AP WORLD HISTORY - Chapter 18 colonial encounters in asia and africa 1750 1950
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The document explores the dynamics of colonial encounters in Asia and Africa between 1750 and 1950, highlighting the economic needs and imperial ambitions of European powers that led to extensive exploitation and extraction of resources. It discusses the impact of imperialism on local societies, including forced labor, migration, and the introduction of new economies, while also examining the cultural imposition and the rise of nationalism among colonized peoples. The text concludes by emphasizing the complex interactions between colonizers and the colonized, with both groups influencing historical developments despite the oppressive conditions of colonial rule.
AP WORLD HISTORY - Chapter 18 colonial encounters in asia and africa 1750 1950
- 1. COLONIAL ENCOUNTERS IN ASIA AND AFRICA 1750 - 1950 AP WORLD HISTORY CHAPTER 18 WAYS OF THE WORLD R. STRAYER @sofisandoval 2016 THE EUROPEAN MOVEMENT IN WORLD HISTORY, 1750 - 1914
- 2. INDUSTRY AND EMPIRE — New economic needs found solutions abroad. – created the need for extensive raw materials and agricultural products: — Bananas from Central America — Rubber from Brazil — Meat from Argentina — Cocoa and Palm oil from West Africa — Gold and Diamonds from South Africa By 1840, Britain was exporting 60% of its cotton-cloth production, sending millions of yards to Europe. Between 1910 and 1914 Britain was sending about half of its savings overseas as foreign investment.
- 3. INDUSTRY AND EMPIRE — Wealthy Europeans also saw benefits to foreign markets. — Industrialization society led to serious redistribuiton of wealth. — What made imperialism so broadly? – Growth of NATIONALISM — Colonies and spheres of influence abroad became symbols of GREAT POWER, status for a nation. — Imperialism appealed on economic and social grounds to the wealthy or ambitious. = international power politics. — The construction of the Suez Canal in 1869 = to reach distan Asian and African ports more quickly.
- 4. RACE AND CULTURE — Europeans had defined others largely in religious terms, now they adopted the idea and techniques of more “advanced” societies. = precedented by wealth, and used both to produce unsurpassed military power. — Its not surprising that their opinions of other cultures dropped sharply. European eyes to the status of tribes led by chiefs as a means of emphasizing their “primitive” qualities. — Still Eurpeans used the apparatus of science to support their racial preferences and prejudices. (measure the size of the skull, white skull larger; therefore more advance and intelligent) — Race in this view, determined human intelligence, moral development, and destiny. “race is everything”.
- 6. RACE IS EVERYTHING — The sense of responsability to the “weaker” races. Europeans had de “duty to civilize the inferior races”. “Discipline and production for the market to the lazy natives”. — Charles Darwin – “the survival of the fittest” led to the “social Darwinism” – destruction of backward races or “unfit” races.
- 8. SECOND WAVE OF EUROPEAN CONQUESTS — Between 1750 and 1914 was a second and quite distinct round of conquests: Asia and Africa. — Construction of these new empires in the Afro-Asian world, involved military force. – countless wars of conquest of colonial European states. — India and Indonesia, grew out of earlier interactions with European trading firms. British East India Company (took advantage of the fragmentation of Mughal Empire and facilitated penetration for them). — Dutch acquisition of Indonesia was also as traders and alliances. Slowly without a plan, soon they had conquered the islands.
- 9. SCRAMBLE FOR AFRICA — Half a dozen European powers against one another as they partitioned the entire continent for 25 years (1875-1900). = extensive bloody military action.
- 10. UNDER EUROPEAN RULE — Australia and New Zealand, both taken over by the British during the nineteenth century, were more similar to the earlier colonization of North America. — Diseases that reduced native numbers by 75%. — United States practiced a policy of removing, exterminating indian people. – Also there were boarding schools (many children removed, to civilize the remaining natives) = Kill the Indian, save the Man. — Filipinos acquired new colonial rulers when United Staes took over from Spain (Spanish American war 1898) – many freed migrated to West Africa.
- 11. UNDER EUROPEAN RULE — Incorporation into European colonial empires was a traumatic experience.
- 12. COOPERATION AND REBELLION — Although violence was a prominent feature of colonial life – many men found employment, status and security in European armed forces. – intermediaries. — African rulers or elite governing families found it possible to retain much of their earlier status and privileges while gaining wealth excercising authority. — Many converted also to Christian missionaries as teachers, translators to “upgrade” status. — In East Africa white men, were expected to be addressed as Bwanas (“master” in Swahili).
- 13. COLONIAL EMPIRES WITH DIFFERENCE — Patterns of racial separation was much more pronounced than in places such as Nigeria. — The most extreme case was South Africa, where a large European population and the widespread use of African labor in mines and insdustries brought to establich race as legal and separate “homelands”, educational systems, residential areas, public facilities. = apartheid. — New means of communication and transportation, imposed changes in landholding patterns, integration of colonial economies into a global network of exchange, public health and sanitation measures – all this touched the daily lives of many people far more deeply than in earlier empires.
- 14. WAYS OF WORKING: COMPARING — Colonial rule affected the lives of its subject people in many ways, but the most pronounced change was their WAYS OF WORKING. — Colonial state with its power to pay tax, to seize land for European enterprises, to force labor, to build railroads, ports and roads – played an important role in these transformations. — African societies got into the world wconomy with the demand of gold, diamonds, copper, rubber, coffee, cocoa and cotton etc. — Plantation workers, domestic servants, crop farmers, miners underwent profound changes.
- 15. ECONOMIES OF COERCION: FORCED LABOR — Unpaid labor on public projects, such as building railroads, constructing government buildings. All “natives” (blacks) were legally obligated for “statute labor” of 12 days a year until 1946. — One of the cruelties of forced labor, in Congo, governend by king Leopold II of Belgium, forced villagers to collect rubber and starved them to death, or if not collected a certain amount would cut ears, arms, body parts. — Commerce in rubber and ivory made possible by the massive use of forced labor in Congo and Cameroon. = causing AIDS epidemic jump from chimpanzees to humans. – Congo main city Kinshasa (networks of sexual interaction) -= spread. — Indonesia: Forced labor took shape in the so called cultivation system of the Netherlands East Indies. Peasants required to give 20%-40% of their land in crops and government payed them fized prices, low prices.
- 16. ECONOMIES OF CASH- CROP AGRICULTURE — In some places, colonial rule created conditions that facilitated and increased cash-crop production to the advantage of local farmers. — Since they provided irrigation and transportation, they started laws that facilitated private ownership of small farms. — Local farmers benfited considerably because they were now able to own their own land, rice production increased so much that fed millions world wide. — But on the other side, in Vietnam and many other places these led to the destruction of mangrove forests and swamplands along with the fish and shellfish. — Still these led to a shoratge of labor, fostered to exploit workers and generate tensions between the sexes. Men (interested) married women since they were most hired in agriculture, food process.
- 17. ECONOMIES OF WAGE LABOR: MIGRATION— Colonization in Africa and Asia led to vast streams of migration. The globalizing world of the colonial era was one of people in motion. — Africans migrated to European farms or plantations (since they lost theirs). Inside Africa many moved to different parts: Kenya, Algeria, Rhodesia and South Africa. — 88% of the land belonging to whites – 20% of population. — Babtustans (black lived) became greatly overcrowded: soil fertility declined, forests shrank and hillsides cleared. — Some 29 million indians and 19 million Chinese migrated to Southeast Asia – paid poorly but better conditions. — Mines were another source of wage labor for many Asians. — Australia, New Zealand and United States enacted measures to restrict or end Chinese migration in the late 20th century.
- 18. WOMEN AND COLONIAL ECONOMY — Women were almost everywhere active farmers with responsability for planting, weeding, and harvesting. — Women were expected to feed their own families and were usually allocated their own fields with that pourpose. — Camerron estimated that womens´working hours increased from 46 hours per week to 70 hours by 1934. — Women also had to supply food to men in the cities to compensate for very low urban wages. — Married couples in South Africa rarely lived together 1930. Only a couple of months a year.
- 19. ASSESSING COLONIAL DEVELOPMENT — Colonial rule served for better or worse to further integration of Asian and African economies into a global network of exchange. — Schools trained the army of intermediaries on which colonial rule depended, and modest health care fulfilled some of the “civilizing mission”. — When India became independent after two centuries of colonial rule by the world´s first industrial society, it was still one of the poorest of the world´s developing countries. — Debate: Was it the result of deliberate British policies? Or was it due to the conditions of Indian Society? — Whatever earlier promise, had become an ECONOMIC DEAD END.
- 20. EDUCATION — Through missionary or government schools, that generated a new identity. Education was a means of “uplifting native races” — Reading or writing of any king often sugggested a magical power (specially if a native could read). — Better paying positions in government bureaucracies, or business firms – education provided a social mobility and elite status. — Many ardetly through education embraced European culture – learning to speak French, or English. — Still Europeans declined to treat their Asian or African subjects as equal partners.
- 21. RELIGION — Widespread of Christianity conversion . 10,000 missionaries had descended on Africa by 1910, by 1960s about 50 million Africans claimed Christian identity. — Christianity was widely associated with modern education, and especially in Africa, mission schools were the primary providers of Western Education. — Missionary teaching and practice also generated conflict and opposition, particularly when they touched on gender roles. — Marriages between Christian and non-Christians, African sexual activity outside of monogamous marriage often resulted in expulsion from the church. — Female circumcision – Missionaries tried to ban it in 1929, but thousands abandoned mission schools and churches = creation of independent schools. — Christianity in Africa became Africanized.
- 22. RACE AND TRIBE — The influence of Western culture led also to the idea of an “African identity” well educated Africans began to think in broader terms – African traditions. — African intellectuals pointed with pride to their ancient kingdoms of Ethiopia, Malo, Songhay and others. — Edward Blyden (1832-1912) a West African born in West Indies and educated in the United States became a prominent scholar and political officer. Pointing out the uniqueness of African culture- individualistic but cooperative, egalitarian societies within Africa. — African Identity – Africans that spoke similar languages, shared common culture, began to think of themselves as a single people, new tribe. — “Africans belong to tribes, African built tribes to belong to.”
- 23. WHO MAKES HISTORY? — Slaves, workers, peasants, women, the colonized have been able to act in their own interests, even within the most oppressive conditions. This king of “history from below” found expression in a famous book “the world the slaves made”. — Colonized people in any number of ways actively shaped the history of colonial era. Transformed Christianity. — Karl Marx: “men make their own history” “but they do not make it as they please nor under conditions of their choosing”. — Both colonizers and conolized MADE HISTORY, but neither was able to do so as they pleased.