,“All this colonial business is a sham, but we need itfor the elections.”

Reading Check

The bark from cinchona �

trees dries in the sun.

popular interest in the dense tropical jungles of Cen-tral Africa. David Livingstone, as we have seen, wasone such explorer. He arrived in Africa in 1841. For 30years he trekked through unchartered regions. Hespent much of his time exploring the interior of thecontinent.

When Livingstone disappeared for a while, theNew York Herald hired a young journalist, Henry Stanley, to find him. Stanley did, on the eastern shoreof Lake Tanganyika, and greeted the explorer with the now famous words, “Dr. Livingstone, I presume.”

After Livingstone’s death in 1873, Stanleyremained in Africa to carry on the great explorer’swork. Unlike Livingstone, however, Stanley had astrong dislike of Africa. He once said, “I detest theland most heartily.”

In the 1870s, Stanley explored the Congo River inCentral Africa and sailed down it to the AtlanticOcean. Soon, he was encouraging the British to sendsettlers to the Congo River basin. When Britainrefused, he turned to King Leopold II of Belgium.

King Leopold II was the real driving force behindthe colonization of Central Africa. He rushed enthu-siastically into the pursuit of an empire in Africa. “Toopen to civilization,” he said, “the only part of ourglobe where it has not yet penetrated, to pierce the

Social Studies TAKS tested at Grades 10/11: Obj 2: WH23A(10, 11); Obj 5: WH25C(10), US24B(11)

Fear of disease kept Europeans from moving intoAfrica. Once quinine was discovered, Europeansfelt safer about Africa.

1. What fears do we have today that prevent orinhibit exploration or research?

2. What technological advances would berequired to overcome those fears?


WORLD HISTORY:Page 656: 7A–B, 12B, 15B, 19BPage 657: 7A–B, 23A, 25C

Malaria People who have contractedmalaria sometimes suffer relapsesafter their first infection. Malaria isstill a common disease in Africa, Cen-tral America, and Southeast Asia.

Who?What?Where?When?

David Livingstone Although remem-bered primarily for his explorationsand humanitarian work, David Living-stone worked to bring Africa into theworld community of nations. Hisbody is buried in Westminster Abbey,but he gave instructions that his heartwas to remain in Africa. It is buried inBlantyre, Malawi, a city named afterhis birthplace in Scotland.


Answers:1. Students will identify fears that

inhibit exploration and research.2. Answers will vary depending on the

answers to the previous question.

658

Answer: Conflicting claims over EastAfrica were settled without Africandelegates present.

Who Benefited fromthe New Imperialism?Europeans justified colonizationof Africa and Asia in manyways. Native peoples viewedthe takeover of their landsdifferently. Rudyard Kiplingand Edward Morel wereBritish journalists whoheld opposing view-points about imperialism.

“Take up the White Man’s burden—Send forth the best ye breed—Go bind your sons to exileTo serve your captives’ needs;To wait in heavy harness,On fluttered folk and wild—Your new-caught sullen peoples,Half-devil and half-child. . . . Take up the White Man’s burden—And reap his old reward:The blame of those ye better,The hate of those ye guard—The cry of hosts ye humour(Ah, slowly;) toward the light: —‘Why brought he us from bondage,Our loved Egyptian night?’”

—Rudyard Kipling, 1899The White Man’s Burden

“It is [the Africans] who carry the ‘Black man’sburden. . . . ’ In hewing out for himself a fixedabode in Africa, the white man has massacred theAfrican in heaps. . . .


In addition to its West African holdings, Germanytried to develop colonies in East Africa. Most of EastAfrica had not yet been claimed by any other power.However, the British were also interested in the areabecause control of East Africa would connect theBritish Empire in Africa from South Africa to Egypt.Portugal and Belgium also claimed parts of EastAfrica.

To settle conflicting claims, the Berlin Conferencemet in 1884 and 1885. The conference officially recog-nized both British and German claims for territory inEast Africa. Portugal received a clear claim onMozambique. No African delegates were present atthis conference.

Evaluating What was significantabout the Berlin Conference?

South AfricaNowhere in Africa did the European presence

grow more rapidly than in the south. By 1865, the

Reading Check

total white population of the area had risen to nearlytwo hundred thousand people.

The Boers, or Afrikaners—as the descendants ofthe original Dutch settlers were called—had occupiedCape Town and surrounding areas in South Africasince the seventeenth century. During the NapoleonicWars, however, the British seized these lands from theDutch. Afterward, the British encouraged settlers tocome to what they called Cape Colony.

In the 1830s, disgusted with British rule, the Boersfled northward on the Great Trek to the regionbetween the Orange and Vaal (VAHL) Rivers and tothe region north of the Vaal River. In these areas, theBoers formed two independent republics—theOrange Free State and the Transvaal (later called theSouth African Republic). The Boers, who believedwhite superiority was ordained by God, put many ofthe indigenous (native to a region) peoples in theseareas on reservations.

The Boers had frequently battled the indigenousZulu people. In the early nineteenth century, the


ELA:Page 658: Gr9/Gr10: 8B, 10BPage 659: Gr9/Gr10: 7E, 8B, 10B

Geography Have students usemaps in this chapter or in the Refer-ence Atlas to measure the distanceinvolved in Cecil Rhodes’s “Cape toCairo” railroad. What terrain wouldthis railroad have to go through? L2WH: 12C

The Zulu The Zulu army thatdefeated the British at the Battle ofIsandhlwana in 1879 included a regi-ment of men in their sixties. Zulu regi-ments were divided by age, and eachregiment lived in a separate village inpeacetime.


EnrichThe imperialists, with theirdesire to colonize and controlAfrica, often clashed with thediverse indigenous groups.Have students research some of the original inhabitants ofAfrica and their relations withthe imperialists and report to the class on their findings. Thisexercise may be done in smallgroups. L2 WH: 5B; ELA: Gr9/Gr10:13B

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTAfrican Civilization It is important that students realize that there was already an establishedcivilization in southern Africa before the arrival of the Europeans. Great city-states, such as GreatZimbabwe, existed and had established trade routes, built elaborate cities with administrativecenters, mined precious minerals, and had distinctive cultures and traditions. For many years,white explorers and historians refused to accept evidence of these civilizations and made up fantastic stories of lost white civilizations to explain away the advanced artifacts. Edgar Rice Burroughs’s “Tarzan” stories grew out of this tradition. WH: 6A

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYTechnology Shaka Zulu, called “The Napoleon of Africa,” rose from being an obscure tribal chiefto building one of the greatest empires ever seen in southern Africa. He accomplished this prima-rily by exerting great discipline over his army and with two technical innovations. Shaka Zulu gavehis soldiers large shields which fitted together to protect soldiers from flying spears. Soldiers carriedjust one stabbing spear (assagai) instead of a number of long-handled throwing spears so theycould run fast and tackle the enemy in hand-to-hand combat. Shaka Zulu’s disciplined army sur-prised the British with its fierce resistance to superior British military resources. Ask students toresearch the Zulu’s military technology. How does their technology compare to that used by othergreat armies discussed in previous chapters? How did the British finally defeat the Zulu? WH: 6A 659

Answer: Their lands were combinedwith Cape Colony to form the Unionof South Africa, a self-governingnation within the British Empire. Toappease the Boers, the British agreedthat only whites could vote.



approval. The British action was too late to avoid awar between the British and the Boers, however.

This war, called the Boer War, dragged on from1899 to 1902. Fierce guerrilla resistance by the Boersangered the British. They responded by burningcrops and herding about 120,000 Boer women andchildren into detention camps, where lack of foodcaused some 20,000 deaths. Eventually, the vastlylarger British army won.

In 1910, the British created an independent Unionof South Africa, which combined the old CapeColony and the Boer republics. The new state wouldbe a self-governing nation within the British Empire.To appease the Boers, the British agreed that onlywhites, with a few propertied Africans, would vote.

Describing What happened to theBoers at the end of the Boer War?

Colonial Rule in AfricaBy 1914, Great Britain, France, Germany, Belgium,

Italy, Spain, and Portugal had divided up Africa.Only Liberia, which had been created as a homelandfor freed United States slaves, and Ethiopia remainedfree states. Native peoples who dared to resist weresimply devastated by the superior military force ofthe Europeans.

As was true in Southeast Asia, most Europeangovernments ruled their new territories in Africawith the least effort and expense possible. Indirectrule meant relying on existing political elites andinstitutions. The British especially followed thisapproach. At first, in some areas, the British simplyasked a local ruler to accept British authority and tofly the British flag over official buildings.

The concept of indirect rule was introduced inthe Islamic state of Sokoto, in northern Nigeria,beginning in 1903. This system of indirect rule inSokoto had one good feature: it did not disrupt localcustoms and institutions. However, it did havesome unfortunate consequences.

The system was basically a fraud because Britishadministrators made all major decisions. The nativeauthorities served chiefly to enforce those decisions.Another problem was that indirect rule kept the oldAfrican elite in power. Such a policy provided fewopportunities for ambitious and talented youngAfricans from outside the old elite. In this way Britishindirect rule sowed the seeds for class and tribal ten-sions, which erupted after independence came in thetwentieth century.

Reading Check


Zulu, under a talented ruler named Shaka, hadcarved out their own empire. After Shaka’s death, theZulu remained powerful. Finally, in the late 1800s,the British became involved in conflicts with theZulu, and the Zulu were defeated.

In the 1880s, British policy in South Africa wasinfluenced by Cecil Rhodes. Rhodes had foundeddiamond and gold companies that had made him afortune. He gained control of a territory north of theTransvaal, which he named Rhodesia after himself.

Rhodes was a great champion of British expan-sion. He said once, “I think what [God] would likeme to do is to paint as much of Africa British red aspossible.” One of Rhodes’s goals was to create aseries of British colonies “from the Cape to Cairo”—all linked by a railroad.

Rhodes’s ambitions eventually led to his downfallin 1896. The British government forced him to resignas prime minister of Cape Colony after discoveringthat he planned to overthrow the Boer government ofthe South African Republic without his government’s

What the partial occupation of his soil by thewhite man has failed do; . . . what the [machinegun] and the rifle, the slave gang, labour in thebowels of the earth and the lash, have failed todo; what imported measles, smallpox andsyphilis have failed to do; whatever the overseasslave trade failed to do; the power of moderncapitalistic exploitation, assisted by modernengines of destruction, may yet succeed inaccomplishing. . . .

Thus the African is really helpless against thematerial gods of the white man, as embodied inthe trinity of imperialism, capitalistic exploitation,and militarism.”

—Edward Morel, 1903The Black Man’s Burden

1. What was the impact of imperialism on thecolonized territories in Africa, according to Morel?

2. Quote lines in Rudyard Kipling’s poem that reflecthis view of colonized peoples. What values didKipling assume his readers shared with him?


WORLD HISTORY:Page 658: 7A–B, 18C, 25B, 25EPage 659: 7A–B, 15B, 18C, 25C

Section Quiz 21–2


Column A

1. shortcut between Europe and Asia

2. Scottish explorer, missionary and doctor

3. nineteenth century Egyptian ruler

4. Dutch settlers in South Africa

5. incorporate a country within another state


6. All of the following powers had colonies in West Africa by 1900 EXCEPT


✔ ScoreChapter 21

Section Quiz 21-2

Column B

A. Muhammad Ali

B. DavidLivingstone

C. Afrikaners

D. annex

E. Suez Canal

Answers:1. The impact was negative: Africans

died from guns and disease; wereforced into slave labor.

2. Answers will vary. He assumedreaders believed in the superiorityof European culture.

1. Key terms are in blue. WH: 26A2. Muhammad Ali (p. 656); David Liv-

ingstone (p. 657); Henry Stanley (p. 657); Zulu (p. 658)

3. See chapter maps. WH: 12A4. Acquiring East Africa would con-

nect the British Empire in Africafrom South Africa to Egypt; Ger-many WH: 7A

5. Africans could run for public officeand even serve in the NationalAssembly in Paris. WH: 15B

6. Answers may include that no onewanted to hear what they thoughtof European plans for their conti-nent. WH: 7B, 25C

7. Muhammad Ahmad (Sudan):Britain:1881–1898; Shaka (Zulu):

Boers: early nineteenth centuryWH: 26C–D

8. The British were not intimidated,even when they appear to be out-numbered and unarmed, com-pared to the Sudanese. WH: 26C

9. Students will compare past andpresent significance of the SuezCanal. ELA: Gr9/Gr10: 1A–B,4A–B, 4F660

Answer: The French wanted toassimilate their African subjects intothe French culture. The British usedindirect rule, ruling through existingpolitical elites and institutions.

Answer: Westerners exalted democ-racy, equality, and political freedom,but they did not apply these valuesin the colonies.

Most other European nations governed theirAfrican possessions through a form of direct rule.This was true in the French colonies. At the top was aFrench official, usually known as a governor-general.He was appointed from Paris and governed with theaid of a bureaucracy in the capital city of the colony.

The French ideal was to assimilate African subjectsinto French culture rather than preserve native tradi-tions. Africans were eligible to run for office and evenserve in the French National Assembly in Paris. Afew were appointed to high positions in the colonialadministration.

Comparing How did the French sys-tem of colonial rule differ from that of Great Britain?

Rise of African NationalismAs in Southeast Asia, a new class of leaders

emerged in Africa by the beginning of the twentiethcentury. Educated in colonial schools or in Westernnations, they were the first generation of Africans toknow a great deal about the West.

On the one hand, the members of this new classadmired Western culture and sometimes disliked theways of their own countries. They were eager tointroduce Western ideas and institutions into theirown societies.

On the other hand, many came to resent the for-eigners and their arrogant contempt for African peo-ples. These intellectuals recognized the gap betweentheory and practice in colonial policy. Westerners hadexalted democracy, equality, and political freedombut did not apply these values in the colonies.

Reading Check


Checking for Understanding1. Define annex, indigenous.

2. Identify Muhammad Ali, David Living-stone, Henry Stanley, Zulu.

3. Locate Suez Canal, Rhodesia, Union ofSouth Africa.

4. Explain why the British were interestedin East Africa. What other countriesclaimed parts of East Africa?

5. List the ways in which the French sys-tem of direct rule included Africans.

Critical Thinking6. Drawing Conclusions What can you

conclude from the fact that African del-egates were not included in the BerlinConference of 1884?

7. Organizing Information Using a chartlike the one below, identify key figuresof African resistance to colonial rule.

Analyzing Visuals8. Examine the painting on page 656.

What was the painter trying to sayabout the hostilities between the Britishand the people of the Sudan? If forcedto choose, whom would you support inthis confrontation?

9. Expository Writing Research theimportance of the Suez Canal today.Write a paper comparing the present-day significance of the canal to its historical significance.

Leader Country Dates ofopposed resistance

There were few democratic institutions. Nativepeoples could have only low-paying jobs in the colo-nial bureaucracy. To many Africans, colonialism hadmeant the loss of their farmlands or employment onplantations or in factories run by foreigners.

Middle-class Africans did not suffer as much aspoor African peasant plantation workers. However,members of the middle class also had complaints.They usually qualified only for menial jobs in thegovernment or business. Even then, their salarieswere lower than those of Europeans in similar jobs.

Europeans expressed their superiority overAfricans in other ways. Segregated clubs, schools,and churches were set up as more European officialsbrought their wives and began to raise families.Europeans also had a habit of addressing Africans bytheir first names or calling an adult male “boy.”

Such conditions led many members of the newurban educated class to feel great confusion towardtheir colonial masters and the civilization thecolonists represented. The educated Africans werewilling to admit the superiority of many aspects ofWestern culture. However, these intellectuals fiercelyhated colonial rule and were determined to asserttheir own nationality and cultural destiny. Out of thismixture of hopes and resentments emerged the firststirrings of modern nationalism in Africa.

During the first quarter of the twentieth century,resentment turned to action. Across Africa, nativepeoples began to organize political parties and move-ments seeking the end of foreign rule.

Evaluating Why were many Africanintellectuals frustrated by colonial policy?

Reading Check


ELA:Page 660: Gr9/Gr10: 1A–B, 4A–B,4D, 4F, 6A, 7B–D, 7H, 8B, 10A–B,19B, 20B; Gr9: 7I; Gr10: 7HPage 661: Gr9/Gr10: 8B, 13B, 19B,20B



Has anyone ever told you that your traditions and customs were wrong? How wouldthis make you feel?

In the last section, you read about imperialism in Southeast Asia. In this section, youwill learn about imperialism in Africa. Most colonial powers did not respect the localcustoms and traditions of the countries they controlled.



EMPIRE BUILDING IN AFRICA

KEY TERMS

annex to incorporate a country within a state (page 655)

indigenous native to a region (page 658)

Name Date Class

Reteaching ActivityAsk students to identify the roleeach of the following played inthe imperialist expansion inAfrica: Stanley and Livingstone,Suez Canal, Leopold II, Afrikan-ers, palm oil, Liberia. L2

4 CLOSEHave students summarize theeffects of imperialism on Africa.What benefits and hardships didcolonization bring to the conti-nent? Have students explain thepolitical, economic, cultural, andtechnological influences ofexpansion on both Europeansand non-Europeans. L1 WH: 5B, 7B

ANSWERS TO PRACTICING THE SKILL1. The sponsors of the Web site are the supporters of

Mohandas Gandhi.2. The home page links to works by and about Gandhi, a

time line of his life, images of Gandhi, and links toother useful sources.

3. The “About Us” feature explains the sources and con-tains the date of the last update.

4. The site has extensive written and multimedia materialboth by and about Gandhi.

5. By clicking on “On Gandhi” you get to “Other Links.”These have summaries that describe the resource.

6. It is very visual, with pictures of Gandhi, as well asaudio and video clips and an interactive time line.

Applying the Skill: Answers will vary depending on theWeb sites students locate.

661

TEACHEvaluating a Web Site It is asimportant to evaluate Web sitesas it is to evaluate print sources.Students should corroborate theinformation found on a Web sitewith the information found on atleast one other site. As with printsources, students should identifythe author or sponsor of a Website to help evaluate the purposeand accuracy of the informationposted. Remind students tocheck whether university Websites are authored by a professoror by students since this couldaffect the accuracy of the infor-mation posted.

Additional Practice

661

Evaluating a Web SiteWhy Learn This Skill?

Your little sister has developed a strange rashon her back, so you decide to check the Internet tosee whether or not it might be chicken pox andhow the rash should be treated. When you lookfor a Web site, however, you find dozens, and theyare all giving different advice. How do you deter-mine which site is giving the most accurate andup-to-date information?

The Internet has become a valuable researchtool. It is convenient to use and contains plentifulinformation. Unfortunately, some Web site infor-mation is not necessarily correct or reliable.When using the Internet as a research tool, theuser must distinguish between quality informa-tion and inaccurate or incomplete information.

Learning the SkillTo evaluate a Web site, ask yourself the

following questions:

• Where does the site originate? If it is a univer-sity, a well-known organization or agency, or arespected publication, then the information islikely to be trustworthy.

• Are the facts on the site documented? Wheredid this information originally come from? Isthe author clearly identified?

• Are the links to other parts of the site appropri-ate? Do they take you to information that helpsyou learn more about the subject?

• Is more than one source used for backgroundinformation within the site? If so, does the sitecontain 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 andup-to-date resources? Although many legiti-mate sites have products to sell, some sites aremore interested in sales than in providing accu-rate information.

• Is the information easy to access? Is it properlylabeled?

• Is the design appealing?

Practicing the SkillVisit the Web site about Mohandas Gandhi

at http://www.mkgandhi.org featured on this page.Then, answer the following questions.

1 Who is the author or sponsor of the Web site?

2 What information does the home page linkyou to? Are the links appropriate to the topic?

3 What sources were used for the informationcontained on the site? When was it lastupdated?

4 Does the site explore the topic in-depth? Whyor why not?

5 Are there links to other useful sources and arethey up-to-date?

6 Is the design of the site appealing? Why orwhy not? When was Gandhi born? How easyor difficult was it to locate this information?

Applying the Skill

Comparing Web Sites Locate two other Web sitesthat provide information about Mohandas Gandhi.Evaluate each one for accuracy and usefulness, andthen compare them to the site featured above(http://www.mkgandhi.org).

Social Studies TAKS tested at Grades 10/11: Obj 5: 8.30A(10), WH25C(10), US24A(11), US24B(11)

CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Skills Reinforcement Activity 21

Name Date Class

The Internet is a wonderful research tool,but all the information you find there isn’tnecessarily accurate or reliable. To evaluatea Web site, consider how well the facts pre-sented are documented and the sources

used for background information. Askyourself whether the links are up-to-dateand look for the credentials of the siteauthor. Also consider the site design andthe ease of accessing information.

Skills Reinforcement Activity 21✎

Evaluating a Web Site

DIRECTIONS: Visit the web site listed below, and search the site for information on theIndian author Rabindranath Tagore. Then answer the questions below in the space provided.

http://www.nobel.se/

1. Who is the author or sponsor of this site? What does this tell you about the reliability of the site?

WORLD HISTORY:Page 660: 7A–B, 15B, 25C, 25H,26A, 26C–DPage 661: 25C, 25F


In October 1869, James GordonBennett, son of the publisher of theNew York Herald, met with reporterHenry M. Stanley in the Grand Hotelin Paris. “Go and find him whereveryou may hear that he is and get whatnews you can of him,” Bennett toldStanley. “And perhaps the old manmay be in want; take enough with youto help him should he require it. Ofcourse, you will act according to yourown plans, and do what you thinkbest—but find Livingstone!”

The man Stanley was supposed tofind was known and admired both forhis achievements as an explorer andfor his dedicated efforts to end theslave trade. Since going out to Africain 1841 as a 27-year-old medical

MMore than three years had passed with no word from

Dr. David Livingstone. The renowned Scottish mission-

ary and explorer had left Britain in August 1865, bound

for East Africa, where the Royal Geographical Society

had asked him, among other things, to try to determine

the source of the Nile River. The explorer Richard Bur-

ton favored Lake Tanganyika while the late John Han-

ning Speke had been certain the Nile arose in Lake

Victoria. The 52-year-old Livingstone had arrived at the

island of Zanzibar in January 1866. He and his party of

about 60 men were taken to the mainland some six

weeks later and were known to have headed into the

interior. Months later, the first rumors of his death

reached the coast.

missionary, David Livingstone hadcovered thousands of miles of terri-tory previously unexplored by Euro-peans. Sometimes he traveled bycanoe or on the back of an ox, butmostly he went on foot. In the earlyyears he traveled with his wife, Mary,and their young children.

Though he suffered from malariaand had lost the use of his left armafter being attacked by a woundedlion, Livingstone remained deter-mined. He made detailed notes andreports, which he sent to Londonwhenever he could. The informationhe sent was used to revise the maps ofAfrica.

All the exploration that Living-stone did in the mid-1850s had one

goal: to find a navigable river thatwould open the center of Africa tolegitimate European commerce andto Christianity. In so doing, Living-stone hoped to drive out the slavetrade, an evil that he called “this opensore of the world.”

In the spring of 1852, Livingstonesent his family back to England.Then, starting from Cape Town,South Africa, he trekked north to theUpper Zambezi and then west toLuanda on the Atlantic coast (in pres-ent-day Angola). After a brief rest, he headed to Quelimane on the eastcoast (now in Mozambique). The tripof some 4,300 miles (6,919 km) finallyended in May 1856. Livingstone trav-eled with a small party of 25 or so

In africastanley and livingstone

1

TEACHPoints to DiscussAfter students have read thisselection, discuss the following:What two very different con-cepts motivated Livingstone totravel to Africa? (He wanted tofind a navigable river that wouldopen the center of Africa to Euro-pean commerce, and he wanted toend the slave trade.) What medicalproblems did Livingstoneencounter during his first yearsin Africa? (He suffered frommalaria and lost the use of his leftarm from a lion attack.) How didLivingstone differ from otherEuropean explorers to Africa?

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SPECIALREPORT

SPECIAL REPORT SUMMARY

David Livingstone was both anexplorer and a missionary who wasthe first European to explore extensiveregions of Africa. His detailed notesand reports were used to revise mapsof the African continent.

■

Livingstone’s primary goal was to find a navigable river that would open the center of Africa to Europeancommerce.

■

Livingstone was the first European totravel to the mouth of the ZambeziRiver and named Victoria Falls afterthe British queen.

■

Henry Stanley was sent by a news-paper to find Livingstone in Africa, andwhen Stanley finally found him nearLake Tanganyika, Livingstone was neardeath. Stanley traveled with Living-stone for five months, exploring LakeTanganyika.

Teacher’s Notes


S P E C I A L R E P O RT

663

Africans. In contrast to other Euro-pean expedition leaders, the missionaryregarded the men not as his servantsbut as his friends. His loyalty to themwas returned manyfold.

The expedition traveled light,although Livingstone always carriedhis navigational instru-ments, a Bible, a nauticalalmanac, and his journal.He also carried a magiclantern (an early slideprojector) and slides, sohe could tell Bible storiesto any who would listen. On thesecond half of the journey, fromthe interior to the mouth of theZambezi River, Livingstone becamethe first European to see the spectacu-lar waterfall the Africans called “Mosi-oa-tunya” (the smoke that thunders).

Livingstone named it Victoria Falls,after the British queen.

When the missionary got back toBritain in late 1856, he found thatword of his explorations and discov-eries had preceded him. He was now

famous. The following yearLivingstone turned his jour-nals into a book—MissionaryTravels and Researches in South Africa—which quickly becamea best-seller. In his book andat every public opportunity

he could find, he raised theissue of the slave trade. Hecondemned those who toler-

ated it and profited by it.When he sailed back to Africa in

the spring of 1858, Dr. Livingstonewas the newly appointed British Con-

1 Tipping his pith helmet, Henry Mor-ton Stanley greets the explorer with hisrestrained inquiry: “Dr. Livingstone, Ipresume?”

2 The scarcity of paper did not pre-vent Livingstone from recording hisobservations in meticulous detail, asseen in this fragment from his journals.He would also record topographicalmeasurements taken with the sextant.

3 “It had never been seen before byEuropean eyes,” Livingstone wrote ofhis first view of Victoria Falls, “butscenes so lovely must have beengazed upon by angels in their flight.”His drawing of the falls and the mean-dering Zambezi River below it (inset)hardly does the scene justice.

3

2

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SPECIALREPORT

FUN FACTS■ Henry Stanley was born in Wales, came to the United

States and fought in the Civil War as a Confederateand then as a Union soldier.

■ Henry Stanley was as famous for being an author ashe was for being an explorer. He was a contemporaryof Mark Twain and Joseph Conrad.

■ After Livingstone was attacked by a lion he was askedwhat profound thoughts he was thinking. Livingstone

answered, “I was wondering what part of me hewould eat first.”

■ Charles Dickens had a low opinion of missionaries.However, after he read Livingstone’s work MissionaryTravels and Researches in South Africa, Dickens saidthey were written by “as honest and as courageous aman as ever lived.”

(Students should note that Living-stone sent back notes and diaries toLondon so that maps of Africa couldbe revised; in addition, he regardedthe native Africans with whom hetraveled as friends, not as servants.He was loyal to them, and they wereloyal to Livingstone.) Why didLivingstone carry a projectorand slides with him? (He toldBible stories to any who would lis-ten and illustrated the stories withhis slides.) How did the waterfallknown as “Mosi-oa-tunya”become Victoria Falls? (Living-stone named the falls after theBritish queen, Victoria.) Whatwere some of the problems Liv-ingstone encountered duringhis trip that began in 1858?(Although Livingstone had backingfrom the British government, heencountered numerous problems.His wife fell ill; his six Europeanassistants quarreled among them-selves; the boat was not appropriatefor Africa; and he was greatly ham-pered by the Quebrasa Falls; later,in 1862, Mary Livingstone diedwhile on expedition with her hus-band.) What is the source of theNile? (Lake Victoria)


sul for the East Coast of Africa. Withsubstantial government backing andfar more equipment and personnelthan he had previously enjoyed, hecontinued to explore the Zambezi andits tributaries. His wife sailed with himbut then fell ill and went to rest inCape Town.

Despite its advantages, this expedi-tion was plagued with problems.There was quarreling among Living-stone’s six European assistants, and thefuel-eating boat he had been given wasmore trouble than it was worth.

Worst of all was the discovery thaton his previous trip down the Zambezihe had bypassed a bend in the riverthat held big problems. When theparty headed upriver from the eastcoast of Africa, they came around thatbend only to be stopped by the Que-brabasa Rapids. Try as he might—andLivingstone insisted on trying, until

everyone in his expedition wasexhausted— this was an obstacle noboat could get past.

Even though his efforts wereadding daily to European knowledgeof the African interior and would beof benefit to all who came after him,Livingstone was frustrated at not find-ing the navigable river that wouldsurely bring an end to the slave trade.

Then, tragedy struck. In early1862, Mary Livingstone was wellenough to join her husband, but a fewmonths later she fell ill again. In April,she died. Grief stricken, Livingstonethrew himself into his work, but hisincreased efforts did not pay off. InJuly 1863, the expedition was orderedto return home.

Livingstone stayed in Britain onlylong enough to write a second book,The Zambezi and Its Tributaries, and todrum up support for his next expedi-

tion. On his third and final trip toAfrica, the great explorer disappeared.

Henry Stanley left to carry out hisemployer’s orders soon after the Parismeeting. He took a roundabout routeto Africa to cover other stories for theHerald, including the opening of theSuez Canal in Egypt. James Bennetthoped that by delaying Stanley’sarrival in Africa, the reporter wouldcome back with definite news of Liv-ingstone—that he was dead or aliveand not just missing. (“If he is dead,”Bennett had said, “bring back everypossible proof of his death.”)

By the time Stanley finally reachedAfrica in late January 1871, Living-stone had been struggling with near-starvation, chronic dysentery,sore-covered feet, and hostile groups.Of the 60 men he had started with,only a small handful remained,including Chuma, a freed slave, and

Cabora Basa (Quebrabasa)Rapids

Victoria Falls

Ruvuma

Nile

Zambezi

Congo

Lu

ala

ba

Rus

izi Lake

Victoria

Lake Tanganyika

Lake Bangweulu

Lake Malawi(Lake Nyasa)

INDIaN

Ocean

Atlantic

Ocean

Zanzibar

Comoros Is.

A F R I C A

Ujiji Tabora

MikindaniLuanda

Linyanti

Sesheke

Chitambo

QuelimaneChinde

Cape TownPort Elizabeth

Kuruman

Nyangwe

DEMOCRATIC

REPUBLIC OF

THE CONGO

Z A M B

IAA N G O L A

BOTSWANA MO

ZA

MB

I QU

E

TANZANIA

ZIMBABWE

S O U T H

A F R I C A

NAMIBIA

Livingstone, 1852–1856Livingstone, 1858–1863Livingstone, 1866–1871Livingstone-Stanley, 1871–1873Livingstone, 1872–1873

0

0

mi.

km

600

900

N

S

EW

4

Writing ActivityHave students imagine that theyare either David Livingstone orHenry Stanley. Ask them towrite either a diary account ofthe meeting between the twomen or the newspaper accountthat Stanley might have writtenfollowing his meeting withLivingstone. Have studentsillustrate their writings andshare results with other classmembers.

664

SPECIALREPORT

Teacher’s Notes

Geography Have students use themap of Africa in the Reference Atlasin their textbooks to locate the areasin Africa explored by Livingstone.Have students create their own mapsthat trace Livingstone’s path fromBritain to Victoria Falls and Lake Tan-ganyika. You might also wish toassign students to research placenames in Africa to see which have or have had European names. (Forexample, Zimbabwe was formerlyknown as Rhodesia, named for CecilRhodes.)


S P E C I A L R E P O RT

4 Livingstone made two significantcrossings of the African continent—fromthe interior west to Luanda in 1853–1854, and then east to Quelimane in1855–1856. On his expedition in 1866to find the source of the Nile, illnessand other difficulties hampered hisprogress. Henry Stanley found him atUjiji on November 10, 1871.

5 The all-too familiar sight of captivesin chains drove Livingstone to denouncethe collaboration of European authori-ties in the widespread traffic in slaves.

6 Henry Morton Stanley developed agreat interest in exploring Africa afterhe found Livingstone.

Susi, a Yao servant. Both of them had been with him for years. Desper-ately sick and without medicine, Liv-ingstone had been repeatedly nursedback to relatively good health by Arab slave traders. The passionateantislavery activist owed his life to the very people he wished to banishfrom Africa.

In July 1871, ill and discouraged,Livingstone headed to Ujiji, on theeast bank of Lake Tanganyika. Heexpected to find several months’worth of supplies, medicine, and mailwaiting for him there. In late October,“reduced to a skeleton,” as he put it,he hobbled into the village—only tolearn that all his supplies and preciousmedicines had been plundered by theheadman of the place. Extremelydepressed, he felt he couldn’t do any-thing but wait for a miracle.

Several weeks later, the miraclearrived under a waving Stars andStripes. Henry Stanley could hardlycontain his emotion as he approachedthe pale white man.“I would have runto him, only I was a coward in thepresence of such a mob,” Stanley laterwrote, “[I] would have embraced him,only he being an Englishman, I didnot know how he would receive me;so I did what cowardice and falsepride suggested was the best thing—walked deliberately to him, took offmy hat, and said: ‘Dr. Livingstone, I

presume?’ ‘Yes,’ said he, with a kindsmile, lifting his cap slightly.”

Stanley remained with Livingstonefor five months and explored LakeTanganyika with him. That tripproved that Burton was wrong aboutthe Ruzizi, the river he thought ledfrom the lake to become the Nile.Livingstone was now determined toprove his own theory, which was thatthe Nile originated with the headwa-ters of a river called the Lualaba. (Asit turns out, the Lualaba is actuallypart of the Congo River system.Speke was right all along: The Nile’ssource is Lake Victoria.)

Unable to persuade the older man to return to Britain, Stanley left in March 1872. Reaching thecoast in May, his news of finding Livingstone reached Europe andAmerica in August. At about thattime, Livingstone received the freshsupplies and men that Stanley hadpromised to send back to him. Hepromptly set off toward Lakes Tan-ganyika and Bangweulu.

The old explorer’s will was great,but his long-suffering body was nolonger up to the demands of the trip.By April 22, 1873, he was being car-ried in a litter. On the night of April

INTERPRETING THE PAST

1. What were two of Dr. Livingstone’sreasons for exploring Africa?

2. What waterfall did Livingstoneencounter on his trip from the interiorto the mouth of the Zambezi River ?

3. What were the main obstacles thatLivingstone faced?

5

6

30, in the village of Chitambo, Susihelped him to bed, last speaking withhim at midnight. The next morning,his companions found Livingstonekneeling by the bed, his head in hishands in prayer—dead.

Resolving that Livingstone shouldbe returned to Britain, they buried hisheart under a large tree near the hutwhere he died. Then they filled thebody with salt, smeared it withbrandy, and left it to dry for twoweeks before beginning the long jour-ney to the coast. Eight months and a thousand miles (1,609 km) later,they delivered Livingstone’s body tothe British Consul in Zanzibar. April18, 1874, was declared a national dayof mourning and all of London cameto a halt as Dr. Livingstone wasburied in Westminster Abbey.

665

SPECIALREPORT

INTERPRETING THE PASTAnswers:

1. Livingstone’s two main objectives were to find thesource of the Nile and to find a navigable river thatwould open Africa to trade and Christianity, thuseliminating slave trade.

2. He encountered Victoria Falls.

3. The main obstacles he faced included the sheer sizeof Africa, disease, the need for supplies, hostilegroups, and long separations from his family.

Lake Tanganyika Bordered by fourcountries—Burundi, DemocraticRepublic of Congo, Tanzania, andZambia—Lake Tanganyika is thelongest freshwater lake in the world.It is the second deepest, after LakeBaikal in Russia. It lies in the GreatRift Valley, which accounts for itsgreat depth, just under 0.9 miles(1,433 m). Lake Tanganyika hasabout 1,181 miles (1,900 km) ofshoreline; north to south it is 410miles (660 km) long and 31 miles (50 km) wide. Over 350 differentspecies of fish live in the lake. Thebottom 3,900 feet (1,200 m) of thelake is either too low in oxygen or toohigh in hydrogen sulphide to supportlife, and some scientists believe thatthis “fossil water” may be as muchas 20 million years old.


Sir Richard Francis Burton (1821–1890) Richard Burton was a Britishexplorer. He and his companion JohnSpeke were the first Europeans tovisit Somalia. Burton then received acommission from the British RoyalGeographical Society to identify thesources of the Nile, and in 1857, heled an expedition that began in Zan-zibar. He and Speke were the firstEuropeans to view Lake Tanganyika,but it was Speke who would discoverthat the actual source of the Nile isLake Victoria. Burton was also alinguist and a prolific writer whoauthored and translated many booksduring his lifetime.


666

Guide to Reading

British Rule in India

Preview of Events

1876Queen Victoria is named“Empress of India”

1885Indian NationalCongress forms

Thomas Macaulay, who was charged with the task of introducing an educational system into India, decided that it would use the English language:

“What, then shall the language of education be? [Some] maintain that it should bethe English. The other half strongly recommend the Arabic and Sanskrit. The wholequestion seems to me to be, which language is the best worth knowing? . . . It is, I believe, no exaggeration to say that all the historical information which has been collected from all the books written in the Sanskrit language is less valuable than what may be found in short textbooks used at preparatory schools in England.”

—A New History of India, Stanley Wolpert, 1977

Macaulay’s attitude reflects the sense of superiority that the British brought withthem to India.

The Sepoy MutinyOver the course of the eighteenth century, British power in India had increased

while the power of the Mogul rulers had declined (see Chapter 15). A trading com-pany, the British East India Company, was given power by the British governmentto become actively involved in India’s political and military affairs.

To rule India, the British East India Company had its own soldiers and forts. Italso hired Indian soldiers, known as sepoys, to protect the company’s interests inthe region.

In 1857, a growing Indian distrust of the British led to a revolt. The revolt wasknown to the British as the Great Rebellion or the Sepoy Mutiny. Indians call it theFirst War of Independence.


Main Ideas• British rule brought stability to India but

destroyed native industries anddegraded Indians.

• Mohandas Gandhi advocated non-violent resistance to gain Indian inde-pendence from Great Britain.

Key Termssepoy, viceroy

People to IdentifyQueen Victoria, Indian National Congress,Mohandas Gandhi

Places to LocateKanpur, Mumbai

Preview Questions1. What was the goal of the Indian

National Congress?2. Why was India called the “Jewel in the

Crown” of the Empress of India?

Reading StrategyCause and Effect Using a chart like theone below, identify some causes andeffects of British influence on India.


Cause Effect

1. British textiles

2. cotton crops

3. school system

4. railroad, telegraph, telephone services

✦1840 ✦1850 ✦1860 ✦1870 ✦1880 ✦1890 ✦1900

1857Sepoy Mutinyfails

Thomas Macaulay

Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), WH26C(10,11), US24B(11)CHAPTER 21Section 3, 666–670CHAPTER 21Section 3, 666–670





Guide to Reading

Answers to Graphic: textiles: localindustry severely damaged; cotton:food supplies unable to keep up withgrowing population; school: trainedchildren to serve in government,army; railroad: improved transporta-tion, communications

Preteaching Vocabulary: Ask stu-dents to use dictionaries to define thetwo key terms in this section. Reviewdefinitions with the class. L2




Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. He or she ignores the authority of the state. 2. He or she does not resist. 3. It gives him or her an opportunity to rebel against the state and to win sympathy from others.


UNIT

4Chapter 21

What does a person who practices civil disobedience do?

How does a civil resisterreact to force?

Why do you think a civilresister invitesimprisonment and force?

1 2 3

Complete Civil Disobedience isrebellion without the element ofviolence in it. An out and out civil resister simply ignores the authority of the state. Hebecomes an outlaw claiming to disregard every unmoral state law. . . . In doing all this he never uses force and neverresists force when it is usedagainst him. In fact, he invites imprisonment and other uses of force.

—Mohandas Gandhi



ELA:Page 666: Gr9/Gr10: 4D, 6A, 7A,7D–F, 8B; Gr9: 7I; Gr10: 7HPage 667: Gr9/Gr10: 6A, 8B, 10B,19B, 20B

1 FOCUSSection OverviewThis section describes the expan-sion of British control over India;the effects of British rule on theeconomy, politics, and culture ofIndia; the causes of Indian nation-alism; and the establishment of amodern Indian identity.

667

2 TEACH

As a result of the uprising, the British Parliamenttransferred the powers of the East India Companydirectly to the British government. In 1876, the title ofEmpress of India was bestowed on Queen Victoria.The people of India were now her colonial subjects,and India became her “Jewel in the Crown.”

Describing What were two effects ofthe Great Rebellion?

Colonial RuleThe British government ruled India directly

through a British official known as a viceroy (a gover-nor who ruled as a representative of a monarch), whowas assisted by a British civil service staff. This staff ofabout 3,500 officials ruled almost 300 million people,the largest colonial population in the world. Britishrule involved both benefits and costs for Indians.

Reading Check


After the 1857 revolt, officials of the British governmentruled India. The sepoys were unsuccessful and paiddearly, as is shown by the British execution of Indiansoldiers above. Why did the Indian revolt fail?

History

Indian sepoyBritish viceroy

The major immediate cause of the revolt was thespread of a rumor that the British were issuing theirIndian troops new bullets that were greased withcow and pig fat. The cow was sacred to Hindus; thepig was taboo to Muslims. A group of sepoys at anarmy post near Delhi refused to load their rifles withthe new bullets. When the British arrested them, thesepoys went on a rampage and killed 50 Europeanmen, women, and children.

From this beginning, the revolt quickly spread.Within a year, however, Indian troops loyal to theBritish, along with fresh British troops, had crushedthe rebellion. Although Indian troops fought bravelyand outnumbered the British by about 230,000 to40,000, they were not well organized. Rivalriesbetween Hindus and Muslims kept Indians fromworking together.

Atrocities were terrible on both sides. At Kanpur(Cawnpore), Indians armed with swords and knivesmassacred two hundred defenseless women andchildren in a building known as the House of theLadies. When the British recaptured Kanpur, theytook their revenge before executing the Indians.


WORLD HISTORY:Page 666: 1C, 7A–B, 25C, 26A,26C–DPage 667: 7A–B, 15B, 19B, 20B,26A


I. The Sepoy Mutiny (pages 666–667)

A. Over the eighteenth century British power in India increased as the power of the



Did You Know? Mahatma Gandhi’s nonviolent resistancemovement against British colonialism was based on a principleGandhi called satyagraha, which means “truth force” or “devotion totruth” in Hindi. Practicing satyagraha means having the nonviolenceof mind to gain insight into the true nature of evil, understand allthe ways to not cooperate with evil, and respond to evil with peaceand love. One hope of this approach is that the person confrontedwith the force of truth will convert so the evil dissipates withoutleaving winners and losers.



Name Date Class



I. British power in India while the power of

rulers declined.

A. The British had their own and to maintain

power.

B. They hired Indian soldiers known as to protect their interests.

C. In 1857, Indian distrust of the British led to a revolt, the First War of

.

1. A rumor spread that the British were issuing bullets greased with

and fat.

2. Within a year, loyal Indian troops along with the British, crushed the


Answer: Rivalries between Hindusand Muslims kept them from workingtogether.

History

EnrichGuide students in a discussion ofBritish insensitivity to Indianculture. Is a lack of sensitivity orunderstanding common to allEuropean colonization attempts?L1 WH: 5BCRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITY

Compare and Contrast Have students write two different histories of the events surrounding the1857 revolt in India. One should be a British account of the Sepoy Mutiny, the other the Indianaccount of the First War of Independence (different names for the same event). These could bewritten as newspaper articles explaining the events to a specific audience (the British communityin India, the Hindu community, or Muslim readers). Ask the students to discuss how opinions andpoints of view will affect a historian’s perception of historical facts. L2 WH: 5B; ELA : Gr9/Gr10: 1A

Answer: The East India Companybecame an agent of the British gov-ernment. Queen Victoria was madeEmpress of India.

668

During the time that India was a Britishcolony, many British government offi-

cials spent a considerable amount of timethere fulfilling their administrative duties.Their families usually came with them dur-ing their tours of duty, bringing their Victo-rian lifestyle and many of the furnishingsthat went with it.

British officials in India built comfortablebungalows, as they were called. Bunga-lows (The name comes from the Indianword bungla, which means Bengali.) wereelegant and spacious country houses.Many had large porches that were open tobreezes while protecting the inhabitantsfrom the sun. Surrounding the bungalows

were cottages where dozens of Indian ser-vants lived with their families.

The official was the sahib—the master.The official’s wife was the memsahib, ormadam-sahib. The memsahib wasexpected to oversee the running of thehousehold on a daily basis, especially sincethe sahib was often away on official busi-ness. At the beginning of each day, sheassigned duties to all the servants. Forexample, she fixed the menu for the daywith the cook and directed the gardenersabout how to plant the gardens with seedsfrom home. In the evening, she wasexpected to entertain. Supper parties withother British families were the usual formof entertainment.

668

by British rule. Perhaps the greatest cost waseconomic. British entrepreneurs and a small numberof Indians reaped financial benefits from British rule,but it brought hardship to millions of others in boththe cities and the countryside. British manufacturedgoods destroyed local industries. The introduction ofBritish textiles put thousands of women out of workand severely damaged the Indian textile industry.

In rural areas, the British sent the zamindars tocollect taxes. The British believed that using theselocal officials would make it easier to collect taxesfrom the peasants. However, the zamindars in Indiatook advantage of their new authority. Theyincreased taxes and forced the less fortunate peasantsto become tenants or lose their land entirely. Peasantunrest grew.

The British also encouraged many farmers toswitch from growing food to growing cotton. As aresult, food supplies could not keep up with thegrowing population. Between 1800 and 1900, thirtymillion Indians died of starvation.

Finally, British rule was degrading, even for thenewly educated upper classes, who benefited the

British Official’s Home in India

Benefits of British Rule British rule in India hadseveral benefits for subjects. It brought order and stability to a society that had been badly divided bycivil war. It also led to a fairly honest and efficientgovernment.

Through the efforts of the British administratorand historian Lord Thomas Macaulay, a new schoolsystem was set up. Its goal was to train Indian chil-dren to serve in the government and army. The newsystem served only elite, upper-class Indians, how-ever. Ninety percent of the population remainedilliterate.

Railroads, the telegraph, and a postal service wereintroduced to India shortly after they appeared inGreat Britain. In 1853 the first trial run of a passen-ger train traveled the short distance from Bombay toThane. By 1900, 25,000 miles (40,225 km) of railroadscrisscrossed India. ; (See page 997 to read excerpts fromDadabhai Naroji’s The Impact of British Rule in India in the PrimarySources Library.)

Costs of British Rule The Indian people, however,paid a high price for the peace and stability brought


ELA:Page 668: Gr9/Gr10: 6A, 8BPage 669: Gr9/Gr10: 1A–B, 4A–B,4F, 8B, 10B

Economics After the sepoy rebel-lion, the British spent immense sumsof money on economic developmentin India. Ask students what theBritish motives might have been forthis investment. (to support theneeds of the British Empire whilerepressing any rebellion or conflictwith the Indians) What seems tohave been of little concern to theBritish? (the beliefs and culture ofthe Indians or their economic secu-rity) L2 WH: 5B

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYEconomics There were positive and negative effects of British rule in India. The British institutedimprovements in the health, education, infrastructure, and customs of India, but they did so prima-rily to serve their own interests. Ask students to discuss how these changes benefited Britain eco-nomically. (The British were attempting to create stable conditions to produce materials for Britishindustry and markets for British goods. Most of the changes were necessary to provide workers,land, and social conditions for British industry, administration, and colonial lifestyle.) L1 WH: 5B

Charting ActivityHave students research and listthe various languages spoken inIndia. (Eighteen languages are rec-ognized in the Indian constitutionincluding Hindi, Telugu, Bengali,Tamil, and Urdu) What conclu-sions can students draw aboutIndian society from examiningthe number of languages spokenin the country? L2 WH: 13B

The following literature from theGlencoe Literature Library mayenrich the teaching of this chapter:

Nectar in a Sieve by K. Markandaya

A House for Mr. Biswas by V.S. Naipaul

669

The wife of a British officer is attended by Indian servants.A British merchant waits to speak to her.

CONNECTING TO THE PAST

1. Identifying What were the responsibilities of thewife of a British officer in India?

2. Writing about History What do you learn aboutBritish-Indian social relations from this reading?

most from it. The best jobs and the best housing werereserved for Britons. Although many British colonialofficials sincerely tried to improve the lot of the people in India, British arrogance cut deeply into thepride of many Indians.

Despite their education, the Indians were neverconsidered equals of the British. Lord Kitchener, oneof Britain’s military commanders in India, said, “It isthis consciousness of the inherent superiority of theEuropean which has won for us India. However welleducated and clever a native may be, and howeverbrave he may prove himself, I believe that no rank wecan bestow on him would cause him to be consideredan equal of the British officer.”

The British also showed disrespect for India’s cul-tural heritage. The Taj Mahal, for example, a tomb forthe beloved wife of an Indian ruler, became a favoritesite for English weddings and parties. Many party-goers even brought hammers to chip off pieces assouvenirs. British racial attitudes led to the rise of anIndian nationalist movement.

Examining How was British ruledegrading to Indians?

Reading Check

An Indian Nationalist MovementThe first Indian nationalists were upper class and

English-educated. Many of them were from urbanareas, such as Mumbai (then called Bombay), Chen-nai (Madras), and Calcutta. Some were trained inBritish law and were members of the civil service.

At first, many preferred reform to revolution, butthe slow pace of reform convinced many Indiannationalists that relying on British goodwill wasfutile. In 1885, a small group of Indians met in Mum-bai to form the Indian National Congress (INC). TheINC did not demand immediate independence butdid call for a share in the governing process.

The INC had difficulties because of religious differ-ences. The goal of the INC was to seek independencefor all Indians, regardless of class or religious back-ground. However, many of its leaders were Hinduand reflected Hindu concerns. Eventually, Muslimsbegan to call for the creation of a separate MuslimLeague to represent the interests of the millions ofMuslims in Indian society.

In 1915, the return of a young Hindu from SouthAfrica brought new life to India’s struggle for

Many British officials had a high stan-dard of living and were expected to have alarge number of servants. One womanwrote in 1882: “It is one of the socialduties of Indian life that you must keepthree servants to do the work of one.” Awell-to-do family had at least 25 servants.Even bachelors had at least a dozen. Indi-ans served as cooks, maids, butlers, gar-deners, tailors, and nursemaids for thechildren. All household servants wore uni-forms—usually white with bands on theirturbans—and went barefoot in the house.

A Britishofficer

receives a pedicure from

an Indianservant.

669


WORLD HISTORY:Page 668: 7A–B, 21A, 26APage 669: 6C, 7A–B, 21A

Answers:1. oversee running of the house-

hold, entertain in the evening

2. that the most common relation-ship between British and Indianwas probably as master andservant

Answer: The British were arrogantabout their “inherent superiority,” thebest housing and jobs were reservedfor Britons, and the British showeddisrespect for India’s cultural heritage.

Connecting Across TimeAsk students to research and dis-cuss the ways in which theteaching of Mohandas Gandhidirectly affected Martin LutherKing, Jr., and the American civilrights movement. L2 WH: 10B



EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTBritish Rule of India Over time, the British rulers of India became increasingly isolated from Indiaand Indians. The British viceroy of India spent half the year at his mountain retreat and the otherhalf in Calcutta where most of his dealings were with English gentlemen, merchants, and civil serv-ice workers. The establishment of an overland telegraph in India in 1856, the opening of the SuezCanal in 1869, and the installation of a submarine cable in 1870 meant that British officials wouldoften have closer contact with each other than with the people of India. As a result, they had littleunderstanding of the effects of their policies on the people in the land that they ruled. WH: 5B, 24B

Section Quiz 21–3


Column A

1. hired Indian soldiers used by the British East IndiaCompany

2. British monarch’s representative rulers

3. Queen Victoria’s “Jewel in the Crown”

4. Indian independence champion

5. ruling British power in India before 1876



Score✔ ScoreChapter 21

Section Quiz 21-3

Column B

A. viceroys

B. MohandasGandhi

C. British East IndiaCompany

D. sepoys

E. India

1. Key terms are in blue. WH: 26A2. Queen Victoria (p. 667); Indian

National Congress (p. 669);Mohandas Gandhi (p. 670)

3. See chapter maps. WH: 12A4. Hindus dominated National Con-

gress; represented Muslim inter-ests; split nationalist movementWH: 27A

5. British textiles destroyed localindustry, peasants overtaxed byzamindars, cotton growing led tomass starvation; new school sys-tem, improved transportation andcommunications WH: 7B

6. Answers will vary. WH: 25C7. Ten percent died WH: 18C, 25I,

26C–D

8. Answers should be supported bylogical arguments. Remind stu-dents that servants were commoneven in middle-class British homesduring this time. WH: 25H, 26C

9. Answers will vary. WH: 25B; ELA:Gr9/Gr10: 1A–B, 4A–B, 4F

670

Answer: to force the British to helpthe poor, and to grant independenceto India

Answer: Indian novelists and poetsbegan writing historical romancesand epics, both of which typicallyfoster nationalism.

Checking for Understanding1. Define sepoy, viceroy.

2. Identify Queen Victoria, IndianNational Congress, Mohandas Gandhi.

3. Locate Kanpur, Mumbai.

4. Explain why the Muslim League wascreated. What were the advantages of its formation? What were the disadvantages?

5. List the economic costs to the Indianpeople that resulted from India beingruled by the British. What benefits tothe Indian population, if any, resultedfrom British rule?

Critical Thinking6. Predict Consequences Many British

lived in India for decades. Do you thinkliving in India would have changed Brit-ish attitudes toward Indians? Explain.

7. Organizing Information Draw a graphlike the example below to show thepercentage of India’s population thatdied of starvation in the 1800s.

Analyzing Visuals8. Interpret the messages conveyed by

the two images on page 669. Describeyour reactions to the paintings. Whymight your reactions be the same as or different from reactions of Englishteenagers viewing these paintings inthe late 1800s?

independence. Mohandas Gandhi was born in 1869in Gujarat, in western India. He studied in Londonand became a lawyer. In 1893, he went to SouthAfrica to work in a law firm serving Indian workersthere. He soon became aware of the racial exploita-tion of Indians living in South Africa.

On his return home to India, Gandhi becameactive in the independence movement. Using hisexperience in South Africa, he set up a movementbased on nonviolent resistance. Its aim was to forcethe British to improve the lot of the poor and grantindependence to India. Ultimately, Gandhi’s move-ment would lead to Indian independence.

Summarizing What were the twogoals of Mohandas Gandhi?

Colonial Indian CultureThe love-hate tension in India that arose from

British domination led to a cultural, as well as a polit-ical, awakening. The cultural revival began in the earlynineteenth century with the creation of a British col-lege in Calcutta. A local publishing house was opened.It issued textbooks on a variety of subjects, includingthe sciences, Sanskrit, and Western literature. The pub-lisher also printed grammars and dictionaries in thevarious Indian languages.

This revival soon spread to other regions of India,leading to a search for modern literary expression anda new national identity. Indian novelists and poets

Reading Check

began writing historical romances and epics. Somewrote in English, but most were uncomfortable with aborrowed colonial language. They preferred to usetheir own regional tongues.

The most illustrious Indian author wasRabindranath Tagore. A great writer and poet, Tagorewas also a social reformer, spiritual leader, educator,philosopher, singer, painter, and internationalspokesperson for the moral concerns of his age. Heliked to invite the great thinkers of the time to hiscountry estate. There he set up a school that becamean international university.

Tagore’s life mission was to promote pride in anational Indian consciousness in the face of Britishdomination. He wrote a widely read novel in whichhe portrayed the love-hate relationship of Indiatoward its colonial mentor. The novel depicted acountry that admired and imitated the British modelwhile also agonizing over how it could establish amodern identity separate from that of Great Britain.

Tagore, however, was more than an Indian nation-alist. His life’s work was one long prayer for humandignity, world peace, and the mutual understandingand union of East and West. As he once said, “It is myconviction that my countrymen will truly gain theirIndia by fighting against the education that teachesthem that a country is greater than the ideals ofhumanity.”

Comparing How did the nationalistmovement parallel cultural developments in India?

Reading Check


9. Descriptive Writing Imagine youare a member of India’s upper-class.You have just attended a receptionat the home of a British official.Describe in writing your impressionsof the home, making a comparisonto your own residence.

Death due to

starvation


ELA: Page 670: Gr9/Gr10: 1A–B,4A–B, 4D, 4F, 6A, 7B–D, 7G–H, 8B,10A–B, 19B, 20B; Gr9: 7I; Gr10: 7FPage 671: Gr9/Gr10: 4D, 6A, 7A,7D–F, 8B; Gr9: 7I; Gr10: 7H



Have you ever read any stories or poems by the British writer Rudyard Kipling?What insights do his stories and poems give us into life in India during the Age ofImperialism?

In the last two sections, you learned about imperialism in Southeast Asia and Africa.In this section, you will learn about the British Empire in India.



BRITISH RULE IN INDIA

KEY TERMS

sepoy an Indian soldier serving in the British army (page 666)

viceroy a governor who ruled as a representative of a monarch (page 667)

Name Date Class

EnrichThe Age of Exploration (coveredin Chapter 13) led to expansionand colonization and ultimatelyto “new imperialism” covered in this chapter. Ask students to identify the changes thatresulted from the European ageof colonization. L2 WH: 1B

Reteaching ActivityCreate a group outline of the sec-tion on the board. Have studentscontribute oral summaries ofeach part for class discussion. L1

4 CLOSETo show their understanding ofthe political and economic impactof imperialism, ask students toanalyze the British Empire. L1WH: 7A

Guide to Reading

Answers to Graphic: Africa: director indirect rule, some democraticinstitutions; Latin America: direct rule,no democratic institutions; Both:trade dominated by colonizers, Euro-peans felt superior to native peoples

Preteaching Vocabulary: Ask stu-dents to describe the significance ofthe Monroe Doctrine. L1

671

Nation Building in Latin America


Guide to Reading

Preview of Events

1810Mexico experiencesits first revolt

1821Mexico declaresindependence

On August 10, 1819, Simón Bolívar issued a proclamation to the people of NewGranada (present-day Colombia):

“Granadans! America’s day is come; no human power can stay the course of natureguided by the hand of Providence. Join your efforts to those of your brothers:Venezuela marches with me to free you, as in past years you marched with me to freeVenezuela. Already our advance guard fills whole provinces of your territory with theluster of its arms; and the same advance guard, powerfully aided, will hurl thedestroyed of New Granada into the seas. The sun will not have completed the courseof its present round through the heavens without beholding in all your territory theproud altars of liberty.”

—World Civilizations, Philip J. Adler, 1996

Bolívar was one of the leaders in liberating South America from Spanish and Portuguese control.

Nationalist RevoltsBy the end of the eighteenth century, the new political ideals stemming from the

successful revolution in North America were beginning to influence Latin Amer-ica. European control would soon be in peril.


Main Ideas• Latin American countries served as a

source of raw materials for Europe andthe United States.

• Because land remained the basis of wealth and power, landed elitesdominated Latin American countries.

Key Termscreole, peninsulare, mestizo, Monroe Doctrine, caudillo

People to IdentifyJosé de San Martín, Simón Bolívar, Anto-nio López de Santa Anna, Benito Juárez

Places to LocatePuerto Rico, Panama Canal, Haiti,Nicaragua

Preview Question1. How did the American Revolution

inspire political changes in Latin America?

Reading StrategyCompare and Contrast Create a Venndiagram comparing and contrasting colo-nial rule in Africa and in Latin America.

Africa Latin America

✦1800 ✦1805 ✦1810 ✦1815 ✦1820 ✦1825 ✦1830

Portrait of Simón Bolívar

1825Most of Latin Americabecomes independent

Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), WH26C(10,11), US24B(11) CHAPTER 21Section 4, 671–677CHAPTER 21Section 4, 671–677




Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Hidalgo 2. Chile and Peru3. 1821 4. Símon Bolívar


1 Who led Mexico toindependence?

What countries didSan Martín lead tofreedom?

When did Mexico gainindependence?

Who led Bolivia tofreedom?

2 3 4

UNIT

4Chapter 21

UPRISINGS IN SPANISH LATIN AMERICAREVOLUTIONARIES LEADER(S) RESULTS

Haiti Slaves François-Dominique Independence 1804Toussaint-Louverture

Mexico Native Americans and Hidalgo Independence 1821mestizos and Morelos

Northern Volunteer Army Simón Bolívar Freed Venezuela, S. America Columbia, Bolivia,

Ecuador

Southern Creole Army San Martín Freed Chile andS. America Peru







WORLD HISTORY:Page 670: 6C, 7A–B, 12A, 18C,19B, 25B–C, 25H–I, 26A, 26C–D,27APage 671: 1C, 8C, 15C, 25C, 26A,26C–D

1 FOCUSSection OverviewThis section describes the importand export of materials andgoods in Latin Americannations, how the domination of the landed elite caused politi-cal instability in Latin America,and the causes of the MexicanRevolution.

672

2 TEACH

Answer: When Napoleon overthrewthe monarchies of Spain and Portu-gal, it weakened their authority overtheir empires, giving the creole elitesthe opportunity to overthrow colonialrule.

authority of the Spaniards and Portuguese in theircolonial empires was severely weakened. Between1807 and 1825, a series of revolts enabled most of LatinAmerica to become independent.

Before the main independence movements began,an unusual revolution took place in the French colonyof Saint Domingue, on the island of Hispaniola.Led by François-Dominique Toussaint-Louverture(TOO•SAN LOO•vuhr•TYUR), more than a hundredthousand slaves rose in revolt and seized control ofall of Hispaniola. On January 1, 1804, the westernpart of Hispaniola, now called Haiti, announced itsfreedom and became the first independent state inLatin America.

Describing How did Napoleon’swars affect Latin America?

Revolt in Mexico Beginning in 1810, Mexico, too,experienced a revolt. The first real hero of Mexicanindependence was Miguel Hidalgo, a parish priest in asmall village about a hundred miles (160 km) fromMexico City.

Hidalgo, who had studied the French Revolution,roused the local Indians and mestizos (people ofEuropean and Indian descent) to free themselvesfrom the Spanish: “My children, this day comes to usas a new dispensation. Are you ready to receive it?Will you be free? Will you make the effort to recoverfrom the hated Spaniards the lands stolen from yourforefathers 300 years ago?”

On September 16, 1810, a crowd of Indians andmestizos, armed with clubs, machetes, and a fewguns, formed a mob army to attack the Spaniards.Hidalgo was an inexperienced military leader, how-ever, and his forces were soon crushed. A militarycourt sentenced Hidalgo to death, but his memorylived on. In fact, September 16, the first day of theuprising, is Mexico’s Independence Day.

The participation ofIndians and mestizos inMexico’s revolt againstSpanish control frightenedboth creoles and peninsu-lares there. Afraid of themasses, they cooperated indefeating the popular rev-olutionary forces. Conser-vative elites—both creolesand peninsulares—thendecided to overthrowSpanish rule as a way of

Reading Check


HISTORY

Web Activity Visitthe Glencoe WorldHistory Web site at

andclick on Chapter 21–Student Web Activityto learn more aboutindependence move-ments in Latin America.

Father Hidalgo leads Mexicans in revolt against the Spaniards.

tx.wh.glencoe.com

Social classes based on privilege divided colonialLatin America. Peninsulares, at the top, held allimportant positions. Creoles controlled land andbusiness but were regarded as second-class citizensby peninsulares. Mestizos were the largest group butworked as servants or laborers.

Prelude to Revolution The creole elites were espe-cially influenced by revolutionary ideals. Creoleswere descendants of Europeans born in Latin Amer-ica who lived there permanently. They found theprinciples of the equality of all people in the eyes ofthe law, free trade, and a free press very attractive. Inaddition, they, along with a growing class of mer-chants, disliked the domination of their trade bySpain and Portugal.

Creoles deeply resented the peninsulares, Spanishand Portuguese officials who resided temporarily inLatin America for political and economic gain andthen returned to their mother countries. These Euro-peans dominated Latin America and drained theAmericas of their wealth.

The creole elites soon began to denounce the rule ofthe Spanish and Portuguese. At the beginning of thenineteenth century, Napoleon’s wars provided themwith an opportunity for change. When Napoleonoverthrew the monarchies of Spain and Portugal, the



Name Date Class



Political ideals stemming from the successful (1) in North

America were beginning to influence Latin America. When Napoleon overthrew the

monarchies of Spain and Portugal, the authority of the (2) and

(3) was weakened in their colonial empires. Between 1807 and

1825, a series of revolts enabled most of Latin America to become

(4) .

The first real hero of Mexican independence was (5) . On

September 16, 1810, a crowd of (6) and

(7) , armed with clubs, machetes, and a few guns, formed a

mob army to attack the Spaniards In 1821 Mexico declared its independence from



I. Nationalist Revolts (pages 671–673)

A. By the end of the eighteenth century, the political ideals of the revolution in NorthAmerica were threatening European control of Latin America.

B. Social classes based on privilege divided colonial Latin America. The top level, thepeninsulares held the important positions. Creoles (descendants of Europeans born inLatin America and who lived there permanently) controlled land and businesses, and



Did You Know? After the overthrow of Venustiano Carranza’sgovernment in 1920, “Pancho” Villa was granted a pardon and aranch near Parral, Chihuahua, in return for a promise to retire frompolitics. Three years later he was assassinated on his ranch. Thus, allthree leaders of the Mexican Revolution—Carranza, Zapata, andVilla—died at the hands of assassins.


ELA:Page 672: Gr9/Gr10: 6A, 8B, 10BPage 673: Gr9/Gr10: 8B, 10B

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTToussaint-Louverture François-Dominique Toussaint-Louverture, the grandson of an African king,was born a slave in Saint Domingue, now Haiti, in 1743. Inspired by news of the French Revolu-tion, black slaves in Saint Domingue revolted in 1791 under Toussaint-Louverture’s leadership. By1801, Toussaint-Louverture controlled Saint Domingue and freed all slaves. Napoleon Bonaparterefused to accept Toussaint-Louverture’s control of France’s richest colony. In 1802, Toussaint-Louverture was tricked into surrendering, arrested, and taken to France where he died a year later.Haiti, however, became free when Toussaint-Louverture’s lieutenant drove out the French forces in 1804. WH: 10A

Government Ask students tochoose a country mentioned in thissection, research the current politicalsituation using Internet resources,write a brief summary about thatcountry, and present it to the class.L1 WH: 4A, 13B

http://www.glencoe.com/qe/qe34tx.php?&st=751&pt=2&bk=22

673

preserving their own power. Theyselected a creole military leader, Agustínde Iturbide (EE•TUR•BEE•thay), as theirleader.

In 1821, Mexico declared its independ-ence from Spain. Iturbide named himselfemperor in 1822 but was deposed in 1823.Mexico then became a republic.

Revolts in South America José de SanMartín of Argentina and Simón Bolívarof Venezuela, both members of the creoleelite, were hailed as the “Liberators ofSouth America.” These men led revolu-tions throughout the continent. SanMartín believed that the Spaniards mustbe removed from all of South America ifany South American nation was to be free.

By 1810, the forces of San Martín hadliberated Argentina from Spanish author-ity. Bolívar began the struggle for independence inVenezuela in 1810 and then went on to lead revolts inNew Granada (Colombia) and Ecuador.

In January 1817, San Martín led his forces over theAndes to attack the Spanish in Chile. The journeywas an amazing feat. Two-thirds of the pack mulesand horses died during the trip. Soldiers sufferedfrom lack of oxygen and severe cold while crossingmountain passes that were more than two miles(3.218 km) above sea level.

The arrival of San Martín’s forces in Chile com-pletely surprised the Spaniards. Spanish forces werebadly defeated at the Battle of Chacabuco on Febru-ary 12, 1817. In 1821, San Martín moved on to Lima,Peru, the center of Spanish authority.

Convinced that he could not complete the libera-tion of Peru alone, San Martín welcomed the arrivalof Bolívar and his forces. The “Liberator of Vene-zuela” took on the task of crushing the last significantSpanish army at Ayacucho on December 9, 1824.

By the end of 1824, Peru, Uruguay, Paraguay,Colombia, Venezuela, Argentina, Bolivia, and Chilehad all become free of Spain. Earlier, in 1822, theprince regent of Brazil had declared Brazil’s inde-pendence from Portugal. The Central Americanstates had become independent in 1823. In 1838 and1839, they divided into five republics: Guatemala, ElSalvador, Honduras, Costa Rica, and Nicaragua.

In the early 1820s, only one major threat remainedto the newly won independence of the Latin Ameri-can states. Members of the Concert of Europe favoredthe use of troops to restore Spanish control in Latin

America. The British, who wished to trade with LatinAmerica, disagreed. They proposed joint action withthe United States against any European moves inLatin America.

Distrustful of British motives, United States presi-dent James Monroe acted alone in 1823. In the Mon-roe Doctrine, he guaranteed the independence of thenew Latin American nations and warned against anyEuropean intervention in the Americas.

More important to Latin American independencethan American words, however, was Britain’s navy.Other European powers feared British naval power,which stood between Latin America and any Euro-pean invasion force.

Evaluating How did the French Rev-olution affect Mexico?

Difficulties of Nation BuildingThe new Latin American nations faced a number

of serious problems between 1830 and 1870. Thewars for independence had resulted in a staggeringloss of people, property, and livestock. Unsure oftheir precise boundaries, the new nations went towar with one another to settle border disputes. Poorroads, a lack of railroads, thick jungles, and moun-tains made communication, transportation, andnational unity difficult. During the course of thenineteenth century, the new Latin American nationswould become economically dependent on Westernnations once again.

Reading Check


Painting of early twentieth-century coffee plantation by Candido Portinari


WORLD HISTORY:Page 672: 7B, 8A, 8C, 15B, 19B,26APage 673: 7B, 8C, 15B

Journalism Ask students to drawa political cartoon depicting a majorevent from this section and present itto the class. L1

Answer: Miguel Hidalgo, who hadstudied the French Revolution, ledthe local Indians and mestizos in arevolt against the Spanish that failed.The Mexican elites then revolted anddeclared Mexico independent.

EnrichThe text explains how SanMartín surprised the Spanish inChile by an unexpected attackthrough the Andes Mountains.Ask students to name two otherexamples of victories won bysoldiers who appeared from anunexpected direction. (Studentsmight suggest Hannibal descendinginto northern Italy by crossing theAlps; or George Washington cross-ing the Delaware and surprising theBritish at Trenton.) L2 WH: 12B

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYEvaluating Ask students to research the Monroe Doctrine and compile their findings into an essay. The Monroe Doctrine laid the foundations of U.S. policy in Latin America. It was developedbecause the United States and Britain were concerned about possible European colonial expan-sion. By separating Europe from America, Monroe emphasized the existence of distinctly American,and specifically U.S., interests. Ask students to evaluate the effectiveness of the Monroe Doctrine.How did the doctrine change to reflect world events? What countries benefited the most and theleast from the Monroe Doctrine? How did the doctrine influence the development of Latin Ameri-can states, and what is its legacy today? L1 WH: 5B; ELA: Gr9/Gr10: 13B

Charting ActivityHave students create a chart thatidentifies and explains the politi-cal, economic, cultural, and tech-nological influences of Europeanexpansion on both Europeansand non-Europeans. L3 WH: 5B

MEETING INDIVIDUAL NEEDSMEETING INDIVIDUAL NEEDSVisual/Kinesthetic Divide the class into four groups: 1) Southeast Asia, 2) Africa, 3) India, and 4) Latin America. Have each group re-read their respective section. Each group should then pre-pare a bulletin board display that will show how imperialism affected their part of the world. Thebulletin boards may include items such as maps, examples of art, religious symbols, products associated with the regions, etc. For example, Southeast Asia: Christianity, production of rubber,palm oil, coffee, tea; Africa: sugar, textiles, ivory; India: Hinduism, spices; Latin America: sugar, Christianity, beef, coffee, bananas, silver. L1 WH: 7B; ELA: Gr9/Gr10: 13B, 21B

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR. 674

PanamaSan MiguelitoGamboa

Col´on

Gatun Lake

AlajuelaLake

A t l a n t i c O c e a n

Gulf of

Mexico

P a c i f i cO c e a n

Chagres R.

Chagres R.

CULEBRA CUT

Gold Hill

P A N A M A R A I L R O A D

PEDRO MIGUEL

LOCKS

MIRAFLORES

LOCKSGATUNLOCKS

GATUNDAM

MADDENDAM

Spillway

Breakwater

Breakwater

Scale varies in this perspective.

The United States’s intervention in Latin America in theearly 1900s led to the building of the Panama Canal(opened in 1914). The United States controlled the canalthroughout most of the twentieth century.

1. Interpreting Maps The Panama Canal provides ashorter route between which two oceans?

2. Interpreting Maps What is the difference in milesbetween the two routes from New York City to SanFrancisco?

3. Applying Geography Skills Nicaragua was an alter-nate site for the canal. Determine why Panama wasselected.

Rule of the Caudillos Most of the new nations ofLatin America began with republican governments,but they had had no experience in ruling themselves.Soon after independence, strong leaders known ascaudillos came into power.

Caudillos ruled chiefly by military force and wereusually supported by the landed elites. Many keptthe new national states together. Some were alsomodernizers who built roads and canals, ports, andschools. Others were destructive.

Antonio López de Santa Anna, for example, ruledMexico from 1833 to 1855. He misused state funds,halted reforms, and created chaos. In 1835, Americansettlers in the Mexican state of Texas revolted againstSanta Anna’s rule.

Texas gained its independence in 1836 and UnitedStates statehood in 1845. War between Mexico and

the United States soon followed (1846–1848). Mexicowas defeated and lost almost one-half of its territoryto the United States in the Mexican War.

Fortunately for Mexico, Santa Anna’s disastrousrule was followed by a period of reform from 1855 to1876. This era was dominated by Benito Juárez, aMexican national hero. The son of Native Americanpeasants, President Juárez brought liberal reforms toMexico, including separation of church and state,land distribution to the poor, and an educational sys-tem for all of Mexico.

Other caudillos, such as Juan Manual de Rosas inArgentina, were supported by the masses, becameextremely popular, and brought about radical change.Unfortunately, the caudillo’s authority depended onhis personal power. When he died or lost power, civilwars for control of the country often erupted.


1,000 kilometers0Lambert AzimuthalEqual-Area projection

1,000 miles0

N

S

EW

30°S

60°S

30°N

60°N

120°W90°W

30°W 0°60°W

EQUATOR

Atlantic

Ocean

Pacific

Ocean

PanamaCanal

Strait ofMagellan

12,600miles

4,900miles

SanFrancisco

New York City

Route via the Strait of MagellanRoute via the Panama Canal

CanalRailroad

Panama Canal

Travel Distance

Social Studies TAKS tested at Grades 10/11: Obj 2: WH12B(10), WG1A(10,11); Obj 5: WG8B(10,11), WG21C(10,11)CHAPTER 21Section 4, 671–677CHAPTER 21Section 4, 671–677

ELA:Page 674: Gr9/Gr10: 8B, 19B, 20BPage 675: Gr9/Gr10: 8B, 10B

Answers:1. Atlantic and Pacific

2. 7,700 miles (12,389 km)

3. because that was where the isth-mus was the narrowest; also,Nicaragua was an independentnation and Panama needed sup-port that the United States couldprovide in exchange for controlof the isthmus WH: 25I

Critical ThinkingOrganize a class debate on thefollowing topic: “Resolved:Imperialism was a necessary, ifsometimes painful, stage in theevolution and modernization ofnon-European societies.” Youwill need to choose (1) an affir-mative team, (2) a negative team,(3) a moderator, and (4) judges.The order of the debate shouldbe (1) affirmative case, (2) nega-tive case, (3) affirmative rebuttal,(4) negative rebuttal, (5) ques-tions from judges directed to theaffirmative team, (6) questionsfrom judges directed to the nega-tive team, (7) negative summary,and (8) affirmative summary. L2WH:5A–B

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYEconomics According to the theory of “economic dependency,” developing countries can nevercatch up with developed countries. Since developing countries cannot afford to buy technology,and have only low-valued goods to exchange, the theory says that they are forever dependent onthe developed countries for technological products. Have students choose one of the countries dis-cussed in this section and research that country’s current economic condition. Ask students if theycan suggest developing countries that do seem to be making advances. WH: 7B

For grading this activity, refer to the Performance Assessment Activities booklet.

675

Connecting Across Time Have students research andwrite short reports on publicreaction to a more recent attemptby the United States to shapepolitical events in Latin Americaby supporting the Nicaraguancontras. Ask students to considerhow attitudes toward Americanintervention in the WesternHemisphere may have changedover the century. L2 ELA:Gr9/Gr10: 4A, 13B



A New Imperialism Political independence broughteconomic independence, but old patterns werequickly reestablished. Instead of Spain and Portugal,Great Britain now dominated the Latin Americaneconomy. British merchants moved into Latin Amer-ica in large numbers, and British investors poured infunds. Old trade patterns soon reemerged.

Latin America continued to serve as a source ofraw materials and foodstuffs for the industrialnations of Europe and the United States. Exportsincluded wheat, tobacco, wool, sugar, coffee, andhides. At the same time, finished consumer goods,especially textiles, were imported.

The emphasis on exporting raw materials andimporting finished products ensured the ongoingdomination of the Latin American economy byforeigners. Latin American countries remained

economic colonies of Western nations, even thoughthey were no longer political colonies.

Persistent Inequality A fundamental, underlyingproblem for all of the new Latin American nationswas the domination of society by the landed elites.Large estates remained a way of life in Latin Amer-ica. By 1848, for example, the Sánchez Navarro fam-ily in Mexico possessed 17 estates made up of 16million acres (6,480,000 ha). Estates were often solarge that they could not be farmed efficiently.

Land remained the basis of wealth, social prestige,and political power throughout the nineteenth cen-tury. Landed elites ran governments, controlledcourts, and kept a system of inexpensive labor. Theselandowners made enormous profits by growing sin-gle, specialized crops, such as coffee, for export. The


Panama Canal LocksA ship arrives from the AtlanticOcean or the Pacific Ocean.

The ship enters the first lock andsteel gates close behind it.Water flows into the lock from anartificial lake. When the waterreaches the level of the next higherlock, gates open and the shipmoves forward.

Electric towing locomotives calledmules pull the ship by cablesthrough the locks.

In a descending lock, water isdrained to the level of the nextlower lock and the ship advances.

1

2

3

4

12

34

In 1534, Holy Roman Emperor Charles V ordered the first survey of a proposed canal route across the Isthmus of Panama. The survey came back “impossible.”

The canal was constructed in two stages: between 1881 and 1888 by a French company and between 1904 and 1914 by the United States.

The canal is 51 miles (82 km) long. The average time a ship spends in transit is 8 to 10 hours.

There are 6 pairs of locks, or a total of 12 locks. Each lock is 1,000 feet (305 m) long and 110 feet (34 m) wide. The lock system lifts ships 85 feet (26 m) above sea level.

About 140 million tons (127 million t) of commercial cargo pass through the canal each year.

•

•

•

•

•

Panama Canal Facts

Workers building the Panama Canal


WORLD HISTORY:Page 674: 7B, 11B, 12B, 15B, 26CPage 675: 7B, 15B

Section Quiz 21–4


Column A

1. most privileged Latin American class

2. guarantee by U.S. to protect Latin America from Europe

3. leaders of newly formed Latin American republics

4. Mexican ruler from 1829-1855

5. Mexican reform leader


6. The Mexican reform movement from 1855 to 1876 brought about all ofthe following EXCEPT


✔ ScoreChapter 21

Section Quiz 21-4

Column B

A. caudillos

B. Santa Anna

C. peninsulares

D. Benito Juárez

E. Monroe Doctrine




NATION BUILDING IN LATIN AMERICA

KEY TERMS

creole a person of European descent who was born in Latin America and who lived there per-manently (page 672)

peninsular a Spanish or Portuguese official who resided temporarily in Latin America for politi-cal and economic gain (page 672)

mestizo a person of European and Indian descent (page 672)

Monroe Doctrine a doctrine stated by U.S. President James Monroe in which he guaranteed theindependence of the new Latin American nations and warned against any European interven-tion in the Americas (page 673)

caudillo a Latin American leader who ruled chiefly by military force (page 674)

Name Date Class

676

Answer: fighting over boundaries;poor roads, lack of railroads, thickjungles, and mountains made com-munication, transportation, andnational unity difficult


(16.09 km) wide running from coast to coast inPanama. There, the United States built the PanamaCanal, which was opened in 1914.

American investments in Latin America soon fol-lowed, as did American resolve to protect thoseinvestments. Beginning in 1898, American militaryforces were sent to Cuba, Mexico, Guatemala, Hon-duras, Nicaragua, Panama, Colombia, Haiti, and theDominican Republic to protect American interests.

Some expeditions remained for many years. UnitedStates Marines were in Haiti from 1915 to 1934, andNicaragua was occupied from 1909 to 1933. Increasingnumbers of Latin Americans began to resent this inter-ference from the “big bully” to the north.

Revolution in Mexico In some countries, largelandowners supported dictators who looked out forthe interests of the ruling elite. Porfirio Díaz, whoruled Mexico between 1877 and 1911, created a con-servative, centralized government with the supportof the army, foreign capitalists, large landowners,and the Catholic Church. All these groups benefitedfrom their alliance. However, forces for change inMexico led to a revolution.

During Díaz’s dictatorial reign, the wages ofworkers had declined. Ninety-five percent of therural population owned no land, whereas about athousand families owned almost all of Mexico. When

a liberal landowner, Francisco Madero,forced Díaz from power in 1911, heopened the door to a wider revolution.

Madero’s ineffectiveness created ademand for agrarian reform. This newcall for reform was led by Emiliano Zapata. Zapata aroused the masses oflandless peasants and began to seize theestates of wealthy landholders.

Between 1910 and 1920, the MexicanRevolution caused great damage to theMexican economy. Finally, a new consti-tution enacted in 1917 set up a govern-ment led by a president, createdland-reform policies, established limitson foreign investors, and set an agendato help the workers. The revolution alsoled to an outpouring of patriotism. Intel-lectuals and artists sought to capturewhat was unique about Mexico, withspecial emphasis on its past.

Describing Whatwas the United States’s role as a colonial power?

Reading Check

United States marines hoist the American flag following aUnited States victory in the Spanish-American War. Whatterritory in addition to Cuba came under Americancontrol as a result of the Spanish-American War?

History

masses, with no land to grow basic food crops, expe-rienced dire poverty.

Describing What were some of thedifficulties faced by the new Latin American republics?

Political Change in Latin AmericaOne hundred years of direct United

States involvement in the Panama Canal ended onDecember 31, 1999, when the canal reverted to Pana-manian control.After 1870, Latin American governments, led by

large landowners, wrote constitutions similar tothose of the United States and European democra-cies. The ruling elites were careful to keep theirpower by limiting voting rights, however.

The United States in Latin America By 1900, theUnited States, which had emerged as a world power,had begun to intervene in the affairs of its southernneighbors. As a result of the Spanish-American War(1898), Cuba became a United States protectorate,and Puerto Rico was annexed to the United States.

In 1903, the United States supported a rebellionthat enabled Panama to separate itself from Colom-bia and establish a new nation. In return, the UnitedStates was granted control of a strip of land 10 miles

Reading Check

Social Studies TAKS tested at Grades 10/11: Obj 3: WG18A(10)CHAPTER 21Section 4, 671–677CHAPTER 21Section 4, 671–677

ELA:Page 676: Gr9/Gr10: 8B, 10B, 19B,20BPage 677: Gr9/Gr10: 1A–B, 4A–B,4D, 4F, 6A, 7B–D, 8B, 10A–B, 19B,20B; Gr9: 7I; Gr10: 7H

Answer: Puerto Rico, the Philippines,and Guam

History

Answer: American military forceswere sent to many Latin Americancountries to protect American invest-ments; in some cases, military occu-pation lasted for many years.

Critical ThinkingAsk students to summarize themain barriers to national unity in Latin America. (the failure ofnationalists to address the unequalclass system; the continued eco-nomic dependence on Europe cre-ated by the colonial system; the rebelelite continued to profit from thesale of raw materials; Latin Americaexchanged political colonialism foreconomic colonialism)

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTThe Panama Canal President Theodore Roosevelt wanted to boost American power and to com-pete more effectively with the imperial powers of Europe and Japan. The Panama Canal helpedaccomplish this goal by strengthening the military posture of the United States. The canal elimi-nated 7,700 miles (12,389 km) from the sea voyage between New York City and San Francisco. Itcost $380 million and tens of thousands of lives, and took ten years to complete. It was a testa-ment to the skill of American engineers. Without the significant advances made in technology dur-ing the 1800s, the canal could not have been built. WH: 7B

The construction of the PanamaCanal greatly increased the militaryand economic capabilities of theUnited States by drastically reducingthe time it took to sail between thecountry’s two coasts.

1. Key terms are in blue. WH: 26A2. José de San Martín (p. 673); Simón

Bolívar (p. 673); Antonio López deSanta Anna (p. 674); Benito Juárez(p. 674) ELA: Gr9/Gr10: 10B

3. See chapter maps. WH: 12A4. The British wanted to trade with

Latin America. WH: 7A5. They ran governments, controlled

courts, and kept a system of inex-

pensive labor. WH: 15B6. Landed elites excluded the vast

majority of the population fromany role in governing. WH: 7B

7. coffee: Brazil; bananas and coffee:Central America; beef and wheat:Argentina; sugar and silver: PeruWH: 26C–D

8. An angry mob is taking up arms.Prominent swords, flames, and

banners convey energy andmotion. Answers will vary. WH: 26C

9. New nations relied on exporting afew basic raw materials andimporting manufactured goodsuntil they could develop their ownindustries. WH: 7B

677

Answer: prosperity from increasedexports

EnrichUsing information from this text,have students describe the defin-ing characteristics of this era ofimperialism. L2 WH: 1A

Reteaching ActivityAsk students which country inLatin America was the first toobtain independence. (Haiti,1804) Which country was the lastto obtain independence?(Dominican Republic, 1844) Whatis ironic about the answers to theabove questions? (both countriesshare the same island) L1 WH: 11B

4 CLOSEAsk students to discuss thecauses of instability that led torevolution in Latin America. Stu-dents can focus on either internalproblems like land distribution,churches, etc., or external eventslike the American Revolution orthe Napoleonic wars in Europe.Allow each student the opportu-nity to participate. L2 WH: 5B, 8A

Economic Change in Latin America

After 1870, Latin America began anage of prosperity based to a largeextent on the export of a few basicitems. These included wheat and beeffrom Argentina, coffee from Brazil,coffee and bananas from CentralAmerica, and sugar and silver fromPeru. These foodstuffs and raw mate-rials were largely exchanged for fin-ished goods—textiles, machines, andluxury items—from Europe and theUnited States. After 1900, Latin Amer-icans also increased their own indus-trialization, especially by buildingtextile, food-processing, and construc-tion material factories.

One result of the prosperity that came fromincreased exports was growth in the middle sectors(divisions) of Latin American society—lawyers,merchants, shopkeepers, businesspeople, school-teachers, professors, bureaucrats, and military offi-cers. These middle sectors accounted for only 5 to 10percent of the population, hardly enough in numbersto make up a true middle class. Nevertheless, after1900, the middle sectors of society continued toexpand.

Regardless of the country in which they lived,middle-class Latin Americans shared some commoncharacteristics. They lived in the cities; sought educa-


Checking for Understanding1. Define creole, peninsulare, mestizo,

Monroe Doctrine, caudillo.

2. Identify José de San Martín, SimónBolívar, Antonio López de Santa Anna,Benito Juárez.

3. Locate Puerto Rico, Panama Canal,Haiti, Nicaragua.

4. Describe British motives for protectingLatin American states.

5. List the powers and privileges of thelanded elites.

Critical Thinking6. Examine Why did eliminating Euro-

pean domination from Latin Americanot bring about significant economicand social change?

7. Organizing Information Fill in thechart below to identify which countryexported each product listed.

Analyzing Visuals8. Describe the painting on page 672.

What action is taking place? How wouldyou describe the emotions of the peo-ple in the scene? How has the paintertried to convey the importance of theevent?

Product Country

coffee

bananas and coffee

beef and wheat

sugar and silver

9. Expository Writing Why did LatinAmerican countries remain eco-nomic colonies of Western nationswhen they were no longer politicalcolonies? Write a brief essay explain-ing why this happened.

tion and decent incomes; and saw the United Statesas a model, especially in regard to industrialization.

The middle sectors in Latin America sought liberalreform, not revolution. Once they had the right tovote, they generally sided with the landholding elites.

Evaluating What caused the growthof a middle class in Latin America?

Reading Check

This photo shows Montevideo, Uruguay, in theearly twentieth century. What signs of increas-ing prosperity do you see in this photo?

History


WORLD HISTORY:Page 676: 1B, 7B, 15C, 19B, 20BPage 677: 7A–B, 12A, 15B, 20B,26A, 26C–D

Answer: The buildings are well main-tained, people are well dressed; thereseems to be an abundance of auto-mobiles.

History

MJ

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 21 content.

Available in VHS.


Using Key Terms1. The establishment of overseas colonies is called .

2. A is a political unit that depends on another state forits protection, such as Cambodia in its relationship withFrance in the 1880s.

3. The method of colonial government in which local rulersmaintain their authority is called .

4. When foreigners govern the colony instead of locals it iscalled .

5. Puerto Rico was by the United States.

6. The people who are native to a country are also known as.

7. Indian soldiers in the service of the British East India Com-pany were called .

8. The of India was assisted by a large British civil service staff.

9. To prevent foreign interference in Latin America, the presi-dent of the United States issued the .

10. The elite led the fight for independence in SouthAmerica.

Reviewing Key Facts11. Economics Why did European states wish to establish

colonies?

12. Geography What African state was founded as a refuge forformer slaves?

13. History By 1914, what European countries had divided upAfrica?

14. Culture What were the effects of British rule in India?

15. Government Describe the zamindar system, which wasused by the British in India.

16. History What were the goals of Mohandas Gandhi?

17. History Why was the Haitian revolution unique?

18. History What arrangement did the United States make withPanama?

19. Geography What country in Southeast Asia remained inde-pendent? Why?

Critical Thinking20. Analyzing Explain the circumstances surrounding the build-

ing of the Panama Canal. How did the United States benefit?

21. Making Comparisons Discuss the various concerns of people under colonial rule. Did social class affect how theyviewed colonial power? How were the concerns of differentsocial classes similar? How were they different?

The Age Of ImperialismThe imperialist powers of the nineteenth century conqueredweaker countries and carved up the lands they seized. Theiractions had a lasting effect on the world, especially the con-quered peoples of Asia and Africa. The chart below organizesselected events that occurred during the age of imperialismaccording to four themes.

• Imperialistic nations set up colonies and protectorates.• Christian missionaries preach in Africa and Asia.• Cecil Rhodes makes a fortune in South Africa.

• Ferdinand de Lesseps completes the Suez Canal in 1869.• King Leopold II of Belgium colonizes the Congo Basin.• The United States gains new territory after the Spanish-

American War.• The Panama Canal opens in 1914.

• The British East India Company controls India.• Afrikaners set up independent republics.

• The United States creates the Monroe Doctrine in 1823.• In May 1857, the sepoys rebel against British

commanders.• Afrikaners fight the British in the Boer War from

1899 to 1902.

Change

Reaction

Nationalism

Movement

678

Using Key Terms1. imperialism 2. protectorate 3. indi-rect rule 4. direct rule 5. annexed6. indigenous 7. sepoys 8. viceroy9. Monroe Doctrine 10. creole WH:26A; ELA: Gr9/Gr10: 6A

Reviewing Key Facts11. as a source of raw materials and

markets for their manufacturedgoods; source of national prestige;belief in their inherent superiorityover indigenous peoples WH: 7A

12. Liberia WH: 18C13. Great Britain, France, Germany,

Belgium, Portugal WH: 7A14. destroyed local textile industry; tax

collectors overtaxed peasants; farm-ers encouraged to grow cottoninstead of food, leading to massstarvation; new school system totrain Indian children; establishmentof railroads, telegraph, and postalservice improved transportation andcommunications WH: 7B

15. Zamindars were local officials usedby the British to collect taxes. Manytook advantage of their authority toincrease taxes, forcing the less fortu-nate peasants to become tenants orlose their land entirely. WH: 15B

16. to force the British to help the poorand grant independence to IndiaWH: 19B

17. More than 100,000 slaves revolted,overthrowing French rule. ELA:Gr9/Gr10: 10B

18. It would support Panama’s rebellionagainst Colombia in exchange forcontrol of a 10-mile-wide (16.09 km)strip of land running from coast tocoast. WH: 12B

19. Thailand; to serve as a buffer state between British andFrench possessions in Southeast Asia WH: 12A

Critical Thinking20. 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 tocoast. The canal built there shortened the traveling dis-tance between the U.S. coasts, making shipping fasterand cheaper. WH: 12B, 25C

21. Most people under colonial rule resented it. In manycases, the elite classes resented foreign rule the mostbecause they understood the institutions and values ofthe West. Peasant unrest often came about as a resultof displacement from lands that were seized bycolonists; peasants were often forced into virtual slav-ery on new plantations. The colonists’ superior attituderesulted in a growing resentment and native pride.WH: 7B, 25C; ELA: Gr9/Gr10: 7E

CHAPTER 21Assessment and Activities

CHAPTER 21Assessment and Activities

679

HISTORY

Have students visit the Web site atto review Chapter

21 and take the Self-Check Quiz.tx.wh.glencoe.com

Answer: CAnswer Explanation: Students canautomatically eliminate answers notrelated to India, such as D.

Have students write a definition ofnationalism. Ask: What do national-ist movements hope to gain orpreserve? (cultural and political independence)

Bonus QuestionBonus Question ??

Self-Check QuizVisit the Glencoe World History Web site at

and click on Chapter 21–Self-CheckQuiz to prepare for the Chapter Test.

HISTORY

Directions: Choose the best answer to thefollowing question.

Which of the following was a consequence of British colo-nial 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 rightanswer to a question, look at each answer choice carefully.Try to recall the context in which these events were dis-cussed in class. Remembering this context may help youeliminate incorrect answer choices.


100 kilometers0Lambert Azimuthal Equal-Area projection

100 miles0

S

N

EW

30°N

30°E 33°E

Red Sea

Nil

eR

iver

Gulf of S

uez

Gul

f of A

qaba

SuezCanal

Mediterranean Sea

BitterLakes

JORDAN

ISRAEL

SINAIEGYPT

Cairo

GazaPort Said

Suez

Suez Canal

Analyzing Maps and ChartsUse your text and the map above to answer the followingquestions.

29. Approximately how long is the Suez Canal?

30. Why is control of the Suez Canal so important?

31. What two seas are connected by the Suez Canal?

32. What route was used for trade and transportation in this areaprior to the building of the Suez Canal?

Writing About History22. Persuasive Writing Pretend you are a British colonist who

has been living abroad for a year. Decide whether you arefor or against colonialism and write a letter to your familyconvincing them of your views. Use examples from the textor your own research.

Analyzing SourcesRead the following quote by Miguel Hidalgo:

“My children, this day comes to us as a new dispen-sation. Are you ready to receive it? Will you be free?Will you make the effort to recover from the hatedSpanish the lands stolen from your forefathers 300years ago?”

23. Describe the tone of this quote. What emotions is Hidalgotrying to arouse? Is Hidalgo correct when he claims that theSpanish stole the land?

24. Do you think Native Americans in North America are justi-fied in feeling that their lands were stolen? Why or why not?

Applying Technology Skills25. Using the Internet Use the Internet to research Emilio

Aguinaldo and the Philippine quest for independence. Create a map showing the various battle sites.

Making Decisions26. You are a local ruler in your country. You deeply resent the

colonial power that has asked you to rule in its interest. Doyou continue to rule or do you resign? What are theconsequences of your decision?

27. Originally the Panama Canal was a French project. When theFrench ran into difficulties, they attempted to sell their proj-ect to the United States. As a United States senator, decidewhether or not the United States should take over the project. Give reasons for your decision.

28. Simón Bolívar is considered to be the George Washington ofSouth America. Do further research on Bolívar in yourschool library. If necessary, review information you havepreviously learned about George Washington. Decidewhether or not you think the comparison between Bolívarand Washington is fair. Explain your decision.

tx.wh.glencoe.com

Writing About History22. Answers should be consistent with material presented

in this chapter. WH: 25B, 25E; ELA: Gr9/Gr10:1A–B, 4A–B, 4F

Analyzing Sources23. He is trying to inflame their anger against the “hated

Spanish,” as well as a feeling of righteous indignation.Answers will vary. ELA: Gr9/Gr10: 9A

24. Answers will vary but should be supported by logicalarguments and information about recent legal cases.WH: 25H

Applying Technology Skills25. Answers will vary. Students will create maps. WH:

11A, 25B, 25E; ELA: Gr9/Gr10: 4C, 13B

Making Decisions26. Answers will vary but should be

consistent with the material pre-sented in this chapter. WH: 27B

27. Answers will vary but should besupported by logical arguments.WH: 12B

28. Answers will vary but should besupported by references and logicalarguments. WH: 11B, 26C, 25I;ELA: Gr9/Gr10: 19B, 20B

Analyzing Maps and Charts29. about 100 miles (160 km) WH: 12B30. It provides a shorter route from

Europe to Asia.

31. The Mediterranean and Red Seas.

32. Without the canal, ships in theMediterranean Sea had to travelaround Africa to reach Asia.



chapter 21 resources - houston independent school · pdf fileand i may be some time.”...

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