Imperialism basic level teacher
IMPERIALISM
British Imperialism 1870-1914
Introduction
(I) EMPIRE AND IMPERIALISM
DEFINING IMPERIALISM
(II) HISTORY OF THE BRITISH EMPIRE before 1914
The Old Empire - part 1 - 1600-1770
- THE ATLANTIC SLAVE TRADE
The Old Empire - part 2 - 1770-1870
- WHAT WAS “DIFFERENT” ABOUT THE WEST INDIES?
The New Empire 1870–1914
(III) THE BRITISH EMPIRE in 1913
MAP
(IV) INTERPRETATIONS OF IMPERIALISM
1. NATION AND EMPIRE
2. HISTORIANS
3. INTERPRETATIONS OF IMPERIALISM
(V) ECONOMIC IMPERIALISM
British foreign investment 1830-1914 (Table, Charts)
FLOW OF BRITISH FOREIGN INVESTMENTS 1830–1914
UK imports & exports 1870-1914 (Table, Charts)
(VI) CULTURAL IMPERIALISM
1. Imperialism and westernization
2. Popular imperialism in Britain (Texts and Documents)
Imperialism as Racial Destiny
Imperialism and Social Darwinism
What were State School students being told about Africa in the early 1900s?
What was being said in literature?
3. Images of Imperialism (Cartoons and Advertisements)
CARTOON - The Rhodes Colossus
ADVERTISEMENT - the White Man’s Burden
(VII) ROUND TABLE DISCUSSION
Imperialism basic level teacher
IMPERIALISM
Introduction
This module ‘British Imperialism 1870-1914 is designed both to teach about the expansion of the
British Empire during the late 19th and early 20th centuries and, also, to examine critical commentaries
that help contextualise these events within the wider, overall historical process.
The key elements of this module are:
- Timeline: examination of the chronology of conquests
- Definition of terms
- Perspectives: various interpretations of the imperialist process
- Analysis of economic arguments / reasons for imperialism
- Analysis of cultural-ideological motives and support of and for imperialism
- Aspects of imperialist culture
Materials used:
Data which require interpretation and analysis; contemporary texts, images (maps, cartoons,
advertisements) and tables and graphs for analysis of processes.
All materials are accompanied by a set of tasks which aim to help students learn and remember both the
content and conceptualisation of the process through use of various history teaching methods.
At certain points there are “recapitulation activities,” summing up, which can also be used for tests.
The content has not been simplified, but student comprehension is facilitated through CLIL
methodology, insertion of notes and/or guides to aid reading and comprehension; guide for oral
exercises; monolingual glossaries for unusual vocabulary or “historical” terms; exercises (written and
oral) to both facilitate speaking and to check on reading and listening comprehension.
Skills acquired
Oral skills and listening comprehension: all exercises, even where not stated, can be done as pair or
group work and then corrected aloud in class in order to
-
facilitate learning through peer teaching/assistance
encourage development of oral skills
of listening comprehension skills
offer maximum exposure to correct language / information.
Reading and interpreting texts, tables, graphs, maps and timelines (correct language)
Gathering and organising data and transferring it or re-elaborating it.
Identifying and interpreting processes.
Objectives:
Students should be able to:
-
identify key elements in the process;
-
locate events – place them in their correct historical setting;
-
identify important phases in the process through recognising stasis and change:
-
identify the characteristics of the process in terms of how colonies were organised and the
problems met with while trying to maintain and control them.
-
explain why imperialism arose when and where it did using original documents, statistics and
other data to check any conclusions.
HC&ET
GENERAL COMMENT
•
•
•
•
Answers to exercises should always be checked (discussed) in class, as this offers a good
amount of repetition of the correct structures and correct use of vocabulary. Apart from being
an effective comprehension check.
Most exercises are designed to be done as pair or small group work (peer learning).
During class discussions it would be useful if the teacher organised (or helped organise)
information, key words, ideas, on the board as well as actively eliciting when necessary.
Many of the answers especially in the Cultural Imperialism section are only suggestions, to be
used as prompts: interpretations can and will differ.
(I) EMPIRE AND IMPERIALISM
Skills focus: speaking; reading and re-elaborating (oral, written) information, specific Lexus.
Key words put on board during discussion
1) Brainstorming - work with a partner/small group and list everything you associate with or know
about. Use the questions below to help you start discussing and then put all your information together
with the rest of the class
Empire – Imperialism – Colonialism - Colony – Slavery - Slave Trade
In this module you are going to look at one particular period of colonial and imperial development:
the one in the late 19th century when European countries, in particular Britain, expanded
A) DEFINING IMPERIALISM
Aims: define imperialism - put it into its historical context - distinguish it from colonialism
1) INFORMATION GAP EXERCISE
Pair work Photocopy the two texts below: give one student the information about Imperialism, and
the other about Colonialism. Tell them not to let their partner see their text. Students should ask and
answer the questions below and together fill in the table with the information required.
CUT HERE] ---------------------------------------------------------------------------------------------------------Student A
COLONIALISM
Colonialism, colonial expansion by European powers, really began with the occupation and
conquest of North and South America in the 16th and 17th centuries and continued up until the
mid 19th century. It was a slow process. Colonialism was based on economic penetration and
control of limited areas by trading companies who settled enough land to be able to protect the
colonists’ commercial (trading) interests and strategies; they did not try to take political control
over large areas.
CUT HERE -----------------------------------------------------------------------------------------------------------
Student B
IMPERIALISM
Imperialism really began between 1870 – 1914 when the most powerful national states in Europe
started a very fast, world wide process of expansion mainly carried out by means of military and
political conquest often supported by Governments. Imperialist expansion was like a race to take
direct control over whole (often huge) areas, even when there was no clear economic benefit or
advantage for the conquerors.
a) When did Colonialism / Imperialism really begin?
b) Which areas did it affect at first?
c) Who was colonising?
d) How fast did it spread?
e) How large were the areas it affected?
f) Why did the European countries occupy these areas?
g) Did the imperialist country’s government control the territory directly or indirectly?
BEGAN
a) When?
b) Where?
c) Who?
d) Speed of process
e) Size of Areas
f) Reasons for
occupying
g) Type of control
COLONIALISM
From 16th century on
The Americas and Caribbean
European Countries
Very Slow
Small–just enough for trading
Trade and commerce: protect
the colonists’ commercial
interests and strategies.
Traders / merchants with some
government support (indirect)
IMPERIALISM
Between 1870 – 1914
Worldwide - Asia and Africa
European Countries
Very fast, a very fast race
Huge areas - world wide
Expansion for political &
military reasons as well as
trade
Direct government control
2) With your partner, decide which of the following is a characteristic of imperialism and which of
colonialism. The first one has been done for you.
I) It was a very rapid process of conquest: Imperialism
II) Expansion took place for economic commercial reasons only: Colonialism
III) There was direct Government intervention in the conquest of new territories: Imperialism
IV) Large areas of land were appropriated (taken over): Imperialism
V) Small areas, just enough for commerce, were usually directly controlled by traders: Colonialism
VI) Slow penetration into specific areas: Colonialism
VII) Worldwide expansion: Imperialism
3) Pair work: definitions:
Colonialism: (suggestion) Expansion by European nations took place for economic commercial
reasons only (II) Small areas just enough for commerce, were usually directly controlled by
traders (V) the process was slow (VI).
Imperialism:(suggestion) was a very rapid process of conquest (I) by European nations, there was
direct Government intervention in the conquest of new territories (III) and large areas of land
were taken over (IV) all over the world (VII)
(II) HISTORY OF THE BRITISH EMPIRE before 1914
Skills focus: speaking; reading and re-elaborating (oral, written) information, specific Lexus.
It would help to have a map of the US (modern is fine) for students to refer to as they read
The Old Empire - part 1 - 1600-1770
1) INDIA (1600) (N. AMERICA) Virginia (1606)
b) 1624
c) Who occupied where?
Europeans Areas of occupation / settlement in North America and the Caribbean
BRITAIN
Newfoundland, Nova Scotia - from near there wide coastal strip until
the north of today’s Florida. Jamaica, the Barbados, Bermudas and
most of the small islands between the Virgin Islands and Trinidad
FRANCE
S. Dominique, and a few of the small islands in the archipelago
running south from the Virgin Islands
HOLLAND Curacao
SPAIN
Florida and most of the rest of the Caribbean area
d) Trade in sugar and tobacco produced on
the plantations and trade in slaves to work
on the plantations.
e) Look back at question c) and choose a
colour for each European Country - Britain,
France, Holland and Spain –
The northern boundary of East Florida;
The
boundaries of the 13 colonies and Nova
Scotia
The French boundaries with FRANCE
written in already.
NO other place or country names on the
map except: Virgin Islands and Trinidad
KEY 4 countries: Britain - France Holland – Spain
What about in the rest of North
America?
Where were Spain, France and Britain in North America during the 16th and 17th
centuries?
1) Task: You need a map of North America today, use it to draw a sketch map of the North American
Continent. Read the passage below and find the States and cities that have been underlined on your
map and answer the questions in the text as you read. Note where they are on your sketch map.
a) ENGLAND / BRITAIN
b) ENGLAND / BRITAIN
c) Lincolnshire - ENGLAND / BRITAIN
d) FRANCE
e) HOLLAND
f) BRITISH
g) SPAIN
h) SPAIN
THE ATLANTIC SLAVE TRADE
Pictorial brainstorming . encourage students to talk about the pictures
no:
From?
Caption
7
Poster for a Sale of Slaves in Charleston (N. America)
A
3
The wooden Yoke used to tie slaves to each other in the coffle
F
1
A slave coffle (group of captive slaves) West Africa
D
9
Branding irons used by slave owners to mark their slaves.
E
6
Loading Slaves for transportation
D
8
Diagram showing how to load a cargo of slaves
C
5
Slave Auction, Christiansburg, Virginia, 1850s
B
4
An Advertisement for a slave auction, some as house servants (Giorgia)
A
2
A Coffle, in the jungle (Nigeria)
D
no:
1
2
3
4
5
6
7
8
9
Caption
A SLAVE COFFLE (Group of Slaves) West Africa
A Coffle, in the jungle (Nigeria)
The wooden Yoke used to tie slaves to each other in the coffle
An Advertisement for a slave auction, some as house servants (Giorgia)
Slave Auction, Christiansburg, Virginia, 1850s
Loading Slaves for transportation
Poster for a Sale of Slaves in Charleston (N. America)
Diagram showing how to load a cargo of slaves
Branding irons used by slave owners to mark their slaves.
1) Complete the diagram below putting in the missing information about the most important cargoes
carried in merchant ships at each stage of their three way journey.
TRIANGULAR TRADE: [
NORTH
AMERICA
Tobacco & Cotton (raw materials)
Slaves
BRITAIN
&
EUROPE
Sugar & Tobacco
Manufactures
etc.
CARIBBEAN
AREA
AFRICA
Slaves
2) Pair work Take turns asking and answering the questions (on the left in italics) and finding the
answer (right in bold)
ANSWERS: (1-E) - (2-B) - (3-F) - (4-H) - (5-A) - (6-D) - 7-G) - (8-B)
3) Now read on and underline the reasons Europeans involved in slavery and slaving gave to explain
why the Slave Trade was natural and right and maybe even a good thing for the slaves!
THE JUSTIFICATIONS: Europeans justified slavery in many ways, by saying that Africans were
different, so not really human; that they were ‘inferior humans’, they didn’t have the same feelings and
were not “civilised”, so it was right and natural for “superior” humans (like the Europeans) to use these
inferior people to serve them. Some even said it was good for these inferiors, that slavery was for the
slaves’ benefit, as it gave them the chance to become Christians and thus to be saved!
Complete the following
a) Europeans argued that slavery was alright because: Africans were not really human;
They didn’t have the same feelings as Europeans, they are inferior humans, they are not
civilised and it is right and natural for superior humans to use these inferior people to
serve them.
b) Slavery was good for Africans because: it gave them the chance to become Christians and
thus to be saved!
4) Cloze
in 1833 – has - in 1848 - third - passed laws - by the mid-1800s
- first - in the British Empire - in 1794 - has not - eight France was the first European country to abolish slavery, in 1794, but re-started it eight years later and
only stopped it completely in 1848. In 1833 Britain passed the third and last anti-slavery Act which
gave all slaves in the British Empire their freedom. All European nations had passed laws abolishing
slavery by the mid-1800s. The Atlantic Slave trade has ended but Slavery has not
The Old Empire - part 2 - 1770-1870
1) subtitles
Para 3: ONE SOLUTION
Para 1: THE UNITED STATES OF AMERICA IS FOUNDED
Para 4: ANOTHER SOLUTION
Para 5 BREAK UP
Para 2: BRITAIN HAS A PROBLEM
2) Work with a partner and answer the questions below. Find the information in the texts then check
your answers with the rest of the class
a) 1624
b) Sugar, tobacco, slaves
c) It is now called New York
d) France, Spain and Holland
e) Yes a lot, Britain had to spend a lot of money protecting her interests there.
f) She lost the American colonies. Independence.
g) (1783) ended the American war of independence, founded the U. S. A
h) INDIA
i) AUSTRALIA
j) NO, initially it was a convict colony
k) One by one the colonies of settlement (except the West Indies), had been granted selfgovernment, although they remained part of the Empire and subject to the British
Sovereign (Queen Victoria at the time). This split the Empire into two: the dependent
empire, under direct rule from London; and the self-governing settlement empire.
l) (Open Answer)
Exercise 3 is a recapitulation / revision exercise building on the revision done in ex 2
Check answers with all the class and (TEACHER) fill in missing information.
3) Pair work: question and answer: West Indies and Settlement colonies;
WHAT WAS “DIFFERENT ABOUT THE WEST INDIES?
WEST INDIES
CANADA (C) - AUSTRALIA (A) - N. ZEALAND (NZ)
POPULATION
A The Carib tribes who were wiped
out by disease and overwork Slavery
B They came from Britain (NL, F, E)
C They came mainly to trade, and
then settled and organised
commercial production
(plantations) of sugar, tobacco,
cotton (N.A.) mainly for the British
market.
D Set up trading posts, or took over
land and organised plantations;
used the local population as labour.
Towns, communities, cities (Ports)
developed
E Europeans usually chose, but large
group of the colonising population
were African slaves who did not
choose to go there
F The Slaves were numerically the
largest group of “colonists”.
C - Native North American, A -Aborigine, NZ –Maori:
almost wiped out, dispossessed and put into restricted areas
C – Britain & France; A – Britain, NZ -Britain
Settlers mainly wanted land to live on. Commercial farming
only developed later. Some traders went, obviously, but it
was not the prime reason for most.
C, A, NZ: took over areas of land but rarely found labour
from among the local population mainly relying on their own
and other settlers labour.
Most chose to, but it was often a forced choice, escaping
poverty - a search for a better life / opportunities - (not in the
case of convicts)
European settlers were the most “powerful” group even if not
the largest.
ECONOMY
G
H
I
J
Sugar, Tobacco
Plantations
Important
A military naval presence in the
area but mainly to protect trade
K
Different in many ways, the
dominant minority who tended
keep themselves very separate and
maintain certain values (esp. about
slavery) that were already being
questioned and challenged in
Britain.
Wool, cereals, minerals, gold, opals etc.
Commercial Agriculture, mining
Increasing in importance
A way of solving the social problems resulting from poverty
during the Industrial Revolution; of easing population
pressure, of ensuring a supply of agricultural products to the
industrialised nations
Very similar. They would maintain the basic values and
beliefs of their country of origin, even though the physical
environment often meant changes in gender roles – women
had to be given more autonomy – these countries were the
first to give women the vote ( 1893 - New Zealand ; 1902 –
Australia) Also the settler’s common cultural origins often
helped them to bond, to unite and survive by co-operation
SUGGESTION: If, during the feedback discussion students do not report all the information given in the answer
table above, it could be because it is not always directly in the texts (underlined in the answer suggestions
above) and they may not be able to infer. This information will need it to be given directly by the teacher. If it is
information they have had, but do not remember, perhaps try eliciting before telling directly.
The New Empire - 1870–1914
It would help to have a map of the WORLD (modern is fine) for students to refer to as they read.
1) Answer the questions.
A) The European countries were scrambling, fighting, and arguing, to see who could own and
control as much territory as possible as fast as possible in Africa. A “race”.
B) Britain, France and Germany
C) To try to sort out the disputes over who owned what.
TIMELINE BRITISH OCCUPATION OF AFRICA: date of first settlement / conquest
Gambia
1618 Egypt**
1882 Zanzibar
1890
Gold Coast
1650 Nigeria
1884 Uganda
1890
Sierra Leone
1787 Somaliland
1884 Nyasaland (Malawi)
1891
Cape of Good Hope*
1806 Bechuanaland***
1885 Ashanti (Ghana)
1896
Natal*
1824 Zululand *
1887 Sudan
1899
Lagos (Nigeria)
1861 Br. East Africa
1888 Orange Free State *
1900
Basutoland (Lesotho)
1868 Rhodesia****
1888 Transvaal/Swaziland* 1900
KEY
*
**
***
****
Today all part of South Africa
Egypt: was under British military control after 1882 and ruled jointly with the
Egyptian government in Sudan after 1899. Egypt became formally a part of the
British Empire in 1914 when the Ottoman Empire collapsed.
(Botswana)
(Zambia and Zimbabwe)
Source: Encyclopaedia Britannica 1911, Vol. IV, p.607. Gutenberg Project: http://www.gutenberg.org/etext/19699
2)
a)
b)
c)
d)
e)
f)
g)
h)
TRUE / FALSE STATEMENTS
TRUE 1618
TRUE This was the slave coast
FALSE it was after the conference that she really began to expand.
TRUE
TRUE (Cape of Good Hope) 1806
FALSE These were among the oldest colonies
TRUE
TRUE
3) Underline the names of the countries in the British Empire and the dates they were taken over.
Straits Settlement (1786) (Malaysia area today); The Federated Malay States (1874);
parts of Siam (Thailand) (1909).
Hong-Kong
1841 North Borneo
1881
Sarawak
1888
Labuan
1846 Papua
1881
Brunei
1888
Fiji in (1874); Union, Ellice, Gilbert, Southern Solomon, Christmas, Fanning, Penrhyn, Suvarov
(1898); Choiseul, Isabel Is. (Solomon Group) (1899); Tonga and Niué (1900);
St Helena 1651 Turks & Caicos 1678 Pitcairn
1780 Mauritius
1810
Islands.
Island.
Virgin
1666 Falkland Islands 1765 Seychelles
1806 Ascension &
1815
Islands
Tristan da Cunha
Gibraltar (1704); Malta (1800); Cyprus (1878.
(III) THE BRITISH EMPIRE in 1913
Where was Britain in control in 1913?
Europe: UK, Ireland, Gibraltar, Cyprus, Malta; Aden
Australia, Canada, New Zealand,
Asia: India (which includes what is now Pakistan), Ceylon (Sri Lanka today) Burma (today Myanmar),
Malaya, Singapore, Hong Kong, Sarawak, New Guinea
Pacific islands Fiji, Tonga, New Hebrides, Solomon Islands
Indian Ocean: Maldives, Mauritius, Seychelles, Andaman Islands, Cocos Islands
Atlantic Ocean: Ascension Is. St Helena, Tristan da Cunha.
Africa: Gambia, Gold Coast, Nigeria, Sierra Leone, Northern Rhodesia, Southern Rhodesia (today’s
Zimbabwe and Zambia), Nyasaland (today’s Malawi), British East Africa (today Kenya) Uganda,
Egypt, Sudan, British Somaliland, South Africa (today’s borders).
West Indies: Bermuda, Bahamas, Grenada Trinidad Jamaica Barbados Grenada
Central America: British Honduras
South America: British Guiana, Falkland Islands.
(IV) INTERPRETATIONS OF IMPERIALISM
Brainstorming: for recapitulation and revision.
1. NATION AND EMPIRE
1) Match the first part of the sentence (in column A) to the correct ending in column B
. [1 ] [G] - [2 ] [E ] - [3] [B ] - [4 ] [C] - [5 ] [J] - [6 ] [H] - [7 ] [D] - [8 ] [I] - [9 ] [A ] - [10 ] [F ]
2. HISTORIANS
1) Circle the correct answer:
a) Historians do / do not have difficulties analysing imperialism.
b) There is /isn’t always enough data.
c) Historians do / do not always look at things in the same way.
d) A Historian’s past life experience affects / does not affect his/her point of view.
e) The reason why a historian is studying something will / will not affect their point of view.
f) Historical events are a mix of many factors which does / does not make it easy for historians.
2) Write a short explanation, in your own words, of why historians may have problems analysing
Imperialism. Use your answers to the exercise above. Choose from the linkers below to join your
sentences.
Firstly – secondly - thirdly ...- because – (and) then – moreover –
furthermore – not only ... but also – as well as – last but nor least – and
Historians have problems analysing Imperialism because: (suggestion)
b) Firstly, there isn’t always / often isn’t enough data; c) secondly, historians do not always look
at things in the same way d) because their past life experience will affect their point of view.
Furthermore /moreover; so will the reason why they are studying the topic. Last but not least,
historical events are very complex and this does not make it easy for them either.
3) Top down TD, Bottom up BU and General G: which box gives which point of view?
Colonists’ (not
British Govt)
point of view
BU, G_
Imperialist’s
point of view
International
point of view
TD & G
G
Colonised
population’s
point of view
BU & G
3. INTERPRETATIONS OF IMPERIALISM
As you read the first paragraph, find definitions of the following and copy them in here:
1
)
2
)
3
)
4
)
Liberal
Capitalism
Protectionism
where there was no government control of the economy
Monopoly
firms were getting large and powerful enough to control prices etc
Finance Capital
people were lending money world-wide and earning by charging interest
governments were protecting industries
1) Work with a partner: check your answers with the rest of the class.
Link the people to the things they would have said or argued: one has been done for you (Lenin):
J. A. Hobson
“imperialism as a
process is linked to
the development of
finance capital and
to the need to
encourage
investment.”
“imperialism is an
irrational instinct
to dominate and is
the exact opposite
of Capitalism”
J. A. Schumpeter
WHO SAID WHAT?
“changes in
Capitalism were
due to the
international
expansion and
power of
monopoly capital”
“by opening up
new markets,
imperialist
conquest was the
first important
step towards
economic
‘globalisation’”
“Imperialism was the result of changes in
Liberal capitalism”
“in the colonies as often the imperialists were
reacting politically and militarily to what was
happening there”
R. Hilferding.
Eric Hobsbawm
“interpretations
of imperialism
are too
Eurocentric, and
should look
more at what
was happening
in the colonies”
V. I. Lenin
David Fieldhouse
2) Which aren’t economic explanations? Both Schumpeter and Fieldhouse offer non directly
economic explanations, Schumpeter bases his explanation on irrational instinct to dominate and
Fieldhouse both social and military factors can explain imperialism.
(V) ECONOMIC IMPERIALISM
SKILLS Reading and interpreting tables and graphs; organising and re-elaborating data.
1) Pair work and class discussion
a) Right or wrong? Check your answers with the rest of the class.
A – YES B - NO C – YES D - YES
2) Descriptions of graphs: Fill in the missing percentages as you read. One has been done.
(1) UNITED STATES
After 1830, when 9 % of all British foreign investment went to the United States, there was a steady
rise in the percentage of Britain’s financial investment going to the area. In 1854, 25%, one quarter, of
Britain’s overseas investments went there. The amount of British investment in the US continued to
increase but more slowly until 1870, (27%) but from then on declined between until 1914 when only
21 % of British foreign investment went to the US.
(2) BRITISH EMPIRE DOMINIONS
In 1830 there was little if any investment in this area, only 2%, although it more than doubled in the
second period and, by 1854, 5% of British foreign investment was going to the area it was still not
much. But in the third period shown, the percentage of British investment in the Dominions accelerated
rapidly and jumped from 12% in 1870 to 37% at the end of the period.
(3) LATIN AMERICA
UK investment fell steadily after 1830 when it was 23%. By 1854 it had decreased only 15%, of
Britain’s and by 1870 it had dropped to 1870 11%. After 1870, it began to rise again slowly but
steadily until 1914 when the area was receiving 18% of British total foreign investments.
Going up
Going down
Other
to rise (rose
risen)
to increase
fell (fall fell
fallen)
to decline
to drop
to decrease
to accelerate
to jump
Describing how
it was moving
rapidly
slowly
steadily
a steady rise
more slowly
accelerated
Quantity,
amount
more than
doubled
(to double)
little if any
not much
the
percentage
Time
After (date);
Before (date)
Until (date)
From … to
Between... and
By the end of
4) Pair work: with your partner write similar descriptions of the graphs below: put in the percentages.
(4) BRITISH EMPIRE INDIA - (suggestion) little, if any, investment before 1854 but a sharp rise
after, which peaked in 1870 and began to fall off from them on and, in 1914, had dropped to less
than half of what it had been at its peak.
(5) OTHER REGIONS - (suggestion) little, if any, investment in 1830. Investment only really
began after 1854 and then rose slowly until 1914.
(6) EUROPE - (suggestion) Steady decline in the percentage of British investment in the area
from 1830 on, which accelerated between 1854 and 1870, continuing to fall, but a little less
sharply, until 1914.
5) Read out your descriptions to students near you, but don’t say the name of the area. See if they can
tell you which area you are describing.
FLOW OF BRITISH FOREIGN INVESTMENTS 1830–1914
1) Re-organise the data in (Table 1) into the chart below to show the countries in descending order
(highest – lowest) of rank (R) according to the percentage of investment they were receiving in each
year shown. 1830 has been done for you.
R
1830
%
1854
%
1870
%
1914
%
1st Europe
66 Europe
55 United States
27 B.E. Dominions 37
2nd Latin America
23 United States
25 Europe
25 United States
21
rd
3
United States
9 Latin America 23 B.E. India
22 Latin America 18
4th B.E. Dominions 2 B.E. Dominions 5 B.E. Dominions 12 B.E. India
9
th
5
Latin America 11 Other Regions
9
6th Other Regions
3 Europe
5
T
110
260
770
4,107
KEY: R = rank (1st, 2nd, 3rd …); B.E. = British Empire; T = Total invested £ (pounds) million
2) Try adding investment in the British Empire Dominions and British Empire India together
1870
1914
st
1
British Empire 34% British Empire 46%
2n United Stares
United Stares
d
3rd Europe
Latin America
th
4
Latin America
Other regions
5th Other regions
Europe
a) No, it was the British Empire
b) Yes, Europe was now 3rd
c) Yes Europe was now 5th and Latin America had consequently, moved up one place.
3) Complete the sentences Europe has been done. (Suggestions):
EUROPE was in 1st place in 1830 and 1854, but its share had fallen sharply by 1870 (55% - 25%) when
it was in 3rd place. By 1914 it was in 5th and last place.
UNITED STATES There was little change. In 1870 it was in second place and in 1914 too.
BRITISH EMPIRE (India and Dominions) Added together these make the British Empire the largest
recipient of financial investment both in 1870 and 1914,
BRITISH EMPIRE (India) In 1870 India was receiving a lot of investment (22%) by 1914 it had
fallen considerably.
BRITISH EMPIRE (Dominions) From the lowest in 1830 by 1914 this area was receiving almost
twice as much as any other area
LATIN AMERICA In 5th place in 1879 and in 3rd place in 1914, funds had started to flow back into
the area from Britain.
OHER REGIONS Investment more than tripled (3% - 9%) between 1870 and 1914
UK EXPORTS AND IMPORTS 1870 – 1913
1) Look at the chart and table UK Exports and Imports between 1870 and 1913, and do the tasks
below.
2) Complete the following sentences, and then make three statements about British trade between 1870
and 1913 using the information in the table and chart
a) Between 1870 and 1913, UK trade (exports / imports) rose steadily overall even though there were
fluctuations from year to year.
b) By 1913, exports had risen to 525,500 (£ million) from the 1870 figure of 199,660 (£ m.). Imports
rose from 304,810 (£ m.) in 1870 to 769,340 (£ m.) in 1913 the gap was fairly constant.
c) This means that the UK was spending more abroad than she was earning from the export of goods
and services. MAKE Three statements
d) Compare your statements with others in your class. See how many things you can say about
Britain’s imports and exports in the years between 1870 and 1913.
(VI) CULTURAL IMPERIALISM
1. Imperialism and westernization
2. Popular imperialism in Britain (Text and Documents)
3. Images of Imperialism (Cartoons and Advertisements)
1) What does the title of this section mean? What is Cultural Imperialism? Dictionary definitions
2) Which definitions? Cultural - 2 and culture - 2a. and 2b. imperialism / imperialist - 1 and 2
cultural adj 1 relating to music, literature, and other arts: London is still very much the cultural
capital of the country * The country enjoys a rich and diverse cultural life * - culturally adv: The
two cities are culturally very similar 2 relating to the culture of a particular group, country or society:
an improved understanding of ethnic and cultural diversity * respect for racial and cultural identity
* the cultural traditions of our society * a misunderstanding that was cultural rather than
intellectual
culture noun 1 activities involving music, literature and other arts: If you’re looking for culture then
Paris is the place for you * Britain’s literary culture 2 a set of ideas and beliefs and ways of behaving
of a particular organisation or group of people: The two firms have different corporate cultures *
some organizations encourage a culture of secrecy 2a. a society that has its own set of ideas, beliefs
and ways of behaving: people from different cultures * ancient cultures 2b. a set of ideas, beliefs and
ways of behaving of a particular society: societies that share the same language and culture *
exposure to Western culture through literature and music 3 science a group of bacteria or cells that
have been grown in a scientific experiment: a collection of animal cell cultures 3a. science the
process by which a group of bacteria or cells are grown in a scientific experiment: tissue culture
imperialism noun 1 the actions of a powerful country that tries to take control of other countries,
often using military force 2 the actions of a powerful country that tries to gain control or influence
over the economic political and social life of weaker countries: Opponents see globalization as a
form of economic imperialism.
imperialist noun 1 imperialist or imperialistic wanting to take control of other countries: imperialist
tendencies 2 adj relating to imperialism
Advanced Learners Dictionary, Macmillan Education, ISBN 0 333 96668 6
Cultural imperialism is (3) when one nation imposes its culture or language on another. (3) Usually a
large, economically or militarily powerful nation will impose its culture on a smaller, less important
nation. This cultural imperialism (4) can take the form of an active, formal policy or a more passive,
general attitude. Thus it can refer to (4) either forcing a subject population to conform the dominant
culture (stopping them using their language or practising religious, traditional rites and ceremonies,
etc.). It can also be (4) a voluntary act, by an individual, from the subject population, carried out
because the less powerful subject gets some advantage from absorbing the other culture. (5) It is a very
general term, perhaps, some say, too general. It is often used in a negative sense.
3) cultural imperialism: is + when one nation imposes its culture or language on another; + Usually a
large, economically or militarily powerful nation will impose its culture on a smaller, less important
nation
4) + can take the form of an active, formal policy or a more passive, general attitude. + forcing a
subject population to conform; + a voluntary act, by an individual
5) + It is a very general, (perhaps too general, term)
CLASS DISCUSSION – decide on a definition of imperialism together
1 Imperialism and westernization
Skills focus: speaking; reading, interpreting images
1) Decide whether the following statements are true or false and explain why
a. TRUE In the dependent countries only the native elites were really affected.
b. TRUE many (of the elite) would send their sons to England to be educated. These young people
became westernised,
c. FALSE it made it easier later on for these westernised people to lead the struggle for independence in
their country d. Gandhi strongly opposed westernization FALSE He was himself westernised, a native
Indian, a Hindu, and also a western-educated lawyer.
e) TRUE A) they had their own native culture and its values and beliefs to refer to; B) they knew how
the British would react better than the British could know what they would do
2 Popular imperialism in Britain
1) Brainstorming: before reading think about popular culture in Victorian times in Britain:
Popular culture is the types of entertainment in those days?
Musical evenings at home; singing, Music Hall ((variety theatres), Theatre, Opera, Concerts,
dancing, restaurants, public houses (pubs); playing cards, reading novels; reading magazines;
playing Charades (a game in which you can only use actions and movements to help the other
players guess a word or phrase); going to lectures …
Towards the end of the nineteenth century there was increased enthusiasm for Empire among the
ordinary people of Britain which MacKenzie, (1984, 1986) called popular imperialism.
Popular culture was often used a means of promoting the values and beliefs of Imperialism, of
spreading popular imperialism by influencing public opinion (A) so the population would accept and
even support government imperial policies.
Promotion started (C) in schools, where British (D) school children were encouraged to feel proud that
they were part of a nation which ruled the world's largest empire ever. The Public Schools (private
schools for the rich) with their emphasis on Character, Manliness, and Sport, (E) taught the future
leaders of the Empire. In State Schools too, (D) children were taught ‘facts’ about the Empire that
supported the idea that there were no problems, that (B) imperialism was good for everyone.
There were direct and indirect references to Empire everywhere, (C) in Church, with hymns referring
to doing God’s work in the Empire; in literature, the imperial romances of H. Rider Haggard, Robert
Louis Stevenson and Rudyard Kipling were all widely read and usually showed (B) imperialism as a
noble, civilising endeavour; something which was (B) good for the natives.
Popular imperialism extended to activities and organisations that taught (B) discipline and a sense of
duty to (D) young people. (C) Many organisations were run on (B) military lines, for example the
(C) Boy Scouts (1907) were founded by Lord Robert Baden-Powell, who “drew directly on his own
imperial experiences in shaping the group's ethos, activities and uniform” (Rosenthal, 1986;
Springhall, 1977).
The Salvation Army was an (C) evangelical organisation, it too was organised on (B) military lines. It
did a lot to help people in need both in Britain and overseas, often migrants, in the Empire.
And then there were (C) exhibitions, and (C) international trade fairs, to give people visual images of
the Empire and the dramas and emotions of imperial conquest were also shown on stage to entertain
them in (C) Theatres and (C) Music Halls.
The more extreme public expressions of (B) patriotism even got their own name: 'Jingoism' which was
used to describe people’s (F) aggressive assertions of national pride and power, the firm belief in
British superiority.
Like many, J. A. Hobson believed the music halls and the (C) press manipulated the patriotic emotions
of the public and corrupted the democratic process. He called Jingoism an explosion
“of national hate [and] a primitive passion [ which], among large sections of the middle and labouring
classes, the music-hall, and the public-house (pub) […] are a more potent educator than the church,
the school, the political meeting, or even than the press [and ] served to glorify brute force and an
ignorant contempt for foreigners”.
J. A. Hobson, The Psychology of Jingoism (London: Grant Richards, 1901), pp. 2-3.
2) Pair work: underline information in the text answer the questions. Share answers with the class.
A. so the population would accept and even support government imperial policies.
B. imperialism as a noble, civilising endeavour; discipline and a sense of duty, militarism,
patriotism, national pride and power, the firm belief in British superiority.
C. in schools; in Church; in literature; Youth organisations; Evangelical organisations; Theatre;
Music Hall; exhibitions; international fairs; the press.
D. school students, young people, ordinary people,
E. the future leaders of the Empire.
F. aggressive assertions of national pride and power, a firm belief in British superiority.
Imperialism as Racial Destiny
Rhodes said “[...] (A) we are the finest race in the world and (A) the more of the world we inhabit the
better it is for the human race. Just fancy [how it would be better if] those parts that are at present
inhabited by (B) the most despicable specimens of human beings [...] were brought under Anglo-Saxon
influence [...].
I contend that (C) every acre added to our territory means in the future birth to some more of the
English race who otherwise would not be brought into existence. [. . .] (D) Africa is still lying ready
for us it is our duty to take it. [...] (C) more territory simply means more of the Anglo-Saxon race, more
of (A) the best the most human, most honourable race the world possesses.
Cecil Rhodes, 'Confession of Faith', 1877
1) Underline:
A) Anglo Saxon race: we are the finest race in the world; - the more of the world we inhabit the
better it is for the human race - every acre added to our territory means in the future birth to some
more of the English race – the best the most honourable race the world possesses.
B) non Anglo Saxons. the most despicable specimens of human beings
C) Anglo Saxons - a lot of territory. every acre added to our territory means in the future birth to some
more of the English race - more territory simply means more of the Anglo-Saxon race
D) Africa is still lying ready for us it is our duty to take it.
Imperialism Social Darwinism
Benjamin Kidd saw imperialist expansion as a natural process that could not be stopped: He said
“When a superior race comes into close contact and competition with an inferior race, the result seems
to be much the same, whether it is arrived at by the rude method of wars of conquest, or by the silent
process which we see at work in Australia, New Zealand, and the North American Continent” ,[…] The
Anglo-Saxon has exterminated the less developed peoples with which he has come into competition
even more effectively than other races have done in like case; not necessarily indeed by fierce and cruel
wars of extermination, but through the operation of laws not less deadly and even more certain in their
result . The weaker races disappear before the stronger through the effects of mere contact.”
Benjamin Kidd, Social Evolution, (New York: Macmillan, (1894) p. 46
1)
Discuss the following quotations with your partner and then with the rest of the class:
A)
“The Anglo-Saxon has exterminated the less developed peoples with which he has come into
competition”. What does “less developed” mean to you? Did Rhodes mean the same do you think when
talking about countries? Do you think Rhodes meant the same thing? (Open Answer)
B)
the “silent process: European settlers spread and taking land, killing, gun, disease, and
starvation, pushing native peoples onto reservations, not always through war
C)
a) “The weaker races disappear” Yes it true to a large extent
b) Why did the Caribs disappear? killed, starved, overworked and through disease
c) And North American Indians? killed, starved, through disease, put onto reservations
D)
(Future) PROJECT: Find out about North American Indians, Maoris (NZ) and Aborigines in
Australia today. Report back to the class.
What were State School students being told about Africa in the early 1900s?
Read her notes, then do the tasks below with your partner.
1) What sort of picture do her notes give us of life in this area of Africa positive or negative?
POSITIVE POINTS
rich in cattle; both are excellent cattle-rearing countries;
land is admirably suited for agriculture; railway is being
built (2 of them); Salisbury in telegraphic communication
with the Cape; Telegraph to connect Cape Town & Egypt;
Salisbury 33 days travel from London.
NEGATIVE POINTS
Transport: at present done
by ox-wagons;
2) positive: technological progress is everything; economic success; how good the place is for
Europeans; the fact it is only 33 days from London could even be seen as an attempt to encourage
people to emigrate
3) Point of view: colonist
4) Main industries? Cattle rearing, mining and railway construction
5) Means of communication being developed? Railways and Telegraph
6) Who administers? British South African Company
7) What information was she given? Agriculture, mining, technology, the suitability of the climate
for Europeans, everything is “European”
8) What is said about the natives? NOTHING
9) Any criticism other view offered? NO A-critical
What was being said in literature?
1) Look at the first verse and underline all the phrases used by Kipling when he talks about the natives
and the colonists. Fill in the table and then write a brief description of each as if you were Kipling.
COLONIST
Best ye breed - bind your sons – send into
exile - serve / wait on your captives
NATIVE
(captives), fluttered, wild, new-caught,
sullen, half-devil, half child.
The colonists are _____________________________________________
The natives are _____________________________________________
2) These are the words of a popular Music Hall song of the time where people would join in the chorus,
singing together. Does it reflect the same ideas as and values as Kipling expresses in his poem? Is it
critical of Empire? What idea does it give you of a colonist (an “Empire builder”)? (Open answer)
Have you heard how centuries ago, boys
Young John Bull (1) all at once began to grow, boys
Learnt to walk and packing up his things
Broke away from Mammy's apron strings
Joined in the scramble, sailing far and wide
Building an Empire way beyond the tide.
Images of Imperialism
1) Before reading find the right definition for each of these words make sure you know what they mean.
1
catchword
2
symbol
3
association of ideas
4
set of beliefs
all the things people believe to be true, things they are
sure of and often do not question
the thoughts that come into your mind when you see a
symbol or an image or a word, what you associate it with
a word used and understood, to mean a particular idea,
or set of beliefs etc. that many people have
a picture or shape or object used to represent something,
interpretation of a symbol is culturally determined
2) Free association practise on figures/images
CARTOON
The Rhodes Colossus - Spanning Africa from Cape to Cairo
1) In pairs or small groups answer the following question (make notes) then
share your results with the rest of the class: a) b) c)
d) What do you know about the original Colossus of Rhodes?
The Colossus of Rhodes was a colossus of the Greek god of the Sun
Helios; it was erected on the Greek island of Rhodes by Chares of Lindos
between 292 and 280 BC. It is considered one of the Seven Wonders of
the Ancient World. Before its destruction, the Colossus of Rhodes stood
over 30 metres (107 ft) high, making it one of the tallest statues of the
ancient world. Traditionally it is depicted as having one foot on one side of the harbour entrance
and the other on the other side. Many engineers today say this would have been impossible and
that it was just a very big statue.
2) Why entitled The Rhodes Colossus, what associations? (Suggestion) Colossus of Rhodes,
powerful, protection, huge...
3) Work with a partner and describe the image
a) Describe Rhodes
• Wearing? Army uniform type clothes, army boots
• Associations? (S) violence war militarism
• Standing? On Africa, one foot on the Cape the other on Cairo
• Why^ (S) To show he is dominant
• What impression? (S) Giant, Force
b) Comment on the perspective from which the figure has been drawn
• First thing you see? An Army boot
• Associations? (S) Violence, Military, Occupation, Army
• Why important? (S) Because: immediately a feeling of fear, threat, domination ...
• Next closest object The handle of an axe in Rhodes’s belt
• Associations? (S) Violence, Occupation, pioneering Army
• Topee, association? (S) Empire, India, Tropics, Sun, Colonists, Safaris ...
• Rhodes holding? A telegraph cable (Cape to Cairo, remind students of the Victorian
school student text)
• Position of viewer important? YES very much so, the viewer is forced to look up at
Rhodes thus is themselves in a subordinate position and the “point of view” i.e.
perspective cannot be changed by the viewer. It adds to the feeling of supremacy,
power given by the image
4) Class discussion: What message have you understood?
5) Class discussion: Was the cartoonist pro or anti imperialist?
ADVERTISEMENT
The White Man’s Burden
1) BRAINSTORMING
2) Analyse the text underneath the image:
The first step towards lightening
The White Man’s Burden
is through teaching the virtues of cleanliness.
Pears’ Soap
is a potent factor in brightening the dark corners of the earth as
civilization advances, while amongst the cultured of all nations
it holds the highest place- it is the ideal toilet soap.
1
2
3
When was the advert being
published?
TEXT
a) Underline the key words and
phrases in the advert that refer to
Kipling’s poem and ideas.
b) How strong is the link between
the ad and the poem?
MAIN IMAGE
a) Describe the main character
A) Where is he?
Early 1900s
a) Lightening The White Man’s Burden - teaching
the virtues of cleanliness. - potent factor in
brightening the dark corners of the earth as civilization advances, amongst the cultured of all
nations - highest place
b) ()open answer) very strong
a) main character:
A) In a ship’s hold
B) What is he wearing?
C) What is he doing?
D) What do you think about him?
E) Would you like to meet him,
why?
b) Are there any symbolic objects?
c) What associations do you have
with these symbols?
F) Do you know his name?
G) Is he a stereotype?
4
FRAME
a) analyse the frame
top left:
top right:
bottom left:
bottom right:
b) What do you associate these
associate images with?
B) Tropical naval uniform type clothes
C) Washing
D) open answer
E) open answer
b) Porthole, Ship
c) Porthole - Far-seeing, open, forward looking
Ships, travel voyage, adventure
NO
Suggestion:: Not really, but he is a recognisable
“type”: white, male, vaguely military, very correct,
unemotional (no personal objects visible) etc.
a) frame
top left: a sailing ship, a cargo ship
top right: a sailing ship
bottom left: loading cargo in a busy port
bottom right: a kneeling native is paying homage to
the benevolent, standing colonist who is raising his
hand in kind benediction or maybe paying him. In
the background there is a flag flying
associate images with? Trade; travelling,
colonisation, expansion
3) Lightening has two meanings it could be
Lightening - as in make lighter, remove weight : Lightening - as in make paler, remove colour
Kipling wanted to convey? Either, Neither or Both.
Explain your choice to your partner. (Suggestions) Could it be: making the colonists’ burden lighter
by making the “darker” populations whiter? Or at least making them behave like whites and live
according to Europe‘s cultural rules. Cultural imperialism. It could mean that we must keep up
our European standards, cleanliness …, Godliness the possibilities are endless...
4) What sort of market, what sort of person do you think Pears’ was trying to reach and sell their
product to? Give reasons for your choice.
a) Working classes? Some would be aspiring to higher social status
b) Middle classes? By definition “aspiring”
c) Upper classes? Less likely to be influenced
d) Everyone / Anyone?
e) Colonists in particular?
f) Other: Lower Middle Classes: clerks, artisans ……..?
5) What does this tell you about popular opinion regarding Imperialism in the early 1900s? Was it seen
as necessary? As good? Or bad? Or some of each? Did people just accept and not ask too many
questions about what was going on? Did most people agree with Kipling’s view? Explain your ideas
and discuss them in class.
Kipling’s type of ideas must have been widely known and accepted, reflecting commonly held
beliefs - because otherwise an advertiser would not have risked using them and getting a negative
reaction.
Suggestion Find a painting or any other image of the period and ask the class to analyse it. The
chart or series of questions used in the Cartoon and the Advertisement above can be tailored to fit
any image.
ROUND TABLE DISCUSSION
Find out about one of the people listed below who lived at that time; their lives, their attitudes, their
beliefs and approach to Imperialism.
Edward Morel (journalist, anti-imperialist, active in the British Congo Reform Campaign)
Jules Ferry, (French Prime Minister)
The Kaiser (Ruler of Germany at the time)
American Anti-Imperialism League (a member or representative)
Dr David Livingstone (Scottish Missionary – explorer)
Henry Morton Stanley (U.S. Journalist – explorer)
Hermann von Wissmann. (German explorer and (1888) imperial commissioner for East Africa)
Pierre Paul François Camille Savorgnan de Brazza (French Naval Officer – explorer and …)
Lady Florence Baker (East European - British Traveller)
Mary Kingsley, (British Explorer, naturalist missionary)
King Leopold II of Belgium
Cecil Rhodes, (businessman, explorer, colonist)
Rudyard Kipling (British popular writer)
Mahatma Gandhi (in South Africa from 1893 – 1914 then India)
Joseph Conrad (British author – experiences in the Congo told in Heart of Darkness - 1890)
Lord Baden Powell (Founder of the Boy Scout movement, South Africa – Mafeking)
Salvation Army representative
And anyone else you can think of who lived in the period 1870 – 1914 who was involved in the
European Empires, in some way or another.
Take a role: choose to be one of these people and act as they would during a round table discussion
about aspects of Imperialism: Start from the supposition that
IMPERIALISM means PROGRESS (FOR ALL)
Useful websites:
Internet Modern History Sourcebook is a collection of public domain and copy-permitted texts for
introductory level classes in modern European and World history. Original writings etc. of many of the above
people can be found here (and lots of other resources for the classroom).
http://www.fordham.edu/halsall/mod/modsbook.html
Unimaps.Com (especially for information the explorers cited above see - Central Africa explored)
http://unimaps.com/cafrica-explored/index.html
Wikipedia: http://www.wikipedia.org/
For the 1911 edition of the Encyclopaedia Britannica –information on the British Empire - see: http://
www.gutenberg.org/etext/19699