Imperialism in Africa and India Free Essays

string(387) " local population would adopt the superior culture in order to become more like them †¢ Africans adopted French culture †¢ All schools, courts, and businesses patterned after French institutions †¢ In practice idea of assimilation abandoned †¢ French resided to indirect control †¢ Recognized African culture but saw it as inferior |Indirect Control |Direct control | |Local govt\." Section 1: A Scramble For Africa †¢ European nations needed to fuel industrial production †¢ Competed for new markets for goods and took huge interest in Africa †¢ Imperialism- Seizure of a country or territory by a stronger country o Occurred throughout most of Africa o Europe came in and dominated †¢ Mid 1800’s Africans divided into ethnic and linguistic groups †¢ Some converted to Islam and Christianity †¢ Most kept traditions and religion For 400 years African army able to keep Europeans out †¢ Until late 1800’s Europe only dominated coast of Africa †¢ Couldn’t navigate rivers †¢ Disease also kept them out †¢ Specialized trade networks †¢ Introduction of steam powered river boats allowed Europeans to dominate more of Africa’s interior †¢ Those who did get in were against slave trade †¢ People learned about Africa through their publications The Congo Sparks Interest: †¢ Dr. David Livi ngstone traveled with group of Africans into deep Africa to promote Christianity †¢ Several years past and people thought he was dead Henry Stanley went to find him and succeeded †¢ Stanley wanted to trace course of Congo River †¢ In 1879 and 1882 Stanley signed treaties with local chiefs of the Congo River Valley †¢ Gave King Leopold II of Belgium control of these lands †¢ Leopold II claimed wanted to abolish slave trade and promote Christianity †¢ Brutally exploited Africans by forcing them to collect sap from rubber plants †¢ About 10 million Africans died due to abuse In 1908 Belgian govt. took control of Congo away from king †¢ Congo 80x larger than Belgium †¢ This alarmed France because they had signed treated that gave them control of north bank of Congo †¢ Soon More European and Latin American countries began to claim parts of Africa Forces Driving Imperialism †¢ Industrial Revolution drove European countries to obtain m ore land †¢ European countries searched for more markets Europeans viewed themselves as the greatest nation and race †¢ Racism- the belief that one race is superior to others †¢ Social Darwinism- theory that those who were fittest for survival enjoyed wealth and success and were superior to others †¢ Non-Europeans on lower scale of cultural and physical development because didn’t make technological progress †¢ Europeans thought was their job to bring advancements to other countries †¢ European missionaries sought to convert lands to Christianity †¢ Hoped Christianity would bring end to evil practices like slave trade †¢ Also wanted to civilize lands Factors promoting Imperialism in Africa: †¢ European’s technological superiority †¢ Europeans had guns †¢ Europeans had steam engines that allowed them to control deep Africa †¢ Europeans had railroads, cables, and steamships that allowed them to communicate within colony and to controlling nation †¢ Drug quinine prevented Europeans from catching diseases †¢ Africa wasn’t unified due to diversity and wars fought between different ethnic groups Divison of Africa: †¢ Discoveries of diamonds and gold in south Africa increased European’s interest in conquering Africa †¢ All European countries became part of race Berlin conference divides Africa: †¢ Berlin Conference- 14 European nations who met to lay down rules for the division of Africa †¢ Competition between European countries †¢ Any country could conquer land but had to notify other European countries †¢ How Africans felt about it wasn’t a factor †¢ Didn’t pay attention to how ethnic and linguistic groups in Africa were distributed †¢ By 1914 only Liberia and Ethiopia were free from European control Demand for Raw Materials Shapes Colonies: †¢ During colonization Europeans believed Africans would buy their goods †¢ Only few Africans did this Businesses still needed raw materials †¢ Greatest wealth obtained from Africa was large mineral sources †¢ Congo contained copper and tin †¢ This nothing compared to diamonds and gold in south Africa †¢ Developed cash crop: peanuts, palm oil, cocoa, and rubber †¢ Replaced food crops needed by farmers to feed families Three Groups Clash over South Africa: †¢ Zulu chief, Shaka used highly disciplined warriors and good military organization to create large centralized state †¢ Shaka’s successors unable to keep control †¢ Zulu nation eventually fell to British control Boers and British Settle in the Cape: †¢ Boers- Dutch settlers (Boer=farmer in Dutch) who took African’s land and established large farms †¢ When British took control of Cape Colony there was clash over British policy of slaves and land †¢ Boers moved north in Great Trek to escape from British †¢ Started fighting fiercely with Zulu and other African groups whose land was getting taken †¢ When Diamonds and gold found in south Africa Boers tried to keep outsiders from gaining political rights †¢ British tried to rebel against Boers and failed Boers rose against British in Boer war †¢ The war was brutal (no mercy) †¢ Many black southern Africans also participated †¢ Many were captured and put in British concentration camps †¢ Britain won war †¢ Europeans made efforts to change political, social and economic lives of people they conquered Section 2: Imperialism: †¢ Imperialism of 18th and 19th century different than previ ous imperialism †¢ Europeans demanded more influence over all aspects of African lives †¢ Determined to shape economies to help benefit European economies †¢ Wanted people to adopt European customs Forms of Control: †¢ 4 types: o Colony- a country or territory governed internally by a foreign power o Protectorate- A country or territory with its own internal government but under the control of an outside power o Sphere of influence- an area in which and outside power claims exclusive investment or trading privileges o Economic imperialism- an independent but less developed country controlled by private business interests rather than other govts. We will write a custom essay sample on Imperialism in Africa and India or any similar topic only for you Order Now †¢ Also had direct and indirect control †¢ Britain and U. S. preferred indirect France and most other European nations preferred direct †¢ Indirect control: o Relied on existing political rulers o Rulers adopted British Authority o Rulers handled much of daily management of colony o Each colony had legislative council: ? Colonial officials ? Local merchants ? Professionals ? Colonial governor †¢ Direct Control: †¢ French and other European didn’t think Africans could run country †¢ Paternalism- the idea that the people in authority restrict freedoms to their subordinates for the subordinates’ good †¢ Gave them needs but not rights Europeans brought in own bureaucrats †¢ Didn’t train Africans in European methods of govt. †¢ Assimilation- the idea that the local population would adopt the superior culture in order to become more like them †¢ Africans adopted French culture †¢ All schools, courts, and businesse s patterned after French institutions †¢ In practice idea of assimilation abandoned †¢ French resided to indirect control †¢ Recognized African culture but saw it as inferior |Indirect Control |Direct control | |Local govt. You read "Imperialism in Africa and India" in category "Essay examples" fficials used: |Foreign officials brought in to rule | |Limited self-rule |No self rule | |Goal: to develop future leaders |Goal: assimilation | |Govt. institutions based on European styles but may have |Govt. institutions are based only on European styles | |local rules | | A British Colony: †¢ Britain gained control of southern Nigeria †¢ Some local rulers agreed to sign treaties of protection and accept British residents †¢ Others opposed intervention and rebelled against it †¢ British defeated rebellions †¢ Royal Niger Comp. gained control of palm oil trade over Niger River Delta †¢ In 1914 British claimed entire Nigeria as colony Managing the Colony: †¢ Nigeria culturally diverse †¢ Three main groups were: o Hausa-Fulani: ? Muslim ? Had strong central govt. o Yoruba Followed traditional religion ? Relied on chiefs for control o Igbo ? Same as Yoruba †¢ Didn’t have enough British troops to govern such complex area †¢ British resided to indirect control †¢ Worked well with Hausa-Fulani but not with other two groups †¢ Local chiefs of Yoruba and Igbo resented limited power African Resistance: †¢ Africans resisted European attempts to colonize †¢ But Europeans had more advanced weaponry †¢ Therefore, Africans didn’t succeed in most cases Unsuccessful Movements: There was resistance and resistance through religious movements †¢ Algeria’s almost 50 year resistance against France †¢ West Africa’s Samori Toure’s 16 year resistance against France †¢ African villagers resisted Germans in spiritual defense o Believed magic water would turn German’s bullets to water o 20 groups came together and fought against Germans o Fighters believed God and their ancestors would return to life and assist them o Over 75,000 Africans died o Twice that many Africans died in famine to follow o Germans shocked and passed some reforms Ethiopia: A successful Resistance †¢ Only African nation that successfully resisted Europeans †¢ Menelik II- became emperor of Ethiopia in 1889 †¢ Successfully played Italians, French, and British against each other †¢ Built up large arsenal of modern weapons he purchased from Russia and France †¢ Menelik II signed treaty with Italy while Italians were invading the country †¢ Menelik II declared war in 1896 †¢ Battle of Adowa was largest battle in history of Africa †¢ Ethiopians won and kept independence Legacy of Colonial Rule: †¢ Negative effects: Africans lost control of land and independence o Lost many people to disease and rebellion o Famine o Breakdown of traditional culture o Traditional authorities replaced o Homes and properties transferred o People lost jobs o Identity issues o Division of Africa o Unnaturally divided groups o No Unity †¢ Positive Effects: o Local warfare reduced o Sanitation improved o Hospitals o Schools o Lifespans increased o Literacy increased o Economic expansion o Railroads, dams, telephone, telegraph lines built in Africa o However, this only really benefited the Europeans Section 4: British Imperialism in India: †¢ Area controlled by East India Company grew overtime †¢ Both directly and indirectly governed southern India, Bangladesh, and territory along Ganges River in north †¢ British govt. regulated East India company †¢ Company ruled India without British interference until 19th century †¢ Had own army with British officers †¢ Sepoys- Indian soldiers †¢ Army was dangerous because could easily turn against British Britain’s â€Å"Jewel in the Crown†: †¢ Industrial revolution turned Britain into world’s workshop †¢ India supplied Britain with many raw supplies India’s 3,000,000 people also large potential market for British made goods †¢ India was â€Å"brightest jewel in crown† because it was the most valuable of all Britain’s colonies †¢ British made restrictions that prevented Indian economy from operating on its own †¢ Indians could only produce raw materials for Britain †¢ Indians were not allowed to compete with Britain British Transport Trade Goods: †¢ Railroad system built in India †¢ India became more valuable †¢ Most of raw materials transported included: o Tea o Indigo o Coffee o Cotton Jute o Opium †¢ Sold trade opium for tea from China †¢ Sold tea in England Impact of Colonialism: Negative impact on India: †¢ British held most of economical and political power †¢ British restricted Indian owned industries †¢ Many villagers couldn’t be self sufficient due to emphasis on cash crop †¢ Food production reduced †¢ Famine †¢ Racism †¢ Forced conversion to Christianity Positive impact on India: †¢ Had world’s third largest railroad system †¢ Railroad system united brought modern economy that India †¢ Sanitation and public health improved India modernized by railroads, telephones, telegraphs, dams, bridges, irrigation canals †¢ Schools and collages founded †¢ Literacy increased †¢ Idea cleared of bandits †¢ Local welfare amongst competing rulers The Sepoy Mutiny: †¢ British controlled most of India †¢ Believed British were trying to convert Indians to Christianity †¢ There was so much racism †¢ Nationalist idea emerged †¢ The Indians decided to rebel †¢ Gossip spread amongst sepoys that the cartridges of their new rifles were greased with beef and pork fat †¢ To use cartridges Indians had to bite off ends Cows were sacred to them and Muslims didn’t eat pork so they were very angered †¢ Soldiers who refused cartilages were imprisoned †¢ Next day they rebelled †¢ Sepoy Munity- rebellion of the Indian soldiers †¢ Uprising spread from Delhi to much of northern India †¢ British and sepoys tried to slaughter each others armies †¢ Took company more than a year to regain control of country †¢ Indians couldn’t unite against British due to weak leadership and conflict between Hindus and Muslims †¢ Hindus preferred British rule over Muslim rule Turning Point: †¢ After munity Britain took direct control over India †¢ Raj- British rule after India came under British crown during reign of Queen Victoria †¢ To reward many princes who stayed loyal to company during munity, Britain promised to respect all treaties they had with them †¢ Also promised that Indian states that were still free would remain independent †¢ Regardless, British gained control of free states unofficially †¢ Munity fueled racist attitudes of British Munity increased distrust between Indians and British †¢ Hindus and Muslims felt they were being ruined under British rule Nationalism Surfaces in India: †¢ In early 1800’s some Indians began demanding modernization †¢ Ram Mohum Roy, a modern thinking, well educated Indian began campaign to move away from traditional Indian practices †¢ Ram Mohum Roy believed that if practices weren’t changed India would continue to be controlled by outsiders †¢ Ram Mohum Roy’s writings inspired other Indians to press for social reforms and adopt western ways †¢ Nationalist feelings also began to surface in India Indians hated system that made them second class citizens in own country †¢ Made much less money than British workers Nationalist groups form: †¢ 2 nationalist groups formed: o Indian National Congress in 1885 o Muslim League in 1906 ? Focused on Indian’s concerns ? Wanted self government ? Divided in to Hindu and Muslim section ? Separation made it hard for them to unite in calling for independence ? In 1911 British regained control and divided them differently †¢ Conflict over Indian control continued to develop between Indians and British Key Terms: Imperialism- Seizure of a country or territory by a stronger country †¢ African goods: copper, tin, gold, diamonds, rubber, cocoa, palm oil, and peanuts †¢ Racism- the belief that one race is superior to others †¢ Social Darwinism- t heory that those who were fittest for survival enjoyed wealth and success and were superior to others †¢ Berlin Conference- 14 European nations who met to lay down rules for the division of Africa †¢ Shaka- was a Zulu chief used highly disciplined warriors and good military organization to create large centralized state in South Africa. His successors weren’t as successful †¢ Boers- Dutch settlers (Boer=farmer in Dutch) who took African’s land and established large farms †¢ Boer War- War between British and Boers over land and minerals in which British won †¢ Colony- a country or territory governed internally by a foreign power †¢ Protectorate- A country or territory with its own internal government but under the control of an outside power †¢ Sphere of influence- an area in which and outside power claims exclusive investment or trading privileges †¢ Economic imperialism- an independent but less developed country controlled by private business interests rather than other govts. |Indirect Control |Direct control | |Local govt. officials used: Foreign officials brought in to rule | |Limited self-rule |No self rule | |Goal: to develop future leaders |Goal: assimilation | |Govt. institutions based on European styles but may have |Govt. institutions are based only on European styles | |local rules | | †¢ India was â€Å"brightest jewel in crown† because it was the most valuable of all Britain’s colonies †¢ Indian goods: Tea, Indigo, Coffee, Cotton, Jute, and Opium †¢ Menelik II- became emperor of Ethiopia in 1889. He was the only one who was successful at preventing his state (Ethiopia) from being conquered. †¢ Sepoys- Indian soldiers †¢ Sepoy Munity- rebellion of the Indian soldiers †¢ Raj- British rule after India came under British crown during reign of Queen Victoria †¢ Ram Mohum Roy- a modern thinking, well educated Indian began campaign to move away from traditional Indian practices and bring nationalism †¢ Paternalism- the idea that the people in authority restrict freedoms to their subordinates for the subordinates’ good †¢ Assimilation- the idea that the local population would adopt the superior culture in order to become more like them †¢ How to cite Imperialism in Africa and India, Essay examples

Does being bilingual make you smarter free essay sample

Now, a new report has even found that being bilingual or even multilingual can very good for one’s health.The study was published in Proceedings of the National Academy of Sciences and reported in the Wall Street Journal. It found that people who know more than one language tend to be more attentive and are better able to multitask. They even tend to age better, mainly because they supposedly have sturdier, more resilient brains.â€Å"Because you have two languages going on in your head, you become very good at determining what is and is not relevant,† Dr. Dina Kraus, a Northwestern University professor who took part in the study was quoted as saying. â€Å"You are a mental juggler.†In fact, the story said, knowing at least two languages could make one’s brain better equipped to deal with the onset of dementia and could even delay Alzheimer’s disease by roughly four years. We will write a custom essay sample on Does being bilingual make you smarter? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (For middle-aged Filipinos like me, that’s certainly great news.)And there’s also good news for parents, especially expat Filipinos raising children outside the homeland.Don’t worry about exposing your little children to Tagalog or Cebuano or Ilonggo or Ilocano. Babies easily pick up languages, mastering different grammatical rules even if the languages vastly different from one another as English, Tagalog, German and Mandarin.This is an important point to remember for us Filipinos given how we have spread out and settled all over the world.Language, of course, remains a subject of debate back in the Philippines.A report by Agence France Presse was written by my friend Cecil Morella noted some bad news – but also some good news.The bad news involves a sad trend: Up to 50 of the country’s 175 languages spoken in the archipelago could be lost within 20 years, mainly because fewer people are using them.The good news was pointed out in the story by the Summer Institute of Linguistics, a non-profit group which works with communities throughout the world to preserve and develop their languages and cultures.â€Å"There’s a growing awareness of the value of languages in the Philippines if you compare it with other countries in Asia where (some minority) languages are publicly discouraged,† Catherine Young, an endangered languages expert from the group, was quoted as saying in the AFP report.The story also highlighted a positive development in the way Filipino children are educated.Starting this school year, students from kindergarten to third grade will be taught in their native languages.In other words, kids in the Ilocos or the Visayas or in Bicolor other parts of the archipelago who did not grow up speaking English or Tagalog will begin their education in the language they’re most familiar with.A smart move which could lead to smarter kids who could then journey on to explore and embrace other languages â€⠀œ including English and Pilipino — in the Philippines and beyond.

Women In Shakespeares Writings Essay Example For Students

Women In Shakespeares Writings Essay Shakespeare wrote many entries based on his feelings at that moment. The basis of many of his female characters was brought about by these certain emotions. The women in Shakespeares writings emphasize many of the characteristics that reflect his own personality. Shakespeare bases many of his plays and poems on his moods.It is often said when writers write of what emotional state they are in, their words form the essence of their works. Shakespeares moods, whether dark or romantic, have brought about many excellent plays that still touch the hearts of many to this day. (Kellog 225 -256)An example of his romantic mood is found in his play Romeo Juliet. The strong love between the two reflected Shakespeares love for his wife Anne. The bonds of love drive the two star-crossed lovers to disobey their families in hopes that their true love will unites the mortal enemies forever. In turn it pushes everyone to the edge. Juliets father partially disowns her because she refuses to marry the suitor he has chosen for her. In effort to keep her and Romeos love alive, Juliet takes a drug that makes her seem as though she were dead. (O Conner 69)In the hour of her fake funeral, Romeos friend Balthasar misinterprets Juliets death. He flees to Mantua, which is where Romeo is exiled for slaying Tybalt. Romeo, not knowing of Juliet and the priests actions, believes that story he was told to be true. He then returns to Verona a sad and forlorned man. (o conner 127)Upon his return, Romeo purchases poison so that he may join his true love at the gates of heaven. He arrives at the church and approaches the supposedly dead Juliet. He allows himself one last hug and kiss before they are to meet again. As Romeo drinks the poison, Juliet awakens to find her love dying before her. When Romeo dies, Juliet feels the only way they can be together is in death. Therefore, Juliet falls on Romeos sword so they can reunite again. Romeo ; Juliet is one of Shakespeares most famous romantic tragedies. (O conner 217)Another characteristic that Shakespeare posses and gives to his female characters is religious beliefs. During the Renaissance period, women were very active in religion. They were only allowed to speak their minds in church so that is where the y spent most of their time (sachs 17). The belief of the Renaissance time was that men ruled over their wives, as parents did children, as kings did coutries, and as God rules over all. Shakespeare shows the dark and light side of religion in many of his plays. We will write a custom essay on Women In Shakespeares Writings specifically for you for only $16.38 $13.9/page Order now Shakespeare shows the lurid side of religion in his play Macbeth. This play is filled with references to Satan, hell, and damnation (Baker 332). Lady macbeth persuades her husband to kill the king so he can take over the thrown. To get him to do so, she questions his manhood. When he begins to question whether they should do it or not, Lady Macbeth calls on the demons of hell to unsex her so that she can preform the sin (o conner 145 -146). Even though she asks hel to do so, she can not kill the king. She believs that he looks too much like her own father so she sends Macbeth to do it. The calling of the fiery hell helps set the horrid effects of damnation and Satan in Macbeth. (Baker 332) Shakespeare shows the bright side of religion throughtout his play Hamlet. In the play, Shakespeare has Ophelia crying, Oh help him, you sweet heavens! Heavenly power restore him! (Boyce 267). In Hamlet, Shakespeare brings out the allusions of the heavens. In this play, Shakespeare has Ophelia call ing to the heavens for many different reason. one reason is that her father had died and she needed to confide in the angels for guidance. One other reason is that Hamlet denies his love for her. The final reason is that she knows not what to do about Hamlets atrocious behavior. (201)In conclusion, Shakespeare shows many of his own characteristics through the personalities of his female characters. Juliet, Lady Macbeth, and Ophelia each represent an important characteristic of Shakespeare. Through

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