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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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CG

Unit 10- Organic Chemistry

DO NOT CLICK FLASHCARDS FROM HERE (OR STUDY) Click Here.

* Tables P, Q, and R on the NYS Chemistry Reference Table are used a lot in this unit. And mentioned a lot in these notes.

*Any code blocks () will represent subscripts. Ex: Carbon Dioxide= CO2

Organic Compounds:

→ They all contain Carbon (C), which is the building block of all life on earth. They are Covalent compounds.

  • In these compounds the carbons make chains which are also bonded to other elements like Nitrogen(N), Oxygen(O), and Hydrogen(H).
  • Each carbon can ONLY have 4 bonds. due to having 4 valence electrons, leaving 4 bonding sites.
  • They can be represented by a Molecular formula, like C3H8.
    • Or by a structural formula (A Lewis structure)
    • Structural Formula of: C3H8 AKA Propane
    • Also a condensed structural formula which writes it out in a line like,
    • CH3CH2CH3. Which is the same compound as before (C3H8)
    • This gives some idea as to how a full structural formula for the compound can be drawn.
  • They can also be written in a stick format where each point of a line represnts a Carbon
    • The blank spaces would be filled in with hydorgens but arent shown in this notation.
    • C3H8 would look something like this “/\” becasue the three points are Carbons and the unused bonds would be filled with H.
    • This type of notation most liley wont be used on the NYS Regents.

Characteristics of Organic Compounds:

→ Some characteristics change depending on the compound and its mass/shape. But in general most Organic Compounds share these characteristics in comparison with inorganic compounds (Not containing Carbon)

  • They are insoluble in water.
    • most organic compounds are non-polar, and since water is polar it can’t dissolve non-polar compounds. (Like dissolves like)
  • They do not conduct electricity when dissolved.
    • They are covalent compounds, and ionic compounds are usually the one which can conduct electricity when dissolved.
  • They have lower melting points, and boiling points than inorganic compounds
  • They react a lot slower than inorganic compounds
    • This is because there is a lot more bond rearranging in Organic compounds compared to Inorganic compounds.
  • They are also very flammable.

Naming & Functional Groups:

→ When naming organic compounds a lot of the time it comes down to which functional group the compound belongs to. But there are some parts of the name which any organic compounds may share.

Functional Groups → parts of organic molecules which dictate what a certain compound can do

  • The prefix is linked to the longest un-broken chain of carbons in the compound. These Carbons don’t need to be in a straight line, just an unbroken chain
    • From there you can use table P on the reference table to find the prefix based on the number.
    • This is the exact table
  • if there is a number followed by a dash before the compound name, it shows where a certain piece of the compound is located. (Will make sense with more examples later on)
    • “#-name”
  • From there, the rest of the name depends on the functional group.

Hydrocarbons:

→ This functional group is made of compounds which ONLY contain Carbon and Hydrogen. This is one of the more important groups and has a lot of rules when it comes to naming. And Hydrocarbons Are usually parts of other functional groups.

  • As given on Table Q, the Homologous series of hydrocarbons gives a lot of information on the three types of Hydrocarbons and how they work.
    • Table Q: Homologous Series of Hydrocarbons from the Reference Table.
  • Alkanes → These are Hydrocarbon where there are only single bonds connecting the C’s
    • to find the number of Hydrogens just plug in the number of C’s in to “n” in the General Formula
    • H= 2n+2
    • The name starts with the prefix and ends with “ane” for all alkanes.
    • #-(pre-fix)ane
    • They are saturated, which means you can’t add anything else onto the Carbons.
  • Alkenes → These are Hydrocarbons where at least one C to C bond is a double bond
    • The equation for the number of Hydrogens in this compound is just: H= 2n
    • For compounds with three or more C’s, and number followed by a dash is used to show where the double bond is.
    • It is also sometimes not written if the double bond is on the first carbon.
      • If it is though the number out front would just be 1.
    • For example the compound name “3-pentene” means that on the third carbon there is a double bond. Or think of it as the the third bond is a double bond.
      • You could the Carbons from left to right OR right to left either way is correct.
    • all Alkenes end in “ene”
    • #-(pre-fix)ene
  • Alkynes → Hydrocarbons where one of the C to C bonds is a triple bond.
    • To find the number Hydrogen the equation is: H=2n-2
    • The number and dash out front is the same with Alkenes, but instead reprenstes the location of the triple bond.
    • All Alkynes end in “yne”
    • #-(pre-fix)yne
  • Both Alkenes, and Alkynes are unsaturated, meaning you could add more elements onto them.
  • So to name hydrocarbons you must know which type it is.
  • Examples:
    • A hydrocarbon with the longest carbon chain being 4, and having a double bond attached to the second carbon would be named: (How many hydrogens? with only 4 carbons)
    • 2-butene
    • H= 2n= 2(4)= 8
    • A hydrocarbon which only has single bond and whose longest carbon chain is 8 would be named:(How many hydrogens? with only 8 carbons)
    • octane
    • H= 2n+2 = 2(8)+2= 18
    • A hydrocarbon with a triple bond on the 4th Carbon, with the longest chain of Carbons being 9 would be named: (How many hydrogens? with only 9 carbons)
    • 4-nonyne
    • H= 2n-2=2(9)-2= 16

Methyl, Ethyl, and Propyl groups:

→ These are not functional groups, but they are Hydrocarbon groups which can attach to a Carbon in an organic compound. You must memorize these.

  • Methyl groups → A CH3 tacked onto a carbon
    • Meth-, is the prefix for "one” b/c there is only one extra carbon for this group.
    • In the name of a compound you put a number followed by a dash behind the name ethyl, and then you write the name of the rest the compound after that.
    • The number represents the carbon where the ethyl group is attached.
    • An example would be 2-methyl butane.
    • If there are 2 ethyl groups in the same compound you use the word diethyl
    • then you write two numbers in front to show which to carbons the ethyls are attached to.
    • An example would be 3,4- methyl nonane, or if they are on the same carbon 3,3-methyl nonane.
  • Ethyl groups → A CH2CH3/ C2H5 attached onto a carbon.
    • Eth-, means 2, so 2 carbons are attached.
    • Same rules for naming just with the word Ethyl instead of methyl.
    • Examples are: 2-ethyl pentane, or 2, 3-ethyl hexane, or 3, 3- ethyl nonane
  • Propyl Groups → A CH2CH2CH3 / C3H7 attached
    • prop-, means 3, so 3 extra carbons
    • Again same rules for naming.
  • If one of these is attached to a alkene or alkyne, you must add the number for where the double or triple bond is ASWELL AS the number of the methyl, ethyl, or propyl group location.
    • For Example: 2-methyl 3-hexene

Isomers:

→ Compounds with the same molecular formula, but different structures/ shapes.

  • Often these are made with the use of methyl, ethyl, and propyl groups.
    • For example an isomer of pentane would be 2-methyl butane
    • They both have a the same molecular formula (C5H12), but different structural formulas)
    • 2-methyl butane could also be called isopentane in this case
  • Most compounds have multiple isomers, so just giving them their name with methyl, ethyl, or propyl is easier than keeping track of prefixes.

Other Functional Groups:

→ On table R there is a list of functional groups which the regents could ask about, and how they generally look.

Table R: Organic Functional groups

  • R is like x in math, but you would plug in some sort of Hydrocarbon chain in for it.
  • Examples of names, and compounds are also shown is the table.
  • Halide/ Halocarbon → A hydrocarbon attached to any halogen (Group 17 element)
    • The name ends with however the hydrocarbon is named (Like propane), but for the suffix you would add a the stem of the halogen, and before that the number of the carbon(s) it's attached to.
    • You could also add di or tri before the halogen stem in the name is there are multiple.
    • if a methyl, ethyl, or propyl group is also in the molecule, than still add it in the name but AFTER the halogen stem
      • The stems for certain halogens are given in the table above.
  • Alcohol → A hydrocarbon group, with a hydroxide (OH) attached to it
    • To name it, use the prefix for the longest Carbon chain (table P), and end it with “-anol”, still add the number and dash to show which carbon the OH is attached to.
  • Ether → Two Hydrocarbon chains separated by an Oxygen. (Just has an oxygen in the center of two chains)
    • The two chains don't have to be identical on either side of the Oxygen.
    • To name one, there are two names. The common name and the IUPAC name.
    • IUPAC stands for “International Union of Pure and Applied Chemistry”, they are the ones who come up with naming systems.
    • For the regents we will focus on the common names.
    • So you would write the name of the two hydrocarbon groups in alphabetical order, and then end it with “ether”
    • If the Hydrocarbon group is the same on both sides than use the prefix “di” before writing it.
  • Aldehyde → A hydrocarbon group attached to a Carbon, which has single bond to a Hydrogen, and a double bond to a Oxygen.
    • For naming, just use the longest chain of carbons for the prefix, and end it with “-anal”. And the number gets added for the location if needed.
    • The extra Carbon is included in the longest chain.
  • Ketone → A carbon in the center which is double bonded to an oxygen, and has two hydrocarbon groups on either side.
    • For naming count the longest chain again (including the extra Carbon), and end the name with “-anone”, and put the number for the location of the Oxygen brew the name.
  • Organic Acids → A hydrocarbon group attached to an extra Carbon, which has a single bond with a hydroxide ion, and a double bond with an Oxygen.
    • For the name use the longest carbon chain prefix, and end it with “-anoic acid”.
  • Ester → One Hydrocarbon group is attached to a Carbon which is bonded with two Oxygens. one is with a double bond, and the other with a single bond. The single bonded Oxygen is also connected to another hydrocarbon group.
    • For the first part of the name write down the shortest hydrocarbon group’s name, followed by the longest one, using the longest chain prefix, and end it with “-anoate”
  • Amine → Three hydrocarbon groups single bonded to on Nitrogen.
    • Use the longest carbon chain prefix, and end it with “-amine”
  • Amide → A hydrocarbon group bonded to a Carbon which is double bonded to an Oxygen, and has a single bond to a Nitogen, which is also attached to Hydrogen. On the Nitrogen there is also another hydrocarbon group.
    • Use the longest carbon chain prefix and it with “-amide”.

Organic Reactions:

→ reactions that deal with Organic compounds. this only goes over the ones relevant to the Regents.

  • Combustion → A hydrocarbon and Oxygen will burn and create CO2 and H2O.
    • More detail in Unit 5-chemical Reactions
  • Substitution → When another element like a halogen is being added to a saturated Hydrocarbon (Alkanes), and it replaces one of the Hydrogens, the Hydrogen is then also a product.
    • In most cases it might be a compound of two of the same element being added, but only one of them will replace the Hydrogen.
    • The other will then bond with the Hydrogen which was released forming another compound
    • Example: C2H6 + Cl2 → C2H5Cl + HCl
  • Addition → When you add another element to an unsaturated hydrocarbon (Alkenes, & Alkynes), so it will bond to a carbon, where the double or triple bond is. Will break that bond and attach itself instead.
    • Two or more reagents form one product, similar to synthesis/combination reactions.
    • Example: C3H6 + Br2 → C3H6Br2.
  • Esterification → The formation of an ester, with water as a bi-product.
    • It is made from an acid, and an alcohol (The reactants)
  • Saponification → An Ester and a base react to form an ion, and alcohol.
    • This is how soap is made, and the ions are what gives soap its cleaning qualities.
  • Fermentation → A carbohydrate such as sugar is broken down into an alcohol and CO2.
    • How yeast works in baking, and also how alcoholic beverages are made.
  • Polymerization → When multiple smaller molecules (known as monomers) come together to form a bigger molecule (known as a Polymer). there are two ways this is done
    • Addition polymers: Polymers that are made by breaking double and triple bonds, to bond the monomers together
    • Condensation polymers: Taking out water from the monomers allowing them to bond
  • Cracking → When bigger more complex saturated hydrocarbons are broken down through heat into smaller more useful hydrocarbons.

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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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