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Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
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GM

MGTS1301: Introduction to Management - Seminar 1 Notes

Introduction

Welcome to MGTS1301: Introduction to Management.

Acknowledgement of Country

The University of Queensland (UQ) acknowledges the Traditional Owners and their custodianship of the lands.
We pay our respects to their Ancestors and descendants with cultural and spiritual connections to Country.
We recognise their valuable contributions to Australian and global society.
The Brisbane River pattern is from A Guidance Through Time by Casey Coolwell and Kyra Mancktelow.

Indigenous Business Hub

The Indigenous Business Hub is a collaboration between UQ academics and industry.
It strengthens the positive impact of Indigenous businesses in Australia.

Course Information

Topics Covered Today

  • Teaching Team
  • Learning Objectives
  • Learning Resources and Activities
  • Course Communication
  • Assessment
  • Course Tools
  • What is Management? (Definitions and examples, Kahoot)

Teaching Team

Seminars

  • Dr. Gemma Irving - Course Coordinator
  • Dr. Jemaine Tsoi - Teaching Associate & Facilitator
  • Dr. Tyler Riordan - Facilitator

Tutorials

  • Corene
  • Danielle
  • Kamran
  • Kohinur Yao Zhong
  • Paul
  • Aunty Roma
  • Kyla Stuart
  • Michael
  • Rhianna
  • Daniel
  • Claire
  • Tahrima

Learning Objectives

  1. Explain fundamental concepts, models, and approaches that represent the theory of management.
  2. Apply theory and research evidence of management to practical situations.
  3. Evaluate the effectiveness of managerial decisions in the context of an organisation's ethical and social responsibilities.
  4. Employ interpersonal and communication skills when working in teams.

Course Philosophy

What can our students do that AI can’t?

  • Rational decision-making:
    • Bringing disparate ideas to imagine new solutions to key challenges, contextualising with discipline knowledge.
  • Cultural context:
    • Aware of local context, community needs, and interpretations.
  • Ethical leadership:
    • Strategically develop our community's collective future.
  • Collaboration:
    • Work to contribute to multi-disciplinary teams.

Adapted from Kris Ryan (UQ Deputy Vice Chancellor, Academic) 2024.
UQ Graduate Attributes: https://itali.uq.edu.au/teaching-guidance/curriculum-design-and-review/graduate-attributes

Learning Resources and Activities

  • Online module
  • Seminar
  • Individual preparation
  • Tutorial discussion

Semester Overview

For students enrolled in Monday, Tuesday, Wednesday, and Thursday tutorials:

Week 1

  • Online Module/Seminar: What is management?
  • Tutorial: No tutorials

Week 2

  • Online Module/Seminar: Managing across time and cultures
  • Tutorial: What is management?

Week 3

  • Online Module/Seminar: Ethics
  • Tutorial: Grotesque Quest, Team formation in tutorials

Week 4

  • Online Module/Seminar: Assignment Guidance
  • Tutorial: Ethics

Week 5

  • Online Module/Seminar: Planning and Controlling
  • Tutorial: Assignment Guidance

Week 6

  • Online Module/Seminar: Leading
  • Tutorial: ASSESSMENT: Planning and Controlling

Week 7

  • Online Module/Seminar: External and Internal
  • Tutorial: Leading

Week 8

  • Online Module/Seminar: Strategic Management
  • Tutorial: ASSESSMENT: External and Internal (Monday to Thursday).
  • Other: Assignment Due: 14 April, Mid-semester break

Week 9

  • Online Module/Seminar: Organising
  • Tutorial: ASSESSMENT: Strategic Management (Monday to Thursday).

Week 10

  • Online Module/Seminar: Sustainability
  • Tutorial: No tutorial on Monday to Thursday

Week 11

  • Online Module/Seminar: Innovation and Entrepreneurship
  • Tutorial: ASSESSMENT: Organising

Week 12

  • Online Module/Seminar: Managing Change
  • Tutorial: ASSESSMENT: Sustainability

For students enrolled in Friday tutorials:

Week 1

  • Online Module/Seminar: What is management?
  • Tutorial: No tutorials

Week 2

  • Online Module/Seminar: Managing across time and cultures
  • Tutorial: What is management?

Week 3

  • Online Module/Seminar: Ethics
  • Tutorial: Grotesque Quest, Team formation in tutorials

Week 4

  • Online Module/Seminar: Assignment Guidance
  • Tutorial: Ethics

Week 5

  • Online Module/Seminar: Planning and Controlling
  • Tutorial: Assignment Guidance

Week 6

  • Online Module/Seminar: Leading
  • Tutorial: ASSESSMENT: Planning and Controlling

Week 7

  • Online Module/Seminar: External and Internal
  • Tutorial: Leading

Week 8

  • Online Module/Seminar: Strategic Management
  • Tutorial: No tutorial on Friday.
  • Other: Assignment Due: 14 April, Mid-semester break

Week 9

  • Online Module/Seminar: Organising
  • Tutorial: ASSESSMENT: External and Internal (Friday)

Week 10

  • Online Module/Seminar: Sustainability
  • Tutorial: ASSESSMENT: Strategic Management (Friday)

Week 11

  • Online Module/Seminar: Innovation and Entrepreneurship
  • Tutorial: ASSESSMENT: Organising

Week 12

  • Online Module/Seminar: Managing Change
  • Tutorial: ASSESSMENT: Sustainability

Course Communication

  • Check your student email regularly.
  • We only reply to student email addresses: mgts1301@business.uq.edu.au
  • Be professional in emails.
  • Include your name & student number.
  • Check the Course Discussion Board before emailing.
  • Attend a consultation (Blackboard/Course Staff) or come to seminars.

Student Access Plans (SAP) and Exam Adjustments (EA)

Who?

Students who:

  • have a disability
  • are neurodivergent (i.e. ADHD/Autism)
  • have a mental health condition
  • have a medical condition
  • have an illness or injury
  • have caring responsibilities
  • are pregnant
  • are experiencing exceptional circumstances
  • are an elite athlete
  • have commitments to religious observance
  • are engaged in defence service

What?

Student Access Plans:

  • extension to assignments
  • occasional absences
  • alternative assessment formats
  • placements, practicals, and lab adjustments
  • accessible formatting
  • assistive technology
    Exam Adjustments:
  • additional examination working time
  • rest breaks
  • use of a computer or a writer
  • ergonomic furniture
  • food, drink, or medication
  • a separate room
  • Other adjustments based on your needs

How?

  • Meet with a Student Adviser:
    • visit Student Central (Building 42 St Lucia)
    • Google: UQ Student Adviser
  • Contact Student Services:
    • student.services@uq.edu.au
    • (07) 3365 1704
  • Get in touch as soon as possible if you need support for your study. Support can be provided throughout the semester. It is important to arrange your SAP or EA as soon as possible, aiming for the first four weeks of the semester.

Mandatory Respect at UQ Module

  • Commencing students enrolled at UQ in Semester 1 2025 must complete the module by 5pm on Sunday 16 March 2025.
  • Students who do not complete the module by the deadline will have their access to Blackboard removed.
  • Support and adjustments to the module are available. You can find a link to the module, along with information about what's included in the module and support available at respect.uq.edu.au/respect-at-uq.

Student ID Card

  • You will need to bring your ID card to assessable tutorials.
  • You will not be permitted to sit the exam without an ID Card.
  • You can find out how to get an ID card here: https://my.uq.edu.au/starting-at-uq/prepare-for-semester/student-id-cards.
  • Please get your Student ID Card.

Global Experiences

Semester-based Exchange

  • Study at 130+ host universities overseas
  • Global (in-person)
  • Semester 1, Semester 2, or full year
  • 6 – 12 months during UQ semesters
  • For credit towards your UQ program

Internships

  • Gain professional experience
  • Domestic, Global (virtual) and (in-person)
  • Summer or Winter breaks
  • 2 – 10 weeks
  • For credit or just for experience

Short-term Experiences

  • Study with leading universities overseas
  • Global (virtual) and (in-person)
  • Summer or Winter breaks
  • 2 – 8 weeks
  • For credit or just for experience
    *Tuition paid to UQ. Funding opportunities available.
    employability.uq.edu.au/global-experiences
    employability@uq.edu.au (internships)
    iget@uq.edu.au (short-term and exchange)

Assessment

  • Exam:
    • Centrally-Run in Exam Week
    • 50%
    • Exam timetable released 5 May (ish): http://bit.ly/417NRgh
  • Team-based Tutorial Assessment:
    • In-class
    • 20%
  • Ethical Management Problem Assignment:
    • 14 April @ 13:00
    • 30%

Extensions

  • Exam:
    • Apply for an alternative exam: http://bit.ly/3Z50g2Q
  • Team-based Tutorial Assessment:
    • No extensions
    • Best 3 out of 5
  • Management Issue Assignment:
    • Apply for an extension: http://bit.ly/3SeypLp
    • If you foresee any issues, please contact mgts1301@business.uq.edu.au before the due date.
    • Once marks are finalised there is not much I can do!

Team-based Learning

  1. Teams are properly formed, managed, and permanent
  2. Students are made accountable for individual and teamwork
  3. Team tasks promote both learning and team development by not requiring complex outputs which groups can divide up and complete as individuals outside of class
  4. Students receive frequent and timely feedback

These principles are best achieved when individuals and teams work on the same task, when individuals and teams are required to make a specific choice; and when teams report choices simultaneously.
Reference: Michaelsen, L. K., Knight, A., & Fink, L. D. 2004. Team-Based Learning: A Transformative Use of Small Groups. Sterling, VA: Stylus Publishing

Team-based Tutorial Assessment

  • You will work in a team of four to discuss and analyse cases of real-world management problems.
  • You will be required to apply course theory (in the form of four statements) to examples from a case.
  • Refer to the Learning Pathway to find out what is happening each week in tutorials.
    Before next week’s tutorial:
  • Read the Team-Based Tutorial Instructions and Rubric (find this under Assessment/ Team-Based Tutorial Assessment on Blackboard).
  • Look at the example worksheet that shows an example of individual preparation and a team answer.
  • Detailed assessment information will be provided in your first tutorial.
  1. Press Pause: If you start to feel riled up, take a breath and identify your goal.
  2. Ask questions for understanding: Rather than telling the person they are wrong, ask questions so understand their point of view and to let them feel heard.
  3. Speak with Humility: Use words like “I think”, “My impression is” or “From my point of view”.

Course Tools

  • Blackboard:
    • Login with your student username and password: https://learn.uq.edu.au/
  • Padlet:
    • Download on the App store or Google play: http://bit.ly/3YB2ua2
  • UQ Maps:
    • Access or download here: https://my.uq.edu.au/mobile-apps

What is Management?

Management is the art of attaining organisational goals in an effective and efficient manner through planning, leading, organising, and controlling organisational resources.

Examples of Management

  • Leading: Whitney Wolfe Herd (Bumble)
  • Planning and Controlling: Simon Griffiths, Danny Alexander, and Jehan (Who Gives a Crap)
  • Organising: Colin Saltmere, Myuma Group

Effectiveness vs Efficiency

  • Effectiveness: The extent to which an organisation achieves its stated goals
  • Efficiency: Accomplishing these goals as quickly and cheaply as possible, minimising the use of resources such as raw materials, money, and personnel to generate the desired output.

Managerial Skills

  • Technical skills - the ability to apply expertise and perform a special task with proficiency
  • Human skills - the ability to work well in cooperation with other people
  • Conceptual skills - the ability to think analytically and achieve integrative problem solving

These skills are needed by managers at different levels. Lower-level managers need more technical skills, middle-level managers need more human skills, and top-level managers need more conceptual skills.

McDonald’s Case

A. McDonald’s long-term success is primarily due to the early technical and conceptual skills of the McDonald Brothers.
B. McDonald’s long-term success is primarily due to Ray Kroc’s early effective management of franchisees.
C. McDonald’s long-term success is primarily due to the ongoing management functions of planning and controlling.
D. McDonald’s long-term success is mainly due to the ongoing management functions of leading and organising.

Active Recall

Low-stakes testing is good.
Rereading is not.
Spaced out learning beats learning at once.
Learning styles are a myth.
No one is good at multitasking, and multitasking hurts learning.

Kahoot!

Use your smartphone to navigate to: https://kahoot.it/

Next Week

  • Online Module: Accessed through Blackboard/ Learning Resources
    • Managing across time and cultures
  • Seminar:
    • Managing across time and cultures
  • Tutorial:
    • Read the McDonald’s Case (accessed through Blackboard/ Learning Resources)
    • Attend your first tutorial
    • Please go to your correct tutorial
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Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
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