Lesson 1 Colonial Rule in Southeast Asia lesson 1 ● What are the causes and effects of imperialism? ● How do some groups resist control by others? Sir Thomas Stamford Raffles traveled to Singapore in 1819 to found a British colony. He described it as follows: I am happy to inform you that everything is going on well here. It bids fair to be the next port to Calcutta; all we want now is, the certainty of permanent possession, and this, of course, depends on authorities beyond our control. You may take my word for it, this is by far the most important station in the East; and, as far as naval superiority and commercial interests are concerned, of much higher value than whole continents of territory. Raffles, Sophia. 1835. Memoir of the Life and Public Services of Sir Thomas Stamford Raffles - Vol. II. London: William Clowes and Sons. Credit Raffles’s assessment would prove correct, and Singapore would open up new areas of trade and further expansion into Asia for Great Britain. Pictures From History/The Image Works Singapore under British rule during the late 1800s analyzing key ideas and details CITING TEXT EVIDENCE Read closely to identify the political status of various regions of Southeast Asia. Record each status in a graphic organizer like this one. GUIDING QUESTION What were the motivations for the new imperialism? ANALYZING KEY IDEAS AND DETAILS 1. SUMMARIZING Write a brief summary of “new imperialism.” 2. IDENTIFYING STEPS What evidence in the text supports the idea that new technologies helped to advance imperialism? In the nineteenth century, a new phase of Western expansion began. European nations began to view Asian and African societies as a source of industrial raw materials and a market for Western manufactured goods. In the 1880s, European states began an intense scramble for overseas territory. Imperialism , the extension of a nation's power over other lands, was not new. Europeans had set up colonies and trading posts in North America, South America, and Africa by the sixteenth century. Major Regions of European Control View the chart and answer the questions that follow. 1. DRAWING CONCLUSIONS How might Britain’s control over India have given it an advantage over its European rivals? 2. ANALYZING INFORMATION Which European powers had colonies in both Africa and Asia? However, the imperialism of the late nineteenth century, called the "new imperialism" by some historians, was different. Earlier, European states had been content, especially in the case of Africa and Asia, to set up a few trading posts where they could carry on trade and perhaps some missionary activity. Now they sought nothing less than direct control over vast territories. Why did Westerners begin to increase their search for colonies after 1880? There was a strong economic motive. Capitalist states in the West were looking for both markets and raw materials such as tea, coffee, rubber, oil, and tin. These resources were quickly becoming essential for the creation of many commodities European industries produced. The issue was not simply an economic one, however. European nation-states were involved in heated rivalries. They acquired colonies abroad in order to gain a strategic and economic advantage over their rivals. Colonies were also a source of national prestige. To some people, in fact, a nation could not be great without colonies. In addition, imperialism was tied to Social Darwinism and racism. Social Darwinists believed that in the struggle between nations, the fit are victorious. Racism is the belief that race determines traits and capabilities. Racists erroneously believe that particular races are superior or inferior. Imperial ambitions and conquests strengthened European nationalism and led some colonizers to view colonized people as inferior “others.” Some Europeans, however, took a more religious and humanitarian approach to imperialism. They believed Europeans had a moral responsibility to civilize those they considered primitive people. They called this responsibility the “white man’s burden.” To some, this meant bringing the Christian message to the “heathen masses.” To others, it meant bringing the benefits of Western democracy and capitalism to these societies. Nineteenth-century technological developments were also important in the development and growth of imperialism. New military weapons, such as the machine gun, gave Europeans a superior military force, enabling them in pitched battles to defeat those who resisted a takeover of their lands. Military superiority also gave European nations a huge advantage in diplomacy with these new territories. European nations could often get what they wanted from Asian and African societies with only the presence of a powerful advanced navy, a process referred to as gunboat diplomacy New forms of transportation, a direct result of the Industrial Revolution in Europe, helped advance imperialism as well. Technological developments in railroad and steam power allowed Europeans to travel faster and more easily. These advances also helped Europeans remove resources from colonies more easily and allowed European missionaries to travel to more remote locations. New forms of communication also advanced imperialism. The telegraph, for example, allowed colonial regimes to communicate with Europe faster than ever before, giving European nations a high degree of control over their colonies. And advances in print technology helped Christian missionaries spread their religion and better organize new colonial churches. Medical advancements also served to further imperialist adventures. Long journeys and tropical climates took a heavy toll on European conquerors. New medicines, such as the use of quinine to combat malaria, made it possible for Europeans to live in difficult climates. Thus, larger numbers of Europeans could now survive in Africa and Asia. MAKING CONNECTIONS TO Science THE ROLE OF QUININE The disease malaria is especially devastating in tropical and subtropical regions, which offer good conditions for the mosquitoes that carry and spread it. By 1850, European doctors had learned how to treat malaria with quinine, a drug that greatly reduced the death rate from the disease. Quinine is obtained from the bark of the cinchona tree, which is native to South America. Indigenous people of Peru were the first people to use this bark to treat malaria. With the use of quinine, everyone in these tropical and subtropical regions now had a defense against a devastating disease. 1. CITING TEXT EVIDENCE Why did malaria keep Europeans from colonizing Africa before 1850? 2. CITING TEXT EVIDENCE How did quinine allow for European colonization of Africa? checking for understanding 1. INTERPRETING What were the motivations for the new imperialism? 2. IDENTIFYING CONNECTIONS What is the relationship between religion and imperialism? 3. UNDERSTANDING CONTEXT How did Europeans justify imperialism? GUIDING QUESTION What led to Western dominance in Southeast Asia? UNDERSTANDING CRAFT AND STRUCTURE 1. ANALYZING TEXT How has the author organized the text describing the colonial takeover of Southeast Asia? 2. DETERMINING MEANING The text states that in the Philippines, “President McKinley had his stepping-stone to the rich markets of China.” Look at the map of Southeast Asia. Why might the U.S. have considered the Philippines to be a “stepping stone”? The new imperialism was evident in Southeast Asia. The region had long been known for its consumable resources such as sugar, tea, and various spices. In 1800 the Europeans had two established colonies in the region: the Spanish Philippines and the Dutch East Indies. By 1900 virtually the entire area was under Western rule. IMPERIALISM IN SOUTHEAST ASIA, 1900 Click here for the interactive version of this map. Geographic Reasoning European countries used Southeast Asia as a source for raw materials. 1. GLOBAL INTERCONNECTIONS Which territory was the primary source of spices? 2. HUMAN-ENVIRONMENT INTERACTION Which raw materials did the United States have access to in Southeast Asia? 3. PLACES AND REGIONS What modern countries were once part of French Indochina? 4. THE WORLD IN SPATIAL TERMS Which colony in Southeast Asia produced the most rubber? What country did that colony become? The process of colonial expansion began with Great Britain. In 1819 Great Britain sent Sir Thomas Stamford Raffles to found a new colony on a small island at the tip of the Malay Peninsula. A strategic location overlooking a high-traffic shipping lane, it was called Singapore or “city of the lion.” In the new age of steamships, it soon became a major stopping point for traffic traveling to or from China. During the next few decades, the British advance into Southeast Asia continued. Next to fall was the kingdom of Burma (modern Myanmar). Britain wanted control of Burma in order to protect its possessions in India. It also sought a land route through Burma into southern China. Although the difficult terrain along the frontier between Burma and China caused this effort to fail, British activities in Burma led to the collapse of the Burmese monarchy. Britain soon established control over the entire country. France, which had some missionaries operating in Vietnam, nervously watched the British advance into Burma. The local Vietnamese authorities, who viewed Christianity as a threat to Confucian doctrine, persecuted the French missionaries. However, Vietnam failed to stop the Christian missionaries. Vietnamese internal rivalries divided the country into two separate governments—the north and the south. France was especially alarmed by British attempts to monopolize trade. To stop any British movement into Vietnam, the French government decided in 1857 to force the Vietnamese to accept French protection. The French eventually succeeded in making the Vietnamese ruler give up territories in the Mekong River delta. The French occupied the city of Saigon and, during the next 30 years, extended their control over the rest of the country. In 1883 France seized the city of Hanoi and later made the Vietnamese empire a French protectorate In the 1880s, France extended its control over neighboring Cambodia, Annam, Tonkin, and Laos. By 1887 France included all its new possessions in a new Union of French Indochina. DETERMINING MEANING The word protectorate contains the same root word as the words protection , protected , and protector . How does this help you understand what a protectorate is? Government Palace at Saigon Study the image and answer the question that follows. Many European colonists in Southeast Asia lived very well. This 1874 engraving depicts the government palace at Saigon. Colonists relax as servants look on. Private Collection/Archives Charmet/Bridgeman Images 1. DRAWING CONCLUSIONS What impression does this photo give of colonial rule? Infrastructure in Cambodia, 1900 Click on the icons to learn more and answer the questions that follow. Leonard de Selva took this photograph, titled "King Norodom and Son in Carriage," of King Norodom of Cambodia and his son being transported in a Western-style carriage in 1900. ©Leonard de Selva/CORBIS Credit 1. DRAWING CONCLUSIONS How did the French influence life in Cambodia? 2. MAKING INFERENCES What European influences are evident in the photograph? Why might a Cambodian king adopt the style of a European leader? After the French conquest of Indochina, Thailand (then called Siam) was the only remaining free state in Southeast Asia. But the rivalry between the British and the French threatened to place Thailand under colonial rule, too. Two remarkable rulers were able to prevent that from happening. One was King Mongkut (known to theatergoers as the king in The King and I ), and the other was his son, King Chulalongkorn. Both promoted Western learning and maintained friendly relations with the major European powers. In 1896 Britain and France agreed to maintain Thailand as an independent buffer state between their possessions in Southeast Asia. In 1898 during the Spanish-American War, U.S. naval forces under Commodore George Dewey defeated the Spanish fleet in Manila Bay in the Philippines. Believing it was his moral obligation to "civilize" other parts of the world, President William McKinley decided to turn the Philippines, which had been under Spanish control, into an American colony. This action would also prevent the area from falling into the hands of the Japanese. The islands gave the United States convenient access to trade with China. Many Filipinos did not wish to be under American control. Emilio Aguinaldo (AH•gee•NAHL•doh) was the leader of a movement for independence in the Philippines. He began his revolt against the Spanish and went into exile in 1898. When the United States acquired the Philippines, Aguinaldo continued the revolt and set himself up as the president of the Republic of the Philippines. Led by Aguinaldo, the guerrilla forces fought bitterly against the U.S. troops to establish their independence. Many in the U.S. government, however, were unwilling to give up the advantages gained by possession of the Philippines. One senator said: Mr. President, the times call for candor. The Philippines are ours forever. And just beyond the Philippines are China’s illimitable markets. We will not retreat from either. We will not abandon an opportunity in [Asia]. We will not renounce our part in the mission of our race, trustee, under God, of the civilization of the world. Beveridge, Albert. 1900. Reprinted by Howard W. Caldwell. American History: Unification-Expansion. J. H. Miller. Credit ANALYZING PRIMARY SOURCES UNDERSTANDING CONTEXT How does Beveridge’s statement reflect a mixture of moral idealism and a desire for profit? Revolt against Colonialism in the Philippines, 1899 Click on the buttons to view the information and answer the question that follows. Filipinos mount an insurrection against the Americans in Manila in February 1899. ©Roger-Viollet/The Image Works Credit 1. IDENTIFYING BIAS Contrast the depiction of the Filipinos with that of the American soldiers. The fight for Philippine independence resulted in three years of bloody warfare. However, the United States eventually defeated the guerrilla forces, and President McKinley had his stepping-stone to the rich markets of China. Colonial Takeover Drag each colony and each motivation for colonial takeover and drop them in the correct location for each colonizer. checking for understanding 1. EXPLAINING EFFECTS What led to Western dominance in Southeast Asia? 2. EVALUATING Why was Thailand “the exception”? How did Thailand manage to be an exception? GUIDING QUESTION How did colonial powers govern their colonies? ANALYZING KEY IDEAS AND DETAILS 1. DETERMINING CENTRAL IDEAS What is the central idea of the section “Indirect and Direct Rule”? 2. CITING TEXT EVIDENCE What evidence suggests that colonial rule was not beneficial for peasants in Southeast Asia? Western powers governed their new colonial empires by either indirect or direct rule. Their chief goals were to exploit the natural resources of the lands and to open up markets for their own manufactured goods. DETERMINING MEANING Read the paragraph that contains the word exploit . Using context clues, write a definition of the word exploit . Use a dictionary or an online resource to check your definition. Sometimes a colonial power could realize its goals by cooperating with local political elites. For example, the Dutch East India Company used indirect rule in the Dutch East Indies. Under indirect rule, local rulers were allowed to keep their authority and status in a new colonial setting. This made access to the region's natural resources easier. Indirect rule was cheaper because fewer officials had to be trained. It also affected local culture less. However, indirect rule was not always possible. Some local elites resisted foreign conquest. In these cases, the local elites were replaced with Western officials. This system was called direct rule . Great Britain administered Burma directly through its colonial government in India. In Indochina, France used both systems. It imposed direct rule in southern Vietnam but ruled indirectly through the emperor in northern Vietnam. DETERMINING MEANING To rule is to govern. What is the difference between direct rule and indirect rule ? Use context clues in the text to inform your response. To justify their conquests, Western powers spoke of bringing the “blessings” of Western civilization to their colonial subjects. They imposed their cultural norms to their colonies such as European marriage practices and Western styles of dress. They also attempted to alter the role of women in colonial societies to more closely match the roles of European women. And while they promised to bring the practice of representative government to their colonial subjects, many Westerners came to fear the idea of Southeast Asian peoples and people in their colonies elsewhere being allowed political rights. direct and indirect rule Indicate whether each item relates to direct rule or indirect rule from the drop-down menu. Select the correct answer from the drop-down menu. The colonial powers did not want their colonists to develop their own industries. Thus, colonial policy stressed the export of raw materials. This policy often led to the development of plantation agriculture. In this system, peasants worked as wage laborers on the foreign-owned plantations. Plantation owners kept wages at poverty levels to increase profits. Conditions on plantations were often so unhealthful that thousands died. Also, peasants bore the burden of high taxes. DETERMINING MEANING To import is to bring goods into a country. What does it mean to export raw materials? Conditions Under Colonialism Study the image and answer the question that follows. European colonists established large plantations in Southeast Asia. Workers typically had to work long hours under harsh conditions. Here, children pose with locally made baskets in Saigon, South Vietnam, in 1900. ©Image Asset Management Ltd./SuperStock 1. DRAWING CONCLUSIONS What impression does this photo give of working conditions for natives laboring on plantations? Nevertheless, colonial rule did bring some benefits to Southeast Asia. A modern economic system began there. Colonial governments built railroads, highways, and other structures that benefited Southeast Asian peoples as well as colonials. The development of an export market helped create an entrepreneurial class in rural areas. In the Dutch East Indies, for example, small growers of rubber, palm oil, coffee, tea, and spices began to share in the profits of the colonial enterprise. Most of the profits, however, were taken back to the colonizing country. Industrialized nations came to have an economic edge over nonindustrialized nations. Goods produced in factories could be made faster, cheaper, and in much larger quantities than goods made in traditional and largely manual ways in nonindustrialized nations. Over the course of the late nineteenth and early twentieth centuries, the production of goods stagnated or decreased in places such as India, China, and Latin America but increased in parts of Europe and in the United States. Many nonindustrialized nations became increasingly dependent on industrialized nations. This resulted in a relationship that some scholars describe as an “informal empire.” In an “informal empire,” nonindustrialized nations, although not formally colonized, became increasingly dependent on industrialized nations. These nations would then sometimes threaten violence in order to obtain economic or other agreements that usually benefited them alone. checking for understanding 1. SUMMARIZING How did colonial powers govern their colonies? 2. USING MAPS According to the map, what raw materials did the Dutch have access to by controlling the Dutch East Indies? 3. DESCRIBING What kind of economic system did colonial rulers establish? GUIDING QUESTION How did indigenous people in Southeast Asia respond to colonial rule? UNDERSTANDING CRAFT AND STRUCTURE 1. ANALYZING TEXT How does the writer introduce the topic of resistance to colonial rule in Southeast Asia? How does the writer develop this topic from the beginning of this section? 2. DETERMINING MEANING The text states that a new class of Westernized intellectuals was the first generation of Asians to “embrace” Western ideas and values. What does it mean to embrace an idea? Many subject peoples in Southeast Asia resented colonization. At first, resistance came from the existing ruling class. In Burma, for example, the monarch himself fought Western domination. By contrast, in Vietnam, after the emperor had agreed to French control of his country, a number of government officials set up an organization called Can Vuong ("Save the King"). They fought against the French without the emperor's help. Meanwhile in the Philippines, a revolutionary group called the Katipunan, led by Emilio Aguinaldo, formed in 1892. They first fought against their Spanish rulers. When Spain yielded control of the Philippines to the United States, the Katipunan fought the Americans for independence as well. Aguinaldo wrote the following about the struggle against colonial rule: Oh, dear Philippines! Blame your wealth, your beauty for the stupendous disgrace that rests upon your faithful sons. You have aroused the ambition of the Imperialists and Expansionists of North America and both have placed their sharp claws upon your entrails! Loved mother, sweet mother, we are here to defend your liberty and independence to the death! We do not want war; on the contrary, we wish for peace; but honourable peace, which does not make you blush nor stain your forehead with shame and confusion. And we swear to you and promise that while America with all her power and wealth could possibly vanquish us; killing all of us; but enslave us, never!!! ANALYZING PRIMARY SOURCES 1. DETERMINING MEANING What does Aguinaldo mean by “blame your wealth, your beauty for the stupendous disgrace”? 2. CITING TEXT EVIDENCE How does this excerpt display Aguinaldo’s patriotism? Cite specific evidence from the text. Sometimes resistance to Western control took the form of peasant revolts. Peasants were often driven off the land to make way for plantation agriculture. Angry peasants then vented their anger at the foreign invaders. For example, in Burma in 1930, the Buddhist monk Saya San led a peasant uprising against the British colonial regime. Early resistance movements failed. They were overcome by Western powers. In the early 1900s, however, a new kind of resistance emerged that was based on nationalism. The leaders were often from a new class that the colonial rule had created: Westernized intellectuals in the cities. They were the first generation of Asians to embrace the institutions and values of the West. Many were educated in the West, spoke Western languages, and worked in jobs connected with the colonial regimes. At first, many of the leaders of these movements did not focus clearly on the idea of nationhood. Instead, they simply tried to defend the economic interests or religious beliefs of the Southeast Asian peoples. In Burma, for example, students at the University of Rangoon formed an organization to protest against official persecution of the Buddhist religion and British lack of respect for local religious traditions. They protested against British arrogance and failure to observe local customs in Buddhist temples. Not until the 1930s, however, did these resistance movements, such as those begun in Burma, begin to demand national independence. checking for understanding 1. EVALUATING How did indigenous people in Southeast Asia respond to colonial rule? 2. INTERPRETING How was colonial rule a threat to Southeast Asian culture? 3. IDENTIFYING CONNECTIONS Why were resistance movements often led by Southeast Asian people who had been educated in the West? Lesson 1 Review Time and Place 1. DESCRIBING Write a paragraph describing different forms of colonial rule. Be sure to define protectorate, direct rule, and indirect rule and to discuss specific examples. Building History-Social Science Analysis Skills 2. SUMMARIZING Write a paragraph summarizing the political situation of the regions of Southeast Asia by 1900. 3. IDENTIFYING CONNECTIONS How did conflicts in Europe affect the colonization of Southeast Asia? 4. DESCRIBING What is an informal empire? Writing About History 5. EXPLANATORY WRITING Write an essay discussing the effects of colonial rule on the countries that were colonized. Be sure to discuss at least two specific examples. Collaborating 6. EVALUATING With a partner, select a colonial nation from this period. Write a report for the colonial government describing the relationship between an industrial and colonial nation, considering the perspectives of both groups from the time.