Topic 6.1 Rationales for Imperialism from 1750 to 1900
Thematic Focus - Cultural Developments and Interactions (CDI)
The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.
Learning Objective
Explain how ideologies contributed to the development of imperialism from 1750 to 1900.
Historical Developments
A range of cultural, religious, and racial ideologies were used to justify imperialism, including Social Darwinism, nationalism, the concept of the civilizing mission, and the desire to religiously convert indigenous populations.
Motives For Imperial Sates
Industrial Revolution
The Industrial Revolution was the period in which the production of goods shifted from
hand production methods to mass-produced, machine-made, goods. Capitalism sprung, a new economic system that was focused on profit rose during the Industrial Revolution. Industrialized states from the Global North looked to increase their profit, wealth, and power by colonizing the Global South.
In order to continue industrializing and turning a profit, they needed to obtain raw materials (cotton, lumber, rubber) to turn into manufactured goods. Many of these raw materials are not available in European nations. Industrialized nations began to look to The Global South for raw materials that were not available at home.
The Industrial Revolution was the period in which the production of goods shifted from
hand production methods to mass-produced, machine-made, goods. Capitalism sprung, a new economic system that was focused on profit rose during the Industrial Revolution. Industrialized states from the Global North looked to increase their profit, wealth, and power by colonizing the Global South.
In order to continue industrializing and turning a profit, they needed to obtain raw materials (cotton, lumber, rubber) to turn into manufactured goods. Many of these raw materials are not available in European nations. Industrialized nations began to look to The Global South for raw materials that were not available at home.
Additionally, the Global North wanted new markets for their goods. Many factory producers were producing a lot of manufactured goods. They produced so many that locally they no longer had customer demand. Industrialized nations sought international markets to continue to produce goods thus continuing to turn a profit.
Social Darwinism
In order to justify their rule over their subjects, Europeans used racism and a pseudo-science called Social Darwinism to prove that they were “biologically superior” due to their white race. This theory was based on the work of Charles Darwin (1809-1882), an English scientist who is best known for developing a theory of evolution to describe how species change over time. Social Darwinists used that science trying to apply it to society arguing that people were in a “struggle for survival” where the stronger nations will dominate the weaker nations. They argued non-white populations were too “uncivilized” to govern over themselves. Thus, Europeans believed they need to completely transform their colonial subjects to be more like the British. These ideas about inferiority based on skin color are called pseudo-science because they were later disproven and are now considered outdated.
In order to justify their rule over their subjects, Europeans used racism and a pseudo-science called Social Darwinism to prove that they were “biologically superior” due to their white race. This theory was based on the work of Charles Darwin (1809-1882), an English scientist who is best known for developing a theory of evolution to describe how species change over time. Social Darwinists used that science trying to apply it to society arguing that people were in a “struggle for survival” where the stronger nations will dominate the weaker nations. They argued non-white populations were too “uncivilized” to govern over themselves. Thus, Europeans believed they need to completely transform their colonial subjects to be more like the British. These ideas about inferiority based on skin color are called pseudo-science because they were later disproven and are now considered outdated.
Western Education & Christianity
Due to their racist mindset about their subjects, the Europeans used their education system to “civilize” the colonies, which meant teaching the English and French languages, European history, and scientific racism. Many colonized people would learn more about European history than their own.
Due to their racist mindset about their subjects, the Europeans used their education system to “civilize” the colonies, which meant teaching the English and French languages, European history, and scientific racism. Many colonized people would learn more about European history than their own.
In addition, Christianity was diffused in most colonies as a way to unite the empire through a common religion. Europeans spread Christianity since the Late Modern Period (1450 - 1750). After Columbus arrived in the New World, Europeans spread both Catholicism and Protestantism in the new land. They believed that it was their moral duty to convert people to Christianity. Similarly, Europeans continued to spread Christianity as they created empires in the entire world
Nationalism
Lastly, during the 19th century, Nationalism or a sense of pride in one’s nation. This pride often came from believing that one’s nation was superior to other nations in economic success and political might. Nationalism fueled the desire for expanding empires acquiring colonies.
Lastly, during the 19th century, Nationalism or a sense of pride in one’s nation. This pride often came from believing that one’s nation was superior to other nations in economic success and political might. Nationalism fueled the desire for expanding empires acquiring colonies.
Tools that Provided an Advantage
Industrial technology like the maxim gun, railroads, steamships, and telegraph facilitated order in the empire. Europeans had the military advantage because of better organization, drill and practice, and command structure. Their biggest advantage was military technology such as the maxim gun. The Maxim gun was the world’s first automatic machine gun. While Europeans used machine guns, resisting people were forced to use outdated weapons. Once established, Europeans used railroads, steamships, and the telegraph to keep control of the colonies. The steamships and railroads served, not only to trade faster but with the movement of troops. Telegraphs made communication easier.
Even with superior weapons Europeans were kept out of the interior of Africa due to malaria. Malaria affected Europeans while Africans had developed immunity. However, with the invention of quinine Europeans were able to establish rule in the interior of Africa as well.
As British imperial power reached around the world in the late nineteenth century, it affected the people whom the British conquered as well as how the British perceived themselves. In An ABC for Baby Patriots, Mrs. Ernest Ames presents the British Empire in a children’s book. These images were designed for children and reflect the values and ideals that Britons wanted their children to adopt and follow as they grow up. As you read through this source, identify tools and motives displayed in its pages and explain the written and visual evidence.DIRECTIONS
- Read “An ABC For Baby Patriots”
- Find pages that reflect British Motives AND Tools associated with New Imperialism:
- Write down the letter of the page you are going to use as evidence
- list the specific motive/technology displayed by that letter
- Identify and explain at least TWO words or phrases from the text that support your letter choice
- Identify and explain how the art supports your choice
- Write down the letter of the page you are going to use as evidence