...There are many reasons for the motivation of new age imperialism. However, some of the main causes are power, civilization, and economic expansion. The want of power was one cause of imperialism in the 19th century because people during this time believed that if they had more power, they would have more authority. Countries wanted more control because with this they would have more access to resources like raw materials that would fuel the industrial revolution. France and Britain were known for taking over other places using their military force. For instance, in document eight it describes how the Vietnamese were taken over by the French soldiers and how the French army is much more powerful than everyone else. Also, in document nine it...
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...malaria but this wouldn’t stop the persistence of the leaders of France and Great Britain. The idea of exploring and conquering new land meant more to these leaders because of the motivation to keep their national security strong and keep their economy stronger. These countries would use their remaining resources to look for more disposable ones so that their empires could grow considerably. Great Britain would be dug in the south and spread out through Africa, while the French would have most of the North and West of Africa, but Germany would just conquer a handful of countries before going into the 20th century (263 DBQ). These countries would soon become opponents in one of the greatest territory conquest in the world’s history. Resources is the main point in all three of these powers because Great Britain looked at the world as control, the thought of ruling land to them meant more power. A very important reason these powers would fight for this piece of land is because of the potential wealth it holds but also because the countries would see it that the Africans needed help. Turning the conquerors into saviors and that is always a good feeling when possibly it is not the case as the poem “White Man’s Burden,” by Rudyard Kipling would mention. “Take up the White Man’s burden, Send out the best ye breed…. To serve your captive’s need” (273 DBQ). Great Britain, Germany and Frace would soon find out that Africa not only big in land, but possibly even greater in resources...
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...From 1850-1914 imperialism cast a shadow of racism, forced labor, and conflict across the globe. Some will argue that the addition of new technologies, better education, and improved sanitation made this time a positive one. Overall, imperialism could be viewed as having both a positive and negative impression on the world. Nevertheless, after analyzing all the information, it is clear that the negatives strongly outweigh the positives. Imperialism itself is defined as, the act of a strong nation controlling a weaker nation (SFA 115). There were two main methods that imperialists used to manage their colonies. The first was used mainly by France and other European nations and was called direct control. They believed that natives simply could...
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...Imperialism DBQ The U.S. overseas expansion in the 19th and 20th centuries were aimed towards creating a global presence on the world stage. The U.S.’s military interests to extend their control lead to their intentions of assimilating foreigners into the “best” culture because of the influence of the Progressive Movement that was taking place. Based off the idea of Social Darwinism and Anglo Saxon, this lead people to believing that the U.S. should civilize these “savages” through spreading Christianity and democracy. They assumed that they were the best race and that everyone else was uncivilized. Document C mentions that “the highest civilization will spread itself over the earth” and “this competition of races will be the survival...
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...Michael Sylvia World Civ DBQ Mrs. Garno 1/30/13 Europe was a colonizing machine throughout the 19th and 20th centuries. After Europe’s leap to industrialization and growth in population, the abundance of food was drastically decreasing. This inspired Europe to begin an imperialistic sparked Europe’s approach. Nonetheless, Europe’s growing empire was striking fear on to surrounded non western countries. Europe’s motivation for colonizing all over the world was sparked by three main topics: military factors, political factors and economic factors. Military was an enormous factor in imperialism. Leaders and countries often felt that the only way to remain safe and secure was to create naval bases around the globe. Naval bases were a “win-win” situation because the bases could also be used as merchant bases and trading ports. This meant Europe was able to increase both money and prestige due to the fact that their products were now available literally worldwide. Naval/merchant bases weren’t the only incentive to conquer; prestige and fear were sought after also. Both prestige and fear gave Europe a “leg-up” on its opponents due to basic human nature. Europe’s efforts to create fear by building naval bases and expanding their empire made Europe’s opponents feel weak and full of anxiety. This is very evident in Document 4, “Now, the French come, with their powerful weapons of war, to cause dissension among us. We are weak against them; our commanders and soldiers have been vanquished…”...
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...DBQ Industrial Revolutions Before the Revolution manufacturing was often done in people's homes, using handtools or basic machines and the industrialization made a shift to machinery, factories and mass production of products. The industrial revolution started in 1760 and lasted till 1840 in Britain. It was an important event in human society was the Industrial Revolution, almost every aspect of daily life was eventually influenced in some way, shape or form. Industrial revolution had a lot of both positive and negative effects. There was many positive things that happened because of the industrial revolution. One positive effect is that cotton trade tripled and the amount of iron manufactured nearly doubled.(Doc 2) This was because using the machines like the cotton gin cotton could be prepared for trade faster and in bigger...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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