Chapter 25 Section

2

791

SECTION

Vocabulary Builder

2

2

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

■

Outline how Europeans colonized Southeast Asia and how Siam avoided colonial rule.

■

Explain how the United States gained control over the Philippines.

■

Describe how imperialism spread to the Pacific islands.

Prepare to Read

Build Background Knowledge

In the last section, students learned how Japan’s imperialist ambitions affected East Asia. This section examines the com-petition for colonies in Southeast Asia and the Pacific. Have students suggest reasons why industrialized nations might want colonies in Southeast Asia.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

A Patriot’s Dilemma

Ask

What reasons does Phan Thanh Gian give for favoring surrender?

(Vietnam could not defeat the superior French forces, so fighting would be futile.)

■

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 2 Assessment answers.)

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Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

■

Have students read this section using the Structured Read Aloud strategy (TE, p. T21). As they read, have students fill in the flowchart recording the causes and effects of imperialism in Southeast Asia and the Pacific.

Reading and Note Taking Study Guide,

p. 226

Use the information below and the following resources to teach the high-use word from this section.

Teaching Resources, Unit 5,

p. 88;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

transition, p. 795

n.

passage from one way to anotherSome scientists found the

transition

from working as a group in the field to working alone in the laboratory difficult.

L3

L3

22

EffectsEventsCauses••

••••

••

Imperialism in Southeast Asia and the Pacific

Objectives• Outline how Europeans colonized Southeast Asia

and how Siam avoided colonial rule.• Explain how the United States gained control

over the Philippines.• Describe how imperialism spread to the Pacific

islands.

Terms, People, and PlacesFrench IndochinaMongkut

Reading Skill: Identify Causes and Effects Asyou read, fill in a flowchart similar to the one below to record the causes, events, and effects of imperialism in Southeast Asia and the Pacific.

Leaders throughout Southeast Asia faced the same dilemma asPhan Thanh Gian did in 1867. As they had in Africa, Westernindustrial powers divided up the region in search of raw materials,new markets, and Christian converts.

Europeans Colonize Southeast AsiaSoutheast Asia commands the sea lanes between India and China.The region had been influenced by both civilizations. From the1500s through the 1700s, European merchants gained footholds inSoutheast Asia, but most of the area remained independent. Thischanged in the 1800s. Westerners—notably the Dutch, British,and French—manipulated local rivalries and used modern armiesand technology to colonize much of Southeast Asia.

The Dutch East Indies Established During the early 1600s,the Dutch East India Company established bases on the island ofJava and in the Moluccas, or Spice Islands. From there, the Dutchslowly expanded to dominate the rest of the Dutch East Indies (nowIndonesia). The Dutch expected their Southeast Asian colonies toproduce profitable crops of coffee, indigo, and spices.

The British in Burma and Malaya In the early 1800s, rulers ofBurma (present-day Myanmar) clashed with the British, who wereexpanding eastward from India. The Burmese suffered disastrousdefeats in several wars. They continued to resist British rule, how-ever, even after Britain annexed Burma in 1886.

Currency from a British colony in Malaya

A Patriot’s DilemmaIn 1867, Phan Thanh Gian, a Vietnamese official, faced a dilemma. The French were threatening to invade. As a patriot, Phan Thanh Gian wanted to resist. But as a devoted follower of Confucius, he was obliged “to live in obedience to reason.” And based on the power of the French military, he concluded that the only reasonable course was to surrender:

“ The French have immense warships, filled with soldiers and armed with huge cannons. No one can resist them. They go where they want, the strongest [walls] fall before them.”

Focus Question How did industrialized powers divide up Southeast Asia, and how did the colonized peoples react?

Spanish-American WarLiliuokalani

A European woman being transported in a rickshaw in French Indochina

WITNESS HISTORYWITNESS HISTORY AUDIO

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792

New Global Patterns

Solutions for All Learners

L3

Teach

Europeans Colonize Southeast Asia

Instruct

■

Introduce

Ask students to read the introductory paragraph under the red heading Europeans Colonize South-east Asia. Have them make predictions about how the colonizers and the colo-nized peoples viewed each other.

■

Teach

Use the Numbered Heads strat-egy (TE, p. T22) and ask students to list the ways in which European coloniza-tion affected Southeast Asia. Ask

What were the main reasons why the Dutch, British, and French estab-lished colonies in Southeast Asia?

(All wanted raw materials for indus-trial development. France was also interested in Christian converts.)

Who benefited most from the changes that the colonial powers made in Southeast Asia?

(the colonial powers)

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Quick Activity

Have students access

Web Code nap-2521

to take the

Geography Interactive Audio Guided Tour

and then answer the map skills questions in the text.

Independent Practice

■

Have students fill in the Outline Map

Imperialism in Asia

and label key places in East Asia and Southeast Asia.

Teaching Resources, Unit 5,

p. 95

■

Biography

To help students better understand the role of King Mongkut in modernizing Siam and preventing European colonization, have them read the selection

King Mongkut of Siam

and complete the worksheet.

Teaching Resources, Unit 5,

p. 92

Monitor Progress

■

As students fill in their flowcharts, cir-culate to make sure they understand the effects of imperialism on colonies and colonizers. For a completed version of the flowchart, see

Note Taking Transparencies,

165

■

Check students’ Outline Maps for accuracy.

Answer

They fiercely resisted European rule.

L2

Less Proficient Readers L2

English Language Learners

To help students describe the spread of imperialism to Southeast Asia and the Pacific, have them work in pairs and create a four-column chart, listing the colonized countries and when, why, and by whom they were colonized. Then have them use their charts to describe the spread of imperialism to this region.

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 226

■

Adapted Section Summary, p. 227

At the same time, the British expanded their influence in Malaya. Thebusy port of Singapore grew up at the southern tip of the peninsula.Soon, natural resources and profits from Asian trade flowed through Sin-gapore to enrich Britain.

French Indochina Seized The French, meanwhile, were building anempire on the Southeast Asian mainland. In the 1500s, Portuguese trad-ers had set up a trading center in what today is Vietnam. Christian mis-sionaries from France and other European countries moved into Vietnamand won some converts. Threatened by growing Western influence, Viet-namese officials tried to suppress Christianity by killing converts andmissionary priests. Partly in response, France invaded Vietnam in 1858.The French also wanted more influence and markets in Southeast Asia.

The Vietnamese fought fiercely but could not withstand superior Euro-pean firepower. By the early 1860s, France had seized a portion of south-ern Vietnam. Over the next decades, the French took over the rest ofVietnam, and all of Laos and Cambodia. The French and other Western-ers referred to these holdings as French Indochina. (Mainland South-east Asia was known during this period as “Indochina.”)

Siam Survives The kingdom of Siam (present-day Thailand) lay bet-ween British-ruled Burma and French Indochina. The king of Siam,Mongkut (mahng KOOT), who ruled from 1851 to 1868, did not underesti-mate Western power. He studied foreign languages and read widely onmodern science and mathematics. He thus had a greater understanding ofthe West than many other Asian rulers.

Although Mongkut had to accept some unequal treaties, Siam escapedbecoming a European colony. He and his son, Chulalongkorn, (CHOO lahlawng kawrn) set Siam on the road to modernization. They reformed thegovernment, modernized the army, and hired Western experts to teachThais how to use the new technology. They abolished slavery and gavewomen some choice in marriage. As Siam modernized, Chulalongkornbargained to remove the unequal treaties.

Colonial Southeast Asia During this period, many Chinese peoplemigrated to Southeast Asia to take advantage of the economic opportuni-ties there. They left China to escape hardship and turmoil. Despite localresentment, these communities formed vital networks in trade, banking,and other economic activities.

By the 1890s, Europeans con-trolled most of Southeast Asia.

They introduced modern technol-ogy and expanded commerce andindustry. Europeans directed themining of tin, the harvesting ofrubber, and the building of har-bors and railroads. But thesechanges benefited the Europeancolonizers far more than they didthe Southeast Asians.

How did the Burmese and the Vietnamese respond to attempts to colonize them?

Two Paths in Southeast AsiaKing Mongkut of Siam managed to keep his kingdom out of European control. In other parts of Southeast Asia, colonized peoples labored to produce export crops for their colonial rulers. Below, workers process sugar cane in the Philippines in the early 1900s.

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Chapter 25 Section

2

793

Link to Literature

L3

The United States and the Philippines

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Then have them locate the Philippines on the map on this page. Based on other Southeast Asian countries’ responses to imperial-ism, have students predict how Filipi-nos would react to the

transition

from Spanish rule to American rule.

■

Teach

Ask

How did Filipino rebels become involved in the Spanish-American War?

(They helped U.S. forces defeat the Spanish in the Philip-pines.)

What led to armed conflict between the United States and the Filipino rebels?

(The rebels expected the United States to recognize Filipino independence, but American officials bought the Philippines from Spain and claimed it as an American colony.)

What was the outcome of the con-flict?

(The United States took control of the Philippines.)

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Quick Activity

Display

Color Trans-parency 151:

What Will He Do With It?

Use the lesson suggested in the transparency book to discuss different views on the role of the United States in the Philippines. Discuss the political cartoon and whether the cartoonist supports or opposes U.S. imperialism.

Color Transparencies,

151

Independent Practice

■

Web Code nap-2522

will take stu-dents to an interactive Infographic. Have students complete the interactiv-ity and then answer the questions in the text.

■

Biography

To learn more about the Filipino struggle for independence, have students read the biography

José Rizal

and complete the worksheet.

Teaching Resources, Unit 5,

p. 91

Monitor Progress

Point out the Infographic on the next page. To check student understanding, have students summarize how imperial-ism affected Southeast Asia.

Answers

Map Skills

1.

Review locations with students.

2.

the British, the French

3.

the Dutch

The King of Siam

Unlike many Southeast Asian leaders, King Mongkut pursued a policy of openness toward the West. His tolerance and willingness to negotiate with Western powers helped keep Siam independent. In 1944, a popular book by Margaret Landon brought King Mongkut to the attention of Western readers. Landon based her book,

Anna and the King of Siam

, on the memoirs of Anna Leonowens,

a British teacher who served as a governess to King Mongkut’s children at the royal court. Her depiction of the monarch as an inflexible and tyrannical ruler was inaccurate, but the book increased interest in Thailand (as it was later renamed). It also inspired the popular Broadway musical

The King and I

, two movies, and a television show.

Borneo

Celebes

Java

Sumatra

Moluccas

Formosa(Japanese)

Singapore(Br.)

Burma

FrenchIndochina

NorthBorneo

Sarawak

Timor

Malaya

INDIA

D u t c h E a s t I n d i e s

Philippines

New Guinea

CHINA

SIAM

AUSTRALIA

IndianOcean

PacificOcean

SouthChina

Sea

Bay ofBengal

120°E100°E

80° E

140°E

160°E

0°

20° N

Equator

2500 500 mi

2500 500km

Miller Projection

N

S

EW

BritishDutchFrenchGermanPortugueseUnited StatesCoffeeFruitRiceRubberSpicesTimberTin

The United States and the PhilippinesIn the 1500s, Spain had seized the Philippines. Catholic missionariesspread Christianity among the Filipinos. As the Catholic Church gainedenormous power and wealth, many Filipinos accused the Church of abus-ing its position. By the late 1800s, their anger fueled strong resistance toSpanish rule.

The opening of the Suez Canal in 1860 helped the economy of the Phil-ippines by making trade with European countries easier. Some upperclass Filipinos gained access to better education. Leaders such as JoséRizal inspired Filipinos to work to gain better treatment from Spain.

The Spanish-American War broke out in 1898 between Spain andthe United States over Cuba’s attempts to win independence from Spain.During the war, American battleships destroyed the Spanish fleet, whichwas stationed in the Philippines. Encouraged by American naval officers,Filipino rebel leaders declared independence from Spain. Rebel soldiersthrew their support into the fight against Spanish troops.

In return for their help, the Filipino rebels expected the Americans torecognize their independence. Instead, in the treaty that ended the warwith Spain, the United States agreed to give Spain $20 million in returnfor control of the Philippines. Within the United States, debate ragedover the treaty’s ratification. American imperialists wanted to join theEuropean competition for territory. Anti-imperialists wanted the UnitedStates to steer clear of foreign entanglements. The United States Senateratified the treaty by only one vote over the required two-thirds majority.

Bitterly disappointed, Filipino nationalists renewed their struggle.From 1899 to 1901, Filipinos led by Emilio Aguinaldo (ah gee NAHL doh)battled American forces. Thousands of Americans and hundreds of thou-sands of Filipinos died. In the end, the Americans crushed the rebellion.

Imperialism in South Asia 1900 For: Audio guided tourWeb Code: nap-2521

Map Skills Spices first attracted Euro-peans to Southeast Asia. Later, the Indus-trial Revolution encouraged the search for raw materials and new markets.1. Locate (a) the Dutch East Indies

(b) French Indochina (c) Siam (d) the Philippines

2. Regions Which Europeans claimed territory on the mainland?

3. Draw Inferences According to the map, which Europeans controlled the widest variety of resources?

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794

New Global Patterns

History Background

L3

Western Powers Seize the Pacific Islands

Instruct

■

Introduce

Have students locate Samoa, the Hawaiian Islands, and other South Pacific island groups that were claimed by European nations or the United States on the map of Aus-tralia, New Zealand, and Oceania on page 1144 of the Atlas. Ask students to predict the reasons that the United States and European countries would become interested in these islands.

■

Teach

Ask

Why did the industrial-ized powers want colonies on islands in the Pacific?

(to serve as supply bases for British, French, and American whaling and sealing ships; for missionary work; to grow cash crops)

How did the competition for colonies among Western powers influence the U.S. decision to annex Hawaii?

(The competition for colonies provided American planters and supporters of annexation with a strong argument for their point of view.)

■

Quick Activity

Have students debate Hawaii’s annexation by the United States. Have them suggest arguments that imperialists and anti-imperialists might have made.

Independent Practice

Have students create a timeline showing the colonization of Southeast Asia and the Pacific. Have students decide which events were most significant.

Monitor Progress

■

As students complete their timelines, circulate to confirm that the informa-tion is accurate and that events are in sequence. Ask each student to summa-rize the experience of one colony for the class.

■

Check Reading and Note Taking Study Guide entries for student understanding.

Annexing Hawaii

The fight over Hawaii’s annex-ation lasted for nearly a decade. In 1893, U.S. Presi-dent Grover Cleveland delayed signing the annexation treaty drafted by sugar growers until events leading to the overthrow of Liliuokalani’s government could be investigated. When the investigation showed that most Hawaiians opposed annexation, Cleveland refused to approve the treaty. In 1897, however,

staunch imperialist William McKinley became president. McKinley negotiated a new treaty. Anti-imperialist lawmakers delayed its ratification for more than a year, but the Spanish-American War turned the tide. During the war, the use of the U.S. naval base at Pearl Harbor showed Americans Hawaii’s strategic importance. In 1900, a resolution by Congress made Hawaii a U.S. territory.

Answers

Thinking Critically

1.

Pre-colonial traditions were weakened when many community members migrated to find work to pay their taxes.

2.

Sample: The rivals might fight each other when not restricted by colonial rule.

Cultural • Missionaries spread Christianity and

European languages to colonizedpeople as they established schoolsand hospitals. Above, a missionary works with children in Seoul, Korea.

• Some colonized peoples came to believe in Western superiority and lost confidence in their own culture.

• Pre-colonial traditions were weakened by economic and politicaldisruption in some areas, especiallywhere family members were forcedto travel long distances to find work.

Political • New colonial administrations

changed traditional political units. In India, British rulers worked with local rulers to meet their goals. In the painting above, the British King Edward VII greets Indian leaders.

• Colonizers often defined the borders of their new colonies without an understanding of the local politicalor ethnic situations.

• Colonized people took on European ideas of nationalism and agitated for their own independence.

Economic • To meet the export goals of their

colonial rulers, colonized people often grew cash crops instead of food. This man (above) worked on a Malayan rubber plantation.

• As they became part of a money economy, some colonized people were forced to work for their colonial rulers so that they couldpay their taxes.

• Imports of machine-madegoods destroyed indigenous cottage industries.

A German collector’s card(left) showing a Sumatran plantation. A carved stool from Gabon, Africa, (right) depicts a European missionary.

Western imperialism had an enormous impact around the world. It affecteddifferent places in different ways. Some common effects are listed below.

Thinking Critically1. Categorize How is migrating to

find work a cultural as well as an economic effect of imperialism?

2. Predict Consequences How might grouping several rival ethnic groups into one political unit cause friction when that region gains independence?

For: Interactive contentWeb Code: nap-2522

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Chapter 25 Section

2

795

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.

Teaching Resources, Unit 5,

p. 85

■

To further assess student under-standing, use

Progress Monitoring Transparencies,

105

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 227

Adapted Reading and Note Taking Study Guide,

p. 227

Spanish Reading and Note Taking Study Guide,

p. 227

Extend

Display

Color Transparency 152: Inter-Cultural Influences

and point out the influence of African art on Pic-asso. Then ask students to research ways in which the culture of the colonies dis-cussed in this section influenced the nations that ruled them.

Color Transparencies,

152

Section 2 Assessment

1.

Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2.

The Dutch took over the Dutch East Indies; the British took over Burma and Malaya; the French took over French Indochina; and the United States took over the Philippines and Hawaii. Colo-nized peoples often fought their colonizers but could not withstand them.

3.

Siam avoided incidents that might pro-voke invasion. Its leaders reformed the government, modernized the army, and hired Western experts to teach them about new technology.

4.

The rebels had thought the United States supported their cause.

5.

The United States annexed Hawaii after American planters overthrew the queen.

6.

As in Africa, the Western powers used military force and treaties to gain control

of Southeast Asia. One difference is that the United States acquired the Philip-pines but had no colonies in Africa.

●

Writing About History

Students should underline the word

compare

.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code naa-2521.

L3

L4

L3

L1 L2

L2

Answers

They bought the country from Spain for $20 million and then crushed a Filipino rebellion.

If the United States did not take Hawaii, Britain or Japan might.

22

The United States set out to modernize the Philippines through edu-cation, improved health care, and economic reforms. The United Statesalso built dams, roads, railways, and ports. In addition, the UnitedStates promised Filipinos a gradual transition to self-rule some time inthe future.

How did the United States gain control of the Philippines?

Western Powers Seize the Pacific IslandsIn the 1800s, the industrialized powers also began to take an interest inthe islands of the Pacific. The thousands of islands splashed across thePacific include the three regions of Melanesia, Micronesia, and Polynesia.

At first, American, French, and British whaling and sealing shipslooked for bases to take on supplies in the Pacific. Missionaries, too,moved into the region and opened the way for political involvement.

In 1878, the United States secured an unequal treaty from Samoa, agroup of islands in the South Pacific. The United States gained rightssuch as extraterritoriality and a naval station. Other nations gainedsimilar agreements. As their rivalry increased, the United States, Ger-many, and Britain agreed to a triple protectorate over Samoa.

Beginning in the mid-1800s, American sugar growers pressed forpower in the Hawaiian Islands. When the Hawaiian queen Liliuokalani(lih lee uh oh kuh LAH nee) tried to reduce foreign influence, Americanplanters overthrew her in 1893. They then asked the United States toannex Hawaii, which it finally did in 1898. Supporters of annexationargued that if the United States did not take Hawaii, Britain or Japanmight do so. By 1900, the United States, Britain, France, and Germanyhad claimed nearly every island in the Pacific.

Why did some Americans think the United States should control Hawaii?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-2521

Terms, People, and Places

1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance.

2. Reading Strategy: Identify Causes and Effects Use your completed chart to answer the Focus Question: How did industrialized powers divide up South-east Asia, and how did the colonized peoples react?

Comprehension and Critical Thinking

3. Summarize What steps did Siam take to preserve its independence?

4. Draw Conclusions Why were Filipino rebels disappointed when the United States took control of the Philippines?

5. Synthesize Information How did Hawaii become part of the United States?

6. Make Comparisons Compare the partition of Southeast Asia to the parti-tion of Africa. How was it similar? How was it different?

● Writing About History

Quick Write: Examine the Question To answer a short answer or extended-response question effectively, first examine the question. Look for key words like explain, compare, or persuade, which will tell you what type of answer to provide. Then look for words that signal the topic. Identifying key words will help you focus and organize your response. Copy the prompt below and underline its key words.• Compare Siam’s relationship with

imperial powers to that of Vietnam.

Vocabulary Buildertransition—(tran ZISH un) n. passage from one way to another

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