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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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  • To Kill a Mockingbird: A novel by Harper Lee that explores themes of racial injustice and moral growth in the Deep South during the 1930s.

  • The story is told through the eyes of Scout Finch, a young girl whose father, Atticus Finch, serves as a moral beacon as he defends a black man accused of raping a white woman.

  • The novel delves into the complexities of human behavior, illustrating how prejudice shapes societal norms and individual actions.

  • The characters in the story, including Boo Radley and Tom Robinson, symbolize the struggle against discrimination and the quest for empathy and understanding.

  • The narrative structure and rich character development allow readers to witness the transformative power of compassion and the importance of standing up for what is right, even in the face of overwhelming opposition.

  • In this way, Harper Lee masterfully weaves together themes of innocence, moral growth, and the loss thereof, as Scout navigates her childhood in a deeply flawed society.

  • Additionally, the story emphasizes the significance of perspective, as seen through Scout's innocent eyes, which ultimately challenge the entrenched biases of her community and prompt readers to reflect on their own beliefs and actions.

  • This narrative not only highlights the injustices faced by marginalized individuals but also encourages a deeper understanding of human complexity, urging readers to cultivate empathy in their own lives.

  • Through her experiences, Scout learns valuable lessons about empathy, justice, and the moral imperatives that shape human interactions, ultimately leading to her growth from innocence to a more nuanced understanding of the world around her. Furthermore, the character of Atticus Finch serves as a moral compass for Scout, embodying the principles of integrity and compassion that guide her journey toward maturity.

  • In contrast, other characters in the novel, such as Bob Ewell, represent the darker aspects of human nature, highlighting the pervasive racism and prejudice that Scout must confront as she grows up. This dichotomy between good and evil not only enriches the narrative but also serves to illustrate the complexities of human behavior and the societal structures that influence it.

  • As Scout navigates her childhood in Maycomb, she encounters various perspectives that challenge her understanding of morality, ultimately shaping her identity and worldview in profound ways.

  • This journey is further complicated by her relationships with characters like Boo Radley, who initially appears as a figure of fear and mystery but ultimately reveals the importance of understanding and acceptance in overcoming societal biases.

  • Through these experiences, Scout learns valuable lessons about empathy and the necessity of seeing the world from others' viewpoints, which become pivotal in her development as a compassionate individual.

  • Moreover, the lessons she learns from her father, Atticus Finch, about justice and integrity serve as a moral compass, guiding her through the complexities of her environment and reinforcing the idea that true courage lies in standing up for what is right, even when faced with overwhelming opposition.

  • In this way, Scout's growth is not just personal but also reflects the broader themes of social injustice and moral integrity that permeate the narrative, highlighting the importance of confronting prejudice and advocating for change.

  • This evolution is mirrored in her interactions with Tom Robinson, whose wrongful accusation and trial expose the deep-rooted racism in their community, forcing Scout to grapple with the harsh realities of injustice and the impact of systemic discrimination on innocent lives.

  • Ultimately, Scout's journey illustrates the profound impact of these experiences on her understanding of humanity, as she begins to recognize the significance of empathy in combating prejudice and fostering a more just society.

  • As she navigates her childhood, Scout learns that empathy is not merely about understanding others' experiences but also about actively challenging the societal norms that perpetuate inequality, thereby laying the groundwork for her development into a conscientious and compassionate adult.

  • This realization becomes a catalyst for her transformation, prompting her to question not only the actions of those around her but also her own beliefs and assumptions about race and justice.

  • In doing so, she begins to advocate for those who are marginalized, recognizing that true growth comes from not only acknowledging past injustices but also taking a stand against them.

  • As she reflects on her father's teachings and the events in Maycomb, Scout's evolving perspective empowers her to inspire others, fostering a community that values understanding and respect for all individuals.

  • This journey ultimately shapes her identity, illustrating that personal growth is intertwined with social responsibility and the courage to confront prejudice.

  • Through her experiences, she learns that empathy is crucial in bridging divides and that each individual's story contributes to the larger narrative of humanity. By embracing these lessons, Scout not only honors her father's legacy but also becomes a beacon of hope for future generations.

  • This transformation highlights the importance of education and awareness in combating discrimination, as Scout realizes that change begins with informed dialogue and collective action.

  • In her pursuit of justice, she recognizes that every small act of kindness can create ripples of change, encouraging others to stand up against injustice and fostering a more inclusive society.

  • As she navigates the complexities of her community, Scout embodies the idea that true strength lies in understanding and accepting differences, ultimately inspiring those around her to reflect on their own beliefs and actions.

  • This journey not only shapes her character but also serves as a catalyst for conversations about morality, ethics, and the importance of standing up for what is right, encouraging others to challenge their preconceived notions and take a stand for justice.

  • Through her experiences, Scout learns that empathy and compassion are essential tools in addressing societal issues, as they empower individuals to connect with one another and foster a sense of belonging.

  • Additionally, her relationships with characters such as Atticus and Boo Radley highlight the transformative power of understanding and acceptance, illustrating how personal connections can bridge divides and promote a culture of empathy.

  • In this way, Scout not only grows as an individual but also becomes a beacon of hope for her community, demonstrating that change begins with a single person's willingness to listen and learn.

  • This realization inspires her to advocate for those who are marginalized, reminding us that true strength lies in lifting others up and fighting against injustice, ultimately contributing to a more equitable society.

  • Moreover, Scout's journey emphasizes the importance of education in fostering empathy, as she learns to challenge her preconceived notions and confront the biases present in her environment.

  • Through her experiences, she recognizes that knowledge is a powerful tool that can dismantle ignorance and promote understanding among diverse groups.

  • As she navigates the complexities of her world, Scout embodies the idea that personal growth is intertwined with social responsibility, encouraging others to join her in the pursuit of justice and equality.

  • This journey not only shapes her character but also serves as a call to action for readers to reflect on their own roles in advocating for change and fostering a sense of community.

  • In this way, Harper Lee effectively illustrates that the lessons learned through Scout's eyes are vital for everyone, urging us to question societal norms and strive for a more just world.

  • By presenting these themes, Lee invites us to consider how our own actions can contribute to a more equitable society and highlights the importance of empathy in bridging divides.

  • Furthermore, Scout's experiences remind us that understanding and compassion are crucial in challenging prejudices, as she learns to see the world from others' perspectives.

  • This powerful narrative encourages readers to engage in self-examination and recognize their potential impact, ultimately inspiring a collective movement towards social justice and equality.

  • Through her journey, Scout embodies the idea that personal growth often stems from uncomfortable truths, prompting us to reflect on our own biases and the ways we can foster inclusivity in our communities.

  • In this way, Lee underscores the transformative power of storytelling, revealing how narratives can serve as catalysts for change and promote a deeper understanding of our shared humanity.

  • As we follow Scout's development, we are reminded that the lessons she learns about empathy and moral integrity are not just applicable to her time, but resonate deeply with contemporary issues, urging us to take action against injustice.

  • This timeless relevance emphasizes the importance of listening to diverse voices and acknowledging the complexities of our societal structures, which can empower individuals to challenge the status quo and advocate for a more equitable future.

  • Furthermore, her relationships with characters such as Atticus and Boo Radley illustrate the profound impact that mentorship and unexpected friendships can have on one's worldview, encouraging us to seek understanding beyond our preconceived notions.

  • Ultimately, Lee's narrative invites readers to reflect on their own experiences and consider how they can contribute to fostering empathy and justice within their communities.

  • In doing so, we are called to not only examine our biases but also to engage in meaningful dialogue that bridges divides and promotes healing.

  • This call to action resonates deeply in today's context, reminding us that literature has the power to inspire change and motivate us to take an active role in shaping a more just society.

  • By embodying the values of compassion and moral integrity, characters like Atticus Finch serve as role models, urging us to uphold these principles in our daily lives.

  • As we navigate complex social issues, we must strive to emulate their courage and commitment to justice, recognizing that each small act of kindness can lead to significant societal transformation.

  • Furthermore, it is essential to recognize that the lessons derived from these narratives are not merely historical; they are relevant to our present struggles and can guide us in fostering empathy and understanding among diverse communities.

  • In this way, we can create a ripple effect that encourages others to join in the pursuit of equity and fairness, ultimately contributing to a more inclusive society.

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Explore Top Notes
HL Biological Approach to Understanding Behavior
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Chapter 11: Language and Culture
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Development of Western Music in Europe (ca. 450-ca.1450)
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Chapter 16 - Kinetics: Rates and Mechanisms of Chemical Reactions
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Crisis de pilotos
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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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