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| Portuguese explorer who explained his motives: "to serve God and His Majesty, to give light to those who were in darkness and to grow rich as all men desire to do." He round the tip of South Africa in 1487. After a big storm, he realized his ships had been blown around the tip of theother side of the continent. Dias explored the southeast coast of Africa and then considered sailing to India. Since his crew was exhausted and food supplies were low, he had to return home. |
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| The son of Portugal's king. His dreams of overseas exploration began in 1415 when he helped conquer the Muslim city of Ceuta in North Africa. There, he had his first glimpse of the dazzling wealth that lay beyond Europe. When he returned to Portugal, he determined to reach the source of these treasures in the East. He wished to spread the Christian faith. In 1419, he founded a navigation school on the southwestern coast of Portugal. The Portuguese had established a series of trading posts along the shores of Africa by the time he died in 1460. |
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| Portuguese explorer who reached the port of Calicut on the southwestern coast of India in 1498. He and his crew were amazed by the spices, as well as the rare silks and precious gems, that filled Calicut's shops. His remarkable voyage of 27,000 miles had given Portugal a direct sea route to India |
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| In 1494, Spain and Portugal signed this which they agreed to honor the line. |
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| Dutch East India Company; what was the result? |
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| This was richer and more powerful than England's company. Result: the Dutch eventually drove the English and established their dominance over the region. |
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| each nation had formed this to establish and direct trade throughout Asia. These had the power to mint money, make treaties, and even raise their own armies. |
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| He made a voyage for Spain in 1492. Instead of sailing east, he sailed west across the Atlantic in search of an alternate trade route to Asia and its riches. He never reached Asia. Instead he stepped onto an island in the Caribbean. He claimed the island for Spain and named it San Salvador, or "Holy Savior." He was interested in gold. In early 1493, he returned to Spain. He emnbarked on his second voyage to the Americas in September of 1493. He journeyed as an empire builder. He comanded a fleet of some 17 ships and several hundred armed soldiers. He brought 1,000 settlers. He and his followers began a process of colonization that would reach nearly every corner of the Americas. |
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| colonies; give an example on the Spanish |
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| lands that are controlled by another nation. The Spanish intended to transform the Carribbean islands into this. |
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| a Spaniard who landed on the shores of Mexico. He was the first conquistador that may have lacked in physical strength but he was worth of determination, courage, and ruthlessness. He reportedly burned his ships to keep his men from turning back. When the Aztecs experienced his toughness, they refused to surrender after months of fierce fighting. So, in response, he ordered that the Aztec capital, Tenochtitlan, to be destroyed. |
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| the Spanish soldiers, explorers, and fortune hunters who took part in the conquest of the Americas in the 16th century. |
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| Aztec emperor who was convinced at first that Cortes was an armor-clad god. He agreed to give the Spanish explorer a share of the empire's existing gold supply. While Cortes was a feared leader, Montezuma was a much beloved ruler who showed particular talent as an orator. His words often failed him so the crowd denounced him as a traitor. Later, the crowd stoned him to death. |
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| A conquistador who marched a small force into South America in 1532. He conquered the mighty Inca Empire. Him and his army of aout 200 met the Inca ruler, Atahualpa, near the city of Cajamarca. This conquistador captured the Inca capital, Cuzco, without a struggle. |
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| a mixed Spanish and Native American |
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| Under this system, natives farmed, ranched, or mined for Spanish landlords. These landlords had received the rights to the natives' labor from Spanish authorities. The holders of this system promised the SPanish rulers that they would act fairly and respect the workers. Many abused the natives and worked many laborers to death, especially inside dangerous mines. The Spanish employed the same system in the Caribbean. |
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| He is an Italian in the service of Portugal, he also traveled along the eastern coast of South America. Upon his return to Europe, he cliamed that the newly discovered land was not part of Asia, but a "new" world. A German mapmaker named the new continent America after this guy. |
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| The buying and selling of Africans for work in teh Americas which became a massive enterprise. Between 1500 to 1600, nearly 300,000 Africans were transported to the Americas. During the next century, that number climbed to almost 1.5 million. When it ended around 1870, Europeans had imported about 9.5 million Africans to the Americas. |
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| Africans that were transported to the Americas were part of this transatlantic trading network. One one trade route, Europeans transported manufactured goods to teh west coast of Africa. There, traders exchanged these goods for captured Africans. The Africans were then transported across the Atlantic Ocean and sold in the West Indies. Merchants then bought sugar, coffee, and tobacco in the West Indies and sailed back to Europe to sell these products. On another route, merchants carried rum and other goods from New England colonies to Africa and they exchanged their merchandise for Africans. The traders then transported the Africans to the West Indies and sold them for sugar and molasses. They then sold these goods to rum producers in New England. |
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| middle passage; why did they name this? |
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| This is the voyage that brought captured Africans to the West Indies and later to North and South America. It was named this because it was considered the middle leg of the transatlantic trade triangle. |
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| men who had been born in Spain; held high office in Spanish colonial government |
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| Spaniards born in Latin America; ranked after the peninsulares |
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| persons of mixed European and African ancestry; ranked after creoles |
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| _________ was a wealthy Venezuelan creole who was called "Libertador" (Liberator) |
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| In _____, Hidalgo, a _____ in the small village of Dolores, took the first step of independence |
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| (SEE TERM FIRST) 1810; priest |
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| ______ issued a call for rebellion against the Spanish. That call is known as the _______ __ ________ |
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| (SEE TERM FIRST)Hidalgo; grito de Dolores |
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| Morelos was defeated by _________ in _____ |
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Definition
| (SEE TERM FIRST)de Iturbide; 1815 |
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| The slaves showed that they were not powerless. In August ______, an African priest named _______ raised a call for revolution. |
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| (SEE TERM FIRST)1791; Boukman |
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| L'Ouverture was a(n) __slave |
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| L'Ouverture's general, _________, took up the fight for freedom when L'Ouverture had left off. This man declared the colony an independent country on _______ and called it the country of _______. |
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| (SEE TERM FIRST) Dessalines; 1804; Haiti |
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| King John's son. He ruled Brazil without resistence/bloodshed. After Napoleon he started to rule again. |
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| _______'s native Venezuela declared its independence from Spain in _______ |
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| (SEE TERM FIRST)Bolívar, 1811 |
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| ______ led over 2,000 soldiers on a daring march through the Andes into what is now Colombia. |
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| ______ took the Spanish army in _______ completely by surprise. |
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| (SEE TERM FIRST) Bolívar; Bogotá |
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| By _____, Bolívar had won Venezuela's independence. He then marched to ________ and finally met with _________. Together they would decide the future of the Latin American revolutionary movement. |
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| (SEE TERM FIRST) 1821; Ecuador; San Martín |
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| When Martín went to __________, he wanted to drive out the remaining Spanish forces there. He needed a larger force to accomplish this. |
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| (SEE TERM FIRST) Lima, Peru |
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| ________ and _________ met at Guayaquil, Ecuador, in 1822 to solve the problem of getting a larger force. |
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| (SEE TERM FIRST) Bolívar and San Martín |
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| Bolívar's army went on to defeat the Spanish at the Battle of ________ on _______________. This was the last major battle for this war of independence |
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| (SEE TERM FIRST) Ayacucho (Peru); December 9, 1824 |
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| Roosevelt's "Big Stick Policy" |
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| the slogan of Roosevelt from the Roosevelt Corollary to Monroe Doctrine |
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| a military dicator of a Latin American country |
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| a US policy of opposition to European interference in Latin America, announced by President Monroe in 1823. |
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| a writer who had been exiled and returned to fight for Cuban indpeendence. He was killed early in the Spanish-American war, but the Cubans battled on. |
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| an 1898 conflict between the United States and Spain, in which the United States supported Cubans' fight for independence |
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| a manmade waterway connecting the US and opened in 1914 |
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| President Theodore Roosevelt's 1904 extension of the Monroe Doctrine, in which he declared that the Untied States had the right to excercise "police power" throughout the Western Hemisphere. |
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| Hiidalgo's Indian and _______ followers began a march toward Mexico City. This army numbered ________ men. |
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| (SEE TERM FIRST)mestizo; 60,000 |
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| Hidalgo was defeated in _____ |
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| Morelos called a Mexican congress to set up a ___________ |
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| (SEE TERM FIRST) democratic government |
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| de Iturbide defeated __________ |
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| _____ agreed to halt the revolution if the French would end slavery. He was acused of planning anoher uprising by the French and was sent to a prison in the French Alps. He died in the cold mountain jail later in ___ months, in April ________. |
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| (SEE TERM FIRST) L'Ouverture; 10; 1803 |
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| a policy in which a strong nation seeks to dominate other countries politically, economically, or socially |
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| the belief that one race is superior to others. |
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| the application of Charles Darwin's ideas about evolution and "survival of the fittest" to human societies-- particularly as justification for imperialist expansion |
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| Berlin Conference 1884-1885 |
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| a meeting at which representatives of EUropean nations agreed upon rules for the EUropean colonization of Africa. |
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| Zulu chief who used highly disciplined warriors and good military organization to create a large centralized state. His successors were unable to keep the kingdom intact against the superior arms of the British invaders. |
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| a Dutch colonist in South Africa. |
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| a migration of Dutch colonists out of British-controlled territory in South Africa during the 1830s. |
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| a conflict, lasting from 1899 to 1902, in which the Boers and the British fought for control of territory in South Africa. |
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| a policy of treating subject people as if they were children, providing for their needs but not giving them rights. |
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| The french supported this policy. It was based on the idea that in time, the local populations would become absorbed into Frnech culture. The French abandoned the ideal of this for all but a few places and settled for a policy of "association" |
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| Ethiopia was the only African nation to successfully resist the Europeans due to this man. He became emperor of Ethiopia in 1889. He built a large arsenal of modern weapons purchased from France and Russia. When he was about to sign the Italian treaty, Found that there was a difference in the meaning that was in Amhariac (Ethiopian language) and Italian. He believed that he was giving up a tiny portion of Ethiopia. This led to the Battle of Adowa. |
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| Give me the characteristics and one example of: colony |
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Definition
Characteristic: A country or a region governed internally by a foreign power
Example: Somaliland in East Africa was a French colony |
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| Give me the characteristics and one example of: protectorate |
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Definition
Characteristics: A country or territory with its own internal government but under the control of an outsider.
Example: Britain established a protectorate over the Niger River delta. |
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| Give me the characteristics and one example of: sphere of influence |
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Characteristics: An area in which an outside power claims exclusive investment or trading privileges
Example: Liberia was under the sphere of influence of the US. |
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| Give me the characteristics and one example of: economic imperialism |
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Definition
| Characteristics: Independent but less developed nations controlled by private business interests rather than by other governments. |
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| explain me the management methods and tell me two examples of Indirect Control |
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Definition
Inderect Control:
-Local government officials were used
-Limited self-rule
-Government institutions are based on European styles but may have local rules
Examples:
-British colonies such as Niegeria, India, Burma
-US colonies on Pacific Islands |
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| explain me the management methods and tell me three examples of Direct Control |
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Definition
Direct Control:
-Foreign officials brought in to rule
-No self-rule
-Goal: assimilation
-Government institutions are based only on European styles
Examples:
-French colonies such as Somaliland, Vietnam
-German colonies such as Tanganyika
-Portuguese colonies such as Angola |
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| a foreign policy based on a consideration of the strategic locations or products of other lands. |
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| a conflict, lasting from 1853 to 1856, in which the Ottoman Empire, with the aid of Britain and France, halted Russian expansion in the region of the Black Sea. |
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| a manmade waterway connecting the Red Sea and the Mediterranean Sea, which was opened in 1869. |
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| an Indian soldier serving under British command |
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| the British colony of India-- so called because of its importance in the British Empire, both as a supplier of raw materials and as a markert for British trade goods. |
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| an 1857 rebellion of Hindu and Muslim soldiers against the British in India due to cartridges that were filled with pork/beef fat which must be bitten off. |
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| referred to British rule over India from 1757 until 1947. It was the part of India that was under direct British rule. |
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| a modern-thinking, well-educated Indian who began a campaign to move India away from traditional practices and ideas. SOmetimes called the "Father of Modern India". He called for an end to widow suicide and child marriages. He spent many hours studying the religions of the world to understand people. |
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| the lands surrounding the Pacific Ocean-- especially those in Asia |
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Definition
King of Siam (or Thailand)
LOOK MORE IN THE NOTEBOOK AND ASK PEOPLE |
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| leader of the Filipino nationalists and claimed that the US had promised immediate independnece after the Spanish-American War ended. |
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| the adding of a region to the territory of an existing political unit |
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| Hawaii's queen and last monarch of Hawaii. She called for a new constitution that would increase her power in 1893. It would also restore the political power of Hawaiins at the expense of wealthy planters. To prevent this from happeneing, a group of American businessmen hatched a plot to overthrow the Hawaiin monarchy. In 1895, she was forced to give up ower. She continued to oppose the annexation of Hawaii by the US as a part of the Onli Pa'a (Stand Firm) movement |
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| He worked as a lawyer n South Africa, where he fought racial prejudice against Indians. A white conductor ordered him to move to the third-class coach, reserved for Indians. He refused which caused the conductor to force him off the train at the next station. He began to form his social and political ideas during the mid-1880s before he attended law schol in England. His teachigns blended ideas from all approach to political activity. His teachings blended ideas from all of the major world religions, including Hinduism, Islam, and Christianity. |
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| deliberate and public refusal to obey a law considered unjust |
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| led Turkish nationalists in overthrowing the last Ottoman sultan. A young woman who played a major role in the revolution. Became president of the new Republic of Turkey in 1923. He ushered in mnay sweeping reforms to achieve his goal of transforming Turkey into a modern nation. He separated the laws of Islam from the laws of the nation. He abolished religious courts and created a new legal system based on European law. Women gained more freedom under him. He granted women the right to vote and to hold public office. He launched government-funded programs to industrialize Turkey and to spur economic growth. |
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| The Zulu land became a part of British-controlled land in __________ |
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Definition
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| Tell me the Belgian controlled land in Africa in 1913. Tell me the percentage of the lands Belgian owns. |
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Definition
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| Tell me the Britain controlled land in Africa in 1913. Tell me the percentage of the lands Britain owns. |
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Definition
| Egypt, Anglo-Egyptian Sudan, Walvis Bay, Sierra Leone, Gold Coast, Nigeria, Uganda, Zanibar I, British East Africa, British Somaliland, Nyasaland, Northern Rhodesia, Southern Rhodesia, Bechuanaland, Union of South Africa, Swaziland, Basutoland, Gambia; 32.3% |
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| Tell me the French controlled land Africa in 1913. Tell me the percentage of the lands French owns. |
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Definition
| Morocco, Algeria, Tunsia, French West Africa, French Equatorial Africa, Madagascar, French SOmalilan; 35.6% |
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| Tell me the German controlled land Africa in 1913. Tell me the percentage of the lands German owns. |
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Definition
| Togo, Cameroons, German East Africa, German Southwest Africa; 7.9% |
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| Tell me the Italian controlled land Africa in 1913. Tell me the percentage of the lands Italian owns. |
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Definition
| Libya, Eritrea, Itlian Somaliland; 5.2% |
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| Tell me the Portuguese controlled land Africa in 1913. Tell me the percentage of the lands Portuguese owns. |
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Definition
| Portuguese Guinea, Madeira, Angola, Mozambique, Cambinda, Principe Sao Tome; 6.8% |
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| Tell me the Spanish controlled land Africa in 1913. Tell me the percentage of the lands Spanish owns. |
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Definition
| Spanish Morocco, Ifni, Canary Islands, Rio de Oro, Fernando Po; .06% |
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| Tell me the Independent states controlled land Africa in 1913. Tell me the percentage of the lands Independnet states owns. |
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| Tell me the Boer controlled land in Africa in 1913. Tell me the percentage of the lands Boer owns. |
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Definition
| CHECK WITH AMMI ON P. 308 |
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| Tell me the Ottoman controlled land in Africa in 1913. Tell me the percentage of the lands Ottoman owns. |
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Definition
| CHECK WITH AMMI ON P. 308 |
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| Italy claimed all of Ethiopia as a _________. In return, Menelik did what? After Menelik's action, what happened to Ethiopia? |
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| (SEE TERM FIRST) protectorate; Menelik declared war called the Battle of Adowa; Ethiopian forces successfully defeated the Italians and maintained their nation's independence. |
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| Positives of imperialism/colonialism |
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Definition
| -reduced local warfare -raids between rival tribes were reduced -life spans increased and literacy rates improved -economic expansion -African colonies gained railroads, dams, and telephone and telegraph lines when African products came to be valued on the international market |
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| Negatives of imperialism/colonialism |
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Definition
| -Africans lost control of their land and their independence -Many Africans died of new diseases such as smallpox -Famines resulted from the change to cash crops in place of subsistence agriculture -Africans suffered from a breakdown of their traditional cultures since they admired European life -the dividing of the African continents caused problems for the nations that evolved from the former colonies |
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| set out to modernize his country by establishing public schools, built roads and railroads, promoted industrial growth, and extended women's rights. He kept all power in his own hands. He changed the name of Persia to Iran. |
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| a member of a once-powerful Arabian family who carried on Arab and Islamic tradition and so the Saudi govenrment was based on custom, religion, and family ties. Alcoholic drinks were illegal. He brought some modern technology, such astelephones and radios, to his country |
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