How did Europeans carry out their colonialist empire? How did
colonial subjects respond? The answer to both of these questions is
shaped by the social and cultural ideologies used to justify the
colonial mission.
Slide 4
A system of ideas, often a set of principles that form the
basis of economic or political policy. Example: Socialist vs.
Capitalist ideology Often used to sell, support or justify May be
circulated invisibly through popular culture
Slide 5
What is Social Darwinism? An application of Darwins theories of
natural selection and survival of the fittest to society, popular
in the 19 th century. Core Belief: Societies evolve from lower
(barbarians) to higher (civilized), and the most capable are the
ones who survive; and it is wrong to interfere with this process.
Real Darwinists want nothing to do with these beliefs.
Slide 6
Who is Rudyard Kipling?
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The White Mans Burden Read your stanza slowly and underline key
words or phrases that stand out for you. Identify what metaphor or
metaphors can be found. Translate the stanza into your own words.
Prepare to share it with the class. Write down what, according to
Kipling, is the White Mans Burden??? And what reward does Kipling
seem to suggest the White Man may get for carrying this burden?
According to Kipling, what is the impact of colonialism upon the
people being colonized? In your opinion, how might colonized people
be affected by this way of thinking? How might they resist it? By
Rudyard Kipling
Slide 9
The White Mans Burden appeared in childrens books and even in
advertiseme nts of the time period.
Slide 10
What impact did the history of colonialism have on the people
who were colonized?
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The conquest of the earth, which mostly means taking it away
from those who have a different complexion or slightly flatter
notes than ourselves, is not a pretty thing when you look into it.
Joseph Conrad 1857-1924
Slide 13
Al-Jazeera Presents Africa States of Independence: The Scramble
for Africa Professor Lansine Kaba, born and educated in Guinea and
then Senegal Biyi Bandele, Nigerian- born novelist and playwright
Jonathan Lawley, Former District Administrator of Zambia/Northern
Rhodesia Richard Dowden, Director of the Royal African Society
https://www.youtube.com/wa tch?v=CgzSnZidGuU
https://www.youtube.com/wa tch?v=CgzSnZidGuU
Slide 14
Various Paths to Colonial Status India and Indonesia = colonial
conquest grew out of earlier interactions with European trading
companies India = became controlled by Britain Indonesia = became
controlled by the Dutch Neither country had a clear-cut plan for
conquest Conquest evolved slowly as local authorities and European
traders made and unmade a variety of alliances Acquisition of India
and Indonesia = fairly easy because both were fragmented
territories with no political unity British authorities meeting
with Mughal leaders
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Cultural Motives A desire to civilize non-Europeans also
spurred the development of imperialism Social Darwinism Darwins
handwritten cover page for The Origin of Species Herbert
Spencer
Slide 19
What is Social Darwinism? Modern name given to various theories
of society that emerged during the 1870s claimed to have applied
Darwins theories of natural selection and survival of the fittest
to society. They generally feel that the strong should see their
wealth and power increase, and the weak should see it decrease.
They never called themselves Social Darwinists, and actual
Darwinists do not want to be associated with them.
Slide 20
EUROPEANS SEEK to TRADE DIRECTLY FROM SOURCE for commodities
(like palm oil, rubber, cotton, ground nuts) Avoid African
intermediary (and their cut) Europeans call it free trade.
EUROPEANS SENT OUT AGENTS TO SIGN Treaties of Protection with
African leaders, perceived to be a contract that signed away
sovereignties to European powers. AFRICANS RESIST and RESENT THIS
THREAT to SOVEREIGNTY over TRADE AFRICANS SIGNED TREATIES they
perceived to be diplomatic or commercial friendship treaties. Upon
discovery of the fraud, they organized military troops to resist
imposition of colonial domination. DIRECT MILITARY ENGAGEMENT with
city states, chieftains or kingdoms who had standing professional
armies. Examples: Ethiopians, Zulu, Mandinkas LAUNCH GUERILLA
WARFARE in small-scale societies without professional armies,
launch hit-and- run attacks on stationery targets. Example: Igbo in
Nigeria.
Slide 21
The Black Mans Burden Pile on the Black Mans Burden. Tis
nearest at your door; Why heed long bleeding Cuba, Or dark Hawaiis
shore? Hail ye your fearless armies, Which menace feeble folks Who
fight with clubs and arrows And brook your rifles smoke. Pile on
the Black Mans Burden His wail with laughter drown Youve sealed the
Red Mans problem, And will take up the Brown, In vain ye seek to
end it, With bullets, blood or death Better by far defend it With
honors holy breath. H.T. Johnson, 1899.
Slide 22
What impact did the history of colonialism have on the people
who were colonized?
Slide 23
Slide 24
Responses to Colonial Powerentral Historical Question Primary
Resistors Those societies or leaders who decided to fight
militarily right from the start. Samouri Toure of the Mandinka,
Nandi of Kenya, Menelik II of Ethiopia Secondary Resistors Those
who welcomed Europeans initially, and then decided to fight after
realizing that their wealth, and their independence were being
taken. Cooperators Those groups who did not mind being colonized as
long as they could keep out of the way, or chose to collaborate or
cooperate with the Europeans. Opportunists Those who chose to
support colonialists in exchange for material gains or career
opportunities.
Slide 25
Why did some collaborate? The betrayed. Signed treaties in the
belief that their independence would be protected, or trade
promoted. They trusted interpreters who fooled them. The weakened.
Some were defeated by epidemics, internal conflict or natural
calamities and were unable to fight. Some groups were also so
weakened by the slave trade they had no active population to resist
with. The threatened. Some sought weapons or military support from
Europeans to help them fight against a neighboring kingdom or
group. Similarly, some collaborated because their enemies resisted.
The fearful. Some feared the superiority of European weapons, and
saw the damage done to others who resisted. Saw friendship as a way
of preserving what they had.
Slide 26
Why did some collaborate? The opportunists Some wanted to
acquire wealth. They had developed an interest in European goods
and believed these were superior to their own products. The zealous
opportunists. Some hoped to loot property and acquire wealth and
stature when African resistors were finally defeated by the
Europeans. The converted. Some were convinced by missionaries that
they needed to accept colonial rule as they accepted authority from
God. Some also believed that converting to Christianity would earn
them favor from Europeans and protect them from harm.
Slide 27
Why did some resist? The knowing Some knew Europeans had come
to take their independence, and resisted immediately. The strong.
Some societies had strong standing armies, and gun supplies. These
were also groups that were united and highly organized, and felt
confident to resist. The distrustful Some resisted because their
enemies were cooperating with the Europeans. The fed-up Some
resisted after colonial policies such as taxation, forced labor,
land confiscation- became more onerous.
Slide 28
Armed resistance Guerilla warfare Small scale non- centralized
societies without a standing army would still look for
opportunities to sabotage, and fight against colonial
administrations. Military resistance Large-scale states and
kingdoms with standing armies and access to munitions. Most
prolonged in so-called settler states (like Kenya and South
Africa), where there was a large European population as well.
Slide 29
Non-violent resistance Mass migration Groups left in large
numbers in response to forced labor, military recruitment, land
dispossession Syncretic religious movements Groups combined
Christianity with traditional African religious practices and
beliefs. Restored faith in traditional religions and cultures.
Slide 30
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Resistance 101 No pan-African identity to unite behind. Proxy
rulers often became the face of the colonial empire, and the enemy
one had to fight. Some cooperation was essential for survival, or
to prepare for another episode of resistance. Collaboration could
protect some independence.
Slide 32
Resistance Heroes SHAKA ZULU - 1787-1828 KwaZulu-Natal, S.A.
Legendary military leader and founder of the Zulu nation. BEHANZIN
1844-1906 King of Dahomey (Benin)
Slide 33
SAMORI TURE 1830-1900 Leader of Mandinka empire in West Africa
(now Guinea) Resisted for 16 years EMPEROR MENELIK II 1844-1913
Ethiopia
Slide 34
The Battle of Adwa Painting of Battle of Adwa
Slide 35
Inquiry Question: How was Ethiopia able to defeat the Italian
army at the Battle of Adwa and stay independent?
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Ethiopian Independence Only the African nation of Ethiopia was
able to retain its independence by matching European firepower. In
1889 the emperor of Ethiopia, Menelik II, undertook a program of
modernization that included a modern Army. In 1895, Italian forces
invaded Ethiopia over a treaty dispute. Within a year, however,
Meneliks forces more numerous and better armed than the Italians
defeated the Italians at the Battle of Adwa. (p.760) World History
Textbook, 2006
Slide 40
Analyze with Clock Buddies Compare and contrast the way each
document: explains who was most responsible for the Ethiopian
victory identifies what event led to the battle explains why
Ethiopia won the battle THEN Make your own claim that answers our
initial question TRY SOAPSTone method
Slide 41
Colonial Empires with a Difference European colonial policies
contradicted their own values and practices at home European
NationsEuropean Colonies Becoming more democraticWere mostly
dictatorships (used to create order and stability) Swept up in
nationalismTotal opposite of national independence Christian and
Enlightenment idea of human equality Racial divisions, ranked
racial classifications, etc. Industrialization and
modernizationModernization discouraged because Europeans did not
want modernization to cause opposition to colonial rule
Slide 42
India o 1.2 billion people o Worlds largest democracy o
Hundreds of languages spoken, and many ethno-linguistic- religious
groups o Ancient civilizations
Slide 43
Origin of major world religions
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Diverse landscape
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Rich artistic and cultural heritage
Slide 46
Mughal Empire from 1526 Mughal emperor Aurangzeb and Royal
Hunting Party
Slide 47
The British East India Company Founded in 1600 Began to take
over parts of India for control of trade and profits Eventually
took over all of India in 1757
Slide 48
British Colonial India 1765-1805 1765 1805
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British Colonial India 1837-1857 1857 1837
Slide 50
Rebellion shifted the terms of British rule Most famous
colonial rebellion = the Indian Rebellion of 1857-1858 Also known
as: the Sepoy Rebellion or Sepoy Mutiny Sepoys = Indian soldiers in
the service of European powers
Slide 51
Sepoys: Indian Soldiers Sepoy Infantryman, 1819 Madras Cavalry
of British India, 1845
Slide 52
Indian Rebellion of 1857-1858 Triggered by the introduction
into the colonys forces of a new cartridge smeared with animal fat
from cows and pigs Remember: Indian troops = Hindus and Muslims
Hindus = find cows sacred Muslims = regard pigs as unclean Both =
viewed this military innovation as a plot to harm them and convert
them to Christianity Indian troops in Bengal mutinied against their
British superiors
Slide 53
Rebellion of 1857 Attack of the Mutineers at Lucknow, July 30,
1857
Slide 54
Indian Rebellion of 1857-1858 Indian Rebellion spread from
Bengal to other regions and other social groups Many social groups
within India were upset with British colonial rule Local rulers =
lost power Landlords = deprived of their estates and/or rent
Peasants = overtaxed and exploited by urban moneylenders and
landlords Weavers = unemployed (displaced by machines) Religious
leaders = opposed to Christian missionary preaching
Slide 55
Spread of the Rebellion
Slide 56
Indian Rebellion of 1857-1858 Crushed in 1858 but important
results followed: Widening of the racial divide in colonial India
between native Indians and their British rulers eroded British
tolerance for their subjects British = became more conservative and
cautious when it came to trying to change Indian society didnt want
another rebellion British government assumed direct control over
India ended the British East India Companys rule there