Standards Preview

H-55 10.4 Students analyze patterns of global

change in the era of New Imperialism in at least
two of the following regions or countries: Africa,
Southeast Asia, China, India, Latin America, and the
Philippines.

Chapter Focus Question How did political and

economic imperialism influence nations around
the world?

Section 1
Japan Modernizes

Section 2
Imperialism in Southeast Asia
and the Pacific

Section 3
Self-Rule for Canada, Australia,
and New Zealand

Section 4
Economic Imperialism in Latin America

WITNESS HISTORY Ill>~ AUDIO

A New Pattern
Japan's response to the threat of Western
imperialism was different from that of many other
countries. In 1871, a delegation of Japanese officials
journeyed to the United States with the goal of
learning as much as possible about Western culture
and technology.

' 'we expect and intend to reform and improve so

as to stand upon a similar footing with the most
enlightened nations.... It is our purpose to select
from the various institutions prevailing among
enlightened nations such as are the best suited to
our present condition and adopt them, in gradual
reforms and improvements of our policy and
customs ....' '
-Japanese emperor Meiji in a letter to the American
president introducing the delegation

Listen to the Witness History audio to hear more

about Japan's drive to modernize.

~ Japanese women mingle with Europeans in

Yokohama's trading compound in this woodcut
print created by a Japanese artist in 1861.
 A traditional Japanese fan

WITNESS HISTORY ..,~ AUDIO

Changes for Japan

The emperor Meiji wrote a poem
to provide inspiration for Japan's
efforts to become a modern country
in the late 1800s:
' ' May our country,
Taking what is good,
and rejecting what is bad,
Be not inferior
To any other.' '
Focus Question How did Japan become a
modern industrial power, and what did it do with
its new strength?

Emperor Meiji

Japan Modernizes
In 1853, the United States displayed its new military might, send-
Standards Preview
ing a naval force to make Japan open its ports to trade. Japanese
H·SS 10.4.1 Describe the rise of industrial economies leaders debated how to respond. While some resisted giving up
and their link to imperialism and colonialism (e.g., the role
played by national security and strategic advantage; moral their 215-year-old policy of seclusion, others felt that it would be
issues raised by the search for national hegemony, Social wiser for Japan to learn from the foreigners.
Darwinism, and the missionary impulse; material issues such In the end, Japan chose to abandon its centuries of isolation.
as land, resources, and technology).
H·SS 10.4.2 Discuss the locations of the colonial rule of
The country swiftly transformed itself into a modern industrial
such nations as England, France, Germany, Italy, Japan, the power and then set out on its own imperialist path.
Netherlands, Russia, Spain, Portugal, and the United States.

Terms, People, and Places Discontent in Tokugawa Japan

Matthew Perry zaibatsu In the early 1600s, Japan was still ruled by shoguns, or supreme
Tokyo homogeneous society
military dictators. Although emperors still lived in the ceremonial
Meiji Restoration First Sino-Japanese War
capital of Kyoto, the shoguns held the real power in Edo. Daimyo,
Diet Russo-Japanese War
or landholding warrior lords, helped the shoguns control Japan.
Note Taking In 1603, a new family, the Tokugawas, seized power. The Toku-
Reading Skill: Identify Causes and Effects gawa shoguns reimposed centralized feudalism, closed Japan to
As you read this section, identify the causes and foreigners, and forbade Japanese people to travel overseas. The
effects of the Meiji Restoration in a chart like the nation's only window on the world was through Nagasaki, where
one below. the Dutch were allowed very limited trade.
For more than 200 years, Japan developed in isolation. Internal
Causes Meiji Effects
commerce expanded, agricultural production grew, and bustling
_. Restoration
_. . cities sprang up. However, these economic changes strained Japa-
•
•
•
•
• .• nese society. Many daimyo suffered financial hardship. They
-- -
needed money in a commercial economy, but a daimyo's wealth
was in land rather than cash. Lesser samurai were unhappy, too,
because they lacked the money to live as well as urban merchants.

320 New Global Patterns

 Merchants in turn resented their place at the bottom of the social lad-
der. No matter how rich they were, they had no political power. Peasants,
meanwhile, suffered under heavy taxes. Vocabulary Builder
The government responded by trying to revive old ways, emphasizing emphasizing-(EM fuh syz ing) vt.
farming over commerce and praising traditional values. These efforts stressing
had scant success. By the 1800s, shoguns were no longer strong leaders,
and corruption was common. Discontent simmered throughout Japan.
'7 Standards Check By the mid-1800s, why did so many groups of people
in Japan feel discontented? H-55 10.4.1

Japa ens U
While the shoguns faced troubles at home, disturbing news of the British
victory over China in the Opium War and the way in which imperialists
had forced China to sign unequal treaties reached Japan. Surely, Japa-
nese officials reasoned, it would not be long before Western powers
turned towards Japan.

External Pressure and Internal Revolt The official's fears

In the Japanese woodblock print below, Japanese
were correct. In July 1853, a fleet of well-armed American ships
boats go out to meet one of Commodore
commanded by Commodore Matthew Perry sailed into lower
Matthew Perry's ships in Tokyo Bay. In response
Tokyo Bay. Perry carried a letter from Millard Fillmore, the Presi-
to Perry's expedition, the Japanese statesman
dent of the United States. The letter demanded that Japan open its
Lord li considered Japan's strategy toward
ports to diplomatic and commercial exchange.
contact with foreign powers:
The shogun's advisors debated what to do. Japan did not have
the ability to defend itself against the powerful United States Navy. Primary Source
In the Treaty of Kanagawa in 1854, the shogun Iesada agreed to
' ' There is a saying that when one is besieged in
open two Japanese ports to American ships, though not for trade.
a castle, to raise the drawbridge is to imprison
The United States soon won trading and other rights, including
oneself.... Even though the Shogun's ances-
extraterritoriality and low taxes on American imports. European
tors set up seclusion laws, they left the Dutch
nations demanded and won similar rights. Like the Chinese, the
and Chinese to act as a bridge.... Might this
Japanese felt humiliated by the terms of these unequal treaties.
bridge not now be of advantage to us in han-
Some bitterly criticized the shogun for not taking a strong stand
dling foreign affairs, providing us with the
against the foreigners.
means whereby we may for a time avert the
outbreak of hostilities and then, after some
time has elapsed, gain a complete victory?' '

·UL:gguv,
t."~~~Sta~. When he returned home, he wrote articles and books
Vocabulary Builder
thereby-(THEHR by) adv. by that
means, because of that
322 New Global Patterns
·.auanese Diplomat
uzawa Yukichi Visits America
writer and educator Fukuzawa Yukichi (1835-1901)
the first Japanese diplomatic mission to the United
exirhiining Western customs and practices to the Japanese. In
selection from his autobiography, Fukuzawa recalls his e
lnlJjressions of San Francisco and discusses some of the differaDCes
Foreign pressure deepened the social and economic unrest. In 1867,
discontented daimyo and samurai led a revolt that unseated the shogun
and "restored" the 15-year-old emperor Mutsuhito to power. When he was
crowned emperor, Mutsuhito took the name Meiji (MAY jee), which means
"enlightened rule." He moved from the old imperial capital in Kyoto to the
shogun's palace in Edo, which was renamed Tokyo, or "eastern capital."
The Meiji Restoration The young emperor began a long reign known
as the Meiji Restoration. This period, which lasted from 1868 to 1912,
was a major turning point in Japanese history. The Meiji reformers, who
ruled in the emperor's name, were determined to strengthen Japan. Their
goal was summarized in their motto, ''A rich country, a strong military."
The emperor supported and embodied the reforms.
The new leaders set out to study Western ways, adapt them to Japa-
nese needs, and thereby keep Japan from having to give in to Western
demands. In 1871, members of the government traveled overseas to
learn about Western governments, economies, technology, and customs.
The government brought experts from Western countries to Japan and
sent young samurai to study abroad, furthering Japan's knowledge of
Western industrial techniques.
7, Standards Check How did Japan react when it was forced to accept
unequal treaties? H-55 10.4.1
 ' 'All of us wore the usual pair of swords at our sides and the [rope1 sandals.
So attired, we were taken to the modern hotel. There we notice.d, covering the
interior, the valuable carpets which in Japan only the more wealthy could buy
from importers' shops at so mucb a square inch to make purses and tobacco
pouches with. Here the carpet was laid over an entire room-something quite
astounding-[and1 upon this costly fabric walked our hosts wearing the shoes
with which they had come in from the streets!' '

' 'one evening our hosts said that s~me ladies and. gentlemen were having a
dancing party and that they would be glad to have us attend it. We went.
T() our dismay we could not make out what they were doing. The ladies and
gentlemen seemed to "be hopping about the room·together. As funny as it
was, we knew it would be rude to la"ugh, and we controlled our expressions
with difficulty as the dancing went on. These were but a few of the instances
of our bewilderment at the strange customs of American society.' '

From The Autobi~graphy, ~f Fukuzawa Yukichi

Thinking Critically
.& Calligraphy by Fukuzawa, 1. Make Inferences Why is Fukuzawa
~ An American which means a spirit
II amazed that people in America walk on
scene by a of independence and carpeting with their shoes on?
Japanese artist self-respectII 2. Identify Point of View What opinion
do you think Fukuzawa has of American
culture?

The Meiji Transformation

The Meiji reformers faced an enormous task. They were committed to
replacing the rigid feudal order with a completely new political and
social system and to building a modern industrial economy. Change did
not come easily. In the end, however, Japan adapted foreign ideas with
great speed and success.

A Modern Government The reformers wanted to create a strong

central government, equal to those of Western powers. Mter studying
various European governments, they adapted the German model. In 1889,
the emperor issued the Meiji constitution. It set forth the principle that all
citizens were equal before the law. Like the German system, however, it
gave the emperor autocratic, or absolute, power. A legislature, or Diet,
was formed, made up of one elected house and one house appointed by the
emperor. Additionally, voting rights were sharply limited.
Japan then established a Western-style bureaucracy with separate
departments to supervise finance, the army, the navy, and education. To
strengthen the military, it turned to Western technology and ended the
special privilege of samurai. In the past, samurai alone were warriors. In
modern Japan, as in the West, all men were subject to military service.

Chapter 10 Section 1 323

-II\ 120
c:
~ 100
·ec: 80 Industrialization Meiji leaders made the economy a major
:.::.. priority. They encouraged Japan's businesses to adopt Western
... 4060
""C'
Q.l
II\
methods. They set up a modern banking system, built railroads,
Q.l
> improved ports, and organized a telegraph and postal system.
·=c:
20 To get industries started, the government typically built fac-
~ 0 tories and then sold them to wealthy business families who
Trade Manufactu-ring Railways Banking developed them further. With such support, business dynasties
Type of economic activity like the Kawasaki family soon ruled over industrial empires .
• 1883 . 1893 These powerful banking and industrial families were known as
Chart Skills Japanese women (above) work in a zaibatsu (zy baht soo).
silk manufacturing factory in the 1890s. How does By the 1890s, industry was booming. With modern machines,
the graph reflect the Meiji reformers' drive to silk manufacturing soared. Shipyards, copper and coal mining,
industrialize Japan? and steel making also helped make Japan an industrial power-
SOURCE : S. Uyehara, The Industry and Trade of Japan
house. As in other industrial countries, the population grew rap-
idly, and many peasants flocked to the growing cities for work.

Changes in Society The constitution ended legal distinctions between

classes, thus allowing more people t o become involved in nation building.
The government set up schools and a university. It hired Westerners to
teach the new generation how to use modern technology.
Despite the reforms, class distinctions survived in Japan as they did
in the West. Also, although literacy increased and some women gained
an education, women in general were still assigned a secondary role in
society. The reform of the J apanese family system, and women's position
in it, became the topic of major debates in the 1870s. Although the
government agreed to some increases in education for women, it dealt
harshly with other attempts at change. After 1898, Japanese women
were forbidden any political participation and legally were lumped
together with minors.

An Amazing Success Japan modernized with amazing speed during

the Meiji period. Its success was due to a number of causes. Japan had a
strong sense of identity, partly because it had a homogeneous society-
th at is, its people sh ared a common culture and language. Economic
growth during Tokugawa times had set Japan on the road to
development. J apan also had experience in learning and adapting ideas
from foreign nations, such as China.

324 New Global Patterns

 The Japanese were determined to resist foreign rule. By the 1890s,
Japan was strong enough to force Western powers to revise the unequal
~
treaties. By then, it was already acquiring its own overseas empire.
~ Standards Check What changes did the reforms of the Meiji
Restoration bring about in Japan? H-55 10.4.1

Japan's Growing Military Strength

As in Western industrial nations, Japan's economic needs fed its imperi-
alist desires. As a · small island nation, Japan lacked many basic
resources that were essential for industrial growth. It depended on other
countries to obtain raw materials. Spurred by this dependency and a
strong ambition to equal the West, Japan sought to build an empire. With
its modern army and navy, it maneuvered for power in East Asia.

Korea in the Middle Imperialist rivalries put the spotlight on Korea.

Located at a crossroads of East Asia, the Korean peninsula was a focus of
competition among Russia, China, and Japan. Korea had been a tribu-
tary state to China for many years. A tributary state is a state that is
independent but acknowledges the supremacy of a stronger state.
Although influenced by China, Korea had its own traditions and govern-
ment. Korea had also shut its doors to foreigners. It did, however, main -
tain relations with China and sometimes with Japan.
By the 1800s, Korea faced pressure from outsiders. As Chinese power
declined, Russia expanded into East Asia. Then, as Japan industrialized,
it too eyed Korea. In 1876, Japan used its superior power to force Korea
to open its ports to Japanese trade. Faced with similar demands from
Western powers, the "Hermit Kingdom" had to accept unequal treaties.

Japan Gains Power As Japan extended its influence in Korea, it came

into conflict with China. In 1894, competition between Japan and China
in Korea led to the First Sino-Japanese War. ("Sino" means "Chinese.") Japan Rising
In this political cartoon, Japan is depicted
Although China had greater resources, Japan had benefited from mod- marching over Korea on its way to Russia.
ernization. To the surprise of China and the West, Japan won easily. It Why would Russia feel threatened by
used its victory to gain treaty ports in China and control over the island Japan's aggression in Korea?
of Taiwan, thus joining the West in the race for empire.

Analysis Skills HR1,

HR2, HR3; E·LA
• COMPARING VIEWPOINTS
Readi~~~2.4, 2.5!__2.8

Mining, fishery, and manufacturing have advanced. The bald
mountains have been covered with young trees. Trade has
increased by leaps and bounds.... Study what we are
doing in Korea .... Japan is a steward on whom devolves
[falls] the gigantic task of uplifting the Far East.
-Japanese academic Nitobe lnazo
The result of annexation, brought about without any
conference with the Korean people, is that the Japanese •..
by a false set of figures show a profit and loss account
between us two peoples most untrue, digging a trench of
everlasting resentment deeper and deeper....
-From the Declaration of Korean Independence, 1919

Chapter 10 Section 1 325


The Japanese in Korea
In this illustration, Japanese soldiers march
into Seoul, Korea's capital city. Japan
controlled Korea from 1905 until1945.
Ten years later, Japan successfully challenged Russia, its other rival
for power in Korea and Manchuria. During the Russo-Japanese War,
Japan's armies defeated Russian troops in Manchuria, and its navy
destroyed almost an entire Russian fleet. For the first time in modern
history, an Asian power humbled a European nation. In the 1905 Treaty
of Portsmouth, Japan gained control of Korea as well as rights in parts of
Manchuria.
Japan Rules Korea Japan made Korea a protectorate. In 1910, it
annexed Korea outright, absorbing the kingdom into the Japanese
empire. Japan ruled Korea for 35 years. Like Western imperialists, the
Japanese set out to modernize their newly acquired territory. They built
factories, railroads, and communications systems. Development, how-
ever, generally benefited Japan. Under Japanese rule, Koreans pro-
duced more rice than ever before, but most of it went to Japan.
The Japanese were as unpopular in Korea as Western imperial-
ists were elsewhere. They imposed harsh rule on their colony and
deliberately set out to erase the Korean language and identity.
Repression bred resentment. And resentment, in turn, nourished
a Korean nationalist movement.
Nine years after annexation, a nonviolent protest against the
Japanese began on March 1, 1919, and soon spread throughout
Korea. The Japanese crushed the uprising and massacred many
Koreans. The violence did not discourage people who worked to
end Japanese rule. Instead, the March First Movement became
a rallying symbol for Korean nationalists.
The Koreans would have to wait many years for freedom.
Japan continued to expand in East Asia during the years that
followed, seeking natural resources and territory. By the early
1900s, Japan was the strongest power in Asia.
~ Standards 'Check How did industrialization help start Japan
on an imperialist course? H·SS 10.4.1, 10.4.2

Standards Monitoring Online

For: Self-quiz with vocabulary practice
Web Code: mza-2511

Terms, People, and Places
1. Place each of the terms listed at the
beginning of the section into one of the
following categories: politics, culture, or
economics. Write a sentence for each
term explaining your choice.
Note Taking
2. Reading Strategy: Identify Causes
and Effects Use your completed chart
to answer the section Focus Question:
How did Japan become a modern indus-
trial power, and what did it do with its
new strength?
Comprehension and Critical Thinking
3. Identify Central Issues What prob-
lems weakened shogun rule in Japan
in the mid-1800s?
4. Recognize Causes What caused
Japan to end over 200 years of
seclusion?
5. Draw Conclusions List three ways in
which Japan modernized. Explain how
each of these actions helped
strengthen Japan so it could resist
Western pressure.
6. Connect to Geography Why was
control of Korea desirable to both
China and Japan?
e Writing About History
Quick Write: Choose a Topic When you
write for assessment, you may occasionally
be given a choice of topics. In that case,
quickly jot down notes you could use to
answer each prompt. Then, choose the
prompt you know the most about. Practice
this process using the two sample prompts
below. Jot down notes about each prompt,
choose one, and then write a sentence
explaining why you chose that prompt.
• Explain how Japan modernized under the
Meiji reformers.
• Summarize how and why Korea became
a Japanese colony.

326 New Global Patterns

 A European woman being transported
in a rickshaw in French Indochina

WITNESS HISTORY •·)» AUDIO

A Patriot's Dilemma
In 1867, Phan Thanh Gian, a Vietnamese official, faced a
dilemma. The French were threatening to invade. As a patriot,
Phan Thanh Gian wanted to resist. But as a devoted follower
of Confucius, he was obliged "to live in obedience to reason."
And based on the power of the French military, he concluded
that the only reasonable course was to surrender:
' ' The French have immense warships, filled with soldiers and
armed with huge cannons. No one can resist them. They go
where they want, the strongest [walls] fall before them.' '
Focus Question How did industrialized powers divide up
Southeast Asia and the Pacific, and how did the colonized
peoples react?

Imperialism in
Southeast Asia and the Pacific
., Standards Preview
H-55 10.4.2 Discuss the locations of the colonial rule of
such nations as England, France, Germany, Italy, Japan, the
Netherlands, Russia, Spain, Portugal, and the United States.
H-5510.4.3 Explain imperialism from the perspective of
the colonizers and the colonized and the varied immediate
and long-term responses by the people under colonial rule.
Terms, People, and Places
French Indochina Spanish-American War
Mongkut Liliuokalani
Note Taking
Reading Skill: Identify Causes and Effects As
you read, fill in a flowchart similar to the one
below to record the causes, events, and effects of
imperialism in Southeast Asia and the Pacific.
Leaders throughout Southeast Asia faced the same dilemma as
Phan Thanh Gian did in 1867. As they had in Africa, Western
industrial powers divided up the region in search of raw materials,
new markets, and Christian converts.
Europeans Colonize Southeast Asia
Southeast Asia commands the sea lanes between India and China.
The region had been influenced by both civilizations. From the
1500s through the 1700s, European merchants gained footholds in
Southeast Asia, but most of the area remained independent. This
changed in the 1800s. Westerners-notably the Dutch, British,
and French-manipulated local rivalries and used modern armies
and technology to colonize much of Southeast Asia.
The Dutch East Indies Established During the early 1600s,
the Dutch East India Company established bases on the island of
Java and in the Moluccas, or Spice Islands. From there, the Dutch
slowly expanded to dominate the rest of the Dutch East Indies (now

D
Events Effects
• • Indonesia). The Dutch expected their Southeast Asian colonies to
• • produce profitable crops of coffee, indigo, and spices .
•
• The British in Burma and Malaya In the early 1800s, rulers of
Burma (present-day Myanmar) clashed with the British, who were
expanding eastward from India. The Burmese suffered disastrous
defeats in several wars. They continued to resist British rule, how-
ever, even after Britain annexed Burma in 1886.

Chapter 10 Section 2 327

 At the same time, the British expanded their influence in Malaya. The
busy port of Singapore grew up at the southern tip of the peninsula.
Soon, natural resources and profits from Asian trade flowed through Sin-
gapore to enrich Britain.

French Indochina Seized The French, meanwhile, were building an

empire on the Southeast Asian mainland. In the 1500s, Portuguese trad-
ers had set up a trading center in what today is Vietnam. Christian mis-
sionaries from France and other European countries moved into Vietnam
and won some converts. Threatened by growing Western influence, Viet-
namese officials tried to suppress Christianity by killing converts and
missionary priests. Partly in response, France invaded Vietnam in 1858.
The French also wanted more influence and markets in Southeast Asia.
The Vietnamese fought fiercely but could not withstand superior Euro-
pean firepower. By the early 1860s, France had seized a portion of south-
ern Vietnam. Over the next decades, the French took over the rest of
Vietnam and all of Laos and Cambodia. The French and other Western-
ers referred to these holdings as French Indochina. (Mainland South-
east Asia was known during this period as "Indochina.")

Siam Survives The kingdom of Siam (present-day Thailand) lay bet-

ween British-ruled Burma and French Indochina. The king of Siam,
Mongkut (mahng KOOT), who ruled from 1851 to 1868, did not underesti-
mate Westem power. He studied foreign languages and read widely on
modern science and mathematics. He used this knowledge to negotiate
with the Westem powers and satisfy their goals in Siam by making agree-
ments in unequal treaties. In this way, Siam escaped becoming a Euro-
Two Paths in pean colony.
Southeast Asia Mongkut and his son, Chulalongkorn, (CHOO lah lawng kawrn) set
King Mongkut of Siam Siam on the road to modernization. They reformed the government, mod-
managed to keep his ernized the army, and hired Western experts to teach Thais how to use
kingdom out of
the new technology. They abolished slavery and gave women some choice
European control. In
other parts of Southeast in marriage. As Siam modernized, Chulalongkorn bargained to remove
Asia, colonized peoples the unequal treaties.
labored to produce
export crops for their Colonial Southeast Asia During this period, many Chinese people
colonial rulers. Below, migrated to Southeast Asia to take advantage of the economic opportuni-
workers process sugar ties there. They left China to escape hardship and turmoil. Despite local
cane in the Philippines in resentment, these communities formed vital networks in trade, banking,
the early 1900s.
and other economic activities.
By the 1890s, Europeans con-
trolled most of Southeast Asia.
They introduced modern technol-
ogy and expanded commerce and
industry. Europeans directed the
mining of tin, the harvesting of
rubber, and the building of har-
bors and railroads. But these
changes benefited the European
colonizers far more than they did
the Southeast Asians.
Standards Check How did the
Burmese and the Vietnamese
respond to attempts to colonize
them? H·SS 10.4.2
 ~~~v

o•v~
.I

Map Skills Spices first attracted Euro-

peans to Southeast Asia. Later, the Indus-
trial Revolution encouraged the search for
raw materials and new markets.
1. Locate (a) the Dutch East Indies
(b) French Indochina (c) Siam (d) the
Philippines
2. Regions Which Europeans claimed
territory on the mainland?
3. Draw Inferences According to the
map, which Europeans controlled the
widest variety of resources?
Germ an
- Portu guese
D U nited States
• Coffee
Frui t
f' Ri ce s
~ Rubber Miller Projection
6 Spi ces
Indian ._ 250._ 500I mi
0
Ocean ~ tJ,
- Timber 0 250 500km ~~.
~ Tin
100° E 160° E
I I

The United States and the Philippines

In the 1500s, Spain had seized the Philippines. Catholic missionaries
spread Christianity among the Filipinos. As the Catholic Church gained
enormous power and wealth, many Filipinos accused the Church of abus-
ing its position. By the late 1800s, their anger fueled strong resistance to
Spanish rule.
The opening of the Suez Canal in 1860 helped the economy of the Phil-
ippines by making trade with European countries easier. Some upper
class Filipinos gained access to better education. Leaders such as Jose
Rizal inspired Filipinos to work to gain better treatment from Spain.
The Spanish-American War broke out in 1898 between Spain and
the United States over Cuba's attempts to win independence from Spain.
During the war, American battleships destroyed the Spanish fleet, which
was stationed in the Philippines. Encouraged by American naval officers,
Filipino rebel leaders declared independence from Spain. Rebel soldiers
threw their support into the fight against Spanish troops.
In return for their help, the Filipino rebels expected the Americans to
recognize their independence. Instead, in the treaty that ended the war
with Spain, the United States agreed to give Spain $20 million in return
for control of the Philippines. Within the United States, debate raged
over the treaty's ratification. American imperialists wanted to join the
European competition for territory. Anti-imperialists wanted the United
States to steer clear of foreign entanglements. The United States Senate
ratified the treaty by only one vote over the required two-thirds majority.
Bitterly disappointed, Filipino nationalists renewed their struggle.
From 1899 to 1901, Filipinos led by Emilio Aguinaldo (ah gee NAHL doh)
battled American forces. Thousands of Americans and hundreds of thou-
sands of Filipinos died. In the end, the Americans crushed the rebellion.

Chapter 10 Section 2 329

 W estern imperialism had an enormous impact around the world. It affected
different places in different ways. Some common effects are listed below.

• Missionaries spread Christianity and
European languages to colonized
people as they established schools
and hospitals. Above, a missionary
works with children in Seoul, Korea.
• Some colonized peoples came to
believe in Western superiority and
lost confidence in their own culture.
• Pre-colonial traditions were
weakened by economic and political
disruption in some areas, especially
where family members were forced
to travel long distances to find work.
Political
• New colonial administrations
changed traditional political units.
In India, British rulers worked with
local rulers to meet their goals. In
the painting above, the British King
Edward VII greets Indian leaders.
• Colonizers often defined the borders
of their new colonies without an
understanding of the local political
or ethnic situations.
• Colonized people took on European
ideas of nationalism and agitated
for their own independence.
Economic
• To meet the export goals of their
colonial rulers, colonized people
often grew cash crops instead of
food. This man (above) worked on
a Malayan rubber plantation.
• As they became part of a money
economy, some colonized people
were forced to work for their
colonial rulers so that they could
pay their taxes.
• Imports of machine-made
goods destroyed indigenous
cottage industries.

A German collector's card

(left) showing a Sumatran
plantation. A carved stool
from Gabon, Africa, (right)
depicts a European
missionary.

Thinking Critically
1. Categorize How is migrating to
find work a cultural as well as an
economic effect of imperialism? . .. ~
2. Predi~t Consequences H.ow might
groupmg several rival ethmc groups
b!tt!!!
into one political unit cause friction
when that region gains
independence? H-55 10.4.3
 The United States set out to modernize the Philippines through edu-
cation, improved health care, and economic reforms. The United States
also built dams, roads, railways, and ports. In addition, the United Vocabulary Builder
States promised Filipinos a gradual transition to self-rule some time in transition-(tran ZISH un) n. passage
the future. from one way to another

'7i Standards Check How did the United States gain control of the
Philippines? H·SS 10.4.4

Western Powers Seize the Pacific Islands

In the 1800s, the industrialized powers also began to take an interest in
the islands of the Pacific. The thousands of islands splashed across the
Pacific include the three regions of Melanesia, Micronesia, and Polynesia.
At first, American, French, and British whaling and sealing ships
looked for bases to take on supplies in the Pacific. Missionaries, too,
moved into the region and opened the way for political involvement.
In 1878, the United States secured an unequal treaty from Samoa, a
group of islands in the South Pacific. The United States gained rights
such as extraterritoriality and a naval station. Other nations gained
similar agreements. As their rivalry increased, the United States, Ger-
many, and Britain agreed to a triple protectorate over Samoa.
Beginning in the mid-1800s, American sugar growers pressed for
power in the Hawaiian Islands. When the Hawaiian queen Liliuokalani
(lih lee uh oh kuh LAH nee) tried to reduce foreign influence, American
planters overthrew her in 1893. They then asked the United States to
annex Hawaii, which it finally did in 1898. Supporters of annexation
argued that if the United States did not take Hawaii, Britain or Japan
might do so. By 1900, the United States, Britain, France, and Germany
had claimed nearly every island in the Pacific.
~ Standards Check Why did some Americans think the United States
should control Hawaii? H·SS 10.4.2

a
Terms, People, and Places Comprehension and Critical Thinking
Standards Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: mza-2521

e Writing About History

1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
Note Taking
2. Reading Strategy: Identify Causes
and Effects Use your completed chart
to answer the Focus Question: How did
industrialized powers divide up South-
east Asia and the Pacific, and how did
the colonized peoples react?
3. Summarize What steps did Siam take
to preserve its independence?
4. Draw Conclusions Why were Filipino
· rebels disappointed when the United
States took control of the Philippines?
5. Synthesize Information How did
Hawaii become part of the United
States?
6. Make Comparisons Compare the
partition of Southeast Asia to the parti-
tion of Africa. How was it similar? How
was it different?
Quick Write: Examine the Question To
answer a short answer or extended-
response question effectively, first examine
the question. Look for key words like
explain, compare, or persuade, which will
tell you what type of answer to provide.
Then look for words that signal the topic.
Identifying key words will help you focus
and organize your response. Copy the
prompt below and underline its key words.
• Compare Siam's relationship with
imperial powers to that of Vietnam.

Chapter 10 Section 2 331

 WITNESS HISTORY -~~ AUDIO

Settler's Log House (above) was painted in 1856 by a Dutch
immigrant to Canada, Cornelius Krieghoff. The maple leaf
(above right) is an emblem of Canada.
0 Canada!
In the early 1860s, the separate
colonies of British North America considered whether
they should join together to create one powerful
confederation-Canada. George Brown, an influential
politician who helped bring about the confederation,
shared his dream for Canada:
' ' Sir, it may be that some among us will live to see
the day when, as the result of [the confederation], a
great and powerful people may have grown up in
these lands-when the boundless forests all
around us shall have given way to smiling fields
and thriving towns-and when one united govern-
ment, under the British flag, shall extend from
shore to shore.' '
Focus Question How were the British colonies of
Canada, Australia, and New Zealand settled, and how
did they win self-rule?

Self-Rule for Canada, Australia,

and New Zealand
Canada, Australia, and New Zealand won independence faster
and easier than other British colonies in Africa or Asia. The lan-
H-5510.4.3 Explain imperialism from the perspective of guage and cultural roots they shared with Britain helped. Racial
the colonizers and the colonized and the varied immediate
and long-term responses by the people under colonial rule.
attitudes also played a part. Imperialists in nations like Britain
H·55 10.4.4 Describe the independence struggles of felt that whites, unlike non-whites, were capable of governing
the colonized regions of the world, including the roles of themselves.
leaders, such as Sun Yat-sen in China, and the roles of
ideology and religion .

Terms, People, and Places Canada Achieves Self-Rule

confederation indigenous When France lost Canada to Britain in 1763, thousands of French-
dominion penal colony speaking Catholic settlers remained. After the American Revolu-
metis Maori tion, about 30,000 British loyalists fled to Canada. They were
English -speaking Protestants. In addition, in the 1790s, several
Note Taking
groups of Native American peoples still lived in eastern Canada.
Reading Skill: Identify Cause and Effects As Others, in the west and the north, had not yet come into contact
you read, record the causes and effects of the with European settlers.
events you read about in a chart like this one.
Unrest in the Two Canadas To ease ethnic tensions, Britain
Cause Event Effect passed the Constitutional Act of 1791. The act created two prov-
Loyalist Up to 30,000 Ethnic ter:~sions arise inces: English-speaking Upper Canada (now Ontario) and French-
Americans flee loyalists settle between English- and speaking Lower Canada (now Quebec). French traditions and the
to Canada. in Canada. French-speaking Canadians.
Catholic Church were protected in Lower Canada. English tradi-
tions and laws guided Upper Canada.

332 New Global Patterns

 During the early 1800s, unrest grew in both colonies. The people of
Upper Canada resented the power held by a small group of elites who
controlled the government. Lower Canada had similar problems. In
1837, discontent flared into rebellion in both places. Louis Joseph Pap-
ineau, the head of the French Canadian Reform party, led the rebellion
in Lower Canada. William Lyon Mackenzie led the revolt in Upper
Canada, crying, "Put down the villains who oppress and enslave our
country!"

Britain Responds The British had learned from the American Revolu-
tion. While they hurried to put down the disorder, they sent an able poli- Vocabulary Builder
tician, Lord Durham, to compile a report on the causes of the unrest. In compile-(kum PYL) vt. to put together
1840, Parliament acted on some of Durham's recommendations by pass- from several sources
ing the Act of Union. The act joined the two Canadas into one province. It
also gave them an elected legislature that determined some domestic pol-
icies. Britain still controlled foreign policy and trade.

Canada Becomes a Dominion In the mid-1800s, thousands of

English, Scottish, and Irish people immigrated to Canada. As the coun-
try grew, two Canadians, John Macdonald and George Etienne Cartier,
urged confederation, or unification, of Britain's North American colo-
nies. These colonies included Nova Scotia, New Brunswick, Prince
Edward Island, and British Columbia, as well as the united Upper and
Lower Canadas. The two leaders felt that confederation would
strengthen the new nation against American ambitions and help its
economic development.
Britain finally agreed, passing the British North America Act of 1867.
The act created the Dominion of Canada. A dominion is a self-governing
nation. As a dominion, Canada had its own parliament, modeled on that

Map Skills Canada grew throughout 2. Movement Why did British Colum- 3. Make Comparisons Compare Nova
the latter half of the 1800s. bia become a part of Canada before Scotia's natural resources to those of
1. Locate: (a) Quebec (b) Ontario Alberta and Saskatchewan? Manitoba.
(c) British Columbia (d) Saskatchewan

Go ld ~ Coa l
Sil ver _ Tim ber
Copper ~Fish

{(?
Iron o re ..C Lobster
Canad ian Pac ific Rai lway,
~ 1885

Northwest Territories 1870

~

14ocw

Pqcific
Oceqll
J
13oow

Life in Australia
Australian Aborigines used
boomerangs, like this one
decorated with traditional motifs,
to hunt and in battles. The first
British settlers in Australia were
convicted criminals. The
convicts in the illustration
below are being forced to
carry heavy loads of
shingles as part of their
hard labor. What
happened to Aborigines
as British settlement
spread?
of Britain. By 1900, Canada also had some control over its own foreign
policy. Still, Canada maintained close ties with Britain.
Canada Grows Like the United States, Canada expanded westward in
the 1800s. In 1885, the Canadian Pacific Railway opened, linking eastern
and western Canada. Wherever the railroad went, settlers followed. It
moved people and products, such as timber and manufactured goods
across the country. In the late 1800s and early 1900s, more immigrants
flooded into Canada from Germany, Italy, Poland, Russia, Ukraine,
China, and Japan. They enriched Canada's economy and culture.
As in the United States, westward expansion destroyed the way of life
of Native Americans in Canada. Most were forced to sign treaties giving
up their lands. Some resisted. In central Canada, Louis Riel led a revolt
of the metis, people of mixed Native American and French Canadian
descent, in 1869 and again in 1885. Many metis were French-speaking
Catholics who believed that the government was trying to take their land
and destroy their language and religion. Government troops put down
both uprisings. Riel was executed in 1885.
By 1914, Canada was a flourishing nation. Still, French-speaking
Canadians were determined to preserve their separate heritage, making
it hard for Canadians to create a single national identity. Also, the cul-
tural and economic influence of the United States threatened to domi-
nate Canada. Both issues continue to affect Canada today.
.I Standards Check How did the British respond to the Canadians' desire
for self-rule? H-55 10.4.4
Europeans in Australia
The Dutch in the 1600s were the first Europeans to reach Australia. In
1770, Captain James Cook claimed Australia for Britain. For a time,
however, Australia remained too distant to attract European settlers.
The First Settlers Like most regions claimed by imperialist powers,
Australia had long been inhabited by other people. The first settlers had
reached Australia perhaps 40,000 years earlier, probably from Southeast
Asia, and spread across the continent. These
indigenous, or original, people were called
Aborigines, a word used by Europeans to denote
the earliest people to live in a place. Today, many
Australian Aborigines call themselves Kooris. Iso-
lated from the larger world, the Aborigines lived in
small hunting and food-gathering bands, much as
their Stone Age ancestors had. Aboriginal groups
spoke as many as 250 distinct languages. When
white settlers arrived in Australia, the indigenous
population suffered disastrously.
A Penal Colony During the 1700s, Britain had
sent convicts to its North American colonies, espe-
cially to Georgia. The American Revolution closed
that outlet. Prisons in London and other cities were
jammed.
To fill the need for prisons, Britain made Austra-
lia into a penal colony, or a place where convicted
 Map Skills British settlement in Australia started
with penal settlements on both coasts and slowly
;t-.-.----15° 5- - - - + - - - - - - . . & spread into the interior of the continent. o""

Indian 1. Locate (a) Simpson Desert (b) Great Sandy

Coral
Desert (c) Sydney (d) Perth
Great Sandy Sea 2. Regions What physical features probably
Desert
AUSTRALIA slowed British settlement of Australia's interior?
<if? 3. Draw Inferences What types of economic
Western
Plateau activity do you think took place in the area of
Australia that was settled by Europeans
between 1831 and 1875?
. I

-- I
Port Macquane Miller Projection
0 250 500 mi Pacific IOcean
-- -- I
0 250 500 km

Area settled by Europea ns, • Penal settl ements

1788 - 1830 @ Gold
D Area settl ed by Europea ns, @ Sil ver
183 1- 1875
~ Copper
Area settled by Europea ns,
D 1876-1900 ~ Other meta ls ~.
Seasonal rivers Q Sheep 45 ° $ -------~----~
Timber
180°
I

criminals are sent to be punished. The first British ships, carrying about
WITNESS HISTORY VIDEO
700 convicts, arrived in Botany Bay, Australia, in 1788. The people who
survived the grueling eight-month voyage faced more hardships on Watch Australia: The Story of a Penal Colony on
the Witness History Discovery School™ video
shore. Many were city dwellers with no farming skills. Under the brutal
program to learn more about life in an Australian
discipline of soldiers, work gangs cleared land for settlement. penal colony.

The Colonies Grow In the early 1800s, Britain encouraged free citi-
zens to emigrate to Australia by offering them land and tools. A prosper-
ous wool industry grew up as settlers found that the land and climate
suited sheepherding. In 1851, a gold rush in eastern Australia brought a
population boom. Many gold hunters stayed on to become ranchers and
farmers. They pushed into the rugged interior known as the Outback,
carving out huge sheep ranches and wheat farms. As the newcomers set-
tled in, they thrust aside or killed the Aborigines.

Achieving Self-Government Like Canada, Australia was made up of

separate colonies scattered around the continent. Britain worried about
interference from other European powers. To counter this threat and to
boost development, it responded to Australian demands for self-rule. In
1901, Britain helped the colonies unite into the independent Common-
wealth of Australia. The new country kept its ties to Britain by recogniz-
ing the British monarch as its head of state.
The Australian constitution drew on both British and American
models. Unlike Britain and the United States, Australia quickly granted
women the right to vote. In 1856, it also became the first nation to intro-
duce the secret ballot.
JJ Standards Check What effect did colonization have on Australia's
indigenous population? H-55 10.4.3

Chapter 10 Section 3 335

 e Zea 's
To the southeast of Australia lies New Zealand. In 1769, Captain Cook
claimed its islands for Britain. Missionaries landed there in 1814 to con-
vert the indigenous people, the Maori (MAR oh ree), to Christianity.

The Maori Struggle Unlike Australia, where the Aborigines were

Maori Traditions
The portrait below shows a Maori leader in
1882. Many Maori men of high social
standing commissioned tattoos on their
faces. Maori war canoes, like the one below,
often carried distinctive carving.
spread thinly across a large continent, the Maori were concentrated in a
smaller area. They were descended from seafaring people who had
reached New Zealand from Polynesia in the 1200s. The Maori were set-
tled farmers. They were also determined to defend their land.
White settlers, who were attracted by New Zealand's mild climate and
good soil, followed the missionaries. These settlers introduced sheep and
cattle and were soon exporting wool, mutton, and bee£ In 1840, Britain
annexed New Zealand.
As colonists poured in, they took over more and more of the land, lead-
ing to fierce wars with the Maori. Many Maori died in the struggle. Still
more perished from disease, alcoholism, and other misfortunes that fol-
lowed European colonization. By the 1870s, resistance crumbled. The
Maori population had fallen drastically, from about 200,000 to less than
45,000 in 1896. Only recently has the Maori population started to grow
once more.

Settlers Win Self-Government Like settlers in Australia and Can-

ada, white New Zealanders sought self-rule. In 1907, they won indepen-
dence, with their own parliament, prime minister, and elected legislature.
They, too, preserved close ties to the British empire .
.I Standards Check Compare and contrast the European settlement of
Australia and New Zealand. 11-55 10.4.:1

Standards Monitoring Online

For: Self-quiz with vocabulary practice
Web Code: mza-2531

Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
ote Taking
2. Reading Skill: Identify Causes and
Effects Use your completed chart to
answer the Focus Question: How were
the British colonies of Canada, Austra-
lia, and New Zealand settled, and how
did they win self-rule?
Comprehension and Critical Thinking
3. Sequence What steps led to Canadian
self-rule?
4. Compare Compare the European
settlement of Australia with that of
Canada.
5. Identify Causes Why did the Maori
fight colonists in New Zealand?
6. Synthesize Information What eth-
nic tensions did Australia, Canada, and
New Zealand face?
e Writing About History
Quick Write: Focus Your Time To stay
focused as you respond to a short answer
or extended-response question on a test,
plan to spend a quarter of the allotted time
on prewriting, half on drafting, and the
remaining quarter on revising. Write a short
answer response to the following prompt
using a 20-minute time limit. Time yourself
to practice staying within the appropriate
time limit during each stage.
• Compare how Canada and Australia
gained self-rule.

336 New Global Patterns

 Sugar cane, a Latin American cash crop

WITNESS HISTORY ..,~ AUDIO

Benito Juarez is the central figure of this detail from Mexican artist Diego
Rivera's mural Sunday Afternoon in Alameda Park.
La Reforma
The Mexican reformer Benito Juarez criticized the
continuing inequality in Mexico:
' ' The constitution of 1824 was a compromise
between progress and reaction, and [that compro-
mise was a] seedbed of the incessant convulsions
[disorders] that the Republic has suffered, and that
it will still suffer while society does not recover its
balance by making effective the equality of rights
and duties of all citizens and of all persons who
inhabit the national territory, without privileges,
without exemptions [exceptions], without monopo-
lies, and without odious distinctions ... ·' '
Focus Question How did Latin American nations
struggle for stability, and how did industrialized
nations affect them?

Economic Imperialism
in latin America
Despite bright hopes, democracy failed to take root in most ofthe
Standards Preview newly independent nations of Latin America in the 1800s. Instead,
H-55 10.4.2 Discuss the locations of the colonial rule of wealth and power remained in the hands of the few. At the same
such nations as England, France, Germany, Italy, Japan, the time, new technology such as refrigerated ships helped to inter-
Netherlands, Russia, Spain, Portugal, and the United States.
twine the economies of nations that were thousands of miles
apart. Latin American economies became increasingly dependent
upon those of more developed countries. Britain, and later the
United States, invested heavily in Latin America.
Terms, People, and Places
regionalism peonage
caudillo Monroe Doctrine Lingering Political Problems
Benito Juarez Panama Canal Simon Bolivar had hoped to create strong ties among the nations
La Reforma of Latin America. But feuds among leaders, geographic barriers,
and local nationalism shattered that dream of unity. In the end,
Note Taking 20 separate nations emerged.
Reading Skill: Recognize Multiple Causes As These new nations wrote constitutions modeled on that of the
you read, record the causes of instability in Latin United States. They set up republics with elected legislatures.
America in a chart similar to this one. Then give an However, true democracy failed to take hold. During the 1800s,
example of how each cause affected Mexico. many succumbed to revolts, civil war, and dictatorships.
Instability in Latin America The Colonial Legacy Many of the problems in the new nations
Causes I Mexican Example had their origins in colonial rule. The existing social and political
hierarchy barely changed. Creoles simply replaced peninsulares as
the ruling class. The Roman Catholic Church kept its privileged
position and still controlled huge amounts of land.

Chapter 10 Section 4 337

 For most people-mestizos, mulattoes, blacks, and Indians-life did
not improve after independence. The new constitutions guaranteed
equality before the law, but deep-rooted inequalities remained. Voting
rights were limited. Many people felt the effects of racial prejudice. Small
groups of people held most of the land. Owners of haciendas ruled
their great estates, and the peasants who worked them, like medieval
European lords.

The Search for Stability With few roads and no tradition of unity,
regionalism, or loyalty to a local area, weakened the new nations. Local
strongmen, called caudillos (kow THEE yohs), assembled private armies
to resist the central government. At times, popular caudillos, occasion-
ally former military leaders, gained national power. They looted the trea-
sury and ruled as dictators. Power struggles led to frequent revolts that
changed little except the name of the leader. In the long run, power
remained in the hands of a privileged few who had no desire to share it.
As in Europe, the ruling elite in Latin America were divided between
conservatives and liberals. Conservatives defended the traditional social
order, favored press censorship, and strongly supported the Catholic
Church. Liberals backed laissez-faire economics, religious toleration,
Vocabulary Builder greater access to education, and freedom of the press. Liberals saw them-
enlightened-(en LYT und) adj. selves as enlightened supporters of progress but often showed little con-
educated, informed cern for the needs of the majority of the people.
Standards Check What factors undermined democracy in post-
independence latin America? H-55 10.4.3

Mexico's Struggle for Stability

During the 1800s, each Latin American nation followed its own course.
Mexico provides an example of the challenges facing many Latin American
nations. Large landowners, army leaders, and the Catholic Church domi-
nated Mexican politics. However, bitter battles between conservatives and
liberals led to revolts and the rise of dictators. Deep social divisions sepa-
rated wealthy creoles from mestizos and Indians who lived in poverty.

Santa Anna and War With the United States Between 1833 and
1855, an ambitious and cunning caudillo, Antonio Lopez de Santa Anna,
gained and lost power many times. At first, he posed as a liberal reformer.
life on a Hacienda
Peasant women process a
crop grown on a hacienda in
Mexico in the 1800s.
Soon, however, he reversed his stand and
crushed efforts at reform.
In Mexico's northern territory of Texas, dis-
content grew. In 1835, settlers who had
moved to Texas from the United States and
other places revolted. Mter a brief struggle
with Santa Anna's forces, the settlers gained
independence from Mexico. They quickly set up
an independent republic. Then in 1845 the United
States annexed Texas. Mexicans saw this act as a dec-
laration of war. In the fighting that followed, the United States
invaded and defeated Mexico. In the Treaty of Guadalupe-
Hidalgo, which ended the war, Mexico lost almost half its terri-
tory. The embarrassing defeat triggered new violence between
conservatives and liberals.

La Reforma Changes Mexico In 1855, Benito Juarez

(WAHR ez), a liberal reformer of Zapotec Indian heritage, and
other liberals gained power and opened an era of reform known
as La Reforma. Juarez offered hope to the oppressed people of
Mexico. He and his fellow reformers revised the Mexican consti-
Remember the Alamo!
tution to strip the military of power and end the special privi-
Mexican President Antonio lopez de Santa
leges of the Church. They ordered the Church to sell unused lands Anna (above) is well-known for his ruthless
to peasants. decision to give no quarter to the Texan
Conservatives resisted La Reforma and began a civil war. Still, Juarez defenders of the Alamo, a fort in San
was elected president in 1861 and expanded his reforms. His opponents Antonio, Texas, during the Texas Revolution.
turned to Europe for help. In 1863, Napoleon III sent troops to Mexico The illustration above shows Texan
defenders of the Alamo bravely fighting
and set up Austrian archduke Maximilian as emperor.
against overwhelming odds. In what light
For four years, Juarez's forces battled the combined conservative and does this illustration present the
French forces. When France withdrew its troops, Maximilian was cap- defenders of the Alamo?
tured and shot. In 1867, Juarez returned to power and tried to renew
reform, but opponents resisted. Juarez died in office in 1872, never
achieving all the reforms he envisioned. He did, however, help unite Mexico,
bring mestizos into politics, and separate church and state.

Growth and Oppression Under Diaz Mter Juarez died, General

Porfirio Diaz, a hero of the war against the French, staged a military
coup and gained power. From 1876 to 1880 and 1884 to 1911, he ruled as
a dictator. In the name of "Order and Progress," he strengthened the
army, local police, and central government. He crushed opposition. Vocabulary Builder
Under his harsh rule, Mexico made tangible economic advances. Rail- tangible-(TAN juh bul) adj. real or
roads were built, foreign trade increased, some industry developed, and concrete
mining expanded. Growth, however, had a high cost. Capital for develop-
ment came from foreign investors, to whom Diaz granted special rights.
He also let wealthy landowners buy up Indian lands.
The rich prospered, but most Mexicans remained poor. Many Indians
and mestizos fell into peonage to their employers. In the peonage sys-
tem, hacienda owners would give workers advances on their wages and
require them to stay on the hacienda until they had paid back what they
owed. Wages remained low, and workers were rarely able to repay the
hacienda owner. Many children died in infancy. Other children worked
12-hour days and never learned to read or write.
Standards Check What struggles did Mexico go through as it tried to
find stability in the 1800s? H-55 10.4.3

Chapter 10 Section 4 339


Note Taking
Reading Skill: Identify Effects Use a
chart like the one below to record how
foreign influence, including that of the
United States, affected Latin America.
The Economics of Dependence
Under colonial rule, mercantilist policies made Latin America economi-
cally dependent on Spain and Portugal. Colonies sent raw materials such
as cash crops or precious metals to the parent country and had to buy
manufactured goods from them. Strict laws kept colonists from trading
with other countries and possibly obtaining goods at a lower price. In
addition, laws prohibited the building of local industries that would have
competed with the parent country. In short, the policies prevented the
colonies from developing their own economies.

The Cycle of Economic Dependence Mter independence, this pat-

tern changed very little. The new Latin American republics did adopt
free trade, welcoming all comers. Britain and the United States rushed
into the new markets, replacing Spain as Latin America's chief trading
partners. But the region remained as economically dependent as before.

Foreign Influence Mounts In the 1800s, foreign goods flooded Latin

America, creating large profits for foreigners and for a handful of local
business people. Foreign investment, which could yield enormous profits,
was often accompanied by local interference. Investors from Britain, the
United States, and other nations pressured their own governments to
take action if political events or reform movements in a Latin American
country seemed to threaten their interests.

Some Economic Growth Mter 1850, some Latin American econo-

mies did grow. With foreign capital, they were able to develop mining and
agriculture. Chile exported copper and nitrates, and Argentina expanded

Map Skills In the early 1900s, European 1. Locate (a) Cuba (b) Canal Zone 3. Identify Point of View What natu-
powers held possessions in Latin Amer- (c) British Guiana (d) Honduras ral resources did the Dutch exploit in
ica. The United States often intervened to 2. Location Why did the United States Dutch Guiana?
protect business interests there. have a particularly strong interest in
Latin American affairs?
I
UNITED STATES 75°W 60° W

- .. +-
N

Miller Projection
0 250 500 mi Atlantic
""***f n k 1fet9
r I Ocean
0 250 500 km

ic------+-15° N

British possessions Bananas fF Rice

D utch possessions Cacao ~ Sugar BRITISH DUTCH
French possessions • Coffee }4 Wheat GUIANA GUIANA

United States possessions ,# Corn Cll Timber l/~

'f ·~ I~ FRENCH
, ~GUIANA
United States m i lita ry - Fi shing . . Tobacco /
intervent ion
U nited States milita ry expedition

340 0!"
its livestock and wheat production. Brazil exported the cash
crops coffee and sugar, as well as rubber. By the early 1900s,
both Venezuela and Mexico were developing important and
lucrative oil industries.
Throughout the region, foreigners invested in modern
ports and railroads to carry goods from the interior to
coastal cities. European immigrants poured into Latin
America. The newcomers helped to promote economic activ-
ity, and a small middle class emerged.
Thanks to trade, investment, technology, and migration,
Latin American nations moved into the world economy. Yet
internal development was limited. The tiny elite at the top
benefited from the economic upturn, but very little trickled
down to the masses of people at the bottom. The poor earned
too little to buy consumer goods. Without a strong demand,
many industries failed to develop.
7i Standards Check How did foreign influence and
investment affect latin America? H-55 10.4.3
Uncle Sam Takes Off This cartoon
represents the entry of the United
The Influence of the United States States into competition with European
As nations like Mexico tried to build stable governments, a neighboring powers over new territory in the Eastern
republic, the United States, expanded across North America. Latin Hemisphere in the early 1900s.
American nations began to feel threatened by the "Colossus of the Uncle Sam represents
North," the giant power that cast its shadow over the entire hemisphere. 0 the United States.
The Monroe Doctrine In the 1820s, Spain plotted to recover its The horse wears a saddle that
American colonies. Britain opposed any move that might close the door
Q reads "Monroe Doctrine."
to trade with Latin America. British leaders asked American President
James Monroe to join them in a statement opposing any new colonization
of the Americas.
e European powers watch in frus-
tration.
1. What do the wheels on Uncle Sam's
Monroe, however, wanted to avoid any "entangling alliance" with
bicycle represent?
Britain. Acting alone, he issued the Monroe Doctrine in 1823. "The
2. Why are the European powers shout-
American continents," it declared, "are henceforth not to be considered as ing at Uncle Sam?
subjects for future colonization by any European powers." The United
States lacked the military power to enforce the doctrine. But with the Analysis Skills HR2
support of Britain's strong navy, the doctrine discouraged European
interference. For more than a century, the Monroe Doctrine would be the
key to United States policy in the Americas.

The United States Expands Into Latin America As a result of the

war with Mexico, in 1848 the United States acquired the thinly popu-
lated regions of northern Mexico, gaining all or part of the present-day
states of California, Arizona, New Mexico, Nevada, Utah, and Colorado.
The victory fed dreams of future expansion. Before the century had
ended, the United States controlled much of North America and was
becoming involved in overseas conflicts.
For decades, Cuban patriots had battled to free their island from Span-
ish rule. As they began to make headway, the United States joined their
cause, declaring war on Spain in 1898. The brief Spanish-American War
ended in a crushing defeat for Spain. At the war's end, Cuba was granted
independence. But in 1901, the United States forced Cubans to add the
Platt Amendment to their constitution. The amendment gave the United
States naval bases in Cuba and the right to intervene in Cuban affairs.

Chapter 10 Section 4 341

~
e INFOGRAPHIC

T he Panama Canal was a massive undertaking. The sheer scale of the project astounded
engineers, politicians, and tourists. Building the canal cost the American government $352
million (about $7 billion in today's money). Workers excavated about 232 million cubic
yards of dirt, rocks, and debris from the Canal Zone-enough debris to create a pyramid
seven times the height of the Washington Monument, as
one newspaper writer noted. Nearly six thousand
workers died from industrial accidents or disease _. Playing cards featuring scenes
in the ten years it took to build the canal. from the canal's construction
Despite many challenges, the builders (above) helped to feed Americans'
would not give up. They completed the canal fascination with the canal.
in 1914. The beginning of World War I in the
..,.. Two men (below) stand inside one
summer of 1914, however, overshadowed of the canal lock's enormous gates.
what was to be its grand opening. The gates allow water to flow in
and out of the lock, raising or
lowering ships to different levels.

T The tropical diseases malaria and

yellow fever killed many workers.
Quinine (below right) was used to
treat some cases of malaria. The
canal builders' massive efforts to
kill disease-carrying mosquitoes,
using methods such as spraying
swampy areas with oil (below left),
were more effective.

Thinking Critically
1. Draw Conclusions Based on the map,
why did Americans want to build a canal
in Panama?
2. Draw Inferences Why was it important
o control disease during the build
.:..~~ •. _.=;;.] ~: , the canal? 11-55 10.4.2
The United States Interferes American investments in Latin Amer-
ica grew in the early 1900s. Citing the need to protect those investments,
in 1904 the United States issued the Roosevelt Corollary to the Monroe
Doctrine. Under this policy, the United States claimed "international
police power" in the Western Hemisphere. When the Dominican Republic
failed to pay its foreign debts, the United States sent in troops. Ameri-
cans collected customs duties, paid off the debts, and remained for years.
Under the Roosevelt Corollary and then President William Howard
Taft's policy of Dollar Diplomacy, American companies continued to
invest in the countries of Latin America. To protect those investments,
the United States sent troops to Cuba, Haiti, Mexico, Honduras, Nicara-
gua, and other countries in Central America and the Caribbean. As a
result, like European powers in Mrica and Asia, the United States
became the target of increasing resentment and rebellion.

Building the Panama Canal From the late 1800s, the United States had
wanted to build a canal across Central America. Panama was a proposed site.
However, Panama belonged to Colombia, which refused to sell the United
States land for the canal. In 1903, the United States backed a revolt by Pana-
manians against Colombia. The Panamanians quickly won independence and
gave the United States control of the land to build the canal.
Construction began in 1904. Engineers solved many difficult problems
in the course of building the canal. The Panama Canal opened in 1914.
The canal cut the distance of a sea journey between such cities as New
York and San Francisco by thousands of miles. It was an engineering
marvel that boosted trade and shipping worldwide.
To people in Latin America, however, the canal was another example of
''Yankee imperialism." Nationalist feeling in the hemisphere was often
expressed as anti-Americanism. Panama did not gain complete control over
the canal until2000. It now forms a vital part ofthe Panamanian economy.
~ Standards Check How did the United States act as an imperialist
power in Latin America? H·SS 10.4.2

Standards Monitoring Online

For: Self-quiz with vocabulary practice
Web Code: mza-2541

Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
Note Taking
2. Reading Skill: Recognize Multiple
Causes Use your completed charts to
answer the Focus Question: How did
Latin American nations struggle for sta-
bility, and how did industrialized
nations affect them 7
Critical Thinking and Comprehension
3. Express Problems Clearly What
problems faced new nations in Latin
America?
4. Recognize Cause and Effect How
did the cycle of economic dependence
continue after independence 7
5. Synthesize Information Describe
two ways the United States influenced
Latin America.
6. Draw Conclusions Why might devel-
oping nations encourage foreign
investment? Do you think foreign
investors should have the right to
intervene in another nation's affairs to
protect their investments? Explain.
e Writing About History
Quick Write: Support Your Ideas As you
respond to a short-answer or extended-
response question on a test, keep in mind
that each sentence or paragraph should
support your main idea. Omit information,
no matter how interesting, that is not cen-
tral to your argument. To practice, write an
outline of an argument responding to the
following extended-response prompt.
• Explain how American interference led to
the building of the Panama Canal.

Chapter 10 Section 4 343

 Quick Study Guide
Standards Monitoring Online
For: Self-test with vocabulary practice
Web Code: mza-2551

• Imperialism in Japan and • The Cycle of Economic Dependence

Southeast Asia and the in latin America H-55 10.4.3
Pacific H-55 10.4.1, 10.4.2
Ja~n Southeast Asia and the Pacific
Industrialized
• United States opens by show • European powers expand footholds. nations
of force.
selld
• Meiji restoration
• Some countries resist, but succumb
to European force.
..,.o
begins modernization. • Europeans gain resources and trade Manufactured
• Japan becomes an imperialist networks at expense of Raw materials goods, capital,
power itself. indigenous people. and natural and technological
resources know-how

• Three British Colonies: Canada, se,d 1Less-developed

\,0

Australia, and New Zealand H-55 10.4.4 nations of

Latin America
·~ Colony Settled by Impact on Gained Self-Rule
.:·.i Indigenous From Britain The relationship is unequal because the stronger, more developed
People nations control prices and terms of trade.
Canada First France, Native Americans 1867
then Britain forced to give
uplands
Australia Britain, as Aborigines 1901
penal colony suffered
disastrously
New Zealand Britain, attracted Maori fought 1907
by climate against settlers,
population
reduced drastically

• Key Events in Worldwide

Imperialism H-55 10.4.2

1853 ~ 1858
1868
American ships France Meiji
commanded by invades Restoration
Commodore Perry Vietnam. begins in
Southeast Asia, the arrive in Japan. Japan.
Pacific, and Japan
British Colonies
and Latin America
Britain annexes La Reforma Britain
New Zealand. begins in grants
Mexico. Canada
self-rule.

344
 C9ncept Connectbr I
Analysis Skills CS1, CS4; HR1

• Cumulative Review • Connections To Today

Record the answers to the question below on your Concept 1. Conflict: Unrest in Quebec Although French-Canadian
Connector worksheets. leaders agreed to confederation with~he rest of Canada in
1867, the French-English question was never truly put to rest.
1. Genocide Read about what happened to the indigenous Many French-Canadians continued to feel that the English-
peoples of North America when Europeans colonized Mexico, speaking majority in Canada threatened their unique French
the United States, and Canada. Then learn more about the culture. In the late 1900s, a movement for an independent
effects of colonization on \ he Aborigines in Australia and the Quebec arose. Research the path of this movement and
Maori in New Zealand. Compare the experiences of these create a bulleted list of significant events that occurred
indigenous groups. Consider the following: within the last fifty years.
• population and way of life prior to and after colonization
• effects of disease
Languages Spoken in Canada Today
• attitudes towards land ownership
• treatment today
2. Geography's Impact Location links the fate of Latin
America with that of the United States. In the 1800s, ideas
about independence springing from the American Revolution
inspired independence leaders in Latin America, such as
Simon Bolivar. However, in the late 1800s, the United States
began to interfere more aggressively in the affairs of Latin
American countries. Create a timeline tracking the relation-
ship between the United States and Latin America from 1800
through 1914. Include a brief description of the significance
of each event on the timeline. SOURCE: Statistics Canada, 2001 Census

3. Trade · One of the strengths of the British empire was its
commercial trading network, which touched almost every
continent. As you have read, the Dutch were also far-flung
traders, even maintaining ties with Japan when traders from
other countries were forbidden. Learn more about the Dutch
trading empire, beginning in the 1600s. Compare the two
trading empires in terms of the following:
• areas controlled
• types of colonies
• duration
• relations with other industrialized countries
2. Cooperation: Japan as a World Power After its rapid
modernization in the late 1800s, Japan took its place among
the leading powers of the world. It asserted that power
throughout the 1900s, with varying results. Today, Japan's
economy is second in size only to that of the United States.
Conduct research on Japan and write a paragraph describing
its role in international affairs today.

1886 1898 1910

Britain annexes The Philippines Japan annexes
Burma. declares independence Korea.
from Spain.

The United The Panama

States issues Canal opens.
opens. the Roosevelt
Corollary.

345
 -·~- ~.-

Standards Assessment
kills Hl1, HIZ

Terms, People, and Places Critical Thinking

1. In what ways did Matthew Perry's opening of Japan lead to 15. Compare Compare Japan's response to Western imperial-
the Meiji Restoration? ism to that of China. How were the two responses similar?
2. How did the Sino-Japanese and Russo-Japanese wars How were they different?
spring out of Japan's new strength as a modernized nation? 16. Identify Causes In the image below, a Japanese woman
3. What steps did King Mongkut take to help Siam avoid the wears Western clothing. What role did westernization play in
fate of French Indochina? helping both Japan and Siam avoid colonization by European
4. How did Canada become a dominion? nations?
5. Describe how the Spanish-American War affected both the
Philippines and Cuba.
6. How did regionalism and caudillos weaken the stability of
Latin American countries in the 1800s?

Main Ideas
Section 1 (pp. 320-326)
7. How did Japan change course in the late 1800s?
Section 2 (pp. 327-331)
8. Why were imperialist nations drawn to Southeast Asia and
the Pacific?
9. How did the colonized peoples of Southeast Asia react to
Western attempts to dominate the region?
Section 3 (pp. 332-336)
10. Describe settlement in Canada, Australia, and New Zealand.
11. How did these colonies gain independence?
Section 4 (pp. 337-343) 17. Connect to Geography How did the creation of the
12. What factors caused instability in Latin America after inde- Dominion of Canada encourage expansion?
pendence? 18. Synthesize Information What principle did the United
13. How did the United States influence Latin America? States express in the Monroe Doctrine? How did the
Roosevelt Corollary alter the Monroe Doctrine?
Chapter Focus question:
19. Draw Conclusions List the benefits and disadvantages
14. How did political and economic imperialism influence nations
brought about by colonial rule. Do you think subject people
around the world?
were better or worse off as a result of the Age of Imperial-
ism? Explain.

e Writing About History E·LA Writing 1.0, 1.5

Writing for Assessment The effects of imperialism • Look for key words that will tell you what kind of
are still being felt around the world today. Write an answer to provide, such as explain.
II II

answer to one of the following extended response Drafting

essay prompts. Spend only 40 minutes on the writing
process. Consult page SH20 of the Writing Handbook
for additional help.
• Analyze the effects of Japanese imperialism in Korea.
• Analyze the effects of American intervention in Latin
America.
Prewriting
• Read both prompts and determine what you know
about each. Choose the one whose topic you recall
the most information about.
• Focus your time by allowing 10 minutes for prewrit-
ing, 20 minutes for drafting, and 10 minutes for
revising your response.
• Develop a thesis for your essay and make sure each
piece of information supports it.
Revising
• Check that you open and close your response
strongly, that each point supports your main idea,
and that you've answered all aspects of the question.

346

~
 Document-Based Assessment
Analysis Skills HR2, HR4
The Imperialism Debate and the Philippines
After defeating Spain in Manila Bay in May 1898, American forces
remained in the Philippines. In February 1899, the United States
Senate voted to annex the Philippines. The Philippines were one
aspect of the United States' efforts to compete with Europe in the
scramble for new foreign markets, investment opportunities and
raw materials. A great debate took place in the United States over
the issue of imperialism, as the documents below show.
Document A
" I have been criticized a good deal about the Phil ippines, but don't
deserve it. The truth is I didn't want the Philippines, and when they
came to us, as a gift from the gods, I did not know what to do with
'them .. . . And one night late it came to me this way- 1don't know
how it was, but it came: (1) That we could not give them back to
Spain-that would be cowardly and dishonorable; (2) that we
could not turn them over to France and Germany- our commercial
rivals in the Orient-that would be bad business and discreditable;
(3) that we could not leave them to themselves- they were unfit
for self-government-and they would soon have anarchy and mis-
rule over there worse than Spain's was; and (4) that there was
nothing left for us to do but to take them all, and to educate the
Filipinos, and uplift and civilize and Christianize them ... "
- From remarks to a visiting delegation of Methodist church leaders
made by President William McKinley on November 21, 1899
Analyzing Documents
Use your knowledge of this chapter and Documents A, B, and C to answer questions 1-4.
1. In Document A, which of McKinley's fou r reasons for the
takeover of the Philippines explained that important business
interests were at stake?
A 1
B2
c3
J D 4
2. In Document B, what is the meaning of "It seeks to extin-
guish the spirit of 1776 in those islands"?
A The U.S. vowed never to give the Philippines its freedom.
B The U.S. is undermining an independence movement that
is like the American Revolution.
C Self-government in the Philippines is inevitable.
D The U.S. has the ability and the duty to educate Filipinos
about self-government.
Document B
"We hold that the policy known as imperialism is hostile to lib-
erty and tends toward militarism, an evil from which it has
been our glory to be free .... We maintain that governments
derive their just powers from the consent of the governed. We
insist that the subjugation of any people is "criminal aggres-
sion" and open disloyalty to the distinctive principles of our
government.
We earnestly condemn the policy of the present National
Administration in the Philippines. It seeks to extinguish the
spirit of 1776 in those islands.... We denounce the slaughter
of the Filipinos as a needless horror."
-From the Platform of the
American Anti -Imperialist League, 1899
Document C
"Isn't Every American proud of the part that American soldiers
bore in the relief of Pekin [i.e., Beijing, where some U.S. citi-
zens were held hostage by the Boxers]? But that would have
been impossible if our flag had not been in the Philippines.
Gen. Chaffee led two infantry regiments, the Ninth and the
Fourteen, and one battery of the Fifth Artillery to Pekin. They
did not come direct from the United States; there was not
time .... But for these men and the marines from Manilla bar-
racks, Minister Conger and his American comrades in the
besieged legation would not have seen their country's flag,
and would OWE THEIR RELIEF TO BRITISH, JAPANESE AND
RUSSIANS.
When Mr. Bryan [Democratic candidate for president] tells
you that the Philippines are worth nothing to America, you tell
him to 'REMEMBER PEKIN!"'
-From a leaflet of the Republican
Club of Massachusetts, 1900
3. According to Document C, the Philippines are necessary to
the United States as a(n)
A source for raw materials.
B outpost for Christian missionaries.
C base for military actions.
D market for U.S. goods.
4. William Jennings Bryan considered imperialism which he
opposed, to be the top issue in the 1900 presidential cam-
paign. Who would have received your vote, the Democratic
candidate, Bryan, or the Republican, William McKinley? Give
your reasons, using these documents and information from
the chapter.
347